Counselling Children

Dr Kathryn Geldard is now retired from clinical practice. She continues to conduct training workshops for counsellors and organisations and facilitate professional development supervision groups. Her academic career as senior lecturer in counselling at Queensland University of Technology and in the faculty of Arts and Business at the University of the Sunshine Coast (USC), Australia includes programme leadership of the Counselling programme as well as development of the postgraduate Master of Counselling degrees. She is the author of a several textbooks founded on her extensive clinical counselling background with children, young people and their families. Rebecca Yin Foo is an Educational and Developmental Psychologist who is experienced in providing psychological support for children with developmental disabilities and their families at the Cerebral Palsy League. Her work has led her to take a high level of practical and academic interest in ways of working with children to promote optimal positive outcomes. She currently works in private practice in Brisbane, Australia. Prior to obtaining her honours degree in Psychology and Master’s degree in Educational and Developmental Psychology she completed a Bachelor of Medical Engineering. She has published a number of journal articles and presented conference papers nationally and internationally in relation to her studies in both Engineering and Psychology. She is the third author of the book, Counselling Children: A Practical Introduction.

• Part 1: Counselling ChildrenChapter 1: Goals for Counselling ChildrenChapter 2: The Child–Counsellor RelationshipChapter 3: Ethical Considerations when Counselling ChildrenChapter 4: Attributes of a Counsellor for ChildrenPart 2: Practice FrameworksChapter 5: Historical Background and Contemporary Ideas about Counselling ChildrenChapter 6: The Process of Child TherapyChapter 7: The Child’s Internal Processes of Therapeutic ChangeChapter 8: Sequentially Planned Integrative Counselling for Children (the SPICC model)Chapter 9: Counselling Children in the Context of Family TherapyChapter 10: Counselling Children in GroupsChapter 11: Counselling Children in a postpandemic worldPart 3: Child Counselling SkillsChapter 12: ObservationChapter 13: Active ListeningChapter 14: Helping the Child to tell their Story and Express EmotionsChapter 15: Understanding Resistance and TransferenceChapter 16: Understanding Self-Concept and Unhelpful BeliefsChapter 17: Actively Facilitating ChangeChapter 18: Termination of CounsellingChapter 19: Skills for Counselling Children in GroupsPart 4: Play Therapy – Use of Media and ActivitiesChapter 20: The Play Therapy RoomChapter 21: The Evidence-Base for Play Therapy and Counselling ChildrenChapter 22: Selecting the Appropriate Media or ActivityChapter 23: The Use of Miniature AnimalsChapter 24: Sand-Tray WorkChapter 25: Working with ClayChapter 26: Drawing, Painting, Collage and ConstructionChapter 27: The Imaginary JourneyChapter 28: Books and StoriesChapter 29: Puppets and Soft ToysChapter 30: Imaginative Pretend PlayChapter 31: GamesChapter 32: TechnologyPart 5: The Use of WorksheetsChapter 33: Building Self-EsteemChapter 34: Supporting Social SkillsChapter 35: Education in Protective BehavioursPart 6: In Conclusion (and worksheets)