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.

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.

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 Who Are Pregnant or Parenting

2016 ◽  
pp. 87-102
Author(s):  
Emily S. Fisher ◽  
Kelly S. Kennedy ◽  
Haylea Drysdale
Keyword(s):  
Dropout Prevention ◽  
Counseling Students ◽  
Support Networks ◽  
Vocational Counseling ◽  
Education Programs ◽  
Ethical Considerations ◽  
Teen Parent ◽  
Solution Focused Brief Therapy ◽  
Parenting Students ◽  
Solution Focused

This chapter reviews strategies for working with students who are pregnant or parenting. The chapter reviews the risks for becoming a teen parent, as well as the risks and pressures faced by pregnant and parenting students, including teen fathers. It covers issues such as choice counseling, building social support networks, and dropout prevention. The legal and ethical considerations specific to this population are discussed, and strategies such as solution-focused brief therapy, psychoeducation, group counseling, and vocational counseling are presented. Finally, the chapter suggests broad strategies that counselors can implement in efforts to provide effective, holistic pregnancy prevention and education programs in schools.

scholarly journals Factors related to the length of solution-focused brief therapy working with adolescents

Medicina ◽  
2007 ◽  
Vol 43 (8) ◽  
pp. 630 ◽  
Author(s):  
Antanas Goštautas ◽  
Rytis Pakrosnis ◽  
Viktorija Čepukienė ◽  
Ina Pilkauskienė ◽  
James Fleming
Keyword(s):  
Health Care ◽  
Foster Care ◽  
Personality Traits ◽  
Psychosocial Adjustment ◽  
Brief Therapy ◽  
Lower Number ◽  
Solution Focused Brief Therapy ◽  
Problem Severity ◽  
Solution Focused ◽  
Therapy Sessions

The objective of the study was to identify factors related to the number of solution-focused brief therapy sessions required to solve adolescents’ problems. The study was conducted at the foster care and health care institutions. The sample consisted of 73 adolescents (41% of males, 59% of females), aged 12 to 18 years, who achieved high level of therapeutic progress during solution-focused brief therapy. Respondents from foster care institutions made up 47% and from health care institutions – 53%. The study design included: (1) an initial evaluation, where adolescents’ psychosocial adjustment and personality traits were evaluated as well as information on demographic characteristics and type of referral for therapy was collected; (2) solutionfocused brief therapy was carried out. In the first session, information on the type and severity of the problem presented for the therapy and motivation to solve the problem was collected; (3) the effectiveness of solutionfocused brief therapy was evaluated. Standardized interview for the evaluation of psychosocial adjustment of adolescents was used to evaluate the difficulties of adolescents’ psychosocial functioning. Eysenck Personality Questionnaire was administered to evaluate adolescents’ personality traits. Therapist’s evaluation of improvement was used to evaluate the effectiveness of solution-focused brief therapy. The analysis of results showed that 60.3% of adolescents needed two to three solution-focused brief therapy sessions to solve their problems. Lower number of sessions needed to achieve a solution was related to lower level of psychoticism, lower level of subjectively evaluated problem severity, and living with parents (as the opposite of living in foster care institutions). Ordinal regression analysis revealed that living with parents, self-referral to the therapy, lower level of subjectively evaluated problem severity, and higher self-confidence were significant predictors of lower number of sessions needed to achieve solution.

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