Internalizing Teen Group Paper

I particularly enjoy communicating program progression, behavior changes and therapeutic interventions with Senior Therapists and parents to discuses the next steps in the children’s treatment plan. While working to meet the needs of the children for whom I provide therapy, I realized that each of them had an interesting story and a need for personalized interaction, education and compassion. I am enthusiastic about working hard to help meet students’ psychological needs, and I feel the best way to do this is to pursue an education in School Psychology.

With the prevention of mental and physical health difficulties and the advancement of well-being and health, there is emphasis on reducing the breach between mental health needs that are not met among youngsters and teenagers and operational evidence-based services to meet them (Rones and Hoagwood 2000; U.S. Department of Health and Human Services 1999; U.S. Public Health Service 2000 as cited in Flaspohler, Meehan, Maras, & Keller, 2012). Despite evidence that school viciousness and other main problems among youth may have declined or leveled off, a significant need for effective prevention programming is still necessary. Current data suggests that of “11.3 % of young people in this country, about 7.4 million youth altogether, have at least one diagnosable emotional, behavioral, or developmental condition; 40 % of these youth are diagnosed with two or more of these conditions” (U.S. Department of Health and Human Services 2010).

One of the programs specifically targeted for adolescents in school is The Penn Resiliency program (PRP). It is a Cognitive Behavioral (CB) intervention for young adolescents that in is intended for delivery in schools. PRP found that the program significantly reduces depressive symptoms for at least 12 months post intervention (Gillham et al., 2012). The study for this program was successful in showing that the program can be delivered in a group setting lead by educators or regular people from the community. “PRP includes 2 major components. The first component is based on CB therapy for depression, students learn about connection between interpretations and feelings and behaviors” (Gillham et al., 2012). In the second component, students

The school will develop programs and services to provide help and support to children in order to improve their mental health. One program will be designed only for children to help them identify problems and teach them coping skills. Focus groups and activities will be encouraged throughout the year to improve confidence and interpersonal skills. In addition, another program will be specially designed for the children and the parents to help in the development of trust and

Mental Health is not merely the absence of psychopathology, but the presence of sufficient levels of emotional, psychological, and social well-being (Keyes, 2002). Over the lasts 20 years, there has been a shift in understanding the epidemiological study of child and adolescent psychiatric disorders and their daily functioning. About one out of every ten youths is estimated to meet the Substance Abuse and Mental Health Services Administration (SAMHSA) criteria for a Serious Emotional Disturbance (SED), (Costello et al, 2005) defined as a mental health problem that has a drastic impact on a child’s ability to function socially, emotionally, and academically (Brauner and Stephens, 2006). Children who have difficulty paying attention, following directions, getting along with others, and controlling negative emotions of anger and distress do less well in school (McClelland et al., 2000). For many children, academic achievement in their first few years of schooling appears to be built on a firm foundation of children 's emotional and social skills (Raver, 2002).

Reports show that one in five youths suffer from a mental health disorder (Cummings.) Disorders like attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), and depression are often not seen as a real issue to some adults. The children suffering from these disorders are just judged as being disruptive, lazy, or sad. ADD and ADHD both affect ones ability to pay attention, so leaving it untreated can dramatically affect how a student learns and result in bad grades in school. Being properly diagnosed and receiving counseling or medication for a certain disorder can improve a child’s ability to pay attention and in return make good grades. Depression in children is generally misunderstood due to the idea that being depressed means one is sad. The criterion for being diagnosed with depression is much more than simply being sad. In some cases the individual may not even appear to be sad on the outside but are internally suffering. Some of the criteria consist of irritable mood, lack of interest, change in sleep, weight changes, and feelings of worthlessness. The misconstrued perception of depression in children leads to them not being treated and can cause long-term mental health issues. Also, some young adults do not know how to tell their parents that they are struggling with their mental health and that they need help. Noticing signs of these problems and acting quickly will help children and adolescents receive necessary medication or

There is a need for many types of group counseling in this civilization that we live in ranging from task/ work groups, psychoeducational groups, counseling groups and psychotherapy groups. Groups can defined by the collection of two or more individuals who meet face- to- face or virtually in an interactive, interdependent way, with the awareness that each belongs to the group and for the purpose of achieving mutually agreed- upon goals (Gladding, 2012). As a High School counselor, the development of our children and their self concepts of themselves and their attitudes towards school and life are detrimental in ensuring a great future for our country.

Depression is a severe mood disorder and it is the most frequently diagnosed psychiatric disorder amongst adolescents. Depression is a state that adolescents can fall easily into. Teenagers spend more time with their friends than they do with their families which can result is possible rejection of peers. Individuals feel the need to have approval of self-worth by their peers. If they get disapproval, this can lead to brutal symptoms. (Platts, Kadosh, Lau 6). The symptoms can vary from self-worthlessness, anxiety, or a

Along with depression, the amount of students experiencing crippling anxiety has experienced a sharp increase. In recent years, it has surpassed depression as the top reason students seek out counseling and therapy; and has become the most common mental health disorder in the United States with nearly 30 percent of adults and adolescents being affected. Just as was seen with depression, within the last decade, studies have found marked increases in the amount of high school students who reported overwhelming anxiety. The American College Health Association found that anxiety levels had grown from 50 percent of high schoolers in 2011 to an astonishing 62 percent in 2016. (NYT) The sharp rise in mental illness in adolescents has manifested itself

Mental health counseling can be an important and useful tool in overcoming obstacles in life. The loss of a loved one, dissatisfaction in a career, anxiety in social situations, and the misuse and abuse of substances are all reasons someone may seek professional help from a clinician. The problem with these examples is that these are mostly “adult” issues. What happens is a child is suffering with anxiety in the classroom or a sadness they can’t shake? Children and adolescents are often thought to be carefree and absent of worry. Parents and other adults in their lives try to filter the negativity they experience. Cushioning them from a world of pressure so they don’t have to experience the weight adulthood places on individuals. Just because adults try to prevent it does not mean children do not feel it. Late childhood and adolescent anxiety disorders are an issue. Communicating the problem and understanding what the adolescent is going through is the first step. Once the anxiety has been put on the table, and intervention needs to be established. There are many forms of therapy for children and adolescents suffering from anxiety but this paper will cover only a few important practices. Cognitive Behavioral Therapy, both online in clinically, Attention Bias Modification, Pharmacotherapy, and some alternative methods have all been found to be effective in their own way. Dependent on the client, each of these therapeutic methods can be used to help alleviate the symptoms

Average students displaying school avoidance behavior have been reported to suffer from anxiety disorders. Anxiety disorders can vary based upon individual specificity, but ultimately include intense

Anxiety in youth endangers individuals putting them at a greater risk for a comorbid diagnosis (Verduin & Kendall, 2003), psychopathology during adulthood (Flannery-Schroeder et al., 2004; Woodward & Fergusson, 2001) and dysfunctioning family and peer relationships (Woodward & Fergusson, 2001). However from a developmental perspective, in healthy individuals anxiety plays an integral part of human emotions which is experienced throughout life. But when anxiety is characterized by irrational fear or worry which causes significant distress, impairment in functioning or both it is termed as anxiety disorder. The Diagnostic Manual of Mental Disorders (DSM-V) specifies 12 different anxiety disorders. Anxiety in childhood and adolescence is a common psychiatric condition. Reports by Essau (2000) showed higher rates of anxiety in adolescents than childhood showing an increase from 14.7% at 12- 13 years to 22.0% at 16-17 years of age. More recent epidemiological study suggest a period prevalence rate of 9%-32% during childhood and adolescence (C. Essau & Gabbidon, 2013). Forms of anxiety such as Separation Anxiety Disorder are less prevalent in adolescents but Generalised Anxiety Disorder (Rapee, 1991) and Social Anxiety Disorder (Westenberg et al., 2007) are more prevalent in adolescence relative to childhood. The exhibition of anxiety in adolescence can be

According the Anxiety and Depression Association of America, one in five teenagers suffer from school-related anxiety, but of those less than half receive any type of treatment or counseling

Our program model was developed through ongoing evaluations allowing our adolescent clients and their families to be the best judge of the experience and what contributed to positive outcomes. By distancing ourselves from arguments about processes and models, we are looking to do more of what works and avoid prescribing more of the same treatments for clients that have been through the widespread network of numerous services and professionals.

School district and community health center collaborating together to diagnose mental health problems that influence the students functioning and to start a suitable treatment plan. Treatment plans were developed based on the needs of each student and could have included school counseling, classroom modifications, or behavior modifications.