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" The world of the counselor : "
Ed Neukrug
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BL
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| Record Number
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699697
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b521886
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| Main Entry
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Neukrug, Ed.
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| Title & Author
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The world of the counselor : : an introduction to the counseling profession /\ Ed Neukrug
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| Edition Statement
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Fourth edition.
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| Publication Statement
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Australia ;Belmont, CA :: Brooks/Cole,, [2012]
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, ©2012
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| Page. NO
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xxiv, 691 pages :: illustrations ;; 24 cm
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| ISBN
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0840034318 (hbk.)
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: 9780840034311 (hbk.)
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| Bibliographies/Indexes
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Includes bibliographical references and indexes
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| Contents
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Preface-- SECTION I Professional Orientation-- Chapter 1 The Counselor's Identity: What, Who, and How?-- Guidance, Counseling, and Psychotherapy: Variations on the Same Theme?-- Comparison of Mental Health Professionals-- Counselors-- Social Workers-- Psychologists-- Psychiatrists-- Psychoanalysts-- Psychiatric-Mental Health Nurses-- Expressive Therapists-- Human Service Practitioners-- Psychotherapists-- Professional Associations in the Social Services-- The American Counseling Association-- The American Art Therapy Association (AATA)-- The American Association for Marriage and Family Therapy (AAMFT)-- The American Psychiatric Association (APA)-- The American Psychiatric Nurses Association (APNA)-- The American Psychological Association (APA)-- The National Association of Social Workers (NASW)-- The National Organization for Human Services (NOHS)-- Characteristics of the Effective Helper-- Empathy-- Acceptance-- Genuineness-- Embracing a Wellness Perspective-- Cultural Competence-- The "It" Factor-- Compatibility with and Belief in a Theory-- Competence-- Cognitive Complexity-- Multicultural/Social Justice Focus: Inclusion of Multiculturalism in the Profession-- Ethical, Professional, and Legal Issues-- Knowing Who We Are and Our Relationship to Other Professional Groups-- Impaired Mental Health Professionals-- The Counselor in Process: Personal Therapy and Related Growth Experiences-- Summary-- References-- Chapter 2 The Counseling Profession's Past, Present, and Future-- Understanding the Human Condition: From Early Antiquity to the Present-- A Brief History of Related Helping Professions: Social Work, Psychology, Psychiatry-- The Social Work Profession-- The Psychology Profession-- The Psychiatry Profession-- The Counseling Profession: Its History and Trends-- Precursors to the Counseling Profession: The 1800s-- Social Reform Movements of the 1800s-- Vocational Guidance in the 1800s-- The Beginnings of the Testing Movement: Turn of the 20th Century-- Psychoanalysis and the Development of Psychotherapy: Turn of the 20th Century-- Early Vocational Guidance and the First Guidance Counselors: Early 1900s-- The Expansion of the Testing Movement: 1900-1950-- The Spread of Psychotherapy and Its Impact on the Counseling Profession: 1900-1950-- Emergence, Expansion, and Diversification: The 1950s-- Increased Diversification: The 1960s-- Continued Proliferation of the Counseling Field: The 1970s-- Recent Changes in the Field: 1980-2000-- The New Millennium: 2000 and On-- Do We Have to Memorize All Those Names? A Developmental Perspective-- Multicultural/Social Justice Focus: Learning from the Past, Moving toward the Future-- Ethical, Professional, and Legal Issues: Changing over Time-- The Counselor in Process: Looking Back, Looking Ahead, and Embracing Paradigm Shifts-- Summary-- References-- Chapter 3 Standards in the Profession: Ethics, Accreditation, Credentialing, and Multicultural/Social Justice Competencies-- Ethics-- Defining Values, Ethics, Morality, and Their Relationship to the Law-- The Development of and Need for Ethical Codes-- Codes of Ethics in the Helping Professions-- Ethical "Hot Spots" for Counselors-- Resolving Ethical Dilemmas: Models of Ethical Decision-Making-- Reporting Ethical Violations-- Legal Issues Related to Ethical Violations-- Accreditation-- The History and Development of Professional Preparation Standards-- The Council for Accreditation of Counseling and Related Educational Programs (CACREP): A Short History-- Other Accrediting Bodies-- Credentialing-- Registration-- Certification-- Licensure-- Credentialing in Related Helping Professions-- Credentialing for Counselors-- Multicultural/Social Justice Standards: Multicultural Counseling Competencies and Advocacy Competencies-- Multicultural Counseling Competencies-- Advocacy Competencies-- Multicultural/Social Justice Focus: Are the Competencies Research-Based?-- Ethical, Professional, and Legal Issues: A Plethora of Standards?-- The Counselor in Process: A Lifelong Commitment to Professionalism-- Summary-- References-- SECTION II The Helping Relationship I: Theories and Skills-- Chapter 4 Individual Approaches to Counseling-- Why Have a Theory of Counseling?-- Four Conceptual Orientations to Counseling and Associated Theories-- Psychodynamic Approaches-- Existential-Humanistic Approaches-- Cognitive-Behavioral Approaches-- Post-Modern Approaches-- Extensions, Adaptations, and Spinoffs of the Major Theories-- Erikson's Psychosocial Theory-- Object-Relations Theory-- Relational and Subjectivity Therapy-- Dialectical Behavior Therapy (DBT)-- Acceptance and Commitment Therapy (ACT)-- Constructivist Therapy-- Eye Movement Desensitization Therapy (EMDR)-- Motivational Interviewing-- Gender-Aware Therapy-- Positive Psychology and Well-Being Therapy-- Complementary, Alternative, and Integrative Approaches-- Integrative Counseling and Psychotherapy (Eclecticism)-- Multicultural/Social Justice Focus: Bias in Counseling Approaches-- Ethical, Professional, and Legal Issues-- The Counselor in Process: Embracing a Theory but Open to Change-- Summary-- References-- Chapter 5 Counseling Skills-- The Counseling Environment-- The Office-- Nonverbal Behavior-- Counselor Qualities to Embrace/Counselor Qualities to Avoid-- Counseling Skills-- Foundational Skills-- Commonly Used Skills-- Commonly Used Advanced Skills-- Advanced and Specialized Counseling Skills-- Conceptualizing Client Problems: Case Conceptualization-- Stages of the Counseling Relationship-- Stage 1 Rapport and Trust Building-- Stage 2 Problem Identification-- Stage 3 Deepening Understanding and Goal Setting-- Stage 4 Work-- Stage 5 Closure-- Stage 6 Post-Interview Stage-- Theory, Skills, Stages, and Case Conceptualization: A Reciprocal Relationship-- Case Notes-- Multicultural/Social Justice Focus: Applying Skills Cross-Culturally-- Ethical, Professional, and Legal Issues-- Ethical and Legal Issues Relative to Case Notes and Records-- Confidentiality of Records and Privileged Communication-- The Clients' Rights to Records-- Security of Record Keeping-- Professional Issue: Crisis, Disaster, and Trauma Counseling-- The Counselor in Process: The Developmental Nature of Counseling Skills
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SECTION III The Helping Relationship II: The Counselor Working in Systems-- Chapter 6 Couples and Family Counseling-- Couples and Family Counseling: A Brief History-- View of Human Nature-- Key Concepts-- General Systems Theory-- Cybernetics-- Boundaries and Information Flow-- Rules and Hierarchy-- Communication Theory-- Scapegoating and Identified Patients-- Stress-- Developmental Issues-- Social Constructionism-- Models of Couples and Family Therapy-- Human Validation Process Model-- Structural Family Therapy-- Strategic Family Therapy-- Multigenerational Family Therapy-- Experiential Family Therapy-- Psychodynamic Family Therapy-- Cognitive-Behavioral Family Counseling-- Narrative Family Therapy-- Solution-Focused Family Therapy-- Multicultural/Social Justice Focus-- Points to Consider when Working with Minority Families-- Why Are the Professional Associations Not Being Inclusive?-- Ethical, Professional, and Legal Issues-- Ethical Concerns-- Professional Issues-- Legal Concerns-- The Counselor in Process: Understanding Our Client's Family, Understanding Our Family-- Summary-- References-- Chapter 7 Group Work-- Groups: A Systemic Perspective-- Why Have Groups?-- The History of Group Work-- Early History-- The Emergence of Modern-Day Groups-- The Popularity of Groups Surges-- Recent Trends-- Defining Modern-Day Groups-- Self-Help Groups-- Task Groups-- Psychoeducational Groups-- Counseling Groups-- Group Therapy-- Comparing Psychoeducational, Counseling, and Therapy Groups-- The Use of Theory in Group Work-- Psychoanalytic Group Therapy-- Cognitive-Behavioral Group Therapy-- Person-Centered Group Counseling-- Solution-Focused Group Counseling-- Preparing for the Group-- Getting Members-- Group Composition-- Closed or Open Group-- Size of Group-- Duration of Meetings-- Frequency of Meetings-- Securing an Appropriate Space-- Group Leadership Style-- The Stages of Group Development-- The Pregroup Stage (Forming)-- The Initial Stage (Forming)-- The Transition Stage (Storming and then Norming)-- The Work Stage (Performing)-- The Closure Stage (Adjourning)-- Multicultural/Social Justice Focus-- Principles for Diversity-Competent Group Workers-- Social Justice in Group Work: Understanding the Place of Privilege-- Prejudice and the Group as a Microcosm of Society-- Cultural Differences between a Group Member and the Group Leader-- Ethical, Professional, and Legal Issues-- Ethical Issues-- Professional Issues-- Legal Issue: Confidentiality and the Third-Party Rule-- The Counselor in Process: Allowing Groups to Unfold Naturally-- Summary-- References-- Chapter 8 Consultation and Supervision-- Consultation-- Consultation Defined-- A Brief History of Consultation-- Theories of Consultation-- The Consulting Process: Stages of Consultation-- The Counselor as Consultant-- Supervision-- Supervision Defined-- Who Is the Supervisor?-- Who Is the Supervisee?-- Individual, Triadic, or Group Supervision?-- Models of Supervision-- Supervision of Graduate Students-- Supervision of Practicing Counselors-- Multicultural/Social Justice Focus-- Multicultural Consultation within a System-- Multicultural Supervision-- Ethical, Professional, and Legal Issues-- Ethical Issues in the Consulting Relationship-- Ethical Issues in the Supervisory Relationship-- Professional Issue: Professional Association-- Legal Issue: Liability in Consultation and Supervision-- The Counselor in Process: Committed to Ongoing Consultation and Supervision
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SECTION IV The Development of the Person-- Chapter 9 Development Across the Lifespan-- A Little Background-- Understanding Human Development-- Development Is Continual-- Development Is Orderly and Sequential and Builds upon Itself-- Development Implies Change, but Our Core Remains More or Less the Same-- Development Is Painful, Yet Growth-Producing-- Developmental Models Are Transtheoretical-- Development Is Preventive, Optimistic, and Wellness-Oriented-- A Brief Overview of Physical and Psychosocial Development in Childhood-- Development in Adolescence and Adulthood-- The Development of Knowing: Cognitive and Moral Changes in Childhood-- Jean Piaget and Cognitive Development-- Kohlberg's Theory of Moral Development-- Gilligan's Theory of Women's Moral Development-- Comparison of Cognitive and Moral Development-- Adult Cognitive Development-- Kegan's Constructivist Developmental Model-- Perry's Theory of Intellectual and Ethical Development-- Comparison of Adult Cognitive Development Theories-- Lifespan Development-- Erikson's Stages of Psychosocial Development-- Levinson's Seasons of a Man's Life/Seasons of a Woman's Life-- Comparison of Lifespan Development Theories-- Fowler's Theory of Faith Development-- Other Developmental Theories-- Applying Knowledge of Development-- Comparison of Developmental Models-- Multicultural/Social Justice Focus-- Bias in Developmental Models-- The Development of Cultural Identity-- Ethical, Professional, and Legal Issues-- The ACA Code of Ethics: A Developmental Emphasis-- Professional Associations-- Legal Issue: Missing Problems Because We Are Too Positive-- The Counselor in Process: Understanding Your Own Development-- Summary-- References-- Chapter 10 Abnormal Development, Diagnosis, and Psychopharmacology-- Why Study Abnormal Development, Diagnosis, and Medication?-- You Can't Have One without the Other: Abnormal Behavior, Diagnosis, and Medication-- Personality Development and Abnormal Behavior-- Genetic and Biological Explanations of Development-- Freud's Model of Psychosexual Development-- Learning Theory and the Development of the Person-- The Humanistic Understanding of Personality Development-- Post-Modernism and Social Constructionism's View of Development-- Comparison of Models-- Diagnosis and Mental Disorders: What Is DSM-IV-TR?-- Axes I and II The Mental Disorders-- Axis III General Medical Conditions-- Axis IV Psychosocial and Environmental Problems-- Axis V Global Assessment of Functioning (GAF)-- Making a Diagnosis-- Psychopharmacology-- Antipsychotics-- Mood-Stabilizing Drugs-- Antidepressants-- Antianxiety Medications-- Stimulants-- Multicultural/Social Justice Focus-- The Misdiagnosis of Underrepresented Groups-- DSM-IV-TR's Attempt to Address Cross-Cultural Issues-- Ethical, Professional, and Legal Issues-- Ethical Issues-- Professional Issues-- Legal Issues-- The Counselor in Process: Dismissing Impaired Graduate Students-- Summary-- References-- Chapter 11 Career Development: The Counselor and the World of Work-- Some Definitions-- Is Career Development Developmental?-- Why Career Development and Career Counseling?-- A Little Bit of History-- Theories of Career Development-- Trait-and-Factor Approach-- Ann Roe's Psychodynamic Theory-- John Holland's Personality Theory of Occupational Choice-- Super's Lifespan Development Approach to Career Counseling-- Social Cognitive Career Theory-- Constructivist Career Counseling: A Post-Modern Approach-- Integrating Models of Career Development-- Trait-and-Factor Theory and Holland's Personality Theory-- Developmental Theory-- Psychodynamic Theory (e.g., Roe)-- Social Cognitive Career Theory-- Constructive Development Theory-- Bringing it all Together-- The Use of Career-Related Information-- Occupational Classification Systems-- Assessment Instruments-- Computer-Assisted Career Guidance-- Other Sources of Occupational Information-- The Clinical Interview: The Lost Child in Career Development-- Integrating Theory, Career Information, and Career Assessment-- Multicultural/Social Justice Focus-- Multicultural Theory of Career Development-- Multicultural Career Counseling and Development Competencies-- Social Justice Focus: Reshaping Clients' Stories-- Ethical, Professional, and Legal Issues-- Ethical Issues-- Professional Issues-- Legal Issues: Important Laws-- The Counselor in Process: Career Development as a Lifespan Process
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SECTION V Research, Program Evaluation, and Assessment-- Chapter 12 Testing and Assessment-- Defining Testing and Assessment-- Why Testing and Assessment?-- A Little Background-- Types of Assessment Techniques-- Assessment of Ability-- Personality Assessment-- Informal Assessment Procedures-- The Clinical Interview-- Norm-Referenced, Criterion-Referenced, Standardized, and Non-Standardized Assessment-- Basic Test Statistics-- Relativity and Meaningfulness of Test Scores-- Measures of Central Tendency-- Measures of Variability-- Derived Scores-- Correlation Coefficient-- Test Worthiness-- Validity-- Reliability-- Cross-Cultural Fairness of Tests-- Practicality-- Where to Find Tests and Assessment Techniques-- Writing Assessment Reports-- Multicultural/Social Justice Focus-- Caution in Using Assessment Procedures-- Take A Stand---Do Something!-- Ethical, Professional, and Legal Issues-- Ethical Issues-- Professional Issues-- Legal Issues: Laws That Have Had an Impact on Testing-- The Counselor in Process: Assessment as Holistic and Ongoing-- Summary-- References-- Chapter 13 Research and Evaluation-- Research-- The Purpose of Research-- Literature Reviews and the Statement of the Problem-- Distinguishing Between Quantitative and Qualitative Research-- Quantitative Research Designs-- Qualitative Research Methods-- Statistics and Data Analysis in Quantitative and Qualitative Research-- Issues of Quality in Research Studies-- Reading and Writing Research-- Evaluation-- The Purpose of Evaluation-- Formative and Summative Evaluation-- Summarizing Quantitative Research, Qualitative Research, and Evaluation-- Multicultural/Social Justice Focus-- Bias in Research and Evaluation-- White Researchers Conducting Multicultural Research: An Unnatural Fit?-- Ethical, Professional, and Legal Issues-- Ethical Issue: Code of Conduct-- Professional Issue: Standards in Research-- Legal Issues-- The Counselor in Process: Discovering New Paradigms
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SECTION VI Social and Cultural Foundations in Counseling-- Chapter 14 Theory and Concepts of Multicultural Counseling-- What Is Multicultural Counseling?-- Why Multicultural Counseling?-- Diversity in America-- Counseling Is Not Working for a Large Segment of Our Population-- Some Definitions-- Culture-- Discrimination and Microaggressions-- Ethnicity-- Minority and Nondominant Group-- Power Differentials-- Race-- Religion and Spirituality-- Sexism, Heterosexism, and Sexual Prejudice-- Sexual Orientation-- Social Class ("Class")-- Prejudice, Stereotypes, and Racism-- Political Correctness, or, Oh My God, What Do I Call Him or Her?-- Understanding Your Diverse Client: Conceptual Models-- Existential Model of Identity-- Tripartite Model of Personal Identity-- Interpersonal Model of Racial/Cultural Identity-- Developmental Models of Racial/Cultural Identity-- White Identity Development-- Working with Diverse Clients in the Helping Relationship-- Using the RESPECTFUL Acronym-- Using the Multicultural Counseling Competencies-- Multicultural/Social Justice Focus-- Multicultural Counseling as the "Fourth Force"-- Can We Have Multicultural Counseling Without Social Justice Action?-- Ethical, Professional, and Legal Issues-- Standards and Multicultural Counseling-- Training Models and Checklists-- Association for Multicultural Counseling and Development-- Knowledge of Legal Trends-- The Counselor in Process: Working with Culturally Different Clients-- Summary-- References-- Chapter 15 Knowledge and Skills of Multicultural Counseling-- The Changing Face of America-- Understanding and Counseling Select Culturally Diverse Groups-- People from Varying Cultural/Racial Heritages-- Religious and Spiritual Diversity in America-- Gender Differences in America and Gender-Aware Therapy-- Differences in Sexual Orientation-- Individuals Who Are HIV Positive-- The Hungry, the Homeless, and the Poor-- Older Persons-- The Chronically Mentally Ill-- People with Disabilities-- Multicultural/Social Justice Focus-- Is All Counseling Multicultural?-- Client-Counselor Match versus Cultural Competence-- Ethical, Professional, and Legal Issues: Making Wise Ethical Decisions-- The Counselor in Process: The Ongoing Process of Counseling the Culturally Different
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SECTION VII Select Specialty Areas in Counseling-- Chapter 16 School Counseling-- What Is School Counseling?-- A History of School Counseling-- Early Developments-- Modern Day School Counseling: Becoming a Profession-- Recent History: Transforming School Counseling in the Twenty-First Century-- Roles and Functions of School Counselors: The ASCA National Model-- The Four Elements: Foundation, Delivery, Management, and Accountability-- The Themes: Leadership, Advocacy, Collaboration and Teaming, Systemic Change-- The Emergent Model-- Theory and Process of School Counseling-- Counseling Theory-- Career Development Theory-- Human Development Theory-- Systems Theory-- Settings for School Counselors-- Elementary School Counselors-- Middle School Counselors-- Secondary School Counselors-- Multicultural/Social Justice Focus-- Creating a Multicultural School Environment-- Assessing Multicultural Competence-- Ethical, Professional, and Legal Issues-- Select Ethical Issues: ASCA's Code of Ethics-- Select Professional Issues in School Counseling-- Select Legal Issues in School Counseling-- The School Counselor in Process: Adapting to the Twenty-First Century-- Summary-- References-- Chapter 17 Clinical Mental Health Counseling-- What Is Clinical Mental Health Counseling?-- A History of Clinical Mental Health Counseling-- The Beginning of the Mental Health Movement-- Expansion of Mental Health Services-- Recent Events-- Roles and Functions of the Clinical Mental Health Counselor-- Case Manager-- Appraiser of Client Needs-- Counselor-- Consultant-- Crisis Responder-- Supervisor and Supervisee-- A Professional Who Is Accountable-- Other Roles-- Theory and Process of Clinical Mental Health Counseling-- Settings Where You Find Mental Health Counselors-- Career and Employment Agencies-- Community Mental Health Centers-- Correctional Facilities-- Family Service Agencies-- Gerontological Settings-- HMOs, PPOs, and EAPs-- The Military and Government-- Pastoral, Religious, and Spiritual Counseling Agencies-- Private Practice Settings-- Rehabilitation Agencies-- Residential Treatment Centers-- Substance Abuse Settings-- Youth Services Agencies-- Counselors in Other Settings-- Multicultural/Social Justice Focus-- Broad Issues Hindering Multicultural Mental Health Counseling-- Assessment of Clients at Mental Health Agencies-- Limited Numbers of Counselors from Diverse Cultures-- Ethical, Professional, and Legal Issues-- Ethical Issue: Ethical Complaints and Ethical Concerns-- Professional Issues-- Select Legal Issues-- The Clinical Mental Health Counselor in Process: Growing, Changing, Accepting-- Summary-- References-- Chapter 18 Student Affairs and College Counseling-- What Is Student Affairs?-- The History of Student Affairs-- The Beginning-- The Expansion of Student Affairs Practices-- Recent Trends-- Current Practices-- Roles and Functions of Student Affairs Specialists-- The Counselor: Guiding, Supporting, and Advising Students-- The Educator: Fostering Intellectual and Personal Growth-- The Campus Ecology Manager: Creating a Successful Student Development Climate-- The Administrator: Designing and Managing Programs-- Theories of Student Development-- Developmental Theory-- Chickering's Seven Vectors of Student Development-- Perry's Scheme of Intellectual and Ethical Development-- Settings Where You Find Student Affairs Specialists-- Academic Support Services-- Career Development Services-- Counseling Centers-- Disability Services (Office of Educational Accessibility)-- Health Services-- Human Resources-- Multicultural Student Services-- Residence Life and Housing Services-- Student Activities Services-- Other Student Services Offices-- Multicultural/Social Justice Focus-- Applying Student Development Theory to Students from Diverse Backgrounds-- Implementing a Cultural Environment Transitions Model-- Becoming a Cultural Broker-- Removing the Barriers to Academic Excellence of Underrepresented Students-- Creating a Social Justice Environment-- Ethical, Professional, and Legal Issues-- Ethical Concerns-- Professional Issues-- Legal Issues-- The Counselor in Process: The Student Affairs Practitioner
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Counseling psychology.
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Psychotherapy.
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