Advocacy Case Study Rachel Faybyshev

Professional Issues and Ethics in Counseling

Dr. Aaron Lieberman

Identify the institutional and social barriers that impede access, equity and success for this client

Advocacy is defined as speaking on behalf of someone and helping him or her navigate when they cannot speak for themselves. Changes are driven by an awareness of inequities with intent to move humanity toward "enlightened world society." It is important to try to help those in need who cannot help themselves. Counselor's function as advocates when they use their skills in helping clients challenge institutional barriers that impede their personal, social, academic or career goals (Corey, G., p.471). In the case of Monique, she is a 16-year-old girl that has lost her way recently and is need of guidance.

Before, Monique was bright and driven, excelling in school. This changed four months ago. Over the past four months she has regressed significantly academically and socially. There are several institutional and social barriers that impede the ability for Monique's continuous equity and success.

To start, Monique has been dating a 21-year-old; the timing of her regression and meeting her boyfriend is not a coincidence. Monique's cultural background is from Haiti, making her a first generation American. Monique also has a sister, who she believes is perfect in the eyes of her parents.

Monique's parents are against her receiving counseling because they do not want anyone filling her head with false ideas; they say Monique just needs to start acting like her sister. The reasoning behind their decision could be influenced by their cultural beliefs, that counseling is not welcomed in the Haitian culture (Coleman & Yeh, 2011). The fact that the parents want Monique to be just like her sister is also a need for serious concern.

Barriers within the school present themselves as the school wanting to transfer Monique to a special education school for children with emotional disturbances (ED) and keep her suspended until she is transferred. I don't believe that the answer should be to get rid of her when she is in desperate need of help. She has always been a good student until recently so she just needs guidance to find her way back.

2) Select an advocacy process for the reduction/elimination of these barriers, and The advocacy process is a dynamic...

The advocacy process begins with Monique and listening to her side of the story, clarifying any miscommunication and outline options for the client that will help guide her to a favorable outcome. The next step is allowing Monique (once presented with viable options) to choose which options will best suit her.
Should Monique want support from the counselor to resolve the issue, then the process continues through identification of key issues and goals for resolution. Then comes aiding Monique in focusing in her own supports and strengths for dealing with the issue and recognizing any barriers in the way. Recognition of barriers is part of the actions steps needed to move towards resolution. During a face-to-face resolution meeting the issues will be discussed by outlining them and setting a meetup date along with any potential support people attending.

Monique has proven she is intelligent and can obey rules. Her previous academic performance and attendance record demonstrates that. While she may not have the support of her parents, she does have support from her teacher. Her teacher can advocate for her along with the counselor to offer a means of removing the potential 'suspension' barrier that the school wishes to place in front of Monique should she decide not to transfer. The solution lies in providing Monique with a counseling and therapy for her to deal with the anger and emotions she has. Her parents are a potential barrier in terms of her not receiving much needed therapy. Again, her teacher can advocate for her and show that art therapy can be a conducive way for Monique to rid herself of her anger and provide herself a means of sound and healthy expression (Kerr, 2014).

3) Describe how a counselor would use the selected advocacy process in this case for the reduction/elimination of these barriers.

The advocacy process would be at the individual level. The counselor serves as the first advocate empowering Monique by educating her on her options for help through potential therapy and specifically use of art therapy. The counselor would talk with the art teacher that referred Monique for counseling and discuss ways the art teacher can serve as a second advocate, educating the parents on the need for intervention on behalf of Monique. The parents, the counselor, and the art teacher need to work together to convince the school that Monique needs assistance in the form of therapy.

The counselor must first set up a meeting with Monique, then with the art teacher, then with her parents, then with the principal to provide the structure needed to remove each barrier. The first to remove is lack of parental involvement.…