Last week you explored the intersection of personal and career counseling. Keep this in mind as you dive into the career counseling process, starting with the intake interview. After reading the chapter, the Career Counseling Application Assignment : Intake Interview- Chapter 5 -Helper Studio Angela’s Self vs. Family will help you apply the material through open-ended questions AND recording your counseling skills in the form of a response to the client vignette linked to this assignment. WRITE IT OUT I WILL RECORD. In MindTap, you will submit both your written responses to open ended questions and video recorded verbal response to the client. Your video recorded verbal response should be as if you are actually in session with the client; this should NOT be “I would help the client explore….” but rather SHOULD BE “You feel ….. It sounds like……” as if you’re actually responding to the client. If you don’t think your first (or second, etc.) try is satisfactory, you can re-record before you submit the assignment. Further instructions are in the assignment.

When completing this assignment, keep in mind personal issues that affect career, including family influences and values. You job is NOT to problem solve or to direct Angela in any one direction, but rather to meet her where she’s at, listen to her dilemma, and help her explore how her values, career goals, and family might be influencing her career decisions.

Chapter 4 Introduction

Chapter Highlights

· The call to integrate career and personal counseling

· The biopsychosocial model of interacting influences

· Biological, psychological, and social/cultural forces that drive behavior

· Development of a personality disorder

· Observing symptoms of a personality disorder

· Career work connection to anxiety

My focus in this chapter is on a counseling approach that addresses both personal and career concerns. The point was made in chapter 1 that the role and scope of career counseling have been and continue to be influenced by an ever-changing society in which the workforce and workplace have also experienced significant changes. How to effectively address career-related concerns in a world that is rapidly changing has been the subject of numerous research projects and debates over several decades. In the meantime, the more sophisticated career development approaches and counseling interventions developed since the latter part of the last century have dramatically expanded the role and scope of career counseling in contemporary society. As pointed out in chapters 2 and 3, career development theorists currently address a wide range of client concerns, including multiple life roles, learning deficiencies, cognitive difficulties, emotional problems, multicultural issues, and social restraints.

Historically, career and personal domains were viewed as separate entities and, as a result, studies of career development were approached as a distinct domain (Spokane, 1991). Following this perspective, counselor training programs also considered career and personal concerns as separate domains. The relationship and interplay of personal and career concerns, however, have focused more attention on strategies that integrate them. Some may complain that the counseling profession has been too cautious in addressing the position of integrating career and personal concerns. In the 1970s, for example, Osipow (1979) put forward the idea of blending vocational development with mental health when working with adults in the workplace. He labeled this effort occupational mental health. Counselors were to address work maladjustment, work-related stress, depression, and other concerns that might involve an interplay between work, personal concerns, and all life roles. Keep these suggestions in mind as I address the rational for a holistic approach in career counseling next.

The Rationale for a Holistic Approach

In the 1990s, there was considerable dialogue as to whether career counseling should devote more attention to the interrelationships of personal and career problems and how they affect multiple life roles. This debate is not new to the counseling profession. Some researchers have suggested that career and personal concerns should be dealt with separately (Crites, 1981), whereas others, believing that career and personal concerns are intertwined, have promoted a more holistic counseling approach (Betz & Corning, 1993; Krumboltz, 1993). Moreover, Richardson (1996) prudently suggests that the pervasive nature of work in each person’s life needs to be researched by several academic disciplines to clarify its position and role in the counseling process. What we have here is a reinforcement of the position that work is a core element of an individual’s everyday existence. It gives meaning to many facets of each person’s life and as such should be addressed more aggressively in the counseling profession. Conversely, this position also suggests that a client’s personal concerns can significantly affect work roles and career development over the life span. Thus, personal concerns that evolve from different life roles and interfere with career development should not be ignored in career-related programs and in counseling interventions. The important question here for the practice of career development is how to effectively integrate an individual’s career and personal concerns.

What is being suggested is a holistic counseling approach that is much more inclusive when addressing client concerns. This stance is underscored by the ever-expanding role of career counseling, from its early focus on career choice and placement of young adults to today’s greater emphasis on the concerns of adults in multiple life roles. The interrelationship of personal and career problems has become more apparent in the lives of adults as they experience changes in work environments and difficulties associated with other life roles. Work maladjustment, career transitions, job loss, work stress, changing work requirements, concerns of older adults, and changing values and interests are examples of career-related problems that can affect all life roles. In more inclusive counseling models, however, counselors are also to address the concerns of some clients who, for example, present symptoms of depression, dysfunctional thinking, behavioral problems, a lack of cognitive clarity, and affective domain concerns of inner conflicts that restrict or interfere with career choice and development.

The Call to Integrate Career and Personal Counseling

The call for the counseling profession to integrate career and personal counseling was heightened in the 1990s, underscored by a profusion of articles in professional journals. In 1993, the Career Development Quarterly (Vol. 42, pp. 129–173) contained articles that supported the integration of career and personal counseling. Different points of view were expressed, including those predisposed toward a need to integrate career and personal counseling by expanding the role of counseling to address problems of a personal nature that are incurred in multiple life roles over the life span (Gelso & Fretz, 2001).

Super (1993) suggested that “there are two kinds of counseling, situational and personal, and they are not dichotomous but rather a continuum” (p. 132). Counselor and client are to work together to develop the client’s self and situational knowledge as shaped in person-in-environment interactions. Clients who are aware of their own needs are empowered to effectively begin an independent exploration that leads to decision making. In this process, career and personal concerns are integrated and not dichotomized.

Krumboltz (1993) strongly advocates integrating career and personal counseling. He suggests that the terms career counseling and personal counseling convey the impression of a dichotomy that has been reinforced by different training courses and certification. His major point is that personal problems cannot be separated from career problems as they are inextricably intertwined. He illustrates his point with some case examples, such as, “Linda is depressed because she has lost her job and doesn’t think she can ever find another one. Is this a career problem? Or a depression problem?” (p. 144). According to Krumboltz (1993), compartmentalizing client concerns limits our ability as counselors to help them understand, for example, how belief systems and interests are interrelated in the career counseling process.

Davidson and Gilbert (1993) approach career counseling as a highly personal matter that includes the multidimensional self and its relationship to life and work. Counselors, therefore, are to acknowledge and recognize the personal and contextual realities that clients bring to counseling. Career is seen as a personal identity and as such is interrelated with multiple life roles over the life span, including dual-career roles. Finally, these authors conclude that career and personal counseling are the same.

Career issues that engage aspects of the total person are the theme of a research project by Haverkamp and Moore (1993). Their conclusions suggest that the supposed dichotomy of personal and career counseling was exaggerated by career counseling’s narrow focus on career choice with young adults. They also argue that more attention should be paid to work adjustment and personal aspects of the whole person. Finally, they conclude that there is little question that career and personal issues are intertwined in adult development.

Betz and Corning (1993) viewed career and personal counseling as inseparable and recommended a “whole person,” holistic philosophy of counseling, a belief apparently shared by an increasing number of counselors (Farmer, 2009; Gelso & Fretz, 2001; Schultheiss, 2000; Zunker, 2008). The overwhelming rationale is that career and personal issues are inseparable and intertwined. The most effective mind-set when using a holistic approach is one that views each client from a total person perspective. In a collaborative relationship, client and counselor uncover all problems—not just career ones, nor just personal ones, but both—and more important, how they interrelate.

The call to integrate career and personal counseling underscored a need for an effective counseling model that could address all client concerns that interfere with career choice and development. An extension of career counseling suggests an increased focus on addressing such personal concerns as severe anxiety and apprehension, mood disorders of depression, faulty cognitions, and a host of psychological disorders. What we have here is the recognition that mental health concerns present potential problems for clients who are engaged in the initial career choice process and choices that follow as well personal interactions in the workplace and the ability to perform appropriately. Clearly what are needed are comprehensive methods for identifying factors that influence behavior and development. What is suggested is that counselors are to view behavior as being influenced by multidimensional forces as suggested by a biopsychosocial model of development (Durand & Barlow, 2013; Kail & Cavanaugh, 2014; Sue et al., 2014).

Biopsychsocial Model

Over time the study of factors that influence behavior has emerged as an ongoing process that will continue to unlock multidimensional influences that affect human development. The contributions of cognitive science and neuroscience have underscored the position that the interplay of biological influences, psychological influences, and social/cultural influences are recognized as major forces that drive behavior. Behavior is no longer to be viewed as one dimensional but as multidimensional and multifaceted. Durand and Barlow (2013) clearly state this position as follows: “Behavior both normal and abnormal is the product of a continual interaction of biological, psychological, and social influences” (p. 26). This conclusion has led to what is referred to as a scientific method of determining influences that drive behavior and is labeled an integrative approach. What is suggested here is that what individuals think and do does not occur in isolation, on the contrary, there is an interaction of influences involved in career decision making, in one’s perceptions of a work role and other life roles, and in the development of cognitions and emotions that could lead to a psychological disorder. What is also suggested is that client concerns can affect all life roles including the work role. An integrative approach suggests that mental disorders are the product of a very complex interacting process involving three dimensions, biological, psychological, and social/cultural, as depicted in Figure 4.1.

Figure 4.1An Integrated Approach of Influences on Behavior

Source: From Abnormal Psychology: An Integrative Approach, 5th ed., p. 32, by D. Barlow, and V. Durand, Copyright. 2009. Reprinted with permission from Wadsworth Cengage Learning, Belmont, CA.

To illustrate an interactive process, I use a stressful life event that triggers a number of biological reactions including an activation of neurons that transmits messages through neurotransmitters to the central nervous system and brain. Thus, a stressful life event can cause physiological responses including cardiovascular system reactions such as increased heart rate and high blood pressure, Psychological reactions include learned conditioned responses such as negative cognitions, self-defeating thinking, and excessive emotional responses. In the social/cultural dimension unique social and cultural experiences influence each person’s reaction to stressful life events. This is a process that involves the interaction of three dimensions that could result in an anxiety response followed by a panic reaction. Anxiety and panic, which are closely related, are often considered precursors for development of a psychological disorder. As one would suspect, a psychological disorder involving anxiety and panic can have long-term effects on one’s ability to function in all life roles. Counselors are to be aware of multiple influences involved in the development of behavior that can lead to pathology as well as the complexity of the process itself. Behavior is not the product of one dimension, but a combination of interacting influences; there is reciprocity. The following paragraphs contain brief summaries of three dimensions in the integrative model. For more information, see Ashford and Lecroy (2013); Durand and Barlow (2013); Goldstein (2011); Kail and Cavanaugh (2014); Sue and colleagues (2014); and Zunker (2008) among others.

The assumption that behavior is the product of multiple interactive influences suggests that counselors are to focus on multipath models of development in the process of building an understanding of a client’s interrelated concerns. Furthermore, the complexity of mental health concerns suggests the involvement of more than one dimension in an integrative model. Multiple interactive influences are most likely to contribute to the development of a mental health concern or concerns, but this does not imply that all dimensions have contributed equally to a disorder. Finally, one must be reminded that individuals react differently when exposed to identical events and stressors (Sue et al., 2014). Biological, psychological, and social/cultural influences that drive behavior are discussed next.

Biological. Biological vulnerability is very complex as well as inclusive. Biological explanations of human behavior have focused on brain functions as well as functions of the central nervous system. The brain, for example, contains billions of interconnected cells called neurons that communicate with each other (Goldstein, 2011). Complex processes involving functions of the brain emphasize that there is much about behavior that we do not know. What we do know is that psychological interventions can alter brain functions but so can stressful life situations. Biological vulnerability also includes genetically inherited predispositions to develop psychological disorders. There are indeed higher rates of depression found in relatives of individuals who have experienced mood disorders. Some relatives, however, may not suffer from depression (Zunker, 2008). Keep in mind that inherited predispositions, sometime referred to as tendencies, are not certainties or one’s destiny (Schulz & Schulz, 2013) but are part of the equation that has many interconnections. Yet there are also biochemical imbalances that are a part of the interaction process; for example, the neurotransmitter serotonin is believed to influence behavior; thus, drug therapy is used to either increase or decrease serotonin levels. Obviously, there is much more to be learned about biological functions and their influences on human behavior. Counselors should remain alert to the results of continuing research.

Psychological. Psychological vulnerability is also a very broad-based force that “includes all internal perceptual, cognitive, emotional, and personality factors that affect development” (Kail & Cavanaugh, 2010, p. 6). What is implied in the previous description of psychological vulnerability is a strong endorsement for evaluating each person as a unique individual. An individual client’s psychological vulnerability could be heightened, for example, by a severe emotional reaction to a stressful life event. The counselor may view this client as being very fragile, as having a poor self-concept, and who tends to fall apart when faced with stressful conditions. In this case the client is likely to have difficulty functioning in a work role, especially one that is stressful. This client would more than likely experience problems in all life roles. Also observed in this case is the interconnection to biological and social vulnerability. Distorted beliefs and poor self-concept, chemical imbalances, and perceptions of isolation from peers are interacting forces that are very problematic. Clients who have tendencies to react emotionally may find their problem to be exacerbated by chemical imbalances and poor interpersonal skills. High serotonin levels, for instance, can influence the development of distorted beliefs that interfere with all life roles. Vulnerable psychological characteristics and traits can be reinforced by biological factors and social contexts. What is emphasized here is the often mentioned interaction between dimensions that influence behavior; one’s emotions and faulty cognitions are either reinforced or diminished in the interaction processes that drive behavior (Durand & Barlow, 2013; Kail & Cavanaugh, 2014; Sue et al., 2014).

Social/Cultural. In the social/cultural dimension counselors should recognize that much of what one learns is through social contexts that include cultural beliefs, values, and worldviews. Social contributions to the development of anxiety, for example, can include social pressure to succeed, a lack of social support, and prior experiences in social interactions. Poverty, social inequality, discrimination, and oppression can diminish one’s sense of control; one’s self-concept and self-esteem can be adversely affected. Social vulnerability also includes experiences of being rejected by authority figures and diminished feelings of well-being when one does not have social support. On the other hand, social support is a most important weapon in combating a number of psychological problems including depression. Recently more attention has been directed to the importance and relevance of one’s environmental experiences in the search for solutions to both career and personal concerns and their interrelationships. Self in situation is indeed an important factor in research of influences that drive behavior. Life-course events are one of the influential driving forces of human development (Kail & Cavanaugh, 2014).

The point was made very early in this discussion that behavior is the product of multiple influences that are very pervasive. The function and structure of the brain, the nervous system, and genetic endowments are but a part of biological influences involved in this very complex process that defies our desire for simplicity. Researchers continue to uncover more information concerning the complexity of biological functions, for example when studying the effects of genetic inheritance, Nobel Prize winner Eric Kandel (1983) concludes that environmental influences can diminish the effects of genetic tendencies. He observes that in the process of learning there is a change in the genetic structure of cells, suggesting that situational experiences may indeed modify the influence of genetic endowments (Durand & Barlow, 2013). More recently, researchers strongly suggest that there appears to be a social connectivity to the re-engineering of new cells, suggesting that social experiences can become a part of one’s biology (Rutter, 2010).

What is most important for counselors to learn here is that environmental influences can alter brain functions (Kolb, Gibb, & Robinson, 2003). This position calls attention to the impact of social/cultural influences on both biological and psychological factors. Counselors should also be aware that positive thinking and subsequent behavior can increase the effectiveness of the immune system (Durand & Barlow, 2013). These examples can serve to solidify the position that behavior is influenced by the interaction of multidimensional forces that are interconnected. Furthermore, Sue and colleagues (2014) suggest that one-dimensional perspectives of observing behavior are overly simplistic. Counselors are to recognize the important contribution of reciprocal influences in the development of mental disorders. I will continue to explore interrelationships by observing the potential development of such traits as irresponsibility, impulsiveness, deceitfulness, and disregard for the rights of others.

Development of Dysfunctional Personality Dimensions

I have selected some personality factors to illustrate their development by biological, psychological, and social/cultural influences as shown in Figure 4.2. The interactions of influences in this illustration suggest that the development of one’s personality typically begins in early childhood. The chronic nature of development is characteristic of most personality disorders. The significance of this observation suggests to counselors that early detection of the influences that could lead to the development of a psychological disorder is of the utmost importance. There is little evidence at this time of success in moderating behavior associated with personality problems that have developed over time. Typical behavior patterns of an individual who is considered severely antisocial, for example, suggest a lack of respect for the concerns of others and one who is likely to be involved in overt criminal acts. Extreme aggressiveness and little or no concern for the violation of the rights of others can be the driving forces that lead to vandalism, stealing, and chronic criminal behavior. Poor emotional control and a nonconformity attitude present serious problem for interpersonal relations in all life roles, especially in the work role. In the next section we examine a case of poor emotional control. I will introduce a model for career counselors that consists of four domains, one of which is the career domain. Keep in mind that we have discussed a multipath model for understanding the development of behavior. We now focus on how we can use that information in the career counseling process. The goal is to integrate personal and career concerns and their interrelationships.

Figure 4.2Development of Personality Dimensions

Source: From Abnormal Psychology: An Integrative Approach, 5e, by D. H. Barlow and V. M. Durand, 2009. Reprinted with permission of Wadsworth Cengage Learning, Belmont, CA.

Conceptualizing Concerns in Four Domains

What follows is a good example of interacting influences that have led to a serious disorder that has long-term consequences. All life roles are adversely affected by personality factors that could lead to psychological disorders; the interrelationships of career and personal concern are quite obvious. There are clients, however, who will present symptoms that are considered antisocial but do not meet the criteria for a full-blown psychological disorder. Such is the case of Irv, a 17-year-old Caucasian male, who informs the counselor that he “has difficulty keeping a job.” Further explanations by Irv revealed that he has the tendency to lose his temper and get into arguments with fellow workers. On two occasions he was fired because of his inability to control his emotions. During the interviews that followed the counselor learned that Irv grew up in a neighborhood that was known for its high crime rate. His father was a day laborer and as Irv put it, there was never enough money to sustain the family. He admits to stealing items from neighbors on several occasions, but he was never charged or arrested. He stated he becomes “stressed out” when thinking about future opportunities; Irv felt that he was doomed because of his background. Irv was able to express himself very well and it was noted that his achievement test scores were very close to average for his age group even though he dropped out of high school. The counselor concluded that Irv does not meet all the criteria necessary for a diagnosis of a personality disorder at this time but does have some symptoms that are most troubling. Irv’s concerns were conceptualized by using the representing strategies and four domains as described in Table 4.1.

Table 4.1

Representative Strategies and Client Concerns in Four Domains

Table 4.1 is modeled after Hackney and Cormier (2001) and contains counseling strategies and corresponding client concerns. This perspective provides a means of observing interrelationships of client concerns from four domains: Career, Affective, Cognitive-Behavioral, and Cultural. In the career domain, client concerns are very inclusive including the following examples: career decision making, inadequate basic skills, career identity, indecisiveness, poor problem-solving skills, work-related stress, job loss, school-to-work transitions, lack of occupational knowledge, poor self-concept, and self-knowledge. The affective domain encompasses problems—frequently emotionally driven—that affect mood, self-concept, self-awareness, and feelings of inferiority, impulsivity, and helplessness, among others. The cognitive-behavioral domain focuses on cognitions and cognitive schemas that influence behavioral reactions. The rationale is that faulty cognitions can lead to inappropriate behavior. In the cultural domain the client’s level of acculturation is assessed; worldview is weighed, especially the constructs of individualism versus collectivism. The cultural context of a client’s development is considered an important factor in the counseling process. The use of this model is illustrated by the conceptualization of Irv’s concern in four domains as follow.

Career: Irv has given little attention to finding an optimal career. His focus has primarily been on survival and he has resorted to criminal acts of stealing. His decision-making skills are practically nonexistent and his ability to accurately process career information is very questionable. His career development needs are many, including identification of his abilities, interests, and values through appropriate standardized assessment instruments. In addition, how to locate and process career information, learn career decision-making techniques, and find the means and motivation to complete high school are essential. Career development should be accompanied by addressing the interrelationships of a multitude of personal needs. The rationale here is that progress in the career domain will enhance progress designed to moderate personal problems and vice versa.

Affective: Irv needs help in learning to control his emotions. He is emotionally unstable, impulsive and resorts to criminal acts with little thought given to the consequences of his actions. Some of his emotional responses are driven by an attitude of nonconformity. His poor emotional control also adversely affects his ability to focus on future needs, including career information and decision making. His focus appears to be only on short-term interests in that planning for the future is at best a vague concept. The evidence of poor emotional control and accompanying underlying anxiety suggests that interventions should focus on the interrelationship of concerns. This recommendation is based on the premise that what happens in one life role affects other life roles; there is a spillover effect.

Cognitive-Behavioral: Irv’s view of the world has been colored by inconsistent parental discipline, a lack of social support, and other negative environmental experiences. He appears to believe that the way one gets ahead is to be very aggressive regardless of the effect one’s actions have on others. His aggressive behavior is driven by immediate rewards with little thought given to future consequences. Cognitive restructuring should focus on faulty cognitions involving negative self-talk and negative cognitions that reflect self-concept and self-efficacy deficits. To help Irv with interpersonal relationships, assertiveness training and behavioral rehearsal should focus on the differences between aggressiveness and assertiveness. Behavioral rehearsal should target interpersonal relationships, especially one’s lack of concern for others. Irv should participate in several selected roles which will be followed with discussions of real-life experiences and their consequences. A major emphasis will be placed on addressing cognitive schemas and their influence on behavior. Dysfunctional thinking will be assessed by the Career Thoughts Inventory (Sampson et al., 1996a) and My Vocational Situation (Holland et al., 1980) (see chapter 6). Homework assignments will focus on preparing for taking the test for a GED and learning and practicing relaxation techniques.

Cultural: Irv was born into a white working-class home. Although he was exposed to the individualistic view which champions individual accomplishment, an appropriate role model in the home was definitely missing. The environment in which he was raised did not provide a model of consistency; on the contrary, there were constant mixed messages which left Irv confused. In fact, his development appears to include negative perceptions of all life roles accompanied by socioeconomic status disadvantages. Irv’s situational conditions are a good example of how one’s expectations of the future can be quite limited as a result of contextual experiences. Irv is in need of exposure to more positive life roles and the benefits of a balanced lifestyle; self-awareness will be stressed in interventions designed to enhance self-knowledge.

The counselor was very aware that Irv needed immediate attention in order to moderate symptoms that, left unchecked, could develop into a psychological disorder. Although his symptoms were very troubling, there were indications that he was sincere in addressing them. Clients of this ilk, however, can be deceitful and are effective con artists. The road ahead could be perilous, but well worth the effort. The tightly woven connection between career and personal concerns suggests that interventions should address concerns simultaneously. Thus, interests, values, and aptitudes will be evaluated and addressed as well as career decisions techniques. In a working consensus counseling relationship, counselor and client agree on the purpose of all interventions in order for the client to be an active participant in setting goals and selecting the content of interventions. Irv has many needs and among them is the need to learn that structure and consistency can be achieved through his own efforts that are supported by others. Other interventions to restructure his thinking process are to be accomplished through the above planned use of cognitive-behavioral techniques. Hopefully, Irv will recognize that future perspectives can be positive and filled with opportunities. What is important to recognize here is that addressing interrelationships of concerns can enhance the meaning of counseling interventions. Another case example is used next to illustrate significant interrelationships of concerns.

The Career-Work Connection to Anxiety

Susie, a 28-year-old Hispanic female, stated, “I want to find a different job—something that’s easier for me to do.” She explained that her current job as an appliance salesperson was not what she liked, and she felt incompetent. Susie was appropriately dressed and expressed herself well. Susie has never been married and lives with her elderly parents. She has three older married sisters who are living nearby but has little personal contact with them. Susie was considered to be a good student in high school, but a loner. After she graduated from high school, she stayed home to help her parents. Eventually her parents convinced Susie to seek work and she reluctantly applied for a job at a local department store. She was put through a training program to prepare her for dealing directly with customers. Susie, however, seemed to worry about every aspect of her job. She explained that her worries were about making mistakes and if she could meet all the demands of the job. The counselor realized that many workers focus on meeting the demands of a job, but in Susie’s case the concerns seemed excessive. Susie’s expressions indicated a great deal of underling anxiety that will need to be addressed. There also appeared to be a spillover effect in that Susie not only worries about her work but also worries about other activities and life events. She constantly worries about relationships with her older sisters. As an example, she stated, “They don’t like me I’m not one of them.” In addition, the counselor learned that Susie has few friends, and when she rarely dated, she worried intensely about being an appropriate and adequate date. Susie’s world was filled with anxiety including what the future would hold in store for her. The counselor realized that some of Susie’s worries were shared by others her age, but the difference in Susie’s case was the intensity of the anxiety she experienced. The examples of constant worrying illustrate how anxiety can consume an individual and more importantly destroy one’s ability to function in all life roles. Susie’s concerns are conceptualized in the following four domains.

Conceptualizing Concerns in Four Domains

The counselor recognized that there was much more to learn about Susie, but at this point it was clear that personal concerns of anxiety need to be addressed first. Anxiety and tension can often result in confusion and increase one’s vulnerability to develop a psychological disorder. Susie’s negative self-talk and faulty cognitions can interfere with her ability to make appropriate decisions about future needs. Readiness for career counseling will be determined later. In the meantime, the counselor will investigate the focus of Susie’s anxiety in order to determine the purpose and goals of intervention strategies. There appeared to be a general sense of uncontrollability in response to stress that triggers inherited and/or conditioned tendencies to overreact to life events and circumstances. The focus of interventions will address faulty perceptions and negative cognitive schemas. Difficulties with interpersonal relations will need to be moderated and more social support from family members is to be encouraged. What was known about Susie’s concerns at this time was conceptualized as follows.

Career: Susie’s ability to make optimal career choice decisions at this time is very questionable. There seems to be sufficient evidence that she has given little thought to establishing a work identity. Self-knowledge, career information, and the ability to process information are among important goals for interventions. Career readiness will be evaluated by the following standard assessment instruments: Career Maturity Inventory—Revised (CMI-R) (Crites & Savickas, 1995) and My Vocational Situation (Holland et al., 1980) (see chapter 6). In the meantime, interventions will focus on interpersonal relations in the workplace.

Affective: The anxiety Susie is currently experiencing can result in severe emotional reactions and panic attacks. In addition, the overwhelming and constant worry she experiences leave little time for other considerations such as establishing a work role and becoming involved in social activities. Susie’s feelings of helplessness and poor self-esteem are important factors to be addressed in counseling interventions. In short, excessive emotionally driven behavior needs to be moderated.

Cognitive-Behavioral: Susie’s feelings of anxiety associated with fear of the future can make rational decision making difficult. She tends to overgeneralize negative thoughts in all life situations including the work role. Cognitive distortions associated with high levels of anxiety will be addressed through cognitive restructuring as well as negative self-talk. It appears that Susie’s poor self-concept is reinforced by cognitive distortions and poor self-esteem. In addition, demeaning self-talk will be addressed by interventions that are designed to generate self-enhancing thoughts.

Cultural: Susie is a second-generation Hispanic. She self identifies as a Mexican American and embraces many traditional values. Although she is family and community oriented, her relationships with her three older sisters is estranged. In collectivist-oriented Hispanic families, it is most important for each family member to embrace the welfare of the family group rather than one’s individual goals. Family support and approval are sought by all its members. The lack of social support from family members can contribute to the anxiety Susie is currently experiencing. Thus, another major goal for the counselor is to unite the family in offering support of Susie’s efforts to overcome anxiety.

Susie’s case is a good example that illustrates the connection of career and personal concerns. Counselors may find that career counseling is best delayed with some clients until some or most personal problems are moderated. This is a call that counselors must often make, but there are also situations when career and personal concerns can be effectively dealt with simultaneously. In the case of Susie, the decision to delay career counseling was determined by the severity and pervasive nature of an anxiety disorder. Interventions can include discussions of interactions in the workplace; successful experiences in the work environment can be very therapeutic. An example of an intervention in Susie’s case is described as follows:

Addressing an Anxiety Disorder with Systematic Desensitization

Systematic desensitization is a progressive muscle relaxation technique. One reduces anxiety through muscle relaxation while visualizing anxiety-provoking events; a relaxed state of mind inhibits severe reaction to stress. The client is encouraged to construct a hierarchy of events, arranged in order of least to most intense, that heighten anxiety reactions. Susie’s hierarchy included the following events involving a workday and her work environment:

1. Take a bus to work

2. Check in

3. Discuss day with work associates

4. Enter meeting room

5. Leader calls meeting to order

6. Discussion of current sale priorities

7. Report to work area

8. Meet with first customer

Clients begin by imagining that they are in the first situation twice without increasing muscle tension. They are to stop when they are unable to visualize a situation without becoming tense. Clients recycle through the hierarchy until they are able to move forward without tension. This exercise is usually followed with homework assignments such as practicing muscle relaxation.

Susie will also participate in practicing methods of enhancing self-thoughts and moderating self-talk that is demeaning. Drug therapy may be used in conjunction with other interventions. Social support provided by her family and other members of the community such as church groups should help Susie prepare for the future through effective career counseling. Establishing a work identity will require Susie to view the future in a much more positive manner. The counselor will attempt to remove all barriers to career choice by addressing both career and personal concerns. Early detection of anxiety and panic provides the counselor with opportunities to address those concerns in an effort to halt the development of a full-blown psychological disorder. Susie will be given the opportunity to select a career with an increased knowledge of her interests, abilities, and values, and more importantly, the ability to adequately process career information.

In both of the case examples, counselors are to select career counseling models that provide opportunities for systematic and consistent plans and actions. Integration of career and personal concerns suggests

· (1) that technical eclecticism involving valid techniques from different approaches to address personal concerns would be used with

· (2) career counseling techniques from career development theories that provide consistency of procedures.

In these two cases, cognitive-behavioral approaches were used to address personal concerns; similar techniques and supportive assessments instruments are used in social learning and cognitive career development theories discussed earlier. In the chapters that follow, more case examples will illustrate the integration of career and personal concerns.

Summary

1. The pervasive nature of work should be the subject of research by several academic disciplines to clarify its position in counseling programs.

2. Career development theorists address a wide range of client concerns including cognitive difficulties, emotional problems, and social restraints.

3. Historically, career and personal domains were viewed as separate entities.

4. The call to integrate career and personal counseling was heightened in the 1990s.

5. The biopsychosocial model suggests an interactive process that includes the interplay of biological, psychological, and social/cultural forces that influence behavior. Biological influences include inherited genetic vulnerability, immune system responses, central nervous system responses, and biochemical imbalances. Psychological influences include emotional, cognitive, and behavioral responses. Social/cultural influences include events and situational influences, lack of social support, oppression, discrimination, and poverty.

6. The chronic nature of development is typical of most personality disorders. Symptoms that present the lack of respect and concerns for others and overt criminal acts require effective cognitive-behavioral interventions.

7. The client Irv illustrates behavioral patterns that are similar to behaviors of someone who has been diagnosed as having severe personality problems. Interventions addressed faulty cognitions and career concerns simultaneously.

8. Career work connection to anxiety required the counselor to determine that readiness for career counseling would be evaluated later. In the meantime, interventions focused on negative self-talk and negative cognitions, poor self-esteem, and feelings of helplessness. Fear of the future associated with anxiety can make rational decision making difficult.

Supplementary Learning Questions and Two Case Studies

1. Describe how you would inform a client about how a personal problem of anxiety is interfering with career choice.

2. The career counseling profession has been criticized for devoting most attention to initial choice for young adults. Do you agree or disagree? Justify your conclusions.

3. What do you see as the major obstacles to managing a holistic counseling approach?

4. Defend or criticize the position that career and personal needs are to receive equal attention.

5. Do you think counselor training programs should include a broader perspective of counseling needs?

Case 4.1

The Case of Indecision

Jim, a 19-year-old Caucasian male, told the counselor that he is looking for “the kind of work in which I can do my job without any hassle.” When asked what kind of work he was referring to, he replied, “something I can do on my own.” These and similar statements made it very clear that Jim preferred working alone. The counselor learned that Jim’s previous job had been on an assembly line at a local cannery. He was required to coordinate his responsibilities with a small group of fellow workers. It appeared that Jim was able to meet the demands of his work role but disliked required meetings. Everyone was encouraged to participate by making recommendations to solve problems that had been encountered in the workplace. Jim rarely said a word but when he was challenged by the group to at least express an opinion, he never returned to the work site—he received a notice in the mail that his job had been terminated.

Not only did his fellow workers have difficulty in getting Jim to respond, but so did the counselor. Jim is very shy and makes little eye contact, noted the counselor, and answers questions with a short, abrupt response or usually yes or no. She also noted that when he is pressed to respond he appears confused and very anxious.

Jim grew up in small town and moved to a large city in which he now lives when he finished high school. His father is a plumber and he has one older brother whom he rarely sees. He lives alone and claims he has few friends. He has not dated since moving to the city. His hobbies are listening to musical records and going to an occasional movie or sporting event. He reported average grades in high school. He was unable to identify a preferred occupation but once again made it clear he preferred to work alone.

Questions and Exercises for Discussion

1. How would you conceptualize Jim’s career concerns?

2. What are your conclusions concerning Jim’s reactions to group meetings?

3. What is the significance of Jim’s desire to work alone?

4. How would you describe Jim’s major problems in the cultural/social domain?

5. Conceptualize interrelationships of career and personal concerns in the case of Jim.

Case 4.2

The Case of the Confused Decision Maker

Kris, a 19-year-old high school graduate, asked for help in choosing a college major. She reported to the counselor’s office with one of her older brothers. Kris was neatly dressed and well groomed. Her speech was fluent, and she tended to speak very softly. When questioned about work experience, she informed the counselor she was “let go” from a retail sales job in a local clothing store. The counselor noticed that Kris seemed to be somewhat anxious when questioned directly and she constantly looked to her brother for approval.

In the top 10% of her class, Kris had a record of being a very capable student. She had good rapport with teachers as well as with her peer group. She strongly identified with several girls her age at the high school. Kris has five brothers, and her father was a meat inspector in a local plant. He worked hard to maintain the family. Her mother has never worked outside the home.

When the counselor asked Kris to come into his office, she seemed to be very uncomfortable and asked if her brother could attend the session with her. The counselor reassured her that they would have ample time to talk with her brother later. She reluctantly agreed to begin the interview.

From the description Kris gave of her home environment, the counselor assumed it was very traditional. Moreover, the chores assigned to the children typically were based on what the parents considered appropriate work for boys and for girls. There seemed to be strict stereotypical roles embedded in Kris’s perception of traditional work roles for women. She appeared to be very passive and gave the impression that she expected someone else to make decisions for her.

When discussing future objectives, Kris seemed quite confused when the counselor suggested she consider all careers, including nontraditional ones. At one time she had expressed an interest in architecture but considered it to be only for men and therefore decided against it as a possible choice.

Kris’s behavior pattern reflected little confidence in her abilities, and she deferred to others for decision making. She constantly referred to her brothers as giving her good advice and reassuring her of what was best for her.

Questions and Exercises for Discussion

1. How would you characterize Kris’s emotional state?

2. How would you address Kris’s dependence on others?

3. How would you explain to Kris that her personal and career concerns are interrelated?

4. What does self-efficacy have to do with Kris’s current status?

5. Which, if any, assessment instruments would be most helpful?

Career Counseling LMHC

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Discussion 1: Policy Analysis and Application

According to the NASW Code of Ethics section 6.04 (NASW, 2008), social workers are ethically bound to work for policies that support the healthy development of individuals,  guarantee equal access to services, and promote social and economic justice.

For this Discussion, review this week’s resources, including Working with Survivors of Sexual Abuse and Trauma: The Case of Rita. Consider what change you might make to the policies that affect the client in your case. Finally, think about how you might evaluate the success of the policy changes.

·      Post  an explanation of one change you might make to the policies that affect the client in the case. Be sure to reference the case you selected in your post.
 

·      Finally, explain how you might evaluate the success of the policy changes.

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

References:

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore: MD: Laureate International Universities Publishing. [Vital Source e-reader].

“Working With Survivors of Sexual Abuse and Trauma: The Case of Rita” (pp. 81–83)

Rome, S., Harris, S., & Hoechstetter, S. (2010). Social work and civic engagement: The political participation of professional social workers. Journal of Sociology & Social Welfare, 37(3), 107–129.

Working With Survivors of Sexual Abuse and Trauma: The Case of Rita

Rita is a 22-year-old, heterosexual, Latina female working in the hospitality industry at a resort. She is the youngest of five children and lives at home with her parents. Rita has dated in the past but never developed a serious relationship. She is close to her immediate and extended family as well as to her female friends in the Latino community. Although her parents and three of her siblings were born in the Dominican Republic, Rita was born in the United States.

A year ago, Rita was sexually assaulted by an acquaintance of a male coworker. Rita and a female coworker met Juan and Bob after work at a local bar for a light meal and a few drinks. Because Rita had to get up early to work her shift the next day, Bob offered to drive her home. Instead of taking Rita directly home, however, he drove to a desolate spot nearby and assaulted her. Afterward, Bob threatened to harm her family if she did not remain silent and proceeded to drive her home. Although Rita did not tell her family what happened, she did call our agency hotline the next day to discuss her options. Because Rita’s assault occurred within the 5-day window for forensic evidence collection of this kind, Rita consented to activation of the county’s sexual assault response team (SART). Although she agreed to have an advocate and the sexual assault nurse examiner (SANE) meet her at the hospital, Rita tearfully stated that she did not want to file a police report at that time because she did not want to upset her family. The nurse examiner interviewed Rita, collected evidence, recorded any injuries, administered antibiotics for possible sexually transmitted infections, and gave Rita emergency contraception in case of pregnancy. The advocate stayed with Rita during the procedure, supporting her and validating her experience, and gave her a referral for individual crisis counseling at our agency.

My treatment goals for Rita included alleviation of rape trauma syndrome symptoms that included shame and self-blame, validation of self-worth and empowerment, and processing how it would feel to disclose to others when the time felt right. In addition, Rita would receive important information regarding state policy and procedure for victims of sexual assault that would assist her in deciding when and how to report the crime if she chose to do so.

My treatment involved crisis intervention and stabilization along with emotional support and validation surrounding her experience. Managing her trauma and acute stress symptoms were key to her recovery. Those symptoms included guilt, shame, emotional shock, powerlessness, anxiety, fear, anger, and doubting her judgment. We processed Rita’s emotional dysregulation and sense of outrage over what happened. Over the weeks that followed, we also explored Rita’s relationship to her immediate and extended family and how they had high expectations for her and her future. Rita’s shame over the assault prevented her from telling her family for fear they would also be shamed and judge her for accepting a ride from someone she did not know well. We discussed the policy for reporting a sexual assault to the police in our state and how Rita only had a 90-day window to report the crime after her forensic evidence was obtained. After 90 days, the forensic kit would be destroyed.

The problem with the current 90-day hold policy in our state for victims like Rita is that a person in crisis experiences strong and conflicting emotions and is faced with an acute sense of disequilibrium and disorientation. This, in turn, affects her or his ability to retain information and make decisions. The person, therefore, has barely enough time to make sense of what happened to her or him, let alone decide what to do about it. The 90-day hold policy may not afford a traumatized victim of sexual assault enough time to make a decision to report to law enforcement.

I utilized a strengths-based model in my treatment with Rita to help her address the decision to report the crime. A strengths-based framework is client-led with a focus on future outcomes and strengths that the client brings to a problem or crisis. It is an effective helping strategy that builds on a person’s resiliency and ego strength. An integrative strengths-based intervention can contribute to the development of a positive outcome for clients in crisis.

I counseled Rita for 6 months. After 5 months, Rita felt strong enough to disclose to her family and file a report with the police. However, because the 90-day window had closed by the time she was stabilized and emotionally ready to file, her forensic evidence was unavailable.

Discussion 2: Evaluating Policy Implications

When developing, implementing, or revising organizational policies, it is important that all potential consequences be considered. Social workers must be particularly sensitive to any negative consequences or unintentional harm the policies might cause for any individual or group.

For this Discussion, review this week’s resources, including the Johnson Family video. Consider the campus’ policies on how sexual assault accusations are addressed. How might the current procedures and policies negatively affect survivors of sexual assault? What changes might you suggest to the campus policies to better protect survivors? Finally, describe how you might evaluate the success of these policy changes.

·      Post an identification of how the current campus policies on sexual assault might negatively affect survivors and an explanation of the changes you might make to these policies that would protect sexual assault survivors.
 
·      Be sure to reference the Talia Johnson case in your post.
 

·      Finally, explain how you might evaluate the success of these policy changes.

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

References

Laureate Education (Producer). (2013). Sessions: Johnson family (Episode 4 of 42) [Video file]. Retrieved from https://class.waldenu.edu

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.

Johnson Family Episode 4

Program Transcript

[MUSIC PLAYING]

MALE SPEAKER: There are two things I want you to think about as we go forward, process and possible outcomes.

As I explained on the phone to each of you, the university’s policy in cases like this is for me to give each of you the opportunity to tell your side of the story. This is a university procedure. It does not involve the police. Once I’ve heard both

sides it will be up to me to decide what action to take. Do you understand?

BOTH: Yes.

MALE SPEAKER: Now, possible outcomes. Talia’s claims could be dismissed. However, if her claims are accepted as true Eric could be suspended for a semester, or an entire year, or he could be expelled. This all depends on how the university rules. Am I clear? Are there any questions before we get started?

ERIC: What if you decide she’s lying? What happens to her then?

MALE SPEAKER: I’ve already described the potential outcomes. That’s it.

TALIA: You’re the one who’s lying. You told people we had sex when you raped me.

ERIC: Slut.

BOTH: Liar! Rapist!

MALE SPEAKER: End of conversation. I’ll schedule a meeting next week. Use that time to prepare. Do I make myself clear?

Discussion 3: The Social Work Advocate in Politics

Social workers often have commitments to specific policies, laws, or funding of programs that are vital to the population they serve or an issue that they strongly support. Such commitments often lead social workers to become involved in political issues and the campaigns of specific candidates. Being a social worker, such campaign experiences, the outcomes of your efforts, and how effective you felt you were may affect your view of the political process and the likelihood of becoming involved in similar campaigns in the future.

For this Discussion, reflect on your experiences if you have ever participated in a political campaign. What was the outcome of your participation? If you have not participated in a campaign, choose a campaign topic you support or oppose and consider the ways you might like to participate in that campaign. Likewise, think about your experiences if you have ever lobbied on a topic. If you have not, choose a topic for which you might like to lobby in favor or against. Finally, consider how you think social workers might have a powerful and positive effect as elected officials.

·      Post an explanation of the role of lobbying and campaigning in social work practice.
 
·      Then, explain how you think social workers might have a powerful and positive effect as elected officials.
 
·      Finally, explain of the impact, if any, the experiences and opinions of your colleagues have had on your own experiences and opinions.
 

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

References

Rome, S., Harris, S., & Hoechstetter, S. (2010). Social work and civic engagement: The political participation of professional social workers. Journal of Sociology & Social Welfare, 37(3), 107–129.

Popple, P. R., & Leighninger, L. (2015). The policy-based profession: An introduction to social welfare policy analysis for social workers. (6th ed.). Upper Saddle River, NJ: Pearson Education

DISCUSSION 4: Systems Perspective and Social Change

Zastrow and Kirst-Ashman (2016) stated, “Clients are affected by and in constant dynamic interactions with other systems, including families, groups, organizations, and communities” (p. 35-36). As a social worker, when you address the needs of an individual client, you also take into account the systems with which the client interacts. Obtaining information about these systems helps you better assess your client’s situation. These systems may provide support to the client, or they may contribute to the client’s presenting problem.

For this Discussion, review “Working With People With Disabilities: The Case of Lester.”Consider the systems with which Lester Johnson, the client, interacts. Think about ways you might apply a systems perspective to his case. Also, consider the significance of the systems perspective for social work in general.

·      Post a Discussion in which you explain how multiple systems interact to impact individuals.
 
·      Explain how you, as a social worker, might apply a systems perspective to your work with Lester Johnson.
 

·      Finally, explain how you might apply a systems perspective to social work practice.

Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

References

Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.

Working With Clients With Disabilities: The Case of Lester

Lester is a 59-year-old, African American widower with two adult children. He lives in a medium-sized Midwestern city. Four months ago, he was a driver in a multiple vehicle crash while visiting his daughter in another city and was injured in the accident, although he was not at fault. Prior to the accident he was an electrician and lived on his own in a single-family home. He was an active member in his church and a worship leader. He has a supportive brother and sister-in-law who also live nearby. Both of his children have left the family home, and his son is married and lives in a nearby large metropolitan area.

When he was admitted to the hospital, Lester’s CT showed some intracerebral hemorrhaging, and the follow-up scans showed a decrease in bleeding but some midline shift. He seemed to have only limited cognition of his hospitalization. When his children came to visit, he smiled and verbalized in short words but could not communicate in sentences; he winced and moaned to indicate when he was in pain. He had problems with balance and could not stand independently nor walk without assistance. Past medical history includes type 2 diabetes; elevated blood pressure; a long history of smoking, with some emphysema; and a 30-day in-house treatment for binge alcoholism 6 years ago following his wife’s long illness with breast cancer and her subsequent death.

One month ago he was discharged from the hospital to a rehabilitation facility, and at his last medical review it was estimated he will need an additional 2 months’ minimum treatment and follow-up therapies in the facility.

As the social worker at the rehab center, I conducted a psychosocial assessment after his admission to rehabilitation.

At the time of the assessment, Lester was impulsive and was screened for self-harm, which was deemed low risk. He did not have insight into the extent of his injury or changes resulting from the accident but was frustrated and cried when he could not manipulate his hands. Lester’s children jointly hold power of attorney (POA), but had not expressed any interest to date in his status or care. His brother is his shared decision making (SDM) proxy, but his sister-in-law seemed to be the most actively involved in planning for his follow-up care. His son and daughter called but had not visited, but his sister-in-law had visited him almost daily; praying with him at the bedside; and managing his household financials, mail, and house security during this period. His brother kept asking when Lester would be back to “normal” and able to manage on his own and was eager to take him out of the rehabilitation center.

Lester seemed depressed, showed some flat affect, did not exhibit competency or show interest in decision making, and needed ongoing help from his POA and SDM. His medical prognosis for full recovery remains limited, with his Glasgow Coma Scale at less than 9, which means his injury is categorized as catastrophic.

Lester currently has limited mobility and is continent, but he is not yet able to self-feed and cannot self-care for cleanliness; he currently needs assistance washing, shaving, cleaning his teeth, and dressing. He continues with daily occupational therapy (OT) and physical therapy (PT) sessions.

He will also need legal assistance to apply for his professional association pension and benefits and possible long-term disability. He will also need help identifying services for OT and PT after discharge.

He will need assistance from family members as the determination is made whether he can return to his residence with support or seek housing in a long-term care facility. He will need long-term community care on discharge to help with basic chores of dressing and feeding and self-care if he is not in a residential care setting.

A family conference is indicated to review Lester’s current status and short-term goals and to make plans for discharge.

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RESPONSE 1:

Respond to at least 2 of your colleagues and elaborate on their recommendations for cultural adaptation with the group they identified. For example, you might discuss a merit or limitation of the cultural adaptation that your colleague proposed. Or you might suggest an alternative application of one of Marsigilia and Booth’s cultural adaptation.

Colleague 1: Aimee

A tentative meaning of the quote presented by Knight et. al (2014) and how this would specifically inform an intervention recommendation for social work practice with the homeless.

“I discovered that my environment had a lot to do with my mental state. So, when I had my own place, I was in control of the environment. You know, there was no drama, everything was nice and mellow, and so I was able to function. Everything was on an even keel; that was fine. It was when other people and situations were introduced into my environment that I couldn’t get away from, that would send me over the edge” (Knight, Lopez, Shumway, Cohen, & Riley, 2014, p. 559).

The above mentioned quote provides a tentative meaning of safety in one’s own environment. The individual quoted correlates their physical and mental stability with their environment and recognizes the importance of feeling and being safe. One can abstract from this statement that the housing units allow for mental and physically stability to be gained because of the safety the units provide for them. The single room occupancy hotels (SRO’s) are “trauma-sensitive” and provide a sense of security and safety for the individual (Knight et al., 2014, p. 558). The homeless population struggles with where they will sleep from day to day, staying warm and dry out of the weather, and feeling rested as they do not receive much sleep because they are always on high alert due to their unstable environment. The units provided for the homeless women allows a sense of safety and security within their environment.

The statement also represents a control. The individual who made the comment is sharing that she finally feels control over her life where when things that are out of her control can send her “over the edge” (Knight et al., 2014, p. 559). An intervention can be suggested through the use of this statement. The intervention that could be used is how to maintain self-control when outside factors are introduced which make the individual uncomfortable and teach coping skills that the individual could use to de-escalate their feelings.

Adapting coping skills which are culturally sensitive and relevant for African Americans and their application for cognitive adaptations.

“Culture is fluid and ever-changing, the process of cultural adaptation is complex and dynamic” (Marsiglia & Booth, 2014, p. 423).  Cultural adaptation on the behalf of the social work intervention is important in order to provide culturally diverse intervention to the populations we are serving. Not all cultures will respond the same way to coping mechanisms that are introduced. Understanding the diversity in culture will enable us to provide the most beneficial teaching of coping skills.

The Latino population has a history of drug use and abuse which indicates that family-based interventions are culturally relevant as this population is family oriented and utilizes their families as their support system (Marsiglia & Booth, 2014, p. 425). As cited by Marsiglia & Booth, “Culturally grounded social work challenges practitioners to see themselves as the other and to recognize that the responsibility of cultural adaptation resides not solely on the clients but involves everyone in the relationship” (Marsiglia & Kulis, 2009).  Cognitive adaptations need to be considered so we are aware of potential challenges such as language barriers or suggesting coping strategies which may not be relevant to the family (p. 426). This is a reciprocal relationship so we need to understand where the client is and where they want to go moving forward. In order to provide the best service, we need to meet them where they are.

References

Knight, K. R., Lopez, A. M., Shumway, M., Cohen, J., & Riley, E. D. (2014). Single room occupancy (SRO) hotels as mental health risk environments among impoverished women: The intersection of policy, drug use, trauma, and urban space. international Journal of Drug Policy, 25(3), 556-561. https://doi.org/10.1016/j.drugpo.2013.10.011

Marsiglia, F. F., & Booth, J. M. (2014, May 22). Cultural Adaptation of Interventions in Real Practice Settings. Research on Social Work Practice, 25(4), 423-432. https://doi.org/10.1177/1049731514535989

Colleague 2: Debra

Qualitative Findings

This quote is from the article by Knight, Lopez, Comfort, Shumway, Cohen, & Riley, 2014, pp. 559.

Oh, it’s (my room’s) beautiful, it’s comfortable and it’s quiet and it’s clean!  I mean

The manager there is up on it.  He’s got security cameras now.  It’s secure, I’m high up.

The only way you can get into my window is if you try to do it.  And if you try to do it

and you fall, you’re going to die.  It’s out of the way (out of the neighborhood), yeah.

And so the (public) bus takes me to school.  Takes me straight to school, straight home.

Boom, no chaos.  Walgreen’s right there.  Boom, psych meds, boom right there, boom.

Bus pas (the bank) is right on the corner, boom.  I’m just – McDonald’s everything,

Grocery store, laundromat, everything, is just right there in my commute.  I don’t have to

go a block to go to the laundromat.  I don’t have to go a block to go to grocery shopping.

So, everything is just perfect for me.

For this woman, she is feeling safe and secure in her environment, which will allow her to work on her mental health and well-being.  She is not afraid to do the daily tasks that need to be done and is even attending school.  By being able to feel comfortable in her sing room occupancy (SRO), she is being able to manage her life without fear of being abused/raped, or felt pressured to use drugs.  She is trying to maintain a constant life and take care of her mental illness without being in conditions that are not conducive to this type of lifestyle.

Intervention Recommendation

I believe that when working with the homeless, understanding and acknowledging how the environment can affect outcomes of future progress is extremely important.  Just finding someone a place to live will not always provide the opportunity for an otherwise homeless individual the opportunity to change other issues about his or her life.  Even though the person is living indoors and not on the streets, if there is chaos, danger, and the conditions of the property are not well maintained, the indoor environment may still prove to be just as bad if not worse than living on the street (Knight, et. al., 2014).  On the macro level, using the funding to provide safety and security along with well-maintained SRO’s is imperative to this population.

Culturally Sensitive

In the Hispanic culture, family is a very large part of the culture.  As part of the macro-level intervention with the SRO’s would be to incorporate a family gathering area that can be used by tenants in the SRO.  This would hopefully allow these individuals to spend time with family members and regain/rebuild relationships that may have been torn apart in the past.  Mental illness and drug abuse can become a family’s detriment and being able to have a place in the SRO to have and enjoy family together time may prove helpful in a Hispanic culture.  Women tend to break away from family when there is trauma, because of embarrassment, the need to self-medicate, fear of retaliation on the perpetrator, or just not being able to understand oneself the issues surrounding a mental illness or trauma causing the mental illness.  Bringing families back together in this type of environment will hopefully prove to give the woman a sense of comfort and security knowing the family is involved, once again.

Content Adaptation

Because content adaptation looks at the making adjustments to the original intervention (Marsiglia & Booth, 2015), being able to look at the SRO’s and how they can be changed to match a Hispanic culture of family importance would be a way to be culturally competent.  Understanding and identifying this type of cultural identity (Marsiglia & Booth, 2015) could play a huge role in the regaining of family interaction.  The content adaptation would then need to be tested and evaluated to make sure the adaptation for the culture is working (Marsiglia & Booth, 2015).  Working within the community at the macro level would be a good place to start this type of change in order to have funding as well as understanding of the importance of being culturally competent.

References

Knight, K. R., Lopez, A. M., Comfort, M., Sumway, M., Cohen, J., & Riley, E. D. (2014).

Single room occupancy (SRO) hotels as mental health risk environments among

impoverished women: The intersection of policy, drug use, trauma, and urban space.

International Journal of Drug Policy, 25(3), 556-561.

Retrieved from the Walden Library databases.

Marsiglia, F. F. & Booth, J. M. (2015).  Cultural adaptations of interventions in real practice

Settings.  Research on Social Work Practice, 25(4), 423-432.

RESPONSE 2:

Respond to at least two colleagues by critiquing their short-term strategies for addressing the SPG case study.

Colleague 1: Sandra

Post an analysis of the change that took place in the SPG. 

The changes that took place at the Southeast Planning Group (SPG), was that the executive director who worked for the company for five years abruptly resigned amid rumors that she was forced out. It appears as if she was great in bringing people together, however, there were a lack of confidence in her ability to grow the organization. Nearly, a month after she resigned another director was brought in and her first priorities were to reconfigure the structure of the organization in order to increase efficiency. Resulting in the elimination of two positions.

Furthermore, suggest one strategy that might improve the organizational climate and return the organization to optimal functioning. Provide support for your suggested strategy, explaining why it would be effective.

According to Lauffer, 2011, pg.323, “we really are looking for someone who knows the community and has proven the ability to build structural relationships between CCFCS and other organizations,” however, the people who were let go from SPG had strong ties with the community. Resulting in loss of trust in the organization.

One strategy that might improve the organizational climate and return the organization to optional functioning was to maintain those two positions since they have been with the organization from the beginning. These two employees seemed as if they were very productive and they helped to create a positive work environment both internally and externally. This created a lot of suspicions and the community lost trust in the organization.

Social agency management requires the performance of both internal and external coordination responsibilities. Agencies use numerous structural patterns to manage internal relationships and processes and maintain external relations to important people and organizations the organization’s real and potential stakeholders (Lauffer, 2011).

Lauffer, A. (2011). Understanding your social agency (3rd ed.). Washington, DC: Sage.

Chapter 10, “Agency Structure and Change” (pp. 324–352)

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies:     Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].

“Social Work Supervision, Leadership, and Administration: The Southeast Planning Group” (pp. 85–86)

Colleague 2: Angela

Partnership between Southeast Planning Group (SPG) and stakeholders

In my opinion, the initial partnership between the stakeholders and SPG seemed to be a good relationship and on track with the main concept of combating homelessness and providing resources to the homeless population. The founder established a team who worked well within the community on issues addressing homelessness. Additionally, the founder was well known in the community for their passion to provided resources in an effort to end homelessness. For reason not explained, the Director/Founder resigned in addition to two of the top community organizers being forced out 5 years into the established program.

The Change

As explained by Plumber et al, when the community and SPG’s partners learned about the changes in leadership, there was suspicion about the new leadership and the direction they wanted to take the organization (Plummer, et al, 2014). A strategy that may improve the organizational climate and return the organization to optimal functioning is providing a vision. Northouse explains an effective leader creates a compelling vision that guide people’s behavior additionally, charismatic leaders create change by linking their vision and its values to the self-concept of followers. (Northouse, 2018, pg. 141). I believe this strategy would be effective because of the uncertainty of the stakeholders, employees and community members. Everyone is nervous about the direction of the company, in order to calm the fears providing a vison seems to be the best avenue. The vision can provide a road map of what the new ownership is envisioning. A lack of vision can affect future funding and established relationships with current partners causing stakeholders and the community to become nervous and have questions about the way forward for the company and the mission they initially signed up to be a part of. This may also bring fears and concerns to the many homeless people they vowed to helped.

References:

Northouse, P. G. (2018). Introduction to leadership: Concepts and practice (4th ed.). Washington, DC: Sage.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader]. “Social Work Supervision, Leadership, and Administration: The Southeast Planning Group” (pp. 85–86)

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Topic: Colonialism and Neutral Parties

Question/Prompt: Choose one of the five prompts below on which to discuss.

1. The Colonialist model is intent on proclaiming the superiority of theology over psychology (nearly to the exclusion of psychology, in some cases). What aspects of the relationship of theology and psychology can you affirm in this model, and what do you think is in need of critique?
2. The Colonialist model ostensibly recognizes the value of psychology, but it does not typically result in deep engagement with the findings or methods of psychology. How might this be applied to a topic such as eating disorders or depression? What would be some of the advantages and disadvantages of this approach?
3. Entwistle distinguishes between scriptural authority and theological interpretation. Do you agree? Why might this distinction be important? Support your view with an example.
4. Why do people who adopt a Neutral Parties model think that we should keep theology out of psychology, and why do their critics contend that it is dangerous to keep theology out of psychology? Which is the stronger position? Use an example to support your view.
5. The Neutral Parties model is intent on proclaiming the independence of psychology from any ideology, including Christian theology. What about the relationship of theology and psychology can you affirm in this model, and what do you think is in need of critique?

At least 500 words in response to the provided prompt. You must support your assertions with at least 3 citations in current APA format. You may use the course textbook Chp 10 Entwistle and Chp 2, 4, 6 Johnson and scholarly articles only and the Bible as sources.

Entwistle, D. (2015). Integrative approaches to psychology and Christianity: An introduction to worldview issues, philosophical foundations, and models of integration (3rd ed.). Eugene, OR: Wipf and Stock Publishers. ISBN: 9781498223485.

Johnson, E. (2010). Psychology and Christianity: Five views (2nd ed.). Downers Grove, IL: InterVarsity Press. ISBN: 9780830828487

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Questions 1 to 25: Select the best answer to each question. Note that a question and its answers may be split across a page
break, so be sure that you have seen the entire question and all the answers before choosing an answer.

1. According to your text, whether you’re persuaded by a message will primarily depend on which factor?
A. Your characteristics, including your personality and intelligence
B. The nature of the message as it relates to your temperament
C. Whether you receive the message while at work or at home
D. Your perception or understanding of the recipient of the message

2. Jason and Julia are preparing for a quiz in Psychology 101. Jason recites four reasons for seeking out a
social support network. Julia, who has top grades in the class, gives her nod of approval to all but one of
Jason’s list. Which one is she most likely to reject?
A. Being in a social support network helps a person learn how to win arguments.
B. Being a member of a social support network can help reduce a person’s stress levels.
C. Group members can help a participant with practical things like finding a new job.
D. Support group membership can help a participant feel valued by others.

3. According to Sternberg, intimacy plus decision/commitment identifies
A. fatuous love.
B. liking.
C. true friendship.
D. companionate love.

4. In the context of social cognition, what is the primary importance of schemas?
A. They provide accurate and truthful information about social situations and other people.
B. They help us organize, store, and recall information about other people.
C. They allow us to correctly identify the central traits of other people.
D. They help us differentiate good people from bad people.

5. In hearing a persuasive message, some people will evaluate it in terms of factors that have nothing to do
with the content of the message. When this happens, psychologists speak of _______ route processing.
A. central
B. inductive
C. peripheral
D. incidental

6. With respect to the theory of cognitive dissonance, people can hold contradictory ideas in their minds. If
you become aware of the dissonance between two ideas, you could pursue which of the following
strategies to reduce the dissonance?
A. You can tell yourself that the contradictory ideas are contradictory.
B. You can modify your views of the two contradictory ideas.
C. You can repress one of the cognitions into your unconscious mind and go about your day.
D. You can change the way you perceive the ideas by decreasing the importance of one of them.

7. Sternberg’s model of the kinds of love identifies which of the following basic components?
A. Sexuality
B. Spirituality
C. Consummate attraction
D. Commitment/decision

8. The first stage in the GAS model of stress is
A. analyzing a stressor.
B. resistance.
C. adaptation.
D. alarm and mobilization.

9. Aggressiveness builds up in people because of human nature. It can be safely expressed before it reaches
a “boiling point” through the catharsis offered by aggressive sports and games. These kinds of ideas are
associated with
A. social learning theories.
B. instinct approaches to aggression.
C. frustration-aggression theory.
D. observational learning theories.

10. On first meeting Ian Campbell from Edinburgh, Clark Mason, a native of Seattle, immediately decides
that he and Ian have similar attitudes, feelings, and worldviews. Psychologists say this sort of thing
illustrates the
A. “birds of a feather” error.
B. fundamental attribution error.
C. self-serving bias.
D. assumed-similarity bias.

11. Mandy has decided that she has no control over the aversive stimuli she encounters at work and at
home day by day. Thus, she has given up trying to make her life better. Psychologists would say Mandy’s
worldview illustrates
A. learned avoidant coping.
B. problem-focused coping.
C. emotion-focused coping.
D. learned helplessness.

12. The foot-in-the-door technique and the that’s-not-all technique are persuasive tactics for gaining
A. reciprocity.
B. obedience.
C. conformity.
D. compliance.

13. The concept of aggression cues is associated with
A. social learning theories.
B. observational learning theories.
C. the work of animal behaviorist Konrad Lorenz.
D. frustration-aggression theory.

14. Which of the following statements best illustrates the concept of the halo effect?
A. On first meeting Sally, Harry recognized that he and Sally were like two peas in a pod.
B. Observing that Lois is argumentative and abrasive, Leopold assumes she is a skilled liar.
C. Grenville maintains that Hannibal’s faults lie not with the stars but within his character.
D. After Clark missed the foul shot, Coach Smart told him to try practicing for a change.

15. Particular factors encourage people to be drawn into liking one another. In this context, the reciprocity
of liking effect is primarily associated with
A. physical attractiveness.
B. similarity.
C. propinquity.
D. exposure.

16. Four steps are involved in a person’s decision to offer assistance in an emergency situation. The third
step is
A. assuming responsibility for rendering assistance.
B. interpreting the event as requiring someone to offer assistance.
C. appraisal of one’s skills and experience in dealing with emergencies.
D. deciding how to help.

17. With respect to the fundamental attribution error, it turns out that in other cultures, like those of Asia,
there’s a/an _______ orientation to others that emphasizes interdependence.
A. individualistic
B. intrapersonal
C. collectivist
D. philosophical

18. Which statement best expresses the concept of the self-serving bias?
A. We tend to think other people are similar to us, even when we first meet them.
B. We attribute our successes to our skills and abilities and our failures to external factors.

C. We assume that situational causes are brought about by the environment.
D. We nearly always assume that other people’s failures are due to their personal characteristics.

19. The more people there are at the scene of an accident, the less likely it is that individuals will step up to
lend a hand. This phenomenon is referred to as
A. diffusion of interest.
B. antisocial behavior.
C. crowd apathy.
D. diffusion of responsibility.

20. In respect to the foundations of prejudice, social identity theory is associated with the concept of
A. self-fulfilling prophecy.
B. modern racism.
C. stereotypical discrimination.
D. ethnocentrism.

21. As discussed in your textbook, the Implicit Association Test (IAT)
A. requires subjects to react to a series of black and white faces.
B. requires people to openly express and reveal their latent prejudices.
C. has revealed that most people aren’t prejudiced.
D. is based on a culture-free questionnaire.

22. Which of the following statements regarding stereotypes and prejudice is true?
A. Discrimination is to action as prejudice is to attitudes.
B. A self-fulfilling prophecy always precedes prejudice.
C. Where there are stereotypes we always find prejudice.
D. Stereotypes may be positive or negative.

23. In the context of stress, the flip side of an uplift is
A. any cataclysmic event.
B. a hassle.
C. a personal stressor.
D. background chaos.

24. Two psychology students are in a heated discussion about the nature of prejudice. Mavis insists that
that when people get their identity from membership in a political action group, they will generally express
ethnocentrism. Martin argues that with or without ethnocentrism, social identity based in group membership
is inevitably associated with the demonization of minority groups. Who is correct?
A. Both Mavis and Martin are correct.
B. Martin is correct.
C. Neither Mavis nor Martin is correct.
D. Mavis is correct.

25. Which of the following statements regarding the nature of stress is true?
A. Psychophysiological disorders are primarily mental disorders.
B. Cataclysmic events such as earthquakes are, inevitably, the most devastating stressors for most people.
C. Continued exposure to stress is associated with the secretion of stress-related hormones.
D. Accumulating hassles may well lead to a sudden onset of PTSD

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