Adolescent These two strategies help enable young

Adolescent Counseling Technique: Psycho-Educational Strategies
Southeastern Oklahoma State University
Cindy Livengood
Describe the technique or strategy.

Psycho-educational strategies teach young people about life and may also help them to gain more control over their behaviors. Psycho-educational programs are among the most commonly applied approaches and are rated as more acceptable, appropriate, effective, helpful and beneficial in the prevention of suicide compared to other screening-programs by secondary school principals CITATION Por06 l 1033 (Portzky & Heeringen, 2006). Psycho-educational strategies has four different strategies; strategies to get information, strategies to explain relationships, strategies to explain behavior, and strategies to help change behavior CITATION Gel16 l 1033 (Geldard, Geldard, & Yin Foo, 2016).

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Two simple psycho-educational strategies are rating scales and inventories. These two strategies help enable young people to find out and share information about themselves. Rating scales can be used to monitor feelings, at a point in time or over a period of time. Parents have a direct effect on a child’s feelings. Depression and social anxiety in children have been linked to negative childrearing practices and also correlates with the child’s greater threat of rejection. Parent expectations and reactions have a direct association with elevated symptoms of depression in early adolescents CITATION Rud14 l 1033 (Rudolph & Zimmer-Gembeck, 2014). The use of rating scales in terms related to rate behavior or feelings gives the adolescent and counselor information about how the adolescent personally rates the severity of a conflict or issue. Understanding pathways from familial relationships to adolescent emotional ill-health allows for the development of effective and multi-stage approaches to intervention CITATION Rud14 l 1033 (Rudolph & Zimmer-Gembeck, 2014).

Exploring relationship issues and helping young people understand the nature of relationships involve the use of genograms, ideas of transactional analysis and strategies for understanding boundaries. Genograms are a useful way of collecting and organizing information about a family. This information is drawn by the adolescent, they describe their family dynamics and this helps the adolescent recognize their positon within the family. The genogram is one of the most widely use psychotherapeutic tools. Through the process of mapping the family in visual and structured form, clients move form a subjective family member position to an objectives researcher, which helps them gain a clearer understanding about their family dynamics CITATION Kes18 l 1033 (Keskin, 2018)Three strategies that can be useful to change behavior are problem solving, the use of timelines, and collapsing time. Problem solving follows similar lines to the process of decision making in young adults. There are six steps a young person can follow to deal with everyday issues that require simple decisions. Step 1: Identify the problem. Step 2: List all the possible solutions. Step 3: Make a list of the advantages and disadvantages of each solution. Step 4: Choose the best solution that takes into account your skills, money, time and resources. Step 5: List the steps you will take to reach the desired result. List the needs you need at each step to help you carry out your solution. Step 6: Revise your progress and make changes to your plan where necessary CITATION Gel16 l 1033 (Geldard, Geldard, & Yin Foo, 2016). The use of this six step model will help the adolescent resolve their personal problems in a systematic manner.

Explain its relatedness to major counseling theory.

Psycho-educational strategies teach adolescents about life and may also help them to gain more control over their behaviors. Adolescents are at the beginning of their journey to adulthood and are eager to learn about themselves and their relationships with others. In psycho-education, it is useful for counselors to share relevant knowledge and experience so young clients can integrate information that fits into their own life. Psycho-educational strategy is a tool used to enhance the counseling process that promotes self-discovery. In regard to intervention programs to reduce inter-parental conflicts for divorced parents, many programs have utilized a variety of approaches, such as; family mediation services, individual therapy for parents and children, and educational programs. Most educational program are psycho-educational interventions whose goal is to aver the negative effects of the divorce on children CITATION Mer17 l 1033 (Merino, et al., 2017).

Discuss logistics such as materials and time needed.

The psycho-educational strategies therapy sessions would meet for four weeks. Each week there are two forty-five minute meetings. Week one, meeting one will consist of getting information from the adolescent through rating scale to monitor feelings. The counselor and adolescent would discuss issues and goals during this session. During meet two the adolescent and counselor would reflect on rating scales and discuss feelings towards the adolescent’s issues and goals. Materials needed are colored markers and paper for the adolescent to rate their feelings as the counselor asked different questions.
Week two, the adolescent would complete a genogram by using a whiteboard, paper, markers, and stickers. This would give the adolescent time to creativity think and draw their family structure. The use of stickers would allow the adolescent to place thoughts or feelings related to specific family members. In the second meeting during this week, the adolescent would describe their role in the family and use the emotional rating scale to evaluate their emotions.
During week three the counselor and adolescent would discuss the goal-oriented role assignment and explore their feelings of how the adolescent could be playing a role of a protector, hero or peacemaker within their family or friends. The counselor would bring up how the adolescent’s personal needs are not being met, because they are playing a role that is hindering them from their own personal growth. This may involve a recognition that other may have to take responsibility for looking after themselves. Self-destructive beliefs can then be challenged and ways to interrupt the repetitive behavior can be explored. New skills can be rehearsed so that more adaptive behaviors can be used.

Strategies to help change behavior would be discussed during week four. The adolescent would complete the problem solver model on a printed paper. The counselor and adolescent would discuss the answers and offer new behaviors to proactivity move forward. The adolescent would rehearse and practice the new behaviors throughout the week. The counselor and adolescent would meet again to reflect upon the growth, success and down falls of the adolescent using these new behaviors in everyday life.

Discuss contraindications for use of the is strategy, including gender, age-limitations, and any relevant cultural considerations.

All genders, ages and cultures can potentially find a psycho-educational strategy useful in their life. Learning through self-discovery by using psycho-educational strategies, people are likely to gain use of the personal knowledge and experience of the counselor about human relationships. Psycho-education strategies help people deeply learn about themselves and how they relate to people in their life. The only contraindication is if an adolescent refuse to complete a psycho-educational model. If this happens the counselor and adolescent should find another psycho-educational model to better suit the adolescent’s needs and proceed with the process.

Works Cited
BIBLIOGRAPHY Geldard, K., Geldard, D., ; Yin Foo, R. (2016). Counseling Adolescents. Thousand Oaks, CA: SAGE Publications Inc.

Keskin, Y. (2018). The Relational Ethics Genogram. Journal of Family Psychotherapy, 92-98.

Merino, L., Iriarte, L., Aguado, V., Corral, S., Cormenzana, S., ; Martinez-Pampliega, A. (2017). A Psycho-Educational Group Program for Divorced Parents in Spain. Comtemporary Family Therapy, 230-238.

Portzky, G., ; Heeringen, K. v. (2006). Suicide Prevention in Adolescents. Child Psychology and Psychiatry, 910-918.

Rudolph, J., ; Zimmer-Gembeck, M. (2014). Parent relationships and adolecents’ depression and social anxiety. Australian Journal of Psychology, 110-121.

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