Encyclopedia of counseling audio download

Week 2 Assignment

Please no plagiarism and make sure you are able to access all resources on your own before you bid. Main references come from Neukrug, E. S., & Fawcett, R. C. (2015) and/or Encyclopedia of Counseling (2017). Assignments should adhere to graduate-level writing and be free from writing errors. APA format also requires headings. Use the prompt each week to guide your heading titles and organize the content of your initial post under the appropriate headings. Remember to use scholarly research from peer-reviewed articles that are current. I have attached my assessment score, so you can see how to make full points. Please follow the instructions to get full credit for the assignment. I need this completed by 12/08/19 at 5pm. I feel the test was very interesting and I was surprised of the need for power score.

Assignment - Week 2

Thematic Apperception Test

This exercise will provide you with an abbreviated experience of how an apperception test works. You will be assessed on one item and the system will automatically evaluate your responses and return results immediately. As you complete this exercise, consider how this experience of evaluation feels to you, and consider how this could feel for clients.

To Prepare:

Review the Thematic Apperception Test example, “Psychology of Words: Projective Tests of Words and Language,” found in the Learning Resources for this week and complete the exercise.
Submit your response. The web site will score your response automatically.
Review your individual results and reflect on how accurate they may be and how they may influence your counselor identity.
Once you complete the test, copy and paste your results into a Word document to save your results for further review.
Assignment:

Write a 2-to-3 page paper where you:

Summarize your results
Reflect on how accurate your individual results were, or were not, for you
Discuss how your results influence your counselor identity (e.g., what are my strengths as a counselor; where I might be challenged; do I have biases and triggers?).
Required Resources

Kenny, M. C., & Winick, C. B. (2000). An integrative approach to play therapy with an autistic girl. International Journal of Play Therapy, 9(1), 11–33. doi:10.1037/h0089438

Note: You will access this article from the Walden Library databases.

Raff, J. (2018, January 3). How to read and understand a scientific article [Blog post]. Retrieved from https://violentmetaphors.files.wordpress.com/2018/01/how-to-read-and-understand-a-scientific-article.pdf

Walden University. (n.d.). How do I verify that my article is peer reviewed? Retrieved August 1, 2019, from https://academicanswers.waldenu.edu/faq/72613

Walden University Library. (n.d.). Verify peer review. Retrieved August 1, 2019, from https://academicguides.waldenu.edu/library/verifypeerreview

Document: Scholarly Article Content Analysis Preparation Guide (PDF)

Document: Scholarly Article Content Analysis Worksheet (Word document)

Required Media

Walden University Library. (n.d.). Anatomy of a research article. Retrieved from https://waldencss.adobeconnect.com/anatomyofaresearcharticle/

Note: if you are having difficulty viewing the required media above using Google Chrome as your browser, please visit http://academicanswers.waldenu.edu/faq/239615 for instructions on how to enable Flash.

Laureate Education (Producer). (2016). Literature review [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 8 minutes.

Accessible player --Downloads-- Download Video w/CC Download Audio Download Transcript

Credit: Provided courtesy of the Laureate International Network of Universities.

Laureate Education (Producer). (2017k). Purpose of research [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 15 minutes. This media piece is also in the resources of Week 2.

Accessible player --Downloads-- Download Video w/CC Download Audio Download Transcript

Credit: Provided courtesy of the Laureate International Network of Universities.

Introduction to Assessment Part 2 Program Transcript

NARRATOR: This program highlights three different counseling sessions. As you watch each session, look for the use of informal assessment.

Billie is coping with the loss of a significant relationship. For six months, she has been working with a counselor, which is concluding today.

COUNSELOR: Well, welcome back, Billie. This is it. It's your graduation day, so to speak. As we talked about over the last several sessions, this last six months has been a whirlwind both up and down. We've learned a lot about each other along the way and been preparing for this day.

BILLIE: Right.

COUNSELOR: So I guess just to get going today, let's think back over what brought you in originally, and we'll think about some of the things that happened, some of the ups and downs, connections and disconnections, as we've always talked about along the way. And so if we could, what was it that brought you in that very first day?

BILLIE: My very first day, as I told you before, was like their tornado had kind of completely wiped me out and there was nothing but debris left behind. I did not have a real good sense of who I was, because I'd allowed myself to be so completely wrapped up in a person. I didn't have much in a way of self worth, because I thought that how can I even-- you know I can't even be without this person, that I have to have this person in my life in order to even really exist. I didn't have any real sense of self esteem. I was feeling pretty bad about myself and who I was and who I wasn't. Just I was in a really confused state at that time.

COUNSELOR: I remember that very first day, and you came in and you sat down and you just put your hands in your hair. And you said, it is like a tornado right now, and I don't know where I'm going and I feel like I'm being blown in all of these different directions. And I kind of felt guilty about the fact that I had to stop you and say, we've got to go over all of these limits to confidentiality, because there might be instances where if you said something to me, I might have to report that. And I remember it felt like I was pulling away from you, because you wanted just to move in really quickly and tell me about that. And so-- and I was concerned that first day that you might not even come back after that instance, but you did.

BILLIE: Right. Right. I think I was so deep in what was going on with me at the time that I wasn't able to really absorb what you were trying to say or what you were trying to convey to me at the time, but it's a lot different now.

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COUNSELOR: Well, you said it was difficult to absorb, but I remember that even through just kind of the thrashing around of limbs and grabbing of hair, you still were looking really intently and you still were looking for something, and I felt deeply compelled to move quickly into that relationship with you and to share all of those things knowing that we only had 45 minutes that first day.

BILLIE: Right.

COUNSELOR: And so feeling like we had to slow down and had to really work to make sure that we went through all of those things that are mandated and all of the really important parts of what it is to be a counselor so that you knew what to expect in those coming days.

BILLIE: Right.

COUNSELOR: And so you came back that second time.

BILLIE: Yes.

COUNSELOR: And so what was it like the second day that you came in?

BILLIE: I think when I came in the second time that I was feeling a bit more-- I think relieved is probably not the best word, but I was looking-- that there was just a little more sunshine as opposed to all that storminess that was going on before, that I can see that I can work towards something, that this can get better. And I think it's an issue of reassembling the pieces, all the debris that had fallen after this huge tornado that kind of had wiped through my life at the time.

And I was able to start seeing that I could move further, except I think we had got to a point where you wanted to-- we had talked a little bit about being I think authentic or being true to self or something like that, and I don't know if I was exactly ready at that time actually to talk about that just then. And I was-- I felt I guess kind of pushed a little bit at that time.

COUNSELOR: And I remember you telling me-- well it was, I remember you leaving that day, and I don't remember how far that was then. But I remember you leaving that day and you just looked-- it was that kind of confusion was back. And then you came in the next time and you sat down and you said, you know you told me that I could tell you if you weren't listening or if you weren't-- and you did and you said-- and you named it as a disconnection.

BILLIE: Right. Right.

COUNSELOR: And I remember knowing that something felt off that day that you left. And then I remember just it was kind of a feeling of reconnecting when you acknowledged that. And I still felt some level of guilt from having pushed you, but

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I wanted you to know that effort to push was really just that desire to move really quickly into a relationship and to learn more about you, because I had the same desire to have you feel like you've told me that you're feeling now, and I was feeling that with you. And so I think that again what you experienced as pushiness was my desire too and that maybe it was a misfire.

BILLIE: You know what, no. As I look at it now going back and reviewing it, then I might have felt that because I wasn't in a place where I can hear or observe. But now I can go back and see that you were trying to care for me and demonstrate things that are healthy in relationships, something that I needed to learn which I wasn't prepared for then. So I can reflect back and see what you were trying to do, so no need to feel guilty.

COUNSELOR: Well that feels really good now to hear you say that. I think as I have mentioned to you-- it wasn't the first day, it was a couple of days in probably after a couple of sessions-- that I guess one of the risks of the RCT, the relational therapy, that I do is that I'm probably going to be a little bit more disclosing, and I'll tell you when I'm feeling guilty. And I did. And I remember you saying, you don't need to feel guilty. You don't need to feel that. But it was part of what we experienced.

Tell me more about the movement that you experienced after having broken up with your boyfriend or actually when your boyfriend broke up with you after a significant period of time. Tell me more about how you moved through that with me during the course of our six months together.

NARRATOR: Next, in this counseling session, Shawn and Weston are seeing a counselor as they are dealing with feelings of growing apart in their relationship.

COUNSELOR: We've got just a few minutes left, and so I think that one of the important things that we do next is to take what we've spoken about today and really translate that into action steps. So what I'd like, and I'll start with you Weston-- I'd like you to summarize the things that you heard Shawn say to you. And the way that I want you to do that is to say, what I heard you say was, and again provide a summary of that, and then close that with, and in response to that, I will blank with whatever you're going to do in response to that.

WESTON: Okay. What you just said there kind of clicked for me. You're a man of action versus words, and I tend to be of more words than action. And it's like maybe two ships that need do a better job talking to each other, because we are both powerful personalities. I'd like to commit or propose let's come up with the date night-- whether we just go out for a coffee date, dinner date, dancing date, let's pick a night where it's just the two of us. I be home, you be home, we all be home by 4:00 or 5:00, that night's ours and it's sacred. And my guess is that might be an action step where you know that time is yours so we can have fun together.

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I think the other thing I'd offer is I will try to keep my down time when I get home to 45 minutes. Maybe even set an egg timer, and then I check in with you about where I'm at and check in with you about where you're at for the day. Then we kind of see where it goes for the evening.

COUNSELOR: I know that you're probably thinking about your response, and before you do formulate that, I think what I'd like to do, Weston, is to challenge you a little bit further. You said I will try to set an egg timer for the 45 minutes. I'd really like to hear you commit to that 45 minute down time period each day.

WESTON: I will commit to the 45 minute period each day.

COUNSELOR: Okay. And we can certainly test it out for the next week and see what happens.

And so there were two things that I heard that you were offering as new possibilities. First of all, there's this very concrete action that's the I will use an egg timer and I will keep my time to 45 minutes, recognizing that you need time to. And also I want us to have a date night, and so really responding to here's what I want and this is my yearning. And in order to do that, in order to facilitate that and move us forward to creating this new possibility, here's what I'm willing to do. What's it like to have named those things?

WESTON: I think it's easy to name them.

COUNSELOR: Okay.

WESTON: I think where the difficulty will be is the follow through in the next week or so. I'm excited by them, but I'm also like now I got to do it, and it's kind of hesitant or anxious or nervous about making that commitment.

COUNSELOR: Okay. So feeling some anxiety over making a commitment that's going to really be changing. Does it feel at all vulnerable?

WESTON: Vulnerable as in scary, no. Vulnerable as in will it work, I'm cautious. I want to have hope, but I don't know if it's there completely yet.

COUNSELOR: Okay. Great. So really wanting to move back into connection yet also wondering if the possibility really exists and really knowing that you're sticking your neck out in a way by making some changes or proposing some changes and really making a concerted effort toward doing that. Okay.

Now, let me ask you before you respond to that, what was it like to hear that summary and then the proposal for these-- his commitment and then also his hoped for outcome of that?

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SHAWN: Well it was nice to hear, and yeah, it was nice. It lets me know that he's heard what my concerns are and is willing to try to address them. So that was good. So I'm encouraged.

And I agree. I think he's right. It is nervous in terms of whether or not it is actually going to happen. And I think my nervousness centers around, well, if he doesn't do it one day, how am I going to respond to that? I mean, am I going to be like, well, he is trying. Is trying enough? I mean, and I know that in my mind trying is enough, but like I said earlier, with the zingers, sometimes they just come out before I think about the fact that he is trying, so that's where my nervousness stems from. But I am encouraged though. Definitely encouraged.

COUNSELOR: And the thing I'd like to caution you against is creating a bad scenario before it happens. I think an important thing to do is to give this an opportunity before saying but I also know that they may not happen, and here's what I'm thinking and how I'm going respond to that. And I think I'd rather you approach this in a different perspective or from a different perspective rather than trying to anticipate how you'll respond if things don't happen. I'd like you to consider the possibility that these things will happen and what that might mean for you. And while you're holding that in your mind, I'd like you to also provide that same summary to Weston that you heard him say, Shawn, which is the what I heard you say was, provide the summary, and then end that with, and in response to that, I will and you fill in the blank.

SHAWN: Okay. Well, what I heard you say was that you would like to have a night that's ours, a date night, that we would have between of us. We'd both get off at around 5:00 and then just make that date our night. And that you'd also be willing to have 45 minutes when you got home for you down time, and then the other time would be spent processing and talking with me. And in response to that, I'm willing to allow you to have those 45 minutes by not being in your face as soon as you walk through the door and allowing you have that time.

And also, I'm willing to organize I guess my thoughts of the things that we want to talk about, and just kind of take away the things that maybe aren't that important, because I do recognize that a lot of stuff that happens at the job, you don't want to hear. I mean, I do understand that. And so I will do that so that when we do have that time, it'll be more focused. And so I'm willing to do that too.

NARRATOR: Next, in this last counseling session, Aaron and Robin are concerned about the alcohol drinking behavior of their adolescent daughter, Michelle. Again, watch for the use of informal assessment.

COUNSELOR: Well I appreciate you coming in, as I said. I'm wondering if you have any questions for me about today. Maybe even if you could just kind of talk about what you're taking away from our meeting today. Robin, you can start. What are you taking away today?

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ROBIN: Well I think I was able to hear Aaron a little bit differently instead of him just coming down and laying down the law of the land. I hear a little bit more that maybe he thinks he's showing us love that way. He thinks he's showing me love this way, and he thinks he's showing Michelle love this way. And maybe that's something else that I'll take away too is that I have feelings and Michelle has feelings, but they're not necessarily our combined feelings.

COUNSELOR: Yeah. Thank you.

ROBIN: Thank you.

COUNSELOR: Michelle, what are you taking away? Maybe a discovery that you had or something that you're taking away today.

MICHELLE: Well, I guess it'd be something like, Dad, like you do you care, and it's not that you're just trying to care just by giving us money. So that's just nice to know because I didn't know that.

COUNSELOR: Like it'd be nice to hear it every once in a while.

MICHELLE: Yeah, that would be nice or maybe not to hear it but like to do something else, like get to know me before I have to leave. So that would be nice.

COUNSELOR: Yeah, I think that would be a really good thing to talk about next time we do meet too, kind of what that's like for you. Maybe some longings that you have to get closer to your dad before you do leave. Thank you.

Aaron, what are you taking away?

AARON: I'm taking away a lot of just stuff I didn't know and I'm still trying to let that settle. But as hard as it was for me, I've heard some real concerns from both my wife and my daughter that I'm concerned I should have been hearing for quite a while now, and I think I'm leaving here with all that but also a little disappointment about myself.

COUNSELOR: Yeah, and I appreciate that this is for you today, it's been a real eye opener in terms of some things that you didn't know was going on. I think one of the things that I think is really important that I typically tell my families in these types of situations is it's really important for you as we work together to cut each other some slack. This is hard stuff when you make changes in your lives and these changes effect each other in ways that we really can't anticipate. And so what may seem like resistance or something that feels like adversarial or harsh may be somebody's attempt to change something that they're doing, and it's really important to not rush to judgment and get condemning of one another, because this is hard stuff.

Introduction to Assessment Part 2