Archive for the ‘Resources’ Category

Resources of Addictions for LGBTQIA Community – Northbound Addictions Treatment Centre

Friday, November 22nd, 2019

Here is a resource page on the topic of addiction and substance abuse affecting the LGBTQIA community:


Drug and Alcohol Rehab for LGBTQIA



Resources of Addictions – Northbound Addictions Treatment Centre

Friday, November 22nd, 2019

More resources on Addictions and Treatment found here:

Addiction Blog


Check it out!

Addiction and Recovery Resource – Drug Rehab Arizona

Wednesday, November 20th, 2019

Here is a link to a very comprehensive and extensive resource page on the topic of addiction and recovery:



Check it out!

New resources for Expressive Therapy

Tuesday, October 8th, 2019

New PDF articles on Expressive Therapy are available. Please email to receive them.

There is also a very good website here on the topic:





Articles and video resources for Counselling Ethics

Tuesday, September 24th, 2019

Code of Ethics for Counselling


Ethical Framework for Good Practice in Counselling & Psychotherapy (2010)



The five ethical principles



Good practice – BACP Ethical Framework for the Counselling Professions

The Strong Interest Inventory

Friday, September 13th, 2019

Self-Directed Search – Career Counselling

Friday, September 13th, 2019

Free Coursera Courses – Career Counselling (Audit only)

Friday, September 13th, 2019

The following career counselling related courses are available at for free (audit only):

Career Decisions: From Insight to Impact


Successful Career Development


Career Brand Development and Self-Coaching

Positive psychology: Article: A movement to reintegrate career counselling within counselling psychology?

Wednesday, August 21st, 2019


Positive psychology: A movement to reintegrate career counselling within counselling psychology?

Peter J. Robertson

Some of the earliest applications of professional psychology in the UK to help individuals facing life challenges were focused on issues of vocational choice. Cyril Burt pioneered this work in 1913, and it was developed during the interwar period by the National Institute for Industrial Psychology (Peck, 2004). More than a generation ago, Holdsworth (1982) demonstrated that the application of psychology to issues of career choice and development was well established. Similarly, some of the earliest applications of counselling in the UK were in the context of educational and vocational guidance (Dawis, 1968). In the UK, career counselling features as a context for practice in textbooks on counselling and psychotherapy (e.g. Bailey, 1997; Bimrose, 2000) and in texts focused specifically on counselling psychology (Nelson-Jones, 1982; Kidd, 2003). It also merits its own specialist texts (e.g. Kidd, 2006; Nathan & Hill, 2006). There remains a substantive divide between therapeutic and career counselling in Britain. In part, this can be explained by the dividing lines between the counselling and occupational subdisciplines of psychology, with the latter laying claim to the work domain. The British Psychological Society’s Division of Occupational Psychology lists career development as one of its areas of activity (BPS, n.d.). More importantly, career guidance in the UK is distinctive in that it developed from state bureaucracies supporting young people in the transition from education to work (Peck, 2004). As Jayasinghe (2001) points out, the UK government policy in this sector has been at best ambivalent, and occasionally hostile to the application of career counselling within education and employment settings. Counselling psychology, occupational psychology and career guidance have emerged as three separate professional training structures in Britain.

This position is not universal. In some countries, most notably in North America, the professions seem comfortable with a more fluid boundary between career and therapeutic counselling. In Canada, involvement in career development is a defining role for counselling psychologists (Lalande, 2004). In the US, counselling psychology’s deep roots in career development establishes its identity as clearly distinct from that of clinical psychology (Neimeyer et al., 2011). The Society for Vocational Psychology is a subsystem of the American Psychological Association Division 17: Society of Counseling Psychology. The term ‘vocational psychology’ encompasses career counselling and the psychology of career choice and development. It features prominently in American counselling psychology texts (e.g. Brown & Lent, 2008), and vocationally themed articles are commonly found in the Journal of Counseling Psychology and Counselling

Psychology Quarterly. Career counselling has drawn on a diverse range of theoretical approaches derived from counselling psychology, including person centred and psychodynamic approaches (Kidd, 2006), systems theory (Patton & McMahon, 1999), motivational interviewing (Young & Stoltz, 2013), cognitive behavioural counselling (Sheward & Branch, 2012), and wider interpretive movements including postmodernism (Savickas, 1993) and constructivism (Reid, 2006).

This paper begins by exploring the relationship between career counselling and counselling psychology, before arguing that the positive psychology movement has the potential to erode the boundary between them. An outline is provided of the concepts from positive psychology that shed light on the potential of career as an arena to build enduring wellbeing. The emerging evidence base is briefly discussed, and finally, a social justice perspective is introduced. Exploring the split between career and therapeutic counselling Even within the counselling psychology profession in the US, career counsellors complain at a divide between the vocational and the therapeutic, with some protesting their equivalence:

‘Career intervention is simply a form of psychological intervention designed to affect vocationally related feelings, attitudes, cognitions, and behaviours. Thus, it is a form of psychotherapy and should be viewed as a method of behaviour change and tied to psychotherapy theory.’ (Rounds & Tinsley, 1984, pp.138–139) It has been suggested that career issues raised by clients are perceived to be of lower status by therapeutic counsellors, who avoid dealing with them (e.g. Spengler, Blustein & Strohmer, 1990). The converse suggestion is that career counsellors prefer brief contact with clients and avoid more personal or emotional issues (e.g. Burlew, 1996). Yet there is evidence that the concerns raised by career counselling clients encompass personal issues and heightened emotions, and are broadly similar to the presenting concerns in general counselling (e.g. Niles, Anderson & Cover, 2000; Fouad et al., 2006). Problems from career and personal domains of life overlap and interact with reciprocal effects (e.g. Hinkelman & Luzzo, 2007; Lenz et al., 2010). Zunker (2008) stresses that mental health problems are pervasive and affect every domain of life, and that work is central to identity and biography. Numerous case studies demonstrate the entanglement of career with other life issues, together with narratives describing how careers counselling resolved them (e.g. Burlew, 1996; Lenz et al., 2010; Pope, Cheng & Leong, 1998). The arguments need not be accepted uncritically. Case study accounts are anecdotal. Also, the debate is one-sided, with most of the contributions coming from vocational psychologists arguing for the integration of career and therapeutic counselling. Nonetheless the case is persuasively made that in spite of entanglement between career and personal/therapeutic issues there remains a split in practice. For Hackett (1993) this is a false dichotomy; for Blustein (2006) an artefact of language. Richardson (1996) attributes the divide to three ‘false splits’ within the discipline of psychology:

> A split between the normal and the pathological.

> A split between the vocational and other aspects of self and identity.

> A split between the public and theprivate domains.

Introducing positive psychology at the intersection of career counselling and counselling psychology Seligman and Csikszentmihalyi (2000) describe positive psychology as a movement that seeks to redress the imbalance created by a dominant pathology-oriented approach to the discipline of psychology. As such it directly addresses the first of Richardson’s splits. The focus of positive psychologists is promotion of wellbeing for the whole population, which is conceptualised as on a mental health continuum rather than divided between clinical and non-clinical groups (Huppert, 2004). It also addresses the second and third splits. Rather than focus on experiences of personal distress, often expressed in the private domain, it focuses attention on healthy functioning in all areas of life, and this must include the work domain, where much of our lives are acted out in public. It could be argued that by transcending the false splits identified by Richardson, positive psychology may go some way towards dissolving the boundary between career and therapeutic practice. Positive psychology has great resonance with career counselling. Eggerth (2008), Robitscheck and Woodson (2006) and Savickas (2008) all argue that vocational psychology has always been focused on strengths or positive functioning, effectively contributing to positive psychology before itwas even invented. Vocational psychology is an area of enquiry that has focused not on symptoms and dysfunction, but on promoting effective functioning in the work (and education) domain, a contribution explicitly acknowledged by Linley (2006) in his discussion of the positive psychology agenda in counselling psychology. The best example of the new realisation of the relevance of positive psychology to careers is a special issue of the Journal of Career Assessment (edited by Walsh, 2008). Here we can find cogent arguments for taking a wellbeing focus, and an argument that vocational psychology already contains within it a valuable health-related body of knowledge: ‘Although a scant literature has specifically addressed the relevance of SWB [subjective wellbeing] for career theory and practice, particularly within an assessment context, a vast vocational psychology literature has dealt with highly related constructs of work values, work adjustment, and job satisfaction.’ (Hartung & Taber, 2008) Application of counselling psychology for mainstream populations in work or educational settings requires culturally appropriate models, so some clinical-style psychotherapies may offer an uncomfortable fit. Positive psychology is not symptom focused, and the promotion of healthy functioning is applicable to the whole population, so it seems to offer something of value here. Some non-clinical applications are made more acceptable by labelling them as‘coaching’. It has been persuasively argued that positive psychology and coaching are natural partners, with the former providing a robust theoretical and empirical foundation to underpin the latter (Boniwell et al., 2014; Linley & Harrington, 2007). Recently in the UK, the brand ‘career coaching’ has frequently replaced career counselling or guidance, and Yates (2012) has argued that positive psychology and career coaching are comfortable bedfellows. Positive psychology’s contribution: Wellbeing concepts that link to work and careers The definition and measurement of wellbeing is a contested area (for a thorough discussion see Forgeard et al., 2011). Nonetheless, positive psychologists have introduced useful wellbeing concepts and  not been slow to link these ideas to work and careers. They have not sought to provide a coherent theoretical explanation of career choice and development, but the key implication of their ideas is that the building of a healthy engagement with work and career is a crucial element of sustainable wellbeing. As their contributions are extensive, the following selection can give only a flavour of the literature.


Eudaimonia is a subtle concept, representing a type of wellbeing encompassing personally meaningful or pro-social activity, and fulfilling one’s true nature. It is invoked as a contrast to hedonia (happiness, pleasure, positive emotion). A strong case can be made for the importance of eudaimonia for wellbeing in general (Deci & Ryan, 2008) and at work (Straume & Vittersø, 2012). Work may provide engaging activity and opportunities for personal growth more often than it provides the experience of pleasure. Eudaimonia… ‘…produces a fuller, more stable and enduring type of happiness than that obtained when one’s goals are more directly hedonistic. Among these enduring positive outcomes are a sense of meaning, subjective vitality, higher quality relationships and better physical health indicators, especially with respect to symptoms related to stress…’ (Ryan, Huta & Deci, 2008, p.163)


Occupational interests have long been a focus of career counselling, and continue to be taken seriously (e.g. Savickas & Spokane, 1999). And they remain a reasonably good predictor of job satisfaction and willingness to persist in a line of work. This focus seems apt when viewed in the light of the positive psychologists’ concept of ‘flow’. The term is used by Csikszentmihalyi (2002) to describe the experience of being absorbed in an activity to an extent that all sense of time is lost and self-consciousness is no longer present. This is seen by Csikszentmihalyi as a source of wellbeing both during the activity and in its influence on the rest of the life-space. From this viewpoint, work does have an important role in generating happiness: Work can be prime time for flow because, unlike leisure, it builds many of the conditions of flow into itself. There are usually clear goals and rules of performance. There is frequent feedback about how well or poorly we are doing. Work usually encourages concentration and minimises distraction, and in many cases it matches the difficulties to your talents and even your strengths. As a result, people often feel more engaged at work than they do at home. (Seligman, 2002, p.175) Dik and Hanson (2008) provide the most thorough discussion linking interests, careers and wellbeing. They suggest interests motivate people to approach new objects, situations and activities. This is a necessary precursor to developing knowledge and achieving goals. Transient affective interest is in itself a kind of (hedonic) wellbeing, but by promoting repeated encounters it facilitates the development of lasting attachment and patterns of behaviour, thus it can lead on to more enduring and eudaimonic forms of wellbeing arising from interests as a stable disposition.

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Myers-Briggs Videos

Monday, July 15th, 2019

Here are a few videos on the topic of Myers-Briggs Type Indicator: