Burnout is a major concern for clinical mental health counseling professionals and it can lead to both professional and personal issues for counselors. It can start with counselors taking on trauma, stress, and an unrealistic belief that they alone are responsible for their clients’ wellness. There are numerous factors in a counselor’s work that might lead to burnout including: secondary stress and vicarious trauma, expanded roles and responsibilities, poor supervision, and lack of the specific tools necessary to perform the job.

Counseling, by its very nature, is stressful work. This stress, if not monitored and addressed, can lead to counselor impairment. The profession acknowledges this by ethically obligating counselors to be mindful not only of their own states of mind, but their colleagues’ health as well.

For this Discussion, review the Counselor Impairment media and consider ethics related to counselor impairment. Examine signs of counselor impairment and the potential impact this may have on clients.

Post a brief description of the codes of ethics related to counselor impairment. Then explain at least two signs of counselor impairment. Finally, propose a scenario using one of the signs of counselor impairment you identified that elicited a negative effect on client treatment. Suggest a solution for remedying the situation and justify your solution.

Be sure to use the Learning Resources and the current literature to support your response.

 

 

·        Day, S. X. (2007). Health, distressed or impaired: What affects counselor wellness? Counseling Today, 50(1), 39.

Retrieved from the Walden Library databases.

·        Lawson, G., Venart, E., Hazler, R. J., & Kottler, J. A. (2007). Toward a culture of counselor wellness. Journal of Humanistic Counseling, Education & Development, 46(1), 5–19.

Retrieved from the Walden Library databases.

·        Neukrug, E., Milliken, T., & Walden, S. (2001). Ethical complaints made against credentialed counselors: An updated survey of state licensing boards. Counselor Education & Supervision, 41(1), 57–70.

Retrieved from the Walden Library databases.

·        Wilcoxon, S. A., & Magnuson, S. (2002). Concurrent academic and pre-licensure supervision: When supervision is not just supervision. Clinical Supervisor, 21(2), 55–66.

Retrieved from the Walden Library databases.

 

 

·        By the numbers: Counselor impairment. (2005). Counseling Today, 48(4), 3.

Retrieved from the Walden Library databases.

·        Everall, R. D., & Paulson, B. L. (2004). Burnout and secondary traumatic stress impact on ethical behaviour. Canadian Journal of Counseling, 38(1), 25–35.

Retrieved from the Walden Library databases.

·        Lawson, G. (2007). Counselor wellness and impairment: A national survey. Journal of Humanistic Counseling, Education and Development, 46(1), 20–34.

Retrieved from the Walden Library databases.

·        Magnuson, S., Black, L. L., & Norem, K. (2004). Supervising school counselors and interns: Resources for site supervisors. Journal of Professional Counseling, Practice, Theory, & Research, 32(2), 4–15.

Retrieved from the Walden Library databases.

·        Wilcoxon, S. A., Norem, K., & Magnuson, S. (2005). Supervisees’ contributions to lousy supervision outcomes. Journal of Professional Counseling, Practice, Theory, & Research, 33(2), 31–49.

Retrieved from the Walden Library databases.

·        Wilkerson, K. (2006). Impaired students: Applying the therapeutic process model to graduate training programs. Counselor Education & Supervision, 45(3), 207–217.

Retrieved from the Walden Library databases.