1. The Counselor as a Person and as a Professional Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning

2.  Winter Break runs December 21-January 2 with classes resuming on January 3. This break interrupts Unit 3 for the B-track, so we have made the following adjustments to the unit schedules:  Unit 3 will begin on Wednesday, 12/21, and will end on Friday, 1/6. I will have Unit 3 grades completed by Tuesday, 1/10. Unit 4 will begin on Wednesday, 1/4, as usual, and all dates associated with this unit will remain the same.

3.  Research the chances of being diagnosed with Alzheimer’s as an elderly adult. Explain the numerical data from at least three different studies that support your findings as outlined below.

4.  In paragraph format, discuss and describe the legal challenges, diagnostic criteria, ethical/legal implications, therapeutic recommendations, and mandatory reporting challenges for elder adult clients.

5.  Investigate the legal challenges of working with elder adult clients. Describe and discuss the reporting laws in your state. How might you expect to address such legal issues and requirements in your work with elder adult populations?  How might you assess and evaluate Catherine's needs at this time? Incorporate any diagnostic guidelines from a professional organization that may help you to diagnosis Catherine and determine your legal obligations on her behalf.

6.  What are the ethical and legal implications of this case study? What are your concerns?  As Catherine's counselor, how might you direct therapy from this point forward?  What, if any, mandatory reporting challenges do you see?  Please be sure to actively introduce Catherine's case study in your paper. You should include specifics of Catherine's case in illustrating your understanding and research of our topic.

7.  This project should be approximately 750–1,200 words, double-spaced, and created in 12 point font.  Include at least two references in support of your observations and conclusions using proper APA citation and reference formatting.

8. What are your motivations for helping others within the field of human services? What do you foresee are the rewards for helping others? 8

9.  Counselors must be aware of the influence of their own personality and needs  Personal needs of counselors based on unresolved personal conflicts: a need to tell people what to do a desire to take away all pain from clients a need to have all the answers and to be perfect a need to be recognized and appreciated a tendency to assume too much responsibility for the changes of clients a fear of doing harm, however inadvertently Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning

10.  What are your thoughts? Should personal therapy be required in counselor trainee programs?  Why or why not? Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning

11.  Beneficial to both trainees and experienced practitioners  Reasons for participating: To explore your motivations for becoming a helper To explore how your needs influence your actions, how you use power in your life, and what your values are Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning

12.  The process whereby clients project onto their therapists past feelings or attitudes they had toward significant people in their lives  The “unreal” relationship in therapy Counselors need to be aware of their personal reactions to a client’s transference All reactions of clients to a therapist are not to be considered as transference Dealing appropriately with transference is an ethical issue Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning

13.  Any projections by therapists that distort the way they perceive and react to a client  Occurs when clinicians demonstrate inappropriate affect respond in highly defensive ways lose their objectivity because their own conflicts are triggered. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning

14. Being overprotective with a client Treating clients in benign ways Rejecting a client Needing constant reinforcement and approval Seeing yourself in your clients Developing sexual or romantic feelings for a client Giving advice compulsively Desiring a social relationship with clients Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning

15.  What can you do if you suspect countertransference in a therapeutic relationship with one of your clients? Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning

16.  Some sources of stress are: Feeling they are not helping their clients The tendency to accept full responsibility for clients’ progress Feeling a pressure to quickly solve the problems of clients Having extremely high personal goals and perfectionistic strivings Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 2 (7)

17.  Burnout A state of physical, emotional, intellectual, and spiritual depletion characterized by feelings of helplessness and hopelessness  What can you do to avoid burnout? Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 2 (8)

18.  Research has provided evidence that therapists’ values influence every phase of psychotherapy, including: theories of personality and therapeutic change assessment strategies goals of treatment the design and selection of interventions evaluation of therapy outcomes Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 3 (1)

19.  Some of the ways that we respond to our friends and family may actually be unethical responses to a client ….. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning

20.  Counselors need to know their attitude toward: the belief that sex should be reserved for marriage only sex as an expression of love and commitment casual sex group sex extramarital sex premarital sex and teenage sex homosexuality internet sex talk Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 3 (2)

21.  Spirituality refers to: general sensitivity to moral, ethical, humanitarian, and existential issues without reference to any particular religious doctrine.  Religion refers to: the way people express their devotion to a deity or an ultimate reality. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 3 (5)

22.  Religion and spirituality are oftentimes part of the client’s problem and can be part of the client’s solution.  Spirituality and religion are critical sources of strength for many clients.  Spirituality and religion should be incorporated in the assessment and treatment process.  Counselors need training in using a variety of intervention strategies in working with clients on their spiritual concerns. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning Issues and Ethics - Chapter 3 (6)

23.  So, what do you do when your values differ dramatically from a clients values? Always keep in mind your personal values and attitudes and how they are likely to influence your interventions. Consult with the ethics codes of various helping professions to identify standard that validate the responses you might provide in therapy with a client. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning

24. Comprehensively examine your own moral and ethical views on the situation you are handling. Always remember that as a human service professional you are expected to exercise reasonable care. Failure to do so, may result in legal action on the terms of negligence. Accordingly, your values and those of your clients, the codes of ethics, and the legal system are interrelated in your therapeutic relationships. Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning

25. Ethics is nothing else than reverence for life. Albert Schweitzer Corey, 8e, ©2011, Brooks/ Cole – Cengage Learning