Adolescents

At A Place for Growth we use a variety of techniques and methods to help children and adolescents who are experiencing difficulties with emotion and behavior. Although there are different types of psychotherapy, we rely on communication as the basic tool for bringing about change in a person's feelings and behaviors. Psychotherapy with the adolescent may involve an individual, group or family session. With adolescents the therapists often employ playing, drawing, building, and pretending, as well as talking; these are important ways of sharing feelings and resolving problems.

Psychotherapy is often used in combination with other treatments (medication, behavior management, or work with the school). We value the relationship that develops between the therapist and the patient. The child or adolescent must feel comfortable, safe and understood. This type of trusting environment makes it much easier for the child to express his/her thoughts and feelings and to use the therapy in a useful way.

Psychotherapy helps adolescents in a variety of ways. They receive emotional support, resolve conflicts with people, understand feelings and problems, and try out new solutions to old problems. Goals for therapy may be specific (change in behavior, improved relations with friends), or more general (less anxiety, better self-esteem). The length of psychotherapy depends on the complexity and severity of problems.

Parents are welcome to ask questions:

• What are some of the results I can expect to see?
• How long will my adolescent be involved in therapy?
• How frequently will the therapist want to see my child?
• Will the therapist be meeting with just my child or the entire family?
• How will we (the parents) be informed about our child's progress and how can we help?

Bullying

School bullying, the most common type of school violence and peer rejection, is associated with various behavioral, emotional and social problems. Bullying usually involves deliberate hostility or aggression toward the victim. The interaction is painful and humiliating and distressing to the victim. Note the word deliberate.

'Without intervention, bullying can lead to serious academic, social, emotional and legal problems,' the CSA report states. 'Studies of successful anti-bullying programs are scarce in the United States but … adopting a comprehensive approach in schools can change student behaviors and attitudes and increase adults' willingness to intervene.'

Since bullying behavior harms both the victim and the perpetrator the psychotherapists at A Place for Growth are dedicated to intervention and treatment at both the victim and the aggressor levels. If a child experiences chronic intimidation, he or she may learn to expect this from others. He may develop a pattern of compliance with the unfair demands of those he perceives as stronger. He may become anxious or depressed. Finally, he may identify with the bully and become a bully himself.

The bully is also harmed. If he or she is allowed to continue the behavior, it becomes habitual. He becomes more likely to surround himself with friends who condone and promote aggressive behavior. He may not develop a mature sense of justice. If he intimidates others to cover up his own insecurities, his own anxiety may increase.

The bystander who observes the interaction may become frightened to express himself openly. He may also adopt the behaviors or either the bully or the victim.

What are the signs that your child is the victim of a bully?

Notice subtle signs of school distress:

• failing grades
• physical complaints on school days
• lack of interest in school work or sports
• refusing to go to school with no specific reason

More specific signs to look for:

• unexplained injuries or torn clothes
• missing belongings or money
• repeated requests for more money

If someone is taking your child's lunch, he or she may come home hungry even though he took an adequate lunch to school.

Behavioral Issues

Is it a behavioral disorder such as Oppositional Defiant Disorder (ODD), a pattern of negative, defiant, and disobedient behavior, or Conduct Disorder, where your child repeatedly and persistently violates rules and the rights of others without concern or empathy?

Risk factors for teen behavior problems include:

• Family conflict
• Academic failure in elementary school
• Friends who engage in alcohol and drug use, delinquent behavior, violence, or other problem behaviors
• Peer rejection
• Family history of a problem behavior
• Favorable parental attitudes to problem behavior
• witnessing family violence

Family instability, including economic stress, parental mental illness, harshly punitive behaviors, inconsistent parenting practices, multiple moves, and divorce may also contribute to the development of oppositional and defiant behaviors.

The following interventions have been used to help replace defiant, oppositional behavior with responsible behavior:

• Family and individual counseling to determine underlying issues and learn strategies for behavior change.
• parenting support groups to help guide and empower parents.
• parenting classes to help learn ways of providing consistency, structure, and a positive, less stressful home environment.
• A strong and positive working relationship between parents and teachers.

At A Place for Growth we provide family as well as individual counseling to help both the parents and the teen communicate and grow. We will also refer you to more structured environments if we deem them appropriate.

Alina Gastesi-de Armas, MA, MEd, LMHC
Clinical Director