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Counseling and

PsychotherapywithChildrenand

Adolescents

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H. Thompson Prout & Alicia L. Fedewa

Counseling and

PsychotherapywithChildrenand

AdolescentsTheory and Practice for

School and Clinical Settings

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Cover design: Lauryn Tom/WileyCover image: © iStockphoto | timsa

This book is printed on acid-free paper.

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Library of Congress Cataloging-in-Publication Data:

Counseling and psychotherapy with children and adolescents : theory and practice for school and clinical settings /[edited by] H. Thompson Prout, Alicia L. Fedewa. – 5th ed.

1 online resource.Includes bibliographical references and index.Description based on print version record and CIP data provided by publisher; resource not viewed.ISBN 978-1-118-77268-3 (pbk) – ISBN 978-1-118-77270-6 (pdf) – ISBN 978-1-118-77269-0 (epub)I. Prout, H. Thompson, 1947- , editor. II. Fedewa, Alicia L., editor.[DNLM: 1. Psychotherapy. 2. Adolescent. 3. Child. 4. Counseling. WS 350.2]RJ504618.92’8914—dc23

2014037418

Printed in the United States of America

10 9 8 7 6 5 4 3 2 1

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Contents

Preface vii

About the Editors ix

Contributors xi

1 Counseling and Psychotherapy with Children and Adolescents: Historical,Developmental, Integrative, and Effectiveness Perspectives 1

H. Thompson Prout and Alicia L. Fedewa

2 Ethical and Legal Issues in Psychological Interventions with Childrenand Adolescents 25

Alicia L. Fedewa, Susan M. Prout, and H. Thompson Prout

3 Culturally Responsive Interpersonal Psychotherapy with Childrenand Adolescents 61

Janine Jones

4 Play Therapy: A Child-Centered Approach 91Sue Bratton, Katherine Purswell, and Kimberly Jayne

5 Cognitive-Behavioral and Behavioral Approaches 115Rich Gilman and Kathleen Chard

6 Rational Emotive Behavior Therapy 155Raymond DiGiuseppe and Oana Alexandra David

7 Reality Therapy Approaches 217Gerald B. Fuller

8 Solution-Focused Approaches 279John J. Murphy

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vi CONTENTS

9 Systemic Approaches: Family Therapy 317William B. Gunn Jr., Joni Haley, Anne M. Prouty, and Janet Robertson

10 Children and Adolescents with Disabilities: Implicationsfor Interventions 357

Jonathan M. Campbell, Lisa A. Ruble, and Rachel K. Hammond

Author Index 399Subject Index 407

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Preface

This is now the fifth edition of this volume. As noted in the Preface of the fourthedition, the impetus of the first edition was really based on a lack of books and

resources on child/adolescent counseling and psychotherapy. My—how things havechanged! In our preparation for this volume, we did a number of things. First, wereviewed the four earlier volumes and looked at the “trajectory” of how the field hasgrown and expanded. This was an interesting examination—the area now has multipleintervention and treatment options and a much stronger empirical base. Second, welooked at trends in the field—where children and adolescents were being treated, whatare the issues and problems facing today’s youth, and what are the range of treatmentoptions. Importantly, what are the most contemporary approaches?

Our goal for this volume remains much the same as the first volume—to provide acomprehensive overview of major approaches for helping children and youth experienc-ing social-emotional difficulties.We also feel it is important to understand the context ofchild/adolescent treatment. Ethical and legal concerns, diversity issues, and issues relat-ing to disabilities potentially all have impact regardless of theoretical approach. In thefirst volume, we used the term intelligent eclecticism. We obviously believe in the impor-tance of theory as being the base of our interventions but we also encourage professionalsnot be bound to a single theory. Our belief is that professionals can utilize a range ofperspectives and blend approaches depending on the circumstances, and thoughtfully(i.e., intelligent eclecticism) develop comprehensive approaches to working with chil-dren and youth. It is also clear that counseling and therapy with youth does not occurin a vacuum—comprehensive interventions that include counseling and therapy alsoshould consider the various systems that impact children. In addition to direct work witha child, successful interventions often include teachers, parents, other family members,and community social supports.

Wemade a number of changes in this volume.We added chapters on solution-focusedapproaches and a chapter on play therapy. We also eliminated some chapters in order tobe able to present what we judged as the most contemporary perspectives. This volumealso includes several new chapter authors who are leaders in their respective fields.

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viii PREFACE

All chapters are thoroughly updated to reflect the most current literature andevidence-based therapy in child psychotherapy.

In a volume of this nature, we offer sincere thanks to our chapter authors. We thankthese colleagues who reviewed the book and provided valuable feedback: CallenFishman, PsyD, assistant professor, Division of Counseling and School Psychology,Alfred University; Cindy Plotts, PhD, professor, School Psychology Program, TexasState University at San Marcos; Mendy Mays, EdD, assistant professor, Department ofSchool of Professional Counseling, Lindsey Wilson College; Maxine L. Rawlins, PhD,professor, Department of Counselor Education, Bridgewater State University; MelissaLaracuenta, PsyD, clinical associate professor, Fordham University. We also thankWiley for its support and encouragement on this project. Rachel Livsey and MelindaNoack have been extremely helpful as the project has progressed.

Instructor’s supplements are available at www.wiley.com/go/prout. The supplementsinclude instructor’s manuals, test banks, and PowerPoint slides.

H. Thompson ProutAlicia L. Fedewa

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About the Editors

H. Thompson Prout, PhD, is a professor in the Educational, School, and CounselingPsychology Department at the University of Kentucky. He is the author of more than80 books, chapters, and articles and has presented at numerous international andnational conferences. His interests are in the area of psychotherapy outcomes, mentalhealth issues with children and adolescents, and social-emotional problems in personswith disabilities.

Alicia L. Fedewa, PhD, NCSP, is an associate professor in the Educational, School, andCounseling Psychology Department at the University of Kentucky. She has presentednationally and internationally and is the author of more than 30 peer-reviewed articlesand book chapters. She is a licensed psychologist, nationally certified school psycholo-gist, and is an active clinical supervisor. Her research interests include effects of physicalactivity on children’s mental health, behavioral and academic outcomes, and the riskand protective factors of children who are raised in same-sex parented families.

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Contributors

Sue Bratton, PhDUniversity of North TexasDenton, Texas

Jonathan Campbell, PhDDepartment of Educational, School,

and Counseling PsychologyUniversity of KentuckyLexington, Kentucky

Kathleen Chard, PhDDepartment of Psychiatry and

Behavioral NeuroscienceUniversity of CincinnatiCincinnati, Ohio

Oana Alexandra David, PhDDepartment of Clinical Psychology

and PsychotherapyBabes-Bolyai UniversityCluj-Napoca, Romania

Raymond DiGiuseppe, PhDSt. John’s UniversityQueens, New York

Gerard B. Fuller, PhDWalden UniversityMinneapolis, Minnesota

Rich Gilman, PhDUniversity of Cincinnati Medical SchoolCincinnati, Ohio

William B. Gunn Jr., PhDDartmouth Medical SchoolHanover, New Hampshire

Joni Haley, PhDConcord Hospital Family Health

Center/NH Dartmouth FamilyMedicine Residency

Concord, New Hampshire

Rachel Hammond, PhDUniversity of KentuckyLexington, Kentucky

Janine Jones, PhDUniversity of WashingtonSeattle, Washington

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xii CONTRIBUTORS

John J. Murphy, PhDDepartment of Psychology and

CounselingUniversity of Central ArkansasConway, Arkansas

Susan M. Prout, EdSFayette County SchoolsLexington, Kentucky

Anne Prouty, PhDTexas Tech UniversityLubbock, Texas

Janet RobertsonDoctoral CandidateDepartment of Applied PsychologyAntioch University New EnglandKeene, New Hampshire

Lisa A. Ruble, PhDUniversity of KentuckyLexington, Kentucky

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CHAPTER

1

Counseling and Psychotherapywith Children and Adolescents

Historical, Developmental, Integrative,and Effectiveness Perspectives

H. THOMPSON PROUT AND ALICIA L. FEDEWA

The psychological treatment of children’s problems is the focus of several professionsand is carried out in many settings and situations. Although theoretical viewpoints

are wide-ranging and essentially rooted in adult-based theories, the child or adolescentpresents a unique challenge to the child mental health worker. Children are not sim-ply little adults. Their treatment cannot be viewed as scaled-down adult therapy; theirdevelopmental stages, environments, reasons for entering therapy, and other relevantfactors necessitate a different, if not creative, approach to therapy. The child/adolescenttherapist must have an expanded knowledge base of the human condition and a differentperspective of what constitutes therapy or counseling.

This book is about psychotherapy and mental health counseling with children andadolescents. It brings together in a comparative format the major theoretical views ofpsychological treatment of children and highlights major issues in the area. A numberof concerns, however, cut across the theories and are relevant to any provision of mentalhealth services to children. This introductory chapter describes some of these issues: His-torical perspectives, the mental health needs of children and adolescents and the needfor services, developmental issues, the unique aspects of child and adolescent therapy,a multimodal research/efficacy issues and evidence-based approaches. Throughout thischapter, the terms counseling and psychotherapy are used interchangeably.

1