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Counseling Skills for Specific Clients

Can you please analyze and critique the attached transcription therapy session with client on how competently the counselor of therapist applied clinical counseling skills?

There are three sections that need to be addressed:

Section 1 - Introduction.
Section 2 - Transcription and Analysis.(See Attached)
Section 3 - Summary.

Include at least five current references.

Section 1 - Introduction (2-3 paragraphs):
Case Scenario
Jaelyn is a 13 year old AA female diagnosed with PTSD, ADD and Bi-Polar. She has enuresis due to being sexually abused by her sibling and Prostituting herself due to low self-esteem and lack of love from her biological parents. Her past and current home living environment is dysfunctional. Jaelyn has been in and out of foster care for the past four years however she was just recently placed back in her home by the court system.

Above is a generic description of your selected case.

Some of her presenting issues are anger management, hygiene issues, being teased, having very little respect for adult authority figures, maintaining her youth instead she acts as an adult, lacks appropriate social skills and unstable living environment.

Attached is a identification of the client, a legend for the speakers (for example, CL=client, CO=counselor), and any other presenting information that sets a context for the session.
Be sure to describe the client and conceptualize the presenting problem in language that indicates your understanding of the client—frame your conceptualization from a specific theoretical perspective.

Section 2 - Transcription and Analysis (See Attachment):

Transcription column: Use a different row for each speaker's words.
Clinical Competencies Utilized column ("What was did"): Identify clinical competencies. Competencies can include application of core counseling skills, assessment questions, diagnosis, and theory-based interventions, depending on what is demonstrated in the segment of the counseling session. Examples:
Reflection of feeling, minimal simple encourager, simple empathic statement (core counseling skills).
Assessing level of alcohol use (assessment question).
Identifying, acknowledging, reviewing symptoms (link to diagnosis).
Pointing out the client is displaying irrational thoughts (identifying CBT as a theoretical reference point).
Analysis of Clinical Thinking column ("What is your thinking"): Analyze the reasoning for the exchange; provide a rationale based on a hypothesis that prompted either the client response or response as the counselor. Identify the theoretical approach, as applicable. Example:
"I see CL's difficulty with social situations in part as being due to learned behavior (link to theory), and her tendency to generalize her shyness to all areas of her life keeps her from making any progress."
Evaluation of Response column ("How effective was the response?"): Evaluate the effectiveness of the competency applied. Example:
"I think pointing out CL's irrational thinking is important, but I believe I may be speeding the process a bit too quickly. I think more emphatic understanding is what CL needs right now. I am basing this on how CL responded after I pointed out her irrational beliefs."
Alternative Response column ("What I would do differently now"): Provide the responses you could have used. Example:
"The counselor could have said _________."

Section 3 - Summary (1-2 pages):
Write a conclusion summarizing strengths, and discuss areas for growth. Consider the following:
What areas you recognize as strengths? What do you see as challenges?
What are the specific clinical skills that you see that the counselor need to work on?

Be sure to provide references. In particular, if you are being informed by a particular theoretical model, it is important to justify and provide a frame of reference for your points.

Attachments

Solution Preview

Jaelyn is a 13 year old African American (AA) female diagnosed with Posttraumatic syndrome (PTSD), Attention Deficit Disorder (ADD) and Bipolar Disorder. She also has been sexually abused by her siblings, and as a result has enuresis, a condition referring to the inability to control urination. Jaleyn is responding to a dysfunctional living environment where she has not received love from her biological parents. She has been in and out of foster care for the past four years. Although, recently returned to her home by the court to her home, Jaelyn lacks self-esteem and has begun prostituting herself.

Jaelyn presents with issues such as anger management, hygiene, bullying, and inappropriate social skills. She has little respect for authority figures, and has trouble maintain her youth. Instead she acts as an adult. Jaleyn's bed wetting can be traced to her dysfunctional living arrangement. She admits that she becomes rude and disrespectful to her mother when she wets the bed. She admits to causing trouble in the home when she does not get her way. However, she feels as if she is being punished by the bed wetting and the rudeness. Families of behavior-problem youth tend to interact in ways that permit or promote these problems.

The reasons for Jaelyn's bed wetting problems are obvious. She is living in a dysfunctional home, and she has experienced childhood abuse by neglect, including sexual abuse. Now Jaleyn has developed enuresis that has led to her bed wetting. She presents with several pathological symptoms including ADHD, PTSD, and bipolar. In addition, Jaelyn has a substance abuse addiction. It is also obvious that her dysfunctional environment that consists of a lack of loving emotions, the existence of mental illnesses, and sexual abuse has contributed to her feelings of low self-esteem. From a classical Freudian approach, Jaelyn has to endure emotions that are degrading and painful, and has set up defenses against these emotions (Schrorder & Goron, 2002). Based on their interpretation of Freud's psychodynamic theory, Jaelyn's clinical issues may be interpreted as "reflections of maladaptive coping strategies" (p. 12). Given Freud's theoretical approach, patients who do not deal with external reality often engage in fantasies to block out an unpleasant realities. For instance, as noted by Schroeder and Gordon, a problematic child, who cannot cope with his or her lived reality, may retreat to an earlier development level—evidenced with Jaelyn's bed wetting. problems.

NOTE: I cannot compete this chart for you; this must be your work. By your notes below, you indicate that you understand how to complete the chart.

Section 2 - Transcription and Analysis (See Attachment):
Transcription column: Use a different row for each speaker's words.
Clinical Competencies Utilized column ("What was did"): Identify clinical competencies. Competencies can include application of core counseling skills, assessment questions, diagnosis, and theory-based interventions, depending on what is demonstrated in the segment of the counseling session. Examples:
Reflection of feeling, minimal simple encourager, simple empathic statement (core counseling skills).
Assessing level of alcohol use (assessment question).
Identifying, acknowledging, reviewing symptoms (link to diagnosis).
Pointing out the client is displaying irrational thoughts (identifying CBT as a theoretical reference point).
Analysis of Clinical Thinking column ("What is your thinking"): Analyze the reasoning for the exchange; provide a rationale based on a hypothesis that prompted either the client response or response as the counselor. Identify the theoretical ...

Solution Summary

This solution examines counseling skills in treating enuresis for a specific client.

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