The textbook and the readings for this first topic begin to describe some of the key elements for a successful therapeutic relationship.

Write a 1,200-1,500-word essay that describes the characteristics and roles you hope to embody as a counselor and the counselor dispositions that you want to bring with you. You may write in the first person for this assignment. Include the following in your paper:

1. Your role as the therapist in the counseling process within community and private mental health systems
2. Refer to the Counselor Dispositions. Which of these dispositions will you incorporate into the counseling relationship and how?
3. Counseling skills you plan to practice for building rapport with clients
4. Strategies to advocate for persons with mental health issues

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

HERE IS THE REFERENCE FOR OUR TEXT BOOK FOR CLASS:

Egan, G. (2014).  The skilled helper: a problem-management and opportunity-development approach to helping  (10th ed.). Belmont, CA: Brooks/Cole, Cengage Learning.

HERE ARE THE COUNSELOR DISPOSITIONS:

 

Counselor Dispositional Expectations 

Dispositions are the values, commitments, and professional ethics that influence behaviors toward others, and, if sincerely held, dispositions lead to actions and patterns of professional conduct. The Grand Canyon University Counseling Program’s dispositions adhere to the University’s mission statement, as well as to the established counseling profession codes of ethics.

The Grand Canyon University Counseling Program have adopted the following dispositions for its students derived from the American Counseling Association (ACA) Code of Ethics. Although these dispositions are not all inclusive, they do represent values and qualities that are warranted by counseling students. Students who fail to adhere to or demonstrate such dispositions may be subject to disciplinary actions.

· Psychological Fitness: Counselors* are aware and assess their motives for pursuing the counseling profession. They are aware of their unfinished emotional and/or mental health issues, and resolve them before starting to provide counseling services to others. Counselors engage in self-care and seek resolutions to issues that arise during their practice. Counselors adhere to the American Counseling Association (ACA) Code of Ethics and/or the NAADAC, the Association for Addiction Professionals Code of Ethics.

· Self-Awareness: Counselors are aware of their personal moral, ethical, and value systems and provide counseling services with objectivity, justice, fidelity, veracity, and benevolence. Counselors are acutely aware of their personal limitations in providing services, and are willing to refer clients to another provider when necessary.

· Cultural Diversity: Counselors respect, engage, honor, and embrace diversity and a multicultural approach that supports the worth, dignity, potential, and uniqueness of people within their social and cultural context. Counselors promote self-advocacy and assist clients in advocating for empowerment within their cultural context.

· Acceptance: Counselors foster a healthy climate of change by providing and promoting acceptance, and a nonjudgmental environment during the therapeutic process. They understand their personal value system and do not impose their values, attitudes, beliefs, and behaviors on their clients.

· Empathy: Counselors foster understanding, compassion, and avoid any actions that can cause harm to a client. Counselors treat others with dignity and respect.

· Genuineness: Counselors deal truthfully with themselves and their clients, in order to avoid harming their clients.

· Flexibility: Counselors practice a client-centered approach, and align treatment to the client’s goals for therapy.

· Patience: Counselors understand the therapeutic process and respect client’s efforts to gain control over their lives. Counselors encourage an environment that promotes self-empowerment and allows client’s voice in the therapeutic process.

· Amiability: Counselors do not support or engage in any act of discrimination against a prospective, current, or former client. Counselors promote and practice social justice and do not exploit others in their professional relationships.

· Professional Identity: Counselors adhere to regulatory state boards and nationally recognized codes of ethics. Counselors practice only within their scope and competencies. They seek to utilize best practices and empirically supported treatments. Counselors stay current with the counseling profession through seeking continuing education, and by supporting counseling associations.

* The term counselor is used to refer to counselors in training at the graduate level. 

American Counseling Association (2014). ACA Code of Ethics. Alexandria, VA: Author.

Walz, G. R., & Bleuer, J. C. (2010). Counselor dispositions: An added dimension for admission decisions. Vistas Online publication, 1, 11-11.

Preparation

In this assessment, you will apply the cognitive theories and models you have learned to three case studies presented in the following videos:

• NBC Nightly News. (2013, January 23). Teaching his girlfriend to read again [News report]. NBC Universal Media.
  • A photo of an elderly man patiently reviewing alphabet flashcards with his girlfriend, who had a stroke, went viral. NBC News tracked down the couple, and discovered a long time love, undeterred by life’s unexpected changes.
  • Run time: 2:10.
• NBC News. (2012, June 14). Learning to live after brain injury [News report]. NBC Universal Media.
  • Recovering from a brain trauma is as unpredictable as it is challenging. Andrea Briggs, who suffered a devastating brain injury in 2011, is slowly re-learning how to do everyday tasks, from brushing her teeth to reading, writing, and even walking.
  • Run time: 3:22.
• Chedd, G. (Writer/Director). (2004, May 11). Don’t forget [Television series episode]. In Chedd-Angier (Producer), Scientific American Frontiers. Available from http://chedd-angier.com/frontiers/season14.html
  • Watch the first segment of Episode 2, “Don’t Forget.” In this segment of American Scientific Frontiers, host Alan Alda meets and visits with a relatively famous case study on memory, “Patient E. P.,” and the team that had been studying him and his odd condition for years before his passing a few years ago.
  • Run time: from approximately 3:13–11:20.

Instructions

• Briefly summarize the case studies featured in the videos.
  • Include in your summary the condition depicted and possible causes of the memory impairment or memory loss using theories and research from the course readings. You may also use supplemental sources to support your analysis.
  • Use your course resources and at least three peer-reviewed and scholarly resources (no more than five years old) to help support your analysis.
• Using scholarly sources as a basis, conclude with possible treatment options for the person featured in the case study.
• Prior to submission, review the Impediments to Learning and Memory Scoring Guide to ensure that you have completed all the required elements of this assessment.
• Note: You may (but are not required to) use the APA Paper Template, linked in the Resources.

Additional Requirements

• Written communication:Written communication is free of errors that detract from the overall message.
• Sources: Use your course resources and at least three peer-reviewed and scholarly resources (no more than five years old).
• APA formatting: Resources and citations are formatted according to current APA style and formatting guidelines.
• Length: 2–3 typed, double-spaced pages.
• Font and font size: Times New Roman, 12 point.