Counseling Children

C h a p t e r 20

Counseling with Children
with Disabilities

The miracle is not that we do this work, but that we are happy to do it.

—Mother Teresa

The Situation

Children with disabilities are different in some way from their peers. They deviate
from what is considered to be normal or average in physical appearance, learning
abilities, or behavior. They may have a mild, moderate, or severe special need. Edu-
cators, parents, and other professionals emphasize meeting these children’s physical,
psychological, and educational needs in the least restrictive environment (LRE) and
providing support for the families through groups, associations, and legislation.

After reading this chapter, you should be able to:
◗◗ Outline the history of special education in the United States
◗◗ Explain the categories of disabilities
◗◗ Discuss the procedures for IDEA and Section 504 in the schools
◗◗ Describe some counseling strategies for children with special needs
◗◗ Explain ways of working with the families of children with disabilities

History

Children with special needs can become accepted, productive members of society.
Berns (2013) classified four stages of attitudes toward people with disabilities. In
the pre-Christian world they tended to be banished, neglected, or mistreated. As
Christianity spread, they were protected and pitied. During the 18th and 19th cen-
turies, they were educated in separate institutions. In the latter part of the 20th

677

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678 Chapter 20

century, acceptance of people with disabilities and integration into the mainstream
of society became more common.

The 1880s saw the first steps toward recognizing the needs of persons with dis-
abilities with the establishment of the first schools for the deaf and the blind. In the
mid-1930s, Congress passed the Crippled Children Act, authorizing financial aid
to families of people with orthopedic handicaps. President Franklin D. Roosevelt, a
victim of polio that caused him to be disabled, undoubtedly gave impetus to this leg-
islation. President John F. Kennedy, who had a sister with intellectual disability, urged
that attention be given to children’s developmental disabilities, including intellectual
disability and learning disabilities. In 1961, a President’s Panel on Intellectual Dis-
ability was established, and in 1963, a National Institute of Child Health and Human
Development was founded. The child advocacy movement of the late 1960s and early
1970s resulted in the formation of the National Center for Child Advocacy. During
the 1970s and 1980s, legislative appropriations and federal committees and agencies
increased. In 1975, President Ford signed the Education for All Handicapped Chil-
dren Act, Public Law 94-142. This law had four purposes which are (1) to mandate
the availability of a free appropriate public education (FAPE) for all children with
disabilities, with services designed to meet their unique needs; (2) to protect the rights
of those children and their parents; (3) to help states in providing education for all
children with disabilities; and (4) to assess the effectiveness of the education. The law
profoundly changed the educational opportunities for special needs children.

In 1977, the Education of the Handicapped Act was amended to define learning
disabilities, and in 1978, the Gifted and Talented Children’s Education Act provided
money to states for planning, training, program development, and research. Amend-
ments in 1983 extended the act to provide additional services to secondary school
students and children from birth to 3 years old. The Education for All Handicapped
Children Act was renamed Individuals with Disabilities Act (IDEA) in 1990 and
was reauthorized in 2004 as the Individuals with Disabilities Education Improve-
ment Act, which is still called IDEA. This bill outlines the way to refer, assess, iden-
tify, place, and teach students who have eligible handicapping conditions. The last
major changes in the IDEA law occurred in 2006 and included specifics about the
qualifications of teachers, teaching methods, transitional services, evaluation and
identification of special needs students, as well as some of the components of the
Individualized Educational Plan (IEP).

Some students with mental and physical disabilities do not qualify as disabled
under IDEA but may need accommodations to be successful in schools. In 1990,
President George H. Bush extended the 1973 Rehabilitation Act (Section 504), which
prohibited discrimination against qualified individuals in federally funded programs
and protected the rights of students with disabilities to free and appropriate public
education, by signing the Americans with Disabilities Act (ADA), which prohibits
discrimination against persons with disabilities in employment, transportation, pub-
lic services, public accommodations, and telecommunications, regardless of federal
funding (Rock & Leff, 2011). On September 25, 2008, President George W. Bush
signed the Americans with Disabilities Act Amendments Act of 2008 (ADAAA). The
act, effective January 1, 2009, expands the definition of disability, stating it should
be construed in favor of broad coverage of individuals to the maximum extent per-
mitted by the terms of the ADA. Section 504 and the ADAAA (www.wrightslaw

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Counseling with Children with Disabilities 679

.com/info/sec504.adaaa.htm) provide the “right to accommodations” to qualified
persons regardless of whether they need special education. The Disability Rights
Education & Defense Fund (http://dredf.org/advocacy/comparison.html) and
Henderson (2001) compare the purpose, eligibility requirements, educational im-
plications, due process, placement, and evaluation procedures for the federal acts
related to children with disabilities. Rock and Leff explain IDEA focuses on educa-
tional remediation and Section 504 focuses on preventing discrimination of students
whose disabilities require accommodations to be successful in schools.

Categories of Disabilities

Berns (2013) explains some important terms. A disability means a reduction or
absence of functioning in a particular body part or organ. An impairment implies
the loss or limitation of physical, mental, or sensory functions permanently or for
the long term. Handicaps are disadvantages or hindrances that interfere with a
person’s life. Children with a disability have been evaluated as having an impair-
ment that requires special education and related services. Disability and impair-
ment are terms most often used to reduce the negative stereotypes of the word
handicap. The United Nations, Convention on the Rights of Persons with Disabili-
ties (2006) states:

Persons with disabilities include those who have long-term physical, mental, intellectual
or sensory impairments, which in interaction with various barriers may hinder their
full and effective participation in society on an equal basis with others (Article 1).

The World Health Organization emphasizes that most people will have some
degree of disability at some time in life. Therefore, its classification focuses on the
child’s abilities and strengths and not just impairments and limitations, shifting
the focus from the causes of disabilities to their impact.

The National Center for Education Statistics (NCES) (2014) reports that
in 2011–2012, children between the ages of 3 and 21 receiving special education
services numbered 6.4 million or about 13 percent of all public school students.
In IDEA, children with disabilities refers to young people who have permanent
or ­temporary mental, physical, or emotional disabilities that adversely affect their
education. That federal law requires that school districts provide a free appropri-
ate public education (also called FAPE) in the least restrictive environment (LRE).
A­ ccordingly, those school-aged children receive special education and related services
through their school systems so that the children can develop, learn, and succeed in
school and elsewhere. Categories of disabilities have been defined in IDEA under
which a person would be eligible to receive services. A summary of the current defi-
nition of disabilities based on information provided by the United States Department
of Education (2014) follows:

1. Autism: a developmental disability that significantly affects verbal and nonver-
bal communication and social interaction. Autism is generally evident before
the age of 3. Other common characteristics are engaging in restricted and/or
repetitive behavior, stereotyped movements, resistance to change, and unusual
reactions to sensory experiences.

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680 Chapter 20

2. Deaf-blindness: the combination of hearing and visual impairments that causes
severe communication and other developmental and educational problems.

3. Deafness: a hearing impairment so severe that the young person is impaired
in processing information through hearing, with or without amplification, and
that adversely affects a child’s educational performance.

4. Developmental delay: a delay in one or more of these areas: physical devel-
opment; cognitive development; communication; social or emotional develop-
ment; or behavioral development.

5. Emotional disturbance: this is a condition that includes exhibiting one or more
of the following over a long period of time and to a marked degree that a­ dversely
affects educational performance:
a. An inability to learn that cannot be explained by intellectual, sensory, or
health factors.
b. An inability to build or maintain satisfactory interpersonal relationships
with peers and teachers.
c. Inappropriate behavior or feelings under normal circumstances.
d. A general pervasive mood of unhappiness or depression.
e. A tendency to develop physical symptoms or fears associated with personal
or school problems.

6. Hearing impaired: an impairment in hearing, either permanent or fluctuating,
that adversely affects educational performance but is not included under the
definition of deafness.

7. Intellectual disability: significantly subaverage general intellectual function-
ing, existing simultaneously with deficits in adaptive behavior and manifested
during the developmental period, that adversely affects a child’s educational
performance.

8. Multiple disabilities: simultaneous impairments such as intellectual disability-
blindness, the combination of which causes such severe educational needs that
they cannot be addressed in a special education program solely for one of the
impairments.

9. Orthopedic impairment: severe orthopedic impairment that adversely affects a
child’s educational performance. The category includes impairments caused by
congenital anomaly, by disease (e.g., polio, bone tuberculosis), and from other
causes (e.g., cerebral palsy, amputations).

10. Other health impairment: means having limited strength, vitality, or alertness,
including a heightened alertness to environmental stimuli, that results in limited
alertness to the educational environment. The condition may be due to chronic
or acute health problems; examples of such health problems are asthma, atten-
tion deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy,
heart conditions, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fe-
ver, sickle cell anemia, Tourette syndrome.

11. Specific learning disability: disorder in one or more of the psychological pro-
cesses involved in understanding or in using language that causes difficulties in
listening, thinking, speaking, reading, writing, spelling, or doing mathematical
calculations.

12. Speech or language impairment: communication disorder such as stuttering,
i­mpaired articulation, or voice impairment.

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Counseling with Children with Disabilities 681

13. Traumatic brain injury: an acquired injury to the brain caused by an external
physical force that results in total or partial functional and/or psychosocial
impairment.

14. Visual impairment including blindness: impairment in vision that even with
correction adversely affects educational performance. The term includes both
partial sight and blindness (National Dissemination Center for Children
with Disabilities (NICHCY), 2012, pp. 1–3).

The Individuals with Disabilities Education Act (IDEA) provides federal money
to states and agencies to educate children with disabilities. In 2004, that act was al-
tered to conform to the requirement of the No Child Left behind Act. Those changes
addressed parent choice, transition to post-school options, and accountability for
student progress. Each state has criteria and evaluation procedures for eligibility
and services (Berns, 2013).

Tarver-Behring and Spagna (2009) explain Section 504 of the Rehabilitation Act
of 1973 (Public Law 93-112). Under Section 504, a qualified person with disabilities
has a physical or mental impairment that limits one or more major life activities
(such as learning), has had the impairment for some time, and is currently exhibiting
the impairment. Physical or mental impairment means either a physiological disor-
der or condition loss affecting one or more body systems or any psychological disor-
der. Major life activities mean functions of caring for self, performing tasks, walking,
seeing, hearing, speaking, breathing, learning, and working. Children may be physi-
cally disabled but educationally able. One example would be a typically achieving
young person with asthma. That child would probably be qualified under Section
504. To establish whether someone is protected by Section 504, existing records
are reviewed and evaluations completed to determine what accommodations and
support are needed. A 504 plan describes the services the student receives as well
as the accommodations the student needs. Rock and Leff (2011) list impairments
most frequently resulting in eligibility under Section 504 of the Rehabilitation Act
of 1973: ADHD, temporary medical conditions, physical impairments, behavioral
or emotional disorders, addictions, communicable diseases, chronic medical condi-
tions, and dyslexia. The educational modifications may be reduced or adapted as-
signments, different testing arrangements, having a teacher’s aide, and many others.

Discussing each area of exceptionality is beyond the scope of this chapter; there-
fore, this chapter includes a general discussion of children who have intellectual dis-
ability, learning disabilities, physical handicaps, or behavioral-emotional disorders,
as well as ADHD. These conditions appear to be those counselors are most apt to
encounter daily. Counselors, parents, teachers, and children may need clarification
on the process that is followed to identify children who may need special education
and related services. Those steps follow:

1. The child is referred as possibly needing services.
2. The child is evaluated in all areas related to the suspected disability.
3. A group of qualified professionals and the parents consider the results of the

evaluation and determine whether the child is eligible for services.
4. If the child is found eligible, within 30 calendar days, a team meets to write an

individualized educational plan (IEP) for the child.
5. The IEP meeting is scheduled. Parents are invited.

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682 Chapter 20

6. The IEP meeting is held and the IEP is written. The plan includes accommoda-
tions, modifications, and supports to be provided to the child. Parents must
consent to services and placement.

7. Services are provided. The school monitors the plan to determine whether it is
being implemented as written.

8. Progress is measured and reported to the parents.
9. The IEP is reviewed at least once a year.
10. The child is re-evaluated at least every 3 years (Center for Parent Information

and Resources, 2014, pp. 1–3).

IDEA requires a nondiscriminatory evaluation that is appropriate to a child’s cul-
tural and linguistic background. The goal of the act is that children are guaranteed a
FAPE in the LRE. The IEP is the primary means of achieving that goal. It is a commu-
nication tool between the school and family and is written by a team of those responsi-
ble for the child’s education—parents, teachers, and other applicable school personnel.
Any child eligible for special education services must have an IEP, which is commonly
composed at the beginning of each school year and reviewed at the end. Some IEPs
can be extended over 3 years if long-term planning is more appropriate. Formats for
IEPs are different, but according to Berns (2013), these are always included:

1. A description of the child’s current levels of educational performance.
2. A list of the annual goals, including short-term objectives.
3. A statement of the specific services to be provided to the child and the extent of

the child’s participation in the regular education environments. Dates and dura-
tion of services are stated.
4. The required transition services from school to work or to continued education.
5. Objective criteria, evaluation procedures, and schedules for determining if the
educational objectives are being achieved.

We have defined counseling as a therapeutic relationship, a problem-solving
process, a re-education procedure, and a method for changing behavior. We have
also discussed counseling as a method for helping children cope with developmental
problems and as a preventive process. Children with special needs may be faced with
rejection and failure. They may need an accepting relationship, someone to listen,
assistance in setting present and future goals, guidance for improving interpersonal
relationships, and perhaps most important, help in building a strong s­elf-concept
and confidence. Counseling with the exceptional child requires no magic formula;
however, it does require counselor’s dedication to the philosophy that all individuals
are unique and capable of growth to reach their potential.

Working with Children Who Have Disabilities

Counselors who work with children who have disabilities must begin by examining
their own attitudes. One belief that will interfere is providing counseling based on
preconceived ideas related to the label which may lead to seeing the child primarily
on a single dimension related to the disability. Counselors may then dismiss other
attributes of the child such as healthy personality characteristics, social skills, in-
terests, and other parts of life. Each child has potential and should not be limited

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Counseling with Children with Disabilities 683

by any label. Children with disabilities do not need pity. Counselors who see these
children as victims are likely to overlook the child’s strengths and capabilities, there-
fore setting counseling goals too low, again limiting the child’s potential. Counselors
may also reject the child due to revulsion for the particular disability (Thurneck,
Warner, & Cobb, 2007). Counselors should examine their attitudes, educate them-
selves about various disabilities, engage in supervision, and learn to use an assistive
technology in working with children who have disabilities.

Counseling Methods with Children
Who Have Special Needs

In all therapeutic relationships, helping strategies should be incorporated into a
positive, accepting counseling relationship. To understand the world of the excep-
tional child, counselors need to have a basic knowledge of the disabling condition.
What are the symptoms and general characteristics of a child with this exceptional-
ity? What are the child’s limitations? What are the child’s strengths and potentials?
All children have some developmental and psychological needs in common, but are
there other needs specific to the exceptional condition that must be considered? The
counselor does not need to become an expert in the techniques of special education,
but knowledge of the needs and characteristics of these children is necessary for ef-
fective counseling.

Counselors should ask themselves if they have taken the time to get to know the
child as an individual—not as a “child with a disability.” The following questions
are helpful:

Has my counseling assisted the child to develop good relationships with his or
her classmates?

Has my counseling focused on assisting the child to solve his or her own
problems?

Has my counseling helped the child to feel better about himself or herself?

Has my counseling with the parents and teachers of the child helped them to
find ways of interacting that enhance the child’s self-esteem and feelings of
self-sufficiency?

In the professional’s attempts to diagnose and find help for a child with special
problems, the child as a person is sometimes forgotten in the proliferation of testing,
diagnosing, and planning. These procedures that are designed to aid the child may,
unfortunately, increase self-doubts and fears and may make it more difficult to build
a strong relationship in which the child feels free to express fears, doubts, and inse-
curities. Thurneck et al. (2007) recommend that counselors have information about
the disability—what it is and what it is not. Knowing a child may be afraid to ask
questions, counselors may invite conversation by saying something like “Children
who have ADHD sometimes ask….” That statement helps children talk about fears
and helps them know others have similar concerns. The perceptions children have
about their disabilities have a large impact on their self-concept, and counselors who
provide an environment in which the child feels respected by the listening, caring

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684 Chapter 20

counselor contributes to a process of developing or restoring a more positive self-
evaluation. Building a better self-concept includes helping children see themselves as
people who can and do perform and accomplish goals.

Thurneck et al. (2007) suggest having children list their characteristics in “I am”
categories to focus on their emotional adjustment and self-esteem, and on “I can”
to concentrate on competence and control. Carmichael (2006) talks about adapt-
ing toys for work with children who have disabilities. Her ideas include taping
paint brushes to hands, using Velcro on gloves, and using beanbags instead of balls.
T­ hurneck et al. (2007) explain that role-playing and behavioral rehearsal would be
most appropriate to help children with disabilities reach their treatment goals. As
with all children, having skills in social interactions are particularly important.

Concerns of children with disabilities that often emerge in counseling include
the following: self–other relationships, maladaptive behavior, self-conflict, and
a need for career counseling. All children have these concerns, but children with
disabilities face more frustrations, misunderstandings, and difficulties believing in
themselves than others (Thurneck et al., 2007). Counselors can focus on helping
children accept their disability and see themselves as capable. Group counseling
provides opportunities for helping them use relationship skills and develop a feel-
ing of not being alone. Self-conflicts include anxiety, frustration, lack of motivation,
and depression. Counselors may be able to help children with disabilities under-
stand some of the information they have been given, to demystify big words and
abstract concepts. Counselors can use relaxation and behavioral techniques to teach
skills for coping. Counselors who help children develop realistic goals and recognize
their strengths and capacities as well as their limitations, promote their abilities to
manage their lives (Karvonen, Test, Wood, Browder, & Algozzine, 2004). Children
with disabilities also need to learn decision-making skills, particularly those related
to career choices. Although these directions for counseling apply to all children,
young people with disabilities may need their counselors to grasp quickly the bar-
riers they face and help them work optimistically toward a life in which the child is
connected to friends, school, and a positive future.

Children with Emotional Disturbance

Children feel and express a range of emotions. Across that variety of emotions, chil-
dren hopefully learn to control emotions—they have the capacity to restrain, toler-
ate, and endure their emotional states, a process of regulation that develops over
time. Unfortunately some children do not master that type of regulation and suffer
with emotional disturbances that interfere with children’s life in school, career, and
friendships. A broad range of emotional disorders affect children and adolescents
between 5 and 10 percent of children and young people affected at any time. Under
IDEA criteria the term emotional disturbance is associated with mental health or
severe behavior issues. The condition must have been present to a marked extent
over a period of time and must substantially interfere with the child’s educational
achievement. Six types of emotional disturbances that have been named are anxiety
disorders, bipolar disorder, conduct disorders, eating disorders, obsessive-compul-
sive disorder (OCD), and psychotic disorders; however, that list is not all-inclusive.

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Counseling with Children with Disabilities 685

Children with emotional disturbances may exhibit the following ranges of
behaviors:

• Hyperactivity (short attention span, impulsiveness)
• Aggression or self-injurious behavior (acting out, fighting)
• Withdrawal (not interacting socially with others, excessive fear or anxiety)
• Immaturity (inappropriate crying, temper tantrums, poor coping skills)
• Learning difficulties (academically performing below grade level)

Young people with the most serious emotional troubles may have distortions
in their thinking, extreme anxiety, strange behaviors, and unusual mood swings.
Some of these characteristics may also be displayed with typical children. Those
with emotional disturbances exhibit these behaviors over long periods of time and
the behaviors significantly interfere with their learning, relationships and they may
have a lessened ability to cope with the ordinary demands of life (National Alliance
on Mental Illness, 2010).

In the 2010–2011 school year, 389,000 children with an emotional disturbance
received services in the public schools (NCES, 2014). Rudy and Levinson (2008) state
that children with emotional disturbance have the least favorable outcomes of any
other group of children with disabilities. Those authors conclude that to increase the
possibilities of success for these children (and all others), schools and parents need to
allow more time for young people to develop relationship; increase community, par-
ent, and administration participation; and build a school climate of nurturing.

Assessment of emotional disturbances refers to a systematic collection of rel-
evant information used to sort everyday problems from more significant psychopa-
thology as well as then classifying and taking care of people who have the identified
disorders (Parritz & Troy, 2014). Rudy and Levinson (2008) outline the practices of
multidisciplinary assessment of emotional disturbance. Those evaluations are con-
ducted systematically and include a team of people and the child in order to deter-
mine the best treatment course and menu of services. Assessment techniques may
include interviews, standardized tests, observations, and other procedures. Descrip-
tions of some emotional disturbances follow.

Anxiety Disorders

Parritz and Troy (2014) explain the difference between fears—anxieties in the pres-
ence of something specific—and worries—anxieties about future events. When those
fears and worries are excessive, persistent, seemingly uncontrollable, and over-
whelming, the child may have an anxiety disorder. That umbrella term refers to
separate disabilities that have the core characteristic of irrational fear such as gener-
alized anxiety disorder, obsessive-compulsive disorder, panic disorder, post-t­ raumatic
stress disorder, social anxiety disorder, and specific phobias (NIMH, 2014).

According to an adolescent mental health report about 8 percent of adolescents
between the ages of 13 and 18 have an anxiety disorder with symptoms emerging
around the age of 6 (NIMH). The Anxiety Disorders Association of America (2010)
identifies anxiety disorders as the most common psychiatric illnesses diagnosed in
children, adolescents, and adults. Treatment for anxiety disorders includes medi-
cations, cognitive-behavioral therapy (CBT), exposure therapy, and mindfulness

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686 Chapter 20

training among other therapies. Higa-McMillan, Francis, and Chorpita (2014) out-
line the characteristics, treatment options, and current research on anxiety disorders
in children.

Bipolar Disorder

Young people with bipolar disorder, also known as manic-depressive disorder, have
dramatic, unusual mood swings that range from very high to very sad and hopeless.
Their moods shift from overly joyful or overexcited (manic episode) to despondent
(depressive episode) with periods of normality in between. Their energy, activity
levels, and ability to function in day-to-day tasks also change with the mood shift.
These mood shifts are drastic changes from the person’s usual mood and behavior
(NIMH, 2014).

According to a literature review conducted by Birmaher (2013), the diagnosis of
bipolar disorder in children and adolescents presents significant challenges. He calls
for more explicit diagnostic criteria specific to children and adolescents. Particularly
troubling is the increased risk of suicidal attempts in children and adolescents with
bipolar disorder (Goldstein et al., 2005). Adults must never ignore threats of suicide
in any young person but particularly those who are depressed.

While there is no cure for bipolar disorder, treatment with medications, talk
therapy, or both may help people recover from their episodes, and may help to pre-
vent future episodes (McClellan, Kowatch, & Findling, 2007). Youngstrom and
Algorta (2014) review current approaches to treating children with bipolar disorder.

Conduct Disorder

Conduct disorder refers to a group of behavior and emotional problems that are
frequent, severe, and lasts for at least 6 months. This incorporates a persistent pat-
tern of disruptive and violent behaviors that breach the basic rights of others or the
social norms or rules (SAMSHA, 2014).These young people have great difficulty
following rules and do not act in socially acceptable ways. Some of the following
behaviors may indicate conduct disorder:

• Aggression to people and animals
• Destruction of property
• Deceitfulness, lying, or stealing
• Truancy or other serious violations of rules (American Academy of Child and

Adolescent Psychiatry, 2013)

About 8.5 percent of children meet the criteria for conduct disorder at some
point in their lives (SAMSHA, 2104). Conduct disorder can be difficult to treat, but
the American Academy of Child and Adolescent Psychiatry (2013) suggests the fol-
lowing as the beneficial range of services for young people with this problem:

• Training for parents on how to handle child or adolescent behavior
• Family therapy
• Training in problem-solving skills for children or adolescents
• Community-based services that focus on the young person within the context of

family and community influences

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Counseling with Children with Disabilities 687

More specific information can be found in a useful chapter by Kimonis, Frick,
and McMahon (2014).

Eating Disorders

Characterized by extremes in eating behavior or feelings of extreme distress about
body weight and shape, eating disorders refer to patterns of behaviors around
­unhealthy eating and dangerous weight management practices. These illnesses may
have life-threatening consequences. Three types of eating disorders are a­ norexia
nervosa, bulimia, and binge eating. Anorexia nervosa refers to very restricted
food intake and a dramatic loss of weight. Bulimia involves a cycle of overeating
­followed by vomiting or other purging behaviors which are used to compensate
for the excessive food intake. Both of these disorders require immediate, intensive
­interventions to prevent death. Binge eating is also characterized by eating exces-
sive amounts of food and feeling out of control about how much or what is con-
sumed. People with this disorder do not purge after the binge. Around half a million
­adolescents s­truggle with disordered eating (Swanson, Crow, Le Grange, Swendsen,
& M­ erikangas, 2011).

According to the National Eating Disorders Association (2014), the most
­effective treatment for eating disorders combines counseling, medical attention, and
nutritional guidance. In addition, Von Ranson and Wallace (2014) provide an excel-
lent overview of the complexities of eating disorders in children and adolescents.

Obsessive-Compulsive Spectrum Disorder

Obsessive-compulsive spectrum disorders can be considered an anxiety disorder
that is characterized by recurrent, unwanted thoughts or obsessions and/or repeti-
tive behaviors or compulsions. Behaviors like hand washing, counting, checking, or
cleaning may be repeated with the hope of eliminating an obsessive thought. Those
rituals may provide some temporary relief. Not performing those rituals c­ reates
i­ncreased anxiety. This debilitating disorder affects around 1 in 100 children and
adolescents (Marsden & Chowdhury, 2009).

According to the International OCD Foundation (2014) and Piacentini, Chang,
Snorrason, and Woods (2014), treatment should include these components:

• Cognitive-behavioral therapy (CBT)
• Exposure and response prevention (ERP)
• Medication (usually an antidepressant)

Piacentini and his colleagues have amassed other very useful information
related to this disorder.

Psychotic Disorders

The term psychotic disorders refers to severe mental illnesses that cause ­abnormal
thinking and perceptions. The main symptoms include delusions and hallucina-
tions. Delusions can be defined as false beliefs, such as thinking you have been
abducted by a space alien. Hallucinations are false perceptions such as seeing,

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688 Chapter 20

hearing, or believing something that is not present. Generally, psychotic disorders
are demonstrated through severe impairment of mental functioning and distur-
bances in reality testing. One type of psychotic disorder is schizophrenia, but there
are others.

The treatment for psychotic disorders must be tailored for each person and
specific disorder. Generally a combination of medication, individual therapy, family
therapy, and specialized programs are necessary (American Academy of Child and
Adolescent Psychiatry, 2014).

Children with emotional disturbances need love and understanding, and they
need a counselor who can provide security and stability. The counselor who is ef-
fective with children who exhibit emotional disturbances can detect and reflect the
feelings and frustrations of the children, discuss these feelings, and decide how to
manage them effectively. Much of the success achieved from working with the emo-
tionally disturbed child has been due to the relationship between an adult and the
child, as well as the technique used. These children often have experienced incon-
sistency in their relationships and may be suspicious of adults because of past ex-
periences with hurtful people. The counselor needs to be strong enough to place
consistent limits on the children and require them to assume responsibility for their
behavior. To bring consistency and stability to the life of the child with behavioral-
emotional disorders, the counselor can discuss expected and appropriate behaviors
with the child. Writing out what is considered inappropriate and the consequences
of this behavior is often helpful.

Cognitive-behavioral therapy (CBT) is an effective treatment for anxiety disor-
ders. The cognitive part supports people as they modify the thinking patterns that
support their fears, and the behavioral part allows people to change the way they
react to anxiety-provoking situations. The counselor can define expected behaviors
by such methods as contracting. The counselor, parents, teachers, and all signifi-
cant people in the child’s life must be willing to set limits and consistently main-
tain the rules. Behavior modification techniques emphasizing positive reinforcement
have been effective. Relaxation exercises, talking therapy, physical activities, writ-
ing, drawing, or games may be scheduled into the child’s day to provide outlets for
tension and other emotions. Changes in the environment, expectations, stimulation,
and conflicts should be as minimal as possible.

Some strategies help all children, and the information below could be effective
with many populations. Tarver-Behring and Spagna (2009) suggest that counselors
help teachers with social skills strategies and classroom programs on problem solv-
ing, conflict resolutions, anger management, and making friends. Peer groups can be
effective models for appropriate behavior.

The tasks of the counselor with children who have emotional disturbance can
be summarized as follows:

1. Forming a counseling relationship with the child that includes well-defined
responsibilities and limits

2. Working to change the child’s image and expectations through counseling and
consultation with family and other significant people in the child’s world

3. Conducting individual and group counseling to deal with feelings and behav-
iors, to teach social skills, and to improve academic performance

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Counseling with Children with Disabilities 689

4. Assisting parents and teachers in structuring the child’s physical environment
and schedule, establishing rules for behavior, and providing encouragement, re-
inforcement, and logical consequences for misbehavior

School programs for children with emotional disturbance include not only
academics but also attention to the emotional and behavioral support they need.
D­ eveloping social skills, building self-awareness, and increasing self-control should
be incorporated. These children and others benefit from the positive behavioral sup-
port (PBS) program, a whole-school approach to discipline that minimizes problem
behaviors and fosters positive, appropriate behaviors (Curtis, Van Horne, R­ obertson,
& Karvonen, 2010). In school students who are eligible for services under the emo-
tional disturbances category should have IEPs that include positive behavior interven-
tions and supports and may have IEPs that include counseling services. Coordinating
care for the child with emotional disturbances between home, school, and commu-
nity enhances the possibilities of learning and growth for the child.

Children with Specific Learning Disabilities

The National Center for Education Statistics (2014) figures indicate that 36 ­percent
of the school population served under IDEA have an identified learning disabil-
ity (LD). Specific learning disability is a general term for different kinds of learning
problems, most often skills related to reading, writing, listening, speaking, reasoning,
and doing math. The DSM-V (APA, 2013) refers to learning disorders as interfering
with the acquisition and use of one or more of the following academic skills: oral
language, reading, written language, mathematics. These disorders affect individuals
who otherwise demonstrate at least average abilities essential for thinking or reason-
ing. Therefore, Specific Learning Disorders is a classification distinct from Intellectual
D­ evelopmental Disorders. This DSM-V definition states that the diagnostic criteria do
not depend upon comparisons with overall IQ and are consistent with the changes in
the United States’ reauthorized IDEA regulations (2004), which state that “the crite-
ria adopted by each State must not require the use of a severe discrepancy between
intellectual ability and achievement for determining whether a child has a specific
learning ­disability” (Silver, 2014). Types of learning disabilities are identified by the
specific processing problem. The difficulties might relate “to getting information into
the brain (Input), making sense of this information (Organization), storing and later
retrieving this information (Memory), or getting this information back out (Output).
Thus, the specific types of processing problems that result in LD might be in one or
more of these four areas” (http://www.ldaamerica.us).

The Learning Disabilities Association of America (2014) discusses learning dis-
abilities as an umbrella term that covers the following conditions:

• Dyslexia: a language and reading disability
• Dyscalculia: problems with arithmetic and math concepts
• Dysgraphia: a writing disorder resulting in illegibility
• Dyspraxia (sensory integration disorder): problems with motor coordination
• Central auditory processing disorder: difficulty processing and remembering

language-related tasks

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690 Chapter 20

• Nonverbal learning disorders: trouble with nonverbal cues, for example, body
language, poor coordination, clumsy

• Visual perceptual/visual motor deficit: reverses letters, cannot copy accurately,
eyes hurt and itch, loses place, struggles with cutting

• Language disorders (aphasia/dysphasia): trouble understanding spoken lan-
guage, poor reading comprehension

Current ways to assess learning disabilities involve large-scale screenings and
supportive instruction for all students with more intensive interventions for those
who do not learn on a typical timeline (Fletcher & Vaughn, 2009). The goals of this
approach are to prevent disabilities as well as enhance education for all students.
Butterworth, Varma, and Laurillard (2011) describe an adaptive software package
that illustrates the innovations aimed at those with learning disabilities.

As in counseling with other children, the counselor begins by recognizing and
reflecting the feelings of the young person with a learning disability. McEachern
(2004) explains their possible fear of failure and of learning reflected in their com-
ments such as “I can’t do this,” “I don’t know how,” or “I’ll never learn this.”

Some children with learning disabilities lack social perception and skills and
perform poorly in social situations (Lewandowski & Lovett, 2014). They may have
trouble making friends and forming good relationships in their families. ­Indeed
Thurneck et al. (2007) state that the lack of social skills is the biggest concern for
these children. Activities for building a positive body image and self-perception,
s­ensitivity to other people, social maturity and skills, self-esteem, and emotional
well-being may enhance these areas of concern. Cognitive-behavioral, behavioral,
and psychoeducational interventions are the treatment choices (Kaffenberger, 2011).
Group therapy is advantageous for these children so they can learn skills from their
peers. Shechtman and Pastor (2005) found both cognitive-behavioral treatment
groups and humanistic group therapy effective for children with learning disabili-
ties. Those groups helped the children look at both their social and emotional prob-
lems. The group participants also increased their academic motivation.

Thompson and Littrell (1998) suggest brief solution-oriented counseling for ad-
olescents with learning disabilities. Their four-step model involves building rapport
and then helping the student identify, describe, and define a specific problem or con-
cern. In Step 2, the counselor and student consider what had been tried previously,
what had worked, and any new possible solutions. During Step 3, the counselor
helps the student decide on a specific, concrete, measurable, and attainable goal.
Often, this step includes using the miracle question, “Suppose a miracle happened
and the problem was solved. What would be different?” The fourth step is the gen-
eration of a specific task to help the student reach a goal. The counselors checked
with the student 3 and 4 weeks later. These authors report success in 90 percent of
the research participants.

Counseling goals for children with learning disabilities would include enhanc-
ing social skills, helping overcome a sense of failure, and promoting a positive at-
titude toward learning. McEachern (2004) recommends play techniques, art, music,
and expressive writing to evoke expressions of feelings toward the disability, school,
peers, and family. Cognitive-behavioral techniques to teach skills and coping strate-
gies are suggested for older elementary and adolescent students. Brown (2005) states

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Counseling with Children with Disabilities 691

that music therapy that focuses on rhythm, order, and beat helps students who have
cognitive disabilities. Reis and Colbert (2004) report that college students who have
been identified as gifted or as learning disabled suffered negative experiences in their
earlier school experiences. Reis and Colbert advocate for attention to the personal,
social, and career development needs of this population. Durodoye, Combes, and
Bryant (2004) echo that need for African American students with learning disabilities.

Durodoye et al. (2004) suggest several multidisciplinary strategies for children
with learning disabilities—self-motivation, self-control of academic progress, self-
reinforcement of academic effort, progress and success, teaching adaptive skills,
self-management for reducing problem behaviors, and teaching academic success
behaviors. They stress that balancing information about children with special needs
requires counseling skills that are flexible and appropriate culturally. Thurneck
et al. (2007) recommend brief sessions that are structured and include activity-
oriented material. Counselors must realize that children with learning disabilities
have difficulties with attention span, concept formation, motor control, and com-
munication skills. All those may impact the counseling process and require the
counselor’s patience and understanding.

Brown (2009) reminds adults to help these students understand their difficul-
ties, give realistic positive reinforcement, acknowledge the problems in their lives,
and talk to them about their behavior. In a 20-year longitudinal study of the attri-
butes that might predict life success for children with learning disabilities, the Frostig
Center identifies six life success attributes: self-awareness, proactivity, perseverance,
goal-setting, presence, and use of support systems and emotional coping strategies.

More information on that comprehensive study and information about strate-
gies to build those attributes can be found on the Learning Disabilities Association
of America’s Web site (http://www.ldaamerica.us).

Children with Attention Deficit/Hyperactivity
Disorder and Attention Deficit Disorder

The cluster of problems known as ADHD forms an extremely complex childhood
problem and elicits the most frequent referrals for professional help, according to
Erk (2008). Approximately 11 percent (6.4 million) of children between the ages of
4 and 17 have been diagnosed with ADHD as of 2011 (http://www.cdc.gov/ncbddd
/adhd/data.html). The DSM-V criteria for ADHD follow:

People with ADHD show a persistent pattern of inattention and/or hyperactivity-
impulsivity that interferes with functioning or development:

1. Inattention: Six or more symptoms of inattention for children up to age 16, or
five or more for adolescents 17 and older and adults; symptoms of inattention
have been present for at least 6 months, and they are inappropriate for develop-
mental level:
• Often fails to give close attention to details or makes careless mistakes in
schoolwork, at work, or with other activities
• Often has trouble holding attention on tasks or play activities

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692 Chapter 20

• Often does not seem to listen when spoken to directly
• Often does not follow through on instructions and fails to finish schoolwork,

chores, or duties in the workplace (e.g., loses focus, sidetracked)
• Often has trouble organizing tasks and activities
• Often avoids, dislikes, or is reluctant to do tasks that require mental effort

over a long period of time (such as schoolwork or homework)
• Often loses things necessary for tasks and activities (e.g., school materials,

pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile
telephones)
• Is often easily distracted
• Is often forgetful in daily activities
2. Hyperactivity and impulsivity: Six or more symptoms of hyperactivity-impul-
sivity for children up to age 16, or five or more for adolescents 17 and older
and adults; symptoms of hyperactivity-impulsivity have been present for at least
6 months to an extent that is disruptive and inappropriate for the person’s de-
velopmental level:
• Often fidgets with or taps hands or feet, or squirms in seat.
• Often leaves seat in situations when remaining seated is expected.
• Often runs about or climbs in situations where it is not appropriate
(adolescents or adults may be limited to feeling restless)
• Often unable to play or take part in leisure activities quietly
• Is often “on the go,” acting as if “driven by a motor”
• Often talks excessively
• Often blurts out an answer before a question has been completed
• Often has trouble waiting his/her turn
• Often interrupts or intrudes on others (e.g., butts into conversations or games)

In addition, the following conditions must be met:

• Several inattentive or hyperactive-impulsive symptoms were present before the
age of 12 years.

• Several symptoms are present in two or more settings (e.g., at home, school, or
work; with friends or relatives; in other activities).

• There is clear evidence that the symptoms interfere with, or reduce the quality
of, social, school, or work functioning.

• The symptoms do not happen only during the course of schizophrenia or an-
other psychotic disorder. The symptoms are not better explained by another
mental disorder (e.g., mood disorder, anxiety disorder, dissociative disorder, or
a personality disorder).

Based on the types of symptoms, three kinds (presentations) of ADHD can occur:

Combined presentation: if enough symptoms of both criteria inattention and
hyperactivity-impulsivity were present for the past 6 months

Predominantly inattentive presentation: if enough symptoms of inattention, but
not hyperactivity-impulsivity, were present for the past 6 months

Predominantly hyperactive-impulsive presentation: if enough symptoms of
hyperactivity-impulsivity, but not inattention, were present for the past 6 months.

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Counseling with Children with Disabilities 693

These symptoms can change over time. Therefore, the presentation may
change over time as well (http://www.cdc.gov/ncbddd/adhd/diagnosis.html; APA,
2013).

Smith and Luckasson (1995) state that the condition is confusing. Not all chil-
dren diagnosed as having attention deficit disorders (ADDs) are in special education
programs; some are diagnosed as learning disabled, and others may be classified as
having behavioral disorders, emotional disturbance, or other disabilities. Erk (2008)
discusses neuroanatomical abnormalities that may accompany ADHD, as well as
educational and social conditions that may also be present.

A national nonprofit organization, Children with Attention Deficit Disorders,
has reported that children might have ADD if they fidget, squirm, or seem rest-
less; have trouble remaining seated, playing quietly, waiting their turn, following
instructions, or sustaining attention; talk excessively; are easily distracted; blurt out
answers; shift from one uncompleted task to another; interrupt others; do not seem
to listen; often lose things; frequently engage in dangerous behavior; act without
thinking; have low self-esteem; have frequent, unpredictable mood swings; and get
angry and lose their temper easily (Parritz & Troy, 2014). However, many of these
characteristics may be normal behaviors for a child’s particular developmental level,
or they could be characteristics of other problems. One must consider the intensity
and duration of the symptoms, as well as how they fit into the child’s overall devel-
opmental pattern.

An assessment of ADHD requires a comprehensive evaluation that includes a
medical examination and interviews or other information from teachers, parents,
and other adults. The symptoms must be present in more than one setting. Some of
the instruments used as scales for assessment of ADHD are the following:

• The NICHQ Vanderbilt Assessment Scale (http://www.nichq.org/childrens
-health/adhd/resources/vanderbilt-assessment-scales)

• Behavior Assessment System for Children (BASC) (Reynolds & Kamphaus,
2004)

• Child Behavior Checklist/Teacher Report Form (Achenbach & Rescorla, 2001)

Working with children who have ADHD requires a multidisciplinary, multi-
treatment model. Usually, such teams are composed of professionals such as phy-
sicians, psychologists, psychiatrists, counselors, and speech and other educational
specialists. Generally, the treatment will include behavioral intervention strategies,
parent training, medications, and school accommodations. According to the Center
of Disease Control (2014), several different types of medications may be used to
treat ADHD. One type of medication is stimulants, the most widely used medica-
tion with between 70 and 80 percent of children with ADHD responding positively
to those medications. Nonstimulants have also been approved to treat ADHD and
have fewer side effects than stimulants.

Teachers, parents, and other adults who work with children taking medication
must be aware of the treatment to provide feedback about its effects. Counselors
can serve as coordinators of the many professionals working with the child during
the assessment and intervention stages. In addition, they can develop referral lists
that include physicians and other helping professionals familiar with ADHD, as well
as local groups offering parenting classes or support groups.

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694 Chapter 20

Parents will find help with some bibliotherapy sources such as those prepared
by Barkley (2013) and Laver-Bradbury (2010). In addition, support groups, a par-
ent education group, and family counseling may be helpful especially during the
initial assessment period and while the parent is dealing with his or her feelings
about the child’s condition. Kottman et al. (1995) recommend a parent training
­program that includes general information about ADHD, its causes, and possible
treatment plans; self-esteem development suggestions; training in parent listening
and encouragement skills; dealing with parent stress; suggestions for working with
the child’s school; and suggested means of social support for parents. Barkley (2005)
and Carter, Erford, and Orsi (2004) also provide extensive, helpful suggestions for
adults working with children with ADHD.

Erk (2008) reviews a collaborative multimodal study of children with ADHD
(MTA Study). Children in the study were assigned to four experimental groups.
The findings of that research support the integration of parent training, school in-
tervention, child treatment, and medication management for children with ADHD.
Resnick (2000) recommends a treatment menu for individual counseling with chil-
dren and adolescents. The choices may include things such as understanding the
diagnosis and how it can have a positive effect on a person’s life, dealing with the
reaction to the diagnosis, dealing with stress, dealing with lost opportunities and
relationships, and coping with grief and suffering that may have been a part of
their lives.

Children with ADHD often need to learn how to interact with others. Coun-
selors may want to respond to this common problem by providing training in
effective interpersonal behaviors. Social skills training should target specific skills
instead of global ones. These children need to know making-friends skills, like
smiling, complimenting others, cooperative behaviors, and genuine interest in
others. The training should focus on behaviors that are relevant to social interac-
tion success with both peers and adults. Basic interaction skills, like eye contact,
voice level or tone, taking turns, and slowing down are some important behav-
iors. Counselors should talk about poor self-concept that may have resulted from
the rejection of peers. Getting along skills, like polite language, following rules,
helping others, and honoring the personal space and privacy of others are needed
behaviors. Social skills training goals should be centered on establishing and main-
taining appropriate behavior in addition to changing and reducing inappropriate
behaviors. Social coping skills like reacting appropriately when someone says no,
coping effectively with frustration or anger, responding to a hurtful person, and
understanding that things do not always go well are behaviors to build (Erk, 2008;
Thurneck et al., 2007).

Cognitive restructuring techniques may teach the child more positive ways
of thinking, as well as self-monitoring of behavior. Thurneck et al. (2007) sug-
gest that cognitive-behavioral therapy appeals to children with ADHD because it
gives them some control in problem solving and monitoring their behavior. Those
authors discussed that typical behavior management programs may be seen as
threats to independence. Group counseling to teach more effective social skills
may be helpful at some point during treatment; however, counselors must care-
fully assess the child’s readiness to benefit from this interaction and to function as
a group member.

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Counseling with Children with Disabilities 695

Erk (2008) recommends parent training and counseling, teacher education, in-
dividual counseling, group counseling, behavioral interventions, and self-esteem and
social skills education. The services provided from different agencies and people
need to be coordinated with follow-up to refresh parents on behavior management,
as well as to update school plans.

The Child with Intellectual Disability Disorder

The American Association on Intellectual and Developmental Disabilities (AAIDD,
2014) defines intellectual disability as a disability of significant limitations both in
intellectual functioning and in adaptive behavior. Intellectual functioning refers to
general mental capacity, such as learning, reasoning, and problem solving. One mea-
surement of intellectual functioning is an IQ test. Generally, an IQ test score of
around 70 or as high as 75 indicates a limitation in intellectual functioning. Stan-
dardized tests can also determine limitations in adaptive behavior, which includes
three sets of skills:

• Conceptual skills—language and literacy; concepts of money, time, and number;
and self-direction

• Social skills—interpersonal skills, social responsibility, self-esteem, gullibility,
social problem solving, and the ability to follow rules/obey laws and to avoid
being victimized

• Practical skills—activities of daily living (personal care), occupational skills,
health care, travel/transportation, schedules/routines, safety, use of money, use
of the telephone

The American Association on Intellectual and Developmental Disabilities
(AAIDD) definition takes into account the person’s intellectual abilities within the
environment that is typical for the person’s peers and culture. Furthermore, pro-
fessionals are admonished to recognize that a person’s limitations coexist with
strengths, and that a person’s level of functioning will improve with appropriate
personalized supports over a sustained period.

The AAIDD suggest the subgroups of intellectual disability classified accord-
ing to a person’s strengths and weaknesses in four areas: intellectual functioning
and adaptive skills; psychological and emotional functioning; physical functioning
and health; and the person’s current environment and the optimal environment. The
profile of the classification indicates the level of support needed by the person: in-
termittent or “as needed”; limited; extensive or pervasive (Mash & Wolfe, 2010).

Other systems classify intellectual disability by level of severity—mild, m­ oderate,
severe, and profound. That system refers to the degree of impairment in adaptive
functioning (Parritz & Troy, 2014). Mild intellectual disability, an estimated 85 per-
cent of people with intellectual disability, is defined as having IQ levels of 55 to 70.
The below average intellectual functioning exists with deficits in adaptive behavior as
well as adverse effects on the child’s educational performance. Moderate intellectual
disability is an IQ level of 40 to 54; severe is IQ of 25 to 39; and profound intellectual
disability refers to an IQ level below 20 or 25. People with profound intellectual dis-
ability require pervasive, lifelong care.

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696 Chapter 20

Services and support are based on the level of intensity of need. Hardman,
Drew, Egan, and Wolf (1993) suggest that the child may need help with adaptive
skills such as coping in school, developing interpersonal relationships, developing
language skills, coping with emotional concerns, and taking care of personal needs.

The causes of intellectual disability vary, and the characteristics of the children
also differ. Parritz and Troy (2014) summarize the various factors in these catego-
ries: prenatal, perinatal, and postnatal causes. Prenatal causes include chromosome
disorders (Down syndrome), syndrome disorders (Tuberous sclerosis), metabolism
errors (Phenylketonuria), developmental disorders (spina bifida), malnutrition (fetal
alcohol syndrome), and other unknown causes. Perinatal causes include things like
premature birth and intracranial hemorrhage. Some causes of intellectual disabili-
ties that occur after birth include head injuries, infections, degenerative disorders,
seizure disorders, toxic disorders such as lead exposure, malnutrition, and environ-
mental deprivations.

The counseling techniques in this section are geared toward those children cat-
egorized as intermittent or limited, the groups most likely to face societal prob-
lems and pressures. These children have physical and psychological needs similar
to those of other children, but the added handicap of their exceptionality interferes
with their adjustment. The AAIDD (2014) definition suggests that children may
need help in ten “adaptive skill” areas: communication (understanding and expres-
sion), self-care, home living, social interactions, understanding the community, self-­
direction (making choices), health and safety, obtaining functional academic skills
(reading, writing, everyday mathematics), effectively using leisure time, and devel-
oping employment skills (Mash & Wolfe, 2010).

Counseling goals include improving social interactions, enhancing skills, de-
veloping interpersonal relationships, and promoting a positive self-image. Peer
feedback and modeling can be highly effective counseling techniques. Group coun-
seling can help the child learn and rehearse effective ways of behaving. Behavior
modification techniques, such as the token system or contingency contracting, have
been found to work effectively with individuals who have intellectual disability
(­Kaffenberger, 2011). The counselor will want to use the same effective practices
for all children—be clear and concise in communications, limit the number of direc-
tions, display respect, and provide encouragement.

Wicks-Nelson and Israel (2014) cite behavioral techniques that help shape and
strengthen adaptive skills and weaken ineffective behavior. Those authors support
social skills training and functional communication training for children with in-
tellectual disability. The authors encourage counselors to be direct and set specific
goals with this population. Counselors should use concrete, clear language and have
short, frequent meetings with children with intellectual disability. Mash and Wolfe
(2010) state that interventions should begin in preschool and be matched to the in-
dividual child and integrated into the family, school, and community environment.
Those authors recommend behaviorally based training and specific skill training for
children with intellectual disabilities. Parritz and Troy (2014) cite behavioral treat-
ments, cognitive treatments, socioemotional programs, and family, educational, and
vocational planning as effective mental health interventions with children who have
intellectual disabilities. Counselors will need to work with the parents and other sig-
nificant people in the child’s life to help them understand and encourage the child’s

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Counseling with Children with Disabilities 697

abilities. Special attention should be on teaching the child independent living skills,
as well as personal and social skills. The child and parents also need guidance and
assistance in planning for the child’s educational and vocational future.

The Child with a Physical Disability

Under IDEA 2004 physical disabilities refers to orthopedic impairments. These stu-
dents have difficulty with the structure or the functioning of their bodies. Physical
disability includes conditions that may be congenital, accidental, or related to dis-
ease that cause physical limitations. The two major groups of physical disabilities
are neuromotor impairments, conditions caused by damage to the central nervous
system, and muscular/skeletal impairments, conditions that affect the limbs or mus-
cles. To meet IDEA diagnostic criteria, the impairment must interfere with school
attendance or learning to the extent that special services, training, equipment, or
materials are required. These impairments may be caused by a congenital anomaly
(e.g., clubfoot, absence of some member, among others), impairments caused by dis-
ease (e.g., poliomyelitis, bone tuberculosis, and others), and impairments from other
causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contrac-
tures) (NICHCY, 2012).

Other health impairments is the term used to describe conditions and dis-
eases that require special health care needs. The two types of health disabilities are
chronic illnesses and infectious diseases. The conditions cause limited strength, vi-
tality, or alertness, including a heightened alertness to environmental stimuli, that
results in limited alertness with respect to the educational environment that (1) is
due to chronic or acute health problems such as asthma, ADD or ADHD, diabetes,
epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheu-
matic fever, and sickle cell anemia; and (2) adversely affects a child’s educational
performance. They may include cerebral palsy, spina bifida, spinal cord injuries, am-
putations, muscular dystrophy, cystic fibrosis, sickle cell anemia, adolescent preg-
nancy, and cocaine addiction (NICHCY, 2012).

Many children have more than one disability, and some conditions have over-
lapping symptoms. Children with physical disabilities make up a heterogeneous
group. They may or may not have average intelligence. Some have adapted to
their physical concerns while others have not. Knowing the characteristics, physi-
cal problems, symptoms, and prognosis of the child with a physical disability helps
counselors understand the child’s world. Counselors also want to know the child’s
strengths. Lack of knowledge and fear of the unknown can make the counselor ap-
prehensive, which the child can sense. The children’s needs vary according to the
type of disability; some may need help with basic functioning and others may need
help in building relationships and dealing with ridicule. Thurneck et al. (2007) rec-
ommends counselors take care to see each child in relation to the specific condition
and to use a counseling approach focused on strengths and coping strategies cor-
responding to the disability.

The child may have anxiety, shame, or other negative feelings because
of his or her disability. The children’s perceptions of self and their abilities are
also determined by the child’s age at the time the disabling condition occurred

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698 Chapter 20

and the severity of the condition. These reactions may reflect how the child has
been treated by others, especially family. Cognitive-behavioral counseling, play
therapy, art therapy, bibliotherapy, and sand play are recommended (Thurneck
et al., 2007).

The demands for energy, time, and financial resources may add a heavy burden
of stress to families. Families of children with severe physical and health problems
may experience fatigue and low vitality, a restricted social life, financial setbacks,
and career interruptions, and can become preoccupied with the child’s illness.
­Thurneck et al. (2007) cite the benefits of interventions with children with physical
disabilities and their families.

General Ideas

Teachers may feel unprepared to work with children with special needs in the
classroom. Often they may request help with classroom management techniques.
Because teachers’ attitudes are critical to the success of children with disabilities,
counselors should be prepared to work with them in a consultative manner to alle-
viate their personal concerns and anxieties about teaching children with disabilities
and assist them in developing whatever skills are needed. Some resources for staff
development include those found at The Person-Centered Planning Education Site
(http://www.personcenteredplanning.org/) and The Self-Determination Synthesis
Project (www.uncc.edu/sdsp).

Counselors will also want to understand the ways teachers can design their cur-
riculum for all students. Burgstahler (2008) explains the principles and applications
of universal design in education (UDE). She talks about education courses, technol-
ogy, and student services normally being designed for the range of characteristics of
the average student. UDE expands that range for people with disabilities to make
all parts of the educational experience accessible. The principles of UDE are equi-
table, flexible, simple, and intuitive use for all products and environments. Other
principles include information that can be perceived in many ways, a tolerance for
error, low physical effort, and size and space for approach and use. Her article
provides examples of UDE application in physical space, information technology,
instruction, and student services. By instruction she refers to using multiple means
of representation or giving learners many ways to get information and knowledge.
Her term “multiple means of expression” indicates that learners have alternatives
for showing what they know. Finally, she encourages multiple means of engage-
ment to tap learners’ interests, offer appropriate challenges, and build motivation.

More specifically, Strangman, Hall, and Meyer (2004) explain three sets of
teaching methods to support recognition, strategies, and affect. To support different
recognition networks, teachers should give many examples, highlight critical fea-
tures, have various media and formats, and support background context. Teachers
and counselors can build different strategic networks by giving flexible models of
skilled performance, having opportunities to practice with supports, provide ongo-
ing, relevant feedback, and offer flexible opportunities for demonstrating a skill. As
the third UDE, teachers and counselors can support motivation by offering choices

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Counseling with Children with Disabilities 699

of learning context, content and tools, having adjustable levels of challenge, and
offering choices of rewards. The National Center on Accessing the General Curricu-
lum Web site (www.cast.org) has a toolkit for UDE.

The counselor who works with children who have disabilities needs to be able
to work with all agencies, professionals, parents, and other significant persons in
the child’s life. Coordinating services, rearranging physical environments, removing
barriers and inconveniences, and securing special equipment and materials may be
only the first step to meeting the needs of those with physical disabilities. Counsel-
ors can advocate for all services needed to help children with disabilities reach their
full potential (Tarver-Behring & Spagna, 2004).

As with many other child clients, counselors would focus the goals of counsel-
ing on helping the student identify his or her strengths and encouraging the stu-
dent to become a self-advocate. Counselors should focus on building feelings of
self-worth and healthy attitudes. The child may need encouragement to express and
recognize his or her feelings toward the disability, help to learn social or personal
skills, counsel in the area of independent living, and assistance in making vocational
plans for the future. Adlerian counseling (see Chapter 11) may help a child recog-
nize strengths. More important than the physical limitation is that each child is a
unique individual who has capabilities and potential; the counselor’s role is to facili-
tate growth toward reaching this potential.

Several years ago Deck, Scarborough, Sferrazza, and Estill (1999) recount some
of the issues of school counselors working with students with disabilities that con-
tinue to be useful guidelines. They discuss using small-group counseling, classroom
guidance, individual counseling, after-school counseling, and collaboration with
teachers and parents. Another summary of the tasks of the counselor working with
any type of exceptional child might include the following:

1. Recognize that the child is a person first.
2. Work toward an understanding of the child’s specific exceptionality and the

unique social, learning, or behavioral problems that may accompany this
exceptionality.
3. Counsel to enhance self-concept.
4. Facilitate adjustment to exceptionality.
5. Coordinate the services of other professionals or agencies working with the ex-
ceptional child.
6. Help the significant people in the child’s life (parents and teachers especially)
understand the child’s exceptionality, strengths and limitations, and special
problems.
7. Assist in the development of effective, independent living skills.
8. Encourage recreational skills and hobbies.
9. Teach personal and social skills.
10. Assist in educational planning and possibly securing needed educational aids
and equipment for the child.
11. Counsel with the parents.
12. Acquire a knowledge of and working relationship with professional and refer-
ral agencies.

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700 Chapter 20

Counseling with Parents of Exceptional Children

Taub (2006) provides a useful overview of the concerns of parents of students with
disabilities. Many parents are able to accept and adjust to their child’s condition
in a healthy manner; others, even though they love their child, may have trouble
dealing with their feelings and the situation. Parents may experience a range of emo-
tions: grief, shock, and disbelief; fear and anxiety about the child’s future; help-
lessness because they cannot change the condition; and disappointment because
theirs is not the perfect child they expected. They may resent the burdens the child’s
disability places on the family. Taub categorizes the reactions as grief and loss as
well as safety concerns and overprotectiveness. Whatever the feelings, the counselor
needs to help the parents work through them. Parents are the child’s main support
system, and they must be free to accept and support the child in his or her growth
and development.

Counseling tasks for the counselor working with the parents of exceptional
children include the following:

1. Encourage and help parents to gain knowledge about their child’s exceptional-
ity, prognosis, strengths, and limitations.

2. Assist the parents in working through feelings and attitudes that may inhibit the
child’s progress.

3. Advise parents concerning state, federal, or community resources available for
educational, medical, emotional, or financial assistance.

4. Assist the parents in setting realistic expectations for their child.
5. Encourage the parents to view their child as a unique individual with rights and

potentials and the ability to make choices about his or her own life.

Of the excellent books available to help both children and parents understand
the characteristics of an exceptionality and the future of children with a particular
exceptionality, those of R. A. Gardner contain a section written to parents about
the disability and a section written for children to explain the disability in terms
they can understand. The publications of the Center for Parent Information and
Resources (NICHCY’s new home) have current, valuable information for parents,
children, and professionals.

The Centers for Disease Control and Prevention (2014) produced a book-
let for practitioners that addressed the components of parent training programs
to determine those associated with more effective programs. Better parent out-
comes on acquiring parenting skills and behaviors were correlated with two con-
tent areas and one program delivery model. The content areas that were effective
included teaching parents emotional communication skills and positive parent–
child interaction skills. Requiring parents to practice with their child during the
program sessions was also associated with more effective training. This practice
contrasted with programs in which no practice happened or where parents role-
played skills.

Other positive outcomes in the parent training programs reviewed (Centers for
Disease Control and Prevention, 2014) were decreases in children’s externalizing
behaviors of aggression, noncompliance, or hyperactivity. The significant content

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Counseling with Children with Disabilities 701

areas were teaching parents the correct ways to use time-out, teaching parents to
interact positively with their child, and instructing parents to respond consistently
to their child. Again, the program practice that led to success was requiring parents
to practice with their child during program sessions.

Parent groups are probably a good way of helping parents of exceptional
youngsters. Through sharing, the parents learn that others have the feelings and
problems they are experiencing. They realize they are not alone in their plight;
many other parents have children who are different. Parents not only share their
feelings in groups but also share methods for problem solving. Others may have
lived through the particular crisis one set of parents is facing, and solutions can
be discussed. Parent groups provide an atmosphere of understanding, acceptance,
and support; they reassure troubled parents that they are not alone and that oth-
ers care.

Counselors also may want to explore the possibilities of family therapy. Family
sessions could explore feelings of anger, frustration, and shame; tendencies to scape-
goat, exclude, or overprotect; communication styles or blocks; and effective and
ineffective interactions and other problems of families not functioning effectively.

Summary

Children with special needs can learn, enjoy life, be independent and productive, and
fulfill their individual potential just as surely as all other children can. They have the
same rights to respect and growth as other children, and they have the same needs.
Counselors must understand the complexities of different types of disabilities, the
provision of special education services, and the many ways counselors may contrib-
ute to these children’s lives, which include all of these typical services:

Advocacy: supporting the child’s rights
Assessment: identifying areas of need
Career counseling: assisting with the development of a career path
Case management: coordinating delivery of services
Clinical support: providing supervision to trained assistants
Collaboration: working with other team members
Crisis intervention: intervening in urgent situations such as suicide risk and panic
Decision making: contributing to team determinations of services and supports
Dropout prevention: working with high-risk students
Direct services: providing counseling
IEP development: help in designing individual educational plans
IEP team membership
Parent counseling and training: helping families
Positive behavioral support: participating in system of prevention and intervention

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702 Chapter 20

Referral: to multidisciplinary special education team
Safekeeping of confidential records
Self-determination training: aiding students’ acquisition of skills needed to d­ irect
their lives
Transition program planning: development and implementation

Counselors who help children with special needs celebrate their strengths and
move successfully into their future roles will be richly rewarded.

Web Sites for Counseling with Exceptional
Children

Internet addresses frequently change. To find the sites listed here, visit www.cengage
.com/counseling/henderson for an updated list of Internet addresses and direct links
to relevant sites.

American Association on Intellectual and Developmental Disabilities (AAIDD)
Center for Parent Information and Resources
Children and Adults with Attention Deficit Disorders (CHADD)
Office of Special Education Programs (OSEP)

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Name Index

A Andrews, J., 275, 419 Bardenstein, K. K., 104, 145, 148,
Ansbacher, H., 342, 355 156, 160, 166, 175, 312, 313,
Abbass, A. A., 174 Ansbacher, R., 355 314, 325, 326, 327, 328, 412,
Abbott, M. J., 164 Antony, M. M., 245, 250, 275, 276 424, 466, 504, 531, 631,
Abdel-Tawab, N., 204 Appleton, V., 529 640, 643
Abney, P., 128 Appleton, V. E., 467, 471, 477, 479,
Achenbach, T. H., 251 Barkham, M., 206
Achenbach, T. M., 98, 532, 693 482, 489 Barkley, R. A., 694
Adams, S. A., 460 Arbona, C., 12, 15 Barley, D. E., 67
Addy, S., 4 Arias, I., 621 Barlow, D., 560
Adelman, H. S., 528, 529 Aries, P., 4 Barlow, D. H., 275
Adger, H., 636, 637 Arlow, J. A., 142, 147, 149, 155, 156, Barlow, K., 207
Adler, A., 144, 348, 349 Barnard, L. K., 225
Ahem, N. R., 14 157, 167 Barnes, G. L., 120
Ahmad, R., 302 Arman, J. F., 587 Barnes, M., 561
Ahn, M., 98 Arredondo, P., 49, 51 Barnett, D., 529
Ahrons, C., 660 Ashby, J. S., 369 Barrett-Hakanson, T., 591
Ainsworth, M. D., 15, 42 Atkinson, D. R., 17, 56, 59 Barrio, C., 650, 651
Akay, S., 569 Austad, C. S., 244 Bartholomew, N. G., 525
Akos, P., 587, 605 Auster, E. R., 524 Bartolomeo, M., 425
Akram, M., 425 Axelson, D., 686 Baruth, L. G., 48, 49, 50, 51,
Albano, A. M., 425 Axline, V., 201, 544, 546, 547,
Albee, G. W., 514 52, 58
Albon, S. L., 549 569, 574 Baruth, R. P., 634
Alexander, F., 174, 337 Aycock, K. J., 371 Basham, A., 522, 529
Alexander, J., 369 Azar, S. T., 628, 629, 630 Bass, L., 116
Alexander, K., 124 Azzinnari, D., 647 Bateman, J., 331
Alexander, M. D., 124 Bateson, G., 464
Algorta, G. P., 686 B Battle, C., 204
Algozzine, B., 684 Bauman, S., 587
Allan, J., 571 Badau, K., 557 Baumeister, R. F., 372
Allen, B., 630 Baggerly, J., 204, 557 Baumgardner, P., 215
Allen, F., 546, 547 Bagner, D., 560 Bauserman, R., 655
Allen, K. R., 504 Bahl, A., 559, 560 Bay-Hinitz, A., 664
Al-Rashidi, B., 283, 302 Bailey, C. L., 556 Beadle, S., 314
Alvord, M. K., 13 Bailey, D. F., 594 Bean, R. A., 504
Amatruda, M. J., 667 Baker, D., 694 Bearman, S. K., 98
Amio, J. L., 525 Balachova, T., 560 Beck, A. T., 404, 405, 406, 407, 408,
Ammen, S., 555 Baldwin, J. D., 250, 261
Ammerman, R. T., 5 Baldwin, J. I., 250, 261 411, 412, 413, 414, 418, 426,
Anderson, J., 552, 554 Baldwin, M., 488 534, 590, 646, 651
Anderson, M., 525 Baliousis, M., 190 Beck, J., 405, 407, 408, 410, 411, 412,
Anderson, R., 605 Balk, D. E., 122 416, 534
Anderson, T., 156 Balla, D. A., 532 Becker, K. D., 98
Andersson, G., 275 Bandura, A., 256, 257, 273, 515 Becker-Weidman, A., 500
Andreou, E., 164 Banks, S., 243 Bedell, T. M., 504
Banks, T., 398 Beevers, C. G., 405
706 Barber, J. P., 67 Beitin, B. K., 504
Bard, D., 560

Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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Blocher, J. B., 418 Name Index 707
Blondell, R., 636, 637
Bellak, L., 533 Blount, R. L., 54 Bronfenbrenner, U., 46, 47
Bellak, S. S., 533 Blume, J., 639 Bronger, L., 417
Bemak, F., 527 Blundon, J., 557 Brookman-Frazee, L., 417
Benard, B., 12, 13, 14 Boada, M., 503, 561 Brooks, J. E., 13
Ben-Arieh, A., 8 Bockting, C., 275 Brooks-Gunn, J., 35
Benedict, H. E., 82 Boggs, S., 69, 500, 560 Browder, D., 684
Benjamin, C. L., 416 Boggs, S. R., 664 Brown, A. G., 558
Benjamin, G. A. H., 127 Bohart, A., 67, 206 Brown, B., 372
Bennett, G. K., 534 Bohon, C., 648 Brown, D., 512, 513, 514, 515, 516,
Bennett, S. M., 34 Bonner, B., 560
Benoit, D., 621 Booth, K., 167 517, 518, 520, 521, 522, 691
Benson, P. L., 13 Booth, P., 503, 560, 561 Brown, J. F., 351
Benzies, K., 13, 14 Bora, C., 394 Brown, M., 448
Berardo, C., 456 Bordeau, L. C., 58 Brown, S., 690
Berg, C. A., 252 Bornstein, R. F., 156, 166, 174 Brown, S. L., 544
Berg, I., 310, 314, 315, 317, 325 Borzuchowska, B., 112 Brown, S. P., 49, 51
Berg, I. K., 309, 319, 327 Bostick, D., 605 Brownell, C., 200
Berg, R., 128, 587 Botell, R. E., 255 Brownell, P., 236
Berger, K. S., 33 Botvin, G. J., 35 Bruce, M., 315
Berges, M., 281 Boutwell, D. A., 586 Bruck, M., 621
Bergin, J. J., 584, 586, 595, 596, Bovend’Eerdt, J. H., 255 Bruckner, S., 606
Bowen, M., 464, 469, 471, 473 Bruni, G., 175
597, 599 Bowlby, J., 15, 42, 43 Bryan, J., 524, 525
Berliner, L., 621 Boxmeyer, C. L., 417 Bryant, J., 369
Bermudez, D., 557 Boyd, C., 664 Bryant, R. M., 691
Bernal, M. E., 57 Boyle, A. D., 116 Bryant, S., 528
Bernard, M. E., 377, 389 Braaten, S., 251, 274 Bullock, L. M., 13
Berne, E., 439, 440, 442, 445, Bradbury-Bailey, M. E., 594 Bundy-Murow, S., 503, 560
Bradley, L., 128 Burch, K. M., 628, 632
446, 447 Bradley, L. J., 567, 568, 570, 572 Burgstahler, S., 698
Bernet, W., 129 Bramham, J., 425 Burke, B. I., 200
Berns, R. M., 4, 6, 8, 9, 15, 677, Brassard, M. R., 620 Burke, J. D., 662
Bratton, S. C., 187, 203, 204, 369, Burley, T., 237
679, 681, 682 Burlingame, G. M., 98, 584, 613
Berry, P., 571 500, 550, 558, 561, 564, 565, Burns, B. J., 417
Bertolino, B., 312 569 Burns, D. D., 414
Bertram, B., 111, 118, 120, 121, Brazelton, T. B., 8, 11 Burns, M., 527
Brecher, R. J., 418 Burns, M. K., 301, 529
122, 124, 125, 126, 127, 128, Breggin, P. R., 589 Burns, R. C., 533
131, 132 Breman, J. C., 527 Burrow-Sanchez, J. J., 647, 648
Beslija, A., 459 Brems, C., 165 Burt, S. A., 35
Bethke, J. G., 369 Brennan, K. A., 43 Bush, M. V., 558
Bettelheim, B., 545 Brenner, V., 525 Buskirk, A. A., 43
Beutler, L. E., 72, 73, 558 Brent, D., 419, 425, 647 Butler, A. C., 426
Beveridge, R. M., 252 Brestan, E., 559, 560 Butler, C. M., 349
Bhargava, R., 303 Bretherton, I., 42 Butterworth, B., 690
Biehl, M. C., 35 Brezinka, V., 572 Buzgar, R., 394
Bijork, J. M., 34 Brickell, J., 282, 283, 288, 290, 302 Byers, J., 14
Bingman, G., 600, 601, 602 Brigman, G., 524, 529
Birmaher, B., 686 Bringewatt, E., 11 C
Bitter, J. R., 358 Brinkmeyer, M. Y., 664
Bixler, R., 546 Brockbank, A., 442 Caggiano, D. M., 34
Blakemore, S., 34 Broderick, P. C., 44 Cahill, S. P., 275
Blakeslee, S., 655, 657 Brodman, D. M., 416 Cain, D. J., 205
Blanc, H., 560 Bromfield, R., 165, 166, 570 Callahan, P., 556
Blanco, P. J., 204 Callanan, P., 118, 128
Blatt, S. J., 175 Callan-Stoiber, K., 517
Blewitt, P., 44 Campbell, D., 465, 647, 649
Bloch, M., 11
Bloch, S., 645

Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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708 Name Index Chipea, F., 394 Cook, L., 526
Choate, M., 560 Cooley, M. E., 560
Campbell, S., 71 Choi, A., 605 Cooney, J., 636, 637
Cangelosi, D., 544, 557 Chorpita, B. F., 98, 686 Cooper, P., 605
Canosa, P., 500 Chorpita, B. R., 98 Cooper, P. M., 11
Capage, L., 560 Choudhuri, D. D., 47, 52 Coplan, R., 43
Caplan, G., 514, 515 Choudhury, M., 418 Corcoran, J., 330, 331, 630
Caplan, R. B., 514, 515 Chowdhury, U., 687 Corcoran, K. O., 43
Caplan-Moskovich, R. B., 515 Christenson, S. L., 527 Corey, C., 583, 586, 587, 593,
Capuzzi, D., 83, 128, 647, 648, 649, Christner, R. W., 416, 417, 419,
594, 596, 597, 598, 600, 601,
650, 651, 653, 664 427, 591 602, 604
Cardemil, E., 204 Cicchetti, D. V., 532 Corey, G., 111, 118, 128, 556, 583,
Cardillo, J., 99 Cikanek, K. L., 588 586, 587, 590, 593, 594, 596,
Carkhuff, R. R., 83, 189, 191 Clark, A. J., 349, 358 597, 598, 600, 601, 602, 604
Carlson, J., 341, 371, 524 Clark, M. A., 527 Corey, M. S., 118, 128, 556, 583, 586,
Carlson, K., 81 Clarke, C., 591 587, 593, 594, 596, 597, 598,
Carlson, M., 371 Clarke, G. N., 102, 275, 419, 647 600, 601, 602, 604
Carmichael, K. D., 201, 203, Clarkson, J., 442, 448 Cornelius-White, J. H. D., 204
Clarkson, P., 215, 222 Corr, C. A., 122
232, 363, 545, 546, 547, 548, Clay, D. L., 59 Corsini, R. J., 69, 71
549, 550, 551, 555, 563, 571, Coady, N. F., 309 Cota, M. K., 57
684 Coatsworth, D., 13 Cottone, R. R., 110, 111, 112, 126
Carnes, M., 628 Cobb, H. C., 52, 56, 683, 684, 690, Cournoyer, B., 101
Carney, R., 11 Cowen, E. L., 597
Carr, A., 68, 70, 427, 464, 505, 574, 691, 694, 697, 698 Creed, T. A., 412
630, 631, 640, 645, 648, 658, Cochran, J., 552 Crenshaw, D. A., 566
664, 665 Cochran, J. L., 203 Crespi, T. D., 128, 129
Carroll, F., 215, 218 Cochran, N., 552 Crews, C. R., 567, 568, 572
Carson, K. M., 419 Cochran, N. H., 203 Crooks, C. V., 621
Carswell, A., 101 Cogan, R., 175 Crosby, T., 54
Carter, R. B., 466, 467, 570, 694 Cohen, J. A., 419, 643, 644, 645 Cross, W. E., 53
Carter, W. L., 531 Cohen, L., 54 Crow, S. J., 687
Cartwright, B., 112 Cohen, V., 660 Crowell, J. L., 594, 597, 602
Casas, R., 8 Colbert, R., 691 Cuiipers, P., 419
Casey, B. J., 34 Coleman, A. R., 503 Cuijpers, P., 206, 275, 647
Casey, J. A., 128 Coleman, J., 18 Cummings, C. M., 416
Cassell, P., 371 Coleman, N., 12, 15 Cunningham, P. B., 653
Cattanach, A., 553 Collins, W. A., 42 Curlette, W. L., 372
Cattani-Thompson, K., 67, 70 Colombino, T., 167 Currier, J., 642
Ceballos, P. L., 187, 203 Combes, B. H., 691 Curry, J. F., 225, 425
Ceci, S. J., 621 Compian, L. J., 35 Curtis, M. J., 526
Cepeda, L. M., 207, 331 Compton, B., 101 Curtis, R., 689
Chaffin, M., 560 Compton, S. N., 425
Chambers, R. A., 34 Conklin, A., 638, 644 D
Chang, C. Y., 550, 564 Connell, J., 206
Chang, S., 687 Connell, M., 125 Dagley, J. C., 584, 597
Chang, V., 99 Conners, C. K., 98, 251 Dahir, C. A., 111, 120
Chapman, J. E., 426 Connors, C. K., 532 D’Andrea, M. J., 274
Chard, K. M., 406, 407, 408, 413, Conoley, C. W., 527 Danforth, J. S., 517
418, 419, 590, 591 Conoley, J. C., 527 Daniels, J. A., 111
Chatham, L. R., 525 Conroy, M., 274 Danish, S. J., 204
Chaudhry, S., 330 Consoli, A. J., 558 Dapretto, M., 34
Chazan, S. E., 166, 167 Constantino, G., 533 Dasari, M., 424
Chen, X., 43 Conway, F., 167 Daughhtree, C., 325, 328
Chen-Hayes, S. F., 49 Conyne, R. K., 592, 594, 597, 602 Daughtery, R. F., 128
Chesley, G. L., 565 Cook, J. A., 101 Davenport, D. S., 207, 331
Chethik, M., 166
Chiesa, C., 456

Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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Name Index 709

David-Ferdon, C., 69, 647, 648 Doss, A. J., 206, 275 Elliott, R., 67, 206, 217
Davis, D. D., 406 Dougherty, A. M., 513, 515, 517, 519, Elliott, S. N., 101, 517, 522
Davis, J., 103 Ellis, A., 377, 378, 379, 380, 381,
Davis, N., 631 521, 522, 526, 528
Davis, T. E., 112, 164 Dowd, E., 99 382, 383, 385, 386, 387, 390,
Davis, T. E., III, 275 Dowden, A. R., 594 391, 399
Day, J., 111, 112 Doweiko, H. E., 636 Ellis, D. J., 380, 381, 387
Deach, C., 631 Draguns, J. G., 46, 48, 54, 204 Ellsworth, R., 303
Deaver, J. R., 639 Dreikurs, R., 352, 360, 363, 371 Elovainio, M., 35
DeBar, L. L., 102, 647 Drew, C., 696 Emmelkamp, P. M. G., 249, 275
Deblinger, E., 419, 645 Drewes, A. A., 550, 548, 566 Emshoff, J. G., 636, 637
Deck, M., 699 Dreyfuss, M., (AU: Not cited in the Engelhardt, W., 4
Decker, C., 99 Engle, D., 226
DeCristofaro, J., 557 text) English, A., 116, 215
DeJong, P., 319, 327, 332 Driessen, D., 275 English, D. J., 625
Delgado, E., 301 Driessen, E., 206 English, H., 215
Del Piccolo, L., 67 Drogin, E. Y., 125 Epp, A. M., 426
DeLucia-Waack, J. L., 586, 587, 592, Dryden, W., 378, 380, 381, Epp, L., 528
Eppler, C., 645
600, 605 387, 389 Epstein, J. L., 527
Demanchick, S. P., 524, 552 Dubowitz, H., 625 Epstein, R., 243
Deming, W. E., 286 Dugatkin, L. A., 78 Erdman, P., 75
De Robertis, E. M., 360 Dugger, S. M., 110 Erford, B. T., 694
DeRosa, B. W., 420 Dumulescu, D., 394 Erickson, M. H., 309
DeRose, L. M., 35 Dunbar, S. B., 534 Erikson, E., 13, 40, 152
De Shazer, S., 309, 310, 313, 314, Duncan, A., 167 Erk, R. R., 691, 693, 694, 695
Duncan, B., 325 Erwin, E., 545
315, 317, 320, 326, 519 Duncan, B. L., 309 Eshragh, F., 116
Dettmer, P. A., 528 Duncan, R. E., 120 Esler, A. N., 527
Deutsch, R., 658 Dunkel, L., 35 Esposito, M. A., 398
Diamond, G., 464 Dunn, L. M., 532 Esquivel, G., 557
Diaz, J. M., 47 DuPaul, G. J., 419 Estill, D. M., 699
Dietzel, M., 631 Dupuis, M., 128 Evans, K., 56
DiGiuseppe, R., 379, 381, 383, Duran, E., 235 Evans, S., 456
Durlak, J. A., 584 Evans, T. D., 364, 372
385, 387, 389, 390, 391, 392, Durodoye, B. A., 691 Eyberg, S. M., 69, 500, 559,
398, 418 Du Toit, C., 660 560, 664
Diller, J., 274 Dye, A., 585 Eyles, S., 503, 561
Diller, J. V., 54 Dykeman, C., 467, 471, 477, 479,
Dimidjian, S., 275
Dinkmeyer, D., 352, 355, 371 482, 489, 529
Dinkmeyer, D., Jr., 355, 524
Di Pietro, R., 372 E F
Dishion, T. J., 54, 664, 665
Disque, J. G., 123, 358 Eagle, J. W., 520, 524 Fall, K. A., 181, 182, 184, 189, 205,
Dobel-Ober, D., 605 Early, B., 524 215, 216, 220, 221, 222, 223,
Dobson, K. S., 275, 426 Echterling, L. G., 184, 185, 189, 235, 244, 246, 268, 281, 302,
Dodge, K. A., 664 309, 339, 340, 341, 344, 345,
Dolan, Y., 309 200, 207 348, 349, 350, 351, 357, 358,
Doll, B., 520, 524 Ecker, B., 163 380, 385, 404, 406, 407, 426,
Donato, T., 301 Eckstein, D., 355, 358, 371, 419 464, 465, 470, 477, 481, 489,
Donigian, J., 600 Eder, K., 584 506, 587
Donnelly, C., 101 Edmunds, J. M., 416
Donoghue, A. R., 419 Edwards, D., 560 Fall, M., 204, 549
Donohue, B., 5 Egan, G., 83 Fancher, R., 143
Donohue, J. M., 102 Egan, M., 696 Farwell, G., 20
Donovan, K. M., 620 Eggert, L. L., 651 Feeney-Kettler, K. A., 524
Dorham, C. L., 54 Eisenstadt, T., 560 Fegert, J. M., 101
Eisenstein, S., 337 Feldman, R., 654
Elkind, D., 38 Feldman, R. D., 39, 47, 48
Elliott, M. N., 416 Felthous, A. R., 126

Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

710 Name Index Friedberg, R. D., 104, 145, 148, 156, Gellman, R. A., 605
160, 166, 175, 312, 313, 314, Gelso, C. J., 43
Ferdman, B. M., 53 325, 326, 327, 328, 406, 410, Genther, D. Y., 102
Ferebee, K. W., 187 411, 412, 414, 416, 417, 424, Gerrity, D. A., 586
Ferguson, E. D., 371 425, 427, 466, 504, 531, 631, Getch, Y. Q., 605
Ferguson, K. E., 380, 640, 643 Getz, H., 530, 533
Gibb, B. E., 405
383, 392 Friedman, H. S., 35 Gibbons, C., 634
Fewell, C. H., 635 Friedman, R., 24 Gibbons, K. A., 527
Files-Hall, T., 549, 561 Friend, M., 526 Gibbons, M., 655
Finch, J., 636, 637 Friesen, B., 24 Giedd, J. N., 33
Fincham, F., 657 Frisbie, D. A., 534 Gil, E., 547, 550, 557, 558, 564, 570,
Findling, R. L., 686 Froh, J. J., 389
Fine, A. H., 78 Frønes, I., 8 625, 628, 630, 632
Finello, K. M., 526, 529 Frye, A., 98 Gilbert, A., 604, 605
Fink, B. C., 246, 252, 261 Fryer, D. M., 514 Gill, M. K., 686
Finn, A., 666, 667 Fuertes, J., 425 Gillaland, B. E., 611
Fischer, D., 591 Fujikawa, M., 418 Gillett, D. A., 565
Fischer, J. L., 636 Fuller, G. B., 282, 283, 288, 291, 589 Gilliland, B., 127, 128
Fischer, L., 111, 132 Funderbunk, B., 560 Gilliland, B. E., 635, 636, 637, 639,
Fischetti, B., 557 Funderburk, B., 560
Fisher, W. W., 274 Fundudis, T., 122 649, 651, 653, 654, 662
Flammer-Rivera, L. M., 419 Fuqua, D., 513, 521, 522, 523 Gilman, R., 406, 407, 408, 413, 418,
Flannery-Schroeder, E., 418 Furr, S. R., 587
Fleck, S., 464 Fusick, L., 58 419, 590, 591
Fletcher, J. M., 690 Gingerich, W., 309, 331, 332
Foa, E. B., 275 G Ginott, H., 165, 595
Follensbee, R. W. Jr., 204 Ginott, H. G., 545
Fong, G. W., 34 Gagne, J. R., 35 Ginsburg, K. R., 638
Foote, W. E., 125 Galaway, B., 101 Ginsburg, P., 371
Forcier, L.B., 3 Gallagher, N., 560 Ginter, E. J., 595
Forehand, R. L., 664 Gallegos, P. I., 53 Giordano, J., 504
Foreman, T., 129 Gallo-Lopez, L., 557 Gkouni, V., 164
Forester-Miller, H., 112 Galloway, A., 398 Gladding, S. T., 66, 71, 72, 249, 466,
Forman, E. M., 426 Garbarino, J., 91
Forman, S. G., 420 Garcia, J. G., 112 476, 482, 486, 504, 505, 558,
Forsyth, D. R., 584 Garcia-Petro, N., 466 569, 585, 587, 589, 590, 594,
Forthun, L. F., 636 Gardner, H., 13 595, 600
Foster, H., 35 Gardner, R., 164 Glaros, A., 18
Foster, R. P., 174 Gardner, R., III, 274 Glass, G. V., 70
Fowlie, H., 459 Gardner, R. A., 567 Glasser, W., 280, 282, 283, 284,
Fox, L., 301 Gardos, J. J., 13 285, 286, 287, 288, 289, 290,
Fox, R. A., 525 Garfield, R. L., 102 291, 298, 302, 303, 304, 341,
Fox, T. A., 525 Garland, A. F., 417 589, 609
Francis, P. C., 110 Garmezy, N., 13 Glosoff, H., 513
Francis, S. E., 686 Garneau, C., 660 Glosoff, H. L., 120, 121
Franklin, C. G., 331, 332 Garrett, M. T., 47, 52 Glover, C. J., 551
Fraser, J. S., 70 Garrett, M. W., 54 Glynn, L. H., 275
Freed, A., 449 Garza, C., 57 Godber, Y., 527
Freed, M., 449 Garza, Y., 204, 504, 568 Goetze, H., 502
Freeman, A., 406, 427, 591 Gately, D., 658 Golant, M., 588
Freeman, S. J., 640 Gaughan, E., 529 Goldenberg, H., 463, 464, 468, 469,
Freier, M., 237 Gaynor, S., 419 504, 505, 506
Freire, E., 206 Gazda, G. M., 595 Goldenberg, I., 463, 464, 468, 469,
Freud, A., 165, 546, 547 Ge, Z., 35 504, 505, 506
Freud, S., 143, 152, 161, 162, Gearing, R. E., 651 Goldman, G. A., 156
Gee, R., 588 Goldman, J., 622, 623, 627
175, 545 Geider, F. J., 503 Goldman, R., 225, 226
Frey, L., 274 Goldsmith, H. H., 35
Frick, P. J., 661, 664 Goldstein, A. P., 597

Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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Groff, S., 529 Name Index 711
Grollman, E. A., 639
Goldstein, S. E., 664 Gross, D. R., 83, 647, 648, 649, 650, Harvill, R. L., 585, 588, 590, 591,
Goldstein, T. R., 686 593, 594
Goldston, D. B., 651 651, 653, 664
Goleman, D., 13 Grotjahn, M., 337 Hasbrouck, J. E., 522
Gonzalez, J., 398 Growe, R., 331 Haub, A. L., 598
Gonzalez-Mena, J., 551 Grskovic, J. A., 502 Hauser, S. T., 13
Gonzo, J., 486 Grubbs, K., 98 Havey, J. M., 517, 518
Goodenough, D. B., 533 Gruber, C. P., 535 Havighurst, R., 40
Goodenough, W. H., 47 Grünbaum, A., 175 Hawkins, E., 269
Goodman, B., 600, 601, 602 Grych, J. H., 657 Hawkins, R., 529
Goodman, P., 220 Guerney, L., 501 Hawley, K. M., 206, 275, 417
Goodnough, G. E., 584, 587 Guerney, L. F., 203 Hay, P., 275
Goodyear, R. K., 102 Guevremont, D. C, 242, 243, 247, Hayashi, S., 204
Gooze, R., 11 Hayden, E. P., 404
Gordon, S., 660 273, 275 Haydon, K. C., 42
Gordon, T., 191 Guimaraes, B., 459 Hayes, J., 167
Gormley, L., 372 Guli, L. A., 524 Haynes, S. N., 253
Gormley, M. J., 419 Gunn, W. B., Jr., 312 Hays, D. G., 550, 564
Gornelison, A., 464 Guo, S., 634 Hays, P. A., 425
Gosch, E. A., 418 Gurwitch, R., 560 Hayward, C., 35
Goss, C., 67 Guterman, J. T., 330 Hedges, M., 102
Gottman, J., 486 Gutkin, T., 398 Hedley, D., 330
Gould, L. J., 567, 568, 570 Gutkin, T. B., 515 Hefferline, R., 220
Gowen, L. K., 35 Guy, L. S., 129 Heflinger, C. A., 101
Graber, J. A., 35 Guy, R., 442 Heidemann, S., 545
Graham, A., 636, 637 Heidgerken, A., 522
Graham, J. C., 625 H Helker, W. P., 558
Granello, D. H., 128, 649, 650, Helms, J. E., 53
Haaken, J., 174 Hembree, E. A., 275
651, 653 Haberstroh, S., 588 Hembree-Kigin, T., 560
Granello, P. F., 128, 649, 650, Hadley, S., 569 Hemming, J., 220
Haigh, E. A. P., 405, 407 Henderson, J., 174
651, 653 Hakak, N., 302 Henderson, K., 679
Grant, D., 325, 328 Haley, J., 309, 312, 464, 481, 483, Hendricks, B., 128
Gravois, T. A., 529 Hendricks, C. G., 611
Grawe, K., 67 484, 485 Hendricks, J. E., 611
Greeff, A., 660 Haley, M., 220, 225 Hendricks, P. B., 567, 568, 570, 572
Green, E., 566 Hall, C., 143 Hendricks, T. S., 561
Green, J. P., 120 Hall, T., 698 Hendrix, D. H., 135
Greenberg, K. R., 594, 595, Hall, T. M., 566 Henggeler, S. W., 653, 665, 666
Hallgren, K. A., 275 Henniger, M. L., 549
596, 599 Halstead, R. W., 82 Henson, R. K., 558
Greenberg, L. A., 67 Hammer, A. L., 535 Hergenhahn, B. R., 205
Greenberg, L. S., 206, 217, 225, 226, Hancock, J. T., 174 Herlihy, B., 111, 112, 113, 116, 118,
Hansen, S., 557
227, 237 Hanton, P., 332 119, 120, 121, 122, 123, 125,
Greenberg, M. T., 13 Hardman, M., 696 127, 128, 129, 131, 132
Greenberg, R., 553 Hargaden, H., 459 Hernandez, D. J., 8
Greene, A., 621, 623 Harper, J. M., 504 Hernandez, M., 54
Greenfield, B. L., 275 Harper, R., 382 Herschell, A., 558, 559
Greenspan, S. I., 8, 11 Harris, D. B., 535 Hersen, M., 5
Greenstone, J. L., 611 Harris, E., 121 Herskovits, M. J., 46
Greenwalt, B., 291, 302 Harris, F. L., 533 Hertzman, C., 38
Gregoire, J., 112 Harris, M., 442 Herzberg, D. S., 535
Greig, R., 54 Harris, T., 435, 447, 448 Hetherington, E. M., 655
Grey, L., 360 Harrison, T. C., 519, 520, Hewitt, D., 545
Grieger, I., 52 Hicks, J., 331
Griffith, J. W., 200 527, 528 Hieronymus, A. N., 534
Griffith, M., 204 Harvey, S., 500, 501
Griffith, S. G., 329

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712 Name Index

Higa-McMillan, C. K., 686 I Jones, J. E., 418
Higgins, J., 417 Jones, J. W., 636
Hildyard, K., 621 Ibrahim, F. A., 52 Jones, K. D., 557, 602
Hill, C. E., 43 Imel, Z. E., 70 Jones, K. M., 517, 518
Hill, N. R., 369 Imhof, L., 283, 302 Jones, L., 203, 500, 561
Hill, R., 467 Ingley-Cook, G., 605 Jones, L. D., 203
Hill-Hain, A., 204 Ingraham, C. L., 520 Jones, R. M., 34
Hinman, C., 550 Inhelder, B., 36, 37, 153 Jongeward, D., 447
Hirschmüller, A., 159 Irwin, E. C., 570 Joseph, S., 190
Ho, M. K., 53, 54, 55, 58 Isaacs, M. L., 127 Josephson, A., 464
Hoag, M. J., 98, 584 Israel, A. C., 532, 533, 696 Jourdan, A., 204, 206, 208
Hofstede, G., 53 Ivey, A., 274 Joyce, M. R., 389
Hohenshil, T. H., 530, 533 Ivey, M., 274 Joyce, P., 230
Holcomb-McCoy, C. C., 49, 524, 525, Iwamasa, G. Y., 425 Jung, C. G., 144
Jungers, C. M., 112
600 J Junhke, G. A., 651
Holden, J. M., 181, 182, 184, 189, Junod, R. W., 419
Jackson, D. C., 418 Jusoh, A. J., 302
205, 215, 216, 220, 221, 222, Jackson, D. D., 464
223, 235, 244, 246, 268, 281, Jackson, S., 560 K
302, 309, 339, 340, 341, 344, Jacobs, E., 586, 594, 601
345, 348, 349, 350, 351, 357, Jacobs, E. E., 585, 588, 590, 591, Kachgian, C., 126
358, 380, 385, 404, 406, 407, Kaduson, H., 566
426, 464, 465, 470, 477, 481, 593, 594 Kaduson, H. G., 544, 557
489, 506 Jacobs, J., 465, 559, 560 Kaffenberger, C. J., 690, 696
Holland, J., 642, 645 Jacobs, L., 216, 218, 219, 220, 222, Kahn, B. B., 519, 522
Holliman, M., 226 Kaholokula, J. K., 253
Holliman, R., 204 225, 236 Kalff, D. M., 570, 571
Hollon, S. D., 206, 275, 416, 647 Jacobsen, E., 265 Kalodner, C. R., 409
Holt, K., 500 Jacobsen, I., 651 Kaminer, Y., 420
Hommer, D. W., 34 Jacobson, C. M., 647 Kamphaus, R. W., 251, 411,
Hong, G., 571 Jacobus-Kantor, L., 637
Hood, K., 560 James, M., 447 532, 693
Hoover, H. D., 534 James, R., 359 Kamphuis, J. H., 249
Hope, C. A., 98 James, R. K., 127, 128, 570, 611, 635, Kao, S., 550, 557
Hopkins, S., 557 Kaplan, D., 133
Hops, H., 275, 419 636, 637, 639, 649, 651, 653, Kaplan, K., 447
Hopson, L., 331 654, 662 Karver, M., 67
Horne, A. M., 584, 595, 597 James, S. H., 628, 632 Karvonen, M., 684, 689
Horney, K., 341 Jayoux, L. H., 416 Kaslow, N., 69
Houston, G., 237 Jenkins, W. W., 204 Kaslow, N. J., 647, 648
Hoven, C. W., 101 Jenni, C., 204 Kataoka, S. H., 416
Huang, L., 24 Jernberg, A., 503, 560, 561 Kauffman, J. M., 274
Hubble, M. A., 309 Jewel, D. L., 570 Kaufman, A. S., 533, 534
Hudson, J., 418 Ji, Y., 550 Kaufman, N. L., 533, 534
Huey, W. C., 122, 123 Jimenez-Camargo, L., 417 Kaufman, S. H., 533
Hug-Hellmuth, H., 546, 547 Jobes, D. A., 128 Kazdin, A., 69, 70
Hughes, J. N., 522 Johanson, S., 605 Kazdin, A. E., 248, 275, 665
Huici, V., 557 Johnsen, A., 495 Keats, E., 660
Hull, G. H., Jr., 529 Johnson, B., 558 Kehoe, P., 631
Hulley, L., 163 Johnson, D. B., 524 Kekae-Moletsane, M., 166, 174
Hurlburt, M. S., 417 Johnson, D. W., 594, 667 Kelleher, K. J., 101
Huss, S. N., 598, 599, 600, 638, 644 Johnson, F. P., 594, 667 Keller, F., 101
Hussey, D., 115, 120 Johnson, J. L., 636 Kellogg, S., 227
Hutchby, I., 187 Johnson, L., 204 Kelly, F., 99
Hutterer, R., 204 Johnson, R., 628 Kelly, F. D., 340, 343, 348, 358
Hutton, D., 571 Johnson, V., 369 Kelly, M., 417
Hwang, M., 303 Joines, V., 442, 448, 459 Kelter, J., 391
Jolly, J. B., 411, 534
Jones, J., 49, 51

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Koltko-Rivera, M. E., 52 Name Index 713
Konkel, K., 98
Kendall, J. C., 625 Koocher, G. P., 115, 118, 123, 124, Lave, J. R., 102
Kendall, P. C., 416, 418, 425 Laver-Bradbury, C., 694
Kennedy, E., 174 130 Lawrence, G., 115, 116, 119, 129,
Kennedy, K. Y., 622, 623, 627 Kool, R., 564
Kenny, M. C., 605, 634 Kopp, R., 358 130, 135
Kent, L., 127 Koprowicz, C., 513 Lawver, T., 564
Kerkhof, A., 647 Korbin, J. E., 8 Lazarus, A., 71, 72
Kern, R., 355 Korman, H., 332 Leahy, R., 412
Kernberg, P. F., 166 Kottman, T., 57, 203, 338, 343, 368, Leary, M. R., 372
Kerns, R. M., 372 Leben, N. Y, 569
Kerr, M. M., 653 369, 548, 550, 551, 552, 553, LeBlanc, M., 500, 561
Keys, S. G., 527 554, 559, 560, 561, 562, 563, LeBuffle, P. A., 14
Khanna, M. S., 418 564, 565, 566, 568, 694 Lee, A. C., 165
Kiehl, E. M., 14 Kovacs, M., 534, 646, 651 Lee, C. C., 47, 50, 51, 52, 53
Kim, A., 13 Kowatch, R., 686 Lee, D., 340, 343, 348, 358
Kim, B., 13 Kramer, E., 569 Lee, J., 605
Kim, E. Y. K., 504 Kranz, P. L., 550 Lee, J. H., 13
Kim, J., 302, 331 Kratochwill, T. R., 517, 522, 524 Lee, M. S., 605
Kim, J. S., 331 Kriss, A., 149, 174 Lee, M. Y., 13, 330
Kim, R., 283, 302 Kroger, S., 369 Lee, R. G., 236
Kim, R. I., 303 Kronenberg, M., 630 Lee, S., 500
Kim, Y., 550 Krumholz, L. S., 648 Lee, S. M., 13
Kimonis, E. R., 661, 664, 687 Kübler-Ross, E., 639 Lee, T., 665, 666
Kincade, E., 56 Kuhn, D., 34 Lee, V. V., 584
King, L. M., 78 Kulic, K. R., 584, 597 Leeb, R. T., 621, 624
King, M., 605 Kuno, T., 204 Leff, E. H., 678, 681
Kiresuk, T., 99 Kuo, D., 628 Lefley, H. P., 47
Kirschenbaum, H., 181, 182, 186, Kurpius, D., 513, 521, 522, 523 Le Grange, D., 687
Kurpius, S. E. R., 115, 116, 119, 129, LeGuernic, A., 439
204, 206, 208 130, 135 Legum, H., 310, 319, 325
Kirst-Ashman, K. K., 529 Kuster, C. B., 8, 9 Leichensenring, F., 174
Kisely, S., 174 Kutcher, S., 653 Leite, N., 330
Kissane, D., 645 Lender, D., 500, 503, 504, 561
Kissinger, D. B., 517, 518 L Lennon, R. T., 532
Kitchener, K. S., 112 Lenroot, R. K., 33
Klein, J. F., 584, 586, 595, 596, LaBauve, B. J., 548 Lensgraf, J., 560
Lachar, D., 535 Lentz, F. E., Jr., 529
597, 599 Ladd, B., 275 Leszca, M., 586, 592, 594
Klein, M., 165, 166, 546, 547 Lago, C., 204 Leudar, I., 167
Klein, P., 417 Lahey, B. B., 662 Levene, J. E., 309
Kleinrahm, R., 101 Lambert, M. J., 67, 68, 70, 269 LeVine, R. A., 5
Kline, K. K., 42 Lambie, G. W., 419 Levinson, E. M., 685
Klosko, J. S., 406, 407 Lampe, R., 75 Leviton, S. C., 611
Kluckhohn, F. R., 52 Lampe, R. E., 425 Lev-Wiesel, R., 631
Knackendoffel, A. P., 528 Landreth, G., 97, 183, 185, 188, 201, Levy, A. J., 165
Knaus, W. J., 398 Levy, D., 546, 547
Knell, S. M., 424, 427 202, 204, 205, 207, 550 Lewandowski, L. J., 690
Knight, D. K., 525 Landreth, G. L., 183, 188, 202, 205, Lewinsohn, P. M., 275, 419
Knight, G., 57 Lewis, J., 660
Knotek, S. E., 515 500, 544, 545, 546, 547, 552, Lewis, J. S., 611
Knull, J. L., 98 553, 558, 563, 564, 565, 566, Lewis, R. E., 14
Knutson, B., 34 587 Lewis, T., 624
Kohlberg, L., 293 Lane, G., 558 Li, C., 330
Kohlenberg, R. J., 275 Lane, P. S., 667 Li, S., 621, 623
Kohn, A., 364 Laor, I., 174 Lichtenberg, J. W., 102
Kölch, M., 101 Larsen, C. C., 112 Lidz, T., 464
Kolko, D. J., 417 Lau, N., 98
Laurillard, D., 690

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714 Name Index Mackewn, J., 215 McAdam, A., 203
Mackrill, T., 175 McCarthy, J., 167
Lieberman, A., 500 MacLeod, I. R., 517, 518 McCarthy, M., 398
Lieberman, M., 588 Maddux, C., 605 McCartney, K., 3
Lieberman, M. D., 34 Madduz, C., 557 McCaulley, M. H., 535
Limber, S., 666 Malchiodi, C. A., 566 McClellan, J., 686
Limz. C., 200 Malcolm, W., 225, 226 McClure, J. M., 406, 410, 411,
Lindaman, S., 500, 503, Malgady, R. G., 533
Mallinckrodt, B., 43 414, 427
504, 561 Malone, P. S., 200 McCollum, E. E., 331, 332
Lindfors, K., 35 Maltby, J., 190 McConville, M., 232
Lines, D., 331 Mander, G., 174 McCrady, B. S., 275
Linley, P. A., 190 Manery, G., 503 McCullum. E., 331
Lipchik, E., 309, 310 Maniacci, M., 338, 341, 343, 344, McDavis, R. J., 49
Lippman, L., 11 McDevitt, T. M., 40
Litrownik, A.J., 625 348, 349, 350, 355, 357, 359, McDonald, J., 371
Little, T. D., 101 362, 365, 371, 373 McEachern, A. G., 605, 690
Littrell, J., 331 Manly, L., 353 McFarland, W. P., 128
Littrell, J. M., 690 Mann, D., 221 McGauvran, M., 534
Liu, W. M., 59 Mannarino, A. P., 419, 643, 644, 645 McGeary, J. E., 405
Livesay, H., 568 Manning, M. L., 48, 49, 50, 51, McGinnis, E., 597
Lloyd, M., 504 52, 58 McGoldrick, M., 466, 467, 504
Lochman, J. E., 417 Maples, M. R., 128 McGovern, T., 398
Locke, D. C., 49, 50, 51 March, J. S., 23, 425 McGrath, J., 630
Lockhart, E. J., 527 Markey, C. N., 35 McGrew, J. H., 101
Loeber, R., 662 Markman, H., 486 McGrew, K., 534
Lojk, L., 283, 302 Markwardt, F. C., Jr., 534 McHaney, L., 522
London, K., 621 Marquis, A., 181, 182, 184, 189, McKay, K., 352, 371
Lonner, W. J., 48 205, 215, 216, 220, 221, 222, McKean, J. B., 611
Lopez, R. G., 43 223, 235, 244, 246, 268, 281, McKee, J. E., 184, 185, 189, 200, 207
Lotspeich, L., 246, 252, 261 302, 309, 339, 340, 341, 344, McLaughlin, C. L., 419
Lovett, B. J., 690 345, 348, 349, 350, 351, 357, McLeod, E. H., 204
Lowenfeld, M., 546, 547, 571, 574 358, 380, 385, 404, 406, 407, McMahon, J., 394
Lowenthal, B., 13 426, 464, 465, 470, 477, 481, McMahon, R. J., 661, 664
Loyd, B. D., 303 489, 506 McNeil, C., 558, 559, 560
Luborsky, E., 160, 175 Marsden, A., 687 McPhee, C., 11
Luborsky, E. B., 142, 147, 149, 155, Marsh, J. S., 535 McPherson, K., 621, 623
Marshall, J.M., 625 McQuillin, S., 200
156, 157, 167 Marson, S. M., 99 McWhirter, B. T., 646, 647, 648, 650,
Luborsky, L., 160, 175 Marti, C. N., 648
Luckasson, R., 693 Martorell, G., 654 651, 653, 661, 662, 667
Ludlow, W., 557 Maryam, A. N., 425 McWhirter, E. H., 646, 650, 651, 653,
Lundahl, B., 200 Mash, E. J., 4, 5, 44, 404, 620, 621,
Luthar, S. S., 13, 14 647, 662, 663, 666, 695, 696 661, 662, 667
Lutz, A. B., 325 Maslow, A., 13, 29, 31, 47, 158 McWhirter, J. J., 646, 650, 651, 653,
Lutz, K., 101 Mason, P. S., 570
Lutzker, J. R., 631 Massey, R. F., 448 661, 662, 667
Lynch, F., 102 Masson, R. L., 585, 588, 590, 591, McWhirter, R. J., 646, 650, 651, 653,
Lynch, M. F., 43 593, 594
Lyneham, H. J., 164 Masten, A., 12, 13 661, 662, 667
Lyness, A. M. P., 312 Masten, A. S., 13, 15 McWilliams, M., 500
Lynn, M., 557 Mather, N., 534 McWilliams, N., 149
Lynne, S. D., 35 Maultsby, M., 416 Meany-Walen, K., 203
Lyons, P. M., Jr., 129 May, A., 164 Meany-Walen, K. K., 369
Lyons-Ruth, K., 621 Mazzetti, M., 458 Meara, N., 111, 112
Mazzi, M., 67 Medley, R., 54
M Mbwana, K., 11 Meichenbaum, D., 415
Meinlschmidt, G., 647
Macdonald, D. I., 636, 637 Melamed, B., 275
Macdonald, G., 417 Melanson, C., 621
MacFarland, W., 659, 660 Mellor-Clark, J., 206

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Name Index 715

Mennuti, R. B., 427 Munns, E., 503, 560 Nurss, J., 534
Merikangas, K. R., 687 Muñoz, R. F., 419 Nystul, M. S., 15, 17, 112
Merydith, S. P., 142, 144, 156 Muran, J. C., 67
Meyer, A., 698 Muratori, F., 175 O
Meyer, B., 43 Murdock, N. L., 188, 205, 216, 220,
Midgley, N., 167, 174 Oaklander, V., 231, 232,
Mihalic, S. F., 666 287, 302, 309, 315 566, 567
Miller, D. T., 203 Muro, J., 558
Miller, M., 220 Murphey, D., 11, 634 Oberklaid, F., 120
Miller, S., 310, 314, 315 Murphy, J., 325 Oberst, Y., 348
Miller, S. D., 309 Mychasiuk, R., 13, 14 Obradovic, J., 13
Miller, T. I., 70 Myer, R., 359, 570, 611 O’Brien, M. U., 8, 9
Miller, W. R., 199, 200 Myers, I. B., 535 O’Brien, W. H., 253
Miller-Morz, J., 561 Myers, S., 207 Ocampo, K., 57
Miller-Mroz, J., 503, 504 Myrick, R., 331 O’Connor, K., 547, 550, 555
Miller-Perrin, C. L., 631 Myrick, R. D., 523, 586 O’Connor, K. J., 555
Milliren, A., 372 O’Connor, S. S., 128
Milliren, A. P., 364, 372 N Ogawa, Y, 204
Milner, J., 331 Ogles, B. M., 70
Milsom, A., 527 Nabrady, M., 459 O’Hanlon, B., 312
Milsom, A. S., 587 Naglieri, J. A., 14 O’Hanlon, W. H., 310, 311, 313, 314,
Minno, M., 588 Nahm, S., 550
Minuchin, S., 465, 477, 480 Nam, S. K., 13 325, 329
Mish, F. C., 465 Nash, J. B., 554 O’Hare, W., 11
Mitchell, C. W., 123, 134 Natsuaki, M. N., 35 Ohnishi, H., 52
Mitchell, R., 125 Naumburg, M., 569 Olds, S. W., 39, 47, 48
Mjelde-Mossey, L., 330 Nebeker, S. R., 98 O’Leary, K. D., 275
Moe, J., 636 Neenan, M., 381, 387, 389 Olson, M. H., 205
Mohr, J. J., 43 Neff, K. D., 158 Olweus, D., 666
Molnar, A., 309 Neimeyer, R., 642 Onedera, J. D., 291, 302
Mona, A. M., 425 Nelson, G., 525 Opre, A., 394
Mongoven, L. B., 82 Nelson, J., 398 O’Reilly-Landry, M., 142, 147, 149,
Moodley, R., 204 Nelson, M., 69, 500
Moore, K., 331, 634 Nelson, M. M., 664 155, 156, 157, 167
Moore, K. A., 11 Newbauer, J. F., 364, 372 Orlinsky, D. E., 67
Moore, M., 640 Newcomb, K., 560 Ormond, J. E., 40
Morena, S., 456 Newman, B. M., 40 O’Rourke, K., 637
Morgan, D., 176 Newman, P. R., 40 Orsi, R., 694
Morgan, R., 176 Newmeyer, M. C., 594, 597, 602 Ortiz, C. C., 417
Morris, C., 18 Newsome, W. S., 331 Orton, G. L., 8, 554, 569, 587
Morrison, M., 558 Ng, M. Y., 98 Osawa, M., 204
Mosak, H. H., 338, 341, 342, 343, Nichols, C., 425 Oswald, D., 274
Nichols, T. R., 35 Otis, A. S., 532
344, 348, 349, 350, 355, 357, Nicholson, B., 525 Overall, N. C., 42
359, 362, 365, 371, 372, 373 Nickels, P., 525 Owens, P. C., 596
Moustakas, C., 203, 546, 548 Nims, D., 329
Moyers, T. B., 199 Nims, D. R., 570 P
Mrazek, P., 24 Nishamura, B., 54
Mufsor, L., 647 Nisivoccia, D., 557 Paccloni, M., 67
Muir, J. A., 504 Noble, C., 369 Packman, J., 128, 557, 605
Mulherin, M. A., 571 Norcross, J., 70 Page, B., 588
Mulkern, V., 101 Norcross, J. C., 72, 73, 102, 206, 207, Paisley, P. O., 527
Mullen, J. A., 82 Palm, G., 465
Mullis, A. K., 560 313, 338, 434, 435, 449 Palmer, S. B., 101
Mullis, F., 524 Nordling, W. J., 203 Paone, T., 557, 605
Mullis, R., 529 Notarius, C., 486 Papalia, D. E., 39, 47, 48
Munns, C., 503, 561 Novellino, M., 459 Paparoussi, M., 164
Novie, G. J., 155, 174 Papernow, P., 659
Nunnaly, E., 309 Papilia, D., 654
Pardeek, J. A., 164
Park, C. L., 70

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716 Name Index

Parker, L., 50, 500 Polster, M., 218, 225 Ray, R., 331
Parker, M., 204 Polster, W., 218, 225 Rayfield, A., 559, 560
Parks, B. K., 67 Ponterotto, J. G., 52 Rayle, A. D., 594, 605
Parlett, M., 220 Pope, K. S., 102, 118 Reddy, L., 548, 549, 561
Parr, G., 588 Poppen, W., 86, 89 Reichenberg, L. W., 67, 68, 70, 149,
Parritz, R. H., 685, 693, 695, 696 Popper, M., 651
Pasley, K., 660 Porter, G., 528 155, 174, 182, 184, 188, 200,
Pastor, R., 690 Portrie-Bethke, T. L., 369 205, 206, 208, 216, 217, 218,
Patarnello, M., 175 Postman, N., 5 219, 221, 225, 229, 230, 231,
Pate, R. H., Jr., 120 Poston, W. S. C., 53 236, 251, 256, 269, 276, 288,
Patel, P., 648 Potenza, M. N., 34 289, 292, 303, 308, 309, 311,
Patterson, L. E., 12, 15 Powell, J. L., 13 312, 313, 319, 337, 344, 345,
Paulozzi, L. J., 621 Powell, M., 628 349, 351, 363, 372, 389, 425,
Paulson, R. I., 101 Powell, N. P., 417 435, 436, 437, 438, 440, 441,
Pearce, J. K., 504 Power, T. J., 420 442, 449, 464, 470, 482
Pedersen, P. B., 48, 51 Powers, W., 281 Reicheport-Haley, M., 484
Pedro-Carroll, J., 524, 548, 597 Presbury, J. H., 184, 185, 189, 200, Reid, M. J., 666
Pehrsson, D., 82 Reinecke, M. A., 419
Pelavin, E. G., 463, 464, 469 207 Reis, S. M., 691
Peller, J., 310 Price, A. W., 636 Reise, S., 98
Perkins, R., 331 Prilleltensky, I., 525 Reisweber, J., 412
Perls, F., 214, 215, 217, 218, 220, 221, Prochaska, J. O., 102, 206, 207, 313, Remley, T. P., 112, 113, 116, 118, 119,
120, 121, 122, 123, 125, 127,
222, 223, 227, 230 434, 435, 449 128, 129, 131, 132
Perls, L., 215 Pronchenko, Y., 203 Rescorla, L. A., 98, 532, 693
Perry, B. J., 504 Prouchaska, J. O., 338 Resnick, R. J., 694
Perry, N. E., 35, 38, 40, 43 Prout, H. T., 5, 24, 116 Rew, L., 628
Persi, J., 523 Prout, M. F., 419 Reynolds, C. R., 251, 411, 532, 693
Peters, H., 20 Prout, S. M., 116 Reynolds, W. M., 646, 651
Petren, R. E., 560 Pryce, C. R., 647 Rhine, T., 203, 500, 561
Pew, W., 355, 357 Pryzwansky, W. B., 512, 513, 515, Rholes, W. S., 42
Pfeffer, C., 651 Rice, L., 217
Pfeifer, J., 636, 637 516, 517, 518, 520, 521, 522 Richards, N., 552, 554
Pfeifer, J. H., 34 Puleo, C. M., 416 Rider, E. A., 40, 43
Phillips, L., 54 Putman, F. W., 417 Riechel, M. E. K., 556
Piacentini, J., 687 Rier, D. A., 588
Piaget, J., 36, 37, 153, 293 Q Riggs, D. S., 275
Piazza, C. C., 274 Rimondini, M., 67
Picchi, L., 175 Quenk, N. L., 535 Ringel, J. S., 101
Pidcock, B., 636 Querido, J., 560 Ritchie, M., 500, 561
Pierce, K., 331 Ritchie, M. H., 598, 599, 600
Pierce, L., 605 R Ritter, K. B., 550, 564
Pierini, A., 448 Riva, M. T., 598
Piers, E. V., 535 Rabinowitz, I., 651 Roach, A. T., 101
Pilkonis, P. A., 43 Rabung, S., 174 Roane, H. S., 274
Pillai, V., 331, 630 Radbill, S. X., 5 Robert, R., 694
Pimentel, S., 418 Radd, T. R., 197, 199 Robertson, G. J., 534
Pina, A., 70 Rahardja, D., 584 Robertson, P., 123, 689
Pincus, D., 560 Rak, C. F., 12, 14, 15 Robertson-Mjaanes, S., 522
Pires, S., 24 Ramchandani, P., 417 Robinson, E. H., III., 602
Pirtle, L., 128 Ramirez, S. Z., 550 Robinson, J., 458
Platteuw, C., 165 Rank, O., 546, 547 Robinson Kurpius, S. W., 118
Plaud, J., 242 Rapee, R. M., 164 Robinson-Wood, T., 53, 54
Poda, D., 442 Rappana, A., 35 Robson, M., 571
Poda, D. M., 456 Raskin, N., 184, 205, 206, 207 Rock, E., 678, 681
Poling, K., 419 Rathouz, P. J., 662 Rodrigues, N., 500
Polivy, J., 275 Rauch, S. A. M., 275 Roemer, L., 245, 275, 276
Rave, E. J., 112
Ray, D., 203, 204, 207, 500, 550, 553,

558, 561, 564, 565
Ray, K., 261

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Name Index 717

Rogers, C., 83, 180, 181, 183, 184, Satir, V., 488, 489, 491, 493, 497 Sharrock, W., 167
185, 186, 187, 188, 189, 190, Saunders, A., 398 Sharry, J., 589
204, 205, 206, 207, 208 Saunders R. C., 101 Shaw, H., 648
Scahill, L., 425 Shaw, J. A., 557, 558
Rogers, R. E., 134 Scarborough, J. L., 699 Shechtman, Z., 174, 594, 597, 598,
Rogler, L. H., 533 Schaefer, C., 544, 545, 547, 548, 549,
Rohde, P., 648 599, 605, 690
Roid, G. H., 532 552, 553, 554, 557, 561, 566 Sheely-Moore, A., 203, 558
Rojas, A., 11 Schein, E., 519 Sheidow, A. J., 665
Rokop, J. J., 130 Schellenbach, C. J., 634 Sheller, B., 639
Roll, D., 261 Schimmel, C., 585, 586, 588, 590, Shen, Y., 204, 207, 594
Rollnick, S., 199, 200 Shen, Y-J., 557
Romagnoli, G., 175 591, 593, 594, 601 Sheridan, J., 628
Romano, J., 261 Schlanger, R., 561 Sheridan, S. M., 520, 524
Romano, J. L., 588 Schmaling, K. B., 275 Sherrod, M. D., 605
Ronen, T., 420, 427 Schmidt, L., 111, 112 Shillingford, M. A., 419
Rosenfeld, S., 529 Schneider, C., 167 Shilts, L., 317, 325
Rosenfield, S., 527 Schnur, S., 575 Shimizu, M., 204
Roter, D., 204 Schoenwald, S. K., 653 Shirk, S. R., 67
Roth, B., 664 Schonert-Reichl, K. A., 38 Shiyki, M. P., 35
Rothman, T., 557, 605 Schottelkorb, A., 204, 207, 558 Shogren, K. A., 101
Rotter, J. C., 558 Schulte, A. C., 512, 513, 515, 516, Shostrom, E., 221
Rowland, M. D., 653 Shumate, S., 115, 122, 129
Royal, C. W., 517, 518 517, 518, 520, 521, 522 Shura, M. F., 639
Roysircar-Sodowsky, G., 52 Schumann, B., 204 Shure, M., 597
Rozecki, T., 521, 522, 523 Schuurman, D. L., 557 Shwery, C., 398
Rubin, K. H., 43 Schwartz, S. J., 504 Siddiquie, S., 417
Rubin, L., 566, 568 Schwebel, A., 658 Siebert, A., 207
Rubin, P., 503, 504, 561 Sciarra, D. T., 635, 638, 639, 644, Siegel, D. J., 624
Ruble, L., 101 Siegel, L., 275
Rudy, H. L., 685 646, 647, 650, 651 Sigelman, C. K., 40, 43
Ruffolo, M. C., 591 Scott, D. A., 517, 518 Silberglitt, B., 527
Runyan, D. K., 625 Scott, M. J., 591 Sills, C., 230, 459
Runyon, M. K., 419 Scott, S., 99 Silovsky, J. F., 560
Rush, C. M., 605 Seashore, H. G., 534 Silver, L. B., 689
Russell, J. M., 556 Seidel, A., 330 Silver, N., 486
Ryan, N. D., 686 Seifritz, E., 647 Silverman, M. S., 398
Ryan, S. D., 502 Selekman, M., 325, 329, 485 Silverman, S., 418
Seligman, L., 67, 68, 70, 149, 155, Silverman, W., 70
S Silverman, W. K., 417
174, 182, 184, 188, 200, 205, Simon, T. R., 621
Sackett-Maniacci, L., 338, 341, 343, 206, 208, 216, 217, 218, 219, Simpson, D. D., 525
348, 371 221, 225, 229, 230, 231, 236, Simpson, J. A., 42
251, 256, 269, 276, 288, 289, Sinkkonen, J., 35
Sacks, V., 634 292, 303, 308, 309, 311, 312, Sirikantraporn, S., 127
Sadeh, A., 425 313, 319, 337, 344, 345, 349, Siu, A. F. Y., 561
Safran, J. D., 149, 174 351, 363, 372, 389, 425, 434, Skinner, B. F, 243, 245
Sakin-Wolf, S., 371 435, 436, 437, 438, 440, 441, Skinner, C., 4, 261
Saleebey, D., 312, 314 442, 449, 464, 470, 482 Sklare, G., 310, 318, 320, 323,
Salek, E. C., 638 Seligman, M., 98, 647
Salmon, S., 664 Selman, R. L., 38 324, 325
Salo, M., 115, 122, 129 Serdahl, E., 522 Sladeczek, I. E., 522
Salus, M., 622, 623, 627 Settipani, C. A., 416 Slattery, J. M., 70
Sanchez, J., 49, 51 Sexton, T. L., 70, 584 Small, M. A., 129
Sandhu, D. S., 127 Sferrazza, M. S., 699 Smith, A., 99
Sandoval, J., 515 Shafran, R., 275 Smith, B. H., 200
Saner, R., 235 Shapiro, J. P., 104, 145, 148, 156, 160, Smith, D., 693
Santiago-Rivera, A. L., 47, 52 166, 175, 312, 313, 314, 325, Smith, H., 98
Santrock, J. W., 655 326, 327, 328, 412, 424, 466,
504, 531, 631, 640, 643
Sharp, L., 416, 417

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718 Name Index Stien, P. T., 625 Taras, H. L., 101
Stiles, K., 342 Tarver-Behring, S., 681, 688
Smith, M. L., 70 Stiles, W. B., 206 Tarvydas, V. M., 110, 111, 112, 126
Smith, R. S., 13 Stipsits, R., 204 Taschman, H., 488, 493
Smith, S. K., 502 Stockwell, C., 301 Taub, D. J., 605, 700
Smith, V., 38 Stodtbeck, F. L., 52 Taylor, D. D., 569
Smock, S. A., 331 Stoiber, K. C., 522 Taylor, E. R., 330
Smokowski, P. R., 588 Stollar, S. A., 526 Taylor, J. R., 34
Sniscak, C. C., 203, 563, 564 Stone, C., 122, 124, 131 Taylor, L., 528, 529
Snorrason, I., 687 Stone, C. B., 111, 120 Taylor, M., 417
Sokol, M., 651 Stone, I., 143 Tegethoff, M., 647
Sole, M. L., 14 Stott, F., 91 Terner, J., 357
Solomon, J., 546 Strachey, J., 143 Terry, D., 464
Solomon, R., 651 Strait, G. G., 200 Terry, J., 200
Solórzano, L., 52, 56 Strangman, N., 698 Test, D. W., 684
Solovey, A. D., 70 Stratford, B., 11 Theokas, C., 11
Soltz, V., 352, 360, 363 Straussner, S. L. A., 635 Thomas, A. R., 52, 56
Somers, C. L., 517, 518 Streeter, C. L., 331 Thomas, D., 655
Somerville, L. H., 34 Streusand, W., 648 Thomas, M., 473, 476
Sommers-Flanagan, J., 591, Striepling-Goldstein, S., 664 Thomas, P., 660
Strober, M. A., 686 Thompson, C., 71, 86, 89, 243,
647, 649 Stromeyer, S. L., 417
Sommers-Flanagan, R., 591 Strom-Gottfried, K., 6, 114, 115 301, 606
Sorenson, G. P., 111, 132 Strother, J., 207 Thompson, E. A., 651
Sori, C. F., 575 Stroul, B., 24 Thompson, P. M., 33, 34
Sowell, E. R., 33, 34 Strümpfel, U., 236 Thompson, R., 690
Spagna, M. E., 681, 688 Stumpfel, U., 225, 226 Thompson E., 164
Spangenberg, J., 204 Sturm, C. A., 125 Thurneck, D. A., 683, 684, 690, 691,
Sparks, T., 631 Sturm, R., 101
Sparrow, S. S., 532 Sue, D., 49, 50, 51, 53, 54, 330, 694, 697, 698
Spence, E. B., 121 Thurston, L. P., 528
Sperber, M. A., 371 398, 504 Tikotzky, L., 425
Spiegler, M. D., 242, 243, 247, Sue, D. W., 48, 49, 50, 51, 53, 54, 398 Timmer, S., 630, 631
Suetake, Y., 204 Timulak, L., 206
273, 275 Sugarman, A., 156, 167 Todd, T., 485
Spinelli, S., 647 Sukhodolsky, D. G., 425 Toga, A. W., 33, 34
Spofford, M., 102 Sullivan, J. M., 204 Toland, M. D., 101
Spring, B., 102 Summerton, O., 443 Tollefson, D., 200
Springer, K. W., 628 Sundet, R., 495 Tollerud, T., 659, 660
Stachowiak, J., 488, 493 Sung, C., 418 Toporek, R., 49, 51
Stadler, H., 49, 51 Swan, S., 200 Torino, G. C., 48
Stadler, H. A., 112 Swanson, S. A., 687 Torres, D., 54
Stagniti, K., 501 Sweeney, D., 330, 556, 557 Torsteinsson, V., 495
Stalker, C. A., 309 Sweeney, D. S., 183, 188, 202, 205, Toth, M., 440
Stanko, C. A., 605 Touyz, S. R., 275
Stark, K. D., 648 545, 548 Tran, S., 42
Steele, N., 569 Sweeney, T., 365 Treadwell, K. R. H., 425
Steen, S., 594 Swendsen, J., 687 Trepal, H., 588
Steenbarger, B., 98 Sywulak, A. E., 203, 563, 564 Trepper, T. S., 331, 332
Steer, R. A., 411, 419, 646 Szadokierski, I., 301 Trice-Black, S., 556
Stein, C. C., 416 Szapocznik, J., 504 Trimble, J. E., 48, 53
Stein, M. M., 275 Szumilas, M., 653 Trip, S., 394
Steinberg, L., 34 Trotzer, J., 592
Steiner, C., 447, 452, 459 T Troy, M. F., 685, 693,
Stephenson, M., 330, 331
Sternglanz, R. W., 628 Taft, J., 546, 547 695, 696
Stewart, A., 348 Taga, K. A., 35 Truax, C. B., 83
Stewart, I., 442, 448, 459 Talahite, A., 204 Truckle, S., 167
Stewart, J. L., 591 Tanrikulu, T., 302 Trusty, J., 514
Stice, E., 648

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Name Index 719

Tsai, M., 204, 207 Waldron, H., 70 WendiLee, T., 584
Tu, W., 416 Waldron, H. B., 420 Wenger, S., 636, 637
Turner, C., 70 Walker, R., 569 Werner, E. E., 13
Wallace, L. M., 687 Werner, M., 636, 637
U Wallerstein, J., 654, 655, 657, 660 Wesman, A. G., 534
Walsh, F., 13 West, S., 636
Upadhyaya, M. P., 625 Walter, J., 310 Wetchler, J. L., 331
Urquiza, A., 630, 631 Walter, S. M., 419 Wettig, H. G., 503
Utay, J. M., 425 Wampold, B., 98 Wheeler, A. M., 111, 118, 120, 121,
Wampold, B. E., 70, 207
V Warner, P. J., 683, 684, 690, 691, 694, 122, 124, 125, 126, 127, 128,
131, 132
Valentine, J., 417 697, 698 Wheeler, A. R., 419
Vallaire-Thomas, L., 331 Warren, J. M., 398 Wheeler, G., 232
Valle, L. A., 560, 631 Washington, E. D., 54 Whiston, S. C., 70, 584
Vance, D., 301 Wasserman, D., 99 White, J., 524, 529
Vandivere, S., 11 Waters, V., 384 White, N. J., 594, 605
VanFleet, R., 203, 501, 502, Watkins, C. E., 415, 416 Whitebread, D., 605
Watson, J., 164, 206 Whiting, S. E., 164
563, 564 Watson, J. B., 241 Wickman, S., 35
Van Horn, P., 500 Watson, J. C., 67, 206 Wicks-Nelson, R., 532, 533, 696
Van Horne, J. W., 689 Watson, T., 261 Widdowson, M., 459
van Oppen, P., 275 Watts, G. B., 639 Wilborn, B., 342
van Straten, A. E., 275 Watts, R., 371, 504 Wilde, J., 425
Van Velsor, P., 75, 82, 83 Watts, R. E., 342, 371, 548, 568 Wilder, L. K., 274
Van Voorhis, F. L., 527 Waxer, P. H., 204 Wiley, H. I., 529
Van Wiesner III, B., 371 Weakland, J., 464 Wilhite, K., 274
Varma, S., 690 Webb, A., 418 Wilkinson, G. S., 534
Vasquez, M. J. T., 118 Webb, L., 529 Williams, M., 557
Vaughan, C. C., 544 Webb, N. B., 544, 548, 625, 642 Williams-Diehm, K., 101
Vaughn, S., 690 Webster-Stratton, C., 666 Willis, C. A., 644
Vaz, K. M., 571 Wechsler, D., 532, 534 Wilmshurst, L., 35
Vedel, E., 249, 275 Wedding, D., 102 Wilson, C., 628
Veldorale-Griffin, A., 560 Weersing, V. R., 425, 647 Wilson, F. R., 596
Vendlinski, M. K., 35 Wehmeyer, M. L., 101 Wilson, G., 664
Vernon, A., 385, 389, 394, 398 Wei, G., 99 Wilson, G. T., 245, 249, 250,
Vernon-Jones, R., 54 Weiner, I. B., 156, 166, 174 251, 275
Viglietta, E., 529 Weiner, N., 118 Wilson, H. W., 419
Villalba, J. A., 605 Weiner-Davis, M., 309, 310, 311, 313, Wilt, L. H., 427
Viswesvaran, C., 70, 417 Windholtz, G., 242
Vonk, R., 158 314, 325, 329 Wingett, W., 372
Von Ranson, K. M., 687 Weininger, O., 165, 166 Winnicott, D. W., 153, 167, 168
Vontress, C. E., 47, 54 Weir, K. N., 500 Winston, S. M., 112
Vuorinen, R., 35 Weishaar, M. E., 404, 405, 406, 407, Witty, M. C., 184, 205, 206
Vygotsky, L., 39 Wizlenberg, A., 588
408, 412, 413, 414, 426, 590 Wojslawowica, J. C., 43
W Weiss, B., 206, 207 Wolcott, D., 622, 623, 627
Weissberg, R. P., 8, 9 Wolf, B., 696
Wade, D. T., 255 Weissman, A., 651 Wolf, J., 167
Wade, W., 636 Weisz, J., 69, 70 Wolfe, B. E., 236
Wadsworth, B., 38 Weisz, J. R., 98, 206, 207, 275 Wolfe, D. A., 4, 5, 44, 620, 621, 628,
Wagner, P., 521 Weitan, W., 504 629, 630, 647, 662, 663, 666
Wagner, W. G., 119, 128, 129, 248, Weitz, E., 647 Wolfelt, A., 640
Welfel, E. R., 102, 111, 112, 113, 118, Wolpe, J., 242, 265, 268
467, 477, 517, 531, 565, 638, Wond, M., 416
639, 644 119, 120, 121, 122, 123, 125, Wood, A. M., 190
Wagner, W. W., 167 127, 128, 129, 130, 132, 133 Wood, W. M., 684
Wagner Moore, L. E., 227 Wells, A. M., 584
Walberg, H. J., 8, 9 Wells, M. G., 98
Waldo, M., 587 Wen, M., 659

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720 Name Index Yasui, M., 665 Z
Yasuri, M., 54
Woodcock, R., 534 Yetter, G., 529 Zaff, J. F., 54
Woods, D. W., 687 Yontef, G., 216, 218, 219, 220, 222, Zaidman-Zait, A., 38
Woods, K., 443, 459 Zeanah, C. H., 621
Woolfolk, A., 35, 38, 40, 43 225, 465 Zebell, N., 630
Woollams, S., 448 Yoshikawa, H., 3 Ziff, K., 605
Worchel, D., 651 Young, A., 664 Zimmermann, C., 67
Worzbyt, J., 637 Young, H. L., 529 Zinbarg, R. E., 200
Wright, D. B., 621 Young, J., 406, 407 Zingaro, J. C., 123
Wubbolding, R., 281, 282, 283, 284, Young, M. A., 522 Ziomek-Daigle, J., 605
Young, S., 425 Zionts, P., 398
286, 287, 288, 289, 290, 293, Young, T. L., 101 Zlomke, K., 275
294, 302, 303, 589 Younggren, J. N., 121 Zolkoski, S. M., 13
Youngstrom, E. A., 686 Zolotor, A. J., 624
Y Ysseldyke, J. E., 527 Zuroff, D. C., 175

Yalom, I., 109, 586, 592, 594
Yarbrough, J., 301

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Subject Index

A American Psychological Association in psychoanalytic counseling,
(APA), 16, 44, 69, 105, 156–157
Abnormal behavior, 287 111, 125
ACA Ethical Standards, 131 in rational emotive behavioral
Accountability American School Counselor therapy, 387–388
Association, 111, 113
in Gestalt therapy, 236–237 reliability, of test, 535
in person-centered counseling, The American Sexual Tragedy (Ellis), in solution-focused therapy, 314
378 validity, of test, 535
205–208 Association for Conflict Resolution,
Acculturation, 52, 54 Americans with Disabilities Act
(ADA), 678 667
assimilation, 54 Association for Specialists in Group
bicultural level, 54 Anger control, 417
traditional level, 54 Anorexia nervosa, 687 Work, 592–593
transition level, 54 Anticathexis, 148 Attention deficit disorder (ADD),
Achenbach System of Empirically Anxiety
691–695
Based Assessment (ASEBA), 532 cognitive-behavioral therapy Attention-deficit/hyperactivity
Achievement tests, 533–534 for, 418
Active listening, 83–84, 325 disorder (AD/HD), 691–695
Adlerian family counseling, 370–371 in psychoanalytic theory, 149 cognitive-behavioral therapy for,
Adlerian group counseling, 589–590 systematic desensitization and,
Adlerian play therapy, 368–370 419–420
265–268 family counseling for, 464
evaluation of, 371–372 Anxiety disorders, 685–686 Attention-getting behavior, 352–353
Anxiety Disorders Association of Autism, 679
Adolescent Coping with Depression Aversive conditioning, 268–269
Course (CWD-A), 419 America, 685 Awareness, 217–218, 220–221,
APA Presidential Task Force on
Advice-giving, 92–93, 191 230–231
Affirmation statements, 329 Evidence-Based Practice, 102, fantasy games for creating,
African American children, 57–58 105
Aggression, 417. See also Violence Aptitude tests, 534 228–229
Aid to Families with Dependent Armed Services Vocational Aptitude as multicultural counseling
Battery, 534
Children, 16 Art, in play therapy, 569 competencies, 50–51
American Academy of Child and The Art and Science of Love (Ellis), using the body to build, 230–231
378
Adolescent Psychiatry, 635, Assent, 118–120 B
646, 686 Assertiveness training, 263
American Association for Marriage Assessment BASIC ID model, 71–73
and Family Therapy, 111 in behavioral counseling, 251 Beck Youth Inventories, Second
American Association on Intellectual behavioral observations/rating
and Developmental Disabilities scales, 531–532 Edition, 534
(AAIDD), 695–696 of child abuse, 628–634 Behavioral consultation, 515–518
American Civil Liberties Union as consulting/counseling Behavioral counseling, 241–279
(ACLU), 128 intervention, 529–531
American Counseling Association formal psychological/educational applications of, 273–274
(ACA), 16, 111, 126 tests, 532–533 case study on, 270–273
Code of Ethics, 116, 118, 119, of group therapy, 606–607 classical conditioning in, 265–270
125, 126 in individual psychology, 355 concepts in, 246–249
Insurance Trust, 132 in person-centered counseling, counseling relationship in, 249–250
American Orthopsychiatric 188–189 determining baseline, 254–255
Association, 5 diversity applications of, 274–275
evaluation of, 275
goals in, 250–251, 255–256
group, 588

721

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722 Subject Index

Behavioral counseling (continued) Brief counseling/therapy, 308–332 Child Behavior Checklist/Teacher
homework assignments, 265 case study, 321–324 Report Form, 693
human nature and, 243–244 coping questions, 326
methods in, 251–254 counseling relationship in, 312–313 Child-centered counseling. See
rational emotive behavioral therapy, evaluation of, 331–332 Person-centered counseling
377–398 exceptions to the problem situation,
theory of, 244–246 327 Child development, 29–65
treatment strategies and formulating fisrt-session task, 326 cognitive, 36–40
implementation, 256–265 Gestalt, 237 culture and, 46–48
goal setting, 317–321, 325 hierarchy of needs and, 29–32
Behavioral counseling methods, goals in, 313–314 mental health and, 44–46
251–254 methods in, 314–317 physical, 32–34
miracle questions, 320–321, 326 social, 40–46
assessment, 251 origins of, 308–309 in transactional analysis, 434–435
describing the behavior, 252–254 play therapy, 329–330
process, 251–252 positive blame, 327 Child-directed interaction, 559
Behavioral interview method, relationship questions, 326 Childhelp, 634
scaling progress toward goal, 327 Child Labor Education Project, 5
486–488 solution-focused, 310–311 Child maltreatment, 619–628
Behavioral momentum, 261 techniques, 319–320
Behavioral observations, 531 ten percent improvements, 327 assessment of, 628–634
Behavioral techniques, 414–415 theory of, 311–312 caretakers and, 633–634
Behavior analysis, 252–254 web sites for, 332 causes of, 622–623
working with negative goals, 326 consequences of, 625, 628
Behavior Assessment System for working with positive goals, 326 definitions of, 619–622
Children (BASC), 693 writing note, 328–329 general counseling strategies for,

Behavior Assessment System for Buckley Amendment, 87 631–633
Children-2, 532 Bulimia, 687 protective factors against, 623–624
Bullying, 666–667 signs/symptoms of, 624–627
Behaviorism, early, 241–242 treatment goals and, 630–631
Behavior modification C Children
barriers to well-being of, 2–4
for children with special needs, Camp Cope-A-Lot (CCAL), 418 causes of problems for, 6–7
688, 696 The Case for Sexual Liberty (Ellis), changing values and, 9
changing world and, 7–8
Behavior-practice groups, 262–263 378 of color, 57–58
Behavior rating scales/forms, Case histories, 531 community services, 15–16
Catharsis, 159–160 difficulties of, 9–10
531–532 Cathexis, 148 history of beliefs about/care for, 4–6
Behavior rehearsal, role-playing used Center for Parent Information and personal world of, 29–32
status in U.S., 3–4
as, 264–265 Resources, 700 well-being indicators in, 11–15
Behavior(s). See also specific types Centers for Disease Control and world initiative and understanding

abnormal, 287 Prevention, 11, 45, 700 regarding, 10–11
goal of, 341 Centers for Medicare and Medicaid Children of Alcoholics Screening Test
irresponsible, 285
listing, 526 Services, 120 (CAST), 636
Centrifugal families, 467 Children of divorce
Behavior: The Control of Perception Centripetal families, 467
(Powers), 281 Chaining, 248–249, 261 interventions with, 655–657
Changing world, 7–8 outcomes, 658
Bereavement, 638–645 Chemically dependent families, parents and, 657–658
in single-parent homes, 661
Better, Deeper, and More Enduring 634–637 in stepfamilies, 658–661
Brief Therapy (Ellis), 378 interventions for children from, treatment and prevention, 664–665
and violence, 661–664
Bibliocounseling, 164 636–637 Children of divorce, interventions
Binge eating, 687 treatment goals, 637
Biofeedback, 262 Child abuse. See also Child with, 655–657
Bipolar disorder, 686. See also achieving realistic hope regarding
maltreatment
Manic-depressive disorder reporting, 129–130 relationships, 656–657
Bipolarities, 227 disengaging from parental conflict
Birth order, 343–344
Blamers, 491 and distress, 656
Body armor, 223
Body work, 230–231
Brain development, 33–34
Bribery, 364
Bridging statements, 329

Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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Subject Index 723

marriage breakup, 655–656 Cognitive-restructuring, 414 process in, 521–522
permanence of divorce, 656 Collaboration, 526–529 Contact, 218
resolution of loss, 656 Contingency contracts, 257–259
resolving anger and self-blame, 656 in assessment, 529–531 Continuous reinforcement, 247
Children’s Apperception Test (CAT-A), consultation compared with, Contracts

533 512–513 contingency, 257–259
Children’s Defense Fund, 3–4, 6, 8 definition of, 526 self-management, 260
Children’s Depression Inventory, problem solving stages, 527 Control theory, 281–282
teaming in, 529
534 Collective unconscious, 145 Control Theory in the Classroom
Children with Attention Deficit Collectivism, 53 (Glasser), 282
Combined presentation of ADHD, 692
Disorders, 693 Communication Convention on the Rights of Persons
Child Trends, 30, 43–44 levels of, 192 with Disabilities, 679
Child Welfare Information Gateway, privileged, 121, 125
Communication games, 497 Coping Cat, 418
129, 135, 620, 625 Communications approach to family Core beliefs, 405–406
Child Welfare League of America, 12 Core Conflictual Relationship Theme
Choice model of group counseling, therapy, 486–497
Community feeling, 342 (CCRT), 160, 175
594–595 Community services, 15–16 Council for Accreditation of Counseling
Choice theory, 282–283. See also Compare-and-contrast, 528
Competence and Related Educational Programs
Reality therapy (CACREP), 23
in counseling, 49 Counseling
Choice Theory: A New Psychology counselor, 118 advice-giving in, 92–93, 191
of Personal Freedom (Glasser), Compliments, 325 affective factors in, 69
282–283 Computers, 491 behavioral, 241–279
Conduct disorder, 686–687 behavioral factors in, 69–73
Chronic depression, 646 Conduct Problems Prevention brief, 237, 308–332
Circle response, 528 child-centered, 180–213
Civil liability and licensure board Research Group, 666 children of divorce, 654–666
Confidentiality, 95–96, 121–123 children with disabilities, 677–705
complaints, 131–132 children with special concerns,
Classical conditioning methods, breaching, 125–126 618–676
of counseling records, 95–96 cognitive-behavioral therapy, 403–426
265–270 of files, 124 cognitive factors in, 69
aversive conditioning, 268–269 in groups, 128–129 competence in, 49
counterconditioning, 268 records and, 125 confidentiality in, 95–96
flooding, 268 Conflict resolution, 667 counselor competence in, 118
measuring progress, 269 Confluence, 219 crisis, 610–612
success, 269–270 Congruence, 186, 190 definitions of, 16–17, 18, 682
systematic desensitization, 265–268 Conjoint family therapy, 488–497 and development of self, 158–173
Classroom meetings, 609–610 communication games, 497 effective approaches to, 67–73
Clay, in play therapy, 569 counseling method, 493–496 evaluating, 98–101
Client-Centered Therapy (Rogers), 181 simulated family game, 496 family, 463–505
systems games, 496–497 focus scale, 20
The Clinical Treatment of the Connors Third Edition, 532 general model for, 83–87
Problem Child (Rogers), 181 Conscience, 147 Gestalt, 214–240
Conscious, 145 homework assignments in, 265
Cognitive-behavioral therapy (CBT), Consequences, 246–247 information-giving in, 93–94
403–426, 688 natural and logical, 364–365 interviews in, 77–83
Consultation, 512–526 legal and ethical issues in, 110–139
applications of, 416–425 assessment in, 529–531 in managed health care, 101–104
case study on, 421–423 collaboration compared with, minors, 115–118
counseling relationship in, 408 multicultural, 49–57
diversity and, 425–426 512–513 overcoming blockage in, 96–97
evaluation of, 426 consultant roles in, 522–523 with parents of exceptional
goals in, 408–409 definition of, 513 children, 700–701
group, 590–591 framework for, 523–524 parents’ rights in, 116
on human nature, 404–406 interventions in, 524–526 process of, 66–109
methods in, 409–416 models of, 514–515
play therapy, 423–425
theory of counseling in, 406–409
Web sites for, 427
Cognitive content, 404
Cognitive development, 36–40
Piaget’s four stages of, 36–37

Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

724 Subject Index

Counseling (continued) bereavement groups, 644–645 Discouragement, 364
professional caregivers in, 21–23 early childhood and, 638–639 Distancing, 349
psychoanalytic, 142–179 information, 642–643 Distractors, 491
psychotherapy compared with, 17 interventions for grieving children, Diversity. See also Multicultural
questions used in, 87–104
rational emotive behavioral therapy, 640–642 counseling
377–398 memories and, 643–644 African American children, 57–58
reality therapy, 280–303 middle childhood and, 639 behavioral counseling and, 274–275
record keeping in, 87–88, 125 stages and phases, 639–640 cognitive-behavioral therapy and,
resistance to, 78–79 validation, 643
self-disclosure in, 88–89 Decatastrophizing, 410 425–426
setting limits in, 94–95 Decentering, 414 cross-cultural consultation and, 520
silence in, 92 Decision-making models family counseling and, 504
staying on-task in, 94 ethical, 112–115, 132–134 Gestalt therapy and, 235–236
termination of, 97–98 Defense mechanisms, 149–152 individual psychology and, 371
theories in, 73–76 affiliation, 149 person-centered counseling and,
transactional analysis, 432–459 altruism, 149
truth in, 96 anticipation, 149 204–205
types of assistance in, 19–21 higher-order defenses, 151–152 play therapy and, 550–552
universal skills for, 84–85 humor, 149 psychoanalytic counseling and, 174
what it can do, 18–23 primary defenses, 150–151 rational emotive behavioral therapy
sublimation, 149
Counseling and Psychotherapy suppression, 149 and, 397–398
(Rogers), 181 Demandingness, 381–382 reality therapy and, 302
Denial of reality, 285 solution-focused counseling and,
Counseling groups, 587 Depression, 646–654
Counseling relationship cognitive-behavioral therapy for, 330
and transactional analysis, 458–459
in behavioral counseling, 249–250 418–419 Divorce
in brief counseling/therapy, 312–313 interventions for, 647–649 accepting the permanence of, 656
in cognitive-behavioral therapy signs of, 646 children of, 654–666
Detriangulation of self, 471–472 Drama, in play therapy, 568
(CBT), 408 Developmental delay, 680 Dream interpretation
in individual psychology, 349–350 Gestalt, 229–230
in psychoanalytic counseling and Diagnostic and Statistical Manual, psychoanalytic, 161–162
Fifth Edition, (DSM-V), 103 Drug abuse, 634–635, 657
theory, 155–156 cognitive-behavioral therapy for,
in rational emotive behavioral Dibs: In Search of Self (Axline),
194, 201 420, 423
therapy, 385–386 Duty to warn/protect, 126–127
in reality therapy, 288–289 Differential Aptitude Test, Fifth
in solution-focused counseling, Edition (DAT), 534 dangerous clients, 127
lesbian, gay, bisexual, and
312–313 Differential thinking, 227
in transactional analysis, 442–447 Differentiation of self, 470–471 transgendered young people, 128
Counterconditioning, 268 Disabilities, categories of, 679–682 suicidal clients, 128
Creative arts and play therapy for Dyad, 468
autism, 679 Dynamic family play therapy, 500–501
attachment problems (Malchiodi deaf-blindness, 680
& Crenshaw), 566 deafness, 680 E
Crippled Children Act, 678 developmental delay, 680
Crisis depression, 646 emotional disturbance, 680 Early behaviorism, 241–242
Crisis intervention, 610–612 hearing impairment, 680 Early recollections technique,
Cross-cultural consultation, 520 intellectual disability, 680
Cultural competence, 49 multiple disabilities, 680 358–359
Culture, 46–48 orthopedic impairment, 680 Eating disorders, 275, 687
Cybernetics, 467 other health impairment, 680 Ecosystemic play therapy, 555–556
specific learning disability, 680 Education for All Handicapped
D speech or language impairment, 680
traumatic brain injury, 681 Children Act, 678
Deaf-blindness, 680 visual impairment, 681 Ego, 147
Deafness, 680 Disabilities Education Act (IDEA), Ego-grams, 453–454
Death Emotional cutoff, 473
124 Emotional disturbances, 680,
adolescence and, 639
bereavement and, 638–645 684–689
anxiety disorders, 685–686
bipolar disorder, 686

Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Subject Index 725

conduct disorder, 686–687 Family boundaries, 468 First interview
eating disorders, 687 Family counseling, 463–505 children’s resistance to counseling,
obsessive-compulsive spectrum 78–79
Adlerian, 370–371 goals and observations, 82–83
disorders, 687 case study on, 498–499 overcoming resistance, 79–81
psychotic disorders, 687–689 chemically dependent families,
Emotional process in society, 473–476 Fixed interval schedule, 248
Emotional systems of the family, 476 634–637 Fixed ratio schedule, 248
Empathy, 190, 206, 207 with children with special needs, Flooding, 268
Empirically Based Play Interventions Fourteenth Amendment, 6
694 Fragmentation, 219
for Children, 561 communications approach to, Free association, 160–161
Empty chair technique, 225–227 Freedom, need for, 284
Encouragement, 362–363 486–497 “Freudian slips,” 162
Envrionmental factors comparison of viewpoints in, 506 Frontal lobe, 33
conjoint, 488–497 Frontline, 34
and individual psychology, 343–348 core concepts in, 467–468 Frustration intolerance, 383
Erikson’s developmental theory, defining family for, 465–468 Fun, need for, 284
diversity applications of, 504
152–154 evaluation of, 505 G
Ethical issues, 110–139 individual counseling compared
Game analysis, 435, 440
child abuse reporting, 129–130 with, 464–465 Gay, lesbian, bisexual, transgendered
codes of ethics and, 111 play therapy in, 500–504, 558–561
confidentiality, 121–123 strategic, 481–485 clients
counseling minors, 115–118 structural, 477–481 confidentiality and, 128
counselor competence, 118 systems approach in, 469–477 Gemeinschaftsgefuhl, 342
decision-making, 112–115, Family Education Rights and Privacy Genes, 35–36
Gestalt counseling methods, 221–233
132–134 Act (FERPA), 124 Gestalt play therapy, 231–233
informed consent, 118–120 using the body to build awareness,
Ethnic gloss, 48 Family Focused Grief Therapy
Ethnic identity development, 53 (Kissane & Bloch), 645 230–231
Ethnicity, 52, 53 Gestalt therapy, 214–240
Evaluation. See also Assessment Family/ies. See also specific types
of Adlerian play therapy, 371–372 core concepts in, 467–468 accountability in, 236–237
of behavioral counseling, 275 defined, 465–468 brief, 237
of brief counseling/therapy, 331–332 emotional systems of, 476 case study in, 233–235
of cognitive-behavioral therapy homeostasis:, 468 core concepts in, 217–219
life cycle, 466–467 diversity applications of, 235–236
(CBT), 426 narratives and assumptions, 468 evaluation of, 236–237
of counseling, 98–101 (See also play therapy with, 500–504 experiments in, 225–230
rules, 468 goals of, 220–221
Assessment) system, 468 group, 588
of family counseling, 505 and systems theory, 465–467 language in, 223–225
of Gestalt therapy, 236–237 therapy, 468 methods in, 221–235
of person-centered counseling, nature of people and, 216–217
Family Kaleidoscope (Minuchin), 479 precautions with, 237
205–208 Family life cycles, 466–467 theory of counseling in, 219–221
of psychoanalysis, 174–175 Family Preservation and Support Getting Together and Staying
of rational emotive behavioral
Services Program (FPSSP), 16 Together (Glasser), 283
therapy (REBT), 398 Family projection process (FPP), 468, Goal attainment scaling, 99–101
of reality therapy, 302–303 Goals, in Gestalt therapy, 220–221
of transactional analysis, 459 472 Gossiping, 444
Every Student Can Succeed (Glasser), Family structure, 8–9 Grief, themes underlying, 641
Group counseling, 583–613
283, 287 divorce and, 654–666
Exceptions, identifying, 319, 327 individual psychology and, age issues in, 605–606
Experimentation, in Gestalt therapy, behavior-practice groups, 262–263
343–346 bereavement groups, 644–645
225–230 Family therapist, 468 classroom meetings in, 609–610
Fantasy games, 228–229 confidentiality in, 128–129
F Fast Track, 666
Federal Child Abuse Prevention and
Families and Family Therapy
(Minuchin), 479 Treatment Act (CAPTA), 619
Feedback loop, 468
Families of the Slums (Minuchin), 479 Files, confidentiality of, 124
Family atmosphere, 346–348 Filial therapy, 501–504

Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

726 Subject Index

Group counseling (continued) How to Live with a “Neurotic” (Ellis), goals in, 350–352
for crisis intervention, 610–612 378 on human nature, 338–340
definition of, 585–586 methods in, 355–358
evaluation of, 606–607 Human development, eight stages of, web sites for, 373
example of, 607–609 41–42 Individuals with Disabilities
focus in, 595–597
getting started in, 594–600 Human Genome Project, 35 Education Act (IDEA), 678, 681
group formation for, 598–599 Human nature Informed consent, 118–120
group size for, 600 In re Gault, 6
group stages in, 600–603 behaviorism on, 243–244 Insight, stages of, 359–360
group types in, 586–588 cognitive-behavioral therapy on, Instinct, 148
leadership skills for, 592–594 Integrating expressive Arts and Play
member selection for, 598 404–406
play therapy in, 556–557 conjoint family therapy on, 488 Therapy with Children and
process in, 603–609 Gestalt view of, 216–217 Adolescents (Green & Drewes),
proposal development for, 597–598 individual psychology on, 338–340 566
rationale for, 583–585 person-centered counseling on, Integration, Gestalt view of, 219
screening interviews for, 599–600 Intellectual disability, 680, 695–697
setting for, 600 182–183 Intellectual functioning, 695
theoretically oriented, 588–592 psychoanalytic theory on, 144–145 Intelligence tests, 532–533
rational emotive behavioral therapy International OCD Foundation, 687
Group(s) Interviews. See also Counseling
defined, 585–586 on, 378–379 assessment in, 529–531
focus, 595–597 reality therapy on, 283–284 behavioral, 486–488
formation, 598–599 solution-focused theory on, blocking in, 96–97
setting, 600 closing, 87
size of, 600 310–311 first, 78–83
types of, 586–588 transactional analysis on, 433–434 in individual psychology, 356–357,
Humor, in psychoanalytic theory, 162 370–371
Group therapy, 587–588 101 Favorite Play Therapy motivational, 199–200
A Guide to Rational Living (Ellis and preparing for, 77–78
Techniques, Volume III (Kaduson reality therapy, 294–296
Harper), 382 & Schaefer), 566 screening, for group therapy,
Guttmacher Institute, 116 Hyperactivity, 692 599–600
Iowa Test of Basic Skills, Form A
H I (ITBS), 534
Irrational beliefs, 384–385
Harcourt Brace Educational Id, 147 Irresponsible behavior, 285
Measurement, 534 Identifying exceptions, 319, 327 Isolation techniques, 526
Identity It Happened to Me: A Teen’s Guide
Harmful goals, 318 to Overcoming Sexual Abuse
Health, 340 ethnic, 53–54 (Carter), 631
Health Insurance Portability and multidimensional, 47
racial, 50 J
Accountability Act (HIPAA), 120 White Racial Identity Development
Health problems Jigsaw, 528
Model, 50 Journal of Infant, Child, and
cognitive-behavioral therapy for, 420 The Identity Society (Glasser), 282
Hearing impairment, 680 Improving the Odds for America’s Adolescent Psychotherapy, 167
Hidden Treasure (Oaklander), 231
Hierarchy of needs, 29–32 Children (McCartney, Yoshikawa, K
Higher-order defenses, 151–152 and Forcier), 3
Impulsivity, 692 Kaiser Foundation, 45
displacement, 151 Inadequacy, 353–355 Kaufman Assessment Battery for
intellectualization, 151 The Incredible Years program, 666
reaction formation, 151 Individualism, 53 Children, Second Edition, 533
regression, 152 Individualized Educational Plan Kaufman Brief Intelligence Test,
repression, 152 (IEP), 678
sublimation, 152 Individual psychology, 336–372 Second Edition, 533
suppression, 152 Adlerian play therapy, 368–370 Kaufman Test of Educational
Holon, 468 case study on, 366–368
Home environment, 8–9 core concepts in, 340–343 Achievement-Second Edition
Homework assignments, in counseling process, 357–358 (KTES-II), 534
counseling relationship in, 349–350 Kids Count Data Book, 8
counseling, 265, 329 counseling theory in, 348–358
diversity applications of, 371
and envrionmental factors,
343–348

Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.