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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