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Counselor education programs are ethically bound to teach methods of research and evaluation so counselors may identify counseling methods that have a reasonable probability of success. Single-case design represents rigorous research practice, is amenable to practice, and allows the practitioner the opportunity to explore interventions from quantitative and qualitative perspectives. Key elements of single-case methodology are reviewed, including benefits, specific details, and pitfalls related to conducting single-case research with children. A case study and suggestions for implementation in counselor education are provided.

Assessment is a foundational part of counseling practice, which includes providing assessment feedback to those evaluated. Though millions of children are assessed yearly, there has been little research surrounding providing assessment feedback with children. In this study, the authors qualitatively explored children's experiences with a developmentally appropriate feedback model based in creativity, the Young Children's Assessment Feedback (YCAF). Participants included ten 6 to 10-year old children, who completed a battery of psychoeducational assessments and the YCAF process. Data sources included session transcriptions, session observation notes, child interviews, parent interviews, and expressive arts observation notes. To explore the perceptions regarding the YCAF, the authors utilized interpretative phenomenological analysis to understand the children's feedback experiences. Findings included the themes: freedom for self-direction, self-concept, therapeutic relationship, affective responses of child, systemic shifts, and developmental considerations. Children in this study reported a variety of benefits and experiences surrounding receiving their own personalized, developmentally appropriate assessment feedback. [ABSTRACT FROM AUTHOR]

There is a preponderance of evidence that adverse childhood experiences (ACEs) result in harmful physical, learning, social, emotional, and behavioral health outcomes during childhood, with far reaching effects lasting across the lifespan. The cumulative effect of childhood adversity and its relationship to childhood trauma represent an urgent call to action among stakeholders, yet treatment studies are rare. The purpose of this randomized controlled trial was to explore the impact of child‐centered play therapy (CCPT) among children with two or more ACEs on improvement of social and emotional assets and behavioral problems. Results of a repeated measures linear mixed model demonstrated statistically significant increases in social‐emotional competencies including empathy, social competence, and self‐regulation/responsibility and decreases in total behavior problems among children who participated in CCPT. Results of this study support the effectiveness of CCPT among children who have experienced ACEs and at risk for complex trauma. [ABSTRACT FROM AUTHOR]

Children in military families may face risk factors in the course of their caregiver's service, including separation, attachment, grief, loss, and mobility, which may result in emotional or behavioral difficulties. Counselors are more effective when prepared to address the unique needs of military-connected youth in culturally responsive practices. In this article, the authors review literature which describes the mental health needs of children in military families, provide a case application example, and present a model for applying the Competencies for Counseling Military Populations. [ABSTRACT FROM AUTHOR]

Traditional methods of treating anxiety have been less effective with young children. The researchers sought to explore effects of child-centered play therapy (CCPT) on young children with anxiety symptoms. Fifty-three participants between 6 and 8 years old were randomly assigned to the experimental or active control group. Children who received CCPT significantly decreased their overall levels of anxiety and worry. Overall, CCPT may be considered a developmentally appropriate treatment for young children who are anxious. [ABSTRACT FROM AUTHOR]