Running head DIFFERENT STAGES OF CHANGE 13DIFFERENT STAG.docx
- 1. Running head: DIFFERENT STAGES OF CHANGE 1 3 DIFFERENT STAGES OF CHANGE Different Stages in Career and Substance Abuse Your Name Institution Different Stages in Career and Life Introduce your paper by saying something about the Stages of Change model. Acknowledge that clients can be in two different stages of change (different stages for different issues) and how this could challenge a counselor. Note the four principles of Motivational Interviewing. Introduce your counseling scenario (your client is in “X” stage of change for career development, and “Y” stage of change for substance abuse. Dialogue Client: talking talking talking. (Note the stage of change the client is expressing). Counselor: responding responding responding. (Note the Motivational Interviewing principle demonstrated by the counselor). For example: Client: I like getting high but I don’t really like myself afterwards or the things that I sometimes do to get it. (Contemplation). Counselor: So you enjoy the feeling at the time, but afterwards
- 2. you feel bad and question your decisions. (Developing discrepancy). ….and so on… How the Dialogue Addresses the Challenges Explain how the scenario you wrote addresses the challenges of working with clients who are in different stages of change for career development and substance abuse. Point to the two different stages and the way the counselor responded (using Motivational Interviewing strategies). Reference the textbook and other outside readings. Add a concluding paragraph here. Counselors should be aware of techniques such as motivational interviewing to…... References Wood C & Cato S (2012) Career counseling and lifestyle planning for clients with addictive behaviors. In D. Capuzzi & M. D. Stauffer (Eds.), Career counseling: Foundations, perspectives, and applications (2nd ed., pp. 399-429). New York, NY: Routledge Case Example John is a 29-year-old Caucasian man who has come to see you for career counseling. He is currently employed full time as a tester for a computer company. Additionally, he works part time as a DJ for weddings and other social events on evenings and weekends. After high school, John started college at a local
- 3. community college, taking primarily general courses in math, English, and computer technology to complete the requirements for an associate’s or bachelor’s degree. He quickly became disinterested in classes and left to work full time. For the past several years, John has been steadily employed in several different dot-com and Web-based companies, moving from one company to the next when each company subsequently went out of business. In general, he has been satisfied with the standard of living his vocation has provided him, but he finds the nature of his work at his current company stifling. The part time job as a DJ has given him a more creative outlet and provided him with a needed social context outside of work. John is currently very dissatisfied with the rut in which he has found him- self and feels that he needs to make some changes in his life. Although he likes the financial rewards of his tester position, he cannot imagine himself staying in that vocation for the rest of his life. John finds his work an increas- ing drudgery and is concerned about the lack of long-term stability in the industry. Although he finds his work as a DJ much more interesting, his employment there is sporadic at best, and he believes the hectic party pace and atmosphere would wear on him if he were to try doing it full time. John has also revealed to you that he currently copes with his job stress and dissatisfaction through recreational drug use. He has been an infrequent marijuana user for years and has recently started using cocaine regularly after being introduced to it through his work as a DJ. He says that marijuana helps him escape the intense pressure of his work as a tester and cocaine helps him become energized for his work as a DJ. Although he is aware of an increase in his drug usage in recent months, his primary anxiety concerns his current job situation. Running head: APPLYING CAREER ETHICS IN PRACTICE 1 APPLYING CAREER ETHICS IN PRACTICE
- 4. 3 Applying Career Ethics in Practice Name University Applying Career Ethics in Practice David is a client who is a focused and determined in his duties to be a good supervisor. Some of the goals that David focuses on is safeguarding the integrity of the professional working relationship. This goal is critical to ensure that every operation within the business is fulfilled according to the standards and rules. Secondly, the purpose of practicing ethics is to help David to work hard in evaluating all the activities that are to be done within the set timeline. The third goal is to deliver the business demands to fulfill the set objectives (National Career Development Association, 2015). Finally, David focuses on the promotion of safety and security of others as a way of promoting effective relationship necessary in the work environment. Based on the Self-Directed Search (SDS) that David took, he coded high in Enterprising, Conventional, and Social. It is essential to apply ethics when working with David. As a counselor, I will support the worth, dignity, potential, and uniqueness to ensure that there is no conflict when attending to him. Additionally, I will practice professional values, such as equity to ensure that there is no favor in offering services.
- 5. Moreover, it is essential to avoid any action that can cause harm or make the client to shut down. It is also important to honor all the commitments and keep all the promises and fulfill various responsibilities that promote trust in professional relationships (Capuzzi & Stauffer, 2012). It is also important to offer equal treatment to avoid any dishonesty that may be developed during the provision of services. Practicing veracity will build confidence in the client and prevent resistance that may arise as a result of mistrust. It is vital to make the client feel part of all the activities that will be involved. Finally, it is significant to give the chance to be free to do any activities that will help in the identification of his needs without asking questions. My goal is to help David reach his goals and feel like he has what it takes to be a great supervisor. References Capuzzi, D., & Stauffer, M. D. (2012). Career counseling: Foundations, perspectives, and applications. (2nd ed.). Boston, MA: Pearson Education National Career Development Association (NCDA). (2015). Ethical Standards National Career Development Standards. Retrieved from http://associationdatabase.com/aws/NCDA/asset_manager/get_fi le/3395
- 6. Assignment Rubric – Weeks 1, 3–6, and 9–10 Grading Rubric: Application Assignments (Wks 1, 3–6, and 9– 10) 12 possible points per Application Assignment There are four primary quality indicators. All written assignments will be scored on the first three indicators (Responsiveness, Content, and Quality). The final indicator (Research, Scholarship, and Professional Style) applies to the Final Paper only and is worth double points for each criterion. Six-Day Clinical Residency Evaluation Scoring Guide Grading Rubric Criteria 1 Emerging 2 Progressing 3 Meets Standard
- 7. 4 Exemplary RESPONSIVENESS (AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW) (Did the student respond adequately to the paper or writing assignment?) (4 points) Paper or writing assignment is unresponsiveto the requirements given in the instructions. The content misses the point of the assigned or selected topic; and/or relies primarily on anecdotal evidence (e.g., largely composed of student opinion); and/or contains little or no evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content. Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content is somewhat misses the point of the assigned or selected topic; and/or lacks in substance, relying more on anecdotal than scholarly evidence (e.g., largely composed of student opinion); and/or contains minimal evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content. Paper or writing assignment is responsive to and meetsthe requirements given in the instructions. It responds to the assigned or selected topic; is substantive and evidence based; demonstrates clearly that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content. Paper or writing assignment is responsive to and exceedsthe requirements given in the instructions. It responds to assigned
- 8. or selected topic; demonstrates insight beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what is known about the topic, unearths something unanticipated, etc.); is substantive and evidence-based; demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content. Criteria 1 Emerging 2 Progressing 3 Meets Standard 4 Exemplary CONTENT KNOWLEDGE (Does the content in the paper or writing assignment demonstrate an understanding of the important knowledge the
- 9. paper/assignment is intended to demonstrate?) (4 points) Paper or writing assignment demonstrates/provides: lack of understanding and little or no application of the concepts and issues presented in the course and/or application is inaccurate and contains many omissions and/or errors; and/or no examples or irrelevant examples; and/or no thought-provoking ideas or original thinking; and/or no critical thinking; and/or many critical errors when applying knowledge, skills, or strategies presented in the course. Paper or writing assignment demonstrates/provides: minimal understanding and little application of concepts and issues presented in the course, and, while generally accurate, displays some omissions and/or errors; and/or few and/or irrelevant examples; and/or few if any thought-provoking ideas, little original thinking; and/or “regurgitated” knowledge rather than critical thinking; little mastery of skills and/or numerous errors when using the knowledge, skills or strategies presented in the course. Paper or writing assignment demonstrates/provides basic understanding and application of the concepts and issues presented in the course demonstrating that the student has absorbed the general principles and ideas presented; relevant examples; thought-provoking ideas and interpretations, some original thinking; and critical thinking; and mastery and application of knowledge and skills or strategies presented in the course. Paper or writing assignment demonstrates/provides: in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations or analyses; accurate and perceptive parallels, ideas, opinions, and
- 10. conclusions) showing that the student has absorbed the general principles and ideas presented and makes inferences about the concepts/issues or connects to them to other ideas; rich and relevant examples; thought-provoking ideas and interpretations, original thinking, new perspectives; original and critical thinking; and mastery and thoughtful/accurate application of knowledge and skills or strategies presented in the course. Criteria 1 Emerging 2 Progressing 3 Meets Standard 4
- 11. Exemplary QUALITY OF WRITING Does the student demonstrate graduate-level writing in papers and written assignments? (4 points) Writing is wellbelow graduate-level writing expectations: The paper: uses unclear and inappropriate language; and/or has many errors in spelling, grammar, and syntax; and/or lacks organization in a way that creates confusion for the reader; and/or contains many direct quotes from original source materials and/or consistently and poorly paraphrases rather than using original language; and/or lacks information about a source when citing or paraphrasing it significant problems adhering to APA style (application papers). Writing is somewhat below graduate-level writing expectations: The paper: uses language that is unclear and/or inappropriate; and/or has more than occasional errors in spelling, grammar, and syntax; and/or is poorly organized, is at times unclear and confusing, and has some problems with logical flow; and/or reflects an underuse of original language and an overuse of direct quotes and paraphrases; and/or sometimes lacks information about a source when citing or paraphrasing it; problems adhering to APA style (application papers). Writing is scholarly and meetsgraduate-level writing expectations. The paper: uses language that is clear; has a few errors in spelling, grammar, and syntax; is well organized, logical, and clear; uses original language and uses direct quotes when necessary and/or appropriate; provides information about a source when citing or paraphrasing it; adheres to APA style with few mistakes (application papers).
- 12. Writing is scholarly and exceeds graduate-level writing expectations. The paper: uses language that is clear, concise, and appropriate; has few if any errors in spelling, grammar, and syntax; is extremely well organized, logical, clear, and never confuses the reader; uses a preponderance of original language and uses direct quotes only when necessary and/or appropriate; provides information about a source when citing or paraphrasing it; adheres to APA style with few or no mistakes (application papers). © 2015 Laureate Education, Inc. Page 2 of 2