Week 3 Discussion 3

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Capella University *

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5241

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Psychology

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Feb 20, 2024

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Uploaded by BarristerEnergyHeron18

When addressing bullying with a client, it's important to create a safe and supportive therapeutic environment. Here are some strategies that can be employed:  Active Listening: Allow the client to share their experiences and emotions without judgment. Validate their feelings and demonstrate empathy.  Psychoeducation: Educate the client about different forms of bullying and the potential impact it can have on their well-being.  Coping Skills: Teach the client effective coping skills to manage the emotional and psychological effects of bullying. This may include relaxation techniques, assertiveness training, or cognitive restructuring.  Assertiveness Training: Assist the client in developing assertiveness skills to stand up for themselves and set boundaries with bullies.  Building Self-esteem: Help the client develop a positive self-image and promote self-worth. This can be achieved through goal setting, positive self-talk, and engaging in activities that enhance their self-esteem. As a clinical mental health counselor, working with the school system can be beneficial in addressing bullying. Collaborating with school counselors, teachers, administrators, and parents can create a comprehensive support system for the client. Involvement with the school system can include conducting anti-bullying workshops, providing staff training, and implementing policies and procedures to prevent and address bullying effectively. When faced with a parent who does not want to address bullying for fear of it getting worse, it is important to approach the situation with empathy and understanding. Here are some steps to consider: 1. Validate Concerns: Acknowledge the parent's fear and concerns about the potential consequences of addressing the bullying. 2. Provide Information: Share research and statistics about the negative effects of bullying and the importance of addressing the issue. 3. Collaborative Approach: Offer to work together with the parent and other professionals to address bullying in a controlled and supportive manner. 4. Highlight Resources: Provide information about support services, anti-bullying programs, and strategies that can help mitigate the situation. 5. Offer Reassurance: Assure the parent that their child's well-being is a top priority, and that addressing bullying can lead to positive change. Ultimately, the decision to address bullying lies with the parent. However, by providing information, support, and reassurance, you can help them understand the potential benefits of taking action.

One organization that promotes social justice through group work is the Association for Specialists in Group Work (ASGW). ASGW is a division of the American Counseling Association (ACA) and focuses on the practice, research, and advocacy of group work in counseling. ASGW's social justice efforts involve promoting social justice principles in group work, addressing power dynamics, privilege, oppression, and marginalization within groups, and creating inclusive and equitable spaces. ASGW provides resources, training, and guidelines to help group work specialists develop cultural competence and create inclusive group environments. They aim to benefit people from all demographic backgrounds who seek counseling services in group settings, including individuals with mental health concerns, substance abuse issues, trauma, grief, and other challenges. ASGW's social justice efforts aim to ensure that group counseling is accessible, affirming, and supportive for all individuals, regardless of their race, ethnicity, gender, sexual orientation, socioeconomic status, ability, or other social identities. https://www.groupsincounseling.org/ To work effectively as a counselor in crisis management, several characteristics and behaviors are necessary for supporting effective crisis intervention, prevention, trauma-informed care, and emergency management response. Conducting a self-evaluation can help identify areas of strength and areas for growth in these skills and characteristics. Here is an evaluation of three areas of strength and three areas for growth: Areas of Strength: 1. Empathy and Active Listening: Demonstrating empathy and active listening skills are crucial in crisis management. Having the ability to understand and connect with individuals in crisis allows for a supportive and safe environment for them to express their emotions and concerns. 2. Crisis Assessment and Intervention: Being skilled in crisis assessment and intervention techniques is essential for providing immediate support to individuals in crisis. This involves the ability to gather information, evaluate risk, and apply appropriate interventions to stabilize individuals emotionally and prevent further harm. 3. Collaboration and Interdisciplinary Teamwork: Working effectively as part of an interdisciplinary team is crucial for crisis management. Having experience and skills in collaboration, communication, and teamwork enables counselors to coordinate efforts, share information, and contribute to holistic crisis response. Areas for Growth: 1. Cultural Competence: Enhancing cultural competence is an ongoing process in crisis management. Developing a deeper understanding and appreciation of cultural diversity, as well as addressing potential biases or assumptions, can help ensure that crisis interventions are culturally sensitive and inclusive.

2. Crisis Prevention and Preparedness: Strengthening skills in crisis prevention and preparedness can help counselors be proactive in identifying potential risks and vulnerabilities in individuals and communities. This may involve expanding knowledge in crisis prevention strategies, mitigation techniques, and crisis response planning. 3. Trauma-Informed Care: Continuously developing skills in trauma-informed care is essential in crisis management. This may involve gaining further knowledge in trauma theory, understanding the impact of trauma on individuals, and implementing evidence-based interventions to support trauma recovery. Implications for Practice and Strategies for Continued Professional Development: To enhance practice as a crisis responder, it is important to prioritize continued professional development. This can be achieved through the following strategies: 1. Seek Training and Education: Attend workshops, webinars, or conferences focused on crisis intervention, trauma-informed care, and emergency management to enhance knowledge and skills in these areas. 2. Engage in Supervision and Consultation: Regularly consult with experienced practitioners, seek supervision, or participate in peer-support groups to gain feedback and guidance on crisis management practices. 3. Engage in Reflective Practice and Self-Care: Continuously reflect on personal strengths and areas for growth, and engage in self-care practices to maintain emotional well-being and prevent burnout. By actively engaging in these strategies and acknowledging areas of strength and growth, counselors can strive to provide comprehensive, effective, and culturally sensitive crisis management services. Ongoing professional development ensures that counselors are equipped with the necessary skills and knowledge needed to support individuals and communities in times of crisis. Depression Disorder Christina, a 25-year-old Mexican American elementary school teacher, has been feeling lonely and disconnected for the past three years, with her emotional state worsened significantly in the last month. She is showing changes in appetite, sleep, and activity levels, which are common in depression (Nolen-Hoeksema, 2020). Considering these symptoms, Christina could be diagnosed with major depressive disorder. This disorder is characterized by a depressed mood or loss of interest in activities for most of the day, nearly every day, for at least two weeks, along with at least four additional symptoms (APA,2020). Christina has been experiencing these symptoms for a month, and she also exhibits four other symptoms such as difficulty concentrating, decreased energy, oversleeping, and low self-esteem. The use of a decision tree helped determine this diagnosis by assessing the presence of major depressive episodes without manic or hypomanic episodes and considering the duration of the symptoms.

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Beck Depression Inventory-II The BDI-II is a questionnaire consisting of 21 self-report items designed to assess the presence and severity of symptoms associated with depressive disorders (Nolen-Hoeksema, 2020). Given my belief that Christina has a diagnosis of major depressive disorder, it would be beneficial to utilize commonly used depression assessments. The BDI is a convenient and efficient tool with good test-retest reliability, making it widely utilized in depression research (Nolen-Hoeksema, 2020). Although it should not be relied upon as the single determinant of a depression diagnosis, it can provide valuable insights into Christina's current state by evaluating her responses. If Christina were to score in the severe range on the BDI, it would support the diagnosis. Moreover, the BDI can be utilized throughout the treatment process to monitor changes in Christina's symptoms, observing improvements, stability, or worsening symptoms over time. Z code for Christina Z-codes provide an alternative method for acknowledging psychosocial circumstances that are relevant to the diagnosis. In Christina's case, two appropriate Z codes could be Z60.2, which refers to other stressful life events affecting family and household, which pertains to problems related to the primary support group without specification (APA, 2020). Christina is experiencing anxiety due to her mother's illness and the disruption of her support system after moving from her childhood city and house. These factors may contribute to her symptoms. To address this, it would be beneficial to find ways for Christina to maintain a connection with her mother, such as through phone calls, and to help her find a new support group. Implementing these strategies in her treatment plan would be advisable. References American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). Nolen-Hoeksema, S. (2020). Abnormal psychology (8th ed.). McGraw-Hill.

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