Books and websites

Over the years I've enjoyed the Writers and Readers ".. for Beginners" documentary comic books. They're sometimes hard to locate, since there have been publisher changes, reissues and other trans-Atlantic, not to mention sometimes language translation issues. These past few weeks I've dipped into Adler for Beginners and Gestalt for Beginners to supplement reading from my counseling textbook.

From my own bookshelves I've taken Charles Hampden- Turner's "Maps of the Mind: Charts and concepts of the mind and its labyrinths. I don't completely understand all the diagrams and summaries, but it's a good reference, even if needs updating.

Good review website: Prentice Hall Companion Website: Counseling and Psychotherapy: Theories and Inventions. This website supplements the textbook by Capuzzi and Gross -- lists of key concepts, key people and short online quizzes.
http://wps.prenhall.com/chet_capuzzi_counseling_3/

The Social Work Podcasts have good summaries of counseling theories
http://www.socialworkpodcast.com/socialworkpodcast.xml

Two books I'm reading from my list of books to read:
Once was lost by Sara Zarr
Composing a Further Life by Catherine Bateson

The more things change...

"The more things change, the more they remain the same." Albert Ellis' REBT seems very much like reframing. Cognitive therapy takes lot from client-centered therapy. The way that the class and Nystul's textbook is structured shows how different modes draw on what came before.

Three Approaches to Psychotherapy

I watched the Gloria ‘Three Approaches to Psychotherapy’, films for the first time and wonder how I would have reacted if I'd seen the films when I was studying psychology at Sydney University. The films demonstrate the different approaches of client-centered, gestalt and rational-emotive therapies as practiced by their 'originators -- Carl Rogers, Fritz Perls and Albert Ellis. I was certainly aware of these approaches. I wrote a paper on Prescott Lecky's theory of self-consistency and how it related to Carl Rogers' self theory,. Gestalt therapy was in vogue, though I thought it rather scary, and Albert Ellis' RET seemed a good way to justify any behavior; after all Ellis wrote Sex without guilt. The obvious question is "Was Gloria influenced by the therapy that went before?" Certainly, all three therapists stepped in and demonstrated their mode of therapy from the start. Different issues were brought up, but Gloria's divorce, dating issues and relationship with her daughter came through. I wonder about the order of the interviews. Would Gloria have continued if Perls or Ellis had been first?

Can you learn to be empathetic?

Can you learn to be empathetic or is empathy a quality that you either have or don't have? Empathy isn't a word that most people use every day; it was a new word for me, as I remember, when I trained for telephone counseling. My opinion is that empathy can be learned, but not taught. Indeed, trying to teach empathy can be counterproductive. Perhaps an environment can be set up where empathy is likely to be fostered (lots of group activities, discussion ), but nobody is going to become empathetic if it's something that is forced on them at the wrong time. Empathy is something that is realized by asking yourself "how is this person like me?" or "how is this person's situation similar to a situation I've experienced?" and not jumping to conclusions.
But this sounds a little like the Stanislavski acting method. Interesting thought: Are actors trained in the Stanislavski method more empathetic?

Thus far along the path

I'll turn my paper in on Monday. At the moment it's mostly finished and laid out according to APA 6. I'm at home and Dr. Djonz is now reading my paper --which may be a mistake. There's always going to be room for improvement."It's not a research paper " the voice within me says. Okay, let's call it a baseline for further improvement. This week during a slow time at the reference desk I spoke with Frank who's studying online with Walden University working on a PhD. It's his second year and he's just spent a week working on a paper on qualitative methods. He agreed that thinking about the project of a PhD is overwhelming, but manageable when taken as a series of small steps. He felt he was struggling at first, but he can see now how far he's progressed. Sometimes taking the big picture can be daunting, so take it step by step (puzzle piece by puzzle piece?

Does personality change? Me and the Myers -Briggs

A few months ago Essie my supervisor had everyone in the department take a short online Myers-Briggs inventory and report the results back to her. Like a number of others in the department, I turned out to be an ISFJ (Introvert Sensing Feeling Judging). Essie remarked that everyone in the department was an introvert (except Able who, like Essie is an extrovert). It surprised me that I shared the same type ISFJ with two of my colleagues whom I think of as different types from myself. I've taken the Myers-Briggs a number of times and I usually end up INFJ (substitute Sensing for Intuitive) , though sometimes I've been an INTJ (substitute Thinking for Feeling) -- even once an INFP! (Substitute Perceiving for Judging). So what made the change from INFJ to ISFJ? , or rather from intuitive to sensing? Does this reflect the shift in library priorities from intuitive reference work to sensing programming ?
Years ago when I first took the Myers Briggs it was explained to me that, in a relationship over time, you develop qualities that compensate for your partners' deficits -- or qualities that make it easier to work with the person. Maybe that's right. Essie says she's taken the test at home and she's come out a different type from work. Another explanation for my variance is that I may have fairly even scores, which, for one reason or another tip one way depending on time and circumstance.
Is personality fixed and determined in childhood, or does one change? I believe to the extent of introversion-extroversion one stays the same throughout life, but it can vary in degree. Environment and life situation affect the other axes over time.There are things that one can do to change some aspects of personality, like become more comfortable with groups of people or learn to be more analytical, which could help also.
I expect that next time I take the Myers--Briggs I'll again turn out INFJ -- but won't be surprised if I vary one way or the other around the F/T or T/J axes. I seriously doubt that I'll end up as an extrovert!

Ups and downs

I'm on a cycle that I need to break. When I'm at class on Monday, I feel that's where I should be and find the topics interesting, though basic (which is what an introductory class should be). This high continues for a few days. Towards the end of the week I feel that things are not working out -- especially with the research project, that I should be working at a higher level, that I won't make it -- of course I try to work harder, but inevitably harder is not smarter. To give myself credit, I've been able to accomplish things slowly, though not at the rate and level I expected. I now have a draft of a paper and in the next few days I'll be working on the introduction, discussion and abstract.
What's going on? I've asked myself this question again and again. Is there some childhood event that has kept me stuck at this stage? I don't feel this way about crochet -- but then crochet has never been the way I might earn my living or help people (other than providing nice gifts.)
Associated with this is a wish for recognition -- in times like this that I need to know that I have friends even if only "in the cloud" (online) -- and so I ask for prayer, and wonder if this shows that my faith is small..
Who or what am I serving by continuing this behavior? Let me be open to finding out. Trudi, one of my friends said that this might be a gift to myself.

Research proposal: Starting over?

What was I doing? Last week I spent almost 18 hours reading and summarizing research relating to my assignment, or so I thought. Now, after re-reading the sample paper, I realize that taking notes online, paraphrasing sections and stringing them together do not a research paper make. I have a deficit in this area -- well I knew it wasn't going to be easy, but somehow I thought I was (bouyed by prayer and good wishes) going to work through this dispassionately and get a sensible paper out. Now I realize that this paper won't get many marks, but I need to persevere nonetheless if I'm going to get any credit for this. Two weeks and I need to submit the paper in APA 6 format. Yes, it's a learning exercise but I'm a slow learner and I don't like admitting it.Panic again. Okay, step by step, but I'm behind in writing a research paper. Yes, this is to be expected after not taking classes for almost threescore years.

Meanwhile I'm fascinated by these assumptions of Adlerian Therapy (Sadhu & Aspy 1997) p. 80

1. Counseling involves teaching clients better ways to meet the challenge of life tasks.
2. Past experiences influence people, but do not mold them.
3. Clients have the capacity to influence and create events.
4. The critical issue for clients is what they make of their endowments.
5. Clients create a unique lifestyle that helps them explain their patterns of behavior.

There's enough in the above to get me sidetracked.

Today's work?

I spent most of today reading articles and making notes. Though I may have a high level of cognition (a word I use after hours of reading psychology and sociology articles) , I feel I have a low literacy level of putting my thoughts on paper (on computer screen?) and writing them down coherently. I feel I should have been at this stage two or three weeks ago, rather than now. This may be expected -- it's been many years since I was last at university. I'm learning there's a lot more to learn, that I have far to go, not that I didn't know that. But this is where I am now.

Reading Steele's book Whistling Vivaldi I was most impressed with his experiments on stereotype threat and anxiety at Stanford. Reframing a potential stressful interracial interaction as a learning situation lessened stereotype threat. Or, participants became less anxious when an exercise on race relations was presented as an opportunity for learning rather than as a examination. So see this assignment as a learning exercise. Whether or not I pass or decide to go on to further study I will have learned skills that I can apply to my volunteer counseling and library work as well as to living generally.

During a break from assignment preparation, I read the chapter in Nystul's book on Classical Theories. I've read works and articles about Freud and Jung, but wasn't familiar with Adler. ; from Nystul's description Adler's work has influenced a number of counseling theories -- STEP, strengths, positive psychology to name a few. I'm interested in reading more about his theories. Note to myself : After the paper is finished, look for an introductory book on Adlerian psychology.

Counseling as an art and science:notes on the class so far

Counseling as an art and a science is the textbook's theme; each chapter begins with a short discussion of how this applies to the chapter's subject and Dr. Beach reviews this at the beginning of each class. I haven't paid this subject much attention, but I now realize that it's important to think not either or, but both and.
Last night's chapter review led to a realization that Nystul is building his ideas consistently, introducing new ideas necessary for the understanding of the next chapter in the previous chapter. I've purposely tried not to skip ahead in the book, except for looking for references to topics that might be helpful for my research paper.
I'm still anxious about this project, though I'm taking things little by little -- last night I discussed my topic and thoughts so far with Dr. Beach and the class and felt that so far I was on the right track -- though I might be a bit behind and there's still a ways to go. The challenge now is to make good use of my time. I have a problem statement and a purpose statement, I've found references, I've drafted an intervention. My next steps are to craft a literature review from points in articles that look promising. I've crafted over 100 short book reviews for Library Journal, so I'll try approaching each section as a short review writing exercise . I remember how nervous and anxious I was during training for telephone counseling many years ago, and how worried I was in advance of leading book reviews the first few times. If I could manage the anxiety then, I should be able to get to a point eventually where writing papers won't be as stressful. There's always room for improvement. This is a learning exercise. Ahead are days of writing. Go to it!

On Listening

To listen is to continually give up all expectation and to give our attention, completely and freshly, to what is before us, not really knowing what we will hear or what that will mean.

~ Mark Nepo

Practice
If I am filled with expectation or dread, if I am "listening for" something, if I anticipate or presume to know what someone is going to say, I am not really listening.Today I empty myself sufficiently to be able to truly listen.

Forwarded from the Seasons for Nonviolence email http://www.seasonsfornonviolence.com/

Very apt, I couldn't have said this better.

What can hinder me from being an effective counselor?: Journal entry

I believe an effective counselor is a good listener. My experience, so far, has been with listening and brief counseling sessions. Here are some hindrances I've found:.

• Fear of saying or doing the wrong thing. Associated with this is the need to feel that I'm doing things right. Counseling is an art and a science. Guidelines and procedures are important tools, that every counseling situation is individual and unique.

• The need to be needed and accomplish something worthwhile in the counseling session. I call this the “big people helper desire”. This usually indicates that I'm focused on myself and my own needs and not the client's.

• Breaking into the conversation when I think I have some insight that needs to be shared. I may think I know what the client's problem is, but if that thought comes, I recognizet I'm not focusing on the client. If I think I have the solution to the issue and I'm the only one who can provide this, then I'm enmeshed and have forgotten I'm only one part in the process and solution.

• Wanting to get more information on the client's issue, to see all aspects. I've thought of this as having only a piece of the puzzle and wanting to get the whole picture. This desire can get in the way of listening fully to the client and being sensitive to his or her needs. It's okay to ask questions for qualification, but if I'm asking a lot of questions in a counseling session, I'm on the wrong track.

In the end, these concerns come down to “it's not about me” -- it's the client.

Personal Qualities of Effective Helper

Personal Qualities of Effective Helpers

Nystul' s Helping Formula:

Personality of helper + Helping skills = Growth facilitating conditions > Specific outcomes

Nystul's 14 characteristics and how I see myself (p.10-12)

1.Encouraging. Nystul sees this as perhaps the most important quality of an effective counselor. Necessary to help clients learn to believe in their potential for growth and development. I like to think I'm an encouraging person
2.Artistic – able to creatively adjust techniques to needs of clients. “Just as true artists give something of themselves to each thing they create, counselors must give of themselves to the counseling process.” Counseling as an art and a science is Nystul's approach. Giving of self is something I haven't considered, though I recognize that the counselor contributes to the counseling process. At first it seems to be a contradiction to “It's all about the client, not about the counselor.”
3.Emotionally stable – “An inconsistent counselor will not only waste valuable time but create confusion and insecurity withing the client.” Is anyone ever emotionally stable? With maturity comes stability, but I feel stability isn't ever fully achieved. There's a warning about emotionally insecure counselors attempting to meet their needs at the expense of their clients – an important caveat, but I also have to acknowledge a need as well as a desire to help others.
4.Empathetic and caring: “Effective counselors care about people and have the desire to help those in need. They are sensitive to the emotional states of others and can communicate an understanding of their struggles with life. Clients experience a sense of support and kindness...This can help the client have the courage to face life realistically and explore new directions and possibilities. “ I can't say this any better – I see this as the most important quality in counseling.
5.Self-aware: " aware of one's own limitations .. can also help counselors monitor their needs so they can gratify those needs in a way that does not interfere in the counseling process.. requires an ongoing effort." Again this comes with maturity, but is something that is never fully realized. Self awareness is related to:
6.Self-acceptance: comfortable with themselves. I enjoy being Lucille Boone, though it's taken awhile to acknowledge this.
7. Positive self-esteem: can help counselors cope with and maintain stability. I have learned the hard way to be gentle with myself.
8.Self-realization-- “a journey into personal growth and discovery-- model for clients that one must stretch to grow. Counselors welcome life experiences and learn from them.” It's taken me a long time to see myself in that statement.
9.Self-disclosure: “counselors are constructively open with their thoughts and feelings – model openness and encourage clients to be open. “ Something I need to learn to do effectively. I usually err on the side of less is better.
10.Courageous: counselors should try to model the courage to be imperfect. Admitting that we don't have the answers and that counseling is a two way process is a beginning
11.Patient: Very important to focus on direction, not immediate results, though this could be difficult with brief therapy.
12.Nonjudgmental: Must be careful not to impose beliefs – communicate respect for clients. Some judgment is inevitable, but “judge that ye be not judged”
13.Tolerance for ambiguity: important – goes with being nonjudgmental.
14.Spirituality: I see counseling as a spiritual process – something that I do not do by myself as much as facilitate and channel from a higher power.

Research project proposal: Problem and purpose statements

This evening Dr. Beach and I met to discuss the problem and purpose statements of my research project proposal. This research project is worth 50% of my grading for the class, and my mind has gone in circles. In a previous class, she encouraged us to choose something that we were passionate about, or caught our interest. I thought about the Human Library, a program that uses the library model for cross-cultural communication. Dr. Beach was encouraging -- keep it simple. In the last week I've found review articles on prejudice and stereotype reduction, made a RefWorks citation file and downloaded a number of articles on my Nook. I've been feeling overwhelmed. I'm used to writing short reports and book reviews. Her suggestions was to see this project as a series of short items.
She mentioned that the majority of students who do this course full time, do it in two years and that this reasearch proposal is expanded as a final research project. She confirmed that the focus of EDCO 215 is practical and hands-on.
So here are my statements: I expect they will be worked over and expanded.

Problem statement: There are few places where people can intentionally meet one on one to dialogue with a person of another ethnic group, nationality, belief, race or sexual orientation.

Purpose statement:The purpose of this study is to investigate the "Human Library" as a way for individuals to explore differences between and similarities among people of different cultures, nationalities, races, sexual orientations or beliefs.

Second class: Introduction to Counseling

At this evening's EDCO 215 class, Dr. Beach very briefly categorized 6 schools of psychology: Analytical, Behavioristic, Cognitive, Humanistic, Gestalt and Multicultural therapy (MCT). I had expected a more lengthly introduction, though we'll be going over some of these at a later date. I'm surprised that MCT was considered a school -- from my reading it seems an eclectic approach. I want to read more --on Thursday this week I briefly explored narrative psychology, learned the difference between social constructionism and social constructivism and found that empirically supported research is about the same as evidence-based research.
Tonight as exercises we listed characteristics of a counselor, discussed Nystul's counseling as an art and science, had our first role play (reflective listening) and an outline of historical trends in psychology that Dr. Beach felt was important. I was paired up with Daisy who already works as a counselor in Watsonville -- this experience wasn't new for both of us, but it was the first for some in the class. I shared with Daisy about my concerns going back to school after these many years, and she was a good supportive listener.
Some pearls from Dr. Beach:
On an average counseling does work 79% (should have asked her source). Remember, it's not about me, (focus on the client) Ask a question then repeat 1 hippopotamus, 2 hippopotamus, 3 hippopotamus (wait for the counselee to respond. )

What is an intervention? Answer ?

According to Nystul 5th ed. p390, the Amercian School Counseling Association in its revised statement (1990) identifies 5 basic interventions common to all school counselors. These are: individual counseling; small-group counseling (5-8) large group guidance (9+); consultation and program coordination.
The 2009 statement doesn't list these interventions, but refers to delivery of responsive services which include :
individual or group counseling
consultation with parents, teachers and other educators
referrals to other school support services or community resources
peer helping
psycho-education
intervention and advocacy at the systemic level

Research project: What will I do?

I've just read the two examples that Dr. Beach provided -- one topic anger management, the other nutrition and now I feel anxious. The report writing style is off puting . I've spent much time trying to write simply and researchese, while, not unfamiliar, just seems verbose. To put the project in simple terms: Describe a problem and then work out a way to test a solution. My mind goes in all directions. I can identify with the adult student years ago who came up to the library reference desk and insisted I choose a topic for her. What am I passionate about? I've spent energy trying to damp down passion and live in the moment. How can I relate this project to what I know? Bibliotherapy? Relaxation? Breathing? Listening? Stress reduction techniques? -- these could be methods of intervention (solution); now I'm thinking backwards. And what do I really know of classrooms, education programs, ? I've seen my life as exceptional, in the way that my experiences differ from the average and now I'm wondering what I can give. Methods of Assessment? Statistics -- ugh?

First class: Introduction to Counseling and Guidance

I feel hopeful. Quite a few other classmates are also Open University students. Dr. Beach also teaches the Thesis writing course for Counselor Education. She passed out the course outline (greensheet) and reviewed the projects and objectives. My impression is that this course is doable -- I'll need to put in a lot of work, but there will also be guidance --the class is listed as a seminar, not a lecture. .
The ice breaker this evening was based on the Smalley and Trent Personality Inventory. We were asked to describe ourselves according to characteristics of animal categories: Lion, Otter, Golden Labrador and Beaver. I put myself in the middle, but definitely crossing the Golden Lab/Beaver axis. I'm definitely not a Lion (leader) nor am I a Beaver. There were two columns of descriptive words for each of the four categories and I found that I seemed to choose traits in the right hand column of each category. Traits that I chose Adventurous, stong willed , independent, self-reliant, enjoys challenges (Lion traits), Likes variety, enjoys change, creative, new ideas, optimistic (Otter); Adaptable, Sympathetic, Thoughtful, Nurturing , Patient, Tolerant, Good listener (Golden Lab) and discerning, analytical, inquisitive (Beaver)

Research paper: What is an intervention?

The term intervention in the description of the Proposed Intervention Project made me anxious. I consulted two retired social workers. Both were familiar with a family intervention -- a meeting where family and friends are brought in to challenge an individual with a problem (e.g. alcohol or drug abuse) It's clear from reading the description that's not what is meant in the context of this research paper. I emailed the lecturer who sent me the same information from the syllabus.
Reading the description this evening before the class, I realized that the emphasis is on a focus of interest -- and this is a learning project, first of all.

Course Outline Concerns: EDCO 215

Looking over the course outline for EDCO 215, it seems like a class that I could learn a lot from, even if I don't take further classes. Introduction to Counseling; an Art and Science Perspective (Nystull 2010), Journal entries (which is what this blog is about) a genogram and a research paper. My classmates and I will be graded on class attendance and participation, a group presentation on a chapter from the textbook and a research paper or proposed intervention project.
The research paper counts for up to 50%.

Here's how the syllabus describes the project:


Proposed Intervention Project (Research Paper):
The primary purpose of this project will be for you to learn about research design, action research and program evaluation. You will create an intervention proposal using at least one theory of counseling. This type of project will be similar in structure to your final Thesis project, although it will be much less involved due to the obvious time limitations and scope of this class. Consider an area of interest within the field of counseling and/or education and develop the following: (put these sections in):

Abstract

A. Statement of the Problem: What is the problem, issue, or subject you wish to address?

B. Statement of Significance: Why is this issue important to address? What would be the
importance of your proposed intervention?

C. A Literature Review: This is a brief summary (3-6 pages) of the existing research on the subject you wish to address. In other words, summarize how previous research has attempted to address this problem. Be sure to use APA style in citing any/all research in your paper. (You may use sources from the Nystul text).

D. Research Design: What will be your research methodology – experimental design, qualitative or quantitative study. You will want to include demographic information regarding the population you’re interested in working with. You will need to describe the intervention in some detail and include information on how you would measure the effectiveness of your intervention (ex: pre-post testing).
E. Data Analysis: What kind of data you will need to collect for the purpose of your study. You will search online to gather information for program evaluation.

F. Intervention: Develop an intervention that will address the problem that you have identified (ex: a three day/three hour workshop for 8th graders on sexual harassment prevention/education).
You will need six to ten references on the topic. At least one should be from a research-based journal (ex: Journal of Counseling and Development). You are expected to use at least one Theory of counseling either in the Literature Review or to support your Intervention.
You will not have to formally present your Proposed Intervention Project to the class, although I may have you briefly discuss your topic in class (3-5 minutes).

G. Discussion Section: This is the conclusion of your paper where you will discuss the type of results that you might expect, potential problems with the intervention, and how your intervention would generalize in helping society at large. (you may use “I” here).

H. Project Evaluation: Most students design programs for their theses in our department. For this type of project you need to develop strategies to evaluate outcomes of your program.

Please use the Publication Manual of the American Psychological Association (6th edition) as your reference guide for completing this paper. All papers must be typed, double-spaced, and must follow APA style (including an abstract and the above mentioned sections) in order to receive full consideration. (15 pages required).