Documentos de Académico
Documentos de Profesional
Documentos de Cultura
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Counseling:
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View the DVD or online program entitled Theory in Practice: The Case
of Stan for each chapter.
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Read the section on each theory chapter that deals with counseling Stan
from the various theories.
Research shows that both the therapy relationship and the therapy
used contribute to treatment outcome
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Chapter 2
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Perspective:
No single model can explain all the facets of human experience
Theories of Counseling
Brooks/Cole,
A division of
Cengage Learning
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Your living example of who you are and how you struggle to live up
to your potential is powerful
Be authentic
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Corey believes that...therapists cannot hope to open doors for clients that
they have not opened for themselves.
Research shows that many therapists who seek personal counseling find it:
Personally beneficial
Important for their professional development
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Find ways to manage value conflicts between you and your clients
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Multicultural Counseling
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Chapter 3
A division of
Cengage Learning
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Brooks/Cole,
Professional Ethics
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Mandatory Ethics
Aspirational Ethics
Positive Ethics
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Informed Consent
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Limits of Confidentiality
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Multicultural Issues
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Strengths
Criticisms
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Some counselors believe this approach is mechanistic and does not allow for
individual differences in clients
Is not well-suited for helping clients with existential concerns
It is difficult to measure both relational and technical aspects of a psychological
treatment
Has potential for misuse as a method of cost containment for insurance companies
instead of a method of efficacious treatment for clients
Evidence-Based Practices
Are not deemed inherently unethical in the ethics codes of the APA or ACA.
Multiple relationships must be managed in an ethical way to eliminate nonprofessional interactions and protect client well-being.
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Will my dual relationship keep me from confronting and challenging the client?
Will my needs for the relationship become more important than therapeutic
activities?
Can my client manage the dual relationship?
Whose needs are being met--my clients or my own?
Can I recognize and manage professionally my attraction to my client?
Dual Relationships
Chapter 4
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Psychoanalytic
Structure of Personality
Conscious:
Whats on the surface
i.e. logic, reality
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Unconscious:
What lies deep,
below the surface
i.e. drives, instincts
Dreams
Slips of the tongue
Posthypnotic suggestions
Material derived from free-association
Material derived from projective techniques
Symbolic content of psychotic symptoms
The Unconscious
Reality Anxiety
Neurotic Anxiety
Moral Anxiety
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Anxiety
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
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Ego-Defense Mechanisms
ORAL STAGE
First year
ANAL STAGE
Ages 1-3
PHALLIC STAGE
Ages 3-6
LATENCY STAGE
Ages 6-12
GENITAL STAGE
Ages 12-60
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A time of socialization
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
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Free Association
Client reports immediately without censoring any feelings or thoughts
Interpretation
Therapist points out, explains, and teaches the meanings of whatever is
revealed
Psychoanalytic Techniques
Dream Analysis
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Resistance
Anything that works against the progress of therapy and prevents the
production of unconscious material
Analysis of Resistance
Helps the client to see that canceling appointments, fleeing from therapy
prematurely, etc., are ways of defending against anxiety
Resistance
These acts interfere with the ability to accept changes which could lead
to a more satisfying life
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Chapter 5
Adlerian Therapy
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A phenomenological approach
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Social Interest
Lifestyle
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Inferiority Feelings
Are normal
They are the wellspring of creativity.
Develop when we are young--characterized by early feelings of hopelessness
Superiority Feelings
Promote mastery
Enable us to overcome obstacles
Related Complexes
Inferiority Complex
Superiority Complex
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Birth Order
Lifestyle assessment
Subjective interview
Objective interview
Family constellation
Early recollections
Basic Mistakes
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Action-oriented
Useful vs. unhelpful
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Encouragement
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Chapter 6
A division of
Cengage Learning
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Brooks/Cole,
Existential Psychotherapy
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Existential Therapy
The greater our awareness, the greater our possibilities for freedom
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Encouraging clients to recognize the ways in which they are not living fully
authentic lives
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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 limited choices
The approach may prove difficult for clients who experience difficulty
conceptualizing or have limited intellectual capacities
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Chapter 7
A division of
Cengage Learning
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Brooks/Cole,
Actualizing tendency
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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
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Person-Centered Therapy
Emphasizes:
Therapy as a journey shared by two fallible people
The persons innate striving for self-actualization
The personal characteristics of the therapist and the quality of the
therapeutic relationship
The counselors creation of a permissive, growth-promoting climate
People are capable of self-directed growth if involved in a therapeutic
relationship
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Person-Centered Therapy
Congruence
The therapist need not experience the situation to develop an understanding of it from
the clients perspective
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Six Conditions
Is invested in developing his or her own life experiences to deepen selfknowledge and move toward self-actualization
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Can openly express feelings and attitudes that are present in the relationship
with the client
The Therapist
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Individuals explore new facets of the self and uncover insights that transform
them, creating wholeness
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A non-judgmental setting
Empathy
Psychological freedom
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Cultural considerations
Does not focus on the use of specific techniques, making this treatment
difficult to standardize
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Chapter 8
A division of
Cengage Learning
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Brooks/Cole,
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Gestalt Therapy
Holism:
The full range of human functioning includes thoughts, feelings, behaviors, body,
language and dreams
Field theory:
The field is the clients environment which consists of therapist and client and all that
goes on between them
Client is a participant in a constantly changing field
Organismic self-regulation:
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Foreground: figure
Background: ground
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The Now
Result:
Unfinished Business
Contact
Interacting with nature and with other people without losing ones
individuality
Deflection
Confluence
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Introjection
Projection
Retroflection
The experiment
Process-oriented diagnosis
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Rehearsal exercise
Reversal technique
Exaggeration exercise
Dream work
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Therapeutic Techniques
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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 high focus on emotion may pose limitations for clients who
have been culturally conditioned to be emotionally reserved
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Chapter 9
A division of
Cengage Learning
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Brooks/Cole,
Behavior Therapy
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
Exposure Therapies
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1. Classical Conditioning
2. Operant Conditioning
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3. Social-Learning Approach
Gives prominence to the reciprocal interactions between an individuals
behavior and the environment
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A-B-C model
Antecedent(s)
Behavior(s)
Consequence(s)
Antecedent
Behavior
Consequence
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Therapeutic Techniques
Therapeutic Techniques
mindfulness
Acceptance and Commitment Therapy - learning acceptance and nonjudgment of thoughts and feelings as they occur
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Treatments
Leaders
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There is potential for the therapist to manipulate the client using this approach
Some clients may find the directive approach imposing or too mechanistic
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Chapter 10
A division of
Cengage Learning
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Brooks/Cole,
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Clients learn
To identify the interplay of their thoughts, feelings and behaviors
To identify and dispute irrational beliefs that are maintained by selfindoctrination
To replace ineffective ways of thinking with effective and rational
cognitions
To stop absolutistic thinking, blaming, and repeating false beliefs
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We are born with a potential for both rational and irrational thinking
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activating
event
belief
consequence
disputing
intervention
effective
philosophy
New feeling
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Some examples:
I must have love or approval from all the significant people in my life.
I must perform important tasks competently and perfectly.
Irrational Ideas
If I dont get what I want, its terrible, and I cant stand it.
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Insight-focused therapy
Theoretical Assumptions
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Basic theory:
To understand the nature of an emotional episode or disturbance it is
essential to focus on the cognitive content of an individuals 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:
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Arbitrary inferences
Selective abstraction
Overgeneralization
Personalization
Polarized thinking
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1.
2.
Selective Abstraction
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3.
Focus:
Clients self-verbalizations or self-statements
Premise:
As a prerequisite to behavior change, clients must notice how they think,
feel, and behave, and what impact they have on others
Basic assumption:
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Cognitive structure:
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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
Meichenbaums CBM
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Chapter 11
A division of
Cengage Learning
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Brooks/Cole,
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Belonging
Power
Freedom
Fun
Survival (Physiological needs)
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Basic Needs
Planning SAMIC3
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S
A
M
I
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Total Behavior
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
Feedback from leaders and group members can help individuals design
realistic and attainable plans
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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.
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Chapter 12
A division of
Cengage Learning
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Brooks/Cole,
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1. Liberal Feminism
Focus
Helping individual women overcome the limits and constraints of their
socialization patterns
Major goals
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2. Cultural Feminism
Focus
Oppression stems from societys devaluation of womens strengths
Emphasize the differences between women and men
Believe the solution to oppression lies in feminization of the culture
Major goal
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3. Radical Feminism
Focus
The oppression of women that is embedded in patriarchy
Seek to change society through activism
Therapy is viewed as a political enterprise with the goal of
transformation of society
Major goals
Transform gender relationships
Increase womens sexual and procreative self-determination.
Theory and Practice of Counseling and Psychotherapy - Chapter 12 (4)
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4. Socialist Feminism
Focus
Goal of societal change
Emphasis on multiple oppressions
Believe solutions to societys problems must include consideration of:
Class
Race
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Major goal
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Bibliotherapy
Self-disclosure
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Assertiveness training
Reframing
Changes the frame of reference for looking at an individual's behavior
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Relabeling
Changes the label or evaluation applied to the client's behavioral
characteristics
Generally, the focus is shifted from a negative to a positive evaluation
Social Action
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Chapter 13
A division of
Cengage Learning
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Brooks/Cole,
Therapeutic task:
Help clients appreciate how they construct their realities and how they
author their own stories
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Social Constructionism
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Social Constructionism
Therapy Goals
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Key Concepts of
Solution-Focused Brief Therapy
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Basic Assumptions of
Solution-Focused Therapy
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Questions in
Solution-Focused Brief Therapy
Pre-therapy change
(What have you done since you made the appointment that has made a difference
in your problem?)
Exception questions
(Direct clients to times in their lives when the problem did not exist)
Miracle question
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 __________?)
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(If a miracle happened and the problem you have was solved while you were
asleep, what would be different in your life?)
Techniques Used in
Solution-Focused Brief Therapy
Leader shifts focus from the problem by providing members the opportunity
to view themselves as resourceful and competent
Group members can offer input and point out exceptions to problematic
situations in each others lives
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The person is not the problem, but the problem is the problem
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Living life means relating to problems, not being fused with them
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Externalization
The assumption is that people can continually and actively reauthor their lives
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Narrative therapy has been used for group work in school settings
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For some individuals, the therapists not knowing stance may compromise
the clients confidence in the therapist as an expert
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Chapter 14
A division of
Cengage Learning
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Brooks/Cole,
Problematic behaviors
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Triangulation
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Family rules
Sculpting
Nurturing triads
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Open communications
Enhancement of self-esteem
Encouragement of growth
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Change results when the family follows the therapists directions &
change transactions
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Problems often arise during the transition from one developmental stage
to the next
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