Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
50 Cards in this Set
- Front
- Back
paraprofessional
aka. generalist human service workers |
=some formal training but work in a team
ex. youth counsellors |
|
qualities necessary to become effective counsellor
|
a. core personality
b. education c. theory and systems d. active in counseling-related activities |
|
advocacy thru political process
|
=influence passage of laws when conditions adversely affect clients or profession of counselling
|
|
5 axes of DSM
|
axis 1- clinical
axis 2- personality axis 3- general medical axis 4- enviro. problems axis 5- global assessment *scale 1-100: higher # better level of functioning |
|
medical/pathological model
|
=base treatment plans in accordance with DSM
|
|
why would a counsellor need to master codes of DSM
|
a. universilly used for common diagnosis btwn mental health workers
b. helps to recognize patterns c. accountability, records |
|
DSM-IV
|
=400 different categorical classifications of defined disorders
|
|
social workers
|
=masters of social work
|
|
+ves DSM
|
-info related to multicultural issues
-logically organized -good network of trees |
|
-ves of DSM
|
-atheoretical
-individual diagnosis |
|
effectiveness of a counsellor
|
a. personality and background
b. formal education c. theory and systems of counsellor d. counsellor as continuing education, supervision and advocacy |
|
why counsellors need continuing education
|
=new ideas and treatment are evolving
|
|
cornerstone of the developmental/wellness approach
|
=emphasis on prevention and education
|
|
dysfunctional motivators for becoming a counsellor
|
a. emotional distress= unresolved personal trauma
b. vicarious coping= live life thru others c. loneliness and isolation= seek friends thru counselling d. desire for power= fear and need for control e. need for love= think solve problems thru love f. vicarious rebellion= unresolved anger and act thru clients |
|
characteristics of effective counsellor
|
a. stability
b. harmony c. constancy d. purposefullness e. sensitivity |
|
nonprofessional helpers
|
=no specific education required
ex. untrained volunteers |
|
effective counsellor
|
a. curiosity
b. listen c. comfort w/ conversation d. empathy and understanding e. emotional insight f. introspection g. capacity for self-denial h. tolerance of intimacy i. comfort with power j. ability to laugh |
|
wounded healer
|
=ability to work from a perspective of resolved emotional experience that has sensitized a person to self and others in a helpful way
|
|
3 levels of helping relationships
|
a. nonprofessional
b. paraprofessional c. professional |
|
synchronicity
|
=two simultaneous events that occur coincidentally and result in a meaningful connection
|
|
ways to avoid burnout
|
EXAMPLES:
-associate with healthy others -stress reduction -free time |
|
burnout
|
=state of becoming emotionally or physically drained to the extent one can't perform meaningfully
|
|
strategies counselors use to cope with crisis situations
|
a. objectivity
b. accept and confront c. assert their own wishes d. live wellness lifestyle e. grieving |
|
microskills training
|
=training in human relations skills common to all theories of helping
|
|
how to decide which theory to use
|
=based on ed. background, philosophy, and needs of client
|
|
professional
|
=educated to provide assistance at a preventative and remedial level
ex. psychologists |
|
psychiatrists
|
=medical degree, prescribe meds, biopsychological approach
|
|
theory
|
=model that acts as a guide to hypothesize solutions to problems
|
|
3 professional specialties
|
a. psychiatrists
b. psychologists c. social workers |
|
psychologists
|
=doctorate in philosophy, education or psychology
|
|
advocacy
|
=promoting an idea or cause thru public relations involving networking and education
|
|
system
|
=unified and organized set of ideas, principles, and behaviors
|
|
what happens if a counsellor operates without a theoretical basis?
|
=operate in trial and error manner and risk of being ineffective and harmful
|
|
5 requirements of a good theory
|
a. clear
b. comprehensive c. explicit d. specific to desired outcomes e. useful to practitioners |
|
theoretical purity
|
=allegience to and practice of one theory (infancy counselling)
|
|
eclectic counseling
|
=use various theories and techniques to match client's needs
|
|
traditional eclectism
|
=orderly combination of compatible features from diverse sources into a whole
|
|
peer supervision
|
=supervision amoung equals
|
|
style-shift counselling
|
=as needs change, counselors depart from a theory they are using to another approach
|
|
syncretism
|
=sloppy, unsystematic process of putting unrelated clinical concepts together
|
|
hierarchy of eclectic practices
|
1. syncretism
2. traditional 3. theoretical integrationism 4. technical eclecticism |
|
wellness
|
=the positive nature and health of human beings
|
|
reflective team model
|
=group supervision
|
|
technical eclectism
|
(LAZARUS)
=techniques, not theories, are used to treat clients |
|
supervision
|
=interactive and evaluative process in which someone with more proficiency oversees one with less knowledge to enhance their professional functioning
|
|
solution focused theory
aka. stress inoculation training (SIT) |
=an example of a counselling approach based on the wellness model
|
|
theoretical integrationism
|
=counsellors master at least two theories before trying to make any combinations
|
|
developmental counseling and therapy (DCT)
|
=address the sequence and process of development as it occurs in the natural language of the interview
|
|
developmental/wellness approach
|
=based on stages that various personality theorists have outlined that people go through as a normal part of human growth
|
|
2 systems of counselling
|
a. developmental/wellness approach
b. medical/pathological approach |