Discussion Board DUE 2/6 By 9PM EST Respond to 2 classmates. Each response should be 300 words. Response 2 Ch. 16 Questions Top of Form Give examples

Discussion Board DUE 2/6 By 9PM EST Respond to 2 classmates. Each response should be 300 words. Response 2

Ch. 16 Questions

Top of Form

Give examples

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Respond to 2 classmates. Each response should be 300 words.



Response 2

Ch. 16 Questions

Top of Form

Give examples of people you have known that display the same qualities of a “ good counselor.” What stands out to you in terms of how they fit with those qualities listed in the chapter? What have you seen them do?   

     People who are genuine and genuinely interested in listening to the needs of others, and that may reserve quick judgment.  They show empathy and understanding, and the person speaking to them feels like their information will be kept confidential.  These ‘natural’ counselor-type people emit good will and a sense of loyalty.  You know that they usually have your best interests at heart.  Thus, in relation to Perkinson’s (2017) information, these people display the qualities that help form a ‘therapeutic alliance’ of sorts.  There is mutual regard and respect in listening, in hearing each other out, and not fearing harsh reponses in return.  A difference is that the counselor is expected to demonstrate expertise in their field and know how to form an effective treatment plan that the counselee will help determine by their honest input.  I think the point of the article by Ridley, Mollen & Kelly (2011) is that to better measure the right skills in newer counselors, the measures have to be a bit more rigorous and observable.  They state, “The model moves beyond skills-based models by integrating cognition and affect, which are essential but often unaddressed elements of competence” (p. 826, para. 3).  

What aspects of your personality contribute to your ability to be a good counselor? What aspects of your personality might impede your ability to be a good counselor?

     For myself, I am interested in helping people feel okay; to feel a sense of hope and that they have self-efficacy in determining their future by how they view today, and the work they do to accomplish a better (more fulfilling) life.  I feel like I have been at the bottom of the bottom, but I am also very blessed in immeasurable ways, in my own life.  I try not to take the good for granted, and I definitely believe in God or “a higher power”.  Hope has to stem from somewhere; some belief system; some type of motivation.  I believe in the power of productive change with hard work and determination.  My listening skills needs improvement, as I am too quick to jump in and show understanding or relatability.  Also, this makes me too quick to use my own life examples.  In my work in a law office, I have to learn to be patient and let clients finish their ‘stories’, and capture in brief notes their most relevant details.  

     I agree with the authors (2011) that it seems daunting the amount of “clinical judgment knowledge” we will have to display  in our overall measures of competence.  As a grad student, I have often wondered what will happen between now and some unrealized future time when I will be fully ready to handle the challenges of helping people to make very critical changes in their lives.  It seems many role-playing and case study exercises are one way to demonstrate competence.  Obviously, the counseling internship hours  will have to be completed with displaying such, and I would think that would also include ‘metacognition’.  The licensure exam, of course, is a heavy-weighted assessment or measurement tool.  (Does it measure deeply enough the intricacies or complexities that the authors are focused on? Perhaps not.).

 

Perkinson, R. R. (2016). Chemical Dependency Counseling: A Practical Guide (5th Edition). SAGE Publications, Inc. (US). 
https://online.vitalsource.com/books/9781506307350

Ridley, C. R., Mollen, D., & Kelly, S. M. (2011). Beyond Microskills: Toward a Model of Counseling Competence.  The Counseling Psychologist 39(6) 825–864. DOI: 10.1177/0011000010378440

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