Each individual's therapy process is unique. While we will outline goals and expectations at the outset of treatment, it is difficult to predict the exact course that treatment will take. Working toward a goal, one may find that an equally important goal evolves organically as we work together, particularly as we uncover some of the unconscious factors involved in one's life that were previously unknown.
I find therapy to be most enriching when a focus is maintained on "here and now" experience. However, this does not mean that past events and personal history are unimportant. On the contrary, it can be helpful to explore the ways in which past events are experienced in the present. In addition, the "here and now" experience of the relationship between the client/patient and therapist can be a useful context for exploring interpersonal experiences outside of the consulting room.
I am likely to encourage a mix of talking, meditative, self-reflective, and experiential exercises, as well as creative forms of expression, the particular mix dependent on the inclinations of the individual. While therapy should at times challenge one's current assumptions and encourage expansion of one's comfort zone, you will ultimately be the one to decide which practices are right for you.
While the general format of therapy with teenagers is similar to that with adults, the specific practices, exercises, and techniques are tailored to the unique developmental needs of this age group. Therapy often helps teenagers to develop their independence and autonomy, although it is also important for teenagers to have their parents' support. Maintaining both independence and connection entails a process of renegotiating the parent-child relationship, which can drastically change during this time of life. Thus, it may be decided to include parents in sessions on occasion, although whether to do this is in large part dependent on the preferences of the teen.
Although in many cases the adolescents with whom I work are minors whose parents are funding treatment, It is essential that a safe space is available in which teenagers are free to explore any aspects of their inner lives and outer experiences. Thus, confidentiality regarding our discussions is highly valued and is breached only in situations involving issues of safety.
I work with children of all ages, from birth through adolescence. Depending on the age of the child involved, therapy usually includes a mix of individual sessions, parent sessions, and family sessions. When meeting with children, I generally employ a variety of play, art, and other expressive therapy methods. I focus on meeting the child at his or her developmental level. By doing so, the child and I can work within an appropriate Zone of Proximal Development, which means that I can encourage the child to stretch their limits and abilities while not overwhelming them with tasks and expectations for which they are not ready.
I heavily emphasize the value of the therapeutic relationship with children and my first and most important task of the treatment will be to establish a trusting rapport with the child and to get to know the child as a whole person and not just as the identified patient with such and such a problem/diagnosis. This relationship provides the safety which helps the child to communicate and work through problems.
The next most important task is to encourage communication. Since young children communicate best through play, I find it most effective and appropriate to utilize play therapy methods with this age group. Play provides a non-threatening way for children to experience their thoughts, feelings, and emotions, enabling them to build tolerance and resilience through gradual exposure, while preserving their sense of control. Verbalizing feelings, particularly threatening ones, can be difficult for children, who have not yet developed the self-awareness and language skills to put their feelings into words. Through play, they have the opportunity to deal with and communicate their experience in developmentally appropriate ways.
For more information about what play therapy is and about the evidence supporting play therapy:
https://www.a4pt.org/
Whether helping children to manage stress and anxiety, change problematic patterns of behavior, develop frustration tolerance, or better regulate their physical and emotional states of being, parenting work is often one of the most important components of a child's therapy process. Sometimes, children can be helped purely through parent consultations without ever needing to visit with the therapist, as parents develop new skills, implement new strategies, and cope more effectively with the stress of parenting. By engaging in therapeutic work related to parenting, one learns to address/correct the ways in which one's own history may be interfering with effective parenting. It is often helpful to explore mindfulness-based skills as a way of helping parents to cope with the daily stresses of parenting as well as a way of helping parents to develop presence in their relationships with their children.
I am a Certified Positive Discipline Parent Trainer. In contrast to what the name might seem to indicate, this parenting model, developed by Dr. Jane Nelson, is not simply about "being nice," always maintaining a cheerful demeanor, or focusing on rewarding children. Rather, it provides a strong foundational philosophy regarding how to help children develop social, emotional, and practical life skills. A Positive Discipline approach emphasizes respect for all family members, effective communication, and the importance of setting limits that are both kind and firm. There are many books and materials that are helpful with regard to learning the Positive Discipline concepts and tools, and I often incorporate these resources in order to help parents build and practice skills between sessions.