Client’s Advocacy Essay Example for Free

Client’s Advocacy Essay Abstract Advocacy is an important aspect of every counselor’s role; therefore, counselors need to help remove environmental barriers that hamper client’s well-being by increasing the client’s sense of personal power and to foster environmental changes that reflect greater responsiveness to client’s sense of personal needs. Outreach, empowerment, social justice, and social action are all apart of advocacy. Counselors need to help the client prevent psychological distress by helping them develop resources and strengths while reducing negative influences. There are three models: the wheel of wellness model, the indivisible self- model, and advocacy. These models emphasize the importance of enhancing individual strengths and environmental resources and decreasing individual limitations and social stresses. Sally Jo Jacobs, 34, Female client whom is Caucasian and divorced with four children and two living at home, youngest is living in Arizona with his Father, her ex-husband She hasnt seen him since 03. She is divorced from him because he was abusive to her physically and mentally. Her oldest son is living In Seattle and working, going to college, and has his own radio show from the college at Green River Community College. Client has one older sister, who lives in Alabama, which is on her 5th marriage due to her inability to deal with the abuse sustained when they were growing up. The client has two younger brothers, who were abused, but not sexually by their father. Her and her children are now living in the area with no family support or even communication with her parents. Client states she has a violent relationship with her father. Client states her relationship with her mother is on and off. The client was referred by her regular Physician for depression and unable to come up with healthy coping skills. The client doesnt drink but twice a month, quit smoking in 03, doesnt gamble, doesnt do street drugs, but is on prescription drugs due to chronic pain from a previous work injury and her physical abusive ex-husband. She loved working on cars and trucks, roller skating, going 4x4ing, gardening and yard work. She states that she has a very limited ability to do these things she loved to do and is having a hard time dealing with the fact that she can no longer do the things she loved to do. Client states she is taking Percocet 7.5 325 mg, 6 pills in a 24 hour period of time, Cymbalta 60mg in the morning, Flexerall,10 mg and a sleep aid at night. It is important for the counselor to be aware of what medications the client is on in order to help in the relation to the client’s well-being. Client states that she has nothing to do and she thinks about what happened when she was growing up with the abuse and her accident on a constant basis, which leads her to depression. She says that when she was growing up there was sexual and mental abuse by her father, that her father abused her and her sister when their mom was working or out bowling. She has very specific memories, she remembers from when she was in a crib to her last day of high school, which was the last time her father touched her in an inappropriate manner. â€Å"Childhood abuse and neglect may be markers for other factors that have an impact on the developing child or may share with PTSD a common origin in a disrupted and disorganized childhood. Another concern is that previous research has suggested that abused and neglected children are at increased risk for early behavior problems and conduct disorder. Behavior problems in childhood or adolescence may be associated with increased risk for engaging in risk y behaviors. In turn, such behaviors may lead to increased risk of exposure to traumatic events and to subsequent PTSD. A third possibility is that childhood victimization may be associated with PTSD through its effect on a persons lifestyle, which places the person more or less at risk for exposure to traumatic events and, ultimately, PTSD. PTSD, such as low levels of education and extroversion, that serve to expose individuals to social roles and environments associated with high risk for victimization. (Cathy, 1999.). This learner believes that she stayed in abusive and unhealthy relationships because of what her father did to her as a child and now she is experiencing depression and PTSD. The goal of this client is to empower her to solve her problems independently by helping her understand herself and to help her have the ability to problem-solve. The counselor needs to spend time assessing the seriousness of the concern presented to her and provide structure to the counseling process (such as understanding the conditions, procedures, and nature of counseling), and helping the client take initiat ive in the change process. The goal for this client is to get her help for her depression with tools and education to help her work through what her father and ex-husband have put her through. My first priority is to build trust, rapport, and be able to set goals and design a treatment plan for change. The counselor will need to build up her psychological health by helping her build coping skills, self-esteem, social support, personal power, problem solving skills, self- care, sense of humor, sense of control, sense of worth, and stress management. Because of her abuse, she has developed depression and stress. The prevention programs the counselor needs to use for this client to help with stress is identifying the source of the stress, recognizing the physical and emotional consequences of stress, and learning and implementing adaptive coping responses. Strength-based Wellness counseling interventions may help abused survivors develop coping skills to enhance both overall quality of life and everyday functioning across multiple domains, while also providing a healthy foundation from which to explore and reframe their abuse experience. One of the most common interventions with adult women survivors is trauma-focused, or exposure-based, treatment, where the sexual abuse experience is reviewed in some way. Trauma focused interventions are based on the notion that the meaning attach[ed] to the abuse, as well as the personal impact, is imbedded in the details of the experience And therefore requires in-depth review of the abuse experience (Hodges Myers, 2010). Fostering positive growth is an appropriate therapeutic goal: posttraumatic growth increases positive feelings of self, self-efficacy, and resiliency, which lay the foundation for continued Improvement in other areas of life. Wellness-focused interventions offer clients a positive lens for viewing their strengths and strategies for using those strengths to cope with the issues created by their sexual abuse history. Wellness-focused interventions validate the individual and the fact that the important thing is not why the individual survived but how. Advocacy is an important factor in every counselor’s role and it serves two purposes: to increase client’s sense of personal power and to foster environmental changes that reflect greater responsiveness to client’s personal needs (Gladding Newsome, 2010). In order to help the client with advocacy, I would join the Montana Coalition against domestic and sexual violence and get my client guidance through them. The Montana Coalition Against Domestic Sexual Violence (MCADSV) is a statewide coalition of individuals and organizations working together to end domestic and sexual violence through advocacy, public education, public policy, and pro gram development. Our mission is to support and facilitate networking among our member organizations while advocating for social change in Montana. Currently, MCADSV represents over 50 programs across Montana that provides direct services to victims and survivors of domestic and sexual violence and their children. In addition, the membership includes other nonprofit and government organizations and individuals (professionals and members of the general public) who are interested in addressing domestic and sexual violence in a way that holds offenders accountable and provides support for the people they victimize. Our membership is open to anyone who is in accord with their philosophy. Their philosophy is â€Å"We base our actions and interactions on the following basic tenets; we advocate for policy that supports and/or forwards them; and we work to increase public awareness on issues related to them. We believe all women have the right to live a life free of violence or the threat of violence. Women have the right to freedom from violations of their personal autonomy and physical integrity on the street, in the home, at the workplace, and in the Coalition. Furthermore, women should not have to restrict their freedom of movement, their bodies, or their activities in order to be safe. We believe all women have the right to make their own decisions regarding sexual and reproductive matters, lifestyles, finances, education, and employment. We believe religious beliefs and practices are a matter of personal conscience and individual choice, and a Montana Coalition member shall neither promote nor discourage a particular religious belief in the course of his or her work. We believe classism, racism, ableism, ageism, homophobia (and all forms of elitism) are attitudes that serve to divide people who might otherwise join forces. As such, they interfere with women’s ability to pool their efforts and reach their full potential. Our membership is open to people of all backgrou nds. Furthermore, survivors of violence represent an essential constituency in our movement, and the Montana Coalition strongly encourages full participation by and equity for survivors† (MSADSV, 2010). MSADSV’s goals are to eliminate all forms of oppression, provide support and networking opportunities and training, and to encourage increased awareness and understanding of domestic and sexual violence and the concerns of survivors and to explore and support innovative policy approaches to issues related to domestic and sexual violence. This website has a lot of information for the client to get additional help and tools for her recovery. During the advocacy with the client, the counselor needs to be compassionate and show commitment in order to provide motivation to take action. The counselor needs to use verbal and non-verbal skills in order to be an effective counselor. Some skills the counselor needs to have is integrity, flexibility, empathy, patience, persistence, and resourcefulness. The client needs to have outreach, empowerment, social justice, and social action. Outreach involves reaching out to vulnerable populations in the community and helping clients find new ways to cope with the stressors. Empowerment is a process which the client gains resources and skills they will need to have more control over their environments and lives. Empowerment is important in this case because it helps the abused woman become aware of inappropriate use of power and privilege that her partner was claiming. Social justice is promoting access and equity to ensure full participation of all people in the life of a society as well as a belief system that values fair and equal treatment for all members of society. Social action derives from the belief system, resulting in the actions taken to promote equal rights. The counselor is involved in confronting barriers faced by clients. Abusive relationships has a significant and pervasive impact on individuals, producing a variety of mental, emotional, relational, physical, and trauma symptoms. Most therapeutic interventions focus primarily on reliving or retelling, in great detail, the sexual abuse experience. However, many clients lack a positive sense of self, an internal focus of control, and an ability to view the abuse as only part of which they are rather than the defining elements. Through a focus on Wellness factors, therapists can help adult women recognize their strengths and use them both in and outside of sessions to create and sustain positive lifestyle change. Helping clients experience positive outcomes of Wellness choices is empowering and facilitates their ability to invest in and cope with the healing process. Considering the multiple challenges many survivors bring to counseling, these outcomes are extremely important. A wellness-based intervention may increase self-efficacy, resiliency, and awareness of healthy coping skills, resulting in positive changes in everyday functioning. Such changes are inherently helpful to the survival process and can offer survivors valuable tools with which to approach future experiences. Therapists need to consider symptom presentation and prioritize the goals for therapy accordingly. Once safety is established, therapists and clients can incorporate a Wellness intervention into a range of treatment options, positive growth can occur simultaneously with distressing emotions. As with any therapeutic intervention, the therapist must continually assess the clients experience with the intervention and alter interventions when necessary. References Cathy, S. W. (1999). Posttraumatic stress disorder in abused and neglected children grown up. The American Journal of Psychiatry, 156(8), 1223-9. http://search.proquest.com/docview/220471620?accountid=27965 Gladding, S.T., Newsome, D.W. (2010). Clinical Mental Health Counseling in a Community and Agency Setting. (3rd Ed.). New Jersey: Pearson Education. Hodges, E. A., Myers, J. E. (2010). Counseling Adult Women Survivors of Childhood Sexual Abuse: Benefits of a Wellness Approach. Journal Of Mental Health Counseling, 32(2), 139-153. Montana Coalition Against Domestic Sexual Violence (2010). Retrieved from- http://mcadsv.com/

The Road Not Taken Analysis :: Free Essays

Line 1 In this line Frost introduces the elements of his primary metaphor, the diverging roads. Back to Poem Lines 2-3 Here the speaker expresses his regret at his human limitations, that he must make a choice. Yet, the choice is not easy, since "long I stood" before coming to a decision. Back to Poem Lines 4-5 He examines the path as best he can, but his vision is limited because the path bends and is covered over. These lines indicate that although the speaker would like to acquire more information, he is prevented from doing so because of the nature of his environment. Back to Poem Lines 6-8 In these lines, the speaker seems to indicate that the second path is a more attractive choice because no one has taken it lately. However, he seems to feel ambivalent, since he also describes the path as "just as fair" as the first rather than more fair. Back to Poem Lines 9-12 Although the poet breaks the stanza after line 10, the central idea continues into the third stanza, creating a structural link between these parts of the poem. Here, the speaker states that the paths are "really about the same." Neither path has been traveled lately. Although he’s searching for a clear logical reason to decide on one path over another, that reason is unavailable. Back to Poem Lines 13-15 The speaker makes his decision, trying to persuade himself that he will eventually satisfy his desire to travel both paths, but simultaneously admitting that such a hope is unrealistic. Notice the exclamation mark after line 13; such a punctuation mark conveys excitement, but that excitement is quickly undercut by his admission in the following lines. Back to Poem Lines 16-20 In this stanza, the tone clearly shifts. This is the only stanza which also begins with a new sentence, indicating a stronger break from the previous ideas.

A Doll’s House and the Macaroon

Gloria Nguyen Period 5 2010 February 24 A significant symbol in A Doll’s House by Henrik Ibsen are the macaroons that show up several times within the course of the play because it shows that Nora is not truthful to Torvald and that their household is tangled up in a web of deceit. â€Å"She slips the bag of macaroons in her pocket and wipes her mouth†¦ †. Nora knows that Torvald dislikes her spending money on guilty pleasures like macaroons so she tries to hide them, just as she tries to hide the truth of her bond and debts. The macaroons also show that Nora is uncomfortable with all of the rules and regulations Torvald has set up and that she has her own will and mind set. When Torvald asks her if she had any macaroons, she immediately responded with â€Å"No, Torvald, really; I promise you. It shows that she may have a different set of morals than Torvald and that she is not at all comfortable in her living situation and Torvald is not one of her confidants like Dr. Rank and Mrs. Linde. The macaroons show that Nora is not the perfect doll that Torvald tried to mold her into. The macaroons function in the text was to show that although that some families and lives seem picture perfect, most of the time it is not true, as proven by Nora’s need to hide the bond and macaroons from Torvald. The macaroons could also represent Nora’s want to be independent and free, that she wants to rebel and be someone of her own making as opposed to being Torvald’s little â€Å"songbird†, â€Å"squirrel† and â€Å"capricious Capri†. Ibsen’s use of symbolism in using such a minor pleasure impacts the story in a huge way by subtly showing the reader that Nora’s lifestyle is not as truthful and happy as it seems and that something as small as an innocent white lie about macaroons can set the precedent of lies that are to come.

Challenges In Freedom Of Speech - Free Essay Example

Sample details Pages: 4 Words: 1110 Downloads: 2 Date added: 2019/05/18 Category Law Essay Level High school Tags: Freedom of Speech Essay Did you like this example? Statement of Problem In our current political climate, students have experienced challenges in their freedom of speech. Everyone in America has the right to the First Amendment. According to the United States Supreme Court, public institutions of higher education are legally bound to this amendment (Lowery, 2016, p 538). Don’t waste time! Our writers will create an original "Challenges In Freedom Of Speech" essay for you Create order This amendment applies to speech, expression, and assembly. Private colleges and universities have also protected students right to the first amendment. Private institution protection allows for a broad range of viewpoints that ensures a diverse educational experience. In peeks of governmental chaos, wars, and other historical events, colleges and universities have been at the center. Starting the in the 1800s, college and universities have been at the center of civic engagement and activism. In several cases, freedom of speech on campus has shaped social movements that have changed history (Ali, 2017, p. 4). In the case of specific demonstrations, institutions have been required to address a person first amendment in free speech zones. This has placed limitations on speech and demonstrations. The roles of student affairs practitioners in these cases are critical. As the first to know about demonstration and events, they are the primary decision-makers that articulate the laws of freedom of speech. If student affairs professionals are not fluent in the laws, then these policies can be broken. Student affairs departments author clear policies that protect free speech while maintaining inclusive spaces (Lowery, 2016, p. 538). In the three cases below, institutions have articulated their rationales for said policies in order to protect the student or the first amendment right. In the case of Charlottesville and the evangelistic preacher on campus, both campuses aim to maintain inclusive and safe environments for the student. While in the final case, the first amendment protects students freedom of speech. In all situations, the goal is for student affairs practitioners to maintain campus environments that could be challenged by outside constituents. Policy: Time, Place and Manner Time, place and manner is the policy address a student or off-campus party freedom of speech. In several cases brought to the court circuits, public institutions could regulate speech without impeding constitutional rights. The U.S Supreme Court articulate the clauses when an institution applies to time, place and manner. Limitation on time, place and manner must not favor one perspective or side, serve a significant government interest. The speech, demonstration, or assembly could achieve a specific interest and offer alternative options for speech. Yet, public institutions are restricted from impeded speech because they are funded by taxpayer dollars. Restrictions on time, frequency, and length must be rational. Place restrictions are implemented by campus reservations and campus can ensure neutrality if the property is owned by the institution. Manner refers to not the content, however, the volume of the speech or demonstration. Institutions have been under scrutiny for their articulation of the law and many institutions have had to untangle the law (Morse, 2015, p. 4). The important distinction to make is when the speaker is a student or is campus affiliated versus non-affiliated. Rationale for Policies In these three cases below, institutions have implemented time, place and manner policies. The individual articulation of the law assists in the development of comprehensive student affairs models. They can serve as examples of how colleges and universities should shape their policies. In doing so, they provide scenarios and examples for student affairs practitioners to digest. University of Virginia- Charlottesville In recent history, colleges and universities have experienced startling demonstrations that shaped history. These demonstrations on campus have defied their mission and reputation. Recounting August 2017 at the University of Virginia- Charlottesville, white nationalists, and supremacists leaders marched through the campus rallying around White Lives Matter. University of Virginia students locked arms in the middle of campus to block white nationalists from entering a sacred part of campus. This shortly erupted into a mass riot that concluded with three fatalities. At the end of the disruption, police officers and law officials declared it an unlawful demonstration. Yet, this came after the mass disruption of peace (Washington Post, 2017). The reason why this demonstration was deemed unlawful because of the law time, place and manner. The demonstration happened on university property without proper permits. In addition to this, article, violence erupted, causing disruption. This disruption interruppted normal campus operations causing. In addition to this, Another note is the group did not follow the necessary steps in the University of Virginias designated public forum area (Morse, 2015, p. 5). Preachers on Campus In a case Georgia Southern University, an evangelist speaker sought to change the policies that limited the time and manner of allowed by the university. In this case, an evangelistic preacher presented a case against the Georgia Southern University for limiting the time of the preaching. This is the case, neither the institution nor the preachers disputed the right for expression of religion. In this case, GSU policies upheld a persons constitutional right while maintaining campus policy. A speaker that is not affiliated with the college must seek necessary permits in order to te university to properly regulate the demonstration (Morse, 2015, p. 5). If permits are not obtained, then there is no right to assemble because the safety becomes a concern. In addition to this, the campus have greater leverage to exclude outside as long as the exclusion is neutral and reasonable (Lowery, 2016, pg. 539). Modesto Junior College Free speech zones on campus have come under scrutiny in recent years. Free speech zone is areas of campus that do not require prior reservation where students and other constituents are allowed to assemble. In 2013, Modesto Junior College challenged a students rights in a free speech zone. On Constitution Day, on September 2013, students were celebrating by distributing copies of the constitution. Campus representatives instructed students that they must register their event in advance. The student was distributing flyers in front of the student center. The case noted that all events must be held inside of the free speech area. Despite the interpretation of the policy, courts later decided that the campus policies must be revised. The revisions now allow for free expression on campus at outdoor areas by a campus sponsored affiliate (Morse, 2015, p. 5). Outcomes of the Policy Institutions are facing critical outcomes as it relates to their policies. Some of the outcomes that have occurred recently are colleges and universities clearly defining their policies on freedom of speech. Other outcomes include institutions have multifaceted plans for if/when controversial speakers come to campus. These plans are vetted so that neither the institution or student is as a risk. In addition to this, students affairs practitioners are creating more cross-functional relationships with faculty and staff on campus to ensure that all viewpoints are taken into consideration.