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E-Portfolio for James Henri Cook, Counselor-in-Training

Here you will learn of my journey to eventually help you successfully along yours.

Enter here to get to know all about me! I am an aspiring counselor, who is passionate about helping people get through many of the challenges life presents us. We all need help sometimes. To seek and accept it is not weakness, but strength.

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Good Mental Health is Ultimately About "Seven Alignments" - JHC

NOTE: See My "Seven Alignments" page to read excerpts from my upcoming book!

Get to know me

I am not a mind mechanic, mental hygienist, magician, or meddler. I am Just a "guide on the side", a person who is very good at helping others help themselves . . . provided they really want to

Do you see that good-looking person in the photo to the left? Now look to the right of her and you will see me (I bet you already figured that out).

In 2021, at the tender young age of 57 I finally found the love of my life, my wife Cindy. And you have no idea how much time, trouble, learning through mistakes, wrong turns, ups and downs, ebbs and flows, dumb moves, and brilliant ideas, tears and laughter, bright optimism and dark depression I went through to reach that point. Life didn't magically get easy in 2021, there is still all of the challenges and trials common to life. 

My point is if you become my client, you will be talking with a fellow who has made practically every mistake the book, is still learning -  and will always be, who will respect you, treat you with empathy and understanding - never pity or judgment - and is aware we are all part light and part shadow. With my can-do attitude, authenticity, life experience, and professional training, I am confident that if you are willing to put in the work, I can help you help yourself become the best YOU you want to be. (And if you can understand that confusing sentence I just wrote and it resonates with you, we'll probably make a pretty good team!)

I was a college professor and dean/VP in my previous career. I was also a management and marketing consultant. In addition to an MS in Clinical Mental Health Counseling (expected May 2025), I have a doctorate in Higher Education Leadership/Educational Psychology, an MBA, and an MTh. I have lived in 7 states, travelled in 33 - and 14 countries. My family is very diverse. Diversity in all of its richness has surrounded me my whole life and I love it. My faith is very important to me as is active ministry. (I keep it secular unless you want to bring religion - any faith or wisdom tradition - into the conversation.) My counseling approach is interactive, relaxed, and solutions-focused. I meet you where you are and focus on what challenges or conditions brought you to me. In other words, you set the goals and you drive the agenda.

Best Wishes for Abundant Mental, Physical, and Spiritual Health, 

James Henri "Jim" Cook

Counselor-in-Training

JHC

"Learning and Growing is Life"

Why Continual Growth is So Important

For me, the continuous development and growth of both the counselor and the person within me is not optional—it is absolutely essential. Counseling is a deeply human endeavor, and that means it draws not only on the theories I’ve studied and the techniques I’ve learned, but also on the substance of who I am: my character, my self-awareness, my emotional maturity, and my capacity to connect, empathize, and reflect.

I cannot be stagnant in my personal life and expect to thrive in my professional one. Growth, for me, is the pulse of both vitality and effectiveness. It is what allows me to adapt, to remain teachable, to deepen my wisdom, and to sharpen the discernment I bring into the sacred space of the counseling room. If I am not continually growing, I will eventually become brittle, out of touch, and unable to serve my clients with the full measure of compassion and competence they deserve.

On a personal level, I believe that God designed us to live life abundantly—not just to exist, but to become. That means becoming wiser, more grounded, more loving, more honest, and more whole. It means facing my own limitations and wounds, and having the courage to grow through them. It means reading, learning, praying, reflecting, and allowing life’s experiences—both beautiful and brutal—to refine me.

As a counselor, I have the sacred responsibility of walking with others through some of the darkest and most vulnerable parts of their lives. If I am not also walking my own journey of growth, I risk becoming disconnected, inauthentic, or even projecting my own unresolved issues onto others. My clients don’t just benefit from what I *know*—they benefit from who I *am*. And who I am must be in a constant state of becoming.

Growth keeps me humble, flexible, open to correction, and hungry to keep improving. It sharpens my clinical insight, deepens my empathy, and keeps my heart alive to the pain and the hope I witness in others. I grow because I must. I grow because I long to live an abundant life, not a small one. I grow because my clients need me to. I grow because the calling of counseling demands it. And I grow because I never want to stop becoming the man, the servant, and the healer I was created to be.

Counselor Identity Development Plan

Counselor Identity and Ethics: Develop best practices and counselor identity as informed by ethical and professional standards and GCU dispositional values.

Goal: Discuss ethical dilemmas with site supervisor, focusing on how ethics and personal values shape my counselor identity.
Outcomes • Discussed ethical issues pertaining to what should and should not be included in documentation. • Discussed the ethics of discharge timing when there is still need but client objectives have been reached. • Discussed ethics related to where the line should be drawn in counseling when sharing appropriate information and starting to impose personal values on a person/situation.
Goal: Share key reflections with my site supervisor (SS), discussing how GCU values and ethics influence my counselor development. Goal: Counsel individuals and groups and complete related activities.
Outcome • Discussed practices for ethical and effective treatment of our patients on nearly daily basis.

Plan for Continued Development I plan to become active in the state and national ACA, engaging in ongoing research, presenting at conferences, submitting articles for publication, and constantly scanning the professional horizon for best and emerging practices that carry promise. I believe that to be effective as a counselor, one must continue to learn and generate new knowledge. Diversity and Advocacy: Gain opportunities to practice ethically as advocates for social justice through exposure to multicultural counseling theories and experiential exercises that promote awareness of cultural bias and diverse worldviews.

Goal: Discuss multicultural counseling theories with SS, exploring how these theories will inform ethical practice and social justice advocacy. Outcomes • Regularly consulted with SS and other clinic staff about how best to approach patient/client situations related to cultural differences and nuance. • Counseled patients/clients from a variety of backgrounds, cultures, and world perspectives. • Personally experienced significant cultural bias directed at me because my culture is so different to that of most of my patients/clients. It was an eye-opening experience.

Plan for Continued Development After my experience in this particular internship context, I intend to be an active and vocal advocate for improved living conditions for seniors and other adults who live in nursing homes. Too little attention is paid to patients’ mental health and how their living/care content and context affect it. I also intend to be just as actively engaged in community-wide psychoeducation to promote mental wellness and the value of/need for counseling from time to time.
Human Growth and Development: Acquire knowledge and skills to meet the diverse needs of individuals in the context of human growth and development.

Goal: Review case studies related to human growth and development with SI and other staff, focusing on how to apply knowledge and skills to meet diverse client needs. Outcome • This review and discussion were a regular feature of weekly supervision meetings and conversations throughout the week with staff.

Plan for Continued Development
I plan to become active in the state and national ACA, engaging in ongoing research, presenting at conferences, submitting articles for publication, constantly scanning the professional horizon for best and emerging practices that carry promise, and applying research to my practice. I believe that to be effective as a counselor, one must continue to learn and generate new knowledge.
Counseling and Helping Relationships: Learners will cultivate counseling and helping skills by integrating counseling theories and research, engaging in community collaboration and outreach, and developing skills to apply in professional and therapeutic relationships.

Goal: Discuss with and reflect on counseling theories, therapeutic approaches, and related topics and issues with SS. Outcome • This was a regular feature of weekly supervision meetings and ongoing conversations with staff, patients, and clients. Additionally, I studied theories, therapeutic approaches, and related topics and issues to improve as a counselor and in preparation for the NCE. Goal: Counsel individuals and groups and complete related activities. Outcome • Will have completed > 320 hours of individual sessions, group sessions, and related activities by end of internship.

Plan for Continued Development
As an individual who greatly enjoys the collaborative process, as well as results it usually yields, I have already begun approaching colleague CITs, GCU faculty, site staff, and other professionals in/related to my field about the possibility of future collaboration. I intend to eagerly and actively seek out and collaborate with other professionals in matters of patient/client care and research. I will pursue the following post-graduate certifications: trauma counseling, NLP, and hypnotherapy. Group Counseling and Group Work: Learners will integrate theoretical foundations and consider dynamics and therapeutic factors to gain knowledge of theories, develop techniques, promote leadership skills, and facilitate the therapeutic group process for diverse clients.

Goal: Discuss with and reflect on counseling theories, therapeutic approaches, and related topics and issues with SS. Outcome This was a regular feature of weekly supervision meetings and ongoing conversations with staff, patients, and clients. Additionally, I studied theories, therapeutic approaches, and related topics and issues to improve as a counselor and in preparation for NCE.
Goal: Counsel groups and complete related activities. Outcome Will have completed > 175 hours of group counseling sessions and related activities by end of internship. Goal: Engage in research related to established and emerging thought and practice, as well as theoretical underpinnings related to group counseling/ work. Outcome Engaged in extensive research related to established and emerging thought and practice as preparation for group and individual sessions, for ancillary services, and for potential future clinic supervises (on behalf of SS).

Plan for Continued Development
I plan to become active in the state and national ACA, engaging in ongoing research, presenting at conferences, submitting articles for publication, constantly scanning the professional horizon for best and emerging practices that carry promise, and applying research to my practice. I believe that to be effective as a counselor, one must continue to learn and generate new knowledge.
Research and Program Evaluation: Learners will acquire the knowledge and skills needed to identify, evaluate, and utilize research to inform best practices in counseling.

Goal: Develop a “mock” plan to 1) establish a system of 1) identifying best practices relevant to clinic’s areas of practice, 2) assessing clinic performance related to best practices, 3) identifying any “gaps”, and 4) formulating policies, practices, activities, and strategies to close “gaps.” Outcomes • Currently in the process of developing this “plan” as part of a proposal to expand my role in and gain employment with the clinic. My proposal directly addresses some of these features – at the invitation of the SS – and suggests the need for and ways of addressing other features should I gain employment. • Have developed a more comprehensive and scientifically/statistically-sound plan to assess effectiveness of clinic performance relative to best practices and to clinic’s past performance.

Plan for Continued Development
I will engage in continuous “environmental scanning” for best practices, emerging practices, and obscure, novel potential breakthrough practices to inform my own counseling practice and research.
 Career Development for CMHC: Learners will attain the knowledge that prepares them to demonstrate skills in vocational counseling and the relationship between roles in career, life, school, and mental health.

Goal: Review vocational counseling theories with SS to understand the relationship between career, life, school, and mental health. Outcome Regularly discussed the interplay between theory, application, and context, focusing on how it affected the holistic individual. Goal: Engage in role-playing exercises with SS to practice applying vocational counseling skills across various life domains. Outcome • This was accomplished through discussion of hypotheticals instead of role-playing. Numerous clients needed vocational counseling as part of a holistic approach to their treatment.

Plan for Continued Development
I will develop expertise regarding the interplay of career, life, school, and mental health using the collaborative team I consult with regularly. In addition, I will conduct research into how these roles/factors influence and can be made to better influence each other. Assessment and Testing for CMHC: Learners will demonstrate and apply skills that adequately and consistently use assessments for diagnostic and intervention planning purposes.

Goal: Complete, administer, and interpret the Biopsychosocial Assessment (Intake), GAD7, Geriatric Depression Scale, and PHQ9. Outcome • Have completed, administered, and interpreted intake and assessment forms and instruments numerous times, with patients and clients, and as practice with hypothetical patients/clients.
Goal: Engage in research related to established and emerging thought and practice, as well as theoretical underpinnings related to assessment and testing. Outcomes • Engaged in extensive research related to established and emerging thought and practice about assessments for diagnostic and intervention planning purposes. • Have recommended several additional assessments for use with patients/clients to develop a more “3D” picture of their anxiety, depression, etc.

Plan for Continued Development
I wish to develop expertise in assessment, diagnosis, and intervention that is recognized on the state and national level for excellence. Further, I intend to, as a result of research, develop new tools and means of assessment, diagnosis, and intervention.
Specialty Area for CMHC: Learners will demonstrate knowledge and skills in conducting intake interviews, mental status exam, biopsychosocial history, mental health history, psychological assessment for treatment planning and caseload management, contextual factors, and competence in clinical mental health fieldwork.

Goal: Engage in related activities as addressed in previous sections in this plan. Outcome • I do not have a specialty area. With regard to demonstrating knowledge and skill pertaining to the activities listed here, please see sections above.

Plan for Continued Development
I intend to specialize in trauma, family counseling, and counseling individuals with personality disorders. Why select what are, arguably, three of the most challenging areas of counseling? Because I have enough exposure to issues related to these areas – over a 50+ year span - I want to help people become free of the invisible prison cells trauma, serious family dysfunction, and PDs tend to be for so many, often for a lifetime.

Counselor Dispositions

The following 11 pages are devoted to sharing my perspective on, philosophy about, and personal growth related to Grand Canyon University Counseling Program's "Counselor Dispositions."

These dispositions are the values, commitments, and professional ethics that influence behaviors toward others, and, if sincerely held, dispositions lead to actions and patterns of professional conduct of counselors in training (CITs).  

The 10 Dispositions

The Grand Canyon University Counseling Program’s dispositions adhere to the University’s mission statement, as well as to the established counseling profession codes of ethics. Students who fail to adhere to or demonstrate such dispositions may be subject to referral to the Professional Practices Committee for developmental support or Code of Conduct for disciplinary action.
• Psychological Fitness: CITs strive to maintain holistic wellness across multiple domains of their mental, relational, and professional lives while focusing on interpersonal values that promote positive growth. CITs engage in activities that promote openness, self-awareness, and self-acceptance. CITs proactively practice self-care and are committed to mental health support to maintain psychological fitness.
• Self-Awareness: CITs intentionally reflect on how their value systems influence their personal and professional relationships. CITs demonstrate authenticity in relation to themselves and others. CITs bracket personal beliefs and values when faced with ideas different from their own to avoid inflicting harm on others.
• Cultural Diversity: CITs demonstrate respect for and engage in honoring and embracing diversity and multiculturalism while supporting the dignity and worth of clients within their unique contexts. CITs do not support or engage in any act of discrimination against others while simultaneously acknowledging how their cultural identity impacts their relationships with others.
• Acceptance: CITs work to foster a nonjudgmental professional environment while embracing change and others as they are. CITs avoid value imposition, uphold ethical standards, and remain conscious of their own attitudes, beliefs, and behaviors while being sensitive, receptive, and considerate to those of their clients.
• Empathy: CITs demonstrate compassion, understanding, and clemency towards all persons while simultaneously avoiding infliction of harm. CITs honor the uniqueness of all individuals while promoting dignity and respect in an ongoing therapeutic effort. CITs reflect on their experiences while mindfully working to understand an individual’s personal experience.

• Genuineness: CITs exhibit qualities of being honest in their interactions with others and in the behaviors they display. CITs have a sincere desire to better themselves when they experience incongruence between their beliefs, actions, and professional standards. • Flexibility: CITs embrace ambiguity with an open-mind and have the courage to form innovative solutions when facing challenges. CITs are able to work with others in a way that is open and inviting to multiple points of view and diverse cultural situations. CITs are open to shifting their perspective and embracing change.
• Patience: CITs respect autonomy of self and others while fostering growth. CITs encourage a relational environment that promotes respect , flexibility, and self exploration. CITs model calmness within various contexts in a steadfast, fluid, and enduring manner.
• Amiability: CITs display humility, compassion, and kindness in their interactions with others. CITs portray unconditional positive regard even when they have differing views. CITs remain cordial and calm in multiple contexts and when presented with frustrating situations.
• Professional Identity: CITs demonstrate professional conduct through mandatory attendance, promptness, and active participation to meet and exceed programmatic requirements. CITs maintain professional membership in counseling organizations and develop their understanding of self both personally and professionally while engaging in mentorship, supervision, and continuing education. CITs stay informed of current trends, research, and practices.


GCU Counseling Program Counseling Program Dispositions are quoted in their entirety from https://aws-files.gcu.edu/ssc/chss/Counselor% 20Dispositions.pdf.

Psychological Fitness

Last update: March 9, 2025

Artifact

Counselor Ethical Boundaries and Practices

James H. Cook CNL-505-O500: Professional Counseling, Ethical, and Legal Considerations Dr. Trisha Guy August 25, 2021 Counselor Ethical Boundaries and Practices
Foundational to the professional life of a counselor are their ethics and relationships. A counselor’s thinking and comportment must be tightly moored to the ethics prescribed by their faith, their trade, and the law – with pre-eminence always given to the standard which sets the highest bar for any one aspect of their behavior.
According to Oramas (2017), a method to ensure ethical considerations remain central in a counselor's practice is ethical reflection. This involves regularly taking time to consider decisions, judgments, and ethical implications from multiple perspectives, reflecting on biases, prejudices, and opposing viewpoints. It’s a meditative process aimed at cultivating devout ethical behavior rather than merely adhering to ethics. Relationships are the cornerstone of counseling. They are essential for establishing trust, ongoing professional development, collaboration, and support networks. At the same time, counselors must navigate the fine line between appropriate and inappropriate relationships. While some relationships may be permissible with caution, many are impermissible and require adherence to strict ethical boundaries.

The following section will explore grey area and clearly impermissible relationships, otherwise referred to as boundary crossing/dual relationships. Subsequent sections will examine ethics and relationship issues associated with multidisciplinary teams, supervisors, and colleagues. The paper will conclude with a short overview of how the author’s perspective on counselor ethics has evolved during the course in which this paper is assigned.
Boundary Issues and Dual Relationships Maintaining appropriate boundaries is crucial for counselors. Boundary crossings, such as attending a client's wedding, may sometimes be permissible but require careful consideration to avoid ethical violations. The American Counseling Association (ACA) Code of Ethics (2014) prohibits certain dual relationships, such as romantic or sexual interactions with clients, their families, or former clients within five years of professional contact (A.5.a-c). Other prohibited relationships include those with friends, family members, or virtual relationships (A.5.d-e). Violating these boundaries can lead to serious legal and ethical repercussions, including the loss of licensure and liability. To maintain boundaries, Hartmann (1997) proposes a model of “thick” and “thin” boundaries. Thick boundaries allow for a stronger sense of personal space and decorum in the counselor-client relationship, while thin boundaries enable emotional sensitivity and empathy. Maintaining thick boundaries is crucial for preserving objectivity and avoiding harm to clients. Counselors can create strong boundaries through informed consent documentation, clear verbal and non-verbal communication, appropriate office design, and self-awareness to detect early signs of boundary violations. In some situations, dual relationships may be unavoidable. For instance, a counselor in a small town might have no choice but to treat a client who shares a social setting, like a church, with them. Nickel (2004) notes that refusing to treat a client due to a dual relationship could be more harmful than having the relationship. While these relationships can create challenges, counselors must still be vigilant to avoid potential harm to clients.
Professional Collaboration: Working with Multidisciplinary Teams Collaboration in multidisciplinary teams is essential for providing comprehensive care. Effective teamwork in counseling requires a shared commitment to client welfare and an appreciation for the diversity of perspectives and skills within the team. O’Hara et al. (2019) emphasize that the strength of a multidisciplinary team lies in merging diverse viewpoints to create innovative solutions for clients. Professionals, including psychiatrists, psychologists, social workers, medical doctors, and counselors from various specialties, work together to enhance client well-being by integrating their unique skills and knowledge. Relationships with Supervisors and Colleagues Counselor supervisors play a critical role in guiding and mentoring their supervisees. According to the ACA Code of Ethics (2014), supervisors should provide informed consent, outlining the expectations, roles, and rights in the supervisory relationship. Supervisors also monitor the supervisee’s performance, offering constructive feedback, encouragement, and professional guidance. Corey et al. (2015) state that supervisors should help supervisees refine their skills, ensuring they are prepared to serve a range of diverse clients effectively. Supervisors bear legal and ethical responsibility for their supervisees' actions. They must ensure that the supervisee’s actions align with the best interests of their clients and that they are professionally competent. A supervisor’s role as a mentor involves ensuring that the supervisee’s development is aligned with ethical standards and that their clients receive the best possible care.
Development of Thinking about Ethics Reflecting on my own growth throughout this course, I have gained a deeper understanding of two key ethical aspects. First, I was unaware that counselors are ethically obligated to take on clients whose beliefs and values drastically differ from their own. It is important to respect the client’s needs, even if there are stark differences, as long as the counselor does not violate ethical standards. Second, I now have a greater appreciation for the significance of cultural competence. Understanding different cultures is vital to providing ethical and effective counseling. Each culture has unique norms, customs, and values that impact counseling processes, making it essential for counselors to become culturally fluent in their practice. Conclusion The satisfaction in counseling comes from the relationships built with clients and colleagues, and these relationships must be nurtured within the ethical boundaries set by the profession. Counselors must carefully navigate ethical dilemmas, establish and maintain boundaries, and collaborate with others in the best interest of the client. By doing so, counselors not only uphold the integrity of the profession but also contribute meaningfully to the well-being of those they serve.
References
American Counseling Association. (2014). ACA Code of Ethics. https://www.counseling.org/resources/aca-code-of-ethics.phf Ashley, M. (2018). The working alliance, beliefs about the supervisor, and counseling self-efficacy: Applying the relational efficacy model to counselor supervision. Journal of Counseling Psychology, 65(4), 512-522. https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2018-33326-008&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1 Corey, G., Corey, M. S., Corey, C. & Callanan, P. (2014). Issues and ethics in the helping professions, (9th ed.). Brooks/Cole Cengage Learning. Issues and Ethics in the Helping Professions | WebViewer (gcu.edu) Hartmann, E. (1997). The concept of Boundaries in counseling and psychotherapy. British Journal of Guidance & Counseling, 25(1), 147-148. https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9707024743&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1 Nickel, M. (2004). Professional boundaries: The dilemma of dual & multiple relationships in rural clinical practice. Counseling & Clinical Psychology Journal, 1(1), 17–22. https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=12167361&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1 O’Hara, K., Duchschere, J., Shanholtz, C., Reznik, S., Beck, C., & Lawrence, E. (2019). Multidisciplinary partnership: Targeting aggression and mental health problems of adolescents in detentions. American Psychologist, 74(3), 329-342. https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=000463341400006&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1 Oramas, J. (2017). Counseling ethics: Overview of challenges, responsibilities, and recommended practices. Journal of Multidisciplinary Research, 9(3), 47-58. https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=128640003&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1 Wilcoxon, S., Remley, Jr., T., & Gladding, S. (2017). Ethical, legal, and professional issues in the practice of marriage and family therapy (5th ed.). Pearson Education.

Reflection

Ethics have always been central to my thinking, speaking, and behavior. Although I have lived my personal ethics imperfectly, I have had a high and clear set of principles that have guided my moral development and behavior since I was a child. I see nothing in the ACA Code of Ethics, as considered in the artifact above, that contradicts the values that lie at the core of who I am. Where I have grown the most in this program, with respect to my ethics, is in the understanding of process-related, reporting-related, relationship-related, and other areas of ethics that are unique to the profession of counseling. Further, to know the code in the abstract and to work and live by it during my practicums and internships have been quite different. The difference lies in how often I encounter gray areas on the fringes of ethical and unethical. Then is when I turn to my site supervisor and other clinic staff. The other difference lies in the practical, real-time application. Reading about it is one thing, dealing with it with a live client sitting in front of you is different. Where I am focusing the most on my ethical development is recognizing in my clinic the circumstances that present what can be practical and gray-area vaguaries that I can not afford to misunderstand.

Relevant ACA Code of Ethics Standard & CACREP Common Core Area Standards

ACA Code of Ethics Standard: C.2.g Impairment

C.2.g - "Counselors monitor themselves for signs of impairment from their own physical, mental, or emotional problems and refrain from offering or providing professional services when impaired. They seek assistance for problems that reach the level of professional impairment, and, if necessary, they limit, suspend, or terminate their professional responsibilities until it is determined that they may safely resume their work. Counselors assist colleagues or supervisors in recognizing their own professional impairment and provide consultation and assistance when warranted with colleagues or supervisors showing signs of impairment and intervene as appropriate to prevent imminent harm to clients."

CACREP Common Core Area Standards: 2.F.1.l, 2.F.1.k

"The eight common core areas represent the foundational knowledge required of all entry-level counselor education graduates. Therefore, counselor education programs must document where each of the lettered standards listed below is covered in the curriculum. . . Standard 2.F.1.i: Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling. . . Standard 2.F.1.k: Strategies for personal and professional self-evaluation and implications for practice."

"Your ethics is not something you have or do, or the way you behave. It is an aspect of your very essence: the 'you' that experiences you perceiving, thinking, feeling, and experiencing." - JHC

Self-Awareness

Last update: March 9, 2025

Artifact

Self-Reflection (Self-Awareness/SOLER) James H. Cook College of Humanities and Social Sciences, Grand Canyon University Counseling Skills Dr. Brandon Wilde February 23, 2022 Self-Reflection One of the most important personal characteristics a counselor should cultivate is self-awareness. Through self-awareness, one understands who they are, what they know and do not know, their strengths and weaknesses, and whether they are growing or stagnating in essential areas of knowledge and skill. For this reason, I consider self-awareness the most crucial of the ten counselor dispositions: psychological fitness, self-awareness, cultural diversity, acceptance, empathy, genuineness, flexibility, patience, amiability, and professional identity (Grand Canyon University, 2018). Without strong, honest self-awareness, it is impossible to accurately assess one’s standing in these characteristics. The Counseling Skills course has focused on increasing self-awareness regarding clinical skills, honing those skills, and developing a clearer understanding of where and how further improvement is needed. These elements form the essence of this self-reflection. The remainder of this paper will briefly examine significant lessons learned regarding clinical skills, including any surprises. I will also discuss my skills-related strengths and weaknesses and outline a plan to enhance my skills moving forward. Finally, I will explore the role and importance of supervision during licensure preparation and the ongoing value of consultant-counselors for career-long professional development. The Most Significant Information Learned The most significant realization I had was how much I will genuinely enjoy being a counselor. Given my past experiences mentoring, advising, and providing informal counsel, I assumed I had a strong grasp on my level of enthusiasm for professional counseling. However, this course—and particularly the recorded mock sessions—demonstrated that my passion for counseling is even greater than I expected. Helping clients share their stories, distinguish cause and effect, explore deeper meaning (Sackett & Cook, 2021), and develop self-awareness on their journey toward solutions is both fascinating and deeply rewarding. I was not surprised by any specific skills covered in the course, but I did find that consistently using open-ended questions in a counseling session was more challenging than I had anticipated. Skills and Dispositional Strengths and Weaknesses While my strengths and weaknesses can best be analyzed through the lens of counseling dispositions, I will first address the SOLER skills. In the mock counseling sessions, I demonstrated strong SOLER skills: I faced the client squarely, maintained an open posture, leaned forward, made solid eye contact, and remained relaxed. However, I need to position myself more directly toward the client and adopt a slightly more open posture. Additionally, I must continue improving my ability to ask open-ended questions effectively. Regarding the counseling dispositions, I have spent decades engaging in self-improvement efforts, consistently seeking to end each day as a better person than the day before. As part of this process, I have cultivated self-awareness through introspection, meditation, and soliciting candid feedback from others. As a result, self-awareness is a strength of mine. However, I can sometimes overanalyze situations, leading to unnecessary self-doubt and self-blame (Murdoch, 2017). Empathy is another strong suit. I have a highly sensitive ability to perceive others’ emotions, even when they attempt to conceal them. While this capacity enhances my effectiveness as a counselor, I must be cautious not to allow heightened empathy to cloud my objectivity (Meier & Davis, 2011). Lastly, I have been consistently described as a genuine, down-to-earth individual. Authenticity is essential to me, and I strongly reject pretense. This trait facilitates the development of rapport with clients. However, in my past role as a faculty member, I sometimes leaned too far toward informality. While I always maintained ethical boundaries, I will need to ensure that my professional demeanor in counseling remains appropriately structured without becoming too rigid. The Practicum, Supervision, and Consultant Counselors Several key actions will support my professional growth during practicum and internship. First, I will continue expanding my counseling knowledge both within and beyond formal coursework. Second, I will maintain relationships with experienced counselor mentors, drawing on their expertise. Finally, I plan to actively engage in my state ACA chapter, taking advantage of learning opportunities available to student members. Supervision will be essential as I progress toward licensure. Under an experienced counselor’s guidance, I will gain real-time insights into applying theoretical knowledge to practical counseling situations. Supervision will also provide structured accountability, ensuring that I continue developing my skills effectively. Furthermore, in the future, I may seek additional supervision when adopting a new counseling modality that does not require formal training but in which I lack experience. Seeking supervision in such cases is not only beneficial but also an ethical responsibility. Similarly, I plan to seek guidance from consultant-counselors as needed. Whether dealing with a challenging client, unfamiliar disorder, or complex ethical dilemma, consulting with experienced professionals will reinforce my decision-making process and enhance my skill set (Egan & Reese, 2019). Additionally, I would enjoy serving as a consultant-counselor later in my career, as I have long found fulfillment in mentoring others. Conclusion This course has provided an invaluable opportunity to apply and refine counseling skills in a practical context. While I possess several strengths, I also recognize the areas where I need continued growth. I look forward to developing my skills further, both during my training and throughout my counseling career.

References
Grand Canyon University (2018). Counselor Dispositions. GCU Clinical Mental Health Counseling Program Egan, G. & Reese, R. (2019). The skilled helper: A problem-management & opportunity- development approach to helping (11th ed.). Cengage. Meier, S. T., & Davis, S. R. (2011). The elements of counseling. Brooks/Cole. Murdock, N.L. (2017). Theories of counseling and psychotherapy: A case approach (4th ed.). Pearson Education, Inc.

Reflection

Over the past several years, my counseling skills, particularly in using the SOLER framework (Squarely facing the client, Open posture, Leaning in, Eye contact, and Relaxed demeanor), have deepened and matured through intentional effort and dedicated practice. Initially, while I understood the principles of active listening and nonverbal engagement, I sometimes found myself focusing more on the technical execution of these skills rather than on their seamless integration into natural, flowing conversations. However, through extensive reading on interpersonal communication, counseling techniques, and psychological theory, I have refined my ability to use SOLER skills in a way that feels both instinctive and authentic. One of my greatest strengths has always been my commitment to learning. I have approached my growth in SOLER skills much as a writer hones their craft—by closely studying those who do it well. By observing experienced counselors and other skilled communicators, I have gained deeper insights into how seemingly small nonverbal cues can create a profound sense of connection and trust. I have watched how masterful counselors use subtle shifts in posture to convey warmth, how they calibrate eye contact to match a client’s comfort level, and how their relaxed presence fosters an environment where clients feel safe to open up. In my own practice, I have mindfully incorporated these observations, refining my ability to make my nonverbal communication an extension of my genuine empathy and attentiveness. At the same time, I have worked diligently to overcome areas where I once struggled. Early on, I sometimes leaned in too eagerly, which could come across as intrusive rather than engaged. Learning to temper my enthusiasm with a more nuanced understanding of personal space and client comfort has been an important area of growth. Likewise, I have developed greater awareness of the subtle balance required in maintaining eye contact—ensuring it communicates presence and attention without becoming overwhelming. Above all, I have learned that the true power of SOLER skills lies not in rigidly following a checklist but in their ability to foster genuine human connection. By integrating these principles into my everyday interactions, I have grown more attuned to the unspoken aspects of communication. Whether in formal counseling settings or in casual conversations, I now find that my posture, facial expressions, and gestures naturally align with my intent to be present, open, and engaged. This ongoing process of refinement has not only strengthened my professional competence but has also enriched my relationships in all areas of life.

Relevant ACA Code of Ethics Standard & CACREP Common Core Area Standards

ACA Code of Ethics Standard: B.1.a Multicultural/Diversity Considerations; C.2.a Boundaries of Competence

B.1.a - "Counselors maintain awareness and sensitivity regarding cultural meanings of confdentiality and privacy. Counselors respect differing views toward disclosure of information. Counselors hold ongoing discussions with clients as to how, when, and with whom information is to be shared."

C.2.a - "Counselors practice only within the boundaries of their competence, based on their education, training, supervised experience, state and national professional credentials, and appropriate professional experience. Whereas multicultural counseling competency is required across all counseling specialties, counselors gain knowledge, personal awareness, sensitivity, dispositions, and skills pertinent to being a culturally competent counselor in working with a diverse client population."

CACREP Common Core Area Standards: 2.F.2.d, 2.F.1.k

"The eight common core areas represent the foundational knowledge required of all entry-level counselor education graduates. Therefore, counselor education programs must document where each of the lettered standards listed below is covered in the curriculum. . . Standard 2.F.2.d: The impact of heritage, attitudes, beliefs, understandings, and acculturative experiences on an individual’s views of others  . . . Standard 2.F.1.k: Strategies for personal and professional self-evaluation and implications for practice."

"Self-awareness is the result of the light introspection shines on the truths of self. Therefore, to the extent someone lacks self-awareness, they are a stranger to themselves and others." -JHC

Cultural Diversity

Last update: March 9, 2025

Artifact

A Reflection on Possible Personal Biases Regarding Cultures Different Than My Own James H. Cook College of Humanities and Social Sciences, Grand Canyon University Counseling Skills Dr. Kendra Stewart April 20, 2022 A Reflection on Possible Personal Biases Regarding Cultures Different Than My Own Mark Twain said, “Show me someone who says they’ve never lied, and I’ll show you a liar.” Whether one admits it or not, dishonesty and bias are inherent to human nature (Banaji & Greenwald, 2013). Biases can manifest subtly as microaggressions or develop into more extreme forms like prejudice, discrimination, and violence. One of the most dangerous paths to unchecked bias is the belief that one is entirely free of it. Acknowledging biases and actively working to mitigate them is a lifelong endeavor (Amodio, 2014). This paper examines the author’s personal biases, their origins, and the steps he intends to take to address them as a future counselor. It will also explore subtle racism, discrimination, and the importance of cultural awareness in counseling practice. The Author's Cultural Biases: Past and Future Work The author identifies two significant personal biases. The first is against certain White Southerners, often referred to as "Rednecks," who display hostility toward intellectualism, education, culture, "outsiders", anyone without relatives living nearby, and temperamentally antagonist toward authority, (including authority in the church much to the author's (a minister) chagrin). This bias stems from childhood experiences of bullying after moving from California to the South, where his accent, speech, and intellect were ridiculed. Later, as an academic in southern Arkansas, he observed widespread misogyny and racism, further reinforcing his bias. Women in this culture sometimes perpetuate misogyny, expressing frustration with male behavior while engaging in self-deprecating actions. Recognizing this bias, the author is committed to ensuring it does not interfere with his role as a counselor. His current immersion in a Southern church community serves as an opportunity to practice overcoming these prejudices. The second bias is against Chinese nationals, developed through extensive travel experiences. The author has repeatedly encountered rudeness, dishonesty in transactions, and a general lack of politeness from middle-aged and older Chinese individuals, particularly in China. However, he notes that Chinese people who have lived abroad for extended periods tend to be more relaxed and courteous. While his experiences have influenced his perceptions, he acknowledges that biases against Chinese nationals may carry over to Chinese Americans. To address this, he commits to further introspection, cultural learning, and prayer. Beyond these specific biases, the author has generally had positive experiences with people of diverse backgrounds. He values cultural diversity in his family, travels, profession, and faith. However, he recognizes that other biases may emerge over time and is dedicated to continuous self-examination and improvement. The Sly Specter of Subtle Racism and Discrimination Subtle racism, as defined by Pettigrew and Meertens (1995), is often difficult to detect because its manifestations can be justified by factors other than racism. Blatant racism is overt, while subtle racism operates through indirect means, such as racial profiling or poor customer service. It is essential to recognize that individuals within a cultural group do not necessarily share identical perceptions and values (Amodio & Devine, 2006). Stereotyping based on cultural assumptions disregards the uniqueness of individuals and perpetuates bias. The ACA Code of Ethics and Cultural Awareness in Counseling The American Counseling Association (ACA) Code of Ethics (2014) emphasizes the importance of cultural awareness, stating, “Counselors actively attempt to understand the diverse cultural backgrounds of the clients they serve. Counselors also explore their own cultural identities and how these affect their values and beliefs about the counseling process.” This principle will guide the author in his counseling practice. He will continually explore his own biases, hold himself accountable, and seek professional growth to minimize the influence of cultural prejudices. Cultural considerations will inform his approach to assessments, theoretical frameworks, and treatment modalities. He is committed to lifelong cultural education, ensuring his practice is inclusive and respectful. Understanding and valuing cultural differences will be an ongoing priority as he navigates his journey as a counselor. Conclusion Acknowledging and addressing personal biases is crucial for anyone seeking to foster genuine cultural competence. The author recognizes his biases and is committed to ongoing introspection and education to mitigate their effects. Subtle racism and discrimination must be actively countered through awareness and ethical counseling practices. By adhering to the ACA Code of Ethics and embracing lifelong learning, the author aims to cultivate a counseling approach that respects and values cultural diversity.

References

Amodio, D. M. (2014). A neuroscience of prejudice and stereotyping. Nature Reviews Neuroscience, 15(10), 670–682. Amodio, D. M., & Devine, P. G. (2006). Stereotyping and evaluation in implicit race bias: Evidence for independent constructs and unique effects on behavior. Journal of Personality and Social Psychology, 91, 652–661. Banaji, M. R., & Greenwald, A. G. (2013). Blindspot: Hidden biases of good people. New York, NY: Delacorte Press. Carkhuff, R. (2009). The art of helping. Amherst, MA: HRD Press, Inc. Hong, Y., Fang, Y., Yang, Y., & Phua, D. Y. (2013). Cultural attachment: A new theory and method to understand cross-cultural competence. Journal of Cross-Cultural Psychology, 44(6), 1024–1044. McGilchrist, I. (2009). The master and his emissary: The divided brain and the making of the Western world. New Haven, CT: Yale University Press. Merzenich, M. (2013). Soft-wired: How the new science of brain plasticity can change your life (2nd ed.). San Francisco, CA: Parnassus. Pettigrew, T., & Meertens, W. (1995). Subtle and blatant prejudice in Western Europe. European Journal of Social Psychology, 25, 57-75. doi:10.1002 /ejsp.2420250106 Terwilliger, J. M., Bach, N., Bryan, C., & Williams, M. T. (2013). Multicultural versus colorblind ideology: Implications for mental health and counseling. In A. Di Fabio (Ed.), Psychology of counseling (pp. 97–108). Hauppauge, NY: Nova Science. Wexler, B. (2011). Neuroplasticity: Biological evolution’s contribution to cultural evolution. In S. Han & E. Poppel (Eds.), Culture and neural frames of cognition and communication (pp. 1–17). Berlin, Germany: Springer-Verlag.

Reflection

Since my initial exploration of personal biases, I have grown significantly in my understanding of cultural awareness, both in professional and personal contexts. At that time, I recognized my biases as deeply rooted in past experiences, shaped by childhood encounters and travel observations. However, through deliberate self-examination, engagement in diverse communities, and academic study, I have come to appreciate the complexities of cultural identity in a more nuanced way. One of the most important lessons I have learned is that cultural biases are not merely intellectual concepts to be analyzed but deeply ingrained patterns that require conscious and ongoing effort to address. I now approach bias not as a flaw to be erased but as a human reality that must be continuously examined and mitigated through intentional exposure, dialogue, and humility. My time within a Southern church community has allowed me to engage with individuals I might have previously distanced myself from, fostering deeper empathy and understanding. Similarly, my growing knowledge of Chinese cultural history, through travel and books, and social dynamics has helped me place my previous experiences in a broader context, recognizing the potential for misinterpretation and generalization. Furthermore, my counseling studies have reinforced the necessity of remaining vigilant against implicit bias in therapeutic settings. The ACA Code of Ethics' emphasis on cultural awareness is no longer just an academic principle but a guiding framework for my professional practice. I have become more mindful of how bias can subtly influence perceptions, communication, and therapeutic relationships. This awareness has led me to prioritize client-centered approaches that honor the uniqueness of each individual rather than relying on assumptions. While I recognize that my journey toward cultural competence is ongoing, I am encouraged by the progress I have made. I remain committed to self-reflection, seeking out perspectives that challenge my preconceptions, and fostering meaningful connections across cultural boundaries. True growth is not about reaching a final destination but about embracing a mindset of continuous learning and adaptation. As I move forward, I will hold myself accountable to the principles of ethical counseling, ensuring that my biases do not hinder my ability to serve others with integrity and respect.

Relevant ACA Code of Ethics Standard & CACREP Common Core Area Standards

ACA Code of Ethics Standards: A.4.b, A.11.b, E.8

A.4.b. - "Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistentwith the  client’s goals or are discriminatory in nature."

A.11.b. - "Counselors refrain from referring prospective and current clients based solely on the counselor’s personally held values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature."

E.8 - "Counselors select and use with caution assessment techniques normed on populations other than that of the client. Counselors recognize the effects of age, color, culture, disability, ethnic group, gender, race, language preference, religion, spirituality, sexual orientation, and socioeconomic status on test administration and interpretation, and they place test results in proper perspective with other relevant factors."

CACREP Common Core Area Standards: 2.F.2.d, 2.F.2.e, 2.F.2.h

"The eight common core areas represent the foundational knowledge required of all entry-level counselor education graduates. Therefore, counselor education programs must document where each of the lettered standards listed below is covered in the curriculum. . . Standard 2.F.2.d: The impact of heritage, attitudes, beliefs, understandings, and acculturative experiences on an individual’s views of others . . . Standard 2.F.2.e: The effects of power and privilege for counselors and clients . . . Standard 2.F.2.h: Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination."

"If there is any trait that stealthily takes hold of a person, it is the one that embeds itself in their mind before they possess the self-awareness to recognize it and the humility to acknowledge it: bias." - JHC

Acceptance

Last update: March 9, 2025

Artifact

Person-Centered Therapy: Concepts and Counselor Qualities James H. Cook College of Humanities and Social Sciences, Grand Canyon University Theories and Models of Counseling Dr. Christy Land September 15, 2021 Person-Centered Therapy: Concepts and Counselor Qualities
Years ago, a university career counselor frequently met with students who struggled with career indecision. Many sought external guidance, hoping for a clear answer about their future. However, through conversation, most students revealed they already knew their true aspirations but felt constrained by fears, external expectations, or self-doubt. When asked what they would choose if all barriers were removed, responses were often immediate and passionate, only to be followed by self-doubt.
This experience illustrates the core principle of person-centered (PC) therapy: clients often know their problems and solutions (Murdoch, 2017). It also highlights incongruence between perceived and actual self, a central concept in PC theory. This paper explores the effectiveness of PC therapy, emphasizing genuineness, empathy, and unconditional positive regard.
Effectiveness of Person-Centered Therapy
Carl Rogers, the founder of PC therapy, posited that individuals naturally move toward self-actualization when free to be themselves (Murdoch, 2017). Self-actualization fosters self-fulfillment by aligning perceived and actual self, reducing internal conflict (Santana & Rowland, 2016).
The career counselor’s students initially presented as undecided but responded quickly when encouraged to imagine unlimited possibilities. Their true obstacle was not indecision but fear—fear of failure, leaving their familiar environment, or defying family expectations. Research confirms that anxiety about career choices reduces decision-making ability and self-efficacy (Deer et al., 2018).
This incongruence created internal conflict: they saw themselves as independent and ambitious but subconsciously recognized their fears and dependencies. By addressing these fears, the career counselor helped students move toward their desired careers. More than strategies, it was his approach—genuineness, empathy, and unconditional positive regard—that built trust and facilitated progress (Murdoch, 2017). PC therapy is widely used because of its focus on the therapeutic relationship. Its principles have influenced nearly all modern counseling approaches (Ivey et al., 2016).
The Importance of Genuineness
Genuineness in PC therapy means the counselor remains authentic and mindful of their own experiences while engaging with clients. It involves honest communication without a professional facade, beyond necessary ethical considerations (Murdoch, 2017). Clients can often sense whether a counselor is being authentic through verbal and nonverbal cues, including tone, facial expressions, and body language.
When a counselor exhibits genuine behavior, clients are more likely to reciprocate, leading to a deeper exchange of honest information and more effective therapy. On a subconscious level, mirror neurons may cause clients to reflect the counselor’s authenticity, further promoting open communication (Onnis, 2016).
The Role of Empathy
Empathy in counseling involves deeply understanding the client’s experiences and emotions. A skilled counselor may even anticipate a client’s emotional state, helping them explore their problems more effectively. However, empathy is distinct from sympathy—it does not mean agreeing with or feeling sorry for the client but rather understanding their perspective while maintaining accountability (Meier & Davis, 2011). Empathy helps clients clarify their thoughts and emotions, facilitating self-discovery. It reassures them that their experiences are acknowledged, promoting emotional healing and progress.
Unconditional Positive Regard
Unconditional positive regard (UPR) means accepting the client without judgment, regardless of their behaviors or lifestyle. It does not require the counselor to personally endorse the client’s actions but ensures the client feels valued and respected (Sackett & Cook, 2021). Creating a judgment-free space allows clients to feel safe enough to explore their issues honestly. Many clients are accustomed to being judged based on past actions, appearances, or societal norms. Knowing they are accepted fosters trust and encourages personal growth. One way to demonstrate UPR is to avoid visible reactions to a client’s unconventional choices. Maintaining a composed demeanor signals that they are accepted as they are, reinforcing the therapeutic alliance.
Conclusion
Person-centered therapy remains effective because it prioritizes the therapeutic relationship. By embodying genuineness, empathy, and unconditional positive regard, counselors create an environment where clients feel understood and supported. The career counselor’s experience illustrates the power of these principles, showing how a person-centered approach can help individuals overcome fear-based barriers and align with their true aspirations. Ultimately, PC therapy fosters self-actualization by helping clients bridge the gap between their perceived and actual selves, leading to greater fulfillment and personal growth.
References
American Counseling Association. (2014). ACA Code of Ethics. 2014 ACA Code of Ethics (counseling.org) Deer, L. K., Gohn, K., & Kanaya, T. (2018). Anxiety and self-efficacy as sequential mediators in US college students’ career preparation. Education & Training, 60(2), 185-197. https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2018-04440-004&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1 Ivey, A. E., D’Andrea, M. J., & Ivey, M. B. (2012). Theories of counseling and psychotherapy: A multicultural perspective. Thousand Oaks, CA: Sage. Meyer, S. T., & Davis, S. R. (2011). The elements of counseling. Brooks/Cole. Murdock, N.L. (2017). Theories of counseling and psychotherapy: A case approach (4th ed.). Pearson Education, Inc. Onnis, L. (2016). Restoring the mind-body unity: A new alliance between neurosciences and psychotherapy. Journal of Family Psychotherapy, 27(1), 1-19. https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=113946578&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1 Sackett, C. R., & Cook, R. M. (2021). A phenomenological exploration of client meaningful experiences in family counseling. Counseling Outcome Research and Evaluation. https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=150603370&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1 Santana, M. M., & Rowland, K. D. (2016). Personal theory of brief counseling in a high school setting. Georgia School Counselors Association Journal, 26, 68-73. https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1140881&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1

Reflection

Over time, I’ve come to understand more deeply the importance of acceptance, both in my personal life and my work as a counselor. Working with senior adults during my practicum, I’ve seen firsthand how crucial it is to create a space where people feel truly heard and respected, without fear of judgment. I've learned that acceptance isn’t about fixing someone’s problems or trying to impose my own values; it’s about offering a safe, non-judgmental environment where individuals can explore their emotions and challenges at their own pace. This practice of acceptance has also been central to my relationship with my wife. Over the years, I’ve come to appreciate the complexities of her individuality, and I’ve worked to be present for her without judgment, jumping to conclusions, or assuming she wants me to solve some sort of problem. Even when navigating difficult family dynamics - we come from very different cultures - I’ve learned to hold space for my wife's feelings and experiences, offering support without trying to immediately solve or change anything . . . or look at whatever she wishes to discuss through the lens of my own culture and its accompanying biases. In my writing, especially in my book, *Monumental*, I’ve been reminded of how important it is to accept men as they are, without forcing them into a narrow mold of what society says they should be. Instead, I want to encourage growth in areas that matter—integrity, courage, emotional stability—while accepting the full spectrum of masculinity in all its forms. This approach to acceptance has allowed me to create deeper connections with those I serve, whether it’s through counseling, writing, or personal relationships. Ultimately, I’ve come to see that acceptance is more than a practice—it’s a mindset. It’s about embracing others for who they are, meeting them where they are, and supporting their growth without placing any conditions on it. This is a value I continue to cultivate, and it’s shaped both my professional and personal journey in meaningful ways.

Relevant ACA Code of Ethics Standard & CACREP Common Core Area Standards

ACA Code of Ethics Standards: C.7.b, C.2.f

C.7.b. - "When counselors use developing or innovative techniques/procedures/modalities, they explain the potential risks, benefits, and ethical considerations of using such techniques/procedures/modalities. Counselors work to minimize any potential risks or harm when using these techniques/procedures/modalities."

C.2.f. - "Counselors recognize the need for continuing education to acquire and maintain a reasonable level of awareness of current scientific and professional information in their fields of activity. Counselors maintain their competence in the skills they use, are open to new procedures, and remain informed regarding best practices for working with diverse populations."

CACREP Common Core Area Standard: 2.F.1.k

"The eight common core areas represent the foundational knowledge required of all entry-level counselor education graduates. Therefore, counselor education programs must document where each of the lettered standards listed below is covered in the curriculum. . . Standard 2.F.1.k: Strategies for personal and professional self-evaluation and implications for practice."

"Accepting others and accepting yourself are inextricably linked; you can't love and accept others without doing the same for yourself." -JHC

Empathy

Last update: March 9, 2025

Artifact

The Six Stages of Kohlberg Matrix James H. Cook College of Humanities and Social Sciences, Grand Canyon University Lifespan and Development Dr. Patrick O'Keefe
May 18, 2022 CNL-518 Topic 4: The Six Stages of Kohlberg Scenario: A female adolescent's parents place a low priority on the value of an education. In fact, they prefer that she care for younger siblings instead of studying or completing a high school education. It is March. The student has told her parents that she has in-school suspension for the rest of the school year in order to have time to study, as she dreams of attending college one day. Directions: Read the scenario listed above. Complete all sections of the matrix provided below from the perspective of an individual in each of the six stages of Kohlberg’s theory of moral development and the information from the provided scenario. Use complete sentences and include proper scholarly citations for any sources used. Level 1: Preconventional Morality Stage 1
Obedience and Punishment Orientation

Adolescent's Perspective "I know I should obey my parents and stay home with my brothers and sisters. I also know I shouldn't lie to them. I will be in big trouble if they find out, but I need to come up with an excuse to keep going to school. My teachers tell me I am supposed to be in school, and I want to be there."

Rationale for Your Response
Jane is facing a moral dilemma. She wants to obey her parents, who are the most important and authoritative figures in her life. However, she also feels compelled to heed the advice of her teachers, who are experts in the field of education. Her personal ambition leads her to prioritize the guidance of her teachers (Kail & Cavanaugh, 2019). Stage 2
Instrumental Relativist Orientation/Exchange of Favors

Adolescent's Perspective “If I keep going to school and working hard, I will make good grades and my teachers/admins will recommend me for good colleges and universities.”

Rationale for Your Response
Jane wants to go to college, so she sees continuing in and graduating from high school as the means to an end: a “play” at a bright future worth the risk involved. Consequently, she wants to perform well in high school, so her teachers grade her well and help her with recommendations later: a quid pro quo (Kail & Cavanaugh, 2019). Stage 3
Conventional Level/Good Boy or Girl

Adolescent's Perspective “If I keep going to school, using the excuse of in-school suspension, my parents won’t like that I got in trouble but at least they will see me as being true to their attitude about schooling. On the other hand, if I keep going and performing well, my teachers and principals will regard me to be a good student.”

Rationale for Your Response
Jane is not going to be seen by her parents as a “good girl” for earning an in-school suspension, however she has reasoned that being seen as a “good girl” with respect to her parents’ attitude about education (i.e., she has no choice but to go to school) will compensate for the supposed in-school punishment. Further, Jane will be seen as a “good girl” by her teachers for good attendance, hard work, and superior performance (Kail & Cavanaugh, 2019). Stage 4
Maintaining the Social Order

Adolescent's Perspective “I should go to school because the law says that children younger than 17 must either be in school or be actively home schooled.”

Rationale for Your Response
Jane would reason that all her other friends – and every kid she knows in her neighborhood and at church goes to school. It is what the law says they’re all supposed to do, so she should too (Kail & Cavanaugh, 2019). Stage 5
Social Contract and Individual Rights

Adolescent's Perspective “I and all other kids should complete a high school education, at least, because society benefits much more from a reasonably-well educated population.”

Rationale for Your Response Jane knows several people who are in their teens, 20’s, and older who are high school dropouts and they do not have nearly as good a life as they would have had they completed at least high school. There are too many high school drop-outs in her part of the state, and those “losers”, as Jane considers them, are a big reason why their area is so poor. What is needed are more educated people, not one more dropout: Jane (Kail & Cavanaugh, 2019). Stage 6
Universal Principles

Adolescent's Perspective “I have the right to better myself – to pursue the full extent of my God-given potential – and for me I am convinced that includes graduating from high school and, eventually, college. Mom and dad made their important life decisions. I have to make mine.”

Rationale for Your Response
Jane believes that she will spend most of her life living independently, away from her parents. She recognizes that her future success, along with all the associated benefits and opportunities, depends significantly on her education. Her parents made their own choices regarding their education and the paths they wanted to pursue in life. As a result of those decisions, they now find themselves in a position where they cannot afford a babysitter and want Jane to sacrifice her education due to their financial constraints. Jane argues that some life decisions are so crucial and long-lasting that individuals have the right to make those choices for themselves, even if it means going against their parents' wishes.(Kail & Cavanaugh, 2019).
References
Kail, R. V., & Cavanaugh, J. C. (2019). Human development: A life-span view (8th ed.). Cengage

Reflection

Over the past four years, my capacity for empathy has undergone significant transformation, shaped largely by my personal experiences, intellectual pursuits, and most notably, my counseling internships. While I have always valued deep understanding and connection with others, my ability to genuinely empathize has matured into something more intentional, nuanced, and practical in application. Much of this growth is rooted in the many hardships I have lived through. Life has tested me in ways that many would struggle to comprehend, and through each trial, I have gained not only resilience but also a deep, abiding sense of compassion for others who suffer. Experiencing pain, loss, and adversity firsthand has given me a unique perspective—one that allows me to connect with people not out of mere sympathy, but from a place of shared understanding. The struggles I have faced have carved out a space in my heart that longs to help others, to stand beside them in their darkest moments, and to be the kind of presence I once needed myself. One of the most profound shifts in my empathy has been the realization that true empathy extends beyond simply understanding another person’s emotions. It requires patience, self-awareness, and the ability to momentarily set aside one’s own perspectives to fully enter the emotional world of another. This was a concept I had long understood in theory, but it was through my counseling internships that I truly began to embody it in practice. During my internships, I had the privilege of working with senior adults, many of whom faced profound grief, isolation, and existential concerns. Initially, I found myself instinctively wanting to offer solutions or words of comfort, believing that my role was to help alleviate their distress. However, I quickly learned that true empathy is not about fixing problems but about creating space for another person’s emotions to be fully felt and acknowledged. The training and supervision I received reinforced this concept, guiding me toward a more refined and intentional approach to empathetic listening. Additionally, my time in these internships illuminated the difference between cognitive empathy—the ability to understand what someone is feeling—and emotional empathy—the ability to feel alongside them. While I had always been adept at analyzing and understanding emotions, my experiences with clients taught me the importance of presence and shared emotional resonance. There were moments in my sessions where silence spoke louder than words, where simply sitting with someone in their pain communicated more than any piece of advice ever could. Another key lesson was learning to balance empathy with professional boundaries. Early in my internship experience, I found myself emotionally drained after certain sessions, carrying my clients’ struggles with me long after our conversations ended. Over time, I developed the ability to maintain compassionate detachment—remaining fully present and emotionally engaged without becoming overwhelmed. This balance has allowed me to sustain my empathy without experiencing burnout, a crucial skill not only in counseling but in all areas of life. Beyond my professional development, this growth in empathy has reshaped my personal relationships. I find myself listening more deeply, asking better questions, and approaching conversations with a greater sense of curiosity and patience. The lessons I have learned through my internships have expanded beyond the counseling room, enriching my interactions with family, friends, and even strangers. Looking back, I can see that my empathy has evolved from a well-intentioned but somewhat abstract concept into a lived, practiced reality. My hardships have given me a heart that aches for those in pain, and my internships have given me the skills to channel that empathy into meaningful action. The trials I have endured were not in vain—they have shaped me into someone who can walk alongside others in their suffering, offering not just words, but true understanding. As I continue my journey, I know that my capacity for empathy will keep growing, shaped by every encounter, every story, and every moment of shared human experience.

Relevant ACA Code of Ethics Standard & CACREP Common Core Area Standards

ACA Code of Ethics Standards: A.2.c, A.4.a.

A.2.c. - "Counselors communicate information in ways that are both developmentally and culturally appropriate. Counselors use clear and understandable language when discussing issues related to informed consent. When clients have difficulty understanding the language that counselors use, counselors provide necessary services (e.g., arranging for a qualified interpreter or translator) to ensure comprehension by clients. In collaboration with clients,
counselors consider cultural implications of informed consent procedures and, where possible, counselors adjust their practices accordingly. "

A.4.a. - "Counselors act to avoid harming their clients, trainees, and research participants and to minimize or to remedy unavoidable or unanticipated harm."

CACREP Common Core Area Standard: 2.F.2.g, 2.F.2.h, 2.F.3.f

"The eight common core areas represent the foundational knowledge required of all entry-level counselor education graduates. Therefore, counselor education programs must document where each of the lettered standards listed below is covered in the curriculum. . . Standard 2.F.2.g: The impact of spiritual beliefs on clients’ and counselors’ worldviews . . . Standard 2.F.2.h: Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination . . . Standard 2.F.3.f: Systemic and environmental factors that affect human development, functioning, and behavior."

"Empathy is not born from ease but from endurance—only those who have walked through their own darkness can truly sit with others in theirs." -JHC

Genuineness

Last update: March 9, 2025

Artifact

Elements of a Successful Therapeutic Relationship James H. Cook College of Humanities and Social Sciences, Grand Canyon University Counseling Skill Dr. Brandon Wilde
November 19, 2022

Elements of a Successful Therapeutic Relationship
“Praise be to the God and Father of our Lord Jesus Christ, the Father of compassion and the God of all comfort, who comforts us in all our troubles, so that we can comfort those in any trouble with the comfort we ourselves receive from God. For just as we share abundantly in the sufferings of Christ, so also our comfort abounds through Christ.” (2 Corinthians 1:3-5) This scripture speaks deeply to the heart of my personal mission—and, by extension, to why I am pursuing a degree in Clinical Mental Health Counseling. It aligns with the first of four tenets that make up my personal mission statement: 1) I am on this earth to serve others. I believe we bring the greatest glory to God when we share Christ’s love through our actions—when we bind up each other’s wounds, wipe away tears, help rebuild broken lives, and do our part to make life better for others. 2) I am here to love (philautia, ludus, eros, storge, philia, pragma) and be loved deeply and passionately. 3) I am here to create beauty—through art, writing, ideas, service, relationships—using the talents God has given me. 4) I am here to live—fully, attentively, appreciatively—learning all I can, experiencing all I can, so that I may share what I learn with others and carry it with me into the next life. It’s in that context of calling, love, creativity, and lived experience that I enter this new chapter of my life as a mental health counseling student. My decision to enter this field is shaped by four main influences: 1) a painful childhood marked by abuse, abandonment, and early exposure to brokenness; 2) a 32-year career in academia, where I relished playing a meaningful role in the lives of students; 3) a lifelong interest in what makes people think, feel, and act the way they do; and 4) a deep desire to serve and comfort others, especially those who are hurting, as I once was. Though I am open to working with various clients, I feel especially called to help two primary groups: children who have suffered trauma, particularly within their families, and adults who are still living in the shadow of childhood trauma. I have walked in their shoes to some extent, and I believe God can redeem pain by turning it into compassion, empathy, and wisdom that serve others. Eventually, I hope to operate a private counseling practice. In the meantime, I want to focus on laying the groundwork—building relationships, sharpening skills, gaining real-world experience, and forming a clear, reputable professional identity. Role, Collaboration, Preparation, and Identity
Although I intend to enter private practice, I’ve always believed in the power of collaboration. In my academic career, I co-authored a book on it: Effective Academic Affairs and Student Affairs Collaboration: The Divine Comity. Collaboration, in every meaningful sense of the word, is at the heart of effective service. Counseling is no different. The more mental health professionals engage with other professionals, communities, schools, faith groups, hospitals, and support organizations, the more lives we can reach, and the more effective we can be. In that spirit, I plan to be actively involved in professional associations on the local, state, and national levels. I also hope to serve on mental health-related boards, offer pro bono services to low-income clients, and build strong working relationships with physicians, law enforcement, first responders, educators, and clergy. Additionally, I am interested in facilitating or supporting peer-led support groups, which can be profoundly healing for many people, sometimes even more so than individual therapy (Lawson et al., 2001). These involvements are not only part of my service; they’re also how I will grow into a recognized professional identity—one rooted in integrity, excellence, compassion, and faith. GCU Professional Dispositions: A Self-Progress Report
Grand Canyon University outlines eleven professional dispositions essential for counselors-in-training. Reflecting on these helps me identify both strengths and areas for growth. Psychological fitness: While I am generally mentally healthy, I continue to work through the lasting effects of C-PTSD, which I was diagnosed with in 2012. I manage stress well in crisis, maintain optimism, and don’t act out when triggered—but my internal stress response can still be overwhelming at times. I continue to see a counselor monthly to work on this. This process of healing helps keep me grounded, humble, and in touch with the reality of what many clients go through. Cultural competence: I’ve lived a life rich in cultural diversity—through travel, relationships, and professional work. I thrive in multicultural settings and always seek to learn from others’ experiences and worldviews (Tummala-Narra et al., 2017). Respecting cultural difference is not just a value—it’s a joy. Self-awareness and empathy: I’ve spent a lifetime reflecting, journaling, praying, and working with spiritual and therapeutic guides. I understand my strengths, tendencies, and triggers. Empathy comes naturally to me—perhaps too much so. I often feel others’ pain deeply and must be mindful of emotional boundaries. That said, I would rather dial empathy back than try to summon it from scratch. Genuineness and boundary awareness: I am genuine to a fault. I’m open, approachable, and comfortable around people, and they usually feel the same around me. This has always served me well—but in counseling, I know that warmth must be paired with clear professional boundaries. I’ve never crossed inappropriate lines in my professional life, but I’ve come close in the past. That awareness will serve as both a warning and a guide as I proceed. Patience and flexibility: These are works in progress. I’m a problem-solver by nature. Like Captain Kirk, I want to leap into action and fix things. But healing is not linear, and people don’t move on our timetables. I am learning to sit with the slow, sacred pace of real transformation and resist the urge to rush toward a solution. I also want to guard against becoming too attached to particular modalities or techniques at the expense of what a client truly needs. Conclusion
Two approaches to counseling have particularly captured my interest so far: Jungian theory and Cognitive Behavioral Therapy (CBT). They may seem worlds apart, but both speak to different aspects of the human experience. Jungian analysis invites us to explore the subconscious, confront our shadows, embrace our archetypes, and find meaning in the symbols and stories that animate our lives. Having done significant “shadow work” myself, I resonate deeply with the depth and spiritual dimension of Jungian counseling. It may not be suitable for every client, but for those who are ready for a deep journey inward, it can be life-changing. Cognitive Behavioral Therapy, on the other hand, is beautifully structured. Its logical, step-by-step approach—beliefs shape thoughts, which shape feelings, which shape behaviors—makes it incredibly effective, especially for clients seeking practical tools and timely relief (Murdoch, 2017). I see CBT as a foundational approach I will use often, especially with trauma survivors who need help regaining a sense of agency and control. As I grow in the profession, I intend to explore other modalities as well—somatic therapies, narrative therapy, Internal Family Systems (IFS), and spiritually integrated counseling approaches. No single theory is a one-size-fits-all answer. My task is to build a flexible, evidence-informed toolkit guided by discernment, intuition, and love. Ultimately, everything I’ve said circles back to that first tenet of my life’s mission: to serve others, and in doing so, to reflect the love of Christ. Counseling, for me, is not just a career path—it’s a calling, a sacred trust. It challenges me, excites me, humbles me, and fills me with gratitude. I’ve spent decades building a life, learning, suffering, growing, and loving. Now, I want to take all of that—and offer it back, in service of others. This profession draws from every well in me: the wounded child, the teacher, the thinker, the artist, the friend, the man of faith. It is a gift to be stepping into this field, and I intend to steward it with all the love, rigor, and reverence it deserves.

References
Grand Canyon University. (2018). Counselor dispositional expectations. Halo (gcu.edu) Lawson, G. W., Lawson, A. W., & Rivers, P. C. (2001). Essentials of chemical dependency counseling (3rd ed.). Gaithersburg, MD: Aspen Publishers, Inc. Luo, A., & McAloon, J. (2021). Potential mechanisms of change in cognitive behavioral therapy for childhood anxiety: A meta-analysis. Depression and Anxiety, 38(2), 220-232. Meier, S. T., & Davis, S. R. (2011). The elements of counseling. Brooks/Cole. Murdock, N.L. (2017). Theories of counseling and psychotherapy: A case approach (4th ed.). Pearson Education, Inc. Tummala-Narra, P., Claudius, M., Letendre, P. J., Sarbu, E., Teran, V., Villalba, W. (2017). Psychoanalytic psychologists conceptualizations of cultural competence in psychotherapy. Psychoanalytic Psychology, 35(1), 46-59. https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2017-23584-001&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1

Reflection

Three years ago, I wrote my personal mission statement as a framework for the kind of counselor I aspired to become. That statement, centered on cultivating faith, hope, and love through counseling relationships, remains unchanged. If anything, my commitment to that mission has only deepened. Time, experience, and reflection have not only affirmed the relevance of that vision but have also refined my understanding of how to live it out. At the time I first penned this mission, I imagined my counseling career would center around working with children. However, as I’ve progressed through my education and clinical experiences, I’ve felt an undeniable call to serve adults who carry the deep, often silent burdens of childhood trauma. There’s something sacred in helping people navigate the long shadows cast by early wounds—walking with them as they untangle complex emotional landscapes, reconstruct identity, and learn to trust again. It’s work that demands patience, presence, and a reverence for the resilience of the human spirit. At the same time, I’ve also developed a strong interest in working with clients who suffer from depression, anxiety, PTSD, and personality disorders. While there is often overlap with trauma histories, my desire to help people in these areas stands on its own. These conditions affect millions in ways that are deeply debilitating and isolating, and I am increasingly passionate about bringing competent, compassionate care into those dark spaces. Whether or not childhood trauma is part of the story, I believe every client deserves a therapeutic relationship grounded in dignity, truth, and hope. This expansion of clinical focus represents a broadening—not a replacement—of my original aspirations. In truth, it has helped me more clearly understand the purpose behind my mission: to be present with people in their pain and help them move toward healing, whether that pain comes from the distant past, present circumstances, or the slow erosion of identity and self-worth over time. Alongside this evolution in client focus, my therapeutic approach has also grown significantly. When I first began, I leaned heavily into cognitive-behavioral therapy (CBT) and solution-focused brief therapy (SFBT), both of which remain valuable tools in my clinical toolbox. But as I encountered more complex cases, especially those involving developmental trauma and disordered attachment, I began seeking deeper frameworks that could meet clients in the emotional and relational depths where their struggles live. Today, my approach is more integrative and attuned to the inner world of the client. I’ve grown increasingly interested in psychodynamic therapy, especially in understanding how early relational experiences shape our unconscious motivations and interpersonal patterns. I’ve also embraced parts work, including Internal Family Systems (IFS), as a powerful way of helping clients recognize and compassionately relate to the fragmented, protective, and wounded parts of themselves. Additionally, I have a growing appreciation for existential therapy and the questions it raises about meaning, purpose, freedom, and isolation—questions that often lie beneath a client’s presenting concerns. At the same time, I remain committed to strength-based and hope-oriented modalities. My Christian worldview compels me to hold out the possibility of redemption in every story. I believe healing is not only possible—it’s the natural response of the soul when it is met with safety, truth, and love. My role as a counselor is not to “fix” anyone, but to create a sacred space where clients can explore their pain honestly, encounter their worth deeply, and risk becoming whole. Another area of growth has been in the posture I bring to the counseling relationship. I’ve become more comfortable with stillness, more willing to sit with someone in their confusion without rushing to offer answers. I’ve learned that silence, when held with empathy, can be healing. I’ve also become more aware of the power of presence. Just being fully present with a client—without judgment, agenda, or anxiety—can communicate a level of care and safety that words sometimes cannot. In short, I have grown. I am not the same aspiring counselor who wrote that first paper. My understanding of pain is deeper. My respect for the human spirit is greater. My clinical skills are more refined. But what hasn’t changed—and what I hope never will—is my desire to reflect God’s love through every counseling relationship I enter. My mission remains: to cultivate faith, hope, and love in those who struggle, and to help them discover the truth that they are not alone, not forgotten, and not beyond healing. As I continue forward, I do so with gratitude—for the journey, for the clients who have trusted me with their stories, and for the God who sustains this work. The road ahead is long, and I am still learning. But I walk it now not only with conviction, but with joy.

Relevant ACA Code of Ethics Standard & CACREP Common Core Area Standards

ACA Code of Ethics Standards: A.1.a; A.4.b

A.1.a. - "The primary responsibility of counselors is to respect the dignity and promote the welfare of clients.  "

A.4.b. - "Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature."

CACREP Common Core Area Standard: 2.F.5.f; 2.F.2.h

"The eight common core areas represent the foundational knowledge required of all entry-level counselor education graduates. Therefore, counselor education programs must document where each of the lettered standards listed below is covered in the curriculum. . . Standard 2.F.2.f: counselor characteristics and behaviors that influence the counseling process . . . Standard 2.F.2.h: Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination."

"Genuineness is the most potent form of influence: being who we really are - weaknesses, faults, and mistakes in our past and all. Our transparency invites and encourages the transparency of others with whom we work" -JHC

Flexibility

Last update: March 9, 2025

Artifact

Ethics in Psychological Assessment James H. Cook College of Humanities and Social Sciences, Grand Canyon University Assessments, Tests, and Measurements Dr. Erica Handon
November 11, 2022

Ethics in Psychological Assessment Thoughtful, thorough, and relevant assessment is foundational to the diagnosis and treatment of psycho-emotional conditions. While "assessment" and "test" are sometimes used interchangeably, assessment refers to the broader process within which testing occurs (Cohen & Swerdlik, 2018). This paper will use both terms interchangeably, reflecting some of the source material, while emphasizing the importance of ethical considerations throughout the assessment process. Counselors face three primary challenges in testing during assessment: determining what to assess, selecting the most appropriate instrument, and interpreting the results ethically and accurately. The first challenge is determining what to test. Symptoms often suggest various possible disorders, and ethical practice demands that counselors use clinical judgment, training, and cultural competence—not guesswork—to decide which area to assess. Administering multiple tests indiscriminately can be inefficient and potentially harmful, especially if it leads to misdiagnosis or stigma. Ethical assessment begins with careful listening, observation, experience, prayer, and professional discernment. The second challenge lies in choosing from among multiple instruments available for a given issue. Ethical counselors must evaluate not only a test's validity and reliability but also whether it was designed for use with the population their client represents. Cultural sensitivity is critical here: assessments developed within one cultural framework may not generalize well to another (Fujii, 2017). Finally, interpreting results must go beyond reporting numerical scores. Ethical interpretation involves considering a client’s broader context—cultural, emotional, environmental, and situational—while safeguarding confidentiality and ensuring informed consent (American Counseling Association, 2014). Resources for the Selection of Appropriate Psychological Assessments for Counselors Several reputable organizations offer tools and support to help counselors select appropriate, ethically sound assessments. Among the most respected are the Buros Center for Testing, PRO-ED, Inc., and Pearson, Inc. The Buros Center for Testing, housed at the University of Nebraska-Lincoln, is an independent, nonprofit organization offering reviews of psychological tests, training services, and access to continuing education. Their materials help ensure that test selection, administration, and interpretation meet ethical and professional standards (Buros Center for Testing, 2022). PRO-ED, Inc. provides assessments and educational tools focused primarily on childhood through adolescence. They also publish 18 journals covering areas such as learning, emotional development, and rehabilitation (PRO-ED, 2022). Using such targeted tools ethically requires matching tests to the client's age, developmental level, and presenting issue. Pearson offers an expansive catalog of assessments, including the Wechsler Adult Intelligence Scale and the Minnesota Multiphasic Personality Inventory, as well as lesser-known instruments. Pearson provides training and extensive documentation for proper administration. Counselors must ethically ensure they are adequately trained to use these tools and that they choose assessments aligned with the client's needs and characteristics (Pearson, 2022). Diagnostic and Ethical Factors in Assessment Selection When selecting an assessment, counselors should consider at least four central factors: (1) the condition being assessed; (2) the counselor's qualifications; (3) the client's demographic and psychological profile; and (4) the method of delivery. Each of these carries ethical implications. Counselors must formulate an accurate hypothesis about the client’s condition based on intake conversations, observations, and clinical insight. Jumping to conclusions or making assumptions based on bias violates ethical codes and could result in harm. Being qualified to administer, score, and interpret an assessment is not optional. To do so without proper credentials is unethical and potentially damaging to both client and counselor (American Counseling Association, 2014). Ethical practice involves knowing one's limits, seeking supervision, and referring out when necessary. Client characteristics—such as age, sex, cognitive development, emotional state, and cultural background—must guide test selection. Ethically, the counselor must avoid assessments that are biased or ill-suited for the client. Even the best-fit test may need to be postponed if the client is experiencing distress or environmental factors interfere. The counselor has a duty to ensure the assessment setting promotes comfort, privacy, and attentiveness. The delivery method (e.g., in-person, online, oral, written) should also reflect ethical consideration. Factors such as confidentiality, accessibility, literacy, and privacy are paramount, especially in telehealth settings. Counselors must guard against unauthorized help from others and breaches of confidentiality (American Counseling Association, 2014). Demographics and Assessment Appropriateness Demographics play a critical role in assessment selection. Many assessments are normed for specific populations, and ethical assessment demands that counselors use tools validated for the client’s demographic profile. First, some assessments are tailored for particular age groups, sexes, ethnicities, or developmental stages. Selecting a test outside its intended population without justification risks misinterpretation and ethical breach. Second, the counselor should investigate how the test was developed. Was the norming sample diverse? Were cultural considerations integrated into item development (Kim, Mansfield, & O'Donnell, 2002)? Tests lacking cultural validity may yield results that reflect cultural difference rather than psychological dysfunction. Third, a review of the literature can help determine if a test has known biases. If a test has a track record of producing skewed results for certain groups, ethical use may be impossible without major caveats or adjustments (Cheung & Mak, 2018). Finally, the counselor’s own professional judgment, informed by training and cultural sensitivity, must be applied. If a test seems inappropriate based on intuition, experience, or observed mismatch, ethical practice demands a reconsideration of its use. Conclusion Psychological assessment is both a science and an art, requiring technical skill, clinical insight, and unwavering commitment to ethical practice. The counselor must be sensitive not only to what a test measures but to how, when, and for whom it is applied. Ethics are not a final step but a constant guidepost in every stage of the assessment process. As the author continues graduate training, the goal is to cultivate deeper expertise in test selection, administration, and interpretation, always grounded in ethical standards and cultural competence. The author is actively seeking further training opportunities to grow into a practitioner who uses assessments not only skillfully but justly and compassionately.

References

American Counseling Association. (2014). ACA Code of Ethics. https://www.counseling.org/ resources/aca-code-of-ethics.pdf Buros Center for Testing. (2022). Test reviews and information. https://buros.org/test-reviews-information Cheung, F. M., & Mak, W. W. S. (2018). Sociocultural factors in psychopathology. In APA handbook of psychopathology: Psychopathology: Understanding, assessing, and treating adult mental disorders., Vol. 1. (pp. 127–147). American Psychological Association. https://doi-org.lopes.idm.oclc.org/10.1037/0000064-006 Cohen, R. J., & Swerdlik, M. E. (2018). Psychological testing and assessment (9th ed.). McGraw-Hill Companies. ISBN-13: 9781259870507. Fujii, D. (2017). A respect for culture. In Conducting a culturally informed neuropsychological evaluation. (pp. 13–26). American Psychological Association. https://doi-org.lopes.idm.oclc.org/10.1037/15958-002 Kim, S., Mansfield, A., & O’Donnell, E. (2002). Assessment and culture: Psychological tests with minority populations. Culture and Psychology, 8(3), 345–364. https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=000178978100005&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1 Pearson. (2022). Professional assessments. https://www.pearsonassessments.com/professional-assessments/products/products-by-acronym.html PRO-ED, Inc. (2022). Assessments and journals. https://www.proedinc.com/

Reflection

Throughout my counseling training and practicum experience, I have experienced meaningful growth in selecting, administering, analyzing, reporting on, and applying appropriate psychotherapeutic assessments in ethically responsible ways. What began as a largely theoretical understanding of assessment in my new profession has developed into a more nuanced, contextual, and compassionate practice grounded in both professional standards and human sensitivity. Initially, I approached psychotherapeutic assessments with a degree of caution and curiosity—recognizing their importance but unsure of how to navigate the array of available tools. With guidance from coursework, supervision, and direct client interaction, I have learned to ask sharper clinical questions to identify what truly needs to be assessed, rather than defaulting to broad or overly generalized testing. This discernment has improved my ability to choose assessments that are both purposeful and person-centered. In terms of administration, I’ve grown more confident in creating environments that prioritize client comfort, trust, and clarity. I now understand that how a test is given can be as important as what is tested. My approach to scoring and analyzing results has shifted from a mechanical exercise to an interpretive process that integrates the client’s story, cultural context, emotional state, and lived experience. I strive to read results not as verdicts but as one voice among many in a broader, unfolding narrative. Reporting results ethically has been another area of growth. I have learned to communicate findings in ways that are both clinically accurate and emotionally attuned—avoiding labels or pathologizing language and instead emphasizing patterns, possibilities, and strengths. I aim to make the results a conversation, not a conclusion. Perhaps most significantly, I have learned to apply psychotherapeutic assessments as tools for healing, not just for diagnosing. I approach results not as destinations but as starting points for deeper therapeutic exploration. Used wisely, assessment results can open doors to understanding, connection, and growth. Used carelessly, they can shut those doors just as quickly. I have also come to appreciate the importance of supervision, consultation, and ongoing learning. I know where my current limits are, and I welcome the opportunity to seek guidance when I face complex ethical decisions or culturally sensitive situations. I am committed to expanding my competence through continuing education and hands-on experience so that I may honor the dignity of every person I assess. In sum, I now see psychotherapeutic assessment not as a technical duty but as a sacred trust. When conducted with skill, humility, and ethical care, assessment becomes a powerful act of service—one that helps reveal not just what is wrong, but what is possible.

Relevant ACA Code of Ethics Standard & CACREP Common Core Area Standards

ACA Code of Ethics Standards: C.7.b, C.2.f

C.7.b. - "When counselors use developing or innovative techniques/procedures/modalities, they explain the potential risks, benefits, and ethical considerations of using such techniques/procedures/modalities. Counselors work to minimize any potential risks or harm when using these techniques/procedures/modalities."

C.2.f. - "Counselors recognize the need for continuing education to acquire and maintain a reasonable level of awareness of current scientifc and professional information in their fields of activity. Counselors maintain their competence in the skills they use, are open to new procedures, and remain informed regarding best practices for working with diverse populations.

CACREP Common Core Area Standard: 2.F.1.k 

"The eight common core areas represent the foundational knowledge required of all entry-level counselor education graduates. Therefore, counselor education programs must document where each of the lettered standards listed below is covered in the curriculum. . . Standard 2.F.1.k: strategies for personal and professional self-evaluation and implications for practice."

"As important as flexibility is to our bodies, it is even more important to our minds. Whether a body or a mind, if it is unable to bend and adapt to the requirements of functioning adeptly, to changing circumstances, and to stressors, it will break." -JHC

Patience

Last update: March 9, 2025

Artifact

CNL-520: Self-Inventory of Ethical Behaviors
 Self-Inventory of Your Views on Ethical and Unethical Behaviors in the Practice of Group Work
This inventory is designed to stimulate your thinking about what constitutes ethical practice in leading groups. Directions: For each item below, decide to what degree you are in agreement or disagreement with the leader’s behavior by selecting a rating from the drop-down list. Consider the degree to which you think the group leader’s behavior is ethical in each of these situations.

(I rated my level of disagreement or agreement with each statement on a Likert Scale of 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, and 5 = Strongly Agree.) 1. 1 The group leader does not provide members with a professional disclosure statement. 2. 1 The group leader does not prepare members for a group, based on the belief that information given to them will pollute the group process. 3. 1 The leader does not screen prospective members, mainly on the grounds that members will not know if a group is appropriate for them until they actually participate in it. 4. 1 A group leader does not screen candidates because of the leader’s theoretical orientation. 5. 1 The leader refuses to see members between sessions, even if they request such a private session, and instead asks them to bring up the issue at the next group meeting. 6. 1 The leader makes it a practice to socialize with members of the group, stating that this does a great deal to foster trust within the group. 7. 1 The leader fails to intervene when several members focus on a woman and pressure her to leave her husband. 8. 1 The leader introduces techniques in a group even though the leader has not been trained in the use of these techniques, but does so thinking that this is the best way to learn. 9. 1 The leader does not discuss with members any personal risks associated with joining a group on the basis that one should not give members any more fears than they already have. 10. 1 The group leader does not mention confidentiality, because they are concerned that doing so would inhibit the establishment of trust. 11. 1 When confidentiality is broken in a group of high school students, the leader ignores the situation, assuming that to discuss the matter or to take action will make things worse. 12. 5 A group leader assures the members that the leader will never disclose to those outside the group anything that they say in the group. 13. 5 A group leader tells the members of the group that if anyone talks about anyone else’s work, the leader will discontinue them from the group. 14. 1 In an involuntary group, the leader applies a great deal of coercion and pressure on the assumption that the members will not change unless the leader uses these strategies. 15. 1 Although a group leader does not make use of coercion and pressure strategies, they do allow other members to apply undue pressure at times, believing that this is a natural part of the evolution of a group. 16. 1 The leader consciously attempts to impose their values on group members because the leader is convinced that the members will benefit from this direction. 17. 1 The leader sees nothing wrong with subtly influencing the group to accept the leader’s values. 18. 1 A group leader imposes some of their values because they are convinced that it is their job to teach morality. 19. 1 A group counselor openly states that they are using the group they lead to do their own work, on the assumption that this practice keeps the leader present and involved and allows the members to feel closer to and more trusting of them. 20. 1 The group leader does not make any provisions for the diversity of values among the members, even though the group is characterized by cultural diversity. 21. 1 The group leader attempts to change the lifestyle orientation of several lesbians in their group, on the assumption that they would be happier if they were to have “normal” sex lives. 22. 1 The group leader pressures women in the group to adopt traditional sex roles because the leader’s own cultural conditioning has influenced his views on the roles women should play in society. 23. 1 A group counselor maintains that their role is to treat all members individually and equally; therefore, they make no special provisions for differences due to culture, race, religion, lifestyle, age, disability, or gender among members. 24. 1 The group leader fosters the dependence of the members, on the grounds that this will enable them to work through early childhood experiences pertaining to dependence/independence struggles. 25. 1 The leader initiates sexual relationships with certain members, stating that this practice is not harmful because the clients are consenting adults. 26. 1 A group leader borrows money from a member and says they have no problem with this because this member can trust them to make good on their word. 27. 1 A group counselor allows a member to work on the counselor’s car in exchange for their professional services because the member cannot afford to make payments. 28. 1 The leader makes it a practice to admit their own friends into their groups on the grounds that the relationships between them and their friends will provide modeling of good interpersonal communication. 29. 1 The group leader directs others to pressure a silent member because they are quite sure that this member will remain quiet unless others in the group exert this pressure. 30. 1 The leader contacts the parents of an adolescent girl who discloses her conflicts over having an abortion or keeping her child, without first getting the adolescent’s permission. 31. 1 The leader is uncomfortable when members explore a conflict; thus, they push clients to make decisions quickly. 32. 1 The leader does not provide any written statements about their qualifications, the purpose of the group, or the procedures to be employed. 33. 1 The leader physically blocks a member who is angry at being confronted by another member and wants to leave in the middle of a session. 34. 1 The leader allows the expression of pent-up rage in group sessions but does not take precautions to see that members are not physically injured in these exercises. 35. 1 The leader presses members to experience intense emotions and pushes for a catharsis—even if they say they do not want to explore a struggle—out of conviction that they need to experience their emotions to become free. 36. 1 The leader frequently brings their outside, personal concerns into the group and is willing to be both a member and a leader, on the assumption that such behavior is good modeling for others in the group. 37. 1 The leader does not explain a technique that the group will be using, and does not give the members a choice whether or not to participate in this technique. 38. 1 A group leader does not attempt to modify their techniques to fit the needs of their culturally diverse group. 39. 1 A group leader decides to become romantically involved with one of the members a week after termination of the group. 40. 1 A group leader decides to become romantically involved with one of the members a year after termination of the group. 41. 1 The leader forms a group with elementary school children without getting parental permission. 42. 1 The group leader discusses in some detail their involvement with drugs, thinking that this will promote openness and trust among a group of adolescents. 43. 1 A group leader introduces an exercise that involves asking participants to get nude so that they can talk about their body images. 44. 1 A group counselor does nothing to maintain or upgrade their knowledge or skills, contending that they had one group course ten years ago as part of their master’s degree, and that was sufficient. 45. 1 The group leader takes no steps to learn about the cultural values of members in their group, even though the group is composed of people with diverse ethnic and cultural backgrounds. 46. 1 The leader does not give a member a referral even though they are aware that they cannot help them, because to refer them would damage the faith others have in the leader. 47. 1 The leader makes no attempt to evaluate the process or outcomes of the group, stating that evaluation is simply too difficult and time-consuming. 48. 1 A group counselor discusses his group cases with other professionals at a social gathering. 49. 3 A leader suggests that a member see them outside the group because of the member’s stated trouble in trusting several of the group members. (“It depends on what this sentence means by ‘see’ and why the member has trouble trusting several of the group members.”) 50. 1 The group leader attends a social function that the members of their group organize after the group ends.
Adapted from Corey, M. S., & Corey, G. (2002). Instructor’s manual for groups: Process and practice. Brooks/Cole.

Reflection

As I continue developing as a group counselor, I am discovering that patience is not simply a passive waiting, but an active stance of grounded presence, restraint, and grace. Group counseling introduces a unique dynamic where interpersonal processes unfold in unpredictable, sometimes messy ways. Members may come guarded, resistant, or deeply wounded, and progress is rarely linear. In this setting, I am learning to embrace patience not just as a virtue, but as an essential tool for creating a safe and therapeutic group environment. In individual counseling, I have often found it easier to focus my attention and track progress more clearly. But group work stretches me—it calls for a slower rhythm, one that honors the collective pace rather than the urgency I might feel to facilitate quick breakthroughs or smooth out tensions. I have come to understand that meaningful transformation often occurs in the quiet in-between moments: when a member sits in silence, wrestling with emotion; when another deflects vulnerability with humor; when conflict simmers just beneath the surface. My growing patience allows me to hold space for these moments without rushing to resolve or interpret them prematurely. Patience in the group setting also requires me to trust the process. There are times when I’ve questioned whether the group is connecting or whether deeper work is possible. Yet, with time and consistency, I’ve witnessed subtle shifts—someone who once withheld begins to share a fragment of pain; another who dominated early on learns to listen. These changes don’t happen overnight, and my role is not to force them, but to gently encourage and model a calm, non-anxious presence. I am learning to celebrate these small but significant movements, understanding that in group counseling, slow is often deep. Furthermore, patience extends to myself. I am still growing, still learning how to manage group dynamics, how to track multiple emotional undercurrents, how to intervene skillfully without disrupting the group’s natural flow. When I miss a cue or hesitate to speak, I remind myself that I am human and that growth takes time. This self-compassion fuels the kind of patience I want to extend to group members as well—allowing them, and myself, to be works in progress. Ultimately, patience in group counseling is a form of love—steadfast, enduring, and willing to wait without giving up. It creates room for members to discover their own voices, to risk vulnerability, and to explore healing at their own pace. As I grow in this quality, I find myself more attuned to the rhythms of the group, more grounded in my presence, and more faithful to the long game of therapeutic change. Patience, I now see, is not a sign of passivity, but of strength—and I am committed to cultivating it further, both for the sake of the group and for my development as a counselor.

Relevant ACA Code of Ethics Standard & CACREP Common Core Area Standards

ACA Code of Ethics Standards: A.2.c, A.4.b

A.2.c - "Counselors communicate information in ways that are both developmentally and culturally appropriate. Counselors use clear and understandable language when discussing issues related to informed consent. When clients have difficulty understanding the language that counselors use, counselors provide necessary services (e.g., arranging for a qualified interpreter or translator) to ensure comprehension by clients. In collaboration with clients, counselors consider cultural implications of informed consent procedures and, where possible, counselors adjust their practices accordingly."

A.4.b - "Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature."

CACREP Common Core Area Standard: 2.F.2.g, 2.F.3.e, 2.F.3.h

"The eight common core areas represent the foundational knowledge required of all entry-level counselor education graduates. Therefore, counselor education programs must document where each of the lettered standards listed below is covered in the curriculum. . . Standard 2.F.2.g: the impact of spiritual beliefs on clients’ and counselors’ worldviews . . . Standard 2.F.3.e: biological, neurological, and physiological factors that affect human development, functioning, and behavior . . . Standard 2.F.3.h: a general framework for understanding differing abilities and strategies for differentiated interventions."

"Patience is not enduring a journey to where we want to be in some respect; heading toward that place without giving up. It is already being there in our most important reality: our minds, and waiting for circumstances and people to catch up with us." - JHC

Professional Identity

Last update: March 9, 2025

Artifact

CNL-540: Multivariate Approaches to the Study of Antisocial Personality Disorder

James H. Cook College of Humanities and Social Sciences, Grand Canyon University Research Methods and Program Evaluation Dr. James Abolarin October 19, 2023 Multivariate Approaches to the Study of Antisocial Personality Disorder
In the intricate tapestry of human experience, trauma weaves an awful thread that transcends all cultures, ages, and socioeconomic statuses in our societies. It knows no borders. Posttraumatic Stress Disorder (PTSD) stands as a silent specter, affecting individuals worldwide with an astonishing pervasiveness. The sheer ubiquity of trauma and its aftermath prompts an urgent exploration into the profound consequences that afflict its sufferers.
PTSD, born from exposure to a singular shocking event or a series of events, ranging from the calamitous to the slow, eroding drip of the negative over time, casts a long shadow over the mental landscape of those it touches. Its impact is not confined to a mere collection of symptoms but extends into the very fabric of daily life, influencing relationships, work, and personal well-being. Understanding the intricate dynamics of how trauma shapes an individual is paramount in fostering empathy and devising effective intervention strategies.
Yet, the challenges associated with comprehending and addressing PTSD are manifold. The elusive nature of trauma's effects poses a significant hurdle in measurement and diagnosis. The silent scars that trauma leaves may not always manifest in overt symptoms, making it challenging to quantify the true extent of its presence in an individual's life. This paper marks the beginning of a journey by the author to unravel the complexities surrounding PTSD, particularly those related to the assessment of its symptoms, their causes, and their effects.
The remainder of this paper will closely examine five articles about studies related to the assessment of PTSD/trauma in a variety of populations. It will focus on the aspects of those studies that pertain to the strength of the methodologies used. More specifically, this paper will provide an analysis of the key variables in the selected articles, the validity and reliability reported statistics for the articles, the particular threats to internal validity that were found in one of the studies, and the strengths and limitations of the use of multivariate models to identify findings in the selected articles.
Key Variables
Bovin et al., (2016) set out to determine whether the latest version of the Post-Traumatic Stress Disorder Checklist (PCL-5) is a psychometrically sound instrument with a valid cutoff score since it is one of the most widely used self-reported measures of PTSD symptoms. The population from which their study drew its opportunity (convenience) sample consisted of veterans of the United States military who were at least 18 years old, could read written materials in English, and self-reported at least one traumatic event resulting in at least one PTSD symptom. Of the 633 eligible veterans who were asked while visiting a Virginia VA healthcare facility if they would like to participate in the study, 468 individuals assented. The dependent variables were overall PCL-5 scores and responses to individual PCL-5 items.
Correia-Santos and her team (2022) applied confirmatory factor analysis to the study of the psychometric properties of the Adolescent Dissociative Experiences Scale (A-DES). Their sample of 402 youth, grades six through twelve, were recruited through a variety of youth-related social service agencies in Portugal. This opportunity sample was drawn from these organizations because of the high-risk nature of the adolescents involved in those programs. The participants ranged from 12 years old to 17, with a mean age of 15.7 years. The dependent variable was how the sample scored on the A-DES instrument.
The aim of Rybojad and Aftyka’s (2018) study was to determine the accuracy of the Polish version of the Peritraumatic Distress Inventory (PDI) when administered to emergency medical service (EMS) employee. Their opportunity sample of 100 EMS workers, which included doctors, paramedics, and nurses, were from four different regions of Poland. The dependent variable was how the sample scored on the PDI instrument.
Sele et al., (2020) examined “the psychometric properties of scores from a longer, preliminary 22-item version of the International Trauma Questionnaire (ITQ) and the current reduced 12-item version by means of generalizability theory (G-theory) and confirmatory factor analysis (CFA).” The population from which the sample was drawn was participants in two ongoing Norwegian trauma treatment studies. [Sample selection method is not indicated.] The sample consisted of 202 participants. Their mean age was 41.5 years. Fifty-three percent were married, 8% were students, 28% were employed full- or part-time, and 70% were receiving some level of welfare assistance. Thirteen percent met the ITQ’s criteria for PTSD and 60% met the criteria for C-PTSD. The remainder of the sample, while possessing significant symptoms of trauma, had not been diagnosed as suffering from either PTSD or C-PTSD. The dependent variables were ITQ scores overall and, internally, scores related to six PTSD items, six disturbances in self-organization (DSO) items and three functional impairment items related to PTSD and/or DSO.
The Posttraumatic Cognitions Inventory (PTCI) was developed in 1999 to assess trauma-related beliefs and their role in the development and perpetuation of PTSD. Sexton et al., (2018) conducted a study to determine whether the PTCI was psychometrically sound for use with military-specific traumas such as combat and military sexual trauma. The convenience sample consisted of 949 Veterans presenting for trauma-related treatment at a Midwestern Veterans Healthcare Administration PTSD clinic between the years 2006 and 2013. All 949 participants had completed the PTCI as part of the intake process. The median age was 46, 54% were married, 91% were men, and 9% were women. The dependent variables were PTCI overall scores and scores on all subscales.
The Reported Validity and Reliability Statistics
The Bovin study (2016) reported convergent and discriminant validity. It also reported internal consistency and test-retest reliability. Convergent validity between overall PCL-5 scores and subscale scores and those of similar assessments was excellent: PCL-C (r = .87), PHQ depression scale (r = .74), and PHQ generalized anxiety disorder scale (r = .67). Discriminant validity was also strong: PHQ alcohol abuse (r = .14) and Psychopathic Personality Inventory (PPI) (r. = .08). Internal consistency was strong (α = .96), as was test-retest reliability (α = .84).
The Correia-Santos study (2022) reported convergent, predictive, and construct validity. Additionally, it reported internal consistency and temporal reliability. Convergent validity was not supported (r = .50 or less with similar assessments). Predictive validity was strong with t-test scores showing a statistically significant different (each t > 2.00) in levels of dissociation between “poly-victims” of trauma and low-victimization individuals. Construct validity was excellent with t-test scores showing a statistically significant (each t > 8.00) in levels of dissociation between individuals with PTSD versus individuals without PTSD. Internal consistency was also excellent (α = .70), as was temporal reliability (α = .79).
The Rybojad study (2018) reported theoretical validity and reliability (no indication of a particular type of reliability). Theoretical validity was strong (CPV = .77). Reliability was also strong with a score of α = .83. The Sele study (2020) reported construct validity and reliability (generalizability). Construct validity was established using confirmatory factor analysis (CFA), with r = .81 and p < 0.001. Reliability was determined and expressed as a G-coefficient of .897, which is acceptable.
The Sexton study (2018) reported convergent and discriminative validity. It also reported internal consistency reliability. Convergent validity between overall PTCI scores and those of similar assessments was acceptable: PCL-C (r = .59), PHQ depression scale (r = .65), and Connor-Davison Resilience Scale (r = -.65). Discriminative validity was excellent. The PTCI correctly predicted the PTSD-related diagnosis of 83% of the participants. Internal consistency reliability was excellent with a α = .96.
Threats to Internal Validity in the Rybojad Study
There are three potential threats to internal validity in the Rybojad study (2018): confounding variables, historical events, and the Hawthorne Effect. The correlation between results of the Peritraumatic Distress Inventory (PDI) for some or all of the participants and their levels of distress could have been affected by confounding factors like stress brought on by events and influences that have nothing to do with their emergency medical services work. On the other hand, there might have been pressure on participants to lower their indicated levels of distress, if they had not been amply assured their results would be kept confidential. There is no indication in the report that they were given this assurance. One can imagine the concern they might harbor that a high score on the PDI might affect their employment in some way.
Since it is not indicated whether all 100 participants completed the PDI at once, there could have been intervening historical events - personal, work, or contextual - that might have rattled the participants, or there might be an event or events that only effected participants in one of the four Polish regions the study drew its sample from. Finally, the Hawthorne Effect pertains to when study participants act differently when they know they are being observed or tested than they would under the natural conditions the study assumes. The participants of this study might have allowed the fact that their “work,” or its effects, were being scrutinized to influence their questionnaire responses.
The Strengths and Limitations of The Use of Multivariate Models in Selected Studies
There are a number of strengths of the use of multivariate models in the selected studies. First, a multivariate approach provides a more comprehensive, complete look at causal or correlative at the root of a phenomena than a univariate approach would. In other words, the multivariate approach provides a better idea of how independent variables affect dependent variables.
Weaknesses are that the multivariate approach can be quite complex and individuals outside the realm of statisticians or those who do not conduct quantitative research regularly can find conducting a multivariate analysis very difficult and vexing. The typical professional counselor will know nothing or very little about statistical research, so using this approach might be prohibitive to their efforts to engage in research. The output of multivariate calculations and the model as a whole can be difficult to interpret. Finally, studies containing small samples are less likely to render accurate and meaningful results than those with sufficiently large samples. For example, the Rybojad study (2018) used a sample size of only 100 EMS employees out of the thousands across Poland. The author is concerned how much that study really contributed to a better understanding of its topic.
Conclusion
To be an effective counselor, one should be highly intellectually curious. That curiosity should extend beyond the client, the various therapeutic approaches, and their related theories. It should extend into creating new knowledge, better understanding of something, or updating/ adding to a corpus of extant knowledge regarding a counseling-related subject. If it does, then the counselor will want to engage in research. In order to do so, assuming they wish to publish or otherwise disseminate it for the benefit of the profession, they must become fluent in a variety of statistical methodologies that are descriptive and inferential in nature. They should not allow the likes of very complex studies like some of those in the articles examined scare them off. There is much to be learned from quantitative (and qualitative) research methodologies that is sophisticated enough (and considerably less complex) to get the job done – to answer the question or questions the counselor seeks answers to. In the articles examined, researchers presented the findings of studies focused on a variety of assessments related to trauma and PTSD. The fact that so many are conducting research of this nature, and that human beliefs, emotions, attitudes, and behaviors are not so easily pinned down, indicates to the author that there is plenty of room for improved assessment instruments. His hope is to produce a new gold standard assessment of PTSD and C-PTSD someday. References
Bovin, M. J., Marx, B. P., Weathers, F. W., Gallagher, M. W., Rodriguez, P., Schnurr, P. P., & Keane, T. M. (2016). Psychometric properties of the PTSD Checklist for Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition (PCL-5) in veterans. Psychological assessment, 28(11), 1379–1391. https://doi.org/10.1037/pas0000254 Correia-Santos, P., Sousa, B., Martinho, G., Morgado, D., Ford, J. D., Pinto, R. J., & Maia, Â. C. (2022). The psychometric properties of the adolescent dissociative experiences scale (A-DES) in a sample of Portuguese at-risk adolescents. Journal of trauma & dissociation: the official journal of the International Society for the Study of Dissociation (ISSD), 23(5), 539–558. https://doi.org/10.1080/15299732.2022.2064577 Rybojad, B., & Aftyka, A. (2018). Validity, reliability, and factor analysis of the Polish version of the Peritraumatic Distress Inventory. Psychiatria polska, 52(5), 887–901. https://doi.org/10.12740/PP/OnlineFirst/75122 Sele, P., Hoffart, A., Bækkelund, H., & Øktedalen, T. (2020). Psychometric properties of the International Trauma Questionnaire (ITQ) examined in a Norwegian trauma-exposed clinical sample. European journal of psychotraumatology, 11(1), 1796187. https://doi.org/10.1080/20008198.2020.1796187 Sexton, M. B., Davis, M. T., Bennett, D. C., Morris, D. H., & Rauch, S. A. M. (2018). A psychometric evaluation of the Posttraumatic Cognitions Inventory with veterans seeking treatment following military trauma exposure. Journal of affective disorders, 226, 232–238. https://doi.org/10.1016/j.jad.2017.09.048

Reflection

Reflecting on the PTSD assessment paper I authored earlier in my counseling program, I am struck by how it represents both a solid foundation and a clear marker of my evolution as a counseling researcher. At the time of writing, I had already accumulated over 25 years of experience conducting applied quantitative social science research—a history that gave me the vocabulary, the statistical acumen, and the analytical precision to evaluate complex studies with fluency and confidence. However, what that paper reveals most poignantly is the beginning of a shift: the integration of clinical empathy with methodological rigor. In that piece, I was not just dissecting data models or evaluating the validity coefficients; I was searching for deeper understanding—of pain, of trauma, of the human experience behind the numbers. That dual focus has only matured and deepened since then. Since composing that paper, I have grown in several significant ways: First, I have become more attuned to the ethical dimensions of research in the counseling context. While my prior work emphasized objectivity, I have since gained a more nuanced understanding of the power dynamics, cultural implications, and psychological vulnerabilities embedded in trauma-related research. I now ask different questions: Who is being studied, and who is left out? What does informed consent really mean for someone in a dysregulated state? How might data collection itself retraumatize? Second, I have come to see multivariate statistical models not just as tools of explanation, but as mechanisms for compassion. Each variable is tethered to a lived experience, a context, a story. My current lens insists on honoring those stories while holding fast to methodological clarity. I no longer regard complexity as an obstacle but as a necessary dimension of truth-seeking in a field as nuanced as counseling. Third, I now approach research with a heightened sense of creative vision. In the paper, I expressed a desire to one day create a "gold standard" assessment for PTSD and C-PTSD. That vision has only intensified. But now I see that such an endeavor must be grounded not only in psychometrics, but in deep listening, cultural humility, and iterative feedback from clients themselves. It must be shaped as much by the art of counseling as the science of it. Finally, I am more committed than ever to the idea that research is not a separate realm from practice—it is practice, extended into reflective space. Each client encounter informs my questions; each literature review expands my empathy. I have come to appreciate the cyclical nature of knowledge in this field: research shapes counseling, and counseling reshapes research. In short, the PTSD research paper marks a significant chapter in my journey—not as a culmination of what I knew, but as a convergence point where my prior expertise met a new calling. My growth since then has not been about replacing skills, but about infusing them with soul. And in doing so, I believe I have become not only a better researcher but a more holistic, human-centered counselor.

Relevant ACA Code of Ethics Standard & CACREP Common Core Area Standards

ACA Code of Ethics Standards: C.1., C.2.e., C.2.f., C.4.f.

C.1 - "Counselors have a responsibility to read, understand, and follow the ACA Code of Ethics and adhere to applicable laws and regulations."

C.2.e - "Counselors take reasonable steps to consult with other counselors, the ACA Ethics and Professional Standards Department, or related professionals when they have questions regarding their ethical obligations or professional practice."

C.2.f - "Counselors recognize the need for continuing education to acquire and maintain a reasonable level of awareness of current scientific and professional information in their fields of activity. Counselors maintain their competence in the skills they use, are open to new procedures, and remain informed regarding best practices for working with diverse populations."

C.4.f - "Counselors clearly differentiate between current, active memberships and former memberships in associations. Members of ACA must clearly differentiate between professional membership, which implies the possession of at least a master’s degree in counseling, and regular membership, which is open to individuals whose interests and activities are consistent with those of ACA but are not qualified for professional membership.

CACREP Common Core Area Standard: 2.F.1.b, 2.F.1.f., 2.F.1.i

"The eight common core areas represent the foundational knowledge required of all entry-level counselor education graduates. Therefore, counselor education programs must document where each of the lettered standards listed below is covered in the curriculum. . . Standard 2.F.1.a: the multiple professional roles and functions of counselors across specialty areas, and their relationships with human service and integrated behavioral health care systems, including interagency and interorganizational collaboration and consultation . . . Standard 2.F.1.f: professional counseling organizations, including membership benefits, activities, services to members, and current issues . . . Standard 2.F.1.i: ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling."

"Seeking knowledge is at the core of what counseling is about: regarding clients, theory, method, and application. Generating new knowledge is the passion of a counselor who wishes to transcend collecting and become a contributor who wishes to give to humankind in greater, broader measure." - JHC

Frequently asked questions

Why did you decide to become a counselor/ psychotherapist?

What makes you believe you will be good at it?

Is confidentiality guaranteed?

Do you know any good jokes?

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My "Why?"

I decided to become a counselor because I believe in the power of human connection to heal, restore, and guide people toward growth. My life has been shaped by a deep sense of purpose—helping others navigate their struggles with clarity, resilience, and hope. Through my own experiences and the wisdom of those who have mentored me, I have come to see that transformation doesn’t happen in isolation; it happens in relationship. Counseling allows me to walk alongside people in their darkest moments, but also to help them develop life practices that bring greater effectiveness, contentment, and abundance. Whether it's navigating relationship challenges, managing stress and anxiety, finding meaning and direction, or building confidence in their abilities, I want to equip people with the tools to thrive — or even better, reveal the tools they already have and do not realize it or need help further developing them. I don’t see counseling as merely a profession but as a calling—one that challenges me to grow, to listen more deeply, and to meet people where they are with both truth and compassion. In a world where so many feel unseen and unheard, I want to be someone who truly sees, truly hears, and helps others discover the strength they already carry within them.

I am So Glad You Asked!

As I step into the counseling profession, I believe my background and life experiences have uniquely equipped me to connect with and help others. For 30 years as a university educator and 37 years in ministry**, I’ve cultivated a deep understanding of people, their struggles, and the importance of offering genuine support. Through living in diverse cultures and seeking mentorship at every stage of my life, I’ve learned how to truly see people for who they are, understanding not just their words but also the nuances of their nonverbal cues—whether it’s micro-expressions or subtle shifts in the body that reveal deeper emotional truths.

(** - I only bring religion into the counseling process if/when a client wishes to do so. I am perfectly comfortable counseling without judgment anyone who practices any faith, wisdom tradition, or neither.) I am deeply attuned to the human need for presence—being truly heard, seen, and understood without distraction. Throughout my own life, I’ve found that much of what people need from a counselor is what I’ve often needed from friends, family, colleagues and counselors: undistracted attention, compassion, empathy, authenticity, and a safe, confidential space. I’ve experienced firsthand the transformative power of active listening. To give what I have received in this case boils down to seeing what I'm looking at, hearing what I am listening to, and either just listening, offering wisdom without judgment, or doing some of both. My ability to observe, connect, and offer insight in ways that are both compassionate and practical is what I bring to this field. Though I’m just beginning my new career in counseling, my decades of personal growth - having experienced the Mount Everests of "wonderful" and the Marianna Trenches of "terrible" and everything in between; mentorship by many incredible men and women; and professional experience have prepared me to walk alongside others with the same authenticity and understanding that has served me throughout my own journey.
However . . . I have so very much to learn. I always will and always will love it! Learning is one of life's greatest joys and the ladder to becoming our best possible selves, fulfilling our dearest aspirations, and simply experiencing being in its fullest and richest form. 

Confidentiality is Guaranteed . . . With Rare Exceptions

Everything you say to me is confidential, and I take every precaution to protect your privacy during, between, and after our counseling sessions. I encourage you to ask me any questions you'd like concerning about the confidentiality of the process. But I must tell, there are some exceptions to the rule of confidentiality. Arkansas statute and the ethical standards of my profession require that I report to the appropriate individuals/ organizations threats of harm to oneself, threats of harm to others, and/or suspected child or elder abuse – if the client is the victim or perpetrator.

Here's a "Dad Joke" for You

How many counselors does it take to change a light bulb? It depends. First, the light bulb needs to want to change.

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JimCIT@gmail.com
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