Critical book review

MK, BAHASA INGGRIS

Prodi S1 BK - FIP

Integrating Play Techniques

in Comprehensive School SkorCounseling
Nilai : Programs
Jennifer R. Curry and Laura J. Fazio-Griffith,2013

NAMA MAHASISWA :

ARTHA RONAULI NAINGGOLAN 12031510

FADINDA AISYAH 1203151044

DOSEN PENGAMPU : ALBERT

PAULI SIRAIT

MATA KULIAH : ENGLISH

Fakultas Ilmu Pendidikan

Program Studi : Pendidikan Bimbingan & Konseling

Universitas Negeri Medan

MARET 2021
 FOREWORD
Praise be to Allah SWT who has given His mercy and grace to me so that I can
complete this task on time. Thank you to the lecturer who has given me the
confidence to work on and complete this assignment.
I made this assignment to fulfill individual assignments in English courses. If in
this there is a word or writing error, I apologize. And I hope that readers can criticize
my assignment positively so that I can make future guidelines even better.
Hopefully this task can be useful for readers and hopefully all of us will always be
protected by Allah SWT and avoid the Covid-19 pandemic that is currently attacking
the world.
TABLE OF CONTENT
 CHAPTER I

INTRODUCTION

A. RASIONALISATION

This critical book review is one of the mandatory tasks given by the lecturer in charge of the
course to students as one of the requirements for fulfilling grades. The purpose of this Critical
Book Review is to analyze and review the book. In this Critical Book Report we will not only
understand the contents of the book but also help us think more critically because it focuses
more on the advantages and disadvantages of the book.

This Critical Book Review will make it easier for us to choose books as references, sources of
information and literature because there are brief book contents, discussions and also the most
important advantages and disadvantages of books of course that can make us compare one
book with another.

B. DESTINATION

This Critical Book Review aims to:

1. Complete the mandatory assignments for the BK Seminar and Capita Selecta courses.
2. Increase insight and knowledge about Guidance and Counseling
3. Increase creativity and critical thinking power through summarizing and finding the
advantages and disadvantages of books.
4. Know the difference between the two books.
C.BENEFITS

1. Help understand the basics of Guidance and Counseling

2. Knowing the purpose, services and types of Guidance and Counseling

A. The Identity of the Book Being Reviewed

1. Title : Integrating Play Techniques in Comprehensive School
Counseling Programs
2. Edition : Year 2013
3. Author : Jennifer R. Curry and Laura J. Fazio-Griffith
4. Issuers : United States of America
5. City of publication : America
6. Year of publication : 2013
7. ISBN : 978-1-62396-306-4
 CHAPTER II

SUMMARY OF CONTENTS BOOK

CHAPTER 1

PLAYING INDIVIDUAL AND SMALL GROUP ADMINISTRATIVE INTERVENTIONS IN SCHOOL

School counselors are encouraged to spend 80% of their time providing services to students,
families, and school staff (Gysbers & Henderson, 2000). However, school counselors may find it
difficult to provide quality services to the number of students, families and staff who need
assistance, due to the large number of students they serve and the additional responsibilities
that are placed on them in addition to providing direct services.

A. GUIDANCE IN SCHOOL

The ASCA National Model (2012) outlines four elements essential to the development of a
comprehensive school counseling program: foundations, delivery systems, management
systems, and accountability. In the delivery system, there are direct and indirect services. The
response service component, in direct service, is designed to “meet students' needs and
concerns immediately” (p. 86). School counselors are encouraged to spend 30% - 40% of their
time at the primary and secondary level and 25%-35% of their time at the secondary school
level to provide responsive services (Gysbers & Henderson, 2000).

B. INDIVIDUAL OR GROUP

In deciding whether to provide individual or small group counseling, school counselors may
consider the appropriateness and appropriateness of addressing issues in an individual versus
group format. In addition, school counselors can consider the student's temperament and the
potential benefits and concerns of using individual or small group counselling. Allowing time for
individual meetings with students may require the counselor to be creative, which may involve
brief meetings or "check-ins" with students. Counselors can also use counseling individual as a
stepping stone for students to enter small groups. Students can "warm up" to the counselor
during individual sessions and then show interest in engaging in small group counseling.

CHAPTER 2

USING PLAY TECHNIQUES FOR STUDENTS OVERCOMING GORGEOUS AND LOSS

Grief is an inevitable and never-ending process that results from a permanent or temporary
disruption in routine, a breakup, or a change in the vessel of a relationship that may be beyond
the person's control. Disruption, change, or separation causes pain and

discomfort and affect the person's thoughts, feelings, and behavior. Although loss is a universal
experience, its causes and manifestations are unique to each individual and can change over
time. (Fiorini & Mullen, 2006, p. 10)

The child's developmental stage influences how they grieve in these situations. For example,
young children who are in the preoperational cognitive stage do not understand abstract
concepts and cannot understand other people's reactions to a situation (Piaget, 1977). Children
at this stage of development may lack the cognitive ability to understand that death is
permanent and may have difficulty recognizing how other adults in their lives have also been
affected by the death of a family member. As a result, in the pre-surgery stage, children can
continue to expect the deceased to return and can respond to family members' reactions to the
situation as if they were guilty of causing the reaction. In contrast, adolescents who are
developmentally in the formal operations stage (Piaget, 1977) are able to engage in abstract
thinking and have an increased ability to understand other people's reactions to events. Thus,
adolescents are able to understand the eternity of death and can understand that the process of
grieving family members is not caused by some things they do.

CHAPTER 3

USING PLAY TECHNIQUES FOR FAMILY SUBSTANCE ABUSE

Family substance abuse is a serious problem faced by millions of children every year. When one
or more family members abuse a substance, it can create a disturbing environment in which
children are exposed to conflict, poor communication, or neglect of their physical and emotional
needs. Unfortunately, substance abuse in the family can have serious negative consequences for
children's academic, social, and emotional development.

When one or more family members are involved in substance abuse or dependence, it can
create an unstable environment, especially for young children. Further exacerbating the
situation is the fact that a high percentage of those who abuse substances also meet the criteria
for another psychiatric disorder (dual diagnosis). In particular, it is estimated that about 50% of
people who abuse substances are diagnosed with an additional mental illness. Unfortunately,
individuals with multiple diagnoses are also at greater risk for suicide attempts and resolution
(Brooner, King, Kidorf, Schmidt, & Bigelow, 1997; Halikas, Crosby, Pearson, Nugent, & Carlson,
1994). Such dynamics make it difficult for abusive individuals to participate in good parenting.

CHAPTER 4

A. FIND THEIR VOICE

School counselors are challenged daily to enhance the academic, socioemotional and career
development of students from various cultural backgrounds. In our work with culturally diverse
students, Murphy and Dillon (2011) report how some cultural identities are “invisible” (p. 35)
to the naked eye. One childhood mental disorder that adults may not see is selective mutism.

B. ACADEMIC CONSEQUENCES FOR CHILDREN WITH SELECTIVE MUTISM

Several authors (Busse & Downey, 2011; Cunningham et al., 2004; Kumpulinen et al., 1998;
McHolm et al., 2005) suggest similar math and reading skills in children with SM when
compared to their non-selectively mute counterparts. For example, in a study of 52 children
with SM, Cunningham et al. (2004) reported a lack of group differences in overall academic
performance when compared to the control group. The authors also found no significant
difference between groups in parents' reporting of academic activities at home (e.g., children
reading toold people, using the computer; Cunningham)

CHAPTER 5

ADLERIA PLAY THERAPY SETTINGS FOR SICK CHILDREN

A. CARRIER WITH MENTAL DISEASE

Mental illness can affect parenting skills as well as the relationship between parents and
children (Bibou-Nakou, 2003). Children, like adults, must be viewed holistically; thus, events
and happenings at home have an impact on functioning in the school environment. Therefore, if
a family member, especially a parent, struggles with mental illness, the student may also
experience difficulties academically, socially and/or emotionally. According to Nicholson
(2007), “if parents do better, children do better” (p. 32). For parents struggling with mental
illness, even the smallest problems, obstacles, or situations can quickly become overwhelming
and easily slip out of parental control (Nicholson, 2007).

B. IMPACT ON CHILDREN

Although the impact of parents or caregivers affects children differently, research shows that
children have an increased risk of psychiatric and behavioral problems (Beardslee, Versage, &
Gladstone, 1998; Costea, 2011; Foster, 2010; Fraser & Pakenham, 2008; Goodyear, Cuff,
Maybery, & Reupert, 2009; Meadows, McLanahan, & Brooks-Gunn. 2007; Mor-doch, 2010;
Morson, Best, de Bondt, Jessop, & Meddick, 2009; Mowbray, Bybee, Oyserman, Allen- Mears,
2006; Olliver-Kneafsey, Thornton, & Willyamson, 2008; Singleton, 2007; Walsh, 2009).

While there are biological factors that can increase a child's risk of mental health problems,
there are also environmental factors, including parental behaviorand family functions (Costea,
2011).

CHAPTER 6

USING PLAY THERAPY TECHNIQUES IN THE SUPERVISION OF CHILDREN WITH GIVE UP

PARENTS

A. IMPACT OF SUBMISSION ON CHILDREN: EFFECTS OF BEHAVIOR, MENTAL HEALTH, AND

EMOTIONAL

Dissemination can affect children's social and emotional well-being, there is limited research
investigating children's behavior related to parental placement (Sheppard et.al., 2008).
Although there is a pattern of evidence showing effects on children during parental military
deployments (particularly for combat), the reader should be aware that individual differences
will influence how stress is manifested.

Individual factors that can shape children's behavior include resilience, internal locus of control,
coping mechanisms, temperament, external support, and so on. Despite these individual
differences, research shows that in general, girls exhibit more internalizing behaviors (crying,
sadness) and boys exhibit more external behaviors (i.e., disciplinary problems) (Chartrand et
al., 2008).

For children, the stress of military deployment can lead to depression, behavioral problems,
slackness, attention demands, emotional difficulties, and anxiety (Barker & Berry, 2009;
Chandra et al., 2010; Esposito-Smythers et al., 2011; Lester et al., 2011). ., 2010). For children in
extreme distress, parental placement may lead to more early regress (ie, 5-year-old
bedwetting), sleep disturbances and night terrors, and frequent crying (Lincoln et al., 2008).
Adolescents with placed parents had higher measured and perceived heart rates.

CHAPTER 7

INTEGRATING PLAY TECHNIQUES WITH STUDENTS WHO HAVE ACADEMIC CHALLENGES

Academic achievement refers to the development of student skills and overall understanding of
information (Ebel & Frisbie, 1986). Academic problems can manifest in a variety of ways for
students in a school setting. Students may have difficulty concentrating in class, engaging in
class discussions, understanding concepts related to the subject matter, or attending school
regularly. Some signs of academic struggle include poor grades, low rates of class participation,
incomplete assignments, refusing to try classwork or not focusing on academic assignments,
and low scores on standardized tests. Unfortunately, poor academic achievement in the early
grades can have a lasting impact on the psychosocial development and educational progress of
students. Professional school counselors are in a unique position to address students' academic
and personal/social development through developmental guidance and responsive services
within the American Association of School Counselors National Model delivery system (ASCA,
2012). In this chapter, we discuss the effects of poor academic achievement and present
practical play therapy techniques that school counselors can use to assist students in their
development.

CHAPTER 8

Integrating Play Therapy With Responsive Services After Natural Disasters

A. NATURAL DISASTERS AND STUDENT PERFORMANCE

1) Natural Disaster Disaster

Nature is a destructive event caused by nature that meets the following seven criteria:

a) destruction of property, injury or loss of life,

b) identifiable beginning and end,

c) sudden and time-limited,

d) adversely affect a large group of people,

e) public events that affect more than one family,

f) outside the realm of ordinary experience, and (g) psychologically traumatic enough to cause
stress in almost anyone (Rosenfeld, Caye, Ayalon, & Lahad, 2005).

This difference in definition is important to note. The extent of impact is a key criterion in the
definition of a disaster. Although a single house fire is a disaster for a family, it is not considered
a natural disaster by federal definition. Therefore, certain entities such as the Federal
Emergency Management Agency (FEMA) and non-governmental organizations (NGOs) (i.e.,
American Red Cross, Save the Children, Children's Disaster Services, etc.) will not be deployed.

CHAPTER 9 CHILDREN WITH SUCCESSFUL PARENTS (Play Therapy

Child-Centered)

A. PROBLEM DEFINITION

Evidence shows that children are severely affected psychologically, socially, and financially
when parents are imprisoned (Ming, 2011). This disruption of the family unit serves as an
important barrier to children's development (Rukuni, 2006). These children are often
traumatized by sudden separation when their parents are suddenly taken away (Simmons,
2000). When parents go in and out of prison, the result is disruption of a child's life. This
disorder can cause confusion and emotional damage if not treated properly. According to the US
Department of Health and Human Services (2002), children may experience: withdrawal,
anxiety, depression, and poor peer relationships due to the absence of a parent and/or
disruption caused by parental detention.

B. PREVALENCE INCLUDING STATISTICS

There are more than 10 million minors in the United States who have experienced parental
detention, including at least 2.3 million children with parents currently incarcerated (Center for
Children of Incarcerated Parents, 2011). State and federal detention children represented
approximately 2.3% of all US children in 2007, including 6.7% of all black children, 2.4% of all
Latinos and 0.9% of all black children. white (Glaze & Marushak, 2008). Currently, there are
approximately 810,000 incarcerated parents with more than 1.7 million children under the age
of 18, a third of whom will be 18 years old while their parents are incarcerated (Glaze &
Maruschka, 2008).

C. IMPACT OF PARENTS' INCARCERATION ON SOCIAL FUNCTION, CHILDREN'S ACADEMIC

AND BEHAVIOR

Parental detention increases the risk that children will experience behavioral and emotional
problems later in life, have problems at school, and become involved in the criminal and
juvenile justice system (e.g., Murray &

Farrington, 2005). Despite these challenges, many of these children are likely to live with single
parents, poor households characterized by housing mobility, and their caregivers are likely to
experience poor mental and physical health (Poehlmann, 2005). School counselors may have
knowledge of family instability including family violence, poverty, child abuse and/or neglect,
parental mental illness, maternal history of sexual and physical abuse, high levels of
environmental violence, and a number of other risk factors which, by themselves, may explain
increased factors risk for children of incarcerated parents (Glaze & Maruschak, 2008; Parke &
Clarke-Stewart, 2003).

CHAPTER 10

SHOWING THE EFFECTIVENESS OF YOUR MENTORING SCHOOL IN GUIDANCE USING MAIN

THERAPY TECHNIQUES

a. A Brief History of the School Counseling Profession

At the turn of the 20th century, the roots of school counseling began through the work of Frank
Parsons and the founding of the vocational guidance movement. The social problems that would
come at that time included child labor, immigration, and urbanization so that the vocational
guidance movement was created to assist the transition from school or home to the world of
work (Herr & Erford, 2011). The next two decades brought related professional allies to the
vocational movement together with each of them whose knowledge was gained from
curriculum offerings and practice. Professionals in the fields of student personnel, psychology,
social work, and psychiatry all began to contribute to the vocational guidance movement.
Individuals working in the field of vocational guidance now carry specialized disciplines of
strategy in administration, testing, behavior management, advocacy, occupational systemics,
and diagnosis and treatment.

B. Transforming Counseling and Accountability

The Mid-90s brought standards-based reforms, accountability measures, and advanced

technology (House & Martin, 1998). Leaders in the field want school counselors to engage in
critical conversations about student achievement and be prepared to demonstrate evidence-
based results; especially in student learning outcomes. Discussions about whether school
counselors should address equity and access issues, as well as acting as advocates and leaders,
are ongoing (Paisley & Hayes, 2003). This transformative shift in school counseling will leave a
more clinical mental health model that focuses on the individual needs of students and creates a
focus greater emphasis on developing comprehensive programs in the academic, career, and
college aspirations of all students.
 CHAPTER III

DISCUSSION

A. The strength of this book

That it provides an understanding of every problem that occurs
 This book also provides examples of various case studies and their handling as
a counselor
 Each chapter provides conclusions from the topic of the book material so that
it makes it easier for readers to get the core topic of the material being
discussed

B. The drawbacks of this book

 The use of language that is too complex makes it difficult for readers to
understand it
 Examples from case studies are too rare to find the problem and the way to
handle it is too complex to work with
 CHAPTER IV
CLOSING
A. Conclusion
Play is the language of children (Landreth, 2002); and therefore, it is useful in providing
counseling to children and adolescents. In providing responsive services in the ASCA National
Model delivery system (2012), play therapy interventions are likely to be most
developmentally appropriate, especially for primary school children (Ray, Muro, & Schumann,
2004). Academic achievement refers to the development of students’ skills and overall
understanding of information (Ebel & Frisbie, 1986). Academic problems can manifest in a
number of ways for students in a school environment. Finding solace from emotional and
physical pain is a difficult task to do even for the most adaptable of us. Children, who struggle
to find their identity and are still developing their identity, may not be able to properly manage
the emotions and feelings that arise when dangerous things surface.
B. Advice

We realize that there are many Critical Book Report writingErrors in writing,
therefore it is expected that input and criticism for our writing,So that we can
improve it for future paper writing and we want to give better results for our next
assignments.We hope this paper can be writtenUseful for readers, especially for
prospective educators, parents, and children.
 Bibliography
Jennifer R. Curry and Laura J. Fazio-Griffith. 2013. Integrating Play Techniques in
Comprehensive School Counseling Programs. America : United States of America.