CACREP (2016) Counseling Competencies:
a. scholarly examination of theories relevant to counseling
b. integration of theories relevant to counseling
c. conceptualization of clients from multiple theoretical perspectives
d. evidence-based counseling practices
e. methods for evaluating counseling effectiveness
f. ethical and culturally relevant counseling in multiple settings.
Artifact One: Standards of Training for Group Workers
This power point was created for COUC 710 Advanced Group Counseling as a group presentation in which I earned a letter grade of A. This artifact covers the implementation of group training standards according to the American Counseling Association, Association for Specialist in Group Work, Council for the Accreditation of Counseling and Educational Related Programs, and the Association for Spiritual, Ethical, and Religious Values in Counseling. This power point addresses competencies: a, b, c, d, f.
Artifacts 2, 3 & 4 include a case study, an ethics paper, and a spiritual integration paper for COUC 730 Issues in Integration in which I earned a letter grade of an A. These artifacts meet the following competencies: a, b, c, d, e, f.
In Counseling and Christianity – Five Approaches, a case study of a college student who is struggling with post-traumatic stress disorder, symptoms of traumatic brain injury, and substance abuse is presented. The student’s presenting complaints and specific assessment procedures for determining an accurate diagnosis are outlined. Langberg’s approach to treatment most resembles my own approach to therapy which is rooted in Christian existential humanism. A summary of my theoretical orientation is included as I integrate this perspective with Langberg’s approach. A three-phase model for addressing the client’s treatment is addressed and consists of: safety and stabilization, trauma processing, and social connectedness. A termination plan is presented as well.
To address the diverse cultural needs of clients, the Association of Spiritual, Ethical, and Religious Values in Counseling (2009) developed The Spiritual Competencies. These ethical guidelines are applied to the integration of Buddhism in a mental health context. Buddhist mindfulness-based practices have influenced mental health approaches in the West and promote awareness, self-acceptance, and compassion for self and others. Non-judgmental deep listening is a key attribute of mindfulness. Mindfulness approaches effectively treat emotional dysregulation. Empirically proven therapies that integrate mindfulness have emerged in the West, such as mindfulness-based stress reduction, mindfulness-based cognitive therapy, and dialectical behavior therapy. Mindfulness-based therapies are adaptable to other religious and spiritual practices and have been implemented within a Christian mindfulness framework as well.
Spiritual and religious competency in mental health is necessary for ethical practice. The Association for Spiritual, Ethical and Religious Values in Counseling (ASERVIC) emphasizes competencies in the integration of spirituality and religion in counseling. Challenges in defining spirituality and religion result from various opinions and factors that impact one’s perspective. This makes integration in itself a complex concept to define. The Ways Paradigm is presented as a metatheory that helps to provide organization in the implementation of integration. A way of understanding, a way of being, and a way of intervening are the three principles in which the Ways Theory integrates spirituality and/ or religion within counselor knowledge, skills, and dispositions. Having a congruent and integrated counselor identity is essential to the ethical treatment of clients.
Artifacts 5, 6, & 7 were written for COUC 806: Cognitive Behavioral Therapy in which I earned a letter grade of an A. These artifacts include a reflection on CBT role plays, a paper on cognitive processing therapy fro PTSD, and a power point on cognitive behavior therapy for PTSD. I earned a letter grade of an A for this class. These artifacts meet the following competencies: a, b, c, d, e, f.
This is a reflective paper on CBT assignment role plays. Included within the paper are my reflections on how I experienced myself in the role of the client, the therapist, and the observer. A final section on how I would integrate and adapt CBT to two minority populations, Pakistani Muslim and Southeast Asian refugees, is included. My thoughts on how CBT is compatible with Christianity and how I implement this within my theory of counseling is included as well.
Cognitive processing therapy for post-traumatic stress disorder is based on social cognitive theory. Social cognitive theory explains PTSD from the perspective of the meaning individuals associate with stimuli and resulting avoidance behaviors. This paper addresses cognitive processing therapy as it applies to PTSD in military personnel. Symptoms of PTSD are described and a rationale for using cognitive processing therapy is explained. Target criteria and a description of strategies, techniques, and phases of treatment are provided. Research supporting cognitive processing therapy for PTSD and multicultural adaptations are also included.
Learning Objectives
•To review the symptoms of PTSD
•To provide a rationale for using cognitive processing therapy (CPT)
•To describe target criteria in the treatment of PTSD
•To explain the strategies, techniques, and phases of treatment of CPT
•To provide empirical research supporting CPT for PTSD
•To describe multicultural adaptations of CPT
Artifacts 8 & 9 include a paper on my theoretical model and the application of this to a case study for COUC 715 Advanced Theory Application and a power point presentation on Centering Prayer as a mindfulness-based intervention for PTSD symptomatology for COUC 810 Dissemination of Research & Scholarship in Counseling. I earned a letter grade of an A in both classes. These artifacts address competencies: a, b, c, d, e, f.
Theoretical Model & Case Study
Process-experiential therapy is an integrative approach that draws upon person-centered, gestalt, object-relations, attachment, cognitive-behavioral, and evolutionary theories. Personality formation is viewed as process that is facilitated through emotional responsiveness, authenticity, and dialectical synthesis. The development of emotional intelligence and the ability to make meaning through dialectical constructivism helps one to process experiences. Mindfulness is another way thoughts and feelings can be accepted and processed through a broadening of awareness. Mindfulness process-experiential therapy is an effective approach for treating depression and anxiety. A comprehensive process-experiential clinical counseling model that includes compassion focused mindfulness is applied to a case study of a 45-year-old female with a history of sexual abuse who is struggling with major depressive disorder and moderate levels of anxious distress. A full case conceptualization and treatment plan that implements mindfulness process experiential therapy is also included.
Centering Prayer as Mindfulness-Based Intervention for PTSD Symptomatology
The purpose of this power point presentation is to inform mental health providers about centering prayer as an alternative mindfulness-based treatment for clients with PTSD symptomatology. Alternative treatment approaches to PTSD symptomatology are suggested due to a significant number of individuals with PTSD symptoms that do not benefit from prevailing treatments or do not seek or have access to treatment . Competent mental health practitioners are educated in the multicultural, religious, and spiritual ethics of client treatment. A theoretical framework and research supporting centering prayer as a third wave mindfulness-based approach is provided. An overview of the origins, evolution, and step-by-step process of centering prayer are discussed. Limitations and recommendations are provided.
Continuing Education: Polyvagal Theory & EMDR Training
Reflections
What has been especially impactful and meaningful to me in developing my counseling skills at Liberty University have been the papers I wrote on spiritual integration and ethics. Spiritual integration helped me significantly with studying other world views from a counseling perspective and understanding how to better compare my own views. I improved my ability to meet clients where they are at spiritually and how to adapt counseling interventions. I consider by ability to do this a strength. Spiritual integration gave me a foundation to build upon as I have grown in my interest in mindfulness-based interventions and the benefits of Centering Prayer as a Christian mindfulness practice. My doctoral dissertation includes research on Centering Prayer. An area of challenge and growth for me was overcoming my aversion to cognitive-behavioral therapy. As I have grown as a counselor, I realized that CBT includes evidenced-based interventions for many disorders. To address this, I took a class on CBT and challenged myself to grow. The research I did on Cognitive Processing Therapy has been very helpful to clients needing treatment for trauma-related disorders. I am committed to continual improvement as a therapist and as a human being. After I complete my doctoral dissertation, I plan to become certified in EMDR. While adding tools to my repertoire is important, I consistently remind myself of who I am in Christ. COUC 715 helped solidify my view of personality formation being grounded in the Christian concept of the imago Dei (being made in the image of God) and also being facilitated through person-centered core conditions of authenticity, empathy, and unconditional positive regard.