3. Counseling
is
the
skilled
and
principled
use
of
professional
rela2onships
that
develop
self-‐knowledge,
emo2onal
acceptance
and
lead
to
personal
growth.
Counseling
in
Context
(Video
parent
informs
the
need
for
counseling)
4. 1. Help
the
client
to
work
towards
achieving
greater
sa2sfac2on
by
a>aining
self-‐acceptance,
self-‐understanding.
Encourage
client
to
overcome
biased
self-‐percep2ons,
distorted
reali2es
and
harmful
a@tudes.
2. Confiden2ality.
3. Respect
the
client,
avoid
judgment.
4. The
counselor
should
Encourage,
Respect
and
Support
the
client
to
make
decisions
and
set
goals.
5. Counseling
is
voluntary.
6. Refrain
from
taking
advantage
of
vulnerable
clients.
7. Avoid
bringing
up
your
own
issues
into
counseling.
Clients
issues
first.
Basic
Principles
of
Counseling:
5. 1. To
help
learners
gain
insights
into
the
origins
and
the
development
of
emoDonal
difficulDes,
leading
to
an
increased
capacity
to
take
raDonal
control
over
their
feelings
and
acDons.
2. To
alter
bad
or
undesirable
behavior.
3. To
assist
learners
move
towards
fulfilling
their
poten2al.
4. To
help
learners
to
achieve
integra2on
of
previously
conflic2ng
parts
of
themselves.
5. To
provide
learners
with
skills,
awareness
and
knowledge
that
will
enable
them
confront
social
challenges.
ObjecDves
of
Counseling
7. In
order
to
be
effecDve
the
counselor
will
need
the
following
skills:
AUending
skills:
1. Listening
2. Posture
(si@ng
posi2vely)
3. Observing
clients
non-‐verbal
and
verbal
4. Facial
expressions
RelaDonship
enhancing
skills:
1. Self
disclosure
2. Empathic
understanding
3. Uncondi2onal
posi2ve
regard
Responding
skills:
1. Ques2ons
2. Paraphrasing
3. Minimal
prompts
4. Summarizing
and
clarifica2on
5. Confronta2on
and
immediacy
6. Reflec2ng
and
silence
8.
The
Counseling
Process
A
Model
of
counseling
process:
1. ExploraDon
Stage
–
Aer
the
client
presents
their
issue(s)
to
the
counselor
the
counselor
uses
his/her
exper2se
to
find
out
whether
the
presented
problem
is
the
real
issue.
Let
the
client
state
their
reason
for
coming
for
counseling.
The
counselor
assesses
the
client
and
formulates
a
plan
of
ac2on.
2. Understanding
stage
–
The
counselor
tries
to
gain
deeper
understanding
of
the
issue
that
the
client
is
facing,
working
rela2onship
with
the
client
and
explora2on
of
the
clients
feelings
and
behavior
pa>erns
associated
with
the
issue.
3. AcDon
plan
–
Once
the
issue
is
iden2fied
and
clarified
prepare
the
client
for
an
ac2on
plan
to
help
them
tackle
or
cope.
What
skills
will
be
needed
at
each
stage?
9.
The
Process
of
Child
Counseling
(video)
The
process
involves
the
following:
(1) Stage
1
-‐
IntroducDon
A
therapeu2c
rela2onship
is
established
between
the
child
and
the
counselor.
(2)
Stage
2
-‐
The
iniDal
counseling
session
Play
materials
are
displayed
to
the
child
and
child
engages
in
play
therapy.
(3)
Stage
3
-‐
Subsequent
sessions
The
counselor
makes
detailed
assessments
and
recommenda2ons
of
her/his
finding
aer
mee2ng
the
child
for
several
sessions.
The
counselor
makes
needs
assessment
for
number
of
sessions
required.
(4) Stage
4
-‐
TerminaDon
Upon
gaining
the
desired
behavior
or
if
the
counselor
needs
to
do
further
referrals.
The
child
should
suggest
how
it
should
be
done.
Special
a>en2on
needs
to
be
given
to
children
who
had
suffered
trauma
or
loss
before
the
sessions
commenced.
Abrupt
endings
need
to
be
avoided.
(5) Stage
5
–
Follow-‐up
sessions
Follow
up
to
establish
the
progress
of
the
child
and
the
child’s
ability
to
cope
with
new
life
challenges.
Three
to
six
months
aer
termina2on.
10.
Some
Behaviors
and
their
causes
(video)
Stress
Poor
self-‐concept
Drugs
and
substance
abuse
Sexuality
Abuse
Juvenile
delinquency
Telling
lies
Stealing
Figh2ng
Truancy
Hyperac2vity
and
lack
of
a>en2on
Learning
Disabili2es
Withdrawal
and
Isola2on
Lack
of
interpersonal
skills
Withdrawal
and
Isola2on
Psychosoma2c
condi2ons
Ea2ng
disorders
11.
1.
Stress
and
Anxiety
among
students
Stress:
the
reac2on
that
one
has
as
a
result
of
being
in
a
highly
demanding
and/
or
challenging
situa2on.
Types
of
stress
Eustress
–
posi2ve
stress,
or
pressure
that
makes
one
perform
really
well.
Distress
–
nega2ve
stress,
has
nega2ve
effect
on
a
person.
Anxiety:
the
feeling
of
unease
that
one
experiences
as
a
result
of
worrying
about
what
might
happen
in
the
future.
Causes:
Family
problems,
School
related
problems,
Not
feeling
in
control,
Feeling
different,
Discipline,
Peer
pressure,
Drug
and
alcohol
abuse,
Thinking
about
the
future.
How
to
Deal
with
Stress
1. Help
the
learner
to
iden2fy
the
problem.
2. Assist
learner
to
clearly
iden2fy
the
effects
that
the
stress
has
on
her/him
3. Work
together
to
find
ways
to
deal
with
both
problem
and
effect.
Help
the
learner
to
choose
any
of
the
various
ways
in
which
to
deal
with
the
problem
and
its
effects
i.e
playing
and
exercising,
listening
to
music,
keeping
busy,
seeking
and
keeping
interes2ng
company.
12. Children
are
protected
against
physical
abuse
by
many
agencies.
Physical
abuse
usually
leaves
physical
scars
along
the
way
as
well
as
other
harmful
side-‐effects.
As
much
as
physical
abuse
is
detrimental
for
child
development,
mental
abuse
can
also
leave
life-‐long
scars.
Mental
abuse
may
include:
-‐
threatening,
-‐
beli>ling
or
-‐
ignoring
a
child.
Since
mental
abuse
does
not
leave
physical
or
evident
scars
such
as
bruises;
teachers,
pediatricians
and
other
concerned
ci2zens
may
have
difficul2es
recognizing
mental
abuse.
The
effects
of
these
kinds
of
abuse
usually
leave
as
much
damage
as
sexual
and
physical
abuse
may
cause.
Effects
of
Mental
Abuse
Experts
say
that
psychological
abuse
is
just
as
detrimental
as
physical
abuse.
You
may
not
be
spanking
your
child,
but
your
simple
beli>ling
may
cause
the
same
extent
of
damage
to
a
child’s
development.
There
are
a
lot
of
effects
of
mental
abuse
on
children
including:
Poor
self-‐concept
Children
who
suffer
mental
abuse
may
have
poor
self-‐concept
because
of
the
constant
idea
that
they
are
not
good.
Parents
who
call
their
children
names
such
as
“idiot”
may
lead
children
to
think
that
indeed,
they
are
idiots.
When
their
parents
tell
them
rude
things
they
tend
to
create
more
detrimental
impact
on
their
lives
than
the
bruises
and
the
wounds
that
they
get.
-‐
Loss
of
trust
in
everyone
Children
also
do
not
develop
the
sense
of
trust
because
in
the
first
place,
their
parents
who
they
should
trust
are
inflic2ng
damage
on
them.
Mentally-‐abused
children
tend
not
to
develop
long-‐term
rela2onships
with
other
people
because
of
trust
issues.
-‐
Poor
school
performance
Another
serious
effect
of
mental
abuse
is
poor
school
performance
in
children.
Since
children
are
constantly
bombarded
with
stress,
they
tend
not
to
develop
op2mally
at
school.
2.
Abuse
in
children
13. Causes
of
Mental
Abuse
Parents
and
other
caregivers
can
inflict
psychological
abuse
in
so
many
ways
such
as:
Chronic
beli,ling
Calling
children
idiots,
useless
and
even
“bad”
most
of
the
2me.
Humilia2ng
a
child
in
front
of
other
people
Another
way
of
inflic2ng
mental
abuse
is
through
public
humilia2on.
Parents
may
need
to
discipline
their
children,
but
make
sure
not
to
humiliate
children
in
front
of
other
people.
Neglect
Neglect
can
be
physical
and
psychological
abuse
in
nature.
Leaving
a
child
in
the
crib
all
day
long
may
cons2tute
mental
abuse
because
the
infant
does
not
develop
trust.
Withholding
love
and
warmth
Children
need
constant
love
and
warmth
from
their
parents.
Parents
who
lack
emo2onal
bonding
with
their
children
inflict
mental
abuse.
Se<ng
rigid
expecta2ons
Expec2ng
too
much
from
children
and
threatening
children
if
expecta2ons
are
not
met
is
also
a
sign
of
mental
abuse.
Suspected
cases
of
mental
abuse
should
be
promptly
reported
to
the
authori2es
in
order
to
prevent
the
poten2al
long-‐term
effects
of
psychological
trauma
14. IntroducDon
to
Child
Psychology
&
Counseling
• A
child
is
any
person
under
the
age
of
18
years;
based
on
the
United
Na2ons
Conven2on
on
the
Right
of
the
Child
(UNHCRC)
• Child
Abuse
–
refers
to
any
harm
caused
to
a
child
physically,
mentally
emo2onally
or
sexually.
Child
development
Psychology
A. CogniDve
Development
(by
Jean
Piaget
–
a
Swiss
biologist,
who
did
important
studies
on
children’s
cogni2ve
development.
0
–
1
year
–
sensory
stage,
there
is
a
lot
of
reflex
control
e.g
a
child
will
sense
when
touched
and
will
react
if
there
is
pain,
hunger
and
general
discomfort.
1
-‐
2
years
–
the
child
adapts
to
certain
reac2ons
due
to
repeated
behavior
and
accompanying
responses.
The
child
is
capable
of
retaining
mental
images
and
events.
Learns
by
imita2on
(voluntary
or
involuntary).
Learns
basic
problem
solving
by
trial
and
error.
V
3
–
4
years
–
OperaDonal
stage
the
child
is
able
to
use
mental
symbols
to
create
and
construct.
The
child
has
transduc2ve
reasoning
so
its
difficult
to
comprehend
causal
factors
in
events.
The
child
has
difficulty
linking
up
events
especially
if
many
events
occur
at
the
same
2me.
Child
is
egocentric,
finds
it
hard
to
understand
other
peoples
view.
Objects
have
a
fixed
dimension
and
its
difficult
to
understand
qty
e.g.
glass
of
water
is
more
than
a
big
half
cup.
5-‐11
years
–
the
child
develops
deduc2ve
reasoning
and
he/she
can
apply
knowledge
to
events,
objects
and
real
situa2ons.
They
develop
the
concepts
of
volume,
size,
shape,
color,
sequence
etc.
Imagery
components
are
powerful
in
the
child.
In
this
stage
the
child
needs
to
be
allowed
to
ini2ate
as
many
ac2vi2es
as
possible
for
crea2ve
thinking.
Child
should
be
allowed
to
interact
with
peers
as
much
as
possible
to
remove
egocentrism.
Social
and
environmental
exposures
of
the
child
are
very
important.
14
–
18
years
–
child
thinks
in
terms
of
possibili2es
and
develops
tendencies
of
specula2ons,
fantasizing
and
hypothesizing.
At
the
end
of
adolescence,
the
person
has
evolved
general
principles
to
explain
behavior.
15. Social
Development
• The
mother
is
the
main
social
agent
for
the
infant.
As
the
child
grows,
social
a>achment
develops
through
explora2ve
play
with
parents
and
peers.
• The
child
develops
gender
iden2ty
and
peers
of
the
same
gender
become
important
as
the
child
approaches
adolescence.
• Play
in
school
is
a
very
important
agent
of
a
child’s
social
development
in
the
tender
years.
EmoDonal
Development
•
2
–
6
years
–
the
child
expresses
aggression,
jealousy
and
tantrums
to
defend
self
interest
especially
if
there
is
child
compe22on.
Child
fights
occur
aer
6
years
due
to
need
for
affec2on
and
security.
• 11
–
18
years
–
the
child
develops
autonomy
and
expression
of
extreme
emo2ons
of
joy
to
sullenness.
There
is
strong
emo2onal
a>achment
to
peers.
16.
What
to
avoid
with
Children
1. GeneraDon
comparisons:
Adults
tell
children
how
they
were
be>er
in
the
earlier
stage
2. Comparison:
Children
are
unique.
It
is
very
demoralizing
to
compare
a
child
with
another
in
performance.
3. Dismissing
a
child:
telling
a
child
to
shut-‐up,
go
away,
Ignoring
a
child
when
they
want
to
contribute
etc.
4. Threatening
a
child:
should
not
be
coerced
by
adults
to
do
things,
this
causes
fear
and
anxiety.
They
need
to
be
persuaded
in
a
language
he/she
understands
to
do
things.
5. Embarrassing
in
front
of
peers:
children
like
to
be
valued
by
adults
when
with
peers.
It
gives
them
high
self
esteem.
6. CriDcizing
persons
a
child
values:
Children
view
adults
as
role
models
and
source
of
authority
i.e
parents,
teachers
etc.
Avoid
talking
about
other
adults
in
the
presence
of
children.
7. Seing
too
high
standards
and
expectaDons
for
a
child:
Parents
and
teachers
should
set
realis2c
goals
for
children
while
avoiding
comparisons.
When
a
child
fails
to
achieve
goals
he/she
loses
self
confidence
resul2ng
in
low
self
esteem.
8. Lack
of
appreciaDon/rewards
for
children:
Children
should
always
be
appreciated
through
rewards
(for
posi2ve
reinforcement).
Don’t
exaggerate,
otherwise
rewards
become
monotonous
and
lose
meaning.
9. DiscriminaDng:
This
is
against
the
Childs
Rights
and
also
demoralizing.
All
children
should
be
treated
equally
and
fairly
in
terms
of
opportuni2es
for
survival.
10. NeglecDng
when
adult
support
is
needed:
An
adult
who
passes
children
arguing
or
figh2ng
and
does
not
separate
them
acts
irresponsibly.
11. OverprotecDng:
Parents/teachers/guardians
need
not
to
over-‐protect
a
child.
This
could
lead
to
learnt
helplessness
and
in
some
cases
lack
of
self
confidence.
17.
Learning
Disabili2es
among
Children
(video)
Disability
refer
to
a
limita2on
on
a
persons
normal
func2oning
that
puts
restric2ons
on
a
persons
performance
and
abili2es.
Types
of
learning
disabiliDes
1. Sensory
disorder
• Visual
impairment
• Hearing/audio
impairment
–
the
child
asks
for
a
statement
to
be
repeated,
seems
to
struggle
to
hear,
complains
of
ear
aches,
colds
and
allergies
and
does
not
follow
direc2ons
as
given.
2. Speech
and
language
Deficits:
have
problems
in
ar2cula2on,
fluency
and
speech,
Voice
disorders
marked
by
low
or
high
pitches,
hoarse,
harsh
or
loud
voices.
Lack
of
fluency
may
be
characterized
by
stu>ering,
wrong
verbs,
plurals,
pronouns
etc
They
are
shy
and
withdrawn,
have
social
interac2on
problems,
they
take
long
to
answer
ques2ons
or
give
correct
word,
have
disorganized
speeches,
oen
omit
important
words
or
phrases
in
a
sentence,
rendering
it
meaningless.
3. Learning
Disabili2es:
• Dyslexia:
this
condi2ons
make
it
difficult
to
read
or
understand
the
wri>en/spoken
word.
The
child
is
unable
to
complete
missing
words
i.e
b__ok,
c__p,
c__t.
Self
expression
is
also
difficult.
Dyslexics
excel
is
careers
like
photography,
mechanics,
baking,
catering
and
tailoring.
• Dysgraphia:
wri2ng
difficulty.
Messy
hand
wri2ng,
poor
and
illegible.
Some2mes
spa2al
organiza2on
interferes
with
the
child.
• Dyscalculia:
Calcula2on
difficul2es
especially
quick
processing
of
mathema2cal
facts.
E.g
on
a
sunny
day
1
shirt
takes
30
minutes
to
dry.
How
long
will
2
shirts
take?
4. A>en2on
Deficit
Hyperac2vity
Disorder
(ADHD):
manifest
as
a
social
disorder
and
oen
causes
low
self
esteem.
• Lack
of
a>en2on
and
focus,
lacks
concentra2on
ac2vi2es
that
last
a
long
2me.
• Hyperac2vity,
Impulsive
reac2on
i.e
without
thinking
• Inability
to
sit
s2ll.
Lack
of
persistence
on
tasks
and
easily
shis
to
another
task
before
comple2ng
previous
one.
• Child
may
be
very
vocal,
talks
excessively
and
may
make
random
noises.
• May
display
forgequlness
leading
to
loss
of
personal
things.
Clumsy
and
careless
behavior
• Impulsive
reac2on
may
cause
child
to
speak
answers
before
ques2ons
have
been
asked.
18. 5.
EmoDonal
and
behavioral
disorders
Such
disorders
are
manifested
in
the
following
characteris2cs:
• Excessive
aggression
• Excessive
fears
and
anxiety
• Child
depression
• The
child
may
engage
in
disrup2ve,
aggressive,
defiant
and
dangerous
behaviors.
Boys
are
more
affected
than
girls
especially
boys
in
low
class
families.
Adolescent
girls
are
more
likely
to
be
depressed
than
boys.
6.
Adjustment
Disorders
Bereavement:
includes
the
loss
of
a
sibling,
parent,
significant
others
etc.
Loss
of
property
in
the
family
can
result
to
adjustment
disorders
in
children
and
some2mes
post-‐trauma2c
stress
disorder
(PTSD)
SeparaDon
from
parents:
A
child
can
experience
adjustment
disorders
if
parents
are
separated
or
divorced.
Change
of
social
environment:
changes
in
residence,
school
environment,
living
condi2ons
etc.
such
changes
can
cause
the
child
to
experience
loss
of
rela2ons
with
familiar
friends
and
other
persons
related
to
the
child.
A
child
suffering
from
adjustment
disorders
may
manifest
the
following
symptoms:
Psycho-‐somaDc
complaints
-‐
These
are
mainly
unexplained
headaches.
SomaDc
complaints.
-‐
These
include
joint
pains,
backaches,
stomachache
etc.
Hyper
–arousal
symptoms:
-‐
This
involves
a
state
of
stress
where
a
child
reacts
excessively
to
stressor.
The
child’s
hyper-‐
arousal
state
can
be
triggered
by
smells,
tastes,
sounds,
objects
etc
19. 7.
Anxiety
disorders
The
child
can
experience
the
following
types
of
anxiety
disorders:
Panic
aUacks
-‐
This
is
a
form
of
anxiety
characterized
by
intense
fear
when
the
child
is
exposed
to
certain
s2mulus.
In
severe
cases,
the
child
may
lose
consciousness
temporarily.
SeparaDon
anxiety
-‐
A
child
can
experience
separa2on
anxiety
as
early
as
10
mth
of
age.
Prior
to
this
age,
the
child
has
no
firm
a>achment
to
the
parent
or
to
the
primary
caretaker.
A
child
who
is
already
insecurely
a>ached
suffers
more
separa2on
anxiety
than
the
one
who
has
secure
a>achment.
Separa2on
anxiety
is
less
intense
in
adults
than
in
children.
Separa2on
anxiety
can
be
managed
through
systema2c
fading
procedures
whereby
the
person
a>ached
to
the
child
fades
temporarily
and
then
appears
shortly
in
a
series
and
eventually
fades
for
a
longer
2me.
This
makes
the
child
to
learn
that
the
person
goes
and
comes
back
later.
The
prac2ce
reduces
the
separa2on
anxiety.
Social
anxiety
disorder
-‐The
most
common
form
of
social
anxiety
in
children
is
agoraphobia.
This
type
of
anxiety
may
develop
in
children
due
to
bullying,
isola2on
and
general
lack
of
social
skills
in
a
child.
Treatment
for
this
anxiety
is
mainly
administered
by
exposing
the
child
to
other
children
who
have
social
skills.
The
child
can
also
be
trained
in
social
skills.
School
related
anxiety
(SRA)
This
type
of
anxiety
disorder
causes
the
child
to
refuse
to
go
to
school
without
good
reasons.
Symptoms
of
SRA
include
re-‐current
abdominal
pain
and
vomi2ng
mostly
when
the
child
is
meant
to
go
to
school.
Some2mes
the
child
may
develop
serious
physical
symptoms.
School
Related
Anxiety
is
treated
by
forcing
the
child
to
a>end
school
in
spite
of
the
complaints,
crying
or
screaming.
The
child
can
be
denied
comfort
at
home
when
she/he
refuses
to
a>end
school.
This
can
be
done
by
withdrawing
any
posi2ve
reinforcement
e.g.
being
denied
to
play
with
toys,
watching
television,
playing
outside
the
house
etc.
20. 7.
Anxiety
disorders
(conDnued)
-‐
(video)
SelecDve
MuDsm
Disorder
This
type
of
anxiety
makes
the
child
to
decide
not
to
speak
in
certain
circumstances
or
the
child
makes
no
sound
at
all
even
when
talked
to
especially
by
strangers
but
may
talk
to
familiar
persons.
This
type
of
anxiety
is
mainly
treated
through
posi2ve
reinforcement
such
that
whenever
the
child
speaks
something
to
a
‘stranger’
the
child
is
rewarded.
The
child
can
also
be
helped
out
of
selec2ve
mu2sm
by
exposing
the
child
to
Subjec2ve
Unit
of
Distress
(SUD)
which
causes
the
child
to
speak
if
the
distress
is
too
much.
The
child
is
exposed
to
too
much
distress
to
a
point
they
cannot
withstand
the
stress
so
they
can
speak.
Children
can
experience
PTSD
as
early
as
2
years.
The
most
common
causes
of
PTSD
in
children
include
the
following:
• Separa2on
from
parents
or
primary
caretaker
• Loss
through
death
of
a
significant
person
• Mistreatment
by
adults
• Child
abuse
• Child
neglect
• Other
cri2cal
incidents
like
injuries
in
an
accident,
fire
tragedy,
bomb
explosions,
etc.
ManifestaDons
of
PTSD
in
children
Fear
of
strangers
Fear
of
darkness
sleep
disturbances
Fear
of
loud
noises
fear
of
large
objects
fear
of
death
fear
of
machines
fear
of
‘bad
people’
child
depression
fear
of
separa2on
from
significant
and
familiar
persons
to
the
child
fear
of
school
(if
the
child
is
at
school
going
age)
fear
of
staying
or
sleeping
alone
excess
concern
over
security
increased
physiological
arousal
and
hyper
vigilance
8.
Post
TraumaDc
Stress
Disorder
(PSTD)
21. Possible
IntervenDons
for
children
The
following
can
be
helpful
interven2ons
for
excep2onal
children:
(1)
Medical
intervenDons
E.N.T.
specialist
can
be
consulted
for
auditory
sensory
disorders.
Hearing
Aids
may
be
prescribed.
Eye
specialists
can
assist
in
visual
impairments
assessment.
Speech
therapist
can
advice
on
language
development
and
deficits.
Enuresis
can
be
treated
medically
and
through
behavioral
adjustment.
(2)
Special
Needs
EducaDonal
InsDtuDons
The
child
should
be
helped
to
discover
their
talents
for
future
career.
The
special
needs
educa2on
ins2tu2on
should
also
assess
the
severity
of
the
learning
disability
to
enable
Individualized
Educa2onal
Plan
(IEP).
In
the
special
needs
educa2onal
ins2tu2ons
the
child
is
equipped
with
basic
survival
skills.
Bright
colors
and
other
objects
are
used
to
assist
in
coun2ng
and.
For
the
dyslexic
child
he/she
is
given
extra
2me
during
exams
and
if
need
be
a
reader
and
scribe
and
provided
to
listen
to
the
child’s
answer
and
write
them
down
for
the
child.
For
the
visually
impaired,
the
examina2on
is
typed
in
a
large
font
for
them
to
read
with
ease.
(3)
Family
Therapy
Parents
and
primary
caretakers
need
informa2on
on
the
special
needs
of
the
child
including
possible
causes.
The
family
unit
can
promote
personal
rela2ons
and
confidence
in
the
child
and
the
parents.
4)
Child
Behavioral
Therapy
Child
behavioral
Therapy
can
be
helpful
for
children
with
A>en2on
Deficit
Disorder
(ADD)
or
(ADHD).
Some
mild
forms
of
Au2sm
and
Down
Syndrome
can
also
be
rehabilitated
through
behavioral
therapy
whereby
the
child
is
trained
through
posi2ve
and
nega2ve
reinforcement
to
ins2ll
life
skills
e.g.
dressing
and
ea2ng
skills.
(5)
Psychosocial
Support
Social
support
helps
the
child
to
deal
with
the
s2gma.
The
child
needs
a
lot
of
psychosocial
support
which
may
include
empathic
understanding,
uncondi2onal
acceptance
and
non
cri2cal
support.
The
person
needs
to
be
integrated
into
social
rela2ons
and
ac2vi2es.
Social
rejec2on
makes
learning
disabili2es
to
worsen.
22. General
role
of
child
play
therapy
CreaDvity
A
child
is
given
an
opportunity
to
exercise
his/her
crea2vity.
This
gives
the
child
a
sense
of
accomplishment
and
control
of
oneself
in
terms
of
making
choices
of
play
material
in
therapy.
Children
are
very
imagina2ve
and
play
helps
the
crea2vity
to
be
promoted.
Therapy
The
play
materials
are
basically
intended
to
bring
‘healing’
to
the
child
involved.
The
child
is
also
able
to
express
and
demonstrate
either
good
or
poor
coordina2on.
In
the
way
they
organize
the
materials.
In
the
process,
the
child
gains
therapy.
RelaxaDon
In
play
therapy
the
child
is
given
an
opportunity
to
explore
in
a
non-‐threatening
atmosphere.
The
child
gets
mental
&
emo2onal
refreshment
and
relief.
RaDonality
and
idealizaDon
When
a
child
is
in
play
therapy,
he/she
engages
the
mental,
emo2onal
and
physical
aspect.
The
child
is
able
to
ra2onalize
his/her
behavior
and
choice
of
play
material.
In
the
process
the
child
is
able
to
exercise
and
demonstrate
social
skills
e.g.
the
are
that
may
be
demonstrated
through
a
doll.
The
child
may
express
love,
tenderness
etc.
to
the
doll
Sense
of
acceptance
The
child
feels
accepted
and
respected
with
the
company
of
the
counselor
who
is
non-‐judgmental.
The
child
gains
confidence
and
the
counselor
gives
freedom
to
the
child.
23. Personal
competence
portrayed
The
child
gains
a
sense
of
competence
while
being
allowed
to
‘create’
and
‘destroy’
the
play
material.
The
interests
of
the
child
are
also
captured.
Sense
of
unity
Ac2vi2es
in
a
group
of
children
e.g.
story
telling
&
music
gives
the
child
a
sense
of
belonging
&
social
unity.
The
child
develops
social
skills
through
interac2on
with
counselor,
a
non
family
member.
Through
music
and
storytelling,
the
child
learns
rules
of
social
jus2ce
where
each
child
has
an
opportunity
to
learn.
PotenDals
and
abiliDes
portrayed
The
child’s
talents
can
easily
be
no2ced
from
choice
of
play
materials
and
this
can
be
enhanced
later
for
career
fulfillment.
Play
materials
can
also
help
in
indica2ng
the
temperament
of
the
child.
Note:
• The
counselor
is
able
to
understand
the
child
through
observing
the
child
especially
as
the
child
brings
out
the
unconscious
materials
in
play
and
art
work
without
the
child
using
defenses.
• All
children
should
be
exposed
to
play
materials
at
one
point
or
another
especially
in
school
and
at
home.
Parents
and
teachers
should
engage
in
play
with
children
24. ASSESSMENT
CRITERIA
FOR
CHILD
THERAPY
A
child
who
needs
counseling
can
be
iden2fied
using
the
following
criteria:
If
the
child
has
experienced
a
traumaDc
experience
e.g.
death
of
a
significant
person,
another
child,
valued
pet
etc.
witnessing
a
horrific
accident,
painful
or
frightening
medical
procedures,
violence
in
crime
or
family,
fires,
floods,
etc.
If
the
child
suffers
a
personal
disability.
The
child
can
be
given
an
explana2on
about
their
disability
and
be
helped
to
cope
and
develop
confidence.
If
the
child
lives
with
terminally
ill
parents
or
guardian.
If
parents
have
divorced
–
help
the
child
understand
the
concept
of
divorce
and
deal
with
accompanying
emo2ons
If
the
child
has
separaDon
anxiety
disorders
-‐
anxiety
from
change
of
residence,
school,
country
parent/guardian
separa2on
due
to
travel,
etc.
If
the
child
has
developmental
issues
–
these
may
include
issues
of
sexuality,
puberty,
self-‐concept,
etc.
If
the
child
has
low
self
esteem
arising
from
their
physical
or
learning
disabili2es
If
the
child
has
emoDonal
disorders
–
these
may
include
excessive
anger,
shyness,
worry,
fear,
sadness,
excessive
aggressive
behavior,
regression
e.g.
thumb
sucking,
bed-‐we@ng,
&
a>achment
anxiety
If
a
child
indicates
drop
in
school
performance
–
if
the
child
was
performing
well
in
school
and
liked
school,
then
suddenly
drops
&
dislike
school,
then
child
counseling
is
necessary.
25. If
the
child
complains
of
persistent
headaches,
stomachache,
joints
aches,
etc.
without
medical
indica2ons
maybe
a
sign
of
child
stress
and
anxiety
If
the
child
has
suicidal
tendencies
–this
may
be
more
evident
in
older
children
and
teenagers.
Some2mes
the
child
may
complain
of
lack
of
sleep
and
nightmares.
This
may
indicate
child
depression.
If
the
child
manifest
anD-‐social
behavior
–
such
may
include
stealing,
telling
lies,
figh2ng,
knocking
objects
and
animals.
If
the
child
manifests
at
least
five
of
the
disorders
for
children.
Play
therapy
provides
the
child
with
a
natural,
safe
and
non-‐intrusive
method
to
hasten
recovery
from
the
distress.
Note:
Parents
hesitate
to
seek
child
therapy
due
to
fear
of
being
viewed
as
failures
in
paren2ng.
Like
any
other
psychotherapy,
not
all
disturbed
children
need
professional
intervenDon.
Some
children
can
outgrow
the
distress
on
their
own
depending
on
the
severity.
Thus
a
counselor
need
not
be
on
the
lookout
for
child
for
therapy.
26. Child
therapy
techniques
The
most
common
child
therapy
techniques
and
methods
include
the
following:
Play
therapy
Art
therapy
Music
therapy
Bibliotherapy
Story
telling
Drama
27. (1) Play
therapy
The
child
is
offered
a
natural
medium
for
self
expression.
The
child
is
able
to
“act
out’’
his/her
feeling
and
difficul2es
through
interac2on
with
play
materials
where
the
child
is
not
judged
or
evaluated.
The
child
gains
security
and
self
confidence
through
play.
Play
therapy
may
involve
the
following
materials:
a)
Modeling
clay
/
Plastacin
The
child
is
provided
with
clay
or
plastacin
to
shape
and
re-‐shape
as
preferred.
As
the
child
shapes
the
clay,
there
is
expression
of
feelings,
thoughts
&
behavior
by
the
child.
Clay
is
very
helpful
in
helping
children
to
express
anger.
A
child
who
lacks
self
confidence
can
come
up
with
use
of
clay.
Clay
is
very
helpful
for
children
without
verbal
expressions.
Observa2ons
helps
the
counselor
to
understand
and
discover
the
hidden
meaning
of
the
child’s
behavior
with
the
clay.
(b)
The
Sand
Tray
Sand
in
a
tray
is
displayed
to
a
child.
Sand
helps
to
deal
with
the
unconscious
part
of
the
child
so
that
the
child
is
able
to
express
fear
and
fantasies
that
are
otherwise
elusive
and
difficult
to
express
by
children.
Sand
tray
enables
a
child
to
engage
both
hands
which
involves
both
lobes
of
the
brain.
No
special
skills
are
required
in
using
sand.
The
child
can
use
toys,
puppets
and
dolls
in
the
sand
tray,
thus
enhancing
more
expressions.
28. (c)
Puppets
• Shy
children
will
find
it
easier
to
speak
‘behind’
puppets
because
the
puppets
provide
a
‘safe’
distance
which
enables
the
child
to
express
otherwise
threatening
issues.
• The
counselor
observes
the
choice
of
the
puppet
made
and
may
ask
the
child
to
clarify
about
the
choice
made.
Puppets
can
be
powerful
when
used
to
communicate
informa2on
on
abstract
concepts
like
HIV
&
AIDS,
death
and
sexuality.
(d) Toys
(e) A
child
who
is
fearful
will
use
them
for
defense
while
an
angry
child
may
use
it
to
aUack
in
a
way
that
suggests
who
the
enemy
is
in
the
doll
aUacked.
A
child
from
a
violent
family
may
use
the
toy
weapons
to
a>ack
other
family
members.
This
may
indicate
tendency
to
revenge
in
a
less
threatening
situa2on.
Toys
may
include
the
following:
• Toys
of
vehicles
like
trucks,
cars,
aeroplanes,
police
cars,
ambulance,
school
bus
and
fire
engines
can
indicate
the
child’s
a@tude
towards
them
e.g.
the
child
may
dismantle
the
school
bus
If
he/she
dislikes
school.
Animal
toys
may
include
snakes,
insects,
dogs,
cows,
lions,
etc.
The
choice
of
the
child
may
be
helpful
in
dealing
with
child
phobia
and
nightmares
because
the
child
can
touch
the
feared
animal
in
the
toy,
thus
reducing
fear.
29. A
doll
house
can
be
helpful
in
representa2on
of
a
family
in
a
home
situa2on.
The
child’s
place
in
the
family
can
be
demonstrated
through
observa2on
of
cruelty,
violence
and
tenderness
that
the
child
demonstrates
towards
the
other
family
members
in
the
dolls.
The
child
can
also
express
love,
and
tenderness
in
the
way
he/she
handles
the
dolls.
e.g.
if
a
child
hit
or
stabs
the
father
doll,
this
may
indicate
fear,
anger
and
hos2lity
against
the
father
of
the
child.
If
a
child
puts
all
dolls
represen2ng
different
family
members
together
in
their
respec2ve
places
in
the
doll
house,
this
might
be
an
indica2on
of
love
and
unity
in
the
actual
family.
ConstrucDon
toys
may
include
jigsaws,
building
blocks,
hummer,
etc.
they
are
helpful
in
helping
a
child
to
be
crea2ve.
When
the
child
breaks
or
dismantles
what
he/she
has
build,
this
may
indicate
the
brokenness
of
the
child.
Construc2on
materials
are
helpful
for
children
with
emo2onal
disturbances
especially
hyperac2ve
children
and
those
with
disabili2es.
