Analyze the 4 rules a counsellor should adhere to have a successful counselling outcome with the child.

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Analyze the 4 rules a counsellor should adhere to have a successful counselling outcome with the child.

Counseling gives children the opportunity to talk about how they feel without fear of judgment. Talking to counselors away from home and school can relieve their pressure. Counseling provides a safe environment for children to express their feelings and understand what may have caused them. The methods used in the cycles depend on the age, circumstances and development of the child. There are several methods you can use to encourage children to better express their feelings, such as play and art. Reading stories and talking about feelings of a certain nature can help them understand feelings and in turn encourage them to discuss their own feelings, but drawing, painting, or acting can help the child express himself better.
Older children may prefer to talk about therapy or a combination of both. It is up to the child and counselor who will discuss situations together to learn which method will be most helpful. Although different counseling methods may be used in children, the goals of counseling for children and adults are the same; to help the individual cope with his emotions and enjoy life again. Some examples of how counseling can help children; deal with everyday concerns such as stress and communication with friends, family and teachers. Counseling can also help with self harm, suffering, depression and anxiety and learning disabilities, to name a few. In fact, if something is wrong with your child, no matter how little you or he thinks, is important. Counseling allows the child to talk to someone about what is on their mind safely and safely without fear of judgment. There is no right or wrong reason for anyone to consider counseling. Sometimes it is good to talk to someone at an opportune time; other times a child may need more guidance (Miller, 2018).

In advising children to participants, participants should be able to trust that there will be some level of confidence. If this is not the case, they may not be willing to participate freely and disclose information related to their problems. Confidentiality is complex when parents or guardians are entitled to information about their children. Therefore, it makes sense for leaders to discuss confidentiality with parents at the stage when the child is being considered eligible to participate. When counseling children, counselors may need to be informed of abusive behavior by parents or others. If this happens, the information may need to be disclosed to parents / guardians and / or appropriate authorities to ensure the continued safety and protection of the child. It is especially important to comply with legal reporting requirements. When discussing confidentiality with children, it is important to be open about the limits of silence and to clarify at the beginning of the session any conditions and exceptions that may apply regarding confidentiality.

By giving feedback, an individual as a whole helps to become aware of the behaviors in their lives. Feedback will sometimes be given to draw attention to the consulting process. For example, a leader might say, “Ann, I notice that when I raise your father, you give a big sigh.” This could allow Ann to talk about her feelings for him, could encourage her to observe his behavior, or could give the counselor the opportunity to express her perceptions and feelings related to the counseling process. Aronson (2016) provide sensible guidance on how to respond to children who have practiced new role playing behaviors. They propose giving positive feedback first so that the child gets reinforcements for participating in the role play and is more open to criticism. It is important that feedback is specific and that criticism is moderated by actions or statements that may have been used as an alternative.

Use questions
Although questions are best used sparingly in children’s individual counseling, they can be very useful in group work, as several convenient types of questions can be applied from a variety of different theoretical approaches. Examples include:
Questions to raise child awareness: These questions help the child to know and have feelings and thoughts. Examples are: “What are you feeling now?”, “What is going on inside you now?” And “What are your tears saying?”
The following questions for more information: Questions like “Can you tell me more?” And “Is there anything else you can tell me about …?” They are helpful in encouraging children to continue providing information that could otherwise be censored.
Circular questions: Circular questions are directed at a child, but ask him or her about the thoughts or feelings of another child or other children. They invite individual members of the group to think about other children and their behaviors, thoughts and feelings. Frequently, the use of circular questions will promote more meaningful discussion among children and may increase group cohesion. Examples of circular questions are:
“Glenda, what do you think Tom feels when April ignores him when he’s talking to her?” And “Keith, if you guessed it, what do you think Billy might think now that he handed his team over to Kate?” ‘
Preliminary Questions: Preliminary questions help children draw on the content of the previous discussion that was interrupted. They are especially useful in children’s groups, where children easily deviate from difficult-to-speak materials. Examples are: ‘Brenda, you talked about your mom and dad getting a divorce; I wonder how you feel about it now? “And” Sometimes Eric told us about the moment his brother attacked his father with a knife. Has anyone else in the group experienced such an amazing experience? ‘
Selection Questions: These questions are useful in processing incident results in a child group. Examples are: “What would have been a better choice for you to make the moment Hannah took your pencil?”
Encouraging, warm and engaging questions: These questions recognize and confirm that desirable behavioral changes have occurred. They make the artificial change so that the child gets a reinforcement for the altered behavior. These questions are especially useful following exceptional questions. Examples are: “How did you do it?”, “How did you make that decision?”, “That’s great!” And “This must have been hard to do. How did you do it? ‘
Big Questions: These questions are helpful in helping children set goals and recognize changes in themselves that may occur within or outside the group. When sizing questions are used, the whole group can be used to support the goals of individual members. Examples of scale questions are: “On a scale from one to ten, one is quiet as a mouse and ten is a loud and deceptive dinosaur, where do you think it would fit in now?”, “Where would you like to be on the scale today?” ? ‘,’ What can you do to get to that point on the scale? ‘And’ What can the group do to help you reach that point on the scale? ‘

Sometimes it takes a consultant to deal with. They may want to draw the child’s attention to the inconsistency between what is being said and what is being done or given orally. They may also have to deal with a child for unacceptable behavior. A rule of thumb when facing a leader is to try before a child to ensure that the collision is made as a conscious and deliberate act, not as an instinctive reaction to unconscious outbursts (Dovigo and Gasparini, 2017). It is important that conflicts are designed to achieve specific results, usually in the “here and now”. Relevant conflicts are both severe and gentle, in an intimate atmosphere of genuine concern and concern (Cowie and Pecherek, 2017). Obviously, when children seek counseling, they are unsure of the counselors’ expectations of them. To feel safe, they need to make sure that someone is in charge and that the person in charge is in charge and provides guidance and guidance when needed. It is also important for children to be clear about group rules and responsibilities and confidentiality issues.

When most people think of mental illness, they think of adults. The stress of juggling careers and family responsibilities, along with the bills, can be extremely stressful at times, which sometimes manifests itself in mental disorders. However, the mental health of children is sometimes overlooked. Most people assume that childhood is a happy time and can deny that children often struggle with stress and psychological disorders. In fact, according to the general surgeon, the patient suffers a stroke. 20% of children in the United States suffer from some kind of mental illness each year. Because children often think differently from adults and have a different way of looking at the world, traditional adult psychologists and counselors may find it difficult to treat mental disorders in children. Child or youth counseling, on the other hand, is a type of counseling aimed at children diagnosed with mental disorders. Children may experience the same mental and emotional problems as adults, including depression, anxiety, traumatic stress disorder and suffering. However, the symptoms of these disorders may manifest differently in children. For example, instead of being calm and lethargic, a child suffering from a mental disorder, such as depression, may have an emotional rash or behavioral problems. There can be several causes for mental and emotional problems in children. This can include things like meeting new people, getting divorced, losing a loved one, abuse, poverty, problems at school and problems with peers. There is also evidence that some mental disorders are inherited and caused by genetic factors.

Dovigo, F. and Gasparini, F., 2017. The Role of Counselling in Child Care Services as an Inclusive Practice. In Special Educational Needs and Inclusive Practices (pp. 191-215). Brill Sense.
Cowie, H. and Pecherek, A., 2017. Counselling: approaches and issues in education. Routledge.
Aronson, S., 2016. Origins of Group Therapy with Children and Adolescents: An Overview and Introduction. In Handbook of Child and Adolescent Group Therapy (pp. 23-28). Routledge.
Aronson, S., 2016. Origins of Group Therapy with Children and Adolescents: An Overview and Introduction. In Handbook of Child and Adolescent Group Therapy (pp. 23-28). Routledge.


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