...process. Use of both informal and formal assessment methods ensure that clinicians judgments are non-biased, and when utilized correctly aide in formulating of case conceptualizations and treatment plans (Whitson, 2013). The primary purpose of assessments, for the counselor, is to obtain information to effectively counsel clients. According to Whitson (2013), once all information is gained, the counselor, can “either formally or informally, diagnose the client” (p.285). It is critical that the counselor choose assessments that are both reliable and valid. The choice of assessment type and instrument will vary depending on the presenting problem, age, and cognitive and developmental state of client. Assessments will also vary according to settings. For example, the choice of assessment instruments utilized by a school counselor will differ greatly from the assessments utilized in a drug treatment or psychiatric facility. Assessments can have either a negative or positive impact on treatment planning. Counselors who use informal assessment techniques, such as unstructured interviews may find that the information gathered is not reliable and, therefore, prone to error (Whitson, 2013, p.111). Inexperienced counselors who use unstructured interviews have been observed to focus on minor issues and have failed to collect adequate data. Unstructured interviews often take longer than structured interviews. Whitson (2013) observed that clinicians tend to be biased in their decision...
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...GUIDANCE SERVICES The systematic and organized procedures, tools and facilities to assist an individual in securing knowledge and skills needed in making plans and services, and in interpreting life. These services provide comprehensive information about opportunities, personality development, effective studying and learning. Purposes: * Help students recognize, accept and develop their potential, adjust to the school, and develop the skills needed to cope with the problems they meet. * Help young people come to know and accept themselves, their aptitudes and interests. * Teach pupils/students learn to use their interests and capabilities. * Teach pupils/students develop the skills to cope with the problems they meet both inside and outside the school. Scope 1. Services rendered to an individual and his needs; inventory of each pupil, information regarding opportunities, counseling for all pupils, follow-up on studies, placement, and assisting teachers in case studies. 2. Services to staff members in providing for leadership, in securing cooperation of the staff members, in assisting teachers in utilizing information, in organizing and conducting in-service training. 3. Services pertaining to evaluation of services; follow-up making results available, surveys, securing cooperation of parents and community, and conducting research to further improve guidance services. . Characteristics of a Good Guidance Service 1. Identifiable aids to...
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...order to study the effectiveness of a check in/check out intervention by having a high school student monitor the behavior of a student in elementary school who had EBD. Results show that both students will benefit from this intervention. In 2004, the U.S. Department of Education issued the Individual and Disabilities Improvement Act. In response to this, Educational Administrators started providing interventional services to students who had Emotional-Behavioral Disorder (EBD). As a result, school counselors have been changing their ways in an effort to implement multitiered strategies like responding to an intervention (RTI; Hunley & McNamara, 2010), and promoting student development (Fagan & Wise, 2007; Gruman & Hoelzen, 2011). Using an RTI Framework, school counselors will provide teachers with consultation in order to solve problems on student support teams, and improve the instructions experiences, and monitoring progress of classrooms (Powers, Hagans, & Busse, 2008). School counselors then are required to collect the data about the students experiences, and use it to make programming decisions (Dimmitt, Carey, & Hatch, 2007; Gruman & Hoelzen, 2011). One strategy that was associated with the RTI Framework was the check-in/check-out method (CICO). The CICO was an intervention that was designed to improve a student’s behavior in a school setting by providing school personnel that have a regular contact with target students to provide frequent feedback and monitor the behavioral...
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... Licensure #811 (Learning Disabilities) PreK-‐9th grade Teaching and Related Experiences: Special Education Teacher Lake Denoon Middle School Muskego, WI 08/04-‐present • • • • • Special Education Teacher of 5th through 8th grade students with a variety of disabilities Utilized a variety of teaching strategies to teach the core curriculum to multi-‐ability students in a self contained classroom Maintain accurate and complete student records Prepare reports on...
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...An Appropriate Choice Skulbrick Colorado Mesa University An Appropriate Choice For me, an appropriate career choice is that of a substance abuse counselor (SAC). Teaching people with substance abuse and dependence issues to help themselves would give me significant job satisfaction. I have always been interested in the behavior of intoxicated people, the biological mechanisms that result in lowered inhibitions, diminished reasoning, and a tendency toward violence. I seek to understand the biopsychosocial variables that combine to facilitate the consumption of mood altering substances (Wallace, 2012). Additionally, I would like to develop insight into the process of addiction and the evidence based methods of treatment. My observations of impaired individuals tend to convince me of biopsychosocial reasons for substance abuse and associated behaviors. Therefore, my dream is to gain the knowledge to address the underlying motivation for substance abuse and addiction. (Walters & Rotgers, 2012). Employment Outlook As Miller, Scarborough, Clark, Leonard, and Keziah (2010) reported, the credentialing requirements for SACs vary significantly between the states. They...
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...'711101,fririltrilrfr0117,!*.. REPORT RESUMES ED 012 169 GUIDANCE IN THE ELEMENTARY SCHOOL. BY- PRUETT, ROLLA F. WHITEMAN, KAREN INDIANA STATE DEPT. PUBLIC INSTR., INDIANAPOLIS REPORT NUMBER ISDPI-BULL-251 PUB DATE EDRS PRICE MF-$0.50 HC-$2.76 69P. CG 000 146 JAN 67 DESCRIPTORS- *ELEMENTARY SCHOOL GUIDANCE, *ELEMENTARY SCHOOL STUDENTS, *ELEMENTARY SCHOOL COUNSELORS, *PROGRAM DEVELOPMENT, COUNSELOR FUNCTIONS, BULLETINS, *GUIDANCE SERVICES, INDIANAPOLIS, INDIANA THE ROLE OF THE ELEMENTARY SCHOOL COUNSELOR AND THE IMPORTANCE OF PROVIDING GUIDANCE SERVICES AT THE ELEMENTARY LEVEL ARE DISCUSSED. THE FUNCTION OF GUIDANCE SERVICES AT THE ELEMENTARY LEVEL IS EXPLORED, WITH EMPHASIS ON DEFINITION. PHILOSOPHY, OBJECTIVES, AND GUIDES FOR PROVIDING THE NECESSARY SERVICES FOR OPTIMUM DEVELOPMENT OF ALL CHILDREN. FOLLOWING THE BIBLIOGRAPHY, A PARTIAL LIST OF INDIANA REFERRAL AGENCIES FOR ELEMENTARY SCHOOL PERSONNEL IS PROVIDED. (SK) INDIANA STATE DEPARTMENT OF PUBLIC INSTRUCTION GUIDANCE in the ELEMENTARY SCHOOL by Rolla F. Pruett Karen Whiteman William E. Wilson Superintendent Bulletin No. 251 January, 1967 CG 000 146 INDIANA STATE DEPARTMENT OF PUBLIC INSTRUCTION GUIDANCE in the ELEMENTARY SCHOOL by Dr. Rolla F. Pruett Director, Division of Pupil Personnel and Guidance Services Karen Whiteman Field Supervisor, Elementary School Guidance U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION REPRODUCED EXACTLY...
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...JOURNAL ENTRY OPTION: INTERVIEW WITH JI 1 Journal Entry option: Interview with JI By: Oluwaseun Obajolu PGCC, Child Development Dr. Dawn Wadud 2 INTRODUCTION It was a rare encounter, a friendship that developed through a chat room over the internet. Even though Felicia and I had been in the same nursing class for about 6 months, let’s just say we never noticed each other or maybe selectively ignored each other, as the other person was insignificant at that point, in comparison with the herculean task of passing the class. We both struck a cord in each other, our personalities were so much alike and a friendship blossomed. Our lives started to gradually intertwine; I thought I was totally swept away till I met Junior and Halima: Her Kids. I first met the kids in the car and right away, their personalities shone through. Halima was extremely and delightfully talkative while Junior was a little withdrawn and would only say Hi because his Mom asked him to. I thought he was just a shy kid till I observed that in the entire 20 minute ride, he hardly said two words which I thought was pretty unusual for a child of that age group. My curiosity was eventually...
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...UNIVERSITY COUNSELING & CAREER OFFICE Research Digest Volume 1 │ Issue 1 │ April 2011 An Annual Publication of UCCO THE IMPACT OF THE ACADEMIC COMPETENCE EMPOWERMENT (ACE) PROGRAM ON THE ACADEMIC ADJUSTMENT OF FRESHMEN STUDENTS MERRIE CAROLYNE M. MATIAS, M.A., RGC ADARNA M. CIPRIANO, M.A., RGC, CCOP Guidance Counselor Institute of Arts and Sciences Guidance Counselor Institute of Tourism and Hospitality Management Freshmen year in college is a period of adjustment. While it offers opportunities that go well beyond the acquisition of an academic degree, it also brings pitfalls. A student’s first year of college, for instance, is critical not only for how much students learn but also for laying the foundation on which their subsequent academic success and persistence rest. Being cognizant to the complexities that a college life may bring, the University Counseling and Career Office of the Far Eastern University, in coordination with the various departments of the institutes, facilitates the implementation of the Academic Competence and Empowerment Program (ACE) to address the needs of its growing number of student-clients. It is composed of six (6) modules designed to assist freshman students in their adjustment to college life. The program aims to help the students acquire the necessary skills and competence that would enable freshmen to meet the demands of student life at the University. The Academic Competence and Empowerment...
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...LITERATURE REVIEW Literature Review – Trauma Felt by a Counselor Marie C Klemens Walsh University Abstract The purpose of this research is to identify that a counselor can be a victim of trauma, as well as their client. By taking care of oneself in a physical, mental and spiritual manner, they are preparing for a potentially well maintained professional life as a counselor. Knowledge and acceptance of these traumatic occurrences, is the first part of healing. The literature that I had obtained provided the reader, with great knowledge pertaining to the subject matter of vicarious traumatization and counter transference. By identifying both of these subjects as different forms of trauma, I also learned that they have similar qualities. With the knowledge that I am basing this research on and further exploration of this subject matter, counselors can be more prepared for their future. Literature Review - Trauma Felt by a Counselor The counseling profession is based on the realism as a powerful, but yet private relationship between a counselor and a client, but with ethics being a factor, all efforts are centered on being impartial and having good intentions (Jaffe & Diamond, 2011). Because of the tight relationship between a counselor and his or her client, it is humanly impossible that a client and a counselor will not endure feelings and reactions towards each other (Jaffe & Diamond, 2011). Trauma is the occurrence in which an individual is confronted...
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...features, and its impact on home, school, and social functioning. This multi-method assessment approach should include: parent and child interviews parent- and teacher-completed child behavior rating scales parent self-report measures clinic-based psychological tests review of prior school and medical records individually administered intelligence testing, educational achievement testing, or screening for learning disabilities (only necessary if not completed within the past year a standard pediatric examination or neurodevelopmental screening to rule out any unusual medical conditions that might produce ADHD-like symptoms additional assessment procedures may be recommended, including vision and hearing screening, as well as formal speech and language assessment. The Key Components of a Comprehensive Assessment of AD/HD," by Arthur Anastopoulos, Ph.D., E. Paige Temple, M.A., and Ericka E. Kinger, M.A., which originally appeared in The CHADD Information and Resource Guide to ADHD. Informed consent (ACA) B.5.b. Responsibility to Parents and Legal Guardians Counselors inform parents and legal guardians about the role of counselors and the confidential nature of the counseling relationship, consistent with current legal and custodial arrangements. Counselors are...
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...countries and groups of countries to understand each other, and in some cases, for unions. The purpose of this essay is to briefly discuss nations, states, and nation states, how the United States constitutes a nation state, and the European Union. A nation is a union of people who share social similarities such as language, beliefs, culture, possibly religion, and values. A state is defined by laws and politics, uniting people by geography, population, and government. The modern nation-state is more of a combination of nation and state and is defined as “a single or multiple nationalities joined together in a formal political union” (What is a Nation-State, N.D.). Basically, a nation-state makes the general regulations for large decisions such as what language the general population will speak, what form of currency will be accepted, and what type of government and law system will be used. It is easy to describe nations, states, and nation states when discussing the United States; however, identifying each of them in other countries can help truly define each of the terms. An example of another nation is England, Puerto Rico, and Hong Kong. Examples of other states include Afghanistan, Australia and The Bahamas. Finally,...
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...Types of evaluations There are several types of evaluations/assessments that can be done by school systems or independently. This webpage describes eleven type of assessments/evaluations. If the school is evaluating your child, they must be evaluated in ALL the areas of suspected disability. Page Index: Educational Evaluation , Psychological Evaluation (Wechsler Intelligence, Attention, behaviors and emotions ), Neuropsychological Evaluation, Functional Behavioral Assessment, Speech and Language Evaluation, Auditory Processing Evaluation, Occupational Therapy (OT) Evaluation, Physical Therapy (PT) Evaluation, Assistive Technology (AT) Assessment, Transition Assessment(TA), Home Assessment, and Teacher Assessment/Observation. If you have received "EVALUATION CONSENT FORM", (form called Attachment to N 1) in the mail. Before you sign and return this form, you can request a "pre-evaluation conference" to talk with a school professional(s) about the 5 W's (Who, What, When, Where, Why) who will conduct each evaluation, what evaluations/tests would be helpful, when will your child be taken out of classes to be tested and where will your child be given the test/evaluations and who will be explaining why the evaluations are happening? These are the assessments/evaluations that can be listed on the Consent form (N1), it may include these but are not limited to what is printed on the (Attachment to N 1) form. As stated in Special Education Regulation: 28.04(1)(c) School...
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...Elements of Clinical Psychology Paper Leah Syberg PSY/480 October 5, 2015 Tara Thompson Introduction There are different approaches and disciplines in psychology (Plante, 2010). The different approaches have different understandings of how people develop cognitively, and how personality (including behavior) is formed. For example, some people can be treated sufficiently with pharmacology (medication), while others can benefit from a psychoanalytical approach to thinking and behavior (uncovering unconscious thoughts and feelings). In this way, each perspective and form of treatment has its own benefits. Clinical psychology, on the other hand, can use all perspectives and approaches (Plante, 2010). This is true because clinical psychology is an art- using all researches, methods, and approaches to define the problems a person can have. In addition to defining the problem, clinical psychology can offer different forms of treatment. For example, one person’s depression can be best treated with medication, and another person can benefit from cognitive-behavioral therapy. Also, people with multiple problems can benefit from the treatment of a clinical psychologist. This is true because the clinical psychologist can offer different forms of treatments for the many problems one person can face. This paper will discuss the field of clinical psychology, the history, research methods, and the differences in different fields of psychology. Clinical Psychology ...
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...Effects of the Distributed-Counseling Model in 7th Grade Hispanic Middle School Students’ Self-Efficacy Skills and Motivation \ Abstract The purpose of this study is to examine the impact of the distributed counseling model on twenty-four 7th grade Hispanic middle school students’ self-efficacy skills and motivation. This study focuses on measuring the various skills that Hispanic middle school children need to be successful at both the high school and collegiate level through the use of a self-efficacy and motivation instrument. In determining the effects of the distributed counseling model one can identify the effectiveness of this model in aiding with student success amongst Hispanic adolescents. It is noted that self-efficacy, amount of intrinsic as opposed to extrinsic motivation an individual possesses, and overall self-management skills are strong predictors of student success. Introduction Alonso-Zaldivar and Tompson (2010) found that Hispanics are at a point where, “Eighty-seven percent said a college education is extremely or very important, compared with 78% of the overall U.S. population.” However, “Census figures show that only 13% of Hispanics have a college degree or higher, compared with 30% among Americans overall.” This figure alone is astonishing in the sense that Hispanics understand the importance of an education, yet somehow seem to get caught up in the process of actually motivating and self-regulating themselves to achieve these educational...
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...GUIDELINES FOR WRITING THE REPORT OF INTERNSHIP ACTIVITIES Revised February 2013 Master of Science in Counseling Psychology Frostburg State University Frostburg, Maryland 21532-1099 http://www.frostburg.edu/dept/psyc/graduate/intern.htm (click on Guidelines for Writing the Internship Activities Report) Guidelines For Writing the Report of Internship Activities 2 Table of Contents What You Should Know Before You Start Your Paper…………………………………………… (including what is done with your paper, how to submit your final paper AND who needs to read your paper before it is finalized) 3 Sample Title Page………………………………………………………………………………….. 4 Sample Internship Paper Release Form……………………………………………………………. 5 Sample Table of Contents…………………………………………………………………………. 6 Summary of Internship Experiences………………………………………………………………. 7 Case Summaries…………………………………………………….…………………………....... 7 Self-Evaluation…………………………………………………………………………………...... 8 Evaluation of the M.S. in Counseling Psychology Program………………………………………. 8 Case Summary Format………………………………………………………………………….…. 8 Guidelines For Writing the Report of Internship Activities 3 WHAT YOU SHOULD KNOW BEFORE YOU START YOUR PAPER Over the years the Guidelines for Writing the Report of Internship Activities has changed, thus you need to be careful to follow the format in THIS CURRENT GUIDELINE instead of relying on the format of previous students’ final papers. The aim of your...
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