Dr. King's therapeutic interventions here range from nearly exclusive work with the child, to more family-oriented methods, and at times an almost complete focus on parents or caregivers.
Some children, because of medical, temperamental, learning or other deficits, have problems that are essentially separate from their overall environment. Child rearing practices have been appropriate and there are no outstanding family problems, yet the child is upset or acting out. In these situations, the child needs therapy to deal with and work through these difficulties. Dr. King has found that the most effective way of dealing with these children is in individual weekly therapy, using a combination of play and verbal methods. When children are not capable of discussing emotional issues, they are encouraged to express and work through feelings non-verbally, through play and art. Within the office, they can learn to manage upsetting feelings and develop an understanding of both themselves and their situation. The therapist's role during these sessions involves acting as a catalyst as well as attempting to see the world as the child sees it in order to fully understand child's struggles.
In Dr. King's second approach, family therapy, (see below) there is no assumption of a sick or problematic patient; this approach pulls from a variety of treatment methods. which include the integration of family communication patterns and selective use behavioral strategies.
Finally, in some cases a child's role in the overall problem is minimal. Rather, because of trauma, background or family problems, the child is simply reacting to circumstances beyond the his/her control. In this case, emphasis must be placed on modifying the parental behavior relative to child rearing practices. Parents are often concerned when little time in the office is spent directly with the child, yet this therapy often results in the quickest and most dramatic changes in a child's behavior. Many of these behavior modification techniques have an immediate and strong positive impact when used appropriately by parents.
A Special Note About Adolescents
Psychotherapy with adolescents is generally considered to be more difficult than work with other age groups. Unlike self-referred and motivated adults and children who are often eager for a therapist's attention, adolescents neither have the adult motivation for obtaining help, nor the childhood needs for adult attention. In fact, adolescents typically are passing through a stage of resistance to adult authority in any way. Unfortunately, adolescence can be a time of intense emotional turmoil as teenagers are inclined to wrestle with problems which are much more complicated than those of childhood, yet do not have the adult capacity for judgment and reasoning which would enable them to act in a responsible manner. Unlike children, adolescents are less willing “play out” their problems. Unlike adults, adolescents are unable to express their feelings and concerns with clear adult vocabulary. Within this context of much greater need and much less motivation, the therapist is asked to function in a meaningful and effective manner.
While there is no set formula for working with adolescents, a few techniques can be quite helpful. First, Dr. King begins by attempting to see the world the way the teenager sees it. By understanding the adolescent's perceptions, Dr. King establishes a "communication bridge." Secondly, he is sensitive to their perception of the problems. Often it is the parent, not the youngster, who is most upset. If the adolescent's only perceived problem is that the parents are frustrated or upset, Dr. King presents ways in which these concerns can be alleviated. Third, adolescents pose a challenge, as they are in the process of a natural movement away from parents and adults in general, yet clearly in need at times for their emotional support and nurturance. It is healthy for teenagers to be skeptical concerning adults, and yet, if the therapist cannot assuage this, little productive work can be accomplished in the therapeutic process. Dr. King's role, then, becomes one of helping the adolescent develop the necessary trust for easy and safe communication.