Topic: A crisis can be a dangerous situation that provides an opportunity for growth.

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Topic: A crisis can be a dangerous situation that provides an opportunity for growth.
Identifying an opportunity for growth in the midst of a crisis can be a challenge for both the person in the crisis and the professional providing therapeutic services. However, the treatment provider has the privilege and responsibility to intervene and influence the schemata of the person in the identified crisis. Identify a developmental, situational, or subjective (existential) crisis, the potential dangers (described in the literature), the opportunity for growth (types: mental, emotional, physical, spiritual, volitional), and the common treatment interventions (identified in the literature) that are used to intervene with said crisis.

5.1 Why is identifying the “real story” important for effective counseling?

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5.1 Why is identifying the “real story” important for effective counseling? What difficulties could occur if you do not focus your counseling on the “real story?” Explain how you would handle a client who states he is feeling hopeless and helpless. How would you assess for suicidality? If the client only has fleeting thoughts but no plan, what strategies might you employ?

This discussion question meets the following CACREP Standard: 2.F.5.l. Suicide prevention models and strategies.

5.2 Read and complete the “Reframing Practice Exercise.” How did the exercise go? What did you learn from it and how will this impact your counseling practice?

6.1 What are some strategies you can use to help clients envision different possibilities? Choose a counseling theory you are considering using and explain how it could be used to help the client see different perspectives. How might a client’s developmental stage impact the treatment plan?

This discussion question meets the following CACREP Standard: 2.F.5.n. Processes for aiding students in developing a personal model of counseling

6.2 Read and complete the “Creating Possibilities Practice Session.” How did the practice session go? What went well? What could have been better? What did you learn from the process that will help with your counseling practice?

7.1 What can you do as a counselor to help clients develop the support that they need to continue the progress they have made in therapy?

This discussion question meets the following CACREP Standard: 2.F.5.k. Strategies to promote client understanding of and access to a variety of community-based resources.

7.2 Read and complete the “Action Planning Practice Exercise.” What did you learn from the exercise? What problems might you encounter in carrying out this action plan? How might this apply to your counseling practice?

8.1 You want clients to leave counseling with solutions for the dilemmas that initially brought them to counseling. You also want them to learn resiliency skills that will help them master future challenges. What are some skills or resources that you would like clients to learn in the counseling process? Explain how you might provide education, suggest, or even model these skills.

8.2 Do you think personal counseling should be required for all people practicing psychotherapy? Why or why not?

1.How can we tell the motive that a person has in a prosocial behavior scenario? Do we ask them directly about their motives?

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1.How can we tell the motive that a person has in a prosocial behavior scenario? Do we ask them directly about their motives?

2.What role does the concept of reciprocity plays in prosocial behavior?

Explain how research informs theory development using the bobo doll experiment as an example

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Explain how research informs theory development using the bobo doll experiment as an example. Then, select one of the limitations of the study (listed on the Bobo Doll Experiment website) and briefly describe a study that could address that limitation.

Discussion 1

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Discussion 1

You are a counselor working at a publicly funded alcohol and drug treatment program. Your client, Doug, attends one of your counseling groups. Although he has a previous conviction and is on probation for possession of an illegal substance, he entered treatment as a voluntary client. Doug’s probation officer recently learned from another probationer that Doug is in treatment, and the officer has sent you a letter requesting that you provide a progress report and an assessment of Doug’s likelihood of relapse. The probation officer will use this information, if favorable, to petition the court for Doug’s early release from probation.

Discuss your options for responding to the probation officer’s request and describe what you would do. Cite relevant legal issues, including federal confidentiality and privacy regulations in your discussion. Identify the specific circumstances under which you would provide the information requested by the probation officer. How would you handle this differently if Doug were involuntarily attending the group?

Discussion 2

Judith is a licensed professional counselor (LPC) in private practice. She has a contract to facilitate psycho-educational groups for students in a local public high school. Many of the students in her groups are dealing with the divorce of their parents. Judith has decided to create a specific psychoeducational group for adolescents whose parents are divorcing or divorced. What should be covered in her pregroup screening interviews with the students?

Gains and Losses in Middle Adulthood

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Gains and Losses in Middle Adulthood

Discuss Baltes’ theory on the gains and losses in middle adulthood. Elaborate on the processes of growth, maintenance, and regulation of loss that can be adaptive for development at this stage. Describe how age-graded changes and history-graded changes help to explain development during this stage.