Respond to two peers (below). The responses to peers should be at least 200 words.


Many people with disabilities are designed to spectatorship because their disabilities often force them to sit on the sidelines. Participating in social experiences with others and having fun without utilizing substances is an acquired experience that many individuals with disabilities may not have the opportunity to practice. “It is essential that all clients participate in planning leisure activities, and programs with rigid approaches that exclude clients from such participation should consider changing their policies” (Moore, 2005).

Specific accommodations will be required to make treatment as effective as possible for people with existing disabilities. Treatment plans should be revised to meet the needs of people with existing disabilities, acknowledging that not all clients respond equally well to the same types of treatment. if possible, treatment programs will be set out on a case-by-case basis, doing so will ensure better results for all clients, not just those with disabilities. Learning how a person thinks about his or her own illness can often enhance treatment (Moore, 2005).

Although certain individuals with disabilities fear social interactions or situations involving risks, many take too much of risk rather than too little. A client with an existing disability, especially if the disability is of traumatic origins, such as traumatic brain injury or spinal cord injury, may be more likely to engage in high-risk behavior for two reasons. First, individuals who have an injury-related disability are often prone to risk-taking the same characteristics that contributed to their injury due to their personality and behavioral characteristics. Second, neurological damage may impair judgment and increase risk-taking. People with learning disabilities, especially those with attention-deficit / hyperactivity disorder (AD / HD), may also tend to take excessive risks because they lack sufficient skills or judgment to recognize and avoid risky situations (Moore, 2005).

Counselors have to work with their clients to determine which benefits can motivate them better. Motivational recovery techniques include a variety of methods, including making the person better understand the potential benefits of a healthy lifestyle (Moore, 2005). Our Lord taught us to encourage one another in 1 Thessalonians chapter 5 verse 11 says “Therefore, comfort each other and edify one another, just as you also are doing”. This verse teaches us, humans and counselors, to always show empathy and care to everyone especially the ones in need.

Word count: 433


Moore, D. (2005). Substance use disorder treatment for people with physical and cognitive disabilities. Rockville, MD: U.S. Dept. of Health and Human Services, Public Health Service, Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Treatment.

The Bible. (1611). The Bible: Authorized King James Version. doi: 10.1093/oseo/instance.00016818


According to Hays and Erford, a disability can be defined in two ways: “a disqualification, restriction, or disadvantage” and a “limitation in the ability to pursue an occupation because of a physical or mental impairment” (Hays & Erford, 2018, p. 225).  Individuals with disabilities face a multitude of challenges on a daily basis, and experience more stress than those individuals who posses full physical and mental ability and are without health limitations (Byra & Cwirynkalo, 2018).

When counseling individuals with disabilities, there are several elements a therapist must keep in mind. First of all, a disability can occur at any time in a person’s life. The coping aspect of living with a disability offers two different scenarios: being born with a disability vs being born of sound physical and mental health, and then experiencing a disability in one’s life. In addition, a counselor must take caution not to over or under empathize the impact of the disability (Garzon & Snodgrass, 2010).  The counselor must always keep in mind the client’s worldview and above all else, practice the rule of “Do no harm” (ACA, 2014).  A counselor must also ignore the stereotypes which are associated with individuals with disabilities (Garzon & Snodgrass, 2010).  For example, someone who utilizes a wheelchair may not necessarily be wheelchair-bound, or the thought that people with disabilities always need help may not be true.  Additionally, a counselor should consider the element of the ease for the disabled person to utilize his/her office (Garzon & Snodgrass, 2010).  For example, the physical design of the office: could a wheelchair fit in the office?  I am reminded of the Bible verse 1 Corinthians 10:24, “No one should seek their own good, but the good of others” (NIV).

Individuals with disabilities may cope with pain, low self-esteem, self-efficacy, and thoughts of hope (Byra & Cwirynkalo, 2018).  According to a quantitative, cross-sectional study, coping strategies offered by counselors to those individuals with disabilities included accepting the encountered problem, striving to solve the problem, and finding emotional support (Byra & Cwirynkalo, 2018). These are some other key elements counselors need to keep in mind.

As a counselor-in-training, who has no disability, a potential challenge I will need to keep in mind when working with individuals with disabilities is not to offer more help to the client than what is required by them; over-empathizing is not helping (Garzon & Snodgrass, 2010).  Additionally, I would feel hesitant about speaking with a disabled client about their medical disability in that I had not acquired enough information about the particular disability. As a counselor, I would need to research the disability to better relate to the client.


American Counseling Association (2014). ACA Code of Ethics. Alexandria, VA: Author.

Byra, S., & Cwirynkalo, K. (2018). Coping strategies in students with physical disabilities-predictive role of self-esteem, general self-efficacy and basic hope. Hrvatska revija za rehabilitacijska istrazivanja, 54(2), 1-11.

Garzon, F.  & Snodgrass, D. (2010) The Elderly & Populations with Disabilities. Liberty University.

Hays, D. G., & Erford, B., T. (2018). Developing multicultural counseling competence: a systems approach. New York, NY: Pearson.


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