School Counseling Process from Elementary School to High School for a Boy with Trichotillomania

Significance of Long-Term School Counseling

Abstract

This paper examines the psychotherapy process with a male client who used a school counseling room from the fourth grade of elementary school through high school. Initially, he had trichotillomania and was experiencing stress with his parents at home and with other children and teachers at school. The therapist aimed to use play to make the school counseling room a comfortable space for him. A variety of play activities were carried out in the long-term school counseling. He was able to express and control his aggression through play. Eventually, the counseling room was no longer needed and he decided to end the counseling.