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Key Philosophies and Professional Identity

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Key Philosophies and Professional Identity
Key Philosophies and Professional Identity: The Counseling Profession
Rachel A Johnston
COUN5004-205
Survey of Research in Human Development for Professional Counselors

108 Twin Lakes Road
Port Deposit, MD 21904
Telephone: 443-993-6817
Email: rachelannjohnston05@gmail.com
Instructor: Dr. Barbara Cooper
Abstract
When attempting to identify as a professional counselor, it is important to understand the basic elements of counseling as it pertains to individual specializations. The wellness model and the key philosophies of the counseling profession: wellness, resilience and prevention are examined. The ability to articulate the roles and characteristics to understand how they relate to the different professional roles is essential to identity. Identifying key areas when assessing professional development will be discussed as well as how professional counseling associations pertain to development. The rise of technology in modern society and how it effects clinical practice is examined.

Key Philosophies of the Counseling Profession
The key philosophies of counseling are based on three main components: wellness, resilience and prevention. Wellness is the healthy balance or completeness between the mind, body and spirit in a state of well-being. Resilience will then identify the process in which this state of well-being was achieved. The continuous effort to maintain this state of well-being will conclude the prevention phase. The wellness model cannot only be a useful tool to use for client treatments but also for practitioners to assess their own state of well-being. The wellness model is a combined effort to assess emotional, intellectual, physical, social, occupational, and spiritual well-being as a whole. This will help the counselor identify what areas need more focus and improvement. Although the wellness model can be useful, it also raises some concerns from a global stand point. Research is inconclusive in regards to the structure of



References: Astramovich, R.L., & Hoskins, W.J. (2013). Evaluating addictions counseling programs: Promoting best practices, accountability, and advocacy. Journal of Addictions & Offender Counseling, 34, 114-124. Dollarhide, C.T., Gibson, D.M., & Moss, J.M. (2010). Professional identity development: A grounded theory of transformational tasks of new counselors. Counselor Education & Supervision, 50. Goss S., & Anthony, K. (2009). Developments in the use of technology in counselling and psychotherapy. British Journal of Guidance & Counselling, 37, 223-230. Mondair, S., & Neault, R.A. (2011). Supporting workplace diversity: Emerging roles for employment-counselors. Journal of Employment Counseling, 48, 72-80. Myers, J., & Sweeney, T. (2008). Wellness Counseling: The evidence base for practice. Journal of Counseling and Development, 86, 482-493. Professional Development | American School Counselor Association (ASCA). (n.d.). Retrieved January 24, 2015, fromhttp://www.schoolcounselor.org/school-counselors-members/professional-developmentProfessional Development | American School Counselor Association (ASCA). (n.d.). Retrieved January 24, 2015, from http://www.schoolcounselor.org/school-counselors-members/professional-development Tuohy, C. (n.d.). NAADAC. Retrieved January 23, 2014 from http://www.naadac.org/communicating-the-vision

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