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| defines the minimum standards society will tolerate; generally enforced by government agencies |
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| Represents aspirational goals, or the maximum or ideal standards set by the profession |
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| historical code (WWII) dealing with research that influences counseling professions; created in 1947 in response to Nazi human experimentation; includes principles of informed consent and beneficence towards participants |
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| Clients need enough information about the helping process to be able to make informed choices; begins at the intake interview and continues throughout the helping relationship; aims to involve clients in a collaborative partnership |
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| central to the client-helper relationship; needs to be discussed from the beginning; is essential, but not absolute; exceptions: client poses danger to self or others; under age of 18 and is victim of abuse; client needs to be hospitalized; court mandate; client requests a release of record |
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| Respecting the client's autonomy is fundamental; helpers do not make decisions for clients or foster dependency; as helpers, your main job is to put yourself out of business: moving the client to self-direction, self-sufficiency, and a supportive environment |
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| Abandoning a client; sexual misconduct; breaking confidentiality inappropriately; failing to protect others from client; practicing beyond one's competence; failing to honor a contract with the client; failing to provide for informed consent |
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| forming a relationship in addition to your professional relationship with a client; may be formed intentionally, or as a result of the boundaries you set; what are some examples |
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| departure from standard practice that can potentially benefit a client |
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| a serious breach that is likely to harm the client |
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| not inherently unethical, but.. think carefully; consider the cultural context; be clear and document the arrangement; determine a fair value for goods/services with the client; consult others |
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| before accepting a gift from a client, consider: what is the monetary value of the gift?; what are the clinical (and cultural) implications of accepting or not accepting the gift?; when in the helping process is the offering of a gift occurring?; what are your motivations for accepting or rejecting a gift? |
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| physical orientation toward clients; mostly nonverbal |
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| understanding the client's verbal and nonverbal messages |
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| emotional inflection; tone |
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| shows that you are listening; yes, uh-huh, okay, oh |
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| gives clients and helper time to think; need to assess the meaning of silence; silence can be anxiety provoking |
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| Head nodding; posture; touch (ambiguous meaning; probably not for beginners); interactional synchrony or mirroring; note taking |
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| verbal content accounts for a smaller percentage of the message than nonverbals; nonverbals can be a better indicator of emotion than verbal information; nonverbals can also be misleading |
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| involves giving back to the client what they say to you; involves rephrasing (not word-for-word "parroting"); reflection of content vs. feelings; communicates empathy; communicates understanding; helps to avoid misunderstanding; allows client to speak freely |
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| similar to standard reflection, but may include several emotions or situations; review, condense, or clarify what the client has said; helpful before changing topics, at end of session, or after long or confusing statement by clients |
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| Questions that can't be answered in one word or a short phrase; encourages client to talk, not provide answers; helps client to think through their own problems and find solutions |
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| a distinct and discrediting attribute, which reduces the stigmatized individual "from a whole and usual person to a tainted, discounted one" |
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| Society's attributes (stereotypes about people who have mental illness or seek psychological help; can include discrimination |
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| How you feel about having a mental illness or seeking psychological help (internalized); threatens self-esteem |
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| awareness of society's attitudes toward mental health issues |
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| seeking professional psychological services for mental health concerns; how might stigma have an impact on a person's attitudes toward seeking help? |
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| how much of your stress is self-imposed? Unrealistic expectations taking on more than we are realistically able to accomplish; relationships: family, friends, social groups, other activities |
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| demands placed on you by the systems around you. School, work expectations; agency if involved in the helping profession; having too much to do in too little time; quality of work relationships; dealing with coworkers and supervisors |
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| when stresses are not coped with effectively, the result is burnout; severe physical, emotional, and mental exhaustion that results from constant or repeated emotional pressure associated with an intense, long-term involvement with people |
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| your work no longer gives you meaning and purpose in life |
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| your work is draining your energy, leaving you with a lack of empathy |
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| External Causes of Burnout |
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| doing the same type of work with little variation; giving a great deal and not getting much back; being under constant pressure to perform; economic uncertainty |
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| Individual Causes of Burnout |
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| Feeling needed; feeling unappreciated; feeling overwhelmed; feeling uninspired |
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| I must act..; if i make a mistake..; i must perform well at all times...; i have to...; if the client discontiues...; fault, horrible, failure |
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| consists of awareness, skills, and knowledge; rooted in social justice, though social justice goes beyond these competencies; social justice also includes outreach, advocacy, and prevention |
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| requires functioning as a change agent at organizational, institutional, and societal levels (not just individual level); recognition that institutional racism, sexism, and homophobia is what results in inequitable experiences; recognition that discrimination and prejudice reduce not just opportunity, but also quality of life |
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| direct client services, indirect client services, direct community services, indirect community services |
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| a state of feeling overwhelmed due to an event/situation for which one is unable to cope using one's usual coping methods; develops gradually over time; usually has an identifiable precipitating event (which may appear minor) |
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| Phase 1: precipitating event: person attempts to solve with usual coping strategies; phase 2: problem solving doesn't work, increased anxiety; phase 3: alternative solutions are attempted, anxiety increases if not resolved; phase 4: acute crisis, if insufficient support, event remains unresolved, distress becomes unbearable |
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| the precipitating event; the person experiencing the crisis; and the meaning of the event to the person; assessment guides decisions |
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| suicide or homicide; risk of physical or emotional harm to children; risk of break from reality (psychosis); risk of client fleeing the situation |
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| Listening skills are important in crisis, but not enough to resolve a crisis; need a plan of action: meet their level of functioning/needs, include support network, be concrete; goal is to stabilize the situation and restore to pre-crisis level of functioning |
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| cry for help; perceived solution to a problem; situational motivations |
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| people who commit suicide usually leave notes; people who commit suicide rarely warn others; people who talk about suicide are only trying to get attention; once someone has decided to commit suicide, nothing is going to stop them; an unsuccessful attempt means the person wasn't serious about dying |
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| Females attempt more; while, males complete more; 55-64, high school, college; professionals and managers; being single or without children; caucasian |
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| Verbal hints/jokes; saying goodbye; giving away possessions; increase in drug/alcohol use; depression suddenly lifts; recent loss/rejection; not future focused |
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| any substance that modifies (either by enhancing, inhibiting, or distorting) mind and/or body functioning |
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| substances that affect the central nervous system and/or alter consciousness and/or perceptions |
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| is considered maladaptive, but is carefully differentiated from addiction |
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| is addiction. the essential feature of which is continued use despite significant substance-related problems (consequences) known to user |
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| Physical (physiological) Dependence |
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| need to continue taking a drug to avoid withdrawal symptoms; can include tolerance |
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| cravings or desire to continue taking a drug to experience its effects or create a desired mood state |
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| includes alcohol, barbiturates, benzodiazepines, and sedative-hypnotics; all drugs in this class are addictive, can be overdosed, create cross tolerance for each other |
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| unpleasant physical and/or emotional symptoms experienced by the user when attempting to quit using a drug |
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| (narcotics) includes heroin, morphine, opium, methadone, vicodin, percocet, and codeine; opiates reduce pain, can create euphoria or drowsiness; euphoria is associated with risk of addiction; high risk of dependence, overdose |
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| includes cocaine, amphetamines, weight-loss drugs, Ritalin, nicotine, and caffeine; potential for addiction, overdose, depression, and anxiety disorders; creates euphoria, elevated mood, sense of excitement, impulsivity |
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| Active ingredient is THC; strength depends on "grade" or THC content; much stronger than in the past, up to 30% THC content; minimal support for the "gateway drug" concept |
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| includes LSD, ecstasy (also a stimulant), mescaline, PCP, DMT, peyote, salvia, and ketamine; acts on brain serotonin and dopamine; risk of dependence is low or unknown (except PCP) |
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| includes household chemicals, nitrous oxide, and amyl nitrates; neurotoxic; risk of overdose, neurological disorders, brain damage |
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| Disease Theory of Addiction |
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| follows course of any other illness |
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| generally refers to stopping a drug and overcoming the physical symptoms of withdrawal |
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| AA: 12 steps, spiritually-based; NA; moderation management |
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| Inpatient: clients temporarily live in the treatment facility (21+ days); treatment is comprehensive: planning for recovery, decision making and coping skills; relapse prevention plan; individual, group, and family therapy; 12 step programs |
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| Outpatient may be the primary treatment or may follow residential (aftercare); day treatment: daily, 6-8 hours/day; intensive outpatient: usually 3-5 nights per week, 2-4 hours/night; outpatient: 1-2 nights per week |
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| Typically require abstinence from drugs/alcohol, employment, 12-step meetings, maybe drug tests; typically run by members; stay may range from weeks to months; provides structure, support |
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| 97-99% of all substance abuse centers offer therapy services; patient outcome is highly correlated to therapist skill; high difficulty of life functioning, emotional reactions, and comorbidity; high dropout rates |
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| Feedback: letting the client know they have a problem; Responsibility: The client is in charge of changing; Advice: directive advice is necessary; Menu; giving a list of option; Empathic: relating to clients; Self-efficacy: helping clients change this |
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| prior to the event; target/event; experience; target behavior; consequences |
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| a screening test for alcoholism: C: cut down; A: people annoyed; G: guilty; E: eye-opener |
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| alcoholism test T:tolerance W: friends worried E:Eye opener A: Amnesia K: cut down |
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| Super's Life Span, Life Span Theory |
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| Leading developmental theory; careers develop according to: psychosocial interactions, societal expectations, and available occupational opportunities |
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| 5 Stages in Super's Theory |
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| Growth: a sense of self and a basic sense of work develops; Exploration: planning for the future and gathering information; Establishment: developmental tasks are stabilizing and advancing; Maintenance: holding, updating, and innovating; Disengagement: planning and retirement |
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| Gottfredson's Theory of Circumscription |
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| the process of eliminating unacceptable occupations; based primarily on gender and prestige; gradual process and not overtly obvious |
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| individuals will try for work within their reach and will not willingly give up prestige; individuals will opt for lower level work before giving up their gender self-concept; in counseling situations--minimize compromise and help people assess the accessibility of their preferred education, training, and development |
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| Job satisfaction depends on a person-environment fit; high job satisfaction is associated with congruence between personality and a person's work environment; 6 personality types; 6 work environments; people try to find environment that will help them express skills, abilities, values, and attitudes |
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| WWII; 66 forced answer questions; provides Myers-Briggs type personality code- 16 possibilities: introversion and extroversion; sensing and intuition; thinking and feeling; judging and percieving |
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| Career assessment that focuses on career preferences rather than personality; choose preferable career characteristics: salary and work environment; receive list of careers and information |
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| realistic, investigative, artistic, social, enterprising, and conventional |
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