Choices Interviewing and
Counselling Skills for Canadians,
9th Canadian Edition by Bob Shebib
Complete Chapter Instructor's
Manual are included (Ch 1 to 11)
** Immediate Download
** Swift Response
** All Chapters included
,Table of Contents are given below
1.Professional Identity: Ethics, Values, and Self-Awareness
2.Cultural Intelligence
3.The Process, Skills, and Pitfalls of Counselling
4.Relationship: The Foundation for Change
5.Listening & Responding: The Basis for Understanding
6.Asking Questions: The Search for Meaning
7.Empathic Connections
8.Supporting Empowerment and Change
9.Engaging with Hard-to-Reach Clients
10.Health and Substance Misuse
11.Neuroscience and Counselling
, Chapter 1: Professional Identity: Ethics, Values, and Self-Awareness
Bob Shebib
Choices: Interviewing and Counselling Skills for Canadians, 9/e
Instructor’s Manual
Chapter One
Professional Identity: Ethics, Values, and Self-Awareness
Learning Objectives
• Understand the needs of clients seeking counselling from a diverse counselling
community of professionals.
• Articulate the core values of counselling.
• Define and describe professional ethics
• Identify principles for understanding and resolving ethical dilemmas with cultural
sensitivity.
• Grasp the importance of counsellor objectivity, self-awareness, and managing
personal needs.
• Identify the components of counsellor competence including the importance of self-
awareness
• Understand burnout and vicarious trauma as workplace hazards.
Comments and Possible Answers to Selected Text Exercises
Self-Awareness
Instructors: The self-awareness questions in this book are designed to help students begin
their professional responsibility to develop and deepen their understanding of self. The
exercises focus on essential elements such as: identifying skill strengths and weaknesses,
exploring personal areas of vulnerability, developing knowledge of biases, understanding
the impact of one’s own socialization and culture, learning about personal needs and they
might hinder counselling, and exploring one’s impact on others. Encourage students to set
goals and to develop appropriate action plans in this area. Refer them to Chapter 8 for goal
setting and action planning strategies.
To develop self-awareness, emphasize strategies such completion of the self-awareness
exercises in each chapter, seeking feedback from others, including (where appropriate)
clients.
Common Problem with Feedback:
Giving feedback
Copyright © 2026 Pearson Canada Inc.
1-1
, Chapter 1: Professional Identity: Ethics, Values, and Self-Awareness
• Lack of specificity or example
• Overly blunt
• Poor timing
• Overwhelming
Receiving feedback
• Defensiveness
• Lack of understanding
• Overfocus on one aspect
• Misinterpreted
Suggestion: Have the class discuss how they can create conditions that will support others
to give honest and timely feedback – e.g., non-defensive responses, identifying targets (goals
for feedback), positive reinforcement of the process. Journaling and the use of audio and
video tapes can also provide needed data. Discuss how risk-taking outside of one’s comfort
zone can increase skill as well as self-awareness. Demonstrations illustrating effective and
non-effective strategies are valuable.
Discuss the following points with the class:
The self-awareness questions in this chapter and others challenge students to have courage
to look at themselves, their limitations, and their biases. In the process, they may confront
harsh realities that need to become the focus of their personal and professional development.
This is not something that can be accomplished quickly, indeed, it is an ongoing endeavour
that continues throughout their careers.
1. What strong beliefs do members of your cultural/ethnic group hold?
Discussion Points
• Assist students to share how their personal beliefs are the same or similar to
those of the dominant culture. Explore implications for counselling.
• Students may identify as bi-cultural, tri-cultural, or not aligned with any
single culture. Others may note that their cultural values often collide with
those of their parents who hold strongly to traditional values.
Remember: Students should not be asked to represent their cultural minority group.
2. Use the questions and situations below to examine your values related to sexual orientation
issues.
a. If a client of yours is gay or lesbian, how might it influence the way you collaborate
with him or her?
b. What would you do if a friend told you an anti-gay joke or story? What if the person
telling the joke was a client or a colleague?
c. Do you have gay or lesbian friends?
d. Do you think same-gender attraction is an illness?
Copyright © 2026 Pearson Canada Inc.
1-2
Counselling Skills for Canadians,
9th Canadian Edition by Bob Shebib
Complete Chapter Instructor's
Manual are included (Ch 1 to 11)
** Immediate Download
** Swift Response
** All Chapters included
,Table of Contents are given below
1.Professional Identity: Ethics, Values, and Self-Awareness
2.Cultural Intelligence
3.The Process, Skills, and Pitfalls of Counselling
4.Relationship: The Foundation for Change
5.Listening & Responding: The Basis for Understanding
6.Asking Questions: The Search for Meaning
7.Empathic Connections
8.Supporting Empowerment and Change
9.Engaging with Hard-to-Reach Clients
10.Health and Substance Misuse
11.Neuroscience and Counselling
, Chapter 1: Professional Identity: Ethics, Values, and Self-Awareness
Bob Shebib
Choices: Interviewing and Counselling Skills for Canadians, 9/e
Instructor’s Manual
Chapter One
Professional Identity: Ethics, Values, and Self-Awareness
Learning Objectives
• Understand the needs of clients seeking counselling from a diverse counselling
community of professionals.
• Articulate the core values of counselling.
• Define and describe professional ethics
• Identify principles for understanding and resolving ethical dilemmas with cultural
sensitivity.
• Grasp the importance of counsellor objectivity, self-awareness, and managing
personal needs.
• Identify the components of counsellor competence including the importance of self-
awareness
• Understand burnout and vicarious trauma as workplace hazards.
Comments and Possible Answers to Selected Text Exercises
Self-Awareness
Instructors: The self-awareness questions in this book are designed to help students begin
their professional responsibility to develop and deepen their understanding of self. The
exercises focus on essential elements such as: identifying skill strengths and weaknesses,
exploring personal areas of vulnerability, developing knowledge of biases, understanding
the impact of one’s own socialization and culture, learning about personal needs and they
might hinder counselling, and exploring one’s impact on others. Encourage students to set
goals and to develop appropriate action plans in this area. Refer them to Chapter 8 for goal
setting and action planning strategies.
To develop self-awareness, emphasize strategies such completion of the self-awareness
exercises in each chapter, seeking feedback from others, including (where appropriate)
clients.
Common Problem with Feedback:
Giving feedback
Copyright © 2026 Pearson Canada Inc.
1-1
, Chapter 1: Professional Identity: Ethics, Values, and Self-Awareness
• Lack of specificity or example
• Overly blunt
• Poor timing
• Overwhelming
Receiving feedback
• Defensiveness
• Lack of understanding
• Overfocus on one aspect
• Misinterpreted
Suggestion: Have the class discuss how they can create conditions that will support others
to give honest and timely feedback – e.g., non-defensive responses, identifying targets (goals
for feedback), positive reinforcement of the process. Journaling and the use of audio and
video tapes can also provide needed data. Discuss how risk-taking outside of one’s comfort
zone can increase skill as well as self-awareness. Demonstrations illustrating effective and
non-effective strategies are valuable.
Discuss the following points with the class:
The self-awareness questions in this chapter and others challenge students to have courage
to look at themselves, their limitations, and their biases. In the process, they may confront
harsh realities that need to become the focus of their personal and professional development.
This is not something that can be accomplished quickly, indeed, it is an ongoing endeavour
that continues throughout their careers.
1. What strong beliefs do members of your cultural/ethnic group hold?
Discussion Points
• Assist students to share how their personal beliefs are the same or similar to
those of the dominant culture. Explore implications for counselling.
• Students may identify as bi-cultural, tri-cultural, or not aligned with any
single culture. Others may note that their cultural values often collide with
those of their parents who hold strongly to traditional values.
Remember: Students should not be asked to represent their cultural minority group.
2. Use the questions and situations below to examine your values related to sexual orientation
issues.
a. If a client of yours is gay or lesbian, how might it influence the way you collaborate
with him or her?
b. What would you do if a friend told you an anti-gay joke or story? What if the person
telling the joke was a client or a colleague?
c. Do you have gay or lesbian friends?
d. Do you think same-gender attraction is an illness?
Copyright © 2026 Pearson Canada Inc.
1-2
