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2015, APA handbook of career intervention, Volume 1: Foundations.
AI
This chapter explores the distinctions and overlaps between psychotherapy, counseling, and career counseling through a philosophical lens. It emphasizes the significance of definitions in establishing the boundaries of professional practices and the epistemological implications involved. The analysis critiques traditional theories in vocational psychology and advocates for social constructionism, positioning it as a vital paradigm for advancing understanding in this field. The chapter further examines the intersection of career counseling with psychological diagnoses, highlighting the implications for practice and health care.
American Psychologist, 1986
The specialty of counseling psychology has come under scrutiny as a result of recent preoccupation with licensing, credentialing, and third-party payments. A lack of clarity concerning the nature of the specialization appears to be shared by psychology in general counseling psychology in particular, and also the general public. In the present study an occupational analysis of counseling psychology was conducted to determine what counseling psychologists actually do, how they feel about it, and how (if at all) the field is changing. The results suggest that counseling psychologists are strongly practice oriented and appear to see themselves as engaged in psychotherapy and traditionally "clinical" activities with a reduced emphasis on vocational academic, and research-focused behaviors. This finding is particularly true of the younger respondents. The results are discussed in terms of their implications for the counseling-clinical distinction and the scientist-practitioner model. Counseling psychologists have reviewed their professional identity extensively and have striven to differentiate the specialty from counselor education on the one hand and clinical psychology on the other. Whiteley's 1984 article and the series of volumes edited by Whiteley (1980), Whiteley and Fretz (1980), and Whiteley, Kagan, Harmon, Fretz, and Tanney (1984) illustrate this process of self-analysis. This review of the professional identity of counseling psychology has, however, taken place in the absence of an appropriate database. Curiously, despite all our discussions, no occupational analysis of counseling psychology has ever really been done. The closest approximation to such an occupational analysis of counseling psychology is the report of Joseph Samler to the Greystone Conference in 1964 (Samler, 1964). Samler provided an excellent analysis of the settings in which counseling psychologists work and of what they do in those settings as well as comparisons of counseling psychologists with members of other American Psychological Association (APA) divisions, such as 14 (Society for Industrial and Organizational Psychology) and 12 (Clinical Psychology). Samler also tabulated the interests of counseling psychologists in various kinds of professional service areas and compared his results with those of Yamamoto (1963), Scott (1961), and Peterson and Featherstone (1962). He concluded by providing a short list of job duties in various major settings in which counseling psychologists are employed , such as Veterans Administration hospitals and university counseling centers. Although those lists were useful as far as they went, they do not fulfill the detailed requirements of a job analysis, nor are they contemporary, given that the Samler study is now over 20 years old. Reporting to the same Greystone Conference, Darley (1964) described in somewhat philosophical terms what counseling psychologists need to know, whereas Jordaan, Myers, Layton, and Morgan (1968) provided definitions and job descriptions of counseling psychologists in a pamphlet designed for public consumption. As good as this pamphlet is, however, it is not based on the collection of data but rather on careful but unsystematic observation of duties of counseling psychologists in various work settings. It is also dated, having been written more than 15 years ago. More recently, Osipow, Cohen, Jenkins, and Dostal (1979) and Tipton (1983) have collected data showing something about what counseling psychologists do and how their work is different from that of other kinds of psychologists working in clinical areas. Other contemporary studies (Banikiotes, 1977, 1980) have focused on the settings in which counseling psychologists provide their services. Again, however, these do not qualify as job-analytic studies but rather as data-based, descriptive studies of the work of counseling psychologists. Finally, the Educational Testing Service (ETS; Rosenfield, Shimberg, & Thornton, 1983), under contract with the American Association of State Psychology Boards, conducted a major job analysis of the work of licensed psychologists in the United States. The ETS study found relatively few differences among psychologists in various work settings, thus supporting the view that the four major specialties (i.e., clinical, counseling, school, and industrial/organizational [I/O]) do not differ substantially from one another-although of the four, the I/O specialty appears the most distinctive. To some extent this finding is based on the nature of the ETS methodology, which consisted of a factor analysis based on responses to a questionnaire assessing knowledge, skills, and abilities. This analysis resulted in four categories involving assessment, intervention, organizational applications, and research and measurement. Few differences were found on these four factors. The question still remains whether the kinds of interventions used by each specialty differ. The present study was designed to generate an ap
Rivista di Psicologia Clinica – Italian Journal of Clinical Psychology, 2023
In the Italian context, the psychology profession is regulated by a particular legal framework, which establishes that (a) a set of expert functions (e.g., psychological diagnosis, rehabilitation) are exclusively reserved to the psychology profession (b) psychotherapy is defined a second-order function reserved to psychologists (and practitioners) having a 4-year specialization after the master degree in psychology. This specific institutional framework raises the necessity of a threefold differentiation. First, the need to set clear scientific boundaries between professional psychology and other non-psychological forms of professional/expert practice (e.g., counselor, mental coach). Second, the need to clarify the specificity of the psychology practices operating in the clinical field with respect to those operating in other fields of intervention (e.g., school, community). Third, the need to model the articulation between the clinical psychologist and the psychotherapist. The paper provides a model to operate such a differentiation. Though motivated by and focused on the peculiarity of the Italian context, the current paper offers considerations that may transcend that context and be of general interest.
Australian and New Zealand Journal of Family Therapy, 2000
The terms`counselling' and`psychotherapy' are often employed in a loosely interchangeable way, especially in Australia. Where distinctions are made, there has been little agreement on what each term should cover. This article examines several axes on which`counselling' might potentially be distinguished from`psychotherapy'; the most promising basis for such a distinction seems to be whether or not the mode of work attempts to access the unconscious. On this basis, several modalities currently termed`therapy' would in fact be classed as types of`counselling', including those modalities of family therapy which aim to engage clients at the level of conscious behaviour change and restructuring. Consideration of how new professionals are trained lends support to a continuum, with short-term, problem-focused conscious-oriented approaches at one end, and longer-term, transference-focused, unconscious-oriented approaches at the other, the dividing line coming at the point where trainees learn the skill of`immediacy'.
Counselling Psychology Quarterly, 2002
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European Journal of Psychotherapy & Counselling, 2018
This paper contributes to a recent call for dialogue between the different professional groups representing psychotherapy in Europe. At present, two core psychotherapy groups exist in Europe, namely the EAP, representing psychotherapy, and EFPA, representing psychologists specialising in psychotherapy. This article compares and contrasts two competency frameworks representative of these bodies, which capture the skills, knowledge, reasoning and values of the respective professions. The shared and divergent competencies are identified and discussed, followed by suggestions for potential changes in future European competency frameworks. By doing this, we not only respond to the recent call for dialogue but also promote collaboration and discussion between the professional groups representing psychotherapeutic practice both in Europe and beyond. Der Vergleich von Kompetenzen von einem Psychotherapeut mit denen eines Psychologen, spezialisiert in Psychotherapie-Lucy Smith ABSTRACTO Dieser Artikel trägt zu einem kürzlichen Aufruf für Dialoge zwischen den unterschiedlichen Professionellen Gruppen, die Psychotherapie in Europa vertreten. Momentan gibt es zwei Hauptgruppen in Europa, nämlich die EAP, die Psychotherapie repräsentiert und EFPA, welche die Psychologischen in Psychotherapie vertreten. Dieser Artikel vergleicht und zwei unterschiedliche Ramen der Kernkompetenz die diese vertreten, diese umfangen die Fähigkeiten, das Wissen, die Schlussfolgerungen, und die Werte der bezüglichen Professionen. Die geteilten und abweichende Kompetenzen sind definiert und diskutiert, gefolgt von einer Empfehlung für potentielle Veränderungen in der Zukunft der Europäischen Rahmen und der Fähigkeit. Indem wir dies befolgen, antworten wir nicht nur auf die kürzlichen Aufrufe für Dialoge, gleichzeitig fordern wir die Mitarbeit und Diskussion zwischen den professionellen Gruppen welche die psychotherapeutischen Praxis in Europa und jenseits.
British Journal of Psychotherapy, 1993
International Journal for Educational and Vocational Guidance, 2012
In this study, we explored main dilemmas psychologists face in career counselling in two main professional settings: employment and education. Participants included 24 experienced Portuguese psychologists, working in employment (n = 14) and educational (n = 10) settings. We used consensual qualitative research to conduct and analyse semi-structured interviews. Results revealed dilemmas' in five domains: neutrality, assessment, dual loyalty, role boundaries, and confidentiality, with the typical dilemma in the domain of neutrality. Differences between groups were found in the domains of dual loyalty and role boundaries.
Research in Psychotherapy: Psychopathology, Process and Outcome
European Journal of Psychotherapy and Counselling, 1998
This paper begins with a critical evaluation of British counselling psychology's aspirations for a scientific basis and considers some of the consequences in terms of theoretical assumptions and research practice. Through identifying certain empirical, theoretical and ideological problems inherent in the dominant tradition of quantifying inferred cognitive constructs (using the example of trainee self-talk), an alternative framework of discursive psychology is simultaneously introduced. The argument is made for a discursive study of storied meanings by trainee counselling psychologists about themselves and their work. This would potentially address two pivotal research areas. First, it affords both a personal and yet socially embedded framework for an increased understanding and more sensitive evaluation of the training process (with its acquisition of skills, knowledge, experience, competencies, etc.). Second, it offers an alternative approach to the problematic area of understanding unique and generic interactions between practitioners and their preferred psychological model(s) of therapy, thus challenging the theoretical and research cul-de-sac of competing modernist visions of purism, eclecticism and integration. Extending from these observations two research possibilities are suggested.
European Journal of Psychotherapy & Counselling, 1998
This paper begins with a critical evaluation of British counselling psychology's aspirations for a scientific basis and considers some of the consequences in terms of theoretical assumptions and research practice. Through identifying certain empirical, theoretical and ideological problems inherent in the dominant tradition of quantifying inferred cognitive constructs (using the example of trainee self-talk), an alternative framework of discursive psychology is simultaneously introduced. The argument is made for a discursive study of storied meanings by trainee counselling psychologists about themselves and their work. This would potentially address two pivotal research areas. First, it affords both a personal and yet socially embedded framework for an increased understanding and more sensitive evaluation of the training process (with its acquisition of skills, knowledge, experience, competencies, etc.). Second, it offers an alternative approach to the problematic area of understanding unique and generic interactions between practitioners and their preferred psychological model(s) of therapy, thus challenging the theoretical and research cul-de-sac of competing modernist visions of purism, eclecticism and integration. Extending from these observations two research possibilities are suggested.
The Canadian Handbook for Careers in Psychological Science
During the information-gathering process and consultations, HPRAC observed that further communication to the public, regulated providers, and unregulated providers is required to clarify what is, and is not, the controlled act of psychotherapy. To that effect, if the controlled act is proclaimed, it would be beneficial for the six regulatory colleges and the Ministry of Health and Long-Term Care to undertake a communication campaign. HPRAC also observed variation across the six regulatory colleges in relation to the minimum knowledge, skills, and judgement required for the colleges' members to practise psychotherapy. We suggest that the Minister consider requesting that the six regulatory colleges work together to establish minimum requirements for their members to practise psychotherapy. We look forward to meeting with you to discuss the findings in this report and our recommendations. Sincerely,
British Psychological Association, 2019
There are shockwaves being felt around the counselling and psychotherapy worlds as The British Association for Counselling and Psychotherapy (BACP) along with the British Psychoanalytic Council (BPC) and the United Kingdom Council for Psychotherapy (UKCP) are collaborating on The Scope of Practice and Education for the counselling and psychotherapy professions (SCoPEd) project in which they are seeking to differentiate counselling and psychotherapy through a competence framework (BACP, 2019).
Asia Pacific Journal of Counselling and Psychotherapy, 2010
In the global environment it is important to move counselling from a fundamental reliance on psychological insights to a view that incorporates a radically different perspective. The application of method within the counselling relationship limits self discovery. Written from 30 years' experience within the New Zealand setting, this paper proposes counselling and therapy take more account of connections to inner and outer worlds that cannot be defined and exist briefly in moments of time. A new paradigm is proposed alongside a review of fundamental skills.
The Purpose of Psychotherapy and Counselling, 2004
In this article I cover the following: transference, countertransference and eros; brief counselling; outcomes; professionalism and codes of ethics.
IOSR Journal of Humanities and Social Science, 2013
Counseling is a very commonly used term in India. How it is being used and for what, is a matter of discussion. This aspect is extremely important to understand the status of therapeutic / psychological / clinical counseling in India. This paper is a study of people's perception about this profession based on the author's experiences as a counselor in schools and college as well as in private practice. The objective of the paper is to elaborate on the profession as perceived in India and make an attempt to understand where the country stands with regard to counseling through intensive review of literature. This would enable the author as well as the readers to understand the progress made as well as the progress required. The paper also discusses the role of this profession in mental well being of common man. The paper would also carry a few case studies from the author's professional experience. The paper would conclude with suggestions and recommendations for a better standing for this profession in India.
Applied Psychology, 2007
Lors du Congrès International de Psychologie Appliquée de 2002 à Singapour, le Conseil d’Administration a entériné la proposition de création d’une Division de Psychologie du Counseling. Pour promouvoir son émergence au sein de l’Association Internationale de Psychologie Appliquée et pour encourager son développement, ce numéro spécial analyse l’état actuel de la psychologie du counseling ainsi que ses évolutions à venir dans quatorze pays différents. Ces analyses examinent les forces, faiblesses, opportunités et menaces de la psychologie du counseling. A partir de la matrice SWOT, dont la méthodologie est exposée dans un article introductif, chaque auteur présente les objectifs et stratégies de la psychologie du counseling dans son propre pays pour la prochaine décade. La conclusion de ce numéro spécial reprend en les commentant l’ensemble des conseils et suggestions afin de construire la psychologie du counseling dans le futur.At the 2002 International Congress of Applied Psycholo...
I believe that there is a gap between academics and practitioners in the field of psychotherapy and counselling. The same gap exists in other fields and has been identified as potentially harmful. I believe the same might apply to our field. Practitioners do not readily apply knowledge produced by academics, and at the same time knowledge produced by practitioners does not participate in the overall discussion and development of our discipline. This paper focuses on the latter, arguing that practitioners do not have adequate avenues to participate in, and contribute to knowledge creation in psychotherapy and counselling and are in fact excluded from it. The existing one-directional relationship between the academic and practitioner groups could cause practitioners to feel alienated from the process of knowledge creation. I suggest that research needs to be carried out to explore this gap, what both groups think about it and the impact it has on our field. Hopefully this will lead to developing mechanisms that will allow practitioners to contribute regularly to knowledge creation as equals in our field.
Psychology and Psychotherapy: theory, …, 2006
In this paper, I argue* that Counselling Psychology’s professional identification with pluralism poses significant emotional problems for trainees. An important factor in such problems may be the trainee’s sense of disappointment and disillusion that the route to professional and personal self-transformation will not be achieved via a set of universal theoretical principles and established clinical ‘rules’. I draw on recent psychoanalytic theory to suggest that the task facing trainees involves balancing pluralism, characterized as an ‘external’ third position, with an ‘internal’ third space indexing an awareness of subjectivity and intersubjectivity. Maintaining a dialogical-dialectical perspective on these two positions allows for a creative space in which the trainee may be transformed from lay helper into professional counselling psychologist via a personal engagement with theoretical, clinical and academic material presented during training.
Research in Psychotherapy: Psychopathology, Process and Outcome
To define boundaries and links between research and training in psychotherapy we have to establish what kind of research is needed for this purpose. For defining psychotherapy as a science some basic epistemological premises should be affirmed and specific methods have to be devised, using both quantitative and qualitative approaches, diachronic and longitudinal perspectives, cumulative and meta-analytic strategies, focusing both the techniques used in the therapies and the relationship between the therapist subject and the client subject as a core mean for produce change. What should be evaluated in this research process, what methods and techniques of assessment should be preferred, what analyses of data are suitable: these are the main issues addressed in the article, as they are useful for planning the training of a therapist as a researcher, regardless of the privileged theoretical and technical approach. Science and practice have to be connected, since they both allow the moni...
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