teori psikoterapi

2. MANA LEBIH PENTING PENGUASAAN
TEORI KAUNSELING ATAU KEMAHIRAN
KAUNSELING?

3.  Teori = peta
 Theory = languages
 No single model can explain all the facets of
human experience
 Bantu klien untuk dapat celik akal (insight)
 Insight: understanding translated into
constructive action (Mosak&Maniacci, 2011)
 Teori kaunseling itu penting kerana ia menjadi
garis panduan kepada para kaunselor dalam
mengendalikan kes kaunseling

4.  Gabungan teori kaunseling dan kemahiran
kaunseling berupaya membantu kaunselor
dalam menangani sesuatu isu yang dihadapi
 Teori yang menjadi pilihan setiap kaunselor
juga adalah mengikut kesesuaian personaliti
seseorang kaunselor
 Sehubungan dengan itu, dalam menyelami
kesesuaian teori yang bakal diaplikasikan
kepada klien, kaunselor juga perlu menyedari
dan memahami tentang dirinya sendiri

5.  Keberkesanan penggunaan teori kaunseling
diperoleh hasil pembelajaran bertahun-tahun
dan pengalaman yang berterusan dalam
mengendalikan sesi kaunseling

6. 1. The psychodynamic school
 The term psychodynamic refers to the transfer
of psychic or mental energy between the
different structures and level of consciousness
with people’s minds. Psychodynamic
approaches emphasize the importance of
unconscious influence on how people function.
Therapy aims to increase clients’ abilities to
exercise greater conscious control over their
lives. Analysis interpretation of dream can be a
central part of therapy.

7. 2.The humanistic-existential school
 The humanistic school based on humanism, a
system of value and beliefs that emphasizes the
better qualities of humankind and people’s
abilities to develop their human potential.
Humanistic therapists emphasize enhancing
clients’ abilities to experience their feelings and
think and act in harmony with their underlying
tendencies to actualize themselves as unique
individuals. Existential approaches to therapy
stress people’s capacity to choose how they
create their existences.
 Tendency to be good

8. 3.The cognitive behaviour school
 Traditional behavior therapy focuses mainly on
changing observable behaviours by means of
providing different or rewarding consequences.
The cognitive behavior school broadens
behaviour therapy to incorporate the
contribution of how people think to creating,
sustaining, and changing their problems. In
cognitive behaviour approaches, therapists
assess client and then intervene to help them to
change specific ways of thinking and behaving
that sustain their problem.

9. 4.The postmodern school
 The postmodern therapies adopt a social
constructionist viewpoint, assuming that how people
process and construct information about themselves
and their world is central to their existence. Rather
than conceptualizing progress as a departure from
and rejection of the past, postmodernism draws on
the past to serve the present. People experience of
emotions depends on the names that they give to
these emotions. People’s beliefs about their
relationships affect how they interpret the reactions
of others and how they respond to them. Personal
behaviour results from these cognitive processes and
is therefore open to change

10. Psyhodynamic school
 Classical psychoanalysis (Sigmund Freud)
 Adlerian therapy (AlfredAdler)
Humanistic-existential school
 Person center therapy (Carl Rogers)
 GestaltTherapy (Fritz Perls)
 TransactionalAnalysis (Eric Berne)
 RealityTherapy (WilliamGlasser)
 ExistentialTherapy (IrvinYalom)

11. Cognitive Behaviour school
 Behaviour therapy
 Rational emotive behaviour therapy (Albert
Ellis)
 Cognitive therapy (Aaron Beck)
Postmodern school
 Solution focused therapy
 Narrative therapy