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Disruptive Behaviors – Part Two

Disruptive Behaviors – Part Two Program Transcript

ON-SCREEN TEXT: Select one child or adolescent with a disruptive behavior. Then, critically observe the counseling sessions for that particular child or adolescent.

You will be prompted with questions during your critical observation.

There will be an opportunity to record your responses within the media. It will be saved directly to the computer that you are using.

It is important to view and respond to the questions in their entirety, as your recorded responses will only be saved to this computer. If you change computers, your recorded responses will not be saved.

Press the ‘Review’ button to see your recorded responses.

[FOUR CASE FILES APPEAR WITH A PHOTOGRAPH OF EACH OF THE CHILDREN PAPERCLIPPED, ONE ON EACH OF THE FOUR INDIVIDUAL MANILLA FOLDERS]

Angry Adolescent

MELISSA: You are a horrible counselor. I hate being here, and I hate talking to you. This is worthless, and you're stupid. There's no point to this because you don't know anything about me and I'll never tell you anything about me.

COUNSELOR: OK, I hear you, but I don't think you could hate counseling with me because, actually, you haven't even had counseling with me before. And so, that doesn't seem quite right. And from what I've heard, I've talked with your mom and I've talked with your probation officer and they both seem to think that you actually could use some counseling.

MELISSA: And I think you're an idiot who should go back to jewelry making instead of being a counselor.

COUNSELOR: Well, you know, your parents are paying good money to have you come here, and I think you should take it seriously.

MELISSA: Like I care what you think.

COUNSELOR: Now you're just being disrespectful.

Disruptive Behaviors – Part Two

[A SET OF QUESTIONS APPEARS ONSCREEN]

Reflect on what you just observed. Record your responses in the boxes provided then press ‘Continue’.

What approach did the counselor employ?

Was it effective? Why or why not?

What approach or technique could the counselor have used to create a therapeutic relationship with this client and why would it be successful?

Press the ‘Continue’ button to view the next segment.

[INSTRUCTIONS BOX APPEARS]

You will now observe a different approach with the same client. Look for differences in counseling techniques compared to the earlier session.

Click the ‘Continue’ button to start the session.

COUNSELOR: You know you're probably right about most of what you said there. Counseling is a totally weird thing, but I want you to know that you are totally in control of what you say here. I'm not going to force you to do anything. And before you say anything, I just want to let you know that, as you probably read in the form that you filled out, what you say here stays here. It's private, personal information. There are exceptions to that. The only exceptions are in cases of danger; like if you were a danger to yourself or you were homicidal or there was some kind of abuse going on, those are situations where I can't keep the information private.

But I know you said you're not going to talk to me, anyway, but I felt like I should let you know that.

The other thing I should let you know is that my goal in here is to help you with your goals in life as long as they're legal and as long as they're healthy. We may disagree sometimes about what's legal and what's healthy, but I just wanted to let you know that that's really what my role is here.

MELISSA: Great.

Disruptive Behaviors – Part Two

COUNSELOR: And so I know you don't want to talk but I would like to tell you a little bit about what I know about you, because we are strangers, and that's one of the weirdest things about counseling of all.

I did speak to your probation officer, and I did speak with your mom, and both of them told me similar things. They said that you are a very popular young woman in your school, that you have many friends, that you have kind of a bubbling, sparkling personality. They also said that you have a lot of passion, and when you feel strongly about something you really feel strongly about it. And then they said that occasionally it appears that you've gotten kind of angry and that that anger has maybe gotten you in trouble.

Is that about right? Is that accurate?

MELISSA: Yeah. I do have lots of friends and I like to have fun—that's right—but I can't believe they told you that's a good thing.

COUNSELOR: They really did. I'm not lying about that. They said that you are very popular, and apparently you have social skills. Does that seem true about you?

MELISSA: I guess so.

COUNSELOR: The kind of person who has some social skills?

MELISSA: [NODDING AFFIRMATIVELY]

COUNSELOR: And then the thing they said about your temper also may be true, that you occasionally [COUNSELOR USES HAND GESTURES AND CREATES A SOUND TO REPRESENT AN EXPLOSION] let it out?

MELISSA: Yeah, that's true, too. But I can take care of things myself, and I don't need to talk to any shrink about it.

COUNSELOR: Yeah, OK, and totally fine. I think what I sense from you is that you're kind of an independent person. And when you say, "I want to take care of it myself," that gives me that impression. And so that seems true about you, too, that you're independent. You do it your way.

MELISSA: Definitely.

COUNSELOR: Definitely. OK. Well, one of the things that makes me curious— and you probably know that I'm going to ask this, and that is, so what are you doing now to take care of yourself?

[INSTRUCTIONS BOX APPEARS]

Disruptive Behaviors – Part Two

You will now watch this session again. At key moments, you will be asked to reflect on what you observed and to answer specific questions.

It is important to view and respond to the questions in their entirety, as your recorded responses will only be saved to this computer. If you change computers your recorded responses will not be saved.

Record your responses in the boxes provided.

Click the ‘Continue’ button to start the session.

[THE SESSION STARTS AGAIN]

COUNSELOR: You know you're probably right about most of what you said there. Counseling is this totally weird thing, but I want you to know that you are totally in control of what you say here. I'm not going to force you to do anything.

[ONE QUESTION APPEARS ONSCREEN]

Reflect on what you just observed. Record your response in the box provided then press ‘Continue’.

What technique did the counselor use here and why did he use it?

Press the ‘Continue’ button to view the next segment.

[THE SESSION RESUMES]

COUNSELOR: And before you say anything, I just want to let you know that, as you probably read in the form that you filled out, what you say here stays here. It's private, personal information. There are exceptions to that. The only exceptions are in cases of danger; like if you were a danger to yourself or you were homicidal or there was some kind of abuse going on, those are situations where I can't keep the information private.

But, I know you said you're not going to talk to me, anyway, but I felt like I should let you know that.

Disruptive Behaviors – Part Two

MELISSA: Great.

[A SET OF QUESTIONS APPEARS ONSCREEN]

Reflect on what you just observed. Record your responses in the boxes provided then press ‘Continue’.

How effective was this part of the conversation? Why was it done?

What would you recommend should have been done?

Press the ‘Continue’ button to view the next segment.

[THE SESSION RESUMES]

COUNSELOR: I know you don't want to talk, but I would like to tell you a little bit about what I know about you, because we are strangers, and that's one of the weirdest things about counseling of all.

I did speak to your probation officer and I did speak with your mom, and both of them told me similar things. They said that you are a very popular young woman in your school, that you have many friends, that you have kind of a bubbling, sparkling personality. They also said that you have a lot of passion, and when you feel strongly about something you really feel strongly about it. And then they said that occasionally it appears that you've gotten kind of angry, and that that anger has maybe gotten you in trouble.

Is that about right? Is that accurate?

[A SET OF QUESTIONS APPEARS ONSCREEN]

Reflect on what you just observed. Record your responses in the boxes provided then press ‘Continue’.

What is the counselor attempting to do here? Why is he doing this?

Why did he mention his conversation with the client’s mother and probation officer?

Would you recommend a different question? What question would you have asked the client?

Press the ‘Continue’ button to view the next segment.

[THE SESSION RESUMES]

Disruptive Behaviors – Part Two

MELISSA: Yeah, I do have lots of friends and I like to have fun—that's right—but I can't believe they told you that's a good thing.

COUNSELOR: They really did. I'm not lying about that. They said that you are very popular, and apparently you have social skills. Does that seem true about you?

MELISSA: I guess so.

COUNSELOR: The kind of person who has some social skills?

MELISSA: [NODDING AFFIRMATIVELY]

COUNSELOR: And then the thing they said about your temper also may be true, that you occasionally [COUNSELOR USES HAND GESTURES AND CREATES A SOUND TO REPRESENT AN EXPLOSION] let it out?

MELISSA: Yeah, that's true, too. But I can take care of things myself, and I don't need to talk to any shrink about it.

[A SET OF QUESTIONS APPEARS ONSCREEN]

Reflect on what you just observed. Record your responses in the boxes provided then press ‘Continue’.

How effective was this part of the conversation?

Why did the counselor mention the client’s temper?

Could he have done something different?

Press the ‘Continue’ button to view the next segment.

[THE SESSION RESUMES]

MELISSA: Definitely.

COUNSELOR: Definitely. OK.

Well, one of the things that makes me curious—and you probably know that I'm going to ask this, and that is, so what are you doing now to take care of yourself?

Disruptive Behaviors – Part Two

[A SET OF QUESTIONS APPEARS ONSCREEN]

Describe one skill, technique, or attribute the counselor exhibited which fostered the therapeutic relationship with the client in the counseling session and explain why.

Describe one skill you might teach and reinforce with the client in the counseling session and explain why.

Press the ‘Review’ button to review your comments.

Review

Review and edit your comments within each of the text boxes.

When ready, you can copy and paste your comments to your computer by pressing the ‘Copy’ button, or by downloading them to your desktop as a text file by pressing the ‘Download’ button.

Pressing the ‘Save’ button will record your comments to this computer so that you may return later to edit your responses.

Withdrawn Child

GREG: I don't have any problems. I'm fine.

COUNSELOR: That's OK, Greg. I mean, everybody has problems and it's normal to have problems. And I know it's hard to talk about, so just be honest and let me know.

GREG: Really, I'm fine. I don't have any problems or anything to talk about.

COUNSELOR: Actually, I've heard from your mom and your teacher that you do have problems, and so I just think we should talk about it.

GREG: That's because they're stupid, and they're the ones with the problems. Can I go now?

[A SET OF QUESTIONS APPEARS ONSCREEN]

Reflect on what you just observed. Record your responses in the boxes provided then press ‘Continue’.

What approach did the counselor employ?

Disruptive Behaviors – Part Two

Was it effective? Why or why not?

What approach or technique could the counselor have used to create a therapeutic relationship with this client and why would it be successful?

Press the ‘Continue’ button to view the next segment.

[INSTRUCTIONS BOX APPEARS]

You will now observe a different approach with the same client. Look for differences in counseling techniques compared to the earlier session.

Click the ‘Continue’ button to start the session.

COUNSELOR: You know, Greg, we met before, your mom and yourself and me. And we decided that it would be nice, maybe, for you and I to spend some time, just the two of us so you can get a chance to talk. But before you say anything, I just want to let you know that the kinds of things you say in here are private. Now, we will check in with your mom afterwards, but I don't need to tell her any details of the things that we talk about, unless you sort of talked about something that you wanted to do that was dangerous, which then, of course, I would share that with your mom. But other than that, what we talk about here is private. So you can just go ahead.

GREG: I don't have any problems. I'm fine.

COUNSELOR: Well, you know what's interesting, Greg, is that we don't have to talk about problems. It doesn't matter to me. We can talk about good things. We can talk about things that are going well.

GREG: Like what?

COUNSELOR: Well, like if you think about at home or at school, there may be some things you like, there may be some things that are going well. Like at school, you might have some things that you like about school.

GREG: I like recess at school.

COUNSELOR: Cool. Well, what do you like about recess?

GREG: I really like kickball.

COUNSELOR: You like to play kickball. So you're a pretty physical guy?

GREG: Yeah.

Disruptive Behaviors – Part Two

[INSTRUCTIONS BOX APPEARS]

You will now watch this session again. At key moments, you will be asked to reflect on what you observed and to answer specific questions.

Record your responses in the boxes provided.

Click the ‘Continue’ button to start the session.

[THE SESSION STARTS AGAIN]

COUNSELOR: You know, Greg, we met before, your mom and yourself and me. And we decided that it would be nice, maybe, for you and I to spend some time, just the two of us, so you can get a chance to talk. But before you say anything, I just want to let you know that the kinds of things you say in here are private. Now, we will check in with your mom afterwards, but I don't need to tell her any details of the things that we talk about unless you sort of talk about something that you wanted to do that was dangerous, which, then of course, I would share that with your mom.

[A SET OF QUESTIONS APPEARS ONSCREEN]

Reflect on what you just observed. Record your responses in the boxes provided then press ‘Continue’.

How effective was this part of the conversation? Why was it done?

What would you recommend should have been done?

Press the ‘Continue’ button to view the next segment.

[THE SESSION RESUMES]

COUNSELOR: But other than that, what we talk about here is private, so you can just go ahead.

GREG: I don't have any problems. I'm fine.

COUNSELOR: Well, you know what's interesting, Greg, is that we don't have to talk about problems. It doesn't matter to me. We can talk about good things. We can talk about things that are going well.

Disruptive Behaviors – Part Two

[ONE QUESTION APPEARS ONSCREEN]

Reflect on what you just observed. Record your response in the box provided then press ‘Continue’.

What technique did the counselor use here and why did he use it?

Press the ‘Continue’ button to view the next segment.

[THE SESSION RESUMES]

GREG: Like what?

GREG: I like recess at school.

[A SET OF QUESTIONS APPEARS ONSCREEN]

Reflect on what you just observed. Record your responses in the boxes provided then press ‘Continue’.

How effective was this part of the conversation? Why was it done?

Would you recommend different questions? What questions would you have asked the client?

Press the ‘Continue’ button to view the next segment.

[THE SESSION RESUMES]

COUNSELOR: Cool. Well, what do you like about recess?

GREG: I really like kickball.

COUNSELOR: You like to play kickball. So you're a pretty physical guy.

GREG: Yeah.

[A SET OF QUESTIONS APPEARS ONSCREEN]

Describe one skill, technique, or attribute the counselor exhibited which fostered the therapeutic relationship with the client in the counseling session and explain why.

Disruptive Behaviors – Part Two

Describe one skill you might teach and reinforce with the client in the counseling session and explain why.

Press the ‘Review’ button to review your comments.

Review

Review and edit your comments within each of the text boxes.

When ready, you can copy and paste your comments to your computer by pressing the ‘Copy’ button, or by downloading them to your desktop as a text file by pressing the ‘Download’ button.

Pressing the ‘Save’ button will record your comments to this computer so that you may return later to edit your responses.

Blaming Adolescent

COUNSELOR: So David, I know we were just in the other room with your mom, and we are talking about counseling and stuff. And we decided that it would make sense for you and l to have some time just to talk one-on-one. But before we start, I just wanted to let you know that what you say here is private, personal information. I certainly won't be sharing it with anyone unless there's a possibility that you might be planning or doing something dangerous to yourself or someone else. And if that's the case, then we'll have to get with your mom and talk about how to deal with that. But before you say anything, I just want to make sure that you know that. And so now you're welcome to start wherever you'd like.

DAVID: I already told you. It's my parents' fault. They should be here in counseling, not me. And if it wasn't one of the kids at school who told me about taking the gym teacher's car for a drive, I wouldn't even be here.

COUNSELOR: So you did take your gym teacher's car for a drive? That's what you're saying, right?

DAVID: Yeah. It was cool, but I mean, he set it up. He left his keys in the car, so it's his own fault.

COUNSELOR: But you're the one who got in trouble.

DAVID: But I shouldn't be in trouble. The guy left his keys in the car. And if it wasn't for that one jerk who told on me, I would have pulled it off.

Disruptive Behaviors – Part Two

COUNSELOR: Now, I'm not sure if you're blaming your parents, or if you're blaming the gym teacher for leaving his keys in his car, or if you're blaming the other kid for narcing on you, but one thing you're not doing, is you're not taking personal responsibility for the actual behaviors that have gotten you in trouble in here.

DAVID: You're just trying to make me feel bad for a joke that went wrong. I mean, if my dumb gym teacher hadn't left his keys in the car, it wouldn't have happened. It's totally lame. If you were my age, you would have done the same thing, or something like it.

COUNSELOR: Well, I might have wanted to take the car for a drive, but I would have thought about the consequences, and then I would have done the right thing because I wouldn't have gotten in trouble, and the bottom line is, you know, David, if you keep on doing these kinds of things and you don't take responsibility for it, you're just going to get in trouble over and over and over again. And that's what we need to work on here in counseling, is to make it so you stop getting in trouble.

DAVID: Well, that's just totally stupid. You're pathetic.

[A SET OF QUESTIONS APPEARS ONSCREEN]

Reflect on what you just observed. Record your responses in the boxes provided then press ‘Continue’.

What approach did the counselor employ?

Was it effective? Why or why not?

What approach or techniques could the counselor have used to create a therapeutic relationship with this client and why would it be successful?

Press the ‘Continue’ button to view the next segment.

[INSTRUCTIONS BOX APPEARS]

You will now observe a different approach with the same client. Look for differences in counseling techniques compared to the earlier session.

Click the ‘Continue’ button to start the session.

COUNSELOR: So David, I know we were just in the other room meeting with your mom, and that we decided that it would be nice for just you and I to speak separately. And I just want to let you know before you say anything that what you say here with me is private, personal information. What you say here stays here.

Disruptive Behaviors – Part Two

As you know, I think, from the paperwork, there are exceptions to that; kind of the standard thing, that if you were to be a danger to someone or yourself or some kind of risky thing, then I would need to—well, we'd need to talk to your mom together about that. Not that I suspect that's going to be the case, but I wanted to let you know before you said anything that was the way things worked.

And so you're welcome to start wherever you'd like.

DAVID: I already told you. It's my parents' fault. They should be here in counseling, not me. And if it wasn't for one of the kids at school who told me about taking the gym teacher's car for a drive, I wouldn't even be here. We wouldn't even be here.

COUNSELOR: OK. Well, thank you for telling me that again. And I guess I'm wondering what would you rather talk about first? Would you want to talk about your parents and why they should be in counseling, or would you like to talk about the gym teacher's car thing?

DAVID: I thought you knew all about what happened with the gym teacher's car thing.

COUNSELOR: Well, I know a little bit about it, and I do know some of what other people say, but I've never really heard your side. I'd love to hear it straight from you, your own perspective of what happened.

DAVID: All right. Well, my gym teacher's a jerk. But he has a sweet car, and he left his keys in it and I saw that, so I waited until he went inside, and I hopped in, and I went for a short ride. It was nothing much.

COUNSELOR: What kind of car does he have?

DAVID: A Porsche—very cool, but I never trashed it—just a short, 10-minute ride.

COUNSELOR: So really, a very cool car; and when you think about this, you think, “Well, I never trashed it, so what was the harm?”

DAVID: And that's what I'm thinking. And I don't get what the big fuss about this is for.

COUNSELOR: Yeah, I guess a lot of other people are getting fussed up about it, but from your perspective it's like, "Nothing bad, nothing happened, really," right?

DAVID: Well, I guess I could have gotten in a wreck, but I'm a good driver.

Disruptive Behaviors – Part Two

COUNSELOR: When you stopped to think about it just now, you said, it's possible you could have gotten in a wreck, but you're an excellent driver, so the likelihood is no. But there was that possibility.

DAVID: [NODDING HEAD AFFIRMATIVELY]

COUNSELOR: OK

[INSTRUCTIONS BOX APPEARS]

You will now watch this session again. At key moments, you will be asked to reflect on what you observed and to answer specific questions.

Record your responses in the boxes provided.

Click the ‘Continue’ button to start the session

[THE SESSION STARTS AGAIN]

COUNSELOR: So David, I know that we were just in the other room meeting with your mom, and that we decided that it would be nice for just you and I to speak separately. And I just want to let you know before you say anything, that what you say here with me is private, personal information. What you say here stays here. As you know, I think, from the paperwork, there are exceptions to that; it's kind of the standard thing that if you were to be a danger to someone or yourself or some kind of risky thing, then I would need to—well, we'd need to talk to your mom together about that. Not that I suspect that's going to be the case, but I wanted to let you know before you said anything that that was the way things worked.

And so you're welcome to start wherever you'd like.

COUNSELOR: OK.

[A SET OF QUESTIONS APPEARS ONSCREEN]

Disruptive Behaviors – Part Two

Reflect on what you just observed. Record your responses in the boxes provided then press ‘Continue’.

How effective was this part of the conversation? Why was it done?

What would you recommend should have been done?

Press the ‘Continue’ button to view the next segment.

[THE SESSION RESUMES]

COUNSELOR: Well, thank you for telling me that again. And I guess I'm wondering what would you rather talk about first? Would you want to talk about your parents and why they should be in counseling, or would you like to talk about the gym teacher's car thing?

DAVID: I thought you knew all about what happened with the gym teacher's car thing.

COUNSELOR: I know a little bit about it, and I do know some of what other people say, but I've never really heard your side. I'd love to hear it straight from you, your own perspective of what happened.

[ONE QUESTION APPEARS ONSCREEN]

Reflect on what you just observed. Record your response in the box provided and then press ‘Continue’.

What technique did the counselor use here and why did he use it?

Press the ‘Continue’ button to view the next segment.

[THE SESSION RESUMES]

COUNSELOR: What kind of car does he have?

DAVID: A Porsche—very cool, but I never trashed it—just a short, 10-minute ride.

Disruptive Behaviors – Part Two

COUNSELOR: So really, a very cool car, and when you think about this, you think, “Well, I never trashed it, so what was the harm?”

DAVID: And that's what I'm thinking. And I don't get what the big fuss about this is for.

COUNSELOR: Yeah, I guess a lot of other people are being fussed up about it, but from your perspective, it's like, "Nothing bad, nothing happened, really," right?

[A SET OF QUESTIONS APPEARS ONSCREEN]

Reflect on what you just observed. Record your responses in the boxes provided then press ‘Continue’.

How effective was this part of the conversation? Why was it done?

Would you recommend different questions? What questions would you have asked the client?

Press the ‘Continue’ button to view the next segment.

[THE SESSION RESUMES]

DAVID: Well, I guess I could have gotten in a wreck, but I'm a good driver.

COUNSELOR: When you stopped to think about it, just now, you said, it's possible you could have gotten in a wreck. But you're an excellent driver, so the likelihood is no. But there was that possibility.

DAVID: [NODDING AFFIRMATIVELY]

COUNSELOR: OK.

[A SET OF QUESTIONS APPEARS ONSCREEN]

Describe one skill, technique, or attribute the counselor exhibited which fostered the therapeutic relationship with the client in the counseling session and explain why.

Describe one skill you might teach and reinforce with the client in the counseling session and explain why.

Press the ‘Review’ button to review your comments.

Disruptive Behaviors – Part Two

Review

Review and edit your comments within each of the text boxes.

When ready, you can copy and paste your comments to your computer by pressing the ‘Copy’ button, or by downloading them to your desktop as a text file by pressing the ‘Download’ button.

Pressing the ‘Save’ button will record your comments to this computer so that you may return later to edit your responses.

Hyperactive Child

TANYA: Ooh, I used to have one of these action figures at home. That's cool. Have you ever played Halo? How about Grand Theft Auto? That's another one of my favorite games. Do you have any games we could play here?

COUNSELOR: Tanya, Tanya, before we talk about any kind of games and stuff, we've got to get this straight. It's not OK for you just to come in and grab my stuff. It's my stuff.

TANYA: Yeah, it's cool stuff.

COUNSELOR: Well, I know it's cool stuff, but still, you've just got to respect people's boundaries. That’s probably one of the reasons that you're in counseling, is that you're kind of getting into people's space, and you're grabbing people's stuff, and we need to work on that.

TANYA: That's stupid. If you don't want people to touch your stuff, then you shouldn't leave it out like this.

[A SET OF QUESTIONS APPEARS ONSCREEN]

Reflect on what you just observed. Record your responses in the boxes provided then press ‘Continue’.

What approach did the counselor employ?

Was it effective? Why or why not?

What approach or techniques could the counselor have used to create a therapeutic relationship with this client and why would it be successful?

Press the ‘Continue’ button to view the next segment.

Disruptive Behaviors – Part Two

[INSTRUCTIONS BOX APPEARS]

You will now observe a different approach with the same client. Look for differences in counseling techniques compared to the earlier session.

Click the ‘Continue’ button to start the session.

COUNSELOR: Well, Tanya, wow—I love your energy. And you know what? I have this pink Play-Doh that has never been touched. And I'm wondering if we could talk for a couple of minutes, and then maybe we can get to some games later. Would you like to give that a try?

TANYA: OK, cool.

COUNSELOR: All right. I'm going to get some, too. I think I'm going to get the other pink.

And so you and your mom and dad and I met for a few minutes before, and we decided it would be good for you and I to have some time together, just to spend time. We can do some playing, we can hang out with each other and talk, and we can do Play-Doh. And so we can do all sorts of things.

But the thing I want to know first, before we do anything else, is that what you say in here stays in here. It's private; it's our stuff we're talking about. Now, your mom and dad and I will have some conversations, but I won't say anything about you behind your back to them. And I do have to let them know if you were going to do something dangerous—we would talk about that, obviously—not that I think that's the case. OK? Does that make sense?

TANYA: Mm-hmm.

COUNSELOR: So now let's talk about what kinds of things you would like to have better in your life.

TANYA: Like what do you mean?

COUNSELOR: Well, like, let's say you had three wishes. And you can make three wishes, one about yourself, one about school, one about home. What would you like to have different?

TANYA: Can I wish for more wishes?

Disruptive Behaviors – Part Two

COUNSELOR: No, but that's a very smart question to ask because if you could, you would have wishes forever, right? But we have a limit on that, so it's just really only three: one about you, one about school, and one about home.

TANYA: Yeah, well, I wish I would never have any more homework. And I wish my parents would get off my case about playing too many computer games. And I wish I could be invisible and get away with whatever I want without annoying anybody.

COUNSELOR: Wow. That is a perfect response. So you'd get rid of homework, you'd make it so your parents wouldn't be on your case about video or computer games, and you would be invisible. You could get away with anything.

So Tanya, I'm just interested—it sounds like you would use a whole wish—and you've only got three—on homework.

TANYA: Yep. No more homework the rest of my life, and my life would be, like, way better.

COUNSELOR: Getting rid of your homework would make your life better. And that makes me think maybe homework is pretty miserable and feels kind of awful right now.

TANYA: Yep, so poof—I'd make it disappear.

[INSTRUCTIONS BOX APPEARS]

You will now watch this session again. At key moments, you will be asked to reflect on what you observed and to answer specific questions.

Record your responses in the boxes provided.

Click the ‘Continue’ button to start the session.

[THE SESSION STARTS AGAIN]

COUNSELOR: Well, Tanya, wow—I love your energy. And you know what? I have this pink Play-Doh that has never been touched. And so I'm wondering if we

Disruptive Behaviors – Part Two

could talk for a couple of minutes, and then maybe we can get to some games later. Would you like to give that a try?

TANYA: OK, cool.

[ONE QUESTION APPEARS ONSCREEN]

Reflect on what you just observed. Record your response in the box provided then press ‘Continue’.

What technique did the counselor use here and why did he use it?

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[THE SESSION RESUMES]

COUNSELOR: All right. I'm going to get some, too. I think I'm going to get the other pink. And so you and your mom and dad and I met for a few minutes before, and we decided it would be good for you and I to have some time together, just to spend time. We can do some playing, we can hang out with each other and talk, and we can do Play-Doh, and so we can do all sorts of things.

But the thing I want you know first, before we do anything else, is that what you say in here stays in here. It's private; it's our stuff we're talking about. Now, your mom and dad and I will have some conversations, but I won't say anything about you behind your back to them. And I do have to let them know if you were going to do something dangerous—we would talk about that, obviously—not that I think that's the case. OK? Does that make sense?

[A SET OF QUESTIONS APPEARS ONSCREEN]

Reflect on what you just observed. Record your responses in the boxes provided then press ‘Continue’.

What is the counselor attempting to do here? Why is he doing this?

Why did he mention that he wouldn’t say anything without the client knowing it?

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[THE SESSION RESUMES]

COUNSELOR: So now let's talk about what kinds of things you would like to have better in your life?

TANYA: Like what do you mean?

Disruptive Behaviors – Part Two

COUNSELOR: Well, like, let's say you had three wishes. And you can make three wishes, one about yourself, one about school, one about home. What would you like to have different?

TANYA: Can I wish for more wishes?

COUNSELOR: No, but that's a very smart question to ask, because if you could, you would have wishes forever, right? So we have a limit on that, so it's just really only three: one about you, one about school, and one about home.

[A SET OF QUESTIONS APPEARS ONSCREEN]

Reflect on what you just observed. Record your responses in the boxes provided then press ‘Continue’.

How effective was this part of the conversation? Why was it done?

Would you recommend different questions? What questions would you have asked the client?

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[THE SESSION RESUMES]

COUNSELOR: Wow, that is a perfect response. So you'd get rid of homework, you'd make it so your parents wouldn't be on your case about video or computer games, and you would be invisible. You could get away with anything.

[ONE QUESTION APPEARS ONSCREEN]

Reflect on what you just observed. Record your response in the box provided then press ‘Continue’.

What technique did the counselor use here and why did he use it?

Press the ‘Continue’ button to view the next segment.

[THE SESSION RESUMES]

COUNSELOR: So Tanya, I'm just interested—it sounds like you would use a whole wish—and you've only got three—on homework.

Disruptive Behaviors – Part Two

TANYA: Yep. No more homework the rest of my life, and my life would be, like, way better.

COUNSELOR: Getting rid of homework would make your life better. And that makes me think maybe homework is pretty miserable and feels kind of awful right now.

TANYA: Yep. So poof – I'd make it disappear.

[A SET OF QUESTIONS APPEARS ONSCREEN]

Describe one skill, technique, or attribute the counselor exhibited which fostered the therapeutic relationship with the client in the counseling session and explain why.

Describe one skill you might teach and reinforce with the client in the counseling session, and explain why.

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