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Informationen zum Autor Dr Kathryn Geldard is now retired from clinical practice. She continues to conduct training workshops for counsellors and organisations and facilitate professional development supervision groups. Her academic career as senior lecturer in counselling at Queensland University of Technology and in the faculty of Arts and Business at the University of the Sunshine Coast (USC), Australia includes programme leadership of the Counselling programme as well as development of the postgraduate Master of Counselling degrees. She is the author of a several textbooks founded on her extensive clinical counselling background with children, young people and their families. Rebecca Yin Foo is an Educational and Developmental Psychologist who is experienced in providing psychological support for children with developmental disabilities and their families at the Cerebral Palsy League. Her work has led her to take a high level of practical and academic interest in ways of working with children to promote optimal positive outcomes. She currently works in private practice in Brisbane, Australia. Prior to obtaining her honours degree in Psychology and Master’s degree in Educational and Developmental Psychology she completed a Bachelor of Medical Engineering. She has published a number of journal articles and presented conference papers nationally and internationally in relation to her studies in both Engineering and Psychology. She is the third author of the book, Counselling Children: A Practical Introduction. Klappentext The market leading textbook for trainees and practitioners counselling children. It contains lots of short chapters offering practice frameworks, skills and interventions. Zusammenfassung The market leading textbook for trainees and practitioners counselling children. It contains lots of short chapters offering practice frameworks, skills and interventions. Inhaltsverzeichnis Part 1: Counselling Children Chapter 1: Goals for Counselling Children Chapter 2: The Child-Counsellor Relationship Chapter 3: Ethical Considerations when Counselling Children Chapter 4: Attributes of a Counsellor for Children Part 2: Practice Frameworks Chapter 5: Historical Background and Contemporary Ideas about Counselling Children Chapter 6: The Process of Child Therapy Chapter 7: The Child's Internal Processes of Therapeutic Change Chapter 8: Sequentially Planned Integrative Counselling for Children (the SPICC model) Chapter 9: Counselling Children in the Context of Family Therapy Chapter 10: Counselling Children in Groups Chapter 11: Counselling Children in a postpandemic world Part 3: Child Counselling Skills Chapter 12: Observation Chapter 13: Active Listening Chapter 14: Helping the Child to tell their Story and Express Emotions Chapter 15: Understanding Resistance and Transference Chapter 16: Understanding Self-Concept and Unhelpful Beliefs Chapter 17: Actively Facilitating Change Chapter 18: Termination of Counselling Chapter 19: Skills for Counselling Children in Groups Part 4: Play Therapy - Use of Media and Activities Chapter 20: The Play Therapy Room Chapter 21: The Evidence-Base for Play Therapy and Counselling Children Chapter 22: Selecting the Appropriate Media or Activity Chapter 23: The Use of Miniature Animals Chapter 24: Sand-Tray Work Chapter 25: Working with Clay Chapter 26: Drawing, Painting, Collage and Construction Chapter 27: The Imaginary Journey Chapter 28: Books and Stories Chapter 29: Puppets and Soft Toys Chapter 30: Imaginative Pretend Play Chapter 31: Games Chapter 32: Technology Part 5: The Use of Worksheets Chapter 33: Buil...
Inhaltsverzeichnis
Part 1: Counselling Children
Chapter 1: Goals for Counselling Children
Chapter 2: The Child-Counsellor Relationship
Chapter 3: Ethical Considerations when Counselling Children
Chapter 4: Attributes of a Counsellor for Children
Part 2: Practice Frameworks
Chapter 5: Historical Background and Contemporary Ideas about Counselling Children
Chapter 6: The Process of Child Therapy
Chapter 7: The Child's Internal Processes of Therapeutic Change
Chapter 8: Sequentially Planned Integrative Counselling for Children (the SPICC model)
Chapter 9: Counselling Children in the Context of Family Therapy
Chapter 10: Counselling Children in Groups
Chapter 11: Counselling Children in a postpandemic world
Part 3: Child Counselling Skills
Chapter 12: Observation
Chapter 13: Active Listening
Chapter 14: Helping the Child to tell their Story and Express Emotions
Chapter 15: Understanding Resistance and Transference
Chapter 16: Understanding Self-Concept and Unhelpful Beliefs
Chapter 17: Actively Facilitating Change
Chapter 18: Termination of Counselling
Chapter 19: Skills for Counselling Children in Groups
Part 4: Play Therapy - Use of Media and Activities
Chapter 20: The Play Therapy Room
Chapter 21: The Evidence-Base for Play Therapy and Counselling Children
Chapter 22: Selecting the Appropriate Media or Activity
Chapter 23: The Use of Miniature Animals
Chapter 24: Sand-Tray Work
Chapter 25: Working with Clay
Chapter 26: Drawing, Painting, Collage and Construction
Chapter 27: The Imaginary Journey
Chapter 28: Books and Stories
Chapter 29: Puppets and Soft Toys
Chapter 30: Imaginative Pretend Play
Chapter 31: Games
Chapter 32: Technology
Part 5: The Use of Worksheets
Chapter 33: Building Self-Esteem
Chapter 34: Supporting Social Skills
Chapter 35: Education in Protective Behaviours
Part 6: In Conclusion (and worksheets)
