Have you ever heard someone use a “color-blind” reference when the topic of cultural differences comes up? The idea that we are all the same that speaks to our shared humanity, regardless of our biopsychosocial characteristics; while this is true at some level, on other levels the idea that a counselor or therapist could take a “color-blind” approach to counsel is problematic. While the intention may be to focus on equality and all that we hold in common as people, the danger is in failing to recognize and account for the impact of our biopsychosocial characteristics on our experiences. Identity is a complex phenomenon and each one of us possesses a range of biopsychosocial characteristics such as gender, race, ethnic origin, sexual orientation, and cognitive and physical abilities that impact how we view ourselves and how we are viewed. In fact, aspects of our identity such as being able-bodied, young, or straight may result in automatic or unearned privileges. And, at the same time, other aspects of our identity such as being brown, female, or Jewish may result in our marginalization.

Discussion Prompt

The Multicultural and Social Justice Counseling Competencies (MCSJCC, 2015) presents a conceptual framework that calls attention to “the intersection of identities and the dynamics of power, privilege, and oppression that influence the counseling relationship” (p. 3). As you become familiar with these competencies, you will want to consider areas for development you are eager to explore, as well as areas for development that you may feel hesitant about or even resistant to considering. Your site supervisor at Riverbend City has pointed out to you the importance for counseling and therapy interns to really take an opportunity to honestly examine these areas of personal awareness.

Your initial post for this discussion should address two main parts, personal reflectionand MAKSS reflection. Both these parts will help you to prepare for the Unit 2 assignment.

Part 1: Personal Reflection

For this part of the discussion:

• Consider your own biopsychosocial characteristics and how more visible or salient aspects of your identity have resulted in experiences of affirmation or marginalization.
• Reflect on your reaction to exploring the impact of your biopsychosocial characteristics on your own and your family’s experience (for example, what feelings come up as you consider the ways in which you have been privileged or marginalized?).

Part 2: MAKSS Reflection

• Discuss the experiences you have lived. Referencing the results from the MAKSS and the MCSJCC, explain what this means for your development of awareness, knowledge, and skill (referencing the MCSJCC).
• Explain which perspective of cognitive, emotional, and behavioral resistance aligns most with your reactions to exploring diversity topics?
  • It may be helpful to refer to the three possible areas of resistance in multicultural training identified by Sue and Sue (2016): cognitive resistance, emotional resistance, and behavioral resistance.
• Discuss the implications of emotional reactions in clinical practice and identify at least two of the strategies for managing emotional reactions that will be important to your professional development.

Response Guidelines

Respond to the posts of at least two other learners.

In your response:

• Address your peers’ experiences and how those may relate to your own experiences with privilege or marginalization on the basis of your own biopsychosocial characteristics.
• Discuss your common ground as counselors or therapists-in-training and share at least one strategy with your peer that could be helpful in managing emotions that may arise in the course of multicultural training.
  • Also, share how you plan to contribute to a climate of respectful exploration and support in discussions that will involve diverse worldviews and experiences.

Your responses should be substantive and should contribute to the conversation by asking questions, respectfully debating positions, and presenting supporting literature relevant to the topic.

Learning Components

This activity will help you achieve the following learning components:

• Discuss insights from an assessment of one’s multicultural awareness.
• Recognize challenges encountered in cultivating self-awareness and developing cultural competence.

Resources

• Discussion Participation Scoring Guide.
• APA Style and Format.
• Interactive MAKSS.

 

Introduction

 

Has another driver ever cut you off in traffic? Have you watched as someone stepped in front of you in a line at a grocery store? When situations like these arise, you likely experience emotions of irritation and even anger, if only for an instant. If you consider your thoughts immediately after such an event, they might be similar to the following: “How dare that person do that to me! They don’t care about anyone else but themselves. They want to get ahead at the expense of everyone else.”

 

However, how would your feelings change if you knew this person had just been notified of a family emergency? Furthermore, what if you accepted the fact that you cannot control the person’s actions, only your response? How might your thoughts change—and how might these changed thoughts affect your emotions?

 

Cognitive and behavioral counselors focus on the role that cognition plays in changing or adapting behaviors. Similar to the above, counselors employing this approach prompt clients to examine their thought processes in efforts to change unwanted behaviors or reactions. Behavioral and cognitive theorists believe that behavior modification can be reached if first a client can identify how his or her cognition and logic influences everyday situations.

 

This week, you explore the key components of cognitive and behavioral theories (CBT). In addition, you propose CBT interventions that would help Deidre, your case study client.

 

 

Students will:

 

·         Contextualize theoretical approaches

 

·         Analyze theoretical approaches to help clients meet goals

 

·         Apply concepts related to cognitive and behavioral theories

 

 

 

 

 

 

 

Week 6 Learning Resource

 

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week’s assigned Learning Resources.

 

 

Readings

 

·         Capuzzi, D., & Gross, D. R. (Ed.). (2011). Counseling and psychotherapy: Theories and interventions (5th ed.). Alexandria, VA: American Counseling Association.

 

o    Chapter 9, “Cognitive-Behavioral Theories” (pp. 193–213)

 

o    Chapter 10, “Dialectical Behavior Theory” (pp. 215–235)

 

o    Chapter 11, “Rational Emotive Behavior Therapy” (pp. 237–261)

 

o    Chapter 12, “Reality Therapy/Choice Theory” (pp. 263–285)

 

Media

 

·         Laureate Education, Inc. (Executive Producer). (2012). Deidre Part 2 [Multimedia]. Baltimore, MD: Author. 

Note: Please click on the following link for the transcript: Transcript (PDF)

 

 

·         Association for Behavioral and Cognitive Therapies. (2012). Retrieved from
http://www.abct.org/Home/

 

·         British Association for Behavioral and Cognitive Psychotherapies. (2012). Retrieved fromhttp://www.babcp.com/Default.aspx

 

·         William Glasser Institute. (2010). Retrieved from http://www.wglasser.com/the-glasser-approach

 

 

 

 

 

 

 

 

 

Week 6 Discussion

 

 

 

Conceptualizing Cognitive and Behavioral Theories

 

When meeting a client for the first time, he or she may inquire about the theories that guide your work. The client might also have questions about the interventions you plan to use, and how these interventions will help him or her. When addressing these questions, how might you contextualize your theoretical approach in a way that is meaningful for your client? Once you contextualize the theory itself, how might you convey information about specific interventions?

 

In this Discussion, you select a CBT theory that most resonates with you, dialectical behavior, rational emotive behavior, or reality therapy/choice. You then closely examine the media, Deidre Part 2, found in this week’s Learning Resources. Keeping Deidre’s questions and concerns in mind, how might you contextualize your theoretical approach? Furthermore, how might this specific theoretical approach help to guide your dialogue with Deidre?

 

Posting Directions: In the subject line of your post, use the following title format: “Title of Discussion: The theory you selected for this Discussion.” Your initial post must be at least 200 words in length.

 

Post by Day 3 your response to Deidre and explain how you would contextualize your theoretical approach. Then, explain how this theoretical approach may help Deidre to move toward her goals.

 

Respond by Day 5 to at least two of your colleagues using the following approach:

 

·         Pretend that you are Deidre. Give two follow-up questions she might have for her counselor. In addition, provide insight into dialogue that might need to be further clarified to help Deidre understand the theory being used, and/or the next steps of the counseling process.

 

·         Due on 1/6/16 @ 6pm Eastern Standard Time

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THIS IS THE TRANSCRIPT ABOUT THE CLIENT “DEIDRE”

 

 

 

Counseling and Psychotherapy Theories Program Transcript Instructions:

 

Watch the following interaction between Deidre and the counselor. Post by Day 4 your response to Deidre and explain how you would contextualize your theoretical approach. Then, explain how this theoretical approach may help Deidre to move toward her goals.

 

Counselor: Hello, Deidre. It’s nice to meet you. What brings you here?

 

Deidre: Well, Dr. Clark at the health center, I was talking to him about my anxiety, and he gave me something for it. And it’s been working a little bit, but he thought I should come here too.

 

Counselor: What do you think?

 

Deidre: I don’t know. I think there’s a lot of other people who could probably use this more.

 

Counselor: You think your anxiety isn’t serious enough to warrant you to be here? Deidre: I don’t know. I mean, what are we going to do here, just sit and talk?

 

Counselor: Well, that’s part of it. But before we get into our first session, I just want to make sure that you understood what you signed regarding the informed consent document and all of the elements regarding confidentiality.

 

Deidre: Yeah, the form that says that this is confidential unless I tell you I’m going to hurt myself or someone else?

 

Counselor: Yes, that’s right. I’m impressed that you remembered that.

 

Deidre: Yeah, Dr. Clark explained it to me when I said I was nervous about coming here.

 

Counselor: You’re feeling nervous about being here right now?

 

Deidre: No…I mean… yes. I understand the confidentiality thing, but it’s just that I’ve never talked to anyone about any of this before.

 

Counselor: Well, it’s very natural to be nervous in counseling sessions and especially the first one that you attend. But let me assure you that this is a safe and nurturing environment and that anything you say here stays here. But also, there are some limits to that confidentiality. And first, like you already know, if you say anything about harming yourself or harming others, I will have to break confidentiality, because I’m obligated as a counselor to protect you but also those around you. Also, if for any reason there’s talk about neglect or abuse, I would also have to break confidentiality in those instances as well. And finally, if I’m subpoenaed by a judge or a court to turn over my records, I would be obligated to do so, so that would be another limitation on confidentiality. Do you understand all of those limitations?

 

Deidre: Yeah, thanks.

 

Counselor: I noticed on your form that you mentioned that you wanted some help with your anxiety.

 

Deidre: Yes.

 

Counselor: Okay. I think we can work together on this. But let me first tell you about my approach to counseling. What I first do is I ask.