COUN 6346 Child and Adolescent Counseling Week 4 – Angry

COUN 6346
Child and Adolescent Counseling
Week 4 – Angry Adolescent
Disruptive Behaviors
Select one child or adolescent with a disruptive behavior. Then
critically observe the
counseling sessions for that particular child or adolescent.
You will be prompted with questions during your critical
observation.
There will be an opportunity to record your responses within the
media. It will be saved
directly to the computer that you are using. It is important to
view and respond to the
questions in their entirety, as your recorded responses will only
be saved to this
computer. If you change computers, your recorded responses
will not be saved.
Press the ‘Review’ button to see your recorded responses.
[FOUR CASE FILES APPEAR WITH A PHOTOGRAPH OF
EACH OF THE CHILDREN
PAPERCLIPPED, ONE ON EACH OF THE FOUR
INDIVIDUAL MANILLA FOLDERS]
Angry Adolescent

MELISSA: You are a horrible counselor. I hate being here, and
I hate talking to you. This
is worthless, and you're stupid. There's no point to this because
you don't know
anything about me and I'll never tell you anything about me.
COUNSELOR: OK, I hear you, but I don't think you could hate
counseling with me
because, actually, you haven't even had counseling with me
before. And so, that doesn't
seem quite right. And from what I've heard, I've talked with
your mom and I've talked
with your probation officer and they both seem to think that you
actually could use
some counseling.
MELISSA: And I think you're an idiot who should go back to
jewelry making instead of
being a counselor.
COUNSELOR: Well, you know, your parents are paying good
money to have you come
here, and I think you should take it seriously.
MELISSA: Like I care what you think.
COUNSELOR: Now you're just being disrespectful.
[A SET OF QUESTIONS APPEARS ONSCREEN]

Reflect on what you just observed. Record your responses in
the boxes provided then
press ‘Continue’.
What approach did the counselor employ?
Was it effective? Why or why not?
What approach or technique could the counselor have used to
create a therapeutic
relationship with this client and why would it be successful?
Press the ‘Continue’ button to view the next segment.
[INSTRUCTIONS BOX APPEARS]
You will now observe a different approach with the same client.
Look for differences in
counseling techniques compared to the earlier session.
Click the ‘Continue’ button to start the session.
you don't know
anything about me, and I'll never tell you anything about me.
COUNSELOR: You know you're probably right about most of
what you said there.
Counseling is a totally weird thing, but I want you to know that
you are totally in control
of what you say here. I'm not going to force you to do anything.
And before you say

anything, I just want to let you know that, as you probably r ead
in the form that you
filled out, what you say here stays here. It's private, personal
information. There are
exceptions to that. The only exceptions are in cases of danger;
like if you were a danger
to yourself or you were homicidal or there was some kind of
abuse going on, those are
situations where I can't keep the information private.
But I know you said you're not going to talk to me, anyway, but
I felt like I should let you
know that.
The other thing I should let you know is that my goal in here is
to help you with your
goals in life as long as they're legal and as long as they're
healthy. We may disagree
sometimes about what's legal and what's healthy, but I just
wanted to let you know that
that's really what my role is here.
MELISSA: Great.
COUNSELOR: And so I know you don't want to talk but I
would like to tell you a little bit
about what I know about you, because we are strangers, and
that's one of the weirdest
things about counseling of all.
I did speak to your probation officer, and I did speak with your
mom, and both of them
told me similar things. They said that you are a very popular

young woman in your
school, that you have many friends, that you have kind of a
bubbling, sparkling
personality. They also said that you have a lot of passion, and
when you feel strongly
about something you really feel strongly about it. And then they
said that occasionally it
appears that you've gotten kind of angry and that that anger has
maybe gotten you in
trouble.
Is that about right? Is that accurate?
MELISSA: Yeah. I do have lots of friends and I like to have
fun-- that's right-- but I can't
believe they told you that's a good thing.
COUNSELOR: They really did. I'm not lying about that. They
said that you are very
popular, and apparently you have social skills. Does that seem
true about you?
MELISSA: I guess so.
COUNSELOR: The kind of person who has some social skills?
MELISSA: [NODDING AFFIRMATIVELY].
COUNSELOR: And then the thing they said about your temper
also may be true, that you
occasionally [COUNSELOR USES HAND GESTURES AND
CREATES A SOUND TO
REPRESENT AN EXPLOSION] let it out?
MELISSA: Yeah, that's true, too. But I can take care of things
myself, and I don't need to

talk to any shrink about it.
COUNSELOR: Yeah, OK, and totally fine. I think what I sense
from you is that you're kind
of an independent person. And when you say, "I want to take
care of it myself," that
gives me that impression. And so that seems true about you,
too, that you're
independent. You do it your way.
MELISSA: Definitely.
COUNSELOR: Definitely. OK. Well, one of the things that
makes me curious-- and you
probably know that I'm going to ask this, and that is, so what
are you doing now to take
care of yourself?
You will now watch this session again. At key moments, you
will be asked to reflect on
what you observed and to answer specific questions.
It is important to view and respond to the questions in their
entirety, as your recorded
responses will only be saved to this computer. If you change
computers your recorded
responses will not be saved.
Record your responses in the boxes provided.

[THE SESSION STARTS AGAIN]
you don't know
anything about me and I'll never tell you anything about me.
COUNSELOR: You know you're probably right about most of
what you said there.
Counseling is this totally weird thing, but I want you to know
that you are totally in
control of what you say here. I'm not going to force you to do
anything.
[ONE QUESTION APPEARS ONSCREEN]
Reflect on what you just observed. Record your response in the
box provided then
What technique did the counselor use here and why did he use
it?
[THE SESSION RESUMES]
COUNSELOR: And before you say anything, I just want to let
you know that, as you
probably read in the form that you filled out, what you say here
stays here. It's private,
personal information. There are exceptions to that. The only
exceptions are in cases of
danger; like if you were a danger to yourself or you were

homicidal or there was some
kind of abuse going on, those are situations where I can't keep
the information private.
But, I know you said you're not going to talk to me, anyway, but
I felt like I should let
you know that.
The other thing I should let you know is that my goal in here is
to help you with your
goals in life as long as they're legal and as long as they're
healthy. We may disagree
sometimes about what's legal and what's healthy, but I just
wanted to let you know that
that's really what my role is here.
MELISSA: Great.
How effective was this part of the conversation? Why was it
done?
What would you recommend should have been done?

COUNSELOR: I know you don't want to talk, but I would like
to tell you a little bit about
what I know about you, because we are strangers, and that's one
of the weirdest things
about counseling of all.
I did speak to your probation officer and I did speak with your
mom, and both of them
told me similar things. They said that you are a very popular
young woman in your
school, that you have many friends, that you have kind of a
bubbling, sparkling
personality. They also said that you have a lot of passion, and
when you feel strongly
about something you really feel strongly about it. And then they
said that occasionally it
appears that you've gotten kind of angry, and that that anger has
maybe gotten you in
trouble.
Is that about right? Is that accurate?
What is the counselor attempting to do here? Why is he doing
this?
Why did he mention his conversation with the client’s mother
and probation officer?

Would you recommend a different question? What question
would you have asked
the client?
MELISSA: Yeah, I do have lots of friends and I like to have
fun-- that's right-- but I can't
believe they told you that's a good thing.
COUNSELOR: They really did. I'm not lying about that. They
said that you are very
popular, and apparently you have social skills. Does that seem
true about you?
MELISSA: I guess so.
COUNSELOR: The kind of person who has some social skills?
MELISSA: [NODDING AFFIRMATIVELY].
COUNSELOR: And then the thing they said about your temper
also may be true, that you
occasionally [COUNSELOR USES HAND GESTURES AND
CREATES A SOUND TO
REPRESENT AN EXPLOSION] let it out?
MELISSA: Yeah, that's true, too. But I can take care of things
myself, and I don't need to
talk to any shrink about it.

How effective was this part of the conversation?
Why did the counselor mention the client’s temper?
Could he have done something different?
COUNSELOR: Yeah, OK, and totally fine. I think what I sense
from you is that you're kind
of an independent person. And when you say, "I want to take
care of it myself," that
gives me that impression. And so that seems true about you,
too, that you're
independent. You do it your way.
MELISSA: Definitely.
COUNSELOR: Definitely. OK.
Well, one of the things that makes me curious-- and you
probably know that I'm going
to ask this, and that is, so what are you doing now to take care
of yourself?

Describe one skill, technique, or attribute the counselor
exhibited which fostered the
therapeutic relationship with the client in the counseling
session and explain why.
Describe one skill you might teach and reinforce with the
client in the counseling
Press the ‘Review’ button to review your comments.
Review
Review and edit your comments within each of the text boxes.
When ready, you can copy and paste your comments to your
computer by pressing the
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text file by pressing the
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Pressing the ‘Save’ button will record your comments to this
computer so that you may
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Incident 1: Go Green Team
Hi. I’m so glad you setup this whistleblower hotline! I’m on the
company’s Green Team and we have been working to reduce the
amount of waste we dispose of in the nearby lake. Our CEO
reported in the last investor call that we are on target to meet
the goals setup at the beginning of the year for the Green Team.
However, I have firsthand knowledge that during the
unexpected increase in demand and production, our

manufacturing facilities waived thee “green” program
requirements to make sure they could hit their production
targets. This means that we dumped twice as much waste into
the lake than we initially planned. Not only are investors
expecting good news out of our green initiatives, but they’re
also expecting a positive report on the sustainable supplier
initiative. Unfortunately, that was put completely on hold so
that we could all focus our efforts on meeting the increased
demand. Our CEO is due to update investors on the next call,
and the rest of the Green Team wants to tell her that we’re on
track to make our targets for the year. They say that we can
always issue a correction statement later, if the word gets out.
How should I handle this?
Incident 2: Data Trails
Our digital marketing agency called my manager to share an
idea that she said would boost our digital results five-fold. She
said she had a way of getting consumer data at a more granular
level with a recent update to the app they created for us.
Additionally, she didn’t think we would have to get consumers
to opt-in because their company inserts an all-inclusive clause
in the privacy notice that basically, as she put it, “makes
consumers sign their lives away to use the system.” From
experience, we saw opt-outs increase dramatically when we
started more aggressive targeting. Not to mention, the company
wants to partner with another company so that we can “share”
data and create a much larger base of potential customers. I’m
unsettled about doing all of this data sharing and in-depth data
tracking without consumers’ even knowing, let alone having the
chance to opt-out. Please help!
Incident 3: I’ll Huff and I’ll Puff
When I showed my VP the recent version of our re-designed
packaging, he said, “looks great, but it needs something…” He
then asked me to have the agency design a medal to include on
the label that reads “consumer’s top choice for 75 years.” I run
the sales data every week, so I know that - while we have an
amazing product - we’re ranked number three in the category. I

questioned whether or not we should make such a claim and he
said “Didn’t they teach you anything in school? It’s called
‘puffery’ and we’ve done it for years.” I apologized and thanked
him for the feedback. As I sheepishly returned to my cubical, it
began to gnaw at me. What do I do?
Incident 4: Contract Manufacturing Mayhem
I went overseas to visit with a contractor that manufacturers one
of our product lines. When I arrived at the facility, I was
surprised to see children operating dangerous equipment. When
I asked my host about it, he smiled and said, “You must be new.
Let’s just say that we do things differently hear than you do in
America.” I took his word for it and continued my tour. I saw
children sleeping in corners of the plant and many of them
looked exhausted. I can still see some of their faces! As I
prepared to leave, he said, “I can tell you need to adjust to the
way we do things here. To help you with that adjustment period,
I have something for you…” He handed me a folder that
included schematics and drawings. Right away I knew they were
designs for our competitors’ new product scheduled to launch
next month! I tried to return them, but he wouldn’t take them
back. When I got back to the states, I hurried into the office to
alert my Operations Manager of my concerns. She smiled at me
and said, “you know that is one of our oldest partners on the
manufacturing side of things. They do high quality work for us,
so we tend to not want to rock the boat.” Then, she asked me for
the schematics! I’ve decided to blow the whistle… for the
children, and because it’s the right thing to do!
Incident 5: Balancing Act
At the end of the fiscal period, during the meeting between
marketing and finance, we noticed that we had missed our
budget targets for the year. Someone in the group remembered
that the really big check hadn’t gone out yet to the non-profit
company we partnered with in our highly successful cause
marketing campaign. “Why not hold off paying them until next
year?” he said. We’d promised the agency that they would
receive a check before year end and they’re counting on it to

fund their holiday charitable campaign. We also had it
earmarked in the budget this year and the expectation was that it
would be spent this year. The finance manager asks, is everyone
on board with the decision to shift this line item to next year.” I
sat silently, with a lump in my throat – afraid to speak up
because I was the newest person on the team. I figured I would
anonymously report it to you… and keep my job.
COUN 6346
Week 4 – Hyperactive Child
observation.
be saved to this
will not be saved.

Hyperactive Child
TANYA: Ooh, I used to have one of these action figures at
home. That's cool. Have you
ever played Halo? How about Grand Theft Auto? That's another
one of my favorite
games. Do you have any games we could play here?
COUNSELOR: Tanya, Tanya, before we talk about any kind of
games and stuff, we've got
to get this straight. It's not OK for you just to come in and grab
my stuff. It's my stuff.
TANYA: Yeah, it's cool stuff.
COUNSELOR: Well, I know it's cool stuff, but still, you've just
got to respect people's
boundaries. That’s probably one of the reasons that you're in
counseling, is that you're
kind of getting into people's space, and you're grabbing people's
stuff, and we need to
work on that.
TANYA: That's stupid. If you don't want people to touch your
stuff, then you shouldn't
leave it out like this.

What approach or techniques could the counselor have used to
one of my favorite
games. Do you have any good games we can play here?
COUNSELOR: Well, Tanya, wow, I love your energy. And you
know what? I have this pink
Play-Doh that has never been touched. And I'm wondering if we

could talk for a couple
of minutes, and then maybe we can get to some games later.
Would you like to give that
a try?
TANYA: OK, cool.
COUNSELOR: All right. I'm going to get some, too. I think I'm
going to get the other pink.
And so you and your mom and dad and I met for a few minutes
before, and we decided
it would be good for you and I to have some time together, just
to spend time. We can
do some playing, we can hang out with each other and talk, and
we can do Play-Doh.
And so we can do all sorts of things.
But the thing I want to know first, before we do anything else,
is that what you say in
here stays in here. It's private; it's our stuff we're talking about.
Now, your mom and
dad and I will have some conversations, but I won't say
anything about you behind your
back to them. And I do have to let them know if you were going
to do something
dangerous-- we would talk about that, obviously-- not that I
think that's the case. OK?
Does that make sense?
TANYA: Mm-hmm.
COUNSELOR: So now let's talk about what kinds of things you

would like to have better
in your life.
TANYA: Like what do you mean?
COUNSELOR: Well, like, let's say you had three wishes. And
you can make three wishes,
one about yourself, one about school, one about home. What
would you like to have
different?
TANYA: Can I wish for more wishes?
COUNSELOR: No, but that's a very smart question to ask
because if you could, you
would have wishes forever, right? But we have a limit on that,
so it's just really only
three: one about you, one about school, one about home.
TANYA: Yeah, well, I wish I would never have any more
homework. And I wish my
parents would get off my case about playing too many computer
games. And I wish I
could be invisible and get away with whatever I want without
annoying anybody.
COUNSELOR: Wow. That is a perfect response. So you'd get
rid of homework, you'd
make it so your parents wouldn't be on your case about video or
computer games, and
you would be invisible. You could get away with anything.
So Tanya, I'm just interested-- it sounds like you would use a
whole wish-- and you've
only got three-- on homework.

TANYA: Yep. No more homework the rest of my life, and my
life would be, like, way
better.
COUNSELOR: Getting rid of your homework would make your
life better. And that
makes me think maybe homework is pretty miserable and feels
kind of awful right now.
TANYA: Yep, so poof-- I'd make it disappear.
It is important to view and respond to the questions i n their
one of my favorite

games. Do you have any good games we could play here?
COUNSELOR: Well, Tanya, wow-- I love your energy. And you
know what? I have this
pink Play-Doh that has never been touched. And so I'm
wondering if we could talk for a
couple of minutes, and then maybe we can get to some games
later. Would you like to
give that a try?
TANYA: OK, cool.
box provided then
it?
COUNSELOR: All right. I'm going to get some, too. I think I'm
going to get the other pink.
And so you and your mom and dad and I met for a few minutes
before, and we decided
it would be good for you and I to have some time together, just
to spend time. We can
do some playing, we can hang out with each other and talk, and
we can do Play-Doh,
and so we can do all sorts of things.
But the thing I want you know first, before we do anything else,

is that what you say in
here stays in here. It's private; it's our stuff we're talking about.
Now, your mom and
dad and I will have some conversations, but I won't say
anything about you behind your
back to them. And I do have to let them know if you were going
to do something
dangerous-- we would talk about that, obviously-- not that I
think that's the case. OK?
Does that make sense?
What is the counselor attempting to do here? Why is he doing
this?
Why did he mention that he wouldn’t say anything without the
client knowing it?
COUNSELOR: So now let's talk about what kinds of things you
would like to have better
in your life?
TANYA: Like what do you mean?

COUNSELOR: Well, like, let's say you had three wishes. And
you can make three wishes,
one about yourself, one about school, one about home. What
would you like to have
different?
TANYA: Can I wish for more wishes?
COUNSELOR: No, but that's a very smart question to ask,
because if you could, you
would have wishes forever, right? So we have a limit on that, so
it's just really only
three: one about you, one about school, one about home.
done?
Would you recommend different questions? What questions
the client?
TANYA: Yeah, well, I wish I would never have any more
homework. And I wish my

parents would get off my case about playing too many computer
games. And I wish I
could be invisible and get away with whatever I want without
annoying anybody.
COUNSELOR: Wow, that is a perfect response. So you'd get rid
of homework, you'd
make it so your parents wouldn't be on your case about video or
computer games, and
you would be invisible. You could get away with anything.
box provided then
it?
COUNSELOR: So Tanya, I'm just interested-- it sounds like you
would use a whole wish--
and you've only got three-- on homework.
TANYA: Yep. No more homework the rest of my life, and my
life would be, like, way
better.
COUNSELOR: Getting rid of homework would make your life

better. And that makes me
think maybe homework is pretty miserable and feels kind of
awful right now.
TANYA: Yep. So poof- I'd make it disappear.
session, and explain why.
Review

COUN 6346
Week 4 – Withdrawn Child
observation.
be saved to this
will not be saved.

Withdrawn Child
GREG: I don't have any problems. I'm fine.
COUNSELOR: That's OK, Greg. I mean, everybody has
problems and it's normal to have
problems. And I know it's hard to talk about, so just be honest
and let me know.
GREG: Really, I'm fine. I don't have any problems or anything
to talk about.
COUNSELOR: Actually, I've heard from your mom and your
teacher that you do have
problems, and so I just think we should talk about it.
GREG: That's because they're stupid, and they're the ones with
the problems. Can I go
now?
What approach or technique could the counselor have used to

COUNSELOR: You know, Greg, we met before, your mom and
yourself and me. And we
decided that it would be nice, maybe, for you and I to spend
some time, just the two of
us so you can get a chance to talk. But before you say anything,
I just want to let you
know that the kinds of things you say in here are private. Now,
we will check in with
your mom afterwards, but I don't need to tell her any details of
the things that we talk
about, unless you sort of talked about something that you
wanted to do that was
dangerous, which then, of course, I would share that with your
mom. But other than
that, what we talk about here is private. So you can just go
ahead.
COUNSELOR: Well, you know what's interesting, Greg, is that
we don't have to talk
about problems. It doesn't matter to me. We can talk about good

things. We can talk
about things that are going well.
GREG: Like what?
COUNSELOR: Well, like if you think about at home or at
school, there may be some
things you like, there may be some things that are going well.
Like at school, you might
have some things that you like about school.
GREG: I like recess at school.
COUNSELOR: Cool. Well, what do you like about recess?
GREG: I really like kickball.
COUNSELOR: You like to play kickball. So you're a pretty
physical guy?
GREG: Yeah.

COUNSELOR: You know, Greg, we met before, your mom and
yourself and me. And we
decided that it would be nice, maybe, for you and I to spend
some time, just the two of
us, so you can get a chance to talk. But before you say anything,
I just want to let you
know that the kinds of things you say in here are private. Now,
we will check in with
your mom afterwards, but I don't need to tell her any details of
the things that we talk
about unless you sort of talk about something that you wanted
to do that was
dangerous, which, then of course, I would share that with your
mom.
done?

COUNSELOR: But other than that, what we talk about here is
private, so you can just go
ahead.
COUNSELOR: Well, you know what's interesting, Greg, is that
we don't have to talk
about problems. It doesn't matter to me. We can talk about good
things. We can talk
about things that are going well.
box provided then
it?
GREG: Like what?
COUNSELOR: Well, like if you think about at home or at
school, there may be some
things you like, there may be some things that are going well.
Like at school, you might
have some things that you like about school.

GREG: I like recess at school.
done?
the client?
COUNSELOR: Cool. Well, what do you like about recess?
GREG: I really like kickball.
COUNSELOR: You like to play kickball. So you're a pretty
physical guy.
GREG: Yeah.

Review

Program Transcript
[MUSIC PLAYING]
NARRATOR: Disruptive behaviors vary from child to
adolescent. Their causes
are just as varied. Doctors John Sommers-Flanagan and Eliana
Gil discuss
disruptive behaviors and therapeutic approaches that can be
utilized.
ELIANA GIL: I think of disruptive behaviors as the child's
action language. And
I'm always happy when they can do that, because it is a way that
they're showing
the world that I need something, and I need something to
happen soon. And they
kind of escalate if they're not given the attention or the help

that they need.
The most disruptive behaviors that we get are kids who are
basically disregulated
in school. So they get up and down from their chairs. They don't
listen. They
won't follow the directions of the teachers. They go into recess,
and they're
completely aggressive with other children. They're pushing
children down.
So they are kids that become real control issues for those that
are trying to
maintain the control in the classroom; so the aggressive
behaviors, definitely, the
kicking, and punching, and biting, and those kinds of things.
And then again, the
kids who just don't pay attention, and cannot be re-directed,
those kids get a lot
of attention as well. So those are the referrals we most typically
get.
JOHN SOMMERS-FLANAGAN: So what you're saying is that
the behavior is
communicating something important. Do you have some
examples that you can
think of that might be related to a child you worked with or an
adolescent you
worked with who was behaving in a disruptive way, and that it
was
communicating something in particular?
ELIANA GIL: I think that one of the things that I find most
frequently is that the
kids need more limits, that they need more structure, and that
they aren't being

given that-- usually in their home or their family environment.
And then they go
into a school setting, where these are now people that are
unknown to them,
unfamiliar to them, who begin to try to set that structure and
that foundation. But
because it hasn't been provided earlier, then the kids really don't
know how to
follow directives, don't know how to use their internal controls.
I think for all of us as parents, when we're working with our
littlest kids-- our
children, grandchildren, whatever it may be-- we're really trying
to teach them
how to regulate themselves and their emotions. So the earliest
thing we see in
little kids is temper tantrums.
And those are really the kids' way of saying, you know, I have
feelings. And
they're big feelings. And I don't know what to do with them
anymore.
©2013 Laureate Education, Inc. 1

So I think that what they're looking for is their parents to really
coregulate them,
and to say to them, you're really tired right now. You haven't
eaten. You're going
to feel better later. You probably need to go to sleep. You need
to take a little nap
right now.
And so the parent kind of coregulates, and explains, and helps
the kids, and
holds them close to them. And eventually the kids calm down.
This foundation is really important, not only because it shows
the child that they
can trust someone, but also it teaches internal controls, so that
eventually as the
kids grow older, they know, “When I feel this big feeling, now I
understand that
sometimes I can make it smaller, that sometimes going to my
mom will make it
smaller.”

If that isn't set early on, the kids just kind of are all over the
place. And that's what
happens in the schools. They get in there, and they cannot be
contained.
There's just a disregulation that is not working for them. And
there's no way for
them to reach out to others or to go inside. And so I think what
it's communicating
is, I need someone to help me regulate myself. I need someone
to show me what
to do with these big emotions. And that's pretty classic.
We had a case recently where there's a little six-year-old child.
And the parents
are leaning towards a very permissive approach to the child,
partly because
they're new at parenting. It's an adopted child.
And the child is saying pretty clearly, I'm going to go urinate on
the floor
whenever you tell me I can't do something. And the child says
it, and says, “No I
don't want to do that. I'm going to go pee.” And the parents say
nothing. And the
child does it. And then they clean it up.
So what's going on there? It's a very disruptive behavior. But
the child is needing
something from them. And I think what he needs is more
structure, someone who
says, “No, that's not OK for you to do that,” someone who, if
the child does it,
says, “Now you need to clean that up.” So you're beginning to
teach the internal

controls.
So I think there's a disconnect there, that sometimes these
communications that
are done through action are not addressed properly. And a little
aggressive child,
sometimes they go and they bang into someone. And it may be
that they want to
be friends with them. And it may be that they want to somehow
get the attention
from them, and they don't have any ways to do it.

So I'm always thinking that these are children who need
something, and that my
job is to figure out exactly what that is, and to engage the
people who can
provide that for them. And that may be the parents.
And it might also be talking to the teachers and saying, “You
know your response
to this particular disruptive behavior actually escalates it
sometimes.” So if they
get into an altercation with the child, where the child yells and
they yell back. And
the child yells back more, and so forth and so on.
That isn't going to help. But I also understand that for teachers,
to have a child
who is present daily with these kinds of provocative behaviors
can also really
wear you down.
JOHN SOMMERS-FLANAGAN: So it really may be a call for
coregulation or
limits that the child needs, which reminds me of Diana
Baumrind's old model of
the permissive parents and the authoritarian parent on both
extremes, and your
example of the permissive parents, who maybe doesn't set those
limits, and then
maybe the authoritarian teacher, who just gets in a yelling
match, you know, it's
my way or the highway.

And I think it's so hard for parents and teachers to operate from
the middle. I've
done a fair amount of parent education. And one of the lessons
that I try to get
through is, it's OK to set a limit and show empathy at the same
time, to say, “I
know you really want that second piece of cotton candy, but you
can't.” It's hard
though. I know it's hard.
And then the child, of course, will roll around in the saw dust at
the fair grounds,
and throw a tantrum. And yet there still needs to be that firm
limit with empathy at
same time.
ELIANA GIL: Exactly. And I think that, again, systemically
what ends up
happening, is that often the parents are doing the best they can.
But they may
not have the tools. And they may have a history behind them
that hasn't really
allowed them to develop those tools. So we really can't work
with these issues in
isolation from the families and those primary caretakers who
need to do whatever
they can, I think, to assist the children.
There's a wonderful model called circle of security, which is an
attachment-based
model. And I've found that some of the basic principles that
they communicate
are very helpful to parents.
But one is, when do you step in, and when do you take control,

and when do you
follow the child's lead? And those are two different things. And
getting parents to
really begin to recognize, and also recognize what is
developmentally
appropriate in children, so they don't begin to take a disruptive
behavior as some

kind of sign that the child doesn't like them or-- Parents'
perceptions of that can
be pretty critical, in terms of what they're then able to provide
to the child.
JOHN SOMMERS-FLANAGAN: I have heard of the circle of
security model. And
I think it does provide parents with this nice practical
foundation for how to
intervene and when not to intervene. I also know, as we speak
diagnostically for
just a couple of minutes, that the disruptive behavior disorders
that we're talking
about probably include ADHD and its variants, as well as
oppositional defiant
disorder, and conduct disorder.
And one of the things that my impression about the research is,
that there's a
little bit of a developmental trajectory if a child with maybe
some challenging
temperamental qualities, parents have trouble setting limits, and
maybe there's a
little bit of a difficult family process that reinforces
misbehavior. And then you see
this evolution of behavior moving out of the attention deficit
sort of behaviors, into
oppositional behaviors, and then maybe into more serious
misconduct, where
there's a systematic violation of interpersonal rules, and legal
boundaries, and
those kinds of things.

And I’m wondering, in your practice I know you do a fair
amount of play therapy,
I'm wondering if you've seen that more extensive misbehavior
that you might
associate with conduct disorder, and how that gets manifest in
your experience?
ELIANA GIL: Yes, we definitely get a lot of kids along that
continuum that you
just described with conduct disorders, ADHD-- at least the
question of ADHD,
because I think that that sometimes gets a little bit over-
diagnosed-- impulse
control problems. And these kids are very difficult to contain in
a therapy setting.
The play therapy that we do is a combination of the non-
directive play therapies.
But I think in this particular instance, with any of the
behavioral problems, we
need to bring in more of the cognitive behavioral play therapy.
We need to bring
in much more attention, with the kids, to assessing their own
affective state.
So for example, we have a little piece of paper that we give kids
when they come
in. And we say to them, point to the feeling you feel right now.
And so we give
them choices. But they also get to draw one in.
And then once they point to it, we go to a second page that has
the smaller little
face, and then growing all the way to a big one. So it's kind of
like a Likert Scale.
But it's very visible. And then we say, “What size is that feeling

for you right
now?”
So we're really teaching kids to look at the difference, in terms
of being able to
scale how big that feeling can get, and what it feels like when
it's this big. And
how do we make it just a little less big? How do you bring it
down?

So that already begins to really work on the cognitive
behavioral piece, where
you're looking at the relationship between what they think, what
they feel, and
what they do. So we spend a little bit more time doing that and
being more
directive when kids have behavioral problems, particularly that
are getting them
identified for negative attention from others, that that's
affecting their own self
esteem, where they're beginning to say very negative things to
themselves like, “I
can't do anything right, and nobody likes me,” and those kinds
of things.
I think the integrated approach there becomes much more
beneficial. The non-
directive play therapy alone, I think has its limitations
sometimes, with these very
disregulated disruptive behaviors.
So I always use a little bit of that, just to kind of assess the
child's ability to
regulate self. But they can come in, and pretty much destroy
your office, or try to
throw things out the window, or break things just to break them.
They have to have limits. And after that, thinking a little bit
more about, “So what
was going on right before you took that and broke it,” and
having those kind of

discussions about the behavior when the kids calm down.
I mean I've gotten to the point with some disruptive behaviors
where I have to
stop the session. And the child just isn't able to really respond
to a container.
I've started trying not to use the word resistant. I'm trying to say
to myself, they're
ambivalent or they're hesitant. And somehow that makes a little
bit of a difference
to me, because there's less of an emotional charge to just saying
the child is
resistant to you.
But I notice that they're very ambivalent about being in a
contained place or
having the structure in anything that they do. And of course that
manifests itself
in the therapy situation.
With the older kids, it's interesting. Sometimes they just come
in, and they say,
“I'm not talking to you. I don't want to be here. Forget about it.”
And that's an
interesting thing for me, because as a non-directive play
therapist, or as
someone who's trained in that, I can say to them, “That's OK.
You don't have to
talk.“
And then I say something like, “But go find something”-- and I
give them a whole
bunch of miniatures—“that shows kind of what's on your mind
today. And you
don't have to talk to me about it. Just find something.”

And sometimes the kids will do that. And then I say to them,
“OK, now find
something that might be something that might help with that
right now.” And
suddenly they have a miniature and a whole bunch of other little
miniatures.

And I don't push them to say anything. And sometimes even
slightly paradoxical
interventions where, I don't really want to hear about it. It's just
what you're
getting from that. And that's what's important.
But sometimes that takes away this power and control
differential that sometimes
kids feel, especially the older kids, because I think they're
getting a lot of that
from their environments, whether it's at school or at home. And
so I try to create
a different kind of a space for them. And sometimes that can
work as well.
JOHN SOMMERS-FLANAGAN: Yeah, I'm hearing kind of a
combination of some
non-directive play therapy, maybe that's a little more
expressive, as well as some
focus in cognitive behavioral realm of skill building. How do
we really build up
these skills?
ELIANA GIL: Exactly. And the combination is, I think, what's
really the best,
because sometimes engaging kids can be best done through
some of the
expressive therapies. So I've started, for example, doing drama
therapy
techniques. Art therapy is wonderful, sometimes music therapy.
All of these are designed to kind of move something in a
different direction, take
away the expectations that kids have of therapy-- that they're
going to come in

and get a Q&A from the therapist or the counselor-- and their
hesitancy about
that.
And so inviting them to do other things, and taking away that
expectation that this
is going to be really horrible for me, that's the engagement
process. Now once
they're engaged, then we go back to, OK, let's figure out what's
going on.
How are you going to monitor that particular reaction that you
have, and how you
make it smaller, what the alternatives are to that behavior. So
what can you do
instead of that? And so then we really begin to do some of the
work.
And again systemically, I always come back to that, because the
kids are always
in an environment that's really necessary to become involved
with.
JOHN SOMMERS-FLANAGAN: Sure, and so if they're not
engaged, obviously,
you can't even do any productive work. And now you just
mentioned the systems
issue. And I want to just get to that before we stop this segment.
And that is, how
do you decide whether to intervene individually with a child or
adolescent versus
family counseling?
ELIANA GIL: To me, it's never an either or. It's always I will
do both. And I know
that from the outset. The only distinction for me is when to do

what.
JOHN SOMMERS-FLANAGAN: Which one.
ELIANA GIL: Exactly. And so it's looking at I meet with the
family at the

beginning, and I advise them of that. I usually call myself a
family play therapist,
because it's the combination of those two major theories. And I
say, “So there's
going to be times I'll invite all of you in. Sometimes I'll invite
some of you in
together, dyads together. Sometimes I'll invite you to do some
play activities or
some expressive activities. And other times we'll be doing
conversations.”
And then it's a question of what suits that child best, and also
what needs that
child has immediately from their system. It may be that this
child needs to know
directly from the parent, immediately, “I don't want you to die.
I love you. I don't
want to have you gone from my life. I need you to be safe.”
And that sounds really like an intuitive, automatic kind of thing.
But sometimes
the parents have obstacles to actually expressing that directly.
Or they'll say
things like, “Oh you know he doesn't mean that stuff,” or “He
knows we love him.”
And that's not enough.
And so getting them immediately to do that in that situation
would be, I need you
guys, the parents, in here. And I need you in here today. And
this is what I need
you to say. And make that to the extent that they can talk with
me, about making
that as genuine as they can. That's the important thing to do.
And there may be another case where I really need to build

rapport with the child.
And that might take precedence until I feel like we're OK and
we are engaged,
and then bring the family system in. So it's a little bit of an
assessment, in terms
of when you do it. And from my point of view, it depends on the
family. And I
need to take my cues from them, but not hesitate to do either.
And so I meet, over my training experiences, lots of people who
are purists, so
the play therapists who never work with the parents, and the
family therapists
who don't include children. And both of those just amaze me,
because they need
to be, obviously, combined.
And some people have very rigid-- maybe that's too strong a
word-- but very
structured approaches, where they say, “We always do this. And
then we always
follow it with this.”
And I just really like to meet the family that I'm working with,
and the person of
the child, and really think relationships are important. So my
best way sometimes
to help the whole family is to have a positive relationship with
the child, and build
on that. If I can do it with the parents and the entire family
there, that's great. But
if I can't, then I do it differently.
[MUSIC PLAYING]

Additional Content Attribution
MUSIC:
Creative Support Services
Los Angeles, CA
Dimension Sound Effects Library
Newnan, GA
Narrator Tracks Music Library
Stevens Point, WI
Signature Music, Inc
Chesterton, IN
Studio Cutz Music Library
Carrollton, TX

COUN 6346
Week 4 – Blaming Adolescent
Select one child or adolescent with a disruptive behavior. The n
observation.
be saved to this
will not be saved.
Blaming Adolescent

COUNSELOR: So David, I know we were just in the other room
with your mom, and we
are talking about counseling and stuff. And we decided that it
would make sense for you
and l to have some time just to talk one-on-one. But before we
start, I just wanted to let
you know that what you say here is private, personal
information. I certainly won't be
sharing it with anyone unless there's a possibility that you might
be planning or doing
something dangerous to yourself or someone else. And if that's
the case, then we'll have
to get with your mom and talk about how to deal with that. But
before you say
anything, I just want to make sure that you know that. And so
now you're welcome to
start wherever you'd like.
DAVID: I already told you. It's my parents' fault. They should
be here in counseling, not
me. And if it wasn't one of the kids at school who told me about
taking the gym
teacher's car for a drive, I wouldn't even be here.
COUNSELOR: So you did take your gym teacher's car for a
drive? That's what you're
saying, right?
DAVID: Yeah. It was cool, but I mean, he set it up. He left his
keys in the car, so it's his
own fault.
COUNSELOR: But you're the one who got in trouble.

DAVID: But I shouldn't be in trouble. The guy left his keys in
the car. And if it wasn't for
that one jerk who told on me, I would have pulled it off.
COUNSELOR: Now, I'm not sure if you're blaming your
parents, or if you're blaming the
gym teacher for leaving his keys in his car, or if you're blaming
the other kid for narcing
on you, but one thing you're not doing, is you're not taking
personal responsibility for
the actual behaviors that have gotten you in trouble in here.
DAVID: You're just trying to make me feel bad for a joke that
went wrong. I mean, if my
dumb gym teacher hadn't left his keys in the car, it wouldn't
have happened. It's totally
lame. If you were my age, you would have done the same thing,
or something like it.
COUNSELOR: Well, I might have wanted to take the car for a
drive, but I would have
thought about the consequences, and then I would have done the
right thing because I
wouldn't have gotten in trouble, and the bottom line is, you
know, David, if you keep on
doing these kinds of things and you don't take responsibility for
it, you're just going to
get in trouble over and over and over again. And that's what we
need to work on here in
counseling, is to make it so you stop getting in trouble.
DAVID: Well, that's just totally stupid. You're pathetic.

What approach or techniques could the counselor have used to
COUNSELOR: So David, I know we were just in the other room
meeting with your mom,
and that we decided that it would be nice for just you and I to
speak separately. And I
just want to let you know before you say anything that what you
say here with me is
private, personal information. What you say here stays here. As
you know, I think, from
the paperwork, there are exceptions to that; kind of the standard

thing, that if you were
to be a danger to someone or yourself or some kind of risky
thing, then I would need to-
- well, we'd need to talk to your mom together about that. Not
that I suspect that's
going to be the case, but I wanted to let you know before you
said anything that was the
way things worked.
And so you're welcome to start wherever you'd like.
me. And if it wasn't for one of the kids at school who told me
about taking the gym
teacher's car for a drive, I wouldn't even be here. We wouldn't
even be here.
COUNSELOR: OK. Well, thank you for telling me that again.
And I guess I'm wondering
what would you rather talk about first? Would you want to talk
about your parents and
why they should be in counseling, or would you like to talk
about the gym teacher's car
thing?
DAVID: I thought you knew all about what happened with the
gym teacher's car thing.
COUNSELOR: Well, I know a little bit about it, and I do know
some of what other people
say, but I've never really heard your side. I'd love to hear it
straight from you, your own
perspective of what happened.
DAVID: All right. Well, my gym teacher's a jerk. But he has a

sweet car, and he left his
keys in it and I saw that, so I waited until he went inside, and I
hopped in, and I went for
a short ride. It was nothing much.
COUNSELOR: What kind of car does he have?
DAVID: A Porsche; very cool. But I never trashed it; just a
short, 10 minute ride.
COUNSELOR: So really, a very cool car; and when you think
about this, you think, “Well, I
never trashed it, so what was the harm?”
DAVID: And that's what I'm thinking. And I don't get what the
big fuss about this is for.
COUNSELOR: Yeah, I guess a lot of other people are getting
fussed up about it, but from
your perspective it's like, "Nothing bad, nothing happened,
really," right?
DAVID: Well, I guess I could have gotten in a wreck, but I'm a
good driver.
COUNSELOR: When you stopped to think about it just now,
you said, it's possible you
could have gotten in a wreck, but you're an excellent driver, so
the likelihood is no. But
there was that possibility.
DAVID: [NODDING HEAD AFFIRMATIVELY]

Click the ‘Continue’ button to start the session
COUNSELOR: So David, I know that we were just in the other
room meeting with your
mom, and that we decided that it would be nice for just you and
I to speak separately.
And I just want to let you know before you say anything, that
what you say here with me
is private, personal information. What you say here stays here.
As you know, I think,
from the paperwork, there are exceptions to that; it's kind of the
standard thing that if
you were to be a danger to someone or yourself or some kind of
risky thing, then I
would need to-- well, we'd need to talk to your mom together
about that. Not that I
suspect that's going to be the case, but I wanted to let you know
before you said

anything that that was the way things worked.
And so you're welcome to start wherever you'd like.
me. And if it wasn't for one of the kids at school who told me
about taking the gym
teacher's car for a drive, I wouldn't even be here. We wouldn't
even be here.
COUNSELOR: OK.
done?
COUNSELOR: Well, thank you for telling me that again. And I
guess I'm wondering, what
would you rather talk about first? Would you want to talk about
your parents and why
they should be in counseling, or would you like to talk about the

gym teacher's car
thing?
DAVID: I thought you knew all about what happened with the
gym teacher's car thing.
COUNSELOR: I know a little bit about it, and I do know some
of what other people say,
but I've never really heard your side. I'd love to hear it straight
from you, your own
perspective of what happened.
box provided then
it?
DAVID: All right. Well, my gym teacher's a jerk. But he has a
sweet car, and he left his
keys in it and saw that, so I waited until he went inside, and I
hopped in, and I went for a
short ride. It was nothing much.
COUNSELOR: What kind of car does he have?
DAVID: A Porsche; very cool. But I never trashed it; just a
short, 10 minute ride.

COUNSELOR: So really, a very cool car, and when you think
about this, you think, “Well, I
never trashed it, so what was the harm?”
DAVID: And that's what I'm thinking. And I don't get what the
big fuss about this is for.
COUNSELOR: Yeah, I guess a lot of other people are being
fussed up about it, but from
your perspective, it's like, "Nothing bad, nothing happened,
really," right?
done?
would you have
asked the client?
DAVID: Well, I guess I could have gotten in a wreck, but I'm a
good driver.
COUNSELOR: When you stopped to think about it, just now,

you said, it's possible you
could have gotten in a wreck. But you're an excellent driver, so
the likelihood is no. But
there was that possibility.
DAVID: [NODDING AFFIRMATIVELY].
COUNSELOR: OK.
Review

COUN 6346
Week 4 – Sample Clients Introductions
Four disruptive behavior demonstrations are shown. Critically
analyze each of them. At
the end of each clip, you will be prompted to answer several
questions based on what
you just observed.
directly to the computer you are using. It is important to view
and respond to the
be saved to this
will not be saved.
[FOUR CASE FILES APPEAR WITH A PHOTO OF EACH OF
THE CHILDREN PAPERCLIPPED
ON ONE OF EACH OF THE FOUR INDIVIDUAL MANILLA

FOLDER]
Angry Adolescent
is worthless. And you're stupid. There is no point to this
because you don't know
anything about me. And I'll never tell you anything about me.
[FOUR QUESTIONS APPEAR ONSCREEN]
Angry Adolescent
press the ‘Continue’ button.
What is your initial reaction to the behavior?
How might you respond to the child with this behavior?
How would you like to respond to the child with this behavior?
How might your reaction impact the counseling process?
Withdrawn Child

Withdrawn Child
Blaming Adolescent
be in here in counseling,
not me. And if it wasn't for one of the kids at school who told
me about taking the gym
teacher's car for a drive, I wouldn't even be here.
Blaming Adolescent

Hyperactive Child
one of my favorite
games. Do you have any other games we could play here?
Hyperactive Child
[Record your responses, and then continue to the next disruptive
behavior until you
have completed viewing all four examples.]

ASSIGNMENT
Post by Day 4, a brief description of the child or adolescent
whom you may be most
comfortable counseling, and which child or adolescent whom
you may be least
comfortable counseling, and explain why.
Then, explain one way that your reactions might positively or
negatively influence the
development of a therapeutic relationship with the children or
adolescents whom you
chose.
Finally, explain one way that you might transform a negative
reaction into an
appropriate therapeutic response and how. Be specific and use
examples.
1
In the DSM-IV, attention deficit and disruptive behaviors were
grouped as a category within the
classifications of disorders usually first diagnosed in infancy,
childhood, and adolescence.
Though it is true that these disorders are generally first
diagnosed during these stages, the
classifications of these disorders has been reconceptualized to

reflect their similarities in
manifestation, as well as considerations for the impact on social
functioning. ADHD, for
example, is grouped in the DSM-5 with neurodevelopmental
disorders; research has supported a
strong biological basis for this disorder as well as for others
found in this classification (see
“Exceptionalities” in Week 11 of this course). However,
because the expression of ADHD often
includes behaviors that can be disruptive to the child’s social
environment, it will be included
with the topics for this week.
Other disorders addressed this week are those now included in a
new chapter of the DSM-5:
disruptive, impulse-control, and conduct disorders. This new
grouping of diagnoses reflects a
recognition of the similarities of these diagnoses—all of these
are associated with an intrusion
upon the rights, property, or physical safety of others. In
addition, individuals with these
disorders generally act against societal expectations and norms
and show a significant inability to
control behavioral or emotional impulses.
Disruptive, Impulse-Control, and Conduct Disorders
This new DSM-5 chapter includes oppositional defiant disorder,
intermittent explosive disorder,
conduct disorder, antisocial personality disorder (also listed in
the personality disorders chapter),
pyromania, kleptomania, other specified disruptive, impulse-
control, and conduct disorders, and
unspecified disruptive, impulse-control, and conduct disorders.

Two of these diagnoses are new to the DSM-5: other specified
disruptive, impulse-control, and
conduct disorders, and unspecified disruptive, impulse-control,
and conduct disorders. These
take the place of disruptive behavior disorder NOS in the DSM-
IV, which has been removed.
Both of these diagnoses represent significant clinical distress or
impairment based on criteria for
disruptive, impulse-control, and conduct disorders, but do not
meet full criteria for a specific
diagnosis in this class. Clinicians should use other specified
disruptive, impulse-control, and
conduct disorders and add the specific reason for the more
general diagnosis (e.g., falling short
of duration or frequency criteria). The latter diagnosis—
unspecified disruptive, impulse-control,
and conduct disorders—is used when clinicians cannot (or
choose not to) identify reasons for the
inability to make a more specific diagnosis, yet clearly observe
multiple criteria from the
disruptive, impulse-control, and conduct disorder classification.
The following is a summary of key changes to diagnostic
criteria for this group of disorders.
Oppositional Defiant Disorder
Criterion A has been revised in several ways. First, the
symptoms have been grouped into
categories relating to mood, behavior, and malicious intent.
Second, the duration, persistence,
and frequency requirements have been more clearly described,
with considerations made for

2
differences related to age, developmental level, gender, and
culture. Lastly, a severity rating
associated with pervasiveness has been included in the
specifiers for this disorder.
Intermittent Explosive Disorder
The criteria for this diagnosis have been considerably revised in
the DSM-5. Criterion A has
been expanded with more specific detail added, including the
inclusion of verbal aggression and
non-destructive aggressive behavior. Language has also been
added regarding intensity and
frequency of the outbursts that are key components of this
diagnosis. In addition, the minimum
age for this diagnosis is now 6 years old; this change helps to
distinguish the diagnostic criteria
from normal temper and behavioral variations in very young
children.
Conduct Disorder
The DSM-5 criteria for a conduct disorder diagnosis is similar
to that found in the DSM-IV.
However, an important addition has been made: The DSM-5
includes a specifier for observed
limitations in socially appropriate emotional response. This may
be exemplified by deficits in
empathy, remorse, or guilt. This may also be reflected in a
general lack of concern over impact
of behaviors and decreased expressive affect.
Neurodevelopmental Disorders

This group of disorders is covered more thoroughly in Week 11
of this course. However, one of
the disorders from this group frequently has a disruptive
component to it and is, therefore,
included in this week.
Attention-Deficit/Hyperactivity Disorder (ADHD)
Though the basic diagnostic criteria for ADHD is very similar
in the DSM-5, there are a number
of key differences from the DSM-IV, including stage-related
examples to aid in diagnosis in
childhood, adolescence, and adulthood. One of the key changes
has been to raise the
identification of symptomology from before age 7 to before age
12 and to use a single diagnosis
with specifiers rather than several related diagnoses in a group.
Specifiers replace prior subtypes,
identifying the predominant presenting symptomology.
Specifiers are also now used to reflect
severity of impairment of functioning.
Reference:
• American Psychiatric Association. (2013). Highlights of
changes from DSM-IV-TR to
DSM-5. Retrieved from:
http://www.dsm5.org/Documents/changes%20from%20dsm-iv-
tr%20to%20dsm-5.pdf
© 2013 Laureate Education, Inc.
Grading Rubric: Application Assignments
12 possible points per application assignment

20 possible points for final papers
There are four primary quality indicators. All written
assignments will be scored on the first three indicators
(Responsiveness, Content, and Quality). The final indicator
(Research, Scholarship, and Professional Style) applies to the
Final Paper only and is worth double points for each criterion.
12mSix-Day Clinical Residency Evaluation Scoring Guide
Grading Rubric
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
RESPONSIVENESS
(AS ASSIGNED OR AS SELECTED BY THE STUDENT IF
INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing
assignment?)
(4 points)
Paper or writing assignment is unresponsiveto the requirements
given in the instructions. The content misses the point of the
assigned or selected topic; and/or relies primarily on anecdotal
evidence (e.g., largely composed of student opinion); and/or

contains little or no evidence that the student has read, viewed,
and considered the Learning Resources in the course and that
the paper topic connects in a meaningful way to the course
content.
Paper or writing assignment is somewhat responsive to the
requirements given in the instructions. Content is somewhat
misses the point of the assigned or selected topic; and/or lacks
in substance, relying more on anecdotal than scholarly evidence
(e.g., largely composed of student opinion); and/or contains
minimal evidence that the student has read, viewed, and
considered the Learning Resources in the course and that the
paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and meetsthe
requirements given in the instructions. It responds to the
assigned or selected topic; is substantive and evidence based;
demonstrates clearly that the student has read, viewed, and
considered the Learning Resources in the course and that the
paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and exceedsthe
requirements given in the instructions. It responds to assigned
or selected topic; demonstrates insight beyond what is required
in some meaningful way (e.g., ideas contribute a new dimension
to what is known about the topic, unearths something
unanticipated, etc.); is substantive and evidence based;
demonstrates that the student has read, viewed, and considered
the learning resources in the course and that the paper topic
connects in a meaningful way to the course content.
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary

CONTENT KNOWLEDGE
(Does the content in the paper or writing assignment
demonstrate an understanding of the important knowledge the
paper/assignment is intended to demonstrate?)
(4 points)
Paper or writing assignment demonstrates/provides a lack of
understanding and little or no application of the concepts and
issues presented in the course and/or application is inaccurate
and contains many omissions and/or errors; and/or no examples
or irrelevant examples; and/or no thought-provoking ideas or
original thinking; and/or no critical thinking; and/or many
critical errors when applying knowledge, skills, or strategies
presented in the course.
Paper or writing assignment demonstrates/provides minimal
understanding and little application of concepts and issues
presented in the course, and, while generally accurate, displays
some omissions and/or errors; and/or few and/or irrelevant
examples; and/or few if any thought-provoking ideas, little
original thinking; and/or “regurgitated” knowledge rather than
critical thinking; little mastery of skills and/or numerous errors
when using the knowledge, skills or strategies presented in the
course.
Paper or writing assignment demonstrates/provides basic
understanding and application of the concepts and issues
presented in the course demonstrating that the student has
absorbed the general principles and ideas presented; relevant
examples; thought-provoking ideas and interpretations, some
original thinking; and critical thinking; and mastery and
application of knowledge and skills or strategies presented in
the course.
Paper or writing assignment demonstrates/provides: in-depth
understanding and application of concepts and issues presented
in the course (e.g., insightful interpretations or analyses;
accurate and perceptive parallels, ideas, opinions, and
conclusions) showing that the student has absorbed the general
principles and ideas presented and makes inferences about the

concepts/issues or connects to them to other ideas; rich and
relevant examples; thought-provoking ideas and interpretations,
original thinking, new perspectives; original and critical
thinking; and mastery and thoughtful/accurate application of
knowledge and skills or strategies presented in the course.
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
QUALITY OF WRITING
Does the student demonstrate graduate-level writing in papers
and written assignments?
(4 points)
Writing is wellbelow graduate-level writing expectations: The
paper: uses unclear and inappropriate language; and/or has
many errors in spelling, grammar, and syntax; and/or lacks
organization in a way that creates confusion for the reader;
and/or contains many direct quotes from original source
materials and/or consistently and poorly paraphrases rather than
using original language; and/or lacks information about a source
when citing or paraphrasing it significant problems adhering to
APA style (application papers).
Writing is somewhat below graduate-level writing expectations:
The paper: uses language that is unclear and/or inappropriate;
and/or has more than occasional errors in spelling, grammar,
and syntax; and/or is poorly organized, is at times unclear and
confusing, and has some problems with logical flow; and/or

reflects an underuse of original language and an overuse of
direct quotes and paraphrases; and/or sometimes lacks
information about a source when citing or paraphrasing it;
problems adhering to APA style (application papers).
Writing is scholarly and meetsgraduate-level writing
expectations. The paper: uses language that is clear; has a few
errors in spelling, grammar, and syntax; is well organized,
logical, and clear; uses original language and uses direct quotes
when necessary and/or appropriate; provides information about
a source when citing or paraphrasing it; adheres to APA style
with few mistakes (application papers).
Writing is scholarly and exceeds graduate-level writing
expectations. The paper: uses language that is clear, concise,
and appropriate; has few if any errors in spelling, grammar, and
syntax; is extremely well organized, logical, clear, and never
confuses the reader; uses a preponderance of original language
and uses direct quotes only when necessary and/or appropriate;
provides information about a source when citing or paraphrasing
it; adheres to APA style with few or no mistakes (application
papers).
Criteria
2
Emerging
4
Progressing
6
Meets Standard
8
Exemplary
RESEARCH, SCHOLARSHIP, AND PROFESSIONAL STYLE
(use for final papers ONLY)
Does thepaper meet graduate-level expectations for research,
scholarship, and professional style?
(8 points)

The paper is substantially below graduate-level expectations for
research, scholarship, and professional style. Paper content:
demonstrates no insight and does not contribute to knowledge in
the field; paper content, for the most part, is unsupported by
current (within the past 5 years), primary, and pertinent
research/evidence from a variety of peer-reviewed books and
journals; and/or does not use or contains pervasive errors (final
paper) in APA style (including citations, references, use of
nonbiased language, clear organization, good editorial style,
etc.).
The paper is somewhat below graduate-level expectations for
research, scholarship, and professional style. Paper content:
demonstrates little insight and does little to contribute to
knowledge in the field; is often supported by older-than-5-year-
old research, secondary sources (textbooks and websites), and
sources that lack in variety; and/or uses APA form and style
(including citations, references, use of nonbiased language,
clear organization, good editorial style, etc.), but has frequent
errors (Final Paper).
The paper meets graduate-level expectations for research,
scholarship, and professional style. Paper content: demonstrates
insight and contributes to knowledge in the field; is supported
by current and pertinent research/evidence (within the previous
5 years, except for seminal, original research where
appropriate) from a variety of peer-reviewed books and journals
(rather than textbooks and websites); uses Correct APA form
and style (including citations, references, use of nonbiased
language, clear organization, good editorial style, etc.) with
only a few errors (Final Paper).
The paper represents exceptional research, scholarship, and
professional style. Paper content: demonstrates significant
insight and significantly contributes to the knowledge in the
field; is well supported by current and pertinent
research/evidence (within the previous 5 years, except for
seminal, original research where appropriate) from a variety of
primarily primary, peer-reviewed sources (rather than textbooks

and websites); and consistently uses correct APA form and style
(including citations, references, use of nonbiased language,
clear organization, good editorial style, etc.) with very few or
no errors (Final Paper).

COUN 6346 Child and Adolescent Counseling Week 4 – Angry

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