Contemporary case studies in school counseling. ([2019])

• Record Type: Book
• Further Information: Note: Edited by Marguerite Ohrtman, Erika Heltner.
• Editors: Heltner, Erika; Ohrtman, Marguerite
• Contents: <span style="font-weight:bold;">Part I: Humanist Theory ; <ol start="1" style="margin-top:0;margin-bottom:0;"><li style="line-height:1.15;">Chapter 1: Elementary: Liam Liam is a new student and is struggling to make new friends in his first grade classroom. He was a strong student prior to moving mid-year, but now is struggling to focus and is refusing at times to do any work. The school counselor tried to connect with Liam using a person-centered humanistic approach, where he focuses on building’s Liam’s sense of self. ; ; <ol start="2" style="margin-top:0;margin-bottom:0;"><li style="line-height:1.15;">Chapter 2: Middle School: Sarah The school counselor explores the need of a middle school aged girl with generalized anxiety. By exploring the therapeutic relationship and resistance, the counselor works with the student to identify healthy coping strategies and approaches to managing her anxiety in a school setting. ; ; 3. Chapter 3: High School: DeeDee ; A fourteen year old girl, DeeDee, from a minority population struggles with conflict resolution. A critical look at a school counselor’s role in understanding and navigating a different culture, this case discusses the importance of person-centered counseling strategies and self-awareness in the counseling process. ; ; <span style="font-weight:bold;">Part II: Adlerian Theory ; 4. Chapter 4: Elementary: Xavier ; Elementary school is hard for 4th grader, Xavier, who is constantly in trouble due to his high level of energy in the classroom and lack of respect for classroom rules. He is referred to his school counselor to develop energy managing skills; however the school counselor utilizes an Adlerian approach to help the child and teacher celebrate his cultural norms, while finding success in the classroom setting. ; ; 5. Chapter 5: Middle School: Parker ; An 8th grader, Parker, has identified as LGBTQ to their school counselor. With the support from Parker’s parents and family, Parker would like to work on enhancing the middle school climate for other LGBTQ students. The school counselor works with Parker with an Adlerian lens to promote a positive school culture for all students. ; ; 6. Chapter 6: High School: Graham ; A young freshmen in high school struggles with the school setting, although he is extremely bright and verbal. He is failing classes, struggles with friendships, and does not have support at home. The school counselor works with Graham on his anger management, ADHD, and developing social skills to utilize his strengths with Adlerian counseling. ; ; <span style="font-weight:bold;">Part III: Reality Choice Theory ; 7. Chapter 7: Elementary: Mia ; An anxious second grade student, Mia, is referred by her parents to her school counselor for nail biting and avoiding school. Mia struggles with large groups and school triggers these responses. The school counselor works with Mia and her family to develop relaxation and breathing techniques. By helping her meet her physiological needs, the school counselor is helping Mia control her own reality. ; ; 8. Chapter 8: Middle School: Mason and Alexander ; Two 7th grade boys, Mason and Alexander, are sent to the school counselor’s office for fighting during lunch time. The counselor works to better understand the situation and lack of understanding between the two young men. With a reality choice theoretical perspective, the school counselor teaches Mason and Alexander basic counseling skills so that they can better understand each other and develop a positive partnership. ; ; 9. Chapter 9: High School: Zoey ; Zoey storms into her school counselors office, upset that her parents are pressuring her to go to their alma mater for college. She is frustrated and feels that she is not being given the autonomy she is deserved. The school counselor works to help Zoey advocate for herself and develop strategies to gain back the freedom she is lacking. ; ; <span style="font-weight:bold;">Part IV: Family Systems Theory ; 10. Chapter 10: Elementary: Olivia ; An elementary child in 2nd grade challenges her school counselor as she struggles with communicating with school staff. Olivia would bark or twirp, but would refuse to communicate verbally with words. As her verbal skills developed, her behaviors became more aggressive that often endangered others and herself. Over two years, the school counselor worked with Olivia and her family support to find resources to meet her varying needs. ; ; 11. Chapter 11: Middle School: Mikaela ; Mikaela is in 6th grade, and she is referred to her counselor when her parents discover that she’s been sending revealing photos to older men. The counselor works to understand the client’s family system and uses a psychoanalytic lens to help her client establish appropriate boundaries as she moves through a highly dynamic developmental phase in her life. ; ; 12. Chapter 12: High School: Jamal ; Jamal was an advanced student in a high school setting. Following a sports injury, Jamal was diagnosed with a Traumatic Brain Injury and developed new personality traits that negatively impacted his relationships and schoolwork. Jamal’s school counselor worked closely with his parents and guardians with a Family Systems approach to navigate the challenges of his diagnosis and to come to the terms of Jamal’s changed future. ; ; <span style="font-weight:bold;">Part V: Cognitive Behavior Theory ; 13. Chapter 13: Elementary: Kendra ; Kendra is constantly removed from her third grade classroom for being disruptive and for aggressive behaviors to her classroom teacher. Kendra struggles to identify her triggers and developmentally, she is still learning that her thoughts and behaviors are connected. The school counselor helps Kendra focus on her cognitions and their connections to her behaviors through CBT interventions. ; ; 14: Chapter 14: Middle School: Hailey ; The middle school counselor receives an angry voicemail from Hailey’s mother, who declares that her daughter is being bullied at school and via Snapchat. Hailey’s mother accuses the school of doing nothing to put a stop to the bullying and threatens a lawsuit. When the counselor meets with Hailey, she uncovers a history of relational aggression between Hailey’s group of girlfriends and works to educate the girls on how to communicate more effectively and resolve conflicts more compassionately. The counselor focuses on Existential and Cognitive Behavioral strategies in her counseling sessions with Hailey. ; ; 15. Chapter 15: High School: Kyle ; An eleventh grader, Kyle is in danger of not graduating, but he remains unmotivated to engage in his education and planning for his future. The counselor uses strategies based in Person-centered and Cognitive Behavioral theories to meet the needs of this student.
• Publisher Details: Lanham : Rowman & Littlefield
• Publication Date: 2019
• Extent: 1 online resource
• Subjects: 371.4; Educational counseling; Counseling -- Case studies; Electronic books
• Languages: English
• ISBNs: 9781538118054
• Related ISBNs: 153811805X; 9781538118030
• Notes: Note: Includes bibliographical references and index.; Note: Online resource; title from PDF title page (EBSCO, viewed July 9, 2019).
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.