Before During After Counseling - Practicum 554 Conceptualizations: A hypothesis about cause, precipitants and maintainin in!luences o! a person"s psycholoical, interpersonal and behavioral concerns# Conceptualization help oranize the comple$ities clients brin %ith them into counselin sessions# &e comprehensive in your conceptualization o! the client by usin the !ollo%in !rame%or': Before Counseling: (# )ndicate the source o! the client re!erral: Site Supervisor- Scool Counselor!! 2# &rie!ly clari!y !or your client your e$pectations and purpose o! counselin# Such an e$planation o! the nature o! the counselin relationship should be a valuable place to start your initial counselin session *+his assumes o! course, that there is no compellin reason to immediately address the e$ploration o! the client"s concerns,# Use the chec'-list belo% to as a !rame%or' o! %hat to initially cover in the !irst session# .eep in mind developmentally the need !or appropriately e$planations and responses: ASPECTS OF THE EXPLANATION COVERED A# /escribe the 0U10OS2 o! counselin 3 &# )ndicate 12S0ONS)&)4)+)2S o! the: (# Counselor 3 2# Client C# 2$plain necessity to !ocus counselin 3 /# Address limitations o! counselin: (# Con!identiality 3 2# 5ideo +apin 3 6# 5oluntariness 3 4# 4enth7+ime 3 5# 8ees *)! applicable, N7A 2# Chec' %ith the client about her7his e$pectation in reaction to your 3 e$planations# DESCRIPTIVE INFORMATION (# Social )dentity: " t #rader$ %epali$ &ale$ 'efugee 2# 8amily &ac'round: Bot parents are earing impaired$ as an older (roter )o acts as *+ nd
parent,- Broter )or.s and as.s student to elp im at times- 6# 9rade: " t #rade 4# &ehavioral )ssues *past,: Fre/uent disruption in class$ not focused on tas.s$ got into minor figts$ social needs 5# 4enth o! +ime in School: some 0 t grade$ " t grade 1ear 23 4 1ears5 :# Counselin in the 0ast; 6es <# )#2#0#; %o =# >edical history; fatigue$ eadaces$ 1giene needs$ autism spectrum 275 ?# >ental Status; %ot determined (@# Ahy is this student receivin7re!erred to counselin; Beavioral pro(lems$ lac.s social s.ills$ relates (etter )it adults$ lac.s (oundaries )it peers$ *stor1telling, leads to false stories 275$ creativit1 needs$ lac.s a sense of friendsip and support During Counseling: (# 0resentin problems and history *as presented by the client,# +hin' about this !rom the !rame%or' o! a bio- psycho-social perspective# COUN 554: Steven Ono 2 Ahat bioloical7physioloical issues are impactin the client; &ental ealt$ as seen doctors for possi(le autism$ mental disorder$ (ut no actual findings Ahat psycholoical issues are impactin the client; Cultural soc.$ adaptive reactions to ne) countr1 Ahat socioloical !actors are contributin to the client"s academic, career, and personal7social development; Social norms$ learning )at (eavior is deemed o. or not$ lo) social-economic status$ deemed an outcast (1 peers$ made fun of in class$ (ullied- 2# >ulticultural 8actors: Bo% are multicultural !actors in!luencin the client"s presentin concern and7or your relationship %ith the client; Student is igl1 affected (1 multicultural factors- 8as a strong sense9need for self-e:pression of o)n culture$ )anting to understand American culture and (e understood- 6# Cour hypotheses about the client *themes that emered in counselin,: Freedom 2;ife in te past5 vs Structure 2Scool9;ife5$ Friendsip9'elationsips$ Setting personal goals- ;ife in %epal9;onging leads to p1sical factors felt in scool 2fatigue$ (oredom$ etc5$ Coice <erap1 goals: Belonging$ freedom$ po)er$ fun 4# Counselin s'ills and theories employed: narrative$ art terap1 275$ multicultural$ realit1 terap1 5# Counselin 9oals: +ypes o! interventions recommended: Bi(lioterap1 2= read *>at >as = Scared ?f7, Seuss5$ (rainstorming )a1s to cannel stor1telling into ands-on applications$ finger painting$ cla1$ sand (o: 275 Obstacles to achievin oals: language (arriers$ social cues$ parents@ disa(ilit1 a disadvantage to student@s social and academic support at ome- 1e!errals *outside therapy, roup therapy, substance abuse treatment, medical evaluation, etc,: AC'S 2Asian Counseling 'eferral Services5$ social groups 2%epali5$ mentor7 Advocacy and Consultations *%ith teachers, community aency counselors, social %or'ers, etc#,: connect )it A;; teacer a(out )riting proBects$ continue to )or. )it counseling supervisor$ 8S A;; teacer: )riting proBect After Counseling: :# Areas you see !or ro%th: Cutting te *1ea@s,$ allo)ing time 2silence5 for responses$ not aving to respond ever1 time- Closed /uestions need (ecome open-ended /uestions- Cultural factors: Cuiet- lac. of entusiasm in empat17 <# Areas o! strenth: rapport is strong$ multicultural a)areness$ genuine presence )it student$ trust is evident (et)een student9counselor =# Ne$t Steps: Ahat needs to occur be!ore your ne$t session to prepare you to %or' %ith this client; Connect )it teacers a(out o) student relates to peers$ classroom o(servation of student$ implement intervention strategies 2art terap1$ etc5$ ave student come up )it one social9friendsip goal for te end of scool-1ear- ?# Ahat Duestions and7or concerns do you have !or supervision; a- Feed(ac. on entusiasm 2or lac. of5$ is it m1 o)n personal Budgment7 Cultural a)areness of m1 o)n (iases to)ards self-dou(tD (- ?ter )a1s to use narrative terap1$ )at are some oter t1pes7 COUN 554: Steven Ono 2