1. © 2011 Brooks/Cole, A Division of Cengage Learning Chapter 1 Introduction to a Child's World The honor of one is the honor of all The hurt of one is the hurt of all Creek Indian Creed

2. © 2011 Brooks/Cole, A Division of Cengage Learning Chapter Objectives After reading this chapter, you should be able to: Discuss the state of children in the United States Explain indicators of well-being Outline the history of children’s rights Describe resilience List causes of children’s problems Define counseling and its possibilities Compare the work of professionals who help children

3. © 2011 Brooks/Cole, A Division of Cengage Learning Children's Defense Fund Calls for adults to leave no child behind by working to ensure A healthy start A head start A fair start A safe start and A moral start in life and successful passage to adulthood with the help of caring families and communities

4. © 2011 Brooks/Cole, A Division of Cengage Learning History Children as servants Childhood as a special part of life 18th century brought attention to mental health concerns Child labor laws and required schooling Dorothea Dix, Sigmund Freud,Anna Freud In re Gault

5. © 2011 Brooks/Cole, A Division of Cengage Learning What causes children's problems? A changing world The American home Societal crises Changing values

6. © 2011 Brooks/Cole, A Division of Cengage Learning A Changing World The American Home Needed: warm, loving, stable home Varied family constellations Complex responsibilities of parents Less constructive parent-child time

7. © 2011 Brooks/Cole, A Division of Cengage Learning A Changing World Societal Crises Conflict-ridden society Tension, war, terrorism Poverty, job market

8. © 2011 Brooks/Cole, A Division of Cengage Learning A Changing World Changing Values Sexuality Lifestyles Gender roles Drugs Ethical & moral issues

9. © 2011 Brooks/Cole, A Division of Cengage Learning Summary Multiple risks factors = most vulnerable Most significant indicators of poor long-term outcomes: o Not living with both parents o Household headed by high school dropout o Family income below poverty level o Parents without steady job o Family receiving welfare benefits o No health insurance

10. © 2011 Brooks/Cole, A Division of Cengage Learning World Initiative Children are individuals. They start life as totally dependent beings. The actions, or inactions, of government impact children more strongly than any other group in society. Children's views are rarely heard and rarely considered in the political process yet many changes in society are having a disproportionate, and often negative, impact on children. The healthy development of children is crucial to the future well-being of any society.

11. © 2011 Brooks/Cole, A Division of Cengage Learning Indicators of Well-Being 1.Continuing, nurturing relationships 2.Physical protection and safety with regulations to safeguard those needs 3.Experiences tailored to individual differences for each child’s optimal development 4.Developmentally appropriate opportunities as building blocks for cognitive, motor, language, emotional, and social skills 5.Adults who set limits, provide structure, and guide by having appropriate expectations 6.A community that is stable, supportive, and consistent

12. © 2011 Brooks/Cole, A Division of Cengage Learning Resilience “What began as a quest to understand the extraordinary has revealed the power of the ordinary. Resilience does not come from rare and special qualities, but from the everyday magic of ordinary, normative human resources in the minds, brains, and bodies of children, in their families and relationships, and in their communities” (Masten, 2001, 235).

13. © 2011 Brooks/Cole, A Division of Cengage Learning Resilience Outcomes: Personal Strengths Social competence Problem solving Autonomy A sense of purpose

14. © 2011 Brooks/Cole, A Division of Cengage Learning Resilience Environmental characteristics that support positive development: Caring and support High expectations Opportunities for participation

15. © 2011 Brooks/Cole, A Division of Cengage Learning Community Services Preventive Supportive Rehabilitative

16. © 2011 Brooks/Cole, A Division of Cengage Learning Counseling versus Psychotherapy Counseling is more for: Clients Mild Disorders o Personal, social, vocational, educational, and decision-making problems o Preventive and developmental concerns o Educational and developmental settings o Conscious concerns o Teaching Methods

17. © 2011 Brooks/Cole, A Division of Cengage Learning Counseling versus Psychotherapy (Cont.) Psychotherapy is more for: Patients Serious disorders o Personality problems o Remedial problems o Clinical and Medical settings o Unconscious concerns o Healing methods

18. © 2011 Brooks/Cole, A Division of Cengage Learning What is counseling? The Practice of Professional Counseling: The application of mental health, psychological or human development principles, through cognitive, affective, behavioral, or systemic intervention strategies, that address wellness, personal growth, or career development as well as pathology.

19. © 2011 Brooks/Cole, A Division of Cengage Learning Counseling Counseling involves a relationship between two people so that one person can help the other resolve a problem. Counseling can work to create a healthy environment Counseling can work to prevent “normal” problems from becoming more serious problems.

20. © 2011 Brooks/Cole, A Division of Cengage Learning Counseling Process The client’s thoughts and feelings about life at present Where the client would like to be in life Plans to reduce any discrepancy between the first and second area

21. © 2011 Brooks/Cole, A Division of Cengage Learning Categories of Problems Interpersonal conflict, or conflict with others Intrapersonal conflict, or conflict with self Lack of information about self Lack of information about the environment Lack of skill

22. © 2011 Brooks/Cole, A Division of Cengage Learning Counseling Focus Scale Finding meaning and purpose in living Finding no meaning and purpose in living No Problem solving Problem solving 5 4 3 2 1 -2 -3 -4 -5 -5 -4 -3 -2 -1 1 2 3 4 5 21 3 4 Child A

23. © 2011 Brooks/Cole, A Division of Cengage Learning Mental Health Professionals Variety of professions such as: Counselors, psychologists, psychiatrists, social workers, marriage and family therapists, juvenile justice workers and others Variety of duties such as: Individual counseling, group counseling, consultation Helping with social, developmental, educational or vocational concerns; collecting and analyzing data, evaluating

24. © 2011 Brooks/Cole, A Division of Cengage Learning Help children by Providing comprehensive home- and community-based services Creating family support and partnerships Offering culturally competent care and eliminating disparities in access to resources Individualizing care for each child

25. © 2011 Brooks/Cole, A Division of Cengage Learning Help children by Using evidence-based practices Coordinating services and designating responsibility for wrap-around care Delivering multiple prevention activities for groups at risk starting in early childhood Expanding mental health services in schools