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 Detailed Contents
Preface xv
About the Editors xix
About the Contributors xx

CHAPTER 1 Working with Children, Adolescents,

and Their Parents: Practical Applications
of Developmental Theory
Ann Vernon and Pei-Chun Chen 1
Learning Objectives 1
A Developmental Model 3
Developmental Characteristics of Early Childhood 7
Developmental Characteristics of Middle Childhood 12
Developmental Characteristics of Early Adolescence 17
Developmental Characteristics of Mid-Adolescence 23
Take-Aways from Chapter 1 29
Helpful Websites 30
Practical Resources 30
References 30

CHAPTER 2 The Individual Counseling Process

Sarah I. Springer, Jean Sunde Peterson,
Lauren Moss, and Ann Vernon 37
Learning Objectives 37
Considerations for Working With Young Clients 39
Why Do Children and Adolescents Need Counseling? 43
Basic Counseling Skills 44
Other Words of Wisdom 46
The Counseling Process 48
Ethical and Legal Issues 62
Take-Aways From Chapter 2 67
Helpful Websites 68
Practical Resources 68
References 69

Counseling Children and

Adolescents
 CHAPTER 3 Creative Arts Interventions
Ann Vernon 75
Learning Objectives 75
Top 12 Reasons for Using Creative Arts 76
Play and Games 82
Therapeutic Writing 86
Music 91
Visual Arts 95
Literature 99
Drama 102
Take-Aways From Chapter 3 105
Helpful Websites 106
Practical Resources 106
References 106

CHAPTER 4 Play Therapy

Rebecca Dickinson and Terry Kottman 111
Learning Objectives 111
Appropriate Clients for Play Therapy 115
Goals of Play Therapy 117
Setting Up a Play Therapy Space 118
Basic Play Therapy Skills 121
Theoretical Approaches to Play Therapy 130
Multicultural Implications for Play Therapy 137
Working With Parents and Teachers 139
Training and Experience Required
for Play Therapists 140
Take-Aways From Chapter 4 141
Helpful Websites 142
Practical Resources 142
References 142

Counseling Children and

Adolescents
 CHAPTER 5 Solution-Focused Brief Counseling
Russell A. Sabella 147
Learning Objectives 147
What Is Solution-Focused Brief Counseling? 148
The Nature of the Counseling Relationship 152
Problem Assessment 153
The Individual Counseling Process 153
Five General Steps in SFBC 160
Four Ways to Move From Complaints and
Wishes to Goals 164
Three Criteria for Effective Solution-Focused Goals 166
Where Do I Start? 168
Refocusing From External to Internal 173
Involving All Stakeholders 173
Solution-Focused Parent Conferences 176
The PMS Approach to SFBC 177
Classroom and Small Group Applications 178
Take-Aways From Chapter 5 180
Helpful Websites 181
Practical Resources 181
References 181

CHAPTER 6 Reality Therapy

Robert E. Wubbolding 185
Learning Objectives 185
Choice Theory/Reality Therapy: A Universal System 186
Choice Theory—The Basis for Reality Therapy 187
Human Behavior—Through the Lens of Choice Theory 187
Perceptual System 197
Using Reality Therapy 200
The WDEP System of Reality Therapy 201
Reflecting the WDEP System 211
Reality Therapy and Diversity 215
Applications With Parents and Teachers 215
Using Reality Therapy in Groups 216
Reality Therapy in the Classroom 218
Take-Aways From Chapter 6 219
Helpful Websites 220

Counseling Children and

Adolescents
 Practical Resources 220
References 220

CHAPTER 7 Rational-Emotive Behavior Therapy

Ann Vernon 222
Learning Objectives 222
Rational-Emotive Behavior Therapy: An Overview 223
Rationale for Using REBT With Children and
Adolescents 225
Key Theoretical Concepts and Basic Principles 227
The A-B-C Model 232
The C.A.T. Model 234
Rational-Emotive Education (REE) 244
REBT Applications With Parents and Teachers 251
Take-Aways From Chapter 7 254
Helpful Websites 254
Practical Resources 255
References 255

CHAPTER 8 Counseling Children and Adolescents

With Exceptionalities
Tori Stone and Pamelia E. Brott 258
Learning Objectives 258
Introduction to Exceptionality 259
Students With Disabilities in Schools 260
Understanding Exceptionality 262
Counseling Children and Adolescents
With Exceptionalities 285
Theory-Based Interventions 288
Take-Aways From Chapter 8 292
Helpful Websites 293
Practical Resources 293
References 293

CHAPTER 9 Counseling Children and Adolescents

From Diverse Backgrounds
Darcie Davis-Gage 300
Learning Objectives 300

Counseling Children and

Adolescents
 A Diverse Nation 302
Examining Counselor Bias 303
Acculturation and Ethnic Identity Formation 304
Ethnically Diverse Children and Adolescents 307
Immigrants 320
Gender 322
Spirituality and Religion 325
Counseling Interventions With Diverse Youth 327
Take-Aways From Chapter 9 329
Helpful Websites 330
Practical Resources 330
References 331

CHAPTER 10  hildren and Challenges: Counseling from a

C
Growth Mind-set Perspective
Monica Leppma & Christine J. Schimmel
(with contributions by Anna Simmons) 338
Learning Objectives 338
Resilience 341
Protective Factors in Resilient Children
and Adolescents 341
Growth Mind-set vs. Fixed Mind-set 346
Counseling Children and Adolescents From
Various Types of Family Structures 349
Challenges Faced by Children and Adolescents
With Eating and Feeding Disorders 356
Challenges Faced by LGBTQIA+ Children and
Adolescents 359
Counseling Children Who Are Victims of
Bullying or Harassment 364
Counseling Grieving Children and Adolescents 366
Take-Aways From Chapter 10 372
Helpful Websites 373
Practical Resources 374
References 374

Counseling Children and

Adolescents
 CHAPTER 11 Counseling At-Risk Children and Adolescents
Jennifer E. Randall Reyes and Monica Leppma 380
Learning Objectives 380
Defining At-Risk Youth 382
Defining Adverse Childhood Experiences 382
Adverse Childhood Experiences and Developmental
Consequences 389
Systemic Societal Consequences That Contribute
to Trauma 390
Counseling At-Risk Children and Adolescents
With Trauma Symptoms 397
A Framework for Working With At-Risk
Children and Adolescents 406
Take-Aways From Chapter 11 410
Helpful Websites 411
Practical Resources 411
Programs 412
References 412

CHAPTER 12 Small Group Counseling

Christine J. Schimmel and Ed Jacobs 418
Learning Objectives 418
Reasons for Leading Groups With Children
and Adolescents 420
Stages of Groups 421
Common Issues in Leading Groups With Children
and Adolescents 428
Types of Groups for Children and Adolescents 429
Deciding What Groups to Offer 442
Group Formation 443
Essential Leadership Skills 445
Take-Aways From Chapter 12 452
Helpful Websites 452
Practical Resources 453
References 453

Counseling Children and

Adolescents
 CHAPTER 13 Working With Parents
Ann Vernon and Monica Leppma 457
Learning Objectives 457
The Challenges of Parenting 459
Parent Education and Consultation 463
Cultural Considerations in Working With Parents 465
Parent Education Programs 466
Organizing a Parent Education Program 473
Parent Consultation 483
General Parenting Information 485
Take-Aways From Chapter 13 487
Helpful Websites 488
Practical Resources 489
References 489

CHAPTER 14 Working With Families

Katherine M. Hermann-Turner and
Esther N. Benoit 493
Learning Objectives 493
Why Focus on the Family? 495
Family Counseling 496
Application of a Systemic Perspective 499
Family Theory 501
The Therapeutic Process 509
Family Counseling in Schools 516
Special Considerations in Working With Families 520
Take-Aways From Chapter 14 523
Helpful Websites 524
Practical Resources 525
References 525

Index 528

Counseling Children and

Adolescents
 xv

Preface

C
hildhood has changed dramatically over the years, and for many children,
it is no longer the carefree period of life where engaging in activities such as
capturing fireflies in a jar, soaring high on a tire swing, or playing hide and
seek are everyday experiences. These simple pleasures were inexpensive, creative, and
healthy—in sharp contrast to what many of today’s youth do for fun. While many
children and adolescents continue to be enamored by DVDs or video games, the Inter-
net is their go-to source of entertainment and is primarily accessed through mobile
devices such as iPads, iPhones, and tablets for the purpose of gaming and watching
YouTube videos. Social networking sites have replaced many of the play and social
skill-building activities that are such an important part of a child’s development.
For many youth, childhood used to be a time where they were nurtured and
protected and were essentially free from responsibilities. But, to a large extent, that
has changed, and in so many ways the world is more complex than ever before.
When I (Ann) wrote the preface for the previous edition of this book, I noted that
children and adolescents were faced with many challenges; that, in addition to
normal growing-up problems, young people had to deal with the complexities of
our contemporary society. The same holds true today—but to a much greater degree.
Now, children seem to have lost their innocence and have to contend with issues
far beyond their level of comprehension. They grow up too fast and too soon, and
although they may be young chronologically, they are exposed to adult issues through
the media and the Internet, as well as through day-to-day experiences that they are
not developmentally equipped to deal with. Now, in addition to helping children
and adolescents deal with serious issues such as addiction, eating disorders, abuse,
and non-suicidal self-injury, counseling professionals struggle to help young people
cope with cyberbullying that occurs long after the school day has ended, the pos-
sibility of coming in contact with sexual predators online, and even the reality of a
child human trafficking epidemic. Even adults are frequently at a loss as to how to
deal with the stressors that characterize this rapidly changing society, so it stands
to reason that children experience even greater stress, which is oftentimes expressed
behaviorally because they cannot articulate how they feel. Although we would like to
think that children are immune to these stressors, the sad reality is that we cannot

Counseling Children and

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 xvi

protect them from poverty, violence, intolerance, and hate. Try as we might, we
cannot always shield them from abuse and neglect or parents who are ill-equipped
to nurture and provide for their children because they are dealing with their own
issues such as addiction, incarceration, or some form of mental illness. While most
parents want to do the best for their children, their circumstances might impact
their ability to do so.
In addition, children and adolescents are now more fearful and feel more vulnerable
as a result of the increasing violence in their schools and communities, as well as the
threat of terrorism. Imagine being a student in a school when a gunman, possibly a
fellow student, unleashes a string of bullets that kills his or her teacher and many of
his or her classmates. Innocent young people shouldn’t have to experience this kind
of chaos, fear, and trauma that will not only impact their development, but also their
lives for years to come. How do we adults help them deal with the significant rami-
fications of these terrifying events when we struggle make sense of them ourselves?
In reality, there are many barriers in today’s society that impede children and
adolescents’ ability to grow up without giving up. Throughout the world, many chil-
dren live in poverty, have no access to health care, or live in dysfunctional families
where boundaries are blurred and children are forced to assume caretaker roles
and adult responsibilities. Young people have no control over whether their parent
or parents are deployed to fight for their country or whether they or their parents
will be deported because they are illegal immigrants. In essence, they are vulner-
able, and, for the most part, are dependent on the adults in their environment for
support and guidance. If these adults cannot or do not assume this responsibility,
children are at far greater risk and are susceptible to the numerous societal changes
that affect their well-being.
Clearly, school and mental health professionals must assume an important role
in helping young people deal with the challenges of growing up. We must find
effective ways to teach them how to be resilient and equip them with tools to handle
the typical developmental problems as well as the more serious problems that so
many will encounter. By listening to their stories, employing effective interventions,
advocating for them, and informing parents and other professionals about child
and adolescent development and other important issues, we can help make their
journey through life easier.
Children are our future—and in this world where values are changing and soci-
etal norms are rapidly fluctuating, helping professionals need to actively intervene
with caregivers since the home environment is so central to a child’s development.
Despite the fact that family constellations are changing, what hasn’t changed is the

Counseling Children and

Adolescents
 xvii

importance of a stable home environment that can provide children with love, sup-
port, and adequate care. Although schools and communities also play a major role
in assuring the healthy development of youth, it is in the home where children are
socialized to their race, ethnicity, religion, gender roles, beliefs, and values. Without
adequate adult guidance and healthy role models, we can expect to see an increase
in social-emotional and behavioral problems, as well as learning difficulties. In
order to protect our future in this global society, we, as counseling practitioners,
must take a leadership role to implement strategies that promote the well-being of
children, adolescents, and their families and caregivers.

ABOUT THIS EDITION

The fifth edition of this book has been revised in several significant ways. First, most
of the authors and all the co-authors are new. Second, each chapter begins with a
case-study vignette, which will also be referred to at the end of the chapter, where
the authors share what they learned from working with a young client or family
and what techniques they used that they considered most effective. In addition
to the vignette at the beginning of the chapter, there are case studies, numerous
interventions, counselor-client dialogues, and examples of group/classroom activities
interspersed throughout each chapter to illustrate application of key principles. In
this edition, there are also sidebars that include several distinctive features:
a. Dialogue Box. This sidebar is a verbatim short exchange between a client and
a counselor to illustrate how to deal with a specific problem or initiate an
interaction with a young client, relative to the content of the chapter.
b. Voices from the Field—Professional. In this sidebar, a counseling practitioner
shares a piece of advice or an opinion or something he or she has applied with
clients related to the chapter content.
c. Now Try This! This sidebar describes a short exercise or intervention that readers
can try to help them apply what they have read in the chapter.
d. Voices from the Field—Child or Adolescent. In this sidebar, a young client shares
his or her perspective or experience in individual or small group counseling.
e. Personal Reflection. This sidebar directs readers to personally reflect on one or
more specific questions relative to the chapter content.
f. Add This to Your Toolbox! This sidebar describes a specific technique relative
to the chapter content that the authors have found to be especially effective.

Counseling Children and

Adolescents
 xviii

This revised edition highlights the importance of taking young clients’ level of
development and culture into account throughout the counseling process. These two
factors are discussed in stand-alone chapters and are emphasized throughout the
book. In addition, there are chapters on reality therapy, rational-emotive behavior
therapy, play therapy, and solution-focused brief counseling, which are considered
the most effective approaches to use with young clients. Other chapters present
relevant information about the counseling process as it specifically applies to young
clients, creative counseling interventions, counseling children with exceptionalities,
working with families, and counseling young clients in small groups. In addition,
given the increased challenges today’s youth are experiencing, we included a chap-
ter on at-risk youth and another on working with children and adolescents from a
growth mind-set perspective, which describes how to help children and adolescents
develop resiliency.
Readers of previous editions have told us time and time again how much they love
the practicality of this text and the numerous engaging examples that enhance the
content of the book. The importance of keeping with this tradition was stressed to the
authors as they wrote their chapters. These authors are all well-respected authorities
in their field and have provided pertinent, practical, and up-to-date information that
will increase readers’ knowledge about effective counseling strategies for children and
adolescents in an ever-changing and challenging global society. We hope that this
fifth edition will be a valuable resource that students and counseling practitioners
will use to help make a difference for today’s children and families.

—Ann Vernon and Christine Schimmel

Counseling Children and

Adolescents
 xix

About the Editors

ANN VERNON, PH.D., is professor emerita at the University of Northern Iowa

where she coordinated the school and mental health counseling programs for many
years. In addition, she had a large private practice, specializing in counseling children,
adolescents, and their parents. Dr. Vernon has written over 25 books, as well as many
invited book chapters and refereed journal articles. These publications, including
What Works When with Children and Adolescents and the Thinking, Feeling, Behaving
emotional education curriculums, focus on practical interventions that help enhance
young people’s social/emotional development. Dr. Vernon has held various leader-
ship positions in professional counseling organizations, founded the ACES women’s
retreats, is an ACA fellow, and was the second person to be awarded diplomate status
through the Albert Ellis Institute. Dr. Vernon, a former school counselor, conducts
workshops and in-depth trainings on topics related to her areas of expertise: parenting,
developmental considerations in counseling children and adolescents, interventions
for internalizing disorders, creative counseling techniques, and counseling couples.
Currently, she trains counseling practitioners in various parts of the world to apply
rational-emotive behavior therapy with children and adolescents, as well as with
adults. She is the president of the Albert Ellis Institute and is considered the leading
international expert in applications of REBT with children and adolescents.

CHRISTINE J. SCHIMMEL, ED.D., LPC, is an associate professor in the Department

of Counseling, Rehabilitation Counseling, and Counseling Psychology at West Virginia
University. Dr. Schimmel coordinates the school counseling program and specifically
focuses on working with and training school counselors. Prior to becoming a coun-
selor educator, she was a school counselor. Dr. Schimmel has devoted over 20 years to
providing staff development and workshops on topics relevant to both clinical mental
health and school counselors. She has presented on topics such as impact therapy, cre-
ative counseling techniques, counseling theory, dealing with challenging students, and
group counseling. Dr. Schimmel has published more than 10 articles, book chapters,
and monographs on these subjects as well. Along with her colleague, Dr. Ed Jacobs,
they have published one of the most widely used group counseling textbooks on the
market, Group Counseling: Strategies and Skills, which is now in its eighth edition.

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 xx

About the Contributors

ESTHER N. BENOIT, PH.D., LPC, received her M.Ed. degree in marriage and family
counseling and her Ph.D. in counselor education from the College of William and
Mary in Williamsburg, Virginia. Dr. Benoit currently serves as a faculty member in
the clinical mental health program at Southern New Hampshire University and is
actively involved in identifying and supporting the needs of families and individu-
als in the greater Hampton Roads community. Prior to taking the position in New
Hampshire, she worked as a family, couples, and individual counselor in Virginia,
where she continues to work with at-risk youth and their parents through a grant-
based prevention program in both group and family counseling settings.

PAMELIA E. BROTT, PH.D., LPC, has over 20 years of experience as a counselor

educator and 14 years of experience as a school counselor. Currently, she is an asso-
ciate professor and coordinator of the school counseling program at the University
of Tennessee, Knoxville. She is the author of 38 publications and 39 international
and national conference presentations that span the fields of school counseling and
career counseling. She is co-author of the book What School Counselors Need to
Know about Special Education and Students with Disabilities. Her areas of interest in
school counseling are accountability, practical action research, career development,
and professional school counselor identity development.

PEI-CHUN (OLIVIA) CHEN, PH.D, is an assistant professor of counseling at the Univer-

sity of Northern Iowa. She received her doctorate degree from the University of Florida.
Her primary research interests center on multicultural counseling and supervision.
She is currently developing a multicultural counseling self-efficacy scale for counselors
working in Confucian and collective cultures. Dr. Chen’s teaching includes courses in
intervention and prevention through the developmental lifespan, family counseling,
counseling skills, and developing comprehensive school counseling programs.

DARCIE DAVIS-GAGE, PH.D., is the division chair and program coordinator of

counseling, clinical coordinator of mental health counseling, and CACREP liaison
at the University of Northern Iowa where she has been a faculty member since 2005.

Counseling Children and

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 xxi

Her teaching interests are in the areas of group process, multicultural counseling,
career counseling, and mental health specialty courses. She brings 20 years of various
counseling experiences to the classroom. Dr. Davis-Gage has worked as a counselor
in a variety of mental health agencies, which include a partial hospitalization pro-
gram, a women’s mental health agency, a college counseling and advising center,
and private practice.

REBECCA DICKINSON is a social work Ph.D. candidate at the University of Iowa.

She is currently completing her dissertation on the topic of using Adlerian play
therapy with children who have experienced trauma. She is employed in the com-
munity as a play therapist, working primarily with foster/adoptive children, as
well as providing therapy services in local elementary schools. In addition to play
therapy-related topics, she has presented and published on a variety of social work
topics, including best practices in social work field education, ethical issues in taking
social work students abroad in immersion programs, and social justice issues related
to children with disabilities.

ED JACOBS, PH.D., LPC, is the coordinator of the master’s program in counseling

at West Virginia University and the founder of impact therapy. He is a well-known
presenter at the national and international level (over 400 workshops) and the author
of six books, including three on group counseling. Dr. Jacobs’s areas of expertise
include creative counseling, group counseling, counseling techniques, and counseling
theory. Dr. Jacobs’s presentations are extremely popular due the practical nature of
his approach. His co-authored book, Group Counseling: Strategies and Skills, is now
in its eighth edition. Dr. Jacobs is an ASGW (Association for Specialists in Group
Work) fellow.

TERRY KOTTMAN, PH.D., NCC, RPT-S, LMHC, founded the Encouragement

Zone, where she provides play therapy training and supervision, life coaching,
counseling, and “playshops” for women. Dr. Kottman developed Adlerian play
therapy, an approach to working with children, families, and adults that combines
the ideas and techniques of individual psychology and play therapy. Dr. Kottman
is the author of many publications, including Play Therapy: Basics and Beyond, and
is the co-author (with Dr. Kristin Meany-Walen) of Partners in Play: An Adlerian
Approach to Play Therapy (3rd ed.). She is the recipient of the Lifetime Achievement
award from the Association for Play Therapy and the Lifetime Achievement award
from the Iowa Association for Play Therapy.

Counseling Children and

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 xxii

MONICA LEPPMA, PH.D., LMHC, is an associate professor of counseling (clinical

mental health and school counseling emphasis) at West Virginia University. She
earned her doctorate in counselor education from the University of Central Florida.
Dr. Leppma is a licensed mental health counselor experienced in working with chil-
dren, adolescents, and adults in a variety of clinical settings. Her research focuses on
counselor development and protective factors for children and adults. Dr. Leppma
has authored or co-authored a number of peer-reviewed articles in these areas.

LAUREN MOSS, PH.D., LPC, is an assistant professor at Kutztown University in

the department of counselor education where she serves as the co-coordinator of the
school counseling program. Dr. Moss has extensive experience in the public school
setting at the middle school level, both as a professional school counselor and spe-
cial educator. Her professional experiences working with diverse populations have
led her to research interests in group work, bullying prevention, social justice, and
advocacy. Dr. Moss prides herself in working as a change agent, particularly in the
school setting, to support and advocate for/with all clients. She has published many
journal articles and book chapters on these topics.

JEAN SUNDE PETERSON, PH.D., professor emerita at Purdue University, directed

the school counseling program, which was the NBCC Program Professional Iden-
tity awardee in 2011. Dr. Peterson continues to work clinically in retirement. Her
extensive publication record includes books, refereed journal articles, and invited
chapters that focus on the social and emotional development of high-ability youth
and the bridge between gifted education and counseling fields. Her most recent book
is Counseling Gifted Students: A Guide for School Counselors (with Dr. Susannah
Wood). She is the recipient of 10 national awards and 12 from Purdue University for
research, teaching, or service. Her first career was in K–12 education.

JENNIFER E. RANDALL REYES, PH.D., LPC, is currently an associate professor

in the Department of Psychology, Human Development, and Counseling at Prescott
College. Her dissertation, The Lived Experience of Mental Health Providers in Adven-
ture Therapy Programs received the SEER award for valuable research contributions
to the field. Her consultation and research efforts are geared toward creating effec-
tive systems of care for the most vulnerable of populations. For the past 15 years,
Dr. Randall’s primary area of clinical focus has been working with at-risk youth
and their families. Her work has spanned the foster care system, juvenile justice,
private and public residential out-of-home placements, and now private practice.

Counseling Children and

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RUSSELL A. SABELLA, PH.D., is currently a professor in the Department of Coun-

seling in the College of Health Professions and Social Work at Florida Gulf Coast
University, and he is president of Sabella & Associates. Dr. Sabella is the author of
numerous articles and the co-author of three books. He is also the author of the
popular SchoolCounselor.com: A Friendly and Practical Guide to the World Wide Web
and GuardingKids.com: A Practical Guide to Keeping Kids out of High-Tech Trouble.
Dr. Sabella is well-known for his “Technology and Data Boot Camp for Counselor”
workshops conducted throughout the country. He is past president of the American
School Counselor Association and the Florida School Counselor Association.

SARAH I. SPRINGER, PH.D., LPC, is currently an assistant professor in the Clin-

ical Mental Health Counseling program at Monmouth University. She is a licensed
professional counselor in private practice and an educational consultant in the New
Jersey public schools. Formally, Dr. Springer practiced as a school counselor and
was trained as a music educator, working with students across the K–12 grade levels.
Dr. Springer has published on group counseling, supervision, and topics specific to
the work of school counselors. She, along with several colleagues, recently published A
School Counselor’s Guide to Small Groups: Coordination, Leadership, and Assessment.

TORI STONE, PH.D., LPC, is an assistant professor of education in the Counsel-

ing and Development program at George Mason University in Fairfax, Virginia.
Prior to becoming a full-time counselor educator, Dr. Stone worked as a school
counselor in Virginia for 17 years. Dr. Stone’s interests include creative counseling
and providing professional development in best practices for school counseling
site supervisors. She is passionate about counseling children and adolescents and
training future counselors.

KATHERINE M. HERMANN-TURNER, PH.D., is an assistant professor in the

Department of Counselor Education at the University of Louisiana at Lafayette.
She received her doctoral degree in counselor education and supervision with a
specialization in marriage and family counseling from the College of William &
Mary. Dr. Hermann-Turner holds an endowed professorship in education at the
University of Louisiana at Lafayette. She is an active counselor educator engaging
in scholarship and service at the university and national level. Dr. Hermann-Turner
currently holds leadership roles with the Association for Adult Development and
Aging (AADA) and service roles on several editorial boards.

Counseling Children and

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 xxiv

ROBERT E. WUBBOLDING, ED.D., LPCC, BCC, is a psychologist, counselor,

and director of the Center for Reality Therapy in Cincinnati, Ohio, and is professor
emeritus at Xavier University. Dr. Wubbolding served as the director of training for
the William Glasser Institute from 1988–2011. He has authored 17 books on reality
therapy, as well as 150 articles and essays and 37 book chapters. His book Reality
Therapy and Self Evaluation: The Key for Client Change is the most comprehensive
book on the theory and practice of reality therapy. Bob has taught reality therapy
in Europe, Asia, the Middle East, North Africa, and North America.

Counseling Children and

Adolescents
 CHAPTER 1
Working with Children,
Adolescents, and Their Parents
Practical Applications of Developmental Theory

Ann Vernon and Pei-Chun Chen

LEARNING OBJECTIVES
1. To understand how development impacts the way children and adolescents
respond to typical developmental problems as well as to more serious situa-
tional issues
2. To describe specific developmental characteristics for early and middle child-
hood and early and mid-adolescence
3. To identify examples of developmentally appropriate interventions for early
and middle childhood and early and mid-adolescence, as described through
case studies

I
(Ann) received a phone call from Mrs. Jacobs who requested an appointment with
me to discuss concerns about her 18-year-old daughter Megan, a senior in high
school. She shared that Megan had always been a good student and had been very
involved in several leadership and extracurricular school activities throughout high
school. However, this year she had decided not to participate in marching band or
cheerleading, which she had loved, and she had also withdrawn from many of her
friends. According to Mrs. Jacobs, there were other changes as well, which made her
suspect that her daughter might be depressed, although Megan denied it and said
she did not need counseling. Nevertheless, Mrs. Jacobs expressed a desire to meet
with me to discuss her observations in greater detail.

Counseling Children and

Adolescents
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Ūtū or Ootoo (atw).—An iron (flat or otherwise).
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Vakeel-u-dowleh (wakīl ud Dawlah).—An agent of
Government; the empty title given to native newswriters,
who are supposed to act as English Consuls, and whose
offices are sinecures.
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making ice.
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Yashmak (Turkish).—A kind of veil, or face covering.
Yawash (Turkish).—Gently, slowly.
Yessaoul (yasāwal).—A mounted mace-bearer.
Zalābi or Zalābieh (zalībiyā).—A sweet cake or fritter eaten
in Ramazan at night.
Zambūrek (zambūrak).—A tiny cannon carried on and fired
from a camel’s back (from Zambūr, a wasp).
Zangal (zangāl).—A legging.
Zenda-Rūd, Zendarūd (Zanda-Rud).—The river at Ispahan.
Zil-es-Sultan (Zill us Sultan) (title).—Shadow of the King.
Zoban-i-Gunghishk (zabāni gunjishk).—Lit. sparrow’s
tongue, a kind of willow.
Zūlf (zulf).—A long love-lock, a curl.
 FOOTNOTES
[1] See Appendix D, page 417.
[2] Turcomanchai was the place where the treaty between
Persia and Russia was signed, February 22, 1828. Erivan and
Nakchewan were ceded to Russia, and two millions agreed to be
paid to her.
[3] The form of these was very various, though the principle of
action was always the same: the smoke was conducted to the
bottom of a pint or more of water and then sucked up in bubbles
through it, a gurgling noise being produced. Some used the long
“snake” or nehpeech, a spiral of copper wire covered with
coloured leather, and forming a flexible air-tight tube some four
yards long; this was the more old-fashioned way, and required
good lungs. A servant held the pipe itself at the side of the
master’s chair. Others affected the wooden stem with the pipe;
this as a rule is held by the smoker himself, and no great effort is
required in smoking, as the tube is only eighteen inches long and
air-tight, which the “nehpeech” or “snake” seldom is, save when
quite new.
The portion between the pipe-head and the water-holder is as a
rule always the same: a wooden tube some fourteen inches or
more long, with numerous indentations, turned in a lathe, and
coming to a point, so that any pipe-head will fit it; from the end of
this an inner tube goes to within an inch of the bottom of the
water. Sometimes this tube is made of ebony, at other times
covered with silver, and rarely with gold. In its side at the bottom
is the hole for the snake-like tube, or the stick.
The water-reservoir is usually of glass, either plain crystal, or
cut Bohemian; the shape of these glasses is that of a wide-
mouthed, long-necked decanter, and the neck serves as the place
by which the whole contrivance is held. In summer a porous clay
bottle is generally used as cooler by all classes, rich or poor.
Another kind of reservoir called a narghil (narghil, a cocoa-nut)
is made, having its shape like a cocoa-nut, with a spike or small
knob at the sharp end; this rests on the ground, and is meant for
travelling. It is made of brass, silver, or gold, and often in the two
latter cases enamelled; the “meāna,” or middle tube, to this kind
of pipe is often two and a half feet long, and the stem two.
Yet another form of kalian exists for travelling, and that is a
copy of the glass reservoir, of a rather squat shape, in buffalo or
rhinoceros hide; this is often, indeed usually, covered with
enamelled plates of gold and silver, often encrusted with gems,
and is only in use among the very rich.
As the great personages of Persia are constantly travelling,
these more elaborate forms of pipe are frequent; and, as a man’s
pipe often gives an idea of his social position, money is very
freely lavished on them. The mouth-piece is simply either
wooden, or else the end is shod with silver. The head consists of,
among the poor, a clay reservoir for the tobacco. These cost a
farthing. But most Persians, though only of the lower middle
class, manage to have a silver pipe-head; this consists of three
pieces, the handle or chōb (wood), a carved and turned piece of
wood pierced with a conical hole which fits the meāna (or stem)—
this may be represented by the lower two-thirds of an old-
fashioned wine-glass, with a small foot; the fire-holder, which is of
gold, silver, or stone, is fitted to this, and represents the upper
third of the wine-glass; and on this all the ingenuity of the
Persians is lavished in the matter of ornament. From its under
edge hang four or six little silver or gold chains four inches long,
terminated by flattened balls.
Lastly, the wind-guard, which prevents the fire from falling or
being blown up into an excessive state of incandescence, is
usually made of silver, and is an inverted cone of the same size
as the fire-holder, fitted to it with accuracy, and provided with two
holes to give the requisite amount of draught; at the side two pairs
of chains depend from the upper edge of this, and are made to
reach as far as do the lower set.
The fire-holder is lined with a mixture of clay and plaster of
Paris, on which is placed the tobacco, freshly moistened and
rubbed into coarse fragments (though connoisseurs prefer a more
elaborate preparation)—about three-quarters of an ounce is
required; it is flattened and smoothed, the surplus water being
squeezed away. Upon it are placed morsels of live charcoal,
which are blown into a fierce flame, and the excess of water in the
reservoir or bottle being driven out by blowing from the bottle,
which is always nearly filled. A few draws are taken by the pipe-
boy to see that all goes well, and to get rid of the taste of fresh
charcoal, and get the tobacco well alight, and it is then handed to
the smoker as under weigh.
On the fire-holder, however—perhaps because it is opposite
the eye and so most conspicuous—are seen the highest efforts of
Persian art. It is, whenever it can be afforded, of purest gold,
though often thin; some rare exceptions are unornamented; more
ordinarily it is chased or covered with high repoussé work, or
elaborately engraved. Or it may be so encrusted with turquoises
till little, if any, of the original metal shows; or it may be
ornamented with elaborate enamels of birds and flowers, or of
fruit; and a favourite pattern is vine-leaves of transparent enamel
let into the deeply-cut metal, and the bunches of grapes of varied
colours.
More often three or four ovals, some two inches long, are filled
by portraits of a girl or boy—of course fancy ones—and the
spaces between them filled with flowers and birds. These
enamels are very beautiful, very costly, and very brittle; ten
pounds being a common price paid to an enameller to decorate a
gold head, while as much as one hundred tomans, or forty
pounds, are given by great and rich amateurs.
Of the kalians, the heads and reservoirs of which are thickly
encrusted with gems, I do not speak at present; I had few
opportunities at that time of seeing such, and, as a rule, they are
only possessed by the Shah, his sons and uncles. I trust the
reader will bear with this long but needful detail as to pipes.
[4] As a rule, in Persia every one is up by six a.m.
[5] Those who feel curious on the subject of modern Persian
medicine, I must refer to my article on the subject in the British
Medical Journal.
[6] The English Legation or Embassy is always called “The
Mission” in Persia, by the members of it, and the English in the
country.
[7] Futteh-Ali Shah had over seventy sons and daughters, and
a prince’s son in Persia is a prince.
[8] As some confusion may be experienced in the matter of
money terms, I may append the following table of coins:—

s. d.
(Copper) 2 pūls = 1 shahi (or shaie) or 0 0½
English
banabat or half-keran
” 10 shahis = 1 ” 0 5
(silver)
20 shahis = 1 keran (silver) ” 0 10
10 kerans = 1 toman (tomaun), gold ” 7 6

Were the keran really tenpence, of course the tomaun would be

8s. 4d., but its value is really only ninepence at present exchange
(1883). Of these coins the pūls and shahis are copper, the kerans
and half-kerans or banabats silver, and the tomauns gold; though
for the past fifteen years, until just recently, the tomauns (in gold)
had nearly disappeared, and were merely nominal, or old coins
hoarded for the sake of the purity of their gold. Prices are given
indiscriminately in tomauns or kerans; the price in kerans as five
hundred kerans being mostly spoken of and always written as
kerans and not fifty tomauns. Till lately the tomaun has been only
a name. The merchant-class, too, use the dinar, an imaginary
coin (not now minted at least), as a convenient fraction for
calculation.
I on arrival took my servants’ accounts in tomauns and kerans,
afterwards in kerans and shaies, and at last in kerans and pūls;
while an English merchant friend actually wrote his house
accounts in dinars, and said it awed his servants! one thousand
dinars make a keran, so one dinar is the 1/1000 of 9d.
There are no bank-notes: and in The Times telegraphic news,
under the head of Persia, Friday, February 24th, 1883, is a
summary of a truly Persian edict. By it the Shah informs his
subjects that, “they are foolish to take dirty pieces of paper for
gold and silver, and that in future all Russian Rouble notes will be
confiscated!” Then follows a really useful prohibition forbidding
aniline dyes, and ordering such, when imported and discovered,
to be destroyed; these dyes, which are not fast, have been lately
much used by ignorant carpet-weavers in Persia.
[9] Hakim, a doctor or physician.
[10] This system accounts partly for the apparently very low
wages paid to the Persian servant, which are (I give those paid
latterly—1881—by myself; in the case of head-servants it is
sometimes, but very seldom, more, as the pay is of course
nothing to the modakel):—
 A month. £ s. d.
A nazir or steward 50 kerans, or 2 0 0
A good cook 50 ” 2 0 0
A good peishkhidmut
(personal servant, waits at
40 to 50 kerans, or 30s. to 2 0 0
table, and valets one, and is
expected to dress well)
A farrash, i. e. sweeper or
25 kerans, or 1 0 0
message runner
A sherbet-dar, plate-
cleaner, maker of coffee, 25 ” 1 0 0
ices, etc.
A second farrash 20 ” 0 16 0
A third farrash 15 ” 0 12 0
A cook’s disciple, or
10 ” 0 7 6
scullery man
A washerman, or woman
who can wash and iron 35 ” 1 6 0
thoroughly
A woman-servant or nurse 25 ” 1 0 0
A head-groom 30 ” 1 5 0
An under-groom 20 ” 0 16 0

[11]? Mustela Sarmatica.

[12] More correctly munshi.
[13] Or nummud.
[14] Here are four tombs, cut in the face of the solid rock, those
of Darius, Xerxes I., Artaxerxes I., and Darius II. A detailed
description is to be found in Usher’s book. (See illustration.)
[15] Russian subjects are well protected in Persia, and no injury
or insult to them is allowed to pass by their embassy.
[16] The present comparative dearness of provisions, such as
bread, milk, eggs, etc., is compensated for by a corresponding
cheapness in the price of sugar, candles, etc., which formerly
were more expensive. I append a list of prices in Ispahan in 1882:
—

Kerans. s. d.
Rice (per maund, 14 lbs.) 2 1 6
Mutton ” ” 2 1 6
Beef ” ” 1½ 1 1½
Fowls (each) ¾ to 1 7d., 8d. and 0 9
Small chickens (each) ⅓ 0 3
Pigeons ” 0 2
Partridges ” ½ 0 4½
Eggs (40 to 60) 1 0 9
Butter (14 lbs.) 5 3 9
Clarified butter or ghee for
5 to 7 4s. to 5 0
cooking (14 lbs.)
Coffee, Mocha (per lb.) 1 9d. to 0 10
Tobacco (14 lbs.) 4 to 12 3s. to 10 0
Potatoes ” ½ to 2 4½d. to 1 6
Wood for firing (280 lbs.) 2½ 1 9
” broken, in small
5 3 9
quantities (280 lbs.)
Loaf-sugar, English (per lb.) ¾ to 1 6d. to 0 9
Charcoal, sifted (14 lbs.) ½ to 1 4½d. to 0 9
” unsifted ” ¼ to ½ 2d. to 0 4½
Grapes ” 7/20 to 15/20 3d. to 0 7
Dip candles ” 4 3 0
Commonest oil for servants
1½ 1 1½
(14 lbs.)
Bread (14 lbs.) 1 to 1½ 9d. to 1 1

The cost of horse-keep, including grooms’ wages, shoeing,

etc., is from 9d. to 1s. a day; this is supposing several are kept.
[17] I use this word for want of a better.
[18] On March 30th I left Erzeroum at nine a.m., reached
Hassan Kaleh, twenty-four miles, at three p.m.; started again at
four p.m. (all snow), reached Balakoohi, where a storm compelled
us to halt at seven p.m. Slept there.
March 31st.—Started at five a.m. for Kharassan, twenty-five
miles; arrived at half-past nine; made a detour of ten miles on
account of water. Started at half-past eleven on same horses;
stopped at a village twenty-four miles off, name unknown; horses
dead beat; road—water, mud, and thawing snow—twenty-four
miles.
 April 1st.—Started at five a.m.; arrived at Moollah Suleiman,
eighteen miles (same sort of road), at ten a.m.; left at half-past
eleven for Kadikeesa, twenty miles; arrived at five p.m.; went on
through snow till nine p.m. to a village, twelve miles only; halted.
Slept in a sheep-shed full of tics.
April 2nd.—Started at six a.m.; arrived at three p.m. at
Desardūn, thirty-six miles. Here I saw Mount Ararat. Road very
bad, from melting snow. Arrived at Kizzil Deeza, twenty-four miles
(a wretched hole), at eight p.m.
April 3rd.—Five a.m. Road pretty fair over a long snow-pass,
twenty miles to Abajik, in Persia. Arrived at ten a.m. Quite a
pleasure to get among the Persians again, and to be able to
make myself understood. Then an easy twenty miles to Keranee
—half-past four p.m. Started at once; reached Zarabad, twenty-
two miles over a good road with capital horses, at half-past eight
p.m.
April 4th.—Left at half-past six a.m. for Khoi, a long twenty-four
miles; got in at eleven a.m. Khoi is a very large place, apparently
prosperous. Good dinner of bazaar kabobs. Arrived at Turseh,
twenty-four miles, ten p.m.; road good, but shocking horses, down
a tremendous pass, then along the shores of Lake Ooroomeyeh
—a kind of Dead Sea—it is very salt. Many bituminous fires
lighted it up at night, huge sheets of flame suddenly appearing.
April 5th.— Half-past two a.m., left Turseh for a place the name
of which has escaped me, arriving at half-past ten a.m. Arrived at
Sufian at half-past twelve noon. Left at once, reaching Tabriz,
twenty-four miles off, in four hours. Erzeroum to Tabriz, six days
and seven hours, three hundred and thirty-five miles.
I stopped with Colonel J⸺, V.C., our Consul-General, April
6th, 7th, and 8th. At three p.m. of April 9th I started for Teheran.
Stages between Tabriz and Teheran.

Miles.
Saoudabad 20
Hadji Aga 20
Darathiar 16
56

Slept.
April 10th.— Turcomanchai 24
 Meana 16
Jemalabad 12
Tercham 16
Aga Mezar 12
Nikibeg 20
100

Slept four hours.

Zinjan (met one of our staff;
April 11th.— 26
breakfasted, and lost three hours)
Sultaneah 24
Khya 30
80

Slept four hours.

April 12th.— Khirve 18
Zeedaen 24
Kasvin 16
Abdulabad 18
76

Slept four hours.

April 13th.— Sufferkhoja 24
Shunkerabad 22
Meanjūb 20
Teheran 20
86

[19] This is the one standard weight of Persia, the other being
the miscal or sixth part of our ounce. This, for convenience, is
supposed to consist of twenty nokods—the nokod being a grain
similar to our pea in appearance. The nokod is subdivided into
three gundums or grains (of wheat); these again into four kērāts
(or carats)—these latter, however, are only used in weighing
gems. The Tabriz maund (or batman) and the miscal and its
subdivisions are in use throughout Persia in mercantile affairs.
Further north than Ispahan the sere and the gerewankeh—the
latter about a pound, and borrowed from the Russians—are in
use. Other local weights exist, only known in special places. As a
rule, each village has its special weight (literally stone, “sang”),
and their maunds get lighter and lighter as one gets away from
the large cities.
[20] The cost had been—

Kerans.
Thirty jars, at five kerans 150
Twenty loads of grapes 750
Carriage of same 60
Cost of labour, etc. 100
1060

Per contra.
Kerans.
Paid to me by Jews for refuse, for arrack-making 50
Resale of jars 140
190

Total cost, 870 kerans, or about 5½d. per bottle.

[21] Must is a Persian word signifying “drunk;” it also means the
state of excitement of male camels at certain times.
[22] Strangled, after he had refused a cup of poisoned coffee, in
1882, by order of the Zil-es-Sultan, while an honoured guest in his
(the Zil-es-Sultan’s) house.
[23] Topi, a sun-helmet.
[24] The full title is Kawam-ul-Molk.
[25] The full title is Muschir-ul-Molk.
[26] Would it have been necessary to have explained to Bishop
Bonner the use of the thumbscrews after his cruelty to the
Reformers?
[27] Aug. 2nd, 1887. Dr. Odling writes me that this well is 849
feet deep. I fancy that there is some error in this, as I put down
the six hundred yards. Possibly there may be a second shaft.
[28] The murdered sons of Ali, considered by the Persians, and
all Shiah Mahommedans, as the rightful successors of the
prophet, consequently sainted martyrs.
[29] Bhang, an intoxicating drug used by dervishes.
[30] Azraël, the angel of death.
 [31] Not of coral, as in the Levant.
[32] Origin of our word “hummums.”
[33] Now Sir Oliver St. John.
[34] See Ussher’s ‘London to Persepolis,’ p. 564.
[35] Muleteer.
[36] See Appendix D, page 417.
[37] Shah Abbas the Great built caravanserais of great size and
solidity all over Persia, hence a good and large caravanserai,
even though not built by him, is called a “Shah Abbas
caravanserai.”
[38] Mushir al Mulk, counsellor of the province.
 INDEX.

Abadeh, 261, 356

carvings, 332
Abbah, the, 319
Abbas Kūli Khan, 215
the Great, 161
Abdul, 285
Abdul Hamid, 276, 353
Abdullah’s types, 9
Abdul Mahomed, 64
Ab-i-Rūkhni, 218
Ab-i-Zungi, 218
Ableh, 62
Abū Seif Mirza, 59, 84
Senna, 82
Accident to Mr. H⸺, 128
Accidents in driving, 374
Actors, Persian, 282
Aden, 343
Administration of justice, 146
Adulteration of opium, 180
Afghan poosseens, 319
(?) tiles, 198
Aflatoon, 82
Agha Hassan, 109
Ahs an Ahs, 96
Ahū, 167
Aid-i-No Ruz, 48, 51
Akbar Khan, 402
Alangū, 323
Alarm of robbers, 130
Alexander the Great, 378
coins of, 76
Algiers, 342
Ali Akbar, 282
death of, 283
Ali Oh! 43
Alison, His Excellency Mr., 48, 201
Alla Sung, 392
Alligators, 344
American missionaries, 144
Aminabad, 262
Ancient Armenian language, 140
buildings, disappearance of, 364
engraved ruby, 37
Julfa, 161
mud-houses, 137
Anderūn, 92
Anecdote of a dervish, 47
re smoking, 32
Aniline dyes, 149
dyes, prohibition of, 63
Animals, treatment of, 316
Antelope hunt, 86
Antelopes, 56
Apostate monk, 139
Appetites, large, 336
Apricots, 168
April, the 1st of, 330
Arab dress, 110
horse, my, 61
horses, 106
pipe, 33
Arachnoort, the, 138, 141, 159
Ararat, hailstones at, 391
Araxes river, 19, 313
‘Arcot,’ voyage in the, 341
“Armchair,” 136
Armenian Alsatia, 142
artificers, 162
baptism, 141
church, 160
converts, 164
cook, 363
fasts, 144
grateful, 93
graves, 162
jewellers, 162
Kaweh Khana, 163
loafers, 143
marriage of, 141
priest, 132
Protestant teacher, 140
 schools, 144
scriptures, 140
theatre, 9
tribute, 376
village, 131
wine-sellers, 142
women, dress of, 132
women, industry of the, 360
Armenians, 72, 110
anecdote of, 73
apostatising, 111
bread, 336
carpenters, good, 123
character of, 316
disguised as Europeans, 72
education of, 144
former oppression of, 144
idleness of the, 359
improved position of, 144
of Hamadan, 72, 74
position of in Persia, 74
sanctity of, 73
successful, 143
taken to Julfa, 161
uncleanliness of, 316
Arms, 322
Arnold, Mr. Arthur, 273
Arrack, 141, 159, 360
Art of avoiding falls, 54
Arts, lost, 162
Asparagus, wild, 168
Ass, wild, the, 308
Assadabad Pass, 101
Astrachan, 405
As we turn in another turns out, 110
Attempts to proselytise among the Persians, 144
Audience at Tazzia, 281
Austrian officers, 371
Avadavats, 347
Avicenna, 82
Ayrton, Mr., 5

B⸺, Mr., 27, 213

B⸺, Rev. R., 340
Baab, cursing, 155
Baabi artificers, 164
conspiracy, 154
death of a, 154
revolt, 272
Baabiism, tenets of, 154, 339
Baabis, 144, 339
charges against, 154
visit to, 201
Baab, 153
Bad drainage, 153
Badraghah, 56
Bad water, 153, 241
Baghalli, 236
Bagh-i-No, 218
Bagh-i-Takht, 220, 292
Baker, an ungrateful, 183
Bakhtiaris, 262
Bakū, 403
Bamiah, 170
Bankers, 192
Bank-notes, edict as to, 63
Baptism, Armenian, 141
Barber’s Bridge, the, 389
Bargain for mules, a, 381
Bargains, 187
Barley, 102
Bastinado, the, 146
at Kūmishah, 254
degrees of, 148
Bath carpets, 152
at Constantinople, 212
the, 334
Bazaar, at Teheran, 372
breakfasts, 200
practice, 182
Bazaarcha Baland, 200
Bazū-band, 290, 323
Bear and dog fight, 227
Beards, 321
Beaters, 177
Bēbē Sakineh Sultan Khanūm, 215
Bedding for travelling, 55
Bedding horses, 101
Beef, 142, 299
Beetles, road, 215
Bell tower, Julfa, 139
Bells, substitute for, 139
Belly-dance, the, 115
Belt, the, 320
Belūchistan, 345
Berlin, 407
Besitūn, 109
Bewitched, 65
Bishop Moses, 138
of Julfa, the, 159
Thaddeus’s tomb, 158
Bishop’s, the, pictures, 159
Bits, native, 329
Black-wood furniture, 345
Black flags, 283
Sea, 9
Blandford, Mr. W., 321
Blowing from a mortar, 203
from guns, 202
Boat-building, 247
Boat journey, 210
Boiled to death, 272
Bombassi, 326
Bonaat, 77
Bookbinding, 288
Boorio, 197
Boots, 321
Borasjūn, 348
Boulevard at Teheran, 371
Bowin, 392
Boy dancers, 246
singers, 281
Boys, a mob of, 393
Bread, varieties of, 335
Breasts as ornaments, 132
Bribery, 189
Bribing postmaster, 13
Bricking up alive, 269
Brickwork, fine, 222
Bridge of tombstones, 163
Brigands, 263
Broom plant, 309
Bruce, Mrs., 164
Rev. Dr., 164
Bulbul, 114
Bull-terriers of Zil-es-Sultan, 366
Bunder Abbas, 345
Burial of a Christian child, 140
Burke, Captain, 344
Burmese Embassy, 376
Burning alive, 204
Bushire, 345