Does your post contribute to continuing the discussion?

Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Capuzzi, D., & Stauffer, M. D. (2012) and/or American Psychological Association (2010). You need to have scholarly support for any claim of fact or recommendation regarding treatment. I have also attached my discussion rubric so you can see how to make full points. Please respond to all 3 of my classmates separately with separate references for each response. You need to have scholarly support for any claim of fact or recommendation like peer-reviewed, professional scholarly journals. I need this completed by 08/03/19 at 12pm.

Expectation:

Responses to peers. Note that this is measured by both the quantity and quality of your posts. Does your post contribute to continuing the discussion? Are your ideas supported with citations from the learning resources and other scholarly sources? Note that citations are expected for both your main post and your response posts. Note also, that, although it is often helpful and important to provide one or two sentence responses thanking somebody or supporting them or commiserating with them, those types of responses do not always further the discussion as much as they check in with the author. Such responses are appropriate and encouraged; however, they should be considered supplemental to more substantive responses, not sufficient by themselves.

Read a your colleagues’ postings. Respond to your colleagues’ postings.

Respond in one or more of the following ways:

· Ask a probing question.

· Share an insight gained from having read your colleague’s posting.

· Offer and support an opinion.

· Validate an idea with your own experience.

· Make a suggestion.

· Expand on your colleague’s posting.

1. Classmate (C. Fri)

Needs That Clients Have

Clients coming in for vocational counseling services may end up finding that they have mental health or substance abuse counseling needs as well. Mental health problems can also arise due to stress or unhealthy issues happening within the client’s workplace. Clients may end up using substances to cope with the stress and anxiety that they are feeling from their place of work (Capuzzi & Stauffer, 2012).

Interplay Between the Needs

Needing mental health or substance abuse counseling makes the client’s vocational counseling services more complex. With that being said, all issues must be handled properly in order for the client to find success within their vocational counseling sessions. New techniques have surfaced that contain early interventions for those managing severe mental illness. Medications have also come out that can bring those suffering from mental illness with success in a career. The Americans With Disabilities Act has helped those with mental illness to have more successful career options and reduced barriers when looking for employment. The Stages of Change has proved effective for those wanting vocational services that are suffering from substance abuse. Motivational Interviewing has also helped those with substance abuse issues wanting to work. Overall, the counselor will want to help those with mental health or substance abuse issues find their identity in order to be successful in vocational counseling (Capuzzi & Stauffer, 2012).

Specific Challenges

Some clients may not understand how their mental health issues are directly impacting their career. On the other hand, some clients may not understand how their career is impacting their mental health issues. Also, some clients may not be privy on the idea of changing their substance abuse behaviors in order to find success in their vocational counseling. As a vocational counselor, one would want to assist their clients to find health, happiness, and fulfillment within a career. Getting the clients to understand that their environment plays a very important part in their health and happiness is key in situations like these. Showing empathy, reflecting on past experiences, role-playing specific scenarios, and supporting the client to find self-efficacy are very important when dealing with vocational clients struggling with mental health or substance abuse issues (Capuzzi & Stauffer, 2012).

Reference

Capuzzi, D. & Stauffer, M. (2012). Career counseling: foundations, perspectives, and applications. New York: Routledge.

2. Classmate (L. N-G)

Multiple Needs of Clients with Mental Health/Substance Abuse Concerns Regarding Career Development and Explanation of Interplay Between the Two

There are career related challenges that individuals with mental health issues face. A number of considerations determine the necessity of and opportunity for career counseling with clients in this setting.  Three examples of multiple needs that clients may have regarding mental health issues and career development are: individuals with personality disorders, those who have various forms of depression, and those who exhibit symptoms of anxiety related disorders including social phobia and posttraumatic stress disorder. Because of the prominence of work in the lives of most individuals, those with personality disorders experience many work-related difficulties and problematic career choices. Research has indicated a significant positive relationship between depression and career indecision and between depression and dysfunctional career thought, and a negative relationship between depression and vocational identity. Anxiety produce feelings of apprehension and fearfulness and may be severe enough to limit everyday workplace behaviors. (Capuzzi & Stauffer, 2012).

Challenges of Counselor Working with Mental Health/Substance Abuse Clients

Counselors are faced with different challenges when it comes to working with clients affected by mental health issues and those challenges are more complex depending on the nature of the mental health issue. With clients who do not possess cognitive clarity, counselors should postpone addressing career concerns until cognitive clarity is attained. Counselors may face diversity issues when working with clients that have mental health issues and should understand their needs in context. A last challenge for counselors working with individuals that are affected by mental health issues is that few counselors are skilled in offering services to all clients with all disorders, and this deems that counselors need to broaden their conceptions of career counseling to consider their clients mental health concerns. (Capuzzi & Stauffer, 2012). 

Addressing Challenges of Working with Mental Health/Substance Abuse Clients

Assisting individuals to gain career competence through implementation of authentic career-related goals is a mental health modality- a primary treatment intervention (Capuzzi & Stauffer, 2012). Addressing the challenges of working with clients who are affected by mental health issues can be done successfully when the counselor is fluent with various methods and interventions that are proved to be effective with such clients. Whether counselors work in career or mental health settings, they must use assessment methods in making sound decisions so that their interventions fit the needs of their clients (Capuzzi & Stauffer, 2012). Because the nature of mental health illness may preclude some individuals from reaching the level of career achievement that others may accomplish, it is important to bear in mind that the definition of career includes not only work but all other life roles as well (Capuzzi & Stauffer, 2012). 

Reference:

Cappuzzi, D. & Stauffer, M. (2012). Career counseling: foundations, perspectives, and applications. New York: Routledge.

3. Classmate (Y. Tho)

Multiple Needs 

Career counseling for individuals with work stress and depression along with low self-esteem. In 1987, a Gallup survey partially sponsored by the National Career Development Association found that more than 30% of those surveyed (N = 1,006) reported that job stress interfered with their ability to perform, along with maintaining personal relationships and also affected their physical health. Stress can be a threat to mental health in the workplace. Feelings of hopelessness and powerlessness, racial anger, disparity in earnings, and rapid change can be stressors (Parmer & Rush, 2003). Although stress itself is neither good nor bad, there are optimal levels of stress. Stress occurs when an imbalance occurs between perceived external demands and the individual’s perceived capability to adequately respond to these demands. The individual may be unable to build an internal and personal resources necessary to counteract stress effectively. Stressors such as role overload, role ambiguity, interpersonal conflict, underemployment, and job loss are major causes of psychological and physiological stress. This can as build into many physical symptoms, including such common conditions as headaches, sleep disorders, anxiety and depression, lowering of self-esteem, substance abuse, and family disruption and abuse (Guindon & Smith, 2002 as cited in Capuzzi & Stauffer, 2012). Physiological problems such as many cardiovascular and digestive disorders are commonly attributed to stress reactions. Accidents, interpersonal conflicts, marital and family discord, apathy, and dissatisfaction are often attributable to stress Many of these symptoms may also be indicative of depression and anxiety.
 

Challenges

Mental health practitioners and career counselors alike can play a major role in helping their clients manage stress in the workplace. Initially, they can assist their clients in recognizing symptoms of stress. This role is perhaps one of the most important ones counselors can have. Stress is so closely related to other mental health disorders that managing stress may serve as preventative intervention. Stress management techniques can be incorporated into career and life planning programs for people with the disorders (Capuzzi &Stauffer, 2012). The challenge as a mental health professional is to identify the cause of stress, for example is it work, home, drug addition or mental illness. Many clients come into counseling just wanting the counselor to fix the problem. We have to work with them to identify where their stress generated.  

References

Cappuzzi, D. & Stauffer, M. (2012). Career counseling: foundations, perspectives, and applications. New York: Routledge.

Required Resources

· Capuzzi, D., & Stauffer, M. D. (2012). Career counseling: Foundations, perspectives, and applications. (2nd ed.). Boston, MA: Pearson Education.

• Chapter 14, “Career       Counseling in Mental Health and Private Practice Settings”
• Chapter 18, “Career       Counseling and Lifestyle Planning for Clients with Addictive       Behaviors”

Document

• Week 10 Template (Word      document)

Website

· National Career Development Association. (2015). Internet sites for career planning. Retrieved from www.ncda.org/aws/NCDA/pt/sp/resources

Exemplary	Proficient	Progressing	Emerging
Element (1):Responsiveness: Did the student respond to the main question of the week?9 points (28%)	Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).9 points	Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings.7–8 points	Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.4–6 points	Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.0–3 points
Element (2):Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?9 points (28%)	Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.9 points	Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.7–8 points	Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided.4–6 points	Posts demonstrate a lack of ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not integrated the general principles, ideas, and skills presented. There are no reflections, examples, or insights/experiences provided.0–3 points
Element (3):Professionalism of Writing: Does the student meet graduate level writing expectations?5 points (16%)	Posts meet graduate-level writing expectations (e.g., are clear, concise, and use appropriate language; make few errors in spelling, grammar, and syntax; provide information about sources when paraphrasing or referring to it; use a preponderance of original language and directly quote only when necessary or appropriate). Postings are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints.5 points	Posts meet most graduate-level writing expectations (e.g., are clear; make only a few errors in spelling, grammar, and syntax; provide adequate information about a source when paraphrasing or referring to it; use original language wherever possible and directly quote only when necessary and/or appropriate). Postings are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints.4 points	Posts partially meet graduate-level writing expectation (e.g., use language that is unclear/inappropriate; make more than occasional errors in spelling, grammar, and syntax; provide inadequate information about a source when paraphrasing or referring to it; under-use original language and over-use direct quotes). Postings are at times less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.2–3 points	Posts do not meet graduate-level writing expectations (e.g., use unclear/inappropriate language; make many errors in spelling, grammar, and syntax; do not provide information about a source when paraphrasing or referring to it; directly quote from original source materials or consistently paraphrase rather than use original language; or are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints).0–1 points
Element (4):Responses to Peers: Did the student respond to peer posts and contribute professionally?9 points (28%)	Responds to two or more peers in a manner that significantly contributes to the Discussion.9 points	Responds to one or more peers in a manner that significantly contributes to the Discussion.7–8 points	Responds to one or more peers in a manner that minimally contributes to the Discussion.4–6 points	Does not respond to any peer posts.0–3 points
	32 points100%	25–28 points78–88%	14–21 points44–66%	0–10 points0–31%

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