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Counseling Case Presentation Template

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Career Counseling Case Study Presentation

Transcript: Career Counseling Case Study Kaitlin Han Career Counseling Issues Career Counseling Issues Second year of undergrad Unsure of what he wants to pursue Picked a major because he needed to Good fit? Assessment Results Assessment Results Myers Briggs Type Indicator (MBTI) ESFJ: Extrovert, Sensing, Feeling, and Judging Helpers who are sensitive to the needs of others Dedicated to responsibilities Attentive to feelings of others Enjoys sense of harmony and cooperation Vulnerable to criticism Inflexible Client disagrees to some extent Doesn't mind conflict Enjoys helping others but is not always attentive to other's feelings Agrees that he does not take criticism well and that he can be inflexible Assessment Results Holland Codes SAC Interested in being with other people Interested in visual art, music, dramatics, and writing Interested in activities requiring attention to organization Client satisfied with results Assessment Results SIGI PLUS Values Fringe Benefits High Income Independence Leisure Pleasant Co-Workers Prestige Security OOH and O*Net O*net O*net O*net Occupational Outlook Handbook From the O*NET, client was asked to choose 3 careers that sounded most appealing Explained how to use the OOH Searching for jobs According to SIGI Values, how to search highest paying jobs, fastest growing, etc. Client homework: Play around with OOH and O*NET Search top 3 careers on both websites Report back to me with information on the 3 careers Client Takeaway Learned how to use both websites Enjoyed using them because he was able to research different occupations More thoughtful in thinking about his future career Didn't like the occupations recommended by O*NET according to Holland Codes Participant Growth Participant Growth Clear on his interests and values Realized that the assessment results were guidelines Possible careers that he might be interested in More open to the idea of different careers Improved thinking process of jobs Possible change in major to something more along his interests Next Steps and Goals Next steps and goals Continue researching different careers Change major Schedule a meeting with counselor at school for more career counseling Goal: School starts up again in August- Switch major by then to start taking classes for that major What I have Learned what i have learned People initially assume assessments provide results that are black and white. The process of determining a career can be very stressful for someone who does not know what they want to do. Career counseling can be very helpful. Giving assessments can be stressful, yet exciting. It is hard to avoid giving input or commenting on what the client is submitting as their answers. Clients tend to put answers that make them look better (social desirability bias).

Counseling case

Transcript: Often took turn twice, out-of-order Crying, whining, laughing in peers faces, pointing, leaving game social story Evidence-based! When it is my friend’s turn, I will try to wait patiently. When I wait patiently, I watch my friends take their turns. I might encourage them by saying “Good job!” or “Way to go!” Power Cards Teacher reports difficulty taking turns, regulating emotions after winning/losing game Interfering with socialization in classroom Peers refusing to play with him Front Back Goal 1 Goals Session 6: Recap Diverse needs does not equal one-size-fits all I cannot always be first when I play with friends. My friends like to have their turns be first too. When I play with friends, I might say “I was first last time. Now you can be first.” Friends are happy when I play fair and let them be first too. When playing a game with peers, Chris will take a turn twice and/or take a turn out-of-order. Session 2: How we take turns Baseline = Never responds appropriately (0%) When my friends are done with their turn, I take my turn fairly. I only take one turn. When my turn is done, I let my friends take their turn. Some progress! Most strides seen when prompted to refer to power card and/or behavioral chart Can connect taking-turns, being a good player to being a good friend Teacher reports slight progress at Week 3 Teacher Interview Have a good break!! Current progress & Next steps Power Card Strategy involves including special interests with visual aids to teach and reinforce academic, behavioral and social skills to individuals with Autism Spectrum Disorders. Evidence-based for students with ASD Counseling case Greta Madison Session 1: Building rapport Behaviors Background Info Session 4: Power cards, how to be a good winner, social skills=friends coping strategies When my turn is over, I will try not to pout, whine or cry. That is not using good manners. It's polite to take turns. When I take turns, I am using good manners. Friends like when I use good manners. When playing a game with peers, Chris will respond inappropriately to winning or losing. individualized curriculum whining, crying, leaving the game, laughing in a peers face, jumping up and down, pointing and/or saying “HA HA”. 1. Direct instruction of social skills 2. social story 3. psycho-education 4. relaxation techniques 5. power cards Coping Strategies improving social skills, enhancing perspective-taking, increasing self-monitoring Counseling Model Taking Turns CBT Adaptions Agendas First experience working with a student with ASD! Goal 3 Emotional Regulation Last Session Tomorrow GAS completed by teacher Coping strategy "quiz" Classroom observation "Chris" 10 year old, 4th grader Currently in self-contained classroom Diagnosis of ASD Also very low cognitive and academic Counseling minutes on his IEP Supportive family Low attention span, active, limited social skills, eye contact, etc. “The use of CBT techniques in a school setting for children with ASD is a natural pairing given the social nature of the school setting; there is a benefit of having the immediate availability for participants to practice their skills in a natural laboratory” (Mennuti et al., 2012). Goal 2 Baseline- Takes appropriate turns approx. 25% of time ("Rarely") Session 5: Practice skills with peers .... Also come to the School Psychers End-of-Quarter Social tonight after class at Rhein House!! Taking turns Operational Definition After 6 weeks of attending weekly counseling sessions, Chris will respond appropriately to winning and losing. When friends are together, they take turns. Feelings Felix is a star baseball player for the Seattle Mariners. He must patiently wait his turn to go to bat. Felix likes to win, but sometimes he loses. When he wins, he smiles and says “alright!” When he loses, he takes a deep breath and says “good job” to his opponent or “maybe next time.” My thoughts... Games should be fun for everyone! If you win a game, you can “smile” and say “alright!” If you lose, you can take a deep breath, say “good job” to your opponent or “maybe next time.” Play games the Felix way and your friends will have fun playing with you. Classroom observation After 6 weeks of attending weekly sessions, Chris will take appropriate turns when playing games with peers (initiating a turn, taking only one turn, waiting for next turn, relinquishing turn when necessary). My friends will be happy when I use good manners and take turns. They will want to play with me again. Session 3: Coping strategies to deal with frustration cognitive behavior therapy (CBT) When playing a game with peers, Chris is unable to identify coping strategies to deal with his emotions. Because of limited attention and engagement, I had to supplement CBT with behavioral interventions. Baseline- Can't identify any reasons he should take turns After 6 weeks of attending weekly counseling sessions, Chris will be able to identify at least one reason why he should take turns when playing with peers.

Counseling Case

Transcript: Cultural Considerations Qualitative Fill-in Responses Learned how to connect with D. cross-culturally Differently Myself 1. People can have many kinds of feelings, how many different feelings can you think about? o Cultural mistrust, defined as Blacks’ tendency to distrust Whites and Eurocentric systems (NASP) "That sometimes you could be scared, but then sometimes your happy, and mad, okay sometimes happy, excited, shy" -Pointing to a feelings Chart PRE "I don't know. Fun. Life isn't how you want it. sometimes you might feel sad, and humble and fall and maybe cry. And you don't want to trip" AngrySadSilly Scared HappyDizzyGiggle Silent 3. Breathing Exercise Green Cupcake, Gum Toppings, Blowing candles. Teacher, Contact with Parent/Grandparent D. Reflections In Counseling POST o Reliance on extended familial networks for support Play therapy as a means of counseling POST I don’t knowI either go on my bed, I play with my toys Talk to my mom, my dad Cross-Cultural Counseling Case Validating Feelings and Concerns Baseline Reason for Referral 2. Feeling thermometer Events that have made us feel in the different zones (e.g. Dice) "Tell me a time when you have felt _________" Referral 3. You can learn to let anger out in different ways, which are some ways to let anger out? Cultural Barriers Teachable moments How have you used what you learned here at home, school or life? PRE o Influenced by negative experiences of segregation, racism, and discrimination with society and the school system, communication with school staff is often guarded and defensive. D. Will learn effective ways to cope with different feelings (e.g. anger) in positive ways that doesn't harm others or himself (e.g. breathing technique, problem solving skill, & releasing anger). Cross-Cultural Process Susana Flores Provide space for silence 4. By the end of the group I want to feel LESS______ and MORE______. -Thermometer : Calm down you start to go to red then yellow then green and then you try to stay at the green zone. -By breathing it helps you by starting by red orange, red, green blue, purple. -Talk about it. -Laugh. -The playdoh helped by not hurting anybody but hurting the playdoh. -The magazine I need another one I cant find it. I put it on the white thing and my dad asked whats that. I told him what it was for and he said ok. Gender Learn: 3. You can learn to let anger out in different ways, which are some ways you can let anger out? 1. Recognize children sometimes have two or more homes and the different Emotions that come with Change. Sad Mad Happy Very Happy -My friends make me happy -Other people What did you learn about yourself? 2. What are ways that can help you feel better when you are feeling sad or angry? 2. What are ways that can make you feel better when you are feelings sad or angry? Skills Mexican-American Reflection Encourage D. to share strategies by Sending home activities. GOAL Outcomes PRE D. will learn positive ways to express his emotions (e.g. sadness, angry) and be able to recognize and identify where he feels these emotions in his body. Stop and think blow the candle because it helps you calm down, red is for mad, yellow is for slow down, and green is for go, purple is to stay. Strategies History of Deviant Behaviors (e.g. throwing objects, walking out of class) Recent Moved School Previous school he participated in a Grief & Loss support group (lost of his grandmother) Counselor Comment, "He has a poor tolerance for frustration and escalates very quickly" Recent Parent separation after domestic Conflict 4. Ways to release Feelings of Frustration, Anger, etc. SMASH Play doh * Magazines POST 1. People can have many feelings, how many different feelings can you think of? o Educational literature focuses on the African American male's problems with Crime, Drugs, & poor academic achievement.

Counseling Presentation

Transcript: Staying within the scope of practice Refering to the appropriate professional when necessary Not making promises you cannot keep When in doubt about limitations, ask! Loss of speech may be the most painful loss Others view them as having reduced intelligence or as being drunk May not be able to verbalize their anxiety and fears (pg 374, Counseling Skills for Speech-Language Pathologists and Audiologits) Savannah Steinburg 72 y/o female Diagnosis of Parkinsion's disease onset 1 year Presenting with dysarthria monopitch monoloudness decreased ROM of articulators dysphonia Class Discussion What changes did we make to show a difference in the good vs. bad couseling scenarios? Carisa Castleberry Ali Rizk Resources Case history of our patient, how many times the patient has had therapy (first time meeting them?) Guidelines for counseling individuals with neurogenic speech disorders Good or bad counseling session? Class Discussion Setting the scene Patients with dysarthria tend to feel... Class discussion When counseling be cautious of... Emphasis should be placed on helping the patient maintain or restore communication The client should always receive our full attention. Our duty includes "active listening" when a client is expressing him/herself Always pay attention to facial expression. Try to understand the impact of the disorder on the family of the client and the client's relations with family Always ask if the client and/or family if they have any questions (Neurogentics speech disorders: working wtih and counseling the client) Rushing the patient Discrediting their feelings Ignoring statements/not listening Not answering questions completely Choosing the treatment option for patient, instead of including them in the decision Making snarky statements Showing no empathy or genuineness Stereotyping Bad Couseling Good or bad counseling session? Examples of how it was good or bad. Setting the scene... Good or bad counseling? Class Discussion Flasher, L.V. & Fogle, P.T. (2012) Counseling Skills for Speech-Language Pathologists and Audiologits Kaderavek, J.N., Laux, J.M., & Mills, N.H. (2004). A counseling training module for students in speech-language pathology training programs. Contemporary Issues in Communication Science and Disorders. 31 (153-161). N.A. Neurogentics speech disorders: working wtih and counseling the client. Retrieved from: What strategies/techniques were used? Why do you think we use/choose those techniques over others? Counseling Presentation What theories did we use? Humanistic Approach Interpersonal Approach Family Systems Approach Existential Approach

Genetic Counseling Template

Transcript: Down Syndrome Background information & Treatment Background & Treatment Cause Cause Some babies that have down syndrome have an extra chromosome 21. Extra genetic materials causes the development changes and physical features of Down Syndrome. Researchers are aware that one extra chromosome causes Down syndrome, but they are unsure of the exact reason or the multiplicity of contributing factors. symptoms Symptoms Some people have stronger effects on the body while some people have a healthy side of their body. But most of the effects are: Flattened face Small head Short neck Protruding tongue Upward slanting eye lids (palpebral fissures) Unusually shaped or small ears Poor muscle tone Broad, short hands with a single crease in the palm Relatively short fingers and small hands and feet Excessive flexibility Tiny white spots on the colored part (iris) of the eye called Brushfield's spots Short height Treatment Treatment If child has down syndrome they would be provided by a specialist in the area or at school to help him or her reach their full potential. Primary care pediatrician to coordinate and provide routine childhood care Pediatric cardiologist Pediatric gastroenterologist Patterns of Inheritance Patterns of Inheritance A monohybrid cross is a cross between two organisms with different variations at one genetic locus of interest. The character being studied in a monohybrid cross are governed by two or multiple variations for a single location of a gene. Monohybrid Cross Dihybrid cross is a cross between two individuals with two observed traits that are controlled by two distinct genes. The idea of a dihybrid cross came from Gregor Mendel when he observed pea plants that were either yellow or green and either round or wrinkled. Dihybrid Cross Pedigree Pedigree Image Image Case Study Case Study Article or Video discussion

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