FEM3107 BASIC ADVISING

AND COUNSELING
ASAS PENASIHATAN DAN KAUNSELING
Theories of Counseling
Psychoanalytic Theory
The Structure of Personality
THE ID—The Demanding Child

• Ruled by the pleasure principle

THE EGO—The Traffic Cop

• Ruled by the reality principle

THE SUPEREGO—The Judge

• Ruled by the moral principle

Conscious and Unconscious
Conscious:
What’s on the surface
i.e. logic, reality

Unconscious:
What lies deep,
below the surface
i.e. drives, instincts
The Unconscious

• Clinical evidence for postulating the unconscious:

• Dreams
• Slips of the tongue
• Posthypnotic suggestions
• Material derived from free-association
• Material derived from projective techniques
• Symbolic content of psychotic symptoms
• NOTE: consciousness is only a thin slice of the total mind
 Anxiety

Feeling of dread
resulting from
repressed feelings,
memories and Neurotic
desires Reality Anxiety Moral Anxiety
Anxiety
• Develops out of
conflict among the id,
ego and superego to
control psychic energy
Ego-Defense Mechanisms

• Ego-defense mechanisms:
• Are normal behaviors which operate on an
unconscious level and tend to deny or distort reality
• Help the individual cope with anxiety and prevent the
ego from being overwhelmed
• Have adaptive value if they do not become a style of life
to avoid facing reality
The Development of Personality
ORAL STAGE First year
• Related to later mistrust and rejection issues

ANAL STAGE Ages 1-3

• Related to later personal power issues

PHALLIC STAGE Ages 3-6

• Related to later sexual attitudes

LATENCY STAGE Ages 6-12

• A time of socialization

GENITAL STAGE Ages 12-60

• Sexual energies are invested in life
Transference and Countertransference

• Transference
• The client reacts to the therapist as he did to an earlier significant other
• This allows the client to experience feelings that would otherwise be inaccessible
• ANALYSIS OF TRANSFERENCE — allows the client to achieve insight into the
influence of the past
• Countertransference
• The reaction of the therapist toward the client that may interfere with objectivity
• Not always detrimental to therapeutic goals; can provide important means of
understanding your client’s world
• Countertransference reactions must be monitored so that they are used to
promote understanding of the client and the therapeutic process.
 Free Association

• Client reports immediately without censoring

any feelings or thoughts

Psychoanalyti Interpretation

c Techniques • Therapist points out, explains, and teaches

the meanings of whatever is revealed

Dream Analysis

• Therapist uses the “royal road to the

unconscious” to bring unconscious material
to light
• Latent content
• Manifest content
 Resistance

• Anything that works against the progress

of therapy and prevents the production of
unconscious material

Analysis of Resistance
Resistance
• Helps the client to see that canceling
appointments, fleeing from therapy
prematurely, etc., are ways of
defending against anxiety
• These acts interfere with the ability
to accept changes which could lead
to a more satisfying life
Application to Group Counseling

• Group work provides a rich framework for working through transference feelings
• Feelings resembling those that members have experienced toward significant people in their
past may emerge
• Group members may come to represent symbolic figures from a client’s past

• Competition for attention of the leader provides opportunities to explore how members dealt with
feelings of competition in the past and how this effects their current interactions with others.

• Projections experienced in group provide valuable clues to a client’s unresolved conflicts

 This approach may not be appropriate for all
cultures or socioeconomic groups

Deterministic focus does not emphasize current

maladaptive behaviors

Limitation Minimizes role of the environment

s of Requires subjective interpretation

Classical Relies heavily on client fantasy

Analysis
Lengthy treatment may not be practical or affordable
for many clients
Adlerian Theory
Alfred Adler’s Individual Psychology

• Based on the holistic concept

• A phenomenological approach
• Teleological explanation of human behavior
• Social interest is stressed
• Birth order and sibling relationships
• Therapy as teaching, informing and encouraging
• Basic mistakes in the client’s private logic
• The therapeutic relationship—a collaborative partnership
The Phenomenological Approach

Adlerians attempt to view the How life is in reality is less important than how the
individual believes life to be
world from the client’s subjective It is not the childhood experiences that are crucial –
frame of reference it is our present interpretation of these events

Unconscious instincts and our past do not determine our behavior

Social Interest

• Adler’s most significant and distinctive concept

• Refers to an individual’s attitude toward and awareness of being a part of the human
community
• Embodies a community feeling and emphasizes the client’s positive feelings toward
others in the world
• Mental health is measured by the degree to which we successfully share with others
and are concerned with their welfare
• Happiness and success are largely related to social connectedness
Lifestyle

A life movement that organizes the

Lifestyle is how we move toward
client’s reality, giving meaning to
our life goals
life
• “fictional finalism” or • “private logic”
“guiding self ideal” • Values, life plan, perceptions
• Psychiatric symptoms are of self and others
“failed attempts” at achieving • Unifies all our behaviors
our lifestyle to provide consistency
• Adlerian therapy helps clients to • Makes all our actions
effectively navigate lifestyle “fit together”
tasks
 Inferiority Feelings

• Are normal
• They are the wellspring of creativity.
• Develop when we are young--characterized by
early feelings of hopelessness

Inferiority Superiority Feelings

and • Promote mastery
Superiority • Enable us to overcome obstacles

Related Complexes

• Inferiority Complex
• Superiority Complex
Birth Order

• A concept that assigns probability to having a certain set of experiences based on one’s
position in the family

• Adler’s five psychological positions:

1) Oldest child– receives more attention, spoiled,
center of attention
2) Second of only two– behaves as if in a race, often opposite to first child
3) Middle– often feels squeezed out
4) Youngest– the baby
5) Only– does not learn to share or cooperate with other children, learns to deal with adults
 Four Phases of Therapy

Phase 1: Establishing the Proper Phase 2: Exploring the Individual’s

Therapeutic Relationship Psychological Dynamics
• Supportive, collaborative, • Lifestyle assessment
educational, encouraging process • Subjective interview
• Person-to-person contact with • Objective interview
the client precedes identification • Family constellation
of the problem
• Early recollections
• Help client build awareness of his
• Basic Mistakes
or her strengths
 Four Phases of Therapy

Phase 3: Encouraging Self- Phase 4: Reorientation and Re-

Understanding/Insight education
• Interpret the findings of the • Action-oriented
assessment • Useful vs. unhelpful
• Hidden goals and purposes of
behavior are made conscious
• Therapist offers interpretations
to help clients gain insight into
their lifestyle
Encouragement

• Encouragement instills self confidence by expecting clients to assume

responsibility for their lives and embrace the fact that they can make
changes

• Encouragement is the most powerful method available for changing a person’s

beliefs
• Helps build self-confidence and stimulates courage
• Discouragement is the basic condition that prevents people from functioning
• Clients are encouraged to recognize that they have the power to choose and
to act differently
Application to Group Counseling

• Group provides a social context in which members can develop a sense of

community and social-relatedness

• Sharing of early recollections increases group cohesiveness

• Action-oriented strategies for behavior change are implemented to help group

members work together to challenge erroneous beliefs about self, life and
others.

• Employs a time-limited framework

Limitations of the Adlerian Approach

• Adler spent most of his time teaching his theory as opposed to systematically
documenting it
• Hence, some consider Adlerian theory simplistic

• Many of Adler’s theoretical constructs (i.e. lifestyle) are difficult to measure and require
empirical testing

• Research on treatment efficacy is limited

Existential Theory
 Born from philosophy

• A phenomenological philosophy of “humanness”

• Humans are in a constant state of
transition, evolving and becoming
Existential • Clients are searching for meaning in
their subjective worlds
Psychotherapy Common questions/sources
of existential angst for clients
• “Who am I?”
• “I will die.”
• “What does it all mean?”
• “Will I die alone?”
• “How am I going to get to where I want to be
in my life?”
Existential Therapy
A Philosophical/Intellectual Approach to Therapy

• BASIC DIMENSIONS OF THE HUMAN CONDITION

• The capacity for self-awareness
• The tension between freedom & responsibility
• The creation of an identity & establishing meaningful relationships
• The search for meaning
• Accepting anxiety as a condition of living
• The awareness of death and nonbeing
 The Capacity for Self-Awareness

The greater our awareness, the Awareness is realizing that:

greater our possibilities for
freedom We are finite--time is limited
We have the potential and the choice, to act or not
to act
Meaning is not automatic--we must seek it
We are subject to loneliness, meaninglessness,
emptiness, guilt, and isolation
 Identity and Relationship

Identity is “the courage to be”– We must trust Relatedness– At their best our relationships are
ourselves to search within and find our own based on our desire for fulfillment, not our
answers deprivation

Our great fear is that we will discover that there is no core, no self Relationships that spring from our sense of deprivation are clinging,
Being existentially “alone” helps us to discover our authentic self parasitic, and symbiotic
• Clients must distinguish between neurotic dependence and
the authentic need to be with others
Balancing aloneness and relatedness helps us develop a unique
identity and live authentically in the moment
The Search for Meaning

Meaning– like Finding meaning in

pleasure, meaning life is a by-product
of a commitment
must be pursued to creating, loving,
obliquely and working

“The will to meaning” Life is not

meaningful in itself;
is our primary striving the individual must
create and discover
meaning
Anxiety – A Condition of Living

• Yalom’s four givens of existence create anxiety

• Existential anxiety is normal - life cannot be lived, nor can death be faced, without anxiety
• Existential therapists help clients develop a healthy view of anxiety
• Anxiety can be a stimulus for growth as we become aware of and accept our freedom
• Anxiety can be a catalyst for living authentically and fully
• We can blunt our anxiety by creating the illusion that there is
security in life
• If we have the courage to face ourselves and life we may be frightened, but we will be
able to change
Goals of Existential Psychotherapy

• Helping clients to accept their freedom and responsibility to act

• Assisting people in coming to terms with the crises in their lives
• Encouraging clients to recognize the ways in which they are not living fully
authentic lives
• Inviting clients to become more honest with themselves
• Broadening clients’ awareness of their choices
• Facilitating the client’s search for purpose and meaning in life
• Assisting clients in developing a deep understanding of themselves and the
ways they can effectively communicate with others
Relationship Between Therapist and Client

Therapy is a journey taken by The core of the therapeutic

therapist and client relationship
• The person-to-person • Respect and faith in the
relationship is key clients’ potential to cope
• The relationship • Sharing reactions with
demands that therapists genuine concern and
be in contact with their empathy
own phenomenological
world
 Application to Group Counseling

• Provides an ideal environment for therapeutic work on responsibility

• Clients are responsible for their behavior in group
• Group settings provide a mirror of how clients may act in the world
• Through feedback members learn to view themselves through another’s eyes
• Members learn how their behavior affects others
• Builds interpersonal skills
• Provides members with the opportunity to be fully themselves while relating to others
• Creates an opportunity to relate to others in meaningful ways
• Provides an opportunity to explore the paradoxes of existence
• Learning to experience anxiety as a reality of the human condition
• Making choices in the face of uncertainty
• Discovering there are no ultimate answers for ultimate concerns
 • The individualistic focus may not fit
within the world views of clients from a
collectivistic culture
• The high focus on self-determination may
not fully account for real-life limitations of
those who are oppressed and have
Limitations limited choices
• Some clients prefer a more
of Existential directive approach to counseling

Psychotherapy • The approach may prove difficult for clients

who experience difficulty conceptualizing or
have limited intellectual capacities
• The approach does not focus on specific
techniques, making treatments difficult
to standardize
• Limited empirical support
Person-Centered View of Human Nature

• At their core, humans are trustworthy and positive

• Humans are capable of making changes and living
productive, effective lives
• Humans innately gravitate toward self-actualization -
Actualizing tendency
• Given the right growth-fostering conditions, individuals strive
to move forward and fulfill their creative nature

Theory and Practice of Counseling and Psychotherapy - Chapter 7 (1)

Person-Centered Theory
Person-Centered Therapy
(A reaction against the directive and psychoanalytic approaches)

• Challenges:
• The assumption that “the counselor knows best”
• The validity of advice, suggestion, persuasion, teaching, diagnosis,
and interpretation
• The belief that clients cannot understand and resolve their own problems
without direct help
• The focus on problems over persons
Person-Centered Therapy

• Emphasizes:
• Therapy as a journey shared by two fallible people
• The person’s innate striving for self-actualization
• The personal characteristics of the therapist and the quality of the
therapeutic relationship
• The counselor’s creation of a permissive, “growth-promoting” climate
• People are capable of self-directed growth if involved in a therapeutic relationship
 Congruence

• Genuineness or realness in the therapy session

• Therapist’s behaviors match his or her words

Therapy is Unconditional positive regard

a Growth- • Acceptance and genuine caring about the client as

a valuable person

Promoting • Accepting clients as they presently are

• Therapist need not approve of all client behavior

Climate Accurate empathic understanding

• The ability to deeply grasp the client’s subjective world

• Helper attitudes are more important than knowledge
• The therapist need not experience the situation
to develop an understanding of it from the
client’s perspective
 1. Two persons are in psychological contact

Six
2. The first, the client, is experiencing incongruence

Conditions 3. The second person, the therapist, is congruent or integrated in

the relationship

(necessary and 4. The therapist experiences unconditional positive regard or real

sufficient for caring for the client

personality changes 5. The therapist experiences empathy for the client’s internal frame of

to occur) reference and endeavors to communicate this to the client

6. The communication to the client is, to a minimal degree, achieved

The Therapist

• Focuses on the quality of the therapeutic relationship

• Provides a supportive therapeutic environment in which the client is the agent of
change and healing
• Serves as a model of a human being struggling toward greater realness
• Is genuine, integrated, and authentic, without a false front
• Can openly express feelings and attitudes that are present in the relationship with the
client
• Is invested in developing his or her own life experiences to deepen self-
knowledge and move toward self-actualization
Application to Group Counseling
Therapist takes on the role of facilitator
Creates therapeutic Techniques are not Exhibits deep trust of Provides support for Group members set the
environment stressed the group members members goals for the group

Group setting fosters an open and accepting community where members can work on self-
acceptance

Individuals learn that they do not have to experience the process of change alone and grow
from the support of group members
Person-Centered Expressive Arts Therapy

• Various creative art forms

• promote healing and self-discovery
• are inherently healing and promote self-awareness and insight
• Creative expression connects us to our feelings which are a source of life energy.
• Feelings must be experienced to achieve self-awareness.
• Individuals explore new facets of the self and uncover insights that transform them,
creating wholeness
• Discovery of wholeness leads to understanding of how we relate to the outer world.
• The client’s inner world and outer world become unified.
 Acceptance of the individual

Condition
A non-judgmental setting

s for
Empathy

Creativity
Psychological freedom

Stimulating and challenging experiences

Individuals who have experienced unsafe creative environments

feel “held back” and may disengage from creative processes

Safe, creative environments give clients permission to be

authentic and to delve deeply into their experiences
 Limitations of the Person-Centered Approach

• Cultural considerations
• Some clients may prefer a more directive, structured treatment
• Individuals accustomed to indirect communication may not
be comfortable with direct expression of empathy or
creativity
• Individuals from collectivistic cultures may disagree with the emphasis
on internal locus of control
• Does not focus on the use of specific techniques, making this
treatment difficult to standardize
• Beginning therapists may find it difficult to provide both support
and challenges to clients
• Limits of the therapist as a person may interfere with developing a
genuine therapeutic relationship
Gestalt Theory
Gestalt Therapy

• Existential & Phenomenological – it is grounded in the client’s “here and now”

• Initial goal is for clients to gain awareness of what they are experiencing and doing
now
• Promotes direct experiencing rather than the abstractness of talking
about situations
• Rather than talk about a childhood trauma the client is encouraged to become
the hurt child

Theory and Practice of Counseling and Psychotherapy - Chapter 8 (1)

 Principles of Gestalt Theory
Figure Formation Organismic
Holism: Field theory:
Process: self-
regulation:
• The full range of • The field is the • How an • Emergence of
human functioning client’s individual need sensations
includes thoughts, environment which organizes and interest
feelings, behaviors, consists of experiences from disturb an
body, language therapist and client moment to individual’s
and dreams and all that goes on moment equilibrium
between them • Foreground:
• Client is a figure
participant in a • Background:
constantly changing ground
field
 Our “power is in the present”

• Nothing exists except the “now”

• The past is gone and the future has not
yet arrived
The Now For many people the power of
the present is lost
• They may focus on their past
mistakes or engage in endless
resolutions and plans for the future
 Feelings about the past are
unexpressed

• These feelings are associated with distinct

Unfinishe memories and fantasies

• Feelings not fully experienced linger in the
background and interfere with effective

d Business contact

Result:

• Preoccupation, compulsive behavior, wariness

oppressive energy and self-defeating behavior
 • Contact
• Interacting with nature and with other
Contact and people without losing one’s individuality
• Boundary Disturbances/ resistance to contact
Resistances to • The defenses we develop to prevent us from
experiencing the present fully
Contact • Five major channels of resistance:
• Introjection • Deflection
• Projection • Confluence
• Retroflection
 The continuum The here and
of experience now
Six
Components The paradoxical
of Gestalt theory of The experiment
Therapy change
Methodology
Process-
The authentic
oriented
encounter
diagnosis
Therapeutic Techniques

The experiment Internal

Rehearsal Reversal
in Gestalt dialogue
exercise technique
Therapy exercise

Exaggeration Staying Making the Dream work

exercise with the rounds
feeling
Application to Group Counseling

Encourages direct experience and action

Here-and-now focus allows members to bring unfinished business to the present

Members try out experiments within the group setting

Leaders can use linking to include members in the exploration of a particular individual’s problem

Leaders actively design experiments for the group while focusing on awareness and contact

Group leaders actively engage with the members to form a sense of mutuality in the group
Limitations of Gestalt Therapy
• The approach has the potential for the therapist to abuse power by using
powerful techniques without proper training
• This approach may not be useful for clients who have difficulty abstracting and imagining
• The emphasis on therapist authenticity and self-disclosure may be overpowering for
some clients
• The high focus on emotion may pose limitations for clients who have been
culturally conditioned to be emotionally reserved
Behavioral Theory
Behavior Therapy

• A set of clinical procedures relying on experimental findings of

psychological research
• Based on principles of learning that are systematically applied
• Treatment goals are specific and measurable
• Focusing on the client’s current problems
• To help people change maladaptive to adaptive behaviors
• The therapy is largely educational - teaching clients skills of self-management
Exposure Therapies

• In Vivo Desensitization
• Brief and graduated exposure to an actual fear situation or event
• Flooding
• Prolonged & intensive in vivo or imaginal exposure to stimuli that
evoke high levels of anxiety, without the opportunity to avoid them
• Eye Movement Desensitization and Reprocessing (EMDR)
• An exposure-based therapy that involves imaginal flooding,
cognitive restructuring, and the use of rhythmic eye movements and
other bilateral stimulation to treat traumatic stress disorders and
fearful memories of clients
Four Aspects of Behavior Therapy

1. Classical Conditioning
• In classical conditioning certain respondent behaviors, such as knee jerks
and salivation, are elicited from a passive organism

2. Operant Conditioning
• Focuses on actions that operate on the environment to produce consequences
• If the environmental change brought about by the behavior is reinforcing,
the chances are strengthened that the behavior will occur again. If the
environmental changes produce no reinforcement, the chances are lessened
that the behavior will recur
Four Aspects of Behavior Therapy

3. Social-Learning Approach
• Gives prominence to the reciprocal interactions between an individual’s
behavior and the environment

4. Cognitive Behavior Therapy

• Emphasizes cognitive processes and private events (such as a client’s
self-talk) as mediators of behavior change
Functional Assessment of Behavior
• A-B-C model
• Antecedent(s)
• Behavior(s)
• Consequence(s)

Antecedent Behavior Consequence

Therapeutic Techniques
• Relaxation Training – to cope with stress
• Systematic Desensitization – for anxiety and avoidance reactions
• Modeling – observational learning
• Assertion Training– learning to express one’s self
• Social Skills Training– learning to correct deficits in
interpersonal skills
• Self-Management Programs – “giving psychology away”
Therapeutic Techniques
• Multimodal Therapy – a technical eclecticism
• Applied Behavior Analysis— training new behaviors
• Particularly effective in working with developmentally delayed individuals
• Dialectical Behavior Therapy-- learning emotional regulation and mindfulness
• Designed for the treatment of Borderline Personality Disorder
• Mindfulness-Based Stress Reduction Therapy – meditation and yoga
• Acceptance and Commitment Therapy - learning acceptance and non-
judgment of thoughts and feelings as they occur
Application of Behavior Therapy to Group
Counseling
• Treatments
• rely on empirical support
• emphasize self-management skills and thought restructuring
• Are typically brief
• Leaders
• use a brief, directive, psychoeducational approach
• conduct behavioral assessments
• Leaders and members
• create collaborative, precise treatment goals
• devise a specific treatment plan to help each member meet goals
• objectively measure treatment outcome
Limitations of Behavior Therapy

• Heavy focus on behavioral change may detract from client’s experience of

emotions
• Some counselors believe the therapist’s role as a teacher deemphasizes the
important relational factors in the client-therapist relationship
• Behavior therapy does not place emphasis on insight
• Behavior therapy tends to focus on symptoms rather than underlying causes
of maladaptive behaviors
• There is potential for the therapist to manipulate the client using
this approach
• Some clients may find the directive approach imposing or too mechanistic
Rational Emotive
Behavioral Theory
Rational Emotive Behavioral Therapy (REBT)

• Stresses thinking, judging, deciding, analyzing, and doing

• Assumes that cognitions, emotions, and behaviors interact and have a
reciprocal cause-and-effect relationship
• Is highly didactic, very directive, and concerned as much with thinking as
with feeling
• Teaches that our emotions stem mainly from our beliefs, evaluations,
interpretations, and reactions to life situations
The Therapeutic Process
Therapy is seen as an educational process

Clients learn

• To identify the interplay of their thoughts, feelings and behaviors

• To identify and dispute irrational beliefs that are maintained by
self- indoctrination
• To replace ineffective ways of thinking with effective and
rational cognitions
• To stop absolutistic thinking, blaming, and repeating false beliefs
View of Human Nature
We are born with a potential for both rational and irrational thinking

We have the biological and cultural tendency to think crookedly and to

needlessly disturb ourselves
We learn and invent disturbing beliefs and keep ourselves disturbed
through our self-talk
We have the capacity to change our cognitive, emotive, and behavioral
processes
The A-B-C Theory of Personality
A B C
activating consequence
event belief

D E F
disputing effective New feeling
intervention philosophy
Irrational Ideas
Irrational ideas lead to self-defeating behavior

Some examples:
• “I must have love or approval from all the significant people
in my life.”
• “I must perform important tasks competently and perfectly.”
• “If I don’t get what I want, it’s terrible, and I can’t stand it.”
Application of REBT to Group Counseling

• Tailored for specific diagnoses such as anxiety, panic, eating disorders and phobias
• Treatments are standardized and based on empirical evidence
• Use of homework allows lessons learned in group to generalize to the client’s daily
environment
• Help members gain awareness of how their self-defeating thoughts influence
what they feel and how they behave
• Heavy emphasis on psychoeducation and prevention of symptoms
Cognitive Theory
Aaron Beck’s Cognitive Therapy (CT)
Insight-focused therapy

Emphasizes changing negative thoughts and maladaptive beliefs

Theoretical Assumptions

• People’s internal communication is accessible to introspection

• Clients’ beliefs have highly personal meanings
• These meanings can be discovered by the client rather than being taught
or interpreted by the therapist
Theory, Goals & Principles of CT

• Basic theory:
• To understand the nature of an emotional episode or disturbance it is essential
to focus on the cognitive content of an individual’s reaction to the upsetting
event or stream of thoughts
• Goals:
• To change the way clients think by using their automatic thoughts to reach
the core schemata and begin to introduce the idea of schema restructuring
• Principles:
• Automatic thoughts: personalized notions that are triggered by particular
stimuli that lead to emotional responses
 • Arbitrary inferences
• Selective abstraction
CT’s Cognitive • Overgeneralization
Distortions • Magnification and minimization
• Personalization
• Labeling and mislabeling
• Polarized thinking
 Pattern that triggers depression

Clients hold negative views of themselves

Beck’s • “I am a lousy person”

Cognitive Selective Abstraction

Triad
• Client interprets life events through a negative
filter
• “The world is a negative place where bad things are
bound to happen to me”
Client holds a gloomy vision of the future

• “The world is bleak, and it isn’t going to improve”

 • Focus:
• Client’s self-verbalizations or self-
Donald statements

Meichenbaum’s • Premise:
Cognitive • As a prerequisite to behavior
Behavior change, clients must notice how
they think, feel, and behave, and
Modification what impact they have on
others
(CBM)
• Basic assumption:
• Distressing emotions are typically
the result of maladaptive
thoughts
 Self-instructional therapy focus:

• Trains clients to modify the instructions

they
give to themselves so that they can cope
• Emphasis is on acquiring practical coping
skills
Meichenbaum’s
Cognitive structure:
CBM
• The organizing aspect of thinking, which
seems to monitor and direct the choice
of thoughts
• The “executive processor,” which “holds the
blueprints of thinking” that determine
when to continue, interrupt, or change
thinking
Behavior Change & Coping (CBM)

3 Phases of Behavior Change Coping skills programs– Stress inoculation

training (3 phase model)
1. Self-observation 1. The conceptual phase
2. Starting a new internal dialogue 2. Skills acquisition and rehearsal phase
3. Learning new skills 3. Application and follow-through phase
Limitations of Cognitive Therapy

• Extensive training is required to practice CT

• Therapists may misuse power by imposing their ideas of what constitutes
“rational” thinking on a client
• Therapists must take special care to encourage clients to act
rationally within the framework of their own value system and
cultural context
• The strong confrontational style of Ellis’ REBT may overwhelm some clients
• Some clinicians think CT interventions overlook the value of exploring a
client’s past experiences
Reality Theory
 • Symptoms are the result of choices we’ve made in our
lives
• We can choose to think, feel and behave differently

Reality • Emphasis is on personal responsibility

Therapy Basic • Therapist’s function is to keep therapy focused on the

Beliefs present

• We often mistakenly choose misery in our best attempt

to meet our needs

• We act responsibly when we meet our needs

without keeping others from meeting their needs
Basic Needs
Belonging
All internally motivated behavior is Power
geared toward meeting one or more Freedom
Fun
of our basic human needs
Survival (Physiological needs)

Our brain functions as a control system to get us what we want

Our quality world consists of our visions of specific people, activities, events,
beliefs and situations that will fulfill our needs
Procedures W Wants - What
do you want to be
and do?
D Doing and
Direction - What
are you doing?
That Lead • Your “picture album” • Where do you want to
go?

to Change:
The
E Evaluation - Does
“WDEP” your present
behavior have a
P Planning –
reasonable
System chance of getting
you what you
“SAMIC3”

want?
 S Simple - Easy to understand, specific and
concrete
A Attainable - Within the capacities and

Planning M
motivation of the client
Measurable - Are the changes observable and

For Change I
helpful?
Immediate and Involved - What can be done
today?
What can you do?
C Controlled - Can you do this by yourself or will
you be dependent on others?
- Can you do this on a continuous
basis?
Total Behavior
Our Best Attempt to Satisfy Our Needs

DOING – ACTIVE THINKING – THOUGHTS, FEELINGS – ANGER, PHYSIOLOGY – BODILY

BEHAVIORS SELF-STATEMENTS JOY, REACTIONS
PAIN, ANXIETY
Application of Reality Therapy to Group Counseling

• Group leaders and members jointly determine goals and plans of action
• In group, members explore new courses of behavior that will bring them closer to
getting what they want out of life
• Leaders challenge group members to evaluate for themselves if what they
are currently doing is working for them
• Feedback from leaders and group members can help individuals design realistic and
attainable plans
• Group setting encourages members to take an active stance in attaining change
in their lives
Limitations of Reality Therapy

• Some feel it does not adequately address important psychological concepts such
as insight, the unconscious, dreams and transference
• Clinicians may have trouble viewing all psychological disorders (including serious
mental illness) as behavioral choices
• There is a danger for the therapist of imposing his or her personal views on clients
by deciding for the client what constitutes responsible behavior
• Reality therapy is often construed as simple and easy to master when in fact it
requires much training to implement properly.
• More empirical support is needed
Constructivist
Narrative Perspective
(CNP)
Constructivis Therapeutic task: Focuses on the
t Narrative • Help clients
appreciate how
stories people
tell about
Perspective they construct
their realities and
themselves and
others about
(CNP)
how they author
their own stories significant events
in their lives
 The client, not the therapist, is the
expert

Dialogue is used to elicit perspective,

resources, and unique client
Social experiences

Constructionis Questions empower clients to speak

m and to express their diverse positions

The therapist supplies optimism and

the process
 Generate new meaning in the lives of clients

Co-develop, with clients, solutions that are

Social unique to the situation
Constructionism
Therapy Goals Enhance awareness of the impact of various
aspects of the dominant culture on the
individual
Help people develop alternative ways of being,
acting, knowing,
and living
 Postmodernists assume there are
multiple truths

Reality is subjective and is based on

Key Concepts the use of language
of Social
Constructionism Postmodernists strive for a
collaborative and consultative stance

Postmodern thought has an impact on

the development of many theories
 Therapy grounded on a positive orientation--
people are healthy and competent
Past is downplayed, while present and future are
highlighted
Key Concepts Therapy is concerned with looking for what is
of Solution- working
Focused Brief Therapists assist clients in finding exceptions to
Therapy their problems
There is a shift from “problem-orientation”
to “solution-focus”
Emphasis is on constructing solutions rather than
problem solving
 The problem itself may not be relevant to finding
effective solutions
People can create their own solutions

Basic Small changes lead to large changes

Assumptions of
Solution- The client is the expert on his or her own life
Focused
Therapy
The best therapy involves a collaborative
partnership
A therapist’s not knowing afford the client an
opportunity to construct a solution
 Skillful questions allow people to utilize their resources

Questions in Asking “how questions” that imply change can be useful

Solution- Effective questions focus attention on solutions

Focused
Brief Questions can get clients to notice when things were better

Therapy Useful questions assist people in paying attention to what

they are doing

Questions can open up possibilities for clients to do something

different
Three Kinds Customer-type relationship: client and
therapist jointly identify a problem and
of a solution to work toward
Relationships Complainant relationship: a client who
in describes a problem, but is not able or willing
Solution to take an active role in constructing a solution

- Visitors: clients who come to therapy because

Focused someone else thinks they have a problem
Therapy
Technique Pre-therapy change
• (What have you done since you made the appointment
s Used in that has made a difference in your problem?)

Exception questions
Solution- • (Direct clients to times in their lives when the problem

Focused did not exist)

Miracle question
Brief • (If a miracle happened and the problem you have was
solved while you were asleep, what would be different in
Therapy your life?)

Scaling questions
• (On a scale of zero to 10, where zero is the worst, you
have been and 10 represents the problem being solved,
where are you with respect to ?)
 Group is focused on solutions and the members’ ability to find
solutions in their own lives

Applicatio Leader shifts focus from the problem by providing members the
opportunity to view themselves as resourceful and competent

n of SFBT Group members provide a supportive audience to observe one

another being confident and competent
to Group Group members can offer input and point out exceptions to
Counselin problematic situations in each others’ lives

g Questioning is used to facilitate client’s establishing goals early in

the group process

Goals for therapy are small, realistic and achievable

 • Listen to clients with an open mind

Key Concepts • Encourage clients to share their stories

of Narrative • Listen to a problem-saturated story of a client without

Therapy getting stuck

• Therapists demonstrate respectful curiosity

and persistence

• The person is not the problem, but the problem is

the problem
 Collaborate Collaborate with the client in identifying (naming) the problem

The Separate Separate the person from his or her problem

Therapeutic Investigate Investigate how the problem has been disrupting or dominating
the person

Process in
Narrative Search Search for exceptions to the problem

Therapy Ask Ask clients to speculate about what kind of future they
could expect from the competent person that is emerging

Create Create an audience to support the new story

 • To become active facilitators
• To demonstrate care, interest, respectful
The Functions curiosity, openness, empathy, contact,
and fascination
of the • To believe in the client’s abilities, talents and
positive intentions
Narrativ • To adopt a not-knowing position that allows
e being guided by the client’s story
• To help clients construct a preferred story line
Therapist • To create a collaborative relationship--
with the client being the senior partner
The Role of • Questions are used as a way to generate
experience rather than to gather
Questions information
• Questions are always asked from a position
in Narrative of respect, curiosity, and openness

Therapy • Therapists ask questions from a not-

knowing stance
• By asking questions, therapists assist clients
in exploring dimensions of their life situations
• Questions can lead to taking apart
problem- saturated stories
Externalization

• Living life means relating to problems, not being fused with them
• Externalization is a process of separating the person from identifying with the
problem
• Externalizing conversations help people in freeing themselves from being
identified with the problem
• Externalizing conversations can lead clients in recognizing times when they have dealt
successfully with the problem
Deconstruction and Creating
Alternative Stories

• Problem-saturated stories are deconstructed (taken apart) before new stories are
co- created
• The assumption is that people can continually and actively re-author their lives
• Unique possibility questions enable clients to focus on their future
• An appreciative audience helps new stories to take root
Application of Narrative Therapy to Group
Counseling

• Narrative therapy has been used for group work in school settings
• Group work provides an appreciative audience with which a client can discuss the
new developments of his or her life
• New identities can be rehearsed in the group setting
• Wide range of uses for group-based narrative therapy in schools including:
• Anger management
• Grief counseling
• Academic management
• An adventure-based program
Limitations of Postmodern Approaches
• Therapists must be skilled in implementing brief interventions
• Therapists may employ techniques in a mechanistic fashion
• Reliance on techniques may detract from building a therapeutic relationship
• Narrative therapists must be careful to approach client’s stories
without imposing a preconceived notion of the client’s experiences
• For some individuals, the therapist’s “not knowing stance” may
compromise the client’s confidence in the therapist as an expert
• More empirical research is needed