Influence on Future Counseling Practice
Influence on Future Counseling PracticeRespond by Day 5 to at least two of your colleagues’ postings (note: the colleagues to whom you respond should have chosen the opposite VFE® than you) in one or more of the following ways:
· Provide an alternative perspective.
· Share an insight from having read your colleague’s posting.
· Expand on your colleague’s posting.
Please thoroughly read the Discussion Posting and Response Rubric attached to evaluate both the posts and responses. There are four components evaluated for each Discussion Post and Response.
1. Responsiveness to Discussion Question /9
2. Critical Thinking, Analysis, and Synthesis /9
3. Professionalism of Writing /5
4. Responsiveness to Peers /9
To get the highest grade possible, ask yourself if you have SURPASSED the following standards as you re-read your posts BEFORE submitting them:
1. Response to Peers: Do my peer responses indicate that I have read, thought about, and selectively responded to my colleague’s discussion posts in a complex way? Are my responses engaging, insightful, reflective of current events, or relevant to some experience I have had? Rather than just demonstrating agreement with the ideas presented by a colleague, or randomly quoting some resource in order to satisfy a formulaic inclusion of a citation and a reference, you are encouraged to provide an engaging response post which specifically builds upon the ideas of your colleague in an original and substantial manner, including relevant professional resources that go beyond what you are required to read for the course.
1. (A. Ola)
Culturally competent counselors have an awareness that clients will bring their unique cultural worldview to the therapeutic session (Arredondo et al., 1996; Hays, 2016; Pachankis & Goldfried, 2004; Powers & Kalodner, 2016). The counselor must have self-awareness, knowledge, and skills to be able to efficiently work with culturally diverse clients (Arredondo et al., 1996). He or she must be cognizant of culturally appropriate ways to adapt their theoretical orientation to meet the unique needs of clients, who may be struggling with issues of identity and cultural expectations, in the context of historical oppression and prejudice (Hays, 2016; Laureate Education, 2012h; Laureate Education, 2012i). The Virtual Field Experience (VFE) involved using Cognitive Behavioral Therapy (CBT) and Affirmative Therapy (AT) to counsel and analysis the counseling sessions between two counselors and their individual clients (Laureate Education, 2012h; Laureate Education, 2012i; Powers & Kalodner, 2016).
The Virtual Field Experience (VFE) videos and analysis throughout each session provided feedback “in real time.” The pauses to processing the sessions was a meaningful way to explore both the worldview and theoretical orientation of the counselors, Dr. Ford and Dr. Patterson and the nonverbal communication and cultural worldviews of the clients (Laureate Education, 2012h; Laureate Education, 2012i). As a visual learner, it was helpful for me to observe as Dr. Nabor asked questions of each therapist and gave feedback right away. The VFE videos also gave me the opportunity to asses my beliefs about the conceptualization of the presenting issues, versus the viewpoint of the professional counselor, through the lens of his or her therapeutic orientation.
Cognitive Behavioral Therapy was utilized to alter Luis’ family schema, disrupt irrational beliefs, and make him aware of the possibility for a more balanced cultural identity that incorporates both his ideal and his historical, cultural self (Gehart & Turtle, 2003; Laureate Education, 2012h; Powers & Kalodner, 2016). Although Dr. Ford has general knowledge of cultural norms of Hispanic American men, Luis is working hard to be the opposite of that norm (Laureate Education, 2012h). Through Dr. Ford’s questioning, I was able to find out what “neo-machista” meant to Luis (Laureate Education, 2012h, 20:43 minutes). Finding a balance between Luis’ family’s cultural beliefs of machismo and cultural pride, and his desired identity as an egalitarian, intercultural husband was a significant goal for Luis (Laureate Education, 2012h).
From the Affirming Therapy VFE video observations, I gained an understanding of the importance of observing the nonverbal communication of the client and inquiring what those meant for Tracy (Laureate Education, 2012i). In Dr. Patterson’s work with Tracy, I observed her planting possibilities based on the client’s goals (Laureate Education, 2012i, 41:00 mins). While her persistence was relatively uncomfortable for the client, she was affirming that Tracy’s questioning was okay throughout the session (Laureate Education, 2012i). The use of affirmation provided an atmosphere for Tracy to consider possibilities for a future outside of the prescribed norms of her familial expectations (Laureate Education, 2012i; Pachankis & Goldfried, 2004). Dr. Patterson’s use of words, aligned with her purpose of having them share a common vocabulary (Laureate Education, 2012i, 38:46 minutes), even when the nonverbal communication from Tracy showed her obvious discomfort (Laureate Education, 2012i). From the interaction between Dr. Nabors and Dr. Patterson, the major premise I came to understand is that cultural issues of identity can be complex (Pachankis & Goldfried, 2004). A culturally sensitive counselor must complete a holistic assessment of the client, their verbal and nonverbal communication and desired goals of treatment, to be sure not to push a client too fast or hold a client back from change, without considering the unique nature of their circumstances (Pachankis & Goldfried, 2004).
Influence on Future Counseling Practice
The VFE videos provided insights that will be useful for working with clients in my future practice (Laureate Education, 2012h; Laureate Education, 2012i). Creating a safe place for clients to explore thoughts, feelings, and behaviors is a critical component of therapy (Wubbolding, 2015; Laureate Education, 2012i, 41:10 minutes; Pachankis & Goldfried, 2004; Powers & Kalodner, 2016). Both VFE videos provided an environment where the exploration of concepts, beliefs and cultural expectations could in an alternate reality take place. In my practice, I will establish rapport by setting a therapeutic environment where the free sharing of concepts, ideas, and beliefs are not only acceptable but also explored without judgment (Hays, 2016; Pachankis & Goldfried, 2004). As I actively listen for themes of the client’s schema and explore what could be, using an integrated approach, a therapeutic bond of trust and openness can take place more readily (Hays, 1996; Hays, 2016; Pachankis & Goldfried, 2004; Powers & Kalodner, 2016).
Both Cognitive Behavioral Therapy and Affirming Therapy integrate well theoretically when counseling culturally diverse populations (Pachankis & Goldfried, 2004; Powers & Kalodner, 2016). Counselors must be flexible in the application of his or her theoretical orientation in counseling with clients (Hays, 2016; Pachankis & Goldfried, 2004). Self-awareness, knowledge, and skills with diverse populations will enlighten practitioners on the general practices, beliefs, and attitudes of diverse clients (Arredondo, 1996). However, it is also essential for the therapist to possess an awareness that each individual is unique, and their cultural worldview may reflect different values than their identifiable characteristics (Sue & Sue, 2016).
Arredondo, P., Toporek, M. S., Brown, S., Jones, J., Locke, D. C., Sanchez, J. and Stadler, H. (1996) Operationalization of the Multicultural Counseling Competencies. AMCD: Alexandria, VA.
Gehart, D. R., & Tuttle, A. R. (2003). Theory-based treatment planning for marriage and family therapists. Belmont, CA: Brooks/Cole.
Hays, P. A. (1995). Multicultural applications of cognitive-behavior therapy. Professional Psychology: Research and Practice, 26(3), 309–315. Retrieved from the Walden Library databases.
Hays, P. A. (2016). Addressing cultural complexities in practice: Assessment, diagnosis, and
therapy(3rd ed.). Washington, DC: American Psychological Association.
Laureate Education, Inc. (Executive Producer). (2012h). Virtual Field ExperienceTM: Adaptation of CBT. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2012i). Virtual Field ExperienceTM: Affirmative therapy. Baltimore, MD: Author.
Pachankis, J. E. & Goldfried, M. R. (2004). Clinical issues in working with lesbian, gay, and bisexual clients. Psychotherapy: Theory, Research, Practice, Training, 41(3), 227–246. Retrieved from the Walden Library databases.
Powers, Y. O., & Kalodner, C. R. (2016). Cognitive-behavioral theories. In D. Capuzzi & M. D. Stauffer (Eds.), Counseling and psychotherapy: Theories and interventions (6th ed., pp. 227-252). Alexandria, VA: American Counseling Association.
Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Hoboken, NJ: Wiley.
Wubbolding, R. E. (2016). Reality therapy/choice theory. In D. Capuzzi & M. D. Stauffer (Eds.), Counseling and psychotherapy: Theories and interventions (6th ed., pp. 311-338). Alexandria, VA: American Counseling Association.