child and adolescent counseling chapter 20

Chapter 20 Counseling with Children with Disabilities The miracle is not that we this work, but that we are happy to it Mother Teresa © 2011 Brooks/Cole, A Chapter Objectives After reading this chapter, you should be able to: •Outline the history of special education in the United States •Explain the categories of disabilities •Discuss the procedures for IDEA and Section 504 in the schools •Describe some counseling strategies for children with special needs •Talk about working with the families of children with disabilities © 2011 Brooks/Cole, A Overview • Children with Special Needs • History • Categories • Methods of counseling by category © 2011 Brooks/Cole, A The Situation • They are different from the norm • Their problem is just as much society’s perception as the limitation of the child • Counseling is only partially about the special need • It is more about dealing with society’s reaction to it and the effects of those reactions on the child • They are often treated poorly both at school and at home © 2011 Brooks/Cole, A Categories of Exceptionalities © 2011 Brooks/Cole, A Steps for identification Child is referred as needing services The child is evaluated A group considers the results and determines eligibility If eligible, an individual educational plan (IEP) is written for the child The IEP meeting is scheduled © 2011 Brooks/Cole, A Steps for Identification (Cont.) The meeting is held and the IEP plan finalized Services are provided Progress measured and reported IEP reviewed annually 10 The child is re-evaluated at least every years © 2011 Brooks/Cole, A Methods of Counseling • Strategies should be incorporated into a positive, accepting counseling relationship • Need to have basic knowledge of the disabling condition as well as the needs and characteristics of the children • Listen to them • Help children see themselves as people who can and perform and accomplish goals © 2011 Brooks/Cole, A Some General Questions Have I helped: • The child develop good relations with classmates • The child learn to solve his own problems • The child to feel better about himself • Parents and teachers interact in ways that help the child • The child with his self concept • The child understand, through my behavior, that he is a valuable human being © 2011 Brooks/Cole, A Emotional Disturbance • " a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance-(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers (C) Inappropriate types of behavior or feelings under normal circumstances (D) A general pervasive mood of unhappiness or depression (E) A tendency to develop physical symptoms or fears associated with personal or school problems." [Code of Federal Regulations, Title 34, Section 300.7(c)(4)(i)] © 2011 Brooks/Cole, A Learning Disability Counseling Brief solution focused therapy • • • • • Step 1: Build rapport, define specific problems Step2: Consider what hasn’t worked – look at possible solutions Step 3: Help student decide on specific measurable goal – “miracle question” Step 4: Help decide on specific task Step 5: Check back later © 2011 Brooks/Cole, A Learning Disability Education • • • • • • • Changes to classroom procedures Teach child organizational skills Teach about considering consequences Teach social skills Help child overcome sense of failure Promote positive attitude toward learning Complete diagnostic evaluation and education plan © 2011 Brooks/Cole, A ADHD/ADD • Three types o o o Predominately inattentive type Predominately hyperactive/impulsive type Combined type • Symptoms o o o o o Present before age Persists for more than months Present in multiple settings Inconsistent with child’s developmental level Clearly impairs functioning © 2011 Brooks/Cole, A ADHD/ADD Treatment • • • Multidisciplinary, multi-treatment model Medication alone not recommended but common Suggestions for counselors o Behavior modification o Cognitive restructuring o Case management o Parent support groups o CHADD (http://www.chadd.org) © 2011 Brooks/Cole, A Mental Retardation Definition: • Mental retardation is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills This disability originates before age 18 © 2011 Brooks/Cole, A Mental Retardation Note: each case is so unique it is difficult to provide general information • Subtypes: Intermittent: needs occasional help o Limited: Need consistent and sometimes intensive support o Extensive: Needs regular involvement and long term support o Pervasive: constant high intensity support services o © 2011 Brooks/Cole, A Mental Retardation (Cont.) After diagnosis study four areas Intellectual and adaptive skills Psychological and emotional concerns Physical functioning and health Current environment and optimal environment © 2011 Brooks/Cole, A Mental Retardation (Cont.) Counseling goals • Provide survival skills • Train parents and educators on how to train the child • Case management: ensure the child is getting the services to which they are entitled © 2011 Brooks/Cole, A Physical Disability • Disabilities vary widely in extent: o Diabetes, Cystic Fibrosis, Pregnancy • Often comorbid problems • The child has much negative association with self © 2011 Brooks/Cole, A Physical Disability • Teachers need help on how to accommodate • Need to work with involved agencies • Working with the child o Teach to appreciate strengths o Teach self-advocacy o Arrange for mentors/friends © 2011 Brooks/Cole, A General Ideas Behavior modification • Identify, define, and measure behavior • Identify context of behavior • Identify what causes or maintains behavior • Identify interventions to change behavior © 2011 Brooks/Cole, A General Ideas Summary of tasks • Recognize the child as a person • Understand the exceptionality • Counsel for self esteem; self acceptance • Coordinate services • Help significant others reach understanding • Assist in development of life, personal, social skills • Encourage recreational skills • Counseling with parents • Work with referral agencies © 2011 Brooks/Cole, A Counseling With Parents of Exceptional Children • Very little research in this area • Parents suffer range of emotions at not getting the child they wanted • Parents may over protect or under protect • Parents may sacrifice their lives to their child © 2011 Brooks/Cole, A Counseling With Parents of Exceptional Children Parents may need to work through guilt (which is sometimes justified) • Something done while pregnant (FAS) • Punishment for sins • Ashamed • What will neighbors think/say © 2011 Brooks/Cole, A Counseling with Parents of Exceptional Children • Counseling tasks o Help parents with education o Help through unproductive feelings o Connect to resources o Help set realistic expectations o Help them realize child’s uniqueness • NICHCY (www.nichcy.org) • Parent support groups • Maybe family therapy © 2011 Brooks/Cole, A [...]... consistent limits and hold child accountable • Counseling strategies mirror educational strategies • Be very explicit about appropriate vs inappropriate behavior © 201 1 Brooks/Cole, A Emotional Disturbances Summary of tasks • • • • • Relationship that includes well defined responsibilities and limits Work to change the child s image and expectations Individual and group counseling for feelings and behaviors,... services o © 201 1 Brooks/Cole, A Mental Retardation (Cont.) After diagnosis study four areas 1 Intellectual and adaptive skills 2 Psychological and emotional concerns 3 Physical functioning and health 4 Current environment and optimal environment © 201 1 Brooks/Cole, A Mental Retardation (Cont.) Counseling goals • Provide survival skills • Train parents and educators on how to train the child • Case... Parents may sacrifice their lives to their child © 201 1 Brooks/Cole, A Counseling With Parents of Exceptional Children Parents may need to work through guilt (which is sometimes justified) • Something done while pregnant (FAS) • Punishment for sins • Ashamed • What will neighbors think/say © 201 1 Brooks/Cole, A Counseling with Parents of Exceptional Children • Counseling tasks o Help parents with education...Emotional Disturbances Children may exhibit Hyperactivity Aggression/self injury Withdrawal Immaturity Learning difficulties Distorted thinking, bizarre behavior • May include • Anorexia and bulimia • Mood disorders • Trauma • Chaotic home life • • • • • • © 201 1 Brooks/Cole, A Emotional Disturbance Counseling • Need love and understanding • Security and stability • Relationship is very... skills, improve academic performance Must place consistent limits and hold child accountable Assist parents and teachers in how to structure the child s environment for consistency © 201 1 Brooks/Cole, A Learning Disability • A group of disorders that make learning more difficult than normal • Causes: genetic, environmental, biological © 201 1 Brooks/Cole, A Learning Disability Basic definition: achievement... services • Help significant others reach understanding • Assist in development of life, personal, social skills • Encourage recreational skills • Counseling with parents • Work with referral agencies © 201 1 Brooks/Cole, A Counseling With Parents of Exceptional Children • Very little research in this area • Parents suffer range of emotions at not getting the child they wanted • Parents may over protect... definition is that children who are cognitively limited can’t have a learning disability Umbrella terms that cover the following: dyslexia, dyscalculia, dysgraphia, dyspraxia, central and auditory processing disorders, nonverbal learning disorders, visual perceptual/visual motor deficit, language disorders © 201 1 Brooks/Cole, A Learning Disability Counseling • Recognize and reflect the child s feelings... self-advocacy o Arrange for mentors/friends © 201 1 Brooks/Cole, A General Ideas Behavior modification • Identify, define, and measure behavior • Identify context of behavior • Identify what causes or maintains behavior • Identify interventions to change behavior © 201 1 Brooks/Cole, A General Ideas Summary of tasks • Recognize the child as a person • Understand the exceptionality • Counsel for self esteem;... functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills This disability originates before age 18 © 201 1 Brooks/Cole, A Mental Retardation Note: each case is so unique it is difficult to provide general information • Subtypes: Intermittent: needs occasional help o Limited: Need consistent and sometimes intensive support o Extensive: Needs regular involvement and. .. the child is getting the services to which they are entitled © 201 1 Brooks/Cole, A Physical Disability • Disabilities vary widely in extent: o Diabetes, Cystic Fibrosis, Pregnancy • Often comorbid problems • The child has much negative association with self © 201 1 Brooks/Cole, A Physical Disability • Teachers need help on how to accommodate • Need to work with involved agencies • Working with the child ... his own problems • The child to feel better about himself • Parents and teachers interact in ways that help the child • The child with his self concept • The child understand, through my behavior,... include • Anorexia and bulimia • Mood disorders • Trauma • Chaotic home life • • • • • • © 201 1 Brooks/Cole, A Emotional Disturbance Counseling • Need love and understanding • Security and stability... that includes well defined responsibilities and limits Work to change the child s image and expectations Individual and group counseling for feelings and behaviors, teach social skills, improve