Supervision
Learning about yourself is essential to be an effective counsellor, understanding your personal triggers and taking responsibility of learning from key events in life is essential to have longevity and success as a counsellor, (Johns, 1996, Corey, 2013). Working as a therapist can be an isolating, difficult occupation (McLeod, 2013), however supervision, provides support, professional development and facilitates reflection (Bond, 2010). Consequently, it provides a process of monitoring and evaluating the counsellor’s standard of work (Clark and West, 2004). Effective supervision requires the supervisee to bring high quality information about the therapeutic process, (McLeod, 2013), a means of providing this information is using
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20). Kagan and his associates observed the information gained from evaluation of a video recording and by use of prompts from a second person (Kagan, 1975). Student counsellors then observed brief recordings of therapy to enable their identification of “The thoughts and feelings of the client”, (Kagan, 1975 p. 75). A further aspect of the research involved those in the therapy recording sessions. Kagan, Krathwohl and Farquhar, utilised the video recorder within the counselling room for teaching, consequently reviewing the recording with both client and therapist, (Kagan, 1975). The purpose of recording sessions was to “Develop a test of situation empathy or affective sensitivity”, (Campbell, Kagan and Krathwohl, 1971 cited by Kagan, 1975). A member of the research team joined each individual participant, and replayed the recording, everyone involved could stop the recording, (Kagan, 1975). The role of the second party was to “Encourage, facilitate and probe”, (Kagan, 1975, p.75). IPR facilitates a “Learning-by-discovery (which is) assertive and confrontive”, (Kagan, 1980 cited by Cashwell, 1994 p. 1). The second party also uses Rogers core …show more content…
The use of IPR helps to understand these covert feelings by recording a session with a client, (Foster and Lloyd-Hazlett, 2014, p.2). A further aspect of the research involved those in the therapy recording sessions. A member of the research team joined each individual participant, and replayed the recording, everyone involved could stop the recording, (Kagan, 1975). The role of the second party was to “Encourage, facilitate and probe”, (Kagan, 1975, p. 75). IPR facilitates a “Learning-by-discovery philosophy (which is) assertive and confrontive”, (Kagan, 1980 cited by Cashwell, 1994, p.1). The second party also uses Rogers core conditions (Rogers, 1961). The use of IPR helps to understand these covert feelings by recording a session with a client, (Foster and Lloyd-Hazlett, 2014,
When therapist asked client about the alternative behavior, client reported that he tried to talk to the aunt about his oldest sister bossing him around, but his aunt tried to avoid it because she does not want to fight with her. Client reported that he feels angry 2-3 times a week because he argues with his foster sister and feels bad about it. When therapist processed with client his feelings about being stressed by his family. When therapist psycheducated client about the types of anxiety and having anxiety related to study or any future plan is okay since is not preventing him from functioning. apist acknowledged the clients role play.
Rogers, C. (2012). Carl Rogers on Empathy. [online] YouTube. A. Background:
Therapist greeted client, brother, and mother. Therapist checked in on symptoms, behaviors, coping skills, thoughts, emotions, and conflicts. Therapist reflected client and mother report of client's behavior in order to validate, process, and reflect. Therapist probed client in regards to internal and external triggers. Therapist gave praise for client being able to identify triggers, honest, and sharing.
One is to help the client notice the futility of previous controlling attempts (e.g., emotional avoidance). A second goal is to generate therapeutic contexts where willing to experience her struggles without the attempts of suppressing, distracting, or getting rid of them. The paradoxical effect of controlling strategies is discussed along with a metaphor, and the willingness to contact with her private events as an alternative are briefly introduced. In addition, session 8 and 9 are designed to help her discriminate contexts where controlling strategies work and where they do not work. Session 9 focuses on the discriminating training.
The therapist used insight’s immediacy and challenges in this session. Around 41:23 the therapist challenged
A practice review of psychotherapy-related research. American Psychological Association. 48(2). 198-208. Fjorback L. O., et al.
Therapists must access their own internal process such as their feelings, attitudes and moods. Therapists’, who are not receptive to the awareness of their flow of thoughts and feelings, will not be able to help clients be aware of theirs (Kahn, 1997, p. 40). Though congruence does not mean that therapists have to share personal issues with clients, a therapist must not conceal their inner process from the client, and not be defensive but transparent (Kahn, 1997, p. 41). By being open sometimes a therapist learns more not only about their client but about themselves
Putting the client as the expert, understanding her story instead of attempting to judge it, in the therapist’s point of view. The therapist must in any point display with utmost care, interest, respectful curiosity, openness, empathy, and fascination. Once this collaborative relationship has been established, the counsellor and the client can move forward and work on how to improve the outcomes of the
Through me becoming aware of the situation it enables me to maintain a professional healthy relationship and bias with the client. Therapy will allow me to learn how to observe, acknowledge confront, and deal with the situation ethically, and right away when it starts to happen. It can also allow me to identify and explore my blind spots that I am confronted with through my clients, and will allow me to help set my personal life away from work, and help succeed professionally. I believe that through personal therapy, it will enable me to engage in my own personal self-awareness and overall well-being, and decrease the possibility of burnout that comes with the profession. Therapy will also help develop my career goal and aspirations in a positive way in helping me
But in counselling our worldview is define by how we think about everyday matters, cause of behaviour that trigger emotional distress and problems. (Meleod, 2007) state that to be a “good” counsellor we must know our self-awareness, belief values and what our personal feeling and thoughts are, and how it can help us engage with clients in the counselling practice. While Egan state that it important for counsellor to believe in the counselling process and formed a good therapeutic relationship that allow clients to trust them and feel accepted without being judge regardless of their problem or cultures. (Egan.
As I learn more about counseling theories, I realize that it is important for a counselor to not act as an expert on a client’s life, rather, this role is solely
Another study that researched the best practice for adolescents dealing with delinquency, Mufson, Moreau, Weissman, Wickramaratne, Martin, & Samoilov (2005), looks at the benefits of using Interpersonal psychotherapy to relieve depression in adolescents. The study was conducted using fourteen depressed adolescents and putting them in a twelve week study, using interpersonal psychotherapy to see if their depression would decrease over time. Clients were asked to go there interpersonal problems and assess what they would like to accomplish during the study. The goal of the researchers were decrease depression in the individuals who were completing the twelve week trial. Using IPT and having the therapist looks at their social life and
The counsellor creates a therapeutic environment with the client whereby the client will feel that they are able to trust the counsellor. The counsellor achieves this by being congruent, empathetic and providing positive regard to the client. The skills required in this stage includes the attending which is being attentive to the client to show that the counsellor is genuinely interested in the client. The counsellor must also be varied of non-verbal messages that
Critically reflect on how one or two insights gained during Personal Development and Skills Practice (in G108353 2017/18) have prepared you to become an aware and ethical user of counselling skills. Does a counsellor’s age matter? This is a question I have been considering throughout my time on this course and the answer is not straightforward. Within this essay I will critically reflect on my insight about age and counselling, and through doing this how it has prepared me to become more of an aware and ethical user of counselling skills. Van Wagoner (1991) says Therapist self-insight refers to the extent to which a therapist is aware of one’s own feelings and understands their basis.
The purpose of this reflection is to reflect upon the use of counselling skills, which I have applied in the role-play with the goal of establishing healthy rapport building.