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Assignment 2: RA 1: Advocacy in Action Presentation

Description of RA 1:

In this assignment, you will develop an advocacy plan based on the scenario below. Your plan will incorporate the relevant American Counseling Association (ACA) Advocacy Competencies and Competency Domains and your approach to facilitating client wellness.

Scenario:

You have been hired as a counselor in a local community agency that offers services to victims and survivors of intimate partner violence (IPV). Your first client is a 25-year-old female war veteran who returned from Afghanistan 1 year ago. She enlisted in the army right after high school and has been married for 7 years. She reports that the physical abuse started in the third year of her marriage. She describes serving in Afghanistan as a "piece of cake" compared to what she experiences at home. Since returning from Afghanistan, and being discharged from the Army, your client acknowledges that her husband has physically abused her at least once a month. She wants to leave but states that she has no place to go and cannot find a job. She expresses disappointment over the treatment she has received from the government since returning home. She suffers from depression and insomnia, and it is believed that she may suffer from posttraumatic stress disorder (PTSD). Your client reports that she has lost twenty pounds in the last 3 months. She describes feeling trapped, isolated, alone, and scared and is relying on you to help her. You have been asked to present your case at the treatment team meeting in two weeks. You have decided to prepare a Microsoft PowerPoint presentation that emphasizes your advocacy and wellness approach to working with the client.

Instructions:

  1. Review the ACA Advocacy Competencies and Competency Domains.

    Click here to read about ACA Advocacy Competencies and Competency Domains.

  2. Create a presentation that:
    1. Introduces your advocacy plan (who, what, and why?).
    2. Elaborates on the relevant competency domains that you believe are most applicable to your work with the client.
    3. Describes how you will use the related counselor advocacy competencies to assist your client (be specific regarding each relevant counselor competency per domain).
    4. Identifies issues in your client's life that affect her overall wellness.
    5. Includes suggestions to help your client improve her physical, cognitive, emotional, and social wellness.
  3. The presentation should include no more than 10–14 slides.
  4. The presentation should be created using a Microsoft PowerPoint template that reflects professional, graduate-level scholarship.

Your final product will be a 10- to 14-slide presentation written in APA format, utilizing at least five scholarly sources. Your presentation should be written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.

AU_PC6106_M4A2_ACAadvocacy_competencies.pdf

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Advocacy Competency Domains Acting With Client/ Student Client/Student Empowerment Client/Student Advocacy School/ Community Community Collaboration Systems Advocacy Public Arena Public Information Social/Political Advocacy Acting On Behalf Microlevel Macrolevel ADVOCACY COMPETENCIES: Lewis, Arnold, House & Toporek Endorsed by the ACA Governing Council March 20-22, 2003 Client/Student Empowerment • An advocacy orientation involves not only systems change interventions but also the implementation of empowerment strategies in direct counseling. • Advocacy-oriented counselors recognize the impact of social, political, economic, and cultural factors on human development. • They also help their clients and students understand their own lives in context. This lays the groundwork for self-advocacy. Empowerment Counselor Competencies In direct interventions, the counselor is able to: 1. Identify strengths and resources of clients and students. 2. Identify the social, political, economic, and cultural factors that affect the client/student. 3. Recognize the signs indicating that an individual’s behaviors and concerns reflect responses to systemic or internalized oppression. 4. At an appropriate development level, help the individual identify the external barriers that affect his or her development. 5. Train students and clients in self-advocacy skills. 6. Help students and clients develop self-advocacy action plans. 7. Assist students and clients in carrying out action plans. Client/Student Advocacy • When counselors become aware of external factors that act as barriers to an individual’s development, they may choose to respond through advocacy. • The client/student advocate role is especially significant when individuals or vulnerable groups lack access to needed services. Client/Student Advocacy Counselor Competencies In environmental interventions on behalf of clients and students, the counselor is able to: 8. Negotiate relevant services and education systems on behalf of clients and students. 9. 10. 11. 12. 13. Help clients and students gain access to needed resources. Identify barriers to the well-being of individuals and vulnerable groups. Develop an initial plan of action for confronting these barriers. Identify potential allies for confronting the barriers. Carry out the plan of action. Community Collaboration • Their ongoing work with people gives counselors a unique awareness of recurring themes. Counselors are often among the first to become aware of specific difficulties in the environment. • Advocacy-oriented counselors often choose to respond to such challenges by alerting existing organizations that are already working for change and that might have an interest in the issue at hand. • In these situations, the counselor’s primary role is as an ally. Counselors can also be helpful to organizations by making available to them our particular skills: interpersonal relations, communications, training, and research. Community Collaboration Counselor Competencies 14. Identify environmental factors that impinge upon students’ and clients’ development. 15. Alert community or school groups with common concerns related to the issue. 16. Develop alliances with groups working for change. 17. Use effective listening skills to gain understanding of the group’s goals. 18. Identify the strengths and resources that the group members bring to the process of systemic change. 19. Communicate recognition of and respect for these strengths and resources. 20. Identify and offer the skills that the counselor can bring to the collaboration. 21. Assess the effect of counselor’s interaction with the community. Systems Advocacy • When counselors identify systemic factors that act as barriers to their students’ or clients’ development, they often wish that they could change the environment and prevent some of the problems that they see every day. • Regardless of the specific target of change, the processes for altering the status quo have common qualities. Change is a process that requires vision, persistence, leadership, collaboration, systems analysis, and strong data. In many situations, a counselor is the right person to take leadership. Systems Advocacy Counselor Competencies In exerting systems-change leadership at the school or community level, the advocacy-oriented counselor is able to: 22. Identify environmental factors impinging on students’ or clients’ development 23. Provide and interpret data to show the urgency for change. 24. In collaboration with other stakeholders, develop a vision to guide change. 25. Analyze the sources of political power and social influence within the system. 26. Develop a step-by-step plan for implementing the change process. 27. Develop a plan for dealing with probable responses to change. 28. Recognize and deal with resistance. 29. Assess the effect of counselor’s advocacy efforts on the system and constituents. Public Information • Across settings, specialties, and theoretical perspectives, professional counselors share knowledge of human development and expertise in communication. • These qualities make it possible for advocacy-oriented counselors to awaken the general public to macro-systemic issues regarding human dignity Public Information Counselor Competencies In informing the public about the role of environmental factors in human development, the advocacyoriented counselor is able to: 30. Recognize the impact of oppression and other barriers to healthy development. 31. Identify environmental factors that are protective of healthy development. 32. Prepare written and multi-media materials that provide clear explanations of the role of specific environmental factors in human development. 33. Communicate information in ways that are ethical and appropriate for the target population. 34. Disseminate information through a variety of media. 35. Identify and collaborate with other professionals who are involved in disseminating public information. 36. Assess the influence of public information efforts undertaken by the counselor. Social/Political Advocacy • Counselors regularly act as change agents in the systems that affect their own students and clients most directly. This experience often leads toward the recognition that some of the concerns they have addressed affected people in a much larger arena. • When this happens, counselors use their skills to carry out social/political advocacy. Social/Political Advocacy Counselor Competencies In influencing public policy in a large, public arena, the advocacy-oriented counselor is able to: 37. Distinguish those problems that can best be resolved through social/political action. 38. Identify the appropriate mechanisms and avenues for addressing these problems. 39. Seek out and join with potential allies. 40. Support existing alliances for change. 41. With allies, prepare convincing data and rationales for change. 42. With allies, lobby legislators and other policy makers. 43. Maintain open dialogue with communities and clients to ensure that the social/political advocacy is consistent with the initial goals.
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