The Myers–Briggs type indicator (MBTI) was designed to help people understand themselves and others by helping them appreciate the diverse strengths of different personality types. It has been widely used in counseling as well as business to work on team building and relationships. There is, therefore, room for using this assessment within the field of student affairs to help build teams and groups both for professionals in the field and for students. This chapter discusses the basic information about the MBTI and implications for student affairs. The instrument is considered as a personality assessment for normal individuals designed to assess personality type. The MBTI offers strength-based guidance in every realm of living concerning individual growth to interpersonal relationships, in academic matters to spiritual terrains. From the office of the president to the chaplain, the MBTI is a useful and effective tool on a college campus.
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This chapter reviews the questions that are frequently asked in solution-focused therapy (SFT) and how they can be used with couples. It discusses the miracle question, the scaling question, and exception-finding questions, many of which have been written about extensively over the years. Solution-focused questions spring from a therapist’s curiosity curiosity is the foundation of solution building. Deciding which partner to question at a particular moment in the session is an important skill for a couple’s counselor. Solution building is a process of co-constructing a conversation between the couple and the therapist, and all three must take their turn in the conversation. Third-person questions are also a powerful way to bring a couple’s entire support system into the session. Presumptive language is very important in developing solution-building questions. Some questions are crafted to create a picture of the preferred future and to fill it with as many details as possible.
Eliciting a description of a couple’s ideal future without getting sucked into the problem story is one of the hardest tasks in solution-focused therapy. In order to stick to a description of the “future” a therapist must have the discipline to refrain from following the client’s lead toward the use of “problem language”. The process of gathering details about a preferred future is therapeutic in itself. Often nothing more needs to happen for the couple to make significant and lasting changes in their lives and in their relationship, and the more thorough their description of their future, the more good it’s likely to do. The role of a solution-focused marriage counselor is to remind couples of the process that was in play when they first fell in love, and what skills each partner brought to the relationship in its early days.
Students may enter higher education with a strong set of ideals, firm models of career options, and certain confidence in their ultimate direction; however, it is not uncommon for students to begin college unprepared for life after graduation, let alone housing assignments and first semester coursework. This chapter focuses on the difficulties surrounding the major choice, the factors that influence decision making, career theories in student affairs, and campus and community resources available to assist students in gathering important data about their major and career choices. Selecting a college major and making career decisions are not easy, and require self-knowledge, self-examination, and research on what is available in the world of work. Essential to student success is the ability of student affairs professionals to accurately recognize when students are struggling and make an appropriate referral for career counseling, academic support services, or personal counseling.
This book provides a better understanding of emerging disabilities and their impact on all areas of life and explores implications for rehabilitation counseling practice, policy, and research. It first defines emerging disabilities and examines current societal trends that contribute to the onset and diagnoses of chronic illnesses and disabilities that are considered to be emerging in the United States. Then, the book provides an overview of medical, psychosocial, and vocational aspects that distinguish emerging disabilities from traditional disabilities. The first section of the book includes four chapters on emerging disabilities with organic causes or unknown etiologies. It examines disabilities and chronic illnesses that are characterized by chronic pain. The second section of the book examines the role of natural and sociocultural environments in creating new patterns and types of disabling conditions. It focuses on both lifestyle factors and climate change and how these contribute to the onset and/or exacerbation of chronic illness and disability and explains physical disabilities, chronic illnesses, and mental health conditions that result from violence. The final section of the book explores implications for rehabilitation practice, policy, and research to better respond to the unique concerns and needs of rehabilitation consumers with emerging disabilities. It suggests research topics, designs, and procedures for building upon our knowledge about the rehabilitation needs of emerging disability populations and developing evidence-based practices to facilitate successful rehabilitation outcomes for individuals in these populations.
This chapter discusses the type of group work using rational emotive behavior therapy (REBT) principles and practices. Several methods of psychotherapy, such as psychoanalysis, employ group therapy for expediency reasons. REBT distinctly uses an educational rather than a medical or psychodynamic model. REBT includes a number of role-playing and behavior modification methods that can be done during individual therapy sessions but that are more effective in group. Clients who are shy or who have interpersonal problems are particularly encouraged to join a group because it is often more therapeutic for them to work out their problems with their peers than to work on them only with an individual therapist. In cognitive-behavioral therapy in general and in group REBT in particular, the activity level of the therapist tends to be high. Group REBT and counseling especially have intrinsic disadvantages and limitations when compared to more individualized REBT proc.
Although there is a scarcity of specific research on leadership principles and practices and the community/mental health/clinical counseling profession at the agency level, a number of leadership theories can be related and applied to the counseling practice. Leadership is defined as a process that is established and implemented by a group of individuals working together to achieve a common goal. One prominent theory of followership as it relates to leadership is the leader-member exchange (LMX) theory. Although the focus of servant leadership appears to be on the leader and leader behavior, the perceived outcomes of servant leadership include follower performance and growth, organizational performance, and societal impact. The nature of the mental health field is one of multiple constituencies working together to promote the well-being and mental health of individuals and communities, and the process of leadership is a natural fit for implementation in professional practice.
This book provides useful empirical information about male juvenile delinquents and serves as a model training manual for new programs and people working in existing rehabilitation programs. It also provides guidelines for developing policy on the rehabilitation of juvenile delinquents. The book can be used as a resource for academicians and others who teach courses on juvenile delinquency and assigned as a supplementary textbook for students learning about juvenile delinquency, juvenile justice, and mental health. The authors of the book take a multidisciplinary approach that will appeal to everyone who thinks about juvenile delinquency: politicians, judges, police, teachers, clinicians, social workers, educators, and students of criminology, criminal justice, juvenile delinquency, family violence, sociology, psychology, and counseling. This approach appeals to undergraduate students in liberal arts programs that require them to take courses in multiple disciplines, and to graduate students in the mental health fields whose undergraduate training varies. The book also consists of six case histories of boys who resided at Ocean Tides. The information was culled from their files, the clinical consultant’s interviews with the boys when they were in residence, and aftercare information. These cases were selected to provide a sampling of the Ocean Tides boys; their backgrounds, personal, and psychological hurdles; and the outcome of their experience at Ocean Tides.
Supervisees engage in a variety of case activities, including evaluations, consultation, direct academic or behavioral intervention and counseling, and work with a variety of clients during the practicum. Some of these activities are time limited while others require ongoing maintenance. This chapter discusses the three most basic types of casework—evaluations, consultation, and counseling—and termination activities related to each. While considerable attention has been provided in the literature to the issue of termination in therapy, much of this work is central to the fields of counseling and clinical psychology. Often, school psychologists deliver counseling services in an individual or group therapy format to address goals and services that are part of a student’s individualized education program (IEP). Supervising school psychologists may find that their schedule is quite demanding as they try to wrap up casework and plan for the following school year.
This chapter describes the need for a specific focus on counseling women and girls. It discusses the fundamental tenets of empowerment feminist therapy (EFT). Gender and gender differences are not inherently problematic; however, issues arise when they become markers for which individuals are esteemed or devalued. Violence against women is a serious public health issue in every country in the world. Violence against women and girls takes many forms, some of which are accepted cultural practices that have severe negative repercussions for females’ physical and psychological well-being. Child marriage and female genital mutilation are two of these cultural practices. Due in part to trauma, oppression, and gender-role expectations, women and adolescent girls experience the highest rates of anxiety, depression, and posttraumatic stress disorder (PTSD). Out of the feminist movement, and in response to the biases inherent in mental health treatment, feminist therapy came into existence.