Many Children And Adolescents Who Go To Counseling Engage In

Many Children And Adolescents Who Go To Counseling Engage In Behaviors

Many children and adolescents who go to counseling engage in behaviors that are disruptive to others. These children and adolescents are sometimes labeled as having “externalizing” disorders because they tend to “act out” their symptoms, which causes other people distress. Disorders such as depression and anxiety are “internalizing” disorders because children and adolescents generally internalize their symptoms in a way that causes them distress. When children “act out” their symptoms, adults can become impatient, annoyed, and angry. These responses often intensify when children are unwilling or unable to take personal responsibility for their behavior.

As a future child and adolescent clinician, it is important for you to gauge your reactions toward children and adolescents with disruptive behaviors and consider how your reactions may impact the counseling process.

Assignment Instructions:

Review each of the clips in the media "Disruptive Behaviors Part One" and think about your reactions to the behavior exhibited in the media. Select one particular child or adolescent in the media and reflect on how your reactions to that child's or adolescent's behavior might impact a therapeutic relationship. Also, consider how you might transform any negative reactions you may have into an appropriate therapeutic response.

By Day 3, post a brief description of the disruptive behavior you selected and explain one way your reactions might positively or negatively influence the development of a therapeutic relationship with that child or adolescent. Then, explain one way you might transform a negative reaction into an appropriate therapeutic response and how you would do so. Be specific and use examples.

Paper For Above instruction

Disruptive behaviors among children and adolescents are complex and multifaceted, often requiring nuanced understanding and tailored interventions by clinicians. The media clips from "Disruptive Behaviors Part One" provided valuable insights into the various manifestations of disruptive conduct, such as defiance, aggression, hyperactivity, and oppositional behaviors. For this assignment, I selected a clip featuring a young adolescent displaying defiant and oppositional behavior during a counseling session. This behavior included arguing with the counselor, refusing to follow directions, and expressing disdain for authority figures, which are typical of oppositional defiant behavior (American Psychiatric Association, 2013).

Initially, my reactions to this behavior might include frustration or impatience, driven by the challenges of managing such disruptive conduct within a therapeutic environment. These reactions, if unexamined, could negatively influence the therapeutic relationship by conveying disapproval or lack of understanding, potentially leading to withdrawal or resistance from the youth (Kazdin, 2017). For example, responding with irritation could escalate oppositional behavior or create a barrier to trust.

However, recognizing the importance of maintaining a supportive and non-judgmental stance, I would work to transform my initial negative reactions into a calm, empathetic response. This could involve validating the child's feelings and expressing understanding of their frustration, while clearly setting boundaries and expectations (Eyberg, Nelson, & Boggs, 2008). For instance, if the adolescent dismisses an intervention or questions my authority, I might respond by saying, “I understand you're upset right now, and it's okay to feel that way. Let’s work together to find a way to make this helpful for you.” This approach fosters trust and rapport, which are essential for effective therapy.

In conclusion, self-awareness of one’s reactions in therapy is crucial to build a positive therapeutic alliance. Transforming negative reactions into supportive responses involves active listening, validation, and establishing clear boundaries. Such strategies promote engagement and facilitate progress in addressing disruptive behaviors (Pardini, Frick, & Moffitt, 2010). As clinicians, continuous reflection on our responses to disruptive behaviors enhances our capacity to deliver effective, compassionate care tailored to each child's needs.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• 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.
• Kazdin, A. E. (2017). The therapy process and outcome. In Behavior modification in applied settings (pp. 1-34). Springer, Cham.
• 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.
• 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.
• Hamblin, J. (2017, December 11). How spanking affects later relationships. The Atlantic. Retrieved from https://www.theatlantic.com/
• Laureate Education. (2014c). Disruptive behaviors [Video file].
• Laureate Education. (2014d). Disruptive behaviors: Part one [Interactive media].
• Laureate Education. (2014e). Disruptive behaviors: Part two [Interactive media].
• Child and adolescent clinicians should consider the impact of peer relations on disruptive behavior (Powers & Bierman, 2013).