Assignment 5

 LESSON 1

1. Why do counsellors need to be open to personal growth?

Personal growth is a broad term for the process of discovering one's "true
self". Personal development happens when an individual's totality advances
toward his or her potential, instead of gaining a particular characteristic.
Personal growth is another aspect of personal development that is thought to
help with counselling self-efficacy. Intentional personal development is
defined as the capacity to alter and adapt to new circumstances, and it has
been proven to be a key component in learning new abilities and coping with
stress. Counsellors must incorporate self-growth in their own lives in order to
encourage self-growth and development in their clients.
An excellent counsellor is someone who is completely dedicated to his or her
clients. They should continue to develop professionally and personally in
order to become the greatest tool.
Self-awareness is a crucial characteristic that leads to personal growth as well
as development, and it should be pursued at all costs. Counsellors must be
conscious of their own prejudices, attitudes, stereotyped views, and
assumptions in order to properly assist culturally diverse clients, which
necessitates self-awareness.
It enables counsellors to see the contrasts between their own personal
experiences and those of their clients. This will enable me to be more
objective about their customers as well as to effectively understand them.
2. List some personal qualities and give reasons how each could be of
benefit to a counsellor.
 Empathy
Counsellors assist individuals via some of their most challenging and
frustrating periods. They must be able to show empathy, or the capacity to
understand how another person feels. Compassion and empathy allow your
customers to feel heard and understood. A counsellor who lacks this ability
will be unable to grasp another person's issues, experiences, ideas, and

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emotions, and therefore will be unable to provide clients with the degree of
supporting understanding that they need.
 Acceptance
In counselling, being objective and accepting are essential qualities.
Professional counsellors should be able to connect to their clients in an open,
neutral manner, accepting them for who they are and where they are in life.
Counsellors must be able to accept their clients in a kind and sympathetic
manner.
 Flexibility 
Flexibility in counselling refers to the capacity to adjust and modify your
response to suit the requirements of your clients. When clients need a new
approach, counsellors cannot be strict and follow a predefined therapy route.
Clients' requirements vary, therefore the counsellor must be adaptable while
selecting an effective technique for their client. If resistance to treatment is
evident or the client is not making sufficient progress, they should be willing to
modify therapy.
 Accommodative
A counsellor must be flexible. Some customers may be late or cancel, as well
as those who need an emergency appointment. Clients will feel secure and
understood if you have a flexible approach.
 Mindfulness 
Counsellors come into contact with a wide range of individuals and hear a
wide range of confidential information. It's critical that the customer knows that
you're not criticising them personally, but rather trying to improve the
consequences of their actions. A counsellor must be able to demonstrate real
openness while keeping a professional focus.
 Respect
Counsellors must always demonstrate respect for their clients and their well-
being. A customer must feel at ease, secure, and sure that their privacy will
be respected at all times.
 Effective Communicator
Counsellors that are effective must be able to communicate effectively. A
counsellor’s ability to verbally convey ideas, emotions, and feelings is crucial.

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Counsellors must have a natural capacity to listen and communicate their
views and thoughts effectively to others.
3. How might undergoing personal counselling develop a counsellor’s
effectiveness?
Counsellors have an ethical obligation to undergo counselling on a frequent
basis to ensure that they are always developing as well as dealing with their
own concerns, thus that they just do not bring their prejudices, challenges,
views, or problems into their work with their own clients.
Personal counselling may assist therapists enhance their emotional as well as
mental health by reducing the pressures as well as strains that come with
counselling. Counsellors need to be in good mental health in order to do their
jobs well.
Personal counselling helps therapists towards becoming mindful of their own
issues, that is critical if they are not to interfere with their client work. Personal
counselling is thought to be necessary for identifying and dealing with
countertransference issues.
Experiencing what the client is going through helps the therapist being more
sensitive to their own clients' needs and worries, as well as promote the
growth of empathy, resulting in more successful counselling sessions.
4. How might a counsellor’s own values interfere with the counselling
process? Give examples.
Counsellors really aren't supposed to be value-free in their counselling
profession since they integrate their own values to their interactions with
clients. They should work to incorporate their values and principles into their
ethical practice, while also avoiding forcing those values as well as views on
their clients. Counsellors must find a harmony among their own as well as
clients' values. If they are in conflict, the counsellor may send the customer to
another therapist if they believe the session will be prejudiced.
There are a variety of contentious values that the counsellor have to face and
deal with, such as sexual orientation, abortion, religious beliefs, self-harm, as
well as suicide. Termination of pregnancies, euthanasia, sexual relations
outside of marriage, counselling offenders, and counselling clients from
cultural and ethnic backgrounds other than the counsellor’s may all be
sources of counselling problems.

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A counsellor who opposes abortion as a method of birth control is an
example. If a client chooses to have an abortion, the counsellor may feel
judgmental since it goes against their own values. This may compromise the
counselling session's effectiveness.
A therapist may also be unable to provide an impartial assessment of a client
who is lesbian, gay, or transgender if they were reared in a society that is
vehemently opposed to LGBT.
Religious views are another example. There will be a problem if the counsellor
is an atheist and the client is religious and brings his religious beliefs and faith
into the session. When a client holds on to their faith and religious beliefs
despite the therapist's conviction that God and religion do not exist, the
counsellor may find it difficult to stay impartial.
5. Why is it important for a counsellor to have an ongoing education and
awareness of different cultures?
Counsellors try to establish a trustworthy connection and a welcoming
atmosphere with all of their clients in order to begin healing treatment. Clients
come from a variety of backgrounds, therefore counsellors must be aware of
and understand how culture influences the counselling interaction.
Insensitivity to a client's cultural background may lead to misunderstandings,
client reluctance, as well as, eventually, an unsuccessful counselling
relationship. 
The therapist's knowledge of a client's history, ethnicity, as well as belief
system is required to be culturally conscious sensitive. Therapists may include
cultural sensitivity into their treatment to accept and respect cultural and client
variations in views, values, and attitudes.
One of the counsellor most important responsibilities is to listen to as well as
comprehend the clients and its culture as well. Counsellors must be mindful
that individuals from various cultures may exhibit issues in various ways.
Therapists that rely only on their own internalized value system might fall prey
to prejudices while making judgments regarding their multicultural clientele. In
order to preserve the significance as well as efficacy of their communication,
counsellors must first grasp the customer's culture as well as language use in
that culture.

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6. Report on your set task. Did you find a wide range of values? How
might you explain the existence of some common values? Did any of
the values conflict with any of your strongly held values? If so, consider
how this made you feel, and comment if you wish).

Referring to my survey https://www.surveymonkey.com/r/YN2Q3ZL,

I submitted the survey to 20 individuals, 15 of whom were female and 5 of
whom were male. 18-55 years old.
The range of results was very constant across the sample. The majority of
values were linked to family and society, and they were all quite similar.
Because the people in the sample came from comparable origins and
cultures, they had similar values.
Although the bulk of my beliefs aligned with those stated in the poll, I was
shocked to see that 10% of respondents believed it is essential for only males
to make all key financial choices in the household. This is the polar opposite
of my viewpoint, since I believe there should be no distinctions between
husband and wife in a household. The wife must have an equal
representation in all financial as well as non-financial decision-making

 Lesson 2

1. Discuss the importance of having a ‘code of ethics’ in counselling.

Consider importance to the counsellor and the client.
Counselling is useless unless it is given in an ethical manner. Clients often
seek counselling because they are emotionally distressed, and they require
assurance that the counselling’s main goal is to help them regain control and
well-being in their life. This implies that therapy is not being done for any other
reason than to help people. It also means that counselling is, by definition, an
ethical interaction in which a code of ethics must be observed. Working within
an ethical framework safeguards both the client and the therapist. It also
improves their relationship by encouraging openness and therefore
establishing equality between the client and the therapist.
Confidentiality implies an ethical agreement among the counsellor as well as
the client that everything the client says the counsellor will be kept private until
the client gives permission for it to be shared. Before beginning therapy

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sessions, the counsellor should educate the client on when they can and
cannot preserve confidentiality.
When a therapist has to breach this confidentiality, such as if a client is
planning suicide, the ethical code provides guidance on how to react.
When someone is in "clear and immediate danger," the ethical code may be
invoked to waive confidentiality. By following the code of ethics, the counsellor
is guaranteeing the safety of a client.
It's not always simple to keep your client-counsellor connection professional.
They may find themselves in the same social group at times, or they may
discover a mutual affinity to each other. The risk of a therapist abusing their
authority, such as sexually exploiting a client, increases when a client is
vulnerable. Counsellors should be in charge of establishing and maintaining
clear boundaries among the counselling relationship as well as any other kind
of connection with their clients. Holding greater than one professional
connection may lead to a blurring of ethical lines and a loss of professional
judgement, putting the client at risk.
The code of ethics provides a benchmark against which counsellors may
evaluate their professional interactions and guarantee that they do not breach
specific lines. .Counsellors are conscious of their power over clients and avoid
abusing their trust and dependence in any manner, whether financial, sexual,
emotional, or otherwise.

2. What is meant by ‘informed consent’? Do some research to find an

example used in counselling or similar services.
Informed consent can be defined as a legal as well as ethical phrase that
refers to a client's agreement to a planned medical or psychotherapeutic
treatment, as well as their involvement in a research project and clinical trial.
To get informed consent, the client must first have a thorough knowledge of
the relevant facts, risks and advantages, and viable alternatives. The aim of
the informed consent procedure is to provide the client enough information in
a language that he or she can understand so that they can make an educated
choice about their treatment plan. While providing care to patients in a
doctor's office, hospital, as well as other medical environment, healthcare
professionals must acquire informed medical consent. Generally, informed

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medical consent entails informing the patient about the reasons for the
therapy, the advantages of receiving it, the risks as well as side effects, and
any other therapies that may be explored.
When conducting research or medical trials, another type of informed consent
is used.
In this instance, informed consent refers to the process of informing
prospective research volunteers about the major components of a study and
the implications of their involvement. Providing a written permission
agreement and presenting that information to potential participants is usually
part of the consent procedure.
3. Discuss the extent to which the client has a ‘right to privacy’.
The code of ethics in psychology emphasizes confidentiality. Psychologists
recognize that in order for individuals to feel comfortable discussing private
and revealing information, they need a secure environment in which they may
discuss whatever they want without danger of the material being shared
outside the room.
Client information cannot be disclosed without their permission since they
have a right to privacy in terms of what is discussed in counselling sessions.
Psychologists may share information with clients without their express
permission in some circumstances. Psychologists may reveal private
information without permission to prevent a client from harming themselves —
for example, if a client discloses intentions to try suicide or hurt another
person. Domestic violence, abuse, and child neglect, the elderly, or
individuals with disabilities must be reported by psychologists.
If they obtain a court order, psychologists may disclose information. When a
person’s mental health was called into doubt during a court case, this might
happen.
A written permission from the client is required for the counsellor or therapist
to disclose the client's information (save in the circumstances mentioned
above).
A therapist may also request permission from a client to exchange information
or discuss their care with their health care providers in order to coordinate a
treatment plan.

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The information a client shares with their therapist has the right to privacy.
Irrespective of what information a client chooses to share with others,
psychologists have an ethical obligation to preserve their privacy. For
example, even if a client requests it, psychologists seldom interact with them
on social networking platforms.
A therapist may feel it is necessary to share a client's problems and
behaviours with other individuals in the client's life on occasion. They will
require the client's permission beforehand. Without written permission,
therapists cannot contact anybody else.
4. Under what circumstances can psychometric tests be used. How can
they be used?
Psychometric assessment determine an individual's relevant strengths as well
as weaknesses.. It's a way of determining how a person will respond to a
certain set of events and scenarios. Psychometric exams are designed to
provide a detailed knowledge and insight into a person's personality,
behavioural style, as well as cognitive skills. This assessment aids the
counsellor in better understanding the client and provides the client with a
strong tool for choosing a particular course of action. Psychometric testing
provides an overview of a person's personality type, identifies their likes and
dislikes, and measures their personality as well as occupational
characteristics objectively. The information gained from these tests aids a
counsellor in developing a collaborative formulation and treatment plan with
clients, increasing the probability of treatment compliance and success.
If the counsellor is informed that a patient has been referred to them because
of past treatment failures or because the patient has complicated issues,
these tests may be utilized.
When prior treatments have failed, these tests may be used to pinpoint the
reasons preventing improvement and determine the best course of action.
In addition, when choices regarding clients are made depending on their
psychological functioning, these tests offer reasonably objective information to
be utilized in the decision-making process (Doyle, 2016). Psychometric tests
may be used to assess a candidate's fitness for a position based on the
desired personality traits and abilities. They determine how well a candidate's
personality and cognitive skills match those needed for the job.

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Employers utilize the data from psychometric tests to uncover hidden
characteristics of applicants that are difficult to uncover during a face-to-face
interview.
5. Why is it important to keep client records?
Client records assist therapists in delivering excellent care by establishing
continuity, allowing them to remember aspects of their clients' case history as
well as therapy given without having to depend on their memories. It is
immoral to maintain no records since it falls far below standard of care.
It is frequently the client's word versus the psychotherapy records in court
proceedings, rather than the therapist's. Several boards base their decisions
on specialists' opinions formed after reviewing the clients' complaints as well
as therapists' records.
Clinical records may assist a next treating therapist in obtaining an information
as well as the clients with continuity if the treating therapist gets incapacitated,
dies, or is unable to continue providing treatment for other reasons.
Client records make it easier to coordinate treatment, move to other levels of
care, and refer or terminate patients. Reliable records may help the therapist
resolve disagreements about the quality of services given, price agreements,
and therapy success.
6. What did you discover from your set task enquiries?
My buddy is a therapist who practices in a California. She inform me about
all code of ethics followed by them.
It's extremely thorough, and there's a whole section dedicated to ethical
dilemmas.
Misuse of Psychologists' Work, Conflicts Between Ethics and Law,
Regulations, or Other Governing Legal Authority, Cooperating with Ethics
Committees, and Unfair Discrimination Against Complainants and
Respondents were only a few of the topics discussed.
The ethical framework was built around five key concepts.
Non - maleficence and Beneficence are two concepts that are often used
interchangeably. Psychologists try to help people they deal with and avoid
harming them. Psychologists strive to protect the welfare and rights of people
with whom they engage professionally, as well as the welfare of animal study
subjects, via their professional activities.

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Integrity and Accountability- psychologists adhere to professional norms of
conduct, define their professional duties and responsibilities, take appropriate
responsibility for their actions, and strive to avoid conflicts of interest that may
lead to exploitation or damage.
Integrity In the study, education, and practice of psychology, psychologists
strive to promote accuracy, honesty, and truthfulness. Psychologists do not
steal, cheat, or participate in deception, subterfuge, or deliberate distortion of
facts in these activities.
Justice Psychologists believe that fairness and equality entitle all people to
have access to as well as benefit from psychology's accomplishments, as well
as to equal quality in psychologists' methods, procedures, as well as services.
Human Dignity and Respect for People's Rights: Individuals' rights to privacy,
confidentiality, and self-determination are all respected by psychologists.
Psychologists understand that additional protections may be required to
protect the rights and welfare of individuals or groups whose vulnerabilities
limit their ability to make independent decisions.
This is a partial representation of the material. A section on record keeping,
privacy and secrecy, as well as evaluation, was also included.
She claimed that she had experienced situations when her customers asked
her to connect with them on social media, which raised ethical concerns. A
teenage activist requested that the therapist join her Facebook group. She
couldn't accept the offer since it would put her in a moral bind.
Accepting a gift from a customer posed the second ethical quandary. She
worked with people from many walks of life. Clients want therapists to
maintain certain limits. She, on the other hand, said that she would never take
a gift and that this upset some of her customers. For Christmas, perhaps one
of her clients handed her a box of candy, while the other gifted her something
at the conclusion of the session. However she told me that she decided not to
make any exceptions and that it was better not to take any presents.

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  Lesson 3
1. Discuss how the counsellor’s own sense of self-awareness can affect
the counselling process.
“A correct assessment of a particular element of one's condition,
functioning, or performance, and of the ensuing implications” is what self-
awareness is. 
Counsellor must be conscious of their own prejudices, attitudes, and
beliefs in order to serve culturally diverse clients equitably.  Essentially,
self-awareness enables counsellors to see the contrasts between their
own life experiences and those of their clients. This may help them
maintain objectivity toward their customers and get a better understanding
of their issues. It's easy to believe that everyone else has the same issues
as the counsellor if you don't have self-awareness. As a result, the
counsellor’s own issues are projected onto the client. Being self-aware
may help a counsellor establish "ego boundaries" as well as effectively
separate what belongs to them from what belongs to their clients.' It may
help the counsellor feel more confident in providing therapeutic treatments
since they are more deliberate rather than haphazard and uncomfortable.
2. Describe how self-perception can influence identity, roles and self-
actualisation. Use examples from your own experience to make your
point.
The way we perceive ourselves in relation to others as well as the rest of
the world is referred to as self-perception. Our apparent capacity to care
for oneself is determined by our self-perception.
Individuals' self-perception has an impact on the kind of relationships they
will pursue, and people may adopt a variety of identities based on the
circumstance and connection.
People's identities tend to correspond to their views of themselves.
Because identities only survive to the degree that they are validated by the
social environment, negotiating identities in relationships is one method for
a person to guarantee that their self-image survives. Part of how we
perceive ourselves comes from our impression of how others see us,
according to the looking-glass self-theory.

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 I am Indian as an illustration of this. Many individuals have the impression
that they believe Indians have a wheatish complexion, and my skin tone is
light. Growing up, I didn't consider myself to be fair and didn't give my skin
tone much thought. However, hearing so many other people's opinions
has altered my self-perception. Now that I'm older, I'm more conscious of
my skin tone. It is an illustration of how other people's views affect your
self-perception, which affects how you see yourself.
Roles don't exist in a vacuum. They also form a part of our personality, as
we associate ourselves with the positions we hold, the roles we play, and
the organizations to which we belong. What is required of you by the
culture you belong to, I believe, influences your self-perception. I was
raised in a liberal home with the assumption that once I had children, I
would become a full-time mother. When I had my first kid, I gave up my
work to care for my daughter, and this became my own perspective.
The desire for personal development and progress that persists
throughout your life is referred to as self-actualization. If you are self-
actualized, you strive to become the person you want to be in life and to
realise your greatest potential. Your self-perception of what you desire to
accomplish in life has an impact on your current condition.
I've always wanted to start a school of my own. For the sake
of professional growth as well as development, I finished my Master's
degree as well as a number of other courses. To expand my expertise, I
also taught in a variety of educational settings. I've been disappointed and
sad but I have never been able to reach my level of self-actualization.
3. Define schemas, scripts and attributions and their influence on social
perception.
 A schema is a mental model or idea that aids in the organization and
interpretation of data. Schemas are beneficial because they enable us to
understand the enormous quantity of data accessible in our surroundings.
First impressions are easy to create, tough to alter, and have a long-term
impact, according to studies. People prefer to give others the benefit of the
doubt, so if there is no cause to think badly of them, their initial impression
of them will usually be favourable. Negative elements, on the other hand,
attract people's attention more than positive ones, and if they exist, they

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 will dominate the good ones in forming impressions. People have a
propensity to interpret additional information regarding a person in a way
that reinforces their initial impression, which is one of the reasons first
impressions are so lasting. Furthermore, individuals often treat one
another in ways that seem to elicit behaviour that matches their
perceptions of one another. As a result, schemas play a crucial role in
social views. 
 Scripts: A script is a set of anticipated behaviours, activities, as well as
outcomes in a certain scenario. It relates to a person's understanding of
the series of events that may be anticipated in a given situation.
Some individuals get used to in a manner that may subconsciously act to
restrict awareness. This may have a detrimental effect on the
subconscious mind, affecting social perceptions, judgments, as well as
behaviour.
Social conventions that encourage people to employ scripts, for example,
may lead to stereotyping and a prejudiced attitude toward others based on
race, colour, or socioeconomic position. As a result, scripts may
occasionally negatively affect social views.
 Attribution: Attribution may be described as a method of understanding
other people's actions.  People's judgments about what causes events and
behaviour are known as attributions. People assign blame in order to
make sense of their own experiences. People's interactions with others are
heavily influenced by their attributes.
People make an internal attribution, as per attribution theorists, when they
conclude that a person's behaviour is driven by personal characteristics.
People make an external attribution when they conclude that a person's
conduct was caused or affected by external factors. The explanations a
person gives for other people's actions have a major impact on the
impressions they create of them and how they will treat them in the future.
4. Discuss the effect of attractiveness, closeness and similarity on
relationships.
 Attractiveness is a pleasant emotion that is important in the development
of relationships. The emotions, feelings, and attitudes we elicit in others
have a profound and ongoing impact on the experiences we have and the

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 results we get in life developmental, educational, professional, and social.
Although interpersonal attraction has an impact on all human interactions,
it is especially essential in the establishment and development of voluntary
intimate relationships like friendships and romantic partnerships.
 Similarity: The propensity for two people to be similar at the same time is
known as similarity. Individuals in intimate relationships are similar to their
partners, and with time they may develop to be more alike. According to
the most widely recognised hypothesis, we are more romantically attracted
to individuals who are similar to us in physical beauty, intellect, social
background, and general attitude toward life. Similarity is linked to
improved relationship functioning, implying that emotional similarity may
play a role in the connection between personality affinity and having a
good relationship.
 Closeness or proximity, which refers to being nearby or accessible to
one another, is a frequent reason for relationships to begin. People may
get to know each other better when they are in close proximity. They may
begin to see that they have a lot in common, which may lead to a love
connection between them.
Individuals often engage with people with whom they have a close
relationship for a variety of reasons. Individuals tend to engage with one
another when they are in close proximity to one another on a frequent
basis. Relationships are more likely to develop when encounters are
pleasant and enjoyable.
5. How can differing levels of self-disclosure impact on the counselling
relationship?"
When a therapist discusses their own personal opinions or experiences
with a client in order to improve the client's emotional or mental condition,
this is referred to as self-disclosure in therapy. It must only be done to help
the client, not to satisfy the therapist's own desires.
The following are some of the most common disclosure issues
encountered in therapy:
Overexposure: when the therapist spends too much time on self-
disclosure, the client may believe that the therapist isn't paying attention
and is more concerned with their own problems than the client's.

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 Excessive therapist disclosure may indicate that the counsellor is primarily
concerned with meeting his or her own needs rather than those of the
client. It may jeopardise the professional connection, especially if the client
regards the therapist as a "friend." Counsellors who disclose that they
have had a similar experience may be extremely beneficial to certain
clients. Self-disclosure may be utilized to show empathy and assist clients
feel validated about their feelings and experiences. If a counsellor reveals
too much information to a client, it has the potential to break the
therapeutic relationship or create unintended boundary problems.
Under-disclosure: When the therapist does not provide personal
information, it may seem indifferent, cold, or even arrogant.
This may make it much more difficult to establish a counselling connection.
Both the therapist and the patient are irritated when therapists suppress
their ideas or feelings in treatment. 
When it improves the therapy relationship by establishing trust, showing
empathy, and making a client "feel heard," self-disclosure is beneficial. At
the same time, it may be detrimental if it diverts attention away from the
counselling relationship or is irrelevant to the session. 
6. Report on your set task.
I want to discuss a close relationship that came to an end unexpectedly.
We had been pals for four years at the time. I was going through a very
trying period owing to personal circumstances, and she became a
confidante and a close friend at that time.
This didn't come to an end because of a miscommunication or an event,
but rather because it faded away over time.
I believe I was so emotionally depressed at the time that I was unaware of
the impact. However, as time passed and it became more apparent, it
made me very unhappy. I was depressed because I felt a vacuum in my
life after losing such a dear buddy. I must confess that I felt relieved at the
same moment. She was a wonderful friend, but I always felt like she had a
lot of expectations of me that were suffocating at times. I've always wanted
my privacy, which made our friendship tough.
It took me a long time to comprehend what had occurred on a cognitive
level. At first, I tried to figure out why this friendship had ended in my head.

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 I also attempted to contact her in order to smooth things over with her, but
it was ineffective.
I was physically exhausted from trying to explain what had happened to
her and a couple of my other pals, as well as the logical explanations
behind it. Physical weariness, I believe, stems from mental exhaustion.
If I were to use the attribution theory to explain her actions, I would say it
was due to insecurity. She seems to have a divided personality, in my
opinion. She divides relationships into two categories: acceptable and
undesirable, with no middle ground. Her unreasonable expectations
stemmed from her insecurity over her relationship. She deemed it
unacceptable when these expectations were not met, and the friendship
was terminated. I also believe she behaved in this manner in order to
shield herself from emotional harm.
I believe my actions are a reflection of who I am as a person. In my
partnerships, I've always made sure to provide personal space since I
need it myself. This relationship was overwhelming to me, and I believe it
caused me to respond in a manner that was outside of her "accepted
standard."
 Lesson 4
1. What is meant by a ‘healthy personality’? Do you consider your
personality healthy and why or why not?
Individuals with a healthy personality are those who have been able to
meet their fundamental requirements via appropriate conduct. They may
take themselves for granted and focus their efforts and ideas on socially
important issues and concerns rather than security, lovability, or prestige.
A personality is a collection of characteristics that determines a person's
mental makeup. The way a person responds to real-life circumstances
distinguishes their personalities from one another. People with healthy
personalities are those who are well suited to their surroundings. Their
ability to accomplish anything is higher than that of individuals with
negative personalities. They are at ease with themselves and with the
world around them. Because they do not feel inadequate or have poor
self-esteem, healthy personalities do not experience self-destructive
emotions such as guilt, shame, worry, or rage. All of these characteristics

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 indicate that a person with a healthy personality has a positive outlook and
a realistic outlook on life.
Physically and emotionally, those with healthy personalities live a far
healthier life. A person with a positive attitude is more likely to live a long
and healthy life, both physically and mentally.
My personality is partly healthy. In my belief, I had a healthy personality
until I was 18, and now I'm not so sure. I was a happy person who was
always tolerant of others and things in general. I was able to take things in
stride and never got caught up in them. However, I believe that things
altered after getting matured as a result of personal circumstances. I
experience a lot of worry and guilt over things I don't have control over. I'm
still confident in myself, yet I have worry and a sense of emptiness. I have
a tendency to dwell on negative ideas that depress me. I'm trying to
change that, but I don't believe I have a very healthy personality at this
time in my life.
2. In what ways do nature and nurture affect personality?
The influence of nature on one's personality is significant. “People vary in
intellect, personality, as well as conduct, and behavioural genetics
research has shown that part of this variance is driven by variations in their
genes. 
Many studies on foster children and twins have been conducted in order to
determine how much of a person's personality is influenced by heredity
and how much is influenced by the environment.
Although a lot of twin studies indicate there is a substantial genetic
component, the results suggest that both play a major influence in
personality formation.
Some characteristics are known to be inherited genetically, such as eye
colour, facial shape, and so on.
According to recent study, you may have inherited your love for or
preoccupation with regular vacuuming or cleaning in the same way that
you acquired your other personality characteristics.
Compulsive obsessive personality is more hereditary than environmental,
rather than being a taught behaviour.

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 Some personality characteristics, including Neuroticism/Emotional Stability
and Extraversion/Introversion, are mainly inherited, indicating that nature
plays a significant influence in the development of some personalities.
So, although both nature as well as nurture have an impact on a person's
personality, environmental variables have a greater impact than DNA.
External variables including the environment, family life, as well as culture
all have a role in the nurture component. External factors have an effect on
how a person's personal identity develops. A person may be born with
some characteristics, but nurture moulds those characteristics into a
distinct personality. Our talents, cognitive abilities, as well as social
interests all play a role in shaping our personalities. Only our experiences
connecting with our environment can teach us this flexibility that moulds as
well as forms us.
3. Choose 2 different types of personality test and describe under what
circumstances they could be used. You may need to do a little
research to answer this question.
The Big Five personality test is often used by human resources experts to
assist in the placement of workers. This is due to the fact that these
dimensions are thought to represent the fundamental characteristics that
make up a person's entire personality.
The Big Five personality test may help you select a job or profession by
giving you greater insight into how you respond in various circumstances.
This information is used by recruiters, human resources, and
psychologists in a personality career exam for applicant evaluation and
recruiting.
This test may be used to assess a person's most significant personality
traits and assist him in determining which jobs are most suited to him.
Recruiters may also use it to discover individuals who have the right
attitude and talents for the jobs they're looking for.
4. Compare and contrast two different approaches to personality
and their application to the counselling process.
Difference between Humanistic Approach and cognitive approach 
The humanistic approach to personality development emphasizes the
individual, whereas the psychodynamic approach emphasizes

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 unconscious causes as well as behaviourists emphasize external
variables. The cognitive approach examines how individuals think as well
as how it affects their personality. This method is founded on the idea that
people's personalities are influenced by their ideas, attitudes, as well as
values.  Both methods emphasize self-awareness.
An individual's conduct is linked to his inner emotions as well as self-
image, according to the humanistic perspective. The humanistic viewpoint
is based on the belief that each individual is unique as well as individual,
with the ability to change at any point in their life. Memory, perception,
attention, and other “mental” processes are all addressed from a cognitive
standpoint. It is also focused on feelings as well as emotions. It compares
humans to computers in terms of how we process information.
The cognitive approach stresses the importance of mediating processes in
human behaviour, which are the processes that occur among
environmental inputs and behavioural responses.
Individual characteristics that cause us to behave differently are taken into
consideration in the Humanistic Approach. The cognitive method tries to
apply a scientific perspective to human behaviour, which is reductionist in
that it doesn't always take such distinctions into consideration.
Instead than focusing on what individuals do, cognitive therapy focuses on
what they think.
Dysfunctional thinking, according to cognitive therapists, leads to
dysfunctional emotions or actions. People may alter how they feel and act
by changing their ideas.
People's ability to make logical decisions and grow to their full potential is
emphasized in the humanistic treatment approach. Other key elements are
concern as well as respect for others.
5. Submit your set task and comment on your findings.
On a Google doc, I constructed abstract patterns and sent them to 10
participants. This is the link to my survey.
https://docs.google.com/document/d/
1f_K0XKcjMqbNgyr6p5yoXuUPU5pJ9YV3RiTi4EKdZ1Y/edit

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 Because some of the answers were comprehensive and vivid, I deduced
that they had an outgoing personality and were able to openly
communicate their thoughts.
Some individuals replied with a single word, no details or description,
giving me the impression that they may have an introverted nature, timid
and unable to express themselves openly.
People who left lengthy and descriptive remarks may have a high demand
for cognition and so analyze information more carefully, resulting in more
causal attributions overall. People who make remarks without a
description, on the other hand, may not have a significant need for
cognition and may be more impulsive and impatient, making attributions
more rapidly and impulsively.
The impressions of most of the patterns were comparable, but some were
more precise as well as descriptive than others.
Some of the answers were totally different from the rest, and it seemed
that this individual had a creative mentality since they were able to
perceive a basic pattern using their imagination.
 Lesson 5
1. What are emotions?
A subjective or instinctual experience, a physiological reaction, as well as
a behavioural or expressive response all contribute to the complex
psychological state of emotion. 
Subjective experience is the sensation that is at the heart of an emotion,
and external expressions in behaviour and body or brain physiology are, at
most, proxies for these underlying feelings.
People possess broad classifications for emotions like "happy" as well as
"sad," but individual experiences of these emotions can be considerably
more intense as well as subjective. In a comparable scenario, we don't
necessarily have the same feelings. Someone may be anxious while
another may be excited about their first day at work. People's emotions are
elicited by a variety of circumstances. Physiological reactions, such as a
beating heart or a knot in your stomach, are sensations controlled by the
sympathetic nervous system. It refers to how a person's body reacts to
certain circumstances or events.

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 The physical manifestation of emotion is a behavioural reaction. Emotional
intelligence is linked to our capacity to correctly interpret these emotions,
and these expressions play a significant role in our total body language.
The majority of these emotions are universal, including a happy grin or a
sorrowful frown. As far as how we express and perceive emotions,
sociocultural norms have a role as well.
2. What effect do emotions have on communication between the
counsellor and the client?
Experiencing, expressing, and exploring emotions are all essential aspects
of a therapy session. A therapy session may, in fact, revolve on feelings.
Emotions have a big influence in how the therapist and the client
communicate. Face expressions, gestures, as well as other expressive
behaviours are used to communicate during a therapy session. A
counsellor's fundamental duty is to be able to communicate effectively.
During a session, the counsellor's duty is to assist clients, which begins
with the first evaluation. In most instances, the client's emotional condition
will prevent them from communicating properly with the counsellor; at this
stage, the counsellor would be able to identify what is going on "beyond
the lines" by watching the client's body language. It's not a guessing game;
rather, it's a behaviour-based study.
It is fair to assume that the counsellor's primary emphasis in the
communication process is to concentrate on the client's expression and, if
necessary, to promote it.
It's critical that the therapist reassures the client that emotions are a
natural part of life and that the cause for the client's feelings is
understandable.
The therapist should urge clients to embrace these feelings as part of their
experience and to see the connection between their emotional experience
and their cognitive experience.
3. What are the affective, physiological, behavioural and cognitive
aspects of emotions? Give an example of each from your own
experience.

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 The affective component of emotion relates to the emotions we have in our
daily lives. This emotional component informs us whether things are
looking nice or positive (– for example, when we're in a good mood or
feeling happiness or tranquilly) or if things are not looking very good (e.g.,
since we are in a poor mood or feeling happiness and calmness). This
may also lead to our acting in ways that are consistent with our
impressions of a scenario. We can seek out as well as interact with people
when we are pleased; once we are angry, we may behave aggressively;
as well as when we are frightened, we may leave the situation.
For instance, the day before my son's return from college, I had not even
seen him in three months. I was ecstatic as well as overjoyed. I went out
for coffee with a buddy as well as spent some time window shopping since
I was in such a good mood and wanted to celebrate.
The feeling/physical component, meaning "how I feel in my body," is
referred to as the physiological component. It is dependent on the body's
interior sensations as a result of an emotional encounter. Fast heartbeats,
stomach knots, sweaty hands, dizziness, and chest tightness are all
symptoms of this. The physical aspect of emotion is a psychological
arousal that occurs in conjunction with the emotion that the body is
experiencing. The body experiences a rush of strong sensations known as
emotions during arousal.
An example of this was when I had to go to the doctor's office for some
testing.
I was extremely concerned about the outcome. It took them three days to
get back to me. I felt a knot in my stomach as a result of my worry, and I
didn't feel hungry at all. My anxiousness had an impact on my sleep as
well. I was so pleased when I received the news that the findings were
good; I regained my appetite and was able to fall asleep without difficulty.
The external manifestation of our emotions is referred to as this
behavioural component. Our emotions are expressed via body language,
facial expressions, and speech tones. Many of our face expressions are
shared by all people. For example, everyone has the same facial
expression when they are pleased. However, social standards and culture

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 have an impact on certain expressions. Facial, postural, gesture, and
verbal reactions are all part of the behavioural component. 2018 (Sharma)
This happened to me once while I was waiting for my doctor's test results.
I was concerned, and during the three days that I was worried, I looked
pale and melancholy. My tone of voice showed my concern and worry as I
spoke softly.
How we perceive particular circumstances or experiences is the cognitive
component. This influences the feeling that our bodies will experience. For
example, if you are alone, sitting in the dark, watching a frightening movie,
and you hear a loud bang, you may feel terrified, thinking that you are in
imminent danger. The emotional reaction in our body is caused by our
perception of the imagined danger, which makes it seem real to us.
Returning to the previous example, while waiting for my test results, I felt
the cognitive component of emotion. A relative had to do the same test,
and it came out positive. Based on this understanding and the agony she
had experienced, I had the uneasy sense that the same might happen to
me. I was always concerned because I was envisioning the worst-case
scenario.
4. When is emotional expression beneficial to the counselling process?
Experiencing, expressing, and examining emotions is regarded extremely
essential in a therapy session. Trying to resist our sensations frequently
leads to greater pain. Furthermore, suppressing emotions with bad coping
techniques makes individuals feel much worse in the long run.
Many of the problems that drive individuals to therapy are exacerbated by
unsuccessful efforts to regulate emotions. People who are depressed, for
instance, can spend a significant amount of time avoiding circumstances
that make them feel bad. Anxiety sufferers may find that their efforts to
alleviate fear and concern energize them. They may attempt to remain as
far away from the people or things that make them anxious as possible.
Emotional expression could be very beneficial in this situation because it
can encourage them to see their feelings as useful sources of knowledge
rather than unpleasant or challenging situations. Instead of suppressing
their feelings, they may learn to experience them.

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 When working with individuals who have experienced trauma or PTSD,
expressing emotions may also be beneficial.
The counsellor as well as client may utilize the adaptive knowledge
connected with these emotions to alter maladaptive meanings linked with
fear, avoidance, as well as guilt by stressing access to previously
suppressed memories and feelings. The client may be encouraged to
verbalize these sentiments in order to overcome their shame, guilt, and
anxiety.
5. Submit the results of your set task. Did you find much difference
between how people rated their emotions? Were they different to
your own feelings?
https://docs.google.com/document/d/1iWu9K9t-
44Dr7v9fCRc_Qw2Ksvz8W3VvY-f49a7vyJg/edit
I discovered that there wasn't much of a distinction in the emotional
ranking for pictures with generally recognized emotions such as joyful,
sad, as well as furious.
Nevertheless, there was a reasonable gap in the emotional ratings for
emotions such as fear, jealousy, as well as anxiety. I am very nervous in
large groups and am terrified of heights. The majority of survey
participants felt virtually little anxiety or fear while seeing pictures depicting
worry and dread.
I've come to the conclusion that certain emotions are dealt with in the
same way, while others are based on particular characteristics.

 Lesson 6
1. Discuss different observational methods of supervising trainee
counsellors.
Individual supervision between a supervisor as well as a trainee counsellor is
one-on-one supervision. Face-to-face, over the phone, or through email are
all viable options. The following are some of the techniques that are used:
Self-Reporting - The ‘self-report' method asks the trainee counsellor to
remember and describe treatment sessions. This is the most common
supervision technique since it enables the supervisee to reflect in depth on

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their own client experiences. The supervisor's insight as well as observation
abilities, on the other hand, have a big influence on the technique's success.
One of the most frequently utilized techniques of supervision is the use of an
audiotape of the supervisee's therapy sessions. Customers should be given
the option of declining to engage in the recorded sessions, as well as their
expectation of privacy should be met.
Videotape The most important source of information for monitoring of all
methods is videotaping trainee counselling sessions. Before the session
begins, the client must once again provide their permission.
The supervisor may choose tape segments that concentrate on performance
that the supervisee can improve with corrective comments, which is a benefit.
Surveillance and observation in real time
A supervisor watches the trainee performing a counselling session with a
client via a one-way mirror, as the name implies. Live supervision, on the
other hand, takes place during the therapy session when the supervisor
watches and engages with the supervisee.
Live observation as well as live supervision give a more comprehensive view
of the supervisee's abilities than audio or film and enable the supervisor to act
in an emergency. Any of the techniques listed below may be used to perform
live supervision:
While being examined, the supervisor uses an ear receiver to offer short, one-
way communication to the trainee.
Monitoring: The supervisor keeps an eye on the session and, if required,
takes over and conducts it.
In Vivo – treatment is stopped while a supervision consultation takes place in
front of the client/s, after which the trainee resumes the session.
The supervisor walks into the room at a certain time as well as speaks with
the supervisee and client. 
2. How can dependency arise in the counselling process?
In order for counselling to be successful, there must be some level of
emotional dependence.
The therapist must ensure that the dependence is not excessive. Increased
dependency in counselling may occur when:
 The counsellor does not establish a treatment schedule.

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  When the counsellor does not discuss a treatment timetable (or an
estimate) with the client up front, it may drag on forever.
 Counsellor who are not following a therapy plan If the counsellor is just
a head nodded rather than someone who has a particular method of
dealing with the client's issues, you may find yourself in therapy for a
long time.
 Counsellors who provide guidance. - The counsellor's aim must be to
assist clients in making better choices, gaining confidence, managing
symptoms, as well as functioning better on their own, rather than
instructing them what to do so they don't make their own decisions
without the counsellor's permission.
 Permissive rather than supportive counsellors- Being able to enable
clients seems wonderful in the present, but it increases dependence in
the long run.
 The aim is to give customers the impression that they can handle
things on their own rather than that they need you to help them.
Support vs. Enabling is a thin line to walk, but it's an essential one, and
a counsellor with expertise should be able to stress support rather than
enable clients.
 Counsellors who haven't properly prepared and discussed transition
and termination.
 Counselling is by its very nature a process of dependency.
One of the goals of counselling is to ultimately eliminate the need for it. If the
objective isn't at least present, it's possible that overdependence is being
cultivated. Also, if there isn't a clear objective for counselling, dependence
may be questioned. For successful treatment, therapeutic objectives must be
revisited on a frequent basis.
3. Why is it important for counsellors to continuously upgrade their
skills and undergo supervision?
Counsellors, like other professionals, must continually update their knowledge
as well as skills: psychological methods, tactics, and models are continuously
evolving, and it is essential for counsellors to stay current. They are short-
changing their customers if they do not seek this ongoing learning process.

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Counsellors stay up to date and guarantee competency by participating in
professional development and updating abilities. It is a process or action that
enhances a professional's capacity by increasing knowledge, skills, and
personal characteristics required for the proper execution of professional
responsibilities. Professional development for counsellors focuses on what
they learn and how they use it in their work.
When a counsellor keeps their knowledge and skills up to date in our work
with individuals who have been diagnosed with depression, and particularly
attends a conference session on the subject, they may be closer to ensuring
that their therapeutic practise is safe. Counselling supervision is an important
aspect of the job. Counsellors may improve their skill and knowledge base,
work responsibly and ethically, and keep track of their self-care and
professional competence under supervision. Supervision ensures that a
counsellor's approach is in line with professional standards and meets
industry criteria. It is impossible to overstate the significance of constantly
evaluating and upgrading one's abilities.
Regular professional supervision is generally recognized as beneficial to all
counsellors, whether they are seasoned or new to the field. A supervisor
provides emotional support as well as knowledge and advice in the form of
mentorship.
To address their own problems as well as prevent emotional exhaustion,
every counsellors require supervision. A supervisor is well placed to detect
the beginning of burnout symptoms and help the counsellor in coping with
them.
4. What are the practical and cognitive difficulties associated with
supervision?
Miscommunication and different expectations may cause problems in
supervision. Supervisees may find it difficult to express their thoughts or
worries to their supervisors, especially if they are new to the profession or
have little supervising experience.
Also there is a power imbalance in the relationship, which is indicated by the
term "supervisor." The supervisor has greater knowledge, experience, as well
as abilities. When the supervisor abuses their position as well as attempts to

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dominate the counsellor, this may lead to problems. The supervisee learns by
doing in supervision and is ideally aided in his own learning. A competent
supervisor is happy to let the beginner to learn for himself or herself rather
than trying to educate the novice. A supervisor's feeling of seniority, along
with the supervisee's fear of upsetting the supervisor, may lead to
misunderstanding. A supervisee can find it extremely difficult to address any
problem owing to authority as well as power, that might lead to disputes.
Trainee counsellors are nervous when they put their new abilities to the test,
and they benefit from a lot of structure in their supervision sessions. They
require supervisors to provide them precise instructions on how to interact
with clients, evaluate them, write case notes, and conceptualize cases.
Supervisors may provide homework for trainees to practice their abilities.
Ineffective supervision may result when supervisors are unable to establish
objectives and instructions for the counsellor. Counsellor trainees' emphasis
moves more to the client and comprehending the client's worldview as they
develop confidence as therapists. Supervisors may give trainees greater
autonomy and explore catalytic interventions such having trainees reflect on
their interactions with clients and the responses of those clients. When a
supervisor does not have faith in the counsellor's ability to be successful on
their own, problems arise.
Counsellor trainees become more empathic with clients and reflect on their
knowledge of theory and research in a particular scenario. Supervisors may
offer different views to expand their vision as the supervisory relationship
becomes more collaborative, and they may be more ready to give negative
criticism. When a supervisor fails to give essential feedback, the counsellor
will be unaware of mistakes and will not be able to improve the counselling
session.
5. Submit your verbatim report. Can you identify anything that you
might have said or done differently
Me: Let's speak about your problems.
John- I'm irritated because I'm concerned about which university I'll be
accepted to. Due to my sister's depression, my parents are only concerned
with her.
Me- Hmm 

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John- They just discuss her issues, not mine. I have the impression that I am
unimportant, and that my emotions are unimportant.
Me-. You're enraged because you believe your parents are more concerned
with your sister.
John-That is exactly how I feel. When my mother picks me up from school,
she asks how my day went as well as then expresses her concern about my
sister. They are constantly concerned about her, even my father. Do you think
I'm not concerned about my sister's safety?
Me- I'm certain you are.
John- I'm just 18, yet I already feel like I'm shouldering a lot of responsibility.
I'm also concerned regarding my future. However, I must always act as the
family's man.
Me- You're feeling overburdened by your responsibilities.
John:  It doesn't bother me since they are relatives. But, on occasion, I feel
the need to vent, as well as my parents should pay attention to me as well. I
don't believe it's right that they're just concerned regarding my sister. I
understand she is going through a lot, but we can't keep worrying about her
indefinitely.
Me- So you're upset because your parents are more concerned with your
sister's issue than with yours? Because you are expected to take on so many
duties, you feel overburdened.
John- I'm not enraged; I'm wounded. I hope they would ask me more
questions about my personal life. They don't appear to have any time for me.
This was the transcript of a session I had with a friend's kid for counselling. He
was having a lot of worry, and his mother, who is a good friend of mine,
requested me to speak with him. I first inquired about his school experience
and how he was adapting to the system as well as his classmates. I then told
him that his mother had informed me regarding his anxiety as well as that he
may talk to me regarding it. He claimed he'd be OK, but it seemed like he
wanted to vent to someone other than his family.
He was eager to express his emotions with me. Only a portion of the session
has been provided. At the end, he became quite emotional and started crying.
He felt depressed, enraged, as well as guilty at the same moment.

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I believe he was able to freely share his emotions with me since I was a
familiar face to him. I also believe he gave me a lot of information that he
thought I would relay to his parents, particularly his mother. He really desired
their support and hoped that by communicating with them via me, he might
achieve this goal.
I'm not sure whether there was anything I could have done differently. I was
able to form a connection with him, and he felt comfortable speaking with me.
I believe I should have assisted him in determining what skills he might use to
cope with his anxiousness. I was a good listener, but I couldn't assist him
come up with any coping mechanisms.

 Lesson 7
1. In what ways do counsellors have a responsibility to their clients in
terms of referral practice?
A referral process ensures a smooth transition from one expert assistance to
the next, ensuring that all elements of the client's problems are addressed.
It is a necessary element of professional activity to make proper
recommendations.
Clients come from various walks of life and have a variety of issues to deal
with. Working within one's competency and job description is one of the
ethical responsibilities of a counsellor. A professional counsellor's
responsibilities include identifying clients who need assistance and making
timely recommendations to relevant authorities when necessary. It shows, in
particular, that a counsellor is aware of their own limitations and is capable of
acting in their client's best interests. This means that recognising when more
assistance is required is not a sign of weakness, but rather a need – even an
ethical duty. When a therapist fails to refer a client when they are out of their
depth, they risk doing the client emotional and bodily harm.
Clients with significant mental health problems, such as delusions or hearing
voices, may appear on rare occasions. The counsellor should recommend
them to a competent medical expert in such situations. Clients who have
problems with drugs and alcohol, or who are under the influence of drugs or
alcohol, or who have persistent concerns with substance abuse, should visit a
professional in this area. In such situations, the counsellor should recommend

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them to a properly trained expert who can provide them with the assistance
they need. There are a number of instances in which a therapist has an
ethical obligation to recommend a client.
 When they discover issues or concerns that are beyond their
professional capacity
 When they believe their personality and that of the client are
incompatible, obstructing the counselling process
 When the client is hesitant to share their problems with the counsellor
 When the counsellor feels that the relationship has not been effective
or therapeutic after several counselling sessions.
Referrals should be founded on mutual trust and respect between the
therapist and the client, much like the rest of the therapy process. Finally,
counsellors can only provide options to clients and trust that they will make
the greatest choice for themselves. The counsellor has no control over
whether the client accepts or rejects the offer. The counsellor's job is to make
clients more aware of their options so that they may utilize their natural self-
determination to select the best path forward for them.
2. What might be considered ‘abnormal’ in terms of psychological
health?
A departure from optimal mental health is referred to as abnormality. This
implies that instead of focusing on mental disease, psychologists examine the
qualities of mental health. People must 'meet' specific requirements to be
classified as normal. 
Optimal life and ‘ideal mental health' are linked by six qualities. Be a result,
anybody who deviates from this is referred to as "abnormal."
Self-actualization, a good attitude toward oneself, stress resistance, personal
autonomy, correct perception of reality, and adaptation to (and mastery of) the
environment were all included in this definition of abnormality. Anyone who
does not match these ideal mental health standards is deemed abnormal.
A failure to operate properly may be described as abnormality. This implies
that anybody who is suffering and unable to function on a day-to-day basis is
considered abnormal.”

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Individuals will be assessed using the DSM-IV, as well as the various degrees
of functioning. Individuals may clearly operate at various levels within society;
thus, if a person is labelled as "abnormal" by others but is not in danger of
hurting themselves or others and is able to function within society, no
intervention is necessary.
3. Define the symptoms / characteristics of 3 types of each of the
following disorders i/ personality disorders ii/ anxiety
i. Personality disorders
Borderline personality disorder (BPD):  Some of the signs and symptoms
include:
 Afraid that others may leave you.
 Intense feelings that may last anywhere from a few hours to a few days
and shift rapidly.
 Making and maintaining solid partnerships is difficult.
 Act rashly and do things that may damage oneself (e.g., binge eating,
drug use, or hazardous driving).
 have suicidal thoughts or act in a self-destructive manner
 Feeling empty and lonely most of the time, you get enraged and find it
difficult to manage your rage.
Narcissistic personality disorder (NPD: Some of the symptoms include
 The belief that you are different, superior, or more worthy than others
for a variety of reasons.
 Low self-esteem as well as a desire for external validation
 If people ignore you or don't give you what you think you deserve, you
may quickly get enraged.
 resent other people's accomplishments
 Place your own wants ahead of other people's, as well as expect the
same from them.
 Selfish and deceitful
Obsessive-compulsive disorder (OCD):  Some of the signs and symptoms
include:
 Feel obliged to keep things under control and in order.
 Set unreasonable high expectations for yourself and others.

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  Believe in yourself and your ability to make things happen.
 You're concerned that you'll make a mistake.
 If things aren't ideal, expect the worse. Reluctant to spend money on
yourself or others
 Have a proclivity for hoarding things of little apparent worth.
ii. Anxiety
Anxiety Disorder (Generalized)
People with generalised anxiety disorder (GAD) experience excessive anxiety
or concern about a variety of topics for at least 6 months, including personal
health, employment, social interactions, and daily life situations.
The following are symptoms of generalised anxiety disorder:
 Feeling agitated, tense, or irritable?
 The ability to get exhausted quickly
 Concentration issues
 Having a bad mood
 Tension in your muscles
 Feelings of concern are difficult to manage.
 Having trouble sleeping or staying asleep.
Post-traumatic stress disorder (PTSD) is an anxiety condition that may
develop after witnessing a frightening incident or experience in which severe
bodily damage happened or was threatened. Violent personal attacks, natural
or man-made catastrophes, accidents, or military conflict are all examples of
traumatic experiences that may lead to PTSD. There are three distinct signs
that you should be aware of:
i. Reliving the experience via intrusive unpleasant memories,
flashbacks, and nightmares.
ii. Emotional detachment and avoidance of places, people, as well as
activities that constitute traumatic memories.
iii. Arousal levels are high, causing problems sleeping and focusing,
feeling jittery, and being quickly annoyed and angry.
Panic disorder is characterised by repeated panic episodes that occur
unexpectedly. Panic attacks are brief bursts of extreme terror that last just a

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few minutes. Attacks may happen out of the blue or be triggered by a specific
item or circumstance.
People may suffer from the following symptoms during a panic attack:
 Heart palpitations, a hammering pulse, or an increased heart rate are
all signs that your heart is racing.
 Sweating
 Shaking or tremors
 Feelings of suffocation, choking, or shortness of breath
 Impending doomsday feelings
 Uncontrollable feelings
4. Outline the main characteristics associated with schizophrenia.
People must have at least two symptoms for the bulk of the time during a one-
month period to diagnose schizophrenia, as well as the symptoms must have
been having negative consequences in your life for at least six months.
Schizophrenia has the following symptoms:
 Delusions. These are erroneous ideas that you honestly hold.
 Hallucinations. These are things that don't exist, and they may impact
any of the five senses (hearing, smelling, tasting, seeing, and
touching), but if you have schizophrenia, you're more likely to hear
voices.
Because of his muddled thoughts, he has muddled communication.
When your brain gets slowed and you have trouble speaking or
answering questions, this is what happens.
Abnormal motor behaviour or excessive disorganisation. Acting foolish,
getting angry, or adopting odd postures or motions are all examples of
this behaviour.
Catatonia. This may vary from being oblivious to weird, hyperactivity.
Symptoms: This indicates that you are unable to operate correctly or as
well as you should. Stop creating facial expressions or motions. It's
possible that your voice may become flat and emotionless, and that
maintaining eye contact will be difficult. You may also cease doing
basic hygiene, speak less, and/or retreat from your usual hobbies.

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 5. How might a counsellor attempt to help someone suffering from
schizophrenia?
A counsellor may educate a person with schizophrenia how to manage their
thoughts as well as actions during sessions. He'll learn more regarding his
condition and how it affects him, and also how to discern what's genuine and
what isn't. It may also assist him in his day-to-day activities. The counsellor
can assist the person in reintegrating into society. Social skills training, which
may be given in counselling sessions, aids in the development of social
connections and self-sufficiency.
Counselling is a critical component of schizophrenia therapy. A counsellor
may assist the individual in developing new abilities, coping with difficulties,
and navigating the rehabilitation process. Counselling is also beneficial to
family and loved ones since it may teach them about schizophrenia, what to
anticipate, how to navigate the system, and how to assist someone. They may
find out what they can do to assist their loved one, particularly during relapses
or crises.
6. Submit your set task questionnaires and comment on your findings.
Do any results indicate a depressive disorder

Not at Sever More Nearly

all al than everyd
Questionnaire days half ay
the
days
Over the past two weeks, how frequently have you
been troubled by feelings of sadness, irritability, or
hopelessness?
Over the past two weeks, how many times have you
had little interest in activities?
Over the past two weeks, how many times have you
struggled to get asleep, remain asleep, or slept too
much?
Over the past two weeks, how many times have you
experienced little or weak appetite, weight loss, or

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overeating?
Over the past two weeks, how frequently have you felt
weary or had little or no energy?
Over the past two weeks, how frequently have you had
trouble focusing on activities like homework, writing, or
watching TV?
Over the past two weeks, how many times have you
felt terrible regarding yourself, hopeless, or that you've
let yourself or your family?

I used the email to send my survey to ten individuals.

The majority of the replies were either absent or delayed for many days. The
only one that received a majority answer of more than half of the days was the
idea of suicide or self-harm.
Based on these answers, I believe there is a strong case for a mild to
moderate depressive disorder.
I'd estimate half of the responders were depressed in some way.
Other symptoms that lasted many days were restlessness, indecisiveness,
despair, tiredness, sorrow, and sleep problems. If these symptoms persisted
for more than two weeks, they were most likely suffering from a moderate
depressive illness.
Tartakovsky discussed minor depression on her blog, describing the
symptoms as "tearfulness, despair, helplessness, impatience, tiredness, and
negative thoughts."

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