Collaborative Therapist Not-Knowing

What may be true to one person is not always true to another. There are huge factors to take into account like a difference in opinion, secrets, or lies. Another important aspect of information is what is done with it, since knowledge is power. The need to verify information is always as great as the need for it in the first place. These are all central pieces to consider when evaluating a theme of knowledge. This theme is especially noteworthy in William Shakespeare’s Hamlet, a play about a prince who learns that his uncle murdered his father, the King, in order to ascend to the throne. The way prince Hamlet learns this information is indeed a driving force in the theme of knowledge, and the

Teacher stated individual was hollering at her and the students, throwing things, and hitting on others.

Staff met with Treating Therapist Patrice Davis to discuss IVP/IRP Breanne's progress to date. Patrice elaborated to Staff that Breanne needs continued support in locating employment. Patrice and Staff both agreed that finding employment would do wonders to help boost her ego. Patrice also informed Staff that Breanne was no longer staying in the shelter, due to a curfew violation. Patrice informed Staff that Breanne was now staying back home with her mother's home. Staff indicated that there was possibly some enabling behavior by mother that encouraged her early departure from women’s shelter. Staff noted that Breanne’s silence regarding her shelter status coupled with her mother indecisiveness may be a sign that some enabling is taking

I would not conduct the child custody evaluation for him because this would be a dual role or multiple relationship. Since I have already been counseling this client, and already have a relationship and opinion (that he is a good person who loves his kids) with him, this may make it hard to remain objective if I were to conduct the child custody evaluation. Also, there are two sides to every story, thus even though the client seems nice and loving while in therapy, that may not be the case outside of therapy. Also, entering into a multiple relationship is against the American Psychological Association (APA) (2010) Ethical Principles. Ethical code 3.05 states that therapists should avoid multiple relationships because being in one can impair their competence, effectiveness, objectivity and can put the client at risk for harm or exploitation. The APA ethical principle of avoiding harm also applies to this scenario (APA, 2010). If I was to do the custody evaluation for my client, and find that he should not have custody, this would ruin our therapeutic alliance and greatly harm the client. Although some therapists may belief that they would be competent and objective enough to conduct the child custody evaluation for their current client, they should stay on the side of caution, not take the risk and refer the client to a different professional who is competent in these evaluations.

She did not create any false expectation as to therapy and focused a lot of emotional pain of the client, which is another learning experience. For instance, when the therapist was being realistic about the improbability of changing the past yet possibility of reworking on emotions as a hopeful note:

Is Empathy a prerequisite for a good Therapeutic relationship? If so, what is the optimal degree of Empathy required for a positive Therapeutic outcome? In the recent years, much emphasis is placed on understanding what "ingredients" in Therapeutic relationship contribute to a positive outcome. Many researchers have attempted to separate essential aspects of the Therapeutic relationship. Rogers (1957) quoted three essential aspects that were vital to attain a "psychological climate" in where a client could reorganize himself. These aspects were characterized as genuineness in the relationship, acceptance of the client (warmth), and accurate empathic understanding of the clients’ phenomenal world. Findings of previous studies shows that these three aspects are separate and can be measured independently (Bergin, 1967; Truax, Wargo, Frank, Imbe, Battle, Hoehn-Saric, & Stone 1966).

I also enjoyed the appropriations of the silence the therapist implemented into the session. I believe the therapist understood when the silence was appropriate especially when Allison and her mother discussed the grandmothers illness. Bitter (2014) explains throughout the chapters that the presence

Every day, most of the people are facing and touching with variety of violence including domestic violence, such as yelling, sexually abusing and punishment from angry drunken parents and, public violence or bulling at church schools and state schools (Wilson, 2002). However, there is not only perpetrators but also the person who help victims including grand-parents, mothers, sibling, relatives, neighbors and violence services organizations are living around the victims to give a helping-hands (Wilson,2002). To prevent or mitigate the violence, different organizations may approach to different participants such as individual, family or a group programme to conduct

Therapist met with individual to discuss peer interaction. Individual states she and a friend got into an argument. Therapist and individual worked on sitting down with her friend and having a healthy chat, listening and asking your friend to listen to you through role-play. Individual states she will sit down and have a chat with her friend and not argue with her.

The main focus of a therapist is to unbiased, a therapist needs to show the client that they are open and understanding about their problems and feelings. When a person is going into therapy they are trained to have keep their personal needs and thoughts to their selves. Thinking of the client and how one can help them can focus the therapist mind to what is important. One of the things I believe can better the relationship with the client is to have “confidentiality”. Reminding the client that whatever is said in the session will not be spoken, can help form better bonds and in turn form trust. In turn, a counselor can be of help when a client is looking for guidance or clarity of a matter.

-persistent discomfort with his or her sex or sense of inappropriateness in the gender of that sex.

Therapist diverted from plans to meet with individual. Therapist and individual discussed fighting with her peers. Therapist explained to individual to try the calm techniques before fighting. Therapist and individual worked on calm techniques through role-play to assist individual with interacting positively with her peers through role-play. Individual states she will calm down the next time before fighting.

Therapist anxiety may stem from perceived loss of the professional role and the sense that there is a growing equality between the client and therapist. During the ending phase, both client and therapist may experience similar emotions, all of which can raise anxiety which is threatening to the therapist. Emotions like sadness, anger, guilt, and relief produce a “sameness” in the experience where there was once a more clear-cut expectation of responses and roles of both the client and therapist. In reality, a point is reached where the professional status of the therapist is more or less given up, where neither client nor therapist hold their role because the therapy is over. The blurring of roles may a source of anxiety as the therapist feels that they need to reestablish an identity in the relationship (Martin & Schurtman, 1985).

I thoroughly enjoyed reading your discussion post. You indicated, "Each step in this decision process should assume that at any point the therapist has the option of seeking consultation with other professionals who may be able to offer perception and insight that may, in the midst of the ethical dilemma, be difficult to see by oneself." I agree with your cognitive consciousness. Seeking consultation from another counselor would be in the greater interest of Martha and her therapist. However, if "these trained professional" are not trained and equipped enough with the mental fortitude that is needed to overcome the temptation, they should remove themselves from their current occupation, and move forward to another career. The institution

The set up was similar to my clinical routine. On entering the room, my teammates and I greeted her and asked her how she was doing. She was alert and oriented. She sounded exhausted. She was having generalized pain. I asked her if she was feeling short of breath she said “no.” She was already on 3L of oxygen through nasal cannula with an oxygen saturation of 93%. Her skin was warm to touch and her pulse bounding. She had crackles throughout her lung field. During my clinicals, I learned to link my patient’s assessment findings to her labs and orders. I also practiced using the SBAR to contact the physician. I attended an interdisciplinary round at the oncology unit where the team was planning palliative care for a patient. I noticed that the team was more directed towards pain management and therapeutic interventions. The team also made sure to include the family and the patient in the care. During the simulation, we contacted the doctor for an order of morphine.