Counselor Amy Lipton Case Study

School counselors collaborate with other school personnel such as teachers who will help implement guidance lessons in the classroom. As a school counselor it is important to keep the teachers motivated to help implement these programs. Resource teachers typically work the special education students, collaborating with resource teachers ensures that all students are included in the comprehensive program. The resource teacher can help provide alternative to working with students in an inclusive manner. The principles and assistance principles of the school typically serve on the advisory committee, they provide resources to the program, and help communicate the important of the counseling program. School psychologist are there to assist with mental health services, doing assessments, and working with the school counselor during crisis situations. School nurses provide health services to the students. They monitor student medications and note changes in students behavior or effectiveness of the medication. Secretaries are equally important in the collaborative model. Secretaries are typically the first person a parent will come in contact with when entering the school. They are the ones that create that first impression (Erford, 2015). Community agencies can provide additional support to students outside of

Caretaker Interview 1 April 6, 2014 BSHS/445 Caretaker Interview was completed by. As grading is completed and questions arise, they can be directed toward via e-mail at. Thank you! Caretaker Interview 2 Interview with Michael is a Case Manager within Spectrum Health hospitals and has been for four years. Michael is twenty-eight years old and

Additionally, research has been done that examines the perceptions of school counselor effectiveness, as well as the usefulness of available supervision (Borders & Usher, 1992; Henderson & Lampe, 1992). During a school counseling master’s education program, there is ample supervision, both on-site and through the university, during the practicum and internship field experiences (Peterson & Deuschle, 2006; Studer & Oberman, 2006). However, it has been noted that clinical supervision of school counselors post-graduation has not been utilized in the most effective way (Linton & Deuschle, 2006). Several studies have examined the reason behind the lack of effective supervision within a school setting. Some researchers suggest that there is incongruence between the daily tasks of school counselors and models of clinical supervision most often utilized (Luke, Ellis, & Bernard, 2011). There also appears to be limited research on whether school counselor directors are being provided “best practices” methods of formal education and training for their positions.

Introduction Professional counselors have to meet distinct requirements set by individual states. This work focuses on the requirements counselors have to meet in the state of Alabama. The difference between licensure, certification, and accreditation will be highlighted. The state has two levels of counseling license; the associate licensed counselor, and the licensed professional counselor (LPC). Licensed counselors in other states can apply for licensure through endorsement.

Wilkerson (2009) indicated that school counselors face challenging role responsibilities that lead to burnout, such as helping the students prepare for the world of work and helping them cope with issues that may be affecting their ability to perform in school. School counselors are working with severe depression, suicide attempts, drug abuse, teen pregnancy, and various other abuse issues (Gunduz, 2012). Abuse specific counselors work with clients who cope with sexual addiction or substance dependence. They experience high levels of burnout due to the nature of the clients that they assist (Wallace, Lee, & Lee, 2010). Mental health professionals that work within a human service entity are known to be at the highest risk of burnout susceptibility

In the coaching discussion it was not said that my conduct was not meeting expectations, but not allow myself to be in situations where it appears I’m being insubordinate.

School Counselors strive to make each student feel that there is someone in the school who knows and cares about them. Above all else school counselors are advocates for students, by acting as a resource for all students, course selection, and administration of guidance program for the student. Their goal is to help students overcome problems that impede learning and to assist them in making educational, occupational and life plans that hold promise for their personal fulfillment as mature, responsible men and women. Academic success is essential to the educational process, but it is not the only area students can excel in. A counselor’s work closely with both students and their families

school counselors assigned to that specific school. The meeting will address the purpose of the study and the floor will be open to any questions the employees of the school may have regarding the study. This process will continue until the research team has been given permission by 24 high

Deepest Needs Counseling, L.L.C. offers outpatient therapy services, and provides comprehensive counseling services to the community. Outpatient therapy consists of Individual, Group, and Family therapy. Clients receive a comprehensive clinical assessment, which yields proper diagnosis and individual treatment plan. The time in which services will be rendered will be based on the structure of the sessions and upon recommended services as provided in the client’s treatment plan. Regarding duration of each session, individual therapy normally takes approximately 45 to 50 minutes per session. Group therapy sessions normally take between one to two hours per session, based on the size and structure of the group, and Family therapy consists

The interview was conducted with Mrs. Kim Cruthirds a graduate of the University of Southern Mississippi School Counseling Program. I am currently doing my practicum with Mrs. Curthirds at Lumberton Elementary School. She is a new counselor this year with the elementary school. A few years back, she was the

Implementing and designing a comprehensive school-counseling program needs to ensure that they are meeting state standards as well as the ASCA National Model. Assessing the comprehensive school-counseling program allows school counselors consider how well they are meeting the needs of the students, and meeting the requirements of the ASCA National Model and state requirements. School counselors gain the ability to assess the effectiveness of the program and answer the question “How are students different as a result of the school counseling program” (Susan Ireland, M. ED., 2014, slide 1).

The presiding judge at the Shriver Settlement Conference 6/24/2016 recommended that Vanessa's other daughter who has a history with CPS

The purpose of this study is to present a cost-effectiveness analysis of two-models of service delivery, single-session walk-in counselling and compared to being on the waitlist or traditional counselling (or having received counselling, but after a wait).

History of Counseling Lead to Multidisciplinary Teams COUN5004 Survey of Research in Human Development for Professional Counselors History of Counseling Leading to Multidisciplinary Teams Counseling is a relatively new profession which has transformed over time from treating mental illnesses to providing educational guidance to counseling with a variety of specializations. Pistole summarizes by stating that counselors, now, aim to, “contribute to the vitality and vigor and to the soundness in body, mind, spirit, and social connection that sustains well-being, and so is considered, by our society, to be health” (2001). However, this was not always the case. National events such as the industrial revolution, World War

As a potential counselor, there are different reasons why I choose this journey to be a helper, servant and a leader. Not only was my early experiences in life a stepping stone towards this path, but my faith in God and the realities of life led me as well. Even though I am still creating my future towards this goal, there is no doubt that I am called to be in servitude to others. In this journey, I am appreciating the learning fundamentals I have gained from the academic coursework, professionals/teachers and experience that I have encountered to be molded into a multicultural competent counselor. By taking advantage of this opportunity of learning, I have chosen a theoretical orientation that best suits me as a potential clinician according to my beliefs, values and logical thinking. It is also noteworthy to indicate that the self-awareness of my beliefs, values, interests and thought process has been further explored due to the assessments and activities of the Life Story Board, Meyer-Briggs Type Indicator (MBTI), Strong Interest Inventory (SII), My Career Story, and Career Genogram, including a reflection of my spiritual walk with Christ.