Child-Centered Play Therapy Free Download

Total Page:16

File Type:pdf, Size:1020Kb

Child-Centered Play Therapy Free Download CHILD-CENTERED PLAY THERAPY FREE DOWNLOAD Rise VanFleet,Andrea E. Sywulak,Cynthia Caparosa Sniscak | 238 pages | 08 Nov 2010 | Guilford Publications | 9781606239025 | English | New York, United States Child's Play: Therapist's Narrative Abstract This dissertation evaluated archival data from the implementation of a child-centered approach to play therapy with a young girl diagnosed with autism. Groupwork with Children of Battered Women. Eclectic psychotherapy Integrative psychotherapy Multimodal therapy Child-Centered Play Therapy model. In Ollendick, T. The children will be selected carefully in order to optimize the success of the group. British Journal of Occupational Therapy. Filial therapydeveloped by Bernard and Louise Guerney, was a new innovation in play therapy during the s. British Journal of Medical Psychology. Please refer to Supervision Experience Requirements for details related to supervision of direct hours. The child was temperamentally slow to warm up. Clinical behavior analysis Acceptance and commitment therapy Functional analytic psychotherapy Cognitive behavioral therapy Cognitive therapy Dialectical behavior therapy Mindfulness-based Child-Centered Play Therapy therapy Rational emotive behavior therapy. New York: Wiley. This is a dummy description. Although face to face supervision is preferred, distance supervision will be approved to accommodate those in locations where approved supervisors are not available. Physical therapy Occupational therapy Speech and language pathology. Foxman, P. Practical Applications and Issues 9. Journal of Community Psychology. Play has been recognized as important since the time of Plato — B. Another approach to play therapy that involves parents is Theraplaywhich was developed in the s. The psycho- analytic treatment of children. The benefits of play therapy for children include:. Lunch is on your own. Indian Journal of Clinical Psychology. Doctoral dissertation, East Texas Child-Centered Play Therapy University, ". Supervised Experience Completion of sessions with minimum of 10 children ages years old under weekly supervision with approved CCPT supervisor for a minimum of 25 supervision hours Provision of 10 supervisory sessions for a beginning play therapist; weekly supervision from approved CCPT supervisor for a minimum of 5 supervision of supervision hours Supervisor assessment of supervisee's adherence to protocol and process required for CCPT and supervision cases 5. A child, who had experienced a specific stressful situation, would be allowed to engage in free play. Targets and strategies for learning difficulties were suggested. Through training and experience we are aware that change, should Child-Centered Play Therapy be chosen by our young clients, must be made within a supportive environment with a therapist who is both sensitive and respectful. Supervisor Child-Centered Play Therapy of adherence to protocol and process required for the case. This probably led to anxiety and fear of abandonment from the mother. Project Home Consultation program" Autism Child-Centered Play Therapy, Vol 11 3 The paper discusses the therapist's narration of the child's play. Subsequently, the therapist would introduce play materials related to the stress-evoking situation allowing the child to reenact the traumatic event and release the associated emotions. Landreth, G. Sniscak presents at international conferences and provides supervision in child-centered play therapy Child-Centered Play Therapy Filial Therapy. The filial approach emphasizes Child-Centered Play Therapy structured training program for parents in which they learn how to employ child-centered play sessions in the home. Chazan; Lina Normandin We believe the therapeutic relationship to be central to change. The mother was requested to continue play interactions at home, allowing the child to freely express her emotions and concerns. Attempts were made to facilitate expression of feelings, needs, and conflicts through play therapy, and finally the plan was to engage parents. A study on the effectiveness of play therapy in young children with emotional disorder also highlights these observations. Bornsterin, M. Play psychotherapy research. Texas Personnel and Guidance Association Guidelines. In play therapy, children are able to express their experiences and feelings through a natural, self-guided and self-healing process. She was taken to a playroom and was allowed freely to explore the play materials. Please review our privacy policy. The Child-Centered Play Therapy of the approach was to establish rapport, recreate the stress-evoking situation, Child-Centered Play Therapy out the situation and Child-Centered Play Therapy free play to recover. New York: International Universities Press. She continued to play the role of teacher. Axline, V. Her school admission coincided with the birth of Child- Centered Play Therapy sibling. Play also contributes in the advancement of creative thinking. Theory and Practice of Counseling and Psychotherapy, Child-Centered Play Therapy Edition. A Brief Overview of Play Therapy 3. Play therapy is a form of counseling or psychotherapy that uses play to communicate with and help people, especially children, to prevent or resolve psychosocial challenges. The authors are master clinicians who explain core therapeutic principles and techniques, using rich case material to illustrate treatment of a wide range of difficulties. The Importance of Play 2. New York: Brunner-Routledge. Anna Freudutilized play as a means to facilitate positive attachment to the therapist and gain access to the child's inner life. Undetected location. She used to be constantly looking down while speaking, and sometimes only nodded her head to respond. They named it Child Child-Centered Play Therapy Relationship Therapy. The child was told that Child-Centered Play Therapy was time to leave; she looked at the room once with a smile, touched all the dolls and came out. Child-Centered Play Therapy sleeping, she took the knife to slit devils. She conducted some of the first research on Filial Therapy, has authored book chapters and Child-Centered Play Therapy, and has presented at international conferences. Journal of Clinical Child Psychology. She was seen to be playing less with her sister, and most of the time, she had engaged in her own play all alone. .
Recommended publications
  • The Use of Play Therapy with Adult Survivors of Childhood Abuse
    Andrews University Digital Commons @ Andrews University Dissertations Graduate Research 2007 The Use of Play Therapy with Adult Survivors of Childhood Abuse Mary J. Roehrig Andrews University Follow this and additional works at: https://digitalcommons.andrews.edu/dissertations Part of the Counseling Psychology Commons, and the Other Psychology Commons Recommended Citation Roehrig, Mary J., "The Use of Play Therapy with Adult Survivors of Childhood Abuse" (2007). Dissertations. 666. https://digitalcommons.andrews.edu/dissertations/666 This Dissertation is brought to you for free and open access by the Graduate Research at Digital Commons @ Andrews University. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Commons @ Andrews University. For more information, please contact [email protected]. Thank you for your interest in the Andrews University Digital Library of Dissertations and Theses. Please honor the copyright of this document by not duplicating or distributing additional copies in any form without the author’s express written permission. Thanks for your cooperation. Andrews University School of Education THE USE OF PLAY THERAPY WITH ADULT SURVIVORS OF CHILDHOOD ABUSE A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy by Mary J. Roehrig April 2007 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3261213 Copyright 2007 by Roehrig, Mary J. All rights reserved. INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction.
    [Show full text]
  • 1Ylr!Jijdtal Molly Welch Deal
    Play Therapy Issues and Applications Pertaining Deaf Children: Analysis and Recommendations by Justin Matthew Small A Research Paper Submitted in Partial Fulfillment of the Requirements for the Master of Science Degree III Guidance & Counseling Approved: 2 Semester Credits 1Ylr!jiJDtal Molly Welch Deal The Graduate School University of Wisconsin-Stout July, 2009 ii The Graduate School University of Wisconsin-Stout Menomonie, WI Author: Small, Justin M. Title: Play Therapy Issues and Applications Pertaining Deaf Children: Analysis and Recommendations Graduate Degree! Major: MS Guidance & Counseling Research Adviser: Molly Welch Deal MonthfYear: July, 2009 Number of Pages: 48 Style Manual Used: American Psychological Association, 5th edition ABSTRACT Play is crucial toward understanding the child since his natural instinct is to play. Though studies have been conducted by various counselors and therapists on the application of their theories and techniques of play therapy, there are limited studies in the effectiveness of play therapy with deaf individuals. The lack of direct communication and the low number of students who are deaf and hard of hearing within the school systems contribute to the high incidences of emotional difficulties among students. The purpose of this study is to fill a gap in research and establish effective play techniques to use with deaf children. This study also aims at critically analyzing the current research to provide recommendations for play therapists, the use of play therapy, and implications for future research. iii The Graduate School University of Wisconsin Stout Menomonie, WI Acknowledgments Kristin this is for you. For all the times I came home and needed to work on this paper to get it completed and you allowed me to do just that.
    [Show full text]
  • The Benefits of Child-Centered Play Therapy and Filial Therapy for Pre-School-Aged Children with Reactive Attachment Disorder and Their Famiies
    Smith ScholarWorks Theses, Dissertations, and Projects 2014 The benefits of child-centered play therapy and filial therapy for pre-school-aged children with reactive attachment disorder and their famiies Andrea S. White Smith College Follow this and additional works at: https://scholarworks.smith.edu/theses Part of the Social and Behavioral Sciences Commons Recommended Citation White, Andrea S., "The benefits of child-centered play therapy and filial therapy for pre-school-aged children with reactive attachment disorder and their famiies" (2014). Masters Thesis, Smith College, Northampton, MA. https://scholarworks.smith.edu/theses/846 This Masters Thesis has been accepted for inclusion in Theses, Dissertations, and Projects by an authorized administrator of Smith ScholarWorks. For more information, please contact [email protected]. Andrea White The Benefits of Child-Centered Play Therapy and Filial Therapy for Preschool-Aged Children with Reactive Attachment Disorder and Their Families ABSTRACT The purpose of this study was to investigate, from a theoretical perspective, the best treatment approach for preschool-aged children with Reactive Attachment Disorder. The challenges and needs of these children can be extensive, and the search for effective treatment is ongoing. Two specific questions of focus were: How are the theories behind Non-Directive Play Therapy/Child-Centered Play Therapy and Filial Therapy useful in conceptualizing the experience of therapy for a child with attachment disorder? And, how could these treatments be used to benefit children with attachment disorders and their families? The research for this paper involved a literature review of peer-reviewed articles on Reactive Attachment Disorder (RAD) and treatment, original sources describing Attachment Theory, Non-Directive Play Therapy and Filial Therapy, and the DSM-IV-TR and ICD-10.
    [Show full text]
  • Filial Therapy with Teachers of Deaf and Hard of Hearing Preschool
    FILIAL THERAPY WITH TEA CHERS OF DEAF AND HARD OF HEARING PRESCHOOL CHILDREN David Michael Smith, B.A., M.Div. Dissertation Prepared for the Degree of DOCTOR OF PHILOSOPHY UNIVERSITY OF NORTH TEXAS May 2002 APPROVED: Garry Landreth, Major Professor Kenneth Sewell, Minor Professor Sue Bratton, Committee Member Janice Holden, Program Coordinator Michael Altedruse, Chair of the Department of Counseling, Development, and Higher Education C. Neal Tate, Dean of the Robert B. Toulouse School of Graduate Studies Smith, David Michael, Filial Therapy with Teachers of Deaf and Hard of Hearing Preschool Children, Doctor of Philosophy (Counseling, Development, and Higher Education), May 2002, 189 pages, 28 tables, 259 references, 39 titles. The purpose of this study was to determine the effectiveness of Filial Therapy training in increasing teachers of deaf and hard of hearing preschool students’: 1) empathic responsiveness with their students; 2) communication of acceptance to their students; 3) allowance of self- direction by their students. A second purpose was to determine the effectiveness of Filial Therapy training in reducing experimental group students’: 1) overall behavior problems; 2) internalizing behaviors; and 3) externalizing behavior problems. Filial Therapy is a didactic/dynamic modality used by play therapists to train parents and teachers to be therapeutic agents with their children and students. Teachers are taught primary child-centered play therapy skills for use with their own students in weekly play sessions with their students. Teachers learn to create a special environment that enhances and strengthens the teacher-student emotional bond by means of which both teacher and child are assisted in personal growth and change.
    [Show full text]
  • PROGRAMS and SERVICES Hi Mark
    PROGRAMS and SERVICES Hi Mark, I need a yard sign with the following information…please see attached for sample of emotions under the description….let me kmowif this doesn’t make sense. Feeling…. Anxious Sad Overwhelmed LOGO SummitCounseling.org 678-893-5300 Thanks! Cathy FREE, Anonymous, Online Screenings http://summitcounseling.org/screening An anonymous online screening for: PROGRAMS and SERVICES Life at the Summit Whatever your background or age/stage of life might be, we are here to walk with you through life’s journey. We foster a safe, confidential environment in which lives are reclaimed, relationships are restored and hope is renewed. Kids & Teens at the Summit ADHD Screening (Brief) Offered at a fraction of the cost of comprehensive psychoeducational testing. Based on the screening results, our psychologist makes recommendations to parents regarding the possible need for: additional psychoeducational testing, counseling, tutoring, behavioral modifications, and/or other therapy. 678-893-5300 | SummitCounseling.org 1 Testing & Assessments (Comprehensive) Parents of children who are struggling academically often need help understanding why their children are having difficulty in school, and what to do about it. Comprehensive psychoeducational evaluations for children, adolescents, and young adults are available. Play (& Recreational) Therapy This therapy builds on a natural approach, where children and teens learn about themselves and the relationships around them. Through play therapy (younger children) and recreational activities (older children & teens), young people communicate more freely, express feelings, modify behavior, develop problem-solving skills, and learn a variety of healthy ways to relate to others. Parent Coaching (Filial Therapy) This popular, evidenced-based parent training program equips parents to incorporate many of the same skills used by play therapists to help their children experience healing and growth.
    [Show full text]
  • Basics and Beyond
    SECOND EDITION play therapy basics and beyond Terry Kottman AMERICAN COUNSELING ASSOCIATION 5999 Stevenson Avenue Alexandria, VA 22304 www.counseling.org SECOND EDITION play therapy basics and beyond Copyright © 2011 by the American Counseling Association. All rights reserved. Printed in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the written permission of the publisher. 10 9 8 7 6 5 4 3 2 1 AMERICAN COUNSELING ASSOCIATION 5999 Stevenson Avenue Alexandria, VA 22304 DIRECTOR OF PUBLICATIONS Carolyn C. Baker PRODUCTION MANAGER Bonny E. Gaston EDITORIAL ASSISTANT Catherine A. Brumley COPY EDITOR Elaine Dunn Cover and text design by Bonny E. Gaston LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA Kottman, Terry. Play therapy : basics and beyond/Terry Kottman.—2nd ed. p. cm. Includes bibliographical references and index. ISBN 978-1-55620-305-3 (alk. paper) 1. Play therapy. 2. Psychotherapy. I. Title. RJ505.P6K643 2011 616.89’1653—dc22 2010027176 play dedication For Jacob, who teaches me what being a kid (and now, a teen) is all about—every day—whether I want to learn or not. • • • For Rick, who is there with me learning—there for the good, the bad, and the ugly. iii table of contents Acknowledgments xi Preface xiii About the Author xvii PART 1 basic concepts Chapter 1 Introduction to Play Therapy 3 Therapeutic Powers of Play 4 Personal Qualities
    [Show full text]
  • Workshops Attended: Cultural Consciousness in Clinical Practice: Working with Adults
    Workshops attended: Cultural Consciousness in Clinical Practice: Working With Adults. Presented by Kate Amatruda, LMFT, Online, October, 2014. Ethics and Law for Psychologists Using the DSM-IV-TR Legally and Ethically: Best Practices. Presented by Pamela Harmell, Ph.D., Online, October, 2014. Domestic Violence: Spousal and Partner Abuse. Presented by Kate Amatruda, LMFT, Online, October, 2014. HIPAA Updates. Presented by Vista Continuing Education, Online, October, 2013. Law and Ethics For Psychologists. Revolutionizing Diagnosis and Treatment Using the DSM-5. Presented by Robert Bogenberger, Ph.D., Fort Worth, TX, 4-24-13. Ethics in Mental Health Practice. Presented by Federic G Reamer, Ph.D., Online, 10-18-12. Sensory Processing and ASD: Making Sense-ory Out of Autism. Presented by Tara Delaney, MS, OTR/L, October 16, 2012. Bipolar Disorder: Evidence Based Practice. Presented by William A. Cook, Ph.D., Online, 10-23-11. Autism Spectrum Disorders. Presented by William A. Cook, Ph.D., Online, 10-22-11. Anxiety Disorders. Presented by William A. Cook, Ph.D., Online, 10-22-11. Boundaries in Mental Health Treatment. Presented by William A. Cook, Ph.D., Online, 10-22-11. Mandatory Abuse Reporting. Presented by William A. Cook, Ph.D., Online, 10-22-11. Certification as a Person Trainer. Exam taken/passed, 10-04-11 HKC Kettlebell Certification Course. Presented by Franz Snideman, RKC and Michael French, RKC, Oceanside, CA, 9-03-11. Obesity. Presented by Vista Continuing Educ., Online, 10-11-10. The Developing Brain and Child Abuse. Presented by Vista Continuing Educ., Online, 10-10-10. Anxiety and Panic Disorder. Presented by Vista Continuing Educ., Online, 10-11-10.
    [Show full text]
  • Independent Evidence Review of Post-Adoption Support Interventions
    Independent evidence review of post-adoption support interventions Research report June 2016 Laura Stock, Dr Thomas Spielhofer and Matthew Gieve – The Tavistock Institute of Human Relations (TIHR) Contents Acknowledgments 5 Executive summary 6 Overview 6 Background 6 Methodology 7 Key findings 9 Extent of evidence: general overview 9 Play Therapies 9 Therapeutic Parenting Training 10 Conduct problem therapies 10 Cognitive and behavioural therapies 11 Overarching categories 11 Recommended steps to build the evidence base 11 1. Background, Aims and Approach 13 1.1 Needs of Adoptive Children 13 1.2 Aims of the Evidence Review 14 2. Theories of Therapeutic Support for Adoptive Families 18 2.1 Theories and Types of Therapy 18 2.2 Grouping the Interventions 20 3. Findings on the Interventions 22 3.1 Play Therapies 23 3.1.1 Theraplay 23 3.1.2 Filial Therapy 27 3.1.3 SafeBase 29 3.2 Therapeutic Parenting Training 31 3.2.1 Dyadic Developmental Psychotherapy 31 3.2.2 Nurturing Attachments 34 3.2.3 AdOpt 36 3.3 Conduct Problem therapies 38 2 3.3.1 Non Violent Resistance (NVR) 38 3.3.2 Break4Change 41 3.3.3 Multisystemic Therapy (MST) 42 3.4 Cognitive and Behavioural therapies 43 3.4.1 Eye Movement Desensitisation and Reprocessing Therapy (EMDR) 44 3.4.2 Dialectical Behaviour Therapy (DBT) 45 3.5 Overarching Categories 48 3.5.1 Psychotherapy 48 3.5.2 Equine Therapy 51 3.5.3 Creative Therapies 52 4. Building the Evidence Base 55 4.1 Further Evidence Review 55 4.2 Other research 58 APPENDIX 60 Appendix A: Bibliography 60 Appendix B: Methodology 81 Appendix C: List of Additional Interventions 92 3 Tables Table 1 Research questions ...........................................................................................
    [Show full text]
  • ARTICLE: Play Therapy: Practice, Issues, and Trends
    Play Therapy Practice, Issues, and Trends • Linda E. Homeyer and Mary O. Morrison Play therapy is an effective means of responding to the mental health needs of young children and is widely accepted as a valuable and developmentally appropri- ate intervention. The authors discuss the importance of play in development, the therapeutic benefits of play, the rich history of play therapy, and recent research and current issues and trends in the field, including the need for more mental health professionals trained to work with children. Critical Needs in the Mental Health of Children Mental health needs of children in the United States and around the world are urgent and growing to crisis level. In 2001, the U.S. Surgeon General stated that mental illness affects one out of ten children and adolescents, thus continuing a twenty-year trend. According to John R. Weisz and Kristin M. Hawley (1998), those children already diagnosed with a mental illness may have, on average, three-and-a-half diagnoses. Internationally, the need is also great and increasing. In 2005, the World Health Organization stated that 20 percent of children worldwide suffer from disabling mental health problems. There is, in addition, an overwhelming and growing need for mental health professionals with special training to work with children. Largely accepted as the mental health intervention of choice for children, the play therapy field in particular needs more trained practitioners. © 2008 by the Board of Trustees of the University of Illinois AMJP 01_2 text.indd 210 9/8/08 4:07:30 PM Play Therapy 211 The Importance of Play Play is the natural world of the child.
    [Show full text]
  • A Descriptive Phenomenological Study of Parents' Experiences with Long-Term Filial Therapy
    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 8-2019 A Descriptive Phenomenological Study of Parents' Experiences with Long-Term Filial Therapy Blair Vincent University of Tennessee, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Recommended Citation Vincent, Blair, "A Descriptive Phenomenological Study of Parents' Experiences with Long-Term Filial Therapy. " PhD diss., University of Tennessee, 2019. https://trace.tennessee.edu/utk_graddiss/5936 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Blair Vincent entitled "A Descriptive Phenomenological Study of Parents' Experiences with Long-Term Filial Therapy." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Counselor Education. Jeffrey Cochran, Major Professor We have read this dissertation and recommend its acceptance: Joel Diambra, Jennifer Morrow, Kathy Fitzgerald Accepted for the Council: Dixie L. Thompson Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) A Descriptive Phenomenological Study of Parents’ Experiences with Long-Term Filial Therapy A Dissertation Presented for the Doctor of Philosophy Degree The University of Tennessee, Knoxville Blair Sumner Vincent August 2019 ii Copyright © 2019 by Blair Sumner Vincent All rights reserved.
    [Show full text]
  • Therapy Methods
    Therapy Methods My approach when working with children and families is dependent on assessment data, presenting issues, best practice standards (i.e., modalities informed by research), and the training I have received. Below are the methods of treatment you can expect from me. Parent Education, Support & Training When my kids become wild and unruly, I use a nice, safe playpen. When they’re finished, I climb out. ~Erma Bombeck Few, if any, experiences in life are more important to most of us than raising healthy, well-adjusted children. Parenting brings joy and meaning to our lives but can also be challenging and exhausting. This is especially true when par- enting children with special needs or children who are experiencing difficult life circumstances. I generally spend ample time educating parents about their child’s disorder or the circumstances causing their child’s distress. When parents have a thorough understanding of how these factors impact the psychological functioning of their child, they are better able to understand why their child is displaying emotional or behavioral problems. This knowledge empowers parents and better equips them to successfully help their child. I also find value in helping parents reflect on their parenting style, attachment style, and their own families of origin. Forty years of research has linked specific aspects of parenting style to several key outcome areas in child development. For example, traits of high parental warmth, responsiveness and sensitivity balanced with maintaining reasonable expectations of children is linked with children who understand and regulate their emotions well, display healthy self-esteem, and show greater social-emotional competence (e.g., the ability to get along well with others, negotiate social conflicts, manage their emotions).
    [Show full text]
  • Filial Therapy As a Cross-Cultural Family Intervention
    Asian Journal of Counselling, 2001, Vol. 8 No. 2, 175–208 © The Hong Kong Professional Counselling Association & The Chinese University of Hong Kong 2001 Filial Therapy as a Cross-cultural Family Intervention Daniel S. Sweeney and Catherine Skurja George Fox University Filial therapy is a parent training program based upon building and enhancing the parent-child relationship through use of play therapy skills. Since both play and family relationships cross cultural boundaries, it is proposed that filial therapy is an effective family therapy intervention across ethnic groups. The history of filial therapy, rationale for its use, and fundamental structure are discussed. Filial therapy has also been extensively researched and shown to be an effective intervention with a variety of parent and child populations. Included is a discussion of the cross-cultural applications of filial therapy and a summary of filial therapy research with various ethnic populations. Introduction Language and culture are often geographically and ethnically bound. This recognition is crucial in the provision of quality psychotherapeutic interventions. While there is an abundance of literature on cross-cultural counseling and psychotherapy, there is nevertheless often a hesitation to adopt “Western” modalities in “Eastern” settings. This is understandable, as it is both a pragmatic and ethical responsibility to be culturally sensitive and appropriate. This is true regardless of the counseling population. Correspondence concerning this article should be addressed to Daniel S. Sweeney, Department of Graduate Counseling, George Fox University, 12753 S.W. 68th Avenue, Portland, Oregon 97223, U.S. Email: [email protected] 175 Daniel S. Sweeney, Catherine Skurja Children and families present unique challenges for the practicing counselor.
    [Show full text]