clinical mental health counseling, class 3
TRANSCRIPT
Clinical Mental Health
CounselingCourse: CED 5972Presenter: John Grady, LPC, LCADC, CCS, ACS, NCCClass Three
Welcome! Thought of the Day…
This Evening’s “Lineup” of TopicsO “Checking In”
O Professional IDO Interdisciplinary
collaboration
O Culturally Responsible Evaluations & Tx PlanningO Crisis Interventions – Suggested Protocol, Ethical Decision MakingO Career Counseling
O Importance to MH; Career Diamond Model; STEPs NotesO Counseling Career Exploration Tool: O*Net
O Tx Team Exercise O Summary
“Checking In” Reading Assignments, Class Discussions
O What topics do you recall from last week’s discussion?
O What info or approaches can you utilize from Tip 59?
O How can you relate the reading material, or the content of our class discussions, to your observations – and/or experiences – of “regular” life
O Questions regarding this PowerPoint (we may not get to all topics)?
Developing Professional IDO Professional ID Defined O Know theoretical foundations O Appreciate: Professional growth process, challenges O Philosophical focuses O Expertise – standards of practice
O Shift from philosophy to empirical approachesO Professional roles (in MH/SA agencies, School, etc. settings) O Avocation: In order to be incorporated in organizations, it must be
demonstrated that counseling provides value to the organization’s goals (such as increased productivity)O E.g. Dept. of Veteran’s Affairs
O Realities to address: Promotion of counseling, guiding next generation of counselors, multi-cultural appreciation & influence in organizational management practices
MH/SA Service Providers (Common Tx Team Members)
O Summary Resource: National Alliance on Mental Illness (NAMI)
O http://www.nami.org/Learn-More/Treatment/Types-of-Mental-Health-Professionals
O Licensed Social Worker, Licensed Clinical Social Worker
O Counseling & Clinical PsychologistsO Advanced Practice NurseO PsychiatristsO Specialty therapist (e.g. Music or Art Therapists)O Non-clinical Members of Tx Team:
O Utilization Review SpecialistsO Program Administrators
School-Based Teams O NJ Dept. of Ed – Child Study Team
O The Right to Special Education in NJ:O http://www.edlawcenter.org/assets/files/pdfs/publications/
Rights_SpecialEducation_Guide.pdfO NJ Dept. of Ed – Intervention & Referral Services
(I&RS) O Resource manual:
O http://www.state.nj.us/education/students/irs /O NJ Dept. of Ed – Individualized Education Program
(IEP)O Reference – N.J.A.C. 6A:14 Special Education (pg. 11-12):
O http://www.nj.gov/education/code/current/title6a/chap14. pdf
Foundational Components: Culturally Responsible Evaluations & Tx
Planning
O RespectO AcceptanceO SensitivityO Commitment to equalityO OpennessO HumilityO Flexibility
Self-Assessment tool e.g. – Goode’s “Self Assessment Checklist….Special Health Needs and their Parents”
http://nccc.georgetown.edu/documents/ChecklistCSHN.pdf
Multicultural Counseling Resources
O Multicultural History in Counseling FieldO Advocacy ActionsO Staying current/connected
O ACA Division: Association for Multicultural Counseling and Development
O http://www.multiculturalcounseling.org/ O “Culturally Adapted” versions of EBP’s
O Article: The Case for Culturally Competency in Psychotherapeutic Interventions
O http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2793275/
Steps to Facilitating Culturally Responsive Clinical Activities
1. Engage clients2. Familiarize ct.s (& Families) w/Tx &
evaluation process3. Endorse collaboration in
interviews, assessments, and Tx planning
4. Integrate culturally relevant info & themes
* Seek out strengths and supports
5. Gather culturally relevant collateral info
Steps, cont.6. Select culturally appropriate screening
and assessment tools• See Tip 59’s Appendix D for e.g. of
instruments tested on specific populations
7. Determine readiness & motivation for change
• Stages of change (not just for SA populations)8. Provide culturally responsive case
management • Know how yr culture shapes yr attitudes and
beliefs9. Incorporate cultural factors into Tx planning
½ Time… or Keep Going?
ACA Fact Sheet #101:1 Crisis Counseling
O Population: First Responders Mental Health Professionals
O Goals: Safety, Stability, ConnectionO SAMHSA’s “Disaster Behavioral Health Preparedness &
Response Resources”: http://store.samhsa.gov/product/Disaster-Behavioral-Health-Preparedness-and-Response-Resources/DTAC11-CATALOG
O Primary Purpose: Help survivor restore sense of control/self-mastery after crisis event
O Duration: 15 minutes to 2 hoursO Frequency: 1-3 sessionsO Focus: Assess extent of problem areas and employ
indicated therapeutic responses
1:1 Crisis Counseling Protocol
O Establish RapportO Listen to Ct.’s storyO Identify major challengesO Assess safety issuesO Process emotionsO Explore alternativesO Develop action planO Make referrals for additional crisis services
or other ongoing services (if indicated)
Crisis Counseling – Ethical Decision Making (Jordan, 2010)
1. Identify ethical concerns (w/in context of the disaster)
2. Consider yr. personal beliefs/values, skills, knowledge3. Identify relevant ethics code(s)4. Determine possible ethical traps5. Frame a preliminary response6. Consider consequences7. Prepare an ethical resolution8. Secure feedback/consultation 9. Take action10. Review the outcome
Career Counseling: Component to Mental Health
O Work: Significant role in contemporary adults’ ID, lifestyle, sense of well being, etc.
O Competency & self-efficacy: Often developed through mastery development of work tasks
O Employment status & economic stress = associated w/ life quality & psychological, physical disorders
O CACREP: Career Counseling = a counseling specialty AND core element of general mental health counseling
Career DiamondO Exploring Phase: Self & External AwarenessO Diamond Peak: Vision of Self & realistic
picture of workO Deciding Phase: Ct. starts to focus on a few
opportunities/work roles; determines what choices will best meet personal needs
STEPs Documentation for Career Counseling Sessions
O Created by Dr. Rhonda SuttonO Goal: Efficient, clear documentation O Important: Documentation helps chronicle Ct.
progress – or lack of it – towards mutually agreed upon goals
S – Subjects/SymptomsT – Therapeutic ToolsE – EvaluationP – Plan
Career Exploration Tool:
O Sponsored but U.S. Department of Labor O O*Net Online – provides comprehensive “Summary
Report” for given occupationO Tasks; Knowledge; Education Requirements; O Wage & Employment trends (national & state)O Related Occupations
O “Bright Outlook Occupation”: Expected to grow rapidly (i.e. job openings expected) in next several yearsO E.g. Mental Health Counselors; SA counselors
Tonight’s Mental Status Exam Components
O Level of ConsciousnessO OrientationO Speech & LanguageAs you watch tonight’s episode, please focus on these MSE components…
Tx Team Meeting Exercise
What are you observing?O Level of ConsciousnessO OrientationO Speech & LanguageBonus Q: What are Sophie’s 1) Risk Factors and 2) Protective Factors?
SummaryO Important Topics:
O Cultural competence O Crisis counseling protocolO Career diamond summary
O Upcoming Responsibilities:O Review: Previous PowerPoints for Quiz (in
two weeks)
ReferencesAmerica Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders (5th ed.). Washington, DC: Author.
Anderson, P., & Vandehey, M. (2006). Career counseling and development in a
global economy. Boston, MA: Lahaska Press.
Jongsma, A. E., Peterson, L.M., & Bruce, T.J. (2014). The complete adult psychotherapy
treatment planner (5th ed.). New York, NY: Wiley.
Jordan, K. (2010). An ethical decision making model for crisis counselors. Retrieved from http
://www.counseling.org/docs/default-source/vistas/vistas_2010_article_89.pdf?sfvrsn=9
Morrison, J. (2014). DSM-5 made easy: The clinician’s guide to diagnosis. New York, NY: The
Guilford Press.
U.S. Department of Health and Human Services. (2014). A treatment improvement
protocol: Improving cultural competence. Retrieved from
http://store.samhsa.gov/shin/content//SMA14-4849/SMA14-4849.pdf