A Child’s Or Adolescents’ Disruptive Behaviors Can Be Challe

A Childs Or Adolescents Disruptive Behaviors Can Be Challenging For

A child's or adolescent's disruptive behaviors can be challenging for a clinician. Disruptive behaviors can interrupt the counseling process, and they often signify the existence of emotions a child or adolescent is unable to express verbally. Some prospective child and adolescent clinicians may be ill-equipped to manage disruptive behaviors or recognize that the behaviors are symptomatic of an issue or disorder. This lack of knowledge may elicit a nontherapeutic response from a clinician, which can damage the development of a therapeutic relationship. A therapeutic relationship is vital in order to counsel children and adolescents effectively.

To prepare for this assignment, review the Disruptive Behaviors Part Two media and select a particular child or adolescent with a disruptive behavior. Consider one strength and one weakness of the therapeutic relationship with the child or adolescent during the counseling sessions. The assignment (3–5 pages) is in two parts:

Part One: Ineffective Interventions

Identify the less effective counseling session you selected, and explain why it was less effective. Identify and explain the intent of the target goal in the counseling session. Explain one ineffective aspect of the counseling approach and why. Explain one misstep the counselor made that inhibited the development of a therapeutic relationship and why.

Part Two: Effective Interventions

Identify the more effective counseling session you selected, and explain why it was more effective. Explain one intended goal the counselor was attempting to accomplish in the counseling approach and why. Explain one ineffective aspect of the counseling approach and why. Explain two critical skills the counselor demonstrated that promoted the development of a therapeutic relationship and how those critical skills were used.

Required Readings include works by Hamblin (2017), Taggart et al. (2019), Klein et al. (2015), Powers & Bierman (2013), Cochran et al. (2010), Eyberg et al. (2008), Pardini et al. (2010).

In addition, review the videos from Laureate Education, which discuss disruptive behaviors, their regulation, and analyze specific disruptive behaviors in children and adolescents.

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Paper For Above instruction

Introduction

Disruptive behaviors in children and adolescents pose significant challenges within therapeutic settings. These behaviors not only hinder the progress of counseling but often serve as outward manifestations of underlying emotional or psychological issues. Effective management of such behaviors requires clinicians to possess robust skills in assessment, intervention, and relationship-building. This paper explores two counseling sessions—a less effective and a more effective one—focused on a hypothetical adolescent with disruptive conduct, analyzing the factors contributing to their effectiveness and limitations, and emphasizing the development of therapeutic rapport.

Part One: Ineffective Interventions

The less effective counseling session analyzed involved a scenario where the counselor responded with impatience and authoritative commands when the adolescent exhibited aggressive behaviors, such as yelling and physical restlessness. The primary goal in this session was to help the adolescent recognize triggers for anger and develop coping strategies. However, the approach was ineffective primarily because the counselor used punitive language and did not validate the adolescent's feelings, which likely increased defensiveness and resistance. A key ineffective aspect was the use of a confrontational approach, which is known to escalate disruptive behaviors instead of calming them.

Furthermore, the counselor's misstep was failing to establish a connection based on trust and empathy. When the counselor dismissed the adolescent's expressions of frustration as mere oppositional conduct instead of exploring underlying causes, the therapeutic relationship suffered. This approach ignored the importance of emotional validation, which is vital for adolescent engagement. As a result, the adolescent felt misunderstood and less willing to participate openly, thus impairing therapy progress (Eyberg, Nelson, & Boggs, 2008).

Part Two: Effective Interventions

Contrastingly, the more effective session involved the counselor employing a solution-focused approach, emphasizing active listening and empathetic responses. The targeted goal was for the adolescent to feel heard and understood, which in turn encouraged open dialogue. The counselor aimed to encourage the adolescent to reflect on times when they managed anger successfully. This approach was more effective because it acknowledged the adolescent's emotional experiences and promoted self-efficacy.

One ineffective aspect in this approach was the initial hesitation of the counselor to confront the disruptive behaviors directly, which could have been perceived as permissive. However, the counselor balanced this by setting clear boundaries and expectations, creating a safe space for expression. The two critical skills demonstrated by the counselor were active listening and empathy. These skills facilitated trust-building, demonstrated through reflective statements that validated the adolescent's feelings, such as, "It sounds like you're really overwhelmed right now," which helped de-escalate anger and foster rapport.

Another key skill was the counselor’s use of open-ended questions, which promoted introspection and motivation to change behavior. For example, asking, "What are some strategies you've used before to calm down?" empowered the adolescent and reinforced positive past experiences. These skills were instrumental in developing a supportive therapeutic environment conducive to behavioral change.

Conclusion

Effectively managing disruptive behaviors in children and adolescents requires a nuanced understanding of emotional expression and relationship dynamics. The comparison between the two counseling sessions highlights that approaches emphasizing empathy, validation, and active listening foster stronger therapeutic alliances and better outcomes. Conversely, confrontational or dismissive methods tend to hinder progress and damage trust. Future clinicians must develop skills that support emotional regulation and relational depth to effectively assist youths with disruptive behaviors.

References

Cochran, J. L., Cochran, N. H., Nordling, W. J., McAdam, A., & Miller, D. T. (2010). Two case studies of child-centered play therapy for children referred with highly disruptive behavior. International Journal of Play Therapy, 19(3), 130–143.

Eyberg, S. M., Nelson, M. M., & Boggs, S. R. (2008). Evidence-based psychosocial treatments for children and adolescents with disruptive behavior. Journal of Clinical Child and Adolescent Psychology, 37(1), 215–237.

Hamblin, J. (2017, December 11). How spanking affects later relationships. The Atlantic. Retrieved from https://www.theatlantic.com

Klein, B., Damiani-Taraba, G., Koster, A., Campbell, J., & Scholz, C. (2015). Diagnosing attention-deficit hyperactivity disorder (ADHD) in children involved with child protection services: Are current diagnostic guidelines acceptable for vulnerable populations? Child: care, health and development, 41(2), 215–225.

Pardini, D. A., Frick, P. J., & Moffitt, T. E. (2010). Building an evidence base for DSM-5 conceptualizations of oppositional defiant disorder and conduct disorder: Introduction to the special section. Journal of Abnormal Psychology, 119(4), 683–688.

Powers, C. J., & Bierman, K. L. (2013). The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school. Developmental Psychology, 49(6), 1174–1186.

Taggart, J., Eisen, S., & Lillard, A. S. (2019). The current landscape of US children’s television: Violent, prosocial, educational, and fantastical content. Journal of Children and Media, 13(3), 276–294.