Assessment, Diagnosis, and Research - Assignment Example

Counselling Process Psychological Treatment In the therapeutic approach in counselling, several steps must first be accomplished before implementation processes are attempted. Like any scientific field, counselling psychology is scientific knowledge that deals with “application of psychosocial knowledge.skills, and professional judgment to facilitate enhanced human functioning” (Gerstein, Leung, Norsworthy, & Heppner, 2009, p. 19). By this, organized procedures of assessment and diagnosis are employed, accompanied by research studies, prior to establishing accurate case conceptualization and treatment plans.

Clinically, identification and evaluation of available resources are instigated in the assessment process (Vacc & Loesch, 2000). In typical function, assessment is foremost action towards therapeutic interventions. It is primarily employed in the aim of “screening for.psychopathology, treatment planning, and monitoring of (psychological) progress” (Krishnamurthy et al., 2004, p. 727). In the instance of inadequate assessment, the whole counselling activity is rendered unreliable. Illustrated in the case of geriatric clients in depressive states, some counsellors may mistake related symptoms as normal in the aging process (Benek-Higgins, McReynolds, Hogan, & Savickas, 2008).

If properly assessed, conceptualizing the case can be more accurate, resulting in effective therapies and improved health status. Otherwise, clients may further suffer, as experts pass such conditions as natural. Upon complete clinical inquiry and screening, the next step is diagnosis. Black and Andreasen (n.d., pp. 4-5) provided a list of purposes that diagnosis performs, such as create an organized body of thought regarding complicated clinical events, “help predict outcome.choose an appropriate treatment.

search for pathophysiology and etiology.” Diagnostic procedures make it possible for coordinating assessment data with existing diagnostic systems. In its absence, the full scope of the condition remains indeterminate, stagnating treatment plans and goals. In practice, Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) standard classification system is employed (Locke, Myers, & Herr, 2001). With its categorical classification of mental disorders, this sets diagnostic parameters by which interventions are drawn and measured (Braun & Cox, 2005).

In spite of such systems, misdiagnosis can still occur. In intentional cases, the inclusion of several DSM classified conditions leads to deliberate errors in diagnosis to ensure insurance coverage for clients (Braun & Cox, 2005). In worst scenarios, treatment plans and implementation in geriatric clients are deemed ineffective, in cases where errors are committed in diagnosing mental conditions of elder clients (Benek-Higgins, McReynolds, Hogan, & Savickas, 2008). Subsequent processes are severely affected.

Instead of improving clients’ dispositions, they are placed in worse states with such misdiagnosis. Potentially distinct, the concept of research contains equal importance in counselling psychology. As an encompassing subject, studies in psychology provides extensive data regarding the whole process in counselling activities, constructing means where practices are accomplished in an updated and evidence-based manner (Anthony & Barlow, 2010). Even in the act of constructing accurate case conceptualization, where counsellors extensively employ several theoretical studies and practical concepts, requires the wide educational scope offered by research studies (“Client Issues and Advocacy,” n.d.).

In applicable terms, Bufford (2008), employed several research processes prior to creating valid case conceptualization on a specific client. Critical in his work, research studies helped establish links between observed concepts and scientific basis for such phenomena. Hence, a variety of research guide counsellors on how to associate current knowledge with subjective patterns of behavior--for better understanding of potential clinical solutions. All in all, the two phases in counselling, assessment and diagnosis, are essential keys in achieving suitable and effective case conceptualization and treatment, while research studies are supplemental elements in providing evidence-based knowledge behind every actions performed in counselling phases.

In the provision of quality service, the absence of even one aspect renders the whole process futile. References Anthony, M.M., & Barlow, D.H. (Eds.). (2010). Handbook of Assessment and Treatment Planning for Psychogical Disorders. (2nd ed.). New York, NY: The Guilford Press. Benek-Higgins, M., McReynolds, D.J., Hogan, E., & Savickas, S. (2008). Depression and the elder person: The enigma of misconceptions, stigma, and treatment. Journal of Mental Health Counselling, 30 (4), 283-296. Black, D.

W, & Andreasen, N.C. (n.d.). Introductory of Textbook of Psychiatry. (5th ed.). London, England: American Psychiatric Publishing. Braun, S.A., & Cox, J.A. (2005). Managed mental health care: Intentional misdiagnosis of mental disordes. Journal of Counselling and Development, 83, 425-433. Bufford, R.K. (2008). Escape from Alcatraz: Finding safety and peace. Journal of Psychology and Christianity, 27 (1), 66-72. Client Issues and Advocacy (n.d.). required text Gerstein, L.H., Leung, S.M. A., Norsworthy, K.L., & Heppner, P.P. (2009).

International Handbook for Cross-Cultural Counselling: Cultural Assumptions and Practices Worldwide. United States of America: Sage Publications. Krishnamurthy, R., VandeCreek, L., Kaslow, N.J., Tazeau, Y.N., Miville, M.L., Kerns, R., Stegman, R., Suzuki, L., & Benton, S.A. (2004). Achieving competency in psychological assessment: Directions for education and training. Journal of Clinical Psychology, 60 (7), 726-739. Locke, D.C., Myers, J.E., & Herr, E.L. (Eds.). (2001). The Handbook of Counselling.

United States of America: Sage Publications Vacc, N.A., & Loesch, L.C. (2000). Professional Orientation to Counselling. (3rd ed.). United States of America: Brunner-Routledge.