Chapter 18-Teaching Counseling Children And Adolescents Flashcards Preview

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Flashcards in Chapter 18-Teaching Counseling Children And Adolescents Deck (16)
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1

What concepts proposed by Carl Rogers are useful to teaching the course on counseling children and adolescents?

1. From: Freedom to Learn
2. Prizing the learner
3. Prizing his feelings, opinions, person”
4. Stressing the importance of the learner taking responsibility for what she or he wants to achieve
5. valuing experiential learning
6. Encouraging inquiry

2

Educational psychology offers many examples of how constructivist principles might be used:

1. Theories of Piaget and Vygotsky
2. Teacher provides relevant experiences for the student and then helps the student make sense of the experiences through processing them

3

What five of the constructivist teaching themes are suggested for the children and adolescents course?

(1) personalizing teaching through building community
(2) varying the structure of the class
(3) experiential learning
(4) exploration of multiple perspectives
(5) intrapersonal process awareness and reflection.

4

For the children and adolescents course, describe the activity, Do You Remember When?

1. Invite students to reflect on own childhood and adolescence.
2. Imagine that the room represents a map where they spent their early childhood (ages 4–5).
3. Share a significant memory growing up in that location.
4. Reflect with group on sharing this info.
5. Repeat for mid-childhood, mid-adolescence, adolescence

5

For the children and adolescents course, describe the activity, When I was that Age.

1. Students focus on memories more specifically related to feelings and developmental issues.
2. Consider how experiences at similar developmental stages might differ from person to person.
3. Draw conclusions about implications for future work with clients.

6

For the children and adolescents course, describe the details of the activity, When I was that Age.

1. Students in four groups: early childhood, middle childhood, early adolescence, and mid-adolescence
2. EX responses of what they remember:
A. Being anxious or afraid of
B. Interactions with parents, teachers, or friends
C. recall what was associated with feeling happy, excited, or proud.

7

For the children and adolescents course, describe the activity: “four directions”

1. Students move to one of four sides of the classroom, based on the directions they live from campus.
2. Talk about why they are in this class or want to counsel children and adolescents.

8

For the children and adolescents course, what other activities promote community building?

1. Pair shares
2. List serves
3. Web boards
4. “mingle and huddle” index cards to write answers to specific questions related to the topic of the week.

9

For the children and adolescents course, describe the activity: Setting the Stage for Individual Differences

1. Use props such as: a bottle of window cleaner, paper towels, and a rag; a roll of toilet paper; and a sheet of paper and a tape recorder.
2. EX: asks how many students put the toilet paper over and how many do it under
3. Consider individual differences when counseling children and adolescents.

10

What questions would help the instructor understand learning styles and developmental stages for graduate students?

1. “How do you learn best?”
2. “How would you like the class to be structured?”
3. “What kinds of learning experiences are most meaningful to you?”
4. “What do you think you can contribute to the class?”

11

How else can the instructor learn about grad.students individual learning differences at the end of the course?

“Dear Professor” letter that describes what:
1. they have learned
2. they are becoming aware of
3. they might be struggling with
4. they appreciated about the class activities
5. changes might optimize their learning.

12

Instead of a regular final exam, how can the instructor vary the structure for the children/adolescents course?

1. Oral exam
2. Emulates “real life” counseling, only have a few minutes to review a topic before working with a child or a parent, and in which quick consulting with other counselors may make the difference between success and failure with a counselee.

13

What other activities can help vary the structure in the children/adolescents course?

1. Using movies to show characters with developmental issues
2. Paper bag activity-put items in bag that have meaning from childhood

14

What varying choices can instructors assign to meet needs of different learners in the children/adolescents course?

1. Interviewing Counselors in the Field
2. Select counseling strategies: bibliotherapy; play therapy; or the use of art, music, or writing as a counseling intervention-present them
3. Internet Searches on topics relevant to support and growth of counselors.
4. Creative Presentations on counseling children and adolescents (skits, game shows, mock interviews)
5. Simulated Conference Presentation

15

What activities can develop experiential learning in the children/adolescents course?

1. Self-esteem, decision making, emotional expression, interpersonal relationships Fairs
2. Role play counseling young clients
3. “Unfinished sentences”
4. Relaxation Exercises
5. Games
6. Bibliotherapy
7. Music

16

RE: the children/adolescents course, what activities ENCOURAGE EXPLORATION OF MULTIPLE PERSPECTIVES?

1. What If questions to change how counseling could have taken a different direction
2. From This Perspective-answer questions from different emotional states
3. In Their Shoes-different roles,the student, the parent, or teacher. Act out scenarios from these roles