Psychology homework
3 years ago 40
Commonalitiesoftherapistdevelopment.pdf
Week2AssignmentInstructions.docx
Commonalitiesoftherapistdevelopment.pdf
Commonalities of Therapist Development A summary of Ronnestad & Skolvholt’s (2003) work
The Lay Helper The lay helper is classified as a counselor without formal training.
In this stage of development the counselor has: • high motivation • high authenticity • low levels of anxiety • tends to use sympathy • has a tendency to over-identify with the client • much of the counselor’s work is based on giving advice and solving the
problems of others • believes in one’s ability to help others and notes that they are such a great
helper The Beginning Student The beginning student is starting formal training in the field of counseling. It is in this phase that the student begins to realize that it takes knowledge and skill to be a counselor and lay concepts are no longer appropriate. This phase is marked by:
• high levels of motivation • authenticity is low to moderate • high anxiety levels • they may feel vulnerable, thus the student may often look to their
supervisor for support, encouragement, positive feedback, and practical skills
The Advanced Student The advanced student is one that is nearing the end of their academic training and is in the internship and supervision process. This student functions at the basic professional level. They have focus and exhibit little sense of humor in the counseling process due to internalized standards and a desire for excellence. The advance student has:
• a desire for autonomy but is reluctant • motivation is moderate • authenticity is low • anxiety is high. • prefers one theory over the others and supervision should
accommodate the student’s choice with the focus on counseling skills and best general practice.
• Needs a supervisor that provides structure, support, modeling and affirmative feedback to the student.
The Novice Professional In this stage the professional:
• transitions from academia into the professional practice of counseling • will challenge or question whether or not the training program has
prepared them for practice and if one fits in the profession. In this case most respond with a renewed energy and zeal for learning and applying theory.
• motivation is low but ends moderate • authenticity is moderate • anxiety is high
The Experienced Professional The experienced professional is one in which has been in the counseling profession for several years. At this stage of development, the central task is to integrate the self into the professional role and maintain a sense of authenticity.
• Due to experience levels they have a sense that nothing is new so they revert inward. In cases in which they have difficulty in they may turn to a “fantasy mentor” or a past mentor for direction.
• They tolerate ambiguity and confidence in the therapeutic alliance. • One manages boundaries well and manages personal and emotional
wounds adversely. • motivation is moderate to high • authenticity is high • anxiety is low
The Senior Professional The senior professional has practice for 20+years and is in transition to elder status. They have a deep sense of realism and have lost illusions and innocence of professional life.
• Some experience boredom but most remain actively engaged within the profession.
• sense of integrity • a shift in one’s thinking has occurred from the self is the hero to the client
is the hero and they feel honored to have been included in this process • motivation is moderate • authenticity is high • anxiety is low
Week2AssignmentInstructions.docx
Week Two Assignment
How and what to Submit?
How to submit
Click on the assignment title "Week # Assignment Submission Area. Then, on the next page, click on browse my computer, then find the word document that you wrote your assignment in and attach the file. After attaching the file, remember to click submit.
What to submit
The topics you will be discussing this week are listed below. Hint: Consider organizing your paper by making each bullet point a level one heading.
· Strengths and areas for improvement (1-1 ½ pages). Students will identify one strength in the session as well as one area for improvement (also describe how you can improve in this area). Points should be supported with examples. What are your goal/s for development in this class/progress?
· Commonalities (1/2 – 1 page). Read the Commonalities of Therapist Development. Discuss what category you are in and where you would like to be at the end of your graduate program and why. What resources, training, motivation, etc. do you think it will take in order for you to become an experienced professional?
· Theory (1-1 ½ pages). Students will examine how their personal theory of counseling was used to help guide their work in the session. Describe one concept of your approach and how that concept influenced how you worked with the mock client. In the event you can not identify how you used theory to guide your session, discuss how you can do so in the next session and why it is important.
· Self-care (1/2-1 page). Counseling students as well as practicing counselors should practice self-care as well as advocate for clients to implement it in their lives. Students will identify and describe at least one way in which they implement self-care during the week. If you do not practice it currently, reflect on why that may be. What are some things that you could begin to implement self-care?
Students should use two professional references and examples from their weekly counseling demonstration to support their points.
In the week four assignment submission area, students will submit one document.
1. Week two Assignment
Due day 7, 11:59pm
Below you will find the rubric for the weekly assignment.
|
Criteria |
Highly Developed |
Well Developed |
In Development |
Needs development |
|
Strengths and areas for improvement (1-1 ½ pages). 15 points Students will identify one strength in the session as well as one area for improvement (also describe how you can improve in this area). Points should be supported with an examples. What are your goal/s for development in this class/progress toward your goals? |
15 points One strength and one area for improvement was clearly identified and explained in depth while using examples from the session. One goal or more for development (skill development) was clearly identified. |
13-14 points One strength and one area for improvement was identified and adequately explained while using examples from the session. One goal or more for development (skill development) was identified |
11-12 points One strength and one area for improvement was identified and partially explained. Examples were limited or not clearly connected. Goal/s for development were not clear. |
0-10 points Some areas of this section were not addressed. Descriptions contained insufficient depth and/or were incomplete.
|
|
Commonalities (1/2 – 1 page). Read the Commonalities of Therapist Development. Discuss what category you are in and where you would like to be at the end of your graduate program and why. What resources, training, motivation, etc. do you think it will take in order for you to become an experienced professional?
|
15 points Clearly described and critically evaluated the category he/she is in and where he/she would like to be at the end of his/her graduate program and why. Identified in depth what resources, training, motivation, etc. the student thinks it will take in order for him/her to become an experienced professional.
|
13-14 points Identified and adequately evaluated the category he/she is in and where he/she would like to be at the end of his/her graduate program and why. Identified in depth what resources, training, motivation, etc. the student thinks it will take in order for him/her to become an experienced professional.
|
11-12 points Identified and partially evaluated the category he/she is in and where he/she would like to be at the end of his/her graduate program and why. Identified in depth what resources, training, motivation, etc. the student thinks it will take in order for him/her to become an experienced professional.
|
0-10 points Some areas of this section were not addressed. Descriptions contained insufficient depth and/or were incomplete.
|
|
Theory (1-1 ½ pages). 15 points Students will examine how their personal theory of counseling was used to help guide their work in the session. Describe one concept of your approach and how that concept influenced how you worked with the mock client. In the event you can not identify how you used theory to guide your session, discuss how you can do so in the next session and why it is important.. |
15 points One or more concepts from the student’s personal theory of counseling were identified with a clear and in depth explanation of how it was used to guide the session OR a clear and in-depth explanation is provided for how the student’s personal theory of counseling can be used in future sessions and why it is important. |
13-14 points One or more concepts from the student’s personal theory of counseling were identified with an adequate explanation of how it was used to guide the session OR an adequate explanation is provided for how the student’s personal theory of counseling can be used in future sessions and why it is important. |
11-12 points One or more concepts from the student’s personal theory of counseling were identified with a partial explanation of how it was used to guide the session OR a partial explanation is provided for how the student’s personal theory of counseling can be used in future sessions and why it is important. |
0-10 points Some areas of this section were not addressed. Descriptions contained insufficient depth and/or were incomplete.
|
|
Self-care (1/2-1 page). Counseling students as well as practicing counselors should practice self-care as well as advocate for clients to implement it in their lives. Students will identify and describe at least one way in which they implement self-care during the week. If you do not practice it currently, reflect on why that may be. What are some things that you could begin to implement self-care?
|
15 points A clear and in depth explanation was provided as to how the counseling student implements at least one method of self-care during the week. If self-care is not practiced, student reflects in depth as to why that may be and reflects on some things that you could begin to implement self-care.
|
13-14 points An adequate explanation was provided as to how the counseling student implements at least one method of self-care during the week. If self-care is not practiced, student reflects in depth as to why that may be and reflects on some things that you could begin to implement self-care.
|
11-12 points A partial explanation was provided as to how the counseling student implements at least one method of self-care during the week. If self-care is not practiced, student reflects in depth as to why that may be and reflects on some things that you could begin to implement self-care.
|
0-10 points Some areas of this section were not addressed. Descriptions contained insufficient depth and/or were incomplete.
|
|
Writing Mechanics and APA Grammar and Format: 10 points. Papers are written using APA 7th edition formatting
|
10 points No more than three grammatical, spelling, punctuation, and/or APA errors. Clarity of paper was not influenced by the errors.
|
9 points More than three grammatical, spelling, punctuation, or APA errors. Clarity of paper was not strongly influenced by the errors. |
7-8 points More than three grammatical, spelling, punctuation, or APA errors that had a negative influence on the clarity of the paper. |
0-6 points More than three grammatical, spelling, punctuation, or APA errors that had a strong negative influence on the clarity of the paper. |
|
Sources: 5 points Two professional sources are used to support points |
5 points 2 professional source (e.g., journal article, textbook) or more are used throughout the paper as appropriate to thoroughly support ideas, and was documented in the references list. |
4 points 2 professional source were used to adequately support ideas and was documented in the reference list. |
3 points 1-2 sources/not a professional source was used to support ideas and is documented in the reference list. |
1-2 points 0-1 sources were used. Ideas were insufficiently supported. |
|
Total: 75 points |
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Commonalitiesoftherapistdevelopment.pdf
Commonalities of Therapist Development A summary of Ronnestad & Skolvholt’s (2003) work
The Lay Helper The lay helper is classified as a counselor without formal training.
In this stage of development the counselor has: • high motivation • high authenticity • low levels of anxiety • tends to use sympathy • has a tendency to over-identify with the client • much of the counselor’s work is based on giving advice and solving the
problems of others • believes in one’s ability to help others and notes that they are such a great
helper The Beginning Student The beginning student is starting formal training in the field of counseling. It is in this phase that the student begins to realize that it takes knowledge and skill to be a counselor and lay concepts are no longer appropriate. This phase is marked by:
• high levels of motivation • authenticity is low to moderate • high anxiety levels • they may feel vulnerable, thus the student may often look to their
supervisor for support, encouragement, positive feedback, and practical skills
The Advanced Student The advanced student is one that is nearing the end of their academic training and is in the internship and supervision process. This student functions at the basic professional level. They have focus and exhibit little sense of humor in the counseling process due to internalized standards and a desire for excellence. The advance student has:
• a desire for autonomy but is reluctant • motivation is moderate • authenticity is low • anxiety is high. • prefers one theory over the others and supervision should
accommodate the student’s choice with the focus on counseling skills and best general practice.
• Needs a supervisor that provides structure, support, modeling and affirmative feedback to the student.
The Novice Professional In this stage the professional:
• transitions from academia into the professional practice of counseling • will challenge or question whether or not the training program has
prepared them for practice and if one fits in the profession. In this case most respond with a renewed energy and zeal for learning and applying theory.
• motivation is low but ends moderate • authenticity is moderate • anxiety is high
The Experienced Professional The experienced professional is one in which has been in the counseling profession for several years. At this stage of development, the central task is to integrate the self into the professional role and maintain a sense of authenticity.
• Due to experience levels they have a sense that nothing is new so they revert inward. In cases in which they have difficulty in they may turn to a “fantasy mentor” or a past mentor for direction.
• They tolerate ambiguity and confidence in the therapeutic alliance. • One manages boundaries well and manages personal and emotional
wounds adversely. • motivation is moderate to high • authenticity is high • anxiety is low
The Senior Professional The senior professional has practice for 20+years and is in transition to elder status. They have a deep sense of realism and have lost illusions and innocence of professional life.
• Some experience boredom but most remain actively engaged within the profession.
• sense of integrity • a shift in one’s thinking has occurred from the self is the hero to the client
is the hero and they feel honored to have been included in this process • motivation is moderate • authenticity is high • anxiety is low
Week2AssignmentInstructions.docx
Week Two Assignment
How and what to Submit?
How to submit
Click on the assignment title "Week # Assignment Submission Area. Then, on the next page, click on browse my computer, then find the word document that you wrote your assignment in and attach the file. After attaching the file, remember to click submit.
What to submit
The topics you will be discussing this week are listed below. Hint: Consider organizing your paper by making each bullet point a level one heading.
· Strengths and areas for improvement (1-1 ½ pages). Students will identify one strength in the session as well as one area for improvement (also describe how you can improve in this area). Points should be supported with examples. What are your goal/s for development in this class/progress?
· Commonalities (1/2 – 1 page). Read the Commonalities of Therapist Development. Discuss what category you are in and where you would like to be at the end of your graduate program and why. What resources, training, motivation, etc. do you think it will take in order for you to become an experienced professional?
· Theory (1-1 ½ pages). Students will examine how their personal theory of counseling was used to help guide their work in the session. Describe one concept of your approach and how that concept influenced how you worked with the mock client. In the event you can not identify how you used theory to guide your session, discuss how you can do so in the next session and why it is important.
· Self-care (1/2-1 page). Counseling students as well as practicing counselors should practice self-care as well as advocate for clients to implement it in their lives. Students will identify and describe at least one way in which they implement self-care during the week. If you do not practice it currently, reflect on why that may be. What are some things that you could begin to implement self-care?
Students should use two professional references and examples from their weekly counseling demonstration to support their points.
In the week four assignment submission area, students will submit one document.
1. Week two Assignment
Due day 7, 11:59pm
Below you will find the rubric for the weekly assignment.
|
Criteria |
Highly Developed |
Well Developed |
In Development |
Needs development |
|
Strengths and areas for improvement (1-1 ½ pages). 15 points Students will identify one strength in the session as well as one area for improvement (also describe how you can improve in this area). Points should be supported with an examples. What are your goal/s for development in this class/progress toward your goals? |
15 points One strength and one area for improvement was clearly identified and explained in depth while using examples from the session. One goal or more for development (skill development) was clearly identified. |
13-14 points One strength and one area for improvement was identified and adequately explained while using examples from the session. One goal or more for development (skill development) was identified |
11-12 points One strength and one area for improvement was identified and partially explained. Examples were limited or not clearly connected. Goal/s for development were not clear. |
0-10 points Some areas of this section were not addressed. Descriptions contained insufficient depth and/or were incomplete.
|
|
Commonalities (1/2 – 1 page). Read the Commonalities of Therapist Development. Discuss what category you are in and where you would like to be at the end of your graduate program and why. What resources, training, motivation, etc. do you think it will take in order for you to become an experienced professional?
|
15 points Clearly described and critically evaluated the category he/she is in and where he/she would like to be at the end of his/her graduate program and why. Identified in depth what resources, training, motivation, etc. the student thinks it will take in order for him/her to become an experienced professional.
|
13-14 points Identified and adequately evaluated the category he/she is in and where he/she would like to be at the end of his/her graduate program and why. Identified in depth what resources, training, motivation, etc. the student thinks it will take in order for him/her to become an experienced professional.
|
11-12 points Identified and partially evaluated the category he/she is in and where he/she would like to be at the end of his/her graduate program and why. Identified in depth what resources, training, motivation, etc. the student thinks it will take in order for him/her to become an experienced professional.
|
0-10 points Some areas of this section were not addressed. Descriptions contained insufficient depth and/or were incomplete.
|
|
Theory (1-1 ½ pages). 15 points Students will examine how their personal theory of counseling was used to help guide their work in the session. Describe one concept of your approach and how that concept influenced how you worked with the mock client. In the event you can not identify how you used theory to guide your session, discuss how you can do so in the next session and why it is important.. |
15 points One or more concepts from the student’s personal theory of counseling were identified with a clear and in depth explanation of how it was used to guide the session OR a clear and in-depth explanation is provided for how the student’s personal theory of counseling can be used in future sessions and why it is important. |
13-14 points One or more concepts from the student’s personal theory of counseling were identified with an adequate explanation of how it was used to guide the session OR an adequate explanation is provided for how the student’s personal theory of counseling can be used in future sessions and why it is important. |
11-12 points One or more concepts from the student’s personal theory of counseling were identified with a partial explanation of how it was used to guide the session OR a partial explanation is provided for how the student’s personal theory of counseling can be used in future sessions and why it is important. |
0-10 points Some areas of this section were not addressed. Descriptions contained insufficient depth and/or were incomplete.
|
|
Self-care (1/2-1 page). Counseling students as well as practicing counselors should practice self-care as well as advocate for clients to implement it in their lives. Students will identify and describe at least one way in which they implement self-care during the week. If you do not practice it currently, reflect on why that may be. What are some things that you could begin to implement self-care?
|
15 points A clear and in depth explanation was provided as to how the counseling student implements at least one method of self-care during the week. If self-care is not practiced, student reflects in depth as to why that may be and reflects on some things that you could begin to implement self-care.
|
13-14 points An adequate explanation was provided as to how the counseling student implements at least one method of self-care during the week. If self-care is not practiced, student reflects in depth as to why that may be and reflects on some things that you could begin to implement self-care.
|
11-12 points A partial explanation was provided as to how the counseling student implements at least one method of self-care during the week. If self-care is not practiced, student reflects in depth as to why that may be and reflects on some things that you could begin to implement self-care.
|
0-10 points Some areas of this section were not addressed. Descriptions contained insufficient depth and/or were incomplete.
|
|
Writing Mechanics and APA Grammar and Format: 10 points. Papers are written using APA 7th edition formatting
|
10 points No more than three grammatical, spelling, punctuation, and/or APA errors. Clarity of paper was not influenced by the errors.
|
9 points More than three grammatical, spelling, punctuation, or APA errors. Clarity of paper was not strongly influenced by the errors. |
7-8 points More than three grammatical, spelling, punctuation, or APA errors that had a negative influence on the clarity of the paper. |
0-6 points More than three grammatical, spelling, punctuation, or APA errors that had a strong negative influence on the clarity of the paper. |
|
Sources: 5 points Two professional sources are used to support points |
5 points 2 professional source (e.g., journal article, textbook) or more are used throughout the paper as appropriate to thoroughly support ideas, and was documented in the references list. |
4 points 2 professional source were used to adequately support ideas and was documented in the reference list. |
3 points 1-2 sources/not a professional source was used to support ideas and is documented in the reference list. |
1-2 points 0-1 sources were used. Ideas were insufficiently supported. |
|
Total: 75 points |
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|
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