Discussion: Engagement and Counseling Skills in a First Session

M2 Discussion: Engagement and Counseling Skills in a First Session
Student’s Name
Institution’s Name

M2 Discussion: Engagement and Counseling Skills in a First Session
Dr. Oaklander created an environment where Blake could act himself; it is typical for children to get nervous near older people. Dr. Oaklandder strives to make Blake feel he is with his age mate, or somewhat his equal, and it is through this that he can open up to talk (Cook-Cottone, 2014). In trying to create a friendly environment, Dr. Oklander uses clay to appeal to the attention of Blake. Having had several encounters with children, Dr. Oaklander creatively uses the mud to get Blake talking. Dr. Okalander appealed to the earlier years of Blake when he used to play with clay; and through that, they connected (Psychotherapy.net., 2012).
Dr. Oklander bases her relationship on equals coming together. However, this seems like taking advantage of a young kid by a grownup, but, it is the only way children can tell what is happening in their lives (Havighurst & Downey, 2009). To achieve a state of equality between the child and the therapist, Dr. Oklander plays with clay just to appeal to the youthful client, Blake (Psychotherapy.net., 2012). On another level, Dr. Oklander strives to present an opportunity where the client connects with himself in the past. Also, that happens through the introduction of clay in the session. Dr. Okalander employs creative and projective ways to get Blake talking. The therapist engages Blake in the modeling of his family members then, later on, she asks him to tell each member something (Psychotherapy.

net., 2012).
According to the Gestalt Therapy Model, there are steps a therapist takes to connect with children. The model provides children the opportunity to know more about themselves by connecting them with their lost selves in the past (Oaklander, 1997). In achieving the intent of the model, a therapeutic relationship must exist where equals come together to talk. After the establishment of contact, it is proper that the levels get evaluated continually to determine the level of attachment. Once confident of the relationship, the therapist starts from general questions to personal questions. Lastly, therapeutic and creative plays occur to allow the child to express their full range of emotions. The above outlined three micro skills had the sole intention of realizing the aspects of the Gestalt Therapy Model (Oaklander, 1997). Luckily, it worked in getting into Blake.
Dr. Okalander helped Blake learn to let out his anger in better ways than he did before. By re-engineering the way Blake let out his rage, the relationship between Blake and her mother would probably flourish. Also, the therapist made Blake understand that it was okay to say when he did not like something. Also, Dr. Oaklander taught Blake to be self-reliant as people can disappoint; this is clear when she asks Blake not to tell his friend what makes him mad (Psychotherapy.net., 2012).
Dr. Okalander did well by helping Blake understand how to deal with anger not only at home but also at school. A person who manages his frustration well tends to have meaningful relationships (Psychotherapy.net., 2012). However, whatever Dr. Oaklander helped Blake realize was not enough. There is a tremendous sense of relief that comes with asking for forgiveness. Blake ought to have gone home and asked for forgiveness due to the frequent mad flushes at his mother.
From the video, the lesson of interacting with young ones is well developed. Through the way Dr. Oaklander interacts with Blake, it is easy to borrow the basics of getting to know children. Children are not like adults who will come to a therapist screaming all their problems; they let the therapist know what ails them.

References
Cook-Cottone, C. P. (2014). The elements of counseling children and adolescents. Springer Publishing Company.
Havighurst, S. S., & Downey, L. (2009). Clinical reasoning for child and adolescent mental health practitioners: the mindful formulation. Clinical Child Psychology and Psychiatry, 14(2), 251-271.
Oaklander, V. (1997). The therapeutic process with children and adolescents. Gestalt Review, 292-317.
Psychotherapy.net. (2012). Gestalt Therapy with Children. Retrieved from http://www.psychotherapy.net.