This resulted in the client accepting the outcome and apologizing for his behaviour. The primary difficulty I experienced was dealing with a customer who was both irate and verbally abusive. To overcome this quickly I analyzed and evaluated the situation, by assessing all the risks and then I communicated with the customer with integrity and respect, ensuring I remained calm and professional. 1.2 Describe when you have encouraged a person to view an issue more positively. At college, whilst studying I was a group leader for a team project with a deadline to meet.
The ethical issue that I found was went the psychiatrist told Steve that he needs to accept his limitation; I believe that this was inaccurate the way it was said, that was why the counselor clarified it for Steve that she meant that he needs to re-evaluate his goal base on his current condition. As stated by the National Organization of Human Service, statement 29, “Human service professionals promote cooperation among related disciplines (e.g., psychology, counseling, social work, nursing, family and consumer sciences, medicine, and education) to foster professional growth and interests within the various fields’’. I think by working with colleagues in different field and diverse background we can be beneficial to the growth of our
teacher, I believe a teacher is a person that has confident, motivator, coach and a leader, but teachers are individual that flicker the student intellectual as well as encourage students to pursue their education and dreams. Consultant is a type of counselling and their main focuses is to change other people or another person’s behaviour. Counselor is a person who addresses the issues of people who have emotional difficulties. It s a person who never give advice or never try to convince a client to do something he or she doesn’t want to do. I believe a counselor service as a guide to self and others.
Introduction This is an analysis of a case that deals with the ethical dilemma of a school counsellor relating to the issue of confidentiality. The situation described here is not uncommon in the context of school counselling. This requires the counsellor to be able to balance the conflicting objectives of retaining the student’s trust for effective therapy, and keeping her legal guardians fully informed to mitigate the risk of a malpractice suit if the client does commit any self-harm. Case Facts Amy is sixteen years old, and is sent to the school counsellor following concerns from her year level coordinator. Amy is finding it difficult to concentrate in class, is continuously late to school, and often arrives to school dishevelled and unkempt.
Mike recognized that if he comes up with an excuse then Christine would just pickup the slack as evident in the case study when Mike called Christine saying he was going through a rough period due to a combination of school, work and problem with his girlfriend. Christine empathized with him and ended up discussing his notes with the team. The second problem was that Christine was not incorporating the rest of the team when trying to find a solution concerning the lack of participation by Mike. If the rest of the team were included then collectively they could have persuaded Mike to take his role seriously. One possible solution Christine could have taken during the forming stage was to adapt a team decision-making process.
Footsteps of a Mental Health Counselor: Week Eleven Application “I believe that the route people take in life depends strongly on the relationships they have with others, the obstacles they may go through, and how they find themselves in the mist of it all.” With this belief, I desire to someday focus my counseling on relationship issues and substance abuse counseling. However, I’ve found myself questioning what the life of a counselor looks like on a daily basis. Therefore this paper will unfold what life is like for a counselor, through the eyes of Marie Francis, an LPC and LCAS. Along with the information gathered, I will also incorporate the material learned throughout this course in order to provide a true reflection of what happens day-to-day for a counselor. Spending the day with Marie Francis really gave me a true insight on what the day-to-day life is like for a mental health counselor.
Sam, and his friends, are aware of negative stigmatizations given to them as a result of their psychological disabilities. At one point in the film, they painstakingly try to mask their disabilities. When Sam attempts to set up his new answering machine, he wants to try and sounds like he is a “good father”. With the help of his friends, Sam decides that in order to sound like a good father he must sound like he has
Personal Motivation Factors Sondra Flynn PSYCH/538 September 12, 2010 Dawn Hadley Personal Motivation Factors Teachers need motivation to face unpleasant tasks. Teachers must find some way to maintain positive attitudes and positive modeling, among other matters. If teachers convey negativity, the students suffer. Before school, one motivation technique I use is meditation. In a quiet place with no interruptions, I relinquish my thoughts and read and think about kindness, being positive, helping others, and loving them.
Since thoughts play a role in behavior, Christopher’s mother’s feelings of inadequacy could come from depression. In the story, Christopher equates his mother’s depression medication to helping to “stop her from feeling sad “(Haddon, 2003, p. 216). With cognitive behavioral therapy, Judy could learn to change how she deals with her son’s behavior by learning to identify and change her thought patterns. Using this type of therapy would help her reflect on her behavior and allow her to see that using the strategies provided by cognitive behavioral therapy, can help her to cope with her son’s disability in a positive, healthy, manner. Person Centered therapy provides a supportive, non-judgmental environment that places clients in control of their therapeutic process while the therapist offers positive unconditional support throughout their therapy.
46). Supervision provides and heighten the counseling skill development such as conceptualization, diagnostic, intervention etc. and gives an outline for strengths and weakness of the supervisee. The supervisor also may give the supervised new approaches, this is done by the supervised conducting a counseling session, while the supervisor watches, listens, sits in or any other various forms of knowing what is happening in the session, then evaluation with the supervisee, going over the counseling session in detail and setting goals to work on and the supervisor will select the role and focus depending on the situation and selecting the most suitable approach. The supervisor is a teacher, counselor and consultant to the trainee (Pearson, 200).