Counseling Programs that Work for School Aged Children & Adolescents

1. Counseling Programs that Work for School Aged Children & Adolescents 2011 Annual ConferenceNew Jersey Counseling AssociationApril 1, 2011Cindy Iarussi, Ed.S., L.M.F.T.Susan Blackwell-Nehlig, Psy.D.Jennifer Peck-Nolte, M.A.

2. At Risk and Exceptional Children and Adolescents… Who are they?

3. Pregnancy Substance Abuse Children of Divorce Abuse Depression Suicide Eating Disorders Bullying Minorities/Diverse Youth Poverty Homelessness Loss Disabilities Emotional, physical, learning Dropping out of school Gang violence Identifying the Behaviors in the Population Those at Risk, the issues:

4. Exceptional Children and Adolescents • Youth who face special challenges • Disabilities can include: • Cognitive developmental disabilities (ex. mental retardation) • Motor skills disorders • Learning disabilities • Hearing impairments • Deaf-blindness • Speech and language • Emotional disturbance • Pervasive developmental disorders (e.g., autism) • ADD/ADHD

5. Who are they? • Adolescents only? • All youth regardless of age. All young people have the potential for the development of at-risk behaviors. (Capuzzi, David; Youth at Risk) • Broadening the population allows for: • Earlier awareness of factors that may contribute to at-risk behaviors • Prevention of those behaviors • The level of risk depends upon the protective factors and buffers

6. Decreasing Level of Risk Developing Resiliency • Increasing number and/or effectiveness of protective factors • Decreasing number and/or impact of risk factors

7. Why Should We Care About Resiliency?

8. What is Resiliency? • Common human adaptive process • A person’s ability to thrive in spite of significant challenge • Is it an innate capacity?

9. Resiliency • Benard (2004) contends that resiliency is an innate capacity, which can be bolstered by environmental “protective factors.” • Supports & opportunities that buffer the effect of adversity and enable development to proceed.

10. Educational Resiliency • Protective mechanisms that facilitate academic success • Alterable factors that impact success in school • Schools yield tremendous influence • Produce good outcomes in spite of threats to development • We can maximize environmental protective factors and buffer variables

11. School Characteristics of Resiliency • Caring & Supportive Teachers • School Climate • Expectations • Partnerships • Meaningful Engagement • Cogent Curriculum

12. Adolescent Characteristics of Resiliency • Intelligence • Social Skills • Self-Esteem • Initiative • Sense of Purpose • Other Considerations

13. Benefits of a Multi-Systemic Approach to Building Resiliency

14. Case Study J is a biracial/bicultural (Puerto Rican-American) male, the second of four children. He lives with his biological parents. He also has two older half siblings from mother’s previous relationship, both of whom live out of the home. J grew up in a home where he was regularly exposed to substance abuse and domestic violence. Family history of DYFS involvement and legal issues. His parents had difficulty holding jobs and the family lived in poverty, which is particularly difficult for J given that he lives in one of the wealthiest counties in the country.

15. Case Study (cont.) J was psychiatrically hospitalized in the 7th grade following a psychotic episode. Stabilized on meds, he was subsequently re-classified OHI (ADD) & ED. He was placed OOD in a therapeutic setting through the 8th grade, where he thrived. At his mother’s request, J enrolled in public high school at he beginning of 9th grade. Shortly after he enrolled, he began to experience severe emotional challenges as he attempted to relate to his peers and staff, but his mother was adamant that he remain in district– and off his meds, so that he could be “normal”.

16. Multi-systemic Response • CHS collaborated with SBYSP • 1:1 supportive counseling, social skills, de-escalation • Therapeutic recreation • Referral to Women’s Crisis Services (mother & children) • Referral to Dept. of Human Services • CHS & SBYSP referred family to YCM for psychiatric services & therapy (1:1 & family) • DYFS referral following refusal to provide medical care • Provided 1:1 aide/mentor

17. Case Study: Resiliency Factors

18. Group Exercise: Case Study A is a 13 y.o., African American female with a history of anxiety and depression. She is an only child; intact family. Father is a chemical engineer, mother is an emergency room nurse. A was born prematurely (30 weeks). She is classified SLD with grades in the C range. She demonstrates above average artistic ability and reports enjoying art classes. Recently A has been experiencing social difficulty, with multiple discipline referrals (acting-out behavior).