PSYC 388 Introductions to Counselling FINAL EXAM STUDY GUIDE Athabasca University, Exams of Psychology

Download PSYC 388 Introductions to Counselling FINAL EXAM STUDY GUIDE Athabasca University and more Exams Psychology in PDF only on Docsity! PSYC 388 Introductions to Counselling FINAL EXAM STUDY GUIDE Athabasca University PSYC 388 Introduction to Counselling FINAL EXAM STUDY GUIDE Athabasca University Chapter 1 1. What did many of the first counsellors have a background in? • Teaching • Social Reformers • Advocates 2. What was John Krumboltz known for? Revolution of Counselling (1966) 3. Moral Therapy Movement in France to Canada in 1850, promoted Best Practice 4. What year did Canadian Guidance Counsellors Association come into play? 1965 Dr. Myrne B 5. What does Social Work promote? • Human Rights • Social Justice • Advocacy 6. What was Eric Clearinghouse known for? Counselling and Personal Services (CAPS) 7. Counselling is relatively new. What years did it come into practice / play? 1890’s and early 1900’s 8. Today professional counselling focuses on? • Growth • Wellness • Remediation of Mental Disorders 9. What wars had a significant impact on counselling? World War 1 and World War 2 10. What 3 psychologists were responsible for publishing the bulletin which was formed into the Canadian Journal of Psychology? Bolt, Humphrey and Liddy 11. 3. Humanistic & client centered theories - Rogers 4. Behavioral Theories - Skinner 19. What was significant in the 1940’s? • Canadian Vocational Guidance Counsellors began to replace teachers in the areas of testing and counselling • Post-secondary counselling emerged after WWII 20. What was the purpose of the Smith-Hughes Act of It provided funding to support vocational education. 21. What were the 8 major subject areas counsellors should be knowledgeable to be certified on a national level of standardized tests as per the National Board for Certified Counsellors (NBCC) (1982)? 1. Human growth and development 2.Social and cultural foundations 3.Helping relationships 4.Groups 5.Lifestyle / career development 6.Appraisal 7.Research and evaluations 8.Professional orientation 22. When counselling first came into existence, what was its primary purpose? • Child Welfare • Education • Vocational Guidance • Legal Reform 23. CCPA stands for? Canadian Counselling and Psychotherapy Association 24. What year did literature in counselling arise? 1931 25. Psychotherapy, especially analytically based therapy emphasizes? • the past more than the present • insight more than change • the detachment of the therapist • the therapists role as an expert 26. Counselling centres on the following? Development issues Overcoming specific problems Coping better with a crisis situation Improving relationships with others Overcoming feelings associated with inner conflicts 27. Who created the development of moral value of females (feminist theory) in 1982? Carol Gilligan 28. What other field is closely related to psychology? Social Work 29. Guidance • Process of helping people make important decisions that affect their lives such as choosing a preferred lifestyle • Focuses on helping individuals choose what they value most • Focuses on helping make individual changes • Early Guidance takes place in school and careers 30. Psychotherapy • Aka Therapy • Focuses on serious problems associated with intrapsychic, internal / personal issues and conflict. • Dealt with “recovery of adequacy” • Long Term (20-40 sessions; 6 months - 2 years) • Can be seen in inpatient setting as opposed to outpatient 31. How does CCPA define counselling? “The skilled and principled use of relationship to facilitate self-knowledge, emotional acceptance and growth and optimal development of personal resources” 32. What is the Counsellors and Psychotherapist Process? • Initial structure established • Develop support • Problem identification • Possible assessment / acquisition of environmental input (information assimilation) • Problem solving • Decision making • Plan of action Follow-up and possible development of additional strategies • Termination 33. What was Frank Parsons role in counselling? • He was the founder of guidance. Focused on growth and prevention. • He was a lawyer, engineer, college teacher and social worker before becoming a social reformer and working with youth. • Boston’s Vocational Bureau in 1908 Theorized choosing a vocation was related to 3 factors 1. Knowledge of work 2. Knowledge of self 3.Matching of the 2 2 through “true reasoning” 34. What was significant about the 1930’s? There was an increase in counselling due to the Great Depression. Employment focused • Modified Parson’s Theory emphasizing teaching, mentoring and influencing skills (Williamson) • Counselling based on scientific problem solving and empirical method 35. What took place in the 1970’s? • Rapid growth of counselling outside educational institutions when Mental Health centres and community centres employed counsellors • Opened human services for more interactions with girls / women, minorities and persons with disabilities • Saw development of helping skills programs for relationship and communication skills 36. What are positive and negative effects of psychometrics? + Effect: gave vocational guidance specialists a stronger and more scientific identity - Effect: Distracted many specialists from examining developments in behavioral sciences (biology / sociology / anthropology) 37. What did schools see in vocational guidance work in the 1950’s-1960’s? Why? They saw a decrease in vocational guidance work and an increase in personal counselling as Rogers person- centered approach became wide-spread 38. What did Carl Rogers Publish in 1942? Counselling and Psychotherapy • emphasized the importance of client, espousing a non-directive approach to counselling • Emphasized giving clients responsibility for own growth 39. What is the definition of Counselling Psychology (as per CCPA)? • Broad practice & research focus • Promoting wellness • Collaborative research & practice • Prevention • Overlap with other specialities • Advocacy • Multicultural approach • Adherence to core values 40. In the 1960’s, humanistic counselling theories emerged by , & ? What was the emphasis? • Social Work • Psychology • Psychiatry 9. Social Workers Professionals with some similarities to clinical psychologists but who typically obtain a master's degree and whose work emphasizes the social and environmental factors that contribute to an individual's problems 10. Four main attribution models used by counsellors (Kernes & McWhirter): Medical Model • clients are not held responsible for the cause or solution of their problems, • counsellors who adopt this method act basically as experts and provide services for change 11. Describe the process of becoming a counsellor in Canada. Explain how areas of competency are developed for counsellors. • Individuals will take undergrad, masters and doctorate (depending on provincial legislation) along with a practicum of supervised practice and ongoing education in order to continue to be accredited as well. Areas of competency are developed through experience, peer supervision, continuing education. 12. Case Note skills for organizing and structuring thinking uses the acronym STIPS. What does STIPS stand for? • Prieto and Scheels • S: signs and symptoms • T: topics discussed in counselling • I: interventions in counselling • P: progress (Client) and counsellors continuing plan for treatment • S: special issues of importance regarding clients 13. Who is John Holland? • theory of career choice; • Vocational Preference Inventory • Holland code • RIASEC • 6 types of human personalities and work environments • realistic • investigative • artistic • social • enterprising • conventional 14. Canadian Council of Professional Psychology Programs (CCPPP): represents the various... University psychology programs and psychology internship settings in Canada that train clinical psychologists, counselling psychologists and clinical neuropsychologists. All Canadian psychologists must posses at least a Master’s 15. Canadian Counselling and Psychotherapy Association (CCPA) offers members access to... • Professional journals • an annual conference in Canada • other benefits • the CCPA encourages training and professional but they are not mandatory for membership. 16. In what ways can counsellors avoid burnout? • Associating with healthy people • Working with committed colleagues / organizations • Be committed to theory of counselling • Using stress-reduction strategies • Modify environmental stressors • Engage in self-assessment • Periodically examining and clarifying counselling roles, expectations and beliefs • Obtaining personal therapy • Setting aside free and private time • Maintaining an attitude of detached concern when working with clients • Retaining an attitude of hope 17. Effective Counselling includes? • counsellors are generally warm, friendly, open sensitive, patient and creative, consistently working on their own mental and health and strive to avoid becoming burned out and ineffective • education, must become professional counsellor within counselling psychology or social work • theory and systems, the why and how -> must master major theoretical approaches • active in counselling related activities, keep knowledge up to date • sensitive to others and self,growing as persons 18. What are Generalist Human Service Workers? • Paraprofessionals • Are a second level of helping • human service workers who have received some formal training in human relation skills, often work as mental health technicians, child care workers, probation personnel and youth counsellors 19. Dysfunctional Motivators for becoming a counsellor includes (6)? • Emotional Distress • Vicarious Coping • Loneliness and Isolation • A Desire for Power • A Need for Love • Vicarious Rebellion 20. Burnout A state of physical, emotional, and mental exhaustion created by long-term involvement in an emotionally demanding situation and accompanied by lower performance and motivation 21. Four main attribution models used by counsellors (Kernes & McWhirter): Compensatory Model • clients are responsible for solving problems, not for causing them • clients are suffering from the failure to meet their needs • counsellor acts as teacher to provide education and skills • drawbacks: clients may feel undue pressure having to resolve problems they did not create 22. Professional counsellors certified with the CCPA are required to obtain to remain current in their field of work. Continuing Education Units (CEUs) 23. A meta-analysis found that accounted for more variability in treatment outcome than the treatment factors themselves. personality 24. Who are "Professional Helpers"? • educated to provide assistance on preventative and remedial level • (counsellors, psychologists, psychiatrists, social workers, psychiatric nurses and marriage family therapists) • advanced degree training and supervised internships 25. In June 2012, the Canadian and US psychological associations signed a , a Mutual Recognition Agreement that recognized Canadian-American mutual agreement on accreditation. First Street Accord 26. Synchronicity • Jung's term. • Meaningful coincidence. • When two independent events come together in a meaningful way 27. Psychiatrists Medical doctors who have completed special training in the treatment of psychological disorders. 28. Counsellors can avoid or treat burnout by: 1. associate with healthy individuals 2. work with committed colleagues or organizations with a sense of mission 3. reasonably committed to a theory of counselling 4. use stress-reduction exercises 5. modify environmental stressors 6. engage in self assessment (identify relaxer/stressor) 7. examine and clarify roles, expectations and beliefs 8. obtain personal therapy 9. set aside free/private time 10. . maintain detached concern 11. attitude of hope 29. Four main attribution models used by counsellors (Kernes & McWhirter): Enlightenment Model • clients held responsible for causing problems but not for solving them • seen as guilty whose lives are out of control and need enlightenment into the nature of their problems and ways of resolving them that the counsellor can provide' • counsellor is authoritative figure • drawback: client may become dependant on counsellor Non-professional Helpers are? • first level of helping • friends, colleagues, untrained volunteers, supervisors, possess varying degree of wisdom and skills, no specific educational requirements are involved 43. Systems of Counselling: Developmental / Wellness Approach • stages that people go through as a normal part of human growth • based on developmental tasks of life, behaviours at one stage in life may be maladaptive at another stage • applies Piagetian concepts of cognitive levels to interviews • emphasizes the positive nature and health of humans and individuals are seen as having resources to solve their own problems • emphasis on prevention and education 44. The perils of practicing psychotherapy include: • the emotional impact of clinical work on a psychotherapist • the stresses and strains that the practice of psychotherapy can exert on a marriage • the role of parenting and psychotherapy • the disillusionment and physical and psychic isolation of clinical work • the struggles of a therapist who suffers from characterological problems of his or her own • the extreme hazards of dealing with suicidal patients. 45. What are dysfunctional motivators for being a counsellor? (J. D. Guy) • emotional stress • vicarious coping • loneliness and isolation • desire for power, need for love • vicarious rebellion collaborated with S. Foster on functional and positive factors that motivate individuals to pursue careers in counselling 46. Who was Albert Ellis? • rational emotive therapy • beliefs are rational or irrational • the A-B-C approach. A=activating event B= belief C = consequence • focus on changing how we think (cognition) and how we act (behave) 47. Qualities that Counsellors should possess include: • maturity • empathy • warmth • self awareness • altruitistic in spirit • not easily upset / frustrated Chapter 3 1. Morality Judgement or evaluation of action 2. Law a body of rules of conduct prescribed by controlling authority and having binding legal force 3. Beneficence doing good and preventing harm 4. Non-maleficence not inflicting harm 5. Autonomy • Independence • Self-determination • Freedom of choice 6. Fidelity • Faithfulness • Honouring Commitments 7. Justice Fairness 8. Civil Liability • one can be sued for acting wrongly toward another or for failing to act when there is a recognized duty to do so • usually results in lawsuit from a client against the counsellor 9. What are the Canadian Code of Ethics and Standards? • Social contract Derived from: interdisciplinary ethics codes, international ethics codes, provincial codes of conduct, specialty code of conduct, ethics literature. • Structure: four ethical principles: • respect for dignity of persons • responsible caring • integrity of relationship, • responsibility to society • value statements • ethical standards 10. What are the 4 principles for ethical decision making? • Respect for dignity of persons • Responsible caring • Integrity in relationships • Responsible to society 11. Confidentiality • a promise to fulfill an ethical duty to clients in that info revealed during therapy will be protected from unauthorized disclosure (most inquired about ethical concern) 12. What is informed consent? • Client is informed of potential risks and benefits to ongoing work • Keeping the client informed of important details regarding the service you intend to provide before it is provided 13. Counsellor in Court • most appear in provincial or territorial level court, can be there either by • voluntary and professional (serves as an expert witness, compensated financially for time) • court order (subpoena to appear in court, summons issued with intent of having counsellor testify 14. Criminal Liability • Two Elements needed for a crime • The performance of the act (Actus Reus) • Specified state of mind or intent (Mens Rea) • Two elements must happen at the same time • Two elements must cause harm to a person or property 15. Cyber Counselling (Web Counselling) Therapy provided via internet 16. What is competence? • Psychologist expected to limit practice to areas they have demonstrated competence • Stay up to date in new research / advancements • Ongoing consultation and appropriate education and training 17. What is impaired objectivity? • Unethical to work or continue working with a client if judgement is impaired because of physical, emotional or mental conditions, including substance abuse or adverse side effects cause by pharmaceuticals 18. Dual Relationships Double relationship, ex: being someone's psychologist and teammate 19. Malpractice • Professional misconduct or the lack of the requisite degree of skill as a professional. 20. What is Negligence? 37. Maintenance and retention records, what are they to include? - notes from sessions with clients, must include 1) identifying info 2) presenting problem(s) 3) fee arrangement 4) date and substance of each session 5) test results 6) notations from consults with other service providers 7) copy of all test or evaluative results 38. PRINCIPLE based ethical decision making (6 step) 1.What are the key ethical issues in this situation? 2.What ethical articles from CCPA Code of Ethics are relevant to situation? 3.Which of the 6 ethical principles are of major importance 4. How can the relevant ethical articles be applied in this circumstance and conflict b/w principles be resolved? 5.What do my feelings and intuitions say? 6.What plan of action will be most helpful? 39. VIRTUE based ethical decision making (5 step) - goal is to do the right thing 1.What emotions and intuition am I aware of as I consider this ethical dilemma / what are they telling me to do? 2. How can my values best show caring for client? 3. How will my behav. affect other relevant ppl in this dilemma? 4.What decision would I feel best about? 5.What decision would best define who I am as a person? 40. Quick Step (3 questions you ask yourself) 1. Publicity: would i want this decision announced publicly 2. Universally: would i make this decision for everyone, if everyone made this decision would it be a good thing? 3. Justice: is everyone being treated fairly? 41. Law and Counselling, how do these relate? • Law = compromise b/w people, law is supportive toward professional code of ethics, supports certification and liscensing as means of ensuring professionals meet standards • allows profession to police and govern itself • only time law overrides ethics is in situations concerning confidentiality 42. Privacy • recognizes individuals' rights to choose the time, circumstances and extent to which they wish to share or withhold personal information 43. Privileged Communication • clients legal right guaranteed by statute, that information revealed in therapy relationships are safeguarded • narrower concept, regulates privacy protection by protecting clients from having their confidential info shared in court without permission 44. Tort Tort- " A civil wrong other than a breach of contract" tortfeasor- commits the tort tortious conduct- behavior constituting a tort 45. Criminal Liability Definition Counsellor working with a client in a way the law does not allow (eg. commitment of crime by counsellor failing to report child abuse, sex with client etc) 46. Administrative Liability • the condition under which the therapist's license to practice is threatened by an investigation from the licensing board, which has the power to suspend a license 47. Implied Rights • the doctrine that the constitution protects rights that are not explicitly stated or enumerated therein • places human rights beyond government interference • When a rule is made that arbitrarily limits a person, they have been denied substantive due process 48. Explicit Rights • Linked to procedural due process (steps needed to complete action when an explicit rule is broken) • when procedural due process is violated, an explicit rule is broken and the person is not informed about how to fix the matter 49. Ethics and the Law • Law often represents an ethical minimum. • Ethics often represents a standard that exceeds the legal minimum • counsellors must acculturate to the law by • becoming knowledgeable with elements common to both mental health and the law • understand how to work with elements of the law that differ from the culture of mental health • reviewing codes of ethics etc 50. Ethical Dilemmas (B. Herlihy) • steps to take in order to work through ethical dilemmas 1. identify problem and counsellors relationship to it 2. apply current code of ethics and standards 3. consider moral principles of the helping profession (e.g. beneficence, justice and autonomy) 4. if action needed, approach person in question informally, if doesn't work, confronting counsellor should 5. consider potential consequences of other options then define course of action 6)course of action is chosen and implemented 51. In relation to ethics, what are the reasons for existence of ethical codes? (J. Kottler & W. H. Van Hoose) 1. protect the profession from the government 2. allow profession to regulate itself and function autonomously 3. help control internal disagreements 4. protect practitioners 52. Working with minors and their families (S.E.R. Kurpius & G. Lawrence) • be familiar with state statutes esp. privileged communication • clarify policies concerning confidentiality w. the child and parents • keep accurate and objective records of all interactions and sessions • maintain adequate professional liability coverage • confer with colleagues and have profession legal help 53. Assessing guidelines for counsellors to see if they are acting in responsible ways (J. L. Swanson) • personal and professional honesty • acting in best interest of clients • act without malice or personal gain • whether counsellors can justify an action 54. Informed Consent • procedure in which a patient receives a full and understandable explanation of the treatment being offered and makes a decision about whether to accept or refuse the treatment. • (often legally required prior to treatment administration) 55. Justice • reflects the perceived fairness of an authority's decision making 56. Identify the three ethical models that guide counsellor ethical decisions and resolutions according to the Canadian Counselling and Psychotherapy Association’s Code of Ethics. 1. Principle- based Ethical Decision Making 2. Virtue-based Ethical Decision Making 3. Quick Check 57. Everything said to a psychologist by an adult client is confidential except: 1. Imminent risk to self or others 2. Admission of child abuse, child neglect or abuse of vulnerable adults 3. Records subpoenaed by a court of law 58. If a counselling client is under 18, it is required that: 1. signed consent by legal guardian • Psychosocial - understand the client’s ethnic, racial, and social group’s performance, speeches, and behaviours to communicate • Scientific–ideological: use appropriate counseling approaches to deal with problems 6. What is Nancy Arthur & Sandra Collins known for? • Culture-Infused Counselling 7. Cultural Expertise • effectiveness in more than one culture 8. Status Variables • Educational socioeconomic background 9. Four ideas to consider when counselling Native Americans are (Richardson 1981): • Silence • Acceptance • Restatement • General Lead 10. Fourth force in counselling concepts after psychoanalysis, behaviourism, and humanistic concepts is... Multicultural Counselling 11. Dimirsky and Brandes (2010) The importance of an understanding of culture to successful counselling? • provide a different perspective on the cultural aspects of counselling by addressing 1. the need to avoid cultural blindness, and 2. by describing socioeconomic status as both a cultural and non-cultural variable that counsellors must keep in mind 12. Evidence-Based Practice Integrates best current evidence with clinical expertise and patient / family preferences and values for delivery of optimal health care 13. Difficulties in Multicultural Counselling • Culturally Encapsulated Counsellor • Multicultural competence • Racism • Overculturalizing • Acculturation 14. McFadden's Transcultural Perspective Model • Cultural–historical: counselors must possess knowledge of a client’s culture • Psychosocial: counselors must come to understand the client’s ethnic, racial, and social group’s performance, speeches, and behaviors in order to communicate meaningfully; and • Scientific–ideological: counselors must use appropriate counseling approaches to deal with problems related to regional, national, and international environments 15. Cultural Intentionality • same counselling / interviewing skills may have different effects on people with different individual and cultural backgrounds 16. Worldview A way of looking at the world that reflects a person's (or group's) beliefs about the meaning, purpose, operation, and essence of the world. 17. Multi-cultural Counselling Counsellor and client differ as a result of socialization, developmental events, or the product of being raised in a particular ethnic environment (this definition continues to be argued.) 18. Multi-Cultural • distinct group uniquenesses and concepts that facilitate attention to individual differences 19. Cultural Mosaic • Mix of ethnic groups, languages and cultures that coexist within society. 20. Shebib (2013) Cultural diversity: The future of counselling • Canadian issues • growing cultural diversity and its implications • the differences between Aboriginal and non-Aboriginal populations 21. ADRESSING stands for (regarding cultural factors related to minority groups and various forms of depression)? A - Age D - Disability R - Religion E - Ethnicity / Race S - Social Status S - Sexual Orientation I - Indigenous Heritage N - National Origin G - Gender 22. Acculturation • the modification of social patterns, traits, or structures of one group or society by contact with those of another; the resultant blend 23. What is Overculturalization? • Mistaking people's reactions to poverty/discrimination cultural pattern • Must distinguish differences from cultural backgrounds and from poverty or deprived status. 24. Racism • prejudice displayed in blatant or subtle ways due to recognized or perceived differences in the physical and psychological backgrounds of people. 25. Aboriginal Identity • Status Indians, non status Indians, Metis and Inuit, • as a group ... have strong feelings about loss of ancestral lands, conflicts with values of mainstream Canadian culture, high unemployment and substance abuse/violence 26. What are 4 considerations in viewing cultural differences? • Overculturalization • Nonverbal behaviors • Racism • Acculturation 27. Five Issues for Counsellors working within Multicultural Settings? 1) Theories based on European/North American cultural values 2) Sensitivity to culture 3) How cultural systems operate and influence behaviours 4) Effective counselling across cultures 5) Development and employment of counselling theories (beware of cultural bias) 28. List the issues and actions suggested for counsellors working with Aboriginal populations. a. Develop self understanding - white privilege and find a personal spiritual connection b. Understand Aboriginal realities - impact of the past, learn collectivist worldview, practice non- interference (Aborigines do not tell another what to do), and give time to speak c. Structuring counselling - flexible regarding location for sessions and time d. Connect with clients - self-disclose and be nondirective e. Aboriginal humour - careful with timing and appreciate it is self deprecating for many f. Venting anger - allow to vent without getting out of control 29. identify the possible barriers that Canadian minorities face with regard to receiving adequate mental health care and services. • Cultural beliefs regarding psychological problems • Language barriers • Cultural stigmas • Racism • Lack of cultural understanding • Psychological issues express physically • Stereotyping 30. Elements in cross cultural understanding • Worldview • Groups living in Canada from Non-European backgrounds are less accepted than those of European decent (=racism) 43. What is a Culturally Encapsulated Counsellor? • disregards cultural differences and works under assumption that theories and techniques are equally applicable to all people • may discriminate against some persons by treating everyone the same. Chapter 5 1. Counselling Structure • A joint understanding • Includes time limits, action limits, procedural limits, fee schedules • Provides a framework. • Important when client has unrealistic expectations. 2. Initiative • Motivation to change. 3. Reluctant Client • One who has been referred by a third party and is frequently unmotivated to seek help. (ie. school children, court-referred clients) 4. Resistant Client • A person in counseling who is unwilling or opposed to change. 5. What are the 4 Categories of resistance? 1) amount of verbalization 2) content of message 3) style of communication 4) attitude toward counselors and sessions 6. What are 6 ways a counsellor can WIN the Battle for Initiative? 1) Anticipate emotions some clients display 2) acceptance, patience and understanding 3) Persuasion (Foot in the door/Door in the face) 4) Confrontation - point out what they're doing 5) Use language, metaphors to soften resistance 6) Pragmatic techniques such as silence, reflection, questioning etc. 7. What are the two battles that occur between client and counsellor? • battle for structure (counselor should win) • battle for initiative (client should win) 8. Confrontation An invitation for the client to become aware of discrepencies between verbal and nonverbal expressions, between feelings and actions, or between thoughts and feelings 9. Expertness • the degree to which a counselor is perceived as knowledgeable and informed about his or her specialty - use evidential cues like degrees, diplomas etc. 10. Attractiveness • Function of perceived similarity between client and counsellor as well as physical features. • Counsellors can make themselves attractive by speaking in clear, jargon free sentences & offering appropriate self-disclosure 11. Trustworthiness • Sincerity and consistency of the counselor - genuinely concerned about the client and shows it over time by establishing a close relationship. 12. Probe • A question that usually begins with who, what, where or how - but not why. 13. Accent • Highlighting the last few words of the client. • For example: • Client: "It's driving me crazy!" • Counsellor: "Driving you crazy?" 14. Closed Question • One that requires a specific and limited response such as yes or no. • Effective in eliciting a good deal of information in a short period of time, but doesn't encourage elaboration 15. Open Question • What, How, Could Questions • Allows client more latitude to respond "how does this affect you?" 16. Reflection of Feeling • Similar to restatement but deals with verbal AND nonverbal expression. • e.g.Patient crying about death of parent: "you're still really feeling the pain." 17. Request for Clarification • A response the counselor uses to be sure he or she understands what the client is saying. • e.g. "Please help me understand this relationship" 18. Summary of Feelings • Paraphrasing a number of feelings that the client has conveyed • e.g. "I understand that you are feeling frustrated and rejected at the moment." 19. Acknowledgment of Nonverbal Behavior • Doesn't interpret the meaning of the behaviour. Makes acknowledgement as to what is observed. • "I notice that your arms are folded across your chest and you're looking at the floor." 20. Door in the Face • When you make a seemingly insurmountable request and immediately follow it with a surmountable even simple request that seems more do-able after hearing the really hard request. • Ie.give 500 hours to volunteer work for charity - OR make a donation. 21. Foot in the door • used to get compliance from others (to get them to behave in a way you want) in which a small request is made first in order to get compliance for a larger request. 22. Response Quantity Resistance • the client limits the amount of information to be communicated to the counselor • lack of or too much verbalization 23. Response Style Resistance • the client manipulates the manner of communicating information to the counselor • when client tries to control style/manner of communication 24. Logistic Management Resistance • the client violates basic rules of counseling 25. Important elements of a counselor-client contract • Outline your qualifications and experience • Nature of counseling - expectations, strictly professional, sets clear boundaries • Referrals - in case it doesn't work out, avenues for recourse • Fees and health insurance options • Ensure Confidentiality 26. Factors that can influence the counseling process • Structure - a joint understanding btwn client & counsellor Initiative - willingness of client to do the work • Physical Setting - creates backdrop, environment • Client Qualities - YAVIS(young, attractive, verbal, intelligent, successful or DUDS (dumb, unintelligent, disadvantaged) • Counsellor Qualities - client's impression of counsellor (expert) 27. Effective goals are: • mutually agreed • Counsellors are uncertain • Multimodal: visual, auditory, written, spoken, and descriptive- this pays off by creating good counselor-client relationships. 43. What are 6 factors that influence our first impressions? • Physical appearance • Reputation • Similarity • Propinquity (proximity) • Nonverbal signals • Verbal signals (how something is said) 44. What are the 6 factors that have an influence on the counselling process? 1. Structure in counselling 2. Client initiative to change 3. Severity of the presenting problem 4. Physical setting 5. Counsellor qualities 6. Client qualities 45. Factors that Influence the Counselling Process- First Impressions - Client • Counsellors most enjoy working with those that have the perceived higher potential to change- enjoy working with those who want to change!!! • Importance of non-verbal communication and culture- body language, facial expression** can communicate more than their words • YAVIS- young, attractive, verbal, intelligent, and successful= preferred clients • HOUND- homely, old, unintelligent, nonverbal, disadvantaged= non preferred clients • The more attractive the client was, the more willing and likeable they were by the counsellor and the more the counsellor was encouraged to engage with them. 46. What are factors that influence the counselling process in the first impressions of the counsellor? • Counsellors: self-awareness, honesty, congruence, ability to communicate and knowledge • Counsellors are initially more influential with the following characteristics: expertness, attractiveness, trustworthiness • Attire- most comfortable when a counsellor is similarly dressed as you 47. What are the proxemics factors that Influence the Counselling Process? • Distance between the counsellor and the client • Influenced by cultural background, gender, and nature of the relationship • Range of 30-39 inches (in the US), with chairs set at a 90 degree angle. Be conscious of cultural differences! • May prefer to be counselled outside instead of inside an office • Desks can be barriers to relationship building 48. What are 8 common characteristics of physical setting that Influence the Counselling Process? 8 Common characteristics of space and their potential impact: 1.Accessories- artwork, objects, plants. Clean offices, textually complex images of natural settings rather than posters of people 2. Color- hue, value, intensity. Bright colours= positive, Dark= negative. 3. Furniture and room design- form, line, texture, scale. More protective furniture layouts 4. Lighting- artificial, natural. Dim/softer lights= more intimate convo, more pleasant, relaxed feelings, favourable impressions of counsellor, and more self-disclosure than bright lighting 5. Smell- plants, ambient, fragrances, general doors. Unpleasant smells= bad memories. Pleasant smells= triggers good happy memories 6. Sound- loudness, frequency. Music may enhance the healing process 7. Texture- floors, walls, ceilings, furniture. Soft textured surfaces absorb the sound 8. Thermal conditions- temperature. Most feel comfortable in room temp. around 69-80 degrees 49. What are ways to Deal with Clients who Lack Initiative? 1.Anticipate resistant behaviour: anger, frustration, and defensiveness 2. Show acceptance, understanding, non-judgement and patience for trust 3. Persuasion- "foot in the door" and "door in the face". 4. Confrontation- point out inconsistencies between words and actions 5.Metaphors- used to teach and reduce threat levels by providing stories, painting images, challenging rigid thinking. 6.Mattering-everyone is important 7. Pragmatic Techniques- silence, reflection, questioning, describing, assessing, pretending, and sharing for the "i don't know" 50. Factors that Influence the Counselling Process- Initiative Initiative- this is the motivation to change - Reluctant client- one who has been to counselling by a third party and is frequently unmotivated to seek help. Ex: school children and court-referred clients - Resistant client- a person in counselling who is unwilling, unready, or opposed to change. These clients refuse to make decisions and are superficial in dealing with problems, an refuse to take any action to resolve problems 51. Factors that Influence the Counselling Process- Structure • "A joint understanding between the counsellor and client regarding the characteristics, conditions, procedures, and parameters of counselling" • The structure helps clarify the counsellor-client relationship and helps to ensure the success of counselling • Practical Guidelines- time limits, action limits (to prevent destructive behaviour), role limits, and procedural limits(client is given a responsibility to work on specific goals or needs) • Professional Disclosure Statements- include details about the nature of counselling, expectations, responsibilities, methods and ethics of counselling 52. Factors that Influence the Counselling Process- Seriousness • Presenting problem • Higher initial distress takes more sessions for therapeutic improvements • Largest gains occurs early, but seriously disturbed individuals benefit from longer term treatment • Clients in better shape improve the most in the least amount of time and with the best long- term results • Some with mental health/APD are least likely to improve through traditional "talk therapies" • 50% of clients with anxiety/depression had improved by sessions 8-13 • 85% of clients improved after 1 year of weekly treatment 53. Client's Perception of Working Alliance A client's perspective is more strongly related to the counselling success than the counsellors perspective 54. The working alliance is? 1. A working agreement 2. Mutually agreed 3. With goals that have been mutually agreed between therapist and client 4. It is an adult-adult relationship, freely entered into by both parties 55. What is the counselling relationship? A time limited period of consultation between a counsellor and 1 or more clients to assist the in achieving a defined goal 56. Equilibrium Theory Assumes there is an appropriate amount of intimacy within individuals, and if transgressed, the individual will compensate for it in some non-verbal way (decrease eye contact, move away). 57. Proxemics the study of distance between two communicators/personal space 58. Physical Setting time of day, location, light, temperature, distance between communicators and seating arrangements 59. Multimodal More than two modes; and can include visual, auditory, written, spoken and descriptive 60. Real Relationship Genuine and realistic part of counselor-client relationship 61. Reflection of Feeling Carl Rogers's technique of paraphrasing the clients' words, attempting to capture the emotional tone expressed. 62. S.O.L.E.R. Interview techniques S - sit facing the person O - open posture L - lean slightly forward E - eye contact • includes probes (who,what, when, where - avoid why), open and closed questions 78. Culturally Sensitive Empathy • Being able to perceive the cultural frame of reference from which the client operates and which guides the client's perceptions • "Walk a mile in their shoes" 79. What are Door Closers? Judgmental or evaluative responses 80. What are Door Openers? Phrases which indicate acceptance, interest and understanding 81. What are Client Qualities that matter / are important? • Attractiveness matters • Nonverbal behaviors are important 82. Client Initiated Interview • Counselor must take time to figure out why client has come and what the main issues are 83. Counselor Initiated Interview • Counselor must clearly state why they requested the session and they should anticipate possible resistance from the client 84. Counsellor Qualities • Very important in facilitating the helping relationship • Five important characteristics: • self-awareness • honesty • congruence • ability to communicate • knowledge 85. Relationship-Oriented First Interview Interviews that focus on feelings or relationship dynamics: concentrate on client attitudes and emotions 86. Unrealistic Goals • A client's goals, when perceived by another, seem unrealistic. • However, in the client's mind the problem is in the situation, not in the perception of the situation 87. Trustworthiness Characteristics or attributes of a person that inspire trust, including competence, character, and benevolence 88. Storytelling • Idea of using a story to express an idea • Erickson used it as metaphors tailor to each client • Non-helpful as it takes focus from the client and distracts from problem solving 89. Response Content Resistance • Client restricts the type of information to be communicated to the counselor (Otani) Chapter 6 1. Achievement Test Designed to assess what a person has learned 2. Aptitude Refers to the potential for learning 3. Aptitude Test • test designed to predict a persons future performances • assesses the capacity to learn 4. Assessment • Examination of a person's mental state to diagnose possible psychological disorders. 5. Diagnosis • Interpretation of assessment information and is usually translated into some form of classification system (i.e. through the use of the DSM-IV / DSM V) 6. DSM-IV-TR • Diagnostic and Statistical Manual of Mental Disorders • Classification system that describes the features used to diagnose each recognized mental disorder and indicates how the disorder can be distinguished from other, similar problems. 7. Dual Diagnosis • Indicate if a client or patient has more than one major diagnosis • The most common dual diagnosis is mental illness and substance abuse (i.e. depression and alcoholism) 8. What is Intelligence? Ability to use knowledge to reason, make decisions, make sense of events, solve problems, understand complex ideas, learn quickly, and adapt to environmental challenges 9. What does the Interest Inventory measure? A person's preferences and attitudes in a wide variety of activities to identify areas of likely success 10. Norms • Standards or styles of behaviour that are considered acceptable or typical for a group of people • Can be limiting, misused 11. Personality The unique and relatively enduring set of behaviors, feelings, thoughts, and motives that characterize an individual. 12. What does a Personality Test measure? Personality traits 13. Psychometrics • Scientific study of the measurement of human abilities, attitudes, and traits 14. Psychometrist • A professional in testing and assessment who typically holds a master's degree in psychology or education and is qualified to administer specific tests 15. Reliability • repeatability or consistency of measurement 16. Standardization • Uniform conditions under which a test is administered and scored • Allows comparison of an individuals successive scores over time, and comparisons of scores of different individuals 17. Structured Interview • Selection technique that involves asking all applicants the same questions and comparing their responses to a standardized set of answers. 18. Test Battery • Collection of tests that usually assess a variety of different attributes in a single individual 19. Test Interpretation. What is it and what are the 4 basic types of interpretation of tests? • based on inference of examination results rather than observation • Four basic types of interpretation to tests are: • descriptive interpretation - provides info on current status of test taker • genetic interpretation - focuses on how the tested person for to be the way he/she is now • predictive information - concentrates on forecasting the future • evaluative interpretation - includes recommendations by the test interpreter 20. Test Scores • Performance of an examinee on a test • The degree to which a measuring instrument accurately measures a theoretical construct or trait that is is designed to measure 34. Criterion-Based Validity • The type of validity that is established by comparing the scores obtained on the measure being validated to those obtained with a more direct or already validated measure of the same phenomenon (the criterion) 35. Six Categories of Tests (Shertzer & Stone) 1. Mental ability 2. Aptitude 3. Interests 4. Achievement 5. Career development 6. Personality 36. What are limitations of using assessment in counselling? • Cultural bias • Can be mis-used/misinterpreted by test giver • Tests causes reliance from clients • Can cloud administrator's judgment of client • Not 100% valid/reliable • Can dehumanize or make counselling process mechanical • Encourages client dependency on counsellor • Encourages client dependency on external source of information • Can be faked • Foster undesirable competition • Regressive and used for predictability rather than screen or self exploration • Invades privacy 37. What are strengths of using assessment in counselling? • Assists in formulating treatment plan • Leads to recommendations for solving a problem • Format for organizing subjective and objective data • Determines a client's problem • Shows client's orientation to problem solving • Clients gain self understanding • Determine if client's needs are with counsellor's expertise • Assist in understanding client • Determine counselling method most appropriate • Predict performance in select areas • Stimulate new interests in client • Help evaluate outcome of counselling effort 38. What is the process for gathering information for diagnostic purposes? • Observe client for signs of symptoms • Listen for complaints • Look for functional disturbances • take into account cultural, developmental, socioeconomic and spiritual aspects of client's life • take into account coping mechanisms, stressors, and learned behaviour 39. The process of assessment includes: • Obtain information on the problem • Identify variables tied to the problem • Determine expectations for counselling • Gather baseline data for evaluation of progress • Educate and motivate client through sharing viewpoint of situation • Use information to create treatment plan Chapter 7 1. What is Functional Fixity? • Seeing things in only one way or from only one perspective • Being fixated on the idea that this particular situation or attribute is the issue 2. Goals are refined or altered using cognitive, behavioral, cognitive – behavioural strategies, such as • Finding the problem • Altering behaviour in certain situations • Perceiving the problem in a more manageable way and act accordingly 3. According to Cormier and Cormier (1998) they point out that reframing can? • Reduce resistance and mobilize the client's energy to do something differently by changing his or her perception of the problem 4. What are the types of Leads? • Minimal • Maximum 5. What is a minimal lead? • Paralanguage • Sometimes referred to as minimal encouragers • Used in building phase of the relationship • Seen as low risk 6. What is a maximum lead? • Confrontation • More challenging • Should be employed once solid relationship has been established 7. Multi-Focused Responding includes what 3 responses? • Affective responses - focus on feeling • Behavior responses - focus on behavior • Cognitive responses - focus on thoughts 8. What are the 3 types of empathy? • Subjective Empathy: What it is like to be the client • Interpersonal Empathy: feeling clients perspective from his / her perspective • Objective Empathy: having knowledge about clients problem from reputable sources 9. What is Primary Empathy? • Communicates a basic understanding of the client is feeling and the experiences / behaviours underlying these feelings • Helps establish the counselling relationship, gather data, and clarify problems. 10. What is Advanced Empathy? • Reflects not only what clients states overtly but what they imply or state incompletely. 11. Self-Disclosure Conscious, intentional technique in which clinicians share information about their lives outside of the counselling relationship 12. What did Jourard Believe about self-disclosure? • Believed self-disclosure helped establish trust and facilitated the counselling relationship • Called this the Dyadic Effect 13. Is self-disclosure necessary? • Client disclosure is necessary for successful counselling to occur. • Not always necessary for counsellors to be self-disclosing • Clients are more likely to trust counsellors who disclose personal information and are prone to making reciprocal disclosures 14. Egan (2007) stressed that counsellor self-disclosure? • Should be brief and focused • Not add to the client's problems • Not be used frequently 15. Immediacy • Focuses on the here and now and the therapeutic relationship from the perspective of how both the client and the counsellor feel 16. What are the 3 basic kinds of immediacy? • Relationship Immediacy - how are the client and counsellor doing in the relationship • Focuses on a particular event of the session - what is going on between the counsellor and client at this moment • Self-involving Statements - Present-tense, personal responses to a client that are sometimes challenging. For example, "I like the way that you took charge of your life in that situation." 17. Egan (2007) states that immediacy is best used in what situations? In what 2 ways can transference be used? • Help counsellors understand clients better • Employ it as a way of resolving client's problems 33. Transference Pull • Image generated through the use of personality and a particular theoretical approach. • Client reacts to the image of the counsellor in terms of the client's personal background and current conditions. 34. What are the 5 patterns of transference? • Ideal • Seer • Nurturer • Frustrater • Nonentity 35. Negative Transference Client accuse the counsellor of neglecting or acting negatively toward him or her 36. Positive Transference Client admiration for the counsellor 37. Countertransference • Refers to the counsellor's projected emotional reaction to or behaviour of a client • Reaction may be irrational, interpersonally stressful, neurotic, emanating from the counsellor's own unresolved issues. • Often harmful to, treating, challenging and/or taking to the counsellor's coping resources 38. What are the 2 major approaches to the problem of conceptualizing countertransference? • Classic Approach: Countertransference is seen negatively and viewed as the direct or indirect unconscious reaction of the counsellor to the client. • Total Approach: sees countertransference as more positive and seen as a diagnostic tool for understanding aspects of the client's unconscious motivations 39. Manifestation of countertransference can take several forms (5) which include: • Feeling constant desire to please the client • Identifying with the problems of the client so much that objectivity is lost • Development of sexual or romantic feelings for the client • Giving advice compulsively • Wanting to develop a social relationship with the client 40. Over-identification Counsellor loses ability to remain emotionally distant from the client 41. Disidentification Counsellor becomes emotionally removes from the client 42. Watkins (1985) thinks that countertransference can be expressed in a myriad of ways and 4 forms are particularly noteworthy. These include: • Overprotective • Benign • Rejecting • Hostile 43. What is the importance of supervision of a counsellor? • Can be monitored to enhance services offered to clients • Can use one-way mirrors, monitoring audiotapes of sessions and critiquing videotapes of counselling sessions • Analyzing the roles a counsellor plays in sessions is a crucial component of supervision. Chapter 8 1. Client Resistance • Asking for more time at the end of a session. • Asking for more appointments once a goal has been reached. • Development of new problems. 2. Counsellor-Initiated Termination • A counselor sometimes needs to end relationships with some or all clients. • Permanent counsellor-initiated closing is more painful for clients and challenging for counsellors • It is still vital that counsellors monitor the client's progress, end relationship at a specific time, and make post-counselling plans 3. Counsellor Resistance • Counsellor reluctant to say goodbye at the appropriate time • Goal should be for counsellor to become obsolete and unnecessary to their clients. 4. Fading • Gradual decrease in the unnatural structures developed to create desired changes • i.e. clients gradually stop receiving reinforcements from counselors for behaving in certain ways, and appointments are spread out. 5. Functions of Termination • Experience closure (healthy ending) • Motivator for sessions • Chance to generalize and consolidate new learning/changes • Acknowledgement of growth, maturation & success 6. Premature Termination • The client experiences some life event that forces the termination of counselling (e.g., loss of job, moving etc.) 7. Recycling • Reexamining all phases of the therapeutic process when the counsellor things the counselling process has not yet worked, but can be made to do so. • Decide whether to revise and reinvest in the counseling process together 8. Referral • Involves arranging other assistance for a client when the initial arrangement is not or cannot be helpful • Referrals involve how (calling on a helping resource), when (timing), and who (to whom you are sending the client) 9. Termination • Decision, one-sided or mutual, to stop counselling • Least researched and most neglected aspect of counselling. 10. Termination of Individual Session, what are the key components to remember? • 45-50 minutes for a session • Client and counsellor should be aware session is ending • No new material should be introduced during this ending • Summarize session • Close can be done several ways: • stating time is up • reminder that time is almost done • set a time for 40 min and inform the client that buzzer will ring when there is 10 minutes left 11. Timing of Termination • Should be planned • No definite timeframe • Several considerations before terminating 12. What are valid reasons for Counsellor-Initiated Termination? • Illness • Counter-transference • Relocation • End of internship • Extended trip • Realization that client needs could be better served by someone else 13. What are the 3 "poor reasons" for Counsellor-Initiated Termination? • Boredom • Anxiety • Anger 14. Four main ways follow-up is conducted: 29. Goodyear's 8 Conditions in Which Closing May be Difficult for Counselors 1. Signals the end of a significant relationship 2. Arouses the counsellor's anxieties about client's ability to function independently- "omg are they going to come back to me because they can't function on their own??" 3. Arouses guilt in the counsellor about not having been more effective 4. Counsellors professional self-concept is threatened by a client leaving abruptly or angrily 5. Signals the end of a learning experience for the counsellor 6. Ends an exciting experience of living vicariously through the client's adventures 7. Symbolic of other farewells in the counsellors life 8. Arouses in the counsellor conflicts about his/her own individuation- we all at some point become separated from the group we are from... so in this case we all at some point have to be separated from the counsellor 30. What could be the reasons for Premature Closing? Counsellors must find out why a client terminated early. • See if the counsellor really cares • Try to elicit positive feelings from the counsellor • Punish or try to hurt the counsellor • Eliminate anxiety • Show the counsellor that the client found a cure elsewhere • Show the counselor that the client does not feel understood 31. Effective Variables in Preventing Premature Closing • Appointments- regularly scheduled with brief amounts of time between appointments • Orientation to counselling- the more clients know about the process of counselling, the more likely they are to stay with it • Consistency of a counsellor- counsellor who does initial intake should continue counselling the client • Reminders to motivate client attendance- Cards, phone calls, texts, or emails (with client's permission to send reminders) can be effective. 32. Welfel and Patterson (2005) present 4 Guidelines a Counsellor Can Use to End a Counselling Relationship in a Positive Way: 1. Be aware of the clients needs and desires and allow the client time to express themselves 2. Review major events of the counselling experience and bring review to the present 3. Supportively acknowledge changes the client has made as well as follow-up issues 4. Request follow-up contact 33. Outline three functions of termination in a counselling relationship. • Signals that something is finished. To begin something new, a former experience must be completed and resolved. It is the opportunity to end a learning experience properly. Both client and counsellor are motivated by the knowledge that the counselling experience is limited in time • Is a means of maintaining changes already achieved and generalizing problem-solving skills acquired in counselling. • Serves as a reminder that the client has matured 34. Discuss two client behaviours that indicate resistance • Asking for more time at the end of the session • Asking for more appointments once a goal has been reached 35. Discuss five ways a counsellor may help a client avoid resisting termination • The termination process should be carried out gradually and slowly. • Sessions can become less frequent overtime, • Client skills, abilities, and resources can be highlighted simultaneously. • The counsellor can "prescribe" a limited number of future sessions • Concentrate with clients on how they will set themselves up for relapse 36. What three strategies may help a counsellor deal with his or her own resistance to termination? 1. Recognize difficulties letting go 2. Seek consultation with colleagues in dealing with this problem 3. Undergo counselling Chapter 9 1. Theory The why behind the how 2. Five components of a good counseling theory: • Clear, easily understood and communicable • Comprehensive • Explicit, and heuristic --> generating further research • Specific in relating means to desired outcomes • Useful to its intended practitioners 3. Counsellors guided by theory can meet the demands of their roles because they have reasons for what they do. What are the 6 functions of theory that help counsellors in a practical way? 1. Helps counsellors find unity and relatedness within the diversity of existence 2. Compels counsellors to examine relationships they would otherwise overlook 3. Gives counsellors operational guidelines to work and evaluate development as professionals 4. Helps counsellors focus on relevant data and tells them what to look for 5. Helps counsellors k clients in effective behaviour modification 6. Helps counsellors evaluate old and new approach to the process of counselling. 4. What are strengths of Psychoanalysis? • Emphasizes importance of sexuality and the unconscious in relation to human behaviour • Continues to evolve and has recently emphasize adaptive processes and social relations • Effective for those suffering from a wide variety of disorders, including hysteria, narcissism, OCD reactions, character disorders, anxiety, phobia, and sexual difficulty • Approach emphasizes the importance ofdevelopmental stages 5. What are limitations of Psychoanalysis? • Time consuming & expensive • Not for older clients • Difficulty in training • Deterministic • Not useful for most needs 6. What are the levels of eclecticism? • Syncretism • Traditional • Theoretical Integrationism • Technical Eclecticism 7. Syncretism • First level of eclecticism • Sloppy, unsystematic process of putting unrelated clinical concepts together 8. Traditional (Eclecticism) • Second level of eclecticism • Orderly combination of compatible features from diverse sources into a harmonious whole. • More thought out that syncretism and theories are examined in greater depth. 9. Theoretical Integrationism (Eclecticism) • Third level • Requires that counsellors master at least two theories before making any combinations • Difficulty with this approach is that it assumes a degree of equality between theories and existence of criteria to determine what portions or pieces of each theory to preserve or expunge 10. Technical Eclecticism • Fourth Level • Multimodal approach to counselling. This assesses 7 elements of a child's experience. Vectors are summarized in the acronym BASIC ID: 1. Behaviour 2. Affect 3. Sensations (5 senses) 4. Imagery 5. Cognitions (beliefs and values) 6. Interpersonal relationships 7. Drugs (health, drug use, fitness, diet) 11. Psychoanalysis: View of Human Nature • Freud • Conscious Mind (awareness of outside world) • Preconscious Mind (hidden memories and forgotten experiences) • Unconscious Mind (instinctual, repressed or powerful forces) • 3 Parts to personality: Id (pleasure), Ego (reality) and Superego (moral principle) • Built on what Freud referred to as psychosexual development stages: Oral Stage, Anal Stage, Phallic Stage, Latency Period, Genital Stage (Once Angry, Phyllis Lacked Gumption) 29. Oedipal Complex • Desire for the opposite sex parent • Hostility toward the same sex parent. 30. Personal Unconscious In Jung's theory, the layer of the unconscious that contains all of the thoughts, perceptions, and experiences accessible to the conscious, as well as repressed memories, wishes, and impulses. 31. Preconscious Mind Freud's term for what is stored in your memory that you are not presently aware of but can access 32. Psychoanalysis The therapy concentrates on bringing forward repressed unconscious thoughts. Freud believed that the ego and superego spent a considerable amount of energy to keep these feelings and thoughts repressed. It was this repression and the development of defense mechanism that left these hidden conflicts unresolved. 33. Psychodynamic How behavior springs from unconscious drives and conflicts 34. Psychosexual Stages Childhood stages of development during which, according to Freud, the Id's pleasure- seeking energies focus on distinct erogenous zones • oral (0-1) mouth • anal (1-3) rectum • phallic (3-6) genitals • latency (6-Puberty) dormant sexual feelings • genital (Puberty on) mature sexual feelings • "Once angry, Phyllis lacked gumption" 35. Syncretism • Combining of different (often seemingly contradictory) beliefs • Often while melding practices of various religions, cultures, or schools of thought 36. Social Interest Adler's conception of an innate potential to cooperate with other people to achieve personal and societal goals 37. Style-Shifting Counselling Process of varying the style of talking used, such as shifting between formal and informal styles 38. Superiority Complex According to Adler, an exaggerated arrogance that an individual develops in order to overcome inferiority complex 39. Priniciple of Synchronicity (Jung) Meaningful coincidence. When two independent events come together in a meaningful way. 40. A professional counselor uses techniques from a variety of theories but does not actually embrace all the theories from which these interventions come. This is an example of Technical eclecticism 41. Theoretical Integrationism A form of eclecticism that requires counselors to master at least two theories before trying to combine them in an eclectic approach. The weakness of this approach is that it assumes some equality in counseling theories. 42. Traditional Eclecticism More thought out than syncretism; theories examined at greater depth; second level of eclecticism; combines compatible features from diverse sources into a harmonious whole 43. Transtheoretical Model (TTM) Awidely used stage theory that contends that people pass through five stages in altering health-related behavior: pre-comtemplation, contemplation, preparation, action and maintenance. (also called the stages of change model) 44. Unconscious Mind • Freud • Level of the mind in which thoughts, feelings, memories, and other information are kept that are not easily or voluntarily brought into consciousness 45. Alfred Adler • Father of individual psychology • Worked with Freud • Emphasized drive for superiority/perfection, feeling of belonging • Founded child-guidance clinics • Sibling interactions have more impact than parent/child interaction • Stresses birth order 46. Sigmund Freud • Psychoanalysis • Unconscious, preconscious, conscious • Id, ego, superego • Psychosexual stages • Oedipus Complex • 1856 - 1939 • Free Association • Dream Analysis • Determinist 47. Carl Jung • Founder of Analytical theory • Thought that Freud placed too much emphasis on the libido. • Theorized that the psyche was directed towards *life and awareness* rather than sex. In each person, the psyche contains conscious and unconscious elements. • Most importantly, the unconscious is further divided into two types: personal unconscious and collective unconscious. 48. Arnold Lazarus • Multimodal therapy; ecelctic • Individual a complex interplay of genes, history and enivronment • First introduced behaviour therapy term • 7 key areas of client function to be assessed (BASIC ID) (B) Behavior (A)Affective Response (S) Sensate (I)I nterpersonal (C )Cognitions- (I) Images (D) Drugs 49. Psychoanalysis • Freudian theory based on the exploration of unconscious conflicts • psychological disorders are caused by conflict between the id, ego, and superego • idea is to bring the unconscious to conscious 50. Adlerian Therapy: Founders and Developers • Alfred Adler • Individual Psychology: emphasize the holistic and indivisible nature of people • Subjective Feels • Social Interests 51. Adlerian Therapy: View of Human Nature • People primarily motivated by social interest • Conscious aspects of behaviour, rather than unconscious are central to personality development • People strive to be successful • Inferiority complex • Superiority complex • Neurotic fiction • Emphasis on birth order • Streses that each person create a style of life by age 5 • 3 main life tasks: society, work, sexuality • 2 challenges in life: spirituality and coping with self 52. Adlerian Therapy: Role of Counsellor • Function primarily as diagnosticians, teachers and models in the egalitarian relationship they develop with clients • Gather info on family constellation and client's earliest memories Level 3 theoretical integrationism - Requires the counselors to master at least two theories before trying to make combinations. Chapter 10 1. Positive Reinforcer • Strengthens response by adding stimulus after a response 2. Positive Punishment Weakens response by adding stimulus after a response 3. Negative Reinforcer Strengthens response by removing stimulus after a response 4. Negative Punishment Weakens response by removing stimulus after a response 5. Both reinforcement and punishment are defined by ... • Results on behaviour, not by their intrinsic characteristics. • Thus, screaming at a person is a reinforcer if the behaviour increases as a result, and praising a person is a punishment if the behaviour decreases as a result. 6. Assertiveness Training A form of social skills training that focuses on teaching clients to express themselves in ways that are clear and direct. 7. Behavioural Disputation • REBT • Having the client behave in a way that is opposite to the way they would like to respond to the event or situation. 8. Behavioural Therapy • To alter or replace maladaptive behaviour through techniques like shaping, reinforcement, flooding, aversion, etc. 9. Cognitions Thoughts and beliefs 10. What does Cognitive and Cognitive-Behavioural Counselling focus on? • Mental processes • Influences on mental health and behaviour 11. Cognitive Disputation • aka cognitive restructuring • REBT • to increase perceived control • address thinking errors that maintain unhealthy behaviors ( I deserve French fries (cocaine) today) 12. What are 7 techniques used in REBT? • Cognitive disputation • Imaginal disputation • Behavioural disputation • confrontation • encouragement • bibliography • homework 13. Cognitive Behavior Therapy: Cognitive Therapy (CT) • Aaron T. Beck • Beck's cognitive triad • how you think about yourself, the world/experiences, and the future • helps clients identify/stop/alter/replace/reduce maladaptive/irrational cognitions/negative emotions and their behavioural consquences with more adaptive/rational/positive cognitions 14. What are contingency contracts? Often presented in the form of a chart or table that lists desired behaviors, provides a space for noting whether the desired behaviors were achieved, and describes the conditions that must be met for the individual to be rewarded 15. Covert sensitization Use of aversive imagery to reduce the occurrence of an undesired response. 16. Extinction the diminishing of a conditioned response; occurs in classical conditioning when an US does not follow a CS; occurs in operant conditioning when a response is no longer reinforced 17. Generalization Broadening effect by which a stimulus similar enough to the conditioned stimulus can also produce the conditioned response. 18. Identity Our sense of self; according to Erikson, the adolescent's task is to solidify a sense of self by testing and integrating various roles. 19. Imaginal Disputaion • REBT Technique • imagining a situation and disputing irrational thoughts that arise from it 20. Implosion a technique that involves inducing a high anxiety level through continued actual or imagined exposure to a fear-arousing situations with dire consequences 21. Flooding a technique that involves inducing a high anxiety level through continued actual or imagined exposure to a fear-arousing situations 22. Irrational Beliefs/Thinking Strongly held beliefs that are extreme, unrealistic, and lead to negative emotions and behaviors 23. Maintenance The occurrence of a behavior over time 24. Overcorrection Aversion therapy in which the participant is not only required to correct or rectify a mistake but is also required to go beyond that by, for example, extensively practicing the correct response alternative or overcorrecting 25. Punishment outcome or consequence of a behavior that weakens the probability of the behavior 26. Rehearsal The practicing of a behaviour until it becomes automatic and comfortable 27. Reinforcers consequences immediately following a behavior that increase the probability that the behavior will be repeated 28. Shaping The process of teaching a complex behavior by rewarding closer and closer approximations of the desired behavior. 29. Systematic Desensitization • developed by Joseph Wolpe • applies classical conditioning in order to relieve anxiety • patient is exposed to increasingly anxiety-provoking stimuli until the anxiety associated with those stimuli is decreased • Ex. someone who has a fear of snakes may first look at pictures of a snake, and then over time work up to holding a snake 30. Time-Out • a behavioral technique for extinguishing undesirable behavior by removing the reinforcing consequences of that behavior • five minutes 31. WDEP system • Contemporary figures: Albert Bandura, John Krumboltz, Neil Jacobson, Steven Hayes, and Marsha Lineham 44. Behavioural Therapy: View of Human Nature • Concentration on behavioural processes • Focuses on the here and now • All behaviour is learned • Learning can be effective in changing maladaptive behaviour • Setting up well-defined therapy goals • Rejection of the idea that human personality is composed of traits • Stress importance of obtaining empirical evidence 45. Behavioural Therapy: Role of Counsellor • Active in counselling sessions • Operates from broad perspective and involves client in every phase of counselling • Client learns, unrelearns and relearns specific ways of behaving 46. Behavioural Therapy: Goals • Want to help clients make good adjustments to life circumstances and achieve personal / professional objectives • Modify / eliminate behaviour • Unproductive actions must be replaced with a new one 47. Behavioural Therapy: General Behavioural Techniques • Use of reinforcers • Schedules of reinforcements • Shaping • Generalization • Maintenance • Extinction • Punishment 48. Behavioural Therapy: Specific Behavioural Techniques • Behavioural rehearsal • Environmental planning • Systematic desensitization • Assertiveness training • Contingency Contracts • Implosion and Flooding • Time-Out • Overcorrection • Covert Sensitization 49. Behavioural Therapy: Strengths and Contributions • Deals directly with symptoms • Focuses on the here and now • Numerous techniques • Based on learning theory - well formulated way • Approach is buttressed by the Association for Behavioural and Cognitive Therapies (ABCT) which promotes the practice of behavioural counselling • Supported by exceptionally good research • Objective in defining and dealing with problems • Demystifies process of counselling 50. Behavioural Therapy: Limitations • Does not deal with the whole person, just explicit behaviour • Sometimes applied mechanically • Best demonstrated under control conditions • Ignores client's past history and unconscious forces • Does not consider past history and unconscious forces • Does not consider developmental stages • Programs client to min. or tolerable levels of behaving, reinforcing conformity, stifles creativity and ignores client needs for self-fulfillment, self-actualization and feelings of self-worth 51. Rational Emotive Behavioural Therapy: Founders and Developers • Albert Ellis • An interesting variation of REBT is rational behaviour therapy (RBT) developed by Maxie Maultsby and is more behavioural 52. Rational Emotive Behavioural Therapy: View of Human Nature • Believed people have self-interest and social interest • People are inherently rational, irrational, sensible and crazy • Irrational thinking (irrational beliefs (iBs)) may include the invention of upsetting and disturbing thoughts • Thought children more vulnerable to outside influences and irrational thinking than adults. • Believed human beings are gullible, highly suggestible and easily disturbed. • Self-talk • Believed it is a mistake for people to evaluate or rate themselves beyond the idea that everyone is a fallible human being 53. Rational Emotive Behavioural Therapy: Role of Counsellor • Active and direct • Instructors who teach and correct the client's cognitions • Consistent reputation • Listen carefully for illogical or faulty statements • Challenge beliefs • Bright, knowledgeable, empathetic, respectful, genuine, concrete, persistent, scientific, interested in helping others, and users themselves of REBT 54. Rational Emotive Behavioural Therapy: Goals • Help people realize they can live more rational and productive lives • Helps clients stop making demands and becoming upset through "catatrophisizing" • Major goals is to avoid having more of an emotional response • Change self-defeating habits of thought or behaviour • A-B-C-D-E model can be used • Activating Experience, Thinks, Emotional Reaction, disputing Irrational Thoughts, Effect Thoughts / New Philosophy • Emotional Anatomy 55. Rational Emotive Behavioural Therapy: Techniques • Teaching • Disputing - 3 forms • Cognitive - direct questions, logical reasoning and persuasion • Imaginal - Ability to imagine and employs a technique known as Rational Emotive Imagery (REI) • Behavioural - Behaving in a way opposite of clients usual way • Confrontation • Encouragement 56. Rational Emotive Behavioural Therapy: Strengths • Clear, easily learned, effective • Can be easily combined with other behavioural techniques • Relatively short in term • Generated a great deal of literature and research • Evolve over the years as techniques have been refined • Effective in treating major mental health disorders 57. Reality Therapy (RT): Founders and Developers • William Glasser • Robert Wubbolding advanced this approach 58. Reality Therapy (RT): View of Human Nature Offers practitioners a focused view of important aspects of human life and nature • Focus on consciousness • Everyone has a health / growth force that is manifested on two levels - physical and psychological • Need for identity • 4 primary psychological needs include: • Love and Belonging • Power • Freedom • Fun 59. Reality Therapy (RT): Role of the Counsellor • Teacher and model • Seeks to build relationship • Develops trust through friendliness, firmness and fairness • Use -ing words to describe thoughts / actions • Focuses on behaviours client would like to change • Emphasizes +, constructive actions. • Special attention paid to metaphors and themes clients verbalize 60. Reality Therapy (RT): Goals Stress Inoculation Training: Role of Counsellor • Become more aware of behaviours that maintain and increase clients distress • More adaptive narrative (new life story) • Engage in constructive problem solving activities • Teach skills in emotional regulation, coping and cognitive restructuring 74. Stress Inoculation Training: Goals • Strengthen clients coping skills • Develop healthier narrative • Change from "survivor" to "thriver" 75. Stress Inoculation Training: Techniques • Skill acquisition and consolidation phase - socratic dialogue • Skills acquisition and Consolidation phase • Application and follow through phase • Teaching relapse prevention procedures • Client coached collaboratively in rehearsing and practicing coping skills 76. Stress Inoculation Training: Strengths • Useful with acute time-limited stressors, invasive medical exams, traumatic events, grief of major loses, episodic physical disorders, occupational stressors, chronic stressors • Effective with children and adolescents • Effective at reducing anxiety • Effective with PTSD, anger control and aggressive behaviours 77. Stress Inoculation Training: Limitations • No limitations currently reported 78. Mindfulness-Based Stress Reduction: Founder and Developer • Jon Kabat-Zinn • Not specifically designed to produce relaxation, it often creates it • Goal to bring a state of nonjudgemental awareness of body and mind without any expectation of result 79. Mindfulness-Based Stress Reduction: View of Human Nature • Rooted in many contemplative, cultural and philosophical traditions • Accepted as a means which one can create feelings of personal well-being 80. Mindfulness-Based Stress Reduction: Role of Counsellor • Lead a group of up to 30 participants for 8-10 sessions • Teach mindfulness 81. Mindfulness-Based Stress Reduction: Goals • Integration of mindfulness into everyday life • Help people learn to become more mindful and present of psychological states • Intended to help individuals regulate their emotions and reduce the impact of negative emotions • More aware of automatic and destructive responses 82. Mindfulness-Based Stress Reduction: Techniques • Mindfulness of movement • Brief periods of mindful meditation throughout the day • Concept of everyday mindfulness • Posture • Attend to breathing • Acknowledge and accept thoughts • Skill based and psychoeducational 83. Mindfulness-Based Stress Reduction: Strengths • Used in hospitals and community settings • Effective in reducing stress levels in healthy people • Improve cancer patients adjustment to their disease • Not any negative side effects documented • Support for use with children and adolescents 84. Mindfulness-Based Stress Reduction: Limitations • Not reliable effect on depression and anxiety • Further studies needed for effectiveness • Time Investment • Possible worsening of psychiatric symptoms • Group delivery • Not a panacea 85. Mindfulness-Based Cognitive Therapy: Founder and Developer • Major depression is often a chronic relapsing condition • Developed by Segal, Williams and Teasdale • Intent of preventing relapse in depression • derived from mindfulness-based stress reduction and CBT • Taught as 8 - 2 hour group classes with 8-12 participants per group 86. Mindfulness-Based Cognitive Therapy: View of Human Nature • People become episodically depressed because they have learned to strongly associate negative conditions with low mood states. • Mindfulness training aspect enable depressed invidious to reflect on past crises in detailed, yet detached way, fostering more positive associations to prevent relapse 87. Mindfulness-Based Cognitive Therapy: Goals • Reduce the risk of relapse into depression by teaching individuals to reflect on past crisis that lead to it • Learn to become more aware of bodily sensations, thoughts and feelings that are associated with depressive relapse and to learn to reconstruct these experiences 88. Mindfulness-Based Cognitive Therapy: Techniques • Encourage clients to eliminate ruminative thinking • Increase clients awareness of relapse potential • Change clients mindsets • Encourage clients to engage in new experiences in a mindful way 89. Mindfulness-Based Cognitive Therapy: Strengths • Boasts half of relapse rate over a 60 week follow-up period with clients who have experienced 3 or more previous major depressive episodes • Greater control over depression and greater acceptance • Social workers should use MBCT with clients to help mitigate depressive relapse • Helpful for range of psychological conditions • Effective as an adjunct to pharmacotherapy • MCCT-C promise in helping children with attention and behaviour problems. 90. Mindfulness-Based Cognitive Therapy: Limitations • Not understood how mBCT actually works to prevent relapse • Prone to self-devaluation and some participants in the study believed they failed at learning the mindfulness practices properly. 91. Dialectical Behaviour Therapy: Founder and Developer • Marsha M. Lineman • Most clients met criteria for BPD 92. Dialectical Behaviour Therapy: View of Human Nature • Those with BPD had biological predisposition to emotional dysregulation • Theory known as biosocial theory • Deterministic • Roots and methods are anchored in behaviourism • Incorporates core mindfulness skills • Focus all attention on one thing at a time with a non-judgement and accepting stance • Dialectical truth moves from a thesis to an antithesis to a synthesis 93. Dialectical Behaviour Therapy: Role of Counsellor • Active in sessions • Enhance capabiltiies • Increase motivation • Enhance generalization outside of sessions • Structuring the environment • Enhance the counsellors ability and motivation • Eliminate most disabling and dangerous behaviours • Shift client from desperation to experiencing emotions • Deal with problems in living • Help client experience freedom and joy 94. Dialectical Behaviour Therapy: Goals • balance acceptance and change • Develop synthesis with dialectical tensions that arise when a thesis leads to an antithesis 95. Dialectical Behaviour Therapy: Techniques • Problem solving • trying something to see what happens 8. Gestalt emphasized our tendency to integrate pieces of information into meaningful wholes 9. Gestalt therapy • an existential approach to treatment • goal of helping the client becomes aware of his or her, thoughts, behaviors, experiences and feelings and to “own” or take responsibility for them • integrate aspects of personality into a unified sense of self 10. Ideal Self • Person-Centred • Who you want to be 11. Real Self • Person-Centered • Who you really are 12. Three conditions necessary for counselling (Client Centred) • Empathic understanding • Unconditional Positive Regard • Congruence/Genuineness 13. Person-centred counselling • Rogers • people are essentially good • self actualization is most motivating drive of existence • concept of self is essential • aka self theory/client-centred • client determines pace and direction of therapy • supportive climate 14. phenomenological perspective • your perception/interpretation of the world becomes your reality 15. Positive Regard Acceptance, love, and approval from others. 16. Self Theory • aka Person/Client-Centred • self as an outgrowth of what a person experiences, helps differentiate self from others 17. Top Dog • Gestalt • what you think you should do 18. Underdog • Gestalt • what you want to do 19. Unconditional Positive Regard a caring, accepting, nonjudgmental attitude which Carl Rogers believed would help clients to develop self-awareness and self acceptance. 20. Viktor Frankl • Father of logotherapy, • existential form of treatment • "healing through meaning." • survived the holocaust 21. Rollo May • existentialist that brought existentialism to US • human dilemma is humans are objects and subjects of experience • dealt with anxiety, life/death struggle • had TB • 4 stages of development: innocence, rebellion, ordinary, creative • inevitable challenges and dillemas • human condition: loneliness, anxiety, and alienation • search for meaning • take responsibility for actions 22. Fritz Perls Father of Gestalt Therapy 23. Carl Rogers • Client-centred Therapy • self-actualization motivates behavior. • humans are basically good • congruence of real self versus ideal self • self regard was self esteem • 3 conditions for counselling (empathy, unconditional positive regard, congruence) 24. Gestalt Theory (Techniques, Strengths, Limitations) Techniques: exercises and experiments, role playing, fantasy, dream work, empty chair, Strengths: incorporate all aspects of life, resolve past, flexible techniques Limitations: gimmicky, lack of string theoretical base 25. Strengths vs. Weaknesses of Gestalt Therapy Strengths - deemphasizes abstract intellectualization of ones probs, works with past as it relates to the present, emphasizes Doing, creates awareness Weaknesses - therapist has potential to abuse power, might not be useful for clients who have difficulty abstracting & imagining, little emphasis on acquiring behaviorally useful skills 26. Strengths vs. Weaknesses of Existential therapy strength: humanizes therapeutic process, provides perspective for understanding values of human conditions, enables clients to examine influences of social & cultural conditioning Weaknesses: hasn't been fully developed into a model of therapy, abstract & ambiguous, limited applicability, lacks empirical backing 27. Person-centred Counseling (Techniques, Strengths, Limitations) Techniques: acceptance, clarification, reflection of feeling, empathy, positive regard, Strengths: applicable with a wide range of problems, short term treatment Limitations: lack of concreteness, ignores unconscious, deals with surface issues 28. Gestalt Therapy Techniques Empty Chair • speak to person client is in conflict with Roleplay • client plays another person "I take responsibility" • adding statements "and I take responsibility for it" 29. Existential therapy techniques understanding > techniques. Main issues addressed: freedom, responsibility, isolation & relationships, meaning & meaninglessness, living & dying. less emphasis on external measurements. 18. Predicting Setbacks (Narrative Counselling) • think about what to do in the face of adversity 19. Re-authoring (Narrative Counseling) • refined one's life and relationships through a new narrative to facilitate change 20. Situational Crisis • uncommon and extraordinary events occur that a person has no way of predicting and controlling • e.g. job loss, car accident, etc. 21. Six-Step Model of Crisis Intervention Step 1 Defining the Problem Step 2 Ensuring Client Safety Step 3 Providing Support. Step 4 Examining Alternatives. Step 5 Making Plans. Step 6 Obtaining Commitment. 22. Solution-Focused Counselling • aka solution focused brief therapy (SFBT) • Steven deShazer and Insoo Kim Berg • focus on solution not problem • client is expert • brief therapy • practical and goal driven • problems are complex, solutions aren't • focus on client's health/strength and they have the ability to solve their own problems 23. Gerald Caplan • Known as the father of Crisis Intervention • co-founder of Crisis Counselling • crisis results from obstacles to life goals that are both situational and developmental 24. Steve deShazer • co-founder of solution-focused counselling • observed that typical client attends 6 sessions • focused clients on solutions and away from problems • wife was Insoo Kim Berg 25. Eric Lindeman • crisis counselling pioneer • helped recognize normal grief due to loss • stages of grief 26. Michael White • co-founder of narrative counselling • post modern • social worker/family counsellor • worked with children, aborigines, schizphrenia, anorexia/bulimia, men's violence, trauma • 60s dominant discourse revealed the effect on people 27. Collaborative Language Systems/Collaborative Counselling Techniques 1. Not knowing stance 2. Problem organized system 3. Respectful listening 4. Conditional questioning 5. Collaborative conversations or shared inquiry 6. Possibility conversations 28. Collaborative Language Systems/Collaborative Counselling Limitations • newest of postmodern therapies • relies a lot on other approach techniques • no controlled outcome studies to support it 29. Collaborative Language Systems/Collaborative Counselling Strengths • collaborative nature • brief approach • suited for those who are integrating spirituality into family counseling • customized to fit each client 30. Solution-Focusing Counseling Techniques 1. Introductory questions (focus on solutions) 2. Looking for exceptions (when problem not evident or less) 3. The Miracle question (if problem magically gone) 4. Scaling questions (how bad 1-10) 5. Externalizing the problem (like narrative technique) 6. Compliments and cheerleading 7. Clues (alert to behaviors) 8. Skeleton Keys (solutions that have worked before and apply universally) 31. Solution-Focusing Counseling Strengths • emphasizes brevity and its empowerment • displays flexibility and excellent research • positive nature to working with a variety of clients • focuses on change • can be combined with other approaches • short term nature • clients don't have to attend a certain number of sessions but can choose how many 32. Narrative Counselling Strengths • blame is alleviated and dialogue is generated • create new story and new possibilities for action • exceptions to problems highlighted like solution focused therapy • clients prepared for setbacks of dilemmas by counsellor questions 33. Narrative Counselling Techniques 1.Working collaboratively 2. Externalizing the problem 3. Searching for unique outcomes 4. Focusing on unique outcomes 5. Linking and extending the outcomes 6. Inviting witeness 34. Basic tenets of postmodern thought in counselling: 1. Accept that no one has privileged knowledge 2. Be aware of the counsellor's position of power 3. Recognize that psychology itself is a set of power practices and narratives 4. Assume a "not-knowing" position 5. Remember that clients already hold knowledge about how to be successful 6. Know that the focus on some themes means de-emphasizing other possibilities 7. Avoid all interpretations and reframes of client's thoughts, feelings, and actions. 35. Crisis Counselling Strengths • brief and direct • modest goals • intense • transitional in nature 36. Crisis Counselling: Goals • Crisis last from 6-8 weeks • getting immediate help • Help people recognize and correct temporary affective, behavioural, and cognitive distortions 37. Crisis Counselling Limitations • immediate situation only • doesn't go into resolution depth • time limited and trauma oriented • no evidence based consensus on what crisis intervention is 38. Narrative Counselling Limitations • cerebral and doesn't work with non-astute • no norms regarding what to become • history is ignored • harsh towards other counseling forms • lack of clinical/empirical studies 8. Groups • two or more people interacting to achieve a goal for mutual benefit 9. Group Advantages • instillation of hope • universality (not alone) • imparting information • altruism (sharing/working to common good) • corrective recapitulation of the primary family group (reliving early conflicts and resolve them) • development of socializing techniques (interact with others) • imitative behaviour (modelling other members) • interpersonal learning (insight) • group cohesiveness (bonding with members) • catharsis (experiencing and expressing feelings) • existential factors (acceptance of responsibility and mortality) 10. Group Marathons • extended, one session group experience that breaks down defensive barriers that individuals may use • minimum 24 hours • pioneered in 60s by Stoller and Bach • success with substance abusers, labour and peace negotiations 11. Group Misperceptions and Realities Myths • artificial and unreal • second-rate structures for dealing with problems • force people to lose identity by tearing down psychological defenses • require people to become emotional and spill their guts • touchy feely, confrontational, hostile • brainwash members Realities • opposite of myths 12. Group Process the way a members work and interact with each other to accomplish tasks most important aspect of success 13. Groupthink Mentality • stereotypical, defensive and stale though processes become the norm and creativity and problem solving are suppressed • isolated from outside influences and contradicting opinions 14. Heterogeneous Groups • more UNALIKE, more conflict initially and greater risk raking, support and cohesion lack and members may drop out 15. Homogeneous Groups • members are more ALIKE than unalike, usually less conflict and risk taking, more cohesion/support, better attendance 16. Open-ended Groups • replace lost members quickly • able to maintain optimal size • many long-term outpatient groups are open-ended 17. Pre-Group Interview • between group leader and prospective members, those selected whose needs/goals compatible with goals of the group, won't impede group progress 18. Pre-Group Training • members learn more about a group and what is expected of them, provides more info and lowers anxiety 19. Psychodrama • created by Moreno • employed with mental patients • enact unrehearsed role plays with leader as director and members are actors in protagonist's play • feedback to protagonist by audience • popular with behaviourists, Gestaltists and affective-oriented group • way to help experience emotional qualities of an event 20. Psychoeducational Groups • guidance or educational groups • preventative and instructional - teaches participants how to deal with potential threats, developmental life event, or an immediate life crisis • often found in educational settings • focus on group discussion of how members will personalize info presented in group context 21. Psychotherapy Groups • personality reconstruction groups • goal is to aid each person to reconstruct personality dimensions (main difference between group counselling) 22. Self-disclosure • "here and now feelings, attitudes and beliefs" (Shertzer and Stone) • depends on group trust • member who make few self-disclosures are more likely to drop out • builds on itself on each occurrence 23. Self-help/Support Groups • aka mutual help group • two forms: organized by professional helping organization or individual and spontaneous/independent • can be short or long term • work to gain greater control over lives • mutual, synonymous help groups • organized (eg. AA) OR originate spontaneously • healthy for general public and groups are COMPLIMENTARY to other mental health services • must set guidelines to ensure positivity of event 24. Task/Work Groups • help members apply principles and processes of group dynamics to improve practices and accomplish work goals • eg task forces, committees, planning groups, community orgs., discussion groups, study circles 25. T-Groups • T stands for training • first group at National Training Lab in Main 1946 • focus on task accomplishment shift to interpersonal relationships • learn how one's behaviour in a group influences others and vice versa 26. What is the difference between group counselling and psychoeducational group? Group counselling is conducted in a small, intimate setting, whereas a psychoeducational group is more applicable to room-size environments 27. QUALITIES OF EFFECTIVE GROUP LEADERS 1. Caring: the more the better 2. Meaning attribution: clarifying, explaining, and providing a cognitive framework for change 3. Emotional stimulation: being active, challenging content, taking risks, and self-disclosing 4. Executive function: developing norms, structuring, and suggesting procedures 28. True or False: Effective Listeners are more likely to emerge as group leaders. True 29. Tuckman's 5 Stage Model of Group Development with explanation 1. Forming: foundation laid, define expectations/structure 2. Storming: conflict, establish hierarchy, sometimes leader attacked 3. Norming: agreement, ways to work together, clear roles 4. Performing/working: involved, cohesive work towards goals 5. Mourning/termination/adjourning: tend, members say good-bye to each other and group experience 30. Limitations of Group Counselling 1. Leader can lose control and members could experience emotional harm 2. Client may need ind. therapy before benefiting from group work • Information about the labor market, including job trends, industries, and comprehensive information systems • information related to the world of work that can be useful in the process of career development, including educational, occupational and psychosocial info 5. Career plus Life Counselling • women focus on personal and relationship issues in addition to explicit career issues 6. Developmental Approach • examines greater number of individual and environmental variables • experiences people have with events, situations and other people play a large part in determining their identities • grounded on strengths, focuses on assets and capacities, promotes capability and power, changes conditions, and is aimed at prevention. • emphasizes changes that take place at different ages/stages 7. Developmental theories widely used? • Freud's psychosexual dev • Erikson's psychosocial dev • Piaget's cognitive dev • Kohlberg's moral dev 8. Developmental Theories Key element: how the mind develops with age and experience Three main characteristics: 1. developmental proceeds through a series of stages 2. sequencing of stages is invariant (everyone passes through the states in the same order) 3. stages are irreversible (e.g. once you've reached stage C, you will no fall into stage B) 9. Differential Approach • focus on individual difference and ability • avoids age-related stereotypes, gender and minority group issues, and scientific and practical difficulties of dealing with lifespan problems • explains career shifts at any age • differences between/among individuals 10. 'Glass Ceiling' Phenomenon • women are seen as able to rise only so far in a corporation because they are not viewed as being able to perform top-level executive duties 11. Nontraditional Careers • careers in which people of one gender are not traditionally employed 12. Occupational Sex-Role Stereotyping • The tendency to view women as primarily mothers, iron maidens, and sex objects or mistaking that females prefer social, artistic, and conventional jobs as opposed to realistic, investigative and enterprising occupations. • rigid beliefs that subtly encourage/view males and females to conform to behavioural norms regardless of ability or interest 13. Rainbow Theory • Donald Super • basis for career counselling and attempts to understand development of career maturity • people are made up of different life spaces • six main life spaces are: • homemaker/parent • worker • citizen • leisurite • student • child • self concept is our identities and careers are a product of how we see ourself and put it into practice into the world • career success makes as much use of self concept 14. RAISEC model • suggests that interests can be summarized by six different personality types: • Realistic • Investigative • Artistic • Social • Enterprising • Conventional • criticism - most jobs need a mix and ignores job market, economy and job satisfaction 15. Social Cognitive Career Theory (SCCT) • career choice is a result of applying Bandura's social cognitive theory • Interaction between people and their environments is highly influential of each other • career related behaviour is influenced by 4 aspects • behaviour, self efficacy, outcome expectations, and goals • self- efficacy beliefs interact to influence interest development • people with highest levels of ability and self-efficacy perform best 16. Trial-and-Factor Theory • Frank Parsons • stresses that traits of clients should first be assessed and then systematically matched with factors for various occupations • stresses uniqueness of people • job satisfaction depends on proper fit between ones abilities and the job requirements 17. Unrealistic Expectations • goals beyond a persons capabilities, can result from people failing to personalize career information to specific situations and have difficulty making vocational decisions 18. Norman Amundson • changes occurring in workforce • increased competition, less predicatable career paths, increased organizational change, more opportunities to work internationally, increased number of temp positions, increased consideration of self- employment, increased need for tech skills and skilled trade workers, more diversity, more need for strong interpersonal skills, need for continuous learning, greater income incongruencies, need for both partners in relationship to have careers 19. Deborah P. Bloch • spirituality, complexity and career counselling • successful educational counselling programs for students at risk follow six guidelines: • connect student's past and present • individualize program and care for student • form coalition with community • sequencing of career development activities • age/stage appropriate career development activities • variety of media and career development resources 20. John Orr Crites • developed career maturity inventory • important aspects of career counselling • career counselling need is greater than need for psychotherapy because deals with inner and outer world of individuals • can be therapeutic (positive correlation b/w career and personal adjustment • career counselling more difficult than psychotherapy because person must deal with personal and work variables and know how the two interact 21. John Holland • theory of career choice- 6 personality types: Realistic, Investigative, Artistic, Social, Enterprising, & Conventional; (Rosenthal Is A Stellar Educator Counselor) • Same personality types go into similar careers • Your occupational environment should be congruent with personality type 22. John Krumboltz • Developed the Social Learning Theory of Career Counseling based on Bandura's Social Learning Theory • Career development and career decision making involve the following. • genetic endowments • environmental conditions • instrumental learning experiences (school) • task approach skills (work experience) • developed the Career Beliefs Inventory • career beliefs influence career choice 23. Donald Super