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SAGE Journal User Guide

Article 1:

McAdams, C. R., & Foster, V. A. (2002). The safety session: A prerequisite to progress in counseling families with physically aggressive children and adolescents. The Family Journal, 10(1), 49-56.

Strategies are needed that assist both current practitioners and counselors-in-training in working safely and effectively with potentially aggressive young people and their families. To emphasize with at-risk client families the seriousness of violence, all or part of an initial or early counseling session with an at-risk family should be devoted exclusively to prescribed risk assessment and crisis planning processes. This safety session is intended to reduce the risk of client violence by opening a forthright dialogue regarding the risk of violent behavior, specifying appropriate behavior, and setting limits and consequences for noncompliance. The specific framework for a safety session and a case study illustrating its application are presented.

Questions to Consider:

1. Using the environmental assessment on page 217 of your text as a starting point, rate your field placement site and discuss with your supervisor whether or not a detailed safety session as outlined in this article is warranted or if basic informed consent is sufficient at your location. If a more detailed safety session with your clients is needed, develop this plan with your supervisor.
2. How can defining acceptable baseline behavior with your clients assist you in de-escalating problem situations that arise later before they become violent?
3. How might the model described here be expanded for use in other systems, particularly those with complex dynamics between participants?

Article 2:

Speight, S. L. (2011). An exploration of boundaries and solidarity in counseling relationships. The Counseling Psychologist, 40(1), 133-157.

This article explores the boundaries between clinicians and clients in light of the construct of solidarity. A universal conception of boundaries is critiqued and a culturally congruent view of boundaries is examined, rooted in the concept of solidarity. The article includes case illustrations of the connection between boundaries and solidarity and concludes with suggestions for mental health professionals.

Questions to Consider:

1. Define solidarity as used in this article and explain the role of solidarity in a culturally congruent view of boundaries. 
2. Do you agree with the “slippery slope” argument that seemingly minor boundary crossings will lead to boundary violations? Have you discussed this concept with your supervisor?
3. Do you plan to work in smaller, rural, close knit or types of communities and settings where dual relationships and minor boundary crossings are expected? How might you protect the counseling relationship in these situations?
4. Do you think that context or content more accurately determines the appropriate boundary in counseling relationships? Is this negotiable in your viewpoint?
5. What cultural components of your worldview would it honor if you were to define for yourself a culturally sensitive view of therapeutic boundaries? Would you be comfortable discussing this in supervision?

Article 3:

Scheel, M. J. (2011). Client common factors represented by client motivation and autonomy. The Counseling Psychologist, 39(2), 276-285.

Ryan and colleagues are applauded for elevating client factors in the form of motivation and autonomy to equal status with the alliance as common factors in psychotherapy. Next, client motivation and autonomy are explained to be inextricably linked with one promoting the other. Motivational methods are summarized for the major approaches, making the point that some motivational approaches are more related to the promotion of client autonomy. Change talk is explained as similar to solution talk. Both are social constructivist methods of motivating clients and overcoming impasse in therapy. Matching client beliefs, using client strengths, and providing compelling rationales are underscored as motivational techniques. Similarities between motivation and hope are drawn through Snyder’s hope theory and Frank and Frank’s contextual model of psychotherapy. Finally, motivation and the formation of the alliance are discussed as factors that overlap conceptually and interact as variables in research.

Questions to Consider:

1. Your makes a case for respecting client autonomy as a way of reducing risk. How has this article expanded your understanding of client autonomy and its importance in the counseling process?
2. What is “the matching paradigm” and how can you use this to facilitate client motivation and autonomy?
3. Using both your text chapter and this article as source material, devise an outline for discussing with your supervisor the key components of client autonomy and ways to facilitate it.