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Detailed Contents
CHAPTER 1
Are the Helping Professions for You? 1
Learning Objectives 1
Focus Questions 1
Aim of the Chapter 2
Examining Your Motives for Becoming a Helper 3
Our Own Beginnings as Helpers 8
Is a Helping Career for You? 12
Portrait of the “Ideal Helper” 13
Investing in Your Educational Program 15
Selecting a Professional Program and Career Path 16
Overview of Some of the Helping Professions 18
Values to Consider in Choosing Your Career Path 23
Suggestions for Creating Your Professional Journey 24
Self-Assessment: An Inventory of Your Attitudes and
Beliefs
About Helping 25
By Way of Review 32
What Will You Do Now? 33
CHAPTER 2
Helper, Know Thyself 36
Learning Objectives 36
Focus Questions 36
Aim of the Chapter 37
Impact of Professional Practice on the Helper’s Life 37
Value of Self-Exploration for the Helper 39
Using Individual and Group Counseling for
Self-Understanding 42
Working With Your Family of Origin 44
Understanding Life Transitions 55
By Way of Review 65
What Will You Do Now? 66
CHAPTER 3
Knowing Your Values 69
Learning Objectives 69
Focus Questions 69
Aim of the Chapter 70
Role of Values in Helping 70
Avoiding Imposing Values 71
Dealing With Value Conflicts 73
Concerns of LGBTQI People 76
Family Values 81
Gender-Role Identity Issues 83
Religious and Spiritual Values 85
Abortion 90
Sexuality 91
End-of-Life Decisions 92
By Way of Review 96
What Will You Do Now? 97
CHAPTER 4
Understanding Diversity 100
Learning Objectives 100
Focus Questions 100
Aim of the Chapter 101
A Multicultural Perspective on Helping 101
Ethical Dimensions in Multicultural Practice 103
Overcoming Cultural Tunnel Vision 105
Cultural Values and the Helping Process 107
Examining Your Cultural Assumptions 110
Understanding People With Disabilities* 114
Multicultural Counseling Competencies 118
Social Justice Competencies 123
Multicultural Training 125
By Way of Review 126
What Will You Do Now? 127
CHAPTER 5
Common Concerns of Beginning
Helpers 130
Learning Objectives 130
Focus Questions 130
Aim of the Chapter 131
Exploring Self-Doubts and Fears 131
Transference and Countertransference 132
Working With Clients Who Manifest Problematic
Behavior 141
Striving for Competence 150
By Way of Review 153
What Will You Do Now? 154
CHAPTER 6
The Helping Process 155
Learning Objectives 155
Focus Questions 155
Aim of the Chapter 156
Your View of the Helping Process 156
Our Beliefs About the Helping Process 158
Brief Interventions 160
Stages of the Helping Process 161
By Way of Review 183
What Will You Do Now? 184
CHAPTER 7
Theory Applied to Practice 185
Learning Objectives 185
Focus Questions 185
Aim of the Chapter 186
Theory as a Roadmap 186
Our Theoretical Orientation 187
Psychodynamic Approaches 189
Experiential and Relationship-Oriented Approaches
193
Cognitive Behavioral Approaches 198
Postmodern Approaches 207
Family Systems Perspective 214
An Integrative Approach to the Helping Process 216
By Way of Review 220
What Will You Do Now? 221
CHAPTER 8
Ethical and Legal Issues Facing Helpers 222
Learning Objectives 222
Focus Questions 222
Aim of the Chapter 223
Inventory of Ethical Issues 223
Ethical Decision Making 224
Informed Consent 237
Confidentiality and Privacy 240
Documentation and Keeping Records 252
Ethical Issues in a Managed Care Environment 253
Malpractice and Risk Management 256
A Word of Caution 260
By Way of Review 260
What Will You Do Now? 262
CHAPTER 9
Managing Boundary Issues 264
Learning Objectives 264
Focus Questions 264
Aim of the Chapter 265
Self-Inventory on Managing Boundaries 266
Multiple Relationships and the Codes of Ethics 267
The Multiple Relationship Controversy 269
Establishing Personal and Professional Boundaries
272
Combining Personal and Professional Relationships
274
Social Media and Boundaries 277
Bartering in Counseling 279
Giving and Accepting Gifts in the Therapeutic
Relationship 282
Dealing With Sexual Attractions 285
Sexual Relationships With Current Clients 288
Sexual Relationships With Former Clients 289
By Way of Review 290
What Will You Do Now? 291
CHAPTER 10
Getting the Most From Your Fieldwork and
Supervision 294
Learning Objectives 294
Focus Questions 294
Aim of the Chapter 295
Making the Most of Your Fieldwork 296
Benefiting From Your Supervision 302
Multiple Roles and Relationships in Supervision 313
By Way of Review 315
What Will You Do Now? 316
CHAPTER 11
Working With Groups 317
Learning Objectives 317
Focus Questions 317
Aim of the Chapter 318
Group Work as the Treatment of Choice 318
Various Types of Groups 319
The Value of Group Work 320
Stages of a Group and Tasks of Group Leaders 325
Developing Skills as a Group Leader 328
The Ethical and Professional Group Leader 329
Multicultural and Social Justice Themes in Groups 331
Working With Coleaders 333
Consider a Group Experience for Yourself 334
Teaching Group Members How to Get the Most From a
Group Experience 335
By Way of Review 337
What Will You Do Now? 338
CHAPTER 12
Working in the Community 340
Learning Objectives 340
Focus Questions 340
Aim of the Chapter 341
The Scope of the Community Approach 343
Multiple Roles of Community Workers 344
Community Intervention 348
Outreach 349
Educating the Community 351
Influencing Policymakers 352
Mobilizing Community Resources 353
Social Activism and Making a Difference 355
By Way of Review 356
What Will You Do Now? 357
CHAPTER 13
Stress, Burnout, and Self-Care 358
Learning Objectives 358
Focus Questions 358
Aim of the Chapter 359
Individual Sources of Stress for Helpers 359
Cognitive Approaches to Stress Management 360
Environmental Sources of Stress for Helpers 365
Stress in an Agency Environment 366
Understanding Burnout 368
The Impaired Professional 373
Strategies to Prevent Burnout 374
Staying Alive Personally and Professionally 377
Therapeutic Lifestyle Changes That Promote Wellness
379
Designing a Personal Strategy for Self-Care and
Wellness 384
By Way of Review 386
What Will You Do Now? 387
CHAPTER 14
Managing Crisis: Personally and
Professionally 389
Learning Objectives 389
Focus Questions 389
Aim of the Chapter 390
How Crises Affect Us 390
Crisis Situations Are Common in Counseling 394
Understanding Our Response to Crisis 395
The Role of Resilience 397
Cognitive, Emotional, and Behavioral Components
of a Crisis 399
Crisis Intervention Work 404
Guidelines for Working With Clients in Crisis 407
Disaster Mental Health Workers 407
By Way of Review 410
What Will You Do Now? 410
Epilogue 412
References 413
Name Index 430
Subject Index 435

CHAPTER 1 Are the Helping Professions for You?

1 Learning Objectives 1. Recognize your motivations

for becoming a helper.
2. Identify whether a helping career is for you.
3. Identify the attributes of an ideal helper.
4. Describe what is involved in selecting an
educational and career path.
5. Describe the main areas of focus for key helping
professions.
6. Assess your attitudes and beliefs about the helping
process.
Focus Questions 1. What has attracted you to the
helping professions? Who in your life has influenced
your decision to consider becoming a professional
helper? What major events in your life have
contributed to your desire to enter this field?
2. What is your main motivation for wanting to be a
helper? What personal needs of yours are likely to be
met through this work?
3. Think of a time when you needed help from a
significant person in your life or from a counselor.
What did you most want from this person? What did
he or she do that either helped or hindered you?
4. At this time in your life, how prepared (from a
personal standpoint) do you feel you are to enter one
of the helping professions? In what ways do you feel
prepared and in what ways do you feel unprepared?
5. What can you do to make your educational program
more meaningful and derive the maximum benefit
from your academic courses?
6. If you were applying to a graduate program or for a
job in the field, how would you respond to these
questions on the application form or in an interview:
“What qualities, traits, attitudes, values, and
convictions are central to being an effective helper?”
“How might these personal characteristics be either
assets or liabilities for you as a helper?”
7. If you were to pursue a career in one of the helping
professions, what kind of work appeals to you? What
clients or populations do you think you would like to
work with? What kind of human services work do you
expect would bring you the greatest meaning and
satisfaction?
8. What personal strengths do you have that will assist
you in your work as a helper? What personal
limitations might hinder your work? How might you go
about working to improve those limitations?
9. How can you learn more about what is involved in a
particular helping profession of interest to you?
10. What role do you think your values will play in
selecting a career in the helping professions?
Aim of the Chapter The Learning Objectives at the
beginning of each chapter will guide your reading, and
the Focus Questions will help you personalize the
content you are about to read. We believe the best
way to assist you in understanding your own beliefs
and attitudes about the helping role is to encourage
you to be an active learner and to engage with the
material in a personal way. We do not expect you to
have clarified all of your thoughts about these topics
before reading the chapter, nor do we expect you to be
able to answer all of the questions we pose.
Developing competence as a helper is an ongoing
process that requires many years of supervised
practice and introspection. Many of you are just
beginning your educational program and may have
had little or no contact with clients. The questions we
raise are designed to spark self-reflection as you
embark on your journey of becoming a helper.
As you consider a career in one of the helping
professions, you are probably asking yourself these
questions: • Are the helping professions for me?
• Will I know enough to help others when I start my
first practicum?
• Will I be able to work effectively with people who are
very different from me?
• Will a career in helping others be too emotionally
intense for me?
• Will I be able to secure a job?
• Will my career provide me with financial security?
• Will I be able to apply what I am learning to my job?
• Will this career be satisfying for me?
• For which specific profession am I best suited?
• How do I select the best school and training
program?
This book is intended to help you answer these and
other questions about your career. The focus is on you
and on what you need personally and professionally to
be the best helper possible. We also emphasize the
realities you are certain to face when you enter the
professional world. You will be better able to cope
with the demands of the helping professions if you get
an idea now of what lies ahead. In addition to
presenting the obstacles that you may encounter, we
also point out the joys and rewards of making a
commitment to helping others as a way of life.
Perhaps one of the most meaningful rewards for
helping professionals is the opportunity to assist
people in creating their own paths.
We begin this chapter by inviting you to examine your
reasons for wanting to become a helper. To help you
clarify your personal and professional motivations, we
share our own experiences as beginning helpers and
demonstrate that learning to become a helper is a
process that involves both joys and challenges.
This chapter also introduces you to the attributes of
an effective helper. There is no one pattern of
characteristics that identifies “ideal helpers,” but we
encourage you to think about the characteristics you
possess that could either help or hinder you in your
work with others.
Most students have questions about which
professional program will best help them achieve their
career objectives, and we explore the differences
among various educational routes. Although you may
think you know the career path you want to pursue, we
encourage you to keep your options open while you
are reading this book and taking this course. You will
probably hold several different positions within the
career that you eventually choose. For example, you
may begin by providing direct services to clients in a
community agency but later on shift to administering
programs.
Finally, keep in mind as you read this book that we use
the terms helper and human service professionals
interchangeably to refer to a wide range of
practitioners, some of which include social workers,
counselors, clinical and counseling psychologists,
couples and family therapists, pastoral counselors,
mental health nurses, school counselors,
rehabilitation counselors, and community mental
health workers.
Examining Your Motives for Becoming a Helper In
choosing a career in the helping professions, it is
imperative that you reflect on the reasons you are
considering entering this field. For many of us,
becoming a helper satisfies some of our personal
needs, such as the need to make a difference in the
lives of others. It is gratifying to know that we can
make a significant difference, especially when people
do not have a great deal of hope that they can change
or have faith in themselves to create a better life. You
can be a change agent for such people and facilitate
their beliefs in themselves. As you reflect on the needs
and motivations we discuss in this section, ask
yourself, “How do my personal needs influence my
ability to be an effective helper?”
Typical Needs and Motivations of Helpers Our
students and trainees have had a variety of
motivations for pursuing careers in the helping
professions. We want you to recognize your
motivations and needs and to become aware of how
they influence the quality of your interactions with
others. Let’s examine some of the reasons you may
have for becoming a helper.
The need to make an impact. Perhaps you hope to
exert a significant influence on the lives of those you
serve. You may have a need to know that you are
making a positive difference in someone's daily
existence. Although you recognize that you will not be
able to change everyone, you are likely to derive
satisfaction from empowering individuals. When
clients are not interested in changing, they are afraid
to make changes, or do not want your help, you may
become frustrated. If your worth as a person is too
dependent on your need to make a difference, you are
likely to become disillusioned and disappointed. This
may lead you to disengage from your role as a helper
and ultimately reduce your effectiveness. Your
professional work is one source for finding meaning in
your life, but we hope it is not your only source of
satisfaction. Becoming overly invested in clients can
lead to blurred boundaries and burnout. As helpers we
can facilitate, guide, empower, educate, and support
clients, but it is important to remember that the power
and decision to change remains within the client. One
of our key obligations as helping professionals is to
honor the self-determination of those we serve.
The need to reciprocate. The desire to emulate a role
model sometimes plays a part in the decision to be a
helper. Someone special—perhaps a teacher, mentor,
or a therapist—may have influenced your life in a very
special way, or the influential person may be a
grandmother, an uncle, or a parent. Practicing
therapists often acknowledge that they were greatly
influenced by their experience in their own personal
therapy to seek the education needed to become
competent professionals. The phrase “paying it
forward” illustrates this idea.
The need to care for others. You may have been a
helper from an early age. Were you the one in your
family who attended to the problems and concerns of
other family members? Do your peers and friends find
it easy to talk to you?
If you are a “natural helper,” you may have sought
training to improve and enhance your talent. Many of
our students are adult children of alcoholics who
adopted the role of peacemaker in their families.
Although this pattern is not necessarily problematic, it
is important that such helpers become aware of their
dynamics and learn how they function in both their
personal and professional lives. Helpers who were
peacemakers in their family of origin may be unaware
of how their aversion to conflict influences their
interactions with others and may inadvertently steer
clients away from examining unpleasant feelings such
as anger and resentment. If this pattern of
peacemaking is left unexamined, it could detract from
their ability to provide quality care to others.
One of the pitfalls of being a caregiver to significant
people in your life is that very often no one attends to
your needs. As a result, you may not have learned to
ask for what you need. You can easily become
personally and professionally burned out, or
emotionally exhausted, if you do not learn to ask for
help for yourself. Learning to say “no” and setting
personal limits and boundaries are crucial
components of self-care. Natural caregivers often
struggle with these limits.
It is crucial to strike a healthy balance between taking
care of others and taking care of yourself. Skovholt
and Trotter-Mathison (2016) emphasize the
importance of sustaining the personal self and
developing professional resilience.
They caution helping professionals to become aware
of the dangers of one-way caring in their professional
lives. You need to rely on your sense of self as your
primary instrument and take care to preserve and
protect yourself so you can continue to be effective
with clients.
The need for self-help. An interest in helping others
may stem from an interest in dealing with the impact
of your own struggles. The wounded healer can be
authentically present for others searching to find
themselves. If you have successfully struggled with a
problem, you are able to identify and empathize with
clients who come to you with similar concerns. For
example, you may have experienced the difficulties of
growing up in an abusive family and remain sensitive
to this early wounding. In your professional work, you
are likely to encounter a number of individuals with
similar struggles. Some women who were involved in
abusive relationships may become counselors who
specialize in working with battered women. Some men
who were abused as children develop particular
professional interests in counseling abused children
and youth.
Addictions counselors may be recovering from an
addiction themselves, or they may have grown up with
an alcoholic or drug-addicted parent.
Stebnicki (2009a) believes that professionals who
have experienced a wounded spirit need to be open to
questioning their own spiritual health so they can be
of assistance to their clients as they struggle with
existential concerns of loss, grief, trauma, and
stressful life events. He reminds us that
“remembering emotions related to such painful
events and re-creating an internal emotional
scrapbook can be extremely painful and difficult for
both clients and counselors, especially for counselors
new to the helping profession” (p. 54).
Sometimes individuals who are psychologically
impaired study to become helpers in an attempt to
understand how to solve their own problems. If you do
not attend to your own healing, it is unlikely that you
will be effective in helping others. Furthermore,
engaging in intense work with others can stimulate
and intensify your own pain. If clients' stories
saturated with themes of anxiety, depression, grief,
loss, or traumatic stress mirror their own personal
struggles, empathy fatigue may dream (Stebnicki,
2008; also see Chapter 14 in this book).
Before you attempt to deal with the lives of others,
examine your own life situation. Doing this
introspective work will increase your self-awareness
and help you avoid the trap of imposing a hidden
agenda on your clients. For example, a female
counselor who works with women who are victims of
partner abuse may try to work out her own unfinished
business and conflicts by giving advice and pushing
these clients to make decisions they are not yet ready
to make. Because of her unresolved personal
problems, she may show hostility to a controlling
partner. She might make the assumption that what
“worked” for her will work for everyone.

Find the Full Original Textbook (PDF) in the link

below:

CLICK HERE