Category: Psychotherapy

Awareness is one of the greatest characteristic of all successful actions by man. The ability to act with full conscience helps an individual to overcome distractions by expectations, habits, or even uncertainties (Schuyler, 2010). This indicates that every human being must be trained to act according to strong psychological conviction as well as deep guiding principles of life.

Leaders are particularly expected to demonstrate outstanding value systems that can be sustained over a long period of time. Different approaches of training people’s mental capacities have been developed and have proved very efficient especially in psychotherapeutic interventions. This essay will discuss somatic interventions from a broader perspective.

It will then elaborate in detail the somatic experiencing (SE) interventions following the impact of disasters among social workers and also the understanding of somatization and meaning for abuse victims. The essay will then focus on somatic interventions for the treatment of trauma.

For a long period of time, many organizations have used similar approaches to train their organizational leaders. Organizational consultants have employed various methods of training executives to help them become better leaders and enhance their performance in general.

Some consultants, however, have been making a lot of attempts to explore other interventions that may help in the enhancement of organizational performance. Schuyler, a renowned consultant, has made various attempts to conduct research that does not only focus on the training of the mind, but also on the mind-body relationship, particularly as one matures (2010).

Earlier researchers pointed out a very key element of knowledge development and leadership: that the most significant learning can be traced to bodily experiences. However, most organizational consultants have ignored the significance of embodied knowing and this is what Schuyler sought to explore.

He supports the assertion that well formed leaders can live with extreme levels of stress as well as personal understanding of system dynamics (Schuyler, 2010). The exploration of the physical foundations of integrity is also part of Schuyler’s research. Integrity is defined as the capacity of an individual to hold together and resist the temptation and pressure of external forces.

Research findings have revealed that bodily experience-based learning originates from the increasingly known domain of brain plasticity. Different parts of the world, as neuroscientists argue, have varying ways of training the mind and hence significantly different levels of the ability to control the functions of the brain (Schuyler, 2010).

In his article, Schuyler presents a comprehensive approach to developing leadership which includes the use of somatic awareness and deliberate training of the mind with an intention of enhancing integrity. This somatic approach incorporates different embodied learning practices and eastern ways of mind training.

Many researchers appreciate the fact that somatic approach is still a developing field which seeks to put more emphasize on the role of first hand experiences of an individual in relation to scientific and medical importance.

There are two major somatic practices that are recognized internationally for transforming people of all ages. There is the Feldenkrais Method and the Anat Baniel Method. A significant number of researches have been conducted in different parts of the world, especially on medical, physical therapy, or psychotherapy perspectives.

Somatic interventions have been found to be very effective since they result in decreased pain and enhances function, improves functioning after strokes, there is enhanced functioning after spinal injury, as well as increasing balance among the elderly, and decreases levels of perceived stress.

Moreover, there is reduced anxiety among people with multiple sclerosis, increased self-confidence, and improvement in the quality of life in general (Schuyler, 2010).

The primary objective of the research conducted by Feldenkrais was the development of flexible minds and not bodies. However, he ended up exploring the development of the physical bodies. It is these somatic approaches that Schuyler applies to organizational consultancy, particularly in the development of leaders with integrity.

The Feldenkrais’ approach to learning involved complex processes that were aimed at enhancing the learning and performance among students. He designed a method for controlling how students learnt and moved. This method ensured the distribution of movement through the entire body especially the spine and the ribs. This ensures that no single part of the body bears the extra burden.

These key considerations helped him in realizing that the human nervous system and the role of the brain in movement is crucial and work closely with other aspects of a person, for instance feelings, perceptions, and ambitions in life.

The two methods used non-habitual movements to help learners to detect how to move with less effort and powerfully to facilitate both physical and broader change. These approaches enable learners to control their use of force and hence avoid unnecessary force.

The practitioners of these methods help learners through the use of more complex patterns of movement similar to the learning among young children which relies mostly on the brain plasticity. Schuyler (2010) used these two major experiential approaches in creating awareness and training the mind. The somatic approaches have been known to help learners focus keenly on their movement, breathing, and their states of mind.

For a long time, leadership has been known to primarily involve cognitive and conceptual aspects where language is used to conceive actions. Such training has been found to be very effective in training people. It can be concluded that the use of both mind training and somatic learning can foster integrity and self-awareness which in turn leads to appropriate action (Schuyler, 2010).

Somatic interventions, apart from shaping the desired behavior, can be used in addressing different distressing situations in life. People undergo different experiences especially in times of disaster and will most likely need treatment measures in order to enable them live normal lives (Leitich, Vanslyke, & Allen, 2009). In the United States, for instance, social workers survived the hurricanes Katrina and Rita.

These workers, even as they offer post-disaster services, they would need to overcome the post-disaster symptoms which they encountered during the disaster.

Leitich et al. (2009) investigated the role of somatic interventions using the Trauma Resiliency Model in the treatment of post-disaster symptoms among social service workers. This approach employs the Somatic Experiencing (SE) skills. Before the participants in the research were taken through the treatment process, they were first given psycho-education.

The research findings by the researchers revealed that there was significant improvement among the social workers since posttraumatic stress disorder symptoms decreased.

The findings, therefore, support the importance of the brief intervention methods inspired by the Somatic Experiencing. It demonstrates the need to appreciate the fact that no one is immune from such high magnitude disasters, even the social service providers and hence must be given treatment just like the ordinary people (Leitich et al., 2009).

There are two major types of effects of disaster and trauma: those occurring in the immediate aftermath, known as threat effects, and those that extend over several weeks, months, or even years, and are known as the disruption effects. Research has established that if these traumatic stress reactions are left untreated, they can result in long-term undesirable mental effects.

Over some time, the Cognitive Behavioral Therapy (CBT) has been used in the treatment of trauma. However, apart from psychological trauma, survivors of disasters experience somatic or physical symptoms like, increased heart rate, loss of bladder and bowel control, and trembling and shaking (Leitich et al., 2009).

Furthermore, many people have been found to be survivors of different forms of abuse. Researchers have established that such clients always experience various physical or somatic complaints. In most instances, there are no physical causes except for serious psychological problems (Arnd-Caddigan, 2003) which in most instances are difficult to treat.

These difficulties in treatment have led to the need for somatization in the survivors of abuse which helps in the understanding of the physical symptoms with unknown physical causes. This approach combines two perspectives which were initially controversial: the deficit and conflict models of psychopathology.

This is the approach that has been used extensively in the treatment of somatic symptoms among adult survivors of abuse. The clinician is expected to first assess the client for deficits in the levels of meaning, the use of interventions which are appropriate to specific levels.

The meanings should be broad enough to prevent any conflicts from arising. Hence all interpretations of experiences must be within the client’s “zone of proximal meaning”. Meaning has been known to exist in three levels- the social context, individual conceptualization, and cultural consensus. Any treatment approach must lie within the meaning espoused by the client in relation to the three levels (Arnd-Caddigan, 2003).

Researchers have found that somatic problems are at the center of a person’s traumatic experiences as well as the post-traumatic symptoms which the individual manifests. It is therefore important to note that the understanding of a person’s physical state which is known as body awareness is crucial in the treatment of trauma (Rothschild, 2000).

Disturbance and or ineffective physical motions have been identified to contribute to traumatic symptoms and hence sensorimotor psychotherapeutic intervention models are necessary. Trauma affects the body as well as the nervous system. The outcomes of trauma psychotherapeutic interventions, according to Rothschild (2000), have been progressive, particularly in the treatment of traumatic stress.

The essay has elaborated on the broad concept of somatic interventions in the various fields of organizational leadership and other bodily-based learning. It has discussed two types of somatic practices.

Moreover, the essay has focused on the use of Somatic Experiencing interventions following the impact of disasters among social workers and also the understanding of somatization and meaning for abuse victims. Somatic interventions for the treatment of trauma have also been discussed.

References

Arnd-Caddigan, M. (2003). Maintaining an illusion: abuse, somatization, and the elaboration of meaning. Clinical Social Work Journal, 31 (2), 107-121

Leitich, M. L., Vanslyke, J. & Allen, M. (2009). Somatic experiencing treatment with social service workers following hurricanes Katrina and Rita. National Association of Social Workers, 54 (1), 9-18

Rothschild, B. (2000). The body remembers: The psychophysiology of trauma and trauma treatment. New York: W.W. Norton

Schuyler, K. G. (2010). Increasing leadership integrity through mind training and embodied learning. Consulting Psychology Journal: Practice and Research, 62 (1), 21-38

Introduction

Psychotherapy and counselling is a kind of treatment at which the basic tool of influence on the patient’s behaviour is the word of the doctor. Although there are some minor differences between counselling and psychotherapy, these terms resemble each other, and will be used in this paper in the same context.

Psychotherapy in a broad sense covers all the area of dialogue of the doctor and the patient. Practitioners of any profile, communicating with patients, inevitably have a psychological influence on them. Optimum psychological contact and individual approach to the patient, considering the life experience, features of personality and concrete social conditions, is very important.

Counselling is, first of all, is a diagnosis and treatment by words. In the course of verbal interaction between the practitioner and the client, an extensive search and identification of the internal latent senses, underlying in the basis of psychological problems is carried out. Counselling has a wide spectrum of methodical receptions and ways of work.

Depending on the problems and the conditions psychotherapy can be individual, family and group, and counselling in that sense is a one-on-one treatment. Nevertheless, a major point in counselling is the diagnosis based on certain events known or narrated by the patient. In this paper, a counselling plan will be developed based on a given case study of Rajinder Singh, highlighting any considerations or actions that should be taken to support the subject of the case study, i.e. Raj.

The Problems Identification

Analyzing Raj, it could be said that the first and the main disorder is depression. This depression could be caused by the termination of the Raj’s relation with his girlfriend Shania which lasted for a year.

Depression is an emotional disorder, displayed in such symptoms such as hopelessness, feebleness, guilt, self-criticism, and decrease in the interest to external activity. These symptoms can be accompanied by a decrease in mental and physical activity, indifference to the surroundings, weariness, absence of appetite, and sleeplessness. From the symptoms of Raj, the increase in alcohol drinking could be caused by his loss of confidence and the interest in life. The absence of activity could be apparent in his ignorance to his studies.

From the psychoanalytic point of view, frequent if not a universal sign of depression is the infringement of the regulation of the self-estimation. A basis for the development of such vulnerability is the absence of acceptance and emotional understanding from the mother. The internal psychological structures, capable to regulate a self-estimation are not formed in the child; a constant acknowledgement from the outside is necessary for that. Depression can be developed with persons with unstable self-estimation, losing the external support necessary for the maintenance of a stable image own self.

Infringements of the regulation of a self-estimation and the subsequent depression can be caused by a loss of an object (e.g. a significant person) – death, reprobation or disappointment. In the case of Raj, the disappointment and the reprobation could be the cause, although the details on the reasons of their break up are not apparent.

In a diagnostic sense, the term “depression” designates a mental disease which basic criterions are emotional disorders. Thus it is necessary to take in consideration, that depression is present at a wide spectrum of mental diseases with various origins. In this case, depression is more of a temporary state of mind cause by recent events, rather than major disorders or pathologies.

Another point of concern is Raj’s feel of possessiveness in his relationship with his new girl Harmeet. This can be resulted either from the break up with Shania, or has its core in Raj’s psychological characteristics. Possessive behaviour cannot be result from jealousy as much as it is absence of safety in the relationship and the fear of domination.

This can enlighten the way the relationship between Raj and Shania had ended. The feel of possession in relation can serve the purpose of finding calm through love, attachment, and favour. If the love is so important for the person, that the feeling of safety depends on it, then he is ready to pay any price for it, and basically it means submission to the desires of others.

However often the person is incapable to trust in love and attachment, perhaps due to a painful experience as the case of Raj showing, and then possessive feeling is directed not on the love gain, but on self-protection. There are people who can feel the safety only at full possession, which can be seen through jealousy, argues, and limiting personal freedom.

For such people, anxiety and disbelief in love are so great that to believe in reciprocal feeling is unimaginable. In case of Raj, the feel of possession also can have its roots in the childhood, an important fact that might be unknown, where if the child felt abandoned or left from the people who heshe loved, this feeling might grow up into disturbed character with a desire to never feel unsafe again by controlling everything. “Habitual possessive thinking promotes a dehumanizing attitude toward others. When the disturbed character views others as primarily an object of pleasure, a vehicle to get something he wants, or a potential obstacle in the way of something he desires, it becomes almost impossible for him to consider them as persons with rights, needs, boundaries, or desires of their own.” (Simon, 2008)

Action Plan

Action plan for Raj might include behaviour therapy “aimed at changing observable and measurable” behaviour”. The action plan consists of determining the factors that led to such behaviour, assessing the current behaviour and the consequences that such behaviour might lead to.

As it was seen in previous paragraphs the known factor that led to Raj’s behaviour is his break up with his girlfriend. Assumingly, there were problems in Raj’s childhood that were combined with the breakup resulting in his depression and the possessive feeling in his relationship with Harmeet.

The behaviour itself consists of ignoring the university, the feel of anger as well as constant arguing, violent attitude expressed in physical abuse, and an increase in alcohol consumption. The consequences of such behaviour if it was not treated could be seen in isolation, change of temporal mood depression into a clinical one, and gradual alcohol addiction.

Raj will be prompted to learn to control his feelings. If the event that triggered his behaviour is associated with his break up a discussion on the reasons of this break up and the feelings that Raj might have felt back then would be necessary. The therapy also might include making friends with the opposite sex in order to restore his confidence, and to share his feelings and worries with his current girlfriend.

Special Attention

A special attention will be given to the problem of physical abuse. Leading a diary would also be good ideas to record the events that make Raj feel uncomfortable and unsafe. A special attention should be given to the problem of alcohol, where the frequency and the regularity of Raj’ alcohol consumption is at first stages of alcohol addiction.

Conclusion

Summarizing Raj’ case study, it should be said that a special concern should be paid to changes in behaviour that are not characteristic to the person. In each person’s soul, and especially person suffering from a kind of emotional disorder, a complex of guilt might occur, that some events or symptoms are merely hisher fault, while there could be hidden causes making him the victim, rather than the guilty. In that sense a help is needed not only because of the person, but also to help the people that surround himher. Counselling is not merely method for solving psychological problems; it is also suitable to help many personal problems and difficulties, which in the case of Raj are shown to transfer to form disorders.

References

Palmer, S. (2000). Introduction to counselling and psychotherapy: the essential guide. London; Thousand Oaks: SAGE Publications.

Simon, G. (2008). Possessive Thinking and the Disturbed Character. Web.

Counseling is a process by which the client is put in a relaxed mood using comfort and soft talk, asking questions and observing, to enable the counselor to understand the clients’ problem. Basic listening skills and empathy are essential to a good counselor. Psychotherapy, on the other hand, is a form of remedy recommended after understanding the psychological problem of a client. A good therapist is someone you can easily talk to, cares about you and your problems. Therapists are professionals trained to work with you to identify areas in your life that you want to change and support you through the process. It usually consists of advice on behavior and relationship with other people. These processes are inter-related as after counseling one gives the psychotherapy required.

Margaret, a client, is a 64 year old widow with a 26 year old son. She has experienced tremor from an incident of a woman being robbed in broad daylight, this created fear in her. The episode has caused her not to be able to go out alone. She also has had spells of dizziness, sweating, shakiness and breathlessness. This occurs for a period of 10 to 15 minutes before she calms down. Margaret oversleeps finding it hard to get up in the morning; she thinks of her late husband and cries quietly to herself thinking that there is nothing to live for. She even stopped being active in her church as before. Church attendance must have been a big part of Margaret’s way of life, stopping and not getting other occupation created a gap which is dangerous and can be filled with worry. From this, it is clear that Margaret needs counseling and psychotherapy to enable her live a much better life

Below are four key steps that can be used in intentional interviewing and counseling:

1. Willingness: the ability to accept change in ones life is known to be difficult and not everybody allows change. Instead most people will opt for the environment and people around them to change to their liking. It is difficult or rather impossible to change things around you but you as a person can change. Doing things differently will create change in you and others. In Margaret’s case, she has let her fear control her emotions. Courage should be instilled in her as a therapeutic remedy to overcome fear. Management is by means of concentrating on her strengths and giving praise in areas that are of importance to her life. If done in a friendly manner with care and love, she will pop out and feel energized and a will is created ready for action. Bringing the courage out of her gives her an edge over emotions that are imprisoning her not to execute her duties and live better. Advice is centered on her likes as opposed to what takes her back to thoughts that she cannot control emotionally. Her son can be of use when she needs somebody to share with. She should also see a physician to advice her on the body conditions of sweating, dizziness and oversleeping experienced.
2. Motivation: once Margaret is willing and courage has been rediscovered then drive follows. The reason for her being in counseling is that her life has deteriorated to the point of being in a state of crisis. This can be established by empathizing. Once the story is relayed, it is important upon the counselor to show Margaret that there is always “two sides to a coin”. This means that her plight and fear can be used as information that directs her to work out a way of looking at the condition. Her beauty, son, and other effects she holds dear can be used to give her purpose to soldier on. When she has both the willingness to view things differently. Zest is not instant but has to develop over a period of time. Margaret’s son can be useful in giving her the drive required especially when thoughts start coming back to haunt her. Alternatively, professional coaches on personal development can also help in getting her motivation levels high. She will be introduced to inspirational books audio and DVD that will help in her in development.
3. Commitment: when questioning Margaret on commitment to heal, the counselor needs to intentionally query with authority or analogy. Dedicating fully to achieve is essential for success. Knowing that it will not be easy, Margaret should take things as they come and pursue the life she wants. This comes with dedication hence the saying “quitters never win and winners never quit”. It would be false pretence to think that after the session she will be better and go live a good happy life, no; a lot of adherence with willingness and motivation will keep her committed to her goal of a better life. Personal problems develop over the years and it will take time to resolve them.
4. Faith: In everything belief is the ticket to success. Margaret should be led to a position of faith in herself, then in achieving her goal. The more she believes who she is and what she wants, the more she will increase her chances of success. A person fails when he/she has little or no faith in the healing process of change. The good book the Bible tells us that (Hebrews 11:6) it is impossible to please God without faith. This shows that one needs to have a belief that God will answer even without tangible evidence to show. It all depends on the level of belief Margaret will have on her and the remedy. If convinced she will benefit. The therapist has a large role to play in planting the faith in Margaret. (Joanna,2008)

In a nut shell, Margaret’s case is one of having lost her husband and the insecurity brought by it. A counseling session centered on the four key points mentioned above should give her breakthrough to move on. We are born once and will die once is a fact that no body bereaved would like to pay attention to. She can seek refuge in her son whom I believe, like any other mother she loves dearly. Therapy is just but an encouragement, the task is on how she will live with the situation and come out a victor. Therapy can be at times intense and demanding, as painful emotions and thoughts can arise as part of the healing process. However, therapy provides long lasting benefits and support. Learning and addressing primary causes of your emotional problem not only provides symptom relief, but gives you tools for identifying and avoid triggers in the future. Therapy also provides you with management and coping skills to help you stay grounded, and helps you amend behaviors that you would wish to transform.

Work Cited

Joanna saisan, et al.Psychotherapy and counseling. 2008. Web.

Introduction

Given the fact that, due to specifics of today’s highly dynamic and secularized post-industrial living, more and more people grow to perceive psychological therapy as the key to ensuring their existential well-being, it represents the matter of foremost importance for psychologists to be able to choose in favor of a proper methodological framework when it comes to counseling. This, however, often proves challengeable, as of today, there exists a certain dichotomy in how councilors, affiliated with different schools of psychology, address the task.

For example, according to McGraw, Zvonkovic, and Walker (2000), it namely the utilization of feminist approach to counseling, which appears to be most suitable when helping married couples is being concerned, as positivist methods of counseling are being procedurally inflexible: “Traditional positivist (counseling) methodologies lack an imaginative capacity to transcend present social arrangements” (p. 69). Nevertheless, since most Western societies remain rationale-driven, which presupposes its members’ tendency to address life’s challenges in essentially rationalistic manner; there are good reasons to believe that the deployment of positivist approach to counseling is being perfectly adequate.

As it was rightly pointed out to by Egan (2010): “Rational models help clients bring much needed discipline and order into their chaotic lives” (p.16). Apparently, the extent of just about any psychotherapeutic model’s suitability can only be measured in regards to the effectiveness/ineffectiveness of its practical deployment. In its turn, the extent of psychotherapeutic model’s effectiveness largely depends on counselors and clients’ eagerness to treat each other with respect, in the personal and professional sense of this word.

In my paper, I will aim to explore this thesis even further, while making references to specifically Egan’s ‘Skilled-Helper Model’, as such that is being based on a rationale-driven approach to providing clients with psychological help, which in its turn, implies the high degree of model’s qualitative measurability.

Main part

When dealing with clients who seek help, it represents the matter of crucial importance for councilors to be able to gain a comprehensive insight into the very essence of clients’ psychological anxieties. In its turn, this would require them to act as particularly attentive listeners, while being exposed to how clients articulate their problems. According to Thompson (2003): “Listening is an art. Full attention is given both to what the client is saying and to other nonverbal cues such as posture and facial expression” (p. 259).

The reason why therapists should never skip an opportunity of indulging in empathetic/reflective listening, while with clients, is that by doing it they will be able to recognize so-called ‘blind spots’, which Egan identifies as dysfunctional ways of thinking, on the part of clients.

For example, when the client appears to make excessive references to a seemingly insignificant incident that had taken place during the course of his or her life, this should provide the counselor with the clue that this incident, may, in fact, had triggered the client’s anxieties, in the first place. In its turn, this will enable the counselor to recognize what accounts for the client’s reluctance to adopt a rational approach towards dealing with the very essence of its mental anguish.

Once, councilor gains a professional insight into the qualitative nature of the client’s problems, he or she will be in a position of providing help-seeker with advice on what may account for these problems’ ‘leveraging’, to which Egan refers to as: “Reasonable return on the investment of the client’s, the helper’s, and third-party resources” (p. 233). Councilor’s foremost objective, in this respect, would be helping clients to choose in favor of the least energy-consuming way of solving the problem.

For example, in a situation when a client complains about his or her mental incompatibility with coworkers, there would be no need for the councilor to advise such an individual to consider joining some support group or taking a course in psychological adaptability, for as long as the idea of seeking employment with another company or organization appeals more to the client.

After the counselor moves through all three steps of the ‘Skilled-Helper Model’s’ Stage One, he or she may begin with identifying probable solutions to the client’s problems. Prior to that, however, the therapist would have to ensure the client’s willingness to cooperate, during the course of pinpointing the scope of possibilities of how his or her problems could be successfully dealt with. In its turn, this would require the counselor to endow the client with an optimistic attitude towards life – after all, there are no ‘unsolvable’ problems, even if the ultimate solution to a particular problem may not appear socially acceptable.

What should be the therapist’s aim, in this respect, is a convincing client of the illusionary nature of a particular problem’s ‘nonsolvableness’ – even if such a problem cannot be resolved as a whole, it will still prove solvable, once the client is being convinced to go about addressing it on ‘one thing at the time’ basis. As Trotter (1999) had put it: “The concepts of hope, self-efficacy and optimism run through much of the helping literature. Pro-social modeling and reinforcement with their focus on positives” (p. 29). It goes without saying, of course, that while helping clients to outline problem-related solutions, counselors can never cease being empathetic.

Once, counselor succeeds with convincing clients to adopt an optimistic attitude towards the prospect of their problems being effectively solved, he or she would be able to embark upon prompting clients to rationalize what may account for solution-related choices. It is understood, of course, that the qualitative essence of these choices would be reflective of how clients perceive their objectives in seeking help.

What it means is that it is not only that counselors are being required to set clients on the path of self-actualization, as the ultimate mean of improving the state of their emotional well-being, but also to help help-seeking individuals to formulate spatially defined but very concrete goals in life. According to Egan: “Goals help clients focus their attention on action” (p. 250). Within the context of addressing this particular task, counselors’ analytical wiseness is a must, as they are being expected to intuitively feel what will account for a realistic manner of encouraging clients to set up their short-term and long-term goals.

The extent of therapists’ professional excellence also extrapolates itself in the way they work on ensuring the strength of clients’ commitment to adopted goals. The reason for this is simple – it is only the individuals provided with the set of properly chosen action-stimulating incentives, who will be able to remain thoroughly devoted to the provisions of a particular psychotherapeutic strategy. According to Fall, Holder, and Marquis (2004): “After verbalizing or thinking about a commitment to change, individuals take action. Their commitment to more effective living does not exist within insight alone; it must be put into action” (p. 256).

For example; whereas, socially withdrawn clients (introverts) would be more likely to remain committed to cooperation with counselors, due to such cooperation’s ability to address their subconscious socialization-related anxieties, socially outgoing clients (extroverts) would be more likely to perceive the beneficence of counseling from the qualitatively opposite perspective. As practice shows, while being counseled, extroverts tend to focus on whether their commitment to cooperation with psychotherapists can yield positive effects of an immediate significance. In its turn, this once again substantiates earlier articulated suggestion that it is only the rationalistic approach to counseling, which may be considered methodologically appropriate under most circumstances.

After having identified the fundamental nature of clients’ anxieties and after having helped clients to formulate the actual goals of continuing to be subjected to counseling, therapists may very well move to the next stage of utilizing the ‘Skilled-Helper Model’, concerned with designing change-inducing strategies and with their practical implementation. The first step would be deciding what should account for chosen strategy’s methodological subtleties.

Given the fact that, as I had pointed out earlier, the psychological constitution of every particular client defines the manner in which he or she perceives surrounding reality, it will only be logical to suggest that the essence of proposed change-inducing strategies must be reflective of the specifics of clients’ mindset. In his book, Egan points out the fact that these strategies may be generally categorized as specific, realistic, robust, and so-called ‘value observant’ (p. 323).

And, it is namely the prolonged observation of how a particular client reacts to psychological probing, reflected by the essentials of his or her ethnocultural affiliation (genetic makeup), which provides a counselor with the clue as to the utilization of what specific strategy would prove the most suitable, under given circumstances. The validity of Egan’s suggestion appears particularly self-evident in the light of Western societies growing increasingly multicultural.

As it was pointed out by Vacc, Devaney, and Brendel (2003): “Clients in cross-cultural settings often lack an understanding of certain issues within the new culture… In order to implement effective treatment plans, counselors must know the areas in which these cross-cultural clients tend to be uninformed or areas with which they may be unfamiliar” (p. 12). For example, there are good reasons to believe that the recently arrived immigrant from the Third World, who possesses a strongly religious mindset, would be able to benefit from adopting specifically robust or ‘value observant’ change-inducing strategies.

After all, as practice shows, the existential modes, on the part of ethnically diverse and strongly religious clients, are being marked with a certain degree of intellectual inflexibility. Alternatively, native-born Westerners brought up in non-religious families, would be more likely to benefit from adopting specific or realistic change-inducing strategies. Nevertheless, regardless of the conceptual essence of every particular strategy, the extent of its situational appropriateness is being proportionally related to the extent of its ability to keep the client committed to reaching therapy-related goals.

Just as it was hypothesized earlier, when it comes to counseling, the suitability of adoption of a particular therapy-related strategy should be measured in regards to what will account for the actual consequences of such strategy’s implementation, and not in regards to what were theoretical considerations, behind strategy’s adoption.

Given the fact that helping client to choose in favor of proper change-inducing strategy cannot be thought of as something that has value as a ‘thing in itself’, it comes as not a particular surprise that the ‘Skilled-Helper Model’ places a particular emphasis on the importance of designing action-plan, meant to ensure strategy’s continuous sustainability. According to Egan: “The lack of a plan – that is, a clear step-by-step process to accomplish a goal – keeps some clients mired in their problem situations” (p. 335). And, it is namely the utilization of the ‘Skilled-Helper Model’ that provides the counselor with the tool to measure the effectiveness of a counseling process and to adjust this process to the client’s actual needs.

Once, I counseled a religious White woman who used to experience a sense of guilt, due to what she thought was her ‘sinful’ thirst for sex, outside of marriage. She did not appear to have much of a problem telling her story. However, there were clear indications of this woman indulging in dysfunctional thinking (‘blind spots’) while articulating her reasons to feel ashamed because she continued to talk of sex from a moralistic rather than from a biological perspective.

Nevertheless, I was able to address her anxieties, in this respect, by subjecting her to a realistic counseling strategy. After having realized that, despite her religious mindedness, this woman was nevertheless able to rationalize life’s challenges, I encouraged her to talk more on the subject of sin, while pointing out the inconsistencies in how she went about thinking of the nature of sin. This allowed us to work out a plan for the actual counseling, the main provision of which was women’s willingness to familiarize herself with some relevant literature, I recommended for reading. At the end of the counseling process, the woman was able to get rid of her anxieties, because I helped her to gain insight into the simple fact that the term sin is best defined as the violation of laws of nature.

And, given the fact that having sex is being absolutely consistent with the laws of nature, it cannot be considered sinful, in the first place. In its turn, this once again proves that rationale-based counseling is absolutely applicable even to those, whose existential mode appears quite irrational. As Lowman (1993) had put it: “The therapist should have a solid understanding of the psychodynamics driving the observed pattern of under-commitment and a plan for intervention” (p. 74).

The foremost reason why no change-inducing strategy can be successfully implemented, without being based on a well-thought-out plan of action, is that it is namely client’s willingness to observe the plan’s daily, weekly, and monthly action-related provisions, which guarantees smooth transition between consequential phases of strategy’s implementation. And, what is the most important – client’s continuous exposure to the plan’s provisions, will endow him or her with a sense of discipline.

Apparently, it is not only therapists’ adherence to the principles of emphatic counseling, which highlights the extent of their professional competence, but also their talent in convincing clients to adopt a responsible stance, while undergoing therapy, as the foremost precondition that ensures positive dynamics in clients’ recovery.

Conclusion

I believe that the provided earlier line of argumentation, as to what should be considered the indication of the counseling methodology’s appropriateness, is being fully consistent with the paper’s initial thesis. Even though every particular individual appears to be existentially unique, the fact that people never cease acting as integral parts of a society to which they happened to belong, makes their behavior highly predictable, especially when it is being concerned with reacting to societal challenges.

Therefore, it is specifically the utilization of systemic counseling-related techniques, based upon the assumption that counselors are indeed being in a position to rationalize clients’ anxieties, which under most circumstances proves effective.

References

Egan, G. (2010). The skilled helper: A problem-management and opportunity-the development approach to helping. 9^th ed. Pacific Grove: Brooks Cole.

Fall, K., Holder, J. & Marquis, A. (2004). Theoretical models of counseling and psychotherapy. New York: Brunner-Routledge.

Kadushin, C. (1962). Social distance between client and professional. American Journal of Sociology, 67(5), 517-531.

Lowman, R. (1993). Counseling and psychotherapy of work dysfunctions. Washington, DC: American Psychological Association.

McGraw, L., Zvonkovic, A. & Walker, A. (2000). Studying postmodern families: A feminist analysis of ethical tensions in work and family research. Journal of Marriage and Family, 62(1), 68-77.

Thompson, R. (2003). Counseling techniques: Improving relationships with others, ourselves, our families, and our environment. New York: Brunner-Routledge.

Trotter, C. (1999). Working with involuntary clients: A guide to practice. St. Leonards, N.S.W.: Allen & Unwin.

Vacc, N., Devaney, S. & Brendel, J. (2003). Counseling multicultural and diverse populations: Strategies for practitioners. New York: Brunner-Routledge.

Overview

Research shows that the Orthodox Jews under-utilize mental health services provided by the predominant cultures.

Evidence shows that their religious culture influence psychotherapy significantly, but professionals in predominant cultures pay less attention to the role played by religion or culture.

For this reason, Margolese (1998) critically examines religious and cultural issues that arise when providing psychotherapy to Orthodox Jews.

This result in recommendations that improve on psychotherapy sessions. Specifically, the author explores the religious beliefs that are likely to influence psychotherapy, treatment approaches and other issues that influence psychotherapy.

Orthodox Jewish Religious Beliefs

Although the Orthodox Jewish religion contains different religious-cultural groups, such as ultra, modern and Hassidic, they all have common traits that tend to influence how the Orthodox Jews approach mental health care. They all live in community settings.

They value the Torah (religious laws) more than financial gain. They have gender roles where men dedicate their time learning the Torah while women focus on household duties. In this case, women may serve complementary roles as sole breadwinners.

The Orthodox Jewish religion encourages married couples to have more children. Unlike in typical settings, this does not result in stress. Parents stay positive to attain their religious parental duties.

Treatment Approaches and Other Issues Affecting Psychotherapy

When examining treatment approaches, the author examines general considerations, such as patience and open sessions, among others. The Orthodox Jews perceive any mental condition as a punishment for failing to meet their social roles, such as learning and caring for children.

As a result, they approach treatment with shame and reluctance. Hence, to conduct successful therapy sessions, psychotherapists must exercise patience to enable Orthodox Jewish patients to become more confident.

In addition, the Orthodox modesty law does not allow members of the opposite sex to be left alone in seclusion.

Therefore, psychotherapists holding sessions with opposite sex members of the Orthodox Jewish community have to conduct sessions in the open or leave the doors open during sessions.

The Orthodox Jews are introspective and object-related thinkers. In psychodynamic psychotherapy, this characteristic makes the dynamic-oriented psychotherapy an effective approach.

Evidently, during therapy sessions, the approach enables the Orthodox Jews to become open-minded, practice religion in a mature and flexible manner. When conducting cognitive and behavioral therapy, therapists should focus on response, prevention and exposure.

This approach does not assess or challenge the Orthodox Jews beliefs. As a result, there is increased compliance. During couple and family therapy sessions, the structured approach is encouraged to increase the level of engagement.

To make the approach effective, therapists should be aware of the Jewish laws that guide and influence the family. On the other hand, for the group therapy to be effective, therapists must form groups with the Orthodox Jews’ religious and cultural characteristics.

Such characteristics include involving persons of the same sex and having sensitive leaders who are knowledgeable about the Orthodox Jewish culture.

Other recommendations highlighted include having an understanding of the religious rituals. This helps to differentiate between compulsive behaviors and religious rituals. In addition, therapists should have a criterion to distinguish between religious adherence and psychotic symptoms.

More so, therapists should acknowledge that differences in religious beliefs make the Orthodox Jews to respond to treatment differently.

Synthesis

Ultimately, success in conducting psychotherapy with the Orthodox Jews lies in understanding the Orthodox Jews’ religious beliefs and culture.

This allows psychotherapists to come up with therapies that do not conflict with the Orthodox Jews’ beliefs and culture. As a result, there is increased compliance.

Reference

Margolese, H. C. (1998). Engaging in psychotherapy with the Orthodox Jew: A critical review. American Journal of Psychotherapy, 32 (1), 37-53.

Book Analysis

Session I

David Sue and Diane M. Sue discuss the Cognitive – Behavioral Theory and Techniques in chapter 11. Theories of classical conditioning, operant conditioning, social learning, and cognitive – behavior are discussed in particular. Several therapies have been developed using the concept of classical conditioning which include exposure or extinction therapy and desensitization (Sue & Sue, 2007). Classical conditioning can be contrasted with Operant Conditioning which requires the subject to act voluntarily. In operant conditioning, positive reinforcers are usually used to increase the desired response while negative reinforcer “increases the frequency the frequency of a behavior by removing an aversive event” (Sue & Sue, 2007, p. 183).

On the other hand, punishment is used to eliminate unwanted behavior. Peter Lewinsohn developed a Therapeutic Intervention for depression using the Operant Model, in which he identified some variables that may cause depression in an individual. Other types of training mentioned in the book include social learning training that teaches individuals with schizophrenia, ADHD, and conduct disorder to function properly in a social environment; Assertive training, which mainly “teaches the difference between nonassertive behaviors, aggression, and assertive responses” (Sue & Sue, 2007, p. 186); and REBT, which assumes that it is the thoughts of an individual that lead to anxiety and not the situations. Since I want to become a school social worker, I believe all these techniques and therapies will help me get started in my career and help the individuals perform better in their environment. I believe that the theories of operant conditioning will help me in particular as children tend to respond better to the technique. However, individual behavior varies, and the same technique may not work for everyone.

Session II

Aaron Beck’s research and clinical work on depression apply much to my career because it identifies the core beliefs of an individual that are causing the problem and also suggests some ways in which these beliefs can be dealt with. It is very common for children to be diagnosed with depression today. Beck’s work provides a detailed account of depression in individuals and suggests ways in which it can be tracked down to its roots. Beck’s work is also very practical as it begins with the identification of distortions on the surface level and then guides the clinician through which the core beliefs of the client can be identified. The three components of Cognitive – Behavioral Therapy for depression include Therapist – Client Alliance, Collaborative Empiricism, and Guided Discovery.

Since school social workers work closely with school children, these components can be of great help. The step-by-step instructions that are suggested to treat the client can be used to develop a more productive relationship with the children and make the task enjoyable for them. It can be a little difficult for a social worker to keep the client interested in a task as children tend to lose interest easily, however “guided discover” can be used to tackle such situations. Working with school children requires a lot of determination as it can be hard to make children understand and recognize the relationship between thoughts, emotions, and behaviors, which is an important part of cognitive-behavioral therapy. However, the assessment and evaluation of cognitive-behavioral therapy can be used to overcome these hurdles.

Session III

Chapter 14 discusses the Dialectical Behavior Therapy which was specifically developed by Marsha Linehan to treat persons with Borderline Personality Disorder. Since it is believed that Borderline Personality Disorder begins in childhood, this topic is of great importance for me as my profession will require me to work with children in particular. Diagnosing a child with Borderline Personality Disorder can be very confusing because the symptoms of the disorder are very common, such as moodiness, jumping to wrong conclusions, impulsiveness, etc. Many children demonstrate the symptoms of Borderline Personality Disorder but it does not necessarily mean that they have it. Moreover, it can be very difficult to work with children who demonstrate such behavior, and they may resist and find it hard to develop a trustworthy relationship with the therapist.

Dialectical Behavioral Therapy can be of great help as it is a combination of several techniques that can be used by a school social worker to get through to a child with Borderline Personality Disorder. The cognitive and behavioral intervention strategies mentioned in the chapter can be used not only by a school social worker, but any clinician to improve the quality of life of the client. Moreover, Dialectical Behavioral Therapy has been experimentally proved to be effective not only for people suffering from Borderline Personality Disorder but also for individuals that may show symptoms of spectrum mood disorders and the survivors of sexual abuse. I find this therapy to be of great importance since many children are vulnerable to sexual abuse and it can be very hard for them to cope with their traumatic experience alone. Dialectical Behavioral Therapy can help me get through to these children and help them overcome their problems.

Session IV

School children come from different cultural and social backgrounds. It would be wrong to assume that all the children will respond similarly to a particular situation or that a single method of therapy will work similarly on children belonging to different cultures and backgrounds. Different cultures have different concepts of family and individuality. One behavior that is accepted in one culture may be considered to be a sign of disrespect in another. All clinicians need to identify the cultural differences in their clients and accept the fact that psychotherapies theories in the United States are based only on the “European or Western standards, values, and beliefs” (Sue & Sue, 2007, p. 246). Since therapies are based on the Western perspective of life, conflict may arise between a therapist and client from a different cultural background and the therapist may become a victim of misinterpretation in the process.

The multicultural theory provides the basis for the assessment of clients on different dimensions to help the therapist overcome the cultural differences. The multicultural Theory is much applicable in the profession of school social work as the therapist comes in contact with people belonging to different cultures. Not only does this theory highlight the differences between people belonging to different cultures, but it also identifies the differences in minorities belonging to the same culture. The multicultural theory highlights the importance of social, environmental, and cultural issues that are to be considered by a therapist. Therapy that works on one child may not necessarily work for another child and a school social worker needs to maintain a comfort level so that the child does not feel distant from the therapist.

Session V

Chapter 15 identifies the multicultural and diversity issues that may arise between a therapist and a client during counseling and psychotherapy. Several issues that are faced by the therapists during counseling are discussed in this chapter providing a deep understanding of the topic. The problem issues identified in this chapter include the perception of the client and the possible biases of the therapist. One important issue identified in the chapter is the age difference between the client and the therapist. Just like an older client may doubt the ability of a young therapist to understand and help the client, a child may uncomfortable discussing his or her issue with an adult therapist.

It is therefore important to have prior knowledge and understanding of this kind of behavior of the client so that the gap between the therapist and the client can be bridged. This chapter highlights the need to understand cultural differences and adopt an appropriate strategy for treatment. It is also important for the therapist to maintain his or her body language and way of interaction with the client as it plays an important role in influencing the perception of the client. When dealing with a child belonging to a different culture, it is important that the therapist maintains a friendly relationship with the child and makes sure that the child is comfortable with the therapist to help the client. Altering the techniques of therapy to make them fit the cultural beliefs of a child will show better results.

Session VI

Chapter sixteen discusses the different crises that may arise during therapy and the response of the therapist to that situation. It is hard for any therapist to predict the next move of the client and since the client is already going through emotional problems, at times even the client may not know what s/he is doing and the consequences of his or her actions. The situation is more complex with younger clients who may still not be aware of the concept of the consequences of their actions. For instance, children who indulge in self-injury may not even know what that injury can do to their bodies. Working as a school social worker means dealing with all kinds of children, some children may be shy and reserved, while others may be loud and destructive.

When a child demonstrates wild behavior, such as shouting, jumping around the room, throwing things, it can be very difficult for the therapist to control that situation. It is therefore important to have an emergency plan depending on the work setting of the therapist. An important factor in the client-therapist alliance is that of validation. It is important to validate the feelings of a client. The chapter also provides the criteria to assess and manage a potentially violent or angry client which can be used by the social workers to handle the aggressive behavior of a child. The chapter identifies how a violent client can be controlled and provides a way of connecting with the client without agitating him and minimizing the threat. An important factor that contributes to the violent behavior of the client is domestic violence, it is, therefore, important the therapist has prior background knowledge of the client to overcome a threatening or suicidal situation.

Session VII

The therapist needs to have a deep understanding of Psychopharmacology since drugs can significantly change and influence the behavior of the client. A client may show the symptoms of a particular mental disorder when in reality the symptoms may not be a result of the mental disorder, but a reaction to a particular drug used by the client. The abuse of drugs by children is now very common, especially if the parents of a child take regular medication. A high percentage of school-going children experiment with drugs and many of them do it again. School going children are more vulnerable to drug abuse because they find these drugs very attractive. Some may experiment with drugs against their will under peer pressure.

The children who frequently abuse drugs start revealing symptoms of a mental disorder that may not be there. A school social worker needs to have adequate knowledge of Psychopharmacology to identify such patterns. The top three substances that are abused by children include alcohol, tobacco, and marijuana. Therapists everywhere are expected to have adequate knowledge of the biochemical processes to differentiate the behaviors induced by medication from that of the individual. Since special care is to be used when medicating children, a school social worker must be fully aware of the impact of a particular drug on the patient. Since school children are more likely to abuse drugs, the therapists are required to carefully supervise the whole process.

Session VIII

The last chapter discusses the medications that are used with Psychological disorders. Even though it is better to treat the client without using a medication, at times it is required that the therapist prescribe some medication to the client to keep the client more hopeful. Mediation is usually given for depression, anxiety disorders, psychotic disorders, bipolar disorder, and Attention-Deficit/Hyperactivity Disorder (ADHD) (Sue & Sue, 2007). It is important to make sure that the client does not become addicted to the prescribed medication and that the amount of drugs prescribed is not more than the needed amount.

It is necessary for any clinician, especially a school social worker, to have adequate knowledge of the medications that are to be given for a particular disorder since special care is to be given to children. The chapter also suggests some herbal remedies that can be used by the clinician to replace drugs. The therapist should avoid giving drugs to children under the age group of six and only give a limited dose to children at the age of six if needed. The school social worker should follow the recommended amount of drug per day and should avoid exceeding that amount as it can be harmful to the child. Moreover, herbal therapies are better since they do not have the same side effects that drugs may have. The opinion about drugs varies from therapist to therapist, but biases should be avoided when treating a client the priority should be the well-being of the client and not the personal beliefs of the therapist.

References

Sue, D., & Sue, D. M. (2012). Foundations of counseling and psychotherapy: Evidence-based practices for a diverse society. John Wiley & Sons.

To understand children and their behavior, an individual has to understand the duration of their groups, the exact stage the groups have reached, and the development that each child has achieved. Many theories have been developed concerning groups within children (Fatout 45). For instance, it has been noted that children want to come up with their groups’ rules. More often, the rules are realistic and more rigid than they are able to follow.

It is acknowledged that children, owing to their level of psychosocial development, possibly will attain the same level of inclusion as adults, which is expected to influence the depth of their afterward stages of group development. When offering psychotherapy and school counseling services to children’s groups, certain values should be observed. The worth and dignity of all the children should be of concern, and the opportunity should exist for all children to exploit their full potential (Fatout 57).

Teenagers perceive groups as a vital tool for adolescent identity development. As such, groups influence their personal principles, actions, and expectations. Groups within adolescence are usually distinguished by their own provisional identity. Individuals in these crowds generally identify themselves with the groups they associate themselves with. Equally, groups expose individuals to diverse norms. The norms promote teenagers to interrelate with other individuals.

Norms also determine how group members relate. For instance, high-status groups regularly relate to many individuals. Notably, these relations are phony and influential. As such, interpersonal associations are used to create and sustain a social status. On the contrary, lower caste groups usually have fewer associates. Through these groups, teenagers interact with those they deem appropriate and avoid those they deem inappropriate.

Just like among children and adolescence, groups do exist among adults. The use of groups among adults has been utilized for a very long time in psychotherapy and adult education programs (Stein 34). By utilizing developmentally appropriate structured activities, adult groups are often capable of expressing their individual thoughts and interpersonal responses to their age mates. Similarly, adult groups would seek and accept more advice from their group members than they would do from children or adolescence groups (Rogers and Horrocks 56).

Working with children, adolescents, and adults’ groups offer an effective way of offering different services such as psychotherapy and school counseling (Geldard and Geldard 67). School counseling can be implemented effectively among children and adolescence groups because they allow the participants to establish bonds among themselves in a prearranged environment that allows them to talk about thoughts and dreams openly with a decreased risk of unsuitable negative interactions (Geldard and Geldard 70).

Equally, school counseling among groups is effective because it enables participants to discuss their individual dissimilarities, which often obstruct relations among them in amorphous interactions (Brown and Robert 12). Groups enable psychotherapists and school counselors to encourage their clients because their issues are not exclusive to them, and the same issues can affect everyone. Through this, they are encouraged to discuss their problems and appreciate the fact that others share their challenges, aspirations, and uncertainties.

Like in the case of children and adolescence groups, they are working with adult groups enables psychotherapists and counselors to offer their services more effectively (Brown and Lent 22). During any adult programs, group work makes it possible for therapists to serve individuals in surroundings usually depicted by the high client to therapist ratios and partial time to engage the participants.

Works Cited

Brown, Steven D., and Robert W. Lent. Handbook of counseling psychology. 4th ed. 2008. Hoboken, N.J.: John Wiley. Print.

Fatout, Marian. Children in groups a social work perspective. Westport, Conn.: Auburn House, 2006. Print.

Geldard, Kathryn, and David Geldard. Working with children in groups: a handbook for counsellors, educators and community workers. Basingstoke: Palgrave, 2001. Print.

Rogers, Alan, and Naomi Horrocks. Teaching adults. 4th ed. 2010. Berkshire, England: Open University Press. Print.

Stein, Paula E. Enhancing cognitive fitness in adults a guide to the use and development of community-based programs. New York: Springer, 2011. Print.

Research Article Description

Olver and Wong’s article, “Therapeutic Responses of Psychopathic Sexual Offenders: Treatment Attrition, Therapeutic Change, and Long-Term Recidivism”, is chosen for the current discussion. The authors make an attempt to analyze the therapeutic responses of sex offenders such as treatment dropout, some kind of therapeutic changes, and 10-year recidivism as soon as such treatment approach like correctional intervention is used on a certain group of offenders.

Sexual violence is defined as a “significant social and criminal justice problem worldwide” (Olver and Wong 328). It is necessary to realize the importance of this problem and think how treatment programs may contribute a society and help to avoid or, at least, predict crimes.

Positive treatment changes lead to a reduction of the cases of violence recidivism if properly defined treatment interventions are chosen in regards to offenders’ mental conditions and the expectations of the offered treatment approach. Discussions and conclusions made in the article are properly organized and explain how correctional treatment, the Clearwater program in particular, may result in positive changes among moderate- and high-risk sex offenders.

Type of Violent Offense and Treatment Approach

The Clearwater program, discussed in the article, is the treatment approach that is applied to sex offenders. This cognitive-behavioral method is comprehensive and addresses some criminogenic need domains (Olver and Wong 330). As a rule, the crimes committed by sex offenders are based on hidden aggression (Aceves and Cookston 636), impulsivity and inabilities to gain control of personal emotions (Komarovskaya, Booker-Loper, and Warren 1499), or the necessity to be noticed and memorized (Seager 30).

In Olver and Wong’s article, 156 federally incarcerated sex offenders have been included into the program, and the changes have been noticed in 75% of offenders, who completed treatment (328). There are five main stages of change inherent to the chosen treatment approach: pre-contemplation, contemplation, preparation, action, and maintenance (Olver and Wong 329).

The progression of each stage is the sign of the program’s effectiveness. This is why the level of sexual offense does not matter for the program because the program depends on the results of each stage completed separately.

Treatment Outcome Model Choice

The program is offered by the representatives of the Regional Psychiatric Center (RPC) in Canada and underlines the possibility to reduce the number of recidivist cases and promote understanding of the crimes done. Taking into consideration such nature of treatment and expected changes, it is possible to imply harm reduction model and recidivism treatment outcome model as the most effective means to measure the success of the chosen method and evaluate the changes.

The harm-reduction model focuses on the measurements which are appropriate to reduce the risk of possible sexual crimes. The model based on recidivism promotes the conditions under which the predictions can be made comparing the results demonstrated by those offenders, who stayed in the program, with those offenders, who fail to continue their participation (Brotaco and Wagner 114).

The chosen treatment outcome models focus not only on the general results of the program but on the quality of the outcomes achieved. For example, they can help to learn that such factors like anger (Gardner and Moore 897) or impulsivity cannot be ignored while analyzing offenders’ behavior. The application of these models provides an explanation of how a number of outside factors may define the quality of future behavior.

Works Cited

Aceves, Mario and Cookston, Jeffrey. “Violent Victimization, Aggression, and Parent-Adolescent Relations: Quality Parenting as a Buffer for Violently Victimized Youth.” Journal of Youth & Adolescence 36.5 (2007): 635-647. Print.

Brotaco, Jo and Wagner, Eric. “Predictors of Retention in an Alternative-to-Prison Substance Abuse Treatment Program.” Criminal Justice and Behavior 35.1 (2008): 99-119. Print.

Gardner, Frank and Moore, Zella. “Understanding Clinical Anger and Violence: The Anger Avoidance Model.” Behavior Modification 32.6 (2008): 897-912. Print.

Komarovskaya, Irina, Booker-Loper, Ann, and Warren, Janet. “The Role of Impulsivity in Antisocial and Violent Behavior and Personality Disorders among Incarcerated Women.” Criminal Justice and Behavior 34.11 (2007): 1499-1515. Print.

Olver, Mark and Wong, Stephen. “Therapeutic Responses of Psychopathic Sexual Offenders: Treatment Attrition, Therapeutic Change, and Long-Term Recidivism.” Journal of Consulting and Clinical Psychology 77.2 (2009): 328-336. Print.

Seager, James. “Violent Men: The Importance of Impulsivity and Cognitive Schema.” Criminal Justice and Behavior 32.1 (2005): 26-49. Print

Abstract

In my opinion person centered theory is a client centered therapy whereby the client is expected to play a major role in the therapeutic process. In this case the client becomes his/her own therapist and he / she is expected to make choices that lead informed decisions and hence move towards making positive changes in life. I expect the clients to apply supreme understanding of their innate behaviors so that they are able to develop a therapeutic guide for themselves. Developing a clear understanding of an individual’s personal theory results in an enhanced decision making process based on a therapeutic procedure which includes the contribution of a therapist. Understanding of personal attributes promotes the ability of intervening more efficiently even when a client’s personality is so different with the therapist’s personality. This helps the therapist to identify the strengths and weaknesses of their clients. The objectives of this research are to develop an individual theory which focus on personal theory and indicate how the theory improves therapeutic process. Secondly is to assess how the developed theory can be applied in order to help their clients who require counseling sessions. Understanding of a personal theory helps a therapist to better understand the interests of a client, their moral values, experiences, background, likes and dislikes. This helps a therapist to identify the client’s problems easily so that they can counsel them appropriately and come up with a definitive solution. Individual’s background and life experiences greatly influence the way of life of such an individual. When a therapist understands them s/he is able to offer unconditional advice to a client, thereby promoting trust between him/her and the client. Clients are also encouraged to understand their own personal theory as it may help them to make better options concerning the kind of therapies they would go for. This also helps them to better understand settings of their surrounding environment, create awareness of their values and ability to intervene more properly when other people have clearly different values with their own. The application of personal theory is fundamental in counseling of clients in order for therapists to achieve therapeutic goals. It motivates aspects of management and communication interaction geared towards an individual or others.

Introduction

I believe that proper understanding of individual personality is the key to a successful therapeutic process of counseling. Individuals understand themselves better and can easily identify what is appropriate for them. The aim of Person centered theory that I am developing is to help individuals to make discrete choices that help them to make informed decisions and to move towards making positive changes in life. With the understanding that personality involves supreme understanding of the innate behavior of human beings, I believe that the theory will be of great help to individuals seeking personal counseling. I expect therapist understands the personality of clients their so that they can help them to develop therapeutic measures which are appropriate to the clients. Application of this theory will help in identification of subtle human characteristics such a leadership, charisma and sympathy. Individuals will able to assess whether their purpose is geared towards self-development, assisting others or other fields which related to humans and how they behave. The theory encourages understanding of personal typology, personal traits, ways of thinking and learning techniques. The aim of the research is to develop a personal theory that explores my perception on individual counseling and its application in the therapeutic process of personal counseling.

Overall approach of personal theory

Development of this takes an integrative approach whereby ideas are borrowed from Carl Rogers a psychologist. The ideas of the psychologist are lose to I have in mind on personal counseling which involves mostly the client as opposed to letting the therapist play a major role in the counseling process. My theory mainly emphasize on individual ability to grow in the positive direction with the help of an external therapist. It requires therapists to trust individuals and their inner being as they continue to strive in order to achieve self- actualization which eventually help them to build positive characters. Therapist need to have a clear understanding of personal theory helps therapists achieve their goals in the field of counseling. They need to understand the general personality of their clients in order to give a correct diagnosis and management of their problem (Dean & Sweeney, 1992, p.627). In order to promote counseling the theory make use various approaches such as seeking to know the clients more, motivating the clients, use of different counseling styles and diversification of learning techniques. Understanding of the client’s personality makes the task of counseling easier (Strauman, 2006, p.451). An individual’s background and life experiences influence their personality development.

The theory will seek to know the interests, expectations, and life experiences likes and dislikes of the clients in order to improve the competence of a therapist in the counseling process. The more a therapist understands their clients the more s/he will be able to relate the therapeutic process to the client’s personal life (Fleeson, 2001, p. 1011). The more s/he understands about their background the clear s/he understands why they behave the way they do and hence more able to an informed decision regarding their therapy. Motivation of clients during the whole therapeutic process by positive encouragement helps increases their determination towards positive improvement. Positive encouragement portrays supportive nature of the therapist, clients are become more open to share their personality attributes with the therapist. I realize that for some clients therapists would be the only source of consolation and so it is more likely that they will listen and adhere to the advice given by them. In the personal theory therapist encourage positive personality characteristic while at the same time they also try to discourage negative traits in a professional manner (Strauman, 2006, p.451).

In the process of developing the theory monitoring and evaluation clients used for the study will be done in order to assess the progress in the therapeutic process. In my theory I encourage use of different counseling styles to help the therapist to identify the most appropriate styles of counseling. The clients would also be able to assess different counseling styles and decide on the most appropriate, a style which they feel that they can comfortably adopt. Different cultures exist and so are the individual personalities hence I do not assume that particular personality styles are fit for all clients. When this theory is adopted I am confident that better outcomes will be realized in the therapeutic process, the clients are at ease with the therapist. As a therapist endeavors to better understand the personality of his/her client, there is the likelihood of a strong bond developing between the tow, often accompanied by a certain element of trust. The client is confident in confiding with the therapist even when it comes to sensitive issues and in turn the therapist is able to help (Markon et al, 2005, p.139).

Philosophy and assumption of personal theory

Mental health is as a continuum which outlines the emotional wellbeing, the ability to live a total and inspired life and the suppleness to handle life’s inevitable problems. I also term it as the individual’s ability to strike a balance of all life’s activities and the capacity to show feelings and to a variety of demands in life. Mentally well individuals are able to withstand normal stress in life, perform productively and in turn make positive contributions towards the development of their community. However, I rule out mental wellbeing as a mere lack of mental disorder due to varied opinions from different cultures, social and religious perspectives (Strauman, 2006, p.451). Different communities have varied definition of mental health based on their cultural believes and practices, there mental well being is socially developed and defined differently. Also different nature and causes of mental illness exists and this calls for intervention measures (McCrae et al, 2005, p.269). Individuals experiencing mental disorders suffer from anxiety disorders and as a result, they respond to particular situations with fear; they also experience mood disorders which entails constant feelings of extreme sadness or extreme happiness. Another disorder experienced is psychotic disorder which entails distorted awareness and hallucinations. Eating disorders such as anorexia nervosa and adjustment disorders may also be experienced by mentally ill individuals. Mental dysfunctional is associated with conditions or situations that affect the mind of a human being negatively. Individuals are unable to strike a balance in handling life’s experiences; they are unable to cope up with even normal life stresses. Continuous difficult experiences in life may eventually lead to mental dysfunction. In some individuals mental dysfunction develops within a short time or almost immediately after a difficult experience while in others the conditions develop slowly and eventually explode (Strauman, 2006, p.451). Possible causes of mental dysfunction may include an encounter with a strange situation for instance many patients who are admitted to intensive care unit in a hospital may become confused and develop mild mental disorders during their stay. A sudden sickness particularly when it is severe may cause mental disorder, diseases associated with brain infections such as meningitis and encephalitis cause confusion and eventually mental illness.

Illegal drugs such as heroin and bhang when abused for long may lead to mental disorders. Some medications may cause mental illness as well if not used as per the doctor’s prescription. Sudden withdrawal of illegal drugs and even alcohol may develop some confusion that may eventually lead to mental illness. Low levels of blood sugar cause hypoglycemia which if not corrected lead to confusion associated with mental illness. Severe head injury may cause brain damage leading to mental dysfunction. Self esteem is fundamental element in human being, individual with positive self esteem appreciate the self worth and strife to develop their personality in a positive way. However, individuals with negative self esteem develops negative personality, they mostly underrate themselves and fear taking up responsibilities as they think that they are incompetent ( Leigland, 2002, p.273).

Personal growth takes place when an individual makes a firm decision to promote his/her personal development. Though this also happen with the help of a therapist it chiefly depends on individual clients. This takes place when an individual clearly understands themselves; he/she is able to identify his/her interest, life experiences and abilities. When a therapist also understands these factors concerning their clients they are better placed to discover problems and device best ways of managing them. Individuals need to work on their awareness level and to improve on their attitudes. Positive attitude boost positive personal growth, individuals are able to change behaviors that are retrogressive and adopt progressive ones (Strauman, 2006, p.451). They are able to appreciate life challenges and take them as learning opportunities rather than lean on them in agony and despair. Individuals believe in themselves and their potentials which give the morale to move on towards personal growth. Positive encouragement by their therapist boosts their determination further. Clear understanding of individuals’ abilities helps them to develop these skills; a therapist is then able to understand strengths and weaknesses (Kosslyn et al, 2002, p.341). They encourage clients to work on their strengths and discourage the weaknesses in a professional way. This is enhanced by setting of goals both by the clients and the therapist. Every day activities are geared towards achievement of the set goal, these goal are time bound so as to motivate the therapist and clients to work harder. Clients are required to create a self-development plan together with a system of their personal progress. Constant and continuous cause of actions is followed by clients and therapists. The theory makes use of practical issues; therapist must understand his/her personality and in turn the personality of clients. This makes it easier for him/her to handle the clients; the commitment put in understanding the client’s personality is the same zeal which is applied in changing the client’s negative personality (Larson et al, 2002, p.217). When clients fully understand their personality they are able to address characters which affect their personal development negatively and build on those that promote their personal development positively.

Personal theory can be modified to models which simplify its usage further, Myers Briggs Type Indicator Model (MBTI). The model helps individuals in developing and understanding themselves and understanding others. It also helps them to understand what motivate others and their strengths and weaknesses (Dean & Sweeney, 1992, p.627).

Key Concepts

My theory consists of at least six concepts whose main aim is to help the client achieve a complete therapeutic change. The first concept is to enhance individual contact between the clients and therapist. When therapists view clients as competent and reliable it increases clients confidence and they are more able to control their behaviors in order to achieve positive changes. The second concept is to help both client and therapist to develop genuineness in the therapeutic process. Personality synopsis is geared towards helping persons to change and develop their lives positively. In order to achieve this client should be the center of efficient change; they should genuinely share their personal experiences with therapists. The third concept involves unrestricted positive regard which requires the therapist to believe that each client is good and must seek to show this understanding to the client. Developments of this trust help the client to open up and disclose all information without hindrance. Otherwise the client may feel unworthy and fail to disclose negative facet of his/her personality. However, I hold to the fact that appreciating the client does not mean agreeing with all their actions, rejecting of negative actions should be done in humane and professional manner. The fourth concept is development of a nonjudgmental attitude; the theory discourage therapist from passing judgment about their clients without giving every problem a professional consideration (Larson et al, 2002, p.217). The fifth concept is the disclosure which entails sharing of individual information. The therapist must be willing to share even his personality with the client in order to help them to share their information too. Sharing of information among individuals is thought to be at the same level that is the client would be more open if the therapist is also open otherwise they shy off. Therefore when therapist maintains a secretive nature about their personality it encourages clients to withhold vital information which could be important in the success of therapeutic process (Larson et al, 2002, p.219). The sixth concept of my theory entails reflection which is an important factor in understanding of the self worth is not the ability to interpret instead reflection is more appropriate. Reflection shows that the client and therapist are paying attention to the therapeutic process. They take time to think about what they say or hear and also comprehend the fundamental thoughts and feelings. Reflection also permits the clients to listen to their own feelings in a different manner. People’s beliefs turn out to be more real when offered back by a different individual. When these concepts are applied in the therapeutic process, therapy turns out to be more of a self –exploration procedure whereby therapist acts as a guide instead of a director. The client already has an answer but the therapist help him/her to find it. Practically the therapist avoids acting like s/he knows more than the clients; therapist may begin by disclosing some personal information. Therapist may disclose his education background, therapeutic ideas, his family and his future goals. This engages the client and prepares him to open up (Markon et al, 2005, p.140).

Therapeutic Goals

The goals of my client centered therapy are geared towards exploration of individual personality traits as a major drive of individual change. This would be enabled by helping the client to make decisions that are more fitting to their real selves. Specific goals include evaluating the client in order to understand their interests, life experiences, likes and dislikes. The other goal is evaluation of the client’s needs, when the therapist understands the above factors in client’s life s/he is able to identify the client’s requirements. Another goal is to device appropriate therapeutic measures which should address the client’s needs adequately (Larson et al, 2002, p.219). Therapists should use their professional abilities and experiences to help clients come up with solutions to their problems. My goal of personal theory in therapy also include seeking to understand personal meaning, means of coping with anxiety and taking the responsibilities of decision which individuals make in order to enhance a satisfying life. Other goals are to increase self esteem and improved openness to life experiences. Therapeutic relationship that is between the therapist and clients is a significant contributor to the success or failure of therapy. Good and close relationship between the two parties promotes success of the therapeutic process whereas a distant and shaky relationship makes achievement of therapeutic goal difficult. Therapist should be close to their client and encourage a relaxed relationship in order to put both parties at ease of disclosing their personal information (McCrae et al, 2005, p.270).Client should be committees to the therapeutic process; therapist should motivate their clients by being their best friends so as to enhance realization of therapeutic goals. Accepting clients the way they are relating to them freely helps them to realize their full potential in life. A person centered approach which appreciates the clients as being the key authority of their life experiences. Letting the client to take led of their own lives in order to help them achieve full potential for personal growth. A relationship that creates favorable conditions increases chances of achieving positive development in personal growth. Accepting the clients, giving the unconditional positive regard and therapist avoiding being judgmental to their clients (Larson et al, 2002, p.221). Therapist should handle client’s issues politely even if they appear as a matter of common sense to them that is appreciating client’s personal defaults in a sympathetic manner. Promotion of a relationship whereby clients feel free to disclose their thoughts and emotions whether they are positive or negative. This should take place without fear of being rejected or condemned. Essentially a relationship that creates an environment whereby the client is able to explore and show his concerns. Without having to behave in a particular manner or meet some specific requirements in order to earn positive appraisal from the therapist. A good relationship that enables the therapist to accurately understand the client’s emotions and thoughts and their meaning as of the clients own outlook. Finally a true and authentic relationship whereby therapist usually presents with a transparent professional façade rather than a detached professional façade to avoid speculations of what the therapist is up to by the client. Relationship between the client and therapist is a fundamental factor in therapeutic process. It determines whether the process will be successful or not, therapy involves two parties the client and the therapist (Kosslyn et al, 2002, p.341)

Techniques and Procedures

In order to enhance clients move towards positive growth an authentic relationship between the client and therapist is paramount, a caring and an understanding therapist motivates clients to be more open to the therapy. The technique I intend to use places most of the responsibilities of the therapeutic process under the client. The therapist just takes a nondirective task of helping the client to achieve his/her goals in the therapy. Therapist informs their client that they are the key players in the therapeutic process; encourage them to take initiative working towards positive personal development. Personal centered technique allows the clients to be the key players in the therapeutic process. They are expected to understand their personality and come up with ways of addressing them. (Markon et al, 2005, p.141).

Individuals are the best therapist of their own problems; once they are able to realize their defaults they are in a better position to identify corrective measures as opposed to any other individual. This technique promotes ability of the client to agree with the ideal and actual self, better understanding of self, decreased feeling of insecurity and guilt and increased positive attitude and comfort in relating with others. Clients are motivated to express their thoughts and emotions the time they occur. The therapist is viewed as a colleague by his clients rather than an instructor, this also enhances good relationship between the client and therapist hence clients are able to freely disclose their personal information. This technique also promotes a supportive environment established by a good personal association between the client and the counselor. The process takes a form of a discussion rather than instructive form of the therapist giving directions to the client. However, the therapist pays key attention in order to understand the client’s personality clearly so as to recommend an appropriate therapy (Leigland, 2002, p.274).

The key factor to the success of a therapy is not the therapist qualifications and skills but rather his/her attitude towards the client. Therapist should view the clients as people in need of positive personal development, treat them with empathy, avoid judging them and give regards to them unconditionally (Leigland, 2002, p.274). Therapeutic process may take five stages, in stage one therapist are required to connect with their clients by actively talking and listening to them. The makes the two parties to be familiar with each other and creates an environment whereby they can comfortably share their personal experiences. The second stage involves identification of problem and solving it on a cognitive way. Interaction between the therapist and client helps in identification of personal problem affecting the client, the therapist helps the client to resolve the problem by providing professional therapeutic measures. At this stage the client is encouraged to develop an individual responsibility of primarily changing his behaviors. The third stage involves resolving of any underlying factor that influences the client’s behaviors negatively. For instance drug abuse, therapist may help the client with techniques on how to cope up with withdrawal effects (Leigland, 2002, p.274). The clients may also be encouraged to involve themselves in alternative activities in order to keep them occupied. Therapizing of any underlying issue is the fourth stage; after the therapist connects with the client he is able to provide therapy to problems which affect the client positive personal development. The final stage entails monitoring and evaluation of client progress in order to notice any loop hole. This also helps the client and the therapist to analyze whether they headed towards right direction in order to achieve the set goals (Leigland, 2002, p.274).

Comparison

Personal theory involves understanding of individual personality so that a therapist can be able to identify any underlying personal development problem. After achieving this, the therapist is able to assist the client accordingly by coming up with appropriate therapeutic measures. As opposed to other theories, personal theory apples a person centered technique to address personal problems that affect their clients (Ackerman, 1997, p. 171). It is necessary that clients fully comprehend their individual interests, experiences, dislikes and likes. By understanding these factors they are expected to be able to realize any personal development problem and at the same time come up with ways of resolving them. The theory also seek to understand individual differences that is what makes a particular person to be different fro others and possibly unique. A therapist in the personal theory plays only a facilitation role, whereby they help the client improve on their personal development by guiding them on how to identify personality problems and how to correct (Ackerman, 1997, p. 171). Other theories gives the therapist a leading role, s/he is supposed to identify the client’s personality problem and independently also provide therapeutic measures. The nature of human characters is clearly explained, other theories mostly seek to understand the underlying cause of personality problems without seeking to understand the personality traits of individual clients. The effects of their outcome on individual are temporal rather than in permanent as is the case with the personal theory. When a therapist understands individual characters he/she is able to understand the causes of underlying personality problems better. The therapist may decide to help the client by first changing their undesirable personality traits first before addressing the key individual problem (Ackerman, 1997, p. 176). For instance if a family man has failed to fulfill his family responsibilities because he id an alcoholic the therapist will most probably starts with addressing the alcoholic nature of the family man and later his irresponsible behaviors.

Eysenck’s model of personality is closely related to personal theory; the theory explains the cause of personality by exploring genetics of characters. Two personality elements which included extraversion and neuroticism are described in this theory. The model also makes use of at least five broad personality traits such as openness, conscientiousness, neuroticism and agreeableness. The personal theory also seeks to understand these individual traits so as to give appropriate therapeutic process to their clients. Both theory use psychometric scales to rate the achievements made by these theories in the attempt to improve personality development of specific clients (Ackerman, 1997, p. 198). However, Eysenck model of personality used a scientific methodology to examine personality psychology which was not applied in the personal theory. Another personality theory is the social cognitive theory which postulates that personality traits are influenced by individual’s environment. However this explanation was considered to be too shallow to explain all facets of human personality. The theory partly relates to personal theory as it also concerned with personality traits though it does not apply the client therapist approach (Fleeson, 2001, p. 1013).

Conclusion

The process of developing personal theory was successful and I believe that clients who adopt it will achieve a complete therapeutic change. Application of personal theory is fundamental in the therapeutic process, as it helps counselors/therapists to understand client’s personality traits. The major role of the therapist is to promote situations for change instead of doing particular changes in order to realize specific changes. In order to realize this, a genuine relationship between the client and the client is important. Developing a clear understanding of individuals personal theory results in an enhanced decision making process based on therapeutic procedure which includes therapist take and client interaction. Understanding of personal attributes promotes the ability of intervening more efficiently even when the client’s personality is so different with the therapist personality. This helps the therapist to identify the strengths and weaknesses of their clients. Clears understanding of personal characters helps the therapist to understand why people behave the way do and appropriately handle their personality problems. Therapists are able to relate client’s mental disorders with their life experiences, interest and general behavior. The relationship helps in correction of the disorder before it gets out of hand. Person centered theory has improved the field of counseling and psychotherapy as therapists are able to understand their client better and vice versa. Individuals are also helped to understand themselves better and word towards developing a positive personality.

Reference List

Ackerman, P.L. (1997). Personality, Self Concept, Interests and Intelligence: Which Construct Doesn’t Fit? Journal of Personality, 65 (1): 171 – 204

Dean, B.M. & Sweeney, P.D. (1992). Distributive and Procedural Justice as Predictors of Satisfaction with Personal and Organizational Outcomes. The Academy of Management Journal, Vol. 35, No. 3, pp. 626-637

Fleeson, W. (2001) ‘Toward a Structure and Process Integrated View of Personality: Traits as Density Distribution of States’, Journal of Personality and Social Psychology, 80 (6): 1011-27

Kosslyn, S.M et al (2002). Bridging Psychology and Biology: The Analysis of Individuals in Groups. American Psychologist, 57, 341 – 352

Larson, L.M., Rottinghaus, P.J. & Borgen, F.H (2002). Meta-analysis of Big Six Interests and Big Five Personality Factors. Journal of Vocational Behaviour, 61(2):217-239

Leigland, S. (2002). On Cognition and Behaviorism. American Psychologist, 55, 273 – 274.

Markon, K.E., Krueger, R.F & Watson, D. (2005). ‘Delineating the Structure of Normal and Abnormal Personality: An Integrative Hierarchical Approach’, Journal of Personality and Social Psychology, 88 (1): 139 – 157

McCrae, R.R., Lockenhoff, C.E & Costa, P.T.Jr. (2005) ‘A Step towards DSM-V: Cataloging Personality – Related Problem in Living’, Europe Journal of Personality, 19 (4): 269 – 86

Strauman, T.J. (2006). Social Cognition, Psychodynamic Psychology, and the Representation and Processing of Emotionally Significant Information. Journal of Personality. Volume 62 Issue 4, Pages 451 – 458

The key concepts of a person-centered therapy or patient-centered approach are harnessing empathetic, non-directive, and empowering measures. In other words, a therapist avoids fostering dependency and educating a client (Sommers-Flanagan & Sommers-Flanagan, 2018). The video presents the case where the individual has major issues in regards to his self-worth and space for himself. Therefore, the entire session is based on supportive measures, where the person is put at the very center of the interactions. In addition, it is important to note that listening plays a critical role in ensuring that the given client is able to be fully expressive and elaborative on his problems.

It is important to note that the demonstration utilizes a wide range of techniques, which are derived from the core concepts of the patient-centered theory. These include walking within, reflective listening for both feelings and content, and core conditions evaluation, where the latter involves accurate empathy, unconditional positive regard, and congruence (“Video 5.1 Person-centered theory,” n.d.). The predicted outcome is the notion that the client is able to fully and freely express himself with no interruptions and confrontations as in the existential approach. The session revolves around listening measures, where the client is heard on both his emotions and the context of his life. In other words, there is an environment where complete support and reflection are put in place.

One should note that the therapist’s role in the video is centered around the client. It is important to point out that the therapist does not strive to provide education for the person, and she does not seek to create dependency, which might result in one becoming the object of love (Sommers-Flanagan & Sommers-Flanagan, 2018). Therefore, the client is able to experience the present moment within the session without any distractions of the past or future. The therapist focuses on listening and reflecting on the information provided by the client himself rather than imposing her own ideas on a person. She cleverly navigates the discussion and communication without any precise form of direction, which means that non-directive measures are taken.

The content of the presentation case can be synthesized as an apparent treatment plan by focusing on listening and reflecting on a patient’s needs. In other words, a client is allowed to take over the conversation, where he or she fully expresses his or her views, beliefs, opinions, and conclusions. The plan needs to be centered around a person, where the latter is free to communicate his or her thoughts without any directive or instructive interventions from the therapist. Thus, such an approach is based on a treatment plan, which is supportive of a client without any imposed conditions. A client might express himself or herself in a confusing or unclear manner, but these factors are not relevant since the emphasis is put on the person rather than an issue or subject.

In conclusion, the key concepts that might work best for me are accentuated on empowerment, where a client receives complete support rather than instructions. My approach can be manifested in the notion of listening techniques, where I am removing any conditions for my empathy for a client. The goal of my counseling can include being fully open to my client, where they develop trust towards me. The most critical technique for my practice is unconditional positive regard, where no specific set of rules are introduced.

References

Sommers-Flanagan, J. & Sommers-Flanagan, R. (2018). Counseling and psychotherapy theories in context and practice: Skills, strategies, and techniques (3^rd ed.). John Wiley and Sons.

Video 5.1 Person-centered theory [Video]. (n.d.). Web.