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93 Cards in this Set
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- Back
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Definition of counseling |
process of engagement between two people who are bound to change through the therapeutic venture; interactive, used to understand individuals personally and at large, used to create positive change for people facing difficult scenarios in life |
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Psychologist |
Ph. D/Psy. D; assessment and treatment of psychological disorders and their symptoms; work in settings like universities or mental health clinics |
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Marriage and Family Therapist |
M.A.; address and change structure and interaction patterns within families |
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Social Worker |
M.A.; a speacialized SW with a license to allow them to work with families, provide them therapeutic treatment (within scope of practice) and provide awareness of community resources and support |
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Psychiatrist |
M.D.; abnormal behavior, psychotherapy and psychopharmacology training; board licensed physician; able to prescribe medications to treat mental health disorders |
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psychoanalyst |
physician or psychologists specializing in psychoanalysis |
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school counselor/psychologist |
M.A. school psych or ed psych; works in school setting with students and parents; differs from academic guidance counselor |
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what does it mean to use counseling skills |
cannot treat mental, emotional, or socially extreme disorders/health concerns; SLPs/Auds able to use within scope of practice w/ direct impact on the outcome of therapy; AKA client training, conference, consultation; can address concerns, challenges, situation NOT emotional or psychological problems |
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what does it mean to be a counselor |
education and training to be able to provide care for mental health needs and mental disorders; Counselor with a capital C |
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Why shouldn't you say a client has a "problem"? what are some other terms you could use? |
does not convey much empathy or respect to the person; instead use terms like "concerns", "challenges", and "situations" |
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is counseling an appropriate function of SLPs/Auds? |
yes, but cannot perform psychotherapy; should not focus on emotional or mental disorders, but work around/through to provide effective treatment; includes counseling clients, patients, and family members |
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ways in which counseling can aid the client |
Help to: become more self-aware/able to observe his/herself with some objectivity; exhibit reduced limitation that inhibit control; able to recognize/accept responsibility for feelings; use "i" statements rather than "you"; deal with uncertainty with less anxiety; more positive view of self/others; commitment to continue to grow |
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empathetic understanding |
clinician attempts to understand the client from the client's point of view; tries to understand what the person is thinking, feeling, experiencing, and communicates this understanding back to the client |
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what is unconditional positive regard |
clinician needs to communicate a sense of acceptance and respect to the client; remain consistently nonjudgemental allowing client to relax, trust, open up; accepting of client not necessarily behaviors |
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what is congruence |
clinican is genuine in terms of what she experiences and communicated; clinician in touch w/ her thoughts/feelings, voices them when perceived to be helpful, and body language/tone of voice mirror her words and statements |
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what are 3 qualities of effective helpers? |
encouraging - ability to be encouraging and to instill hope; patience - ability and willingness to persevere during the often long/slow read of speech/language development or rehab of our clients; emotionally stable - actively practice those things that help maintain our own good mental health, always be in the process of learning how to take better care of ourselves so we can take care of others |
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Humanistic approach |
Carl Rogers; people are rational/inclined toward positive growth; should receive unconditional positive regard - love and acceptance from parents/SOs; in touch with thoughts and feelings; promote client's natural positive striving/growth; we don't influence, but are supportive |
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interpersonal approach |
Harry Stack Sullivan; emphasis on observable interactions, styles of communication, and self-defeating communication patterns; learned/rigid communication styles are what cause emotional disorders; client's interpersonal style understandable in light of earlier experiences/learned ways of coping; clinician may share with a person the clinician's impressions of what transpires between them - metacommunication |
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Behavioral approach |
Skinner; univeral/elementary laws of behavior and place ultimate importance on the role of the environment in creating/modifying/maintaining particular behaviors; translating symptoms in terms of concrete behaviors; behaviors addressed by modifying environmental consequences |
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operant conditioning |
learning a behavior in ways that are reinforced |
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positive reinforcement |
rewards; results in increased frequency of desired behavior |
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intermittent reinforcement |
certain behavior is maintained even though its only reinforced on some occasion |
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secondary reinforcers |
less obvious means of reinforcing - smile, head nod, approving gesture |
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social learning theory |
emphasizes that much of human behavior is developed and shaped thru obserbational learning/modeling |
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systematice desensitization |
learn to face heard objects by lessening anxiety |
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stimulus-response chains |
current conditions under which certain behaviors occur |
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reinforcement contingencies |
changing the consequences associated with the person's response |
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negative reinforcement |
removal of an unpleasant or aversive stimulus |
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cognitive approach |
countless perspectives or interpretations of any given event; how people think about events determines how they feel about themselves, other, and the future; help the individual recognize/examine tightly held/problematic beliefs and replace them with more adaptive/flexible thinking |
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what is catastrophizing |
believing the worst will happen; "if i don't get my voice back by next week, i may lost my job" |
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"i should" statements |
reflect perfectionistic tendencies and an intolerance of personal flaws; "I should be able to eat my meals without any help" |
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dichotomous thinking |
viewing events and experience as one extreme or the other, as all good or all bad |
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overgeneralization |
believing that if something is true in one case, it applies to any case that is similar; "everyone here is a jerk. no one here cares about me." |
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family systems approach |
Dr. Murray Bowen; emphasizes that a person's emotional problems must be viewed in the context of family's roles/communications/interactions; concerned with negative labels family members use to describe the client and which can bias the clinician |
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existential philosophy |
Kierkegaard/Nietzsche/Otto Rank; interested in the ultimate conditions of life and how people deal with the tragedies of existence; how person's unique experience of being-in-the-world, how people perceive themselves/surroundings, how they manage to create meaning in their lives |
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existential uncertainty |
as much as we attempt to control events in our lives, we discover that many events are outside of our control |
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existential meaninglessness |
our anxieties about the meanings we have created for ourselves that may be obliterated by a single event |
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existential isolation |
unbridgeable gulf between any other person and ourselves; no matter how close we become to another persons, each of use must depart our existence alone |
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existential nonbeing |
death anxiety |
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multicultural approach |
realizes that all counseling occurs in a multicultural context and cultures are a crucial component of the counseling experiene |
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culture |
any group of people who identify or associate with one another on the basis of some common purpose, need, or similarity of background; it refers to shared beliefs, traditions, and values of a group of people |
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acculturation |
the learning, incorporating, and adopting of some of the values, customs, and beliefs of the dominant culture in order to fit in and get along with the society in which a person is living |
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bicultural adjustment |
retaining your original cultural identity by simultaneously becoming acculturated to the american way of life |
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world view |
an individual's assumptions and perceptions about the world |
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2-3 commonalities among counseling approaches |
humans can change or be changed; individuals who seek counseling experience a need for help; clients generally believe change can and will occur |
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What is transference |
the unconscious forces that shape the client's perception of therapy like wishes, perceptions, and fears |
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how does transference relate to counseling |
may refer to how we perceive stimulations and people; may interfere with the development f therapeutic relationships and accomplishing therapy tasks |
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what are clear statements |
instill hope in your clients and make them more willing to try new strategies; AVOID - "i think this may help" "i believe this will be helpful" "i'm not really sure" "I don't know about this, but lets try it out and see what happens" |
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nonverbal communication within counseling |
physical appearance (dress professionally to establish credibility); body language (macro gestures - body posture/gestures; micro gestures - eye contact/facial expressions); seating arrangement; eye contact; touch - be cautious, patients often feel that professionals disregard personal space; OVERALL - be consistent in movement and over time |
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what is pathologizing |
regard or treat (someone or something) as psychologically abnormal or unhealthy |
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how to avoid pathologizing |
avoid using labels (depressed, anxious, paranoid); use action language - describes behavior of clients and doesn't objectify or pathologize clients |
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what is empathy |
ability to 'see with the eyes of another, hear with the ears of another, and feel with the heart of another'; important in determining an appropriate empathetic resonates based on client's nonverbal behavior |
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how can tone of voice affect counseling |
reflects your emotional state and can convey more information that the actual message you are saying; sets the mood for the entire counseling session |
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what are microskills and the various types? |
refer to specific communication skills that help clinicians interact more intentionally with clients; thoughtfully but quickly choose responses to clients from a wide range of possibilities; types include verbal/nonverbal encouragers, asking questions, paraphrasing/reflections, reframing, labeling, suggestions, use of silence |
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what is the importance of silence |
purpose is to encourage the client to talk rather than having the clinician talk; both parities may feel uncomfortable; give both the clinician and client time to digest what has been said and to formulate further discussion |
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closed questions |
elicits yes or no answers in response in brief questions; can inhibit the client from retelling his story and you may want to know more; not the bst |
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open questions |
often "wh" questions; "can, will, could, would" questions are most open-ended; preferred by the clinician because they are expansive and not anticipated |
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funneling |
guide the conversation from general to specific; open questions to closed questions; broad questions to more focused |
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request for clarification/checking for understanding |
used when a client provides vague response to your questions; better to clarify than to assume; show you're sincere; "could you describe what happened again? I'm not sure I understand" |
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comparison |
when the clinician needs clarification about times and conditions of symptoms; can discover factors that help or worsen client's symptoms; "is your speech worse or better when...?" |
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counter |
encourages client to reveal their position/decison so that they and the clinician can both discuss their perspective; "I am trying to decide how much longer to continue therapy. What do you think?" "How much longer would you like to continue therapy?" |
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gender differences during counseling |
women - tend to disclose more info, outgoing/expressive, indirect, nonverbal, listen more, more likely to seek info, establish rapport/connect with others by emphasizing feelings/attitudes; men - more reserved, less verbal, less apologetic, more content info, less likely to give info, language of status/independence, language used more to compete, inform, impress |
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what are some ways to work with each of the cultures in the powerpoint |
empathetic skills; obtaining the highest level on the stereotype hierarchy (values knowledge); some hispanic/native american families have an initial period of 'small talk' - important to build rapport; eye contact different; handshakes different in some asian cultures |
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loss of significant person |
extended family serves as a support system; all families grieve the loss of a 'normal' child when either child is born with a handicap or disability |
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loss of some self aspect of self |
those w/ TBI may experience loss of self that reflects difficulty with comprehension/expression/cognitive function; "they are not the same as before"; cognitive limitations can impact client's sense of identity; those who stutter may feel a loss of self-confidence and may be less socially active |
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loss of external object |
may occurs when an elderly patient is moved to a nursing facility - loss of home, loss of proximity to friends/possessions; can be seen in kids moved from a regular classroom to a special ed classroom; external factors like environment |
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developmental loss and loss of predictability or reards |
child may feel loss of attention after an articulation disorder is corrected; child may now be bullied rather than considered special; ESL learner may partially or completely lose the ability to learn L1 while learning L2 |
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interpreter support |
should not be attempted if clinician is not familiar w/ language of client; interpreter must not be a family member; often mandated by federal CLAS like in medicare; child should never be used as interpreter; adult family member may be used with permission from the client only if there is none available |
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why is it important to be culturally sensitive |
duty of a good counselor; allow you to have a relationship with your client; if you are not, client might not trust you and you won't be able to form a good relationship |
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what are the common core skills that can be used across many cultures |
be comfortable with issues of race/culture/class; create comfortable environment for client to open up to a trusting relationship |
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3 reasons why it is important to involve family members in therapy and counseling |
research suggests that the client's communication patterns are intertwined with family communication patterns; there is an increase in therapy efficacy when family members participate; increase in satisfaction of family members when there is parental involvement in therapy/counseling because they can voice their concerns |
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linear questioning |
used to help find information about a client |
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circular questioning |
helps client see themselves in a new way to start making changes |
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what are some of the social and emotional effects of a cleft lip and/or palate on children and adlts |
lower self esteem - feeling different or dislikes; negative view of self; anxiety about speaking; teachers view them as being less intelligent and less attractive; less likely to marry and marry later; have the same outlook for education and jobs |
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what are some physical/medical problems associated with cleft lip and/or palate |
feeding problems of infants; developmental aspects of language, cognition, and phonology; resonance disorders and velopharyngeal dysfunction; dental anomalies that may occur; middle ear and hearing problems commonly associated with clefts |
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what are some social and emotional effects of articulation and phonological disorders |
develop negative attitudes about themselves or feel different/dislikes; more anxiety about talking; headaches/stomach aches; develop avoidance behaviors in social/academic situations to avoid negative attention; poor self-esteem leading to aggression or withdrawal; teachers see as poorer performers; teachers may show impatience |
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percentage of children w/ artic. or phono. disorders that have behavior problems |
70% - hard for them to be understood--don't talk--difficulty developing developing normal social skills |
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percentage of children with expressive language problems also have some form of psychosocial difficulties |
95% - hard to understand what they are being told--feel 'dumb' or 'stupid'--low self esteem |
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4 adjustments that mothers of children with language development disorders tend to make in theier interactions with their children |
intitiate more interactions; use more interrogative (who, what, when, where, why, and how); use fewer utterances per turn; respond or comment less to their children |
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how are stuttering and anxiety related |
important emotional characteristic of people who stuttering; constant anxiety and fear is what motivated most individual to seek therapy; cause individual to attempt to avoid certain speaking situations, people, topics, words, and even sounds |
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what are tangible losses |
loss of an object, ability/skill, or something/someone who is loved; individual loses their ability to swallow normally |
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symbolic loss |
change in self concept or expected future; individual loses sense of independence (being able to eat what they want) |
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what are some of the benefits of group therapy for patients who have had a stroke or AR group and their families |
group therapy allows new/old survivors to feel as thought they are not alone with their problems; others have similar difficulties and are working to manage; provides a sense of community which has an impact of overall health and well-being; provides an environment for language inprovisation |
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what is denial of impairment and give an example |
minimizing of the deficits or disabilities, concealing of symptoms, seeking authority who will refute diagnosis, holding one life as it was before their impairment; dangerous to patient and other; may insist they are able to drive even though they have slow reactions time/poor motor control/loss of cognition; detail could judgement |
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what are some typical fears that clients with dysphagia experience |
fear of choking, aspiration pneumonia, or even death; fear of embarrassment when eating around family/friends; fear of discomfort suctioning food/liquid out of the oral cavity, trachea, or lungs; fear of never being able to consume their fav food/drinks again |
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how to counsel fears of dysphagia patient |
listen to and be empathetic of client's/family member concerns; educated family/friends about client's swallowing difficulties; focus on client's strengths; learn significant of food in client's culture |
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how can a neurological impairment affect relationship with spouse |
stroke can represent the final stressor for a marriage that was already in trouble; fight - continuing an unacceptable marriage relationship or fighting the increasing burden of the spouse's impairments; flight - divorce or abandonment, usually when healthy spouse feels overwhelmed, creates feelings of guilt; remain married but feel increasingly emotionally detached |
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effect of neurological impairments on relationship with children |
stroke can affect patients energy, affections the quality/quantity of time with children; children affected by changes in entire family dynamic; spousal depression/perception of marital relationship predicted child's adjustment; need for family-center approach following a neurological impairment |
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neurological impairment effects on relationships with friends |
initially friends may visit frequently; visits may become more irregular and eventually end due to conversation being difficult and strained |
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what is the ASHA quality of communicative life |
provides info on how the communication disorder affects the person's relationships, communication interaction, participation in social/leisure/work/educational activities, and overall quality of life; considered a valid measure of quality of communication life in adults with neurogenic communication disorders |
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how does quality of life factor into counseling |
helps to clinician determine the client's perceived challenges in their home and community life in order to develop appropriate goals |
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social and emotional effects of dysphagia |
increase embarrassment (break social rules at meal time, feel like a child, nasogastric tube visible); anxieties, fears, frustrations - fear of choking, aspiration, pneumonia, even death, embarrassement eating around family/friends, discomfort suctioning food or liquid out of the oral cavity, trachea, lungs, never being able to consume fav foods/drinks |
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effects of dysphagia on the family |
need to be instructive and supportive to family members who are trying to help; feeding a family member is a loving gesture, but can be fraught with distressing emotions; family member may be nervous about feeding loved ones correctly; may feel fear that if a mistake is made their loved one could aspirate |
