Counseling Theories Chapter 3 Carl Jung Jungian Analysis Jungian Analysis is the psychotherapeutic approach of Analytical Psychology in which the analyst and client work together to bring unconscious elements of the psyche into a more balanced relationship with conscious awareness and experience in an effort to discover meaning, facilitate maturation of the personality, improve mental health or provide relief to psychological suffering (Hamilton, 2018). Jungian Concepts Active Imagination -- Jung created the concept of active imagination as a way to describe bridging the gap between unconsciousness and consciousness. Using imagination, fantasy, dreams and meditation, a client is able bring their unconscious into the present through narrative or action. Active imagination relies on a client’s undirected observation of their imagination or dreams, not an intended image of their desires. Carl Jung Jungian Concepts Active Imagination – Jung created the concept of active imagination as a way to describe bridging the gap between unconsciousness and consciousness. Using imagination, fantasy, dreams and meditation, a client is able bring their unconscious into the present through narrative or action. Active imagination relies on a client’s undirected observation of their imagination or dreams, not an intended image of their desires. Carl Jung Jungian Concepts Individuation Individuals with emotional difficulties often feel like they live fragmented, disjointed lives filled with varying degrees of emotional experiences. Forward progress is often impaired as a result of inner conflict and self-sabotage stemming from segregation of the different selves within a person. Individuation involves integrating all of a person’s past positive and negative experiences in such a way that the person can live a healthy, productive, and emotionally stable life. Individuation allows a person to become unique and essentially individual from other human beings and the collective unconscious. The process of individuation occurs through various methods, including dream interpretation and active imagination, and gives birth to a mature, holistically healthy and harmonious individual. Carl Jung Jungian Concepts Collective Unconscious Jung was the first to use the term collective unconscious as a means for describing an expression of the unconscious that is exhibited by every living being with a nervous system. Rather than only possessing experiences from our personal history or our psyche, the collective unconscious organizes all of the experiences within a species. Jung believed the collective unconscious was inherited and inherent to each being, rather than a result of specific events. According to Jung, the human mind has innate characteristics “imprinted” on it as a result of evolution. These universal predispositions stem from our ancestral past. Fear of the dark, or of snakes and spiders could be examples of this imprint. Jung called these a.

1. Counseling
Theories
Chapter 3
Carl Jung
Jungian Analysis
Jungian Analysis is the psychotherapeutic approach of
Analytical Psychology in which the analyst and client work
together to bring unconscious elements of the psyche into a
more balanced relationship with conscious awareness and
experience in an effort to discover meaning, facilitate
maturation of the personality, improve mental health or provide
relief to psychological suffering (Hamilton, 2018).
Jungian Concepts
Active Imagination -- Jung created the concept of active
imagination as a way to describe bridging the gap between
unconsciousness and consciousness. Using imagination, fantasy,
dreams and meditation, a client is able bring their unconscious
into the present through narrative or action. Active imagination
relies on a client’s undirected observation of their imagination
or dreams, not an intended image of their desires.
Carl Jung
Jungian Concepts
Active Imagination –
Jung created the concept of active imagination as a way to
describe bridging the gap between unconsciousness and
consciousness.
Using imagination, fantasy, dreams and meditation, a client is

2. able bring their unconscious into the present through narrative
or action.
Active imagination relies on a client’s undirected observation of
their imagination or dreams, not an intended image of their
desires.
Carl Jung
Jungian Concepts
Individuation
Individuals with emotional difficulties often feel like they live
fragmented, disjointed lives filled with varying degrees of
emotional experiences. Forward progress is often impaired as a
result of inner conflict and self-sabotage stemming from
segregation of the different selves within a person.
Individuation involves integrating all of a person’s past positive
and negative experiences in such a way that the person can live
a healthy, productive, and emotionally stable life.
Individuation allows a person to become unique and essentially
individual from other human beings and the collective
unconscious.
The process of individuation occurs through various methods,
including dream interpretation and active imagination, and
gives birth to a mature, holistically healthy and harmonious
individual.
Carl Jung
Jungian Concepts
Collective Unconscious
Jung was the first to use the term collective unconscious as a
means for describing an expression of the unconscious that is

3. exhibited by every living being with a nervous system.
Rather than only possessing experiences from our personal
history or our psyche, the collective unconscious organizes all
of the experiences within a species.
Jung believed the collective unconscious was inherited and
inherent to each being, rather than a result of specific events.
According to Jung, the human mind has innate characteristics
“imprinted” on it as a result of evolution. These universal
predispositions stem from our ancestral past. Fear of the dark,
or of snakes and spiders could be examples of this imprint.
Jung called these ancestral memories and images archetypes.
Carl Jung
Jungian Archetypes
Archetypes (Jung, 1947) are images and thoughts which have
universal meanings across cultures which may show up in
dreams, literature, art, or religion.
Jung believed symbols from different cultures are often very
similar because they have emerged from archetypes shared by
the whole human race. For Jung, our primitive past becomes the
basis of the human psyche, directing and influencing present
behavior. Jung claimed to identify a large number of archetypes
but paid special attention to four.
The “persona” (or mask) -- is the outward face we present to the
world. It conceals our real self and Jung described it as the
“conformity” archetype. This is the public face or role a person
presents to others as someone different to who we really are
(like an actor).
Carl Jung
Jungian Archetypes
The Four Archetypes of Jungian Analysis

4. The “persona” (or mask) -- is the outward face we present to the
world. It conceals our real self and Jung described it as the
“conformity” archetype. This is the public face or role a person
presents to others as someone different to who we really are
(like an actor).
The anima/animus -- is the mirror image of our biological sex,
that is, the unconscious feminine side in males and the
masculine tendencies in women. Each sex manifests attitudes
and behavior of the other by virtue of centuries of living
together. The psyche of a woman contains masculine aspects
(the animus archetype), and the psyche of a man contains
feminine aspects (the anima archetype).
Carl Jung
Jungian Archetypes
The Four Archetypes of Jungian Analysis
The Shadow -- This is the animal side of our personality (like
the id in Freud). It is the source of both our creative and
destructive energies. In line with evolutionary theory, it may be
that Jung’s archetypes reflect predispositions that once had
survival value.
The Self -- provides a sense of unity in experience. For Jung,
the ultimate aim of every individual is to achieve a state of
selfhood (similar to self-actualization), and in this respect, Jung
(like Erikson) is moving in the direction of a more humanist
orientation.
Carl Jung
Jung’s Theory of Personality
Introversion and Extroversion
Introversion– Introverts are more comfortable living alone and

5. being by themselves. They depend on their “me time” to
recharge; they become immersed in their inner world and run
the risk of losing touch with their surroundings or their outer
world.
Extroversion – Extroverts are actively involved in the world of
people and things; they are socially active and more aware of
what is going on around them. They like to be part of groups,
communities and probable places where they get a chance to
interact. The idea of being alone terrifies them, leaving them
alienated from their inner selves.
Carl Jung
Jung’s Theory of Personality
Jung believed that no one is completely extroverted or
introverted, but they certainly connect to one or the other
attitude. Jung stated it this way:
“If you take an extrovert you will find his unconscious has an
introverted quality, because all the extraverted qualities are
played out
in his consciousness and the introverted are left in the
unconscious.”
Since both introverted and extroverted qualities exist in an
individual, Jung believed that each person thinks, feels, senses,
and experiences (intuition) the world in many different ways.
Additionally, Jung observed that perceiving and judging
functions were always used hand-in-hand with attitudes of
extraversion and introversion.
These eight mental functions were called his Eight Types by
Jung. These eight mental functions-in-attitude are the functions
that we use to adapt to the world, and these functions are the
core of Jung’s theory of psychological types.
Carl Jung

6. Carl Jung
Carl Jung
The Counseling Relationship in Jungian Counseling
Essential to Jung’s approach to counseling was his humanity.
This can be seen in the concept of the “wounded healer.” The
counselor is touched by the client’s pain (angry and hurtful
forces represented by the shadow). Accepting the client and
their psychological disturbance and unconscious processes are
critical to Jungian Analysis.
Although Jung took an individualistic, and patient-oriented
approach to his work, he proposed stages of the process of
Jungian analysis to provide a clearer understanding of analytic
work:
Catharsis – The intellectual and emotional confession of secrets.
Elucidation – Interpretation of the transference relationship.
Education – Socially education on superiority, power, and the
client’s issues to society.
Transformation or Individuation – focuses on individuals’
understanding their unique patterns and their individual
personalities.
Carl Jung
Jung’s Life Stages
The Athlete Stage – this is the stage in where we are most self-
absorbed, and therefore is the one which tends to be the least
mature. It is characterized by being obsessed mainly with our
phsysical appearance. The athlete phase can be narcissistic,
critical or both. There are people that have never made it out of
this phase or often go back to it.

7. The Warrior Stage – in this phase we start to take on some
responsibilities and sometimes people get the desire to beat the
world – which in simpler words mean to become more goal
oriented. The warrior stage is mainly characterized by the
struggles in our lives that we are facing at the early adulthood –
so we start to understand maturity. This is the most common
phase as most of the people go back to it along their lives as
they need to sort of re-invent themselves.
Carl Jung
Jung’s Life Stages
The Statement Stage – In this stage we ask ourselves “What
have I done for others?” Basically the aims in your life change.
They shift from personal achievements that you got in the
warrior stage to accomplishing goals based on forwarding other
people’s lives. Hence, this phase would correspond to parenting,
as your focus becomes providing a better life for your children.
The Spirit Stage – this is the final stage where people realize
their essence – meaning that they are more than the things they
have gained (as money, friends, possessions, among others).
This spirit phase is characterized by “getting out of your own
mind” and focusing on what is waiting for us beyond physical
beings. According to philosopher Lao Tzu, the supreme virtue is
to be able to have without possessing, acting with no
expectations, and leading and not trying to control.
Lab 01: Coffee Problem
Purpose of Experiment: To perform specific heat calculations
and check those calculations using the virtual lab example.
Deliverables:
· A screenshot of the correct answer and all calculations and
explanations
Instructions:

8. For this lab assignment, you will need to read the instructions
for the Metals Density Problem on the ChemCollective website.
After you complete this reading, return to this assignment to
read an example problem that will help you to complete the lab
on the ChemCollective page.
Go to lab
page: http://chemcollective.org/activities/autograded/115
To complete the lab, all calculations and an explanation of how
you will make the coffee must be shown in the provided box
below the virtual lab. Once the green check box is clicked and
the lab shows you have a correct answer, take a screen shot and
submit the screenshot of the lab for your grade.
Lab Assistance:
The following will help you to complete out the Coffee Problem
lab.
All glassware used in this lab (even the pipets) must be
insulated. Once the coffee and milk are selected, you must
change the temperature to the initial temperature and insulate
the glassware or it will quickly lose temperature.
Hint: the coffee is in an insulated travel mug, so no heat
escapes. To insulate a piece of glassware in Virtual Lab, Mac-
users should command-click (or open-apple click) on the beaker
or flask; Windows users should right click on the beaker or
flask. From the menu that appears, choose “Thermal
Properties.” Check the box labeled “insulated from
surroundings.” The temperature of the solution in that beaker or
flask will remain constant.
All calculations and an explanation of how you will make the
coffee must be shown in the provided box below the virtual lab.
Once the green check box is clicked and the lab shows you have
a correct answer, take a screen shot and submit the screenshot
of the lab for your grade.
Example question and calculation:
You decided to make hot water for your favorite flavored tea
drink. The water, after boiling, was at about 98 ˚C when you
poured it over the tea bags. You now have 100 mL hot tea at 98

9. ˚C and want to dilute the tea and bring it to room temperature at
about 25 ˚C. To make the tea to the correct temperature, you
will add a portion of cold water at a temperature of 5 ˚C. How
much cold water should you add to the hot tea water? (Hint: the
density of tea and water is 1 g/mL and the specific heat of tea
and water is 4.184 J/g∙˚C).
First convert the volume to mass using density:
100mL⋅ 1g1mL=100g100mL⋅ 1g1mL=100g
Next, use the following equation: q=m×C×ΔTq=m×C×∆T. This
problem requires an endothermic and an exothermic reaction;
therefore the equation is modified: q=−qq=−q. The cold water
absorbs heat and is the endothermic reaction; therefore, the cold
water portion is the qq. The tea temperature being brought down
is releasing heat and therefore is the −q−q side of the equation.
Now we can substitute the m×C×ΔTm×C×∆T for each qq,
making sure to keep the signs of each qq.
(m×C×ΔT)=−(m×C×ΔT)(m×C×∆T)=−(m×C×∆T)
(m×C×(Tf−Ti))=−(m×C×(Tf−Ti))(m×C×(Tf−Ti))=−(m×C×(Tf−T
i))
(m×4.184Jg⋅ ℃×(25℃−5℃))=−(100g×4.184Jg⋅ ℃×(25℃−98℃
))(m×4.184Jg⋅ ℃×(25℃−5℃))=−(100g×4.184Jg⋅ ℃×(25℃−98
℃))
(m×4.184Jg⋅ ℃×(20℃))=−(100g×4.184Jg⋅ ℃×(−73℃))(m×4.1
84Jg⋅ ℃×(20℃))=−(100g×4.184Jg⋅ ℃×(−73℃))
(m×83.68Jg)=−(−30,543.2J)(m×83.68Jg)=−(−30,543.2J)
(m×83.68Jg)=30,543.2J(m×83.68Jg)=30,543.2J
m=30,543.2J83.68Jg=365gm=30,543.2J83.68Jg=365g
Convert the grams into mL with the
density: 365g×1mL1g=365mL365g×1mL1g=365mL
Once you have completed the calculation, check you work by
doing the virtual lab as explained.

10. Lab 2 Powerade
To access your lab, please follow these instructions-- *if you
have already done steps 1-10, simply log in to view your course
and participate in lab activities:
1. Please go
to: https://oli.cmu.edu/jcourse/webui/register/student.do
2. This will bring you to the “Course Key Students” page.
3. Enter the Course Key "GRC19" in the box and click
"register.”
4. Create an account by filling in the information (be sure to use
an account ID and password you will remember and make a note
of it for future logins).
5. Click “I’m not a robot” and “Sign Up.”
6. Confirm your account by clicking on “confirm account.”
7. Read the consent form, then agree by choosing “I agree” and
“submit.”
8. Click on “Register” for the Chemistry Virtual Lab Activities
with Instructor Sandra Raysor.
9. Click on “Enter course” next to the red arrow to begin the
lab.
10. Find the lab required for the assignment and begin work.
Should you experience issues, please contact the PSC at 1-866-
693-2211 and let them know you need assistance with labs in
the CHM1100 course.
Purpose of Experiment: To modify the concentration of liquids.
All of the instructions for this lab are located within
ChemCollective. You will step through this lab completing
different tasks on different pages. At the end of each task, you
will see a "Correct" or "Incorrect" screen. You are able to try
again if you see an "Incorrect" screen. Be sure to take a
screenshot of each "Correct" screen. Submit a zip file of all

11. screenshots for this lab activity.
63727_fm_rev02.indd 6 18/09/15 11:54 AM
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Tap into engagement
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Interactive
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12. “MindTap puts practice questions in a format that works well
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MindTap helps you stay
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by giving you the study tools to master the material.
MindTap empowers
and motivates
with information that shows where you stand at all times—both
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MindTap delivers real-world
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Flashcards
readspeaker
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MyNotes
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selF QuizziNg
& practice
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Theories at-a-Glance
The tables in this book compare theories over a range of topics,
thereby providing you with
the ability to easily compare, contrast, and grasp the practical
aspects of each theory. These
tables also serve as invaluable resources that can be used to
review the key concepts, philoso-
phies, limitations, contributions to multicultural counseling,
applications, techniques, and
goals of all theories in this text.
The following chart provides a convenient guide to the tables in
this text.
Pages
6 –7 Table 1.1 Overview of Contemporary Counseling Models
62– 63 Table 4.1 Ego-Defense Mechanisms
65– 66 Table 4.2 Comparison of Freud’s Psychosexual Stages
and Erikson’s
Psychosocial Stages
432 Table 15.1 The Basic Philosophies

14. 433– 434 Table 15.2 Key Concepts
438 Table 15.3 Goals of Therapy
441– 442 Table 15.4 The Therapeutic Relationship
443– 444 Table 15.5 Techniques of Therapy
444– 445 Table 15.6 Applications of the Approaches
446 Table 15.7 Contributions to Multicultural Counseling
447 Table 15.8 Limitations in Multicultural Counseling
448– 449 Table 15.9 Contributions of the Approaches
449– 450 Table 15.10 Limitations of the Approaches
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Overview of Focus Questions for the Theories
For the chapters dealing with the different theories, you will

15. have a basic understand-
ing of this book if you can answer the following questions as
they apply to each of the eleven
theories:
Who are the key figures (founder or founders) associated with
the approach?
What are some of the basic assumptions underlying this
approach?
What are a few of the key concepts that are essential to this
theory?
What do you consider to be the most important goals of this
therapy?
What is the role the therapeutic relationship plays in terms of
therapy outcomes?
What are a few of the techniques from this therapy model that
you would want to incorporate
into your counseling practice?
What are some of the ways that this theory is applied to client
populations, settings, and treat-
ment of problems?
What do you see as the major strength of this theory from a
diversity perspective?
What do you see as the major shortcoming of this theory from a
diversity perspective?
What do you consider to be the most significant contribution of
this approach?

16. What do you consider to be the most significant limitation of
this approach?
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Australia • Brazil • Mexico • Singapore • United Kingdom •
United States
Gerald Corey
California State University, Fullerton
Diplomate in Counseling Psychology,
American Board of Professional Psychology
Theory and PracTice
of counseling and
PsychoTheraPy
Tenth Edition
63727_fm_rev02.indd 1 20/10/15 10:25 AM

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18. from the eBook and/or eChapter(s).
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Printed in the United States of America
Print Number: 01 Print Year: 2015
© 2017, 2013, Cengage Learning
ALL RIGHTS RESERVED. No part of this work covered by the
copyright
herein may be reproduced, transmitted, stored, or used in any
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or by any means graphic, electronic, or mechanical, including
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limited to photocopying, recording, scanning, digitizing, taping,
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distribution, information networks, or information storage and
retrieval
systems, except as permitted under Section 107 or 108 of the
1976
United States Copyright Act, without the prior written
permission of
the publisher.
Theory and Practice of Counseling and
Psychotherapy, Tenth Edition
Gerald Corey

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To the founders and key figures of the theories presented
in this book—with appreciation for their contributions
to contemporary counseling practice.
63727_fm_rev02.indd 3 18/09/15 11:54 AM

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iv
abouT The auThor
gerald corey is Professor Emeritus of Human Services and
Counseling at
California State University at Fullerton. He received his
doctorate in counseling
from the University of Southern California. He is a Diplomate
in Counseling Psy-
chology, American Board of Professional Psychology; a
licensed psychologist; and a

23. National Certified Counselor. He is a Fellow of the American
Psychological Associa-
tion (Division 17, Counseling Psychology; and Division 49,
Group Psychotherapy);
a Fellow of the American Counseling Association; and a Fellow
of the Association
for Specialists in Group Work. He also holds memberships in
the American Group
Psychotherapy Association; the American Mental Health
Counselors Association;
the Association for Spiritual, Ethical, and Religious Values in
Counseling; the Asso-
ciation for Counselor Education and Supervision; and the
Western Association of
Counselor Education and Supervision. Both Jerry and Marianne
Corey received the
Lifetime Achievement Award from the American Mental Health
Counselors Associ-
ation in 2011, and both of them received the Eminent Career
Award from ASGW in
2001. Jerry was given the Outstanding Professor of the Year
Award from California
State University at Fullerton in 1991. He regularly teaches both
undergraduate and
graduate courses in group counseling and ethics in counseling.

24. He is the author or
coauthor of 15 textbooks in counseling currently in print, along
with more than 60
journal articles and book chapters. Several of his books have
been translated into
other languages. Theory and Practice of Counseling and
Psychotherapy has been trans-
lated into Arabic, Indonesian, Portuguese, Turkish, Korean, and
Chinese. Theory and
Practice of Group Counseling has been translated into Korean,
Chinese, Spanish, and
Russian. Issues and Ethics in the Helping Professions has been
translated into Korean,
Japanese, and Chinese.
In the past 40 years Jerry and Marianne Corey have conducted
group counsel-
ing training workshops for mental health professionals at many
universities in the
United States as well as in Canada, Mexico, China, Hong Kong,
Korea, Germany,
Belgium, Scotland, England, and Ireland. In his leisure time,
Jerry likes to travel,
hike and bicycle in the mountains, and drive his 1931 Model A
Ford. Marianne

25. and Jerry have been married since 1964. They have two adult
daughters, Heidi and
Cindy, two granddaughters (Kyla and Keegan), and one
grandson (Corey).
Recent publications by Jerry Corey, all with Cengage Learning,
include:
�� Theory and Practice of Group Counseling, Ninth Edition
(and Student Manual)
(2016)
�� Becoming a Helper, Seventh Edition (2016, with Marianne
Schneider
Corey)
�� Issues and Ethics in the Helping Professions, Ninth Edition
(2015, with Mari-
anne Schneider Corey, Cindy Corey, and Patrick Callanan)
�� Group Techniques, Fourth Edition (2015, with Marianne
Schneider
Corey, Patrick Callanan, and J. Michael Russell)
�� Groups: Process and Practice, Ninth Edition (2014, with

26. Marianne Schnei-
der Corey and Cindy Corey)
iv
63727_fm_rev02.indd 4 18/09/15 11:54 AM
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not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
www.acetxt.com
v
�� I Never Knew I Had a Choice, Tenth Edition (2014, with
Marianne Schneider
Corey)

27. �� Case Approach to Counseling and Psychotherapy, Eighth
Edition (2013)
�� The Art of Integrative Counseling, Third Edition (2013)
Jerry Corey is coauthor (with Barbara Herlihy) of Boundary
Issues in Counseling:
Multiple Roles and Responsibilities, Third Edition (2015) and
ACA Ethical Standards Case-
book, Seventh Edition (2015); he is coauthor (with Robert
Haynes, Patrice Moulton,
and Michelle Muratori) of Clinical Supervision in the Helping
Professions: A Practical
Guide, Second Edition (2010); he is the author of Creating Your
Professional Path: Les-
sons From My Journey (2010). All four of these books are
published by the American
Counseling Association.
He has also made several educational DVD programs on various
aspects of
counseling practice: (1) Ethics in Action: DVD and Workbook
(2015, with Marianne
Schneider Corey and Robert Haynes); (2) Groups in Action:
Evolution and Challenges

28. DVD and Workbook (2014, with Marianne Schneider Corey and
Robert Haynes);
(3) DVD for Theory and Practice of Counseling and
Psychotherapy: The Case of Stan and
Lecturettes (2013); (4) DVD for Integrative Counseling: The
Case of Ruth and Lecturettes (2013,
with Robert Haynes); and (5) DVD for Theory and Practice of
Group Counseling (2012).
All of these programs are available through Cengage Learning.
63727_fm_rev02.indd 5 18/09/15 11:54 AM
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not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
www.acetxt.com

29. 63727_fm_rev02.indd 6 18/09/15 11:54 AM
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not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Preface xi
P A R T 1
BASIC ISSUES IN
COUNSELING PRACTICE
1 Introduction and Overview 1
introduction 2
Where I Stand 3
Suggestions for Using the Book 5
Overview of the Theory Chapters 6

30. Introduction to the Case of Stan 9
Introduction to the Case of Gwen 13
2 The Counselor: Person and
Professional 17
introduction 18
The Counselor as a Therapeutic Person 18
Personal Therapy for the Counselor 20
The Counselor’s Values and the Therapeutic Process 22
Becoming an Effective Multicultural Counselor 25
Issues Faced by Beginning Therapists 28
Summary 35
3 Ethical Issues in Counseling
Practice 37
introduction 38
Putting Clients’ Needs Before Your Own 38
Ethical Decision Making 39
The Right of Informed Consent 41
Dimensions of Confidentiality 42
Ethical Issues From a Multicultural Perspective 43
Ethical Issues in the Assessment Process 45
Ethical Aspects of Evidence-Based Practice 48

31. Managing Multiple Relationships in Counseling
Practice 49
Becoming an Ethical Counselor 52
Summary 53
Where to Go From Here 53
Recommended Supplementary Readings for
Part 1 54
P A R T 2
THEORIES AND TECHNIQUES
OF COUNSELING
4 Psychoanalytic Therapy 57
introduction 58
Key Concepts 59
The Therapeutic Process 66
Application: Therapeutic Techniques and
Procedures 72
Jung’s Perspective on the Development of
Personality 77
Contemporary Trends: Object-Relations
Theory, Self Psychology, and Relational
Psychoanalysis 79

32. Psychoanalytic Therapy From a Multicultural
Perspective 84
Psychoanalytic Therapy applied to the case of
stan 85
Psychoanalytic Therapy applied to the case of
gwen 87
Summary and Evaluation 89
Self-Reflection and Discussion Questions 92
Where to Go From Here 92
Recommended Supplementary Readings 93
5 Adlerian Therapy 95
introduction 98
Key Concepts 98
The Therapeutic Process 104
Application: Therapeutic Techniques and
Procedures 108
Adlerian Therapy From a Multicultural
Perspective 119
adlerian Therapy applied to the case of stan 121
adlerian Therapy applied to the case of gwen 122
Contents
vii

33. 63727_fm_rev02.indd 7 18/09/15 11:54 AM
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
viii C o n t e n t s
Summary and Evaluation 124
Self-Reflection and Discussion Questions 126
Where to Go From Here 127
Recommended Supplementary Readings 128
6 Existential Therapy 129
introduction 132
Key Concepts 137
The Therapeutic Process 146

34. Application: Therapeutic Techniques and
Procedures 149
Existential Therapy From a Multicultural
Perspective 153
existential Therapy applied to the case
of stan 155
existential Therapy applied to the case
of gwen 156
Summary and Evaluation 157
Self-Reflection and Discussion Questions 160
Where to Go From Here 160
Recommended Supplementary Readings 162
7 Person-Centered Therapy 163
introduction 165
Key Concepts 170
The Therapeutic Process 171
Application: Therapeutic Techniques and
Procedures 176
Person-Centered Expressive Arts
Therapy 180
Motivational Interviewing 182
Person-Centered Therapy From a Multicultural
Perspective 184
Person-centered Therapy applied to the case

35. of stan 186
Person-centered Therapy applied to the case
of gwen 187
Summary and Evaluation 190
Self-Reflection and Discussion Questions 193
Where to Go From Here 193
Recommended Supplementary Readings 195
8 Gestalt Therapy 197
introduction 199
Key Concepts 200
The Therapeutic Process 206
Application: Therapeutic Techniques and
Procedures 211
Gestalt Therapy From a Multicultural
Perspective 220
gestalt Therapy applied to the case of stan 221
gestalt Therapy applied to the case of gwen 223
Summary and Evaluation 224
Self-Reflection and Discussion Questions 227
Where to Go From Here 227
Recommended Supplementary Readings 229
9 Behavior Therapy 231

36. introduction 233
Key Concepts 236
The Therapeutic Process 238
Application: Therapeutic Techniques and
Procedures 240
Behavior Therapy From a Multicultural
Perspective 258
behavior Therapy applied to the case of stan 259
behavior Therapy applied to the case of gwen 260
Summary and Evaluation 262
Self-Reflection and Discussion Questions 265
Where to Go From Here 266
Recommended Supplementary Readings 267
10 Cognitive Behavior Therapy 269
introduction 270
Albert Ellis’s Rational Emotive Behavior
Therapy 270
Key Concepts 272
The Therapeutic Process 273
Application: Therapeutic Techniques and
Procedures 275
Aaron Beck’s Cognitive Therapy 281
Christine Padesky and Kathleen Mooney’s
Strengths-Based Cognitive Behavioral Therapy 289

37. Donald Meichenbaum’s Cognitive Behavior
Modification 293
Cognitive Behavior Therapy From a Multicultural
Perspective 298
cognitive behavior Therapy applied to the case
of stan 300
cognitive behavior Therapy applied to the case
of gwen 302
Summary and Evaluation 303
63727_fm_rev02.indd 8 18/09/15 11:54 AM
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not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
C o n t e n t s ix

38. Self-Reflection and Discussion Questions 307
Where to Go From Here 308
Recommended Supplementary Readings 310
11 Choice Theory/Reality
Therapy 311
introduction 313
Key Concepts 314
The Therapeutic Process 318
Application: Therapeutic Techniques and
Procedures 320
Choice Theory/Reality Therapy From a Multicultural
Perspective 327
reality Therapy applied to the case of stan 329
reality Therapy applied to the case of gwen 331
Summary and Evaluation 332
Self-Reflection and Discussion Questions 334
Where to Go From Here 334
Recommended Supplementary Readings 336
12 Feminist Therapy 337
introduction 339
Key Concepts 341
The Therapeutic Process 345

39. Application: Therapeutic Techniques and
Procedures 348
Feminist Therapy From a Multicultural
and Social Justice Perspective 354
feminist Therapy applied to the case of stan 355
feminist Therapy applied to the case of gwen 357
Summary and Evaluation 360
Self-Reflection and Discussion Questions 364
Where to Go From Here 364
Recommended Supplementary Readings 366
13 Postmodern Approaches 367
Some Contemporary Founders of Postmodern
Therapies 368
Introduction to Social Constructionism 368