CNPS 427 TB NOTES

MCFC set up

initial sessions ¥ working alliance ◦ maintenance - co conforms or supports couples or fam mebers positon ◦ tracking - where counsellor thru series of clarifying Qs, tracks or follows sequence of events ◦ mimesis - counsellor adopts couple's or fan's style or tempo of communication - joviall w/ light hearted couple or faro serious w/ couple or am that s somber ¥ engage fam to gain perspective of how individuals view presenting problem/ person or situation — FRAME ¥ Co is also observer - looks at couple or family dance - way a couple of fam typically interacts on either a verbal or nonverbal lvl ◦ patterns will often repeat ◦ scapegoat ¥ ask circular questions - questions that focus attention on couple or fan connections and highlight diff among members ◦ how wood father think caughter responds when verbally attacked by wife and how other members react ▪ see if triangulation taking place (drawing in of a third person or party into dyadic conflict) ¥ capcity to draw initial conclusions in regard to way couple = fan behavies + gauge dimensions of boundaries (allow clsoeness/ caregiving v intrusive) ¥ intimacy + power dynamics ¥ tentative goals can be set + get overall sense of functioning and what needs to be done middle phase of marriage, couple, and family counselling ¥ make needed changes - explore new behaviours + take chances ¥ first order change - i.e. setting curfew back by an hour w/o real discussion about it ¥ second order change - structured rules are altered + quite diff ◦ rigid authoritarian am -> more democratic, get input from everyone ¥ co must be mentally, verbally and behaviourally active - make referrals if necessary ¥ can use humor to get attention of dysfunctional pattern + set up an pop for real dialogue / new interactions to emerge ¥ give ppl homework + psychoeducational assignments (reading book/video) ◦ eps of Tv and say how they are alike/unalike termination ¥ either may initiate - designed to provide closure ¥ should ask themselves y they are entering this phase n deciison made if its better to be on their own ¥ make sure work is summarized and celebrated if appropro ¥ LT goals - creating calm household where members are open to one another ¥ plan out (sometimes w/ counsellors input) ¥ predicting esetbacks - so ppl less upset when no achieving ¥ following up - checking up on couple / family following treatment after period of time ◦ conveys care + reassurance they can come backs

system theory

¥ 3 basic assumptions ◦ 1. causality is interpersonal ◦ 2. psychosocial systems are best understood as repeated patterns of interpersonal pinteraction ◦ 3. symptomatic behaviours must be understood thru interactional point of view ◦ circular causality - idea that events are related through series of interacting feedback loops ▪ scapegoating + linear causality ( one action is seen as cause of another) are eliminated

secondary/tertiary prevention

¥ controlling mental health problems surfaced but not severe ¥ tertiary - controlling serious mental health problems to keep them from becoming chronic or life threatening ¥ use theories to treat symptoms ¥ in pt psyc hospitals to shorten lengthen of stays of severely disturbed cl - not receiving treatment they need or being seen in output facilities where counsellors are not used to severe pts ¥ depression and anxiety are common ¥ crisis intervention model + continuing therapy model ◦ stres significant of therapeutic relationship _ understanding = validation of cl feelings ¥ increasing understanding of suicidal individuals from a phenomenological meaning perspective

primary prevention and promotion of mental healtyh

¥ primary prevention: before fact quality - intentional and group or mass > individually oriented ◦ ie suicie helplines ¥ configural model of prevention - bloom ¥ * 3 dimensions: counsellor work to increase imdivid strengths + decrease imitations 2) increase social support decrease social stress 3) enviro variables - poverty, community etc addressed ¥ incidence formula - albee ◦ emphasizes counsellors decrease negative effects of bio + stress while increasing positive effects of adolescents coping skills, self esteem + support systems ◦ suicide rates for example ◦ SAD PERSONS (sex, age, depression, previous attempt, ethanol abuse, rational thinking loss, social support system lacking, organized plan, n spouse, sickness) ¥ emphasizing healthy development - positive coping + growth skill; improvement of self in interpersonal relationships and task performances ¥ heath - adolsecent maturity predictor of mental health + vocational adaptation; degree of adult maturity - marital sexual adjustment vocational adaptation ◦ 1. encourage anticipatory rehearsal of of new adaptations ◦ 2. require constant externalization of what is learned and its correction by action ◦ 3. allow a person to experience consequences of their acts ◦ 4. appreciate and firm strengths ¥ humer - social ecological perspective ◦ identify problem connected w/ particular setting; some environs elicit or encourage specific behaviours ◦ gain agreement of CL + s/os that never is CL ◦ assess dynamic variables w/in enviro ◦ institute social change + social justice initiatives where needed ◦ evaluate outcome - CL states criteria of ideal enviro ¥ ecosystemic thinking - thinking that recognizes indivisible interconnectedness of indeed, family and sociocultural context ¥ positive welness - health related activities that are both preventive and remedial and have therapeutic value to individuals who practice them consistently ¥ lazarus multimodal therapy (BASIC ID: behaviour, affect, sensation, imagery cognition, interpersonal relationships, dugs/biology

community agency counselling

¥ setting in which counsellor works than anything else ¥ cousnellors in community agency are generalists who identify more w/ profession of counselling ¥ in almost all non-school settings ¥ EAPS - work w/ employees to preventive n remedial ways in order to help them avoid or workk through problems that affect their job behaviour ◦ ST counselling services + make referrals ¥ crisis oriented organizations ¥ work in other helping specialists - wellness centres etc

donald super - personal develop

◦ 1. growth (birth to age 14) ▪ fantasy (4-10) ▪ needs are dominant, role playing ▪ interest (11-12) ▪ likes are major determinant of aspirations and activities ▪ capacity (13-14) ▪ abilities are given more weight and job reqs are considered ▪ children have mental pic of themselvesi n relation to others ▪ children become oriented to world of work in many ways ▪ TASKS: developing pic of kind of person one is, developing orientation to world of work + understanding meaning of work) ◦ 2. exploration (14-24) ▪ tentative (14-17) ▪ needs, interests, capacities, values and pop are all considered ▪ tentative choices are made and tried out in fantasy, discussion ,courses work, etc ▪ possible appropro fields and levels of work are identified ▪ transition (18-21) ▪ reality considerations given more weight as person enters labour market or professional training and attempts to implement a self concept ▪ generalized choice is converted to specific choice ▪ trial (22-24) ▪ seemingly appropro occupation found, first jo located + tried out ▪ commitment provisional and if job no appropro, person may reinstitute process of crystallization specifying + implementing preference ▪ developing realistic self concept ▪ learning more opportunities ▪ general exploration of world of work and specification of career preference ◦ 3. establishment (24-44) ▪ trial-commitment and stabilization (25-30) ▪ settling down, securing a permanent place in chosen occupation ▪ may prove unsatisfactory resulting in one or two changes b4 life work is found or clear life work will be succession of unrelated jobs ▪ advancement(31-44) ▪ effort to stabilize, to make sure secure place in world of work ▪ creative years ▪ seniority acquierd, clientele developed, superior performance demnstroated, qualifications improved ▪ TASKS: finding opp to do desired work, learning to relate to others, consolidation and advancement, making occupational position secure, settling down in perm position ◦ 4. maintenance (44-64) ▪ having made place in world of work, how to hold on to it ▪ little new ground broken, continuation of established pattern ▪ concerned about status ▪ TASKS: accepting one's limitations, identifying new problems to work on, developing new skills, focusing on essential activities, preservation of achieved status and gains ◦ 5. Decline (64+) ▪ as physical and mental powers decline, work activity changes and in due course ceases ▪ new roles development ▪ 1st seleective participant then observer ▪ other sources of satisfaction ▪ deceleration (65-70) ▪ pace of work slackens, duties shifted, nature of work is changed to suit declining capacities ▪ many find part-time jobs to replace their full-time occupations ▪ retirement (71)+ ▪ variation on complete cessation of work or shift to part time volunteer or leisure activities ▪ TASKS: developing non-occupational roles, finding a good retirement spot, doing things one has always wanted to do, reducing working

bowen: family dysfunction

◦ enmeshment - fam ienviro which hemmers are overly dependent on each other or are undifferentiated ◦ triangulation - fam fusio situations in which other members of triangle pull a person in two diff directions ▪ counsellor's who effectively work w/ couples fans have guidelines determining how where when or whether to intervene

levels of helping

¥ 1. non professional helpers- friends, colleagues, untrained volunteers/ supervisors ◦ various degrees of wisdom/ skill ¥ 2. generalist human service workers (paraprofessionals) ◦ some formal training in human relation skills but work as part of team rather than individual ◦ mental health technicians, child care workers, probation personnel + youth counsellors ¥ 3. professional helpers ◦ educated to provide assistance on both preventive and remedial level ◦ specialized advanced degree + supervised internships to help them prepare to deal w variety of situations ◦ self instructional + traditional classroom training are equally effective at teaching skills

models of disability

¥ biomedical model -langauge of medicine but silent in language of social justice - disabilities re objective conditions that exist in and of themselves; considered deficiensings resigning w/in individual who is totally responsible for problem ◦ pathologizes individual w/ disability ; less useful in mental disabilities ¥ environmental + functional model - chronic disabilities, ppl care label of disable —> social prejudice, discrimination ¥ sociopolitcal model - minority model - person w/ disabilities are minority group rather than ppl with pathologies. hall marks of model include self definition, elimination of prejudice discrimination + rejection of medical diagnosis ¥ peer counsellor: assumes ppl with direct experience w/ disabilities are best bale to help those who have recently acquired ¥ counsellors assess clients current lvl of functioning, enviro situation (hinder/enhance functionality) n then use wide variety of counselling theories and techniques

reliability

¥ degree to which test produces consistency of test scores when ppl are retested with same or equivalent instrument ¥ test score can be reliable but not valid ¥ 1. test retest - same test given after period of time ¥ 2. parallel-form or alternate-form in which two equivalent forms of same test are administered ¥ 3. internal consistent analysis - scores of two arbitarily selected halves of test compared

evaluation and research

¥ evaluation - mission oriented, less subject to control + more concerned w/ providing info for decision makers, less reigious/ explaining events and their relationship to established goals and objectives ¥ research - more theory oriented and discipline bound exerts greater control over activity, produces more results that may not be immediately applicable is more sophisticated in terms of complexity and exactness of design - involves use of judgment on part of researcher + more concerned w/ explaining + producing phenomenaa

marriage and couple counselling

¥ focus on relationship > individuals involved ¥ two invidious and one couple ¥ finances, children, fidelity, communication, compatibility ¥ treating partner alone increase others resistance to counselling + anxiety ◦ mediated w/ nonattending spouse for one tr tow sessions to equalize ¥ meet each partner for individual session or individually for first half of session ¥ five main approaches: CBT, PA, bowen sys, Structural strategic, REBT

stress inoculation training

¥ goals ◦ strengthen client's coping skills so that they can deal more effectively w/ life stressors ◦ focused on helping clients develop a healthier narrative to enhance various aspects of their lives = move from a survivor to thriver mentality ¥ techniques ◦ a) conceptual educational phase ▪ working alliance created - clients learn bat nature + impact of their stress = coping resources ▪ reconceptualize stressful experience + reactions -> empowered + resourceful ◦ b) skills acquisition and consolidation phase ▪ counsellor helps client accuser coping skills + consolidate those they already possess - they are first taught in clinical setting + then practised in real life ◦ c) application and follow through phase ▪ clients apply their newly learned coping skills in graduated way, increasing demands as they progress ▪ become inoculated form their stresses at increasing intensity ▪ imagery + behavioural rehearsal, modelling, role playing and shaping ▪ counsellor explores w/ clients a variety of potential high-risk stressful situations ▪ client is coached collaboratively in rehearsing and practising coping skills

post-modern approaches

¥ postmodernism - multiple truths and reality becomes whatever we perceive it to be ◦ nihilistic - nothing is accepted as truth, and values themselves become baseless constructs ¥ focused social constructionism - human meaning is created thru language and interactions w/ others ¥ meta narrative - view of reality that is most believed or acted upon ◦ less privilege - subjugated knowledge ¥ 1. accept no one has privileged knowledge - counsellor doesn't take expert role; clients are experts of their own knowledge ¥ 2. be aware of counsellors position of power ¥ 3. recognize that psyc itself is a set of power practices and narratives ¥ 4. assume not knowing position - no one can understand w/ finding out first hand ¥ 5. remember that clients already hold knowledge about how to be successful ¥ 6. know that focus on some themes means de-emphasizing other possibilities ¥ 7. avoid all intepretations and reframes of clients thoughts, feelings, actions

collaborative language sys

¥ view of human nature ◦ perceives clients as having resources to solve their own problems ◦ positive view + strive to be better ¥ role of counsellor - pay attention to client word usage + uses language in working with them ◦ counsellor transpernt + share personal biases (need to know themselves well) ◦ maintaings not knowing stance, client determines direction , share little about themselves ¥ goals -help clients develop greater degree of self agency- ability to move in what ever direction one desires ◦ self is continually constructed ◦ language creates knowledge; knowledge isn't cumulative ¥ techniques ◦ not knowing stance ◦ problem organized sys- those who communicate w/ each other concerning problem should be included in treatment ◦ respectful listening ◦ conditional quesitoning ◦ collaborative conservations or shared inquiry ◦ possibility conversations ◦ dissolving - once self agency evolves, problem = dissolves

defining poverty

low income cutoff ¥ LICO - ppl who devote larger share of income to necessities than avg ¥ 18% of children live in ams w/ incomes below poverty line market basket measure ¥ cost of specified basket of gods and services am would consume ¥ 11% under 18; 10% basic needs poverty measure ¥ considers cost of basic essentials for faviour communities based on cam size, looks at how many household are unable ¥ 1.6 mil numbers of homeless ¥ 100 mill; 1 bill in world ¥ 45% of homeless employed

private practice as speciality

¥ physiican in working on a fee for service basis ¥ difficulties - balance business skills with counselling ¥ build up support networks where rounded by colleagues who can supply needed info on treatment + referrals to appropro specialists ¥ overcome/avoid restrictive covenenats or noncompetitive agreements that some agencies put in contracts ¥ must invest time and handwork in pull markieting relationships ¥ willing to donate services + endeavours for public gold to build reputation + practice ¥ advantages ◦ confidentiality ◦ reputation enhancement - known in communities ◦ autonomy ◦ specialization

consultation

¥ process between 2 professional persons (consultant - specialist) and consultee (invokes consultants help in regard to current work problems) ¥ common aspects: problem solving focused, tripartite in nature, emphasizes improvement ¥ voluntary relationship between professional help to client in defining and solving a work related problem or potential problem w/client or client system ¥ conusltation is content based - recognized body of knowledge) ◦ goal oriented ◦ governed by roles/rules ◦ process oriented, involve gathering data, recommending solutions + offering support ◦ traidic + based on ideologies, value sys and ethics ◦ system oriened - help change aspects of system (strucutre/people) + sys itself

3 roles of school counsellors

◦ 1. information retriever: CO collect info + works with other prof to collect it for complex situations - drug dependent pregnant teen ◦ 2. service coordination - CO determines whether he or she has expertise to meet particular students needs ◦ 3. information administrator - coordinates plan which imdivid or agencies in non schooling counselling settings deliver student service - planning/ implementing continuous communication

guidance, psychotherapy, counselling, social work

Guidance • Guidance: process of helping ppl make important choices that affect their lives such as choose a prefered life style o Distinguishes a way of helping differs from counselling • Guidance - helpin gindividuals choose what they value most vs counselling- helping them make changes o Ie. adults and children Psychotherapy • Focused on serious problems associated w/ intrapsychic, internal, personal issues and conflicts • Recovery of adequacy • Anyltically based therapy emphsaize a) past > present b) insight > change c) detachment of therapist d) therapists role as an expert • Long term relation (20-40 sess over 6 mos) focus on reconstructive change • Provided more thru inpatience (residential treatment facilities - mental hospitals) vs outpatients ettings (community agencies) • Counselling + psychotherapy often overlap Counselling • "Skilled + principled use of relationship to facilitate self-knowledge, emotional acceptance and growth, the optimal development of personal resources • a) development of isseus b) overcoming specific problems c) coping better w/ cris situation/improving relations w others e) overocmng feelings asosciated w/ conflicts Social work • Profession concern w helping indivuals, fams , groups + communities to enhance individual and collective wellbeing • Help ppl develop skills + ability to use their own rsources + those of ocmmunity to resolve problems (broader social issues) -Human rights + social justic underpinings of social work practice

solution focused counselling

role of counsellor ¥ 1. visitors - not involved in problem, not part of solution ¥ 2. complainants - ppl who complain but observe/ describe even if not invest in resolving ¥ 3. customers - describe + involved = willing 2 solve goals ¥ help client tap inner resources = notice exceptions to times when they are distressed ¥ direct them toward solutions to situations that already exist in these exceptions ¥ focus of sessions + homework is positives = possibiltiies either or in future techniques ¥ introductory question - what will be the first sigh that u r improving as a result of coming here, how would others see that u r getting better ¥ 2. loccking for exceptions - describe times problem was less evident or didn't exist ◦ indwell- focus deeply for sustained period) on past success ¥ 3. miracle quesiton - hypo situation in which problem disappeared ¥ 4. scaling qs - sclaing : client asked to use scale 1-10 to evaluate how sever problem is ¥ 5. externalizing problem ¥ 6. compliments and cheerleading ¥ 7. clues - alert clients to idea that some behaviours are likely to continue and not ned to worry over theme ¥ 8. skeleton keys - uprocedures that have worked b4 + universal applications to solving problems ¥ 9. not knowing stance - counsellor doesn't know ¥ 10. reframing - encourage reolsution

validity

◦ 1. content (face) - indication of degree to which tests appear to measure what it is supposed to measure ( associated w/ achievement, aptitude, ability tests) ◦ 2. construct - most important one cuz asks fundamental calidiy question - degree to which test measures intended hypothetical construct such as empathy or intelligence (personality + interest inventories) ◦ 3. criterion validity - comparison of test scores w/ person's actual performance of certain skill across time and situations ▪ fine motors skills must be validated by persons ability to type ▪ predictive value if no criteria (MMPI-2) + strong interest inventory ◦ 4. consequential validity - social implications or consequences of test use and interptetiaon ◦ test score interepretaions have both long term and short term effects on clients

levels of consultation

Individual consultation ¥ one-on-one; role reversal process; client role plays as active/passive consultant, counsellor role lays client ◦ counsellors ask clients bat ayoffs/risks of client and consultant intiated ideas for change ¥ teaching self management skills ◦ self monitoring, self measurement (degree to which problem exists), self mediation (develop & implement strategies of change, self maintenance ¥ consultant is often required to model skill prescribe a solution group consultation ¥ consultnat - catlyst, faciltiator ¥ C group - collaboration, clarification , confrontation, confidentiality, commitment, consultation ◦ present new knowledge bat human behaviour to members of group ▪ work together as equals, receive input from each other, understand relationship among beliefs, feelings, actions, share openly w/ each other, emphasize w/ each other, keep no w/in group + make plans for specific changes organization/community consultation ¥ consultants possess knowledge of systems to operate effectively here ¥ can be political consultants ¥ individual/ winning environment - co find individuals who exist less than optimal + work as chang agents to improve the situation of target population ¥ change stress producing environemnts!

History of counselling

before 1900 • Pioneers = teachers/social reformers/adovcates - focused on teaching children + young adults abt themselves, others + world of work 1900-1909 • Frank parsons - founder of guidance: growth and prevention o Founding bostons vocational bureau - insitutionalization of vocational guidance o Worked w/ young ppl in process of making career decisions o Vocation: knowledge of work, knowledge of self, + matching of two thru true reasoning • Clifford barns - advocated 4 better mental health facilities + reform treatment • Clarence hincks - physician who experienced mental health problems - founded canadian mental health association 1910s-1940s • funding for public schools to support vocational education o Counselling become more widely recognized during WWI as military began to employ testing + placement practice 4 great numbers of military personnel 1950s-1980s -• 1950s - applied behavioural theories (systematic desentiizaiton jospeh wolpes), cognitive theories (RET) transactional analysis, aaron becks cognitive therapy • Donald super - self concept theory/ learning theory • 1960s - humanistic counselling theories • 1970s - mental health centres + community agencies began to employ counsellors • 1980s - standardized training and certificaiton of counsellors, reocgnized counselling as distinct profession, increased diversification of counsellor specialities, emphasized human growth and development • 1990s - writing of multicultural counselling competencies and standards

career counselling w/ children

career counselling with children ¥ young children can be serious bat future career plans ¥ first 6 yrs - relatively stable self perception + tentative commitment to vocation ¥ focus awareness > firm decision making; they have choices! ¥ detailed info about careers + opps thru field trips,to diff plac or inviting parent into elem classroom + invite students into these work environs

counselling economically disatvantaged

cultural self awareness ¥ individs in poverty believe ppl are looking down on them - lazy, dependent invidious who cannot think for themselves —> low self esteem + powerlessness ¥ counsellors come from middle-upper class + upward mobility ¥ admit their biases bat attributions of poverty/stereotypes ¥ no generalizing~!!! ¥ CL have present-time orientation, external locus of control, limited practice w/ delaying gratification working alliance working with impoverished adult clients ¥ narrative therapists - storytelling ¥ martial + family therapy - increased likelihood mental health issues arising from financial string ◦ solution-focused approach a) deconstruction (externalize problem of poverty) b) opening space questions c) preference questions D) story development Qs e) meaning questions (asking qs that emphasize clients personal qualities that contributed to positive outcomes f) questions to extend story into future improving working alliance ¥ move beyoung usual boundaries - Co may need to travel to see CL ¥ establish and discuss external stressors (letting cl know socioeconomic disparities exist+ unjust; understands CL - out of their control) ¥ empower clients - focusing on strengths, resilience, good caregivers ¥ -assess how deeply entrenched client is in poverty + homelessness (short term vs chronic homelessness; temp - more likely to find positive identity ¥ provide appropro employment/career counselling -survival guilt (student feels badly for becoming more successful than family) ¥ limit use of humour - therapeutic when counsellors refer to themselves/ some situation they have encountered w/ econ disadvantage clients ¥ senseitive ot langauge - engaging in social justice ¥ collab w/ other agencies + organizations ¥ providing pro bono cousnelling to econ disadvantage ¥ advocacy skills -must advocate for their CL and confront oppression/marginilization ¥ researching for econ disadvantage ¥ counselling global quest to end poverty - unconditional positive regard, empathy, genuineness)

secondary school counselling

emphasis and roles ¥ 1. provide direct counselling services individually, in groups, school as whole ¥ providing edu + support services to parents ¥ 3. offering consultation and in service programs to teacher and staff ¥ 4. delivering classroom guidance ¥ 5. faciltiating referral to outside agencies ¥ 6. networking to post secondary schools + businesses ¥ 7.advising academically ¥ two conflicts for Co: 1. engaging in student counselling 2. doing academic + administrative tasks - scheduling ¥ CO need to publicize what they do + how they do it ¥ primary prevention - classroom educative experiences that affect students intellectual + personal development simultaneously ◦ become more self reliant + less dominated by peer group ◦ become less egocentric + more attuned to principles as guidelines in making decisions and more empathic ¥ run groups / thematic groups which bring together students experiencing similar problems + allow counsellors to make effective use of their times and skills ◦ group counselling is effective ¥ teach prevention based curriculum offerings in classes ◦ anxieties, study skills , interpersonal relationships ,self control, career planning ¥ four problem areas - substance abuse, adolescent suicide/homicide, prevention of HIV/AIDS + abusive relations ¥ structured ST group work can be positive + indirect services can be implementing such as consulting w/ teachers/ parents about hcilds feelings ¥ teenage parents - prevent from having second child + keeping unwell om + fathers in school + increasing success in academic, personal and interpersonal areas

alderian theory

goals ¥ helping ppl develop healthy, holistic lifestyles - education or reeducaitng clients bat lifestyles + helping overcome feelings of inferiority ¥ overcome faulty style of life - self centred + based on mistaken goals + incorrect assumptions associated w/ feelings of inferiority ◦ stem from early life techniques ¥ establish counselling relationship (warm,supportive, empathic, friendsy ,egalitarian relationship w. clients_; counselling = collaborative ◦ actively listen + respond similar to PCT ¥ anaylsis of clients lifestyle - family ,early memories, dreams + priorities ¥ dreams = reherasal for future courses of action ¥ help clients develop insight - open-ending Qs and making interpretations ¥ 1. confrontation - challenges clients to consider own privatel logic ¥ 2. asking the question ¥ 3. encouragement ¥ 4. acting as if - as if they were persons they want to be ¥ 5. spitting in clients suop - points out certain behaviours n ruins payoff for behaviour ¥ 6. catching oneself - learn to become self aware about destructive behaviours/thoughts ¥ 7. task setting - set short range attainable goals + work up to long term realistic objectives ¥ 8- push buttons: clients encouraged to realize they have choices what stimuli in their lives they pay attention to; taught to create feleins they want

types of test

intelligence/aptitude ¥ intelligence - iffy bc overloaded / certain functions such as verbal abiliy + validated against measures of academic achievement ¥ intelligence tests - screening devices + followed by specialized aptitude tests ¥ cons ◦ measure persons learning but not ability to learn ◦ don't measure creative , practical, emotional and social forms of giftedness ◦ reveal more about having better edu + socialization pop than about real intellectual abilities ◦ overemphasize mental / psychomotor speed ¥ binet - originator used w / kids more ¥ wechsler - for kids + adult interest/career ¥ interest inventory - test or check list assessing person preferences for activities + topics ◦ derived + compared to others at similar developmental level / working in same area ◦ career/educational counseling tool ◦ Strong Vocational interest blank SVIB ▪ general occupational themes, basic interest scales, occupational scales ▪ link to john hollands theory of career development (R - realistic, I investigative, A - artistic S- social, enterprising E, conventional - C) ▪ closer correlation bt ppl + enviro types, more satisfying relationships ◦ basic interest scales excellent predictors of university majors for both genders personality ¥ personality test - analyzing personality - checklists, personality inventorsy, projective technics ¥ MMPI-2, myersbrigg type indicator, edwards perosnal preference schedule ¥ projective - rorscharch , thematic apperception test, house tree person ¥ MMP most widely used - geographically + ethnically diverse reference group representative of people of US ◦ 3 validity scales: Lie(L), Infreuqency (F), Correction (K), ? unused ◦ discern importnat chars such as anger, alienation ,type a behaviour , marital distress extensive training + experience necessary to use ¥ forensic + medical settings (provides norms for uni students) ¥ MBTI - carl jung tpersonality type ◦ 1. extroversion or introversion - whether perception + judgement directed to outer (E) or inner (I) world ◦ 2. sensing or intuitive - which kind of pe rception is preferred when one needs to perceive ◦ 3. thinking or feeling - which kind of judgment is trusting when na decision needs to be made ◦ 4. judgement or perception - whether to deal world i judgment attitude (using thinking or feeling) or perceptual attitude (using sensing + intuition) achievement ¥ achievement test - measure of individuals degree of accomplishment or learning in subject or task ¥ give clients good idea what they learned in certain area relative to what others have learned ◦ give clients type of info they need to make sound edu/career decisions ¥ may be teacher made or standardized ◦ teacher made - measure specific units of study emphasized in edu setting, easy to keep up to date, reflect current emphases + info

counselling client who was abused

interperosnal abuse ¥ violent or negelctful actions against others eps within ones am ¥ emotional abuse ¥ healousy, controlling behaviour, unrealistic expectations, isolation, blaming for problems and feelings, hypersensitivity, verbal abuse, rigid sex roles, threats of violence, breaking of striking objects ¥ child abuse - neglect/ acts of commission ◦ neglect prevalent form ◦ effectS: aggresion, delinquency, suicide, impairment ◦ physical - continuum to sever to mild ◦ childhood sexual abuse - distress, acute trauma, PTSD ¥ sibling abuse - 40$ in us ; sexual, physical, psychological ¥ spouse and partner abuse - domestic violence; most women ◦ battering - violence which includes severe physical assault or risk of serious injury

groups in counselling

psychodrama ¥ moreno - type of group experience employed for decades w/ mental output ¥ members enact unrehearsed role plays w/ group leader serving as director ¥ others are actors, give feedback to protaghonist as members of audience ¥ helping emotional experience t-groups ¥ T = training ¥ focus on talk accomplishment -> primary emphasis on interpersonal relationship ¥ groups learn from experience how ones behaviour in a group influence other's behaviour + vice versa ¥ family counselling - how sys operates + how imdivid operates in sys encounter groups ¥ focus on growth of individual group members > group ¥ normally functioning people who wanted to grow, change, develop ¥ highly/minimally structured - individual expression + recognition of affect group marathons ¥ extended, one session group experience breaks down defensive barriers that individuals may otherwise use ¥ lasts for minimum of 24 hours ¥ substance abusers in rehab + well functioning invidious in other group counselling settings ¥ labour + peace negotiations held setting to achieve breakthroughs self-help/support groups ¥ organized by established, prof hoping organization or individual and those that originate spontaneously + stress their autonomy + internal group resources ¥ develop spontaneously + centre on single topic + led layperson w/ little formal group training ¥ helps gain control in lives ¥ support groups - focus on particular concern or problem but established by prof helping organizations or individuals ◦ charge fee mb ◦ physical, emotional social group ¥ churches, recreation centres, schools, and other community buildings ¥ good complementary ¥ cohesion + positve

types of groups

psychoeducational groups ¥ teach gorup participants how to deal with potential threat + developmental life event, immediate life crisis ¥ educational settings or hospitals/mentalhheatlh centres, uni, etc ¥ how members will personalize info presented in group ◦ guess lecturers, written materials ◦ promotion of student development - control of ange,r dating relationships, study skills ◦ brief in duration counselling groups ¥ interperosnal problem solving groups - help group participants resolve usual yet often difficult problems of living thru interpersonal support and problem solving ¥ nonsever career, edu, personal social +developmental concerns addressed ¥ group counselling = more direct >PE group ◦ affective involvement of participants vs PE - cognitive undersatnding ◦ group = small, intimate setting v PE - room size environments ◦ interaction of group members + personalizing of info are greater than in psychoeducaiton group psychotherapy groups ¥ personality reconstruction groups - help imdivid groups remediate in depth psyc problems ◦ aid each imdivid to reconstruct major personality dimensions ◦ group psychotherapy - int facilities (psyc hosps/ mental health facilities that are residential bc keep close control of ppl involved ¥ certain types are poor for output intensive group psychotherapy - depressives, incessant talkers, paranoids, schizoid, sociopathic personalities, suicdals, extreme narcisssits Task/work groups ¥ apply principles + process of group dynamics to improve practices and accomplish identified work goals ¥ task/work group specialist assist groups such

emotion focused couples and family therapy (greenber + johnson)

role of counsellor ¥ EFCFT - creating stronger = healthier emotional bond bt partners in couple or between fame members ¥ anger - secondary masking primary emotions of fear, shame, sadness, abandonment, invalidation, violation ¥ help clients identify their primary emotions + express them to others Goals ¥ shift in how members relate ¥ enhance emotional bond b/t ppl ¥ help forgive one another for perceived wrong doings techniques ¥ 14 STEP ¥ 1. validate + establish working alliance ◦ show empathy/validation ◦ determine/assess conflicts ¥ 2. de-escalate negative cycle ◦ identify negative ycle, each person's role in it, and then externalize the problem ◦ identify each person's weak areas and sensitives and their origins ◦ reframe problem in terms of unmet attachment and identify needs ¥ 3. access underlying feelings ◦ identify or delve into unexpressed or unacknowledged feelings o f each person + hhave him relay to others ◦ if blocks in accessing gfeelings occur, help ppl to overcome ◦ help each person identify needs and aspects of self that has been disowned into interactions w/ others present ¥ 4. restructure the negative communications ◦ help clients accept each others experience + aspects of disowned self ◦ 11. facilitate expression of feelings, wants, needs to create genuine, authentic interaction + engagement ◦ 12. promote eaech person's ability to self soothe + work at transforming unhelpful emotions to facilitate self-change = lasting couples/familiar change ¥ 5.consolidate and integrate changes ◦ 13. facilitate new ways of relating to one another and hep remediate unhelpful interactions ◦ 14. foster consolidation of new narratives + new ways of seeing each other

gestalt therapy

role of counsellor ¥ create atmosphere promoting client exploration ¥ pc provides atmosphere by being intensely = personally involved w/ clients ◦ now involves counsellor help client focus on blocking energy + using it in positive + adaptive ways goals ¥ empahsis on here and now + recognition of immediacy of experience ¥ focus on both nonverbal + berbal expression; life include making choices ¥ help resolve past to be come integrated ◦ completion of mentally growing up ◦ empahsizes coalescence of emotional, cognitive and behavioural aspects of person ▪ acceptance of polarities ¥ emphasizes action, psuh clients to experience feelings and behaviours ¥ now = experience = awareness = reality techqniues ¥ exercises - ready made techniques such as enactment of fantasies, role playing, psychodrama ◦ evoke certain response from client ¥ experiemtns - are activities that grow out of interaction b/t counsellor + client ¥ NOT PLANNED + WHAT is learne is a surprsie ¥ dream work - dreams = embassies that represent a person place at a certain time, clients preset dreams + directed to experience what it is like to be each part of the team ¥ confrontation - cousnellors point out clients incongruent behaviours, feelings (smiling while nerfvouse); WHAT and HOW Qs not why ¥ making rounds - counsellor feels a particular them or feeling expressed by client should be faced by every person in group ◦ i can't stand anyone - instructed to say this to each person in group adding some remarks about each group member (become aware of inner feelings) ¥ i take responsibility - clients make statements about perceptions + close each statement w/ phrase "and i take responsibility for it" - helps integrate + own perceptions + behaviours ¥ exaggeraiton- accentuate unwitting movement/gestures (try meaning revealed) ¥ may i feed you a sentence- counsellor who is aware that implicit attitudes = messages are implied in what client is saying , asks whether client will l say a certain sentence = makes clients thoughts explicit ¥ if counsellor is correct, client will gain insight as sentence is repeated

specific areas of consultation

school consultation ¥ enhances school achievement, self concept, reduce stress n certain populations, faciltiates growth + classroom management ¥ change agents + consultants ◦ specialized knowledge —> advisory + supportive for others, bringing about enviro + systematic changes ¥ adlerian based - psyc edu model assumes individuals groups and communities lack info (promote positive behaviour) ¥ beahviour approach - teaching, concerted on instructing how to use behavioural principles in working w/ students + collect empirical data ¥ mental health approach - help teachers + other personnel gian new insight into themselves and their students ¥ organizational development approach - emphasizes context in which problemm arise, involves asking school counsellors to set up envier in which other school personnel feel that it is natural to consult and work with counsellors agency consultation ¥ three level prevent ◦ 1. primary prevention - reduction in incident of mental disorders - achieved within general population ◦ 2. secondary prevention - reduction in duration of mental disorders (working w/ individual to forestall + alleviate problem and attempting early detection + reversal of acute psyc crises) ◦ 3. tertiary prevention - reduction in impairment resulting from psyc disorder ▪ treatment

treating substance abuse

treating substance abuse ¥ 25% of counselling case relate to substance abuse ¥ must be dry b4 effective treatment can happen ¥ denial - minimizing effecs o substance ¥ dual diagnosis - abse has more than one aspect of personality that is open to treatment ◦ impulsive + depressed along w abuing ¥ relapse- recidivism or reoccurrence of dysfunctional behaviours once they have been treated ¥ motivational interviewing - brief ocunsellign intervention designed to reduce C: ambivalence toward change while increasing his or her motivation to reduce behaviour-change process ◦ person-centred cousnellig + skills such as active listening, reflecting, etc ◦ biblitherpauetic approach helps ◦ finding significant others in life specific treatments treating alcohol abuse ¥ AA program - self-help 12 step program based on spiritual foundation ¥ REBT - non spiritual treating nicotine addiciton ¥ 80% of alcoholics smoke ¥ promote self efficacy, skills training (recognize triggers to smoking, buddy system, self help materials etc) treating illegal drug addiction ¥ jail treatment program - stay n out treating substance abuse families ¥ provindg info + confrontational with family as whole n use systems approach ¥ anger & defense mechanisms & developmental issues treating women and minority cultural groups in substance abuse ¥ four drinks or more on one occasion ¥ reflect broader context of lives , overcome feelings of helplessness, powerlessness, guilt and dependence ¥ may find spiritual elements helpful

behavioural

view of human nature ¥ concentration on behavioural processes (overt) ¥ focus on in here and now vs then /tehre ¥ all behaviour is learned (adaptive/maladaptive) ¥ belief that learning can be effective in changing maladapative behaviour ¥ focus on seting up well defined therapy goals w/ clients ¥ a rejection of idea hat human personality is composed of traits general behavioural techniques ¥ 1. use of reinforcers ¥ 2. schedules of reinforcement - ratio (#)/ interval (time) either fixed or variable ¥ 3. shaping - may help breakdown behaviour into manageable units ¥ 4. generalization - display of behaviours in enviro outside of where they were originally learned - indicates transference into another setting has occurred ¥ 5. maintenance - consistent in performing actions desired w/o depending on anyone else for support ◦ emphasis i placed on increasing clients self control + self management thru self monitoring ▪ self observation (person notices particular behaviours they r doing)+ self recording ¥ 6. extinciton - elimination of behaviour bc withdrawal of reinforcement ¥ 7. punishment specific behavioural techniques ¥ behavioural rehearsal - practising a desired behaviour until performed the way client wishes ¥ enviro planning - involves a clients setting up part of envier to promote or limit certain behaviours ¥ systematic desensitization - overcome anxiety; client asked to describe situation + rank situation + related events in hierarchical scale (0- no concer, 100 - concern); counsellor teaches them to relax; when clients anxiety begins to mount, client is help to relax + procedures start anew until client is able to calm even when thinking/imagining event w/ most anxiety) ¥ assertiveness training - person should be free to express thoughts + feelings appropro w/o undue anxiety ◦ counter conditioning anxiety + reinforcing assertiveness ◦ everyone has right to self express! learn diff b/t passive, aggressive, assertive ¥ contingency contracts - spell out behaviours to be performed, changed, or disconinued, rewards associated w/ achievement of these goals; conditions under which rewards r to be received ¥ impolsion and flooding ◦ implosive - desensitizing client to situation by having them imagine an anxiety producing situation that may have dir consequences (not taught to relax first) ◦ flooding is less traumatic - imagined anxiety producing scene doesn't have dire consequences ¥ time-out: mild aversive technique in which client is separated form pop to receive positive reinforcement (only effective in short times like 5 mins) ¥ overcorrection - technique in which client first stores enviro to its natural state + makes better than normal ¥ covert sensitization: undesired behaviour is eliminated by associating w/ unpleasantness

existential counselling

view of human nature ¥ desclaims deterministic view of human anture- freedom that human beings have to choose what to make of their circumstances ¥ ppl form their lives by choices they make ¥ ppl are responsible for any decision they make in life + some choices are healthier and meaningful to others ¥ a_ ultimate meanings (there is order n universe) b) meaning of the moment c_ common day to da meaning ¥ 1. by doing a deed- achieving or accomplishing something ¥ 2. by experiencing a value - work, nature , culture or love ¥ 3. by suffering - finding proper attitude toward unalterable fate ¥ psychopathology - failure to make meaningful choices = maximize ones poetnatil ¥ anxiety severe - paralysis; normal anxiety can help ppl change + motivate them role of counesslor ¥ sensitive to all aspects of character ¥ authentic + deep/personal relationships ¥ share personal experiences w/ client to depend relationship + help client realized a share humanness.struggle ¥ concentrate on helping client experience subjective feelings, clearer self understanding + new way of being in world ¥ living productively in present not receiving a personal past goals ¥ helping clients realize imporatnce of meaning, responsibility, awareness, freedom + potential ¥ existentialists hope during course of counselling, clients will take more responsibility for their lives ¥ patient experience his existence as real ◦ shaper of meaningful personal activity + embracer of personal values -> meaningful lifestyle techniques ¥ lack of techniques but can be strength bc existential counsellors borrow ideas as well as use a wide range of personal/ professional skill ◦ free to use techniques as widely diverse as desensitization, free associate, etc ◦ relationship w / client; transcend own need to focus on client ◦ authenticity, honesty, spontaneity ◦ clietns r confronted w/ idea that everyone is responsible for their own life

person centred counselling

view of human nature ¥ people are essentially good ◦ positive, forward moving, constructive, realistic, trustworthy ◦ each person is aware, inner direited + moving toward self actualization ◦ self actualization = most prevalent + motivating drive of existence and encompasses actions that influence total person ▪ each person is capable of finding personal meaning and purpose in life ◦ dysfunctionality = failure to learn and change ¥ rogers individual from phenomenological perspective - what is important is perception of reality > reality itself ¥ self theory - self is outgrowth of what person experiences + awareness of self helps differentiate from others ¥ healthy self to emerge thru positive regard - love warm, care , respect acceptance ◦ codntional regard - feelings of worth develop if person behaves in certain ways bc conditional acceptance teaches person to feel valued only when conforming to other ppls feeling - aware of incongruities b/t self perception + +experiene ◦ ideal self v real self - the future distance, more maladjusted person becomes role of counsellor ¥ holistic one - set up to explore all aspect of self ¥ i - though personal quality ¥ aware of verbal + nonverbal language ¥ no direction, counsellor trust client to direct ¥ cousnellor is process expert + expert learner PATIEnce goals - focus on client as person, not the problem;; ppl assisted to learn how to cope w/ situations ¥ fully functioning perksn develops a greater acceptance of self + others and becomes a better decision maker in here and know ¥ hep identi, use, integrate own resources + potential techniques ¥ .1 empathy ¥ 2. unconditional positive regard ( acceptance, prizing) ◦ deep genuine caring for client as person ¥ 3. congruence (geunineness, opennes, autheticity, transperancy) ◦ condition of being transparent in therapeutic relationship by giving up roles and facades ¥ empahy - subejective interpsonal or objective (combo) ◦ ability to feel clients = convey understanding back ¥ clients grow by experiencing themselves and others n relationships - significant personality change could not occur in limited self disclosure ¥ help promote active and passive listening ,accurate reflection of thoughts and feelings, clarification, summarization confrontation, general open-ended qs sterngths

consultation vs counselling

¥ 1 difference - content of consulting interview unlike counsellingg is unit externall to consult ◦ natural setting ( consulates work environment) vs counselling occurs at designated centre where counsellor is employed ¥ 2. consultation services usually sought when system is in decline or crisis ◦ some ppl don't seek counselling until they are under stress or in distress, other seeks counselling for primary prevention reasons or anticipation of developmental concerns ¥ 3. skinn incommunication - similar listening, questioning confronting summarizing but consultants initially focus more on content thatn feeling bc focus on problems and issue

consultation models

¥ 1, expert or provision model - consultants provide direct service to consultee who do not have time, inclination or perceived skills to deal w/ particular problem area ◦ experts handle hdifficult problems + leave consulates free to manage their other duties w/o work conflict ◦ con: consultants blamed if problem doesn't go well ¥ 2. doctor-patient/prescription - consultants advice consulates aboutt what is wrong w/ targeted third party + what should be done ¥ 3. mediation model: consultants = coordinators, unify services of variety of ppl who are trying to solve problem ◦ a, coordinate actual services ◦ 2. create alternative plan of services ¥ 4. process consultation/collboartion - consultants are facilitators of problem solving process - get consulates involved in finding solutions to problems ◦ consultees define problme, analyze, design solution, implement ¥ 5. feminist or multicultural model ◦ consultant acts as agent of social change + advocate for both consulted + system

negative motivators for becoming a counsellor

¥ 1. emotional distress- individs hwo have unresolved personal traumas ¥ 2. vicarious copings: person who live their lives thru others rather than have meaningful lives of their own ¥ 3. loneliness and isolation: individs who do not have friends + seek them thru counselling experiences ¥ 4. desire for power - ppl who feel frightened + i,potent in their lives + seek to control others ¥ 5. need 4 love - invidious who are narcissistic + grandiose + believe their problems are resolved thru expression of love and tenderness ¥ 6. vicarious rebellion - ppl who have unresolved anger + act out their thoughs/ feelings thru clients defiant behaviours ¥ personality of counsellor accounted more of variability in outcome than treatment factors themselves

social cognitive career theory

¥ 1. interaiton b/t people and their environs is highly dynamic (they influence each other) ¥ 2. career related behaviour influenced by four aspects of person: behaviour, self efficacy, outcome expectiations and goals, genetically determined chars ¥ 3. sekf efficacy beleifs and expectations of outcomes interact directly to influence interest development ¥ 4. variables like gender, race influence self efficacy ¥ 5. actual career choice and implementation influenced by direct / indirect variables (discrimination, econ variables) ¥ 6. OTE< ppl w/ highest levels of ability = strongest self efficacy perform at highest level ¥ minorities can benefit - bc little pop to engage in certain activities bc of discrimination - divrse groups; intraindividual and contextual variables

elementary school counselling

¥ 1st priority - making themselves known ◦ orientation programs, classroom isits ¥ prosocial clasroom guidance lessions centred around socialization skill to children who may be vulnerable due to detrimental situations ¥ necessary to work w parents + community when children risk for developing low self concepts + antisocial attitudes ◦ reach out to support families ¥ family counselling interventions is another focus on 3 systems - families, school, subsystem ¥ multiple concurrent actions - counsellors access more than one set of services within community at a time ◦ ie social services + learning disabilities specialists ◦ requires a lot of energy/ commitment ¥ proactive + comprehensive approach -2-3 large classroom meetings / twice as many small group sessions focusing on structured learning (understanding oneself, decision making, problem solving, establishing healthy girl-boy relations, how to get along w/ teachers n make friends) ¥ peer mediators/ cousnellors - specially selected = trains students who serve school and counsellor in positive + unique ways ◦ help students get to know one another + create an atmosphere of sharing, acceptance , provide opportunities for other students to resolve personal difficulties = enhance problem-solving skills of students ¥ provide a class on parenting skills that emphasizes effective communication procedures + behaviour management ¥ self esteem related to self concept - perceive themselves in variety of areas; n results from compassion of onself to others in peer group ◦ must focus on those w/ low self esteem, risk for failure + improve in critical school academic competences, self concept, communication skills , coping ability and control - FIVE C's of competency ¥ needs assessment - structured surveys focus on sys appraisal of types, depths, scopes of problems in particular populations ◦ may be purchased commercially, borrowed, modified or originated by institutions staff ▪ survey students , parents, support personnel ¥ games - offer a safe, relatively non threatening connection to children's problem

training in consultation

¥ DIRECT model (directed individual response educational consulting technique) ◦ a. establish consulting relation 2 - identify clarify problem c) detrain desired outcome d) develop ideas and strategies e) develop plan f) specify plan g) confirm consulting relationship ¥ 3 more models (galleszich) ◦ 1. scientific tech consultation - focuses on knowledge deficits (consultant primary role is that expert on info and technique ◦ 2. human-development consultation - primary role, educator, facilitator in affective and cognitive processes that influence professional and personal relationships in organization 3. social/political consultation - consultant

marriage vs individual/group

¥ MCFC - recognize importance family plays in invidious life + on problem behaviours and conflicts b/t individual and environment + both are developmental ¥ difference - individual counselling treats person outside his/her fan; MCFC includes involvement of others(works to resolve issues w/in farm as a way of helping imdivid members cope better w/ enviro) ¥ MCFC sessions similar to group counselling in organization, basic dynamics + stage development ◦ am may perpetuate myths / not equal in status and power v groups (objective) ◦ more emotional baggage is carried among am members than member s of another type of group ▪ related to sex roles / affective bonds w/ history ¥ MCFC main emphasis - dynamics > linear causality ¥ counsellors need to be more attuned to ◦ outward appearance of fame ◦ repetitve, non productive sequences are noticeable ◦ individuals roles reinforce family resistance and most prevalent am defense ◦ how are am members differentiated from one another, and what are subgroup boundaries ◦ what part of life cycle is am experiencing, what is problem solving methods

bowen system theory

¥ b) view of human nature - chronic anxiety in all life that is both emotional + phys n some are more affected than others due to previous generations ◦ if anxiety remains low, few problems exist, but high - ppl are prone to illness —> dysfunctionall ◦ differentiation - distinguishing one's thoughts from one's emotion and oneself from other ◦ ppl marry at same lvl of emotional maturity ◦ less mature partners tend to display high degree of fusion (undifferentiated emotional togetherness0 or cutoff (phys/psyc avoidance) bc not separated themselves form fans of origin in healthy way or stable self concept ◦ try to triangulate (focus on third party) - child, marriage, institution etc —> unproductive couple interaction ¥ role of counsellor - coach and teach client to be more cognitive in their dealings iwht others- socratic dialogue (ask Qs until students learn to think for themselves + also construct mutigenerational venogram) ¥ goals - client understand and modify coping stategies + patterns of coping wstress passed by generations; non anxious presence in jail lives + separate their thoughts from feelings/ themselves from others ¥ techniques ◦ create individuated person w/ healthy self concept who can interact w/ others + not experience undue anxiety everytime ◦ multigenerational genogram - visual representation of fame tree depicted in geometric figures ones and words ▪ help track relationshipp change in context of historic/contemp environments ◦ focus on cognitive cognitive processes- contendt based qs of one's fan - understand what happened in ones fan w/o emotional overlay (may visit home again) ▪ promotes person-to-person relations on dyads level ) + asking Qs about pivotal events impacting am ◦ detriangulation - processo f being in contact and emotioally separate w/ others ▪ 1 - resolve anxiety over fan situations + not project feelings to others ▪ 2- avoid becoming target/scapegoat ofr ppl who may overcome w/ anxiety ▪ differentiation of self - ability of person to distinguish b/t subjective feelings + objective thinking

strategic (brief) counselling

¥ based on belief that when dysfunctional symptoms occur, there are an attempt to help people adapt ¥ marital difficulties generated by sys couple is in ¥ family rules - over /covert rules fans use to govern themselves ¥ fam homeostasis - tendency of fame to remain in same pattern of functioning unless challenged to do otherwise ¥ quid pro quo - responsiveness of fame members to treat each other in the ways they are treated ¥ circular causality -idea that events are interconnected + factors behind a behaviour multiple role of counsellor ¥ systemic view of problem behaviours + focus on process > content ¥ getp pl to try new behaviours - specific behaviour ◦ spillover effect - help others make changes as well ◦ little attention to insight - active, direct, goal oriented , problem focused , pragmatic + +brief goals ¥ resolve, rmeove amerliorate a problematic behaviour brought to counselling ¥ increase motivation + determination of client to be successful + person involved to learn new skills to resolve future conflicts techniques ¥ unique - tailored to persons ¥ avoid pathological labels, non blaming, accept presenting problems, symptoms = positive purpose of communication ¥ relabelling - give new perspective to behaviour (assertive > rude) ¥ paradoxing ( insisting on the opposite of what one wants) ¥ prescriing symptom - having couple/fam display voluntarily what they had prev manifested involuntarily like fightingpretend to have client make changes or carry out hawk

evaluation models

¥ concept mapping - approach where questioning of underlying structures of phenomenon as experienced by participants is studied ¥ P+P = R ◦ personnel evaluation - describe ways counsellor's in school are supervised + evaluated ◦ program evaluation - status of particular program against established program standards to ascertain degree to which it is implemented ◦ personnel + program —> evaluation ¥ PPBS model - plannign programs w/ specifically stated goals, objectives, and evaluation criteria ◦ criterion referenced ( related directly to dimensioon being measure) > normative referenced (related to other members of group + is case when standardized tests used) ◦ if proper planning + programming are carried out, evaluator is able to demonstrate that effective counselling is an important variable in clients progress ◦ counselling serices admins are better position to justify requests for fund for developing + delivering not currently being provided ¥ CIPP model - ◦ 1. contet eval : comparison made b/t program sets out to do, what it actually accomlpishes ◦ 2. input eval: info gathered at what resources needed + which are available to meet program objectives ◦ 3.process evalation - focuses on strengths and weaknesses of program's design ▪ corrective measures if there are weaknesses ◦ 4. product evaluation - final results of entire program

career counselling with adults

¥ difficult types bc unhappy w/ work but ambivalent of switching ¥ differenetial approach: stresses typology of persons and environs is more useful than any life stage strategies for coping w/ career problems ◦ avoids age related stereotypes gender and minority group issues ◦ career counsellor can predict characteristic ways of given person may cope w/ career problems ▪ explains career shifts at any age ¥ developmental approach - greater number of invidious + enviro variables ◦ experiences play large part in determining their identities ◦ adults are always in process of evaluatin themselves in regard to hwow they are affected by outside influences + how they impact these variables ◦ focuses on six elements - developmental, comprehensive, self in-group, longitudinal, mutual commitment and multi methodological ¥ nontraditional careers - careers in which people one gender are not usually employed

structural family counselling (minuchin)

¥ every family has structure - informal way a fan organizes itself and interacts ¥ little structure , developmental/situational events increase am stress, chaos, dysfuncitonality ¥ coalitions (alliances bt specific members against third member) ¥ cross generational alliances (alliances between fan members of two diff generations role of counsellor ¥ advocate for structural changes in organization of fame unit ¥ establishing clear boundaries ¥ join am in a position of leadership - map structure of fame + how it may be dysfunctional, what changes goals ¥ action > insight to alter + reorganize family into more functional + productive unit Techniques ¥ family interaction - repeated behaviours/ disengaged position - must rearrange phys enviro so they havee to act in another way ¥ reframing - helping fan see its problem from a diff and more positive perspective ¥ punctuation - selective description of transaction, declaring person competent at specific moment in time ¥ unbalancing - counsellor supports imdivid or subsystem against rest of fame ¥ enactment - bringing problematic behaviours (making decisions) into treatment + demonstrating them - challenge existing patterns/rules ¥ boundary making - creating lines that separate ppl or subsets from each other psychologicaly in order to max individual + group development + functioning ¥ intensity - structural method of changing maladaptive transactions by using strong affect, repeated intervention, or prolonged pressure in order to help an individual or family reach goal by doing something differently ¥ adding a cognitive constructions - advice, info, pragmatic fictions paradox (frustrate = motivate individual to seek alternative actions)

trait and factor theory

¥ frank parsons - stresses traits of clients should first be assessed and then systematically matched fwith factors inherent in various occupations ¥ structural ¥ stress uniqueness of individuals; satisfaction in occupation depend on proper fit b/t ones abilities and job requirements ¥ modern - stresses interpersonal nature of careers + associated lifestyles as well as performance requirements of work position ¥ realistic - skilled, concrete, tehcnical, mechanical ◦ highest number ¥ conventional - organized practical conforming ¥ (accountant, teller, clerk) ¥ enterprising - persuasive outgoing verbal (sales, management entrepreneur) ¥ social - educational service oriented sociable (counsellor, teacher nurse) ¥ artistic - creative imaginative aesthetic (musician, painter writer) ◦ lowest number ¥ investigative - scientifc abstract analytical (researcher comp programmer lab techniition ¥ women value language related tasks more, men value mathematics related tasks more ¥ three letter codes remain relatively stable over lifespan beginning as early as high school ◦ SAE - social, artistic, enterprising ¥ miller - utop two, middle two, lowest two paired to give fuller picture ¥ first interview session spent on clients bg + assigning tests ¥ second interview - interpret tests ¥ third session - reviews career choices ¥ may ignore decision making + fail to promote self help skills; overemphasize test info

career counselling with university students

¥ help w/ selection of major field of study ¥ offering self assessment and self analysis thru psyc testing ¥ helping students understand world f owrkf ¥ facilitating access to employment pop through career fairs, internships, campus interviews ¥ teaching decision-making skills ¥ meeting the needs of special populations ¥ need to balance life-work roles + responsibilities in appropro way ¥ workfamily conflicts which negatively affect ppl ¥ realistic job previews -(RUPS) contact and interview ppl w/ knowledge bat careers they are considering

career counselling with gay, lesbian, bisexual and transgender individs

¥ homophobia ¥ Level 1 (overt discrimination) - both formal + informal policies discriminating against ppl based n sexual orientation ¥ level 2 (covert discrimination - no formal ¥ level 3 (tolerance) - forman antidiscrimiantion policy ¥ level 4 (affirmation) - forma antidiscrimation policy + extension to have sensitivity training on diversity ¥ career counsellors must be sensitive + accepting and assess surrounding community's stereotyping ¥ gender free language + become familiar with support networks ¥ lavender ceiling - career plateaus early due to discreet prejudice by upper management against persons bc of beliefs bout sexuality

correlates of poverty

¥ houselessness ◦ 1. absolute houselessness, 2. concealed houseless, 3. risk of beocoming houseless 4. inadequate housing ◦ houseless - lazy mentally ill middle aged in male but das not true (mid 30s) ¥ physical and mental illness ◦ affective disorders more common; mental illness + substance dependency; overrepresented ◦ sleeping in streets/ poor diet ◦ physical risk of violence /accidents ◦ morbidity + mortality ¥ shame - have no money, unfamiliar with norms/values/experiences —> stress ¥ substance abuse -30-50%, trauma induced ¥ criminal involvement - women latest growing criminal people

family counselling

¥ identified patient - indivd who is sene as case of trouble within family structure ◦ most don't view them as problem but instead work with whole family system ¥ fam counsellors emphasize ◦ non summativity: am greater than sum of its parts ; examine patterns w/in farm > alone ◦ equifinality - same origin may lead to diff outcomes, same outcome may result from dif origins ◦ interactional fam patterns > particular events/ conditions ◦ communication - all behaviour = communicative; attend to content, relationships + what message is conveyed by how it is delivered ◦ family rules - based on explicit + implicit rules - am provide expectations about roles and actions that govern ma life ◦ redundancy principle - help fans change dysfunctional ways of working, am counselling have to help define or expand rules under which they operate ◦ morphogenesis - ability of fame to modify functioning to meet changing demands of internal + external factors ▪ requires second order change ( ability to make entirely new response > first order change (continuing to do more of the same things that have worked previously) ◦ homeostasis - stead state of equilibrium unless otherwise forced to change

mindfulness based stress reduction

¥ view of nature ◦ mindfuleness accepted as a means by which one can create feelings of wellbeing ◦ used in many diff philosophies, cultures, counsellors/clients ¥ role of counellor - teaching MBSR will lead a group up to 30 participants for 8-10 group session ¥ goals - integration of mindfulnessi not everyday life as support in dealing w/ individuals unique stressful life situations ◦ help ppl learn to become mindful + present of their psyc states to regulate emotions, reduce impact of negative emotions ◦ intended to help ppl become more aware of automatic ,destructive responses -> conscious choices ¥ techniques - all focus on meditative activities ◦ a)mindfulness of movement b) brief periods of mindful mediation throughout day c) concept of everyday mindfulness ◦ 1. posture- maintain upright sitting posture or cross legged on floor ◦ 2. attend to breathing ◦ 3. acknowledge an accept thoughts

post-secondary school counselling

¥ in locol parentis gives faculty = staff parental role of teaching moral values ¥ student services emphasis students as consumers = mandates services that facilitate development ◦ cafeterial style manner of offering programs ¥ student development - eating research based enviro to help college students learn and develop ¥ psychosocial theories (chikering) 7 specific development tasks: competence, autonomy, emanating emotions, identity, purpose, integrity, relationships ◦ elaborates + specifies eriksons concepts college co + prof can plan on evaluate their practices = programs in 3 key areias: career development, intimacy, formation of adult philosophy ◦ 1st years- hanging emotions, establishing competence = autonomy ◦ seniors - establishing identity, freeing interpersonal relationships, developing purpose + establishing integrity ¥ cognitive structural theories - how indeed develop a sense of meaning in world. perception + evaluation + best described in moral + intellectual models of perry/kohlerg ◦ perry - growth from simple dualism (1-2 ) through mutlicipity (positions 3-4) and relativsm (5-6) to commitment within relativistic framework (7-90 ◦ kohlberg - preconventional, conventional, post conventional ◦ cognitive discomfort = impetus forchange ◦ ppl need opportunity to learn how to think and act responsibly in order to control their own behaviour in democratic society ¥ person enviro interaction model - various conceptualizations of college student + college enviro + degree of congruence that occurs when they interact ◦ congruence -> satisfaction, stability, development ◦ holistic process involving all pars of person w/ enviro ▪ ie ppl who take leadership positions —> life management skills more positive ▪ community service volunteering 0> less egocentric, more empathic ▪ kurt lewins formula B= f(P,E); b is a function (f) of person (P) and enviro (E) ◦ typological theories - focus on individual diffs such as temperament, personality type, patterns of socialization ▪ diff assued to persist over time, most invidious are combos ▪ patterns of personality influence + individuals to vary developmental growth patterns + related to their motivation effort = achievement

diagnosis

¥ meaning or interpretation derived from assessment info + translated in form of some type of classification sys ¥ diagnosis - description of person condition ¥ negative diagnoses - self fulfilling prophecies - behave they were diagnoses ¥ diagnoses ◦ describe current function ◦ provide common language for clinicians to use in discussing the client ◦ lead to consistent and continual type of care ◦ help direct and focus treatment planning ◦ help counsellors fit clients into their scope of treatment ◦ insurance companies will reimburse for CO services if clients diagnosed

mental status exam

¥ mental stauts examination ◦ 1. appearance attitude, activity ◦ 2. mood (predominatn internal feeling state), affect (outward expression of client's emotional state) ◦ 3. speech + language (ability to express onself + comprehend word meaning ◦ 4. thought processes, thought content, perception ◦ 5. cognition (ability to think use logic intellect reasoning and memory ◦ 6. insight and judgement (awareness of one's own personality traits and behaviours, insight + ability to consider LT effect + possible outcomes ◦ provides format for organizing objective + subjective ◦ can be included in treatment plans ◦ allows CO determine clients problem, + how clients orientation to problem solving

career counseliing w/ adolescents

¥ middle school - exploration of work chop + evaluation of strenghts/ weaknesses to paossible future careers ¥ senior hs - students maturity; stimulating career development, providing treatment, aiding placement ◦ cousnellors - emotional support + info ¥ techniques: guided fantasies abt future or providing fundamental info about career entry + development ¥ apprenticeships - work based learning ◦ challenges to career counsellor: helping clients learn adaptive skills enable to change with change; helping students find ways to acquire kinds of work c) helping clients to develop a personally meaningful set of work values that humanize workplace for themselves n receive personal satisfaction comes from true work ¥ six guidelines for success ◦ 1. make connection b/t students present/future status ◦ 2. individualize program and communicate caring ◦ 3. form successful coalitions w/ community institutions and business ◦ 4. integrate sequencing of career development activities ◦ 5. offer age and stage appropro career development activities

career counselling w/ women and ethnic minorities

¥ most theories of career development cannot be appropriately applied to women bc they were formulated for men or info,plate ¥ occupational ex-role stereotyping - women = nurturing, dependent, sex objects etc ◦ social, artistic, conventional ¥ glass ceiling phenomenon - women are seen as able to rise only so far in corporation - not viewed as being able to top ¥ overcoming barriers and misperceptions and finding balance is an essential part of counselling process ¥ career self efficacy increased by working w/ mown to address factors that compose it ¥ offer career plus life counselling - county focus on personal and relationship issues in addition to explicit career issues ¥ having their partner or family join them in career counselling

jungian

¥ positive view of human nature - pl are predisposed to make + diff in the world ¥ jungian theory emphasized unconscious determinants of personality: person + collective ◦ personal unconscious is analogous to unconscious mind ◦ collective unconscious - ancestral warehouse of archetypes, myths and symbols that are inborn + represent universal ways of seeing world ¥ archetypes - images of universal experiences contained in cc ◦ mother, father, family, shadow, wise old man, etc ◦ persona - mask that one wears in public ◦ b) shadow - negative aspects of one's personality ◦ c) anima - feminine side of male psyc ◦ d) animus - masculine side of female psyche techniques ¥ 3 techniques ¥ 1) explication - interpretative process of understanding meaning behind uncovered unconscious material ¥ 2) amplification - second interpretative process of looking beyond uncovered unconscious by comparing it to similar object, images, myths, etc ¥ 3) active imagination - experiencing unconscious by deliberately bringing images forward + engaging in convo w/ these images ¥ four stages of analytical treatment ◦ 1. confession ◦ 2. explanation - after admitting problems + releasing emotions -> consciousness raising, allowing new possibilities in future ◦ 3. education ◦ 4. transformation - therapeutic relationship began acting as change agent for both client + therapist

assessment

¥ precdures + processes of collecting info + measure of human behaviour outside of test data ¥ six purposes ¥ 1. otain info on clients presenting problem/ other problems ¥ 2. identifying controlling/contributing variables associated w/ problem ¥ 3. to determine cliens goals/ expectations for counselling outcomes ¥ 4. gather baseline data that will be compared to subsequent data to assess and evaluate client progress + effects of treatment strategies ¥ 5. educate and motivate client by sharing counsellor's view of situation, increasing client receptivity to treatment, contributing to therapeutic change ¥ 6. to use info obtained form cl to plan effective treatment inventions and strategies ◦ what treatment, by whom is most effective of this individual w/ that specific problem under which set of circumstances

rational emotive behaviouu

¥ role of counsellor ◦ active = direct, teach + correct cognitions ◦ must listen carefully for illogical or faulty statements from clients + must challenge beliefs ◦ bright knowledgeable, respectful scifi, etc ¥ goals ◦ help ppl realize can live more rationall + productive lives ◦ stop making demands + becoming upset thru catastrophizing ◦ help ppl change self-defeating habits of thought or behaviour ▪ ABCDE (activating experience, b how person thinks about experience, C is emotional reaction to B, D is disputing irrational thoughts (w/ REBT C + replacing them w/ E effective thoughts + new personal philosophy ◦ help ppl recognize an emotional anatomy - how feelings r attached to thoughts (+/-/neutral/mixed) ◦ teach to be more tolerant of themselves = urges to achieve personal goals techniques ◦ 1. teaching - clients learn basic ideas of REBT + how thoughts are linked w/ emotions + behaviours - rational emotive education (didactic / directive) ◦ 2) disputing thoughts + beliefs thru cognitive (use of direct Qs, logical reasoning, persuasion), imaginal (clients ability to imagine + employ technique known as rational emotive imagery REI), behavioural - behaving in way that is opposite of clients usual way thru role play, hwk assignment or activities prev impossible to do ◦ confrontation + encouragement - REBT explicitly encourage clients to abandon thought processes that not working; challenge "rationality"

middle school counselling

¥ schools neglect phys + social development while fostering intellectual ¥ holistic - cousnellors stress not only growth and dev + process of transition involved in leaving childhood + entering adolescence ◦ working w/ students individ or groups ◦ working w teachers + admin ◦ working w/ community w/ edu agencies, social service,s business ◦ partnering with parents to address unique needs of specific children ¥ general info bat developmental char, specific tasks student expected to achieve ¥ anti pully programs / dating violence/ sex harassment/ gang prevention ¥ Succeeding in School approach ◦ ten 50 min classroom guidance units - help children feel comfortable w/ themselves, teachers, schools ◦ help students focus on behaviours, attitudes + human relation skills -> academic success ¥ group counselling activities - talk abut sensitive areas ¥ individual counselling/peer counselling/ consultation activities to foster problemm prevention ¥ peer mentoring - older child paired w/ younger student + they teach thru cooperative learning arrangement ◦ younger - gains in social development

stages and attitudes in consultation

¥ spletes: ◦ 1. precontract- consultant clarifies personal skill + areas of expertise that can be used in process ◦ 2. contract + exploration of relationship - consultant discusses formal arrangement b/t them and consulted (readiness/ ability to respond) ◦ 3. contracting - mutual agreement is set up that defines what services are to be offered and how ◦ 4. problem identificaiton - both consultant + consulted determine + define precise problem to be worked on + desired outcome ◦ 5. program analysis - reviewing pertinent info + generating solutions ◦ 6. feedback and planning - generated in stage 5 are evaluated + probabilities of success are determine ◦ 7.implenentation of plan - consulted carries out the proposed plan with consultants support ◦ 8 evaluation of plan - determine how well plan worked in relationship to desired outcome ◦ 9. conclusion + termination of relationship - review + plan for followup independently or w/ consultant ¥ dusin + ehly ◦ 1. phasing in - focus on building relationship ◦ 2. problem identification - detemining problem + paraphasing genuinness, goal setting ◦ 3. implementation - strategies and sets up time frame ▪ feed back /flexibility patience involved ◦ 4. followup and evaluation - concentrates on results gained from consultation ▪ risk taking, openness, persistance, ◦ 5. termination - consultant brings closure ▪ empathy = genuineness, get feedback

steps in evaluation

¥ systematic + step-b-step ¥ 1. needs assessment - identify problems or concerns w/ program ◦ need = condition among members of specific group that reflects an actual lack of something or awareness (perception) that something is lacking ◦ identifying target of survey, specifying a method of contact + resolving measurement related issues ¥ 2. terminal program outcome (immediately recognizable)+ ultimate programe outcomes (enduring) ◦ several performance objectives for each goal statement ¥ 3. deisgning program ¥ 4. revising +improving program ¥ 5. noting reporting program outcome - disseminating findings of program evaluation to general public

problems of using tests

¥ tests used alone or as part of a group (test battery) ¥ test batteries only useful when competent/ well educated counsellros available to intrepret them ¥ cons of tesiting ◦ encourages client dependency on both counsellor + external source of info for problem resolution ◦ test data prejudice the counsellors picture of individual ◦ test data are invalid + unreliable enough so that their value is severely limited ◦ culturally biased + discriminatory, measure irrelevant skills, obscure talent + used mechanically ◦ invade privacy, can be faked + foster undesirable competition ¥ over reliance —> misuse ¥ testing can be dehumanizing experience + minority culture student spend years in ineffective or inapporpro programs as result of test scores

mindfulness based cognitive therapy

¥ view o human nature ◦ become episodically depressed bc learned to strongly associate negative cognition with low mood states ◦ once low mood stops, person unable to break free of closed circuit of self evaluative thinking ◦ MBCT enables depressed individs to reflect on past crises in detailed and detached way, fostering more positive associations p reverting relapse ¥ role of counsellor: train clients in mindfulnessi raciness + CBT in psychoeducational group format ¥ goals - reduce risk of relapse in to depression by teaching individs the factors leading up to it ◦ aware of bodily sensations, thoughts ,feelings + reconstruct them ¥ techniques ◦ 1. encourage clients to eliminate ruminative thinking ◦ 2. increase clients awareness of relapse potential ◦ 3. change clients mindstes (self sabotaging -> establishing/wokring toward goals) ◦ 4. encourage clients to engage in new experiences n mindful ways ◦ raisin, focus on footstep vs direction

dialectical behavioural therapy (linehan)

¥ view of human nature ◦ BPD - bio predisposiotn to emotion dysregulation ◦ biosocial theory - deterministic in its roots + methods anchored on behaviourism, zen principles, diabetics ◦ Zen empaszies wisdom inehrent in each individual ◦ incoporates mindfulness ksilsl dervicie form zen ◦ mindfulness - indeed focus all attention on one thing at a time w/ nonjudgemental + accepting stance ◦ truth is found in the struggle of opposites ◦ dialectical truth moves from a thesis to antithesis to synthesis ¥ role of counsellor ◦ active in sessions; delivered in four modes ◦ a) enhancing capiability b) increasing motivation c) enhancing generalization of counselling sessions d) structuring enviro e) enhancing counsellors ability and motivation to be effect ◦ four modes include a) working w / dyadic relationship b) skills training aiming at teaching clients mindfulness, distress tolerance, emotional regulation, interpersonal effectiveness c) skills generalization d_ use of consultation team to support counsellor themselves + red burnout ◦ four stages of DBT - eliminating dangerous disabling behaviours b_ shifting client from desperation to experiencing emotions c_ dealing w/ problems in living d_ helping client experience freedom and joy ¥ goals - balance acceptance, change; helps client to develop syntehsis w/ dialectic tensions that arise when thesis -> antithesis ¥ techniques ◦ problem solving - behavioural assessment of problem by looking at antecedents + consequences of behaviours then interventions decided/implemented ◦ validation - validates thoughts, feelings, behaviours

psychoanalysis

¥ view of human nature ◦ conscious mind (attuned to awareness of outside word) ◦ preconscious ( contains hidden memories or forgotten experiences that can be remembered) ◦ unconscious mind (containing instinctual, repressed, and powerful forces) ◦ ID, EGO, SUPEREGO ◦ PSYCHOSSEXUAL STAGES (oral, anal, phallic, latency genital) ▪ excessive frustation or overindulgence in first 3 stages -> fixated at lvl of development + overly dependent on defense mechanism (repression, denial, regression, projection, rationalization, reaction formation, displacement) ¥ role of counsellor ◦ encourage clietns tot alk about whatever comes to mind , esp childhood experiences ◦ few face-to face session, lie down on couch and let clients gain insight by reliving and working thru unresolvedd past experiences ◦ counsellor must interpret client ¥ goals - mainly on personal adjustment - inducing a reorganizaiton of internal forces w/in person ◦ help client become more aware of unconscious aspects of personality and work through current reactions that may be dysfunctional ◦ 2nd goal - help client work thru developmental stage no resolved ◦ final goal - help clients hope w/ demands of society they live in ; series never adjustment esp of work + intimacy; strengthen ego + plans -> realistic ¥ techniques ◦ free association, dream analysis analysis fof transference, analysis of resistance, interpretation

narrative counselling

¥ view of human nature - meaning/knowledge constructed thru social interaction; no absolute really except social product ◦ ppl = internalizing + judging themselves thru creating stories of their lives ¥ role of counsellor - collaborators/amasters of asking Qs ◦ narrative reasoning - characterized by tstories, meaningfulness, liveliness + effort to help clients redefine lives = relationships thru new narrative ¥ goals - human problems = arising and being maintained by oppressive stories which dominate person life ◦ ppl construct new stores + meaning in their lives -> new realities ¥ techniques ◦working collaboratively ◦ externalizing the problem - help client see themselves as separate form the problems ◦ searching for unique outcomes - helping clients find times they were not affected by the problems ◦ focusing on unique outcomes - sequences, events, plots ◦ linking and extending outcomes - experiences are extended to fture by focussing on preferred self narrative that client wants to embrace ◦ inviting witness ◦ encouraging rembering pracitces ◦ using positive written materials - ask about certificates, letters of reference other shit ◦ helping others - counsellors encourage clients to write what they have learned in counselling for other clients with similar problems raising dilemmas - examines possible aspects of problemb4 need arises, predicting setbacks, re authoring life - refining one's life and relationships

cognitive therapy

¥ view of human nature - perception + experience are active processes that involve both inspective + +introspective data; dysfunctional behaviour caused by dysfunctional thinking ¥ role of counsellor - works to make covert thoughts more overt - examining automatic thoughts ¥ goals - examining + modifying unexamined, negative thoughts ◦ all-ornothing, negative prediction, overgneeralizaiton, labelling of oneself, self criticism, and personalization ¥ techniques ◦ challenging way invidious process info ◦ countering mistaken belief sys ◦ doing self-monitoring exercises designed to stop negative automatic thoughts ◦ improving communication skills ◦ increasing positive self statements and exercises ◦ diong hawk including disputing irrational thoughts

acceptance and commitment therapy (hayes)

¥ view of human nature - rooted in function contextualism + relation frame theory ◦ functional textualism - events as thought they are actions that shift in response to specific context ◦ does not concern itslefw/ logic or evidence for particular thought but focuses on its context ◦ interest in how thoughts predict and influence mindfulness ◦ relational frame thoery- how language influence cognition, emotion, behaviour; learned ability to relate arbitrary events into something mind perceives as meaningful as well as change the function of events based on their relationship to one another ▪ language associates w/ psychopathology ◦ hypothesize psyc disorders develop when ppl try to avoid events (thoughts feelings mens, body sensations that are experience aversive ¥ role of counsellor - active; work to promote values clarifiaciton+ act in accordance w/ these values (commit to value based action) b_ promote diffusion bt the value endpoint (goal attainment) + private fear residing w/in person ¥ goals - help ppl become more flexible so they can overcome avoidance behaviour ◦ experience present moment more fully + consciously + learn to accept no avoid ¥ techniques ◦ goal is not to reduce or extinguish discomfort but to help clients learn to experience their privately feared events while achieving valued goals ◦ 1. acceptance - encourage clients to accept privately fear events ◦ 2. cognitive defusion - targeting problems w/ fusion (attempts to decrease the control that thoughts have w/o changing their content - learn to distance oneself from literal meaning v content of language) ◦ 3. self as context - defusing the effect that ones own use of words have promoting avoidant behaviour (accepting thought of I can't do it, while doing it anyway) ◦ 4. cntat w/ present moment (increasing clients awareness of their current experience ◦ 5. values - helping clients to identify and clarify their values os that they have clear rational for wh y they need to accept feared events that they try an d holt them back from achieving valued goals ◦ 6. committed action, learn to become congruent w/ state values + actual behaviour

reality therapy (glasses)

¥goals ◦ help clients become psychologically strong, rational + realize they have choices in the way they treat themselves and others ◦ help clients clarify what they want in life - aware of life goals + examine personal assets, enviro supports, hindrances ◦ clients responsibility to choose behaviours that fulfill personal needs ◦ help client formulate realisitc plan to achieve personal needs and wishes ◦ counsellor involved w/ client in meaningful relationship ◦ focus on behaviour + on present, believes behaviour is interrelated w/ feeling + physiology ◦ aims to eliminate punishment + excuses about clients life - formulate a new plan if it doesn't work ¥techniques ◦ action oriented ◦ eschews etxternal control psyc ▪ seven deadly habits (criticizing, blaming, complaining, nagging, threatening, punishing and bribing ▪ combat: employing humour, teaching, confronting, roleplaying, offering feed back, plans, contracts ◦ WDEP - wants (find out what they want/what they r doing n then counsellor does too) D - clients further exploring direction of their lives (effective + ineffective self talk is discussed); E - evaluation , clients evaluate own behaviours + determine how responsible their personal behaviours are, P - plan concentrates on making a plan for changing behaviours ( actions they take! > behaviours eliminating)

family life cycle (beaver)

▪ 1. unattached adult - accepting parent-offspring separation ▪ a. differentiation from farm of origin, development of peer elations, ignition of career ▪ 2. newly married - commitment to marriage ▪ formation of marital sys, making room for spouse w am + friends, adjusting career demands ▪ 3. childbearing - accepting new members into sys ▪ adjusting marriage to make room for child, taking on parenting roles, making room for grandparents ▪ 4. preschool age child - accepting new personality ▪ adjusting fma to needs of specific children, coping w/ energy Adrian + lack of privacy, taking time out tone a couple ▪ 5. school age child - allowing child to establish relations outside am ▪ extending fam/society interactions, encoring child edu progress, dealing w/ increased activities n time demand ▪ 6. teenage child- increasing flexibility of fame boundaries to allow independence ▪ shifting balance in P-C relationship, refocusing on midlife career and marital issues, dealing w// increasing concerns of older generations ▪ 7. launching centre - accepting exits/entries into fan ▪ releasing adult children into work, college, marriage, maintaining supportive home base, accepting occasional returns ▪ 8. middle age adult - letting go of children + facing each other ▪ rebuilding marriage, welcome children spouses/ grandkids, dealing w/ aging ▪ 9. retired adult - accepting retirement and old age ▪ maintiang individ + couple funcitoning, supporting middle generaiton, coping with death, closing/adapting am home ▪ may apply only to dominant white heterosexual community

level of eclecticism

▪1. syncretism - sloppy unsystematic process of putting unrelated clinical concepts together ▪grad formulate their own theories of counselling w/o having expeierenced how tested models work ▪2nd level - traditional - orderly combo of compatible features from diverse sources into a whole ▪greater in depth examination of theory ▪third level: theoretical integrationist - requires that counsellors master at least two theories b4 trying to make any combos ▪assumes degree of equality b/t theories + existence of crtieria to determine what portions of each theory to preserve/ expunge ▪mastery expected ▪4th level technical eclecticism - lazarus (multimodal approach) ▪seven elements of clients experience: BASIC ID (behaviour, affect, sensations, imagery, conditions, interpersonal relationships, drugs) ▪procedures from diff theories selected and used in treatment w/o necessarily subscribing to theories that spawned them ▪techniques no theories are actually used in treating clients ▪after properly assessing clients, counsellors use behaviour methods (assertive training) w/ existential techniques (confront persons w/ meaning in lies) ▪need master of theory + acute sensitivity to knowing what approach to use when where and how ▪5th level - transtheroetical model (TTM) of change - developmentally based + empiricall derived over time ▪ five level of changes ▪ 1. symptom /situation poblems ▪ 2. maladatpive cognitions ▪ 3. current interpersonal conflicts ▪ 4. family systeem conflicts ▪ 5. intrapersonal conflicts ▪ allows for macroscopic approach (broad/comprehensive theoretical fromwork_ + personal adaptation (an increase in critical, logical, accurate + scoff thinking) > personal adjustment ▪ CONS: comprehenesive + complexity + TTM only tested among limited groups

remediation 8 clusters

◦ 1. communiation service cluster - bpublic relations; cousnellors outreach arm + critical for informing general public about what school counselling program does ◦ 2. curriculum service - concentrates on facilitating course placement and academic adjustment ▪ psychologize curriculum so students can deal w/ significant issues like peer relations/values ◦ 3. assessment service : testing and evaluation services + linked to ◦ 4.career resource cluster - focuses on students future goals and vocation ◦ 5. counselling service - indvidual peer group lvl and are offered during off/in school hours ▪ aimed at self counselling - when ppl think ideas that they believe, then react to those ideas w/ logical emotional reactions + logical physical behaviours ▪ rational sefl cousnelling - research based way to help students help themselves deal w/ emotions ◦ 6. crisis person: individual deals w/ emergencies + finds appropro way to assist child experiencing sudden distress ▪ indivi lvl - loss/internal/external pressures result in behaviours ▪ group lvl - cases of trauma that affect large # of students (suicide, accidental death, severe accident, homicide) ◦ 7.community contact cluster- focuses on working with parents + other interested people to pee lines of communication b/t school + other agencies ◦ 8. professional growth cluster - provides programs for school staff + paraprofessionals

stages in groups

◦ 1. forming stage - foundation is usually laid for what is to come and who will be considered in or out of group deliberations ▪ group infancy, members express anxiety and dependency and talk about non problematic issues ▪ structure it so members are relaxed and sure of what is expected from it ◦ 2. storming - considerable turmoi and conflict usually occur as they do in adolescence ▪ forces group members to make some basic decisions about degree of independence and interdependence in their relationshipp w/ one another ▪ group members see to establish themselves in hierarchy of group + deal successfully w/ issues concerning anxiety, power, and future expectations ▪ group leader can be tracked ◦ 3. morning - having survived the storm , group generates enthusiasm and cohesion ▪ goals/ways of working is decided on - performing/working = padulthood, members become involved with each other and their individual + collective cgoals ◦ 4. mounring/termination stage - group comes to an end, and members say goodbye to one another and group experience ▪ members feel either fulfilled or bitter - maybe celebration

crisis counselling

◦ ppl have variety of crises ▪ 1. devleopmental - take place in normal flow of human growth + development under circumstances that are considered normal ▪ 2. situation - unconmmon extraoridnary events occur that an indviiduals has no way of predicting or controlling ▪ 3. existential - inner conflicts, anxietys, accompany important human issues of purpose, responsibility, independence, freedom + commitment ▪ 4. ecosystemic - some natural or human-caused disaster overtakes a person or group of ppl who find themselves though no fault or action of their own ◦ goals - many crises are time limited (6-8 weeks) ▪ getting immediate help in variety of forms for those suffering ◦ role of counsellor - work in crises need to be mature individual with variety of life experience with which they have successfully death - need good command of basic helping skills, high energy , quick mental reflexes, posted, calm creative + flexible ¥ techniques ◦ a. establish safety b. enhance calming c. build self + other efficacy d. reconnect to social networks e. install hope ◦ 1. define problem from clients viewpoint ◦ 2. ensuring client safety ◦ 3. providing support ◦ after listening, acting strategies ▪ 1. examining alternatives ▪ 2. making plans - feel autonomy/control ▪ 3. obtaining commitment