 Chapter 1: The Counselor's Identity: What, Who, and How?  Chapter 2: The Counseling Profession’s Past, Present, and Future  Chapter 3: Standards in the Profession: Ethics, Accreditation, Credentialing and Multicultural/Social Justice Competencies © 2007 Thomson Brooks/Cole, a division of Thomson Learning The Counselor's Identity: What, Who, and How? © 2007 Thomson Brooks/Cole, a division of Thomson Learning   Guidance, Counseling and Psychotherapy: Variations on Same Theme? Definitions  Guidance  Counseling  Psychotherapy ▪ See Figure 1.1, p © 2007 Thomson Brooks/Cole, a division of Thomson Learning  The following PowerPoint slides lists a number of professionals in the field For each, see if you can identify the following:  Major professional organization(s)  Major roles and functions  Names and types of credentials  Names of accrediting body associated with it © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Counselors  School Counselors  Clinical Mental Health Counselors (Agency Counselors)  Marriage, Couple, and Family Counselors  Student Affairs and College Counselors  Addiction Counselors  Rehabilitation Counselors  Pastoral Counselors © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Social Workers  Psychoanalysts  Psychologists  Clinical Psychologists  Counseling Psychologists  School Psychologists  Psychiatric-Mental Health Nurses  Expressive Therapists  Human Service Practitioners  Psychotherapists  Psychiatrists © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Benefits of:  National and regional conferences  Access to malpractice insurance  Lobbyists  Newsletters and journals  Mentoring and networking  Information on cutting-edge issues in the field  Codes of ethics and standards for practice  Job banks © 2007 Thomson Brooks/Cole, a division of Thomson Learning  ACA American Counseling Association  19 Divisions of ACA (see pp 12-13)  Associations Related to ACA ▪ ACAIT: ACA Insurance Trust ▪ ACAF: American Counseling Association Foundation CACREP: Council for the Accreditation of Counseling and Related Educational Programs ▪ CORE: Council on Rehabilitation Education ▪ NBCC: National Board for Certified Counselors ▪ CSI: Chi Sigma Iota © 2007 Thomson Brooks/Cole, a division of Thomson Learning  ACA American Counseling Association (Cont’d)  Branches of ACA ▪ 56 Branches ▪ 50 state branches ▪ Puerto Rico and Washington D C ▪ Associations in Latin America  Four Regional Associations in U S  Membership Benefits of ACA (see Bottom of p 14) © 2007 Thomson Brooks/Cole, a division of Thomson Learning        AATA: American Art Therapy Association AAMFT: American Association of Marriage & Family Therapists APA: American Psychiatric Association APNA: American Psychiatric Nurses Association APA: American Psychological Association NASW: National Association of Social Workers NOHS: National Organization for Human Services © 2007 Thomson Brooks/Cole, a division of Thomson Learning 10  Empathy  More than any other component, most related to positive client outcomes  See Rogers’ definition, p 18  A personal characteristic to embrace  A skill to learn (Chapter will address this) © 2007 Thomson Brooks/Cole, a division of Thomson Learning 12  Acceptance  Sometimes called “Positive Regard”  Foundation for a therapeutic alliance  An attitude that regardless of what the client says, he or she will be respected  Suspension of judgment  In some manner, almost all counseling approaches stress acceptance of client and client acceptance of self © 2007 Thomson Brooks/Cole, a division of Thomson Learning 13 • Genuineness • Refers to willingness of the therapist to be authentic, open, and honest within the helping relationship • Gelso and Carter: All counseling relationships have to deal with the “real relationship” between the counselor and client • Research on genuineness shows that it may be important in client outcomes • May be related to emotional intelligence (ability to monitor one’s emotions) © 2007 Thomson Brooks/Cole, a division of Thomson Learning 14  Embracing a wellness perspective  Counselors can easily become stressed, burnt out, have compassion fatigue, and experience vicarious traumatization  All of above can lead to countertransference  Myers and Sweeney suggest attending to: ▪ Creative Self; Coping Self; Social Self; Essential Self; Physical Self ▪ See table 1.1 page 21  Personal Therapy? (85% of helpers have done it!)  Other ways? © 2007 Thomson Brooks/Cole, a division of Thomson Learning 15  Cultural Competence  Clients from nondominant groups are sometimes distrustful of counselors  They are often misunderstood, misdiagnosed, find counseling unhelpful, attend counseling less frequently, and drop out more quickly  Since culture influences ALL relationships, throughout this text, and especially in chapters 14 and 15, cultural competence will be discussed © 2007 Thomson Brooks/Cole, a division of Thomson Learning 16  Cultural Competence (Cont’d)  For now, consider D’Andrea and Daniel’s RESPECTFUL model:           R – Religious/spiritual identity E – Economic class background S – Sexual identity P – Psychological development E – Ethnic/racial identity C – Chronological disposition T – Trauma and other threats to their personal well-being F – Family history U – Unique physical characteristics L – Language and location of residence © 2007 Thomson Brooks/Cole, a division of Thomson Learning 17  The “It” Factor  The unique way that each therapist has of working with clients  Using your unique personality to connect with the client and build a working relatinoship  What is your “it” factor? © 2007 Thomson Brooks/Cole, a division of Thomson Learning 18  Compatibility with and Belief in a Theory  As counselors, we have to find a theory that “fits” our personality style  Helpers are usually attracted to theories that they find comfortable  The more you feel comfortable, like, and understand your theory, the more you will believe in it  Strong belief in a theory helps clients believe in the helper’s approach and yields better client outcomes © 2007 Thomson Brooks/Cole, a division of Thomson Learning 19  Competence  Counselor expertise (mastery) has been shown to be a crucial element for client success in counseling  Perceived incompetence is often sensed by clients  Demonstrated through helper’s desire to: ▪ Join professional associations ▪ Mentoring and supervising ▪ Reading professional journals ▪ Continuing education ▪ More! © 2007 Thomson Brooks/Cole, a division of Thomson Learning 20  Competence (Cont’d)  Shown throughout ACA’s ethical code: practicing within one’s boundary of competence practicing only in one’s specialty areas accepting employment only for qualified positions monitoring one’s effectiveness knowing when to consult with others keep current by attending continuing education activities don’t offer services if physically or emotionally impaired assure proper transfer of cases when incapacitated or leaves a practice (ACA, 2005, Standard C.2) © 2007 Thomson Brooks/Cole, a division of Thomson Learning 21  Cognitive Complexity  Cognitive complexity means you are a: ▪ Helper who believes in your theory but able to question it ▪ Critical thinker ▪ Helper who views the world from multiple perspectives ▪ Likely more empathic, open, and self-aware ▪ Better able to cure “ruptures” in the counseling relationship ▪ Person who is not seeking “truth” ▪ A person who does seek the best way to help your client  Hopefully, your program will support you and challenge you to view situations in new and complex ways © 2007 Thomson Brooks/Cole, a division of Thomson Learning 22  Inclusion of Multiculturalism in the Profession  Small number of person from culturally diverse groups entering counseling profession  We all need to make the helping professions attractive for people of color  To become culturally competent, all counselors must: 1.Learn counseling strategies that work for all clients 2.Work with client s from diverse backgrounds 3.Gain a deep appreciation for diversity 4.Acquire an identity as a counselor that includes a multicultural perspective © 2007 Thomson Brooks/Cole, a division of Thomson Learning 23  Knowing Who We Are and Our Relationship To Other Professionals  Professional identity gives us a sense of who we are, and who we are not ▪ Helps us know: ▪ how to practice only within our areas of competence ▪ when to consult with other, related mental health professionals ▪ when to refer clients because of our lack of expertise ▪ when to refer clients due to lack of cross-cultural knowledge and skills with some clients © 2007 Thomson Brooks/Cole, a division of Thomson Learning 24  Impaired Mental Health Professionals  We have a responsibility to know when an impairment will negatively affect our clients  Know to seek help for our problems  Know when to “limit, suspend, or terminate” work if our impairment negatively affects others  Impairment can lead to incompetence ▪ Incompetence is unethical and can be illegal and lead to malpractice suits © 2007 Thomson Brooks/Cole, a division of Thomson Learning 25  Personal Therapy and Related Growth Experiences  Can you understand your client if you have never sat in his shoes (been in counseling)?  Counseling prevents countertransference  Counseling helps you develop as a counselor  Other ways of growing: prayer, meditation, relaxation exercises, exercise, reading, other???  We can grow personally and professionally throughout our lives © 2007 Thomson Brooks/Cole, a division of Thomson Learning 26 [...]... a therapeutic alliance  An attitude that regardless of what the client says, he or she will be respected  Suspension of judgment  In some manner, almost all counseling approaches stress acceptance of client and client acceptance of self © 2007 Thomson Brooks/Cole, a division of Thomson Learning 13 • Genuineness • Refers to willingness of the therapist to be authentic, open, and honest within the. .. Brooks/Cole, a division of Thomson Learning 17  The “It” Factor  The unique way that each therapist has of working with clients  Using your unique personality to connect with the client and build a working relatinoship  What is your “it” factor? © 2007 Thomson Brooks/Cole, a division of Thomson Learning 18  Compatibility with and Belief in a Theory  As counselors, we have to find a theory that “fits”... complex ways © 2007 Thomson Brooks/Cole, a division of Thomson Learning 22  Inclusion of Multiculturalism in the Profession  Small number of person from culturally diverse groups entering counseling profession  We all need to make the helping professions attractive for people of color  To become culturally competent, all counselors must: 1. Learn counseling strategies that work for all clients 2.Work... 4.Acquire an identity as a counselor that includes a multicultural perspective © 2007 Thomson Brooks/Cole, a division of Thomson Learning 23  Knowing Who We Are and Our Relationship To Other Professionals  Professional identity gives us a sense of who we are, and who we are not ▪ Helps us know: ▪ how to practice only within our areas of competence ▪ when to consult with other, related mental health professionals... 9 Common Factors  6 “Working Alliance”  3 “other: © 2007 Thomson Brooks/Cole, a division of Thomson Learning 11  Empathy  More than any other component, most related to positive client outcomes  See Rogers’ definition, p 18  A personal characteristic to embrace  A skill to learn (Chapter 5 will address this) © 2007 Thomson Brooks/Cole, a division of Thomson Learning 12  Acceptance  Sometimes... fatigue, and experience vicarious traumatization  All of above can lead to countertransference  Myers and Sweeney suggest attending to: ▪ Creative Self; Coping Self; Social Self; Essential Self; Physical Self ▪ See table 1. 1 page 21  Personal Therapy? (85% of helpers have done it!)  Other ways? © 2007 Thomson Brooks/Cole, a division of Thomson Learning 15  Cultural Competence  Clients from nondominant... negatively affects others  Impairment can lead to incompetence ▪ Incompetence is unethical and can be illegal and lead to malpractice suits © 2007 Thomson Brooks/Cole, a division of Thomson Learning 25  Personal Therapy and Related Growth Experiences  Can you understand your client if you have never sat in his shoes (been in counseling) ?  Counseling prevents countertransference  Counseling helps... are sometimes distrustful of counselors  They are often misunderstood, misdiagnosed, find counseling unhelpful, attend counseling less frequently, and drop out more quickly  Since culture influences ALL relationships, throughout this text, and especially in chapters 14 and 15 , cultural competence will be discussed © 2007 Thomson Brooks/Cole, a division of Thomson Learning 16  Cultural Competence... relationship • Gelso and Carter: All counseling relationships have to deal with the “real relationship” between the counselor and client • Research on genuineness shows that it may be important in client outcomes • May be related to emotional intelligence (ability to monitor one’s emotions) © 2007 Thomson Brooks/Cole, a division of Thomson Learning 14  Embracing a wellness perspective  Counselors can easily... usually attracted to theories that they find comfortable  The more you feel comfortable, like, and understand your theory, the more you will believe in it  Strong belief in a theory helps clients believe in the helper’s approach and yields better client outcomes © 2007 Thomson Brooks/Cole, a division of Thomson Learning 19  Competence  Counselor expertise (mastery) has been shown to be a crucial ... willingness of the therapist to be authentic, open, and honest within the helping relationship • Gelso and Carter: All counseling relationships have to deal with the “real relationship” between the counselor... usually attracted to theories that they find comfortable  The more you feel comfortable, like, and understand your theory, the more you will believe in it  Strong belief in a theory helps clients... in chapters 14 and 15 , cultural competence will be discussed © 2007 Thomson Brooks/Cole, a division of Thomson Learning 16  Cultural Competence (Cont’d)  For now, consider D’Andrea and Daniel’s