Counseling and Helping Relationships: Transcript Assignment

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Final Transcript

Alexandra Arpey

Chadron State College

Counseling Skills – COUN 638

Dr. Kathleen Woods

December 10, 2025

 Full Transcript

Counselor/Client Dialogue	Counseling Skills Used	Comments/Reflection
Color Key:	Counselor	Client
Counselor: Hey “Ethan”, it's so good to finally connect with you. I just wanted to get your permission to record our session so that I can have this for training purposes. We’re meeting on October 27, 2025 for half an hour.	Opening, Informed Consent	Good ethical practice to obtain permission upfront. Professional yet warm opening.
Client: Sure, go ahead.		Client appears comfortable and willing
Counselor: Okay, good. Well, it's so good to finally be there for you and finally connect. How are you doing today?	Open-ended question, Rapport building	Established warm connection, though "finally" used twice - could be more concise[1]
Client: Not great. I'm tired, really tired. And I feel like crap.		Client immediately opens up with vulnerability
Counselor: Oh, why?[2]	Open-ended question, Minimal encourager	Very brief - could have shown more empathy before questioning
Client: Work's crushing me. Haven't slept right in weeks.		Client reveals work stress and sleep issues
Counselor: Really?	Minimal encourager	Simple prompt that encouraged elaboration
Client: Yeah. 70 hour weeks, deadline after deadline. Then I just started using again, two weeks ago. Adderall first, then whiskey.		Major disclosure about substance use relapse
Counselor: What do you do for work?	Information gathering, Closed question	Gathering context, though could have first acknowledged the relapse disclosure Missed opportunity to acknowledge the relapse disclosure before gathering information
Client: Financial analyst at this investment firm downtown. Numbers, spreadsheets, clients yelling, constant.		Provides work context and stressors
Counselor: I see, and what you go to SMU, right?	Clarifying question, Information gathering	Error in assumption - shows importance of verifying information
Client: No, just work there. I went to UT.		Corrects misconception
Counselor: The University of Texas?	Paraphrase/Clarification	Confirming understanding
Client: Yep. Longhorns.		Brief confirmation
Counselor: That's a great school.	Affirmation	Building rapport through positive comment
Client: It was. Not sure if it prepped me for this.		Shows ambivalence about education's value
Counselor: Are you dating anyone, or what's your relationship status been?	Information gathering, Assessment question	Exploring social support system Too quick of a topic switch
Client: Single. Haven't dated in over a year. Between the hours and the shame, I just shut down.		Reveals isolation and shame
Counselor: When you say shame, what do you mean by that?	Clarifying question, Exploration	Good follow-up on emotional content
Client: Like, I had six months clean, IOP, therapy, the whole thing, and I blew it. After one bad week. Makes me feel stupid, weak.		Reveals recovery history and self-judgment
Counselor: You're not stupid or weak millions of people relapse. That's not completely abnormal. You're not alone in this, and we'll figure it out, I promise.	Normalization, Support, Reassurance	Validating and normalizing relapse, offering hope
Client: I appreciate that, but normal doesn't make it hurt less. I just hate letting myself down again.		Acknowledges support but maintains pain
Counselor: And so what helped you get clean in the past? What made you feel productive and like you were able to tackle everything head on?	Exploration of strengths, Open-ended question	Excellent strength-based approach
Client: Therapy, talking stuff out, and meetings. Sponsor kept me honest. When I stopped, everything fell apart.		Identifies previous successful strategies
Counselor: When did you last connect with your sponsor?	Information gathering, Closed question	Following up on support system
Client: About a month ago, he texted, I said I was busy.		Reveals avoidance behavior
Counselor: I see, and are you open to reconnecting with your sponsor?	Exploring readiness, Closed question	Assessing willingness for support
Client: Maybe. I just don't know how to show up after ghosting him. He'll be disappointed.		Shows ambivalence and fear
Counselor: Is his approval something that you really yearn for?	Exploration, Reflection of feeling	Exploring deeper emotional needs
Client: Yeah, I guess. I do, from him, from everyone, including myself. If I don't get it, I start spiraling, like, right now.		Reveals approval-seeking pattern
Counselor: How did you connect with this sponsor?	Information gathering	Understanding relationship origin
Client: At my first IOP meeting, he was talking about how he'd been sober 20 years, no big deal, no ego. Just showed up, I latched on.		Describes sponsor qualities
Counselor: And has his mentorship been helpful?	Assessment question	Evaluating resource effectiveness
Client: Totally. When I actually listened, he never sugar coated things, told me work would be the first thing to push me back out. Guess he was right.		Acknowledges sponsor's wisdom
Counselor: How many meetings were you going to?	Information gathering	Assessing previous commitment level
Client: Three times a week, like clockwork, until work swallowed my schedule, maybe once every couple weeks after that.		Shows pattern of declining attendance
Counselor: I see, and how long were you struggling with the substance abuse? Can you give me kind of a long history on your background with substance abuse?	Assessment, Open-ended question	Gathering comprehensive history
Client: Started in college, Adderall for finals turned into every weekend, then alcohol to crash after. First real blackout was junior year, woke up in a hospital parking lot. That shook me enough to get clean for a bit. Grad school brought it back. Cocaine now, too. Fast forward, I land the job, decide this time's different. Relapse anyway. Same damn cycle.		Detailed substance use history
Counselor: How long were you using cocaine?	Clarifying question	Getting specific timeline
Client: About two years, on and off, but it was never fun, just functional until it wasn't.		Describes functional use pattern
Counselor: Has your drug use or alcohol abuse created any problems in your life with friends or family?	Assessment question	Exploring consequences
Client: Yeah, my sister used to call every Sunday morning, accountability check in, she called it. That stopped when I missed three in a row. Now she just sends emojis instead of words. And friends, I ditched them, couldn't handle the questions. So I work alone, drink alone, wake up alone.		Reveals significant isolation
Counselor: I'm sorry you're going through this. We'll figure it out. Don't worry, you're not alone.	Empathy, Support, Reassurance	Offering emotional support Could have asked him to expand more on what living like this is like
Client: Thanks. I just sometimes it feels pointless. Like, what if I relapse again next month? What's the use in even trying?		Expressing hopelessness
Counselor: You deserve a life of sobriety and a life that is free from drug and alcohol cravings and one where you don't have to white knuckle it. And I promise you that that's attainable.	Instilling hope, Affirmation	Strong message of hope and possibility
Client: I want that, but every time I try, the cravings win, like, I know they're lies, my brain lying to me, but they're loud, especially after 3:00 a.m.		Describes struggle with cravings
Counselor: Is that whenever you drink, like, super late night?	Clarifying question	Understanding patterns
Client: Yeah. Worst is 2:00 a.m. After grinding spreadsheets till my eyes bleed, one drink to quiet the noise, then three more, 'cause why not?		Specific drinking pattern revealed
Counselor: Do you usually have a hard time stopping after you start?	Assessment question	Exploring control issues
Client: Yeah. Once that first sip hits, my willpower evaporates, like someone else is steering.		Describes loss of control
Counselor: Okay, interesting. And how long has this gone on?	Information gathering	Timeline assessment
Client: Since I started drinking seriously, college, but it ramped up once I moved here. No roommates, no one watching. Last year, it became nightly, until I quit in February. Now we're back.		Pattern escalation described
Counselor: When was your first experience with drugs and alcohol?	Assessment question	Exploring initial exposure
Client: 14. Dad let me sip his whiskey, said, "You're a man now." Tasted like poison. But I smiled anyway. Drugs came sophomore year. Somebody handed me Adderall before a Calc final felt like God.		Early exposure and family dynamics
Counselor: Have you ever seen a psychiatrist?	Assessment question	Exploring mental health treatment
Client: Yeah, in IOP, they put me on Wellbutrin and sleep meds, didn't touch the cravings, just made me drowsy enough to crash midday. Last appointment was five months ago.		Previous medication history
Counselor: Okay, so the Wellbutrin, what negative side effects did you experience?	Follow-up question	Detailed medication assessment
Client: Made me shaky, like I was still on speed, but without the payoff. And I couldn't sleep, even though the doc swore it'd help.		Side effects described
Counselor: That's not abnormal. Did you experience any paranoia as well?	Normalization, Assessment	Validating while exploring further
Client: Yeah, a little. Felt like everyone at work could see right through me, like they knew I was off. But honestly, that might have been the Adderall wearing off.		Describes paranoid feelings
Counselor: Okay. Did you however try Naltrexone by chance?	Information gathering	Exploring treatment options
Client: No, we never went there. IOP doc said I wasn't alcoholic enough to qualify.		Reveals treatment barrier
Counselor: Is that something that you're interested in trying this time?	Exploring readiness	Assessing openness to treatment
Client: Maybe. I mean, if it could shut the cravings down without zapping my brain, yeah. But honestly I'm more scared of pills than booze. Feels like trading one crutch for another.		Ambivalence about medication
Counselor: Well, there is a shot called Vivitrol that is Naltrexone suspended over 30 days.	Psychoeducation, Information giving	Providing treatment option
Client: A shot? One less thing to remember. I guess I could try it. If it keeps me from waking up at 2 a.m. thinking about whiskey.		Shows openness to alternative
Counselor: Yeah, I can only speak to my personal experience with it, and I am someone who has five years in sobriety, but I was on the Vivitrol shot for three and a half years. I also shared the same concern with pills. And what I can tell you is that I would not have the life that I do if I had not tried getting on Vivitrol. Now, I'm not a psychiatrist, and I will obviously give you the proper referral for that, but I think that this is definitely worth investigating for sure, without a doubt in my mind.	Self-disclosure, Recommendation, Support	Powerful use of appropriate self-disclosure
Client: Thanks. That actually means a lot coming from someone who's been there. Makes it feel less like a cop out. If you think it'd help, I'll call tomorrow.		Commitment to action
Counselor: That's great. Where are you receiving psychiatric support?	Information gathering	Assessing current resources
Client: Nowhere. Last guy was in Plano, but he moved. Haven't looked since.		Gap in care identified
Counselor: Okay, do you need help finding a new psychiatrist?	Offering assistance	Practical support offered
Client: Um, yeah, I could actually use your help with finding a new one. I didn't really like the guy that I had in Plano anyways.		Accepts help
Counselor: Okay, yeah, there's a great psychiatrist that I'll give you the name and number of. I don't know if he's actively seeing new patients, but if I make the referral, ensure that he will see you.	Resource provision, Advocacy	Offering concrete assistance
Client: Thank you so much. I really appreciate it. I feel like this has already been so productive.		Positive feedback
Counselor: Of course, that's what I'm here for. So Alicia referred me to you. How long have you been seeing Alicia for therapy?	Information gathering	Understanding treatment team
Client: Not that long. I've been seeing her for maybe like the past, I don't know, six months.		Timeline clarified
Counselor: Okay. And has everything been like really helpful since you started therapy?	Assessment of treatment	Evaluating current support
Client: You know, I would say so. I mean, I feel a lot better about my day today. I feel like a lot more confident, but at the same time, I'm just really struggling with my whiskey cravings.		Mixed progress reported
Counselor: Okay, and is whiskey the only alcohol that you're craving?	Clarifying question	Specific assessment
Client: I mean, no, like, I just, I'll have any, if I have one sip of alcohol, I crave it all, man. Like, I just want it all. You have no idea.		Describes overwhelming cravings
Counselor: I actually, I completely understand what you're saying. You're speaking my language. So is this something substance abuse-wise that you'd like to address, or is this something that you just need to get through this chapter of life, or what, where are you in terms of handling your substance abuse?	Empathy, Self-disclosure, Exploring motivation	Shows understanding, explores commitment
Client: No, I need to address it before I die. I feel like I'm dying already.		Urgent motivation expressed
Counselor: Well, we definitely don't want that. I have hope for you.	Support, Instilling hope	Brief but supportive
Client: Thanks. I think I needed to hear that.		Receptive to support
Counselor: So let's make a list for you of things that we should tackle in a priority list that really determines kind of the major stressors that you're dealing with.	Goal setting, Action planning	Shifting to concrete planning
Client: Sounds good. Number one: Stop the whiskey. Number two: Sleep. Number three: Get back to meetings—and my sponsor. Number four: See that new shrink about the shot. And five... maybe actually talk to my sister again.		Clear goals identified
Counselor: I think that would be great. Is there a way that I can support you in facilitating that?	Offering support, Open-ended question	Exploring counselor's role
Client: Yeah, maybe we could text check-ins? Like, if I'm up at 2:00 a.m. and about to cave, you could remind me why I'm doing this. I know it's extra work for you, but... you're the first person in a while who actually gets it.		Requests specific support
Counselor: Yeah, of course. I will see what I can do about that. And let's see what else. Okay, so what is a third concern that you would like to address today?	Agreement, Transition, Open-ended question, Practical Problem Solving with Boundaries	Moving to explore other issues
Client: Work. Like, not quiting—I'm not suicidal—but figuring out how to say no without getting fired. I keep volunteering for crap I can't handle, then popping pills to power through. It's this loop. If I don't fix that, nothing else sticks.		Identifies work boundaries issue
Counselor: No, I understand what you're saying. That can be really hard. Um, that's a lot, for sure. That really is a lot, because I know that you seem like you really want to do your best, and obviously doing your best also includes taking care of yourself, and that's also pretty hard whenever you're an overachiever.	Validation, Empathy, Reflection	Understanding the struggle Used too many verbal fillers here. I could have been more verbally concise.
Client: Yeah. I never learned how to be good enough without overdoing it. Even now, I know I need to slow down, but slow feels like failing, like I'm letting them down.		Core belief revealed
Counselor: I don't think you're letting anyone down. I think you're letting yourself down by not taking care of yourself.	Confrontation, Reframe	Gentle challenge to perspective
Client: Yeah. I guess if I keep going, I'll burn out—and then I'll really be useless. Not like I'm useful now, popping pills in the bathroom stall. Maybe... maybe cutting one project back isn't quitting. Maybe it's surviving.		Beginning to reframe
Counselor: No, of course not, and none of this is embarrassing. You have nothing to be afraid of or embarrassed by.	Normalization, Support	Reducing shame
Client: Okay. I just—I hate that I'm back here. But if you say we can fix this without shame... maybe I'll start believing it.		Tentative hope
Counselor: Oh, we can easily do that.	Reassurance	Perhaps overly confident In response to fixing addiction issues, this minimizes the actual difficulty
Client: Good, 'cause I'm tired of being the guy who falls off the wagon every time life gets loud. I want this one to stick.		Expressing determination
Counselor: No, you have nothing to be ashamed about.	Support, Normalization	Reinforcing shame reduction
Client: Thanks. I keep waiting for someone to call me out—like my boss, or my dad. Weak, Ethan. Weak. But maybe... maybe I'm just human.		Self-compassion emerging
Counselor: You absolutely are human. How do you think that you could be cutting yourself a little bit more slack and giving yourself some grace?	Affirmation, Open-ended question	Exploring self-compassion
Client: I don't know. Maybe stop scheduling stuff at 7:00 a.m. on weekends? That's when I usually punish myself with emails. Or, like, actually go home when the clock hits five. Instead of catching up—I'm just... running. From everything.		Identifies specific behaviors
Counselor: I completely sympathize and agree with what you're saying. What do you mean by you punish yourself by making yourself wake up?	Empathy, Clarifying question	Exploring self-punishment
Client: Like, if I don't reply to an email by Sunday night, I tell myself I'm lazy—lazy people lose jobs. So I drag myself awake at dawn, chugging coffee like it's air. Even when I'm hungover. Even when I want to sleep. It's not discipline. It's just... fear.		Reveals fear-based motivation
Counselor: Fear of losing your job?	Clarifying question	Simple clarification
Client: Exactly. Fear I'll be the first one cut if I'm not hovering over every spreadsheet like it's my kid. I've seen it happen—quiet firings on Fridays. So yeah, I punish myself so no one else has to.		Explains fear source
Counselor: I'm sure that those people were let go for other reasons. I promise you that. There's just no way that they were let go on a whim.	Reframe, Challenge,	Challenging catastrophic thinking
Client: Maybe. Or maybe they weren't hovering like me. And that's why I'm scared.		Maintains fear
Counselor: No, I think that what you're saying is completely sensible. I really do. And I think right now we just need to support you in figuring out what the best path forward is for you. I feel like we're already making great strides, we really are, and we've already made a tremendous amount of progress. Do you, are you someone that is able to follow through on whenever they say, like, if you say some, that you're going to do something, you're, you follow through on it?	Validation, Support, Progress acknowledgment, Assessment, Balancing Support with Challenge	Multiple skills, perhaps too lengthy
Client: Yeah, if I say I will, I will. Even if it's killing me. But honestly, I've said a million times I'd stop drinking, and here I am. So... maybe that's the question: how do we make it so that when I say it, I believe it?		Self-awareness about pattern
Counselor: Um, I think that you are definitely already are like there. I believe that, you know, you are at the stage of change and at the stage in which like you are ready for the change that is going to happen and you also want it and you're craving it and I'm here to support you through it and I have full confidence in you um to follow through with it. I really do.	Encouragement, Support, Instilling hope	Very supportive, some verbal fillers
Client: That helps, like, more than you know. I mean, no one's said that to me without an asterisk—like if you really want to or just try harder. But you're just... here. No judgment. Okay. Let's do this. First thing tomorrow: text my sponsor. Then call the doc. Then—no emails before nine.		Commitment to specific actions
Counselor: I think that's a great idea, and how about putting like a reminder on your, uh, how about putting an automatic message that says like, "Hey, I'm out of office at this time, but I will be back during office hours."	Affirmation, Suggestion, Problem-solving	Practical boundary suggestion
Client: Yeah, and maybe working remotely—so it doesn't sound like I'm slacking, just... boundary-setting. I could even put it on my Teams status. Simple, right? God, I've been making this harder than it needs to be.		Problem-solving engaged
Counselor: No, don't beat yourself up. What's happening is that we're making progress, and that's the important part.	Support, Reframe	Redirecting self-criticism
Client: Yeah. Progress. I like how that sounds. Better than trying not to fail again.		Positive reframe accepted
Counselor: Absolutely, and this isn't a failure.	Reframe, Support	Reinforcing positive perspective
Client: Thanks. I think I'm finally getting that.		Integration occurring
Counselor: Alright, well we're about at time, is there anything else that I can do to support you?	Closing, Offering support	Appropriate session closure
Client: No—just keep believing in me. And maybe one text tonight? Just to make sure I don't crack.		Final request for support
Counselor: Of course, and I will send you the number and name of the psychiatrist as well as call him to let him know that I'm making the referral to you.	Agreement, Follow-up commitment	Concrete follow-through
Client: That'd be awesome. You're kinda saving my life here.		Strong appreciation
Counselor: Well I'm glad to hear it, and so I will touch base with you next week. How does that sound?	Scheduling, Check-in	Setting next appointment
Client: Sounds perfect. Thanks.		Agreement
Counselor: Alright, we'll talk then.	Closing	Simple closure
Client: Looking forward to it.		Positive ending

Counseling Strengths

When I interviewed a client named Ethan for my final transcript, he was referred to me by the prior LPC from my Multicultural Counseling Interview Project. He resides in Dallas, Texas and is experiencing difficulty with substance abuse — which is primarily the area I’m most interested in working with as a counseling demographic. The experience of interviewing a person while he’s actively addicted was both profoundly different and yet surprisingly alike due to having walked the exact same path; I understand exactly what it feels like to want to live a life of sobriety but have no clue as to how to attain that, feel hopeless, be filled with shame, and feel like a foreigner on this earth. You’re always walking around thinking you are going to get in trouble the minute the other shoe drops. Ethan expressed the identical experiences I went through while I was in active addiction.

Strategic Self-Disclosure: One of the strengths of my interview with Ethan was the strategic self-disclosure I used to develop rapport with him based upon our shared experiences. I effectively lowered Ethan’s stigma related to medication and treatment which made him more receptive to the possibility of medication assisted treatments such as Naltrexone or Vivitrol. As an example, I stated that I could only discuss my own experience with Vivitrol—I had five years of sobriety and had taken Vivitrol for three years, and that I wouldn’t be sober without it. Ethan mentioned that he didn’t want to take a medication where he’d have to take a pill every day. Vivitrol is an intramuscular injection administered by a registered nurse practitioner once per month. It is an excellent choice for individuals new to sobriety, as it doesn’t require them to manage a daily pill regiment while the medication takes effect consistently throughout their system over a period of thirty days. Ethan’s response validated this approach, stating “No way—I used to look at that as a total cop-out—but now it doesn’t.”

Balancing Support with Challenge: A second strength of my session with Ethan was my ability to balance support with challenge. I provided Ethan with emotional validation while utilizing supportive challenging techniques to confront the distorted beliefs he held regarding substance abuse. These techniques helped to reframe Ethan’s beliefs without dismissing the feelings/beliefs he had regarding topics such as addiction and living a life of sobriety. I informed Ethan that the people that fired him were likely terminated for reasons unrelated to the fact that they didn’t overextend themselves to complete their work. I also reframed that Ethan would be letting himself down—and not just his workplace—if he could not provide for himself and ensure he received adequate rest, ate properly and exercised regularly, as his body would suffer consequences which would eventually impact his job performance. When Ethan stated “If I keep going I’ll burn out,” it indicated that the reframing of his views did indeed take place.

Comprehensive Assessment to Action Planning: Thirdly, I observed myself utilize a third strength throughout the session, which was completing a comprehensive assessment and turning it into an action plan. I methodically collected information from various areas of Ethan’s life including his health, routine and substance abuse in order to determine the extent of his addiction and the proper level of care needed. For example, if Ethan consumed a handle of vodka each day in order to function, I would have immediately recommended that he enter detox for advanced alcoholism. Although, I found that the correct intervention for Ethan to obtain the life he desired was not as far away as it seemed. While Ethan expressed many verbal intentions to stop consuming Adderall and alcohol, I established an action plan with Ethan, leaving him feeling incredibly productive, positive, and hopeful for his future sobriety. I transitioned from identifying problems to developing concrete solutions by inquiring as to how long he had been experiencing difficulties with substance abuse and if he had any previous experience with a sponsor. I concluded that Ethan would benefit from visiting a psychiatrist, asked him if he would be open to doing so (he was), and then developed a plan to refer him to a psychiatrist that specialized in treating patients with substance abuse disorders. Prior to our next scheduled meeting the following week, we planned to make contact with the psychiatrist.

Empathy & Normalization: Fourthly, I demonstrated a fourth strength of using empathy and normalization. I reduced the shame that Ethan associated with his substance abuse disorder by accepting and validating the feelings he brought to session. I ensured him that I did not respond to any of this with any form of judgment I normalized relapsing and the challenges that occur when attempting sobriety for the first time, providing a safe therapeutic space for him to disclose his struggles without the stigma of shame. An example of this is when I stated “You’re not stupid or weak—millions of people relapse. You’re not alone in this, and we’ll figure it out, I promise.” I also instilled hope in him: “Well, we definitely don’t want that. I have hope for you.” When Ethan responded with “I mean, no one’s ever said that to me without an asterisk… but you’re just here. No judgment.” he validated this approach.

Practical Problem Solving with Boundaries: Finally, I observed a fifth strength throughout the session of practical problem solving with boundaries. I provided Ethan with actual resources and suggested specific coping mechanisms while maintaining the boundaries of a professional counselor. When I stated that I would find out what I could do to make calls outside of business hours I was establishing boundaries while still helping. I agreed to assist in a measured manner: “Yeah, of course. I will find out what I can do about that.” I provided examples of concrete strategies: “I think that’s a great idea, and how about setting up an auto-response saying ‘I’m out of office at this time, but I will be available again during business hours.’” I also communicated to Ethan that I would follow through on my commitments: “I will send you the phone number and name of the psychiatrist as well as call him to notify him that I am referring you to him.”

Areas of Improvement

I am aware that I am typically one of the most critical people when it comes to my own work; however, I do realize that this session has been far better than my last midterm session. When working with individuals who suffer from substance abuse disorders, there are many different obstacles that you will encounter including but limited to a myriad of co-occurring mental health disorders and numerous psychosocial issues. The case of Ethan represented the complexity of these types of situations; he experienced overwhelming shame and exhaustion due to his relapse cycle. This experience helped me reflect upon being honest about my technique and presence.

Delayed Emotional Processing and Premature Information Gathering: In my haste to gather information about Ethan's substance use I failed to acknowledge the emotional implications of what he had shared prior to asking him questions. In other words, as soon as Ethan told me "Then I just started using again, two weeks ago. Adderall first, then whiskey," I immediately asked him "What do you do for a living?" as opposed to validating the emotional significance of his relapse. When he also told me that "Not great. I'm tired, really tired. And I feel like crap" I responded by saying "Why?" instead of acknowledging his suffering in the moment first. I also missed the chance to assess the degree of Ethan's feelings of isolation when he stated, "So I work alone, drink alone, wake up alone." Had I slowed down to recognize his emotions before I gathered information, it is likely that I would have been able to be more empathetic and therefore provide additional insight into his depression. However, I am convinced that Ethan felt heard and supported at the end of our session.

Verbal Fillers and Lack of Conciseness: I used a lot of "filler" words and made too many unnecessary, lengthy responses. One example of this is when I stated, "Um, I think that you are definitely already are like there. I believe that, you know, you are at the stage of change and at the stage in which like you are ready for the change that is going to happen and you also want it and you're craving it and I'm here to support you through it and I have full confidence in you um to follow through with it. I really do." I used so much filler language ("um," "like," "you know") which detracted from being clear and professional; nearly all of those answers could be given with 1-2 short statements. Practicing self-aware, thoughtful speaking and waiting for a moment to respond will allow me to speak more purposefully (both professionally and personally).

Over-Reassurance and Unrealistic Promises: While on occasion I may have provided an excessive amount of reassurance or optimistically stated what could be accomplished in terms of recovery from addiction; I was also minimizing the difficulties involved in maintaining sobriety by saying "we can easily do that." By making such comments, I took a significant risk of creating unrealistic expectations for my clients as well as losing their trust and credibility because their results were not consistent with what I had previously assured them would happen. While recovery from addiction is very difficult, it is also highly variable and unpredictable and I understand that many of my clients will become discouraged at some point due to their failure to reach what they perceive as benchmarks. To avoid this in the future, I will provide encouragement that is more realistic than optimistic. I will express confidence in the capabilities of each of my clients and encourage them to believe in themselves, but I will also acknowledge to them that there are many challenges that lie ahead.

Limited Use of Basic Counseling Skills: During this session I did not effectively utilize summarizing and paraphrasing as I should have. This first session involved an in-depth assessment of Ethan, but I used questioning (over twenty assessment questions) far more than I provided reflective responses; due to this imbalance, it was less likely that Ethan would perceive his story being synthesized or understood at a greater depth by me. In future sessions I will use more summarizing statements to reinforce themes, to give credibility to the emotional content he expresses, and to reflect my active listening.

Assumptions and Factual Errors: My mistake was when I assumed incorrectly with my question "and you—go to SMU, right?" Ethan replied to my misstatement as follows: "no, just work there; I am a University of Texas (UT) graduate." Although this small factual error is not significant enough to damage our relationship building process, it did briefly disrupt our rapport and also signaled that I had been inattentive to his response at the time. It further supported the need for me to verify all facts carefully and avoid making assumptions about others' lives based on limited knowledge. Common among many counselor-in-training professionals are the areas of improvement that I have identified. To address them, I plan to take time to process emotions prior to engaging in inquiry to pace myself; reduce verbal filler words so as to be able to communicate with greater precision; and work to provide both reassurance and realistic expectation-based encouragement. I will work to increase my use of summary and reflection statements as well as build upon my assessment skills. Developing these habits by way of supervisory support and self-awareness will enable me to improve my overall presence and effectiveness as a professional counselor. Although I acknowledge these areas of development, I believe that this has been a strong, meaningful counseling session that clearly demonstrates both progression and clear direction for continuing professional development. 

CCS-R Self-Assessment

As I reflect back over the semester through my CCS-R self-assessments, I see many clear and marked increases in my skills as a counselor and as a professional in the field. The overall number for my post-assessment is 112 (59 in counseling skills and 53 in dispositions), while my pre-assessment was 111 (57 in counseling skills and 54 in dispositions). Although the total number did increase slightly, the qualitative differences in the two sets of scores indicate much larger increases in my level of confidence, clinical presence, and intentionality as a counselor. From the beginning of the semester, my initial scores indicated a solid base of foundational skills; however, I have moved from being able to perform techniques correctly to being able to apply them purposefully and fluidly during sessions.

I feel that one of the largest increases in my skills has been in the area of summarizing and managing session pace. In my pre-assessment, I indicated that there were times I had difficulty concluding sessions and/or tying together important issues at the close of sessions. Through the course of the semester, I became more conscious of transitioning between topics and developed an ability to collaboratively summarize with clients the content, emotional, and behavioral themes that were discussed throughout the session. This ultimately helped clients to make a connection between the new information/insights they gained, and the specific actions they could take as a result of our work together. I also developed my ability to utilize advanced reflection of meaning—a technique highlighted by Ivey, Ivey & Zalaquett (2024)—which enabled me to assist clients to develop a better understanding of their own core beliefs and values. This shift in how I reflected client statements assisted clients to move beyond the surface of what we discussed and engage in deeper self-exploration.

In the area of professional dispositions, I remained at the same high levels in ethics, openness to feedback, and professionalism through both assessments. However, I did make some meaningful growth in flexibility and self-trust. For the majority of the first half of this semester, I was primarily concerned with "doing things right", which resulted in me being overly cautious during our sessions. After completing the post-assessment, I am able to provide evidence that I was more flexible in my approach to adapting to the changing needs of each individual client, while having a decreased focus on the technical elements of the session (i.e., when they were not progressing as planned) as per the "Intentional Flexibility" Model of Ivey et al. (2024), where effective counseling will always include some level of structure and an openness to adjust based upon the evolving needs of the client.

The improvements in my counseling style became apparent in my interactions with clients who were struggling with substance abuse and co-occurring disorders. I felt a greater sense of fluency in developing rapport with clients and utilizing empathy to provide a balanced approach of challenge and support. I became more intentional about the questions I asked, utilized reflection to acknowledge and validate the emotions of clients, and provided confrontation when necessary to assist clients to gain further insight into their behavior. Most importantly, I felt more comfortable with myself as a counselor —more comfortable being silent, trusting the process, and allowing clients to direct the conversation when they chose to do so. In summary, the growth that occurred between the time I completed the pre- and post-assessments illustrate more than just a numerical increase; rather, it illustrates a greater degree of integration of knowledge, skill, and genuineness. I have progressed from simply being competent in my role as a counselor to truly embodying that competency, and I now approach each session with greater confidence, self-awareness, and a commitment to culturally responsive and ethically responsible care.

Midterm Transcript

Comparing my Midterm Transcripts from Amanda with my Final Transcript from Ethan reveals my obvious improvement in professional development and counseling competence. Some of the most notable areas of development include: Ability to provide client support and appropriately challenge the client at the same time; Improvement in organizing and pacing the counseling session; The intentional use of interventions to generate client insight and facilitate client behavioral change; Development of a clearer understanding of my role as a counselor and subsequently a greater sense of being present as a counselor. Although I had a strong base of establishing rapport and ethically conducting counseling during my Midterm Session, my Final Transcript clearly demonstrates a much more complete integration of clinical theory, self-knowledge, and intentional application of advanced micro-skills to facilitate client insight and promote client behavior change.

During my Midterm Session with Amanda, I used the foundational micro-skills of supporting, empathizing with, and advocating for Amanda as described by the Hierarchical Model of Skills for Effective Multicultural Counseling by Ivey, Ivey and Zalaquett (2024). A safe and supportive environment was established for Amanda to express her grief, anxiety and disordered eating behaviors. For instance, when I said, "I am so sorry you lost your dad," that was a clear expression of empathy and validation early on in the session and helped Amanda to know she had been heard and validated. Upon review of my transcript however, I realize I frequently shifted too rapidly from processing into problem-solving and providing solutions, i.e., I recommended Amanda apply for academic accommodations before giving her the opportunity to explore the emotional responses to these issues.

Although I encouraged Amanda to advocate for herself, it reflected my own difficulty with client discomfort and my transitions were frequently hurried or directive, illustrating my developing ability to utilize immediacy and process emotion (Hill, 2020). More frequently than not, I reassured Amanda rather than having her examine the meaning behind her actions, which is a typical developmental phase for new counselors (Skovholt & Trotter-Mathison, 2016). In contrast, my Final Transcript with Ethan shows a tremendous amount of clinical intentionality and depth. I successfully employed advanced micro-skills such as strategically self-disclosing, interpreting the meaning of his words and ideas and achieving a balance between supporting and challenging the client; all are reflective of the Intentional Counseling Model (Ivey et al., 2024). For instance, when Ethan revealed he felt ashamed about relapsing, I responded with, "You're not stupid or weak-you're not alone-millions of people relapse-and we will get through this together." My response normalized relapse, diminished stigma and allowed Ethan to feel at ease disclosing more. Later in the session when Ethan expressed reservations about taking medication-assisted treatment, I made a strategic self-disclosure stating, "I can only speak to my own experience but I took the Vivitrol shot for three and a half years, and I would not be living the life I am today if I hadn't."

The self-disclosure, which was used intentionally and correctly, served a therapeutic purpose—it modeled hope, increased trust and demonstrated authenticity (Corey, 2021); (Ivey et al., 2024). Following my self-disclosure, Ethan said, "That really means a lot hearing that from someone who has walked the walk." This statement indicates that the intervention used here, to develop rapport with the client, was effective to motivate the client to make changes in his/her behavior. Another aspect of development is the ability to move from defining client needs to developing an action plan for them. At the midpoint of my sessions, I identified Amanda's grieving, her disordered eating, as well as her academic related stresses, but I did not use those identified issues to create a specific plan of action. However, at the completion of my final transcript, I developed the skills needed to conceptualize the case and set goals with the client. As such, Ethan could take the insights he had into productive action. Together, we developed a structured plan to enable Ethan to reconnect with his sponsor, receive psychiatric services, develop healthy sleep habits, and repair relationships with his family members. This represents my increasing capacity to utilize goal-oriented techniques as identified in the Intentional Counseling Model; where exploration leads to action and evaluation (Ivey et al., 2024); (Neukrug, 2017).

In addition to the development of my ability to use affective language, the development of my comfort with silence, summarizing and reflective depth are also evident in my transcripts. In my first half of the semester (midterm), I was using silence very rarely, and transitioning from one idea to another rapidly; this indicated that at the time, I was still struggling to process clients' emotions. By my last half of the semester (final), I had developed a much greater sense of comfort with silence and gave Ethan ample opportunities for reflection and response. I also demonstrated a much higher level of proficiency in summarizing than I did initially, as I no longer simply stated facts, but instead identified and tied together emotional and behavioral patterns. For instance, when Ethan discussed his overworking and relapse patterns, I recognized his need for external validation and related that to his shame cycle, thereby enabling him to perceive the issue as an internal conflict as opposed to solely his current circumstance. This evidence supports a greater comprehension of reflection of meaning and my growing capacity to encourage cognitive restructuring through empathetically exploring client concerns (Ivey et al., 2024); (Hill, 2020).

Lastly, I demonstrated a significant growth in balancing empathy with challenge—a key aspect of developing advanced counseling competencies. In my midterm session, I typically mitigated confrontation to reduce client distress. By my final session, I learned to provide support while gently confronting the client. This balance was hard initially for me to grasp because of how careful a counselor needs to be when implementing this with a client. For example, when I stated, "I do not think you are disappointing others—I believe you are disappointing yourself by not caring for yourself," I utilized empathic confrontation (Ivey et al., 2024) to confront Ethan's distorted perceptions of his self-worth and work performance, while maintaining compassion. Following the confrontation with me about his lack of progress at work; he said to me, “Maybe if you stop doing one thing, it doesn’t mean you’re giving up – maybe it means you are making it through.” This statement helps to illustrate that the confrontation has helped him develop new frameworks of reference both cognitively and emotionally.

In conclusion, there was another area of growth apparent from reading my transcripts – my ability to create and maintain a professional boundary and display an ethical presence as a leader. During my midterm session, I crossed a boundary by suggesting I would accompany Amanda to the University Disability Office—a kind act but one that exceeded the counselor's responsibility. At this point in time, I was beginning to grasp the ways in which I could both develop and maintain appropriate professional boundaries, yet show genuine concern for Ethan's well-being at the same time. When Ethan requested that he may personally contact me outside of our designated sessions, I stated, "Yes, certainly—we will discuss possible options." This response acknowledged Ethan's desire for additional support while establishing realistic expectations. This demonstrates a significant increase in my self-knowledge and adherence to the American Counseling Association Code of Ethics regarding dual relationships and counselor self-care (American Counseling Association, 2014).

Generally speaking, the transition evident in my final session transcript reflects a considerable shift from functioning as a technician, to functioning as a clinician. I transitioned from mechanically implementing techniques, to thoughtfully selecting theory-driven decision-making strategies (Intentional Counseling) regarding when and how to engage with clients. I am much more confident and authentic in demonstrating empathy, challenge, cultural sensitivity and structure than I was previously. My growth has also paralleled that of The Developmental Model of Counselor Growth by Skovholt & Trotter-Mathison (2016), moving from self-conscious performance to a more intuitive and natural presence. The development from my mid-term to final session transcripts indicate a marked increase in counselor intentionality, pacing, depth and ethics. I have acquired the ability to be present with client discomfort, assist the client in navigating ambivalence and convert client insight into tangible actions. These developments show both the professional education and personal development I have experienced, indicating that I have progressed from competent to confident as a developing clinical mental health counselor.

Practicum Goals

The core of my purpose for the Counseling Practicum at Turning Point Recovery Network (TPRN) is to combine the knowledge and competencies I've developed through my academic training with the practical application of those competencies with clients. I am committed to entering this practicum with a solid foundation of theory in practice, a defined professional identity, and a commitment to competent practice based on the ethical standards of the American Counseling Association (ACA) and the American School Counselor Association (ASCA). Specifically, my objectives are focused on developing a professional counselor identity built upon the principles of integrity, empathy, and accountability; to further develop my ability to create a balance between compassion and structure, and to develop my ability to establish healthy boundaries while building trusting relationships with clients. Additionally, I will continue to develop my skills as a counselor by attending to the supervision provided throughout the practicum and continuing to develop my ability to navigate countertransference and effectively build a therapeutic relationship with clients.

Turning Point Recovery Network is an intensive outpatient and partial hospitalization treatment program in Dallas that focuses on helping adults stabilizing from substance use disorders and co-occurring mental health issues. The program uses evidence-based approaches like CBT, DBT, MI, relapse-prevention planning, and trauma-informed care, and clients move through structured groups, individual sessions, psychiatry, and routine UAs to build stability in early recovery. Turning Point serves people coming out of inpatient, detox, or those who need more support than traditional outpatient therapy can provide, and they emphasize accountability, daily routines, and practical coping skills. The staff includes therapists, recovery coaches, psychiatric providers, and case managers who coordinate treatment and support clients through sobriety, family relationships, and rebuilding their lives.

TPRN isn’t just a treatment program — it’s a fully structured clinical environment where counselors are expected to integrate evidence-based practice, tight documentation standards, and real-time collaboration with psychiatry, UA operations, and group services. My practicum there is designed to mirror the workflow of a Master’s-level counselor: leading and co-leading IOP groups, conducting intakes, completing biopsychosocial assessments, tracking PHQ-9/GAD-7/BAM outcomes, and documenting everything in KipuEMR the same day it happens. The program runs on clear policies and procedures, strong interdisciplinary communication, and a heavy emphasis on accountability and measurable progress. I’ll be contributing to policy updates, UA labeling and chain-of-custody processes, HR file audits, and group curriculum development — all while applying CBT, MI, and trauma-informed care directly with clients. TPRN provides the kind of structured, fast-paced, clinically rich environment that aligns perfectly with my practicum objectives and long-term plan to specialize in substance use and co-occurring disorders.

Development of a professional counselor identity is one of my primary objectives for this practicum, and I believe that development will occur primarily as a result of the opportunities available to me during the practicum to receive supervision and attend to my own development. The practicum will provide me with the opportunity to develop my skills and abilities related to the presentation of self as a counselor, the management of countertransference, and the development of a therapeutic relationship with clients. In addition to the development of my counselor identity, I believe that I will also benefit greatly from the supervisory component of the practicum. This will allow me to process challenges that I encounter in the practicum, and utilize the feedback received from my supervisor to measure my growth and development as a counselor.

Evidence-based intervention(s) will also be a significant focus of this practicum. Specifically, I intend to utilize Cognitive Behavioral Therapy (CBT), Motivational Interviewing (MI), and Trauma-Informed Care (TIC) when working with clients to help them recognize distorted thinking patterns, increase their motivation for recovery, and develop coping skills that will assist them in maintaining long-term sobriety. In addition to developing my ability to provide individual counseling, I will also seek to enhance my ability to facilitate counseling sessions for a group setting (group counseling), which is an important aspect of treatment of those with a substance use disorder. As such, it is my intention to serve as a co-leader for some of the groups early on in the practicum, and eventually as the leader of the groups independently, by the end of the semester.

Another significant objective of this practicum is to develop my skills as a diagnostician and develop my ability to complete accurate and comprehensive case conceptualizations. To accomplish this, I plan to write detailed intake assessments that clearly link the client's presenting problem(s) to a diagnosis utilizing the DSM-5-TR, as well as establish measurable treatment goals. Additionally, I plan to develop my ability to complete biopsychosocial assessments, treatment plans, and progress documentation utilizing the KipuEMR system. I also intend to become proficient in the use of SOAP and DAP notes, and to maintain same-day documentation that is consistent with both ethical and legal standards.

As TPRN incorporates medication-assisted treatment (MAT) into their treatment model, I would like to expand my knowledge regarding the utilization of MAT in counseling and relapse prevention. As an individual in long-term recovery who has utilized Vivitrol for many years, I believe that I possess a unique perspective that I can utilize to support clients in integrating MAT into a comprehensive recovery plan. In addition to improving my ability to provide effective counseling services for clients, I hope to improve my multicultural competency in order to better tailor my intervention techniques to meet the unique needs of clients based on their individual culture, belief system and stage of readiness to enter into treatment. I plan to approach all counseling clients with an awareness and deep appreciation for diverse cultures and socioeconomic statuses; and I will strive to create culturally sensitive and respectful counseling relationships which include equitable and responsive interventions tailored to each client’s experiences and perceptions.

Upon commencement of the practicum on January 12, 2026, I expect to have completed all of the requirements necessary to begin the practicum, which include orientation, observation, and documentation drills through TPRN’s orientation. At that time, I will have a clear understanding of the program structure, the clinical workflow, and the KipuEMR system, thereby allowing me to begin the practicum focusing on counseling rather than administrative tasks. Finally, I hope to emerge from the practicum with confidence in my role as a counselor. As a future LPC-A, I am looking forward to demonstrating my ability to lead groups, document appropriately, conduct assessments ethically, and advocate for clients while working with a multi-disciplinary team.

At the conclusion of this practicum experience, I expect to know where I would like to focus my professional development and which client population(s) I feel most drawn to; and the theoretical orientation that I will continue to use as a LPC-A. In essence, I believe that the practicum experience at TPRN is an opportunity to apply all of the knowledge gained through academic learning, professional development and personal experiences toward real-world and clinically-relevant practice. I perceive this experience as the turning point between student and emerging clinician. During this time, my goal is to develop myself by using feedback, create consistent documentation for each client, and show empathy in every client interaction.

Self-Awareness

Throughout my time in graduate school, I have become more aware of how my personal experiences, interactions with others and my beliefs about what is important in life influence my counseling practice. The importance of self-awareness is one of the most significant components of counselor development and self-awareness will contribute to both ethically based and culturally sensitive counseling practices. Ivey, Ivey & Zalaquett (2024) pointed out that, intentionally, counselors are constantly reflecting on their inner workings to provide cultural competency when choosing their actions in sessions.

This self-reflection has enabled me to be more aware of my emotional triggers, counter-transference behaviors, and areas of strengths which have led to my ability to respond rather than react in session. At first, I had considered myself to be empathetic and to have a strong lived recovery experience. Both of these aspects are valuable however, if I do not regulate my level of empathy, I may find myself emotionally tied to the feelings of my clients. Ivey et al. (2024) described the concept of cognitive empathy as the counselor's ability to fully understand his/her client's experiences, without being caught up in the client's emotional state. The differences between cognitive and affective empathy have given me a better sense of how to maintain healthy boundaries with my clients, particularly those experiencing addiction. Skovholt and Trotter-Mathison (2016) stated that continued empathy without some form of emotional regulation could result in "compassion fatigue", a phenomenon that can impact a counselor's long-term viability. Through my use of supervision, journaling and mindfulness, I have learned to take the feeling of empathy and transform it into a sense of presence versus an overwhelming involvement.

In addition, I have come to realize the significance of "intentional" silent periods during the therapy process. In the beginning of my training, I would fill silence with either reassurance or redirecting the client, because I thought it represented an impasse in the counseling process. Currently, due to the micro-counseling model presented by Ivey et al. (2024), I consider silence to be a critical attending skill that enables the client to engage in further self-reflection. Creating a space where there is silence communicates to the client that you believe in their process and creates a sense of tolerance for discomfort, both of which contribute to a stronger therapeutic relationship and promote the client's self-efficacy (Corey, 2021).

Supervision has also heightened my self-awareness of a tendency to over-control/over-perform and/or to be overly critical, all of which are characteristics that stem from my self-reliant background. When clients refuse to follow recommended change strategies or relapse, I often want to intervene to fix the problem. Sommers-Flanagan and Sommers-Flanagan (2023) referred to this as rescuer countertransference, a common occurrence among counselors that draw from their own lived recovery experience. Being aware of this has enabled me to allow my clients to continue to operate autonomously and to remind myself that relapse is a normal part of the recovery process and not a personal failing.

Working within recovery environments has provided me with a greater understanding of the numerous systemic barriers to treatment including stigma, limited access to treatment options and limited availability of culturally relevant services. I now see advocacy as an ethical requirement of counselors and consistent with ACA principles (American Counseling Association, 2014). Using the Ivey et al. (2024) model I am able to see that a counselor must recognize their own privilege and power in order to not unintentionally contribute to systemic inequality. When I use this model, I will look at the client’s behavior in terms of how it is an adaptive response to systemic inequality and trauma as opposed to seeing it as “resistance.”

My core values of authenticity, autonomy, and accountability provide direction for a lot of what I do professionally; however, they can also be a source of bias. For instance, my emphasis on accountability may lead to frustration if I perceive that a client appears to be avoidant or passive. Using empathic confrontation (Ivey et al., 2024) has allowed me to utilize my curiosity to investigate the inconsistencies with my clients rather than simply viewing them as a negative behavior. Utilizing empathic confrontation will allow me to foster positive relationships with clients while ensuring honesty and respect within the therapeutic relationship.

As I reflect upon the development of my self-awareness from using supervision, personal reflection, and directly applying those reflections into my practice as a professional counselor, I can now clearly see that effective counseling does not depend solely upon counselors having a knowledge of theory and technique but upon establishing a mindset which includes empathy, humility and self-regulation. A counselor's greatest asset is their own self and therefore it is essential to develop self-knowledge and engage in self-care to be an effective counselor. As I continue to assess my own biases and develop healthy emotional boundaries and practice ongoing self-reflection I will establish the stability, adaptability and compassion required of a successful professional counselor.

References

American Counseling Association. (2014). ACA code of ethics. Author.

Corey, G. (2021). Theory and practice of counseling and psychotherapy (10th ed.). Cengage Learning.

Hill, C. E. (2020). Helping skills: Facilitating exploration, insight, and action (6th ed.). American Psychological Association.

Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2024). Essentials of intentional counseling and psychotherapy in a multicultural world (4th ed.). Cengage Learning.

Neukrug, E. (2017). The World of the Counselor: An introduction to the counseling profession (5th ed.). Cengage Learning.

Skovholt, T. M. (2012). The Resilient Practitioner: Burnout Prevention and Self-Care Strategies for Counselors, Therapists, Teachers, and Health Professionals (2nd ed.). Routledge.

Skovholt, T. M., & Trotter-Mathison, M. (2016). The Developing Counselor: Growth and Stagnation of Helpers and Healers. Routledge.

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2023). Counseling and Psychotherapy Theories in Context and Practice: Skills, Strategies, and Techniques (4th ed.). Wiley.