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Discussion 1 Select one of the cases below and answer the corresponding questions. Make sure to identify which case you have selected in the heading of your post e.g., Case #1.  The Discussions will be graded as follows: Fully and correctly answered each question- 4pts Made reference to assigned reading when answering the question (e.g., according to Corey.....)- 1pt One outside resource was consulted on one of the issues discussed in the response. Make sure to refer to the source in your response and cite reference at the end of your post in APA format (e.g., according to a recent article in ......., anxiety with children is common....(Silverman, 2002)- 2 pts  Responded to at least 2 other student's posts-1 pt Case #1: A client who has not questioned her religious beliefs Brenda, age 22, comes to see you because of problems in living at home with her family. She tells you that she feels dependent both financially and emotionally on her parents and that although she would like to move out and live with a girlfriend, she has many fears of taking this step. She also says that her religion is extremely important to her and that she feels a great deal of guilt over the conflict she has with her parents. After some discussion you find that she has never really questioned her religious values and that it appears that she has completely accepted the beliefs of her parents. Brenda says that if she followed her religion more closely, she would not be having all these difficulties with her folks. She is coming to you because she would “like to feel more like an independent adult who could feel free enough to make my own decisions.” Which personal characteristics of effective counselors from Ch. 2 would be most helpful in this situation (at least 2) and why? Which of the issues faced by beginning therapists from Ch. 2 might become an issue for you in this specific case (at least 2 issues) and why? What counseling ethical issues from Ch. 3 do you need to consider in this specific case (at least 2) and why?         The Counselor: Person and Professional ©2013 Brooks/Cole Cengage Learning                                                                                                            The most important instrument you have is YOU  Your living example of who you are and how you struggle to live up to your potential is powerful  Be authentic  The stereotyped, professional role can be shed  If you hide behind your role the client will also hide  Be a therapeutic person  Be willing to grow, risk, care, and be involved Theory and Practice of Counseling and Psychotherapy - Chapter 2 (1) ©2013 Brooks/Cole Cengage Learning                                                              Abundant research indicates the centrality of the person of the therapist and therapeutic relationship as key factors in successful therapy.  The contextual factors, not techniques, are the primary determinants of therapeutic outcome. Theory and Practice of Counseling and Psychotherapy - Chapter 2 (2) ©2013 Brooks/Cole Cengage Learning                                                                                                       Can help you explore your motivations for being a counselor, countertransference, and other issues that are triggered by clinical work  Research shows that it is important to counselors’ personal and professional development.  If we are not committed personally to the value of examining life, how can we inspire clients to examine their lives? Theory and Practice of Counseling and Psychotherapy - Chapter 2 (3) ©2013 Brooks/Cole Cengage Learning                                                                  Avoid value imposition  Recognize that you are not value‐neutral  Assist clients in creating goals and finding answers that are most congruent with their own values  Find ways to manage value conflicts between you and your clients Theory and Practice of Counseling and Psychotherapy - Chapter 2 (4) ©2013 Brooks/Cole Cengage Learning                                                                      Become aware of your biases and values  Become aware of your own cultural norms and expectations  Attempt to understand the world from your client’s vantage point  Gain a knowledge of the dynamics of oppression, racism, discrimination, and stereotyping Theory and Practice of Counseling and Psychotherapy - Chapter 2 (5) ©2013 Brooks/Cole Cengage Learning                                                                              Study the historical background, traditions, and values of your client and be open to learning from him/her  Expand your vantage point to explore your client’s ways of life that are different from your own  Develop an awareness of acculturation strategies Theory and Practice of Counseling and Psychotherapy - Chapter 2 (6) ©2013 Brooks/Cole Cengage Learning                                          Dealing with anxieties  Being oneself and self‐ disclosing  Avoiding perfectionism  Being honest about limitations  Understanding silence  Dealing with demands from clients  Dealing with clients who lack commitment  Tolerating ambiguity Theory and Practice of Counseling and Psychotherapy - Chapter 2 (7) ©2013 Brooks/Cole Cengage Learning                                                              Avoiding losing oneself in one’s clients  Developing a sense of humor  Sharing responsibility with the client  Declining to give advice  Defining one’s role as a counselor  Learning to use techniques appropriately  Developing one’s own counseling style Theory and Practice of Counseling and Psychotherapy - Chapter 2 (8) ©2013 Brooks/Cole Cengage Learning                                                              Take care of your single most important instrument – YOU  Develop self‐care strategies and a plan for renewal  Know what causes burnout  Know how to recognize and remedy burnout  Know how to prevent burnout through self‐care Theory and Practice of Counseling and Psychotherapy - Chapter 2 (9) ©2013 Brooks/Cole Cengage Learning         Ethical Issues in Counseling Practice ©2013 Brooks/Cole Cengage Learning                                                                    Ethics codes are a fundamental component of effective counseling:  They are guidelines that outline professional standards of behavior and practice  Codes do not make decisions for counselors  Counselors must interpret and apply ethical codes to their decision‐making Theory and Practice of Counseling and Psychotherapy - Chapter 3 (1) ©2013 Brooks/Cole Cengage Learning                                                                                            Mandatory Ethics deals with the minimum level of professional practice  Aspirational Ethics is a higher level of ethical practice  Positive Ethics is an approach taken by practitioners who want to do their best for clients rather than simply meet minimum standards to stay out of trouble Theory and Practice of Counseling and Psychotherapy - Chapter 3 (2) ©2013 Brooks/Cole Cengage Learning                                                                                The principles that underlie our professional codes  Benefit others, do no harm, respect other’s autonomy, be just, fair and faithful  The role of ethical codes‐‐they:  Educate us about responsibilities, are a basis for accountability, protect clients, are a basis for improving professional practice Theory and Practice of Counseling and Psychotherapy - Chapter 3 (3) ©2013 Brooks/Cole Cengage Learning                                                                         Making ethical decisions:  Identify the problem, review relevant codes and laws, seek consultation, brainstorm, list consequences, decide and document the reasons for your actions  To the degree it is possible, include the client in your decision making process Theory and Practice of Counseling and Psychotherapy - Chapter 3 (4) ©2013 Brooks/Cole Cengage Learning                                                                                                    Clients need enough information about the counseling process to make informed choices  Educate clients about their rights and responsibilities  Informed consent should include information such as therapeutic procedures and goals, risks/benefits and alternatives to treatment, the right to withdraw from treatment, costs or fees, supervision, and the limits of confidentiality Theory and Practice of Counseling and Psychotherapy - Chapter 3 (5) ©2013 Brooks/Cole Cengage Learning                                                                                        Confidentiality is essential but not absolute  Exceptions:  Client poses a danger to self or others  Clients who are under age 16, dependant adults, or older adults are victims of abuse  Client needs to be hospitalized  Information is made an issue in a court action  Client requests a release of record Theory and Practice of Counseling and Psychotherapy - Chapter 3 (6) ©2013 Brooks/Cole Cengage Learning                                                    Biases are reflected when we:  Neglect social and community factors to focus unduly on individualism  Assess clients with instruments that have not been normed on the population they represent Theory and Practice of Counseling and Psychotherapy - Chapter 3 (7) ©2013 Brooks/Cole Cengage Learning                                                                Biases are reflected when we:  Judge as psychopathological behaviors, beliefs, or experiences that are normal within the client’s culture  Strictly adhere to Western counseling theories without considering their applicability to the client’s diverse cultural background Theory and Practice of Counseling and Psychotherapy - Chapter 3 (8) ©2013 Brooks/Cole Cengage Learning                                                            Assessment is an ongoing process designed to help the counselor evaluate key elements of a client’s psychological functioning  Influenced by the therapist's theoretical orientation  Requires cultural sensitivity  Can be helpful in treatment planning Theory and Practice of Counseling and Psychotherapy - Chapter 3 (9) ©2013 Brooks/Cole Cengage Learning                                                                                              Diagnosis is the process of identifying a pattern of symptoms which fit the criteria for a specific mental disorder defined in the DSM‐IV‐TR (soon‐to‐be DSM‐V)  Requires cultural sensitivity  Counselors debate whether a diagnosis is necessary  Can be helpful in treatment planning  If used only for insurance purposes, can lead to ethical dilemmas Theory and Practice of Counseling and Psychotherapy - Chapter 3 (10) ©2013 Brooks/Cole Cengage Learning                                                           Strengths of !Evidence-Based Practice {IEBP)  Counselors use treatments that have been validated by empirical research  Treatments are usually brief and standardized  Are preferred by many insurance companies  Calls for accountability among mental health professionals to provide effective treatments Theory and Practice of Counseling and Psychotherapy - Chapter 3 (11) ©2013 Brooks/Cole Cengage Learning                                                                                                  Considered by some to be mechanistic and insensitive to individual differences  Not well‐suited for working with existential concerns  Difficult to measure both relational and technical aspects of a psychological treatment  Has potential for misuse as a method of cost containment for insurance companies instead of a method of efficacious treatment for clients Theory and Practice of Counseling and Psychotherapy - Chapter 3 (12) ©2013 Brooks/Cole Cengage Learning                                                                                            Not inherently unethical  Must be managed ethically to protect client’s well‐being  Examples of nonsexual dual relationships include socializing or starting a business venture with a client, bartering services for goods, or borrowing money  Sexual relationships with current or former clients are exploitive and can result in serious harm Theory and Practice of Counseling and Psychotherapy - Chapter 3 (13) ©2013 Brooks/Cole Cengage Learning                                                                        A few helpful questions:  Will my dual relationship keep me from confronting and challenging the client?  Will my needs for the relationship become more important than therapeutic activities?  Can my client manage the dual relationship?  Whose needs are being met? Theory and Practice of Counseling and Psychotherapy - Chapter 3 (14) ©2013 Brooks/Cole Cengage Learning