Transcript PSY 6606

PSY 6606
COURSE INTRODUCTION
Syllabus Review
S. KATHLEEN KRACH, PH.D.
Syllabus Review: Resources
 Website (http://spectrum.troy.edu/~kkrach/)
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PowerPoints
Podcasts
 BlackBoard
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Quizzes
Assignments
Discussion Boards
 LiveText
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Accreditation
 Textbook and Pdfs.
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Reinforce learning
Aid in mini-projects and quizzes
Syllabus Review: Content
 Counseling theories related to children and adolescents.
 Human development and behaviors, especially for pre-school and
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school-age populations.
Consultation models
Coordination, placement, and referral procedures.
Common child and adolescent disorders.
Children/adolescents with special needs and exceptional children.
Legal and ethical considerations with children and adolescents.
Family and other issues that affect children and adolescents.
Multicultural and diversity considerations with children and
adolescents.
Syllabus Review: Grades
 5%: Discussion posts (2 per lecture)
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[Blackboard Discussions]
5%: Attendance
25%: Case Study*
[Part 1: Blackboard; Part 2: LiveText]
20%: Developing a Crisis Management Plan*
[Blackboard]
40%: Online Quiz Grades (10% each)
[Blackboard Exams/ Quizzes]
5%: Comprehensive Exam
Case Study
Student Directions: Prepare a case study reporting on an individual child/
adolescent developmental concern, problem and/or disorder. This will include
assessment, prevention and intervention strategies. Prior to beginning the case
study, obtain parental permission to interview the child/adolescent, teachers,
and others involved in assessment, prevention and interventions strategies
involving the child/adolescent.
The student will submit the completed case study in LiveText for
instructor’s evaluation.
The parent permission form signed by guardian/parent will not be
submitted in LiveText. The student will provide the signed form for
the instructor to view.
Responses to this assignment must follow correct grammar and APA guidelines.
Case Study Part 1
Identify and describe the problem, developmental concern or disorder of the child/
adolescent. Include the following:
•Atypical growth and development
•Health/wellness
•Language
•Ability Level
•Multicultural Issues
•Factors for resiliency on learning and development
•Account for multiple factors in the child/adolescent case
•Assess suicide risk and substance abuse (both child/adolescent and family)
•Assess other academic, career and personal/social issues
Case Study Part 2
Describe the prevention, intervention and/or treatment plan. Include the
following:
•Ways to cope with environment
•Therapeutic interventions
•Parental involvement
•School involvement
•Other prevention, intervention strategies
•Specify school or non-school setting for planned prevention, intervention or
treatment
School-Based Crisis Management Plan
Students will be directed to develop a crisis
management plan in a school setting for each of the
following situations: a natural disaster, a school
intruder, and a grief scenario.
Plans will include:
1. roles and training of personnel
2. research-based and flexible plans
3. plans for communication, ensuring security and
safety, and follow-up.
Due Dates
 Due dates for all projects will be on your syllabus.
 Quizzes are open from 10PM from the first day
until 10PM of the second day (24 hour period).
 Discussion posts are due at the end of each week
for the lectures from that week.
 THESE DUE DATES MAY CHANGE FOR
HOLIDAYS. PLEASE CHECK YOUR SYLLABUS!
Specific Class Rules: Krach
Absence Policy: In registering for classes at the university students accept
responsibility for attending scheduled class meetings, completing assignments on time,
and contributing to class discussion and exploration of ideas.
In severe cases of inclement weather or other emergency conditions, the Office of
Executive Vice Chancellor and Provost will announce cancellation of classes through the
local and regional media as well as through the University’s web site.
 Absence Policy - Krach: Students are responsible for information presented in each
class (even classes missed). Students are expected to make up missed classes in order to
be prepared.
 Absence Policy – Krach – Cell Phone/ Texting: The use of a cell phone during class
will result in an absence for that class date in your record. Use of a computer during class
for anything unrelated to the course will also result in an absence. Exceptions may be
made in an emergency situation if discussed prior to class.
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Specific Class Rules: Krach
Professionalism: In all interactions with the professor as well as any other personnel,
professionalism will be maintained at all times. Professionalism refers to 1) Manner of
dress; 2) Handling conflict (e.g., behind closed doors, in person, and with respect); 3)
Preparation (e.g., read prior to class, have materials needed for the class day); 4)
Confidentiality (e.g., within the class, within the schools, etc.); 5) Self-awareness (e.g.,
know what you don’t know, know when to get supervision, know when to ask for
consultation, etc.).
 Ethics: All students studying in the field of psychology and counseling are responsible
for knowing and behaving under the American Psychological Association’s Ethical
Principles of Psychologists and Code of Conduct. If you are unaware of what is state on
the code, it can be found at: http://www.apa.org/ethics/code/index.aspx
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Specific Class Rules: Krach
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Incomplete Policy – Krach: Students must REQUEST an incomplete prior to the last
week of class. An incomplete request form (available from Dr. Krach) must be completed.
To obtain an incomplete for this class, students must have a legitimate reason for not
being able to complete the work. In addition, over 70% of the course work must already
be completed with a passing grade prior to the incomplete. It is the STUDENT’S
responsibility to notify the professor as soon as an emergency happens. Notification of an
emergency later than 10 days after the event (unless the student is physically incapable of
doing so) is considered negligent on the part of the student, and no accommodations can
be made.
The Counseling Process
THOMPSON & HENDERSON (2011):
CHAPTER 3
Approaches to Counseling
1.
Thoughts
2.
Actions
3.
Emotions
4.
Combination of categories
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
Common Ingredients of Successful Treatments
 A helping relationship that is based on
collaboration, trust, a mutual commitment to
the counseling process, respect,
genuineness, positive emotions, and a
holistic understanding of the client
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
Common Ingredients of Successful Treatments
 A safe, supportive, therapeutic setting
 Goals and direction
 A shared understanding of the concerns that will be
addressed and the process to be used
 Learning
 Encouragement
 Clients’ improved ability to name, express appropriately
and change their emotions
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
Common Ingredients of Successful Treatments
 Clients’ improvement in identifying, assessing the
validity of, and changing their thoughts
 Clients’ increased ability to gauge and change their
actions, as well as acquire new, more effective
behaviors to promote coping, impulse control,
positive relationships, and sensible emotional and
physical health (Seligman, 2006, 11)
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
Lazarus’ BASIC ID model
(problem areas often treated in counseling)
B Behavior: actions
A Affect: emotions & moods
S Sensation/School: senses, education
I Imagery: mental pictures
C Cognition: thoughts
I
D
Interpersonal relationships:
interactions with others
Drugs/Diet: health
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
Keat’s HELPING model
(problem areas often treated in counseling)
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Health issues
E Emotions
L Learning problems
P Personal relationships
I Imagery
N Need to know
G Guidance
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
Counseling Theories
Affective
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Person-centered counseling
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Gestalt therapy
Behavior
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Behavioral counseling
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Reality therapy
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Brief counseling
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Individual psychology
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
Counseling Theories
Cognitive
 Rational-emotive behavioral therapy
 Cognitive behavioral therapy
 Psychoanalytic counseling
 Transactional analysis
Systemic Intervention
 Family therapy
 Consultation, collaboration, teamwork
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
FEELINGS
SELF
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
What
Questions
•Behavior
•Antecedents
•Consequences
•Plans
•Goals
OBSERVABLE
Behavior and
Consequences
New Behavior and
Consequences
1
2
Why
Questions
•Needs
•Motivation
A
•Feelings
•Thoughts
•Problem Causes Feelings State
B
New Feelings
C
New Feelings
UNOBSERVABLE
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
Preparing for the Interview
 Relaxed environment
 Comfortable furniture
 Promptness
 Attentive
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
Seating Arrangements for
Counseling Children
#1
Counselor’s
Chair
DESK
Child’s
Chair
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
Seating Arrangements for
Counseling Children
#2
Counselor’s
Chair
Child’s
Chair
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
Seating Arrangements for
Counseling Children
#3
TABLE
Child’s
Chair
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
Counselor’s
Chair
Considerations During the
First Interview
 Questions children may have about counseling
 Understanding resistance
 Steps to overcoming resistance
 Goals and Observations
 Building a therapeutic alliance
 Structure
 Explain confidentiality and the counseling process
 Investigate expectations
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
General Model for Counseling
 Step 1: Defining the problem through active listening.
 Step 2: Clarifying the child’s expectations
 Step 3: Exploring what has been done to solve the problem.
 Step 4: Exploring what new things could be done to solve the problem.
 Step 5: Obtaining a commitment to try one of the problem-solving
ideas.
 Step 6: Closing the counseling interview
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
Questions Counselors Ask
 What does the counselor need to know about counseling
records?
 How much self-disclosure is appropriate for counseling?
 What type of questions should the counselor use?
 How can silence be used in counseling?
 Should counselors give advice or information?
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
Questions Counselors Ask
 How does the counselor keep the client on task during the
counseling session?
 What limits should be set in counseling?
 What about the issue of confidentiality?
 Is this child telling me the truth?
 What can be done when the interview process becomes
blocked?
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
Questions Counselors Ask
 When should counseling be terminated?
 How can counseling be evaluated?
 How do professional counselors work with
managed health care?
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
Goal-attainment scaling
 Goals established cooperatively
 Goals in measurable terms between “What I
have” and What I would like to have”
 Priorities identified
 Levels of attainment monitored throughout
counseling
 Graph to show weekly progress
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
Goal Attainment Scale
Scale attainment level
Most unfavorable counseling
outcome (-2)
Less than expected success
with counseling (-1)
Expected level of counseling
success (0)
More than expected success
with counseling (+1)
Most favorable counseling
outcome expected (+2)
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
Scale 1
Scale 2
Scale 3
Scale 4
Scale 5
Counselors and Managed Health Care
Advantages of Managed Behavioral Health
Care
• Efficiency
• Accountability
• Professional recognition
• Challenge to succeed outside the
traditional medical model and managed
health care.
Disadvantages of Managed Behavioral
Health Care
• Limitations on treatment, time, and cost.
Copyright 2007 Brooks/Cole, a division of
Thomson Learning
Effective treatment plans (Davis, 1998)
 Step 1: Problem Identification
 Step 2: Problem Definition
 Step 3: Goal Development
 Step 4: Measurable Objectives
 Step 5: Creating Interventions
 Step 6: Diagnosing
Copyright 2007 Brooks/Cole, a division of
Thomson Learning