DIASS Discipline and Ideas in Applied Social Sciences

Outline:

Course Introduction (Applied Social Sciences)

1.1 Definition of social sciences

1.2 Definition of applied social sciences

The Discipline of Counseling

1.1 Counseling

1.1.1 Definitions

1.1.2 Goals

1.1.3 Scope

1.1.4 Core values

1.1.5 Principles

Professionals and Practitioners in Counseling

2.1 Roles, functions, and competencies of counselors

2.2 Areas of specialization where counselors work

2.3 Career opportunities for counselors

2.4 Rights, Responsibilities, Accountabilities, and Code of Ethics

Clientele and Audiences in Counseling

3.1 Characteristics and needs of various

types of clientele and audiences

3.1.1 Individuals

3.1.2 Groups and Organizations

3.1.3 Communities

Settings, Processes, Methods, and Tools in Counseling
4.1 Settings
3.1.1 Government
3.1.2 Private Sector
3.1.3 Civil Society
3.1.4 Schools
3.1.5 Community

Counseling services, processes, and methods

The Discipline of Social Work

1.1 Social Work

1.1.1 Definitions

1.1.2 Goals

1.1.3 Scope

1.1.4 Core values

1.1.5 Principles

Professionals and Practitioners in Social Work

2.1 Roles, functions, and competencies of social workers

2.2 Areas of specialization in which social workers work

2.3 Career opportunities for social workers

2.4 Rights, Responsibilities, Accountabilities, and Code of Ethics

Clientele and Audiences in Social Work

3.1 Characteristics and needs of various 

types of clientele and audiences

3.1.1 Individuals

3.1.2 Groups and Organizations

3.1.3 Communities

Settings, Processes, Methods, and Tools in Social Work

4.1 Settings

3.1.1 Government

3.1.2 Private Sector

3.1.3 Civil Society

3.1.4 Schools

3.1.5 Community

Social Work services, processes, and methods

The Discipline of Communication

1.1 Communication

1.1.1 Definitions

1.1.2 Goals

1.1.3 Basic elements of the communication process

1.1.4 Levels of Communication (from intrapersonal to mass communication)

Professionals and Practitioners in Communication

2.1 Roles, functions, and competencies of communicators and journalists

2.2 Areas of specialization in which communicators and journalists work

2.3 Career opportunities for communicators and journalists

2.4 Rights, Responsibilities, Accountabilities, and Code of Ethics

Clientele and Audiences in Communication

3.1 Characteristics and needs of various

types of clientele and audiences

3.1.1 Individuals

3.1.2 Groups and Organizations

3.1.3 Communities

Settings, Processes, Methods, and Tools in Communication

4.1 Settings

4.1.1 Government

4.1.2 Private Sector

4.1.3 Civil Society

4.1.4 Schools

4.1.5 Community

Communication media channels

5.1 Mass media

5.2 New Media and Social media

5.3 Telecommunications

Functions of Applied Social Sciences

6.1 Self-development

6.2 Persuasion

6.3 Art and Entertainment

6.4 News and Information

6.4 Organizing advocacy and mobilization

6.5 Education

6.6 Socialization

Effects of Applied Social Sciences processes

7.1 Awareness and knowledge, i.e., social media, self-understanding

7.2 Attitude and value change, i.e., disaster risk reduction and climate change, the bahala na habit

7.3 Behavioral change, i.e., power and corruption, conflict management and peacebuilding process, risk assessment behavior

7.4 Structural Change, i.e., personal and family relations, gender, overseas migration of OFW, domestic violence, single parenting, community life, criminality, substance abuse

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Discipline and Ideas in Applied Social Sciences 

DIASS MODULE 1

Course Introduction (Applied Social Sciences)

• 1.1.      Definitions of Social Sciences
• 1.2.      Definitions of Applied Social Sciences

Social Science

A branch of science that deals with the institutions and functioning of human society and with the interpersonal relationships of individuals as members of society

Branches of Social Sciences

• Anthropology
• Economics
• History
• Political Science
• Psychology
• Sociology

Applied Social Science

are those social science disciplines, professions, and occupations which seek to use basic social science research and theory to improve the daily life of communities, organizations, and persons.

Branches of Applied Social Sciences

• Geology
• Astronomy 
• Oceanography
• Meteorology
• Ecology.

Relationship of Social Science and Applied Social Sciences

Psychology is the scientific study of mind and behavior. Psychology is a multifaceted discipline and includes many sub-fields of study such areas as human development, sports, health, clinical, social behavior and cognitive processes.

Counseling The dictionary describes counseling as a provision of advice or guidance in decision-making, particularly in emotionally significant situations. Counselors help their clients by counseling them. Counselors also help clients explore and understand their worlds and so discover better ways of thinking and living.

Some definitions include:

• ...help clients understand and clarify their views of their life-space, and to learn to reach their self-determined goals through meaningful, well-informed choices and through the resolution of problems of an emotional or interpersonal nature. (Burks and Steffire, 1979)
• ...work with individuals and with relationships which may be developmental, crisis support, psychotherapeutic, guiding or problem-solving... (BAC 1984)
• The task of counseling is to give the client an opportunity to explore, discover and clarify ways of giving more satisfyingly and resourcefully. (BAC 1984)
• A principled relationship characterized by the application of one or more psychological theories and a recognized set of communication skills, modified by experience, intuition, and other interpersonal factors, to clients' intimate concerns, problems or aspirations. (Feltham and Dryden, 1993)

A common factor in most counseling situations is that the client is demoralized, distressed or otherwise in a negative state of mind about something.

Counseling can be for one person or a group (typically couples and families) and may be delivered through a number of methods, from face-face dialogue, group work, telephone, email, and written materials.

Counseling is largely a voluntary activity whereby clients must wish to change and collaborate willingly with the counselor. Early counseling activity in some cases involves bringing referred clients to this point of readiness.

Results of counseling can include:

·      Insight and understanding of oneself, with greater self-awareness.

·      Changing of one's beliefs and mental models.

·      Increased acceptance and appreciation of oneself.

·      Increased emotional intelligence.

·      Increased ability to control oneself and one's urges.

·      Development of skills and abilities that require self-management.

·      Improved motivation toward actions that are good for one's self.

·      Understanding of others and why they act as they do.

·      Increased appreciation and care for others.

·      Improvement in relationships with others.

·      Changing of relationships with family, friends, and others.

·      Making amends for past negative actions.

In summary, counseling typically leads to the resolution of a living problem, learning of some kind and/or improvements in social inclusion.

Counseling is also a profession, with national associations and control bodies, who, along with academics, have explored its detail further.

Sociology is the study of human social relationships and institutions. Sociology’s subject matter is diverse, ranging from crime to religion, from the family to the state, from the divisions of race and social class to the shared beliefs of a common culture, and from social stability to radical change in whole societies. Unifying the study of these diverse subjects of study is sociology’s purpose of understanding how human action and consciousness both shape and are shaped by surrounding cultural and social structures.

Social work is a practice-based profession and an academic discipline that promotes social change and development, social cohesion, and the empowerment and liberation of people. Principles of social justice, human rights, collective responsibility and respect for diversities are central to social work. Underpinned by theories of social work, social sciences, humanities, and indigenous knowledge, social work engages people and structures to address life challenges and enhance wellbeing. The above definition may be amplified at national and/or regional levels.”

3.     
       Communication and Linguistics       

      Communication is a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior

      Linguistic: the study of human speech including the nature, structure, and development of language or of a language or group of languages

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  Activity 1

a.          “PORTFOLIO of SOCIAL SCIENTIST IN THE MAKING”

b.            Which among the Social Sciences and Applied Social Sciences is the most interesting? (150 words essay)

c.            Is there a social worker in your community? Know his/her perception of social work.

d.          Cut and paste 3 photos of situations related to Counseling. Briefly describe each photo
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     MODULE 2

Guidance Services from Jeel Christine de Egurrola

Counseling is a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals. The primary goal of counseling is to help people utilize their prevailing social skills and problem-solving skills more functionally or to cultivate new surviving and coping skills

Gibson and Mitchell (2003);

Generic Goals:

• Development
• Preventive
• Enhancement
• Remedial
• Human Dimensional Goals:
• Exploratory
• Reinforcement
• Cognitive
• Physiological
• Psychological

The scope of counseling covers personal, social, cognitive, behavioral, psychological, emotional, spiritual, occupational and even health aspects of an individual. However, it does not deal with clinical cases such as mental illness.

What core values should a counselor possess?

•        Respect for human dignity
•         Partnership
•          Autonomy
•          Responsible caring
•          Personal integrity
•          Social justice

Core values of counseling and the importance of these to the field and its members.

•      Respect for human dignity
•           Partnership
•       Autonomy
•       Responsible caring
•       Personal integrity
•       Social justice

PRINCIPLES OF COUNSELING

Counselors should set aside their own value system in order to empathize with the person during counseling. The things the counselor may view as unimportant may be of paramount importance to the counselee. We tend to view the world through our own values, and this can present problems when we are confronted with values that are at odds with our own. If persons in your unit think something is causing them a problem, then it is a problem for them, regardless of how insignificant you might believe the problem to be.

The objective of counseling is to give your personnel support in dealing with problems so that they will regain the ability to work effectively in the organization.    Counseling effectiveness is achieved through the performance of one or more of the following counseling objectives:  advice, reassurance, the release of emotional tension, clarify thinking, and reorientation.

Advice

Many persons think of counseling as primarily an advice-giving activity, but in reality, it is but one of several functions that counselors perform. The giving of advice requires that a counselor make judgments about a counselee’s problems and lay out a course of action. Herein lies the difficulty, because understanding another person’s complicated emotions is almost impossible.

Advice-giving may breed a relationship in which the counselee feels inferior and emotionally dependent on the counselor. In spite of its ills, advice-giving occurs in routine counseling sessions because members expect it and counselors tend to provide it.

Reassurance

Counseling can provide members with re-assurance, which is a way of giving them the courage to face a problem or confidence that they are pursuing a suitable course of action. Reassurance can be valuable, though sometimes a temporary cure for a member’s emotional upsets. Sometimes just the act of talking with someone about a problem can bring about a sense of relief that will allow the member to function normally again.

Release of Emotional Tension

People tend to get an emotional release from their frustrations and other problems whenever they have an opportunity to tell someone about them. Counseling history consistently shows that as persons begin to explain their problems to a sympathetic listener, their tensions begin to subside. They become more relaxed and tend to become more coherent and rational. The release of tensions does not necessarily mean that the solution to the problem has been found, but it does help remove mental blocks in the way of a solution.

Clarified Thinking

Clarified thinking tends to be a normal result of emotional release. The fact is that not all clarified thinking takes place while the counselor and counselee are talking. All or part of it may take place later as a result of developments during the counseling relationship. The net result of clarified thinking is that a person is encouraged to accept responsibility for problems and to be more realistic in solving them.

Reorientation

Reorientation is more than mere emotional release or clear thinking about a problem. It involves a change in the member’s emotional self through a change in basic goals and aspirations. Very often it requires a revision of the member’s level of aspiration to bring it more in line with actual attainment. It causes people to recognize and accept their own limitations. The counselor’s job is to recognize those in need of reorientation before their need becomes severe so that they can be referred to professional help. Reorientation is the kind of function needed to help alcoholics return to normalcy or to treat those with mental disorders.

“Student Feud” Game

Common problems among senior high school students
Common misconceptions about counseling.
(5mins.)

Common problems	Common Misconceptions
1.     Relationship problems 2.     Family problems 3.     Academic problems 4.     Financial problems 5.     Personal problems 6.     Etc.	1.     A person seeing a counselor has a mental illness 2.     Counseling means giving advice 3.     Counseling is part of the discipline board 4.     A counselor is a problem solver 5.     Counseling is brainwashing

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   Activity 2

1. Who are the persons they turn to in times of trouble?

2. What do you and the person to whom you go to do in trying to solve your problem?

3. Define counseling in two to three sentences.

4. Give at least five goals of counseling.

5. Give at least five scopes of counseling.

6. If you have a friend who’s thinking of dropping or cutting classes from your class, how will you help him/her using the different concepts of counseling?

7. Write your principle in life.

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MODULE 3 

Professionals and Practitioners in Counseling

Professional counseling is a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals. Counselors work with clients on strategies to overcome the obstacles and personal challenges that they are facing.

ROLES & FUNCTIONS (source: https://www.montvalek8.org/Page/453)

Counseling (groups and individual): The school counselor provides a confidential helping relationship to help students with educational, personal, and social concerns. Groups of students who have similar concerns come together to share, listen, and resolve concerns.

Program Planning: Activities and events are carefully planned and executed (with the assistance of the 8th Grade Peer Leaders) to keep students informed of pertinent information, increase awareness and involvement for a cause, raise morale and unity among the student body, present a myriad of character education opportunities.

Consulting: Consulting with parents, teachers, and others are essential in determining the most appropriate ways to help students.

Test Coordinating: The Guidance Counselor is the District Test Coordinator for the New Jersey Assessment of Skills and Knowledge (NJASK). The counselor attends yearly training, manages testing materials, organizes testing proctors/examiners/sites, and ensures that all individual student needs are met.

Professional Development: Counselors must stay current in their profession through counselor development workshops, conferences, and web-based support. Furthermore, counselors must now about community resources available to their students

Areas of specialization where counselors work (source:https://careersinpsychology.org/top-places-work-counselor/)

Where Can You Work with a Degree in Counseling?

The following places of employment offer work opportunities for someone with a counseling degree:

1. Hospitals

From assuming the role of a family grief counselor to providing mental health evaluations, counseling professionals with a bachelor's or master's degree often find employment at a hospital. Some counselors are hired to assist patients to overcome various psychological and behavioral issues, while others may specifically focus on the rehabilitation of a hospital patient.  With a Ph.D., counselors can assume the position of clinical supervisor at a hospital, as well as qualify for many other jobs in the administration.

2. Inpatient or Outpatient Detoxification Centers

According to the 2012 National Survey on Drug Use and Health (NSDUH) released by the Substance Abuse and Mental Health Services Administration (SAMHSA), 2.5 million Americans aged 12 or older (or 10.8 percent of those in need) received treatment in a specialized treatment setting for an illicit drug or alcohol problem. There are a reported more than 23 million Americans altogether who are in need of treatment, and counselors are hired to assist their road to recovery.

Counselors are hired to work in:

Inpatient facilities hire counselors to assist with 24-hour care of high-risk patients battling substance abuse.

Outpatient facilities hire counselors to provide treatment during the day, while patients are allowed to return to their homes at night.

Substance abuse or addiction counselors may also serve as detox specialists or crisis workers within a detoxification center.

3. Mental Health Facilities & Agencies

Providing one-on-one treatment or holding group therapy sessions, professionals with a graduate degree in counseling are often employed at a mental health facility – oftentimes according to their specialty. For example, community counselors are hired at localized mental health agencies to assist a local population, interact with community leaders, and bridge the gap between support services found in surrounding areas.

A master's degree in counseling can lead to employment as a social worker, mental health counselor, or case manager at a mental health agency or facility. A doctorate in counseling qualifies a professional to take a position as a coordinator or director of a mental health agency.

4. Residential Care Facilities

A residential care facility provides counseling services to people living in a temporary environment that requires continuous supervision. This may include facilities that house troubled or at-risk youths, autistic children, or people with mental or physical disabilities.

An associate's degree in counseling prepares graduates to work at a residential care facility as a substance abuse or addictions counselor, where they may hold one-on-one counseling sessions or lead group discussions with people suffering from chemical dependency.

5. Halfway Houses

Halfway houses, also known as transitional housing facilities and recovery houses, hire rehabilitation and substance abuse counselors to guide patients or residents in need of help transitioning back to a societal environment, their family, their community, and/or entering the workforce.

Counselors may work in:

Voluntary substance abuse halfway houses, which allow recovering addicts to transition from inpatient therapy to reentering society by living in a structured environment during outpatient therapy.

Court-mandated halfway houses, which provide structure and support under strict supervision to formally incarcerated juveniles and adults reentering society.

Mental health-related halfway houses, where individuals receive mental health counseling in a residential setting, such as patients that require medical supervision or victims of domestic violence.

Counseling degree programs at the associate's level typically focus on training professionals as substance abuse or drug and alcohol counselors, but the majority of employers are looking to hire a licensed professional or someone with at least a bachelor's degree.

6. Geriatric-Related Facilities

Counselors, especially geriatric counselors, are often employed by facilities, agencies and organizations that serve the elderly population, such as hospitals, assisted living communities, senior community centers, retirement homes, independent living communities, as well as long- and short-term care facilities.

7. VA Medical Hospitals and Outpatient Clinics

According to the Department of Veterans Affairs (VA), there are more than 1,200 VA community-based outpatient clinics, VA hospitals, and VA vet centers in the United States.

Counselors are hired to work with veterans, their spouses, and family to address issues, such as PTSD (post-traumatic stress disorder) and anger management. Usually, a master's degree is required for the majority of VA counseling positions.

8. Correctional Facilities and/or Prisons

From mental health counseling to substance abuse counseling, the prison system employs counselors to provide individual and group therapy for individuals who are jailed or living in a correctional facility. Correctional counselors also help develop a plan of action to assist inmates to achieve rehabilitation goals and prepare them for transitioning back into society after being released from prison.

9. Retail Businesses

Assuming positions in the human resources or public relations departments of large retail organizations, counselors with as little as a bachelor's degree are hired in the retail sector. Job duties typically include improving company-customer relationships, as well as designing and conducting training programs.

10. The Educational System

Primarily helping students to better navigate the stresses of growing up and successfully completing their studies, counselors play an important role at all levels of the school system, such as providing crisis intervention following traumatic or violent occurrences – like the death of a teacher, a gun violence incident, or peer suicide. Although a master's degree is often preferred, some counselors with a bachelor's degree are able to assume positions at a school.

Typically, the higher the degree a counselor possesses, the more job opportunities an individual will encounter regarding the following institutions within the school system:

Elementary and Middle Schools

According to the Bureau of Labor Statistics (BLS), elementary and secondary schools employed 47% of all educational, vocational and school counselors working in 2012 on the state, local, and private levels. In an elementary school, a counselor often works with teachers and parents to evaluate a student's strengths and weaknesses, as well as identify any special needs.

High Schools

A graduate with experience in vocational or career counseling may find a fit at a high school, where they can advise students making future decisions regarding higher education and/or making career plans. Often called guidance counselors, they also assist students with various issues commonly associated with teenagers, which range from self-esteem to behavioral issues to college and/or career planning. In high schools, a degree in counseling can also lead to job positions as an academic advisor, career counselor, career services director, and guidance counselor.

Colleges and Universities

The BLS reports 31 percent of school and career counselors are employed at junior colleges, colleges, universities, and professional schools on the state, local, and private levels.

Those with a doctoral degree in counseling can teach undergraduate or graduate level studies at a public or private college/university. A director of career counseling with a college or university often holds a Ph.D. related to the field.

Additional work opportunities for counselors with an interest in higher education include:

Developing curricula for various certificate and degree programs

Evaluating counseling programs

Mentoring aspiring counselors

Writing textbooks

Pursuing original research

11. Career Centers

The majority of graduates with a vocational or career counseling degree work in career centers associated with high schools, colleges, as well as state government agencies. A bachelor's degree in vocational counseling is acceptable for some places of employment, but a master's degree is typically preferred, especially for counselors applying for a position at a college and university career center.

Outside of a career center, some counselors work as consultants that match candidates to corresponding employment opportunities.

12. Rehabilitation Centers & Agencies

Graduates with a bachelor's or master's degree in counseling may assume a position with a rehabilitation agency on the state, private, and nonprofit level. A professional with a doctorate in counseling qualifies to become a director of a rehab facility.

Counselors also find work in other job settings that involve rehabilitation, such as colleges, elementary and secondary schools, prisons, and independent-living facilities.

13. Nonprofit or Social Service Agencies

Providing an array of counseling services centered on mental health, rehabilitation, substance abuse, and other areas of social work, counselors with undergraduate and graduate degrees find work at nonprofit or social service agencies. Job candidates with a Ph.D. are qualified to oversee family counseling services for such agencies, including the governmental division of Child and Family Services.

14. Religious Institutions

Counselors who specialize in combining traditional mental health counseling with the Christian faith often work in private practice and/or religious work environments, such as a church. Professionals must obtain a certificate in Christian counseling before they are able to use the Bible and religious teachings to treat clients. This type of professional is also not limited to strictly working in a religious setting and may assist anyone in need of counseling.

15. Public or Private Practice

Those with a Ph.D. in counseling can become a licensed professional counselor that works in public or private practice. Most often, this type of counselor concentrates on a particular area of specialization, such as mental health counseling, family and marriage counseling, or substance abuse counseling. A bachelor's degree in counseling allows a graduate to assume the position of an administrative assistant or researcher that works under the direct supervision of a certified psychologist with his or her own practice or business.

Code of Ethics (source: http://www.igc.ie/about-us/our-constitution/code-of-ethics)

PREAMBLE

Guidance counselors work with clients, as individuals and in groups, to whom they supply professional services concerning educational, vocational and personal/social development. Guidance counselors respect the dignity, integrity, and welfare of their clients, work in ways that promote clients’ control over their own lives and respect clients’ ability to make decisions and engage in a personal change in the light of clients’ own beliefs and values. To protect clients’ interests, members of the Institute are required to comply with this Code of Ethics, which makes explicit the values underlying their practice.

The work of the guidance counselor involves a special relationship of trust. That trust is promoted by setting and monitoring appropriate boundaries in the relationship and making this action explicit to the client and relevant others. While the relationship with the client is the primary concern, it does not exist in a social vacuum. For this reason, guidance counselors have sensible regard for the social context of their work, which includes the wider community, the law, and professional colleagues.

Alleged breaches of the Code are referred to the Institute’s Professional Conduct Committee, which will investigate, and if appropriate recommend sanctions. While the Code is designed to regulate the professional activities of guidance counselors, it is not intended to monitor their activity in other contexts or embrace wider social concerns. Personal behavior becomes a concern of the Institute only if it casts doubt on practitioners' ability to conduct themselves in a professional and ethical manner, or if it undermines public trust in the profession. Similarly, non-members of the Institute are not bound by the Code or the Institute’s disciplinary procedures; however, like all other citizens, members and non-members alike must take account of the law, and their conduct is ultimately subject to legal sanction.

The Code consists of four overall ethical principles which subsume a number of specific ethical standards:

Principle 1: Respect for the rights and dignity of the client: Guidance counselors honor and promote the fundamental rights, moral and cultural values, dignity and worth of clients. They respect clients’ rights to privacy, confidentiality, self-determination, and autonomy, consistent with the law. As far as possible, they ensure that the client understands and consents to whatever professional action they propose.

Principle 2: Competence: Guidance counselors maintain and update their professional skills. They recognize the limits of their expertise, engage in self-care, and seek support and supervision to maintain the standard of their work. They offer only those services for which they are qualified by education, training, and experience.

Principle 3: Responsibility: Guidance counselors are aware of their professional responsibility to act in a trustworthy, reputable and accountable manner towards clients, colleagues and the community in which they work and live. They avoid doing harm, take responsibility for their professional actions, and adopt a systematic approach to resolving ethical dilemmas.

Principle 4: Integrity: Guidance counselors seek to promote integrity in their practice. They represent themselves accurately and treat others with honesty, straightforwardness, and fairness. They deal actively with conflicts of interest, avoid exploiting others, and are alert to inappropriate behavior on the part of colleagues.

THE CODE

1.0   RESPECT FOR THE RIGHTS AND DIGNITY OF THE CLIENT Guidance counselors honor and promote the fundamental rights, moral and cultural values, dignity and worth of clients. They respect clients’ rights to privacy, confidentiality, self-determination and autonomy, consistent with the law. As far as possible, they ensure that the client understands and consents to whatever professional action they propose.

More specifically, guidance counselors:

1.1                                                       General Respect

1.1.1 Have sensible regard for clients' moral and cultural values and do not allow their service to be diminished because of factors such as gender, sexual orientation, disability, religion, race, ethnicity, age, national origin, party politics, social standing or class.

1.1.2 Seek as full and active participation as possible from others in decisions that affect them.

1.1.3 Respect the rights of clients to receive a full explanation of the nature, purpose, and result of tests and assessments in language that they can understand.

1.1.4 When engaging in research, protect the dignity and wellbeing of research participants.

1.2                                                 Privacy and Confidentiality

1.2.1 Take all reasonable steps to ensure that consultation with clients takes place in conditions of appropriate privacy.

1.2.2 Avoid undue invasion of clients’ psychological boundaries.

1.2.3 Take all reasonable steps to preserve the confidentiality of information about clients obtained in the course of their professional work. They discuss information about clients only for professional purposes, and only with those who are clearly entitled to be consulted.

1.2.4 Clarify to clients any limits on confidentiality which apply.

1.2.5 Take all reasonable steps to ensure that colleagues, line managers, and others with whom they work understand and respect the need for confidentiality.

1.2.6 Exercise discretion in the communication of information, including psychometric test results, so as to prevent it from being used inappropriately. Appropriate action includes, but is not limited to: refraining from recording information which could lead to misinterpretation/misuse, avoiding conjecture, and using language that can be clearly understood by the recipient (see also Clause 4.1.3).

1.2.7 Recognise the importance of keeping adequate records, and mindful of relevant legislation (e.g. Data Protection, Freedom of Information) take all reasonable steps to safeguard the storage, retrieval, and disposal of clients’ records, both written and electronic. Where the guidance counselor‘s control of such records is limited, they exercise discretion over the information recorded.

1.2.8 Keep adequate records of client work and maintain them for an appropriate period of time.

1.3                                Informed Consent and Freedom of Consent

1.3.1 Take all reasonable steps to ensure that clients give valid consent to proposed interventions (consent of parents/guardians may also be required if the client is a minor; established policy of the school/workplace may also be relevant).

1.3.2 Safeguard the right of clients to withdraw consent after an intervention has begun.

1.3.3 Reveal information about clients only with their consent, but with certain exceptions, which include: where concealment would result in danger to the client or others; when required by law or designated guidelines; or for purposes of professional consultation or supervision.

1.3.4 In obtaining informed consent, provide as much information as a reasonable person would want to know before consenting and ensure that the information is conveyed in a language which the client understands (see also Clause 4.3.1).

1.3.5 With the exception of the recording of public behavior, make audio, video or photographic records of clients only where these persons have given prior written agreement to the making of the record and the conditions of subsequent access.

1.3.6 Publish oral and written information about clients only with their written consent, or where the identity of individuals or groups is adequately disguised.

1.3.7 Obtain clients’ agreement to the attendance of trainees and other third parties not directly involved in the provision of professional services.

2.0   COMPETENCE

Guidance counselors maintain and update their professional skills. They recognize the limits of their expertise, engage in self-care, and seek support and supervision to maintain the standard of their work. They offer only those services for which they are qualified by education, training, and experience.

 More specifically, guidance counselors:

2.1                                                  Limits of Competence

2.1.1 Recognise the limits of and take care not to exceed, their education/training and experience. Where they do not feel competent, they make the appropriate referrals to others within or outside the profession.

2.1.2 Seek and follow competent professional advice on whether to limit, suspend or terminate practice whenever their professional judgment is seriously impaired by a physical or psychological condition.

2.1.3 Use only psychometric tests for which they have received appropriate training.

2.2                                                  Limits of Procedures

2.2.1 Do not persist with interventions after the aims have been met or if it has become apparent that the aims cannot be met (see also Clause B 1 of the Institute’s Guidelines for good practice in counseling supervision).
2.2.2 Are mindful when they make decisions/recommendations based on psychometric tests, of the limitations of such tests.

2.3                                     Continuing Professional Development (CPD)

2.3.1 Maintain and develop their professional competence by undertaking appropriate CPD on an ongoing basis (see also Clauses 3(1) and 4(1) of Appendix 1 to the IGC Constitution, and Clause B 3.3.4 of the Institute’s Guidelines for good practice in counseling supervision).

2.3.2 Engage in self-care to avoid conditions (e.g. burnout, addictions) which may impair their judgment and interfere with their ability to act in a professional manner.

2.3.3 Seek support and/or supervision from colleagues when feeling stressed or vulnerable due to professional duties.

2.3.4 Seek supervision for both counseling work and work as counseling supervisors. They ensure that the frequency of supervision is proportionate to their case-load (see also Clauses B 2.2 and B 2.3 of the Institute’s Guidelines for good practice in counseling supervision)

3.0   RESPONSIBILITY

Guidance counselors are aware of their professional responsibility to act in a trustworthy, reputable and accountable manner towards clients, colleagues and the community in which they work and live. They avoid doing harm, take responsibility for their professional actions, and adopt a systematic approach to resolving ethical dilemmas.

More specifically, guidance counselors:

3.1                                                General Responsibility

3.1.1 Behave in professional activities in such a way as not to damage clients’ interests or undermine public confidence in the profession.

3.1.2 Speak out if the policies, practices or regulations of the organisation within which they work are seriously at odds with any of the principles of this Code of Ethics.

3.1.3 Support colleagues. In particular, they offer, as appropriate, emotional support and/or supervision to colleagues who request it.

3.2                                               Avoidance of Harm

3.2.1 Terminate an activity when it is clear that the activity is more harmful than beneficial.

3.2.2 Take all reasonable steps to ensure that psychometric tests are used only by those appropriately qualified and to protect the integrity of test materials which depend for their validity on being kept out of the public domain.

3.3                                               Continuity of Care

3.3.1 When referring a client, maintain support and responsibility for caring until contact has commenced with the agent to whom referral was made.

3.3.2 Communicate with other service providers and contribute where appropriate to the co-ordination of client services in order to avoid duplication or working at cross purposes.

3.4                                               Extended Responsibility

3.4.1 Assume overall ethical responsibility for the professional activity of those (e.g. students, trainees, supervisees, co-workers, employees) whose work they supervise. The responsibility includes monitoring of subordinates' activity and making them aware of their ethical responsibility.

3.4.2 Facilitate the professional development of guidance trainees whose work they are mentoring, and are constructive in their feedback.

3.4.3 When acting as counseling supervisors, ensure that supervisees maintain high standards of practice.

3.4.4 When acting as counseling supervisors, take all reasonable steps to ensure that supervisees and clients are safe in their work together.

3.4.5 When engaging in research, take all reasonable steps to ensure that any collaborators treat participants in an ethical manner.

3.5                                               Resolving Dilemmas

3.5.1 Use a systematic procedure for investigating ethical issues and resolving ethical dilemmas (see Appendix A for a recommended procedure).

3.5.2 Inform all parties, if a real or potential conflict of interest arises, of the need to resolve it in a manner consistent with this Code, and take all reasonable steps to achieve resolution.

3.5.3 Consult with colleagues if faced with a difficult situation or conflict between the law and an ethical principle. In an emergency, where there is no time to consult, they make their own best professional judgment.

4.0   INTEGRITY

Guidance counselors seek to promote integrity in their practice. They represent themselves accurately and treat others with honesty, straightforwardness, and fairness. They deal actively with conflicts of interest, avoid exploiting others, and are alert to inappropriate behavior on the part of colleagues.

More specifically, guidance counselors:

4.1                                              Honesty and Accuracy

4.1.1 Ensure that they accurately represent their education, training, experience, and affiliation with the Institute.

4.1.2 Do not seek or accept fees or benefits beyond those agreed contractually in advance, or significant gifts where such acceptance would undermine impartiality (see also Clause 4.3.2).

4.1.3 Take care in oral and written reports to clearly differentiate facts from opinions (see also Clause 1.2.6).

4.1.4 Conduct research in a way that is consistent with a commitment to honest, open inquiry, and communicates clearly any personal values or financial interests that may affect the research.

4.1.5 In written work, give publication credit to others in proportion to the professional contribution they have made.

4.2                                       Straightforwardness and Openness

4.2.1 Respect the right of clients to receive an appropriate explanation of the results of assessments, and the nature of interventions, in language that they can understand (see also Clause 1.3.4).

4.2.2 Are clear and straightforward in contracting with clients and supervisees about issues such as fees, purpose and nature of the relationship, confidentiality, consent, likely experiences, and possible outcomes. They seek the client’s/supervisee’s agreement to any subsequent revision of the terms of a contract before putting it into effect (see also Clauses 4.1.2 and 4.3.2).

4.3                                       Conflict of Interest and Exploitation
4.3.1 Are acutely aware of the problematic nature of dual relationships (e.g. responsibility to client vs. responsibility to employing institution) and recognize that it is not always possible to avoid them. Where they become aware of such conflicts, they clarify to all concerned the nature of their loyalties and take appropriate steps to safeguard clients' interests.

4.3.2 Do not exploit any professional relationship to further their own personal, political or business interests. In particular, they do not exploit clients emotionally, sexually, financially or in any other way (see also Clauses 4.1.2, 4.2.2).

4.3.3 When acting as counseling supervisors, offer the same service irrespective of supervision mode, or whether the supervision is paid or voluntary.

4.4                                                    Actions of Colleagues

4.4.1 Take action whenever a colleague appears to be acting unethically. Actions may include informally raising the issue with the colleague and obtaining an assurance that the behavior will cease. However, if the activity persists, the guidance counselor reports the situation to the Institute’s Professional Conduct Committee.   

Clientele and Audiences in Counseling

Individual (source: https://kevinfitzmaurice.com/free-stuff/counseling-issues/the-3-types-of-clients/)

Individual counseling is a one-on-one discussion between the counselor and the client. The two form an alliance, relationship or bond that enables trust and personal growth. Individual Counseling is aimed at helping you to cope with addiction, mental health, trauma and with stresses that can cause anxiety and depression, it’s about helping you to heal from the negative things that have to happen in everyday life, such as losses, separation, and divorce, family conflict, violence or abuse. Individual Counseling can assist in coping with stressful life situations, work/school problems, grief, and emotional distress or relationship difficulties. Our professional, caring, supportive Master’s Level Therapist and addiction counselors can help.

The 3 Types of Clients 

Neurotic, Psychotic, & Personality Disordered Clients

Neurotic Type of Client

• Overthinking
• Over worrying
• Overanalyzing
• Trying a lot of the time
• Other-focused or self-absorbed
• Self-defeating
• Self-deprecating
• Lost in negative ego-story
• Bad acting because they are watching themselves act

---

Psychotic Type of Client

• Out of touch with reality
• Distorted to the extreme
• Lost in the internal world
• Fragmented ego-self into several roles
• Inner world is invaded by outside forces
• Lives in own inner world, not shared
• Magical explanations & theories
• Self-destruction
• Delusions as reality
• Impractical & impossible ego-stories

---

Personality Disordered Type of Client

• Lying
• Faking
• Phony
• Using others
• Pretending
• Manipulating
• Deceiving
• Self in conflict with society & life
• Odd ways of relating
• Odd ways of making sense
• Odd beliefs & attitudes
• Proud of being strange
• Self-sabotaging
• Bizarre self-narratives & ego-stories

Group counseling :

Group counseling is counseling with multiple individuals facing a similar concern. The strength in group counseling is that if you have 3, 5 or 10 people together all facing the same or similar issues, then they can work together. Group counseling is common for those suffering from addiction and mental health disorders. The individuals in the group act as a source of insight and support while reinforcing the idea that each individual is not the only one experiencing these problems.

Communities (source: https://www.allpsychologycareers.com/topics/community-counseling.html)

Throughout history, humans have relied on each other for support, forming cities and towns to interact with each other and socialize.

But cities and towns are made up of smaller communities – communities that can be broken down into individuals – individuals who, at some point in their lives, require help. And for many of these individuals, lack of access to quality health care and barriers to social services prevent them from seeking the help they need.

Fortunately, community counselors, experts at providing and developing services for mental health care are available to help, drawing on leadership skills and resources to institute community-wide changes.

The field of Community Counseling is broad and diverse, applying principles of both counseling and social work in a community setting. Effective community counseling involves helping clients work through their mental health concerns, while also helping to prevent those concerns from proliferating in the community.

Communities are Diverse

According to “Community Counseling: A Multicultural-Social Justice Perspective,” by Judith A. Lewis and others, the model of community counseling is grounded in recognizing diversity. Lewis notes that community counselors must pay special attention to diversity because communities are, in their nature, diverse systems.

In the article, Lewis cites the RESPECTFUL model of counseling as an important framework for community counselors. The RESPECTFUL approach takes into account multiple factors that affect a person's mental and physical well-being.

RESPECTFUL model of counseling

• R- Religious
• E- Economic Class Background
• S- Sexual Identity
• P- level of Psychological Maturity
• E- Ethnic/Racial identity
• C-Chronological/Developmental Challenge
• T- Trauma
• F- Family Background
• U- Unique physical characteristics
• L- Location of residence/Language differences

Lewis notes that the RESPECTFUL framework is important for community counseling because it encourages counselors to view human development from multiple perspectives – an important task when treating a large community.

Factors like religion, economic background, and ethnicity impact how clients view their mental health, and impact the way they react to and accept treatment. Lewis says that the RESPECTFUL approach causes counselors to seek out multiple helping approaches.

For example, a Native-American client is likely to have different reasons behind anxiety than clients from other ethnic groups. A counselor must take into account religion and tradition when treating diverse groups, and must work with that group's specific community to develop effective treatment plans.

In identifying high-risk populations for treatment, community counselors focus on a client's environment to understand the cultural factors that contribute to a client's health while also addressing more high-level systemic problems.

Problems Resulting from a Negative Environment

Community counseling focuses on increasing access to mental health and social services, while also providing individual and group counseling to those in the community.

There are several components of community counseling:

• Provide advice and consultation to a community's caregivers to increase access to mental health care.
• Identify high-risk populations.
• Reduce the incidence of mental disorders at an individual level.
• Develop preventive services to reduce relapses.
• Recognize the value of the community and its ability to bolster positive mental health and develop effective programs.

Source: “Community-based Interventions: A Return to Community Mental Health Center's Origins,” The Journal of Counseling and Development

For example, consider a woman who comes to a counselor because she is experiencing symptoms of depression. While talking with the counselor, it's revealed that the woman feels low self-worth because she feels her employer dismisses many of her contributions for no reason. The woman feels this dismissal has also contributed to the denial of a pay raise she felt she deserved.

In addition, the woman's husband is employed in a nearly identical position and has similar credentials, but he has not experienced these problems. The community counselor, recognizing that the woman's depression might stem from systemwide sexism, would enlist the assistance of a local women's rights center to contact her employer to discuss their concerns.

Together, the counselor, women's rights chapter, woman, and the employer discuss the reasons for her raise denial and take the appropriate legal actions to ensure the sexism isn't continued in the future.

By recognizing the woman's depression results from sexism at work, the counselor works to not only address the woman's individual concerns but hopes to prevent the same thing happening to someone else in the future. Often, instituting a major change in a community starts with helping to solve an individual's concern.

And by identifying the sexism apparent in the woman's workplace, the community counselor takes steps to work with the woman's rights center, increasing awareness of the center's services. The counselor then contacts other similar services, working to increase coordination between all the services that address all types of discrimination.

Community Leadership and Advocacy

Community counselors not only help individual clients with mental health and social concerns but also identify groups in need of help, advocating on their behalf. The counselor takes a distinctive leadership role in the community, meaning that those studying to become a community counselor must learn good leadership and communication skills.

These communication and leadership skills are put to good use as a community counselor gains a more holistic understanding of a community's needs. Community counselors use this knowledge to improve coordination between services and to create new services.

According to “Community-Based Interventions: A Return to Community Mental Health Center's Origins,” published in The Journal of Counseling and Development, community counselors reach a larger portion of the population by directly meeting with churches, family service agencies, welfare services, and schools.

In the article, authors John L. Werner and J. Michael Tyler note that many agencies and community organizations have services that overlap with each other, and attempts to increase communication between them.

For example, when communicating with a school, a counselor discovers that a large portion of the students is from a lower socioeconomic status. In meeting with the school, the counselor might discover many of the students don't have money for lunch or don't bring substantial lunches from home.

The community counselor might create a partnership between the school and local family service. Partnering with the agency, the school and the counselor work out a plan to provide these students with school lunches.

Quotations from Various Sources Organized Alphabetically

“A fool is only a fool because he won’t see he is a fool.” —Kevin Everett FitzMaurice 

“A fool remains a fool because he won’t see he is a fool.” —Kevin Everett FitzMaurice 

“A man of genius makes no mistakes. His errors are volitional and are the portals of discovery.” —James Joyce 

“But if ye be without chastisement, whereof all are partakers, then are ye bastards, and not sons.” —Hebrews 12:8 

“By honestly acknowledging your past errors, but never damning yourself for them, you can learn to use your past for your own future benefit.” —Albert Ellis and Robert A. Harper, A Guide to Rational Living, Third Edition, p. 194 

“Correction is grievous unto him that forsaketh the way: and he that hateth reproof shall die.” —Proverbs 15:5 

“Failure doesn’t have anything to do with your intrinsic value as a person.” —Albert Ellis and Robert A. Harper, A Guide to Rational Living, Third Edition, p. 206 

“For whom the Lord loveth he chasteneth, and scourgeth every son whom he receiveth.” —Hebrews 12:6 

“If we eliminated all errors, we would also eliminate much discovery, art, insight, learning, and creativity that results from facing errors.” —Kevin Everett FitzMaurice 

“If ye endure chastening, God dealeth with you as with sons; for what son is he whom the father chasteneth not?” —Hebrews 12:7 

“My son, despise not the chastening of the LORD; neither be weary of his correction:” —Proverbs 3:11 

“The greatest explorer on this earth never takes voyages as long as those of the man who descends to the depth of his heart.” —Julien Green 

“The trouble with most of us is that we would rather be ruined by praise than saved by criticism.” —Norman Vincent Peale 

“When receiving correction, the wise seeks to learn and the fool seeks to justify with excuses.” —Kevin Everett FitzMaurice 

Quotations from Scripture on Counseling

“A wise man will hear, and will increase learning; and a man of understanding shall attain unto wise counsels:” —Proverbs 1:5 

“Where no counsel is, the people fall: but in the multitude of counselors there is safety.” —Proverbs 11:14 

“The way of a fool is right in his own eyes: but he that hearkeneth unto counsel is wise.” —Proverbs 12:15 

“Deceit is in the heart of them that imagine evil: but to the counselors of peace is joy.” —Proverbs 12:20 

“Without counsel purposes are disappointed: but in the multitude of counselors they are established.” —Proverbs 15:22 

“Hear counsel, and receive instruction, that thou mayest be wise in thy latter end.” —Proverbs 19:20 

“Every purpose is established by counsel: and with good advice make war.” —Proverbs 20:18 

“Take counsel, execute judgment; make thy shadow as the night in the midst of the noonday; hide the outcasts; bewray not him that wandereth.” —Isaiah 16:3 

“Extol not thyself in the counsel of thine own heart; that thy soul be not torn in pieces as a bull [straying alone.]” —Ecclesiasticus 6:2 

“As timber girt and bound together in a building cannot be loosed with shaking: so the heart that is stablished by advised counsel shall fear at no time.” —Ecclesiasticus 22:16 

“Give not over thy mind to heaviness, and afflict not thyself in thine own counsel.” —Ecclesiasticus 30:21 

“A man of counsel will be considerate; but a strange and proud man is not daunted with fear, even when of himself he hath done without counsel.” —Ecclesiasticus 32:18 

“And let the counsel of thine own heart stand: for there is no man more faithful unto thee than it.” —Ecclesiasticus 37:13 

“Let reason go before every enterprize, and counsel before every action.” —Ecclesiasticus 38:33 

“Gold and silver make the foot stand sure: but counsel is esteemed above them both.” —Ecclesiasticus 40:25

Settings, Processes, Methods, and Tools in Counseling

Government Setting

Counseling settings vary widely but the processes, methods, and tools used by counselors are very similar.

Counseling professionals in government setting work with various government agencies that have counseling service such as:

Social Welfare

Correctional Department

The Court System

Child and Women Affairs Services

Schools

Military

Police

Mental and Foster Homes

Rehabilitation Centers

Private Sectors Setting

In the private sector, counselors range from independent providers of services or work for NGO's (Non-Government Organizations) or specialized that render a variety of counseling services

Civil Society Setting

The context of civil society is generally charities or non-profit and issue-based centers or organizations such as:

For abused women

Abandoned children and elderly

Veterans

Teachers

Professionals

Religious Groups

School Setting

In the school setting, the role of the school counselor is more complex since the needs of students can vary widely.

This gives rise to the more dynamic and complex role of school counselor; it depended on a school's local circumstances as well as the dynamism within the profession itself

As such, school counselors assume many different responsibilities and tasks based on the articular needs students in the school context.

"Guidance process occurs in an individual in a developmental sequence to the age of maturity (Coy 1999)"

COUNSELING PROCESS is a planned, structured dialogue between a counselor and a client. 

•It is a cooperative process in which a trained professional helps a person called the client to identify sources of difficulties or concerns that he or she is experiencing. 

•Together they develop ways to deal with and overcome these problems so that a person has new skills and an increased understanding of themselves and others.

For example, students in a college or university may be anxious about how to study in university, lack of clarity on educational or career direction, have difficulty living with a room-mate of another race or religion, have concerns with self-esteem, feelings with being “stressed out”, difficulties in romantic relationships and so forth

Counseling Process

Step 1: Relationship Building The first step involves building a relationship and focuses on engaging clients to explore the issue that directly affects them. The first interview is important because the client is reading the verbal and nonverbal messages and make inferences about the counselor and the counseling situation. Is the counselor able to empathize with the client? Does the client view the counselor as genuine?

Some Non-Helpful Behaviors 

 There are several lists of non-helpful behaviors. Most common among them include: 

 Advice Giving 

 Lecturing 

 Excessive Questioning 

 Storytelling 

 Asking “Why?” 

 Asking “How did that make you feel?”

 Some steps for Relationship Building for the Counsellor 

 Introduce yourself 

 Invite the client to sit down 

 Ensure client is comfortable 

 Address the client by name 

 Invite social conversation to reduce anxiety 

 Watch for nonverbal behavior as signs of a client’s emotional state 

 Invite the client to describe his or her reason for coming to talk 

 Allow client time to respond 

 Indicate that you are interested in the person

Step 2: Problem Assessment 

While the counselor and the client are in the process of establishing a relationship, a second process is taking place, i.e. problem assessment. This step involves the collection and classification of information about the client’s life situation and reasons for seeking counseling

 Step 3: GOAL SETTING

 Like any other activity, counseling must have a focus. 

 Goals are the results or outcomes that the client wants to achieve at the end of counseling. 

 Sometimes, you hear both the counselor and client complain that the counseling session is going nowhere. 

 This is where goals play an important role in giving direction.

GUIDELINES FOR SETTING GOALS

• Goals should be selected and defined with care. 
• Below are some guidelines for goal selection that can be used with students: 
• Goals should relate to the desired end or ends sought by the student. 
• Goals should be defined in explicit and measurable terms. 
• Goals should be feasible. 
• Goals should be within the range of the counselor’s knowledge and skills. 
• Goals should be stated in positive terms that emphasize growth.
• Goals should be consistent with the school’s mission and school health policy.

Step 4: INTERVENTION 

 There are different points of view concerning what a good counselor should do with clients depending on the theoretical positions that the counselor subscribes to. 

 For example, the person-centered approach suggests that the counselor gets involved rather than intervenes by placing emphasis on the relationship. 

 The behavioral approach attempts to initiate

 Step 5: EVALUATION, FOLLOW-UP, TERMINATION 0R REFERAL 

 For the beginning counselor, it is difficult to think of terminating the counseling process, as they are more concerned with beginning the counseling process. 

 However, all counseling successful termination. aims towards 

 Terminating the counseling process will have to be conducted with sensitivity with the client knowing that it will have to end.

 Counselor always mindful of avoiding fostering dependency and is aware of own needs 

 Preparation for termination begins long before 

 Open door/plan for the possibility of the future need 

 Termination considered not just at end of a successful relationship, but also is considered when it seems counseling is not being helpful 

 Think of this as a means of empowering the client 

 Role to review progress, create closure in client counselor

METHODS OF COUNSELLING
(source: http://www.womensconsortium.org.uk/methods-of-councelling/)

Both Counsellors and Psychotherapists work from a variety of Theoretical Approaches with their clients. These therapies range from the type of Psychoanalysis, originally practiced by Sigmund Freud and later developed into other forms of analytic psychotherapy by his pupils, through Humanistic Psychotherapy (based on personal growth and self-development) to the Behavioural Therapies used for dealing with specific phobias and anxieties. However, there is evidence that the relationship between the counselor and the client is more important than the approach the therapist uses.

The following is an alphabetical list of commonly used Theoretical Approaches with brief descriptions of their meanings:

Adlerian Therapy

Adlerian Therapy, originated by Alfred Adler, is also called individual psychology and focuses on creating a therapeutic relationship that is co-operative, encouraging and practical. Adlerian counselors help clients look at their lifestyle and personal values to help them understand and question their usual patterns of behavior and hidden goals. It is a learning process that assists the client to move towards useful involvement and contribution to society.

Behavioural Therapy

This therapy is based on the belief that behavior is learned in response to past experience and can be unlearnt, or reconditioned, without analyzing the past to find the reason for the behavior. It works well for compulsive and obsessive behavior, fears, phobias, and addictions.

Cognitive Analytical Therapy

This combines Cognitive Therapy and Psychotherapy and encourages clients to draw on their own ability to develop the skills to change destructive patterns of behavior. Negative ways of thinking are explored in structured and directive ways, involving diary-keeping, progress charts, etc.

Cognitive Behavioural Therapy

This combines Cognitive and Behavioural techniques. Clients are taught ways to change thoughts and expectations and relaxation techniques are used. It has been effective for stress-related ailments, phobias, obsessions, eating disorders and (at the same time as drug treatment) major depression.

Cognitive Therapy

Uses the power of the mind to influence behavior. It is based on the theory that previous experiences can damage self-image and this can affect attitude, emotions, and ability to deal with certain situations. It works by helping the client to identify, question and change poor mental images of themselves, thus altering negative responses and behavior. It can help pessimistic or depressed people to view things from a more optimistic perspective.

Dialectical Behavioural therapy

DBT was developed from cognitive behavior therapy (CBT). The main aim of CBT is to change behavior, which is done by applying techniques with a focus on problem-solving, such as homework, diary cards, and behavioral analysis. However, some people felt uncomfortable with the strong focus on change and felt that their suffering and apparent loss of control over their lives were not understood. This caused them to become frustrated and even to drop out of treatment. The therapist sought to resolve this by the use of acceptance strategies. Acceptance strategies are added to the process of CBT which means that the therapist explores with their clients an acceptance that their behavior (e.g. self-harming, drinking, etc.), even though damaging in the long term, maybe the only way they have learned to deal with intense emotions; and which might have led to positive short term benefits.

Eclectic Counselling

An Eclectic counselor will select from a number of different approaches appropriate to the client’s needs. This is based on the theory that there is no proof that anyone's theoretical approach works better than all others for a specific problem.

EMDR

Eye movement desensitization and reprocessing (EMDR) is a form of psychotherapy that was developed to resolve symptoms resulting from disturbing and unresolved life experiences. EMDR is thought to imitate the psychological state that we enter into when in rapid eye movement (REM) sleep. Studies show that when in REM sleep we are able to make new associations between things very rapidly – EMDR may be tapping into this high-speed processing mode that we all have but often can’t access. The theory is that EMDR works directly with memory networks and enhances information processing by creating associations between the distressing memory and more adaptive information in other memory networks.

Family Therapy

This is used to treat a family system rather than individual members of the family. A form of Systemic Therapy, it requires specifically trained counselors.

Gestalt Therapy

The name is derived from the German for “organized whole”. Developed by Fritz Perls, it focuses on the whole of the client’s experience, including feelings, thoughts, and actions. The client gains self-awareness in the `here and now’ by analyzing behavior and body language and talking about bottled up feelings. This approach often includes acting out scenarios and dream recall.

Humanistic Therapy

Coming from the “personal growth movement” this approach encourages people to think about their feelings and take responsibility for their thoughts and actions. Emphasis is on self-development and achieving the highest potential. “Client-Centred” or “Non-Directive” approach is often used and the therapy can be described as “holistic” or looking at the person as a whole. The client’s creative instincts may be used to explore and resolve personal issues.

Integrative Therapy

This is when several distinct models of counseling and psychotherapy are used together.

Jungian

Carl Jung was the originator of Analytical Psychology; a disciple of Sigmund Freud and a pioneer of Psychoanalysis.

Mindfulness

Mindfulness is a specific way of intentionally paying attention. One negative thought can lead to a chain reaction of negative thoughts. This approach encourages people to be aware of each thought, enabling the first negative thought to be ‘caught’ so that it is seen as just a ‘thought’ and not a fact. This breaks the chain reaction of negative thoughts giving a mental ‘space’ in which the person can re-center themselves in the present. Mindfulness-based therapists can work with individuals and groups and will usually integrate mindfulness into another modality, in which they are already trained. Mindfulness is likely to appeal to therapists who have developed a long-term meditation practice.

Person-Centered Therapy

Devised by Carl Rogers and also called “Client-Centred” or “Rogerian” counselling, this is based on the assumption that a client seeking help in the resolution of a problem they are experiencing, can enter into a relationship with a counselor who is sufficiently accepting and permissive to allow the client to freely express any emotions and feelings. This will enable the client to come to terms with negative feelings, which may have caused emotional problems, and develop inner resources. The objective is for the client to become able to see himself as a person, with the power and freedom to change, rather than as an object.

Primal Therapy

Primal Therapy is not generally seen as a model of therapy that is used on its own. It is usually an additional way of working within the more general therapeutic approach in which therapists are trained. This is based on the theory that buried birth or infancy distress
can resurface as neuroses. The therapy takes the client back to the “primal scene” where trauma can be re-experienced as an emotional cleansing.

Psychoanalysis

This is based on the work of Sigmund Freud, who believed that the unacceptable thoughts of early childhood are banished to the unconscious mind but continue to influence thoughts, emotions, and behavior. “Repressed” feelings can surface later as conflicts, depression, etc or through dreams or creative activities. The analyst seeks to interpret and make acceptable to the client’s conscious mind, troublesome feelings and relationships from the past. “Transference” onto the analyst, of feelings about figures in the client’s life, is encouraged. This type of therapy is often used by clients suffering from high levels of distress and can be a lengthy and intensive process.

Psychodynamic Psychotherapy/Counselling

This approach stresses the importance of the unconscious and past experience in shaping current behavior. The client is encouraged to talk about childhood relationships with parents and other significant people and the therapist focuses on the client/therapist relationship (the dynamics) and in particular on the transference. Transference is when the client projects onto the therapist's feelings experienced in previous significant relationships. The Psychodynamic approach is derived from Psychoanalysis but usually provides a quicker solution to emotional problems.

Psychosynthesis

Sometimes described as “psychology of the soul”.It is the name given to a series of actions that lead to a change or development which encourages personal growth by a bringing together of the whole person – the emotional, the mental, the physical and spiritual within a safe environment. Psychosynthesis is useful for people seeking a new, more spiritually oriented vision of themselves.

Re-Birthing

Re-Birthing is not generally seen as a model of therapy that is used on its own. It is usually an additional way of working within the more general therapeutic approach in which therapists are trained. In this approach, emotional or physical traumas during birth are said to create feelings of separation or fear in later life. Breathing techniques are used to release tension whilst the client re-experiences traumatic emotions. A skilled practitioner is essential.

Solution-Focused Brief Therapy

This promotes positive change rather than dwelling on past problems. Clients are encouraged to focus positively on what they do well and to set goals and work out how to achieve them. As little as 3 or 4 sessions may be beneficial.

Systemic Therapies

These are the therapies that have, as their aim, a change in the transactional pattern of members of a system. It can be used as the generic term for family therapy and marital therapy.

Transpersonal Therapy

This describes any form of counselling or therapy which placesemphasis on spirituality, human potential or heightened consciousness. It includes psychosynthesis.

MODULE 4

Introduction to Social Work from Joem Magante




Introduction to Social Work 

Definition, Goals, Scope, Core Values, Principles of Social Work Discipline and Ideas in the Applied Social Sciences Mr. Joemar T. Magante HUMSS “That in all things, God may be glorified.”


FOCUS QUESTION: 

 
How is social work defined by different institutions and practitioners in the global setting?


Social Work 

Complexities of social situation Social work as responsive, dynamic and visionary 

Existence of helping methods and humanitarian assistance since civilization Strives to find meaning and significance 

 Issues on Social Work  

• Emphasis is given to the person?  
• Emphasis is given to the environment? 
• How interventions should be directed? 
• Whether social work is for everyone or special populations?

Appropriateness of social workers as agents of social control 

• Nature of the relationship of social workers to employers 
• Knowledge and skills required in generalist and specialist practice 
• Social workers must be involved not only with the people but also with the societal factors that contributed to the problem. 

Four Areas of Consideration in Social Work  Morales and Sheafor (1983) 

• 1. Social worker is concerned with enabling or facilitating change. 
• 2. Social worker helps people or institutions to enhance social functioning. 
• 3. Applying the social systems theory, social work is a profession that helps people to interact more with the social environment. 
• 4. Social worker must have handled in fortifying and securing the necessary resources to attain the goals of the clients. 

Definition of Social Work 

•  “Social work as a professional activity of helping individuals, groups or communities enhance or restore their capacity for social functioning and creating societal conditions favorable to the goal.” - National Association of Social Workers, United States 

•  “Social work as a field within human services and a part of the services of the government. It considers social work as an important service to society focusing on the individuals and families in need.” - United Nations Economic, Social and Cultural Organization, 2000 

• “Social work as a practice-based and an academic discipline that promotes change and social development. Accordingly, the principle of social justice, human rights, collective responsibility, and respect of diversities are vital in the field. - International Federation of Social Workers 

•  “Social work as a practical profession designed at helping people address their problems and matching them with the resources they need to lead healthy and productive lives.” - Australian Association of Social Workers 

•  “Social work profession promotes social change, problem-solving in human relationships, empowerment, and liberation of people to enhance well being. ” -IASSW and IFSW, 2004 

•  “Social work as an APPLIED SOCIAL SCIENCE of helping people achieve an effective level of psychosocial functioning and effecting societal changes to enhance the well being of people.” -Cox and Pawar, 2006 

•  “Social work as a profession which is concerned about the person’s personal adjustment to his/her environment and she referred to this as a person’s social functioning.” - Mendoza, 2002 

Scope of Social Work 

•  Child Development Medical Social Work Administrative and Management Local Social Work International Social Work Social Work in acute psychiatric hospital Social work as community organizer Lishman et al, 2004 

• Morales and Sheafor (1983) Fields included in Social Work Equal Partner Secondary Discipline Primary Discipline 

 Social Work as Primary Discipline

 a. Adoption and services to unmarried parents 

•  Difficult decision to keep the baby or place it for adoption 
•  Applies both individual and group counseling to assist women in making decisions 

b. Foster Care 

•  Removing children from homes and placing them to foster homes temporarily 
• Works with the parent, child, and court to administer court decisions to remove a child due to detrimental situations 

 c. Residential Care 

• Group care home or a residential treatment center 
• These are for children exhibiting anti-social behaviors that require intensive treatment 

d. Support in own home 

• Support services to keep children in their own homes 
• Counseling, family consultations, clients with appropriate institutions such as daycare centers and homemaker services. 

e. Protective Services 

• Protecting the child from abuse, maltreatment, exploitation by parents. 
• Seeks to protect the child without infringing the rights of parents 

f. Family Services 

• Family counseling involves family casework, family group work, and family therapy 
• Family life education strengthens family relationships through educational activities to prevent family breakdown 
•  Family planning involves planning the number, spacing, and timing of childbirths to fit with their needs. 
• Make decisions about the patterns of reproduction towards enhancing the quality of life.

g. Income Maintenance 

• Public assistance – financial aid to the poor. 
• It includes cash grants, food stamps, general assistance such as hospital and medical care, and supplemental security income. 
• Social Insurance – social provisions that are funded by employers and employees through contributions to a specific program. 
• Other forms - Cash in-kind benefits, emergency support funds, and other resources that can be used by the poor for food and shelter. 

Social Work as an Equal Partner 

a. Support for people in their own homes program 

 Helping older people remain in their homes and linking them with community programs such as health care, meals, and home care services.

 b. Support for people in the long term care facilities 

Refers to nursing homes or other group living facilities. 

c. Community Services 

 Community organization activities – gathering and analysis of data, matching the delivery of services to the population distribution, securing funds, coordination with existing agencies and educating the general public about the services. 

Community planning – involvement of social workers with the physical, economic and health planners in the long-range planning of communities. 

 Social Work as a Secondary Discipline 

a. Correctional Facilities 

– provide counseling and link them to the outside world, provide support upon release. 

b. Industry 

– Support to both managers and employees. Serves as a basis for the development 

c. Medical and Health care 

– attend to the social and psychological factors contributing to the medical condition of the patients. 

d. Schools 

•  Facilitate the provision of direct educational and social services and provide direct social casework and group work to selected students 
•  Act as a pupil advocate focusing on the urgent needs of the selected students 
• Consult with school administrators major problems toward a planned service approach 
• Consult with teachers about techniques for creating a free and motivating climate for children by interpreting social and cultural influences 
• Use of peers to help a troubled child 
•  Organize parent and community groups to channel concerns 
• Develop and maintain liaison between the school and social work 
•  Provide leadership in the coordination of student services in guidance, clinic staff, psychologists and attendants 

Core Values of Social Work 

Council on Social Work Education 

1. Right to Self- Fulfillment 

2. Responsibility to Common Good 

3. Responsibility of the Society 

4. Right to Satisfy Basic Needs 

5. Social Organizations required to facilitate an individual’s effort at self- realization

 6. Self-realization and contribution to society 

Concepts Implied in Values of Social Work 

• Concept of Human Potentials and Capacities 
• Concept of Equal Opportunities 
• Concept of Social Provision 
• Concept of Social Responsibility 

 Principles of Social Work 

 1. Acceptance 

• Respecting clients under different circumstances 
• Understanding the meaning and causes of clients behavior 
• Recognizing people’s strengths and potentials, weaknesses, and limitations.

2. Client’s participation in Problem Solving 

• The client is expected to participate in the process. 
• Participates in planning ways in resolving the problem 
•  Identifying resources to solve
•  Act through the available resources

 3. Self-determination 

•  Individuals, groups, and communities who are in need have the right to determine their needs and how they should be met. 

4. Individualization 

• Understanding the client’s unique characteristics and different methods for each client.

 5. Confidentiality 

•  Client should be accorded with appropriate projection, within the limits of the law, with no harm that might result from the information given to the social worker. 

6. Worker self-awareness 

•  Social worker consciously examines her feelings, judgments, biases, responses whether it is professionally motivated.

 7. Client Worker Relationship 

• The client is in need of help in social functioning and the worker is in the position to help.