Key Theories and Skills in Counselling Children and Young People

Rebecca Kirkbride is a BACP senior accredited psychotherapeutic counsellor, clinical supervisor, author and trainer. She has been practising as a therapist for 20 years and since 2018 has been convener of a new MA in Integrative Counselling and Psychotherapy for Children, Adolescents and Families at The University of Roehampton. Rebecca is author of books, chapters and articles on the subject of counselling for children and adolescents and has facilitated CPD trainings for BACP, among others. Rebecca lives in Brighton with her family and two noisy rescue cockatiels, Stitch and Pearl.

Introduction
Part I - Core Knowledge: Understanding Development from 0-18 years
1.1Development – A Dynamic Interplay Model
1.2The Importance of Play
1.3Theory of Mind
1.4Cognitive Development
1.5Attachment Theory
1.6Object Relations Theory
1.7Humanistic Theories of Development
1.8Neurobiological Development
1.9Puberty & the Adolescent Transition
1.10Environmental & Systemic Factors
1.11Developmental Implications for Counselling
Part II - Key Skills: The Therapeutic Process
2.1Core Principles of Integrative Counselling with Children and Adolescents
2.2Core Relationship Components
2.3The Therapeutic Frame
2.4Building Rapport
2.5Contracting
2.6Limit-Setting
2.7Assessment & Integrative Formulations
2.8Risk Assessment & Safeguarding
2.9Confidentiality & Consent
2.10Outcome & Process Measures
2.11Cultural Competence
2.12Working with Parents/Carers
2.13Record-Keeping & Data Protection
2.14Developing & Sustaining the Therapeutic Relationship
2.15Managing Ruptures in the Therapeutic Alliance
2.16Transference & Countertransference
2.17Developing Advanced Empathy
2.18Tracking
2.19Endings
2.20Ethical Issues
2.21Self-Disclosure
2.22Working with Other Professionals
2.23Self-Care for Counsellors
2.24Clinical Supervision
Part III - Key Skills: Interventions, Techniques & Strategies
3.1Skills & Interventions
3.2Symbol & Metaphor
3.3Play-Based Interventions
3.4Creative-Arts Interventions
3.5Therapeutic ‘Chat’
3.6Cognitive-Behavioural Therapy (CBT)
3.7Working with Emotions
3.8Mindfulness and Relaxation Techniques
3.9Groups
3.10Working with Risk
3.11Self-Harm
3.12Food & Body Issues
3.13Alcohol & Substance Misuse
3.14Trauma & Abuse
3.15Risky Sexual Behaviour
3.16Identity
3.17Sexuality & Gender Identity
3.18Bullying
3.19Online Risk
3.20Family Breakdown & Instability
3.21Bereavement & Loss
3.22Self-Esteem
3.23Anxiety
3.24Depression
3.25Diagnosis, Medication & Psychiatric Presentations
3.26Autistic Spectrum Disorder (ASD) & Attention-Deficit Hyperactivity Disorder (ADHD)
3.27Special Educational Needs & Disabilities (SEND)
3.28Visual & Hearing Impairments
3.29Physical Disability
3.30Chronic Illness
3.31Resilience
Part IV - Key Considerations: Contexts & Client Groups
4.1Considerations & Contexts
4.2Educational Settings
4.3Private Practice
4.4Child & Adolescent Mental Health Services
4.5Voluntary & Community Services (VCS)
4.6Online Counselling
4.7Refugee Communities
4.8Looked-After Children