DEVELOP THEORY-BASED INTERVENTIONS Instructions For this assignment, continue to

DEVELOP THEORY-BASED INTERVENTIONS
Instructions
For this assignment, continue to work with the two clients you selected for your Week 5 assignment (one child and one adolescent). Review the Assignment Case Studies if you want to look at the case studies.
Using the Week 7 Assignment Template [DOCX], complete the following for each client:
Choose two counseling theories and compare and contrast the application of these theories to the client’s treatment.
Develop interventions supported by the literature, based on the counseling theories chosen.
Develop two individual counseling interventions. A minimum of one of these interventions should be grounded in play therapy.
Develop two family counseling interventions. A minimum of one of these interventions should be grounded in play therapy.
Develop two group counseling interventions. A minimum of one of these interventions should be grounded in play therapy.
Be sure to support your work with a minimum of four, recent peer-reviewed journal articles for each case study. Use your Counseling: Masters Research Guide from the Capella library for directions about searching. Also, communicate in a manner that is scholarly and professional, adheres to current APA standards, and is consistent with expectations for members of the counseling professions.
Additional Requirements
As you complete your assignment, be sure to:
Write coherently to support your work with correct grammar, usage, and mechanics as expected of a counseling professional.
Correctly apply current APA style and format. Visit Evidence and APA for more information.
Cite only recent (published within the last 5 years), relevant academic literature to support your work.
SARAH
Sarah is a five year old Hispanic female in kindergarten. She has a twin sister Esther, and they are very close in their sibling relationship. They still sleep in the same bed together even though they each have their own bedroom. Until recently, they did not have friends, choosing to play only with each other. When Sarah and Esther entered Kindergarten, the school placed them in separate classes. Although Esther transitioned without issue and quickly made friends, Sarah has not. She has not spoken since the first week of school. Her relationship with her sister has deteriorated. Sarah spends her free time hiding under her bed, drawing or holding her dolls.
Sarah’s parents thought it was a phase and she would adjust, but when Esther had a sleep over with her new friends, Sarah ran away. Her parents searched the neighborhood and could not find her. After an hour, they called the police. The police searched the neighborhood and they finally found her in the park.
EDWARD
Edward is a 12-year old Korean boy in the 6th grade. He is shy and often keeps to himself. Teachers expressed concerned to his parents because Edward chose to read during PE rather than engage with his classmates in games and activities. Since winter break, however Edward is like a different adolescent. He disrupts class by making noises, dancing in the halls, and mocking the teacher.
Edward’s parents report that he mocks his sister when she cries and then laughs at her when she cries harder. The shift in personality happened quickly according to the parents. As far as discipline, the parents report “nothing helps.” The school recommended an alternative learning center for the remainder of the term.
Although they are supportive of the school, they are concerned about Edward losing Robotics Club as it is the one place where he has friends. When the parents explain to Edward what it means to be sent to an alternative learning center, he becomes very upset and promises to do better the next day. Unfortunately, he does not. When asked about his behaviors at school, he refuses to talk about it.