Exploring Short-Term Counseling with Young Adults

Christina Celfo, Jaclyn Macchi, and Alyssa Sceppaguercio Montclair State University
Foundations
Research Findings
Collaboration & Future Research
Applications
Methods & Impacts
Methods
Hetherington (1999) breaks down short term counseling into three
phases:
1. Establishing a relationship (working alliance)
2. Addressing the reason for coming to counseling while dealing
with root/past conflicts
3. Transferring focus from counseling to applicable real life issues
and situations
Goal setting through the use of Dennisons (2008) group practice model:
Integration of Yaloms cognitive and behavioral group work model
Emphasizes structured planning, guidelines, participation and
vulnerability
Breakdown of primary and secondary goals
Impacts
The following effects of short-term counseling on young adults:
Features of short-term counseling include:
"developing the therapeutic alliance, instilling hope, quickly centering on
achievable objectives, judiciously selecting evidence-based practices,
maximizing out-of-session change opportunities, and facilitating
treatment adherence and follow-up to make sure treatment gains are
maintained long after termination" (Shallcross, 2012)
Fundamentals:
Interventions of less than eight counseling sessions are effective for
young adults experiencing transitory difficulties (Hetherington, 1999)
Provides the young adult the chance to address current issues without
interfering with the his/her natural development (Hetherington, 1999)
Importance of creating a trusting relationship between therapist and
client (i.e. working alliance)
Improves social self-perception and empowerment (Dennison, 2008)
Easily accessible and economically reasonable (Winzer, 2007)
Is a chance to explore the young adults problem (Hetherington, 1999)
Addresses a specific problem and needs a motivation, psychological
mindedness, intelligence, [] a capacity to form a working alliance,
introspection, recognition of emotional content of problems, and a
capacity to tolerate frustration or anxiety (Coren, 1996)
Davanloo emphasizes it is important to maintain the focus and the
emotional tension, whilst minimizing regression (Hetherington, 1999)
Serious emotional and behavioral problems are found in todays schools
and treated with short-term counseling (Dennison, 2008)
Short-term therapies can provide the young adults with new insights,
new approach to life including fresh patterns of thinking and ability to
make use of the sessions afterwards" (Winzer, 2007)
Goals and Objectives:
To explore the benefits, challenges, and impacts of short-term
counseling for high school and higher education students
To identify effective techniques and theories utilized for
counseling young adults in short periods of time
To raise awareness that short-term counseling is seen as an
effective practice in both high schools and college/university
settings
Collaboration
A non-judgmental, peer-mentoring system for young adults
Communication between school personnel and university
researchers
Support network for guidance counselors and higher education
counselors
Future Research
Longitudinal study high school through college/university
Studying the effects of short-term counseling on young adult
autonomy
Short-term counseling verses long-term counseling in
school/university settings
Suggested Techniques
Interactive
student
engagement
Assessment
Applicable
theories
Elevated levels of self-
esteem
Improved therapy
outcomes
Increased self-
awareness
Improved therapy
progressions
Strong working
alliances
Increased autonomy