Consultation and Advocacy in the Counseling Profession Michael Keller COUN5004 Abstract This paper discusses the roles of consultation and social justice advocacy in the counseling profession. There is a discussion of how I see my role in advocacy and consultation as I become a professional in mental health. The paper will also discuss how I view consulting as it relates to advocacy. Finally, there is a brief hypothetical situation which then illustrates how knowledge of consultation and advocacy could be applied to correct it. Role of a Mental Health Counselor The role of a counselor as a social advocate has been discussed in literature since the late 1800’s (Smith, Reynolds, & Rovnak, 2009).
This article goes into the history and background of ADHD. The text in this website is significant because it reaffirms and gives evidence that ADHD is not a new disorder. It is intended for people who want to gain an understanding of ADHD by tracing its history and relating it to its current form. It differs from the other articles and journals because the author, Valerie de Armas, a freelance writer who graduated from the University of Georgia's journalism school and was diagnosed with ADHD in 2006, can write about firsthand experiences rather than from mere observations (de Armas, 2001). Inteligen, Inc. (2007).
Review of Why Don’t We Listen Better? Communicating and Connecting in Relationships Shawn C. Adolphus Liberty University Summary Dr. Peterson wrote Why We Don’t listen better to reach all people that wish to communicate better. He drew experiences’from his many years of experience as a Minister and a Professional counselor to formulate the content of the book. He even used experiences’ that he gained from his close family life, so that readers will realize that he grew up just like any one of us. The book is broken down into five parts that take the reader through the reasoning behind his teaching and eventually to the tools that one can use to practice great listening skills.
EDI Qualification Level 3 Preparing to Work in Health and Social Care Workbook CT304 Principles of communication in adult social care settings Centre Number: HSTA22 Tel: 01727 733999 CT304: Principles of communication in adult social care settings Level: 3 Credit Value: 2 Learner Name | | Learner Registration Number | | Assessor / Tutor Name | | Centre Name / Number | | Unit Sign Off Learner | Learner Signature: Date: I confirm the information within this workbook is my own work. | Unit Sign Off Assessor / Tutor | Assessor / Tutor Signature: Date:I confirm that the evidence within this workbook has been assessed against the assessment criteria for this unit and had judged for validity, authenticity, currency, reliability and sufficiency. | Unit Purpose and Aim The unit develops knowledge of the importance of communication in adult social care settings, and ways to overcome barriers to meet individual needs and preferences in communication. This unit is aimed at those who are interested in, or new to working in social care settings with adults. Learning Outcomes The learner will: 1.
Tracie Shaw/Pulse Community Healthcare. Edexcel BTEC Level 3 Certificate in Preparing to Work in Adult Social Care Unit 11: Principles of Personal Development in Adult Social Care Settings 1. Understand how to reflect on practice in adult social care. 1.1 Explain what reflective practice is: What you did - How you did it - Why you did it - How you felt - What went well - What you would do differently. The Oxford dictionary defines the meaning of reflect as “to think carefully and deeply about something” .
Listen up HCA/230 - COMMUNICATION SKILLS FOR HEALTH CARE PROFESSIONALS Instructor: ROBERT SMILES Kaylah Oswalt 11/16/2004 I just went to a conference about active listening/benefits. As you may know that active listening is what we need to do in our work place (1). The first step of active listening is listening/understanding. When we listen to someone make eye contact, read their nonverbal communication to have a better understanding on how they feel, an what they are exactly saying. Then we need to empathize with the person, understand what they mean, an ask/encourage the person which we are listening with.
History & Development of Mental Health Counseling Jonnathan A. Estrada Coun: 5223 Introduction to Mental Health Counseling October 25, 2013 572 SW Chesterfield Circle Lake City, FL 32024 Telephone: 386-344-4555 Email: jonny_830@yahoo.com Professor: Dr. Linwood Small The history and development of clinical mental health counseling has contributed to the current philosophical foundations of counseling (promoting wellness, facilitating prevention, and using a developmental approach to working with clients) as well as contributing to the development of educational standards, licensing and credentialing, and our role within our communities (Smith & Robinson, 2003). This paper will present an a elaborate analysis of how exactly the how the development of and the history of counseling has contributed to the philosophical foundations of counseling (promoting wellness, facilitating prevention, and using a developmental approach to working with clients) in the field of mental health counseling. Furthermore this paper will also demonstrate the continuous contributions to the development of educational standards, licensing and credentialing, and our role within our communities. Clinical mental health counseling’s influence of the current philosophical foundations of counseling According to the work of Smith and Robinson (2003), there are several significant events in the very history of mental health care that have directly and directly contributed to the development of mental health counseling, a specialty within the counseling as a profession. A profession in this case, is defined by Myers and Sweeney (2007) as a specific body of knowledge that is characterized by a professional
Luttrell, M. F., Lenburg, C. B & Scheruble, J.C et al (1999): Competency outcomes for learning and performance assessment: Redesigning a BSN curriculum. Nurs Health Care Perspect, 20:134-41 Platt, J. J and Husband, S. D (1993): An overview of problem-solving and social skills approaches in substance abuse treatment. Psychotherapy, 30:276-283 United States Department of Health and Human Services. [USDHHS]. (2000).
In compliance with the Social Care Council for Social Care Workers codes of practice (GSCC, 2002), regarding clients’ privacy and confidentiality, all persons and the organisation referred to have been given a pseudonym. The client who was the focus of this case study will be referred to as Jane, her son as John and her husband as Dave. Task centred practice is a member of the family of problem-solving models. It is a method, which provides a clear framework to guide professional intervention. Task centred approach is a way of working with people that highlights partnership and the clients’ participation in decisions that affect them.
This is important: Mentor was concerned with learning and not a guardian. The relationship was an educational one rather than an emotional one (Morton-Cooper and Palmer, 1994, pg 112). Within the professions the meaning of the term mentor has evolved from being a ‘wise reliable counsellor’ (English National Board for Nursing, Midwifery and Health Visiting (2001), to one who befriends, counsels and guides According to the Department of Health (2001) “An enquiry into mentoring commissioned by the (DOH) defined mentoring as a process whereby an experienced, highly regarded, empathetic person (the mentor) guides another individual (the mentee) in the development and re-examination of their own ideas, learning and personal and professional development”. The NMC (2005) states a mentor should supervisor and assess the mentee, however (Mohann et al 2004 pg 170) suggests mentoring is more effective when the mentor is not the mentee’s assessor, this theory is relevant but does pose a problem as the student nurse needs to be assessed on their own level of competency to practice and have learning outcomes which need