This chapter provides the age-to-age Series, a handout series of children, intended for therapists to use as resources for parents, caregivers, teachers, or other systemic partners. Each handout provides a description of typical characteristics for the age group, along with expected challenges, tips for caregivers, and indicators of when caregivers should seek support. For ages three to six, each handout is divided into half-years to emphasize the differences that occur during that year of maturation. For ages seven to twelve, the handouts characterize the year as a whole. It is important to consider ones child's overall development, in addition to his or her chronological age, birthday, and cognitive abilities, when deciding the best time for ones child to start kindergarten. This hangout explains that four-year-old child often have behaviors that parents find challenging or concerning, but which are a normal part of development. There are fewer challenges with more than six-year-old child than there were earlier in the year.

A child will create and construct a personal reality from relationships, interactions, and events in his or her life. This book relies heavily on applying the leading developmental theories to child development. It talks about dramatic changes in physical, cognitive, and emotional development take place monthly during infancy, every six months in early childhood, and yearly in middle childhood. The book provides the mental health professional with condensed handout versions of the information offered for each age. A child's development will be limited if he or she experiences certain events or environments. Therapists will recognize the traditional developmental models employed in this book to help to describe each age of childhood. A person's identity or personality is created throughout all stages and is not fixed within one period of development. Jane Loevinger described the ego as the internal structure that organizes and gives meaning to experiences of the person.

Counselors are ethically bound to facilitate counseling interventions supported by rigorous research methods. Randomized controlled trial (RCT) designs are considered the gold standard of credible quantitative designs in the determination of evidence-based counseling interventions. The purpose of the current article is to present rationale to promote the implementation of RCTs in the field of child and adolescent counseling and to further provide step-by-step actions that illustrate the procedures involved in conducting RCTs.

Assessment is a foundational part of counseling practice, which includes providing assessment feedback to those evaluated. Though millions of children are assessed yearly, there has been little research surrounding providing assessment feedback with children. In this study, the authors qualitatively explored children's experiences with a developmentally appropriate feedback model based in creativity, the Young Children's Assessment Feedback (YCAF). Participants included ten 6 to 10-year old children, who completed a battery of psychoeducational assessments and the YCAF process. Data sources included session transcriptions, session observation notes, child interviews, parent interviews, and expressive arts observation notes. To explore the perceptions regarding the YCAF, the authors utilized interpretative phenomenological analysis to understand the children's feedback experiences. Findings included the themes: freedom for self-direction, self-concept, therapeutic relationship, affective responses of child, systemic shifts, and developmental considerations. Children in this study reported a variety of benefits and experiences surrounding receiving their own personalized, developmentally appropriate assessment feedback.

Abstract Single-case research design (SCRD) is a practical methodology that allows school counselors to explore the impact and outcomes of interventions specifically for the purpose of determining their effectiveness with individuals and single cohort groups. This chapter provides identification and definitions of terms specific to SCRD. It also provides descriptions of essential characteristics of SCRD, including continuous assessment, baseline data collection, and phase stability. It presents step-by-step instructions on how to conduct an SCRD and uses case examples to demonstrate each step of the process. The chapter further provides tables, figures, and graphs to illustrate the implementation of SCRD visual analysis.

This nonexperimental field study examined the relationship between participant reported experiences of relational depth (RD) with their individual counselors in substance use disorder (SUD) treatment and participant reported motivation to change substance use. Participants in the study were clients enrolled in inpatient and outpatient levels of substance use disorder treatment.