1. Chapter 10 Counseling At Risk Children and Adolescents

2. Local Contexts of At Risk Behavior  The family context:  Family systems theories need to be applied to the norms, values, and practices of individual families within cultural context  Characteristics of healthy families: open system, adaptive, flexible  Parenting style in healthy families differs from parenting in troubled families 1. Changing parenting structure:  Divorce rates rising  Blended families are reality  Working parents place extra caretaking responsibilities on children 2. Dysfunctional Families  Dysfunction in families is stressful for all members and can cause disorders  Family environments that put children at risk are: violence in the home, child abuse, neglect, homicide and sexual abuse

3. The Peer Context Peer group becomes more influential with onset of adolescence Provides supportive micro-environment for behavior Peer support interventions positively influence peer groups and youth behavior : 1. cooperative learning groups 2. peer mediation programs Need to be cautious of deviancy training in peer interventions Minimize risk for deviancy training by: 1. utilizing well trained group leaders 2. providing effective supervision 3. using well structured intervention protocols 4. including some adolescents with good social skills

4. The School Context Healthy school environments consist of: leadership, collaboration, sense of fairness and respect, discipline, community support, and academic curriculum Strong correlations between school difficulties and the development of serious problems Schools can reduce risk and promote positive adjustment for all students Gender role socialization may contribute to problems for girls in schools School dropout is higher for the students already at risk Rising school violence

5. Framework for Prevention and Intervention 1. At-risk continuum  Degree at which youth are at risk for serious behaviors and problems  Continuum from minimal risk to remote risk, to high risk, to imminent risk 2. Approach continuum  Types of prevention and intervention approaches most appropriate for different levels of risk  Continuum from universal to selected to indicated treatment approaches to second chance programs 3. Contexts continuum  Reflects how society/community, family and school are involved in prevention and intervention efforts

6. Specific Disorders Depression Characteristics:  Variety of symptoms for depression and dysthymia  Irritability and boredom may replace depressed mood  Adult depression differs from depression in childhood and adolescence  Developmental issues may affect course and outcome of depression  Depression affects 30% of adolescent population and 2-5% of children  Variety of risk factors for the onset of depression  Females have higher rates of depression than males  Depression is NOT a developmental phase  The developmental process as well as the Psychological, social, and biological components of depression need to be taken into consideration for diagnosis

7. Specific Disorders Depression Prevention and Treatment:  Interventions should involve the family, school, and community  Counselors need to alter treatments to make them developmentally appropriate  Cognitive-behavioral models of intervention are most effective and other promising interventions include interpersonal therapy, family, and antidepressant medication

8. Suicide Characteristics:  Suicide is the 3 rd leading cause of death among adolescents  Gay and lesbian adolescents have a high rate of suicide attempts  American Indians have the highest suicide rate among ethnic minority adolescents  Females are more likely to attempt and males are more likely to complete  Depression, difficult adjustments, stressful living conditions, loneliness, impulsivity, risk-taking, low self esteem, faulty thinking patterns are all risk factors

9. Suicide Assessment  Multifaceted approach  Clinical interview should include: family history of suicide, previous attempts, substance abuse, anxiety, hopelessness, current family problems, and stressors Interventions:  Focus on environmental and interpersonal characteristics associate with suicide  School setting  Offer family support programs  Early intervention should minimize frequency and severity of suicidal ideation  Establish interdisciplinary crisis teams in school  4 step model for managing suicide crisis:  Assess lethality  Written contract and emergency phone number  Monitor and track client’s behavior  Inform the client’s parents

10. Substance Abuse Characteristics: Experimentation with substances is typical for many middle and high school youth Differences in alcohol and drug use across ethnic/racial groups Drugs most frequently used by adolescents are alcohol, tobacco, and marijuana Youth with substance use disorder often experience another mental disorder

11. Substance Abuse Prevention and Treatment:  Evidence-based substance abuse prevention programs can be implemented in schools for universal, selected, and indicated interventions  Substance abuse treatment is usually provided by community mental health clinics, residential settings, or medical centers  Common treatment approaches are 12-step, cognitive-behavioral, family based interventions and therapeutic communities

12. Substance Abuse School Intervention:  Some schools have a Student Assistance Program  Counselors may have difficulty establishing a positive working relationship because of students underreporting drug use and zero tolerance policies in schools  Counselors can use Motivational Interviewing strategies to work with resistance:  initiate a discussion with student about how personal information will be used  Listen to challenges the student is currently facing  Use reflective statements to communicate understanding