Unit 2 Flashcards
John Holland
not important?
John Holland’s Vocational Preference Inventory
Wiggins and Weslander (1979) found:-highly effective scored highest on the social (social, service oriented) and artistic (creative, imaginative) scales
-ineffective scored highest on the realistic (concrete, technical) and conventional (organized, practical) scales. Other factors, such as gender, age, and level of education, were not found to be statistically significant in predicting effectiveness.
STIPS
Ways of formulating a case:
S = signs and symptoms
T = topics discussed in counselling
I = counselling interventions used
P = client’s progress and counsellors continued plan of treatment
S = any special issues of importance regarding client
moral model
Clients are seen as responsible for both causing and solving their problems (victims of circumstances may be held responsible for their own victimization).
Best typified by the self-help movement and is basically the opposite of the medical model.
Primarily as coaches or motivators.
developmental/wellness vs medical/pathological model
based on developmental stages where behaviour is appropriate in certain stages
emphasizes the positive nature of health (wellness - ie: solution-focused theory or SIT-stress inoculation training )
focuses on prevention
DCT process
not pathological
vs.
follows the DSM/categorical approach
disorders as psychological making
medical model
Clients are not held responsible for either the cause of their problem or its solution (may become dependent).
Experts and provide the necessary services for change.
enlightenment model
Clients are responsible for causing their problems but not for solving them (guilty individuals whose
lives are out of control” (p. 304). They need enlightenment into the nature of their
problems and ways of resolving these problems - may feel relief, may become dependent, may structure their lives around external sources of authority after.
Authority figure.
effective counsellors
EFISGS
“Effective counsellors must be emotionally mature, stable, and objective. They must have self-awareness and be secure in that awareness, incorporating their own strengths and weaknesses realistically”
- intellectual competence—the desire and ability to learn as well as think fast and creatively
- energy—the ability to be active in sessions and sustain that activity even when one
sees a number of clients in a row - flexibility—the ability to adapt what one does to meet clients’ needs
- support—the capacity to encourage clients in making their own decisions while helping
engender hope - goodwill—the desire to work on behalf of clients in a constructive way that ethically
promotes independence - self-awareness—a knowledge of self, including attitudes, values, and feelings and
the ability to recognize how and what factors affect oneself
DSM-IV-TR
-Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2000)
Compatible with the International Classification of Diseases manual (ICD-10), published by the
World Health Organization, in codifying psychiatric disorders
4th Edition:
-97 different clinical diagnoses (vs. 106 in 1952)
-more culturally sensitive (14 of the 16 major diagnostic classes include some discussion of cultural
issues)
-provides “information about the course, prevalence . . . gender, and familial issues related to each diagnosis—information that may be helpful to counsellors who are struggling to fully understand their clients’ experiences
5 axes to describe client diagnoses:
-Axis I: clinical syndromes and other conditions that may be a focus of clinical attention. It is usually thought of as the axis on which a client’s presenting problem and principal diagnosis appear.
-Axis II: diagnostic information only on personality disorders and mental limitations.
-Axis III: describes information about general medical conditions of the client
-Axis IV: information on psychosocial and environmental problems that may
affect the diagnosis, treatment, and prognosis of mental disorders, such as a lack of
friends and inadequate housing.
-Axis V: Global Assessment of Relational Functioning (GARF) for the client
on a scale from 0 to 100 (Ginter, 2001). (Higher numbers on the scale indicate a better
level of functioning.) The assessment can be used in relationship to the past or the
present.
Limitations:
-Social problems such as racism, discrimination, patriarchy, homophobia, and poverty may “become lost in the DSM’s focus on disorders being rooted in the individual
-does not substantially deal with anything but individual diagnoses, many of which are severe.Social problems such as racism, discrimination, patriarchy, homophobia, and poverty may “become lost in the DSM’s focus on disorders being rooted in the individual
-does not substantially deal with anything but individual diagnoses, many of which are severe
Importance:
1. universally used in other helping professions and forms the basis for a common dialogue between counsellors and other mental health specialists.
2. helps counsellors recognize patterns of mental distress in clients who need to be referred to other mental health professionals or treated in a certain way.
3. counsellors establish accountability, credibility, uniform record keeping, informed treatment plans, research, and quality assurance.
compensatory model
Clients are held responsible only for solving their problems but not for causing them (viewed as “suffering from the failure of their social environments to meet their needs)
Partnership to overcome.
Explain how burnout is identified.
What are some of the factors that influence this syndrome?
How can counsellors be proactive in preventing burnout?
What interventions might be suggested to a counsellor experiencing burnout?
burnout is the state of being emotionally/physically drained to the point of non-function (negative self-concept, a negative job attitude, and even loss of concern, compassion, and
feeling for others)
Cope or Avoid:
-step out of their professional roles and develop interests outside counselling
-avoid taking their work home, either mentally or physically.
-take responsibility for rejuvenating themselves (refurbishing their offices every few years; purging, condensing, and creating new files; evaluating new materials; and contributing to the counselling
profession through writing or presenting material with which they are comfortable)1. associating with healthy individuals
2. working with committed colleagues and organizations that have a sense of mission
being reasonably committed to a theory of counselling
3. using stress-reduction exercises
4. modifying environmental stressors
5. engaging in self-assessment (i.e., identifying stressors and relaxers)
6. periodically examining and clarifying counselling roles, expectations, and beliefs
(i.e., working smarter, not necessarily longer)
7. obtaining personal therapy
8. setting aside free and private time (i.e., balancing one’s lifestyle)
9. maintaining an attitude of detached concern when working with clients
10. retaining an attitude of hope
Discuss how some of a counsellor’s personal needs might interfere with the counselling process.
Which personal needs, values, beliefs, and attitudes might hinder or help this process?
- emotional distress—individuals who have unresolved personal traumas
- vicarious coping—persons who live their lives through others rather than have meaningful
lives of their own - loneliness and isolation—individuals who do not have friends and seek them through
counselling experiences - a desire for power—people who feel frightened and impotent in their lives and seek
to control others - a need for love—individuals who are narcissistic and grandiose and believe that all
problems are resolved through the expression of love and tenderness - vicarious rebellion—persons who have unresolved anger and act out their thoughts
and feelings through their clients’ defiant behaviours
Describe the process of becoming a counsellor in Canada.
Explain how areas of competency are developed for counsellors.
CCPA’s CCC Designation: Graduate degree in counselling with courses completed in Counselling theories, Counselling practicum (150 hours of direct client counselling), Counselling skills, Professional ethics, and FOUR elective courses in counselling that align with CCPA’s 12 coursework areas. References & Criminal Record Check.
Describe some of the career settings counsellors work in.
What settings are regulated, and which settings are not regulated?
How do you determine what regulations exist within a counselling setting that you might be interested in?
Compare regulation and certification.
73% work in health care and social assistance
21% in educational services
7% in public administration
a) clinics and hospitals
b) correctional centres
c) mental health facilities
d) community service organizations
e) businesses
f) schools and universities
g) government and private research agencies
h) private practice
Regulation - SW & CP
professions of social work vs. psychology vs. psychiatry
Using a case illustration, explain why a client’s needs might sometimes be better served through a referral from one discipline to the other than by treatment from the first professional consulted (social worker, psychologist, and psychiatrist) (e.g., a psychiatrist referring a client to a psychologist).
Provide examples for referrals to each of the different professionals.
Professional levels of helping (vs.
Social Worker = prov regulation, functions: government programs or counselling - “Social work differentiates itself from counselling, psychology, and psychiatry in that its mission includes mandates to negotiate social systems and advocate for change, to understand clients’ habitats (physical and
social settings within cultural contexts) and niches (statuses and roles in community)
and to provide social services”
Psychologist = Diff across Canada. 3 Disciplines: professional counselling, counselling
psychology, and clinical psychology
Psychiatrist = have MD, major psych disorders, often take medical model approach & use meds as treatment, biopsychological approach
PhD, EdD, PsyD - accredited: U of A/BC, McGillu, Ontario Institute of Studies in Education.
CCPA (CCC) accreditation standards
- The program must require a minimum of 48 semester hours of all students, whether
full-time or part-time. - The following core competencies must be met: (a) counselling as a profession; (b)
ethical and legal issues in counselling; (c) counselling and consultative processes; (d)
group counselling; (e) human development and learning; (f) diversity; (g) lifestyle and career development; (h) assessment processes; (i) research methods; and (j)
program evaluation. - Students must complete both an initial 100-hour practicum and a 400-hour practicum.
- Students’ progress through the program is systematically reviewed.
- Three full-time faculty members must be assigned to the academic unit in counsellor
education.
