Stages of Development

• Working with children presents its own set of challenges because children are still developing physically, mentally and emotionally. Psychiatrist Erik Erikson defined the stages of social and emotional development in 1956 (see Resources). Understanding where a child is at developmentally will help determine appropriate goals for therapy.
  
  

Development and Goal Setting

• Failure to master any one developmental stage hinders a child's ability to successfully complete any stage after it. For example, a 5-year-old who will not socialize with other children is going to struggle in school, possibly harming damage his level of competence and leading to problems with anxiety or depression. Much of the work of goal setting in therapy with children involves helping them relearn a stage they were not able to master when they were supposed to.
  
  

Cognitive Abilities

• There are also cognitive development stages for children, formulated by child psychology professor Jean Piaget (see Resources). From learning object permanence (understanding that an object still exists after disappearing from view) to developing the ability to think in abstract terms (being able to answer "what if" questions), these changes can be rapid and often times blend together. Understanding how cognition progresses as a child ages is imperative to goal-setting.
  
  

Cognitive Development and Goal Setting

• With a basic understanding of childhood cognitive development, it is easy to see how working with a young child differs from working with an older child. With a very young child, play therapy or art therapy may be a better approach than traditional talk therapy. It is important to factor in the possibility of developmental delays or learning disorders. A child may be 12 years old but have the cognitive ability of an 8-year-old.
  
  

Client Input

• In working to develop goals specific to one child, the most important people who can provide input are those who also work with that child. Clinical interviews will help gather information from parents and teachers to aid in goal setting. Having the child provide as much input as possible will increase the level of investment in treatment. Empowering children to contribute to their own goals will not necessarily ensure success, but it will help get everyone involved in the child's treatment off to the best start possible.