Counselor as Scholar Practitioner Shawn P. Mahan Walden University Counselor as Scholar Practitioner Mental health counseling encompasses a wide variety of knowledge and skill sets. Obtaining a clear grasp and interpretation of these useful tools requires observance of efficacious guidelines. One of the skills necessary to demonstrate proficiency as a mental health counselor is that of becoming a research specialist. The author intends to isolate these key characteristics of development needed to meet the demands of scholar-practitioner. Through this identification, the reader will attain a greater understanding of the requirements needed for competent mental health counseling.
Gestalt Therapy is about human experience and what this mean ‘experientially’, that is, trying out for oneself. It is a relational therapy, where the therapist-client relationship is a fundamental part of the process, and it synthesizes three key philosophies that have been described as the ‘pillars of Gestalt’ (Yontef, 1999:11), these being: 1 - Field Theory - The person’s experience is explored in the context of their situation of ‘field’ 2 - Phenomenology - The search for understanding through what is
Treatment planning provides a road map for the counseling process (Erford, 2010). Assessment and diagnosis play the most important role in case conceptualization and treatment planning because it allows the professional counselor to gain a better understanding about the client’s issues and needs. Professional counselors’ assessment involves intake interviews, test and inventories, behavioral observations and relevant information from other sources (Barlow & Durand, 2003; Nystul, 2006). According to Erford (2010) the assessment process helps the professional counselor put together a diagnosis and set up a treatment plan. Professional counselors also need to consider how issues such as race, ethnicity, religious beliefs, socioeconomic status, family structure, trauma, and sexual and gender orientation affect a client’s presenting concerns and what impact these variables have on the acceptability of , and the access to, counseling (Erford, 2010).
Training material details 1. The Wraparound Foundations book. This 300+ page coaching and training book is designed as a textbook for wraparound staff. It includes detailed descriptions of how to deliver the high fidelity wraparound process as defined by the Principles and Phases and Activities of the National Wraparound Initiative. 2.
During this time, we will set short-term, long-term goals, and process goal to give us the direction of counseling and the purpose. There must be ongoing, meaningful evaluation of its useful purposes. Progress of my clients should be measurable and definable. During my interactions with clients, I must understand their feelings, behavior, and motivations so that I can help clients to identify any negative cognitive and behavioral patterns. As I fulfill my mission as a counselor, the therapeutic process must be given the time to work if the client is to achieve their personal goals and gain the necessary insight into their lives.
To advance the education of the public in the part that counselling and/or psychotherapy can play generally and in particular to meet the needs of those members of society where development and participation in society is impaired by mental, physical or social handicap or disability. Their latest Ethical Framework encompasses all the earlier codes and is intended to steer the practice of counselling and psychotherapy in an ethical, accountable and mindful direction and is supposed to echo the ethical diversity for the practitioners dealing with the all the variety of client’s circumstances and needs. ------------------------------------------------- The Framework can be split into 3 keys features. These are (1)
It is through these supervision meetings that the supervisee is able to reflect on their own practice, drawing from active counselling sessions, the practitioners own thoughts, feelings and reactions and is able to examine these and develop/adapt strategies for client work. Supervision aims to be a supportive and educative process in the application of counselling theory and techniques. Effective supervision is tailored to the student's level of knowledge, confidence and increasing ability. For example, beginning students are normally provided with high levels of structure and support, whereas more advanced students receive a more consultative supervision. In entering into supervision it is common practice to agree a supervision contract which outlines an agreement under which the supervision takes place.
I will then derive my own opinion from these and detail my own concerns or praise for the model. I will look at the different constructs such as Maslow’s self actualisation, self concept and conditions of worth when evaluating the Person-Centred Therapy approach. I will conclude by rounding up my findings and giving my overall opinion in response to the question. Person-Centred Therapy In order to be able to assess the claim in the title of this essay, it is important to be aware of the model we are talking about and the fundamental aspects that form this therapeutic approach. The Person-Centred Therapy approach is based upon humanistic principles and is made up of six necessary elements.
Discuss how reflection can develop professional practice through critically analysing two different models/theories of reflection in this module. The definition of reflection has been defined differently by various authors. Cottrell (2010) suggests that reflection is a type of thinking that is linked to gaining a better understanding of something and that it is also an important part of the learning experience and where we can make sense of the experience. This can be related to Boyd and Fales (1983) who suggest that reflection is a process which can be used to examine and explore an area of concern and which could potentially end in a changed perspective. These views can be compared to Boud et al.
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).