Copyright © 2018 by the American Counseling Association. All rights reserved. Printed in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the written permission of the publisher.
American Counseling Association
6101 Stevenson Avenue, Suite 600 ● Alexandria, VA 22304
Associate Publisher ● Carolyn C. Baker
Digital and Print Development Editor ● Nancy Driver
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Copy Editor ● Kay Mikel
Cover and text design by Bonny E. Gaston.
Library of Congress Cataloging-in-Publication Data
Names: Corey, Gerald, author.
Title: Counselor self-care / Gerald Corey [and three others].
Description: Alexandria, VA : American Counseling Association, [2018] Includes bibliographical references.
Identifiers: LCCN 2017052640 | ISBN 9781556203794 (pbk. : alk. paper)
Subjects: LCSH: Counseling psychologists—Mental health. | Counseling psychologists—Job stress. | Counselors—Mental health. | Counselors—Job stress.
Classification: LCC BF636.64 .C67 2018 | DDC 158.3023—dc23 LC record available at https://lccn.loc.gov/2017052640
To my grandchildren, Kyla, Keegan, and Corey, who remind me to be in the moment.
—Jerry Corey
To the memory of my father, Edmund Muratori, and in gratitude to my mother, Vera Muratori, and my extended family.
—Michelle Muratori
To our parents, for their love, patience, and sacrifice.
—Jude and Julius Austin
The topic of self-care for mental health professionals is increasingly in the spotlight. When we attend professional conferences, there is not even standing room in the audience in sessions on self-care. The four of us have a keen interest in self-care for counselors and decided to engage in this collaborative project. We are convinced of the motivational value of presenting these ideas to students and professionals, and we hope you will take an honest look at how you are caring for yourself and providing care for the clients you serve. We offer diverse perspectives on self-care with the objective of encouraging counselors and counselor trainees to evaluate their present level of self-care and consider specific changes they want to make in attending to all aspects of wellness in their personal life. We are all engaged in professional work in different settings and are at different stages in our careers. Individually and collectively we strive to offer a balance of challenge and support as you consider ways to enhance your personal and professional life through self-care.
Rather than providing a reference book focused on an exhaustive review of the empirical and scholarly literature on counselor self-care, our approach is to take you on a personal self-care journey. To speak to you in a personal way, the four of us set the tone by revealing our own self-care journeys, and you will hear our voices throughout this book. In addition we invited 52 guest contributors, from new professionals and graduate students to seasoned professionals, to share their experiences and thoughts about various aspects of self-care, including what challenges them the most. Our central purpose is a focus on relevant themes in self-care that stimulate thoughtful reflection and encourage discussion of practical and useful ideas. We present the ideas in a conversational and personal way and continually asked ourselves how we could inspire you to want to take positive actions that would lead to building on the resources you already possess and to acquiring a set of self-care practices that will work for you in all aspects of your life. No one person has the ideal formula for optimal self-care; we are unique individuals with varied life experiences. With this in mind, we invite you to take this opportunity to live vicariously through our and our contributors' struggles and triumphs with self-care. Some of these stories and ideas will strike a chord in you, lead to new insights, and inspire your growth (or determination to change). We imagine that the personal narratives included here may evoke a range of reactions including empathy, sadness, laughter, anger, and surprise—all emotions you are likely to encounter on a personal journey. We hope you enjoy reading Counselor Self-Care as much as we enjoyed creating it!
This book can be used as a supplement in a wide range of courses in the counseling field and related helping professions. Counselor Self-Care is an ideal supplementary resource for both master's and doctoral programs in counseling. It has been intentionally written to be a practical and personal book relevant not only for graduate students but also for professionals at all phases of their career. New professionals and seasoned professional alike must develop self-care practices that will enable them to carry out their professional roles effectively.
Chapter 1: Taking Care of Yourself offers a rationale for adopting self-care practices as a requisite for competent professional practice. Self-care as an ethical mandate is emphasized, as is taking active steps to acquire and maintain wellness in all aspects of living. The concept of wellness is presented as a life-long journey that has implications both personally and professionally, and therapeutic presence is discussed with a focus on wellness. A key message of the chapter is how caring for self is a must if you are taking care of others. Empathy fatigue and counselor burnout, managing empathy fatigue, preventing burnout, and happiness as a foundation of self-care all receive our attention.
Chapter 2: Seasons of a Career illustrates how and why self-care is essential at all the stages of one's career: graduate school, early career, mid-career, and late career. In this chapter, we each describe key experiences at the different stages of our careers.
Chapter 3: Self-Care in Graduate School is written largely from the perspective of Julius Austin and Jude Austin, who discuss their experiences in their master's and doctoral programs and what they learned from their journeys about self-care and becoming counseling professionals. Topics include committing to self-care, setting boundaries, coping with anxiety, reflecting on motivations for becoming a counselor, maintaining self-worth, and practicing self-care during the dissertation process.
Chapter 4: Personal and Professional Stressors addresses how counselors and counselor educators have been affected by and have navigated the personal and professional stressors they have experienced.
Chapter 5: Managing Stress in a Stressful World presents a wide variety of routes to stress management: meditation, mindfulness, relaxation, yoga, Pilates, tai chi, experiencing nature, sound nutrition, exercise, recreation, and service to others. This chapter is full of ideas for self-care from a holistic perspective. There is no one right way to practice self-care; many different strategies can be used to deal effectively with stress and to achieve wellness.
Chapter 6: Establishing Personal and Professional Boundaries focuses on our successful and unsuccessful experiences setting boundaries at home and at work. Creating healthy work–life boundaries is explored, and our contributors share their ideas on establishing good boundaries, both personally and professionally.
Chapter 7: Relationships With Self and Others focuses on self-compassion, embracing the self, finding ways to nourish oneself through solitude and connections with others, developing forgiveness for self and others, taking time to form meaningful relationships, and mentorship.
Chapter 8: Finding Meaning in Life highlights the relationship between meaning in life and self-care. The existential approach is given attention as a way of finding meaning in life. Several guest contributors describe ways they create meaning for themselves and how this is connected to self-care.
Chapter 9: Creating a Realistic Self-Care Plan highlights the importance of designing a realistic action plan to enhance your self-care practices. The emphasis is on making an honest self-evaluation of your self-care and then deciding how you can make key changes in living. Several guest contributors describe their personal strategies for designing and implementing self-care action plans.
Counselor Self-Care is the result of a team effort. It is a collaboration between four coauthors and our guest contributors and reviewers, who have brought their influence to the development of this book. We appreciate the work of Marianne Schneider Corey, who was a reviewer and consultant for us at various stages of development of the book. We also extend our gratitude to the people who read the manuscript and provided us with valuable feedback: Mike Aldrich, Ruth Burton, Jamie Bludworth, Craig Bray, Omar De La Vega, Riley Harper, Robert Haynes, Amanda Johnson, Kim Kabar, Nicholas Lazzareschi, Jeff Markow, Naomi Tapia, and Alyssa Theis.
Special appreciation goes to Carolyn Baker, the associate publisher at the American Counseling Association. Carolyn encouraged us along the way and contributed her expertise by reviewing the entire manuscript, providing insightful comments and suggestions, and offering support and guidance throughout the evolution of this project. A special note of thanks to the manuscript editor, Kay Mikel, who made sure the presentation was clear, practical, personal, and effective. Our gratitude goes out to the 52 guest contributors for their inspiring and honest personal stories about their experiences with self-care. You can learn more about them in the Guest Contributors section.
Gerald Corey, EdD, ABPP, is professor emeritus of human services and counseling at California State University, Fullerton. He received his doctorate in counseling from the University of Southern California. He is a Diplomate in Counseling Psychology, American Board of Professional Psychology; a licensed psychologist in California; and a National Certified Counselor. He is a Fellow of the American Psychological Association (Division 17, Counseling Psychology; and Division 49, Group Psychotherapy); a Fellow of the American Counseling Association; and a Fellow of the Association for Specialists in Group Work. He received the Lifetime Achievement Award from the American Mental Health Counselors Association in 2011, the Eminent Career Award from the Association for Specialists in Group Work in 2001, and the Outstanding Professor of the Year Award from California State University at Fullerton in 1991. He regularly teaches both undergraduate and graduate courses in group counseling and ethics in counseling. Jerry Corey is the author or coauthor of 16 textbooks in counseling currently in print, along with more than 60 journal articles and book chapters. His book, Theory and Practice of Counseling and Psychotherapy, has been translated into Arabic, Indonesian, Portuguese, Turkish, Korean, and Chinese. Theory and Practice of Group Counseling has been translated into Korean, Chinese, Spanish, and Russian. Issues and Ethics in the Helping Professions has been translated into Korean, Japanese, and Chinese. With his colleagues he has conducted workshops in the United States, Germany, Ireland, Belgium, Scotland, Mexico, Canada, China, and Korea—with a special focus on training in group counseling.
The following are a few recent books Jerry Corey authored or coauthored, which are published by Cengage Learning:
These four books, authored or coauthored by Jerry Corey, are published by the American Counseling Association:
Michelle Muratori, PhD, is a senior counselor at the Center for Talented Youth at Johns Hopkins University, in Baltimore, Maryland, where she works with highly gifted middle school and high school students who participate in the Study of Exceptional Talent and their families. She earned her MA in counseling psychology from Northwestern University in Evanston, Illinois, and her PhD in counselor education from the University of Iowa, where she developed her research and clinical interests in gifted education. Her graduate research on the academic, social, and emotional adjustment of young college entrants earned her recognition from the Iowa Talented and Gifted Association, the National Association for Gifted Children, and the Mensa Education and Research Foundation and Mensa International, Ltd. At the University of Iowa, Michelle Muratori also earned the Howard R. Jones Achievement Award, the Albert Hood Promising Scholar Award, and the First in the Nation in Education (FINE) Scholar Award.
Since 2005, Michelle Muratori has been a faculty associate in the Johns Hopkins School of Education and teaches courses in the master of science in counseling program. In 2014, she was honored with the Johns Hopkins University Alumni Association Excellence in Teaching Award. She regularly presents at national conferences in counseling and gifted education and is a member of various professional organizations including the American Counseling Association. When not engaged in professional activities, she enjoys writing, attending concerts, and spending time with her family and friends.
Michelle Muratori has coauthored (with Gerald Corey and Marianne Schneider Corey) I Never Knew I Had a Choice (Eleventh Edition, 2018), published by Cengage Learning, and (with Gerald Corey, Robert Haynes, and Patrice Moulton) Clinical Supervision in the Helping Professions (Second Edition, 2010), published by the American Counseling Association. In 2007, she authored Early Entrance to College: A Guide to Success, published by Prufrock Press. She has contributed to a variety of other publications in the counseling and gifted education fields.
Jude T. Austin II, PhD, LPC-R (Va), NCC, is an assistant professor in the Counseling and Human Services Department at Old Dominion University. He earned his MA in clinical mental health counseling from the University of Mary Hardin-Baylor, and his PhD in counselor education and supervision from the University of Wyoming. His current research involves exploring counseling students' development of therapeutic presence in session, counselor education pedagogy, political values in counseling, and counselor education faculty's relational dynamics. He teaches graduate courses in professional counseling and ethics, advanced counseling skills, and counseling theories. He has presented at state, regional, and national conferences, guest lectured at various universities, and has been invited to give a keynote address at the University of Mary Hardin-Baylor's Scholar's Day Research Symposium. He also contributes to the development of various content for textbooks by Gerald and Marianne Corey, as well as online textbook content for Cengage Learning. Before becoming a counselor educator, he was a collegiate and professional soccer player.
Julius A. Austin, PhD, PLPC, is a former collegiate and professional soccer player who earned his MA in clinical mental health counseling from the University of Mary Hardin-Baylor, and his PhD in counselor education and supervision from the University of Wyoming. He is currently an assistant professor in the Marriage and Family Therapy and Counseling Studies program at the University of Louisiana at Monroe. Throughout this book, he shares his experiences in his previous role as assistant clinical director in the University Counseling Center and adjunct professor in the Department of Psychology, Counseling, and Family Studies at Nicholls State University. In his clinical role, he provides individual, couples, and group therapy to the college population and faculty and staff members on campus. He teaches graduate courses in multicultural counseling, life-span development, and basic facilitative skills. His current research involves building collaborative relationships between graduate counseling programs and collegiate athletic programs and psychophysiological aspects of the therapeutic relationship. He has presented at state, regional, and national conferences, guest lectured for various universities, and has been invited to give a keynote address at the University of Mary Hardin-Baylor's Scholar's Day Research Symposium. Julius Austin contributes to the development of content for various counseling textbooks by Gerald and Marianne Corey. He is involved in developing the online platforms for these books with Cengage Learning.
Our guest contributors have added immense vitality and meaning to this book, providing a diversity of thoughts, experiences, and perspectives. The contributors include graduate students in counseling (both master's and doctoral level), counselor educators, licensed professional counselors, social workers, clinical and counseling psychologists, marriage and family therapists, psychiatrists, rehabilitation counselors, and mental health practitioners. We greatly appreciate their honesty, courage, and wisdom in sharing their experiences.
Clara Adkins, BA, is a second-year graduate student at Old Dominion University. She is a research graduate assistant and is beginning a clinical internship at a mental health clinic in the community.
Mike Aldrich, BA, is working as an MFT trainee at a local community agency while completing a master's of counseling from California State University, Fullerton.
Randall Alle-Corliss, MSW, LCSW, was a clinical social worker at Kaiser Permanente for 26 years and recently retired from this position. He is presently on the part-time faculty in the Human Services Department at California State University, Fullerton, and has a private practice as a clinician.
Jasmine T. Austin, MA, is a doctoral student in the communication studies program at the University of Oklahoma. She is a graduate teaching assistant in this department and an adjunct professor in the Department of Human Relations and African and African-American Studies at the University of Oklahoma.
Kent Becker, EdD, LMFT, LPC, serves as dean of the College of Social Sciences at Saybrook University.
Fred Bemak, EdD, is a professor in the counseling and development program and director of the Diversity Research and Action Consortium at George Mason University in Fairfax, Virginia.
Dana Blake, BS, received her degree in human services from California State University, Fullerton.
Jamie Bludworth, PhD, is a licensed psychologist, director at the Counselor Training Center, and clinical assistant professor, Counseling and Counseling Psychology Department, at Arizona State University.
Leah Brew, PhD, LPCC, is professor and department chair of counseling at California State University, Fullerton.
Kellin Murphy Cavanaugh, MA, is a first-year doctoral student in counseling and counselor education at Syracuse University.
Nancy Chae, MS, formerly a professional high school counselor at a public, magnet, International Baccalaureate World school in Baltimore, Maryland, is a doctoral student in counselor education at the College of William & Mary in Williamsburg, Virginia.
Angela D. Coker, PhD, LPC, is a visiting associate professor of counseling and human development at Johns Hopkins University School of Education.
Amanda Connell, MS, graduated from California State University, Fullerton. She is a marriage and family therapist intern and professional clinical counselor intern for two community mental health agencies.
Rhea Cooper, BS, is a second-year graduate student in the counselor education program at the University of Louisiana, Lafayette.
Jessie Darkis, MA, is a first-year doctoral student in the counseling and human services program at Syracuse University.
Norma L. Day-Vines, PhD, is a professor in and program lead of the counseling and human development program at Johns Hopkins University.
Omar De La Vega, BA, is a graduate student in counseling at California State University, Fullerton.
Debbie Joffe Ellis, MDAM (Medical Doctor of Alternative Medicine), is a licensed psychologist and mental health counselor and an adjunct professor at Columbia University in the Department of Clinical and Counseling Psychology.
Matt Englar-Carlson, PhD, is a professor of counseling and the director of the Center for Boys and Men at California State University, Fullerton.
Andy Felton, PhD, LPC, is an assistant professor at the University of Wisconsin–Stout.
Sandi Fulcher, MS, MFT, is a certified practitioner of yoga and Pilates in Idyllwild, California.
Shana Gelin, MA, is a doctoral student in counseling and counselor education at Syracuse University.
Aaron Hatcher, BS, is a marriage and family therapist trainee in the counseling program at California State University, Fullerton.
Robert Haynes, PhD, is a clinical psychologist who retired after 25 years as training director of the clinical psychology internship program at Atascadero State Hospital in California.
Marja Humphrey, PhD, is a lecturer in the counseling and human development program in the School of Education at Johns Hopkins University.
Thomas Jackson, MD, is a psychiatrist who works with a variety of patients with a wide range of problems at Desert Behavioral Health in Apple Valley, California.
Amanda Johnson, BS, is a graduate student in the counseling program at California State University Fullerton.
W. Brad Johnson, PhD, is a clinical psychologist and a professor in the Department of Leadership, Ethics & Law at the U.S. Naval Academy, and a faculty associate in the Graduate School of Education at Johns Hopkins University.
Jennifer Kordek, BS, is a graduate of the human services program at California State University, Fullerton.
Nicholas Lazzareschi, BA, is a first-year master's student in counseling at California State University, Fullerton.
Crissa S. Markow, MSW, LSW, works at the Summit View Hospice, in Reno, Nevada, and at the Davidson Institute for Talent Development, Reno, Nevada.
Michael Morgan, PhD, LMFT, is an associate professor in the counselor education and supervision program at the University of Wyoming.
Adrienne Naquin-Bolton, MA, LPC-S, is the director of the University Counseling Center and University Health Services at Nicholls State University.
Ed Neukrug, EdD, is professor of counseling and human services at Old Dominion University.
Ariadne Patsiopoulos, MA, is a registered clinical counselor in Victoria, British Columbia, offering private sessions and a variety of workshops and groups to clients.
Gerald Pennie, PhD, LPC, is an instructor of psychology at South Plains College and is the chief strategy officer for Impact Communications LLC.
Aparna Ramaswamy, PhD, EdD, is a visiting assistant professor at Johns Hopkins University and is a performing artist and a clinician.
Sonia H. Ramrakhiani, PhD, is an assistant professor in the Counseling and Guidance Department at California Polytechnic State University.
Stephanie Robinson, MS, LPC, and is a doctoral student in counseling at the University of Holy Cross.
Petra Schoning, MA, is a licensed marriage and family therapist and a board-certified master personal and executive coach.
Ashley Scott, LPC, is a doctoral student in counselor education at Sam Houston State University.
Danielle N. Sirles, PhD, is a counseling psychologist in the Counseling Center at Sam Houston State University.
Justyn Smith, MA, is a doctoral student in the counselor education program at Sam Houston State University.
Mark A. Stebnicki, PhD, LPC, is professor and coordinator of the Military and Trauma Counseling Certificate, Department of Addictions and Rehabilitation, East Carolina University.
Naomi Tapia, BS, is a graduate student in the master's program in counseling at California State University, Fullerton.
Alyssa Theis, BA, is in the master's program in counseling at California State University, Fullerton.
Patricia A. Thomas, PhD, LPC-S, is an assistant professor in the counseling program at the University of Holy Cross in New Orleans.
Judy Van Der Wende, PhD, is a licensed psychologist with a private practice in Simi Valley, California.
Brandon Wildish, MS, received a master's degree in counseling at California State University, Fullerton, and is a professional musician.
Susannah M. Wood, PhD, is an associate professor in the Department of Rehabilitation and Counselor Education at The University of Iowa.
Robert E. Wubbolding, EdD, is the director of the Center for Reality Therapy in Cincinnati and professor emeritus of counseling at Xavier University.
Mark E. Young, PhD, is professor of counselor education at the University of Central Florida and is a Fellow of the American Counseling Association.