Avoiding Counselor Impairment Discussion Essay
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Avoiding Counselor Impairment Discussion Essay
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Discussion 2: Avoiding Counselor Impairment
Burnout is a major concern for clinical mental health counseling professionals and it can lead to both professional and personal issues for counselors. It can start with counselors taking on trauma, stress, and an unrealistic belief that they alone are responsible for their clients’ wellness.
There are numerous factors in a counselor’s work that might lead to burnout including: secondary stress and vicarious trauma, expanded roles and responsibilities, poor supervision, and lack of the specific tools necessary to perform the job.
Counseling, by its very nature, is stressful work. This stress, if not monitored and addressed, can lead to counselor impairment.
The profession acknowledges this by ethically obligating counselors to be mindful not only of their own states of mind, but their colleagues’ health as well.
For this Discussion, review the Counselor Impairment media and consider ethics related to counselor impairment. Examine signs of counselor impairment and the potential impact this may have on clients.
Post by Day 3 a brief description of the codes of ethics related to counselor impairment. Then explain at least two signs of counselor impairment.
Finally, propose a scenario using one of the signs of counselor impairment you identified that elicited a negative effect on client treatment. Suggest a solution for remedying the situation and justify your solution.
Be sure to use the Learning Resources and the current literature to support your response.
Required Resources
Readings
Remley, T. P., Jr., & Herlihy, B. (2016). Ethical, legal, and professional issues in counseling (5th ed.). Upper Saddle River, NJ: Pearson.
Chapter 7, “Competence, Assessment, and Diagnosis” (pp. 154-187)
Chapter 8, “Malpractice and Resolving Legal and Ethical Challenges” (pp. 188-201)
Chapter 15, “Supervision and Consultation” (pp. 358-379)
By the numbers: Counselor impairment. (2005). Counseling Today, 48(4), 3.Retrieved from the Walden Library databases.
Everall, R. D., & Paulson, B. L. (2004). Burnout and secondary traumatic stress impact on ethical behaviour. Canadian Journal of Counseling, 38(1), 25–35.Retrieved from the Walden Library databases.
Lawson, G. (2007). Counselor wellness and impairment: A national survey. Journal of Humanistic Counseling, Education and Development, 46(1), 20–34.Retrieved from the Walden Library databases.
Magnuson, S., Black, L. L., & Norem, K. (2004). Supervising school counselors and interns: Resources for site supervisors. Journal of Professional Counseling, Practice, Theory, & Research, 32(2), 4–15.Retrieved from the Walden Library databases.
Wilcoxon, S. A., Norem, K., & Magnuson, S. (2005). Supervisees’ contributions to lousy supervision outcomes. Journal of Professional Counseling, Practice, Theory, & Research, 33(2), 31–49.Retrieved from the Walden Library databases.
Wilkerson, K. (2006). Impaired students: Applying the therapeutic process model to graduate training programs. Counselor Education & Supervision, 45(3), 207–217.Retrieved from the Walden Library databases.
Media
Laureate Education, Inc. (Executive Producer). (2012). Clinical mental health counseling: Counselor impairment [Video]. Baltimore, MD: Author.Note: The approximate length of this media piece is 4 minutes.
Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript
Optional Resources
Day, S. X. (2007). Health, distressed or impaired: What affects counselor wellness? Counseling Today, 50(1), 39.Retrieved from the Walden Library databases.
Lawson, G., Venart, E., Hazler, R. J., & Kottler, J. A. (2007). Toward a culture of counselor wellness. Journal of Humanistic Counseling, Education & Development, 46(1), 5–19.Retrieved from the Walden Library databases.
Neukrug, E., Milliken, T., & Walden, S. (2001). Ethical complaints made against credentialed counselors: An updated survey of state licensing boards. Counselor Education & Supervision, 41(1), 57–70.Retrieved from the Walden Library databases.
Wilcoxon, S. A., & Magnuson, S. (2002). Concurrent academic and pre-licensure supervision: When supervision is not just supervision. Clinical Supervisor, 21(2), 55–66.Retrieved from the Walden Library databases.
Avoiding Counselor Impairment Discussion Essay
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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Avoiding Counselor Impairment Discussion Essay