1. While watching the video I observed Merideth’s automatic though.docx

1. While watching the video I observed Merideth’s automatic
thoughts on herself. Some of the things she discussed herself
were that she was shy, she doesn’t feel like she could tell cool
stories but has told good stories in the past. She sees herself as
invisible. She thinks if she does something embarrassing she
will end up alone. Merideth is very careful about conclusions
about herself.
I believe that Merideth is using labeling and mislabeling,
which involves portraying one’s identity on the basis of
imperfections and mistakes of the past. ( Corey,2018) She is
using the ideas of imperfections and mistakes from past
experiences to form the opinions of herself and her reality of
her future. She feels people will judge her too harshly if she
embarrasses herself. I think multi-column is a good way to
chart the client's feelings about themselves and it also helps
with their conclusions of how they feel about themselves.
2. I think that Cognitive theory is a great way to help the client
determine their realization of their feelings about themselves.
This is a way that the client can express their opinions about
themselves and work with the therapist to develop ways to
handle their insecurities. It does involve primary emotions and
behaviors that can be used in the mental process. It encourages
a hands-on approach and a deeper understanding of their
behaviors.
I personally like a more effective and direct approach. One that
breaks down the issues into simple theories. It helps the client
develop a sense of their surroundings and I feel it has a more
lasting effect on the client.
Corey, G. (2018). Theory and Practice of Counseling and
Psychotherapy. Boston, MA: Cengage Learning.

University of the Cumberlands
School of Computer & Information Sciences
ISOL-536 - Security Architecture & Design
Chapter 2: The Art of Security Assessment
Spring 2020
Dr. Errol Waithe
Chapter 2: The Art of Security Assessment
• 2.1 Why Art and Not Engineering?
• 2.2 Introducing “The Process”
• 2.3 Necessary Ingredients
• 2.4 The Threat Landscape
• 2.4.1 Who Are These Attackers? Why Do They Want to Attack
My System?
• 2.5 How Much Risk to Tolerate?
• 2.6 Getting Started
2.1 Why Art and Not Engineering?
The branch of science and technology concerned with the
design, building, and use of
engines, machines, and structures.
Definition of “engineering”:
• In contrast, a security architect must use her or his
understanding of the

currently active threat agents in order to apply these
appropriately to a
particular system. Whether a particular threat agent will aim at
a
particular system is as much a matter of understanding,
knowledge, and
experience as it is cold hard fact. Applying threat agents and
their
capabilities to any particular system is an essential activity
within the art
of threat modeling. Hence, a security assessment of an
architecture is
an act of craft.
2.2 Introducing “The Process”
• Because we security architects have methodologies, or I
should
say, I have a map in my mind while I assess, I can allow myself
to
run down threads into details without losing the whole of both
the architecture and the methodology.
• Practitioners will express these steps in different ways, and
there
are certainly many different means to express the process, all of
them valid.
• This series of steps assumes that the analyst has sufficient
understanding of system architecture and security architecture
going into the analysis.

2.2 Introducing “The Process” – Cont.
• As you read the following list, please remember that there are
significant prerequisite understandings and knowledge domains
that
contribute to a successful ARA.
• Collect the set of credible attack surfaces.
• Enumerate threats for this type of system and its intended
deployment
• Consider threats’ usual attack methods.
• Consider threats’ usual goals.
• Risk assess each attack surface. Risk rating will help to
prioritize attack.
surfaces and remediation.
• Factor in each existing security control (mitigations).
• Intersect threat’s attack methods against the inputs and
connections.
These are the set of attack surfaces.
• Enumerate inputs and connections
• An analysis must first uncover all the credible attack vectors
of the
system. This simple statement hides significant detail. At this
point in
this work, it may be sufficient to outline the following
mnemonic,
“ATASM.” Figure 2.1 graphically shows an ATASM flow:

Figure 2.1 Architecture, threats, attack surfaces, and
mitigations.
• These four steps are sketched in the Picture 2.1 – If we break
these down
into their constituent parts, we might have a list something like
the
following, more detailed list:
• Diagram (and understand) the logical architecture of the
system.
• List all the possible threat agents for this type of system.
• List the goals of each of these threat agents.
• List the typical attack methods of the threat agents.
• List the technical objectives of threat agents applying their
attack methods.
• Decompose (factor) the architecture to a level that exposes
every possible attack
surface.
• Apply attack methods for expected goals to the attack
surfaces.
2.3 Necessary Ingredients
• Just as a good cook pulls out all the ingredients from the
cupboards and arranges
them for ready access, so the experienced assessor has at her
fingertips information

that must feed into the assessment.
Figure 2.2 Knowledge sets that feed a security analysis.
Figure 2.3 Strategy knowledge, structure information, and
system specifi cs.
2.3 Necessary Ingredients – Cont.
• Figure 2.3 places each contributing knowledge domain within
the area for which it is
most useful. If it helps you to remember, these are the “3 S’s.”
Strategy, infrastructure
and security structures, and specifications about the system help
determine what is
important: “Strategy, Structures, Specification.”
Figure 2.3 Strategy knowledge, structure information, and
system specifics.
2.4 The Threat Landscape
• Differing groups target and attack different types of systems
in different
ways for different reasons. Each unique type of attacker is
called a
“threat agent.” The threat agent is simply an individual,
organization, or
group that is capable and motivated to promulgate an attack of
one sort
or another.

• Threat agents are not created equal.
• They have different goals.
• They have different methods.
• They have different capabilities and access.
• They have different risk profiles and will go to quite different
lengths to be
successful.
2.4 The Threat Landscape – Cont.
• There are three key attributes of human attackers, as follows:
• Intelligence
• Adaptivity
• Creativity
This means that whatever security is put into place can and will
be
probed, tested, and reverse engineered.
2.4.1 Who Are These Attackers? Why Do They
Want to Attack My System?
• Cyber crime can be an organized criminal’s “dream come
true.” Attacks
can be largely anonymous. Plenty of attack scenarios are
invisible to the
target until after success: Bank accounts can be drained in
seconds.
There’s typically no need for heavy handed thuggery, no guns,
no
physical interaction whatsoever. These activities can be

conducted with
far less risk than physical violence. “Clean crime?”
Want to Attack My System? – Cont.
• There are documented cases of criminals carefully targeting a
particular
organization. But even in this case, the attacks have gone after
the weak links
of the system, such as poorly constructed user passwords and
unpatched
systems with well-known vulnerabilities, rather than highly
sophisticated
attack scenarios making use of unknown vulnerabilities.
• Further, there’s little incentive to carefully map out a
particular person’s digital
life. That’s too much trouble when there are so many
(unfortunately) who
don’t patch their systems and who use the same, easily guessed
password for
many systems. It’s a simple matter of time and effort. When not
successful,
move on to the next mark.
• Sometimes a single set of data is targeted, and sometimes the
attacks
seem to be after whatever may be available. Multiple

diversionary
attacks may be exercised to hide the data theft. Note the level of
sophistication here:
• Carefully planned and coordinated
• Highly secretive
• Combination of techniques (sometimes highly sophisticated)
• Figure 2.4 attempts to provide a visual mapping of the
relationships
between various attributes that we might associate with threat
agents.
This figure includes inanimate threats, with which we are not
concerned
here. Attributes include capabilities, activity level, risk
tolerance,
strength of the motivation, and reward goals.
• Next slide - Figure 2.4 Threat agent attribute relationships.
Chapter 2: Summary
Information assurance is achieved when information and
information systems are
protected against attacks through the application of security
services such as availability,
integrity, authentication, confidentiality, and nonrepudiation.
The application of these services

should be based on the protect, detect, and react paradigm.
• This means that in addition to incorporating protection
mechanisms,
organizations need to expect attacks and include attack
detection
tools and procedures that allow them to react to and recover
from
these unexpected attacks.
University of the Cumberlands�School of Computer &
Information Sciences��Chapter 2: The Art of Security
Assessment 2.1 Why Art and Not Engineering? 2.2 Introducing
“The Process”2.2 Introducing “The Process” – Cont. 2.2
Introducing “The Process” – Cont. 2.2 Introducing “The
Process” – Cont. 2.3 Necessary Ingredients2.3 Necessary
Ingredients – Cont. 2.4 The Threat Landscape2.4 The Threat
Landscape – Cont. 2.4.1 Who Are These Attackers? Why Do
They Want to Attack My System?2.4.1 Who Are These
Attackers? Why Do They Want to Attack My System? – Cont.
2.4.1 Who Are These Attackers? Why Do They Want to Attack
My System? – Cont. 2.4.1 Who Are These Attackers? Why Do
They Want to Attack My System? – Cont. Slide Number
16Chapter 2: Summary
University of the Cumberlands
School of Computer & Information Sciences
ISOL-536 - Security Architecture & Design
Chapter 1: Introduction
Spring 2020
Dr. Errol Waithe

Welcome
• Chapter 1: Introduction
• 1.1 Breach! Fix It!
• 1.2 Information Security, as Applied to Systems
• 1.3 Applying Security to Any System
Chapter 1: Introduction
• 1.1 Breach! Fix It!
• Advances in information security have been repeatedly driven
by spectacular
attacks and by the evolutionary advances of the attackers.
• The password file for millions of customers was stolen
through the front end
of a web site pulling in 90% of a multi-billion dollar revenue
stream.
• The chance of an attempted attack of one kind or another is
certain. The
probability of a web attack is 100%; systems are being attacked
and will be
attacked regularly and continually.
• Indeed, system complexity leads to increasing the difficulty of
defense and,
inversely, decreasing the difficulty of successful exploitation.
The number of
flows between systems can turn into what architects call,
“spaghetti,” a
seeming lack of order and regularity in the design.

Chapter 1: Introduction – Cont.
• If a breach or significant compromise and loss creates an
opportunity, then
that opportunity quite often is to build a security architecture
practice. A
major part or focus of that maturing security architecture
practice will be the
assessment of systems for the purpose of assuring that when
deployed, the
assessed systems contain appropriate security qualities and
controls.
• Sensitive data will be protected in storage, transmission, and
processing.
• Sensitive access will be controlled (need-to-know,
authentication, and
authorization).
• Defenses will be appropriately redundant and layered to
account for failure.
• There will be no single point of failure in the controls.
• Systems are maintained in such a way that they remain
available for use.
• Activity will be monitored for attack patterns and failures.
• 1.2 Information Security, as Applied to Systems
• Security architecture applies the principles of security to
system

architectures.
• Without security architecture, the intrusion system (IDS)
might be distinct and
independent from the firewalls (perimeter). Firewalls and IDS
would then be
unconnected and independent from anti-virus and anti-malware
on the
endpoint systems and entirely independent of server protections.
• The security architect first uncovers the intentions and
security needs of the
organization: open and trusting or tightly controlled, the data
sensitivities,
and so forth.
• When standards do not match what can actually be achieved,
the standards
become empty ideals. In such a case, engineers’ confidence will
be shaken;
system project teams are quite likely to ignore standards, or
make up their
own. Security personnel will lose considerable influence.
Therefore, as we
shall see, it’s important that standards match capabilities
closely, even when
the capabilities are limited. In this way, all participants in the
system security
process will have more confidence in analysis and requirements.

• Decision makers need to understand precisely what protections
can be put
into place and have a good understanding of any residual,
unprotected risks
that remain.
• A suite of controls implemented for a system becomes that
system’s defense.
If well designed, these become a “defense-in-depth,” a set of
overlapping and
somewhat redundant controls. Because, of course, things fail.
One security
“principle” is that no single control can be counted upon to be
inviolable.
Everything may fail. Single points of failure are potentially
vulnerable.
• The Open Web Application Security Project (OWASP)
provides a distillation of
several of the most well known sets of computer security
principles:
• Apply defense-in-depth (complete mediation).
• Use a positive security model (fail-safe defaults, minimize
attack surface).
• Fail securely.
• Run with least privilege.
• Avoid security by obscurity (open design).
• Keep security simple (verifiable, economy of mechanism).
• Detect intrusions (compromise recording).
• Don’t trust infrastructure.

• Establish secure defaults.
• 1.3 Applying Security to Any System
• A typical progression of security maturity is to start by
building one-off security
features into systems during system implementation. During the
early periods, there
may be only one critical system that has any security
requirements! It will be easier
and cheaper to simply build the required security services as a
part of the system as
it’s being implemented. As time goes on, perhaps as business
expands into new
territories or different products, there will be a need for
common architectures, if for
no other reason than maintainability and shared cost. It is
typically at this point that a
security infrastructure comes into being that supports at least
some of the common
security needs for many systems to consume. It is
characteristically a virtue to keep
complexity to a minimum and to reap scales of economy.
• Almost every type and size of a system will have some
security needs. Although it
may be argued that a throw-away utility, written to solve a
singular problem, might
not have any security needs, if that utility finds a useful place

beyond its original
problem scope, the utility is likely to develop security needs at
some point.
• Complex business systems typically have security
requirements up front. In addition,
either the implementing organization or the users of the system
or both will have
security expectations of the system. But complexity is not the
determiner of security.
• Thus, the answer as to whether a system requires an ARA and
threat model is tied
to the answers to a number of key questions:
• What is the expected deployment model?
• What will be the distribution?
• What language and execution environment will run the
• Size, business criticality, expenses, and complexity, among
others, are dimensions
that may have a bearing, but are not solely deterministic. I have
seen many
Enterprise IT efforts fail, simply because there was an attempt
to reduce this early
decision to a two-dimensional space, yes/no questions. These
simplifications
invariably attempted to achieve efficiencies at scale.
Unfortunately, in practice today,
the decision to analyze the architecture of a system for security
is a complex,
multivariate problem.

• The answer to “Systems? Which systems?” cannot be overly
simplified. Depending
upon use cases and intentions, analyzing almost any system may
produce significant
security return on time invested. And, concomitantly, in a world
of limited resources,
some systems and, certainly, certain types of system changes
may be passed without
review. The organization may be willing to accept a certain
amount of unknown risk
asa result of not conducting a review.
Chapter 1: Summary
Information assurance is achieved when information and
information systems are
protected against attacks through the application of security
services such as availability,
integrity, authentication, confidentiality, and nonrepudiation.
The application of these services
should be based on the protect, detect, and react paradigm.
• This means that in addition to incorporating protection
mechanisms,
organizations need to expect attacks and include attack
detection
tools and procedures that allow them to react to and recover
from
these unexpected attacks.
University of the Cumberlands�School of Computer &
Information Sciences��WelcomeChapter 1: Introduction
Chapter 1: Introduction – Cont. Chapter 1: Introduction – Cont.

Chapter 1: Summary
In this week's discussion, I watched a session on the theory of
cognitive therapy. In this session, the client had worked with
the therapist about how they feel uncomfortable in a group
setting, and are having a hard time in the group discussion.
During the session, there was one automatic thought that stood
out to me. The client recalled about a class that she has, and an
inclusion activity that she was required to participate in it. The
client said, “I know it is called an inclusion activity, but it feels
the opposite for me”(Flanagan, Flanagan Retrieved 2020 ).
When she brought up this mental event, she simply stated how
she felt about the event without processing the outcomes of it.
The other automatic thought that I observed while watching the
session is when the client brought up her friend in the session.
This is a positive automatic thought when I observed it. As the
therapist continued with the session, the client said: “I just want
to be a helpful person with my friend” (Flanagan, Flanagan
Retrieved 2020 ). When the client said this, it was a way that
she remembered the time and situation that she could be of
helpfulness to her friend.
When we talk about the topic of cognitive distortions, I saw one
of the distortions specifically throughout the whole session. The
one distortion that I saw, was the concept of selective
abstraction (Corey 2017). What this means is that you come to
conclusions based on only part of the information. When you
come to these conclusions, they can sometimes focus mostly on
the weaknesses and not the successes (Corey 2017). This is the
client talking about themselves. In the video, the client talks
about how they are just wanting to be heard and how they think
that they are unable to speak and they would not say the correct
things when they finally get the courage to speak as well. The
counselor also used a multi-column worksheet, that I liked. In
my opinion, it was a way that you could understand different

issues that could be bothering the client and how they link
together without making that connection firsthand. The
counselor made the connection, as the session went on. It
happened organically which I liked as a whole.
As I was watching the session unfold, I liked the cognitive
theory. For me, it is a good balance of control between the
counselor and the client. I think that having an agenda through
the session is a good idea and even better when the client makes
the agenda with you. This type of theory requires more of a
counselor driven aspect and has more responsibility that needs
to come from the counselor. This makes me comfortable
because while there is an agenda, we do not always have to
touch on every aspect. It is a flexible session, because you may
discover new complications that could not be on the agenda that
the client may have not thought were issues. That is why
driving the session is important for the counselor.
Automatic thoughts are the negative thoughts that a person has
about themselves or a situation. These thoughts need to be
challenged with evidence to either support or deny their
accuracy. When the evidence does not support the thought, a
new alternative is introduced. However, if the automatic
thought is supported by evidence, the counselor can help the
client come up with an action plan to solve the problem (Corey,
2017). In the video, Meredith thinks several negative things
about herself during the activity in her stats class. She asks
herself, "Oh God, what am I going to say?" and "Why can't I be
articulate?" She also tells herself, "I never feel comfortable."
and "What I say doesn't matter much."
Cognitive distortions are errors in interpretation of our
cognitions (Corey, 2017). In the video, Meredith displayed
dichotomous thinking. She perceived that she was "never" able
to be clever or respond appropriately during the activity in her
stats class. With the help of the counselor, she was able to

realize that she did see situations as either black or white, the
extremes. At first, she was unable to recognize that she was a
"clever" storyteller sometimes. Her use of the word "never"
when saying how comfortable she was in groups also shows that
she is focused on the extremes.
I think the use of a multi column worksheet can be helpful for
both the counselor and the client if it is shared with them. It is
a great way to organize what the client is saying and can also
help clarify or categorize the client's thoughts as helpful or
unhelpful (Sommers-Flanagan, 2012, 2:41:46). Having the
thoughts written down can also show the client how distorted
they are. Sometimes, when someone sees something in writing,
he or she realizes that what they are thinking is not rational.
They can also see patterns such as how often they use words
such as "always" or "never."
I think that this approach has a lot of value with some clients.
Some clients may enter into therapy in such a state of crisis,
that they need the counselor to be more directive. Sometimes
clients may have an additional diagnosis that makes it hard for
them to process information. For example, individuals with
autism, often see things in concrete terms. They could benefit
from a counselor taking the lead and helping them reframe their
thoughts. I am somewhat comfortable with this approach
because I see the effectiveness of it. In order for my comfort
level to increase, I need to be able to practice it and see
examples of how it is used with children.
Corey, G. (2017). Theory and practice of counseling and
psychotherapy (10th ed.). Boston, MA: Cengage Learning.
Sommers-Flanagan, J., & Sommers-Flanagan, R.
(2012). Counseling and psychotherapy theories in context and
practice [Video]. Available from
psychotherapy.net/.bridges.searchmobius.org/stream/mobap/vid
eo?vid=277
Reply

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Tap into engagement
MindTap empowers you to produce your best work—
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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
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
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?
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
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Theory and Practice of Counseling and
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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.
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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
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.
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
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
Marianne Schnei-

der Corey and Cindy Corey)
iv
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v
�� I Never Knew I Had a Choice, Tenth Edition (2014, with
Marianne Schneider
Corey)

�� 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
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.
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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
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
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
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
Recommended Supplementary Readings 93
5 Adlerian Therapy 95
introduction 98
Key Concepts 98
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

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viii C o n t e n t s
6 Existential Therapy 129
introduction 132
Key Concepts 137

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
7 Person-Centered Therapy 163
introduction 165
Key Concepts 170
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
of stan 186

Person-centered Therapy applied to the case
of gwen 187
8 Gestalt Therapy 197
introduction 199
Key Concepts 200
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
9 Behavior Therapy 231
introduction 233

Key Concepts 236
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
10 Cognitive Behavior Therapy 269
introduction 270
Albert Ellis’s Rational Emotive Behavior
Therapy 270
Key Concepts 272
Procedures 275
Aaron Beck’s Cognitive Therapy 281
Christine Padesky and Kathleen Mooney’s
Strengths-Based Cognitive Behavioral Therapy 289
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
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C o n t e n t s ix

11 Choice Theory/Reality
Therapy 311
introduction 313
Key Concepts 314
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
12 Feminist Therapy 337
introduction 339
Key Concepts 341

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
13 Postmodern Approaches 367
Some Contemporary Founders of Postmodern
Therapies 368
Introduction to Social Constructionism 368

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