Overview Counseling Theories PersonCentered Therapy Carl Rogers RationalEmotive Behavior Therapy Albert EllisCognitiveBehavioral Therapy Reality Therapy William Glasser Personality Theories ID: 693552
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Slide1
Counseling Theories
Dr. Dawn-Elise SnipesSlide2
Overview
Counseling
Theories
Person-Centered Therapy (Carl Rogers)
Rational-Emotive Behavior Therapy (Albert
Ellis)/Cognitive-Behavioral Therapy
Reality Therapy (William
Glasser
)
Personality Theories
Psychoanalysis (Sigmund Freud)
Individual
Psychology (Alfred Adler
)
Erik
Erikson
Learning
Theories
Classical Conditioning
Operant Learning (Stimulus-Response Theory
)
Social Learning Slide3
Purpose
By understanding the origins of distress, we are better able to deal with distress.
Counseling Theories assert that problems stem from ineffective relationships or thoughts in adulthood.
Personality Theories speculate that distress stems from more innate, long standing problems often starting in childhood
Learning Theories emphasize the fact that distress and behavior is learned from exposure to rewards and punishmentsSlide4
Theories: Person Centered
Humans are good and forward moving unless they are blocked
Blockages often occur from a lack of unconditional positive regard which leads to low self esteem and low self efficacy
By creating a nurturing, positive environment, people will naturally move in the right direction.Slide5
Theories: Person Centered
6 necessary conditions
required
for change:
Therapist-Client Psychological Contact:
a relationship between client and therapist in which each person's perception of the other is important
must exist
.
Client incongruence, or Vulnerability:
incongruence
exists between the client's experience and
awareness causing vulnerability/anxiety increasing motivation.
Therapist Congruence, or
Genuineness
Therapist Unconditional Positive Regard (UPR
)
Therapist Empathic
understanding
Client
Perception
of the
therapist's UPR and empathic understanding. Slide6
Theories: REBT/CBT
Focuses
on changing the current
evaluations and/or reactions
Distress is caused by a combination of the event and the person’s perception of the event
By using the A-B-Cs, people can evaluate their beliefs and reactions (consequences) to events.Slide7
A-B-C
A= Activating Event
B= Beliefs/assumptions about/interpretations of an event
C= Consequences
D= Dispute irrational beliefs
What is the evidence for my beliefs?
What are other possible explanations for what happened?
E= Evaluate reactions/consequences for effectiveness
What are the implications of my believing this way, and do they make it worth holding on to my beliefs?
How useful are my beliefs? Do I or others get any benefits from holding on to them, or would we benefit more if we held other beliefs?Slide8
CBT/REBT: Irrational Thoughts
Irrational Idea 1
- It is a dire necessity
to
be loved or approved by almost everyone for virtually everything he or she does.
Irrational Idea 2
- One should be thoroughly competent, adequate, and achieving in all possible respects.
Irrational Idea 3
- Certain people are
bad or wicked, and
should be severely blamed and
punished.
Irrational Idea 4
- It is terrible, horrible, and catastrophic when things are not going the way one would like them to go.
Irrational Idea 5
-
Happiness
is externally caused and people have little or no ability to
control their emotions.Slide9
Irrational Thoughts cont…
Irrational Idea 6
- If something is dangerous or fearsome, one should dwell on it
Irrational Idea 7
- It is easier to avoid facing many life difficulties and self-responsibilities than to undertake more rewarding forms of self-discipline.
Irrational Idea 8
- The past is all-important and because something once strongly affected one’s life, it should indefinitely do so.
Irrational Idea 9
- People and things should be different, and it is catastrophic if things do not immediately change.
Irrational Idea 10
-
Maximum human happiness can be achieved by inertia and inaction or by passively "enjoying oneself." Slide10
CBT/REBT: Irrational Thoughts
Emotional
perfectionism:
I should always feel happy, confident, and in control of my
emotions.
Performance
perfectionism:
I must never
fail/make
a
mistake.
Perceived
perfectionism:
People will not love and accept me as a flawed and vulnerable human
being.
Fear
of disapproval or criticism:
I need everybody’s
approval
Fear
of rejection:
If I’m not loved, then life is not worth
living.
Fear
of being alone:
If I’m alone, then I’m
miserable
Fear
of failure:
My
worth depends
on my achievements
Conflict
phobia:
People who love each other shouldn’t
fight.
Emotophobia
:
I should not feel angry, anxious,
jealous
etc.
Entitlement
:
People should always be
how I expectSlide11
CBT/REBT: Irrational Thoughts
all
or nothing
thinking
overgeneralization
mental
filter –
dwell
on the
bad
and let it discolor
everything
discount
the
positives
jumping
to
conclusions/overgeneralization
magnification
emotional
reasoning
–we FEEL bad so
we believe we
are
shoulds
labeling
– we label ourselves
negatively instead
of trying to learn from the situation or thinking about the best way to overcome
it
blame – we
hold
other people responsible for our pain or
blame
ourselves entirely for every
problem
mind reading
catastrophizing
- we expect disaster.
personalizing - we think that everything people do or say is some kind of reaction to
usSlide12
CBT/REBT: Irrational Thoughts
Control Fallacy
-
If
you feel externally controlled, you see yourself as a totally helpless victim of fate. C
onversely
,
it can hold
you responsible for the pain and happiness of everyone around you
.
Fallacy of Fairness
–Life is not fair.
Fallacy of Change
-
You
expect that other people will change to suit you if you just pressure or cajole them enough.
Fallacy of Being Right
-
Being
wrong is unthinkable, and you will go to any length to demonstrate your rightness.
Heaven's Reward Fallacy
-
You
expect all your sacrifice and self-denial to pay off, as if there were someone keeping score. You feel bitter when the reward does not come. Slide13
Theories: Reality Therapy
Focus on the
present
Avoid
discussing symptoms and
complaints. These
are
the
ineffective ways that counselees choose to deal with
problems.
F
ocus
on what counselees can do directly-act and think.
Spend
less time on what they cannot do
directly:
changing their feelings and physiology.
Avoid
criticizing, blaming and/or
complaining
Remain non-judgmental,
but encourage people
to ask: Is
what I am doing getting me closer to the people I need?
Teach that excuses
stand
in
the way of
making
needed connections. Slide14
Reality Therapy cont…
Focus on specifics. Who are counselees are disconnected from
Help them make specific, workable plans to reconnect with the people they need. Follow through on what was planned by helping them evaluate their progress.
Be patient and supportive but keep focusing on the source of the problem, disconnectedness. Slide15
Personality Theories: Psychoanalysis
The
conscious mind
is what you are aware of at any particular moment, your present perceptions, memories, thoughts, fantasies,
feelings
Working closely with the conscious mind is what Freud called the
preconscious
, what we might today call "available
memory
.
“
The largest part by far is the
unconscious
. It includes all the things that are not easily available to awareness, including many things that have their origins there, such as our drives or instincts, and things that are put there because we can't bear to look at
themthe
unconscious is the source of our motivationsSlide16
Psychoanalysis cont…
The id, the ego, and the
superego
The id
(instinct)works with
the
pleasure
principle
to
take care of needs
immediately
The ego
helps the person searches
for objects to satisfy the
id’s wishes
as the ego struggles to keep the id
happy
, it meets with obstacles in the world. I
t
keeps a record of
consequences.
This record of things to avoid and strategies to take becomes the
superego
.
There are two aspects to the superego:
conscience
, which is an internalization of punishments and warnings.
The
other is called the
ego ideal
. It derives from rewards and positive models presented to the child. Slide17
Psychoanalysis cont…
The defense mechanisms
W
hen
the
Id/superego conflict
becomes overwhelming, the ego must defend
itself.
The
techniques are called the
ego defense
mechanisms
Denial
Sublimation
Displacement
Humor
Reaction FormationSlide18
Personality Theories: Adler
Striving
for
perfection is
a
single "drive" or motivating force behind all our behavior and
experience
Since we
are not perfect,
our personalities
are accounted
for by the ways in which we do -- or don't -- compensate or overcome
our failures
Adler felt that there were three basic childhood situations that most contribute to a faulty
lifestyle.
Disabilities.
If
someone doesn't come along to draw their attention to others, they will remain
focused
on themselves
.
pampering
. Many children are taught, by the actions of others, that they can take without giving
.
neglect
.
They learn
inferiority because they are told and shown every day that they are of no value; They learn selfishness because they are taught to trust no one. Slide19
Personality Theories: Erickson
We
develop through a predetermined
eight
stages.
Progress
through each stage is
determined
by our
success in
all the previous stages.
Each
stage involves certain developmental
tasks
If
a stage is managed well, we
develop a
certain
virtue
or
strengthSlide20
Erickson’s Stages
hope
- Basic Trust vs. Mistrust - Infant stage. Does the child believe its caregivers to be reliable?
will
- Autonomy vs. Shame and Doubt - Toddler stage. Child needs to learn
it is safe to
explore the world.
purpose
- Initiative vs. Guilt - Kindergarten - T
he
child
can do
things on his
own.
If "guilty" about making
choices
, the child will not function well.
competence
- Industry vs. Inferiority - Around age 6 to puberty. Child comparing self worth to
others.
fidelity
- Identity vs. Role Confusion - Teenager. Questioning of self. Who am I, how do I fit in? I
f
the parents continually push him/her to conform to their views, the teen will face identity confusion.
Slide21
love
(in intimate relationships, work and family) - Intimacy vs. Isolation - Young adult. Who do I want to be with or date, what am I going to do with my life? Will I settle down?
caring
-
Generativity
vs. Stagnation - the Mid-life crisis. Measure accomplishments/failures. Am I satisfied or not? The need to assist the younger generation. Stagnation is the feeling of not having done anything to help the next generation.
wisdom
- Ego Integrity vs. Despair - old age. Some handle death well. They reflect on the past, and either conclude at satisfaction or despairSlide22
Learning Theories: Classical
Conditioning
Classical
conditioning involves presentations of a neutral
stimulus
along with a stimulus of some
significance (usually an unconditioned stimulus)
Classical conditioning is most important in helping us understand why seemingly neutral stimuli evoke a response from a clientSlide23
Learning Theories: Operant Conditioning
Operant conditioning
is the use of consequences to modify the occurrence and
form
of
behavior (Treatment planning)
Reinforcement
is a consequence that
increases a behavior. +/-
Punishment
is a consequence
that decreases a behavior. +/-
Extinction
is the elimination of a behavior by removing the reward.Slide24
Learning Theories: Social Learning
People
learn from one another,
through observational
learning, imitation, and modeling.
People
can
learn by observing
behavior and
the outcomes of those behaviors.
Learning
can occur
without a change
in behavior
.
Cognition,
awareness
and expectations of future
consequences can
have a major effect on the behaviors that people exhibit
.
Reciprocal causation: T
he
person, the behavior, and the environment can have an influence on each other.Slide25
Social Learning cont…
4
conditions
that are necessary before an individual can
learn
Attention
: the person must first
pay attention
to the
model/situation
Retention:
the observer must
remember
the behavior that has been observed.
Rehearsal:
the third condition is the
ability to replicate
the
behavior.
Motivation
: L
earners
must want
to demonstrate
what they have learned. Slide26
Social Learning cont…
Self Regulation
Set goals and standards
Self-observe
Judge yourself
React, revisit and reinforceSlide27
Implications of
Social Learning Theory
Students
often learn
a lot by
observing
others.
Describing
the consequences of behavior
can
effectively increase the appropriate behaviors and decrease inappropriate ones.
Modeling can be used in conjunction with shaping
E
xpose people
to a variety of
other models/behaviors/lifestyles
People
must believe that they are capable
or have a
sense of
self-efficacy.
H
elp
students set realistic
expectations
Teach self-regulation techniquesSlide28
Summary
There are a multitude of theories
Most boil down to clients lacking self confidence or motivation to do the correct behaviors
By helping people identify obstacles to their behaviors or motivation, we can help them improve their quality of life. Slide29
Further Reading
Personality Theories:
http
://
webspace.ship.edu/cgboer/perscontents.html