Counseling psychology is a psychological specialty that encompasses research and applied for work in several broad domains counseling process and outcome supervision and training; career development and counseling; and prevention and health. Some unifying themes among counseling psychologists include a focus on assets and strengths, person-environment interactions, educational and career development, brief interactions, and a focus on intact personalities.
1.Employment and salary
Psychological services are employed in a variety of settings depending on the services they provide and the client populations they serve. Some are employed in colleges and universities as teachers, supervisors, researchers, and service providers. Others are employed in independent practice providing counseling, psychotherapy, assessment, and consultation services to individuals, couples/families, groups, and organizations. Additional settings in which counseling psychologists practice include community mental health centers, Veterans Administration medical centers, and other facilities, family services, health maintenance organizations, rehabilitation agencies, business and industrial organizations and consulting within firms.
The amount of training required for psychologists differs based on the country in which they are practicing. Typically, a psychologist completes an Undergraduate Degree followed by 5-6 years of further study and/or training, leading to the Ph.D. While both psychologists and psychiatrists offer to counsel, psychiatrists must possess a medical degree and thus are able to prescribe medication where psychologists are not.
2. Process and outcome
Counseling psychologists are interested in answering a variety of research questions about counseling process and outcome. Online clinical Psychologist process refers to how or why counseling happens and progresses. Counseling outcome addresses whether or not counseling is effective, under what conditions it is effective, and what outcomes are considered effective such as symptom reduction, behavior change, or quality of life improvement. Topics commonly explored in the study of counseling process and outcome include therapist variables, client variables, the counseling or therapeutic relationship, cultural variables, process and outcome measurement, mechanisms of change, and process and outcome research methods.
3. Therapist variables
Therapist variables include characteristics of a counselor or psychotherapist, as well as therapist technique, behavior, theoretical orientation, and training. In terms of therapist behavior, technique and theoretical orientation, research on adherence to therapy models have found that adherence to a particular model of therapy can be helpful, detrimental, or neutral in terms of impact on the outcome. A recent meta-analysis of research on training and experience suggests that experience level is only slightly related to accuracy in clinical judgment. Higher therapist experience has been found to be related to less anxiety, but also less focus. This suggests that there is still work to be done in terms of training clinicians and measuring successful training.
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4. Client variables
Client characteristics such as help-seeking attitudes and attachment style have been found to be related to client use of counseling, as well as expectations and outcome. The stigma against mental illness can keep people from acknowledging problems and seeking help. Public stigma has been found to be related to self-stigma, attitudes towards counseling, and willingness to seek help.
In terms of attachment style, clients with avoidance styles have been found to perceive greater risks and fewer benefits to counseling, and are less likely to seek professional help, than securely attached clients. Those with anxious attachment styles perceive greater benefits as well as risks to counseling. Educating clients about expectations of counseling can improve client satisfaction, treatment duration, and outcomes, and is an efficient and cost-effective intervention.
5. Counseling relationship
The relationship between a counselor and client is the feelings and attitudes that a client and therapist have towards one another, and the manner in which those feelings and attitudes are expressed. Some theorists have suggested that the relationship may be thought of in three parts: transference and countertransference, working alliance, and the real or personal relationship. Other theorists argue that the concepts of transference and countertransference are outdated and inadequate.
Transference can be described as the client’s distorted perceptions of the therapist. This can have a great effect on the therapeutic relationship. For instance, the therapist may have a facial feature that reminds the client of their parent. Because of this association, if the client has significant negative or positive feelings toward their parent, they may project these feelings onto the therapist. This can affect the therapeutic relationship in a few ways.
For example, if the client has a very strong bond with their parent, they may see the therapist as a father or mother figure and have a strong connection with the therapist. This can be problematic because as a therapist, it is not ethical to have a more than “professional” relationship with a client. It can also be a good thing, because the client may open up greatly to the therapist. In another way, if the client has a very negative relationship with their parent, the client may feel negative feelings toward the therapist. This can then affect the therapeutic relationship as well. For example, the client may have trouble opening up to the therapist because he or she lacks trust in their parent projecting these feelings of distrust onto the therapist.
Another theory about the function of the counseling relationship is known as the secure-base hypothesis, which is related to attachment theory. This hypothesis proposes that the counselor acts as a secure base from which clients can explore and then check in with. Secure attachment to one’s counselor and secure attachment, in general, have been found to be related to client exploration. Insecure attachment styles have been found to be related to less session depth than securely attached clients.
6. Counseling Ethics
Perceptions on ethical behaviors vary depending upon geographical location, but ethical mandates are similar throughout the global community. Ethical standards are created to help practitioners, clients and the community avoid any possible harm or potential for harm. The standard ethical behaviors are centered on “doing no harm” and preventing harm.
Counselors cannot share any confidential information that is obtained through the counseling process without specific written consent by the client or legal guardian except to prevent clear, imminent danger to the client or others, or when required to do so by a court order. Insurance companies or government programs will also be notified of certain information about your diagnosis and treatment to determine if your care is covered. Those companies and government programs are bound by HIPAA to keep that information strictly confidential.
Counselors are held to a higher standard than most professionals because of the intimacy of their therapeutic delivery. Counselors are not only to avoid fraternizing with their clients. They should avoid dual relationships, and never engage in sexual relationships.
Counselors are to avoid receiving gifts, favors, or trade for therapy. In some communities, it may be avoidable given the economic standing of that community. In cases of children, children and the mentally handicapped, they may feel personally rejected if an offering is something such as a “cookie”. As counselors, a judgment call must be made, but in a majority of cases, avoiding gifts, favors, and trade can be maintained.
7. Outcome measurement
Counseling outcome measures might look at a general overview of symptoms, symptoms of specific disorders, or positive outcomes, such as subjective well-being or quality of life. The Outcome Questionnaire-45 is a 45-item self-report measure of psychological distress. An example of disorder-specific measure is the Beck Depression Inventory. The Quality of Life Inventory is a 17-item self-report life satisfaction measure.
8. Process and outcome research methods
Research about the counseling process and outcome uses a variety of research methodologies to answer questions about if, how, and why counseling works. Quantitative methods include randomly controlled clinical trials, correlation studies over the course of counseling, or laboratory studies about specific counseling process and outcome variables. Qualitative research methods can involve conducting, transcribing and coding interviews; transcribing and/or coding therapy sessions; or fine-grain analysis of single counseling sessions or counseling cases.
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9. Training and supervision
1. Professional training process
Counseling psychologists are trained in graduate programs. Almost all programs grant a Ph.D., but a few grants an MCouns, MEd, MA, PsyD or EdD. Most doctoral programs take 5–6 years to complete. Graduate work in counseling psychology includes coursework in general psychology and statistics, counseling practice, and research. Students must complete an original dissertation at the end of their graduate training. Students must also complete a one-year full-time internship at an accredited site before earning their doctorate. In order to be licensed to practice, counseling psychologists must gain clinical experience under supervision, and pass a standardized exam.
2. Training models and research
Counseling psychology includes the study and practice of counselor training and counselor supervision. As researchers, counseling psychologists may investigate what makes training and supervision effective. As practitioners, counseling psychologists may supervise and train a variety of clinicians. Counselor training tends to occur in formal classes and training programs. Part of counselor training may involve counseling clients under the supervision of a licensed clinician. Supervision can also occur between licensed clinicians, as a way to improve clinicians’ quality of work and competence with various types of counseling clients.
Sources – Wikipedia
