Self Care Strategies for Counsellors

Self Care Strategies for Counsellors Byrne et al. (2006) indicates that therapists can be at risk of burnout and impairment if they do not manage their professional stress well. Practicing therapists may exhibit symptoms of burnout and may suffer from symptoms of VT (El-Ghoroury et al., 2012). Graduate students in helping fields are vulnerable to stress because of the multiple demands of graduate school, such as academic assignments, clinical practice, and financial restrictions (Myers et al., 2012). Time and financial constraints have been cited as primary sources of stress among graduate students in training (El-Ghoroury et al., 2012). Student trainees may face the additional responsibilities and time demands of clinical work, supervision, and internship. In addition to aforementioned stressors, other common stressors in this population include performance anxiety, competition, program requirements, lack of experience, and professional relationships (Myers et al., 2012). Myers et al. (2012) indicate that students in t raining have to cope with these stressors and their new roles, while concurrently fostering their skills necessary for providing therapeutic services to clients. Therefore, educators and supervisors need to understand the role of stress among students to provide guidance on effective stress management and self-care (Myers et al., 2012). Without well-established support systems and coping strategies, novice trainees may have difficulties of managing the stress (El-Ghoroury et al., 2012). Forrest et al. (2008) provide an ecological description by indicating systemic factors for trainee impairment, including faculty interactions (micro), institutional (exo) and national (macro) policies, and hierarchical issues (micro). Societal hierarchical dynamics are unconscious and deeply embedded in the training process. Forrest et al. (2008) further indicates the importance of communication (meso) between academic programs and off-campus training sites such as practicum and internship settings. Besides, program structure (exo) may evoke unnecessary stresses for students. Systematic issues of program policy are often ignored while play a powerful role in student impairment. Forrest et al. (2008) comment that the understanding of trainee impairment should cover an individual level (center) and a contextual system level (micro, meso, exo, macro, and chrono). The authors suggest that trainees not meeting minimum standards of professional competence are influenced by peers (micro), t raining supervisors (micro), program policies and structures (exo), accreditation (e.g., CACREP; macro), professional associations (e.g., ACA; macro). In addition to being stressors, financial (micro) and time constraints (micro) may also be important barriers to participation in activities of self-care that may help buffer stress (El-Ghoroury et al., 2012). The existing literature has noted a significant relationship between self-care strategy and stress among therapist trainees (Myers et al., 2012). A wide range of self-care strategies have been found to reduce stress-related symptoms. Self-care strategy is defined as the engagement in behaviors that promote well-being and may include factors such as sleep, exercise, use of social support, emotion regulation strategies, and mindfulness practice (Myers et al., 2012). According to El-Ghoroury et al. (2012), lack of time was the first barrier to using or learning any of these coping strategies. The steadily rising expenses associated with graduate training are also a significant concern for students. Students may need to sacrifice their leisure time for earning a living (e.g., part- time job; micro). Given the significant amount of stress during higher education, elucidating the behavioral and emotional coping strategies by educators (micro) is important for helping them handle stress more effectively. Social support and engaging in activities that promote social support may be considered an aspect of self-care practice (Myers et al., 2012). Social support has negative correlation with stressful, emotional and physical problems (El-Ghoroury et al., 2012). Graduate program support (micro) and family support (micro) have been found to be related to graduate student stress level (Myers et al., 2012). Students reported less stressful events and health problems when perceived more support from their family and friends (Myers et al., 2012). Besides, consistent, trusting, and supportive faculty-student interactions may help students in managing stress. Support from faculty, advising relationships, and training programs are also critical for students to adapt to new professional roles. Global stress and poor advisor support were found to be associated with burnout and career dissatisfaction in therapist trainees. The importance of mentoring relationships (micro) is highlighted in career de velopment, academic functioning and satisfaction, among student trainees. The top three coping strategies reported are the support from friends, family, and classmates, rather than supervisors. Students who have difficult relationships with their advisors tend to have more stress. The quality of the mentoring relationship is associated with students’ professional outcomes. Pack (2013) indicates that on the level of microsystem, support from peer (micro) and agencies (micro) are important as well as the availability of personal therapy (micro). Opportunities to share experiences of working with trauma victims and information about VT needs to be available in all settings (micro). For example, settings should provide peer supervision and training workshops to help therapists ameliorate VT (Pack, 2013). Information on worker rights may assist in supporting therapists to collectively advocate for their work. Pack (2013) further indicates that on the organizational level, health and safety issues should be addressed within setting policy (exo). The risks of engaging potentially traumatic events need to be explained during the recruitment of new employees. Possible cumulative effects of working with trauma clients should be raised with therapists. Pack (2013) suggests that the risks of VT can be reduced if there a setting (micro) provides sufficient support and collaborative approaches for therapists. Settings can inform trainees the views of trauma practitioners about the trauma therapy. An experienced therapist (micro) may be able to mentor trainees or students. Supervisors have a responsibility for ensuring their trainees have access to education about VT. The culture (exo) of the agency could also be the support for ameliorating VT (Pack, 2013). The culture here includes peer support within daily case meetings and non-hierarchical collaborative decision making. Having a culture which s ees VT as a normal part of trauma-related helping would effectively ameliorate VT. The culture can provide sense of security for the therapists while working with traumatized clients (Pack, 2013). This idea suggests that in graduate training program, the culture (exo) and the program (micro) should provide a supportive environment to prevent students from developing VT. Ethnic minority students may face a somewhat different pattern of stressors during graduate training than non-minority students (Myers et al., 2012; El-Ghoroury et al., 2012). These additional stressors include racial discrimination, racial prejudice, the feeling of isolation, and different cultural expectations (macro, chrono), which negatively impacted school experience. Furthermore, minority students who reported the stressors had higher rates of burnout, depressive symptoms, and reduced quality of life (Myers et al., 2012). The authors also indicate that minority students and international graduate students are actually less likely to use counseling services in response to stressors. Racial minority students often experience more academic stress and less social support than students of Euro-American descent, which may be attributable to race-related stress and vulnerability of developing VT (El-Ghoroury et al., 2012). It is important to consider cultural differences when consider ing stress among student trainees. Adams and Riggs (2008) indicate that students with personal trauma history (chrono) are more vulnerable to VT in courses on trauma. At the moments of reexperiencing, students with trauma history described their struggling with coping as avoidance. Students also reported having little control over the experience of VT symptoms. Adams and Riggs (2008) describe these adaptive coping strategies used by students, including suppression, sublimation, and humor. By the end of this course, most students reported developing effective self-care strategies. This finding suggests that although many students with trauma history (chrono) may revisit their own trauma symptoms during trauma courses, the course on trauma (micro) helped students develop successful self-care strategies. Pack (2013) also addresses the importance of personal trauma history, and recommends that agencies should provide personal therapy (micro) for therapists affected by clients’ trauma information due to their own tr auma history. Adams and Riggs (2008) reported that novice clinicians may be more vulnerable to VT. The authors indicate that the level of training and experience working with traumatized patients is related to clinician outcomes. The deficits in trauma-specific training are associated with VT symptoms. Black (2008) indicates that graduate counseling students may have preexisting factors (chrono) in their lives that form a vulnerability to developing VT later in their careers. Therefore, Graduate training programs (micro) should work on preventing students in training from being traumatized or becoming more vulnerable to future VT (Black, 2008). DePrince et al. (2011) indicate that the lack of trauma education at the graduate levels increases the urgency to develop effective training for postgraduate professionals. Training and education practices which support system-wide, culturally responsive practice is important for preventing VT (DePrince et al., 2011). Even if students do not have preexistin g events that might predispose them to VT, teaching a course on trauma may prevent students from becoming overwhelmed in training (Black, 2008). Pack (2013) also recommends that training courses (e.g., practicum and internship) need to alert students to the potential risks of affecting their psychological health due to the trauma-related practice. Resources such as theoretical models fostering recovery are needed to ameliorate VT.

The Stamp Act

Jamie Brissette Hist310 Tue/Thur 9am #2 paper The Stamp Act Riot, 1765 Francis Bernard wrote the document â€Å"Stamp Act Riot, 1765† about the colonies response to Parliaments stamp act. The colonies or the Stamp Act Congress questioned whether it was right for Parliament to tax the colonies. In doing so Parliament created a rebellion within the colonies who only wanted a say in their Government and decisions being made. If Parliament had treated the colonies better, respected their rights to govern themselves, and had given them a say maybe this would not have contributed to the series of events leading up to the Revolutionary War. Bernard 106) The Stamp Act was an important act introduced by the British Prime Minister George Grenville and it was passed in March 1765 by the British Parliament. (Henretta 137) Its purpose was to raise money for the British army stationed in the American colonies. The Stamp Act required tax stamps for public documents such as newspapers, legal documents, customs documents, licenses, playing cards, deeds, and almanacs. Since Britain was left with a large national debt from the Seven Years’ War, the British government felt that since the colonies benefited that they should contribute to the expenses.As Francis Bernard describes the  American colonies  acted strongly against this matter. This all took place in Boston Massachusetts. During the summer of 1765, because of the Stamp Act, there were many protests in the colonies. These protests involved everyone from civic leaders to street mobs. In many cities and towns the slogan became â€Å"no taxation without representation†. The Sons of Liberty were a secret organization that often organized these protests. Many acts of violence and a lot of pressure centered towards the Stamp Agents, by fall almost all Stamp Agents resigned.The Virginia Assembly declared that the Stamp Act was unjust and illegal. The assembly passed resolutions against taxation by the Bri tish Parliament. The Massachusetts House of Representatives invited all of the colonies to send delegates to a General Congress. The colonies that accepted the invitation and sent delegates to the General Congress were New York, New Jersey, Connecticut, Maryland, Delaware, Rhode Island, Pennsylvania, South Carolina, and Massachusetts. In October of 1765 in New York City a Stamp Act Congress was held. It was represented by nine colonies.The Stamp Act Congress declared that stamp taxes could not be collected without the people’s consent and that the colonists’ right to be taxed was only by their own elected representatives. Merchants agreed not to import British goods until the law was repealed. That led to the British Parliament being bombarded by petitions from English merchants not importing their goods. Many English political leaders argued that the law was unenforceable. (Bernard 106) Finally on March 4, 1766 the Stamp Act was repealed by the British Parliament. The unity of the American colonists in their opposition towards the Stamp Act contributed to this appeal.The Stamp Act was one of the many events leading up to colonist having enough and wanting to govern themselves. This Act and the protests leading up to the appeal help create American Nationalists who wanted to separate from Britain. The conflict between the British government and the American colonists over the Stamp Act is considered one of the causes of the American Revolutionary War.Sources www. online-literature. com www. wikipedia. com Documents for American History Chapter 5, 5-4 â€Å"The Stamp Act Riot, (1765) by Francis Bernard, pages 106-107 America A Concise History by James A Henretta pages 137-138 The Stamp Act â€Å"No taxation without representation! † (Americas Past and Promise) That was the colonist’s famous saying. The colonists were being taxed with no say in parliament. They were getting taxed with the Stamp Act, the Tea Act, and the Sugar Act, but those were only a few. Eventually the Stamp Act was successfully repealed, yet the Stamp Act was the catalyst for the American Revolution. The stamp Act was the first attempt for Brittan to directly tax the colonists. (Mason Lorna) Brittan thought that since they owned the colonists they could tax them, and the colonists would and have no say.Brittan put a tax on all diplomas, wills, playing cards, and other everyday advertisements. (Mason Lorna) â€Å"Brittan stated that all documented papers had to contain a stamp that said the items were taxed. † said Bilven junior. Stamps were very expensive then and not many people could afford them. The October delegates met and stated that the colonist will not be able to have a ny say in parliament. This mad the colonists enraged. This was the cause of the first true rifts between the patriots and the loyalists. The colonists held an orderly Stamp Act congress to protest the law.The colonists rioted in seaport towns. (Bilven junior) Most assemblies believed that they had the right to decide on their own laws. Men who sold stamps were threatened or their houses were set on fire. The houses of the people who approved this act were also set on fire by the colonists. The colonists started to boycott the English goods that had to be stamped, and this started to make the imports go down. Colonists drew up petitions stating that the right to tax belonged to assembly colonies. The colonists were very unhappy with this tax and started to do just about anything to get rid of it.Benjamin Franklin was one of the very important people who stood up to Brittan and got the Stamp Act repealed. Benjamin Franklin argued and warned the English that the continuation of this ta x could lead to rebellion. In 1766 well law abiding business men repealed the Stamp Act. Though the Stamp Act was only one out of the many taxes that Brittan placed on the colonists, the stamp act was the most important. The Stamp Act was a big help in starting the Revolutionary war. The Stamp Act was also one out of the many to get repealed so quickly. The Stamp Act was not only a loss to the colonists, but a great benefit also.

Research preparation Essay

Child abuse is maltreatment of a child either psychologically, physically or sexually. There are different child abuse definitions from different sources (Main, & Hesse, 1990). According to the (CDC) the center for Disease and Control Center, child abuse is defined as a series of mistreatment to the child that may cause harm that are committed by either the parents, caregivers or any other person (Jacobvitz, 1999). Most of the child abuse issues happens at the child’s home and are mostly committed by the child’s close relatives while others happen in organizations, schools and in the community at large (Hansen, 1993). In most cases there are four major categories of child abuse namely; physical, psychological or emotional, sexual and neglect abuse (Braunwald, 1995& George, 1999). There are different jurisdictions that have been developed and have their own distinct definitions of child abuse and what constitutes the abuse. This is all done with the sole purpose of removing the child from the hands of parents and the abuser and also to protect the child from the abuse (Solomon 1999). According to the journal mental health, child abuse is regarded as any failure to act that may result to child’s death, harm physical or psychological harm by the parents and the care givers (Hoyano, 2007& Arnaldo, 2001). The relevance given as why silence is not preferred as far as the child abuse is concerned. The author describes the relevancy and the importance of breaking the silence so as the abused children would have their rights as other children. The child’s right should be recognized and realized as a human right. (Braunwald, 1995). The articulated importance of having an order that will tackle the issue that regards the child abuse. He on the other hand emphasizes on the reasons as to why there should be a notable difference between the exercising of the child’s rights and maltreatment (George, 1999). This great disorganization of the child’s right as there are many organizations that are out to fight for the rights of the children but fails to meet their goals for they divert their missions from fighting for the child to fighting for their position in the issue as far as their recognition are concerned (Hansen, 1993). According to the author there has been lots of suffering faced by children from different backgrounds and there had never had a lasting solution that would address the issue so as the there may be set some governing policies that would help in curbing the problem (Hoyano & Keenan, 2007) The author’s article also emphasizes much on the issue of having a policy that will fight for rights of the child. There have never been strong policies that can manage the issues that are brought about by the abuse as well as what would be done to the offenders (Jacobvitz, 1999). There are issues that are raised by the society in regard to the gender of the child that brings about the abuse of the child’s right; some of these issues are like the genital mutilation of the girl child. These addressed issues by the author so as there may be a uniform fight for the child’s right (Main & Hesee, 1990). Reference Arnaldo, C. (Ed. ). (2001). Internet of the Child Abuse: Ending the Silence. New York: Berghahn. George, Davie. (1999). Attachment Disorganization. New York: Guilford Press Hansen, D. (1993). Psychological Bulletin. New York: Guilford Press Hoyano, L. & Keenan C. (2007). Child Abuse Policy and Law across Boundaries. New York: Oxford University Press. Main, M. & Hesse, E. (1990). Parents’ Unresolved Traumatic Experiences are Related to Infant Disorganized Attachment Status. Chicago: University of Chicago Press. Jacobvitz, D. (1999). â€Å"Attachment Disorganization: Unresolved Loss, Relational Violence and Lapses in Behavioral and Attentional Strategies. New York: Guilford Press. Solomon, J. (Eds. ). (1999). Attachment Disorganization. New York: Guilford Press. Hoyano, L. & Keenan, C. (2007). Child Abuse: Law and Policy across Boundaries. New York: Oxford University Press. Braunwald, T. (1995). â€Å"Finding Order in Disorganization: Lessons from Research on Maltreated Infants’ Attachments to their Caregivers. † New York: Cambridge University Press.

Positive Interventions A Comparison of Increased...

Along with life and liberty, the pursuit of happiness is among the most fundamental ideals in American society. The men who founded the United States of America in the late 18th century listed these three values as â€Å"unalienable rights† for the citizens of the new nation they were forming. In a recent study looking at the pursuit of happiness, Lyubomirsky, Sheldon, and Schkade state, â€Å"If it is meaningful and important to pursue happiness, then it is crucial to find out how this can be accomplished† (2005, p. 126). In later work, Sheldon and Lyubomirsky (2006) observe that little research has been done to uncover the exact methods in which happiness increases. The views offered by the authors of these previous research projects are vital to the current investigation because there is evidence that even though happiness is pursued, happiness is not accomplished by the majority of Americans. A Harris Poll, recently published by Harris Interactive (2013), revea ls that only 33% of Americans are very happy. This infers that over 200,000,000 Americans could be happier. Sin and Lyubomirsky (2009) report that people in individualist cultures (of which the United States is a clear example) benefit more from positive psychological interventions, such as acts of kindness and activities involving gratitude. Previous work shows that performing both of these activities can positively affect well-being. Emmons and McCollough (2003) identify increases in positive affect and decreasesShow MoreRelatedDeveloping Management Skills404131 Words   |  1617 PagesWeidemann-Book Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on appropriate page within text. Copyright  © 2011, 2007, 2005, 2002, 1998 Pearson Education, Inc., publishing as Prentice Hall, One Lake Street, Upper Saddle River, New Jersey 07458. All rights reserved. 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