In relation to the issues raised by the case study, all of the articles support the fact that “boundaries are a crucial aspect of any effective client-counsellor relationship” (AIPC, 2010). They set the limits of the professional relationship, and ethical codes and standards of practice provide an underlying framework (Nickel, 2004). A common view is the necessity of defining boundaries and AIPC (2010) outlines the five principles (given by Corey (1996)) in which the boundaries are based on. These are beneficence; “promoting what is good for the client”, non-maleficence; avoiding situations that could result in a conflict of interest, autonomy; encouraging the client to think independently, justice; providing “an equal and fair service to all clients”, and fidelity; maintaining honesty with clients. AIPC shows that there is a grey area and “one cannot disengage from the client to the extent that the counsellor cannot empathise with the client”.
It is my desire to support clients' efforts to gain insight and identify solutions for their areas of concern and believe that most of the answers lie within. From my perspective, the counselor's role is to create a climate in which clients can examine their thoughts, feelings, and actions and eventually arrive at solutions that are best for them. As a counselor, it is important to be non-judgmental, when counseling or helping another person, regardless of how open-minded I may consider myself to be. Personality attributes of professional counselors has a great impact in the counseling process. Being nonjudgmental and accepting are important attributes in any of the helping professions.
Antwone was placed on restriction twice for this matter and was ordered to complete at least three sessions with the ship’s psychologist, Lieutenant Commander (LCDR) Davenport. Antwone was initially resistant to speaking to LCDR Davenport and sat in silence for the first several meetings. When
Introduction In this paper, I outline the potential significance of behaviourism and its impact on developing effective coaching practice. In the first part of the paper, I attempt to answer criticisms of behaviourist techniques by authors such as Berglas (2002), who contend that their use is dangerously limited by a lack of understanding of their development or subsequent appropriate application. The second part of the paper is aimed at demonstrating my support for the need to understand the underpinning principles of behaviourism as a learning theory. This is especially significant if its
This essay will explore person-centred and cognitive-behavioural therapy (CBT) respectively, it will then discuss some of the ways in which each therapy differs from the other and it will also highlight any parallels. Firstly, the Person-centred approach has been known by many different terms such as client-centred, non-directive and Rogerian, after the founder Carl Rogers (McLeod, 2008). The aim of person-centred counselling is to promote the clients into solving his or her own difficulties, whilst the counsellor takes a non-directive role. This approach to counselling believes that the client is the best authority on his or her own experiences but can only act upon them under the right conditions, (McLeod, 2008). Rogers discovered that for an individual to be able to express themselves fully and to experience therapeutic change, three 'core conditions' must be established within the counselling environment, (McLeod, 2008).
he essentially believed that all people were trustworthy and good. He felt that one possessed self- direction and the capability to self-heal through solving their own problems. ( Corey, 2016, Shebib, 2017). Rogers viewed the client as the expert to promote self-change and foster growth (Shebib, 2017). Rogers believed in the client’s possess the abilities to make positive changes for themselves and live effective and productive lives and foster a goal-oriented (Coady & Lehmann,
It is based on different virtues that a person should have, so that they can then reach Euadamonia. Euadamonia should be the end goal to everyone's life and it is the ultimate happiness. Virtue Ethics is ‘agent centred’ and it focuses on the qualities of the person making the moral choices rather than the actual moral choice that they are making, which can bring weaknesses to the theory as one can justify mostly anything by using virtue ethics. According to the theory, morality is about becoming the right sort of person, it is not asking “what should I do?”, but it is asking “what sort of person should I be?”, and is not trying to find rights and wrongs, just allow you to become a good person. Virtue ethics is agent-centred ethics rather than act-centred.
Review of "Leadership on the Line" by Ronald A. Heifetz and Marty Linksy The book Leadership on the line, is a practical and personal gift of wisdom on the trials of leadership especially leading through what the authors describe as an adaptive change. The authors not only encouraged us to put our life and ideas on the line, but also reminded us of the dangers of leadership and how to respond to the risks in healthy ways. Each chapter revealed an insightful principle, especially in rooting leadership in something transcendent and also taking care not to lose one's innocence, curiosity, and compassion through the hard work of leading. It offers much to be considered for anyone in leadership, such as those that may disrupt your tenure, and the difference between technical and adaptive change. Technical change is about using the skills and procedures that we are aware of to solve current issues and can be accomplished by those in authority.
“You really listen and you really care.” These are the two main components of successful therapy according to Carl Roger’s theory of Person Centered Therapy. Rogers believed that the most effective way to provide therapy was to create a non-judgmental environment for the client where they could feel accepted, regardless of their issues, so they might form a bond with the therapist and experience positive growth. Through this bond, the therapist is able to gradually help the client to find their own solutions to their problems, without the therapist pushing them in a certain direction or imposing solutions onto them. Rogers thought it essential to focus on the person as a whole, rather than on the person’s problems in particular. Shedding the stigma of their problems, the client is able to step back and examine themself as a whole person and become aware of not only who they are, but who they have the capacity to become as well.
An example that I can think of where I have shown integrity in teaching was when I had the choice to show the easiest and fastest solution to a potential problem to make my teaching life easier, whilst knowing in the back of my mind that it could cause other problems that the learners would not be aware of until later. Therefore, my integrity enabled me to show the right and the wrong way. • Respect Treat learners equally, as I would like to be treated myself, not discriminating, race, religion, disability, gender, age or sexual orientation. • Care To take responsibility of the wellbeing and provisions of the learners and to give all the development help I can. • Practice To show evidence that I have complied with all guidelines to ensure that the learners continue to develop as they should do by the policies and procedures that need to be met for the subject matter.