Direct and Indirect Services for Children, Families, and Schools (Student-Level Services)

Ethical Principles of Counseling

1. Obtain parental consent

2. Assent Student informed of confidentiality and exceptions

3. Before counseling, explicit goals should be stated, and implement progress monitoring

Dialectical behavior therapy (DBT)

Build skills related to four primary areas :

-mindfulness

-stress tolerance

-interpersonal skills (assertiveness )

-emotional regulation.

Bibliotherapy

A type of cognitive intervention. The therapist uses a student’s own problem-solving skills and attempts to have the student relate to a character in a story to learn a lesson or skill that will be applicable to the student’s current situation

Motivational interviewing

This is a student-centered, goal oriented approach; it increases intrinsic motivation

Cognitive therapy

Emphasis is on cognition and beliefs. Understand and think about the connection between behaviors and consequences.

Solution-focused counseling:

incorporates CBT but is very brief and focused on stated outcomes

Behavioral and behaviorism techniques

Behavioral interventions focus less on counseling and more on direct behavioral interventions (Behaviorism)

Humanistic approaches

Behavioral change cannot occur without a strong positive rapport built on unconditional positive regard and empathy. Students want to be understood by a trusted adult before they can move to change their lives

Premack Principle

Behaviorism principle. A desirable task can reinforce a lower-level task. For example, a child may eat a cookie (higher level task) after he or she finishes homework (lower level task)

Stages of cognitive development (Piaget)

Sensorimotor, preoperational, concrete operational, and formal operational stages

Sensorimotor Stage

Development stage (0-2 years) where learning occurs through sensory experiences and motor actions

Preoperational Stage

Development stage (2-7 years) characterized by the development of symbolic thought, egocentrism, and imagination, but lacks logical reasoning

Concrete Operational Stage

(7-11 years) Logical thinking develops, understanding of conservation, and mastery of classification skills

Formal Operational Stage

12+ years Abstract and hypothetical thinking emerge, along with deductive reasoning and problem-solving skills

Erikson's stages of psychosocial development

trust vs. mistrust, autonomy vs. shame/doubt, initiative vs. guilt, industry vs. inferiority, identity vs. role confusion

Cognitive ability of conservation

The understanding that quantity remains constant despite changes in shape, arrangement, or appearance (e.g., knowing that liquid in different-shaped containers maintains the same volume)

Adapt to new experiences and learn via Assimilation

is the process of fitting new information into existing mental frameworks (schemas)

Adapt to new experiences and learn via Accommodation

is the process of adjusting or creating new schemas to incorporate new information that doesn't fit existing ones

Social Learning Theory (Bandura)

Child development is shaped by interacting environmental systems: Behavior is learned through observation, imitation, and modeling.

Ecological Systems Theory (Bronfenbrenner)

Microsystem: Immediate surroundings (family, school, peers). Mesosystem: Interactions between microsystems (e.g., parent-teacher relationships). Exosystem: Indirect environments (e.g., parental workplace). Macrosystem: Cultural values, societal norms, and laws. Chronosystem: Influence of time and life events on development.

Attachment Theory

focuses on the importance of early emotional bonds between children and their caregivers.

Attachment Styles

Secure, anxious-ambivalent, anxious-avoidant, and disorganized

Growth Mindset vs. Fixed Mindset

growth mindset= effort and practice, while fixed mindset= traits are innate and unchangeable.

Self-Determination Theory (Deci & Ryan)

Motivation is driven by three needs: 1. Autonomy - Sense of control over actions 2. Competence - Feeling effective in tasks 3. Relatedness - Connection with others.

Lev Vygotsky's Theory of Cognitive Development

Emphasizes the role of social interaction and culture in shaping cognitive development. Learning occurs through dialogue, collaboration, and guided support.

Zone of Proximal Development (ZPD)

(Vygotsky) The difference between what a learner can do without help and what they can do with guidance and encouragement from a skilled partner.

Theory of Mind

is when a person begins to understand that other people have their own private thoughts, perspectives, and feelings. 

Restorative Justice/Restorative Practices

emphasizes repairing the harm caused by inappropriate behavior. The focus is not on punishment, but rather restoring relationships built on mutually agreed upon responsibilities and boundaries.

Moral Development (Kohlberg)

Three levels of moral reasoning: Pre-Conventional, Conventional, and Post-Conventional

Pre-Conventional

Based on rewards and punishments

Conventional

Driven by social approval and law adherence

Post-Conventional

Guided by ethical principles and individual moral beliefs

Attribution Theory

A theory that suggests how we explain someone's behavior—by attributing it either to the person's internal disposition or to external situations.

Law of Effect (Thorndike's Law)

Behaviors followed by positive outcomes are more likely to be repeated, while behaviors followed by negative consequences are less likely to occur again. Forms the foundation of operant conditioning.

Maslow’s Hierarchy of Needs (Maslow)

Belief that if a student’s lower-level needs are supported, then higher levels in this hierarchy may be realized. These needs are:

-Self-actualization

-Self-Esteem

-Love/Belonging

-Safety

-Physiological