Discussion On Clinical Supervision In Week 3 You Collaborate

Discussion Clinical Supervisionin Week 3 You Collaborated With Colle

In Week 3, you participated in your first clinical supervision with colleagues and are now reflecting on and discussing your experiences with counseling children and adolescents in group settings. Psychotherapy with these clients can be more complex than with the general adult population. Personal reflection and collaboration are essential to your development as a psychiatric mental health nurse practitioner. For this clinical supervision, consider a child or adolescent client you are counseling who is not progressing adequately according to expected clinical outcomes.

Review this week’s media and consider insights on group therapy with children and adolescents. Reflect on a child and adolescent group you are currently counseling at your practicum site, and prepare a brief 3- to 5-minute Kaltura video addressing the following points:

• Describe a child and adolescent group you are counseling.
• Describe a client from the group who you do not think is adequately progressing according to expected clinical outcomes. Note: Do not use the client’s actual name.
• Explain your therapeutic approach with the group, including your perceived effectiveness of your approach with the identified client.
• Identify any additional information about this group and/or client that may potentially impact expected outcomes.

Paper For Above instruction

In the dynamic environment of pediatric mental health, group therapy serves as a pivotal modality for facilitating emotional and behavioral development among children and adolescents. My current counseling experience involves a structured group composed of children aged 8 to 14, with diverse presenting issues such as anxiety, depression, and behavioral challenges. The group meets weekly for about an hour, fostering peer support and therapeutic engagement in a controlled setting. Within this context, I have encountered the challenge of supporting a specific adolescent client—"Client A"—who is not demonstrating expected progress in therapy, warranting a deeper reflection on therapeutic approach and potential barriers influencing outcomes.

In this group, Client A is a 13-year-old male exhibiting signs of social withdrawal and persistent anxiety. Despite consistent participation, his responses to intervention strategies such as cognitive-behavioral techniques and group discussions have been limited, and clinical assessments indicate minimal progress. This situation necessitates a critical assessment of my therapeutic approach and recognition of factors that may hinder his development.

My primary therapeutic approach with the group is a combination of cognitive-behavioral therapy (CBT) and social skills training, grounded in evidence-based practices that have yielded positive outcomes in similar settings. For the identified client, I employ individual check-ins, structured activities designed to build self-efficacy, and peer interactions aimed at reducing social anxiety. I believe this approach is appropriate given his developmental level and presenting issues. However, its perceived effectiveness with Client A has been limited, perhaps due to underlying factors such as recent family disruptions, which may contribute to his withdrawal and anxiety symptoms.

Additional contextual information, such as recent changes in the client’s family structure—parents’ divorce and fluctuating living arrangements—may influence his engagement and responsiveness to therapy. External stressors can undermine therapeutic gains, suggesting that a more holistic approach involving family therapy or additional supportive interventions may be necessary to augment progress. Recognizing these factors underscores the importance of a comprehensive treatment plan that addresses not only the individual but also environmental influences affecting outcomes.

This reflective process highlights the need for adaptive strategies in pediatric group therapy. Continuous assessment, collaboration with families, and flexibility in therapeutic approaches are crucial to maximize positive outcomes for clients like Client A. As mental health practitioners, ongoing supervision and peer consultation provide valuable opportunities for refining techniques and ensuring holistic, client-centered care.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Bratton, S. C., Ray, D., Rhine, T., & Jones, L. (2005). The efficacy of play therapy with children: A meta-analytic review of treatment outcomes. Professional Psychology: Research and Practice, 36(4), 376–390.
• McCarthy, A. (2016). Group therapy with children: An integrative model. Child and Adolescent Mental Health, 21(4), 167-173.
• Reynolds, C. R., & Kamphaus, R. W. (2015). Behavioral assessment system for children (3rd ed.).
• Shirk, S. L., & Coie, J. D. (2015). Peer-group interventions to promote social competence in children and adolescents. Journal of Clinical Child & Adolescent Psychology, 44(2), 216-226.
• Raufelder, D., Hofer, S., & Ziegenhorn, R. (2014). Social relationships and academic motivation in adolescents: A self-determination perspective. Journal of Youth and Adolescence, 43(4), 550-563.
• Kazdin, A. E. (2017). Evidence-based psychotherapies for children and adolescents. Guilford Publications.
• Casey, B. J., & Somerville, L. H. (2011). Braking the adolescent brain: How age-appropriate interventions can foster resilience. Developmental Psychopathology, 23(4), 841-855.
• Fonagy, P., Gergely, G., Jurist, E. L., & Target, M. (2002). Affect regulation, mentalization, and the development of the self. Routledge.
• Whalen, D. J., & Schinke, S. P. (2017). Group interventions for youth mental health: A review of promising approaches. Child and Youth Care Forum, 46, 519–535.