Peer Supervision Reflection I had peer supervision with Jess Zottoli Andrews on March 23, 2016. Jess and I discussed the benefits of group therapy, along with specific issues experienced at our practicum sites. I explained to Jess how I experienced resident from a teen resident that I interviewed. I explained to Jess how this resident has some difficulty with automatic thoughts and coping skills. Jess told me about a Cognitive Behavioral Therapy worksheet that helps to guide the therapist in disputing maladaptive thought patterns. I believe this is a very effective method of intervention, not only for the client, but also for the therapist. Jess also explained to me how she experienced some verbal hostility from a client at her
In her opinion she doesn’t have a problem and she feels that she is smarter than the therapists. She has an intense fear of not being liked or not being viewed in positive regard. She has been unwillingly admitted several
Therapist met with the client for individual therapy at school. Therapist did a check in regards to symptoms, mood, thoughts, emotions, coping skills, the goals that he achieved, and behaviors since the last session. Therapist processed the client's negative thoughts. Therapist used open-ended questions to address any concerns the client may have. Therapist encouraged the client to keep motivated during the stressful time, especially when he has negative thoughts, which stats usually with negative thoughts, argue with his sisters, or with his aunt, or if he has been triggered by any internal or external thoughts.
As for my own use of Beck’s techniques, I will integrate cognitive aspects of therapy more heavily on clients that seem to be suffering from their anger, hate, hostility, or prejudice. Techniques such as the thought watching can be simple ways of slowing down clients when they are being influenced by their cognitions or emotions. In such cases as domestic violence, Beck’s automatic thought technique, as previously described, is certainly a useful tool for cognitive behavioral
Cognitive theory focuses on the relationship between thoughts, feelings, and behaviors. Social workers assist clients in identifying patterns of irrational and self-destructive thoughts and behaviors that influence emotions. Cognitive theory allows social workers to assess the client’s schemata, identify any dysfunctional thought patterns, and consider the evidence supporting a client’s belief in order to clients to adjust their process to better facilitate the attainment of goals and experience more positive emotions (Hutchison, 2013. P. 119). On the other hand, cognitive therapy cannot encourage clients to rationalize their problems with negative thoughts and irrational thinking due to oppressive external circumstances.
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.
One of the most prevalent ethical issue associated with reflective practice is that of confidentiality, although no names are revealed when reflection takes place, it can be questioned as to whether the interactions we have with patients should be used to help further our professional development (Hargreaves J. 1997). Reflection and reflective practice also have professional implications as it increases the student’s vulnerability as they are recounting events which could have caused them distress in the past as reflection itself is a process which requires the individual to reveal the minute details of how an event made them feel, therefore it is vital that people who are undergoing this process have the support that they require (Cleary M. et. al. 2013). Knight K. et. al (2010) argue that not only do students need this supervision, reflective practice groups should be favoured as they give the students more support, not only from their supervisor but also their peers who could be going through the same
Therapeutic techniques like another thing are dependent on the situation and the individuals involved. Through a series of sessions, there is a feel of how a client will react to certain topics of conversations of what they are and are not ready to discuss. The following treatment plans have come to fruition after a few months’ worth of sessions with Mrs. Summers. Her husband has been out of intensive care and is about to begin his physical therapy. During that time, Mrs. Summers was unable to be in the room as her husband without outward hatred directed at him, as he was the one driving the vehicle.
I used Dialectic Behavior Therapy (DBT) techniques with some of my clients. I was not trained in this therapy but was familiar with the idea of being in the here-and-now. This technique worked for my schizophrenic client by keeping her focused on what was happening each day by writing in a journal and distracting her from what she thought had been happening in her past. I was able to use Art Therapy with the client I had with PTSD, depression, and suicidal thoughts. I had one client on probation who was ordered to be in counseling before she could get off of probation.
Reflection is not about evaluating an intervention of the client, but rather the process of theory that we use through our own experience and knowledge (Duncan, E., 2009). Also, it is imperative to recapture practice experiences and mull them over critically in order to gain new understandings and to improve future practice as a therapist (Finlay, L., 2008) as the healthcare sector is constantly changing and upgrading itself. Reflection also allows us to apply our knowledge that is improving to a wide variety of cases that we may encounter, be it a case that we have seen before or a totally new case that we have to
Counselors may allow their own personal experiences and histories to cloud the direction of their treatment due to personal conflicts in their lives. Counselors often ignore the feelings that their clients create in them. In order for me to deal with this type of situation ethically and effectively I would first have to accept the countertransference that is at hand, and seek personal therapy. Therapy will enable me to share my countertransference concerns, and become aware when they are taking place. It is important that I acknowledge these feelings and deal with them right away before it can effect therapy with the client, by seeking personal therapy or consolidation with a colleague or professional.
This enables him to identify a problem, example; a death situation. My client, Ms Linda is coping with the lost her mother. She feels very depressed all the time and feels controlled to this crisis situation. When asked about her mother’s departure, she exhibits anger and
To become a reflective social work student, I need to be able to undergo self-reflection. This is a process of conducting self-assessment and observation. Gibbs’ Reflective Cycle influence user like myself to self-reflect and more importantly it encourages users to develop an action plan. This enables me to look at my practice and evaluate on the areas I did good and bad. In turn, by taking these experiences into learning I can use them to improve on for the future.
As you can see from my time line “Reflective supervisor is a supervisor that creates a safe and welcoming space for staff members to reflect on and learn from their work a trusted mentor/supervisor at their side”. (Heffron & Murch, 2010, p. 5). I think that I showed this in the following way. I am supporting staff member’s development, providing a “secure Base”, maintaining the programs ideals and standards, facilitating open communication and effecting team functioning and providing program leadership. I made sure that my observations were at the same time and I gave the teacher time to reflect.
Group counseling is a form of therapy that tackles issues of personal growth through interpersonal interactions, not just between the counselor and client, but also with people beyond their social circle – relatively strangers. It includes counseling groups, structured groups and educational groups. Each groups has its strengths and purpose for forming the group. Similarly, individual therapy has its own strengths and both forms of therapy have been proven to be equally as effective by empirical evidence and current research. Different theories help structure and affect process of group therapy.
Over the past one and half month, the class of PDE 502 (Counselling and Career Education) has taught me some major lessons for life in dealing with the clients in response to their emotional needs. The role of a counsellor is not unlike that of a friend where by it is nurtured by being in each other’s company, talking over everyday issues and sharing feelings. However, what sets a counsellor apart is their experience and the ability to apply counselling theories and techniques to assist people in gaining awareness, insight and explore ways of solving their own issues.