Addressing the termination of treatment is an important phase of the therapeutic process. Either the counselor or the client may initiate termination, when it becomes reasonably clear that the client has attained stated goals and objectives, is not likely to continue services, is not likely to benefit, or is being harmed by continuing the service (CCPA, 2007; CCPA, 2015; Martin, Shepard & Lehr, 2015). For termination to be handled properly, discussions between the counselor and client should occur in advance and be addressed in a thoughtful and sensitive manner. It is best that clients not feel that they have been abandoned, for the sake of the client as well as the counselor. If continued treatment is needed, the counselor must make an effort
overview of their lives and feelings, the therapist will get an insight into what the client is going through and a little of what brought them to their presenting issue. It is important at an early stage to make the client feel that there is hope and light at the end of the tunnel – without making unrealistic promises that cannot be reached. The therapist needs to make the client feel they are in safe hands and that they are being listened to and really heard. A potentially suicidal client should not leave a therapy session feeling worse than when they arrived, yet at the same time, the client needs to know that they may have to go through some difficult times in order to start to heal
It is important, during these final stages, that the counsellor and client can resolve any unfinished business and have time to consider the complex feelings about endings. According to Dryden and Feltham (1994), ‘a fear of loss may cause some clients to cling on to relationships in life and this will obviously have some bearing on the therapeutic relationship.’ As the counsellor, I need to be aware of what an ending might signify for the client, and for me, and manage these ethically and with the guidance of my supervisor.
7). During these times commitment to the client and the therapy is required from the counsellor as well as motivation to ensure therapy will be pursued even when progress may be difficult to achieve. Some clients may precede further though therapy in a shorter space of time whereas other clients may not fully accept or commit to the therapy initially, it is vital that continued support is given to the client throughout this process.
Qin Shi Huang calling himself the First Emperor after China’s unification, QIn is a pivotal figure in the history of china, after directing china, he and his chief advisor Li Si passed a series of Important economic and political reforms. He undertook huge projects which lasted years, These included unifying various sections of the great wall of china, which is now a famous city-sized mausoleum guarded by the mighty Terracotta Army, which also includes a immense national road system, this was all at the cost of human lives, in this tremendous stage of power was the establishment of his high status as a fearful leader that ruled China.
The APA Ethical Principals of Psychologists and Code of Conduct (Section 4.09c) states, "Prior to termination for whatever reason, except where precluded by the patient's or client's conduct, the psychologist discusses the patient's or client's views and needs, provides appropriate predetermination counseling, suggest alternative service providers as appropriate and takes other reasonable steps to facilitate transfer of responsibility to another provider if the patient or client need ones immediately" (American Psychological Association, 1992, pp. 1597-1611).
Once Spike is able to form secure attachments with friends, family, and/or others, a termination date would be established one month in advance. Spike may object, feel rejected, neglected, abandoned, and angry to ending treatment (Gil & Crenshaw, 2015, p. 37). Therefore, it is important to process the client’s thoughts and feelings of parting ways and the kinds of post-treatment experiences that Spike may go through to ease his emotions. In the final sessions, I would review progress made during therapy with Spike, and identify and discuss the remaining challenges he may encounter so that he is aware of his concerns. I would also encourage him to connect with other professionals (i.e., school and psychiatrist) and community
As a counselor, I am ethically obligated to “do no harm” and “do good” for my clients. I must take the needs of my clients into consideration and do my best to provide the best treatment to meet their needs. I must
iv. The client works on establishing transference. He/she will tell the counselor what has caused the difficulties and the therapist and counselor work through it.
Effective Clinical Mental Health Counselors develop and apply certain characteristics and behaviors with clients. Clients make the decision to receive services, creating an opportunity for counseling relationships to begin (Sheperis, D. S., & Ellis, C. M. (2014). Professional counselors bring their training, experiences, understanding and personalities into the process. While counseling takes place in stages of gathering information, application of theory to generate relevant goals, treatment, assessment, and termination. Clients and counselor develop a powerful relationship to facilitate changes in their life (Sheperis, D. S., & Ellis, C. M. (2014).
Information will be provided in clear and understandable language to inform all parties of cost, risks and benefits, and limits of confidentiality (ACA, 2014). Clients maintain the right to continue or terminate therapy through the process of informed consent. Informed consent from a client is considered valid when (a) fear, external pressure, and difficulties are not present, (b) clients understand the parameters of informed consent, (c) clients explicitly give written or verbal consent, (d) clients are legally autonomous to do so (American Association for Marriage and Family Therapists, 2015). If clients’ language ability differs from that of written documents, counselors strive to present a written document in a language understandable to them (Human and Health Services, 1995). If a client lacks the capacity give consent due to age or mental status, counselors will protect the confidentiality of information received as required by federal and state laws (ACA, 2014).
The client has every right to choose whether or not they receive the treatment that they are recommended by a counselor. By providing the client with any information that can contribute to them making an informed decision on their treatment plan, we can be sure that we have
Termination can be a difficult task for clients. Premature termination may be even difficult. To assist with premature termination there are three techniques I would consider: talking about termination early in the therapeutic process, providing resources to the family, and discussing my client’s feelings.
While watching the movie, I truly experienced an emotional roller-coaster. At times, I was laughing hysterically with the trio; at times, I was moved to tears. Despite the redundant number of clichés, the movie grasps the essence of adolescence: a period where teenagers struggle to get a better understanding of the world and themselves. Although the movie’s frankness in depicting teenage problems might be a target of criticism; for me, it only brings up memories of my high school years.
The concept of termination is a term that is used as a phase of the intervention process. In human behavior termination relates to the combination of everything done to this point leading to attachment and separation. Termination is the last step between the client and worker. There are many different reasons for termination. Before termination evaluation information is gathered. Formative evaluation is done to gather ongoing feedback as the group evolves for improving and refining the group to improve outcomes. Summative evaluation’s purpose is to determine whether a group has met its goals and should be continued. Group leaders should also consider methods of evaluating whether the group was implemented and conducted as planned. The
As children, our parents usually put us in an activity to keep us occupied, and often it turns into a passion and defining characteristic. However, even with a history of various sports and hobbies, ten-year-old me still didn’t feel ‘special’ enough. What could I do that nobody else would expect? The fact that drawing came so naturally to me was surprising, seeing as how almost every child likes to draw. Yet, the idea of being an artist felt somehow unique. I never found appeal in art classes and having somebody tell me what to draw, so I taught myself. I adored it, and often found that I was better and more driven than others who had been drawing for years. To this day, I’ve found that if I embrace my own ideas and convey them through my