525 and 610 classmate discussion response 3

250 words and 1-2 scholarly references under each response


1) Courtney Glicken

Re: Topic 6 DQ 1 (Obj. 6.1)

The first thing his counselor should do is determine why Eric likes to play video games. Using this information could help direct the conversation and encourage discussion of college majors he could pursue that would relate to those reasons, or find a career that he can advance in without a degree, that would offer him those same aspects. Then, to broaden the discussion, the counselor should discuss what other interests Eric has. This could be done with a RAISEC test to see what his personality type is, and what career options would best suit his personality. With those results and what Eric expresses as his interests, they can see what careers overlap, if any. Since Eric is the client, and he has little interest in college, the counselor could give resources to internships, job fairs, and find people he could interview in jobs he would want to have (Brown & Lent, 2013). The counselor might also consider modeling different career options for Eric, and showing him that while college is not necessary for a career, it is helpful; this could be done with videos, presentations, or again, speaking with a successful individual in his interested career field (Brown & Lent, 2013).

Another option for the counselor is to first find out what motivates Eric, by asking questions such as what he wants his life and career to look like in 5-10 years (Siemasko, 2017). The counselor can also show Eric some tough love (Siemasko, 2017). It will be harder for him to advance in any career without a degree, and even if he chooses not to work in a field with his degree, it is a helpful backup option if his other interests do not work out. Eric’s counselor should help him research potential career options and guide him to online resources that could be useful for him (Torpey, 2015). The counselor could also suggest possible volunteer opportunities for Eric, to give him experience in different fields that are of interest to him (Torpey, 2015).


Brown, S. D. & Lent, R. W. (2013). Career development and counseling: putting theory and research to work (2nd ed.). Hoboken, NJ: John Wiley & Sons Inc.

Siemasko, E. (2017). How to motivate the unmotivated job seekers: 4 easy steps. The Weather Report. Retrieved from https://blog.thewhether.com/educators/how-to-motiv…

Torpey, E. (2015). Career planning for high schoolers. Bureau of Labor and Statistics. Retrieved from https://www.bls.gov/careeroutlook/2015/article/car…

2) Tolliver Anderson

Re: Topic 6 DQ 1 (Obj. 6.1)

I think it is essential for counselors to educate adolescents so they can know how to be successful once leaving high school (Brown & Lent, 2019). As Eric counselor, I would discuss the pros and cons of going to college and creating a career for himself rather than having a retail job. Since he likes to play video games, this might help him, and his counselor create a list of careers Eric can obtain after completing his education. Those careers include a game designer, game tester, multimedia artist/animator, and technical support specialist, to name a few. I would talk to Eric about any fears he may have about going to college and go over resources that may be available to him, for example, scholarships, work-study programs, and government grants. His counselor needs to help him set achievable daily, weekly, and monthly continuing education and job search goals (Siemasko, 2017). The key to success is communicating with Eric and discussing his progress and advise him in the correct direction. Another approach is for his parents to show him tough love by taking a step back and let him see firsthand what being an adult is like and paying bills. Hopefully, this effort will motivate him to continue his education and not just get by on working a retail job.


Brown, S.D., & Lent, R.W. (2013). Career development and counseling: Putting theory and research to work (2nded.). Hoboken, NJ: John Wiley & Sons. ISBN-13: 9781118063354.

Siemasko, E. (2017). How to motivate the unmotivated job seekers: 4 simple steps. Retrieved August 15, 2019 from https://blog.thewhether.com/educators/how-to-motivate-the-unmotivated-job-seekers-4-simple-steps/

3) Kelly Stebbins

Re: Topic 6 DQ 2 (Obj. 6.2)

Hello Class,

I compared indeed.com and usajobs.gov I have always liked indeed because it is very user friendly and it is how I found my job of 3 years. In highly recommend this site because it has tons of local jobs and it is so easy to use. Alternatively, you can also look up different salaries and write anonymous reviews on different companies. The other site although it is not as user friendly, I would recommend for someone who is wanting to acquire a goverment job. Or, someone who already has a goverment job but is looking to be promoted or looking for different career within the same organization. It is a little bit more complicated to use and does word a lot of things in military acronyms but it is informative nonetheless. I think the biggest challenge within this site is the fact that when people see all the paperwork they need to upload just to be considered it is often confusing and intimidating. They need to make it more friendly to civilians because the way that it looks it seems like it only caters to people who are already working in the military or government settings. It is very informative about the actual position though going into greater detail about careers offered then most any other website. I think that every job site serves its purpose and it is just a matter of getting used to how to navigate the site.




4) Jeanette Limoli

Re: Topic 6 DQ 1 (Obj. 6.1 and 6.2)

According to Cameron & Turtle-Song (2002), SOAP is divided into four components; (S)is the subjective component in which contains information about what the client is going through tol from their perspective, (O) stands for the observation that is made by the counselor, (A) is the assessment in which the subjective and objective are being formulated and reflected upon and (P) is for the plan of action as far as treatment.

In the case of Eliza, I would word her SOAP notes as such:

(S) Eliza is an 18 yr old college student that is finding herself feeling anxious about the demands of being a college student vs what was expected of her in high school. She is also feeling pressured by her peers to complete their homework as well as by her parents to be the middle man for their relationship. She got in trouble for drinking in the dorms with friends.

(O) Eliza is having trouble adjusting to the college lifestyle in which more responsibility is required. She is also feeling pulled in multiple directions from demands of more college work then she expected, her friends and family expecting her to be the “cure all” for their issues, She spends abnormal amounts of time on a gambling game in which she is not aware of its affect on her life. She does not view her alcohol use as a addiction or something she needs help with. Although she was easy to communicate with, she showed no enthusiasm about being in counseling as if she was being made to be here.

(A)- The client was given a biopsychosocial assessment, in which it was determined that she was diagnosed with a Generalized Anxiety Disorder and a mild gambling disordered.

(P) Eliza’s plan is to attend weekly counseling to address her feelings of anxiety and stress in her relationship with her parents and her thoughts about herself. Cognitive behavioral therapy is the choice of therapy in which will address her gambling habits and self-esteem.

Cameron, S., & Turtle-Song, I. (2002). Learning to Write Case notes Using the SOAP Format. Journal Of Counseling & Development , 80 (3), 286.

5) Maria Gonzales

Original topic: In Topic 5, you created a treatment plan for your client. Create a SOAP note that would go in the client’s chart following the visit. Post the SOAP note as a reply to this discussion thread. For follow-up discussion, evaluate at least two of your peers’ SOAP notes. Would you have documented anything differently? Why or why not?

Classmate response: Re: Topic 6 DQ 1 (Obj. 6.1 and 6.2)
I really like the SOAP format. I think the observation section is particularly important as a lot of our communication is non verbal.

My Response should be in relation to the classmate, but linked to the original topic prompt.

6) Sara Sanchez

Original topic: In Topic 5, you created a treatment plan for your client. If your client was to attend a group therapy session, write a progress note for that client’s participation in that group. How is writing a group progress note different than an individual progress note?

My Response: The progress notes contain various information that shows how the client is responding to the treatment being administered. It starts with a diagnosis where the information is collected for the first session that the client attend. Secondly, there is a patient presentation that acts as the mental status exam that is taken from the onset of the sessions (Adler-Milstein et al., 2015). After listing all the typical response, the clinician writes about safety issues that surround the patient problems. Further, the medication that the patient is taking at the time of the session is taken down. Also, the symptom description and the subjective report is written together with any relevant content and interventions used. Having acquired all this information, treatment plan progress is written down.

In the objective step, the assessment of the problem is taken to make the documentation complete. After the assessment, any additional notes regarding the goals and objectives of the client is taken (Tai-Seale et al., 2017). There is a plan that has to be laid down to find the solution for the problem. At the last step, the doctor gives some Recommendation and Prescribed Frequency of Treatment to make the client record on how he/she has been responding to the treatment. Writing group progress note is different from writing individual progress note in that the group progress note generalizes much information about the whole group while the induvial give the specific changes in different people within a group. Group progress note cannot be used by clinicians in administering any medication to a given a person because it does not reflect the actual result of a person.


Adler-Milstein, J., DesRoches, C. M., Kralovec, P., Foster, G., Worzala, C., Charles, D., & Jha, A. K. (2015). Electronic health record adoption in US hospitals: progress continues, but challenges persist. Health Affairs, 34(12), 2174-2180.

Tai-Seale, M., Olson, C. W., Li, J., Chan, A. S., Morikawa, C., Durbin, M., & Luft, H. S. (2017). Electronic health record logs indicate that physicians split time evenly between seeing patients and desktop medicine. Health Affairs, 36(4), 655-662.

Classmate’s Response: I really enjoyed reading your post, it was very specific and easy to understand. It can get complicated to differentiate group progress notes from individual notes because some of the notes may indicate information about an individual in particular. For this reason, it is important to understand the difference and to implement it the same way. Also, I like that you clarified that group progress notes should not be utilized when administering medication to a client. Thanks for sharing. ——- I AM RESPONDING BACK TO THIS AND TIE IT INTO THE ORIGINAL TOPIC RESPONSE PROVIDED.

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