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Counseling Theories,[object Object],Dr. Dawn-Elise Snipes,[object Object]
Overview,[object Object],Counseling Theories,[object Object],Person-Centered Therapy  (Carl Rogers)	,[object Object],Rational-Emotive Behavior Therapy (Albert Ellis)/Cognitive-Behavioral Therapy,[object Object],Reality Therapy (William Glasser),[object Object],Personality Theories	,[object Object],Psychoanalysis (Sigmund Freud)	,[object Object],Individual Psychology (Alfred Adler),[object Object],Erik Erikson,[object Object],Learning Theories	,[object Object],Classical Conditioning	,[object Object],Operant Learning (Stimulus-Response Theory),[object Object],Social Learning	,[object Object]
Purpose,[object Object],By understanding the origins of distress, we are better able to deal with distress.,[object Object],Counseling Theories assert that problems stem from ineffective relationships or thoughts in adulthood.,[object Object],Personality Theories speculate that distress stems from more innate, long standing problems often starting in childhood,[object Object],Learning Theories emphasize the fact that distress and behavior is learned from exposure to rewards and punishments,[object Object]
Theories: Person Centered,[object Object],Humans are good and forward moving unless they are blocked,[object Object],Blockages often occur from a lack of unconditional positive regard which leads to low self esteem and low self efficacy,[object Object],By creating a nurturing, positive environment, people will naturally move in the right direction.,[object Object]
Theories: Person Centered,[object Object],6 necessary conditions required for change:,[object Object],Therapist-Client Psychological Contact: a relationship between client and therapist in which each person's perception of the other is important must exist.,[object Object],Client incongruence, or Vulnerability:incongruence exists between the client's experience and awareness causing vulnerability/anxiety increasing motivation. ,[object Object],Therapist Congruence, or Genuineness,[object Object],Therapist Unconditional Positive Regard (UPR),[object Object],Therapist Empathic understanding,[object Object],Client Perception of the therapist's UPR and empathic understanding. ,[object Object]
Theories: REBT/CBT,[object Object],Focuses on changing the current evaluations and/or reactions,[object Object],Distress is caused by a combination of the event and the person’s perception of the event,[object Object],By using the A-B-Cs, people can evaluate their beliefs and reactions (consequences) to events.,[object Object]
A-B-C,[object Object],A= Activating Event,[object Object],B= Beliefs/assumptions about/interpretations of an event,[object Object],C= Consequences,[object Object],D= Dispute irrational beliefs,[object Object],What is the evidence for my beliefs? ,[object Object],What are other possible explanations for what happened?,[object Object],E= Evaluate reactions/consequences for effectiveness,[object Object],What are the implications of my believing this way, and do they make it worth holding on to my beliefs?,[object Object],How useful are my beliefs? Do I or others get any benefits from holding on to them, or would we benefit more if we held other beliefs?,[object Object]
CBT/REBT: Irrational Thoughts,[object Object],Irrational Idea 1 - It is a dire necessity to be loved or approved by almost everyone for virtually everything he or she does.,[object Object],Irrational Idea 2 - One should be thoroughly competent, adequate, and achieving in all possible respects.,[object Object],Irrational Idea 3 - Certain people are bad or wicked, and should be severely blamed and punished.,[object Object],Irrational Idea 4 - It is terrible, horrible, and catastrophic when things are not going the way one would like them to go.,[object Object],Irrational Idea 5 - Happiness is externally caused and people have little or no ability to control their emotions.,[object Object]
Irrational Thoughts cont…,[object Object],Irrational Idea 6 - If something is dangerous or fearsome, one should dwell on it,[object Object],Irrational Idea 7 - It is easier to avoid facing many life difficulties and self-responsibilities than to undertake more rewarding forms of self-discipline.,[object Object],Irrational Idea 8 - The past is all-important and because something once strongly affected one’s life, it should indefinitely do so.,[object Object],Irrational Idea 9 - People and things should be different, and it is catastrophic if things do not immediately change.,[object Object],Irrational Idea 10 -Maximum human happiness can be achieved by inertia and inaction or by passively "enjoying oneself." ,[object Object]
CBT/REBT: Irrational Thoughts,[object Object],Emotional perfectionism: I should always feel happy, confident, and in control of my emotions.,[object Object],Performance perfectionism: I must never fail/make a mistake.,[object Object],Perceived perfectionism: People will not love and accept me as a flawed and vulnerable human being.,[object Object],Fear of disapproval or criticism: I need everybody’s approval,[object Object],Fear of rejection: If I’m not loved, then life is not worth living.,[object Object],Fear of being alone: If I’m alone, then I’m miserable,[object Object],Fear of failure: My worth depends on my achievements ,[object Object],Conflict phobia: People who love each other shouldn’t fight.,[object Object],Emotophobia: I should not feel angry, anxious, jealous  etc.,[object Object],Entitlement: People should always be how I expect,[object Object]
CBT/REBT: Irrational Thoughts,[object Object],all or nothing thinking,[object Object],overgeneralization,[object Object],mental filter – dwell on the bad and let it discolor everything,[object Object],discount the positives,[object Object],jumping to conclusions/overgeneralization,[object Object],magnification ,[object Object],emotional reasoning –we FEEL bad so we believe we are,[object Object],shoulds,[object Object],labeling – we label ourselves negatively instead of trying to learn from the situation or thinking about the best way to overcome it,[object Object],blame – we hold other people responsible for our pain or blame ourselves entirely for every problem,[object Object],mind reading ,[object Object],catastrophizing - we expect disaster. ,[object Object],personalizing - we think that everything people do or say is some kind of reaction to us,[object Object]
CBT/REBT: Irrational Thoughts,[object Object],Control Fallacy - If you feel externally controlled, you see yourself as a totally helpless victim of fate. Conversely, it can hold you responsible for the pain and happiness of everyone around you.,[object Object],Fallacy of Fairness–Life is not fair.,[object Object],Fallacy of Change - You expect that other people will change to suit you if you just pressure or cajole them enough. ,[object Object],Fallacy of Being Right - Being wrong is unthinkable, and you will go to any length to demonstrate your rightness. ,[object Object],Heaven's Reward Fallacy - You expect all your sacrifice and self-denial to pay off, as if there were someone keeping score. You feel bitter when the reward does not come. ,[object Object]
Theories: Reality Therapy,[object Object],Focus on the present,[object Object],Avoid discussing symptoms and complaints.  These are the ineffective ways that counselees choose to deal with problems.,[object Object],Focus on what counselees can do directly-act and think. ,[object Object],Spend less time on what they cannot do directly: changing their feelings and physiology. ,[object Object],Avoid criticizing, blaming and/or complaining,[object Object],Remain non-judgmental, but encourage people to ask: Is what I am doing getting me closer to the people I need? ,[object Object],Teach that excuses stand in the way of making needed connections. ,[object Object]
Reality Therapy cont…,[object Object],Focus on specifics. Who are counselees are disconnected from,[object Object],Help them make specific, workable plans to reconnect with the people they need. Follow through on what was planned by helping them evaluate their progress. ,[object Object],Be patient and supportive but keep focusing on the source of the problem, disconnectedness. ,[object Object]
Personality Theories: Psychoanalysis,[object Object],The conscious mind is what you are aware of at any particular moment, your present perceptions, memories, thoughts, fantasies, feelings,[object Object],Working closely with the conscious mind is what Freud called the preconscious, what we might today call "available memory.“,[object Object],The largest part by far is the unconscious. It includes all the things that are not easily available to awareness, including many things that have their origins there, such as our drives or instincts, and things that are put there because we can't bear to look at themthe unconscious is the source of our motivations,[object Object]
Psychoanalysis cont…,[object Object],The id, the ego, and the superego,[object Object],The id (instinct)works with the pleasure principleto take care of needs immediately,[object Object],The ego helps the person searches for objects to satisfy the id’s wishes,[object Object],as the ego struggles to keep the id happy, it meets with obstacles in the world. It keeps a record of consequences. This record of things to avoid and strategies to take becomes the superego. ,[object Object],There are two aspects to the superego: ,[object Object],conscience, which is an internalization of punishments and warnings. ,[object Object],The other is called the ego ideal. It derives from rewards and positive models presented to the child. ,[object Object]
Psychoanalysis cont…,[object Object],The defense mechanisms,[object Object],When the Id/superego conflict becomes overwhelming, the ego must defend itself.,[object Object],The techniques are called the ego defense mechanisms,[object Object],Denial,[object Object],Sublimation,[object Object],Displacement,[object Object],Humor,[object Object],Reaction Formation,[object Object]
Personality Theories: Adler  ,[object Object],Striving for perfection is a single "drive" or motivating force behind all our behavior and experience,[object Object],Since we are not perfect, our personalities are accounted for by the ways in which we do -- or don't -- compensate or overcome our failures,[object Object],Adler felt that there were three basic childhood situations that most contribute to a faulty lifestyle.,[object Object],Disabilities. If someone doesn't come along to draw their attention to others, they will remain focused on themselves.,[object Object],pampering. Many children are taught, by the actions of others, that they can take without giving.,[object Object],neglect. They learn inferiority because they are told and shown every day that they are of no value; They learn selfishness because they are taught to trust no one. ,[object Object]
Personality Theories: Erickson,[object Object],We develop through a predetermined eight stages. ,[object Object],Progress through each stage is determined by our success in all the previous stages. ,[object Object],Each stage involves certain developmental tasks,[object Object],If a stage is managed well, we develop a certain virtue or strength,[object Object]
Erickson’s Stages,[object Object],hope - Basic Trust vs. Mistrust - Infant stage. Does the child believe its caregivers to be reliable? ,[object Object],will - Autonomy vs. Shame and Doubt - Toddler stage. Child needs to learn it is safe to explore the world. ,[object Object],purpose - Initiative vs. Guilt - Kindergarten - The child can do things on his own. If "guilty" about making choices, the child will not function well. ,[object Object],competence - Industry vs. Inferiority - Around age 6 to puberty. Child comparing self worth to others. ,[object Object],fidelity - Identity vs. Role Confusion - Teenager. Questioning of self. Who am I, how do I fit in? If the parents continually push him/her to conform to their views, the teen will face identity confusion. ,[object Object]
love (in intimate relationships, work and family) - Intimacy vs. Isolation - Young adult. Who do I want to be with or date, what am I going to do with my life? Will I settle down? ,[object Object],caring - Generativity vs. Stagnation - the Mid-life crisis. Measure accomplishments/failures. Am I satisfied or not? The need to assist the younger generation. Stagnation is the feeling of not having done anything to help the next generation. ,[object Object],wisdom - Ego Integrity vs. Despair - old age. Some handle death well. They reflect on the past, and either conclude at satisfaction or despair,[object Object]
Learning Theories: Classical Conditioning,[object Object],Classical conditioning involves presentations of a neutral stimulus along with a stimulus of some significance (usually an unconditioned stimulus),[object Object],Classical conditioning is most important in helping us understand why seemingly neutral stimuli evoke a response from a client,[object Object]
Learning Theories: Operant Conditioning,[object Object],Operant conditioning is the use of consequences to modify the occurrence and form of behavior (Treatment planning),[object Object],Reinforcement is a consequence that increases a behavior.  +/-,[object Object],Punishmentis a consequence that decreases a behavior.  +/-,[object Object],Extinctionis the elimination of a behavior by removing the reward.,[object Object]
Learning Theories: Social Learning,[object Object],People learn from one another, through observational learning, imitation, and modeling. ,[object Object],People can learn by observingbehavior and the outcomes of those behaviors. ,[object Object],Learning can occur without a change in behavior.,[object Object],Cognition, awareness and expectations of future consequences can have a major effect on the behaviors that people exhibit.,[object Object],Reciprocal causation: The person, the behavior, and the environment can have an influence on each other.,[object Object]
Social Learning cont…,[object Object],4conditions that are necessary before an individual can learn,[object Object],Attention: the person must first pay attention to the model/situation ,[object Object],Retention: the observer must rememberthe behavior that has been observed. ,[object Object],Rehearsal: the third condition is the ability to replicate the behavior. ,[object Object],Motivation: Learners must want to demonstrate what they have learned. ,[object Object]
Social Learning cont…,[object Object],Self Regulation,[object Object],Set goals and standards,[object Object],Self-observe,[object Object],Judge yourself,[object Object],React, revisit and reinforce,[object Object]
Implications of Social Learning Theory,[object Object],Students often learn a lot by observing others. ,[object Object],Describing the consequences of behavior can effectively increase the appropriate behaviors and decrease inappropriate ones. ,[object Object],Modeling can be used in conjunction with shaping,[object Object],Expose people to a variety of other models/behaviors/lifestyles,[object Object],People must believe that they are capable or have a sense of self-efficacy. ,[object Object],Help students set realistic expectations,[object Object],Teach self-regulation techniques,[object Object]
Summary,[object Object],There are a multitude of theories,[object Object],Most boil down to clients lacking self confidence or motivation to do the correct behaviors,[object Object],By helping people identify obstacles to their behaviors or motivation, we can help them improve their quality of life. ,[object Object]
Further Reading,[object Object],Personality Theories:  http://webspace.ship.edu/cgboer/perscontents.html,[object Object]

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