Theory - Seattle Pacific University



Theory |View of Human Nature |Key Concepts/Causes |What changes can be made? |Interventions | |

|Behavioral | | | | |

|Bibliotherapy | | | | |

|Cognitive-Behavior |People can learn to | |Goal is to adjust information-processing and |Identify ineffectiveness of current attitudes |

| |recognize triggers | |initiate positive change |Help student see experience differently |

| | | |Teaches individuals to use conscious control to|Change experiences of client/student |

| | | |recognize and override maladaptive responses |Homework, journaling, role-play, shaping (small|

| | | | |steps toward goal) |

|Conjoint Family (Virginia Satir) |People can learn |Self-esteem (irresponsibility & poor |4 components of family subject to change: |Help families operationalize worlds like love |

| |what they don’t know|communication symptoms of low self-esteem) |members feelings of self-worth, family |and respect; become more aware of expectations |

| |& can change |Roles in families: Placater, blamer, |communication, the system, rules of a family |for each other |

| | |computer, distractor, leveler | |Increase self-esteem in all members |

| | | | |Teach members to understand their encounters w/|

| | | | |each other and learn leveling responses |

| | | | |Encourage members to take responsibility for |

| | | | |own actions |

|Existential/Constructivist |Learning what it |Stresses the understanding of persons rather|Self awareness (the more aware we are, the more|Goal of therapy is to expand self-awareness and|

| |means to be human |than a system of techniques |freedom we experienced) |increase choice potentials |

| | |Existential paradox: humans are both alone &|The more freedom we experience, the more |Become free & responsible to direction of one’s|

| | |dependant on relationships |responsible we are for our freedom, existence, |life |

| | |We search for meaning |actions |Reflection; self-disclosure, roleplaying, |

| | | |Awareness of freedom sometimes creates anxiety |confrontation, open questions that address the |

| | | | |“why” issues |

|Gestalt | | | | |

|Narrative |Postmodern, reality |Reality is constructed in the context of |Client can re-write their personal narrative to|Externalization (The Self-Doubt monster); |

| |is what the person |interpersonal interactions |be more resilient |separate the problem from the person |

| |determines it to be |Language (verbal & nonverbal) organizes |If our personal narrative changes, so can our |Finding unique outcomes |

| | |relational events into narratives that hold |view of our identity |Joining through metaphor |

| | |meaning |We can change our meaning; make sense of our | |

| | |The person is not the problem; the problem |experiences | |

| | |is the problem | | |

|Paradoxical Brief |Drive for |Counselor takes advantage of the idea that |Focus is on the problem formation and |“one-up”/”one-down” |

| |independence, wants |the client wants to prove the counselor |elimination |Problems reframed as opportunities |

| |to resist compliance|wrong | | |

|Person-Centered (Carl Rogers) |Forward moving, core|Clients know themselves best |Client begins counseling in state of |Counselor helps client discover their capacity |

| |of positive |Therapy rooted in the client’s capacity for |incongruence |for positive adjustment |

| |goodness; realistic;|awareness & ability to make decisions |Client must perceive that there is a problem |Counselor attitudes: Congruence (genuineness), |

| | |Focus on trusting relationship b/t counselor|Client learns that they hold responsibility in |unconditional positive regard, accurate |

| | |& client |relationship |empathic understanding |

| | | |Client explores wider ranges of their feelings.| |

|Play/art | | | | |

|Psychoanalytic |Behavior is |Id, ego, superego | |Analyst is anonymous (not a relationship b/t |

| |unconscious | | |counselor & client) |

| | | | |Focus on resistance & transference |

| | | | |Free association |

| | | | |Analyst interprets to teach client the meaning |

| | | | |of behavior |

|Rational-Emotive Behavior (Albert |People are |Misinterpretation of situation |Can change people’s behavior |Confrontive (“Nobody loves you”) |

|Ellis) |irrational; people |Person becomes angry, mean |Can be persuaded to be more rational |Counselors can influence the client’s |

| |have choices & |Others react negatively, reinforcing |We can choose to think differently |interpretation of events |

| |control over own |irrational thought |Treats the underlying cause (irrational | |

| |ideas, feelings & |Look for overgeneralizations, distortions, |thought), not just the symptoms | |

| |actions |catastrophizing, absolutes, condemning | | |

| | |statements | | |

|Reality (William Glasser)/ |Problems are result |Lack of success is result of |Can only control own behavior |Client needs to face reality & choose |

|Choice Theory |of inability to meet|irresponsibility |Focus on present |responsible behavior |

| |basic needs |5 Basic Needs: Survival, belonging, power, | |What are you doing now? |

| | |fun, freedom | |How is it working? |

| | |3 R’s: Reality, responsibility, right & | |What might work better? |

| | |wrong | |Develop plan |

| | |People deny the reality of the world and try| |Get commitment |

| | |to avoid logical/natural consequences | | |

|Solution-Focused Brief |No deep, underlying |Change is perpetual |Focus on small behavior changes |Focus on the changeable |

| |problems; |Focus on the problematic exceptions |Look for the exceptions to the current problem,|Change the pattern |

| |Present/future |Reality is subjective & socially constructed|and build off of those |Focus on resources, strengths |

| |orientation; people |through conversation |Often more productive to increase existing |“Miracle question” |

| |are rational & |Understanding problem is not necessary to |successes, rather than try and eliminate |Scaling question |

| |capable of solving |resolve it |problems |Do something different/wacky |

| |problems |Focus on the presence, not the absence, of | |Reframing, spin the negative |

| | |behaviors | | |

|Strategic | |Goal is to help family change thinking, |Re-establish parents natural authority over the|Directives that change the family interaction |

| | |behaviors, interactions |child |pattern |

| | |Focus on hierarchy & generational boundaries| |Introduce new behaviors |

| | |Dysfunctional families develop patterns of | |Focus on presenting problem |

| | |interaction that sustain the problem; | | |

| | |changing the pattern may result in positive | | |

| | |change | | |

|Strategic Planning |Students may not |n/a |Teach students how to link with resources |Strategy sampling |

| |know how to plan for| |Gain life/coping skills |Set time frames (be specific) |

| |long-term | |Focus on solving the presenting problem |Use sub-goals if main goal is lg |

| | | | |Make a Plan B |

| | | | |Identify hierarchical structure of family |

| | | | |Identify behaviors that cause/maintain problem |

| | | | |Develop an intervention/directive for how |

| | | | |members are to change behaviors |

| | | | |Evaluate effectiveness |

|Structural Family | |Families are governed by rules |Focus on altering the family structure |Joining (counselor actively directs and |

| | |Families have subsystems |Shift the family focus from the identified |participates as a family member) |

| | | |client to the therapist, allowing the |Facilitate rule changes |

| | | |identified client to begin the process of | |

| | | |rejoining the family as regular family member | |

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