Category: Counseling

Case Summary of John

John Cater is a 28-year-old African American who sought counseling services due to his inability to drive happiness from his work, low-self esteem, challenges in making decisions, and poor appetite. He believed that he was suffering from persistent depressive disorder (PDD). John dropped out of university during his second year. He is not married because he believes that he cannot keep a relationship. He is extremely hasty and irritable. Also, no one can understand John because he is never consistent in his talk. He has racing thoughts, a problem that does not allow him to speak out his mind openly. These challenges have made John look for counseling services to see if he can change his opinion about life.

John was born in a family of four. He was the second born in the family. It happened that John’s aunt could not get children. Therefore, she asked John’s father to give her one child since she needed a companion. Being the second eldest in the family, the parents decided to give away John. The aunt lived in Boston, while John’s parents were in Chicago.

Consequently, the parents did not have a chance to monitor how John was growing up. The aunt loved John so much, and she was ready to do anything just to make him happy. As a result, she did not reprimand him whenever he was wrong because she feared to lose him. John was allowed to go out and meet with his friends, and the aunt was less concerned about the kind of company that he kept. John’s parents believed that their son was in good hands, and, therefore, they did not have to care so much about him. They could enquire about his progress from time to time, but with time, they stopped when they realized that he was doing well.

When John was in high school, he would go out for two to three days without coming back home. Whenever the aunt asked him about it, he would claim that he was in his friend’s home. The aunt did not want to make him angry, and so, she would not prolong the discussion. She could only ask him to be notifying her whenever he is not coming back.

I first saw John on a television program that helps individuals suffering from depression and anxiety. He had attended the program after trying to commit suicide twice due to what he termed as feeling hopeless. According to John, he did not see anything good in life since his life was full of tribulations. The reason I became interested in John is his determination to seek assistance. I wanted to follow his story, try to reason with him, and understand why a person may go to the extent of an attempt to commit suicide. I have never thought that life can be so challenging to a level that one wishes to die. Doctors allege that persons suffering from persistent depressive disorders do not seek help since they embrace the challenge as part of their life. Whenever an individual advises them to seek counseling, they claim that they do not see the need for counseling since they have always been that way. For John, his case was different, and this is why I got interested. Rather than keeping the problem, John opted to seek help one month after realizing that all was not okay.

John claims that his past one month was unbearable. He felt hopeless to the extent that he thought about ending his life. According to him, everything seemed to be against him. John felt that he could not bear it anymore, and that is the reason he came to assistance. Based on the challenges that he went through, John is ready to be open to counseling if that is all it will cost to be assisted. To guarantee that John receives the necessary help, I will build a rapport with him through sympathy. Also, I will make an effort to be harmonious. I will not be brutal or rude to John, no matter his reactions. Moreover, I will give him ample time to deal with his emotions.

Problem identification

Problem at school

After completing high school education, John went back to his parents. Six months later, John enrolled in university education. His parents were happy that their son had a promising future. They took him to college and made sure that he had all that he needed for his studies. John was a hard-working student, and he always spent most of his time in the library. He aimed to become a civil engineer, and he was not ready to settle for anything less. He performed well in class, and many students admired him. John’s parents were happy that their son was not wasting their money. However, their joy was short-lived.

On September 9, 2014, unexpected happened. The university went on a strike claiming that administration increased tuition fees without consulting the student body. Students destroyed property worth millions of dollars. After the situation was calm, the administration identified several students who it blamed for the strike. Unfortunately, John was one of the students. Despite him not participating in the strike, the administration was adamant that he was among those who orchestrated the attack. John was expelled from school. His dream of becoming a civil engineer was cut short.

Problem at work

John stayed at home for two months without any idea of what to do. No university would admit him after what happened. He decided to look for employment. John secured a job with a local contractor. He was in charge of the procurement department. The job came as a blessing to John, and he vowed to focus all his energy on the job. However, he did not work for three months before he was fired. The contractor blamed him for the misappropriation of financial resources. The company’s accountant swindled over $50,000 and blamed it on John. It was hard for John to plead innocent since such an incident had never happened before he joined the company.

Problem with spouse

After being expelled from university, John married his childhood lover. Having been with the lady for many years, John believed that nothing would ever separate them. However, this was untrue. After the woman realized that John had been dismissed from the job, she packed her clothes and left. John tried to implore her to stay as he attempted to look for another job, but the lady did not accept it. All these events happened very fast, such that John felt like the world had conspired against him. Being unable to come to terms with reality, he developed depression.

Treatment Goals

Goal 1

John feels worthless after all the effort to build his future has failed. His first goal is to learn how he can cope with his belief that he cannot keep a relationship. Since he lost his wife, John believes that he cannot keep a relationship. It is important to help John change this attitude because it is affecting his life. The primary objective of this goal is to assist John love to again and perhaps get married in the future without fear that something wrong might happen again.

Goal 2

Since John lost his job and wife, he has developed low self-esteem. It has become hard for him to relate to his friends and parents. He feels hopeless and spends most of his time at home. The second treatment goal is to help John regain his self-esteem. It will be very hard for John to seek employment if he continues to believe that he is worthless. Therefore, it is important to assist John is working on his self-esteem with the hope that he will be able to secure a job in the future and live a happy life.

Goal 3

John’s predicament has made him hasty and irritable. Perhaps, these are some of the reasons he cannot keep a relationship. The third treatment goal of counseling is to help him deal with his emotions. The counseling program should help John to shun emotions when making decisions. The primary objective is to make sure that he relates to other people in society and can make decisions without difficulties.

In terms of a person’s sense of identity, sexual orientation refers to their sexual preference as heterosexual, gay, or bisexual. For instance, the most common designations in the United States are lesbians, gay men, and men or women who are attracted to both sexes. In counseling, a therapist who is skilled, compassionate, and nonjudgmental works with those individuals to help them solve issues or help them abstain from drug abuse (Baams et al., 2018). However, in substance abuse counseling, a counselor should be very mindful while handling sexual orientation individuals due to the upcoming reasons.

Firstly, lesbians, gay men, and bisexual (LGB) people receiving substance abuse treatment have significant differences in their mental and physical health. Sexual orientation is a determinant of mental and physical health status. Thus higher percentages of LGB people had previously been diagnosed with mental illness, and more LGB people admitted to taking psychiatric drugs. Additionally, it was more common for gay and bisexual men and women to be receiving mental health care (Baams et al., 2018). Therefore, LGB people should consequently receive treatment that addresses their co-occurring mental health needs as well as continuity of care within drug and alcohol rehab.

Secondly, the fact that more than half of lesbian and bisexual women started their treatment with a mental health diagnosis emphasizes how crucial it is to address co-occurring mental health issues in this group. Since almost two-thirds of gay and bisexual men started treatment with a mental health diagnosis, the rates of prior mental health issues among this population were indeed notable (Baams et al., 2018). As a result, for between half and two-thirds of LGB individuals seeking substance abuse treatment programs, the requirement for counseling and treatment that addresses both substance use and co-occurring illnesses is crucial among this demographic and is a necessary service rather than a supplementary one (Baams et al., 2018).

In conclusion, sexual orientation affects both physical and mental health status, and LGB people in drug and alcohol rehab suffer from serious physical and mental health issues. As a result, LGB individuals should receive treatment that takes into account their co-occurring mental health needs and provides continuity of care within drug and alcohol rehab. Furthermore, they need counseling and care that addresses both substance abuse and co-occurring diseases.

Reference

Baams, L., De Luca, S., & Brownson, C. (2018). Use of mental health services among college students by sexual orientation. LGBT Health, 5(7), 421-430.

Research Background

Cognitive distortion (CD) is a common psychological issue that affects people of different ages and backgrounds. CD is the “misinterpretation in reasoning or events and a maladaptive way of thinking” (Şahin et al., 2020, p. 35). People having CD symptoms tend to concentrate on negative aspects of their lives and the world around them. These perceptions have a strong (often negative) influence on their behaviors, making them less adapted to potential challenges every person faces in their life. Based on the peculiarities of ideation, researchers identify several types of distortions, including selective abstraction, overgeneralization, catastrophization, personalization, predicting with no proper evidence, self-reference, and dichotomous thinking (Panourgia & Comoretto, 2017). Different people can develop CD, but some populations can be more vulnerable compared to others.

Middle-school students are specifically prone to developing this mental health issue due to developmental peculiarities and various internal and external factors. First, adolescents at this age explore their identities and start looking for their way and place in society. Various factors may affect this process and cause the emergence of cognitive distortions. For example, childhood trauma and such disorders as anxiety or depression can cause the development of CD (Şahin et al., 2020, p. 35). Dragone et al. (2019) found that community violence exposure could also lead to the development of CD. Cognitive distortions are common symptoms among adolescents diagnosed with anxiety or depression (Öztürk et al., 2018). CD prevents people from building resilience when coping with different health conditions.

It has also been acknowledged that CD can persist into adulthood and have long-term adverse effects on the quality of people’s lives. Such individuals are often unable to form proper relationships, which leads to personal problems, issues at the workplace, emotional distress, or even the development of different health issues (such as cardiovascular disorders) (Öztürk et al., 2018). Among the consequences of cognitive distortions, hating and associated behaviors can be observed (Pace et al., 2018). Adolescents may engage in bullying and cyberbullying, as well as become the victims of different types of abuse.

Cognitive behavioral therapy is another common approach to treating people’s cognitive distortions. Positive psychology has proved to be an effective framework for addressing various emotional issues and is often an important element of CBT programs (Boniwell & Tunariu, 2019). These programs are often individual and concentrate on specific traits of a particular person, which can be seen as a limitation due to the resources required to implement such projects. These programs can hardly be employed with other clients or generalized to a larger population. They need properly trained counselors who need to work with each patient individually. Group therapies to address cognitive distortions in middle-school students are not numerous, although the ones implemented are characterized by positive outcomes (Antoine et al., 2018). It is important to ensure the availability of cost-effective programs for students diagnosed with CD.

The proposed study aims at developing and evaluating the effectiveness of a school-based program aimed at reducing cognitive distortions in middle-school students. The focus of this project will be on the use of group counseling based on the utilization of the positive psychology approach. It is critical to develop an incentive that could be beneficial for a large population, which is specifically pivotal in underprivileged communities. Cognitive behavioral therapy (CBT) will be the basis of the program under consideration.

Problem Statement

As mentioned above, cognitive distortion affects middle-school students causing substantial distress. This condition has negative effects on the target populations’ mental health, emotional well-being, and academic outcomes (Panourgia & Comoretto, 2017). Middle-school students tend to address quite serious psychological transformations taking place due to their developmental peculiarities. At this age, people often concentrate on the negative side of human life and develop cognitive distortion. Middle-school students can be fixed on academic failures or issues, suffer from peer pressure, and be exposed to diverse negative influences. As a result, this population is prone to the development of anxiety and depressive symptoms, as well as cognitive distortions. Clearly, these conditions deteriorate the quality of young people’s lives and can cause discomfort.

Quite a considerable bulk of studies have been implemented to identify the peculiarities and causes (as well as effects) of cognitive distortions in different populations, including adolescents. Finne and Svartdal (2017) note that the mental health concern in question is often treated with the help of individual programs. These interventions are effective and lead to positive outcomes, but the associated expenses are also rather significant. Counselors have to be trained properly, and schools should have sufficient resources (staff, space, and so on) in order to ensure the effectiveness of individual incentives. At that, the coverage of such projects will remain limited. Finne and Svartdal (2017) add that more cost-effective projects should be developed and offer a program covering students, as well as teachers and parents, that have proved to be effective. The focus of this initiative was on social skills development, which is an important aspect in addressing behavioral disorders and CD. One of the strengths of this initiative was the number of participants, as large groups of adolescents became participants and benefited from this involvement.

The guiding theoretical framework for this program will be the theory of positive psychology. This theoretical paradigm was introduced several decades ago as a response to the overwhelming focus on disorders and negative aspects (Antoine et al., 2018; Li & Xu, 2019). Positive psychology theory can be seen as a pathway to well-being and resilience as people find inner strengths through the focus on positive aspects of their life. This approach is widely exploited in the Western world, but it is also becoming more popular in developing countries as well. The reason for such a wide utilization is the effectiveness of the approach and its applicability in diverse settings. The theory of positive psychology can be instrumental in addressing the needs of adolescents as well. The purpose of this project is the development and evaluation of the effectiveness of a school-based program aimed at reducing cognitive distortions in middle-school students. The project will encompass the implementation of a multi-component incentive and involve the development of social skills, students’ engagement facilitation, and mindfulness skills development.

Research Aims

In order to implement the project successfully, it is necessary to set manageable goals to be achieved and put research questions to be answered. The primary goals of this project include:

1. The development of an effective school-based group counseling intervention for middle-school students with cognitive distortion symptoms.
2. The evaluation of the effectiveness of the implemented program is based on the analysis of quantitative data.

It is necessary to note that the program should be applicable in different school settings and cohorts. For instance, it should be appropriate for all cultural groups, males and females, as well as students that might have certain mental health issues (depression and anxiety). Although the focus of this intervention can be on the general population, it is important to make sure that underprivileged communities will benefit from the implementation of the proposed intervention.

In order to achieve the established goals, it is necessary to set a clear research question that can be formulated as follows:

• Does a school-based group counseling intervention for middle-school students with CD reduce the symptoms of cognitive distortions?

Research Methodology

As mentioned above, the counseling program will be characterized by such components as positive psychology and group counseling. The intervention will be designed to meet the needs of middle-school students with a focus on academic issues, peer pressure, family-related conflicts, and so on. The cognitive distortion symptoms of the participants will be measured with the help of the Children’s Negative Cognitive Error Questionnaire (CNCEQ). The students, irrespective of comorbid states (depression, anxiety or other disorders), will be included in this study. The counseling groups will consist of approximately ten children, and the meetings will take place in the school setting.

The counseling intervention will encompass one-hour sessions held twice a week. As far as the methods used, cognitive behavioral therapy will be the backbone of the intervention with the emphasis on the positive psychology approach. Students will learn to concentrate on the positive aspects of their personalities and their lives. Such instruments as keeping a journal (a diary), role play, and the elements of art therapy will be utilized. The students will acquire social and mindfulness skills. In order to evaluate the effectiveness of the program, the students will complete the CNCEQ at the beginning and at the end of the program. The rate of students with CD symptoms among the participants will be instrumental in identifying whether the goals of the project have been achieved.

Importance of the Study

The intervention can have numerous positive implications for the target population and larger communities. First, the intervention will help adolescents to cope with their mental health concerns and develop effective adaptive skills to become successful academically and later in life (Panourgia & Comoretto, 2017). Middle-school students will be more resilient to the potential adversities, which is specifically valuable in underprivileged communities. Adolescents living in such environments are often exposed to domestic and community violence and peer pressure. A considerable number of adolescents have personal issues related to their appearance, health condition, socioeconomic status, and so on. All these factors cause the development of CD and may have a negative impact on the target population’s emotional state and quality of life.

The creation of a cost-effective program for middle-school students will have valuable practical implications. Instead of individual programs, school counselors will be able to cover larger populations by using the proposed group-based intervention. They will be equipped with guidelines and effective tools, which can be critical for underprivileged communities where counselors may lack the training to develop and implement effective interventions. Finally, the research has certain theoretical implications, as the applicability of the positive psychology instrumentation will be assessed. The program outcomes will indicate whether positive psychology can be effective in the reduction of cognitive distortions in adolescents.

References

Antoine, P., Dauvier, B., Andreotti, E., & Congard, A. (2018). Individual differences in the effects of a positive psychology intervention: Applied psychology. Personality and Individual Differences, 122, 140-147.

Boniwell, I., & Tunariu, A. D. (2019). Positive psychology: Theory, research and applications (2nd ed.). McGraw-Hill Education (UK).

Dragone, M., Esposito, C., De Angelis, G., Affuso, G., & Bacchini, D. (2019). Pathways linking exposure to community violence, self-serving cognitive distortions and school bullying perpetration: A three-wave study.International Journal of Environmental Research and Public Health, 17(1), 1-18.

Finne, J. N., & Svartdal, F. (2017). Social perception training: Improving social competence by reducing cognitive distortions. International Journal of Emotional Education, 9(2), 44-58.

Li, C., & Xu, J. (2019). Trait emotional intelligence and classroom emotions: A positive psychology investigation and intervention among Chinese EFL learners.Frontiers in Psychology, 10, 1-17.

Öztürk, y., Özyurt, G., & Özdel, K. (2018). Emotional schemas in adolescents diagnosed with anxiety disorders. Klinik Psikofarmakoloji Bulteni, 28, 11-12.

Pace, U., Passanisi, A., & D’Urso, G. (2018). Emotional and cognitive correlates of hating among adolescents: An exploratory study.Journal of Adolescence, 68, 159-164.

Panourgia, C., & Comoretto, A. (2017). Do cognitive distortions explain the longitudinal relationship between life adversity and emotional and behavioral problems in secondary school children?Stress and Health, 33(5), 590-599.

Şahin, Ş. K., Ozdemir, N., Elboğa, G., & Altindag, A. (2020). Association between cognitive distortions and childhood traumas with medication adherence of patients with major depressive disorder. Israel Journal of Psychiatry, 57(2), 35-41.

Introduction

There are four major types of counseling modalities namely; Alderian, Person-centered, Transactional analysis and Psychodynamic. The purpose of this paper is to give a critical review of the named counseling modalities and then give a further in depth assessment of the efficacy and limitation of the modalities preferably person-centered and psychodynamic counseling models

Personal centered counseling technique

This counseling modality originated from Carl Rogers. It follows the humanistic ideals and purports that a client/person has the capacity to own their problems and solve them. That means that the counseling session is merely a facilitating affair to help the client get a clear picture of him self or the situation at hand. (Richmond, 2007).

The client is the best persons to channel his personal growth through his experiences. Nonetheless, this theory also acknowledges the fact that unfavorable conditions hamper individuals to grow and develop to full potential. Such unfavorable conditions include negative regards form other, conditional relationship/acceptance with other, a draining environment among others. (Nelson-Jones, 2006). This negative conditions bar individuals from realizing their innate power to chart their own course. For some reason, human beings feel they are obliged to incorporate other people’s beliefs in their own self concept. According to this theory, individuals find it easily to regard themselves in light of what other people expect form them rather than their own judgments in order to acquire positive regard from others. (Mulhauser, 2007). It is not uncommon to hear expressions like “I am the kind of person who listens to other opinions’ or I am the kind of friend who never lets others down’ underlying these expressions is the fact that the individual has less of self regard and identity than he/she has of others creations. When the acquired concept clashes with an individual personal experiences then the balance is destabilized hence causing anxiety, depression and psychological disturbance.

Alderian counseling model

This theory of counseling psychotherapy was developed by Alfred Adler. Alder’s counseling model gives prominence to provoking maladaptive lifestyles in individuals (Clark, 29) and the basic goal of the Adlerian approach is to help clients identify and change their mistaken beliefs about self, others, and life and thus participate more fully in a social world (Corey, 119). This is achieved by altering a client’s dysfunctional perceptions or belief systems by replacing them with positive self concepts and realistic assumptions about the world. Corey submits that the alderian counseling is a growth model that assists individuals to reach their full potential by alleviating the social conditions that interfere with personal growth. (Corey, p54) In addition, the Alderian therapy is that it is multidimensional combining an array of techniques such as CBT, experimental among others. Flexibility, trust, empathy and encouragement are crucial in the therapeutic interactions the therapist helps the client to recognize his strengths and capabilities and direct them to effecting positive personal development hence full potential. Alderian theory lays emphasis on transition from self defeating situational problem solving to continual positive reinforcement of self concepts.

Corey book outlines several concepts that dominate Alderian therapy e.g. reference of early childhood experiences, their interpretations and impacts on a clients current situation, dealing with consequence of own mistakes, inner reflection of one’s perceptions and thoughts, highlighting the collaborative relationship between client and therapist and the self assessment of one’s situation, goals and devising ways of attaining those goals. One thing to note is that Alderian therapists make most use of encouragement to the client throughout the counseling process.

Psychodynamic

Psychodynamic therapy is a counseling therapy that examines the deeper aspects of clients experiences i.e. it attempts to unveil the hidden contents in the subconscious, which is linked to alleviation of psychological tensions. This therapy is sort of psychoanalysis only that it is less intense and follows shorter format. This therapy is very reliable in dealing with group dynamics within organization, individual problems, family counseling and relationship development among others. The advantage of this therapy is that the relationship between the clients and the counseling is friendly and intimate and that it is more eclectic than other approaches of therapy. Similarly, the sessions tend to be multifaceted incorporating a variety of techniques. (Boeree, 2006) In this way, the sessions tend to be more enjoyable due to the variety and also it alleviates the feeling of intensity from the interrelationship. The theory underlying this therapy is that individuals experience some terms of malfunctioning although it is deposited in the unconscious mind. This malfunctioning plays a part in molding an individual’s later years and at some point, the person may experience some form of mental conflict (dissonance) and in his/her every day life, it is at this point that a client may seek a therapists help. The therapist’s role therefore is to guide the client in accepting that he/she has a poorly formed function and then guiding the client to exploring the origin of the malfunction and devising strategies of overcoming the problem.

Transactional analysis

This model of counseling was developed by Eric Berne, an American physician. This therapy is built on four foundational principles. These include; the structural model of egos, transactions, psychological games and scripts. Transactional analysis is popular with individuals who help to overcome problems that arise out of personal development or interpersonal relationships. According to this theory, individuals relate in three different ego states that is; the child (unhealthy and healthy child), the adult (rational state) and the parent (critical and nurturing parent). This states form the basis upon which transactional analysis therapy uses to help individuals better understand and improve themselves and their interpersonal relationships. (www.tastudent.org.uk). This counseling modality is most effective in school settings in areas of skills development, personal empowerment and self understanding. Transactional analysis is an empowering therapy. Unlike other therapies where clients are viewed as patients, TA views the clients as a party to a contract between him and the therapist. No feelings of scrutiny are present and the sessions do not subject the client to experimentation. The client feels empowered in the sense that he/she decided together with the therapists on how the therapy will go and what issues will be dealt with. Essentially, the client is the authority in this counseling modality. Transactional analysis emphasizes the potential of an individual to fix a wrong or power to change. Basically the therapist role is to encourage the client to realize that he/she has the capability to change. This is one of the principle precepts in transactional analysis.

Strengths of transactional analysis

The effectiveness of this counseling modality is that it is simple to understand and does not involve technicalities of analyzing past experiences or dreams among other dimensions that typical therapies do. As a matter of fact it uses no jargons and anyone can apply it, for instance, it uses words like Script, Child, Adult, Parent, Stroke, Game, racket and so on. These words are ordinary and do not deviate as much from the original context. Secondly, it is fast. These days time is of the essence and regardless of how much a client may need help, securing time for it is difficult. Transactional analysis eradicates the mentality of ‘life sentence’ associated with therapies, healing or solution is quick to come by, say within a few weeks or months depending on the individual and the problem. (Berne, 2007). The benefit of this is that the client does not feel helpless or incapable of coming up with a solution. In the long run the skills acquired from this therapy go a long way in helping the client tackle similar problems in future. Transactional analysis helps individuals to rewrite unproductive scripts and limitations ingrained in their subconscious from childhood by critical remarks by influential people say kindergarten teacher, older siblings and parents. For example, you can never do anything ‘right.’ (Stewart, 2005) Transactional analysis is very efficient in promoting self discovery since its emphasis lays in enhancing contact, attachment, intimacy, warmth, tender loving care, need to belong, closeness, relationships, social support as well as love. (Berne, 2007) The therapist talks quite a lot and helps the client facing relationship problems to expose his thoughts jolting questions thereby expose underlying feelings that he/she would not have thought possible. (Rowan, 1998) In addition, transactional analysis therapy is very flexible therapy as it integrates well with other counseling modalities. It is also very fitting in various settings such as individual or group therapy. Perhaps that is why it is used outside clinical practice say in schools or on the workplace. The interactive nature of the counseling sessions also helps people who are facing communication problems arising from psychological malfunction to open up and deal with their problems. This happens when the therapist practices the professionalism of keeping therapeutic distance. (Stewart, 2005).

The transactional analysis may be limited in dealing with clients who want intense past hurts because it only focuses on the here and now. Into the bargain, the concepts of transactional analysis tend to be ambiguous and immeasurable. For instance how does one measure constructs like love, happiness. These may mean different things to different people thus it is not applicable universally. Past hurts may be deep seated in the subconscious mind rendering the client unable to understand his/her limitations accruing from past experiences. In such a case transactional analysis is inefficient and it would be important that the client signs up for psychodynamic therapy or alderian therapies which are more intense before pursuing personal development and self actualization through transactional analysis therapy.

Another limitation of transactional analysis in counseling clients from past hurt is that transactional analysis assumes an ‘am ok you are ok mentality. This ideology is not practical to the healing session of such a client because it oversimplifies the concept of selfhood to the client. The client might feel that the therapy is not inline with his frustrations or distress. In most cases hurtful past experiences make the self more complex than assumed in transactional analysis. This cements the fact that selfhood can never be described in terms of ok-ness as the theory offers.

Alderian therapy strengths and weaknesses

The Alderian therapy is very useful in handling clients who want healing from past hurts, for instance a person who thinks that al women are evil and unlovable because his mother was cruel. Such thoughts are twisted and are reflective of psychological dysfunction. In some cases these dysfunctions are so severe that it passes on to the individual’s social life. The Alderian counseling approach views this dysfunction not as mentally sick but an effect of discouragement. When the therapist leads the client to incorporate productive thoughts to his daily life then the client is able to tear himself from restricting thoughts from his past disappointments. Essentially, the therapy session enables the client to relive the past and confront unresolved conflicts that hold him back from living a fulfilling life.The best part about Alderian therapy is that it does not limit the interaction to theoretical frameworks rather it pushes for shorter sessions and follow in the steps of what is in the best interest of the client. Other desirable characteristics of the Alderian are that the brief sessions do not drain the energy of the client and similarly, it is based on present and future orientation. This means that what the client derives from the sessions is applicable to future situations. Compared to psychodynamic counseling therapy, the alderian therapy is less intense and brief. This makes the therapy suitable for the fairly busy individuals who want to experience healing from the past within a shorter timeframe.

The Alderian therapy is not without its limitations. According to Corey the basic concepts in this model are vague and not empirical. This is because they lack a precise definition and carry an ambiguous connation; hence it is difficult to validate the conclusions from this therapy. More to that, theory has been criticized for its oversimplification of the human interaction (p54). This is because human beings are complex and to fully develop ones potential, a blend of variables come to play not just the past childhood experiences or ones perceptions. As Corey points out in his book.

One’s family background can conflict with cultures that have injunctions against disclosing family matters. Some clients may view the counselor as an authority who will provide answers to problems, which conflicts with the egalitarian person to person spirit as a way to reduce social distance. (Corey, 486).

In page 490 in Corey manual Alderian therapy is viewed as one that lacks credibility since its concepts are not testable, precise and heavily rely on common sense. A problem like healing from past hurts should not be written off as merely a simple problem. The underlying issues may be more complex and destructive and this needs to be explored in details.

Alderian therapy fails to deliver from this perspective. At the same time, Alderian theory is limited in the sense that clients who seek immediate solution to their problem may not benefit from it. This is because it takes up a lot of time to explore childhood experience of which by the end of the day may be of little or no use to solving the problem at hand. (p.121). Alderian therapy also make use of dreams especially those that recur frequently to make inferences of a clients lifestyle functioning.

(Clark p. 29). This assumption again is not reliable because analysis of a dream proves difficult since most times dreams are incoherent and easily forgotten. Lastly the approach yields little effectiveness to clients who do not understand the rationale behind assessment and exploration of past experiences and current lifestyle as a method of solving problems.

Conclusion

In summary, the efficacy of different counseling modalities varies while working with different human problems. Some approaches befit certain human problems more than others. This accentuates the importance of a multidimensional approach whereby the therapist has many tools at his disposal to choose from. By and large the therapist should pick the most suitable approach for any given clients needs. Nonetheless, these theories have been used by therapist for a long time and a seasoned psychologist should be in a position to recommend a proper model depending on his assessment of the client/ patient.

Bibliography

Richmond, R. L. (2007). A guide to psychology and its practice. San Francisco, California USA.

Corey, G. (2005). Theory and Practice of Counseling & Psychotherapy (7^th. Ed). USA: Thomson – Brooks/Cole.

Clark A. J. (2002). Early Recollections: Theory and Practice in Counseling and Psychotherapy. Psychology Press.

Stewart W. (2005) An A-Z of Counseling Theory And Practice. Nelson Thornes.

Boeree, G. (2006) Personality Theories.

Mulhauser, G. (2007). Counseling Resource: An Introduction To Person Centered Counseling.

Nelson-Jones R (2006). Theory And Practice of Counseling And Therapy.

Berne, E. (2007). Transactional Analysis in Psychotherapy: A Systematic Individual and Social psychology. Grove Press.

Rowan, J. (1998). The Reality Game: A Guide to Humanistic Counseling and Therapy. Routledge.

Introduction

Psychologists have guidelines that determine their behavior and direct their actions. These guidelines must always be respected to ensure psychologists offer quality services to clients. Even though there are professional guidelines regarding this aspect, few service providers adhere to them, and this exposes this profession to criticism in the manner in which its members perform their duties.

Personal Frameworks and Boundaries

The human mind is capable of formulating policies and guidelines and, at the same time, developing excuses for not observing them. Constitutional laws, work policies, and religious guidelines have been abused by people, especially those held in high esteem by society (Corey 2011).

Psychologists must develop frameworks that will help them to manage boundaries between their services and clients without compromising their performance. This will enable them to distinguish their professions from issues of conflict of interest when doing their work (Fisher 2009). The following is a framework that will allow them to uphold high moral and professional ethics at their places of work.

First, they should develop a hierarchical framework that will ensure everybody is assigned roles that reflect their academic qualifications and experiences. This will ensure no one offers all services to a client. As a result, this will reduce the chances of secret relationships and private affairs in an organization. Workers should be assigned specific roles, and division of labor should take center stage in ensuring that a client does not remain confined to services offered by one person (Fisher 2009). This hierarchy should be respected, and all policies regarding it must be followed to ensure everybody participates in service delivery. This will ensure workers participate in offering their services to all clients without biases.

Secondly, there is a need to develop policies that will enhance transparency in service delivery to ensure that everybody is able to observe what is happening around them without asking about it. Even though some medical oaths demand that patient’s information should be kept as confidential as possible, and this is not restricted to sharing information between medical staff (Corey 2011). An example of this policy is one that will ensure all information regarding clients’ problems is recorded in a data system that is accessed by all members. All staff performing similar duties or in the same departments should have access to their database systems. This will ensure they are able to monitor how their colleagues offer their services.

Thirdly, there is a need to develop forums where workers can share their experiences without fear of victimization some emotional issues may be challenging to manage by individuals, but when this issue is given collective attention, it becomes easy to solve the underlying problems. Therefore, a psychologist should have opened forums to discuss the issues that may not necessarily be within their professional ethics but are nonetheless influential in their activities.

Moreover, managing healthy boundaries between psychologists and their clients can be achieved through the establishment of guiding and counseling services. Shockingly, most clients are to blame for the presence of unprofessional relations between them. However, this department will ensure that clients realize the importance of maintaining professionalism between them and their service providers (Corey 2011). It is easy to convince clients that psychologists are just like other professionals whose sole duty is to provide psychological guidance to them. This department will ensure that clients understand the regulations that bind this profession; therefore, they will avoid jeopardizing psychologist’s interest at work. It should be noted that those that will be assigned to work in this department must approach this issue without fear (Fisher 2009). This means they must be trained on how to guide and counsel clients regarding respecting professional codes of psychologists.

Also, psychologists should set good examples for their clients to enable them to follow suit. It is tough for a client to visit a psychologist, then star demanding or provoking them for intimate relationships. This means that the opposite is also exact since most psychologists are the ones that make the first moves (Fisher 2009). It is necessary to point out that, when a client visits a psychologist, the former looks like a stranger in a foreign land and will behave according to how the later is suggesting. Therefore, when psychologists portray impressions that they advocate for intimate relationships, this will, without any doubt, become the routine (Corey 2011). However, when they do their work as professionals and decline any advances from their clients, they will be upholding their professional ethics, and this will be a significant boundary in their relationships.

Conclusion

The above discussion implies that psychologists deserve the freedom to interact with people just like other members in other professions like nursing, teaching, and law. However, this does not give way to unprofessional behavior between them and their clients. It is necessary to state that any relationship beyond the psychologist-client situation should not be allowed to interfere with service delivery. This means all other intimate relations should be kept out of the office and be reserved for other unofficial events and time like weekends. However, there should be stringent measures to curb unprofessional relationships at work since people who cannot control their emotions may pose severe threats to service delivery.

References

Corey, G. (2011). Issues and Ethics in the Helping Professions. California: Thomson Books.

Fisher, C. B. (2009). Decoding the Ethics Code: A Practical Guide for Psychologists. California: Sage Publications.

I have managed to develop a balanced worldview that informs my philosophy as a counselor. The ultimate goal is to uphold every person’s rights and liberties. The role of a counselor is to promote God’s work on earth. When well-being and happiness are maximized, individuals can achieve their potential (Gonzalez-Prendes & Brisebois, 2012). My worldview and value system have been impacted by my religious and personal values. I understand that people should respect others, obey God, and promote happiness. My values such as integrity and empathy emerge from my childhood experiences. My inherited characteristics also encourage me to be sympathetic and empathic.

This worldview will definitely influence my work as a human service professional. I will always respect my clients’ cultural values, worldviews, and beliefs. The desire to learn more about the cultural attributes of the client is a strength that can maximize his or her well-being (Evans, Levitt, & Henning, 2012). The value system guides me to uphold the best values that can support the needs of every client. My value system and worldview will definitely empower me to meet the needs of more people.

The core principles of ethics such as autonomy, beneficence, justice, and non-maleficence guide human service professionals to support the needs of their clients. I have been able to apply the principles in my practice effectively. However, the principle of autonomy has proved to be a bit challenging for me especially when working with some of my colleagues. These core ethical principles require caregivers and counselors to follow their clients’ actions, decisions, and thoughts (Evans et al., 2012). The decisions made by the counselor should be free of coaxing, abuse, or coercion.

However, sometimes I encounter colleagues and clients whose ideas and rituals appear to be harmful. For instance, there is a time I worked with a professional who believed that the rituals of the targeted client should be embraced even if they threatened his or her life. In such a scenario, it can be hard to convince the colleague that the targeted client should be supported and guided using the best approaches. It can be impossible to embrace the most appropriate and evidence-based practice while at the same upholding the client’s autonomy. Sometimes I can become emotional depending on the situation at hand and find it hard to collaborate with my colleagues (Gonzalez-Prendes & Brisebois, 2012).

Case management is a powerful process that brings together different professionals to plan, assess, and coordinate the services needed to maximize the well-being of the client. In rehabilitation counseling, case management focuses on the best approaches to ensure the targeted client overcomes his or her personal and psychological problems (Evans et al., 2012). The management process will be used to assess and evaluate the best options to ensure quality counseling services are available to the client. The counselors should ensure the interventions are cost-effective and capable of promoting rehabilitation.

The process will differ significantly in clinical mental health case management. During this case, the human service professionals will collaborate to assess, plan, and monitor the options that can meet the mental health needs of the patient (Evans et al., 2012). The process will promote the use of communication and resource management to ensure the mental health needs of the patient are met. The issue of cost-effective interventions should also be taken seriously in clinical mental health case management. The main goal should be to coordinate the best support systems to restore the client’s mental health.

References

Evans, A., Levitt, D., & Henning, S. (2012). The application of ethical decision-making and self-awareness in the counselor education classroom. Journal of Counselor Preparation and Supervision, 4(2), 41-52. Web.

Gonzalez-Prendes, A., & Brisebois, K. (2012). Cognitive-behavioral therapy and social work values: A critical analysis. Journal of Social Work Values and Ethics, 9(2), 21-23. Web.

The counseling environment, by its nature, exists to serve some primary productive purpose: the provision of a service, the production of products or sales, or regulatory control. The component parts of the organization are in many ways subordinate to the primary goals, even though on a day-to-day basis there may be enormous competition among individual organizational members and among structural subunits of the organization about the specific means of implementing the organization’s primary purpose or about defining that purpose. Self-disclosure plays a crucial role in counseling practice and dual relationships.

There are four types of self-disclosure: “There are four different types of self-disclosures: deliberate, unavoidable, accidental and client-initiated” (Zur, 2008). Thus, by this reasoning, self-disclosure of incompetency becomes a potent trigger for achievement distress. Moreover, ascriptions to inability are also likely to dampen one’s expectations for future success, thereby compounding distress at failure. Finally, another effective factor of humiliation is likely to be implicated in this process. Humiliation has been shown to be an ability-linked reaction to failure and is therefore also likely to mediate the hypothesized ability demotion/anxiety axis (Corey, p. 31).

In counseling practices, deliberate self-disclosure is unaccepted as it violates the rights and privacy of clients. All these schemes involve some diversion of assets or information followed by the prevention or deferral of the activities disclosure. They can be detected if certain indicators are watched carefully, especially those that are present time and again when fraud occurs. The conduct of an audit in accordance with generally accepted principles does not anticipate deceit and may fail to detect violation of privacy issues (Stewart, p. 43). The key to self-disclosure prevention could be effective and functioning internal controls. However, some self-disclosure schemes may be effectively designed to work within the framework of an effective internal control system. The level of assurance of these controls becomes the key. Self-disclosure is most associated with a problem of integrity and therefore not easily quantifiable. What may be needed besides the audit is a self-disclosure engagement (Corey, p. 33).

“Unavoidable self-disclosure might include an extremely wide range of possibilities, such as therapist’s gender, age, and physics” ” (Zur, 2008). This position rests on the well-documented observation that individuals accept personal responsibility for their failure to achieve desired goals and tend to interpret such failures as the result of personal defects, especially low ability (Stewart, p. 43). Overall, then, the logic of this position argues that to the degree of failure causes a diminution in ability ascriptions, failure leads to distress both directly (low ability ← distress) and indirectly through lowered future expectations (Stewart, p. 47). The disclosure of personal information becomes, therefore, essential if therapists are going to consider properly the negative effects of distress, along with any compensating positive effects that reduce risk or create greater interest from a particular clientele.

The rationales for self-disclosure with different populations involve the following categories: gat and lesbian people, religious therapies and adolescent groups, war veterans and minorities, children, and 12 step programs. In many of these groups, achievement distress, especially self-blame, humiliation, and self-derogation, follow from a realization that the individual is personally unable to manage events that are controllable by others (Stewart, p. 41). Also, as a co-mediator with humiliation. The relative strength of this particular linkage was expected since, as mentioned earlier, humiliation is an ability-linked effect triggered exclusively by the disclosure of incompetency. Indeed, humiliation itself, regardless of ability attributions, was a substantial mediator of anxiety, accounting for the remainder of the indirect effect. “Therapists’ theoretical orientation and comfort with self-disclosure are often determined by their culture, gender, and personality. These are obvious factors determining the extent of their self-disclosure” (Zur, 2008). Counselors should pay special attention to self-disclosure issues as it ruins close relations between the therapist and a client and makes the process of effective treatment impossible.

In counseling, the calls for a synthesis of social and institutional economics, a rectification paradigm, an ethical paradigm, and an economic remedy to social issues may only be implemented by an effort at the micro and macro levels to identify, measure, and disclose the total performance, economic and social, of all the economic and social units of a nation. Naturally, such an observation can be sustained only in the abstract since the repeated failure, no matter what its interpretation, will eventually produce a generalized, stable fear of all achievement activities. These data corroborate an emerging view that achievement behavior, and in particular its motivational aspects, is mediated largely by self-cognitions of ability. Thus, to answer the questions posed earlier regarding what is so threatening about the achievement process, we can now say with some assurance that the threat emanates from risking failure with its implications for low ability. Prior to the present research, little evidence was available regarding the causal role of ability ascriptions in influencing expectations and achievement affect within this reformulated paradigm. From the larger perspective of self-worth theory, which stresses the role of ability cognitions in achievement dynamics, learned helplessness represents the final step in a process of demoralization in which individuals become failure accepting after unsuccessful efforts to evade the implications of repeated failure that they lack the ability.

Works Cited

1. Corey, G. Theory and Practice of Counseling and Psychotherapy (Counseling). Brooks Cole; 5Rev Ed edition, 1995.
2. Stewart, W. An A-Z of Counselling Theory and Practice – Fourth Edition Nelson Thornes; 2005.
3. Zur, O. Self-Disclosure, To Disclose or Not to Disclose, This is the Question. 2008.

Hypothesis and Purpose of the Study

Phillips and Leahy (2012) conducted a study among rehabilitation counselors to predict if participants have joined professional associations, joined but left, or refrained from membership. In terms of factors that can help predict the membership status (current, former, or never a member), the main hypothesis was that “rehabilitation counseling professional identity salience” (Phillips & Leahy, 2012, p. 209) was a factor of positive correlation; the greater it is, the higher the chances are that a rehabilitation counselor is a member of a professional association.

Choice of Topic

I was browsing through different relevant articles, and I was intrigued when I came across the one by Phillips and Leahy (2012). Few studies are dedicated to professional association membership among rehabilitation counselors. The authors showed me that this was an important topic because the professionals’ unwillingness to join such associations may indicate serious issues in the professional community that can ultimately affect the quality of counseling.

Methods

Two instruments were used: the Professional Identification (PID) scale and the Professional Association Survey (PAS); the latter was designed for the study specifically. The instruments were distributed among the sample members in several steps: testing on the target population, revising, and delivering revised materials to the participants for data collection.

Participants

The participants were holders of certified rehabilitation counselors, members of rehabilitation counseling professional associations, or individuals with both the certificate and the membership. Out of 1,257 participants, 35.8 percent were current members, 25.8 percent were former members, and 38.4 percent were never members.

Findings

Generally, the authors’ main hypothesis was confirmed: rehabilitation counselors with greater professional identity salience were found to be more likely to be current members of professional associations. Also, it was shown that people who valued being members of a professional association were more likely to be current members of such associations, which I did not think was a valuable conclusion.

Discussion

The main issue raised by the study was the professional identity of rehabilitation counselors. Professional association membership is used as a particular aspect of the professional community that demonstrated that the community might experience the insufficiency of a common vision or other factors that should contribute to strengthening the identity and the community. It is important because, according to Phillips and Leahy (2012), professional identity affects how professionals behave.

How I Would Do the Study Differently

I would exclude the variable of value in rehabilitation counseling professional association membership (see Findings). I think it is obvious that people who report that they appreciate membership in professional associations are more likely to be current members. I do not think that establishing this correlation deserved serious academic attention.

Importance

Other findings, however, I find it important, and I think they make a positive contribution to rehabilitation counseling. The authors linked activeness in the professional community (expressed in membership) to professional identity. They showed (although it was not their primary purpose) that rehabilitation counselors should work toward strengthening professional identity, and this should be carried out not on the individual but the group level.

Questions Not Answered

What I still want to know about the topic is several reasons for rehabilitation counselors to join professional associations. I think a qualitative study of the same population can help answer the question. The matter of professional identity has been explored for counseling in different spheres (Kaplan, Tarvydas, & Gladding, 2014). Exploring such aspects of the professional community as motives for membership in professional associations can contribute to better understanding this matter.

References

Kaplan, D. M., Tarvydas, V. M., & Gladding, S. T. (2014). 20/20: A vision for the future of counseling: The new consensus definition of counseling. Journal of Counseling & Development, 92(3), 366-372.

Phillips, B. N., & Leahy, M. J. (2012). Prediction of membership in rehabilitation counseling professional associations. Rehabilitation Counseling Bulletin, 55(4), 207-218.

Bender Visual-Motor Gestalt Test II (Bender-Gestalt II) was selected for this paper to review and critique. Published by Riverside in 2003, it presents the revised version of the first test that was initially elaborated by Lauretta Bender. The identified test includes 16 figures, recall procedures, and supplemental tests. The complete kit of the test items consists of an examiner’s manual, 25 motor test booklets, 25 observation form test records, stimulus cards, and 25 perception test booklets in a handscored format (Brannigan & Decker, 2003).

Purpose and Nature of Bender Visual-Motor Gestalt Test II

Bender Visual-Motor Gestalt Test II is composed of 16 geometric shapes, points, lines, angles, and curves, which are presented to an examinee in a certain sequence and are to be drawn by him or her. Bender-Gestalt Test II is used to diagnose the degree of development of structural visual-motor functions and study mental retardation, regression phenomena, the severity of violations of individual functions, organic brain defects disorders in both adults and children, and personality deviations (Englund, Decker, Allen, & Roberts, 2014). The key purpose of the mentioned test is to evaluate the maturity of visuomotor perceptions.

Normative Standardization Data

The empirical investigation based on various scoring systems was utilized to standardize data. In particular, the Global Scoring System was related to Bender’s initial version of the test by focusing on credible and valid studies. A five-point scale was used to derive scores and evaluate reproductions. The sample included 4000 individuals from the US. The specified test was popularized by Elizabeth Koppitz and is known as Bender-Gestalt Test for Young Children that is most widely used in the US. The simple design allows performing the test with minimal errors and interpretation pitfalls.

Appropriate Populations

People from 4 to 85 years and older are eligible to receive Bender Visual-Motor Gestalt Test II. In general, a person who was assigned this test is evaluated regarding his or her psychological functioning and development. As stated by Al-Sadat Bozorgpour, Rahimi, and Mohamadi (2017), it may be used for brain damaged and normal subjects as well as for those with major depression symptoms. Furthermore, Bender-Gestalt II seems to be useful in diagnosing children with cognitive deficits. For example, the study conducted by Englund et al. (2014) demonstrates that attention deficit / hyperactivity and autism may be assessed in children. In spite of several populations that may be prescribed the mentioned test, there are no required adjustments.

Validity and Reliability

The validity of Bender-Gestalt II is caused by its simplicity, ease of use, and consistency. According to Piotrowski (2016), it is included in the top ten of diagnostic tests characterizing non-verbal intelligence and perceptive motor coordination. Since this test is utilized to reveal signs of organic brain lesions and determine the level of intellectual development, it is largely used by school counselors and psychologists (Piotrowski, 2016). The reliability of the given test refers to the fact that graphic movements are marked by the highest degree of regulation, and the violations of the mechanisms of spatial analysis and synthesis are primarily reflected in graphical movements. The findings of the research by Piotrowski (2016) also support its reliability as a rapid assessment instrument that relies on more on an idiographic approach.

Administration

Procedures

The administration type for Bender-Gestalt II is professional, and it requires level C qualification. The test involves several cards with simple figures to be reproduced by individuals, and the latter are expected to draw figures as they see them (Keppeke, Cintra, & Schoen, 2013). It is significant to warn a subject that the cards cannot be moved to any new position. An examiner can allow multiple attempts to copy one shape, which should also be noted in the protocol. It will be correct to recommend that the test subject place a copy of the first of the figures in the upper left corner of the paper, yet this need not be insisted if a subject begins to draw in his or her own way (Brannigan & Decker, 2003). The orientation of a figure against the background and in relation to other figures is also part of the gestalt function.

Type of Test Items and Examinee Response Mode

An examinee is offered to reproduce the figures within 5-10 minutes. Figures one to 16 are used for diagnostic testing and presented consistently to a subject. Time constraints on the test are not rather strict, and the figure does not need to be removed until the subject finishes copying (Al-Sadat Bozorgpour et al., 2017). The presence of fatigue can unduly exaggerate the symptoms of impaired gestalt function, enhancing perseverative and regressive tendencies. There are rather detailed explanations of how to interpret any deviations in the drawings. In particular, cohesions, closure complexity, bizarre doodling, contamination, fragmentation, line extension, impotence, overlapping and angular difficulties, rotations, scribbling, and other related signs should be noted to analyze an examinee (Al-Sadat Bozorgpour et al., 2017). In addition to the abovementioned, it is important to observe how a subject performs the test. For example, long and slow performance may indicate a thoughtful and systematic approach to performance, the need to control the resultant compulsive tendencies in the individual, or about the depressed state. The fast test performance can be representative of an impulsive style. The test results should be considered in connection with each other in order to avoid misinterpretations.

Theoretical Basis

Wertheimer’s theory based on the idea of grouping in evaluating cognitive processes was used as a basis. The fours factors were specified as the laws of organization, including proximity, simplicity, similarity, and closure (Keppeke et al., 2013). The theory of Wertheimer focuses on successful problem-solving behavior that is associated with the ability to understand the whole structure of one or another problem. The effective resolution of problems should involve both a comprehensive vision of a problem and that of its parts.

Using Bender Visual-Motor Gestalt Test II in My Practice

In my point of view, the identified test will be rather useful for my professional performance as a counselor. Many children and adults may develop cognitive disorders without even noticing it; therefore, it is of great importance to timely assess them and prevent further complications. I plan to use this test for evaluating the overall cognitive development of individuals as well as retardation in mental functioning since it provides a wide range of opportunities.

Summary

Bender Visual-Motor Gestalt Test II is a comprehensive test that targets the interpretation of a person’s reproduction of simple figures. Based on Wertheimer’s theory, it aims at measuring psychological functioning along with visual-motor development of an individual. This valid and reliable test may be applied to both children and adults, while the administration procedures remain unchanged. The simplicity and a short duration of Bender Visual-Motor Gestalt Test II make it a feasible option to evaluate individuals’ cognitive behaviors and provide relevant conclusions.

References

Al-Sadat Bozorgpour, F., Rahimi, C., & Mohamadi, N. (2017). Utility of Bender-Gestalt test-II for differential diagnosis of major depressive patients, brain damaged and normal subjects. International Journal of Behavioral Sciences, 10(3), 151-155.

Brannigan, G. G., & Decker, S. L. (2003). Bender visual-motor Gestalt test – Second edition: Examiner’s manual. Itasca, IL: Riverside.

Englund, J. A., Decker, S. L., Allen, R. A., & Roberts, A. M. (2014). Common cognitive deficits in children with attention-deficit/hyperactivity disorder and autism: Working memory and visual-motor integration. Journal of Psychoeducational Assessment, 32(2), 95-106.

Keppeke, L. D. F., Cintra, I. D. P., & Schoen, T. H. (2013). Bender Visual-Motor Gestalt test in adolescents: Relationship between visual-motor development and the Tanner stages. Perceptual and Motor Skills, 117(1), 257-275.

Piotrowski, C. (2016). Bender-Gestalt test usage worldwide: A review of 30 practice-based studies. SIS Journal of Projective Psychology & Mental Health, 23(2), 73-81.

Defining Group Interaction as a Type of School Practice

The article analyzes the activity of group counseling that is often conducted by contemporary educators in corroboration with psychology experts. Group counseling embraces various types of mass discussions and interventions, which create a positive environment in a classroom as well as targets some crucial problems. (Perusse, Goodnough, & Lee, 2009).

According to the article, the practice promotes personal growth and develops build valuable interactive skills in the students. The preference for group interaction may be interpreted through social contact being a human need, which must be satisfied so that the person felt integrated and connected to the outer world (Gladding, 2001).

Moreover, it is suggested that immature individuals often require some guidance and additional assistance both from the peers and mentors (Jacobs, Schimmel, Masson, & Harvill, 2015). Due to the article, the groups are subdivided in school climate, developmental, and remedial. Therefore, the respective types of counseling account for improving general relations between the participants of academic processes, they contribute to the development of personal skills of the students as well as serve as a type of interventional therapy.

Psychoeducation as a Type of Counseling

Since the emotional stability is still shaping in the age, which corresponds to school practices, group counseling is an effective form of psychoeducation.

The experience aims at controlling behavioral and mental patterns of the learners’ personal development both in groups and on the individual basis (Corey, 2015). According to the article, the practice is extremely beneficial for the learners since in the course of group interaction they help each other to cope with some personal traumas and learn from each others’ mistakes (Rubin & Cohen, 2007).

The Basis for Group Building

The authors of the reviewed article offer two ways, in which the school counseling groups may be formed. These are heterogeneous and homogeneous approaches.

The first type implies a congregation of people, who suffer from similar problems. The practice provides some diverse perspectives and views on a single issue, which assists in resolving particular disputes. The group of heterogeneous students gathers the individuals with different dilemmas. This type of counseling refers to the process of acquainting the learners with various forms of complications so that to show them the ways, in which one can avoid similar problems.

Counseling Skills: Academic Perspective

The article specifies the major skills, which should be adopted by school counselors so that the beneficial contribution to the learners’ development was sustained. Thus, it is claimed that a professional group mentor must be responsive to the needs of the participants. Specifically, he should select the materials and discussion content, which would comply with the students’ interests and problems.

Moreover, an expert should be well-acquainted with the information that is regarded in the course of group disputes so that to provide the learners with quality response and guidance. Finally, a mentor of a school group has to embrace creative activities, which would contribute to the personal growth of the individuals. For instance, it is recommended to employ artistic projects or collaborative models of work in the course of group gatherings (School counseling group ideas, 2014).

The Role of School Settings in Group Counseling

School settings often become the ultimate factors, which affect not only academic performance among the learners but their emotional stability and quality of counseling as well. Therefore, the authors of the article claim that it is significant for the mentors and professional psychologists to collaborate with the administration of the schools. Such practices preclude biases and misunderstandings at schools.

References

Corey, G. (2015). Theory and practice of group counseling. Boston: Cengage Learning.

Gladding, S. (2001). Effective group counseling. Greensboro: University of North Carolina.

Jacobs, E., Schimmel, C., Masson, R., & Harvill, R. (2015). Group counseling: Strategies and Skills. Boston: Cengage Learning.

Perusse, R., Goodnough, G., & Lee, V. (2009). Group counseling in the schools. Psychology in the Schools, 46(3), 225-238.

Rubin, H., & Cohen, H. (2007). Group counseling and remediation: A two-faceted intervention Approach to the problem of attrition in nursing education. The Journal of Educational Research, 67(5), 195-198.

School counseling group ideas. (2014). Web.