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Aslan Andreev
Aslan Andreev

Core Competencies In Counseling And Psychothera... !!INSTALL!!



Effective therapy is an ongoing process of building relational bridges that engender trust and confidence. Sensitivity to the client's cultural and personal perspectives, genuine empathy, warmth, humility, respect, and acceptance are the tenets of all sound therapy. This chapter expands on these concepts and provides a general overview of the core competencies needed so that counselors may provide effective treatment to diverse racial and ethnic groups. Using Sue's (2001) multidimensional model for developing cultural competence, the content focuses on the counselor's need to engage in and develop cultural awareness; cultural knowledge in general; and culturally specific skills and knowledge of wellness, mental illness, substance use, treatments, and skill development.




Core Competencies in Counseling and Psychothera...


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Core Clinical Competencies in Counseling and Psychotherapy addresses the core competencies common to the effective practice of all psychotherapeutic approaches and includes specific intervention competencies of the three major orientations.


This second edition emphasizes six core competencies common to the effective practice of all psychotherapeutic approaches. It includes the most commonly used intervention competencies of the cognitive-behavioral approaches-including Mindfulness-Based Cognitive Therapy, Dialectical Behavioral Therapy, and Acceptance and Commitment Therapy-psychodynamic approaches, and systemic approaches. This highly readable and easily accessible book enhances the knowledge and skill base of clinicians-both novice and experienced. The second edition has been fully revised throughout and includes a new appendix featuring handouts and worksheets.


The Elizabethtown College Master of Arts in Counseling Psychology Program is designed to provide the educational training requirements for Licensed Professional Counselor (LPC) licensure in Pennsylvania (and states with commensurate educational requirements). Thus, the program aims to prepare students to sit for the National Counselor Examination (NCE) and complete requisite post-graduate supervised training hours required for LPC licensure in PA. The 60 credit curriculum, designed in accordance with PA LPC licensure laws, will provide students with requisite core competencies for counseling practice, and allow for specialization in child and adolescent or substance use counseling.


In that e-text, I expand on the eighteen core competencies (CC) below by breaking each one down into a corresponding set of learning outcomes and key concepts. These same key concepts are used as the structure of this teaching and learning guide. Domains I through III begin even before the first encounter with a client, carry forward through the entire counseling process, and position the counsellor to embrace cultural responsivity and social justice as a foundation for practice. Domains IV through VI mirror the recursive process of establishing a therapeutic relationship with clients, collaborating in case conceptualization, and engaging in change processes, bearing in mind client cultural identities, social locations, and the contexts of their lived experiences.


With this in mind, I set out to develop a model of culturally responsive and socially just counselling practice with teaching and learning goals specifically in mind. I drew extensively on the professional literature and the history of competency articulation noted above, as well as on my previous collaborative research and conceptual model development (Collins & Arthur, 2010a, 2010b; Collins et al., 2015) as a starting place for identifying key concepts related to cultural responsivity and social justice in counselling practice. The CRSJ counselling model above was then refined through an iterative process of thematic analysis of over twenty case studies by colleagues who applied cultural responsivity and social justice in counselling practice with clients from diverse, intersecting, nondominant cultural identities. Some of these case studies are published in Embracing cultural responsivity and social justice: Re-shaping professional identity in counselling psychology. With each new case study, I revisited the key concepts and implemented additions or changes to the emergent CRSJ counselling model (Collins, 2018). The domains and core competencies above are the end result of the deconstruction and reconstruction of these case studies and the professional literature.


Arredondo, P., Toporek, R., Brown, S. P., Jones, J., Locke, D. C., Sanchez, J., & Stadler, H. (1996). Operationalization of the multicultural counseling competencies. Journal of Multicultural Counseling and Development, 24, 42-78. - org.ezproxy.uky.edu/10.1002/j.2161-1912.1996.tb00288.x


Ottavi, T. M., Pope-Davis, D. B., & Dings, J. G. (1994). Relationship between White racial identity attitudes and self-reported multicultural counseling competencies. Journal of Counseling Psychology, 41, 149-154.


Sue, D. W., Arredondo, P., & McDavis, R. J. (1992). Multicultural counseling competencies and standards: A call to the profession. Journal of Counseling & Development, 20(2), 64-88. -1912.1992.tb00563.x


Worthington, R. L., & Dillon, F. R. (2011). Deconstructing multicultural counseling competencies research: Comment on Owen, Leach, Wampold, and Rodolfa (2011). Journal of Counseling Psychology, 58, 10-15. doi:10.1037/a0022177


Worthington, R. L., Soth-McNett, A. M., & Moreno, M. V. (2007). Multicultural counseling competencies research: A 20-year content analysis. Journal of Counseling Psychology, 54(4), 351-361. -0167.54.4.351 041b061a72


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