CHAPTER 1: INTRODUCTION TO CLINICAL COUNSELING PSYCHOLOGY

THE FIELD OF CLINICAL PSYCHOLOGY

● Clinical psychology is the psychological specialty that provides continuing and comprehensive mental and
behavioral health care for:
- individuals and families;
- consultation to agencies and communities;
- training, education and supervision;
- and research-based practice.
● It is a specialty in breadth — one that is broadly inclusive of severe psychopathology — and marked by
comprehensiveness and integration of knowledge and skill from a broad array of disciplines within and outside of
psychology proper. The scope of clinical psychology encompasses all ages, multiple diversities and varied systems
(APA, 2021)

CLINICAL PSYCHOLOGY INVOLVES…

● Understanding of psychopathology and diagnostic/intervention considerations.
● Mental health issues across the lifespan based on a solid understanding of psychopathology.

CLINICAL PSYCHOLOGY INCLUDES PROCEDURES SUCH AS…

● ASSESSMENT:
- diagnostic interviewing, behavioral assessment, administration and interpretation of psychological
test measures
- ability to integrate and synthesize personality test data with additional standardized assessment
measures.
● INTERVENTION (primary, secondary and tertiary levels):
- clinical services to individuals, families and groups
● CONSULTATION:
- inter- and intra-professional practice with other health and behavioral health professionals and
organizations
- ability to consult with other health and behavioral health care professionals and organizations
regarding severe psychopathology, suicide and violence.
● RESEARCH:
- engagement with specific research and critical review of science, knowledge and methods
pertaining to clinical psychology

WHAT IS COUNSELING?
● “the process of assisting and guiding clients, by a trained person on a professional basis, to resolve personal, social
or psychological problems and difficulties”

COUNSELING IS COUNSELING IS NOT

● The process that occurs when client & ● Giving advice

counselor set aside time in order to explore
difficulties (such as stressful events,
negative feelings)
● The act of helping the client to see things
more clearly, from a different perspective,
with a goal to facilitate positive change
● A relationship of trust, CONFIDENTIALITY is
paramount to successful counseling.
● Judgmental
● Attempting to sort out the problems of the
client
● Expecting or encouraging a client to behave
in such a way the counselor did when s/he
experienced a similar situation
● Getting emotionally involved with the client
● Looking at a client’s problems from your own
perspective, using your own value system
 ASPECT COUNSELING PSYCHOTHERAPY

History Parsons Freud

Type of Client “Not ill” “ill”

(Rocco Cottone, 1992)

Goals Adjustment Change in personality structure

(Pacfa, 2006)

Seriousness Less More

Setting “Counseling room” “Clinic”

PACFA (PSYCHOTHERAPY AND COUNSELING FEDERATION OF AUSTRALIA)

● Although counseling and psychotherapy overlap considerably, there are also some differences.
● The focus of counseling is more likely to be on specific problems or changes in life adjustment.
● Psychotherapy is more concerned with the restructuring of the personality or self.
● At advanced levels of training, counseling has a greater overlap with psychotherapy than at foundation levels
(Pacfa, 2006)

COUNSELING AND PSYCHOTHERAPY

● The two are terms both used to describe the same process.
● Both terms relate to overcoming personal difficulties and working towards positive changes.
● One main distinction is that PSYCHOTHERAPY is based on the psychodynamic approach to counseling, whereas
the term COUNSELING is usually used by those trained in a humanistic approach using techniques from client-
centered therapy.
● Another difference is that the term THERAPY is often used in clinical setting, while COUNSELING is the term often
used in educational, organizational and community settings

PSYCHOTHERAPY
● is a form of treatment based on the systematic use of a relationship between therapist and patient (as distinct from
pharmacological or social methods) to produce change in feelings, thinking and behaviour.

NOTE:
● Ultimately… Our clients want to be liberated from pathogenic beliefs… they seek personal growth and control over
their lives… as they gain fuller access to themselves, they become emboldened and increase their sense of
ownership of their personhood…aligned with Positive Psychology… Psychotherapy… has grown beyond its
emphasis on eradicating the “pathological” and now aims at... increasing the clients’ breadth of positive emotions
and cognitions.”

CHAPTER 2: ETHICS IN COUNSELING / PSYCHOTHERAPY

DECLARATION OF PRINCIPLES
Psychologists in the Philippines adhere to the following Universal Declaration of Ethical Principles for
Psychologists that was adopted unanimously by the General Assembly of the International Union of Psychological
Science in Berlin on July 22, 2008 and by the Board of Directors of the International Association of Applied
Psychology in Berlin on July 26, 2008.
CODE OF ETHICS FOR FILIPINO PSYCHOLOGISTS

4 BASIC PRINCIPLES
Principle 1: Respect for the Dignity of Persons and People
Principle 2: Competent Caring for the Well-Being of Persons and Peoples
Principle 3: Integrity
Principle 4: Professional and Scientific Responsibilities to Society

GENERAL ETHICAL STANDARDS & PROCEDURES

II. Competencies
A. Boundaries of Competence
B. Providing Services in Emergencies
C. Maintaining Competence
D. Bases for Scientific and Professional Judgment
E. Delegation of Work to Others
F. Personal Problems & Conflicts
III. Human Relations*: A - J
IV. Confidentiality*: A, B, C & F
V. Advertisements & Public Statements*
VI. Records & Fees*
VIII. Therapy

4 BASIC PRINCIPLES

PRINCIPLE I: RESPECT FOR THE DIGNITY OF PERSONS AND PEOPLES

THEREFORE, psychologists accept as fundamental the Principle of Respect for the Dignity of Persons and Peoples. In so
doing, they accept the following related values:
A. respect for the unique worth and inherent dignity of all human beings;
B. respect for the diversity among persons and peoples;
C. respect for the customs and beliefs of cultures, to be limited only when a custom or a belief seriously
contravenes the principle of respect for the dignity of persons or peoples or causes serious harm to their
well-being;
D. free and informed consent, as culturally defined and relevant for individuals, families, groups, and
communities;
E. privacy for individuals, families, groups, and communities;
F. protection of confidentiality of personal information, as culturally defined and relevant for individuals,
fairness and justice in the treatment of persons and peoples
PRINCIPLE II: COMPETENT CARING FOR THE WELL-BEING OF PERSONS AND PEOPLES
THEREFORE, psychologists accept as fundamental the Principle of Competent Caring for the Well-Being of Persons and
Peoples. In so doing, they accept the following related values:
A. active concern for the well-being of individuals, families, groups, and communities;
B. taking care to do no harm to individuals, families, groups, and communities;
C. maximizing benefits and minimizing potential harm to individuals, families, groups, and communities;
D. correcting or offsetting harmful effects that have occurred as a result of their activities;
E. developing and maintaining competence;
F. self-knowledge regarding how their own values, attitudes, experiences, and social contexts influence their
actions, interpretations, choices, and recommendations;
G. respect for the ability of individuals, families, groups, and communities to make decisions for themselves
and to care for themselves and each other
PRINCIPLE III: INTEGRITY
THEREFORE, psychologists accept as fundamental the Principle of Integrity. In so doing, they accept the following related
values:
A. honesty, and truthful, open and accurate communications;
 B. avoiding incomplete disclosure of information unless complete disclosure is culturally inappropriate, or
violates confidentiality, or carries the potential to do serious harm to individuals, families, groups, or
communities;
C. maximizing impartiality and minimizing biases;
D. not exploiting persons or peoples for personal, professional, or financial gain;
E. avoiding conflicts of interest and declaring them when they cannot be avoided or are inappropriate to
avoid.
PRINCIPLE IV: PROFESSIONAL & SCIENTIFIC RESPONSIBILITIES TO SOCIETY
THEREFORE, psychologists accept as fundamental the Principle of Professional and Scientific Responsibilities to Society.
In so doing, they accept the following related values:
A. the discipline’s responsibility to increase scientific and professional knowledge in ways that allow the
promotion of the well-being of society and all its members;
B. the discipline’s responsibility to use psychological knowledge for beneficial purposes and to protect such
knowledge from being misused, used incompetently, or made useless;
C. the discipline’s responsibility to conduct its affairs in ways that are ethical and consistent with the promotion
of the well-being of society and all its members;
D. the discipline’s responsibility to promote the highest ethical ideals in the scientific, professional and
educational activities of its members;
E. the discipline’s responsibility to adequately train its members in their ethical
F. responsibilities and required competencies;
G. the discipline’s responsibility to develop its ethical awareness and sensitivity, and to be as self-correcting
as possible.

SCIENTIFIC FUNCTIONS OF THERAPY

1. Confidentiality
2. Informed Consent
3. Clients Well-Being
4. Relationship
5. Record Keeping
6. Competent Practice
7. Working with Young People
8. Referrals
9. Interruption
10. Termination
THERAPY
A. CONFIDENTIALITY
1. We regard confidentiality as an obligation that arises from our client’s trust. We therefore restrict disclosure of
information about our clients except in instances when mandated or regulated by the law.
2. For evaluation purposes, we discuss the results of clinical and counseling relationships with our colleagues
concerning materials that will not constitute undue invasion of privacy.
3. We release information to appropriate individuals or authorities only after careful deliberation or when there is
imminent danger to the individual and the community. In court cases, data should be limited only to those pertinent
to the legitimate request of the court.
B. INFORMED CONSENT
1. We seek for freely given and adequate informed consent for psychotherapy. We inform clients in advance the nature
and anticipated course of therapy, potential risks or conflicts of interests, fees, third party involvement, client’s
commitments, and limits of confidentiality.
2. We respect client’s rights to commit to or withdraw from therapy.
3. In instances where there is a need to provide generally recognized techniques and procedures that are not yet
established, we discuss with our clients the nature of the treatment, its developing nature, potential risks,
alternatives and obtain consent for their voluntary participation.
4. We discuss with our clients both our rights and responsibilities at appropriate points in the working relationship.
5. In instances where the therapist is still undergoing training, we discuss this matter with the client and assure them
that adequate supervision will be provided.
C. CLIENT’S WELLBEING
1. We engage in systematic monitoring of our practice and outcomes using the best available means in order to ensure
the well being of our clients.
2. We do not provide services to our clients in instances when we are physically, mentally, or emotionally unfit to do
so.
3. We are responsible for learning and taking into account beliefs, practices and customs that pertain to different
working contexts and cultures.
D. RELATIONSHIPS
1. We do not enter into a client- clinician relationship other than for professional purposes.
2. We do not enter into multiple relationships that can have unforeseeable beneficial or detrimental impact on our
clients. (For exceptions, refer to III-E Multiple Relationships in Human Relations)
3. We maintain a professional relationship with our clients, avoiding emotional involvement that would be detrimental
for the client’s well being.
4. We do not allow our professional therapeutic relationships with our clients to be prejudiced by any personal views
we hold about lifestyle, gender, age, disability, sexual orientation, beliefs and culture.
5. We do not engage in sexual intimacies with our current therapy clients, their relatives or their significant others. We
do not terminate therapy to circumvent this standard.
6. We do not engage in sexual intimacies with our former clients, their relatives, or their significant others for at least
2 years after cessation of our therapy with them.
E. RECORD KEEPING
1. We keep appropriate records with our clients and protect them from unauthorized disclosure unless regulated by
the court.
F. COMPETENT PRACTICE
1. We keep up to date with the latest knowledge and scientific advancements to respond to changing circumstances.
We carefully review our own need for continuing need for professional development and engage in appropriate
educational activities.
2. We responsibly monitor and maintain our fitness to provide therapy that enables us to provide effective service.
When the need arises, we seek supervision or consultative support.
3. PAP Code of Ethics, page 21
G. WORKING WITH YOUNG PEOPLE
1. We assess and ensure the balance between young people’s dependence on adults and carers and their capacity
for acting independently. We carefully consider the issues of young people such as capacity to give consent,
confidentiality issues and receiving of service independent of the parents and legal guardian’s responsibility.
H. REFERRALS
1. We ensure that referrals with colleagues are discussed and consented by our clients. We provide an explanation
to our clients regarding the disclosure of information that accompany the referral.
2. We ensure that the recipient of the referral is competent in providing the service and the client will likely benefit from
the referral.
3. In considering referrals, we carefully assess the appropriateness of the referral, benefits of the referral to the client
and the adequacy of client’s consent for referral.
I. INTERRUPTION
1. We assume orderly and appropriate resolution of responsibility for our client in instances when our therapy services
are terminated.
J. TERMINATION
1. We terminate therapy when we are quite sure that our client no longer needs the therapy, is not likely to benefit
from therapy, or would be harmed by continued therapy.
2. In cases when therapy is prematurely terminated, we provide pretermination counseling and make reasonable
efforts to arrange for an orderly and appropriate referral.

CODE OF ETHICS FOR PSYCHOLOGISTS (PAP CODE OF ETHICS)

ETHICS
● moral doctrines that direct an individual’s conduct.
● rules about behavior whether
 1. To provide information on counseling and psychotherapy services and set standards which give the general public
confidence in the profession.
2. A route to complain if they feel dissatisfied with the service they have received from a counselor.
3. If the complaint is upheld then a therapist can find themselves receiving a “sanction”

ETHICAL DILEMMA (WHAT DO I DO?)

1. ISSUED ON CONFIDENTIALITY
● As part of therapy psychologist are not supposed to disclose information about their clients (Corey, 2009).
○ Except in instances when mandated or regulated by the law
○ Except for evaluation purposes ( discussing with colleagues )
○ Except when authorities ,after careful deliberation, imminent danger or in court cases
2. ISSUES ON INFORMED CONSENT
● The law recognizes that a person can only legally consent to something, whether that is to allow something
to occur, or to perform some act, if that person has been informed of, and understands the facts of the
situation. It is only with a full comprehension of the risks and benefits of the decision, as well as an
understanding of the possible alternatives, that any individual can consider whether an action would be in
his best interests.
● Clients experiencing dementia, delusions, and other conditions that interfere with their decision-making
ability may not be able to give consent that is fully informed. In some cases, these clients may not consent
to treatment at all and instead a guardian may authorize treatment for them.
● respect client’s rights to commit to or withdraw from therapy
● If under training, we discuss this with client that adequate supervision will be provided
3. ISSUES ON CLIENT’S WELL-BEING
● Counselors or Psychologists should be aware of the impact of sociocultural influences on their own beliefs
about self-worth and how strongly their self-worth is associated with their weight, shape, and appearance
(Delucia-Waack, 1999).
● Counselors receive the same cultural messages about the importance of attractiveness and self-denial of
food as their clients; therefore, counselors need to remain continuously aware of their body image behaviors
and attitudes and take care not to inadvertently communicate them to their clients.
● When counselors do have their own struggles in these areas, they tend to overidentify with the client and
run the risk of boundary crossings such as conflict avoidance, being overly nurturing, or having feelings of
competition with the client (DeLucia-Waack, 1999).
● Counselors need to be aware of their reactions to clients, which may include frustration with clients who
refuse to give up behaviors that are potentially life threatening, demoralization and lack of belief that clients
can ever change, or an excessive need to rescue clients (APA, 2006).
4. ISSUES ON RELATIONSHIPS IN COUNSELING
● Why should a counselor inviting the client home be a problem?
● Why shouldn’t counselors and clients be friends?
● Why shouldn’t the counselor attend the client’s family get-togethers?
● Why can’t the client give the counselor gifts in appreciation for a good relationship?
● Why can’t a counseling session happen in a café?
● NO dual relationships
5. ISSUES ON COMPENTENT PRACTICE
● Up to date with latest knowledge and scientific advancements
● Maintain fitness to provide therapy
● If need arises, we seek supervision
6. ISSUES ON WORKING WITH YOUNG PEOPLE
● Protect their privacy and confidentiality
● Suspect unlawful activities
● Threat to safety
● Demanded by law
7. REFERRALS
● Consult and discussed with clients and consented
● if they would be better served by a specialist
 ● if continuing therapy poses an ethical risk
● if the client is not benefiting from therapy
8. INTERRUPTIONS
● We assume orderly and appropriate resolution of responsibility for our client in instances when our therapy
services are terminated
9. ISSUES ON TERMINATION
● Notify in advance your termination
● Summarize the “take aways”
● Inform them of Public Place Ethics
● Memento “card “ to remember by , physical to remind them of taking care of themselves
● Provide emergency numbers
● “open door policy “ for wellness counseling
● Policy of average of 4 sessions….

4 STAGE FRAMEWORK IN ETHICAL DECISION MAKING

ETHICAL ISSUES
1. It involves a social connection between the client and counselor on online platforms, such as Facebook or
Instagram. For example, the counselor follows the client on Instagram, and they communicate beyond the
counseling sessions
2. You have been working with a counselee for the last one semester helping him rebuild his life and re-integrating
into society after having spent years in Bahay Pag asa for attempted rape. For the last months, he shared his
issues frequently lying to his GF and even getting money from her bag without consent. Then Sunday came for a
family gathering and everybody was excited to meet your sister’s boyfriend and she is serious about really living in
with him. To your surprise, when you arrived, her boyfriend was none other than your client.
3. After talking with David a 7th grade for many sessions, the school counselor assess that David was at risk of
committing suicide. The school counselor contacted his parents letting them know what was going on and printed
a resource list for John’s parents that included community mental health counselors. After this, the counselor did
not see David anymore since parents were already involved. Last week, David attempted on his life.
STAGE ONE: CREATING ETHICAL SENSITIVITY
In this first stage, the counselor should identify ethical issues arising from the counseling sessions. Relevant ethical codes
and related literature should be read by the counsellor in advance. The therapist should also explore value issues arising
from the counseling sessions. Lastly, the counselor should clarify and confront one’s own issues. ( self – knowledge)
STAGE TWO: FORMULATING A MORAL COURSE OF ACTION
● At this stage, counselors should identify the ethical dilemma and gather as much information as possible about the
situation. The problem at hand should be clarified whether it is legal, ethical or professional and look at the problem
from as many different perspectives as possible.
● The counselor should involve the client and identify the potential issues involved. Regarding this, three crucial
questions need to be answered:
● what are the critical issues? What is the worst possible outcome? What would happen if nothing is done?
STAGE THREE: IMPLEMENTING AN ETHICAL DECISION
● In the third stage, the counsellor should ask themselves’ four fundamental questions. These queries include
● what steps need to be taken to implement the decision?
● What people are involved and who needs to be told what?
● What restraints are there so as not to implement the ethical decision?
● protection of the client and rationalization are major issues that need to be analyzed.
● The last question is: what support is needed by the counselor, client and others to implement and live with the
results? Therefore, evaluate the rights, responsibilities and welfare of all those who are affected by the situation.
STAGE FOUR: LIVING WITH AMBIGUITIES OF AN ETHICAL DECISION
Lastly, counselors need to find ways of dealing with anxiety regarding the final decision. This will be realized by letting go
of the situation and ethical dilemma at hand and accepting the limitations that are involved. At this stage, counselors need
to communicate learning from experience and use personal and professional support to live with the consequences of the
decision made.
CHAPTER 3: PSCYHOLOGICAL ASSESSMENT
● 4 components of Pscyhological Assessment
● The process of assessment
● Application of Psychological Assessment in Different Settings
○ Educational Setting
○ Industrial Setting
○ Clinical Setting

PSYCHOLOGICAL ASSESSMENT
● Psychological assessment is a process that uses a combination of techniques to help arrive at some hypotheses
about a person and their behavior, personality and capabilities.
● It is also often referred to as psychological testing, or performing a psychological battery on a person.
● Ideally, it is performed by a licensed psychologist or psychometrician or psychology intern / trainee
● Psychologists are expertly trained to perform and interpret psychological tests
● A psychological assessment is the attempt of a skilled professional, usually a psychologist, to use the techniques
and tools of psychology to learn either general or specific facts about another person, either to inform others of how
they function now, or to predict their behavior and functioning in the future

4 COMPONENTS OF PSYCHOLOGICAL ASSESSMENT

1. Norm-referenced tests
2. Interviews
3. Observations
4. Informal Assessment / Other Techniques

4 COMPONENTS OF PSYCHOLOGICAL ASSESSMENT

1. NORM-REFERENCED TESTS
● aka Standardized Psychological Tests
● A psychological test provides a scale of measurement for consistent individual differences regarding some
psychological concept and serves to line up people according to that concept
● A measurement / device or technique used to quantify behavior or aid in the understanding and prediction
of behavior.
● Psychological Tests are composed of a set of items that are designed to measure characteristics of human
beings that pertain to behavior (both overt & covert)
TYES OF PSYCHOLOGICAL TESTS
a. INDIVIDUAL TESTS
● the examiner or test administrator gives the test to one person at a time.
● E.g. projective tests, Wechsler scales
b. GROUP TESTS
● can be administered to more than one person at a time by a single examiner
● E.g. quizzes, achievement test, objective personality tests
c. ABILITY TEST
● contain items that can be measured according to speed, accuracy or both
d. INTELLIGENCE TEST
● refers to a person’s general potential to solve problems, adapt to circumstances, think
abstractly
e. ACHIEVEMENT TEST
● A test that measures or evaluates previous learning
● E.g. NAT / spelling tests / SAT / quizzes
f. APTITUDE TEST
● refers to the potential for learning or acquiring a specific skill
● E.g. NMAT / DAT
g. PERSONALITY TEST
● measures overt & covert dispositions of the individual
 ● The tendency of a person to show a particular behavior or response in a given situation
● Can be Objective /Structured or Projective
h. STRUCTURED PERSONALITY TEST (OBJECTIVE)
● provide a statement, “self-report” variety & require the subject to choose between 2 or more
alternative responses
i. PROJECTIVE PERSONALITY TEST (UNSTRUCTURED)
● either the stimulus (test materials) or the required response or both – are
2. INTERVIEWS
● A formal clinical interview is often conducted with the individual before the start of any psychological assessment
or testing.
● The interview can last anywhere from 30 to 60 minutes, and includes questions about the individual’s personal and
childhood history, recent life experiences, work and school history, and family background.
● Valuable information is gained through interviewing.
● When it’s for a child, interviews are conducted not only the child, but the parents, teachers and other individuals
familiar with the child.
● Interviews are more open and less structured than formal testing and give those being interviewed an opportunity
to convey information in their own words

STRUCTURED UNSTRUCTURED

● detailed questioning of the client in a
"yes/no" or forced choice format.
● Composed of different sections reflecting
the diagnosis in question.
● Use close-ended questions, which require
a simple pre-determined answer.
● E.g. Mental State Examination
● allow the client more control over the topic
and direction of the interview
● Better suited for general information
gathering
● Open-ended format - which ask for more
explanation and elaboration on the part of
the client

3. OBSERVATIONS
● Observations of the person being referred in their natural setting — especially if it’s a child — can provide additional
valuable assessment information.
● In the case of a child, how do they behave in school settings, at home, and in the neighborhood?
● Does the teacher treat them differently than other children? How do their friends react to them?
● Often, behavior observations are some of the most important information you can gather.
● Behavioral observations may be used clinically (such as to add to interview information or to assess results of
treatment)
● It can also help the professional conducting the assessment better formulate treatment recommendations.
4. INFORMAL ASSESSMENT/OTHER TECHNIQUES
● Standardized norm-referenced tests may at times need to be supplemented with more informal assessment
procedures, as such as projective tests or even careertesting or teacher-made tests
● For example, in the case of a child, it may be valuable to obtain language samples, test the child’s ability to profit
from systematic cues, and evaluate the child’s reading skills under various conditions.
● The realm of informal assessment is vast, but informal testing must be used more cautiously since the scientific
validity of the assessment is less known

THE PURPOSE OF PSYCHOLOGICAL ASSESSMENT

● The goal of psychological assessment is to describe the client’s functioning in order to do design interventions
tailored to the clients’ needs
● Good assessment relies on information from all 4 components (tests, interview, behavior observations & anecdotal
records)
● Effective assessment guides intervention
PROCESS OF ASSESSMENT
● Good assessment begins with translating requests for consultation into questions that can be meaningfully
answered

1. THE REASON FOR REFERRAL

First and foremost, the nature of the client’s problem should be determined in order to determine the
tests/assessment tools needed to administer
2. Conduct the INTAKE INTERVIEW
3. Administer the TEST BATTERY
4. SCORE AND INTERPRET the RESULTS
5. INTEGRATE all results and write up the PSYCHOLOGICAL EVALUATION REPORT

THE PSYCHOLOGICAL EVALUATION REPORT

● A psychological report is a report that a psychologist writes to summarize services provided to a client.
● Often these reports present the results of an evaluation and will name:
○ what evaluation tests and procedures were used,
○ present the results of those tests, procedures, and any observations,
○ and give specific intervention and service recommendations to address the reasons for the request for
evaluation.
PSYCHOLOGICAL ASSESSMENT IN CLINICAL SETTING
● In instances wherein problematic or unusual behaviors start to emerge, there is already a need to refer individuals
/ clients for a more in depth evaluation
● Psychological evaluation in the clinical setting is aimed to understand the total behavior
● It involves a comprehensive assessment of a person’s personality, intellectual and socio-emotional functioning and
adaptive behaviors
● The battery of tests used in psychological testing in the clinical setting relies heavily on the REASON FOR
REFERRAL
● It typically includes tests to measure ability (IQ/achievement/aptitude), personality (both structured & projective),
behavior inventories (specific to the reason for referral) and adaptive / occupational functioning
● It aims to detect presence of mental / psychological disorders
 USUAL PERSONALITY TESTS OTHER BEHAVIOR INVENTORIES

● Minnesota Multiphasic Personality ● Beck Depression Inventory

Inventory (MMPI)
● Edwards Personality Preference Schedule
NEO-PI-R
● Millon Clinical Multiaxial Inventory (MCMI)
● Millon Adolescent Clinical Inventory
(MACI)
● Reynold’s Depression Screening
Inventory
● Rosenberg Self Esteem Scale
● Child Behavior Checklist

IN SUM
● PSYCHOLOGICAL ASSESSMENT is a process uses a combination of techniques in order to understand a
particular person and tailor recommendations to better help one’s needs
● It is done with the help of standardized testing, interviewing, conducting observations and looking at other
relevant data.
● It starts with the REASON for REFERRAL and ends in the PSYCHOLOGICAL EVALUATION REPORT.
● Psychological assessment is done in the EDUCATIONAL setting to assess student’s learning; in the companies or
INDUSTRY for selection and promotion of employees and in the CLINICAL setting to provide a more
comprehensive assessment of clinical cases

CHAPTER 4: CHARACTERISTICS OF EFFECTIVE COUNSELORS / THERAPISTS

THE PERSON AS PROFESSIONAL
● As therapists, we serve as MODELS for our clients If we model incongruent behavior, low risk activity, and remain
distant, we can expect our clients to imitate this. If we model realness by engaging in appropriate self-disclosure,
our clients will tend to be honest with us in the therapeutic relationship.

THE ROLE OF THE COUNSELOR / THERAPIST

● To enable the client to explore the many aspects of their life and feelings, by talking openly and freely.
● To remain objective and not emotionally involved with the client
● The counselor is free from judgement nor offers advice
● Counselors need to be empathic, rather than sympathetic
● The ultimate aim is to enable the client to make their own choices, reach their own decisions, and to act upon them
accordingly
● The counselor’s role is to facilitate the client’s work in ways that respect the client’s values, personal resources and
capacity for self-determination.

PERSONAL CHARACTERISTICS OF EFFECTIVE THERAPISTS

● Effective therapists have an identity
● Effective therapists respect and appreciate themselves
● Effective therapists are open to change
● Effective therapists make choices that are life oriented
● Effective therapists are authentic, sincere and honest
● Effective therapists have an identity
● Effective therapists respect and appreciate themselves
● Effective therapists are open to change
● Effective therapists make choices that are life oriented
● Effective therapists are authentic, sincere and honest
● Effective therapists possess effective interpersonal skills
● Effective therapists become deeply involved in their work and derive meaning from it
● Effective therapists are passionate
● Effective therapists are able to maintain healthy boundaries
PERSONAL CHARACTERISTICS OF EFFECTIVE THERAPISTS
1. HAVE AN IDENTITY
● self-knowledge of one’s strengths, limitations, potentials, goals, “essentials”
2. RESPECT & APPRECIATE THEMSELVES
● able to give & receive help/love; having a sense of adequacy, and allowing others to feel “powerful” and
able
3. ARE OPEN TO CHANGE
● willingness to try new “things”; make decisions to change, and work on them, to become the person they
want to be
4. MAKE CHOICES THAT ARE LIFE-ORIENTED
● committed to live life fully in the here and now; producing; co-creating
5. ARE AUTHENTIC, SINCERE & HONEST
● checking ourselves for compensatory behaviors; “gut level”
6. HAVE A SENSE OF HUMOR
● being able to laugh
7. MAKE MISTAKES AND ARE WILLING TO ADMIT THEM
● does not take errors lightly and does not dwell in these errors; apologizes
8. GENERALLY LIVE IN THE PRESENT
● recognizing past decisions and when necessary, are willing to change them; not fixated on the future but
being in the “here & now”
9. APPRECIATE THE INFLUENCE OF CULTURE
● awareness of the influence of culture on behavior; respects diversity; sensitivity to the other’s group
membership (e.g., SES)
10. HAVE A SINCERE INTEREST IN THE WELFARE OF OTHERS
● concern is based on respect, care, trust and the valuing of the other
11. POSSESS EFFECTIVE INTERPERSONAL SKILLS (Norcross, 2002)
● seeing and feeling the other person’s world without getting absorbed into it
12. BECOME DEEPLY INVOLVED IN THEIR WORK & DERIVE MEANING FROM IT
● genuine “engagement”; knowing when to stop
13. ARE PASSIONATE (SKOVHOLT & JENNINGS, 2004)
● having passions and being passionate about them
14. ARE ABLE TO MAINTAIN HEALTHY BOUNDARIES
● going back to one’s Identity; saying “no”/“stop”