Talking to Tenacious Teenagers in Recovery: Giving them HELP
Talking to Tenacious Teenagers : Giving Them HELP.
Introduction
Tenacity has been described as the persistency of purpose (Webster, 2008). Adolescent’s who are tenacious can become oppositional about receiving new information that appears contrary to their desired outcome. Many parents’ who quickly deny the plea of a tenacious adolescent can recall their child’s reply “whatever” only to discover their adolescent has carried out their request without their permission. An approach that embraces hope may provide a platform that will sustain an adolescent’s interest in alcohol and drug recovery and can be used by a counselor to develop communication with the tenacious teenager.
The adolescent is also often searching for belonging and significance within their world (Eckstein, Rasmussen and Wittschen, 1999). Eyberg, Shumann and Rey (1998) point out that a child’s relationship with their primary caregiver is the most important factor in the early development of a child’s mental health. The relationship between the child and their family is a powerful environmental influence. When an adolescent begins to broaden their social interest to include peers and subcultures outside of the family the possibly of adolescent – parental conflict increases (Eckstein, Rasmussen and Wittschen, 1999).
Adolescent Identity
Marcia (1966) describes identity moratorium as a period were an adolescent experiences an identity crisis. This form of identity crisis can lead to behaviors that include tenacious activities. In an attempt to preserve beliefs, the family may increase the restrictions on their adolescent during a developmental stage that is entrenched in greater autonomy and acceptance from outside of the family. Elkind (1984) has described the life of today’s adolescent as “unplaced” (p.5). A major concern for an adolescent is finding their identity through belonging and significance in their social world. Parental influence on the development of the child can contribute to the fulfillment of the child’s potential. In many families adolescents’ have disengaged from family activities preferring to become involved in video games, the internet and movies (Petitpas, Cornelius, Van Raalte and Jones, 2005). The frustration found in adolescent self – awareness and desire to establish their identity may result in tenacious behavior.
HELP
The H.E.L.P Method is an example of a counseling method that can be applied in a private counseling session due to its application and utility (Pound and Duchac, 2009). This model is a positive, client – centered approach that utilizes an instructive component to encourage clients to explore and work on their problems. Insight has been derived from Snyder’s Hope Theory and Wubbolding’s system of evaluation (Snyder, 1989, Wubbolding, 2000). The elements of hope and evaluation are used to encourage an environment that allows the counselor to be influential while the client is insightful. The four components of the HELP Method build upon each other to develop motivation in the client to fulfill a life improving goal. The HELP Method of counseling requires the counselor enlighten their client during the learning and teaching phase while maintaining a collaborative counselor – client relationship.
Hope
Hope is significant ingredient in the movement toward a goal (Snyder, 2000., Yalom, 1995., Staats 1989). Snyder (1991) believes hope is a proactive construct that is comprised of two subcomponents, agency and pathways. The high hope client is able to demonstrate motivation and an ability to create alternate strategies to blockages that impede progress towards a hope – related goal. Hope based goals are multidirectional and may contain positive or negative desires.
The introduction of language that emanates hope can clearly create an environment that is positive while moving the client toward cognition of possible present and future success. The client who has chosen to enter counseling has demonstrated both agency and pathway behavior. The presentation of fundamental psychological theoretical concepts during the first stage of the HELP Method can develop agentic thoughts by the counselor demonstrating explicit therapeutic knowledge that will move the client toward their goals (Snyder, 2000).
Evaluation
The HELP Method utilizes evaluation procedures that focus on in - session counseling. The counselor attempts to assess the level of pathway and agentic thoughts expressed by the client as well as the attainability of the expressed goals. Wubbolding (1990) points out that many clients continue to repeat unsuccessful behaviors. The development of pathway cognition provides a building block toward creative strategic thinking that moves the client toward goal attainment. There may be some clients who express high hope goals that are wrapped in hot cognition despite an appearance of incongruity with their abilities.
The counselor employing the HELP Method may guide the client through a forward thinking exercise designed to outline the probable steps that would be required to attain a high hope, hot cognition goal (Janis and Mann, 1977). The forward thinking exercise provides the client with an opportunity to self – evaluate through decision balancing which may include the investment of personal time, effort, resources and ability required for successful goal completion.
Teaching and Learning
Many clients who seek counseling may be aware they are unable to satisfy their needs yet are unable to express the life they desire. The client who desires an improved relationship may require examples of behaviors that portray quality relationships. Vygotsky (1978) in his Sociocultural Theory suggests learning is most effective when occurring within the learner’s zone of proximal development. Vygotsky understood the crucial role that adults play in the development of a child. Children rely on adults to help them understand how things work (Coon, 2001).The counselors’ ability to use scaffolding can be seen by the client as a template that utilizes incremental steps that are within the learning ability of the client. Pathway development can be encouraged by the counselor through exercises that enable the client to create. Examples of creative exercises may include a variety of role play situations; cognitive rehearsal and gestalt stem questioning.
Action – Planning
Action planning is for the HELP Method a blend of simplicity and creativity. The HELP Method adopts a SMALL goal philosophy towards client’s hope – filled goals as seen in Table 1. The acronym SMALL highlights the emphasis on incremental changes that are consistent with the Vygostky style of education.
Insert Table 1
The essence of small goal action planning is found in the ability of the client to choose the time they put into action the details of their plans. Planning approaches that are distinguished by strict details may lack the learning advantages found in the zone of proximal development that can be part of a counseling session. Clients are encouraged to implement action - planning through autonomous goal activation. An example can be seen in the case example of an adolescent who reveals he had been asked to attend counseling by his parents.
In this example the counselor may use role – play to prepare Mark for discussion with his parents while the important choices of timing and delivery are chosen by the adolescent. The goal for planning in the HELP Method is to free people to act and create rather than over – regulate.
Case Example
Counselor: Mark you mentioned your parents never listen to you. Could you describe what “never listening looks like” for you.
Mark: Well, I usually ask Mom if I can do something and she generally says no or I’ll see what I can do, so I just go ahead and do it without her knowing.
Counselor: I am getting the idea that you can be very determined; this can be especially helpful to us in finding an answer to this situation. (Hope)
Mark: You think? Mom says I can be a real pain, I’m sure she told you about my drinking.
Mark explains his drinking is only with his friends.
Counselor: When you started drinking, did you know it could cause a problem for you and your family?
Mark: I guess, but I didn’t care.
Counselor: Could you imagine what you might care about? (Evaluation)
Mark: Well, I wanted to be with my friends.
Counselor: Friends are important, have you considered some of the problems you have faced at school due to your alcohol use?
Mark: Sure, I know my parents are worried about my grades.
Counselor: Mark, I think you may be aware that your parents care a lot about you and they sometimes don’t see things the way you do. (Learning and Teaching)
Mark: That’s for sure!
Counselor: In a way you can help them; I know I’m suggesting a lot here.
Mark: What can I do?
Counselor: What do you think about completing a schedule that both you and your parents can view? (Planning)
Mark: Could work?
Counselor: It may start to build trust for you with your parents and that could help give you more freedom in the future (Hope).
Mark: Excellent!
This abbreviated case example of Mark outlines the steps of the HELP Method.
When clients are unable to collaborate during the action - planning component more time may be required in the stages that invoke hope and evaluation. The counselor can go back to the first two components and incorporate new information taught in the first cycle of learning and teaching.
Conclusion
The HELP Method is a simple delivery system that provides a method that can be used by counselors and parents who are experiencing communication problems with tenacious teenagers.
