Tiffanie Armendariz K00224864 Expected Date of Graduation: December2017 Date Submitted: 12/5/2017Question 1: Identify,define and explain the underlying moral principles upon which the EthicalStandards of the American Counseling Association are based. Use examples toshow how these principles apply. Discusshow these principles impact ethical decision making when two or more ethicalstandards contradict each other. TheACA code of ethics is what shows professionals what ethical standards areneeded to maintain a professional work environment. (Kaplan, Francis, Hermann,Baca, Goodnough, Hodges, & Wade, 2017) In the ACA code of ethics there aremoral principles that the book is focused upon which each has their ownindividual roles that ensure ethical procedures are followed. The moralprinciples in which the ACA code of ethics are based upon are as followed: 1.
Autonomy: Autonomy is encouraging to controlthe direction of an individuals life and giving the individual a sense ofindependence when the appropriate time comes. With this principal it can beused when a client who is unsure of themselves and has difficulty makingdecisions in the workplace or at home as well as socially. An example would bea client who suffers from alcoholism and would become violent, feeling thatthey are ready to have a drink for the first time and having confidence inthemselves, and supporting their decision as their to have a drink. 2. Non-Maleficence: Non Maleficence is theconcept of not harming others. With this ethical principal an example would befollowing confidentiality.
Another example within the principal of non-maleficence would be while counseling a client who has endured trauma andomitting from stating the trauma endured until the client is ready to face it. 3. Beneficence: Beneficence is having theintentions of doing good.
With this principal the intentions are clearly to dogood for the client. An example would be providing the best interventions afterfinding out the needs of the client. Another example would be finding out aclient has a bad substance abuse habit and to do good to the client you refer himto get substance abuse interventions. 4. Justice: The principal justice has todeal with being fair with everyone. In the counseling profession you deal withmultiple clients from different backgrounds or clients who have different viewsor beliefs than you do. An example with doing the client justice would be inthe terms of cultural backgrounds would be after intake if the client disclosessomething from their culture that you do not understand, before the nextsession you research and become competent.
This would allow the counselor to beknowledgeable enough to provide the best service to the client. 5. Fidelity: Fidelity is keeping promisesand making sure what is said is followed through. An example of fidelity wouldbe if the counselor stated to the client that they made a commitment to meetevery Wednesday at 2pm it would need to be followed through, as it was acommitment between the counselor and client.
(Habbal, Habbal, 2016)Whentwo standards in counseling ethics contradict each other you must decide whatis the best option in moving forward. The principles discussed above help guidewhen you are at a conflicting moment with ethical standards. They can be usedas a reference when you are put into a moment of not being sure or confidentdue to conflicting ethical procedures while providing services to a client. ReferenceHabbal,Y., & Habbal, H. B. (2016).
Identifying Aspects Concerning Ethics in Career Counseling: Review on the ACA Code ofEthics. International Journal Of Business& Public Administration, 13(2), 115-124.Kaplan, D. M., Francis, P.
C., Hermann, M. A.
, Baca, J. V., Goodnough, G. E., Hodges, S., & ..
. Wade, M. E. (2017). New Concepts in the 2014 ACA Code of Ethics.
Journal Of Counseling & Development, 95(1), 110-120. Question 2: Scenario: Susie describes as feeling up or down “depending on theday”. Susie has been coming to see youfor six weeks. This week, Susie isexcited about just about everything. Last week she hardly spoke at all. She originally came to you to talk about howto better organize her life. Some daysshe gets very little done because she is “so tired” and “wore herself out doingso much for several days running on little sleep.” You find, as the conversation continues, that Susie hashad several jobs in the last year, usually getting fired for lateness orcalling in sick and being out several days in a row.
Her past and present bosses do admit thatwhen she is at work, she is a dynamo. Sheworks fast, stays late and gets a lot done and admittedly gets lost in whatshe’s doing and works late without rest on those days. You have seen these upsand downs yourself in your sessions and on Good days she is energetic andparticipates in your sessions. On Baddays, she is negative and resistant if she participates at all. In fact she wasreferred to you because of a several day stretch of staying in bed eating icecream and complaining that there was no reason to get up. She explained that she was just having one ofher blue days and always gets over them. Choose a theoretical orientation and approach Susie’scase from that theory’s point of view.
Identify the theory and give a brief overview of how that theory wouldconceptualize Suzie. Develop a DSM 5diagnosis. Justify your diagnosis by identifying the symptoms you observed andhow they match with DSM 5 diagnostic criteria.
Then develop a treatment planbased upon the diagnosis and the theoretical orientation you chose (where wouldyou start, what kinds of techniques you might use, how will you know when theclient is ready to discharge). Give anexample of what you might do with this client in a specific session. Highlight and identify at least 5 specificskills and techniques used in the exemplary session.
Thetheoretical orientation that I am going to choose for this client would have tobe Cognitive Behavioral. The reason in choosing this theory would be becausethe client while reading her history is going through and having problemsmanaging her symptoms of Bipolar Disorder. The client is unable to manageher symptoms of her highs and lows which are affecting her from managing theorganizational skills she needs in her life. The client is having issuesmanaging her manic behaviors and depressive state and it has been proven in thevignette that it is inhibiting her from keeping a job. Client vignette statesthat on her bad days she will not participate in treatment as well as stayingin bed at a week’s time. Cognitive behavioral therapy would aid in bringingawareness to the client of her diagnosis and aid in changing her way ofthinking when she gets to the low points that would keep her staying in bed andnot exhibiting healthy behaviors.
The client with the use of CBT will be ableto better manage her symptoms of Bipolar disorder and lead a healthier life. I came to the conclusion of pickingthe diagnosis of Bipolar 1 one disorder because of the client’s symptoms ofmanic and depressive behaviors. In the DSM 5 when diagnosing Bipolar 1 disordera client must meet criteria for manic behaviors which then could be preceded byhypomanic or major depressive episodes.
Other factors taken into considerationwhen diagnosing Bipolar 1 Disorder would be poor judgment, disruptions insleep, and fatigue. (Burgin, Gibbons, 2016) The client in this case shows thesymptoms that match manic behaviors (being considered a dynamo at work, gettinglost in her work, being overly energetic followed by lows of staying in bed aswell as not having any energy to do anything), poor judgment (losing multiplejobs for not going into work, staying in bed eating ice cream for a week), anddisruption in sleep patterns. Treatment Plan: The treatment plan would have to befocused around a goal that the client would make in a session that is baseSMART model. After creating goals you then create objectives that are going tohelp you achieve those goals. An exampleof a treatment plan following this client’s history would be: Goal: The client will like to minimalize manicbehaviors at work and home Objective:The client will write down times they felt they felt they over worked Intervention: The client will log times they feltoverworked Objective:The client will report better sleeping patterns Interventions: Client will write log of successful sleepingpatternsGoal: Client wants to get out of bed at least 4consecutive days.
Objective:The client will learn how to manage sleeping patterns Intervention: Client will log restless sleep Objective:The client will schedule her days in advance for better productivity in herday Intervention: The client will attend time psychoeducational groupdealing with time management techniques Successful session: In the initial session with this client Iwould start by asking how her day is going. During the session it would begeared based on how she comes in because of her wanting to participate. I wouldengage the client and build a rapport with her then follow with educating herwith her diagnosis and interventions how to manage her symptoms. Educating anindividual who has just been diagnosed is important because of the lifestylechanges that are going to occur to live a happier healthier lifestyle.
(Federman,2011) Managing the symptoms of bipolar disorder is what is going to help leadher to a healthy manageable life. Some techniques that can be used would berole playing with the client on managing situations at work. While bringingawareness to the client I would then give the client homework after our sessionfor her to document moods. During the session since it would be with the firstone since learning of her diagnosis the counselor would need to show empathywhile informing the client as well as rephrasing her concerns to let her knowyou as the counselor are being attentive and listening to her concerns.
Reference Burgin,E. C., & Gibbons, M.
M. (2016). ‘More Life, Not Less’: Using NarrativeTherapy With Older Adults WithBipolar Disorder. Adultspan Journal, 15(1), 49-61.
doi:10.1002/adsp.12019Federman,R. (2011). Treatment of Bipolar Disorder in the University Student Population. Journal Of CollegeStudent Psychotherapy, 25(1), 24-38. doi:10.1080/87568225.
2011.532471 Question 3: A) Discuss the difference between a psychoeducational group and apsychotherapeuticgroup. Give examples of the target population bysize and composition, dynamics, and the expected outcomes each. B) What is the value of group counseling/therapy?What can be accomplished in group work, as opposed to individualcounseling/therapy? A) Apsychoeducational group is a form of group therapy that is able to educate thetargeted group size on a subject of importance. A target population for apsychoeducational group could be the wives of men who are having theirsignificant others come home from war. With this proposed psychoeducationalgroup generally the size should be around 8 participants and focus on providinginformation on what is to be expected with this new chapter in their lives aswell as resources that are available to help. An expected outcome would behaving the targeted population be able to feel better about being able tohandle possible situations that could arise do to what their significant othershave gone through A psychotherapeutic group would bedealing with actually providing a form of therapy to a group of individuals. Anexample of what a psychotherapeutic groups population would consist of would behelping a group of individuals who suffer from depression as a result of losinga child.
The psychotherapeutic group would be able to help the group withcoping strategies on managing their depression. Some exercises that could behelped in the group would be role playing. The general outcome would beproviding enough support and ideas that would allow the clients to be able tomanage their depression to function better in their everyday lives. B) When in a group session you are able tofeed of the energy of others.
With a group session you as a counselor are ableto target a group of people rather than an individual and it is beneficialbecause it can give the people in the group setting a feeling of not beingalone. (Troutman, Evans, 2014) In a group setting clients can accomplishgaining support from others who are going through tough moments in their livesas well as giving support. Group therapy when controlled can be successfulbecause ideas can be given of how others cope with what they are going throughas well.
(Palli, Kontoangelos, Richardson, Economou, 2015) With a group settingyou are able to role play for example, depression situations and the exercisewould be more reliable and accurate because of the truth behind the exercise;rather than in individual sessions a role play with the counselor on a saidtopic could be beneficial but as a group be more accurate. Reference Palli,A., Kontoangelos, K., Richardson, C., & Economou, M. P. (2015). Effects ofGroup PsychoeducationalIntervention for Family Members of People with SchizophreniaSpectrum Disorders: Results on Family Cohesion, Caregiver Burden, and Caregiver DepressiveSymptoms.
International Journal Of Mental Health, 44(4),277-289.Troutman,O. A., & Evans, K. M. (2014). A Psychoeducational Group for Parents of Lesbian, Gay, and BisexualAdolescents.
Journal Of School Counseling, 12(18), Question5: Discuss the value of assessment incounseling. How does a counselor utilize the information obtained from variousassessment instruments in the counseling process? Specifically cite at leastthree examples of assessment in your discussion. Assessmentsin counseling provide a great benefit in an overall subject matter.
With theproper assessment you are able to better serve your client. With the use of assessmentsyou are able to properly diagnose your client. In intake for example you canprovide an assessment to aid you in gathering information of your client. Thisis important, as gathering the right amount of information will help you whenyou have the initial meeting after the intake.
Assessments are used to help inmany ways. With the use of assessments you might be able to find out whatproblems need to be addressed and from there plan out what interventions willbe needed to be used to help that client be on the path to recovery. Thecounselor may use these assessments to help plan what interventions are goingto be used to further assist the client and aid in planning the treatment plan.(Bardoshi,Erford, Duncan, Dummett, Falco, Deferio, Kraft, 2016) Screening assessmentsbefore the client has had an intake can be used to help provide the counselorwith more or less what the client is going through and used to help thecounselor gather what information can be used after intake to provide adiagnosis. Assessments can also be used culturally to find out about culturalawareness within a client as that is something they could be battling withinthemselves.
(Ibrahim, Dykeman, 2011) In career counseling which is used atuniversities assessments can be used to help the client find out what theme orpath they would like to take to be successful when choosing their career.(Brott, 2004) In the end assessments are used for various ways to help theclient and counselor dynamics and help with having the client to get the besthelp available and for the counselor to provide the best services for thatreason. These tools will better serve the client and relationship with the counselor with anoverall positive outcome. ReferenceBardhoshi,G., Erford, B. T., Duncan, K., Dummett, B.
, Falco, M., Deferio, K., &Kraft, J. (2016). Choosing AssessmentInstruments for Posttraumatic Stress Disorder Screeningand Outcome Research. Journal Of Counseling & Development, 94(2), 184-194.
doi:10.1002/jcad.12075Brott,P. E. (2004). Constructivist Assessment in Career Counseling.
Journal OfCareer Development (Springer Science& Business Media B.V.), 30(3), 189-200. doi:10.
1023/B:JOCD.0000015539.21158.53Ibrahim,F. A., & Dykeman, C. (2011).
Counseling Muslim Americans: Cultural and Spiritual Assessments. Journal OfCounseling & Development, 89(4), 387-396.