DOCUMENT RESUME ED 128 757 CG 010 965 Fuller, Edward; And Others AUTHOR Manual for TITLE Core Counseling Competencies: A Self-Growth. Rough Draft. Lab., Portland, Oreg.; INSTITUTION Northwest Regional Educational Oregon State Univ.,Corvallis. School of Education. SPONS AGENCY Division of Manpoker Developmentand Training. , BAVT. Sep 75 PUB DATE CG 010 962-965 NOTE 418p.; For related documents, see EDRS PRICE MF-$0.83 HC-$22.09 Plus Postage. Evaluation; DESCPIPTORS *Autoinstructional Aids; Counselor *Counselor Training; EducationalObjectives; *Individual Development; Manuals;*Performance Based Education; *Personal Growth; *SelfEvaluation ABSTRACT This manual was created forthe practicing counselor training he or she may as a supplement towhatever formal counselor have received. It containsinformation regarding some of themost critical competency areas aswell as a variety of other resources upon which thecounselor may draw for furtherstudy or assistance. The manual is divided into12 sections which representthe following major competency areas:individual counseling techniques, group counseling techniques, thecounseling of culturally diverseclients, drug and alcohol counseling,interviewing skills, psychological assessment, career development,economic self-sufficiencyplanning, resources. referral strategy,accountability methods and information Each section contains astatement(s) of learningobjective(s) followed by a pre-testcovering the informationin that section.This manual is a resource forincreasing counselor awarenesswhile providing a quick information source.(Author) *********************************************************************** Documents acquired by ERICinclude many informalunpublished available from other sources.ERIC makes every effort * * materials not items of marginal * * to obtain the best copyavailable. Nevertheless, often encountered and thisaffects the quality * * reproducibility are ERIC makes available * * of the microficheand hardcopy reproductions Reproduction Service (EDRS). EDRSis not * via the ERIC Document Reproductions * * responsible for thequality of the original document. * supplied by EDRS arethe best that can be madefrom the original. *********************************************************************** , 17( U S OEPARI'MENTCF HEALTH . EDUCATiON &WELFARE NANONAL INSTITUTE Or EDUCAT,ON ,---6 core --2-, s ., : ., ., ..Ar, (IFf WE Pur). ,or ,' r,: ,' 4%wi 'I :f :), QUA,' '4 \.'. %'",\.', .,.'i h ,Jr, 'ir,0NS ,.'. N; :)t; .'), .' E ','..\ ,', , QE ,'PE. counseling cornpetendes amanual forself-growth Division of Manpower Development andTraining U.S. Office of Education Northwest Regional Educational Laboratory Portland, Oregon 97204 / 1 2 CORE COUNSELINGCOMPETENCIES: A MANUAL FORSELF-GROWTH SEPTEMBER 1975 Written and Editedby dward Fuller With contributions from Caryn Haman Lesley Holden Chad Karr Eva Parsons Fran Walton Funded by the ManpowerDivision of the U. S.Office of Education Northwest Regional Educational Laboratory 700 LindsayBuilding/710 S. W. Second A venue Portland, Oregon 97204 3 Copyright for these materials is claimedonly during the period of development, test, and evaluation, unlessauthorization is granted by the U.S. Office of Education to claimcopyright also on the final materials. For information on the statusof the copyright claim, contact eitherthe copyright proprietor (NorthwestRegional Educational Laboratory) or the U.S. Office of Education. Published by the Northwest RegionalEducational Laboratory, a private non-profit corporation supported in part as aregional educational laboratory by funds from the U.S.Office of Education, Department of Health, Education and Welfare.The opinions expressed in thispublication do not necessarily reflect the position orpolicy of the U. S.Office of Education and no official endorsementby the Office of Education should be inferred. Copyright (1975) by the NorthwestRegional Educational Laboratory 4 TABLE OF CONTENTS 1 USING THE HANDBOOK 3 COUNSE LING (Ind ivid ual) 5 Techniques 51 Theories 71 COUNSE LING (Group) 73 Group Formation 83 Stages of Development 97 Structuring a Group 105 Response to Client Behaviors DIVERSE CLIENTS 121 COUNSELING CULTURALLY 129 Introduction 137 Asian-Americans Native-Americans (Indian) 144 149 Women Mexican-Americans (Chicano) 51 1(34 Black-Americans 174 Generai Observations 179 DRUG AND ALCOHOLCOUNSELING 239 INTERVIEWING SKILLS 267 PSY CHO LOGICA LASSESSMENT 337 CAREER DEVELOPMENT 353 JOB DEVELOPMENT 379 ECONOMIC SELF-SUFFICIENCYPLANNING . 387 REFERRAL STRATEGY 401 A CCOUNTABILITYMETHODS 437 INFO RMA TION SOURCES INTRODUCTION 6 USING THE HANDBOOK This handbook was createdfor the practicingcounselor as a supple- have received. ment to whatever formalcounselor-training he/she may counselors, it should be just While it was designedprimarily-for manpower as valuable forcounselors in any school or agencysetting. and/or skill which While we recognize that allthe varied information in any single volume orseries a counselor needscould never be contained of of volumes, we haveattempted to captureinformation regarding some variety of other resources he most critical competencyareas as well as a upon which thecounselor may draw forfurther study or assistance. Format -The handbook isdivided into 12 sectionswhich represent major accessed through thethumb competency areas.These sections may be looking for the appropriate index on the back coverof the handbook or by page listing-' in theindex. Each section contains astatement(s) of learningobjective(s) followed If one success- by a pre-test which coversthe information inthat section. he/she already fully completes thepre-test, it may usuallybe assumed that If there are m' .akes has mastered most ofthe information in thesection. instructional informa- on the pre-test,one should thenproceed to read the there usually are suggestions tion which follows.At the end of each section further sources of for further study orresearch.Additionally, there are information contained inthe last section of thehandbook. 1 7 In stunmary, this material is a resource for increasing counselor awareness, providing a quick information source and in general improving the capability of counselors in many settings to meet their client's needs. t) COUNSELING TECHNIQUES (Individual) COUNSE LING TECHNIQUES Objective: Increase counselor awarenessand self-esteem. Pretest indirectly fulfill 1. All our actions are the means weuse to directly or the need to: a. control others b. feel good about ourselves c.expand psychic energy . d. express our autonomy effective counselor is: 2. The most importantpersonal characteristic of an a.intelligence b.independence c. high self-esteem d. transparency 3. High self-esteem correlateshighly with one's ability to: a. assume a clientsinternal frame of reference b.integrate counseling skillsquickly c.maintain independencefrom others d. a and b 4. Low self-esteem isperpetuated by a.acting according to othersvalues b. depending on others approvalfor our own sense of worth c.not having faith in our owncapacities d. all of the above 5 10 5. The most important condition necessaryfor improving self-esteem is: a. expanding our awareness b. reprogramming our awareness c. self-directed action cl. all of the above 6. Tolerance for ambiguity refers to: a.ability to function well in highlyunstructured experiences b.ability to allow others to have their ownvalues c. accepting cultural differences d. none of the above True or False 7. Self concept is how we cognitivelyview our assets and liabilities. relatively easy to change if we just 8. Personality characteristics are have enough desire to do so. be that way. 9. Knowing how we want to bealmost always frees us to 10. The easiest way to change our ownbehavior is to focus on meeting others needs. Answers to Pretest 12 Man's Basic Need L.S. Barksdale in his series onBuilding Se If-Esteem(Barksdale Foundation, 1972) has made theobservation that our most basicneed is to If this "feel good" about ourselvesmentally, physically andemotionally. is true, then it followsthat almost every observablebehavior of each of us is a direct orindirect effort to fulfill thatneed. Even though the action we observe mayresult in the exact oppositeof the desired outcome, the action merely sprangfrom a distorted awarenessof how the need could be of feeling good met.The result of having all ourneeds met adequately and about who we are is that we areable to meet the needs ofothers in a counseling relationship withouthaving our own feelings gettingin the way. Self-Esteem Many persons believe thatthe most basic personalitycharacteristic of This.is so because onlywhen a an effectivecounselor is high self-esteem. counselor has high self-esteemhimself can he convey assuranceand a sense of security to the client.He is then aware of andcomfortable with the client's affecUve, emotional responses.A counselor with lowself-esteem often tends to resort toand focus on the client'srational, cognitive responscs as a safety measure;thus, not feeling secureabout himself and his own emotions will keephim from feeling adequate toexplore the client's. High self-esteem in acounselor enables him to encourage.and respect spontaneity in the counseling processrather than needing to restrictit. Furthermore, high self-esteem seemsto correlate with acounselor's 1 3 9 ability to perceive a client's problems from aninternal frame of reference; (i.e.to be more genuine and empathic).Low self-esteem in a counselor often results in his remaining on a moresuperficial level, discussing problems in