Module 1 Discussion Instructions
1. Review the attached scoring guidelines for discussion assignments.
2. Read the attached article, “Adlerian-based responses for the mental health counselor to the challenging behaviors of teens,” and address the following in a short essay (approximately 500 words):
o Write a brief summary of the article, making sure that you use your own words
o Explain why you need to know this information and how it can make you a more effective counselor.
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Adlerian-based Responses for the Mental Health Counselor to the Challenging Behaviors of Teens
The article “Adlerian-based Responses for the Mental Health Counselor to the Challenging Behaviors of Teens” by Ballou and Walton provides a framework for understanding and responding to the challenging behaviors of teens. The authors draw on the work of Alfred Adler, a psychologist who believed that all behavior is purposeful and that people are motivated by a desire to belong and feel significant.
Ballou and Walton identify four mistaken goals that can lead to challenging behaviors in teens:
Attention-seeking: Teens who seek attention may act out in order to get the attention of their parents, teachers, or peers.
Power-seeking: Teens who seek power may try to control others or get their way through threats or intimidation.
Revenge: Teens who seek revenge may act out in order to get back at someone they feel has wronged them.
Inadequacy: Teens who feel inadequate may act out in order to avoid challenges or to feel like they have some control over their lives.
The authors argue that the best way to respond to challenging behaviors is to help teens understand the mistaken goals that are driving their behavior. Once teens can understand their own motivations, they can begin to make choices that are more in line with their values and goals.
Ballou and Walton provide a number of strategies for helping teens understand their mistaken goals. These strategies include:
Reflective listening: This involves listening to the teen without judgment and reflecting back their feelings and thoughts. This can help the teen to feel heard and understood.
Empathic questioning: This involves asking questions that help the teen to explore their own motivations. For example, a counselor might ask a teen who is acting out for attention, “What do you think you’re trying to get by acting this way?”
Helping the teen to identify their strengths: This can help the teen to feel more confident and capable.
Helping the teen to set goals: This can help the teen to focus on positive outcomes and to make choices that are in line with their values.
The authors conclude by arguing that Adlerian theory can be a valuable tool for mental health counselors who are working with teens. The theory provides a framework for understanding challenging behaviors and for helping teens to make positive changes in their lives.
Why I Need to Know This Information
As a mental health counselor, I need to know about Adlerian theory in order to be effective in working with teens. The theory provides me with a framework for understanding the challenging behaviors of teens and for helping them to make positive changes in their lives.
I can use Adlerian theory to help teens understand their own motivations. Once teens can understand their own motivations, they can begin to make choices that are more in line with their values and goals.
I can also use Adlerian theory to help teens develop their strengths. When teens feel good about themselves and their abilities, they are more likely to make positive choices.
Finally, I can use Adlerian theory to help teens set goals. When teens have goals to strive for, they are more likely to make positive changes in their lives.
How This Information Can Make Me a More Effective Counselor
Adlerian theory can make me a more effective counselor by providing me with a framework for understanding challenging behaviors and for helping teens to make positive changes in their lives.
By understanding the mistaken goals that are driving challenging behaviors, I can help teens to identify the underlying motivations for their behavior. Once teens can understand their own motivations, they can begin to make choices that are more in line with their values and goals.
I can also use Adlerian theory to help teens develop their strengths. When teens feel good about themselves and their abilities, they are more likely to make positive choices.
Finally, I can use Adlerian theory to help teens set goals. When teens have goals to strive for, they are more likely to make positive changes in their lives.
