PLEASE NO PLAGIARISM AND I HAVE INCLUDED AN EXAMPLE!
Discussion 2: Avoiding Counselor Impairment
Burnout is a major concern for clinical mental health counseling professionals and it can lead to both professional and personal issues for counselors. It can start with counselors taking on trauma, stress, and an unrealistic belief that they alone are responsible for their clients’ wellness. There are numerous factors in a counselor’s work that might lead to burnout including: secondary stress and vicarious trauma, expanded roles and responsibilities, poor supervision, and lack of the specific tools necessary to perform the job.
Counseling, by its very nature, is stressful work. This stress, if not monitored and addressed, can lead to counselor impairment. The profession acknowledges this by ethically obligating counselors to be mindful not only of their own states of mind, but their colleagues’ health as well.
For this Discussion, review the Counselor Impairment media and consider ethics related to counselor impairment. Examine signs of counselor impairment and the potential impact this may have on clients.
Post by Day 3 a brief description of the codes of ethics related to counselor impairment. Then explain at least two signs of counselor impairment. Finally, propose a scenario using one of the signs of counselor impairment you identified that elicited a negative effect on client treatment. Suggest a solution for remedying the situation and justify your solution.
Be sure to use the Learning Resources and the current literature to support your response.
Required Resources
Readings

• Remley, T. P., Jr., & Herlihy, B. (2016). Ethical, legal, and professional issues in counseling (5th ed.). Upper Saddle River, NJ: Pearson.
  • Chapter 7, “Competence, Assessment, and Diagnosis” (pp. 154-187)
  • Chapter 8, “Malpractice and Resolving Legal and Ethical Challenges” (pp. 188-201)
  • Chapter 15, “Supervision and Consultation” (pp. 358-379)
• By the numbers: Counselor impairment. (2005). Counseling Today, 48(4), 3.Retrieved from the Walden Library databases.

• Everall, R. D., & Paulson, B. L. (2004). Burnout and secondary traumatic stress impact on ethical behaviour. Canadian Journal of Counseling, 38(1), 25–35.Retrieved from the Walden Library databases.

• Lawson, G. (2007). Counselor wellness and impairment: A national survey. Journal of Humanistic Counseling, Education and Development, 46(1), 20–34.Retrieved from the Walden Library databases.

• Magnuson, S., Black, L. L., & Norem, K. (2004). Supervising school counselors and interns: Resources for site supervisors. Journal of Professional Counseling, Practice, Theory, & Research, 32(2), 4–15.Retrieved from the Walden Library databases.

• Wilcoxon, S. A., Norem, K., & Magnuson, S. (2005). Supervisees’ contributions to lousy supervision outcomes. Journal of Professional Counseling, Practice, Theory, & Research, 33(2), 31–49.Retrieved from the Walden Library databases.

• Wilkerson, K. (2006). Impaired students: Applying the therapeutic process model to graduate training programs. Counselor Education & Supervision, 45(3), 207–217.Retrieved from the Walden Library databases.

Media

• Laureate Education, Inc. (Executive Producer). (2012). Clinical mental health counseling: Counselor impairment [Video]. Baltimore, MD: Author.Note: The approximate length of this media piece is 4 minutes.
  Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

Optional Resources

• Day, S. X. (2007). Health, distressed or impaired: What affects counselor wellness? Counseling Today, 50(1), 39.Retrieved from the Walden Library databases.

• Lawson, G., Venart, E., Hazler, R. J., & Kottler, J. A. (2007). Toward a culture of counselor wellness. Journal of Humanistic Counseling, Education & Development, 46(1), 5–19.Retrieved from the Walden Library databases.

• Neukrug, E., Milliken, T., & Walden, S. (2001). Ethical complaints made against credentialed counselors: An updated survey of state licensing boards. Counselor Education & Supervision, 41(1), 57–70.Retrieved from the Walden Library databases.

• Wilcoxon, S. A., & Magnuson, S. (2002). Concurrent academic and pre-licensure supervision: When supervision is not just supervision. Clinical Supervisor, 21(2), 55–66.Retrieved from the Walden Library databases.

Due Aug. 6 2017
African-American Women
Talk to your parents, grandparents, and/or other older relatives or family friends to find out what they can tell you about your family’s heritage or genealogy (a history of the ancestry or descent of a person or family). Using whatever resources you can find, tell your family’s cultural history in a PowerPoint presentation consisting of 7-10 slides. Feel free to include pictures to illustrate your story, though take into consideration file size when you add pictures. The format and content for your presentation is outlined below:
Introduction (1 slide)Give your presentation a title and include your name. This is a good opportunity to include a family photo or other picture that demonstrates your cultural heritage.
Family Structure (1 slide)Describe your family make-up: number of people/ages, family heredity, relatives in other countries, etc.
Ethnicity (2-3 slides)Discuss your family’s ethnic background. Some questions to consider: What are the different ethnicities in your family that you and your family members know of? How important are the issues of ethnicity and ethnic heritage in your family? Do you observe particular customs because of your ethnic heritage? Are there family stories involving immigration to the U.S. or movement from one part of the U.S. to another? Did your family and/or ethnic group encounter prejudice or discrimination? If so, describe those encounters. If not, why not?
Gender Issues (1 slide)Discuss how gender roles have been distributed in your family. Has this changed over time or through generations? Is there an ethnic component to the way gender roles have been defined in your family?
Economic and Social Class (1-3 slides)Describe what social class you consider your family to belong to and why. Has your family been upwardly or downwardly mobile during your lifetime or across generations? What kinds of occupations have your family members held? Address the way class status has affected your family and whether this status is also affected by ethnicity. You can also explore how your family’s educational achievements have changed over time.
Conclusion (1 slide) Discuss what you have learned from researching your family’s heritage. In what way are the different elements you’ve explored (social class, gender, and ethnicity) connected?