Using Acceptance and Commitment Therapy to Negotiate Losses and Life Transitions
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The New Ministers Manual
The New Ministers Manual Paul W. Powell Unless otherwise identified, scripture quotations are from the Holy Bible, King James Version. Scripture identified from the New American Standard Bible, Copyright the Lockman Foundation 1960, 1962, 1968, 1971, 1972, 1973,1975,1977. Copyright 1994 Paul W. Powell All Rights Reserved ii Dedicated to The Students of Truett Seminary and all other young people on whom the mantle of ministry will fall iii iv PREFACE Thomas Jefferson once described the presidency as “a splendid misery.” I think that is an apt description of the ministry. I know of no calling that is more rewarding, and at the same time, more demanding than being a minister. The modern minister faces a multitude of tasks that are both exciting and exacting. He must conduct funerals and weddings, often on the same day. He must be a scholar, a public speaker, an educator, a financier, a CEO, a personnel manager, a shepherd and a personal counselor. While still a student at Baylor University I became pastor of an open country church. I soon found myself confronted with many things I had seen and even been a part of in my home church, but to which I paid little attention until I was called on to do them myself. In the next 34 years I pastored churches of all sizes, my last church having more than 7,000 members. As I became pastor of larger churches I would ask young ministers to assist me in funerals, weddings, baptisms, so they could learn firsthand what to do. What I have recorded in this book are some of the things I tried to teach them. -
Unraveling Counseling Practices in HIV Prevention Targeted Intervention in India
Unraveling Counseling Practices in HIV Prevention Targeted Intervention in India Apurvakumar Pandya ( [email protected] ) Indian Institute of Public Health Gandhinagar https://orcid.org/0000-0003-0178-3978 Shagufa Kapadia Maharaja Sayajirao University of Baroda Research Article Keywords: Counselors, counseling, HIV prevention, targeted intervention, culture, constructivist grounded theory, India Posted Date: July 13th, 2021 DOI: https://doi.org/10.21203/rs.3.rs-664012/v1 License: This work is licensed under a Creative Commons Attribution 4.0 International License. Read Full License Page 1/14 Abstract Counseling is an essential strategy for preventing sexually transmitted infections, including human immunodeciency virus (HIV). However, research on counseling practices in targeted HIV prevention interventions is limited. We conducted a grounded theory study to develop a theoretical model explaining HIV counseling practices within Targeted Interventions (TI) in Gujarat. Using constructivist grounded theory methodology, we conducted in-depth interviews of 14 counselors and observed counseling sessions of ve counselors. Data were analyzed using a constant-comparative method, performing four levels of coding: open, axial, focused, and theoretical. Our theoretical model illustrates key culture- specic features in HIV counseling and how counselors facilitate the counseling process in the local cultural context and programatic environment. Present study reveals the values and practices reective of the Indian culture that inform the counseling process and yield behavior change in clients. In the end, authors highlight challenges and recommendations for HIV counselors. Introduction Counseling plays an essential role in mitigating the spread and management of HIV/AIDS. The National AIDS Control Organization (NACO)’s National AIDS Control Programme (NACP) has counseling as one of the key strategies for preventing and controlling HIV in India. -
Applying ACT to Cases of Complex Depression: New Clinical And
ApplyingApplying ACTACT toto CasesCases ofof ComplexComplex Depression:Depression: NewNew ClinicalClinical andand ResearchResearch PerspectivesPerspectives PartPart I:I: DepressionDepression withwith PsychosisPsychosis andand SuicidalitySuicidality Brandon Gaudiano, Ph.D. Assistant Professor of Psychiatry Grant Support: NIH K23 MH076937 OutlineOutline ¾¾ ClinicalClinical FeaturesFeatures ofof PsychoticPsychotic DepressionDepression ¾¾ ACTACT forfor PsychosisPsychosis ResearchResearch ¾¾ TreatmentTreatment DevelopmentDevelopment ProjectProject ¾¾ ClinicalClinical ConsiderationsConsiderations ¾¾ CaseCase ExampleExample DepressionDepression withwith hallucinationshallucinations and/orand/or delusionsdelusions PsychoticPsychotic DepressionDepression ¾ PrevalencePrevalence ratesrates z 15-19% of individuals with depression have hallucinations or delusions (Ohayon and Schatzberg, 2002) z Up to 25% of depressed hospitalized patients (Coryell et al., 1984) ¾ PsychoticPsychotic depressiondepression cancan bebe difficultdifficult toto diagnosediagnose andand treat:treat: z psychotic features in mood disorders can be more subtle than those found in patients with primary psychotic disorders ¾ PsychoticPsychotic depressiondepression cancan bebe difficultdifficult toto diagnosediagnose andand treat:treat: z psychotic features in mood disorders can be more subtle than those found in patients with primary psychotic disorders z patients often underreport psychotic symptoms due to embarrassment or paranoia ¾ PsychoticPsychotic depressiondepression cancan -
About Emotions There Are 8 Primary Emotions. You Are Born with These
About Emotions There are 8 primary emotions. You are born with these emotions wired into your brain. That wiring causes your body to react in certain ways and for you to have certain urges when the emotion arises. Here is a list of primary emotions: Eight Primary Emotions Anger: fury, outrage, wrath, irritability, hostility, resentment and violence. Sadness: grief, sorrow, gloom, melancholy, despair, loneliness, and depression. Fear: anxiety, apprehension, nervousness, dread, fright, and panic. Joy: enjoyment, happiness, relief, bliss, delight, pride, thrill, and ecstasy. Interest: acceptance, friendliness, trust, kindness, affection, love, and devotion. Surprise: shock, astonishment, amazement, astound, and wonder. Disgust: contempt, disdain, scorn, aversion, distaste, and revulsion. Shame: guilt, embarrassment, chagrin, remorse, regret, and contrition. All other emotions are made up by combining these basic 8 emotions. Sometimes we have secondary emotions, an emotional reaction to an emotion. We learn these. Some examples of these are: o Feeling shame when you get angry. o Feeling angry when you have a shame response (e.g., hurt feelings). o Feeling fear when you get angry (maybe you’ve been punished for anger). There are many more. These are NOT wired into our bodies and brains, but are learned from our families, our culture, and others. When you have a secondary emotion, the key is to figure out what the primary emotion, the feeling at the root of your reaction is, so that you can take an action that is most helpful. . -
Ten Creative Counseling Techniques for Helping Clients Deal with Anger
VISTAS Online VISTAS Online is an innovative publication produced for the American Counseling Association by Dr. Garry R. Walz and Dr. Jeanne C. Bleuer of Counseling Outfitters, LLC. Its purpose is to provide a means of capturing the ideas, information and experiences generated by the annual ACA Conference and selected ACA Division Conferences. Papers on a program or practice that has been validated through research or experience may also be submitted. This digital collection of peer-reviewed articles is authored by counselors, for counselors. VISTAS Online contains the full text of over 500 proprietary counseling articles published from 2004 to present. VISTAS articles and ACA Digests are located in the ACA Online Library. To access the ACA Online Library, go to http://www.counseling.org/ and scroll down to the LIBRARY tab on the left of the homepage. n Under the Start Your Search Now box, you may search by author, title and key words. n The ACA Online Library is a member’s only benefit. You can join today via the web: counseling.org and via the phone: 800-347-6647 x222. Vistas™ is commissioned by and is property of the American Counseling Association, 5999 Stevenson Avenue, Alexandria, VA 22304. No part of Vistas™ may be reproduced without express permission of the American Counseling Association. All rights reserved. Join ACA at: http://www.counseling.org/ Suggested APA style reference: Schimmel, C. J, &Jacobs, E. (2011). Ten creative counseling techniques for helping clients deal with anger. Retrieved from http://counselingoutfitters.com/vistas/vistas11/Article_53.pdf Article 53 Ten Creative Counseling Techniques for Helping Clients Deal With Anger Christine J. -
Clinical Thinking Skills Diagnosis, Case Conceptualization, and Treatment Planning
3 CLINICAL THINKING SKILLS Diagnosis, Case Conceptualization, and Treatment Planning INTRODUCING CHAPTER 3: READER HIGHLIGHTS AND LEARNING GOALS Individuals who choose careers as mental health professionals—including counselors, psycho- therapists, social workers, counseling and clinical psychologists, psychiatrists, and those in similar career paths—often enter the counseling field because earlier in their lives, in their families of ori- gin, in their schools and neighborhoods, and among their friends and peers, they previously found themselves in the role of good listener, intelligent analyzer, or effective problem-solver when those around them encountered life’s difficulties (Neukrug & Schwitzer, 2006). In other words, many people already are “natural helpers” when they decide to become professionals (Neukrug & Schwitzer, 2006, p. 5). As natural helpers for friends and family, they have relied on their intuition, personal opinions, and natural inclinations as they spontaneously listen, support, analyze, encour- age, push, or make hopeful suggestions. However, the demands of professional counseling work go beyond the qualities needed by natural helpers. Compared with the spontaneous nature of natural helping, professional counseling requires us to rely on purposeful skills and to systematically guide the counseling relationship through a sequence of organized stages, intentionally aiming to achieve specific client outcome goals (Neukrug & Schwitzer). That is, professional counseling requires us to become competent at using clinical thinking skills “to facilitate [the] provision of mental health treatment” (Seligman, 1996, p. 23). These skills include diagnosis, case conceptualization, and treatment planning. The goal of our textbook is to help you understand and become competent at these three important clinical thinking skills. Part II of the text explores each skill in detail. -
Effective Group Counseling. INSTITUTION ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC
DOCUMENT RESUME ED 362 822 CG 025 092 AUTHOR Gladding, Samuel T. TITLE Effective Group Counseling. INSTITUTION ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. REPORT NO ISBN-I-56109-057-3 PUB DATE 94 CONTRACT RR93002004 NOTE 175p. AVAILABLE FROMERIC/CASS, School of Education, University of North Carolina at Greensboro, 101 Park Bldg., Greensboro, NC 27412-5001. PUB TYPE Information Analyses ERIC Clearinghouse Products (071) Reports Descriptive (141) EDRS PRICE MFOI/PC07 Plus Postage. DESCRIPTORS *Counseling Effectiveness; *Counseling Techniques; Counselor Educators; *Counselor Training; *Group Counseling; Higher Education ABSTRACT This book focuses on the essential elements of leading effective groups in group counseling. Chapter I concentrates on the rationale behind using groups and their myths, advantages, and limitations. Chapter 2 discusses different types of groups, especially those that are therapeutic and task-oriented, and their theory and ethics. Chapter 3 delves into the qualities of group leadership; it covers the personal and professional characteristics that effective group leaders possess. Chapter 4 concentrates on the initial preplanning work of setting up any group, covering screening and selecting members and group composition. Chapter 5 explores issues that must be dealt with during a group's first few sessions, including a review of confidentiality. Chapter 6 focuses on the dynamics of transition, a stage often characterized by conflict; positive ways of handling friction as well as exercises that can be helpful in resolving conflict are discussed. Chapter 7 addresses the working stage of groups and presents techniques to aid the productive achievement of individual and collective goals. -
Identifying and Managing Preparatory Grief Ad Depression at the End of Life
END-OF-LIFE CARE Identifying and Managing Preparatory Grief and Depression at the End of Life VYJEYANTHI S. PERIYAKOIL, M.D., and JAMES HALLENBECK, M.D. Stanford University School of Medicine, Stanford, California Grief and depression present similarly in patients who are dying. Conventional symp- toms (e.g., frequent crying, weight loss, thoughts of death) used to assess for depres- O A patient infor- sion in these patients may be imprecise because these symptoms are also present in mation handout on dying and prepara- preparatory grief and as a part of the normal dying process. Preparatory grief is expe- tory grief, written by rienced by virtually all patients who are dying and can be facilitated with psychosocial the authors of this support and counseling. Ongoing pharmacotherapy is generally not beneficial and may article, is provided even be harmful to patients who are grieving. Evidence of disturbed self-esteem, hope- on page 897. lessness, an active desire to die and ruminative thoughts about death and suicide are indicative of depression in patients who are dying. Physicians should have a low thresh- old for treating depression in patients nearing the end of life because depression is associated with tremendous suffering and poor quality of life. (Am Fam Physician 2002;65:883-90,897-8. Copyright© 2002 American Academy of Family Physicians.) istinguishing between grief physiologic changes associated with dying. and depression in patients Survey instruments designed to detect depres- who are dying can be difficult. sion have not been well studied in patients Many of the signs and symp- who are dying and lack specificity because toms traditionally used to questions addressing somatic, functional and Ddiagnose depression are also present in affective criteria can generate false-positive patients who are grieving (Figure 1).Weight results. -
Social and Emotional Skills Well-Being, Connectedness and Success
Social and Emotional Skills Well-being, connectedness and success ©OECD FOREWORD Contents Foreword Foreword 3 Education systems need to prepare students for continuous effort to create the kind of binding social their future, rather than for our past. In these times, capital through which we can share experiences, ideas Introduction 4 digitalisation is connecting people, cities and continents and innovation and build a shared understanding among to bring together a majority of the world’s population in groups with diverse experiences and interests, thus 01. Measuring Social and Emotional Skills 5 ways that vastly increases our individual and collective increasing our radius of trust to strangers and institutions. potential. But the same forces have made the world also 02. Social and emotional skills drive critical life outcomes 10 more volatile, more complex, and more uncertain. And Over the last years, social and emotional skills have when fast gets really fast, being slow to adapt makes been rising on the education policy agenda and in the 03. The impact of specific social and emotional skills on life outcomes 17 education systems really slow. The rolling processes of public debate. But for the majority of students, their automation, hollowing out jobs, particularly for routine development remains a matter of luck, depending on ○ Conscientiousness – getting things done, as required and in time 17 tasks, have radically altered the nature of work and life whether this is a priority for their teacher and their and thus the skills that are needed for success. For those school. A major barrier is the absence of reliable metrics ○ Openness to experience – exploring the world of things and ideas 20 with the right human capacities, this is liberating and in this field that allow educators and policy-makers to exciting. -
Social Emotional Learning Standards, Benchmarks, and Indicators
Appendix D SOCIAL EMOTIONAL LEARNING STANDARDS, BENCHMARKS, AND INDICATORS Social Emotional Learning Standards, Benchmarks, and Indicators Background This document was created by the Social Emotional Learning Indicators Workgroup through a process that utilized a thorough literature review along with a detailed scan of other states and a Canadian province that have developed SEL standards. The literature review is contained in three bibliographies and the national scan detailed the work in 11 states and one province. These studies were prepared by the American Institutes for Research under contract with OSPI. The bibliographies focused on an overarching evidence basis for SEL, literature that aligned with the standards and benchmarks that were developed in 2016 by the Washington Social Emotional Learning Benchmarks Workgroup, along with a list of references specific to the creation of the indicators in this document. These bibliographies and the scan are contained in the 2019 report to the legislature from the Social Emotional Learning Indicators Workgroup and are a part of the Washington state SEL resource package. The purpose of this document is to provide a scaffolded framework identifying observable developmental benchmarks/indicators. Educators benefit from clear definitions of skills and dispositions articulating how learners develop. Purpose of This Document The primary purpose of this document is to help teachers answer the question, “How do I know what to look for when describing social emotional development for my students?” Educators can use this document to reference developmentally appropriate examples of student social emotional learning (SEL) corresponding to specific standards and benchmarks, and therefore inform their instruction to aid student development. -
Office Assistant II Counseling and Advising
~lCOCHISE JOB DESCRIPTION ''-COLLEGE Position Title: Office Assistant II Counseling and Advising Department: Student Success Employment Category: Classified Staff Primary Location: Douglas Campus FLSA Classification: Non-exempt Parameters: 40 hours/week; 12 months/year Pay Grade: CS06 Position Summary: The Office Assistant II for Counseling and Advising is responsible for providing support to the department staff and students, including serving as a receptionist and providing excellent customer service in a professional manner; inputting student information into the department data base scheduling appointments for students and staff. Essential Functions: As defined under the Americans with Disabilities Act, may include any of the following tasks, knowledge, skills, and other characteristics. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and tasks performed by incumbents of this class. Duties and Responsibilities: Within the scope of college policies and procedures, this position: Performs exceptional customer services to students, employees, and the public; serves as department receptionist, responds to calls and routes as appropriate, greets visitors and directs as required Provides clerical and organizational support to department staff; maintains and tracks information, performs data entry and verification; processes mail and correspondence; compiles periodic reports; maintains a calendar of department activities; performs routing, copying and filing; maintains office supply inventory Assists with special projects; including researches, gathers and compiles information; prepares routine reports as necessary and yearly commencement Performs other related duties as assigned General Expectations: Employees are expected to accomplish assigned duties in an efficient, effective and competent manner and to strive for improvement and excellence in all work performed. -
Research-Based Practice with Women Who Have Had Miscarriages
CMcal Scholarship Research- based Practice with Women Who Have Had Miscarriages Kristen M. Swanson Purpose: To summarize a research-based description of what it is like to miscarry and to recommend an empirically tested theory of caring for women who have experienced miscarriage. Design: The research program included three phases: interpretive theory generation, descriptive survey and instrument development, and experimental testing of a theory-based intervention. Methods: Research methods included interpretive phenomenologE factor analysis, and ANCOVA. Findings: A theory of caring and a model of what it is like to miscarry were generated, refined, and tested. A case study shows one woman’s response to miscarrying and illustrates clinical application of the caring theory. Conclusions: The Miscarriage Model is a useful framework for anticipating the variety of responses women have to miscarrying. The caring theory is an effective and sensitive guide to clinical practice with women who miscarry. IMAGE:JOURNAL OF NURSINGSCHOLARSHIP, 1999; 31 :4,339-345.01999 SIGMA THETATAU INTERNATIONAL. [Key words: caring, miscarriage, theory construction, counseling] t least one in five pregnancies ends in miscarriage-the program of inquiry about miscarriage and its aftermath. An unplanned, unexpected ending of pregnancy before the important contribution of the pilot study was the conclusion that time of expected fetal viability (Hall, Beresford, & a woman’s feelings about miscarriage could be understood only Quinones, 1987). Women’s responses range from relief in the context of what being pregnant and having a miscarriage to devastation with much variability in the time required meant to her. For example, if being pregnant was perceived as a Ato achieve resolution.