Counseling Students Who Are Homeless

2016 ◽  
pp. 7-22
Author(s):  
Emily S. Fisher ◽  
Kelly S. Kennedy
Keyword(s):  
Family Involvement ◽  
Homeless Youth ◽  
Mental Health Problems ◽  
Ethical Issues ◽  
Behavioral Therapy ◽  
Counseling Students ◽  
Background Information ◽  
Homeless Students ◽  
School Based ◽  
Solution Focused

This chapter presents background information about homeless youth and suggested counseling strategies for use by school-based counselors who work with young people who are homeless. Homelessness is a growing problem for students, and students who experience homelessness are at increased risk for a host of developmental, academic, and mental health problems. Counselors working with students who are homeless must be aware of legal and ethical issues, such as the McKinney-Vento Act, which was enacted to ensure that homeless students are provided a free and appropriate public education, and mandated reporting requirements. Counselors can help promote resilience by focusing on students’ strengths and addressing issues related to stress, trauma, and family involvement. Specific counseling strategies discussed include solution-focused brief therapy and cognitive-behavioral therapy.

Introduction to Counseling Special Populations in Schools

2016 ◽  
pp. 1-6
Author(s):  
Emily S. Fisher ◽  
Kelly S. Kennedy
Keyword(s):  
Juvenile Justice System ◽  
Behavioral Therapy ◽  
Gifted Students ◽  
Special Populations ◽  
Homeless Students ◽  
Incarcerated Parents ◽  
School Based ◽  
Strength Based ◽  
Parenting Students ◽  
Solution Focused

This chapter provides an overview of school-based counseling, the approaches used throughout the book, and the special populations that are discussed in the later chapters. The chapter identifies a significant benefit of school-based counseling, which is that it often reaches young people who otherwise would not receive mental health services. It discusses strength-based counseling approaches that, instead of focusing on students’ psychopathology, promote resilience; these include solution-focused brief therapy and cognitive-behavioral therapy. Finally, it introduces the specific student populations that will be discussed in greater detail in the later chapters: students who are homeless, students living in foster care, students involved with the juvenile justice system, students who are LGBTQ, students who are pregnant or parenting, students who are gifted, students with incarcerated parents, students in military families, and students who are at risk for school failure and dropout.

Counseling Students Who Are Gifted

2016 ◽  
pp. 103-117
Author(s):  
Emily S. Fisher ◽  
Kelly S. Kennedy
Keyword(s):  
Career Counseling ◽  
Behavioral Therapy ◽  
Gifted Students ◽  
Counseling Students ◽  
Vulnerable Population ◽  
Cognitive Behavioral ◽  
Emotional Needs ◽  
Social And Emotional ◽  
Solution Focused Brief Therapy ◽  
Solution Focused

This chapter reviews strategies for working with students who are gifted. It stresses that gifted students can be a vulnerable population because, without proper academic, social, and emotional support, they may not reach high levels of achievement and recognize their potential in school and beyond. Also, because gifted students’ social and emotional needs are often unrecognized and unmet, it is important for counselors to familiarize themselves with the characteristics associated with giftedness. The chapter describes the types of challenges that may be faced by gifted students, including perfectionism, underachievement, motivation, and multipotentiality. It also suggests counseling strategies to address these concerns such as cognitive-behavioral therapy, solution-focused brief therapy, career counseling, and group counseling.

Counseling Students Involved With the Juvenile Justice System

2016 ◽  
pp. 38-63
Author(s):  
Emily S. Fisher ◽  
Kelly S. Kennedy
Keyword(s):  
Alternative Education ◽  
Juvenile Justice ◽  
Dialectical Behavior Therapy ◽  
Justice System ◽  
Juvenile Justice System ◽  
Behavioral Therapy ◽  
Treatment Plan ◽  
Counseling Students ◽  
System P ◽  
Solution Focused

This chapter provides an overview of the juvenile justice system, as well as descriptions of alternative education settings, and offers suggestions for counselors who work with students who are involved with that system. Students who are involved with the juvenile justice system face a number of risks that impact them at school, including trauma, comorbid psychiatric disorders, substance abuse, learning disabilities, and underachievement. Counselors working with this group of students need to take time to establish effective rapport and develop a treatment plan that takes into account the complexities of these students’ lives. Specific counseling strategies discussed include solution-focused brief therapy, cognitive-behavioral therapy dialectical behavior therapy motivational interviewing (MI), multisystemic therapy and group counseling.

SFBT Techniques and Solution Building

2017 ◽  
Author(s):  
Johnny S. Kim ◽  
Michael S. Kelly ◽  
Cynthia Franklin
Keyword(s):  
Behavioral Change ◽  
Behavioral Therapy ◽  
Theory Of Change ◽  
Treatment Manual ◽  
School Social Workers ◽  
School Based ◽  
Solution Focused Brief Therapy ◽  
Therapy Model ◽  
Solution Focused ◽  
Model Approach

This chapter provides an overview of the SFBT model and highlight the contributions made by SFBT pioneers Insoo Kim Berg and Steve de Shazer as well as other school-based SFBT practitioners and scholars. It contrasts the techniques of SFBT with typical approaches used in schools, such as cognitive-behavioral therapy, to show how SFBT differs from other approaches that school social workers are already using. It also discusses the 2nd edition of the Solution-Focused Brief Therapy Association Treatment Manual which provides more details about the specific SFBT techniques and ways to use solution-building questions in this therapy model approach. Lastly, it discusses the theory of change in SFBT and how it helps create behavioral change in students.

CBT Applications in Schools

2021 ◽  
pp. 1-24
Author(s):  
Diana Joyce-Beaulieu ◽  
Brian A. Zaboski ◽  
Alexa R. Dixon
Keyword(s):  
Behavioral Therapy ◽  
Symptom Assessment ◽  
Conduct Disorders ◽  
Outcome Data ◽  
Background Information ◽  
School Based ◽  
Tiered System ◽  
Flexible Applications ◽  
The Many

Anxiety, depression, substance use, conduct disorders, attention-deficit/hyperactivity disorder, and learning disorder are but a subset of problems that youth experience throughout their lives. Chapter 1 presents the school-based practitioner as a first-line interventionist for these difficulties. Framing school-based care within a multi-tiered system of support, Chapter 1 introduces cognitive behavioral therapy (CBT), an evidence-based intervention with flexible applications for children and adolescents. It acknowledges the complex intersection between CBT, 504 plans, and Individualized Education Programs; discusses the many ways students may receive services under the law (and otherwise); and highlights the details of school-based practice integral to evaluating these plans. Chapter 1 ends with a thorough case presentation complete with background information, interviews, behavior and symptom assessment, CBT session planning, and outcome data.

Counseling Students to Increase Motivation and School Completion

2016 ◽  
pp. 151-168
Author(s):  
Emily S. Fisher ◽  
Kelly S. Kennedy ◽  
Brianna Meshke McLay
Keyword(s):  
Risk Factors ◽  
At Risk ◽  
Study Skills ◽  
Behavioral Therapy ◽  
Counseling Students ◽  
School Failure ◽  
Dropping Out ◽  
Performance Deficits ◽  
And Performance ◽  
Solution Focused

This chapter reviews strategies for working with students who are at risk for school failure or dropout. Because each of the populations discussed in the earlier chapters may be at risk for dropout or failure, this chapter builds upon previous strategies by providing a framework for targeting motivation and academic enabling skills (e.g., note taking, study skills). It describes risk factors (both membership in certain groups and personal risk factors) that may contribute to school failure or dropout. It also addresses the need to distinguish between skills/acquisitions deficits and performance deficits in identifying the reasons a student is struggling academically, is chronically truant, or is at risk of dropping out. Counseling strategies to address motivation and academic enabling skills include motivational interviewing, solution-focused brief therapy, cognitive-behavioral therapy, and group counseling.

Counseling Students Living in Foster Care

2016 ◽  
pp. 23-37
Author(s):  
Emily S. Fisher ◽  
Kelly S. Kennedy
Keyword(s):  
Foster Care ◽  
Behavioral Therapy ◽  
Counseling Students ◽  
Behavior Intervention ◽  
Academic Difficulties ◽  
Foster Care System ◽  
System P ◽  
Solution Focused Brief Therapy ◽  
Solution Focused ◽  
Social Support Systems

This chapter presents information and strategies for counselors who work with students who are living in foster care. Students in foster care have experienced a series of significant negative life events that put them at great risk for mental health and academic difficulties that can persist into adulthood. Counselors working with students in foster care can help by using strategies that promote empowerment and self-determination and that focus on building students’ strengths and social support systems. The chapter discusses specific counseling strategies such as solution-focused brief therapy, trauma-focused cognitive-behavioral therapy, and Cognitive Behavior Intervention for Trauma in Schools. It also presents suggestions for planning for the time when students make the transition from adolescence to adulthood and thus leave the foster care system.

日本における抑うつ症状に対する心理学的介入を目的とした スマートフォン用アプリケーション・プログラムのレビュー

2020 ◽  
Author(s):  
Hikari Takashina ◽  
Kengo Yokomitsu
Keyword(s):  
Depressive Symptoms ◽  
Daily Life ◽  
Behavioral Therapy ◽  
Mobile Apps ◽  
Evaluation Model ◽  
Ease Of Use ◽  
Background Information ◽  
Evidence Based ◽  
Privacy And Security ◽  
Current State

There are thousands of mobile apps delivering information and offering support and intervention in situations of daily life. The aim of this study was to identify the current state of apps for depressive symptoms or prevention of depression within the official Android and iOS app stores in Japan. The 47 apps for depression available for download from the app stores were evaluated by the App Evaluation Model regarding background information, risk/ privacy and security, evidence, ease of use, and interoperability. Also, we evaluated their primary purpose, technology components, and cognitive-behavioral therapy components. The results suggest that in general few apps have been developed that are evidence-based, secure, and provide the services that users expect. In the future, it will be necessary to develop a framework for developing and disseminating more effective apps. This study is the first review of apps for depression available in Japan and seeks to help create a framework for such apps.

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