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Chapter 5--Kottman

Chapter 5--Kottman. Meeting the child. Eye level Communicate fun First names Redirect attention away from apprehension . Getting to the Play Room. Direct- Don’t ask. It’s time to go to the play room Reassure Mom (Dad) will be waiting here for us when we get back

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Chapter 5--Kottman

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  1. Chapter 5--Kottman

  2. Meeting the child • Eye level • Communicate fun • First names • Redirect attention away from apprehension

  3. Getting to the Play Room • Direct- Don’t ask. • It’s time to go to the play room • Reassure • Mom (Dad) will be waiting here for us when we get back • Mom can go to the play room for the first 10 minutes

  4. Getting Started in the Playroom • This is our play room. In here you can do many of the things you want to do. • Book for child about play therapy • What did your mom (teacher) tell you about coming here? • Explain the counseling relationship (p. 54)

  5. Explaining Counselor’s Perception of Presenting Problem • Match child’s level of vocabulary • Avoid jugmental words, i.e. bad, good, in trouble, you have a problem • “Your mom told me that you seem pretty unhappy and that you sometimes hurt yourself”

  6. Aligning Goals • Looking and listening for behaviors and/or attitudes the childwants to change, i.e. being teased, not getting along with sibling, teacher, parent, feeling out of control.

  7. Explaining the counseling process and logistics • When, where, how often, and how long will counseling take place • Parent consultation • Confidentiality • Goals of counseling

  8. Expaining Parent/Teacher Consultation • “I will be talking to your mom (dad,parents) about how they can better understand you and help things to go better at home.” • “I will be talking to your teacher about how things are going for you at school and ways she (he) may be able to help.

  9. Explaining Confidentiality • “I will not tell your parents what you say or do in the play room.” • “Sometimes I will talk to your parents about my guesses about why you do things or about new ways for them to talk or act with you.”

  10. Explaining Confidentiality • If I think someone is hurting you or that you might hurt yourself or someone else, I will need to let your parents know about that because I want to make sure that you are safe”. • “I will always let you know if I am going to do this.”

  11. Counseling Tools • Tracking behavior • Restating content • Reflecting feelings

  12. Handling Questions • Practical questions--bathroom, time, where is mother • Personal questions--married, children, age • For both types interpret the purpose of the question and give a brief factual answer

  13. Handling Questions • Relationship questions--like, adopt, better, home • Reflect feelings that motivate question and make a guess about the purpose • In response to the “Do you like me” question • You sound unsure about me liking you and I am wondering if you might be unsure whether or not others care for you also?

  14. Handling Questions • Ongoing process question(p.66) • Avoid direct answers to avoid dependency • Sounds like it’s hard to decide what to do with that. In here you can choose to do whatever you want with it.

  15. Asking the child questions • Limit number of questions per session • Allow questions to flow from the conversation or from the play vs. asking a list of prepared questions

  16. Types of questions • Open • What and how vs. why

  17. Adlerian questioning strategies • Questions relating to the presenting problem--general and specific--usually for ages 8 & up • Questions related to the child’s lifestyle

  18. Four categories of Lifestyle questions (appendix D) • Family • School • Social/friends • General

  19. Playing with the child • Guesses about purpose of child asking therapist to play • During play maintain use of theraputic responses i.e. tracking, reflection of feelings, restatement of content and encouragement

  20. Playing with the child • Model appropriate behaviors • Reframe negative situations • Teach skills • Examine goals of misbehavior • Allow child to lead play

  21. Role Play • Whisper technique • Three voices

  22. Cleaning the Room Together • Structuring--10 minutes then cleaning the last 5minutes • “It’s time for us to clean up the room together • What do you want me to do/put away first-- • what are you going to do/put away first?

  23. Cleaning the Room Together • Make a game of cleaning- who will pick up their things and put them away first? • Can you beat last week’s time record?

  24. Cleaning the Room Together • When the child refuses to clean the room • Offer choices--you can choose to clean up the room together or not to play with these toys next time • You can choose to help clean up or be in another room next time without the toys • The counselor may choose to limit the amount of stimulation/toys for some easily distracted children

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