Self-Reflection and Application Discussion Responses

Self-Reflection and Application Discussion Responses

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Self-Reflection and Application Discussion Responses

Discussion 1

Amy H

RE: Self-reflection and application

For my practicum, I interned at the Community Connections for Survivors House, which is a program of Community Mental Health Affiliates. The program focused on victims of crime and was non-billable. Having been placed in a non-billable program was similar to my job in that there was not an emphasis on payment or insurance. This also allowed me to make more mistakes and not have the consequences of push back by insurance companies. But this also allowed me to be able to make mistakes because of that reason. Another weakness that I found that I needed improvement on was documentation, and how and what to put in the notes. As for my current job, we are not to have any notes either written or in the database about out clients, so changing gears to document everything was an adjustment. The reason my current job does not have notes anywhere is for confidentiality reason. Even though we are not supposed to be subpoenaed in criminal or civil cases, that does not mean that the parties will not try. So to protect the clients identity, we do not use their names or the names of any of their family members in the notes. We also need to make sure that our clients are signing HIPAA requests that are detailed, in order to protect their information (Tariq & Hackert, 2022).

Another area of growth is creating and maintaining boundaries. I feel that I have a strong ability to set boundaries with clients, but I often feel that I did not when it came to meeting the needs of the internship. For example, I would work the internship on days that I was not scheduled to accommodate a scheduling conflict with a client. Even though I made that adjustment for the client, it wasn’t about the client, but being accommodating for the internship itself. I spoke with my supervisor about that and how I struggled with setting that boundary. I felt I needed to address this with my supervisor so that she did not expect this to continue through my new internship. This can also give me the support I need to uphold those boundaries by discussing this with her, because she may have suggestions on ways to better maintain those boundaries or even understand how crossing the boundaries can affect my work (Gillette, 2021).

One of my strengths was my confidence in being able to connect with my clients. Having been counseling survivors for the past year, I have been able to see how we can connect to each other’s as humans even when we are different ages, races and genders. This is important to begin to build a trusting relationship with your client. But each client is different and one approach may not work the same as another. Jeffery Klotter had stated, “Obviously in many cases, clients need a lot more than feeling understood or enjoying the benefits of being in a respectful, facilitative alliance, yet without the foundation of a constructive relationship, anything else that we do isn’t going to work very well or last very long.” (Meyers, 2021). I feel that I have been able to navigate those connections well in most cases.

Gillette, H. (2021, June 05). 7 tips for setting work boundaries in your 24/7 schedule. Retrieved June 29, 2022, from https://psychcentral.com/blog/tips-for-setting-boundaries-at-work#respond-in-real-time

Meyers, L. (2021, July 15). Connecting with clients. Retrieved June 29, 2022, from https://ct.counseling.org/2014/08/connecting-with-clients/

Tariq, Rayhan A., and Hackert, Pamela B., (2022, January) National Center for Biotechnology Information Patient Confidentiality. Retrieved June 30, 2022, from https://www.ncbi.nlm.nih.gov/books/NBK519540/

Venesa W

RE: Self-reflection and application

As I reflect on my first field practicum placement it was exciting and I learned a lot. Some strengths that I had were being punctual, being aware of client boundaries, respect for confidentiality, and researching the background of multicultural clients to learn about their culture (ACA,2014). I truly learned how important it was to establish a bond the therapeutic bond between client and therapist, for clients to feel comfortable to disclose issues that are possible triggers for them (Lee & Edget,2012).

The biggest fear that I had was not being able to remember everything that I learned throughout my coursework as a graduate student. This experience boosted by confidence that I did remember insightful therapeutic approaches, and it gave me an opportunity to refresh myself with CBT theories by using scholar websites for assistance.

My confidence grew where I feel confident to know this is what career path I truly desire, as I watched client’s growth weekly from treatment plans that were implemented by me after approved by my supervisor. I will continue to grow and learning more about CBT therapeutic treatment approaches and various other EBT models, which are forms of psychotherapy approaches used to decrease or illuminate undesired thought and behavior patterns to more desired pattern (Lee & Edget,2012) . I would like to improve staying more organized with my hours on a weekly basis. I had 207 hours the last internship I would like to stay organized on hours and hand in my reports on time.

Reference

American Counseling Association. (2014). ACA Code of Ethics. Retrieved from https://www.counseling.org/resources/aca-code-of-ethics.pdf

Lee, S. A., & Edget, D. M. (2012). Cognitive Behavioral Therapy: Applications, Methods and Outcomes. Nova Science Publishers, Inc.

Discussion 2

Isma A

RE: Theoretical Orientation

Hello Professor and Class,

The process of selecting a theoretical orientation is complex and the complication contributes to the minimal research on selecting a theoretical orientation (Watson & Super, 2020). Several researches have evaluated the relationship between personality, learning styles or therapuetic attitudes with theoritical orientation still an understanding of how this choice is made remains ambigous.The impact of several variables, including personality, philosophical assumptions, and graduate training, have been considered to influence the development of theoretical orientation (Watson et al., 2020).

My theoretical orientation is the most frequently applied in individual psychological therapies with adults CBT and humanistic psychology therapy which is referred to as humanistic therapy and psychoanalytic/psychodynamic therapy. These frameworks all contain the same common element: a domain of Generic Therapeutic Competences such as an ability to engage clients or to develop the therapeutic alliance. This reflects a long tradition within psychological therapy research proposing a set of common capacities that underpin all psychological interventions (Roth , 2015).

Furthermore, Due to the crossing of paradigm boundaries, counselors can identify a multitude of strategies and techniques currently available for their use. In the past, counselors precisely adhered to a particular model for knowledge concerning appropriate conduct for their counseling practices. Such adherence brought a measure of security and the ability to communicate with others professionals of like mind. However, within these models, practitioners were limited in their ability to utilize strategies and techniques.

In fact, practitioners were limited to only techniques identified for their model as being appropriate methods of accomplishing the goals of the model. The effect of model dependency is to force all clients who walk through the door to con- form to the model parameters. Model dependency appears to have ended. Now counselors are much more free to use a wider variety of techniques drawn from diverse models. A counselor who claims allegiance to one of the humanistic models of counseling can use systematic desensitization or cognitive restructuring without fear of accusations of incompetence (Palmo, 2011).

I believe that integration of CBT and Humanistic psychology helps me faciliate the clients in a best way. Similarly, the integration of multiple techniques and strategies to meet the unique needs of clients was introduced by Arnold Lazarus’ multimodal approach. Lazarus believed that clients are troubled by a multitude of specific issues that should be dealt with using a broad range of specific methods (Miller et al., 2011). . In relation to multimodal counseling, According to Corsini and Wedding (2008) the clinical effectiveness is predicted on the therapist’s flexibility, versatility, and technical eclecticism. The Multimodal therapists take great pains to determine precisely what relationship and what treatment strategies will work best with each client and under which particular circumstances. Multimodal therapists are constantly adjusting their procedures to achieve the client’s goals in therapy (Miller et al., 2011).

The counseling skills are associated with cognitive/behavioral approaches are usually more directive, while humanistic approaches are generally non-directive. The non-directive skills can be relationship enhancing as the counselor’s goal is to empower the client to lead and guide their own personal growth; whereas directive skills assist the counselor and client to focus on specific problem-solving processes, such as cognitively restructuring a client’s faulty perceptions/irrational beliefs. Integrating these two theoretical approaches by implementing both directive and non-directive skills improves the development of a healthy counseling relationship, as well as focus on specific immediate change for the client (Miller et al., 2011).

According to Allport (1962) the two major beliefs about individuals which influence the work of the counselor are based on determinism, and the actualizing. Both humanistic and cognitive/behavioral theories are centered on the second. The difference between the two is in the underlying philosophy guiding their implementation. The focus of the Humanistic theories is on the relationship and the person skills displayed by the counselor, such as an inviting attitude conveyed by the counselor along with other attitudes including acceptance, honesty, genuineness, and a warmth that the client can sense (Miller et al., 2011). The cognitive/behavioral theories utilize more specific techniques and an educational component within the counseling process that is more focused on a client’s thought process. Both of these theoretical themes are based on the underlying assumption that free will is a reality, and that individuals must first look within themselves and then practice134 free will for change to occur. Consistent within classical counseling literature is the link between free will and responsibility (Miller et al., 2011).

By utilizing a humanistic approach, the counselor can facilitate the client to build his or her own house, given the strength of the counseling relationship. The counselor’s role is to be with, listen, encourage, and support the client in the process. Given the same foundation (client-counselor relationship), the cognitive/ behavioral approach takes a more directive role in helping the client see how to make changes involving the construction of the house by pointing out impaired perceptions and Ideas and reality checking with the client to see how one aspect of the construction affects the entire house. The cognitive/behavioral counselor goes beyond that and encourages the client to focus on the possible ways to change their thinking (cognitive restructuring) in order to build a better house (Miller et al., 2011).

Self-Reflection and Application Discussion Responses

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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