Monthly Archives: February 2018

Remembering Minuchin and the democratization of therapy

By Charles F. Shepard February 25, 2018

Just after lunch on a Friday afternoon in late March 2017, Salvador Minuchin gently raised his hand to address the hundreds assembled to learn from him at the Psychotherapy Networker Symposium in Washington, D.C. If any of the attendees were drowsy from their meal or the demands of the week, they did not stay that way for long. Once the crowd quieted, the then-95-year-old giant of family therapy, his body and voice diminished by age, announced that this would be his last public appearance.

This was the first memory to hit me, nearly eight months later, when I saw Minuchin on the cover of The Washington Post on the first Sunday in November. Sadness and gratitude quickly followed when I learned that he had died, at age 96, on Oct. 30.

Minuchin’s face, voice and genius are familiar to many of us who have been trained to apply family systems theory to the practice of professional counseling. Many of us were introduced to what has become known as structural family therapy during our graduate training programs. Countless instructors have shown archived videos of Minuchin seeing, naming and changing the maladaptive patterns of families seeking his expertise at the renowned Philadelphia Child Guidance Clinic (CGC).

Salvador Minuchin (Photo via Wikimedia Commons)

Certainly, this is the contribution to the field for which Minuchin is best known, and it is my preferred mode of practice and teaching. However, it was Minuchin’s democratization of psychotherapy that I have found most inspiring.

Having earned his M.D. from the University of Cordoba in his native Argentina in 1947, Minuchin immigrated to the United States to be trained in child psychiatry and psychoanalysis. Minuchin was also Jewish, and his post-doctoral training was sandwiched around a stint serving in the Israeli army to support the fledgling state. By the mid-1950s, Minuchin had begun to work as a child psychiatrist at the Wiltwyck School for Boys along the Hudson River between New York City and Albany. The school was a treatment center for underprivileged boys, many of whom had been involved with the juvenile court system, between the ages of 8 and 12. It was at Wiltwyck that Minuchin first conceived of inviting a child’s family into the consulting room as a valuable contribution to the treatment process.

At the time, this move was revolutionary. Psychotherapeutic services were available almost exclusively to elite members of society and usually focused on individuals. Minuchin himself noted in “My Many Voices” — his contribution to the 1987 anthology The Evolution of Psychotherapy — that “parents were considered, frankly, destructive to the children. If they were seen at all, they were seen individually in the ‘main office.’”

Minuchin changed this system at Wiltwyck so that not only were children seen with their parents in the same room, but Minuchin and his colleagues observed each other providing and developing a style of family therapy through one-way mirrors. This innovation led Minuchin to develop a theory of family structure, his psychoanalytic training shining as he interpreted relational moves between family members and family subsets. Once he had developed his theory, he began to collaborate with other like-minded practitioners, namely Jay Haley, who joined Minuchin in Philadelphia at the CGC in the mid-1960s.

It was here that structural family therapy proliferated. Having accepted a position as director of the CGC in 1965, Minuchin published his first book, Families of the Slums, in 1967. A dozen books, some written with various co-authors, followed, including classics such as Families and Family Therapy (1974), Family Therapy Techniques (1981), and Working With Families of the Poor (second edition, 2007). At the CGC, Minuchin and his staff emphasized working with underprivileged families of the city — to the point that they were teaching laypeople to provide structural family therapy-influenced care to their neighbors in the nearby ghettos and barrios.

Clinicians from all over the world flocked to Philadelphia to learn from Minuchin and Haley. Among these trainees were Steve Greenstein and Dave Waters. By the late 1990s, Greenstein had moved on from the CGC and landed in Charlottesville, Virginia. In this small town, home to the University of Virginia (UVA) and set in the Blue Ridge Mountains, Greenstein furthered Minuchin’s democratic vision by taking structural family therapy outside the clinic walls and into the homes of families in crisis.

Greenstein founded the League of Therapists, a private agency that primarily provided intensive in-home counseling, a Medicaid-funded service aimed at helping prevent out-of-home placement for at-risk children. Clinicians were trained to help families from a variety of different circumstances. They helped reunite children in foster care with their birth families, prevent acute hospitalization and residential treatment, and prevent juvenile detention by working with the entire family system to see, name and change maladaptive relational patterns. Waters, who was a professor in the UVA medical school when Greenstein started his project, joined as a fellow supervisor.

Clinicians, who often were residents in counseling, marriage and family therapy or clinical psychology, videotaped their sessions and reviewed their work with Greenstein and Waters on a weekly basis. At its height, the League of Therapists had 12 offices across Virginia and as many as 300 providers. Thousands of families were served until the group closed its doors in 2011. Greenstein died three years later.

Nevertheless, the work continues. Several of the counselors who worked for Greenstein continue to provide home-based family therapy in Virginia. Waters continues to supervise and teach them through video review on a regular basis.

It bears mentioning that Minuchin was not without his critics. His obituary in The Washington Post noted that Minuchin came to the forefront of public discourse as the feminist movement was gaining strength. Activists from that end of civic discourse often found him “too willing to accept and reinforce traditional gender roles and stereotypical family units.” Furthermore, many of his colleagues found his methods, which at times could range from biting humor to blatant mockery, too confrontational.

This side of Minuchin is familiar to anyone who has viewed any of his archived video footage. It came through in the video he reviewed with the March symposium attendees. During the session, he referred to the father of the client family as a “brute” and made it bluntly explicit that he, Minuchin, was the expert in the room.

The tape was from the 1980s, when Minuchin was in his 60s and approaching the end of his career. On that Friday afternoon at the symposium, he was asked to comment on his perception of himself as he watched more than three decades later. He replied that he was embarrassed. “If I had it to do over again,” he said, “I would do it differently. I would do it more gently.” And so, the next generation may be inspired to take the core principles and techniques Minuchin developed but apply them with rounder edges.

The continued development and dissemination of structural family therapy has been centralized at the Minuchin Center for the Family, located just outside Philadelphia in Woodbury, New Jersey. However, clinicians who have been influenced personally and professionally by Minuchin are all over the world. A few of us were in the room with Minuchin this past March, and the moment was not lost on us. Minuchin was not only a great developer of the theory and practice of family therapy, but also one of the great advocates for giving the underserved access to a systemic approach to counseling. May we all carry his legacy forward in our respective communities.

 

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Charles F. Shepard is a licensed professional counselor and national certified counselor in private practice and a student in the doctoral counseling and supervision program at James Madison University. He learned structural family therapy in the style of Salvador Minuchin from Steve Greenstein, David Waters and Gretchen Wilhelm. Contact Shepard at cshepard.lpc@gmail.com.

 

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Opinions expressed and statements made in articles appearing on CT Online should not be assumed to represent the opinions of the editors or policies of the American Counseling Association.

Parenting in the 21st century

By Laurie Meyers February 22, 2018

Remember when receipt of a coffee mug emblazoned with “Best Mom Ever” or a T-shirt proclaiming “Best Dad Ever” was enough to validate someone’s skills and aptitude as a parent? In the 21st century, it seems that the ante has been raised. In the eyes of society, parents barely qualify as competent — much less “perfect” — unless they can check off all of the following qualifications:

  • Not only attend to, but anticipate, their child’s every need
  • Orchestrate their child’s academic success
  • Provide their child with all the best experiences and most useful activities
  • Make home an oasis of peace and harmony for the family (while simultaneously prospering in their own careers)

Attendance to one’s children at all times is mandatory. No exceptions will be made for parents working two jobs just to get by, single parents or parents of children with special needs. No foolproof instruction manual will be provided.

These extreme expectations, paired with the rapidly accelerating pace of modern life, present significant obstacles and pressures for parents who genuinely want to make their children feel cared for without driving themselves crazy. Many counselors are routinely helping clients respond to these and other challenges of modern-day parenting.

Parenting, problems and pride

“Always on” parenting requires a lot of problem-solving, which leaves parents focused on all the things that are going wrong, says American Counseling Association member Laura Meyer, a licensed clinical mental health counselor in Bedford, New Hampshire, who specializes in parenting issues and women’s concerns. In particular, working parents often have a difficult time attending every school function that is offered because they typically take place during the workday. This can feel like a failure, particularly for mothers, says Meyer, who is currently researching women’s parenting experiences.

As a kind of antidote, Meyer encourages clients to look for instances when they did something that made them proud of their parenting: “Maybe I wasn’t able to be there for this one particular event, but I made the costume that my kid wore in the play.”

It’s easy for parents to become trapped in the problems that they face, so Meyer encourages a solution-focused approach. For example, she has a client who is struggling with parenting a son who has intermittent explosive disorder. “She was at her wit’s end,” Meyer says. “He was kicking her [and] she was dragging him out of public venues.”

Meyer asked the woman to tell her what went well that week. At first, the client couldn’t think of anything. Then she remembered putting up a Christmas tree with her son. They had enjoyed decorating it together, and the mother took a photo. Meyer asked the client what might happen if every time that she and her son had a good moment together, she took a photo and included it in a chatbook — a social media app that allows users to generate photo books from uploaded pictures. Then they could sit down and look at the photos together each week.

The client burst into tears, saying it would make a huge difference to look at and remember some of the little victories rather than always thinking exclusively about the failures. Meyer suggested that the client could also use the photos to talk with her son about why that particular experience or day had been so good and then ask him how he had been able to remain calm.

Meyer encourages clients to use their counseling sessions as a time to stop and reflect on the quality of their relationship with their child rather than continually reacting to crises. Parents are often susceptible to getting caught up in the everyday duties of being a parent and missing out on the joy, love and upside of parenting, she says.

Helping prevent sexual abuse

Over the course of seven days in January, 156 young women and teenagers gathered in a courtroom in Michigan to recount how Lawrence Nassar, former physician for the USA Gymnastics team and Michigan State University, sexually violated them. Their stories detailed the widespread damage an unchecked predator with access to children and teenagers can wreak. Some of those who came to speak were accompanied by their parents, who were left to ask — in the words of one mother who testified — “How could I have missed the red flags?”

Most parents don’t have much accurate information about sexual predators, says ACA member Jennifer Foster, an assistant professor of counselor education and counseling psychology at Western Michigan University. Her research focuses on child sexual abuse.

In the past, most sexual abuse prevention efforts were aimed at children in the school system, she says. “This helped to create awareness, but the efforts had a major flaw in that they put the burden of stopping abuse on kids,” Foster observes.

As a former licensed mental health counselor and school counselor in Florida, Foster worked with many children who had been abused. “They would say to me, ‘I did say stop. I did say no,’” she recalls. Unfortunately, it is easy for children to be outmaneuvered and overpowered by adults and older children, so prevention efforts should focus on parents and other adults, Foster asserts.

Foster now helps educate parents about sexual predators. “I want parents to know all the scary info,” she says. This includes working to break down conventional myths. When asked to think about the profile of a “typical” predator, most people picture an adult male with a criminal record who is a stranger, or at least not someone the family knows well. Foster tells parents to picture instead the people they might invite to Thanksgiving dinner, because 90 to 96 percent of sexual predators are either family members or someone who is close to the family (the Rape, Abuse & Incest National Network puts this number at 93 percent). According to the Crimes Against Children Research Center, 36 percent are other children.

Parents don’t typically picture a female offender either, and although the reported incidence of sexual abuse by women is low, experts think that the actual rate is higher, Foster says. Unfortunately, parents are much more likely to hand over the care of their children to a woman — in a day care setting, for instance — without really knowing the person’s background, she continues.

Research also indicates a high rate of sibling-on-sibling sexual abuse, often with the use of force, Foster says. Many parents like to assume that this is something that happens only in families with lower socioeconomic status, but the truth is that it can take place in any family. Foster adds that research indicates that if child or juvenile offenders get treatment, they are likely to recover and not go on to commit the same offense again.

Foster teaches parents about some of the behavioral red flags of possible sexual predators, including spending more time with children than with peers, lacking adult friends, having numerous child-friendly hobbies and making inappropriate sexual comments about children. Foster reported a local teacher who regularly made sexually suggestive comments to his female students, such as, “If you were my daughter, I wouldn’t let you out the door in those pants because I know what I would be thinking.”

“That is such a great example of covert abuse, which was allegedly ignored by school staff when girls repeatedly complained about the teacher. That was one of multiple comments he made. They were told, ‘You’re taking it the wrong way. You misheard. You don’t know how to take a compliment.’ Then, when he had an opportunity and a student in isolation, the abuse moved to overt, with him putting his hand up her shirt.”

That student happened to be a member of a youth group Foster helps lead at her church. She believes the girl felt encouraged to disclose to her because of a pen that Foster often uses that says, “Rape. Talk about it.” Another girl in the group asked why Foster had that pen, and that gave Foster an opening to talk about the work she has done with sexual trauma survivors. After the group, the girl who had been violated told Foster about her experience. Foster contacted the school, which she says took no official action, instead simply allowing the teacher to resign.

Parents should also be wary of adults who are always putting their hands on kids or giving kids hugs, Foster says. These behaviors will often take place in front of other people because predators are testing to see if anyone notices and is alarmed by their actions. Predators also try to spend time alone with children and may give them gifts. Foster says that giving gifts can be an entirely benevolent act, but she also warns that it can be a part of the grooming process. Foster’s family has established a rule that her children won’t take gifts from anyone without first asking Foster or their father.

Foster also teaches her children that no secrets should be kept in their family (although she does distinguish between secrets and surprises). Part of the reasoning for this practice is that sexual predators often try to get children to keep small secrets. For example, “Don’t tell your mom I gave you ice cream before dinner. She’ll be mad at me!” Small secrets are a test of sorts, Foster explains. The predator is trying to gauge what a child will and will not tell his or her parents.

Predators are opportunistic — always looking for ways to be “helpful,” Foster says. They often try to come to the rescue, particularly with families in vulnerable situations, such as a family with a chronically ill child, a family that is new to town or a family headed by a single parent, she says. Becoming the family savior is part of the end goal so that they can get time alone with the children, Foster explains.

Although Foster believes that the burden of spotting and stopping child sexual abuse must be placed on adults, she says that it is still important for children to know that it is not OK for someone to touch them inappropriately. Foster likes to teach parents the language that Feather Berkower, a child sexual abuse prevention expert, uses about “body safety.” The concept is simple enough that even little children can learn it.

Body safety means that no one can look at, touch or take pictures of the child’s private parts, and children should not look at or touch another person’s body parts, Foster explains. She believes that children who aren’t taught about body safety are more vulnerable because they don’t have the language to talk about something that has made them feel uncomfortable, including actual abuse. Children should also learn the anatomically correct names for body parts, Foster says.

Foster’s son knows that everyone has to follow body safety rules. If he goes to a friend’s house, Foster also makes sure that the friend’s parents are aware that Foster’s family follows body safety rules. In addition, because of the prevalence of child-on-child sexual abuse, Foster does not allow closed doors when friends come over to play at her family’s house. She also intermittently checks in with her son about his interactions with the adults in his life by asking if he had fun with the person, what they did together and whether the person followed the body safety rules.

Most parents are also in the dark about how to keep their children safe online, Foster says, but they need to be aware that sexual predators often use online means to target children. Perpetrators often develop social media accounts and profiles, posing as someone who is the same age as the child or adolescent they are targeting and then revealing their true age later. After earning the young person’s trust, the predator may attempt to entice the child or adolescent to meet in person and move their encounters offline.

Foster recommends that families confine technology use to open spaces such as the TV room or kitchen. Parents can make use of tracking tools, but they should also have an open dialogue with their children about their online activity, Foster says. She also advises that parents find out what kind of technology rules other parents have before allowing children to go to their friends’ houses.

As a whole, Foster says, a higher level of vigilance against sexual abuse is required. She notes that most parents are good about discussing safety with their children when it comes to looking both ways before crossing the street, using a helmet when riding a bike or always wearing a seatbelt in the car. But more children are sexually abused each year than are hit by cars, and relatively few families take active steps to prevent that from happening.

“When it comes to child sexual abuse, adults need to take on the responsibility to create safe homes and communities,” Foster says. “Counselors [can] give them the tools they need.”

No longer partners but still parents

“Divorce changes kids’ lives [and] usually not in good ways,” says Kristin Little, a licensed mental health counselor whose Seattle-area practice includes a focus on counseling families that are navigating divorce or separation. “However, kids can manage even difficult divorce changes if well-supported and protected from the most harmful effects of conflict [such as] loss of confidence in their parents’ ability to lead, loss of stability in home/school life and loss of relationship with either or both parents.”

Little says the most essential thing that mental health professionals can do when counseling parents who are separated, divorced or in the process of divorcing is to introduce the idea of the separation of “adult mind” and “parent mind.”

“Parents can be experiencing a high level of anger or sadness while their marriage is ending. This is normal and expected and may be important for them to explore individually,” she says. “However, they continue to be parents and need to separate their own adult experience and reactions from their parenting roles. Giving parents the permission to feel, yet reminding them that they have the responsibility to attend to parenting needs, make important decisions, [and] see and respond to their children’s needs and feelings as separate from their own, is vitally important.”

ACA member Kimberly Mason, a licensed professional counselor (LPC) in Madisonville, Louisiana, who specializes in family and relationship issues, says that many parents have difficulty managing their anger, guilt and shame, and setting aside their conflict while parenting. To better shield their children from strife, she gives the following recommendations to parents:

1) Have ground rules for communication. Parents should not berate each other or argue in front of their children. If necessary, they should go to a private area to work out their conflict.

2) Each parent should seek individual counseling to work through his or her own issues. This can help limit the level of animosity and frequency of arguments that may occur in the home.

3) Model mutual respect for each other in front of the children. Each partner should also talk to family members and friends and ask them to refrain from saying negative things about the other partner in front of the children.

Parents who are facing divorce or separation are often terrified, which can override their ability to collaborate and make decisions, Little says. They may seek safety by sticking to past patterns of interacting and relying on assumptions about roles or capabilities that they held during the marriage or relationship, she explains. They often have difficulty envisioning change.

“This can result in one parent insisting that they are more experienced than the other and thus deserving of more time, which inevitably triggers fear and anger in the other parent and results in what we often see as a tug of war that rarely serves the kids’ or parents’ needs,” Little says.

Counselors can be a neutral “referee” of sorts for parents, steering the conversation away from who is wrong or right and instead toward developing a working co-parenting relationship that focuses on the future, she says.

ACA member Monika Logan, an LPC in Frisco, Texas, has a practice that focuses on divorce and parenting issues. She says that parents need to learn to form a more businesslike relationship by setting aside their emotions toward each other. Parents can begin to do this by “working on their own feelings related to the separation or divorce and developing a support network,” she says.

Little agrees with encouraging that approach. “[It] allows them to get the important job of parenting done,” she says. “It is essentially undoing the patterns, dynamics and practices of the marriage to allow for a renegotiation of how they will interact [and] the tasks they will agree to in the new co-parenting relationship.”

Each partner must agree to the new “business” guidelines or they won’t work, says Mason, who is also a core faculty member at Walden University. They must commit to putting their children’s needs above their own and making joint decisions. Compromise and consistency are also essential. The parents must be willing to back each other up when making decisions so that the children will still view them as a team, she emphasizes.

“Contrary to what some people describe, healthy co-parenting can be anywhere along the spectrum from parallel parenting — having little contact and overlap between homes and parents — to how co-parenting is usually thought of — frequent collaboration and interaction,” Little says.

There is no one-size-fits-all approach to co-parenting, she says. A counselor’s job is to help parents craft a plan that works for each partner, minimizes conflict and, most important, meets the needs of their children.

Coming to terms with coming out

As the LGBTQ (lesbian, gay, bisexual, transgender and questioning or queer) community has gained greater acceptance during the past 10 to 20 years, it has become more common for young people to come out to their parents, says ACA member Misty Ginicola, an LPC in West Haven, Connecticut, whose practice specialties include LGBTQ issues. She adds that those who come out are also often taking that step at younger ages than in the past — for instance, as middle schoolers rather than as teenagers.

How parents react to that decision is incredibly important to the mental health of the child. Ginicola, the lead editor of the ACA-published book Affirmative Counseling With LGBTQI+ People, has witnessed parent reactions in her practice that ran the gamut from accepting yet concerned to completely opposed and voicing a desire to “fix” their child. She tells parents looking to “cure” a child that counselors cannot, either from an ethical or a practical standpoint, change someone’s sexual/affectional orientation. However, Ginicola does try to address the concerns of all parents who come to her for help, whether they are “affirming” parents (who are supportive of their child’s orientation) or “disaffirming” (those who reject LGBTQ status).

Even parents who are supportive of the LGBTQ community may have problems adjusting to their own child coming out, she says. They may ask if the child is “sure” or, if a child comes out as gay or lesbian and then subsequently shows interest in someone who is other gendered, they may say, “Oh, so you’re really not [gay or lesbian],” Ginicola reports. These kinds of reactions often spring from parents’ fears that their child will be bullied or belittled or face other hurtful consequences, she says.

However, Ginicola explains to parents that when they ask those kinds of questions or make those kinds of statements, what their children actually hear is that something is wrong with them. Children are very vulnerable when coming out. In fact, the risk of suicide is highest during the coming-out process, but research shows that having supportive parents reduces this risk by half. So, it is crucial for parents to strive to always communicate support and to be willing to admit and apologize when they have said the wrong thing, Ginicola emphasizes.

Ginicola also teaches parents that although they cannot keep their children from being bullied, they can help them cope by building and reinforcing their self-esteem, teaching them good social and emotional skills, and ensuring that they have allies such as friends, teachers and school counselors in place.

One of the ways parents can help build their children’s self-esteem is by helping them find places where they will be accepted through whatever interests and activities they enjoy, Ginicola says. She cautions, however, that parents must take it upon themselves to ensure that these places are safe and not an environment in which their child will be rejected or targeted.

Parents should also talk to their child’s school to confirm that it has sound anti-bullying policies in place, Ginicola says. Most important, parents must make sure their children understand that there is nothing wrong with them and that they are not the problem, she emphasizes.

Unfortunately, the reality is that although acceptance for those who identify as LGBTQ has grown tremendously, they are still at increased risk for experiencing violence, meaning that parents need to talk to children who have come out about safety, Ginicola says. Specifically, children should be careful about who their friends are and make sure that they attend parties and other social events with people who are affirming, she says. Parents should also caution children who are not fully out to be very careful about whom they tell, not because there is anything wrong about telling but because sometimes it can be unsafe, Ginicola says.

Open communication is also essential. Children need to know and trust that they can tell their parents anything, Ginicola says. It is particularly critical that children understand the necessity of informing their parents about any instances of bullying, violence or other actions that threaten a child’s safety, she says.

Counselors must also prepare parents for the rejection that they will experience, Ginicola points out. For example, it is possible that family members might say hurtful things about a child who has come out and question how the parents are raising the child, she says. Community members may also weigh in with their own judgments, which Ginicola has experienced personally, including when a neighbor called child protective services because Ginicola lets her nongender-conforming son wear pink shoes to school. Nothing came of the neighbor’s call, but “it’s scary to realize that while I am getting the rejection for him now, someday he will receive that,” she says.

In some cases, parents may lose a whole community in which they previously felt secure and safe, Ginicola says. For example, in the African-American community, the church often serves as the main safe space for its congregants, but many churches are not affirming of LGBTQ individuals. By choosing to support their children who identify as LGBTQ, the parents may lose an essential source of support.

In cases such as these, Ginicola helps her clients process their grief and encourages them to seek alternative sources of support, such as other parents who have gone through similar experiences. She is also able to recommend online and local groups to which parents can turn. Ginicola also provides validation for the parents, emphasizing that it is the culture that is the problem, not the parents themselves. Another part of the service that counselors can provide these clients is to make sure they are practicing good self-care, she adds.

Ginicola also sees parents who are totally unsupportive of their child’s LGBTQ status. She acknowledges walking a fine line with these clients. Although she doesn’t want to support their beliefs, she tries to identify a way to reach them so that they don’t instead go find a therapist who is willing to attempt to “change” their child.

“[It requires] the same principles that underlie work with any parent that is potentially destructive to a child,” Ginicola says. “[It’s] a delicate balance of keeping them feeling validated without promoting harming their child.”

She starts by probing for what is at the root of the parents’ nonaffirming stance. “Let’s say it’s religious beliefs. You [as the counselor] can’t start quoting Bible verses,” Ginicola says. “That’s not our place, and they’re not going to listen to us anyway because we’re not within their religious group.”

Ginicola validates parents by saying she can see that it might be difficult to feel caught between two conflicting forces — the instinct to love and support their child versus their belief in a religious tradition that rejects their child. Rather than attempting to challenge their religious beliefs, she looks for inconsistencies and discrepancies that she can point out.

“I might say, ‘I’m hearing you say that in your faith you are supposed to love and support your child but also hearing that this [coming out] is something you can’t support. How do you feel about that conflict?’”

Ginicola tries to get these clients to a point at which they are willing to join local or online support groups and talk to other parents who have gone through the same experience. She reasons that these parents will be the best source of support and advice on coping with the conflict of belonging to a faith tradition that does not affirm LGBTQ identity and culture, yet wanting to support a child who is LGBTQ.

Sometimes parents are unwilling to let go of whatever beliefs are informing their anti-LGBTQ stance. In these situations, Ginicola lets them know that they are choosing a dangerous path. When families utterly reject children who come out as LGBTQ, the risk of suicide is exponentially increased.

“At some point,” Ginicola observes, “they have to ask themselves, do they want a gay son or a dead son?”

 

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Additional resources

To learn more about the topics discussed in this article, take advantage of the following select resources offered by the American Counseling Association:

Counseling Today (ct.counseling.org)

Books (counseling.org/publications/bookstore)

  • Stepping In, Stepping Out: Creating Stepfamily Rhythm by Joshua M. Gold
  • Casebook for Counseling Lesbian, Gay, Bisexual, and Transgender Persons and Their Families edited by Sari H. Dworkin and Mark Pope
  • Youth at Risk, sixth edition, edited by David Capuzzi and Douglas R. Gross

Practice briefs (counseling.org/knowledge-center/practice-briefs)

  • “Divorce and Children” by Elizabeth A. Mellin and Lindsey M. Nichols
  • “Parenting Education” by Carl J. Sheperis and Belinda Lopez

ACA divisions

  • Association for Child and Adolescent Counseling (acachild.org)
  • International Association of Marriage and Family Counselors (iamfconline.org)

 

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Laurie Meyers is the senior writer for Counseling Today. Contact her at lmeyers@counseling.org.

Letters to the editorct@counseling.org

 

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Opinions expressed and statements made in articles appearing on CT Online should not be assumed to represent the opinions of the editors or policies of the American Counseling Association.

Behind the book: Neurocounseling: Brain-Based Clinical Approaches

Compiled by Bethany Bray February 20, 2018

The influence of neuroscience on the counseling profession is growing. So much so that the American Counseling Association has an interest network of members devoted to its exploration and discussion.

Neuroscience can be both a tool — one of many — in a counselor’s toolbox and a game-changing way to conceptualize clients, conduct assessments and select interventions, write Thomas A. Field, Laura K. Jones and Lori A. Russell-Chapin in their new book Neurocounseling: Brain-Based Clinical Approaches (published by the American Counseling Association).

“Neuroscience can help counselors understand how relationships are forged, leading to deeper and more meaningful working relationships with clients; recognize the persisting impact of systemic barriers such as oppression, marginalization and trauma on clients’ ability to achieve their goals; and take a wellness and strengths-based perspective that serves to empower clients and increase optimal performance,” they write in the book’s preface. “In other words, neurocounseling is commensurate with the orientation and identity of the counseling profession.”

Field is an associate professor in the master’s counseling program at the City University of Seattle; Jones is an assistant professor at the University of North Carolina at Asheville; and Russell-Chapin is professor of counselor education at Bradley University in Illinois. Counseling Today sent the trio some questions, via email, to learn more.

 

Q+A: Neurocounseling

(Responses written individually as indicated; some responses have been edited, including for length)

 

Besides your book, what resources do you recommend for counselors who want to learn more about neurocounseling?

Lori Russell-Chapin: We are learning more about the fascinating brain every day through research and brain scanning. Counselors need to know as much as possible about the brain, especially as it relates to the skills of counseling. The very first thing helping professionals can do is refresh their knowledge base and skills. Take a course or workshop on neurocounseling. That material is out there. At Bradley University, there is an online course called “Neurocounseling: Bridging Brain and Behavior.” Perhaps readers might have a desire to even take an introductory course on human anatomy and physiology. Almost any university will offer this course. Even if you took a similar course years ago, take a new one. So much has changed in the last decade. Attend any ACA Conference and participate in the many workshops scheduled on neurocounseling. The number has tripled in the last 10 years.

Decide what aspect of neurocounseling interests you, [and] then ask colleagues for potential courses to take, from heart rate variability to biofeedback or neurofeedback. Many excellent for-profit corporations are offering these biofeedback and neurofeedback courses.

Of course, join any of the professional networks that have been created to connect with others who have similar interests: ACA Neurocounseling Interest Network; AMHCA (American Mental Health Counselors Association) Neuroscience Interest Network and ACES (Association for Counselor Education and Supervision) Neuroscience Interest Network. At the ACA conferences, these three groups join forces to connect and share information.

 

In the preface, you write that neurocounseling is “commensurate with the orientation and identity of the counseling profession.” Can you elaborate? How do you feel neuroscience is a good fit for professional counseling? How are counselors particularly suited to adopt its principles into their work?

Thom Field: Counseling has been defined as “a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education and career goals.”

Neuroscience supports and strengthens the counseling profession’s values, as reflected in the above definition:

1) The relationship takes precedence.

2) Diversity is affirmed and actions are taken to modify the societal conditions and environments that cause dysfunction.

3) Wellness and mental health are as much a focus of intervention as remediating psychopathology.

4) A person’s strengths and challenges are conceptualized within the developmental context in which they occur.

First, neuroscience has and can provide information to us about what conditions are most important for a therapeutic relationship to be established. Information about client neurophysiological responses in the counseling room can help us understand what helping behaviors are facilitative, such as establishing safety and security. Chapter 5 of our book, written by Allen Ivey, Thomas Daniels, Carlos Zalaquett and Mary Bradford Ivey, is instructive in this regard. While theories of effective relational characteristics exist (e.g., interpersonal neurobiology, polyvagal theory), we believe more research is needed in this regard.

Second, epigenetics provides rich information about the neurophysiological impact of systematic marginality, oppression and trauma. Kathryn Douthit’s chapter on the biology of marginality (chapter 3) and Laura Jones’ chapter on traumatic stress (chapter 4) provide an excellent overview of this topic.

Third, neurocounseling supports the importance of adequate sleep, diet, exercise, social involvement and spiritual engagement in optimal functioning. Ted Chapin’s chapter on wellness and optimal performance (chapter 8) provides an extremely helpful clinical case study that emphasizes what a wellness-oriented neurocounseling approach might look like in practice.

Fourth, neurocounseling emphasizes the importance of understanding the development of the brain and body over the life span. Laura Jones’ first two chapters emphasize how to conceptualize client issues through the lens of neurophysiological development.

Lastly, we would be remiss if we did not mention that the text was organized around the Council for Accreditation of Counseling & Related Educational Programs’ 2016 standards. We believe that principles from neuroscience are relevant and applicable to the eight common core CACREP areas (human growth and development, social and cultural foundations, helping relationships, assessment, research, group counseling, ethical practice and even career development) as well as specialization areas (e.g., psychopharmacology, addiction, etc.).

 

In your opinion, how far has the profession come in understanding and incorporating neuroscience into counseling practice? Is it being readily adopted, or are there counselors who misunderstand it or don’t feel that it is useful?

Laura K. Jones: There is the question of how far has the profession come in incorporating neuroscience into counseling practice, and then there is the question of how far we have come in incorporating neuroscience into the profession as a whole, which are two related but distinct questions.

With regard to the profession, interest in neuroscience has expanded significantly in the past 10 years, since Allen Ivey and Mary Bradford Ivey gave one of the first talks on brain-based counseling at ACA’s 2008 Conference & Expo in Honolulu. One example is simply the number of conference sessions that integrate a discussion of neuroscience. At the 2008 conference, there were only around five that discussed the brain in some manner; at the 2017 conference [in San Francisco], there were not only three learning institutes but 17 educational sessions. This pattern of growth is visible across every sector of the counseling field, including both clinical training and practice areas. The 2016 CACREP standards delineate an increased focus on training in the neurological foundations of client development, well-being, presenting concerns and the counseling process, with over three times the number of references to the application of neurobiology and neuroscience than were cited in the 2009 standards.

AMHCA is also strengthening its focus on neuroscience, not only expanding its training and clinical practice standards in such areas, but also now allocating a section of its flagship journal, the Journal of Mental Health Counseling, to articles detailing the integration of neuroscience into counseling research or clinical practice. There are three national neuroscience interest networks, one representing each of the core organizations (namely ACA, AMHCA and ACES), as well as a new neuroscience virtual meetup group based out of Northwestern University, BRAINSTORM, which has monthly meetings to discuss neuroscience research and translate such research into clinical implications. Each of these groups now has hundreds of members — a significant change from the two pages of handwritten names I collected at the 2013 ACES conference in Denver, which were used to start the first neuroscience interest network within the field.

And this is a trend being mirrored across all mental health professions. As research surrounding the physiological underpinnings and outcomes of mental health struggles continues to expand (the roles of inflammation, the microbiome-gut-brain axis, the endocrine system, etc.), mental health providers are being called to reexamine our conceptualizations of mental health and mental health disorders, and neurophysiology is a significant construct within this new paradigm. Occasionally I will still hear individuals refer to this shift as a “fad,” but that perspective appears to quickly be fading.

One of the cautions, however, is that while there is certainly an ever-growing interest and acceptance within the field, as is often the case with an interest that grows quickly, there is also misinformation and to some degree a misrepresentation and overextension of the science that is also occurring. This is why, from my perspective, one of the especially exciting trends I am seeing in this area within our field is the rapidly growing number of master’s- and doctoral-level students who are eager to gain training in neuroscience. This interest, and subsequently the training of these future counselors and counselor educators, is the catalyst for continued growth and research [concerning how we as a profession can integrate neuroscience into our field in a manner that honors our unique professional identity.

To continue to accurately, ethically and successfully incorporate neuroscience into the profession, we need to enhance our efforts at training counselors and counselor educators in the basic principles of neuroscience and how this information can be applied to our work with clients, supervisees and students. As such, we cannot sustain this interest within the field and our reputation in the larger mental health world without having a body of counselor educators who are accurately trained in neuroscience and able to teach future generations of practitioners and educators.

This is one of my primary interests in this movement and was a significant impetus for me in working on this book. This gets back to the original distinction I made between a growing emphasis in the field versus in clinical practice. Where we see the preponderance of the integration of neuroscience into counseling practice now is in client conceptualizations, psychoeducation, wellness practices, social justice and, to some degree, assessment. Research has also substantiated that psychotherapy has the ability to enhance brain functioning in the alleviation of client symptoms. However, additional outcome-based research is needed within the counseling field in particular to further our understanding of how we can use neuroscience to further substantiate our theories and techniques, as well as build new, more efficacious interventions.

We have made significant progress in the last 10 years, and yet we still have plenty of room to grow, as do the other mental health professions in this area. I am excited to see the continued expansion of neuroscience within our field and counselors become even more established as leaders in neurophysiologically informed research, practice and mental health policy in the future.

 

What misconceptions might counselors have about neurocounseling?

Laura K. Jones: There are a number of common misconceptions that individuals have when it comes to the integration of neuroscience into clinical training and practice. One of the primary misconceptions is that neurocounseling is a new branch of counseling, often likening it to a new theoretical orientation of sorts. In reality, the integration of neuroscience into clinical practice can best be conceptualized more as a metatheory of the clinical process that can be applied to every theoretical orientation.

This distinction has led some individuals to suggest that the term “neurocounseling” is to some degree misleading. Understanding the neurophysiological correlates of clients’ developmental levels, struggles, strengths and progress can all be used to inform and enhance all aspects of the clinical process, from case conceptualization and assessment to interventions and advocacy. It is a layer of information that we as mental health providers can use to enrich our understanding and work with clients. This knowledge of the brain and body can also be used to develop new theoretical approaches, such as neuroscience-informed cognitive behavior therapy (CBT), but it is not in and of itself a separate form of clinical practice.

Another misconception is that integrating neuroscience into our field and practice is just another way of medicalizing the profession. Relatedly, some have voiced fears that it takes too much of a reductionist view of clients and client struggles. Understanding the neurophysiological pathways of addiction, for example, does not negate or diminish the importance of the therapeutic relationship, but it can help us to decrease the internalized stigma some of our clients may have of being weak and, similarly, empower our clients in their own recovery. As another example, take some of the developing theories around depression. Researchers are working to further substantiate the divergent pathophysiology between possible subtypes or phenotypes of depression. This information can be used to help us develop more effective therapeutic approaches for our clients. Neuroscience is not a threat to our professional orientation; if anything, it can be used to strengthen what we uniquely do as counselors.

An additional misconception is that in order to integrate neuroscience into your practice, you need specialized and expensive equipment. Although biofeedback and neurofeedback are growing in popularity, efficacy and accessibility, and can certainly be used as part of informing and enhancing your work with clients, this is not the only way of integrating neuroscience. This is something that I like to really emphasize when discussing the role of neuroscience within the field. You do not need any fancy toys to benefit from all that neuroscience has to offer.

Just having the information related to how the brain and body respond to trauma completely changes the way that counselors conceptualize trauma survivors who are struggling with symptoms of posttraumatic stress. Similarly, knowing how the brain is developing during adolescence not only demystifies the struggles children and parents may face during this seemingly tumultuous time, but also changes how we approach working with individuals during this developmental period. The knowledge in and of itself can simply make us more intentional in our work.

The final misconception is one that is still somewhat debated even among those of us working in this area. I often get the question, “Do I actually need to learn the anatomy or physiology?” My answer to this is always a resounding “yes,” but I certainly do not speak for everyone working in this area. I am not suggesting that counselors need to be experts in neuroscience, but knowing the basic physiology and nomenclature allows counselors to understand the basis behind why a particular approach may be more beneficial for a particular client and be more intentional in that decision. It also allows counselors to continue reading the research that is coming out on a near-continuous basis. What we believe we know about the brain today may very well change tomorrow.

Also, fields that translate “hard” neuroscience research into applied contexts (education, peak performance, counseling, etc.) can at times fall victim to overextending and misrepresenting the original research as they attempt to retranslate other translations of the science. This may sound a bit convoluted, but what I mean is that one practitioner who is well-versed in neuroscience will translate the possible implications of some neuroscientific finding into practical and applied information for their particular field. Then another practitioner in an allied area may take that information and try to reapply the initial implications in a new way to the new field. This is the root cause of a number of the “neuromyths” that are currently circulating and why there are so many “brain training” games available today. In essence, we become too far removed from the actual science.

Our field needs to be able to do some of that translation firsthand and, ideally, build interdisciplinary research teams to collaborate in conducting the research rather than rely on translations from other fields.

One final rationale for training in basic anatomy and physiology is that we are seeing a growing number of integrated care practices and interdisciplinary treatment teams. Having a basic knowledge of the physiology allows counselors to collaborate more effectively with the other specialties and advocate for the best care of their clients.

 

What made you collaborate on a book about neurocounseling? Why do you feel it’s relevant and needed?

Lori Russell-Chapin: There are many neurocounseling experts throughout the United States. By joining forces, we can share this knowledge with so many other professionals who are interested. Integrating the concepts of neurocounseling from our book into my counseling has made me a more efficacious practicing counselor, counselor educator and counseling supervisor. The following short examples are offered to demonstrate why neurocounseling is relevant and needed in our counseling field.

Neurocounseling interventions strengthen the intentionality of counseling. Understanding the brain and its functions make skill selection and strategies even easier. Teaching self-regulation skills such as diaphragmatic breathing or physiological and emotion regulation requires many brain connections to connect together from the prefrontal cortex, the insula and the anterior cingulate cortex. The next time you teach any self-regulation skill, think about all the brain centers you are activating.

Understanding that rapport building and therapeutic alliance is essential to counseling and change is central to the tenets of neurocounseling and counseling. Both rapport and therapeutic alliance create emotional and physiological safety using the vagus system and interoception, helping the body be more aware of its senses. There is nothing more important to clients’ change than rapport and emotional safety.

Even as my clients are introducing themselves to me for the first time, I begin to experience them in a more holistic manner. With that first handshake, I can feel if their hand is cool, warm, sweaty or limp. Each of these symptoms is a clue to a person’s sympathetic and parasympathetic nervous system. If the client’s hand is very cold, then it might be that he or she is anxious, [thus] activating the sympathetic nervous system. I could easily teach diaphragmatic breathing, heart rate variability and skin temperature control to help initiate the parasympathetic nervous system where we are supposed to be most of the time.

Still another neurocounseling example is essential for building healthier neuroplasticity. Because of negative bias and the system’s evolutionary nature to survive, counselors must use our positive reflections lasting at least 10-20 seconds to deepen this change and build positive neuroplasticity. We remember a negative experience almost instantly. To remember a positive experience takes much longer.

Lastly, counselors must better understand that skills such as summarizations assist the client and the counselor to activate the default mode network. This network helps us see the world of self and others in a more comprehensive manner. Identifying the neuroanatomy aspect of our counseling skills allows for more intentionality and strategy in counseling. This is neurocounseling at its best. Then collaborating with others gives greater access to all this knowledge. Working together again offers the best method to expand the depth and breadth of neurocounseling.

 

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To join the ACA Neurocounseling Interest Network, contact Lori Russell-Chapin at lar@fsmail.bradley.edu. For more information, see neurocounselinginterestnetwork.com.

 

 

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Neurocounseling: Brain-Based Clinical Approaches is available both in print and as an e-book from the American Counseling Association bookstore at counseling.org/publications/bookstore or by calling 800-347-6647 x222

 

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Bethany Bray is a staff writer for Counseling Today. Contact her at bbray@counseling.org

 

Follow Counseling Today on Twitter @ACA_CTonline and Facebook at facebook.com/CounselingToday.

 

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Opinions expressed and statements made in articles appearing on CT Online should not be assumed to represent the opinions of the editors or policies of the American Counseling Association.

 

The Counseling Connoisseur: Compassion and self-care during flu season

By Cheryl Fisher February 16, 2018

“Caring for myself is not self-indulgence, it is self-preservation, and that is an act of political warfare.” ― Audre Lorde

 

The familiar buzz from my bedside wakes me. Squinting, I pick up my cell phone, and I see that a client is notifying me of her current malady. She describes, in detail, her symptoms which include a fever, digestive discontent and upper respiratory discomfort. “But I plan on coming to my appointment tomorrow, Dr. Fisher,” she writes. I bolt up from the comfort of my bed, now fully awake at the thought of this client infecting my office, and reply as therapeutically as I can at 2 a.m., “Oh my goodness, no. Please stay home, drink lots of liquids and get your rest. We can reschedule for next week.” Whew! Crisis averted. Dodged that one! I roll over and resume my sleep, albeit a bit less restful.

A few hours later, I am (again) awakened by my phone. It is another client who has been up all night vomiting. She will not be in today. Thank goodness! Again, I write a compassionate and caring response wishing her a speedy recovery. I roll over and surrender to an extra hour of sleep.

My alarm sounds and I roll out of bed and prepare for my very full day — minus the two clients who are ill.

My phone rings. It’s a client who was driving to the office and had to stop because she doubled over in intestinal distress. Another client ill! No worries —

I have paperwork to do. I settle in front of my computer, and I notice an email — another client is sick and won’t be making her appointment.

I begin making calls from my cancellation list as I wait for my next client. I am able to fill most of the open spaces. I note the time — my next client should have arrived. I open my office door and walk to the waiting area, where my next client sits, complete with glazed and droopy eyes and a red runny nose. With a deep cough, he stands and extends his hand, which is stuffed with tissues.

It’s flu season!

As counselors, we sit with people who are in emotional and psychological pain and discomfort. We provide them with a compassionate and welcoming space to express their pain with the hope of lightening the load and identifying strategies for care. Our physical wellness informs our mental comfort and we certainly want to be available for our clients. I would like to think of myself as a compassionate person. I know my clients certainly hold me to this standard. However, how do we offer compassion and promote self-care?

Here are a few tips to get you and your clients through this cold and flu season:

  1. Wash your hands frequently: The U.S. Centers for Disease Control and Prevention (CDC) recommends thoroughly washing hands frequently throughout the day. If soap and water are not accessible, keep a bottle of alcohol-based hand sanitizer in your office and waiting area.
  2. Offer tissues: As counselors, we understand the comfort in a box of tissues. Be certain to have several boxes on hand for clients. Do not forget to also have multiple trash receptacles available.
  3. Keep fluids on hand: I offer my clients filtered water, coffee, hot chocolate, or tea. I like to keep a variety of teas including echinacea, peppermint, ginger and chamomile for their various soothing qualities. I also have local honey on hand.
  4. Assemble a care kit: Keep a care kit of lip balm (for yourself), lotion and hard candies. I keep separate hand lotion for clients by the sinks in my kitchenette and in the bathroom. I have a bowl of Key lime-flavored hard candy in my office and waiting areas. This extra effort can offer great comfort during the cold season.
  5. Disinfect your office: I spray my office at the beginning and end of my day with a natural disinfectant spray to eliminate possible contaminants. It cleanses the air and makes the office smell great.
  6. Use sanitary wipes to clean surfaces: I keep a container of sanitary wipes on hand to wipe down my phone, desktop, computer and the arms and backs of furniture. Body oils (and germs) can build up and remain on furniture.
  7. Clarify your cancellation policy: I inform my clients during the intake that I will waive the late cancellation fee for illness. I prefer that they stay home and rest rather than come into the office — for everyone’s sake.
  8. Consider offering teletherapy: I became a distance certified counselor (DCC) many years ago and provide phone and web-based counseling sessions under a variety of circumstances. Many of my clients opt for teletherapy when the weather is poor while caring for a sick relative, or when they are not feeling well but want the support of therapy. Counselors need not be certified to offer teletherapy, but I highly recommend it. Some insurance companies offer reimbursement for distance counseling, so check with your provider.

 

This time of year offers multiple challenges including colds and flu. As counselors, we can provide our clients with psychoeducation around the importance of self-care, rest, nutrition, exercise and fresh air. We can model good care by engaging in a healthy lifestyle. And, when we do succumb to the flu, we can demonstrate care by taking the time off to get the rest we need. We can offer compassion while promoting self-care.

 

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Cheryl Fisher

Cheryl Fisher is a licensed clinical professional counselor in private practice in Annapolis, Maryland. She is affiliate faculty at Loyola and Fordham Universities. Her research interests include examining sexuality and spirituality in young women with advanced breast cancer; nature-informed therapy; and geek therapy. She may be contacted at cyfisherphd@gmail.com.

 

 

 

 

 

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Opinions expressed and statements made in articles appearing on CT Online should not be assumed to represent the opinions of the editors or policies of the American Counseling Association.

 

 

 

 

 

@TechCounselor: Translating emails into efficient to-do lists

By Adria S. Dunbar and Beth A. Vincent February 14, 2018

This month, we return to our common email issues faced by counselors. The question we have been asking (and answering) is: Which inbox issue are you trying to solve?

  1. a) I write emails during nonworking hours (e.g., 4 a.m., weekends, holidays).
  2. b) The number of emails I get each day is out of control.
  3. c) I need to translate my emails into tasks on a to-do list.
  4. d) My email signature leads people nowhere.
  5. e) I write the same email over and over again.

In this column, we are talking to everyone who answered “C” to the question above. That’s all of the counselors out there who need a little extra help translating emails into tasks on their to-do lists.

As counselors, we get a lot of emails. If you’re like us, you may even get hundreds of emails every week. Very often, these emails come from a variety of sources. In one day, a counselor may receive an email from a client asking to reschedule an appointment, a request to sign and return a release of information form and a call for conference presentation proposals for the state counseling conference.

Buried within these email messages are tasks that need to be accomplished, all with various deadlines and differing priority levels. All of these to-do’s can easily get lost or forgotten. As counselors, we don’t want to let people down or not fulfill an obligation, but without a means to set reminders or make a note, that is likely happen. This is especially true for those of us who check our email from our phones, when we are not necessarily in a place to use sticky notes or a whiteboard to help us keep track. One system we use to help manage our to-do’s is an app called Google Keep. Keep is a free application that Google developed to create digital sticky notes and reminders. It is available in both desktop and mobile application form, allowing you access to your to-do lists no matter where you are.

Notice that we said “lists” — as in the plural form. If you’re a sticky-note lover like us, you’ll be pleased to learn that you can make practically unlimited numbers of digital sticky notes (called “categories”) that you can color-code, share with others and prioritize. You can also set location and date reminders.

For example, you could create a to-do list for your client needs, administrative tasks, professional development and personal errands all in one place. Another way to use this feature is to create categories depending on the task’s priority level or deadline date.

For those with more advanced sticky-note skills, color-coding your notes can help distinguish your personal categories from your professional categories or your shared notes from your private notes. Oh, and you can pin the ones you use the most to help move your most important items to the top of your list and keep them there.

Once you have set up your categories, you can easily go into the app or desktop feature and simply type or dictate your tasks one at a time. Once your items are on your list, you can even add check boxes. So, if you are one of those people who get a very satisfying feeling when marking an item off of your list, this feature is for you. The app keeps a record of each item you enter and mark off your list in case you want to keep this information for your records or revisit how much you’ve actually accomplished.

In addition, you can set reminders for your various to-do’s so that you can receive notifications based on date and time or physical location. This can be helpful for reminding you to call Client B when you get to the office or to submit your conference presentation proposal by the deadline date.

Another way this app can help simplify your life is through the sharing feature. You can share your to-do list categories with anyone you work with. For example, let’s say you are planning an outreach presentation with a co-worker. Use Keep to create a shared task list by adding a collaborator to your list, and see in real time when your co-worker has completed a task.

So, how do we use Google Keep to manage our email tasks? We keep it pulled up on our desktops and on our phones each time that we open our inboxes. This way, as soon as we receive that professional membership expiration notice, we simply type it into our Google Keep to-do list and keep moving on with our day. This helps us set boundaries with our email — i.e., not mindlessly checking it when we are not ready to sit down and act on it — and allows us to avoid those stressful situations when it feels like an important task might have slipped through the cracks.

 

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Adria S. Dunbar is an assistant professor in the Department of Educational Leadership, Policy and Human Development at North Carolina State University in Raleigh. She has more than 15 years of experience with both efficient and inefficient technology in school settings, private practice and counselor education. Contact her at adria.dunbar@ncsu.edu.

 

Beth A. Vincent is an assistant professor at Campbell University in Buies Creek, North Carolina, in counselor. She is a counselor educator, licensed school counselor and former career counselor who is driven to learn everything there is to know about innovative productivity software so that she can help counselors be their most present selves. Contact her at evincent@campbell.edu.

 

Our Instagram is @techncounselor (instagram.com/techcounselor/).

 

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Opinions expressed and statements made in articles appearing on CT Online should not be assumed to represent the opinions of the editors or policies of the American Counseling