Psychoanalysis and Behavioral Approach

Wednesday, February 7, 2018Wednesday, February 7, 2018
Syed Md. Sajjad KabirSyed Md. Sajjad Kabir
Chairman and Assistant ProfessorChairman and Assistant Professor
Department of PsychologyDepartment of Psychology
University of ChittagongUniversity of Chittagong
smskabirpsy@cu.ac.bdsmskabirpsy@cu.ac.bdSYED MD. SAJJAD KABIRSYED MD. SAJJAD KABIR UNIVERSITY OF CHITTAGONGUNIVERSITY OF CHITTAGONG

Book Reference: Kabir, SMS (2017).Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar ProkashanaEssentials of Counseling. Abosar Prokashana
Sangstha, Banglabazar, Dhaka-1100; ISBN:Sangstha, Banglabazar, Dhaka-1100; ISBN:
978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
Psychoanalytic ApproachPsychoanalytic Approach
Behavioral Approach-Behavioral Approach-
 Cognitive Behavioral Therapy (CBT)Cognitive Behavioral Therapy (CBT)
 Rational Emotive Behavioral TherapyRational Emotive Behavioral Therapy
(REBT)(REBT)
 Transactional Analysis (TA)Transactional Analysis (TA)
Counseling Approaches
2

Basic PhilosophyBasic Philosophy
 Human beings are basically determined byHuman beings are basically determined by
psychic energy and by early experiences.psychic energy and by early experiences.
 Unconscious motives and conflicts areUnconscious motives and conflicts are
centralcentral
in present behavior.in present behavior.
 Irrational forces are strong; the person isIrrational forces are strong; the person is
driven by sexual and aggressive impulses.driven by sexual and aggressive impulses.
 Early development is of critical importanceEarly development is of critical importance
because later personality problems havebecause later personality problems have
theirtheir
roots in repressed childhood conflicts.roots in repressed childhood conflicts.
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11
PSYCHOANALYTICAL APPROACHPSYCHOANALYTICAL APPROACH
Sigmund FreudSigmund Freud
(May 6, 1856 –September 23, 1939)(May 6, 1856 –September 23, 1939)
3

 Normal personality development is basedNormal personality development is based
onon
successful resolution and integration ofsuccessful resolution and integration of
psychosexual stages of development.psychosexual stages of development.
 Faulty personality development is theFaulty personality development is the
resultresult
of inadequate resolution of some specificof inadequate resolution of some specific
stage.stage.
 Id, ego, and superego constitute theId, ego, and superego constitute the
basisbasis
of personality structure.of personality structure.
 Anxiety is a result of repression of basicAnxiety is a result of repression of basic
conflicts.conflicts.
 Unconscious processes are centrallyUnconscious processes are centrally
relatedrelated
to current behavior.to current behavior.
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PSYCHOANALYTICALAPPROACHPSYCHOANALYTICALAPPROACH
Key ConceptsKey Concepts 11
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 Helping the client bring into the conscious theHelping the client bring into the conscious the
unconscious.unconscious.
 Helping the client work through aHelping the client work through a
developmental stage that was not resolved ordevelopmental stage that was not resolved or
where the client became fixated.where the client became fixated.
 To reconstruct the basic personality.To reconstruct the basic personality.
 To assist clients in reliving earlier experiencesTo assist clients in reliving earlier experiences
and working through repressed conflicts.and working through repressed conflicts.
 To achieve intellectual awareness.To achieve intellectual awareness.
 Help the client adjustment to the demands ofHelp the client adjustment to the demands of
work, intimacy, and society.work, intimacy, and society.
Goals of TherapyGoals of Therapy 11
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 To encourage the development ofTo encourage the development of
transference, giving the client a sensetransference, giving the client a sense
of safety and acceptance.of safety and acceptance.
 Client freely explores difficult materialClient freely explores difficult material
and experiences from their past,and experiences from their past,
gaining insight and working throughgaining insight and working through
unresolved issues.unresolved issues.
 Counselor is an expert, who interpretsCounselor is an expert, who interprets
for the client.for the client.
Role of the CounselorRole of the Counselor 11
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 The analyst remains anonymous, and clientsThe analyst remains anonymous, and clients
develop projections toward him or her.develop projections toward him or her.
 Focus is on reducing the resistances thatFocus is on reducing the resistances that
develop in working with transference and ondevelop in working with transference and on
establishing more rational control.establishing more rational control.
 Clients undergo long-term analysis, engage inClients undergo long-term analysis, engage in
free association, to uncover conflicts, and gainfree association, to uncover conflicts, and gain
insight by talking.insight by talking.
 The analyst makes interpretations to teachThe analyst makes interpretations to teach
them the meaning of current behavior asthem the meaning of current behavior as
related to the past.related to the past.
Therapeutic RelationshipTherapeutic Relationship 11
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 Interpretation, dream analysis, freeInterpretation, dream analysis, free
association, analysis of resistance, analysisassociation, analysis of resistance, analysis
of transference.of transference.
 All are designed to help clients gain accessAll are designed to help clients gain access
to their unconscious conflicts, which leadsto their unconscious conflicts, which leads
to insight and eventual assimilation of newto insight and eventual assimilation of new
material by the ego.material by the ego.
 Diagnosis and testing are often used.Diagnosis and testing are often used.
 Questions are used to develop a caseQuestions are used to develop a case
history.history.
Techniques of TherapyTechniques of Therapy 11
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 It can be used by those with a specificIt can be used by those with a specific
emotional concern as well as those who simplyemotional concern as well as those who simply
want to explore themselves.want to explore themselves.
 Understanding why we are the way we areUnderstanding why we are the way we are
often brings with it a sense of well-being andoften brings with it a sense of well-being and
a stronger sense of self.a stronger sense of self.
 It is better suited to more general concernsIt is better suited to more general concerns
such as anxiety, relationship difficulties,such as anxiety, relationship difficulties,
sexual issues or low self-esteem.sexual issues or low self-esteem.
 Phobias, social shyness and difficulties sleepingPhobias, social shyness and difficulties sleeping
are further examples of areas that could beare further examples of areas that could be
addressed within psychoanalytic therapy.addressed within psychoanalytic therapy.
ApplicationsApplications 11
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 Its focus on family dynamics is appropriate forIts focus on family dynamics is appropriate for
working with many minority groups.working with many minority groups.
 Therapist’s formality appeals to clients whoTherapist’s formality appeals to clients who
expect professional distance.expect professional distance.
 Notion of ego defense is helpful inNotion of ego defense is helpful in
understanding inner dynamics and dealing withunderstanding inner dynamics and dealing with
environmental stresses.environmental stresses.
 Its focus on insight, intra-psychic dynamics,Its focus on insight, intra-psychic dynamics,
and long-term treatment.and long-term treatment.
 Internal focus is often in conflict with culturalInternal focus is often in conflict with cultural
values that stress an interpersonal andvalues that stress an interpersonal and
environmental focus.environmental focus.
MulticulturalismMulticulturalism 11
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 This approach has generated controversy as well asThis approach has generated controversy as well as
exploration and has stimulated further thinking andexploration and has stimulated further thinking and
development of therapy.development of therapy.
 It has provided a detailed and comprehensiveIt has provided a detailed and comprehensive
description of personality structure and functioning.description of personality structure and functioning.
 It has brought into prominence factors such as theIt has brought into prominence factors such as the
unconscious as a determinant of behavior and theunconscious as a determinant of behavior and the
role of trauma during the first 6 years of life.role of trauma during the first 6 years of life.
 It has developed techniques for tapping theIt has developed techniques for tapping the
unconscious.unconscious.
 It has shed light on the dynamics of transferenceIt has shed light on the dynamics of transference
and counter-transference, resistance, anxiety, andand counter-transference, resistance, anxiety, and
the mechanisms of ego defense.the mechanisms of ego defense.
ContributionsContributions 11
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 Requires lengthy training for therapists andRequires lengthy training for therapists and
much time and expense for clients.much time and expense for clients.
 The model stresses biological and instinctiveThe model stresses biological and instinctive
factors to the neglect of social, cultural, andfactors to the neglect of social, cultural, and
interpersonal ones.interpersonal ones.
 Its methods are not applicable for solvingIts methods are not applicable for solving
specific problems of clients in lowerspecific problems of clients in lower
socioeconomic classes and are not appropriatesocioeconomic classes and are not appropriate
for many ethnic and cultural groups.for many ethnic and cultural groups.
 It is inappropriate for the typical counselingIt is inappropriate for the typical counseling
setting.setting.
LimitationsLimitations 11
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Basic PhilosophyBasic Philosophy
 Behavior is the product ofBehavior is the product of
learning.learning.
 We are both the product and theWe are both the product and the
producer of the environment.producer of the environment.
 No set of unifying assumptionsNo set of unifying assumptions
about behavior can incorporate allabout behavior can incorporate all
the existing procedures in thethe existing procedures in the
behavioral field.behavioral field.
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BEHAVIORAL APPROACHBEHAVIORAL APPROACH
Burrhus Frederic (B. F.) SkinnerBurrhus Frederic (B. F.) Skinner
(March 20, 1904 – August 18, 1990)(March 20, 1904 – August 18, 1990) 22
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 Focus is on overt behavior, precisionFocus is on overt behavior, precision
inin
specifying goals of treatment,specifying goals of treatment,
development of specific treatmentdevelopment of specific treatment
plans,plans,
and objective evaluation of therapyand objective evaluation of therapy
outcomes.outcomes.
 Therapy is based on the principles ofTherapy is based on the principles of
learning theory.learning theory.
 Normal behavior is learned throughNormal behavior is learned through
reinforcement and imitation.reinforcement and imitation.
 Abnormal behavior is the result ofAbnormal behavior is the result of
faultyfaulty
learning.learning.
 This approach stresses presentThis approach stresses present
behavior.behavior. Wednesday, February 7, 2018Wednesday, February 7, 2018
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BEHAVIORALAPPROACHBEHAVIORALAPPROACH
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 Generally, to eliminate maladaptiveGenerally, to eliminate maladaptive
behaviors and learn more effectivebehaviors and learn more effective
behaviors.behaviors.
 To focus on factors influencing behaviorTo focus on factors influencing behavior
and find what can be done aboutand find what can be done about
problematic behavior.problematic behavior.
 Clients have an active role in settingClients have an active role in setting
treatment goals and evaluating how welltreatment goals and evaluating how well
these goals are being met.these goals are being met.
Goals of TherapyGoals of TherapyBEHAVIORALAPPROACHBEHAVIORALAPPROACH 22
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 Roles of the counselor are varies andRoles of the counselor are varies and
include being a consultant, a reinforcer,include being a consultant, a reinforcer,
and a facilitator.and a facilitator.
 Counselor is active and may supervise otherCounselor is active and may supervise other
people in the client’s environment topeople in the client’s environment to
achieve the goals of therapy.achieve the goals of therapy.
 Counselors using social learning may modelCounselors using social learning may model
the desired behavior.the desired behavior.
 Use of tests and diagnosis varied greatlyUse of tests and diagnosis varied greatly
among behavioral counselors.among behavioral counselors.
Role of the CounselorRole of the CounselorBEHAVIORALAPPROACHBEHAVIORALAPPROACH 22
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 Therapist is active and directive andTherapist is active and directive and
functions as a teacher or trainer infunctions as a teacher or trainer in
helping clients learn more effectivehelping clients learn more effective
behavior.behavior.
 Clients must be active in the processClients must be active in the process
and experiment with new behaviors.and experiment with new behaviors.
 A good working relationship isA good working relationship is
essential for implementing behavioralessential for implementing behavioral
procedures.procedures.
Therapeutic RelationshipTherapeutic RelationshipBEHAVIORALAPPROACHBEHAVIORALAPPROACH 22
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 Main techniques are systematic desensitization,Main techniques are systematic desensitization,
relaxation methods, flooding, eye movement andrelaxation methods, flooding, eye movement and
desensitization reprocessing, reinforcementdesensitization reprocessing, reinforcement
techniques, modeling, cognitive restructuring,techniques, modeling, cognitive restructuring,
assertion and social skills training, self-managementassertion and social skills training, self-management
programs, behavioral rehearsal, coaching, andprograms, behavioral rehearsal, coaching, and
various multimodal therapy techniques.various multimodal therapy techniques.
 Diagnosis or assessment is done at the outset toDiagnosis or assessment is done at the outset to
determine a treatment plan.determine a treatment plan.
 Questions are used, such as what, how, and whenQuestions are used, such as what, how, and when
(but not why).(but not why).
 Contracts and homework assignments are alsoContracts and homework assignments are also
typically used.typically used.
Techniques of TherapyTechniques of TherapyBEHAVIORALAPPROACHBEHAVIORALAPPROACH 22
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 A pragmatic approach based on empiricalA pragmatic approach based on empirical
validation of results.validation of results.
 Enjoys wide applicability to individual, group,Enjoys wide applicability to individual, group,
marital, and family counseling.marital, and family counseling.
 The approach is well suited are phobicThe approach is well suited are phobic
disorders, depression, sexual disorders,disorders, depression, sexual disorders,
children’s behavioral disorders, stuttering, andchildren’s behavioral disorders, stuttering, and
prevention of cardiovascular disease.prevention of cardiovascular disease.
 Beyond clinical practice, its principles areBeyond clinical practice, its principles are
applied in fields such as pediatrics, stressapplied in fields such as pediatrics, stress
management, behavioral medicine, education,management, behavioral medicine, education,
and geriatrics.and geriatrics.
ApplicationsApplicationsBEHAVIORALAPPROACHBEHAVIORALAPPROACH 22
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978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
 Its focus on behavior, rather than on feelings,Its focus on behavior, rather than on feelings,
is compatible with many cultures.is compatible with many cultures.
 Counselor and client working toward mutuallyCounselor and client working toward mutually
agreed-on goals, assisting clients in learningagreed-on goals, assisting clients in learning
practical skills, an educational focus, andpractical skills, an educational focus, and
stress on self-management strategies.stress on self-management strategies.
 Counselors assess the possible consequences ofCounselors assess the possible consequences of
making behavioral changes.making behavioral changes.
 Family members may not value clients newlyFamily members may not value clients newly
acquired assertive style, so clients must beacquired assertive style, so clients must be
taught how to cope with resistance by others.taught how to cope with resistance by others.
MulticulturalismMulticulturalismBEHAVIORALAPPROACHBEHAVIORALAPPROACH 22
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 Emphasis is on assessment and evaluationEmphasis is on assessment and evaluation
techniques, thus providing accountable practice.techniques, thus providing accountable practice.
 Specific problems are identified, and clientsSpecific problems are identified, and clients
are kept informed about progress toward theirare kept informed about progress toward their
goals.goals.
 Demonstrated effectiveness in many areas ofDemonstrated effectiveness in many areas of
human functioning.human functioning.
 The approach has undergone extensiveThe approach has undergone extensive
expansion and research literature abounds.expansion and research literature abounds.
 It makes room for cognitive factors andIt makes room for cognitive factors and
encourages self-directed programs forencourages self-directed programs for
behavioral change.behavioral change.
ContributionsContributionsBEHAVIORALAPPROACHBEHAVIORALAPPROACH 22
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 It may change behavior but not feelings that it-It may change behavior but not feelings that it-
• ignores the relational factors in therapy;ignores the relational factors in therapy;
• does not provide insight;does not provide insight;
• ignores historical causes of present behavior;ignores historical causes of present behavior;
• involves control and manipulation by theinvolves control and manipulation by the
therapist; andtherapist; and
• is limited in its capacity to address certainis limited in its capacity to address certain
aspects of the human condition.aspects of the human condition.
 Behavior change cannot always be objectivelyBehavior change cannot always be objectively
assessed because of the difficulty in controllingassessed because of the difficulty in controlling
environmental variables.environmental variables.
LimitationsLimitationsBEHAVIORALAPPROACHBEHAVIORALAPPROACH 22
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 A combination of cognitive and behavioralA combination of cognitive and behavioral
therapies, this approach helps peopletherapies, this approach helps people
changechange
negative thought patterns, beliefs, andnegative thought patterns, beliefs, and
behaviors so they can manage symptomsbehaviors so they can manage symptoms
andand
enjoy more productive, less stressful lives.enjoy more productive, less stressful lives.
 It is generally short-term and focused onIt is generally short-term and focused on
helping clients deal with a very specifichelping clients deal with a very specific
problem. During the course of treatment,problem. During the course of treatment,
people learn how to identify and changepeople learn how to identify and change
destructive or disturbing thought patternsdestructive or disturbing thought patterns
that have a negative influence on behavior.that have a negative influence on behavior.
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COGNITIVE BEHAVIORAL THERAPYCOGNITIVE BEHAVIORAL THERAPY
Dr. Aaron Temkin Beck
(July 18, 1921 to present)(July 18, 1921 to present) 33
23

 Based on the Cognitive Model of EmotionalBased on the Cognitive Model of Emotional
Response.Response.
 Briefer and Time-Limited.Briefer and Time-Limited.
 A sound therapeutic relationship is necessaryA sound therapeutic relationship is necessary
forfor
effective therapy, but not the focus.effective therapy, but not the focus.
 It is a collaborative effort between theIt is a collaborative effort between the
therapist and the client.therapist and the client.
 Based on aspects of stoic philosophy.Based on aspects of stoic philosophy.
 Uses the Socratic Method.Uses the Socratic Method.
 It is structured and directive.It is structured and directive.
 Based on an educational model.Based on an educational model.
 CBT theory and techniques rely on theCBT theory and techniques rely on the
InductiveInductive
Method.Method.
 Homework is a central feature of CBT.Homework is a central feature of CBT.
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COGNITIVEBEHAVIORALTHERAPYCOGNITIVEBEHAVIORALTHERAPY
Characteristics of CBTCharacteristics of CBT 33
24

This therapy is particularly helpful for thoseThis therapy is particularly helpful for those
who -who -
• suffer from depression and/or anxietysuffer from depression and/or anxiety
• suffer from post-traumatic stresssuffer from post-traumatic stress
disorderdisorder
• have an addictionhave an addiction
• want to change their behaviorwant to change their behavior
• have anger issueshave anger issues
• eating disorders, such as anorexia andeating disorders, such as anorexia and
bulimiabulimia
• sleep problems, such as insomniasleep problems, such as insomnia
• panic disorderpanic disorder
• have a phobiahave a phobia
• suffer from obsessive-compulsive behavior.suffer from obsessive-compulsive behavior.
978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
COGNITIVEBEHAVIORALTHERAPYCOGNITIVEBEHAVIORALTHERAPY Who could benefit from CBT?Who could benefit from CBT? 33
25

 Individuals tend to incorporate faultyIndividuals tend to incorporate faulty
thinking,thinking,
which leads to emotional and behavioralwhich leads to emotional and behavioral
disturbances.disturbances.
 Cognitions are the major determinants of howCognitions are the major determinants of how
wewe
feel and act.feel and act.
 Therapy is primarily oriented toward cognitionTherapy is primarily oriented toward cognition
and behavior, and it stresses the role ofand behavior, and it stresses the role of
thinking, deciding, questioning, doing, and re-thinking, deciding, questioning, doing, and re-
deciding.deciding.
 This is a psycho-educational model, whichThis is a psycho-educational model, which
emphasizes therapy as a learning process,emphasizes therapy as a learning process,
including acquiring and practicing new skills,including acquiring and practicing new skills,
learning new ways of thinking, and acquiringlearning new ways of thinking, and acquiring
moremore
effective ways of coping with problems.effective ways of coping with problems.
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Basic PhilosophyBasic Philosophy 33
26

 Although psychological problems mayAlthough psychological problems may
bebe
rooted in childhood, they arerooted in childhood, they are
perpetuated through re-indoctrinationperpetuated through re-indoctrination
inin
the now.the now.
 A person’s belief system is theA person’s belief system is the
primaryprimary
cause of disorders.cause of disorders.
 Internal dialogue plays a central roleInternal dialogue plays a central role
inin
one’s behavior.one’s behavior.
 Clients focus on examining faultyClients focus on examining faulty
assumptions and misconceptions and onassumptions and misconceptions and on
replacing these with effective beliefs.replacing these with effective beliefs.
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 To challenge clients to confrontTo challenge clients to confront
faulty beliefs with contradictoryfaulty beliefs with contradictory
evidence that they gather andevidence that they gather and
evaluate.evaluate.
 Helping clients seek out theirHelping clients seek out their
dogmatic beliefs and vigorouslydogmatic beliefs and vigorously
minimizing them.minimizing them.
 To become aware of automaticTo become aware of automatic
thoughts and to change them.thoughts and to change them.
Goals of TherapyGoals of Therapy 33COGNITIVEBEHAVIORALTHERAPYCOGNITIVEBEHAVIORALTHERAPY
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 Therapist functions as a teacher and client as aTherapist functions as a teacher and client as a
student.student.
 Therapist is highly directive and teaches clients anTherapist is highly directive and teaches clients an
A-B-C model of changing their cognitions.A-B-C model of changing their cognitions.
 Focus is on a collaborative relationship.Focus is on a collaborative relationship.
 Using a Socratic dialogue, the therapist assistsUsing a Socratic dialogue, the therapist assists
clients in identifying dysfunctional beliefs andclients in identifying dysfunctional beliefs and
discovering alternative rules for living.discovering alternative rules for living.
 Therapist promotes corrective experience that leadTherapist promotes corrective experience that lead
to learning new skills.to learning new skills.
 Clients gain insight into their problems and thenClients gain insight into their problems and then
must actively practice changing self-defeatingmust actively practice changing self-defeating
thinking and acting.thinking and acting.
Therapeutic RelationshipTherapeutic Relationship 33COGNITIVEBEHAVIORALTHERAPYCOGNITIVEBEHAVIORALTHERAPY
29

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 Therapists use a variety of cognitive, emotive,Therapists use a variety of cognitive, emotive,
and behavioral techniques.and behavioral techniques.
 An active, directive, time-limited, present-An active, directive, time-limited, present-
centered, structured therapy.centered, structured therapy.
 Techniques include engaging in SocraticTechniques include engaging in Socratic
dialogue, debating irrational beliefs, carryingdialogue, debating irrational beliefs, carrying
out homework assignments, gathering data onout homework assignments, gathering data on
assumptions, keeping a record of activities,assumptions, keeping a record of activities,
forming alternative interpretations, learningforming alternative interpretations, learning
new coping skills, changing one’s language andnew coping skills, changing one’s language and
thinking patterns, role playing, imagery, andthinking patterns, role playing, imagery, and
confronting faulty beliefs.confronting faulty beliefs.
Techniques of TherapyTechniques of Therapy 33COGNITIVEBEHAVIORALTHERAPYCOGNITIVEBEHAVIORALTHERAPY
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 Has been widely applied to the treatment ofHas been widely applied to the treatment of
depression, anxiety, marital problems, stressdepression, anxiety, marital problems, stress
management, skill training, substance abuse,management, skill training, substance abuse,
assertion training, eating disorders, panicassertion training, eating disorders, panic
attacks, performance anxiety, and socialattacks, performance anxiety, and social
phobia.phobia.
 The approach is especially useful for assistingThe approach is especially useful for assisting
people in modifying their cognitions.people in modifying their cognitions.
 Many self-help approaches utilize itsMany self-help approaches utilize its
principles.principles.
 Can be applied to a wide range of clientCan be applied to a wide range of client
populations with a variety of specific problems.populations with a variety of specific problems.
ApplicationsApplications 33COGNITIVEBEHAVIORALTHERAPYCOGNITIVEBEHAVIORALTHERAPY
31

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 Collaborative approach offers clients opportunitiesCollaborative approach offers clients opportunities
to express their areas of concern.to express their areas of concern.
 Psycho-educational dimensions are often useful inPsycho-educational dimensions are often useful in
exploring cultural conflicts and teaching newexploring cultural conflicts and teaching new
behavior.behavior.
 Focus on teaching and learning tends to avoid theFocus on teaching and learning tends to avoid the
stigma of mental illness.stigma of mental illness.
 Before too quickly attempting to change the beliefsBefore too quickly attempting to change the beliefs
and actions of clients, it is essential to understandand actions of clients, it is essential to understand
and respect their world.and respect their world.
 Some clients may have serious reservations aboutSome clients may have serious reservations about
questioning their basic cultural values and beliefs.questioning their basic cultural values and beliefs.
MulticulturalismMulticulturalism 33COGNITIVEBEHAVIORALTHERAPYCOGNITIVEBEHAVIORALTHERAPY
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 Emphasis on a comprehensive andEmphasis on a comprehensive and
eclectic therapeutic practice;eclectic therapeutic practice;
numerous cognitive, emotive, andnumerous cognitive, emotive, and
behavioral techniques; an openness tobehavioral techniques; an openness to
incorporating techniques from otherincorporating techniques from other
approaches; and a methodology forapproaches; and a methodology for
challenging and changing faultychallenging and changing faulty
thinking.thinking.
 Most forms can be integrated intoMost forms can be integrated into
other mainstream therapies.other mainstream therapies.
ContributionsContributions 33COGNITIVEBEHAVIORALTHERAPYCOGNITIVEBEHAVIORALTHERAPY
33

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 Tends to play down emotionsTends to play down emotions
 Does not focus on exploring theDoes not focus on exploring the
unconscious or underlyingunconscious or underlying
conflictsconflicts
 Sometimes does not giveSometimes does not give
enough weight to client’s past.enough weight to client’s past.
LimitationsLimitations 33COGNITIVEBEHAVIORALTHERAPYCOGNITIVEBEHAVIORALTHERAPY
34

 It was first called Rational Therapy, laterIt was first called Rational Therapy, later
Rational Emotive Therapy (RET), then changedRational Emotive Therapy (RET), then changed
toto
Rational Emotive Behavior Therapy (REBT).Rational Emotive Behavior Therapy (REBT).
 It was first introduced in 1955 by Dr. AlbertIt was first introduced in 1955 by Dr. Albert
Ellis who had become increasing frustrated withEllis who had become increasing frustrated with
the ineffectiveness of psychotherapy. Ellisthe ineffectiveness of psychotherapy. Ellis
drew adrew a
method which he believed was more directive,method which he believed was more directive,
efficient, and effective.efficient, and effective.
 REBT is focused on helping clients changeREBT is focused on helping clients change
irrational beliefs.irrational beliefs.
 Replacement of illogical and unrealistic ideasReplacement of illogical and unrealistic ideas
withwith
more realistic and adaptive ones through directmore realistic and adaptive ones through direct
intervention and confrontation by the therapist.intervention and confrontation by the therapist.
978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
RATIONAL EMOTIVE BEHAVIOR THERAPY (REBT)RATIONAL EMOTIVE BEHAVIOR THERAPY (REBT)
Dr. Albert EllisDr. Albert Ellis
(September 27, 1913 – July 24, 2007)(September 27, 1913 – July 24, 2007) 44
35

 Ellis suggested that people mistakenly blameEllis suggested that people mistakenly blame
external events for unhappiness. He argued thatexternal events for unhappiness. He argued that
it is our interpretation of those events that trulyit is our interpretation of those events that truly
lies at psychological distress. To explain thislies at psychological distress. To explain this
process, Ellis developed what he referred to asprocess, Ellis developed what he referred to as
the ABC Model -the ABC Model -
AA –– AActivating Event: Something happens inctivating Event: Something happens in
the environment around you.the environment around you.
BB –– BBeliefs: You hold a belief about theeliefs: You hold a belief about the
eventevent
or situation.or situation.
CC –– CConsequence: You have an emotionalonsequence: You have an emotional
response to your belief.response to your belief.
978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
RATIONAL EMOTIVE BEHAVIOR THERAPY (REBT)RATIONAL EMOTIVE BEHAVIOR THERAPY (REBT)
Dr. Albert EllisDr. Albert Ellis
(September 27, 1913 – July 24, 2007)(September 27, 1913 – July 24, 2007) 44
36

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
 Counselors are direct and active in theirCounselors are direct and active in their
teaching and correcting the client’steaching and correcting the client’s
cognitions.cognitions.
 A good REBT counselor must be bright,A good REBT counselor must be bright,
knowledgeable, empathetic, persistent,knowledgeable, empathetic, persistent,
scientific, interested in helping others andscientific, interested in helping others and
use RET in their personal lives (Ellis,use RET in their personal lives (Ellis,
1980).1980).
 Counselor does not rely heavily on theCounselor does not rely heavily on the
DSMIV categories.DSMIV categories.
Role of The CounselorRole of The Counselor 44REBTREBT
37

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
 Primary goal is to help people live rational andPrimary goal is to help people live rational and
productive lives.productive lives.
 People’s thoughts and beliefs about events thatPeople’s thoughts and beliefs about events that
creates difficulties, not the events or the situations.creates difficulties, not the events or the situations.
 Client to understand that wishes and wants are notClient to understand that wishes and wants are not
entitlements to be demanded. Thinking that involvesentitlements to be demanded. Thinking that involves
the words must, should, ought, have to, and needthe words must, should, ought, have to, and need
are demands, not an expression of wants or desires.are demands, not an expression of wants or desires.
 It helps clients stop catastrophizing when wants andIt helps clients stop catastrophizing when wants and
desires are not met.desires are not met.
 It stresses the appropriateness of the emotionalIt stresses the appropriateness of the emotional
response to the situation or event.response to the situation or event.
 Changing self-defeating behaviors or cognitions.Changing self-defeating behaviors or cognitions.
 Espouses acceptance and tolerance of self and ofEspouses acceptance and tolerance of self and of
others in order to achieve life goals.others in order to achieve life goals.
Goals of The TherapyGoals of The Therapy 44
REBTREBT
38

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
1.1. Identifying the underlying irrationalIdentifying the underlying irrational
thought patterns and beliefs.thought patterns and beliefs.
 Feeling excessively upset over other people’sFeeling excessively upset over other people’s
mistakes or misconduct.mistakes or misconduct.
 100 percent competent and successful in100 percent competent and successful in
everythingeverything
to be valued and worthwhile.to be valued and worthwhile.
 Be happier if avoid life’s difficulties or challenges.Be happier if avoid life’s difficulties or challenges.
 No control over own happiness; contentment andNo control over own happiness; contentment and
joyjoy
are dependent upon external forces.are dependent upon external forces.
 Possessing rigid expectations of ourselves andPossessing rigid expectations of ourselves and
others only leads to disappointment, recrimination,others only leads to disappointment, recrimination,
regret, and anxiety.regret, and anxiety.
Steps in REBTSteps in REBT 44
REBTREBT
39

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
2.2. Challenging the irrational beliefs.Challenging the irrational beliefs.
 Challenge the mistaken beliefs,Challenge the mistaken beliefs,
therapist must dispute these beliefstherapist must dispute these beliefs
using very direct and evenusing very direct and even
confrontational methods.confrontational methods.
 Rather than simply being warm andRather than simply being warm and
supportive, the therapist needs to besupportive, the therapist needs to be
blunt, honest, and logical in order toblunt, honest, and logical in order to
push people toward changing theirpush people toward changing their
thoughts and behaviors.thoughts and behaviors.
Steps in REBTSteps in REBT 44REBTREBT
40

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
3.3. Gaining Insight and RecognizingGaining Insight and Recognizing
Irrational Thought Patterns.Irrational Thought Patterns.
 While REBT utilizes cognitive strategies to helpWhile REBT utilizes cognitive strategies to help
clients, it also focuses on emotions and behaviorsclients, it also focuses on emotions and behaviors
as well.as well.
 In addition to identifying and disputing irrationalIn addition to identifying and disputing irrational
beliefs, therapists and clients also work togetherbeliefs, therapists and clients also work together
to target the emotional responses that accompanyto target the emotional responses that accompany
problematic thoughts.problematic thoughts.
 Clients are also encouraged to change unwantedClients are also encouraged to change unwanted
behaviors using such things as meditation,behaviors using such things as meditation,
journaling, and guided imagery.journaling, and guided imagery.
Steps in REBTSteps in REBT 44REBTREBT
41

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
It can be effective in theIt can be effective in the
treatment of a range of -treatment of a range of -
• psychological disorderspsychological disorders
including anxiety disordersincluding anxiety disorders
and phobias;and phobias;
• specific behaviors such asspecific behaviors such as
severe shyness and excessivesevere shyness and excessive
approval seeking.approval seeking.
ApplicationsApplications 44REBTREBT
42

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
 It works best for individuals desiring a scientific,It works best for individuals desiring a scientific,
present-focused, and active treatment for copingpresent-focused, and active treatment for coping
with life’s difficulties, rather than one which iswith life’s difficulties, rather than one which is
mystical, historical, and largely passive.mystical, historical, and largely passive.
 It is based on a few simple principles havingIt is based on a few simple principles having
profound implications -profound implications -
• You are responsible for your own emotions andYou are responsible for your own emotions and
actions,actions,
• Your harmful emotions and dysfunctional behaviorsYour harmful emotions and dysfunctional behaviors
are the product of your irrational thinking,are the product of your irrational thinking,
• You can learn more realistic views with practice,You can learn more realistic views with practice,
make them a part of you,make them a part of you,
• You’ll experience a deeper acceptance of yourself andYou’ll experience a deeper acceptance of yourself and
greater satisfactions in life by developing a reality-greater satisfactions in life by developing a reality-
based perspective.based perspective.
How Does REBT Work?How Does REBT Work? 44
REBTREBT
43

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
 It distinguishes clearly between two veryIt distinguishes clearly between two very
different types of difficulties: practicaldifferent types of difficulties: practical
problems and emotional problems.problems and emotional problems.
 Your flawed behavior, unfair treatment byYour flawed behavior, unfair treatment by
others, and undesirable situations,others, and undesirable situations,
represent practical problems.represent practical problems.
 Regrettably, your human tendency is toRegrettably, your human tendency is to
upset yourself about these practicalupset yourself about these practical
problems, thereby unnecessarily creating aproblems, thereby unnecessarily creating a
second order of problems - emotionalsecond order of problems - emotional
suffering.suffering.
REBTREBT
44

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
 Take responsibility for distress. Only youTake responsibility for distress. Only you
can upset yourself about events - thecan upset yourself about events - the
events themselves, no matter howevents themselves, no matter how
undesirable, can never upset you.undesirable, can never upset you.
 Recognize that neither another person, norRecognize that neither another person, nor
an adverse circumstance, can ever disturban adverse circumstance, can ever disturb
you - only you can. Others can cause youyou - only you can. Others can cause you
physical pain - or can block your goals. Butphysical pain - or can block your goals. But
you create your own emotional suffering,you create your own emotional suffering,
or self-defeating behavioral patterns,or self-defeating behavioral patterns,
about what others do or say.about what others do or say.
REBTREBT
45

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
Identify your “musts”. Once you admit that youIdentify your “musts”. Once you admit that you
distort your own emotions and actions, then determinedistort your own emotions and actions, then determine
precisely how. The culprit usually lies in one of theprecisely how. The culprit usually lies in one of the
three core “musts” –three core “musts” –
Must #1Must #1 ((a demand on yourselfa demand on yourself): I MUST do well and): I MUST do well and
get approval, or else I’m worthless. This demandget approval, or else I’m worthless. This demand
causes anxiety, depression, and lack of assertiveness.causes anxiety, depression, and lack of assertiveness.
Must #2Must #2 ((a demand on othersa demand on others): You MUST treat me): You MUST treat me
reasonably, considerately, and lovingly, or else you’rereasonably, considerately, and lovingly, or else you’re
no good. This must leads to resentment, hostility, andno good. This must leads to resentment, hostility, and
violence.violence.
Must #3Must #3 ((a demand on situationsa demand on situations): Life MUST be): Life MUST be
fair, easy, and hassle-free, or else it’s awful. Thisfair, easy, and hassle-free, or else it’s awful. This
thinking is associated with hopelessness,thinking is associated with hopelessness,
procrastination, and addictions.procrastination, and addictions.
REBTREBT
46

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
 Ascertain what you’re demanding of yourself,Ascertain what you’re demanding of yourself,
or significant others, or circumstances.or significant others, or circumstances.
 Dispute your “musts”. Begin by askingDispute your “musts”. Begin by asking
yourself-yourself-
• What’s the evidence for my ‘must’?What’s the evidence for my ‘must’?
• How is it true?How is it true?
• Where’s it etched in stone?Where’s it etched in stone?
• And then by seeing: There’s no evidence. MyAnd then by seeing: There’s no evidence. My
‘‘must’ is entirely false. It’s not carved indeliblymust’ is entirely false. It’s not carved indelibly
anywhere.anywhere.
 Make your view ‘must’-free, and then yourMake your view ‘must’-free, and then your
emotions will heal.emotions will heal.
REBTREBT
47

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
 Reinforce your preferences –
Preference #1: I strongly PREFER to do well and
get approval, but even if I fail, I will accept
myself fully.
Preference #2: I strongly PREFER that you treat
me reasonably, kindly, and lovingly, but since I
don’t run the universe, and it’s a part of your
human nature to err, I, then, cannot control you.
Preference #3: I strongly PREFER that life be
fair, easy, and hassle-free, and it’s very
frustrating that it isn't, but I can bear
frustration and still considerably enjoy life.
REBTREBT
48

 It is considered a fundamental therapy forIt is considered a fundamental therapy for
well-well-
being and for helping individuals to reach theirbeing and for helping individuals to reach their
full potential in all aspects of life.full potential in all aspects of life.
 In counseling TA therapy is very versatile andIn counseling TA therapy is very versatile and
cancan
be used in a wide range of areas andbe used in a wide range of areas and
incorporatesincorporates
key themes from humanistic, integrative,key themes from humanistic, integrative,
psychoanalytical, psychodynamic therapies.psychoanalytical, psychodynamic therapies.
 Though it is commonly recognized as a briefThough it is commonly recognized as a brief
andand
solution-focused approach, transactionalsolution-focused approach, transactional
analysisanalysis
can also be applied as an effective long-term,can also be applied as an effective long-term,
in-in-
depth therapy.depth therapy. Wednesday, February 7, 2018Wednesday, February 7, 2018
978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
TRANSACTIONAL ANALYSIS (TA)TRANSACTIONAL ANALYSIS (TA)
Dr. Eric BerneDr. Eric Berne
(May 10, 1910 – July 15, 1970)(May 10, 1910 – July 15, 1970) 55
49

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
 TA has an optimistic view of human nature thatTA has an optimistic view of human nature that
believes people can change despite life’s events andbelieves people can change despite life’s events and
that is never too late to change one’s life. Allthat is never too late to change one’s life. All
decisions that are made in life can be redecided.decisions that are made in life can be redecided.

 TA uses four major methods to analyze andTA uses four major methods to analyze and
predict behavior-predict behavior-
1.1.Structural analysisStructural analysis looks at what is happening withinlooks at what is happening within
the individual.the individual.
2.2.Transactional analysisTransactional analysis looks at what is happeninglooks at what is happening
between two or more people.between two or more people.
3.3.Game analysisGame analysis looks at transactions betweenlooks at transactions between
individuals leading to negative feelings.individuals leading to negative feelings.
4.4.Script analysisScript analysis looks at the life plan the individual haslooks at the life plan the individual has
chosen to follow.chosen to follow.
View of Human NatureView of Human Nature 55TRANSACTIONALANALYSISTRANSACTIONALANALYSIS
50

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
1.1. Structural AnalysisStructural Analysis describes eachdescribes each
person in terms of three ego states –person in terms of three ego states –
A.A. Parent ego stateParent ego state contains thecontains the
parental admonishments and valuesparental admonishments and values
with dos, shoulds, and oughts.with dos, shoulds, and oughts.
B.B. Adult ego stateAdult ego state contains thecontains the
objective, thinking, rational andobjective, thinking, rational and
logical ability to deal with reality.logical ability to deal with reality.
C.C. Child ego stateChild ego state is the source ofis the source of
childlike behaviors and feelings.childlike behaviors and feelings.
51

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
2. Transactional analysis2. Transactional analysis - to the- to the
communication exchanges between people.communication exchanges between people.
A.A.Complementary transactionsComplementary transactions - both people- both people
communicating from the same ego state.communicating from the same ego state.
B. Crossed transactionsB. Crossed transactions - both people coming- both people coming
from different ego states and resulting in anfrom different ego states and resulting in an
unexpected hurtful response.unexpected hurtful response.
C. Ulterior transactionsC. Ulterior transactions - people coming from- people coming from
different ego states, but the responsesdifferent ego states, but the responses
appear to be from the same ego state.appear to be from the same ego state.
52

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
3. Game analysis3. Game analysis involves three levels ofinvolves three levels of
games or ulterior transactions thatgames or ulterior transactions that
appear to be complementary.appear to be complementary.
 First degreeFirst degree games which is played ingames which is played in
social situations leading to mild upsets.social situations leading to mild upsets.
 Second degreeSecond degree games are played ingames are played in
more intimate circles and lead to reallymore intimate circles and lead to really
bad feeling.bad feeling.
 Third degreeThird degree games are violent usuallygames are violent usually
ending in jail, hospital or the morgue.ending in jail, hospital or the morgue.
53

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
4. Script Analysis4. Script Analysis involves the plans that ainvolves the plans that a
person makes for their life. Common ones are-person makes for their life. Common ones are-
 Never scriptsNever scripts - who believes never do well.- who believes never do well.
 Until scriptsUntil scripts - who continues to wait until- who continues to wait until
deserve the reward.deserve the reward.
 Always scriptsAlways scripts - continuing without change.- continuing without change.
 After scriptsAfter scripts - anticipation of difficulty after- anticipation of difficulty after
a certain event.a certain event.
 Open-ended scriptsOpen-ended scripts - lack of direction after a- lack of direction after a
given time or event.given time or event.
 Ideal life scriptIdeal life script - is characterized by the “I- is characterized by the “I
am ok and you are ok”.am ok and you are ok”.
54

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
Four life positions that a person can hold for howFour life positions that a person can hold for how
operationalizes his or her life.operationalizes his or her life.
I’m OK and you are OK.I’m OK and you are OK. Healthiest position about life.Healthiest position about life.
I feel good about myself; about others and theirI feel good about myself; about others and their
competence.competence.
I’m OK and you are not OK.I’m OK and you are not OK. I feel good about myselfI feel good about myself
but I see others as damaged or less than.but I see others as damaged or less than.
I’m not OK and you are OK.I’m not OK and you are OK. Person sees him/herselfPerson sees him/herself
as the weak partner in relationships as the others inas the weak partner in relationships as the others in
life are definitely better than the self.life are definitely better than the self.
I’m not OK and you are not OK.I’m not OK and you are not OK. Worst position to be.Worst position to be.
I believe that I am in a terrible state and the rest ofI believe that I am in a terrible state and the rest of
the world is as bad.the world is as bad.
55

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
 StrokesStrokes - refer to compliments, acceptance- refer to compliments, acceptance
and recognition, which are influential in howand recognition, which are influential in how
people lead their lives.people lead their lives.
 IntimacyIntimacy - can lead to the development of- can lead to the development of
repetitive patterns of behavior that can hinderrepetitive patterns of behavior that can hinder
a person’s potential.a person’s potential.
 RedecisionRedecision - refers to an individual’s capacity- refers to an individual’s capacity
to make changes to certain decisions made as ato make changes to certain decisions made as a
child that stem from unconscious scripts.child that stem from unconscious scripts.
 ContractsContracts - is based upon mutual contracting- is based upon mutual contracting
for change. Set boundaries and realizefor change. Set boundaries and realize
expectations for both the client and theexpectations for both the client and the
therapist.therapist.
56

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
TA can help -TA can help -
 Develop awareness, options and skills in dailyDevelop awareness, options and skills in daily
life, through the enhancement of strengthslife, through the enhancement of strengths
and resources.and resources.
 Improve communication skills and help withImprove communication skills and help with
managing conflict and difficult situations in life.managing conflict and difficult situations in life.
 Foster intimacy, spontaneity, and autonomyFoster intimacy, spontaneity, and autonomy
within yourself and your relationships.within yourself and your relationships.
 Think clearly and raise emotional intelligence.Think clearly and raise emotional intelligence.
 Develop new options and make better choices inDevelop new options and make better choices in
life.life.
 Experience and live the life you deserve.Experience and live the life you deserve.
Who Could Benefit From TA?Who Could Benefit From TA? 55TRANSACTIONALANALYSISTRANSACTIONALANALYSIS
57

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
Role of the CounselorRole of the Counselor
 Counselor is a teacher of its unique language.Counselor is a teacher of its unique language.
 Counselor contracts with client for theCounselor contracts with client for the
changes that they desire.changes that they desire.

Goals of the TAGoals of the TA
 Not only learn to adjust to life but to attainNot only learn to adjust to life but to attain
health and autonomy.health and autonomy.
 Through the gaining of autonomy client canThrough the gaining of autonomy client can
be more aware, intimate and spontaneousbe more aware, intimate and spontaneous
living a life free of games and selfdefeatingliving a life free of games and selfdefeating
life scripts.life scripts.
55TRANSACTIONALANALYSISTRANSACTIONALANALYSIS
58

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
In addition to structural, transactional, game andIn addition to structural, transactional, game and
script analysis, TA counselors other techniques –script analysis, TA counselors other techniques –
 Treatment contractTreatment contract - a agreement between- a agreement between
counselor and client about what is to becounselor and client about what is to be
accomplished and what responsibilities areaccomplished and what responsibilities are
agreed upon.agreed upon.
 InterrogationInterrogation -- involves forcing client to answerinvolves forcing client to answer
from adult ego state through a succession offrom adult ego state through a succession of
confrontive questions.confrontive questions.
 SpecificationSpecification -- is identifying the ego state thatis identifying the ego state that
is the source of the transition.is the source of the transition.
 ConfrontationConfrontation -- is the process of pointing outis the process of pointing out
inconsistencies.inconsistencies.
55TRANSACTIONALANALYSISTRANSACTIONALANALYSIS TechniquesTechniques
59

978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
 ExplanationExplanation - where counselor teaches adult ego- where counselor teaches adult ego
state of client a tenet of TA.state of client a tenet of TA.
 IllustrationIllustration - a story or example that is used- a story or example that is used
to portray a point.to portray a point.
 ConfirmationConfirmation – counselor directs client’s– counselor directs client’s
attention to a previously modified behavior thatattention to a previously modified behavior that
is reoccurring.is reoccurring.
 InterpretationInterpretation - counselor explaining to thecounselor explaining to the
child ego state the reasons behind client’schild ego state the reasons behind client’s
behavior.behavior.
 CrystallizationCrystallization -- occurs when client realizesoccurs when client realizes
that game playing can be given up and enjoy thethat game playing can be given up and enjoy the
freedom of choice in behavior.freedom of choice in behavior.
55TRANSACTIONALANALYSISTRANSACTIONALANALYSIS TechniquesTechniques
60

QuestionsQuestions
AnswersAnswers
978-984-8798-22-5, Dkaka - 1100;978-984-8798-22-5, Dkaka - 1100;
61

Wednesday, February 7, 2018
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100; ISBN: 978-984-8798-22-5, Dkaka -
62

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