The application of impact counseling in therapy started with individual counseling expressive to cope with the personal problems by college students

Various approaches and theory can be applied to help students to cope with personal problems; one approach that can be applied is the impact counseling. Impact Therapy is a teaching process that carried out by the counselor, where a counselor wrote and visualized to clients about what the client wants, the client will do, how clients assess their behavior and how clients to plan what to do next. This is illustrated by Ed Jacobs As WDEP (Want, Doing, Evaluate, and Plan). Before using the impact counseling for students who are not able to communicate the problems that they experienced first counselor implemented expressive therapy. Expressive therapy known as a therapy in counseling and psychotherapy in which the client can communicate and express its feelings and their thoughts through activities related to art, music, dance, drama, poetry, as well as games. Expressive therapy is also called the "Creative Arts Therapy". Especially art, music, drama and poetry.

The role of the genetic counsellor: a systematic review of research evidence

In Europe, genetic counsellors are employed in specialist genetic centres or other specialist units. According to the European Board of Medical Genetics, the genetic counsellor must fulfil a range of roles, including provision of information and facilitation of psychosocial adjustment of the client to their genetic status and situation. To evaluate the extent to which genetic counsellors fulfil their prescribed roles, we conducted a systematic review of the published relevant scientific evidence. We searched five relevant electronic databases (Medline, CINAHL, SocIndex, AMED and PsychInfo) using relevant search terms and handsearched four subject-specific journals for research-based papers published in English between 1 January 2000 and 30 June 2013. Of 419 potential papers identified initially, seven satisfied the inclusion criteria for the review. Themes derived from the thematic analysis of the data were: (i) rationale for genetic counsellors to provide care, (ii) appropriate roles and responsibilities and (iii) the types of conditions included in the genetic counsellor caseload. The findings of this systematic review indicate that where genetic counsellors are utilised in specialist genetic settings, they undertake a significant workload associated with direct patient care and this appears to be acceptable to patients. With the burden on genetic services, there is an argument for the increased use of genetic counsellors in countries where they are under-utilised. In addition, roles undertaken by genetic counsellors in specialist genetic settings could be adapted to integrate genetic counsellors into multi-disciplinary teams in other specialisms

Becoming Psychotherapists: Experiences of Novice Trainees in a Beginning Graduate Class

The authors investigated the experiences related to becoming psychotherapists for 5 counseling psychology doctoral trainees in their first prepracticum course. Qualitative analyses of weekly journals indicated that trainees discussed challenges related to becoming psychotherapists (e.g., being self-critical, having troubling reactions to clients, learning to use helping skills), gains made during the semester related to becoming psychotherapists (e.g., using helping skills more effectively, becoming less self-critical, being able to connect with clients), as well as experiences in supervision and activities that helped them cope with their anxieties. Results are discussed in 5 broad areas: feelings about self in role of psychotherapist, awareness of reactions to clients, learning and using helping skills, reactions to supervision, and experiences that fostered growth. Implications for training and research are provided

Annotated Bibliography of Educational Materials on Legal Ethics

Rhode presents an annotated bibliography that includes references to written and audiovisual materials for legal ethics courses and curricular integration projects

MacCrate\u27s Missed Opportunity: The MacCrate Report\u27s Failure to Advance Professional Values Symposium

The 1992 Report of the Task Force on Law Schools and the Profession: Narrowing the Gap (the Task Force ), Legal Education Professional Development - An Educational Continuum, popularly known as the MacCrate Report (the Report ), was the most ambitious effort to reform legal education in the past generation. Some commentators have described the Report as the greatest proposed paradigm shift in legal education since Langdell envisioned legal education as the pursuit of legal science through the case method in the late 19th century.” Although the Report sought to promote education in both lawyering skills and values, its major influence has been in the area of lawyering skills. The Report has contributed little to promoting professional values.5 This result is not surprising. The Report\u27s treatment of values suffers from two basic flaws. First, the text makes values a low priority and then does not explain them coherently. Second, the Task Force fails to consider that the dominant values of the Bar and the Academy oppose those of the Report

Risks, Goals, and Pictographs: Lawyering to the Social Entrepreneur

Scholars have argued that transactional lawyers add value by mitigating the potential for post-transaction litigation, reducing transaction costs, acting as reputational intermediaries, and lowering regulatory costs. Effective transactional attorneys understand their clients’ businesses and the industries or contexts in which those businesses operate. Applied to the start-up social enterprise context, understanding the client includes understanding the founders’ values, preferences, and proclivity for risk. The novel transactions and innovative solutions pursued by emerging social entrepreneurs may not lend themselves well to risk avoidance. For example, new corporate forms such as the benefit corporation are untested, yet appeal to many social entrepreneurs who wish to use a single entity to pursue dual missions. Novelty in a transaction or governance arrangement, as opposed to precedent, means that the risk of litigation or regulatory inquiry may rise. However, a lawyer—and particularly the student attorney without practice experience—may be prone to risk aversion. Lawyers are often described by themselves and by others as “conservative, risk-averse, precedent-bound, and wedded to a narrow, legalistic range of problem solving strategies.” On one hand, risk aversion can inhibit a lawyer’s ability to “think outside the box” and take the innovative approaches that their social enterprise clients need. On the other hand, a lawyer’s risk aversion may add value to a social enterprise to the extent that the lawyer can be a “sounding board to help clients balance risk-prone ideas.” In the Social Enterprise & Nonprofit Law Clinic at Georgetown Law, student attorneys learn to practice client-centered lawyering in their representation of social enterprise clients. In this Essay, I discuss (i) plausible risk profiles of student attorneys and their social enterprise clients; (ii) a client-centered lawyering approach that deters a student attorney from projecting her own risk aversion onto her clients and allows her to act as a “sounding board” armed with legal analysis to help her client make informed decisions; and (iii) one of the counseling tools that facilitates this client-centered approach. The counseling tool—a pictograph, or visual representation that communicates three-dimensional qualitative information—dictates that the client’s preferences take priority over the student attorney’s risk profile, but also allows the student attorney to present and frame the advantages and disadvantages of a particular decision point in relation to the client’s expressed goals

The Responsibility of Law Schools: Educating Lawyers as Counselors and Problem Solvers

American legal education is as strong as ever in doctrine and legal analysis; however, it is strikingly weak in teaching other foundational skills and knowledge that lawyers need as counselors, problem solvers and negotiators. Brest proposes a series of advanced courses that integrate the fundamental lawyering skills of counseling, problem solving and negotiation with insights from other disciplines

Teaching Graduate Trainees How to Manage Client Anger: a Comparison of Three Types of Training

The authors examined the effects of three types of training (supervisor-facilitated training, self-training, biblio-training) on 62 graduate student therapists\u27 state anxiety, self-efficacy for dealing with anger, and helping skills (i.e., reflections and immediacy) in response to videotaped vignettes of angry clients. Training overall was rated as very helpful, and trainees increased in self-efficacy for working with client anger. Supervisor-facilitated training was rated as more helpful than, and was preferred to, self-training and biblio-training; it also led to more reflection of feelings in response to clients. Results suggest that vignettes such as these might be a helpful adjunct to training once students have competency in the basic helping skills

Teaching the Basic Ethics Class Through Simulation: The Northwestern Program in Advocacy and Professionalism

The Northwestern University School of Law created and published a set of materials for teaching the basic ethics course principally through the simulation method. Burns provides a very compressed summary of the underlying program, describes the classes themselves and the mix of teaching methods professors employ, and briefly discusses the program materials