Personal and Professional Case Analysis II Use the reading assignments thoroughly in your discussions. All assignments MUST be typed, double-spaced, in APA style and written in proper English. You must integrate the material presented in the text. You may use outside research to support the text material, but not to replace the text. All work must be cited according to APA format. Culture/Diversity and Legal/Ethical issues must be included when relevant. Please use NAADAC Code of Ethics (Links to an external site.) and CCAPP Code of Conduct Download CCAPP Code of Conduct (also located under Resources). Do not type the case scenarios into your assignment. Your response to each scenario, (including all questions listed below each scenario), should be approx 2 pages per scenario Your entire assignment should be 6 pages total plus a title and reference page. The following scenarios are adapted from case studies provided by the text authors. Scenario Four Jason, a 25 year old Japanese-American man, entered the addiction counseling program excited and motivated to help people heal from their own pain. He has been told that he is easy to talk to. Further, he commented that all his friends come to him for advice. During initial classes, he learned that counselors do not give advice, and that his friendly interactions are not professional. He is not sure he believes that, but he is willing to hear it. In his early role-plays with other students, he continually problem-solved when he was role-playing the counselor, and the student role-playing the client always thanked him and seemed to get some good ideas to try. However, his faculty marked him down for problem-solving. Jason is clearly not aware of two things: his own counselor identity and role, and the effect he is having on others. He expressed being unsure about what it was that was expected of him, and that was making him anxious. He is heading for practicum, and still is not connecting with clients appropriately. 1. What corrective feedback might Jason’s supervisor give? 2. What counselor identity development and foundational skills might his supervisor recommend? 3. How might the use of Johari’s Window help Jason? Scenario Five Michael identifies as a Latino in his mid-thirties, married with 2 young children. He is recovering from drugs and alcohol and has been sober for 10 years. He is still active in the 12-step program. Michael had worked before as a mechanic, and enjoyed it, but decided that his love for helping others was needed in the counseling field. He was not excited, per se, about attending graduate school, but he did it since he “needed the degree to make it official.” Michael stated, from the beginning of his training program, that he was a “natural born helper” and could never resist giving to others in need. He told the class a few stories which consisted of his eagerness to help strangers, neighbors, and offering anything he had to those he knew who were in desperate need. This all sounded chivalrous and kind until he began to tell the class another story. Apparently, his practicum boss needed a place to live, had just gone through a messy divorce, and was at risk of being evicted. Michael apparently didn’t even talk things over with his family but immediately offered his boss a room to rent for “a good deal” in his house. He proceeded to say that he saw no issue with it, nor helping anyone in such a need because it made him feel good and needed. In all reality he shared “I help because it makes me feel better and I cannot say no.” A peer in class piped up and asked, “did you consider any ethical concerns with inviting your boss to live with you and your family, like boundaries?” Michael smiled and stated “those are for people who cannot control themselves nor make good decisions; I don’t have a problem with that, so I don’t need to consider anything like that. The arrangement was good for us all as we needed the extra cash to rent a room, and he needed a place to stay. Plus, this was the only safe option for him.” Michael admitted, “I know all about that since my mom and dad abused me when I was little. We saved this poor man! And in the end, I get to be the good guy who helped him out of a tough situation.” 1. Consider some of the red flags in Michael’s story here. What are they and why? 2. What are your main concerns and questions? In consideration of the potential trauma or stress response, what does 3. Michael need for her personal and professional growth and development Scenario Six Jane served in the military and is currently a student. She posted the following online discussion reply as a response to the question of “how well you receive feedback in your counselor developmental process?”: I have come to reflect on this quite a bit since starting in my training as a counselor. At first, I realized, I was slightly different than other folks in that I was used to getting and giving feedback daily in the military. In fact, it was a part of daily life. My ability to hear and accept and implement feedback meant a matter of life or death in that world. I also had profound respect and admiration for supervisors and leaders who took their time to offer their genuine feedback for how I could be a better soldier. I was honored by that, and, in turn, felt it was my responsibility to do the same for my fellow peers and, someday, my own subordinates. Feedback is a part of growth and, without it, we have no idea how we are doing really. I find that I respect and feel honored by my supervisor and colleagues who give me feedback and take the time to tell me how they experience me, so I can know what I am working towards. 1. How did Jane’s articulation of feedback resonate with you? 2. Compare how Jane views feedback to what you experience. 3. How does Jane demonstrate she is in the actualization quadrant of the Universal Growth Model (UGM) towards her growth process? Activity Outcomes Develop professional identity in consideration of wellness and self-care
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