Six methodological components of gestalt therapy

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Theories at-a-Glance

The tables in this book compare theories over a range of topics, thereby providing you with the ability to easily compare, contrast, and grasp the practical aspects of each theory. These tables also serve as invaluable resources that can be used to review the key concepts, philosophies, limitations, contributions to multicultural counseling, applications, techniques, and goals of all theories in this text.

The following chart provides a convenient guide to the tables in this text.

Pages

6–7

Table 1.1

Overview of Contemporary Counseling Models

62–63

Table 4.1

Ego-Defense Mechanisms

65–66

Table 4.2

Comparison of Freud’s Psychosexual Stages and Erikson’s Psychosocial Stages

432

Table 15.1

The Basic Philosophies

433–434

Table 15.2

Key Concepts

438

Table 15.3

Goals of Therapy

441–442

Table 15.4

The Therapeutic Relationship

443–444

Table 15.5

Techniques of Therapy

444–445

Table 15.6

Applications of the Approaches

446

Table 15.7

Contributions to Multicultural Counseling

447

Table 15.8

Limitations in Multicultural Counseling

448–449

Table 15.9

Contributions of the Approaches

449–450

Table 15.10

Limitations of the Approaches

Overview of Focus Questions for the Theories

For the chapters dealing with the different theories, you will have a basic understanding of this book if you can answer the following questions as they apply to each of the eleven theories:

Who are the key figures (founder or founders) associated with the approach?

What are some of the basic assumptions underlying this approach?

What are a few of the key concepts that are essential to this theory?

What do you consider to be the most important goals of this therapy?

What is the role the therapeutic relationship plays in terms of therapy outcomes?

What are a few of the techniques from this therapy model that you would want to incorporate into your counseling practice?

What are some of the ways that this theory is applied to client populations, settings, and treatment of problems?

What do you see as the major strength of this theory from a diversity perspective?

What do you see as the major shortcoming of this theory from a diversity perspective?

What do you consider to be the most significant contribution of this approach?

What do you consider to be the most significant limitation of this approach?

Theory and PracTice of counseling and PsychoTheraPy

Tenth Edition

Gerald Corey

California State University, Fullerton

Diplomate in Counseling Psychology,

American Board of Professional Psychology

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest.

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Theory and Practice of Counseling and

Psychotherapy,

Tenth Edition

Gerald Corey

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To the founders and key figures of the theories presented in this book—with appreciation for their contributions to contemporary counseling practice.

abouT The auThor

gerald corey is Professor Emeritus of Human Services and Counseling at California State University at Fullerton. He received his doctorate in counseling from the University of Southern California. He is a Diplomate in Counseling Psychology, American Board of Professional Psychology; a licensed psychologist; and a National Certified Counselor. He is a Fellow of the American Psychological Association (Division 17, Counseling Psychology; and Division 49, Group Psychotherapy); a Fellow of the American Counseling Association; and a Fellow of the Association for Specialists in Group Work. He also holds memberships in the American Group Psychotherapy Association; the American Mental Health Counselors Association; the Association for Spiritual, Ethical, and Religious Values in Counseling; the Association for Counselor Education and Supervision; and the Western Association of Counselor Education and Supervision. Both Jerry and Marianne Corey received the Lifetime Achievement Award from the American Mental Health Counselors Association in 2011, and both of them received the Eminent Career Award from ASGW in 2001. Jerry was given the Outstanding Professor of the Year Award from California State University at Fullerton in 1991. He regularly teaches both undergraduate and graduate courses in group counseling and ethics in counseling. He is the author or coauthor of 15 textbooks in counseling currently in print, along with more than 60 journal articles and book chapters. Several of his books have been translated into other languages. Theory and Practice of Counseling and Psychotherapy has been translated into Arabic, Indonesian, Portuguese, Turkish, Korean, and Chinese. Theory and

Practice of Group Counseling has been translated into Korean, Chinese, Spanish, and Russian. Issues and Ethics in the Helping Professions has been translated into Korean, Japanese, and Chinese.

In the past 40 years Jerry and Marianne Corey have conducted group counseling training workshops for mental health professionals at many universities in the United States as well as in Canada, Mexico, China, Hong Kong, Korea, Germany, Belgium, Scotland, England, and Ireland. In his leisure time, Jerry likes to travel, hike and bicycle in the mountains, and drive his 1931 Model A Ford. Marianne and Jerry have been married since 1964. They have two adult daughters, Heidi and Cindy, two granddaughters (Kyla and Keegan), and one grandson (Corey).

Recent publications by Jerry Corey, all with Cengage Learning, include:

Theory and Practice of Group Counseling, Ninth Edition (and Student Manual) (2016)

Becoming a Helper, Seventh Edition (2016, with Marianne Schneider Corey)

Issues and Ethics in the Helping Professions, Ninth Edition (2015, with Marianne Schneider Corey, Cindy Corey, and Patrick Callanan)

Group Techniques, Fourth Edition (2015, with Marianne Schneider Corey, Patrick Callanan, and J. Michael Russell)

Groups: Process and Practice, Ninth Edition (2014, with Marianne Schneider Corey and Cindy Corey)

iv

v



I Never Knew I Had a Choice

, Tenth Edition (2014, with Marianne Schneider

Corey)



Case Approach to Counseling and Psychotherapy

, Eighth Edition (2013)



The Art of Integrative Counseling

, Third Edition (2013)

Jerry Corey is coauthor (with Barbara Herlihy) of

Boundary Issues in Counseling:

Multiple Roles and Responsibilities

, Third Edition (2015) and

ACA Ethical Standards Case-

book

, Seventh Edition (2015); he is coauthor (with Robert Haynes, Patrice Moulton,

and Michelle Muratori) of

Clinical Supervision in the Helping Professions: A Practical

Guide

, Second Edition (2010); he is the author of

Creating Your Professional Path: Les-

sons From My Journey

(2010). All four of these books are published by the American

Counseling Association.

He has also made several educational DVD programs on various aspects of

counseling practice: (1)

Ethics in Action

:

DVD and Workbook

(2015, with Marianne

Schneider Corey and Robert Haynes); (2)

Groups in Action: Evolution and Challenges

DVD and Workbook

(2014, with Marianne Schneider Corey and Robert Haynes);

(3)

DVD for Theory and Practice of Counseling and Psychotherapy: The Case of Stan and

Lecturettes

(2013); (4)

DVD for Integrative Counseling: The Case of Ruth and Lecturettes

(2013,

with Robert Haynes); and (5)

DVD for Theory and Practice of Group Counseling

(2012).

All of these programs are available through Cengage Learning.

Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Preface xi

PART 1

BASIC ISSUES IN

COUNSELING PRACTICE

1 Introduction and Overview 1 introduction 2

Where I Stand 3

Suggestions for Using the Book 5 Overview of the Theory Chapters 6

Introduction to the Case of Stan 9 Introduction to the Case of Gwen 13

2 The Counselor: Person and

Professional 17 introduction 18

The Counselor as a Therapeutic Person 18 Personal Therapy for the Counselor 20

The Counselor’s Values and the Therapeutic Process 22

Becoming an Effective Multicultural Counselor 25

Issues Faced by Beginning Therapists 28

Summary 35

3 Ethical Issues in Counseling

Practice 37 introduction 38

Putting Clients’ Needs Before Your Own 38

Ethical Decision Making 39 The Right of Informed Consent 41 Dimensions of Confidentiality 42

Ethical Issues From a Multicultural Perspective 43

Ethical Issues in the Assessment Process 45

Ethical Aspects of Evidence-Based Practice 48

Managing Multiple Relationships in Counseling

Practice 49

Becoming an Ethical Counselor 52

Summary 53

Where to Go From Here 53

Contents

Recommended Supplementary Readings for Part 1 54

PART 2

THEORIES AND TECHNIQUES OF COUNSELING

4 Psychoanalytic Therapy 57

introduction 58

Key Concepts 59

The Therapeutic Process 66

Application: Therapeutic Techniques and

Procedures 72

Jung’s Perspective on the Development of

Personality 77

Contemporary Trends: Object-Relations Theory, Self Psychology, and Relational Psychoanalysis 79

Psychoanalytic Therapy From a Multicultural

Perspective 84

Psychoanalytic Therapy applied to the case of stan 85

Psychoanalytic Therapy applied to the case of gwen 87

Summary and Evaluation 89

Self-Reflection and Discussion Questions 92

Where to Go From Here 92 Recommended Supplementary Readings 93

5 Adlerian Therapy 95

introduction 98

Key Concepts 98

The Therapeutic Process 104

Application: Therapeutic Techniques and

Procedures 108

Adlerian Therapy From a Multicultural Perspective 119

adlerian Therapy applied to the case of stan 121 adlerian Therapy applied to the case of gwen 122

vii

viii Contents

Summary and Evaluation 124

Self-Reflection and Discussion Questions 126

Where to Go From Here 127 Recommended Supplementary Readings 128

6 Existential Therapy 129

introduction 132

Key Concepts 137

The Therapeutic Process 146

Application: Therapeutic Techniques and Procedures 149

Existential Therapy From a Multicultural Perspective 153 existential Therapy applied to the case of stan 155

existential Therapy applied to the case of gwen 156 Summary and Evaluation 157

Self-Reflection and Discussion Questions 160

Where to Go From Here 160 Recommended Supplementary Readings 162

7 Person-Centered Therapy 163

introduction 165

Key Concepts 170

The Therapeutic Process 171

Application: Therapeutic Techniques and

Procedures 176

Person-Centered Expressive Arts

Therapy 180

Motivational Interviewing 182

Person-Centered Therapy From a Multicultural Perspective 184

Person-centered Therapy applied to the case of stan 186

Person-centered Therapy applied to the case of gwen 187 Summary and Evaluation 190

Self-Reflection and Discussion Questions 193

Where to Go From Here 193 Recommended Supplementary Readings 195

8 Gestalt Therapy 197

introduction 199

Key Concepts 200

The Therapeutic Process 206

Application: Therapeutic Techniques and

Procedures 211

Gestalt Therapy From a Multicultural Perspective 220

gestalt Therapy applied to the case of stan 221 gestalt Therapy applied to the case of gwen 223 Summary and Evaluation 224

Self-Reflection and Discussion Questions 227

Where to Go From Here 227 Recommended Supplementary Readings 229

9 Behavior Therapy 231

introduction 233

Key Concepts 236

The Therapeutic Process 238

Application: Therapeutic Techniques and

Procedures 240

Behavior Therapy From a Multicultural Perspective 258

behavior Therapy applied to the case of stan 259 behavior Therapy applied to the case of gwen 260 Summary and Evaluation 262

Self-Reflection and Discussion Questions 265

Where to Go From Here 266 Recommended Supplementary Readings 267

10 Cognitive Behavior Therapy 269

introduction 270

Albert Ellis’s Rational Emotive Behavior

Therapy 270

Key Concepts 272

The Therapeutic Process 273

Application: Therapeutic Techniques and

Procedures 275

Aaron Beck’s Cognitive Therapy 281

Christine Padesky and Kathleen Mooney’s

Strengths-Based Cognitive Behavioral Therapy 289

Donald Meichenbaum’s Cognitive Behavior Modification 293

Cognitive Behavior Therapy From a Multicultural Perspective 298

cognitive behavior Therapy applied to the case of stan 300

Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

cognitive behavior Therapy applied to the case of gwen 302 Summary and Evaluation 303

Self-Reflection and Discussion Questions 307

Where to Go From Here 308 Recommended Supplementary Readings 310

11 Choice Theory/Reality

Therapy 311

introduction 313

Key Concepts 314

The Therapeutic Process 318

Application: Therapeutic Techniques and

Procedures 320

Choice Theory/Reality Therapy From a Multicultural Perspective 327

reality Therapy applied to the case of stan 329 reality Therapy applied to the case of gwen 331 Summary and Evaluation 332

Self-Reflection and Discussion Questions 334

Where to Go From Here 334 Recommended Supplementary Readings 336

12 Feminist Therapy 337

introduction 339

Key Concepts 341

The Therapeutic Process 345

Application: Therapeutic Techniques and

Procedures 348

Feminist Therapy From a Multicultural and Social Justice Perspective 354 feminist Therapy applied to the case of stan 355 feminist Therapy applied to the case of gwen 357 Summary and Evaluation 360

Self-Reflection and Discussion Questions 364

Where to Go From Here 364 Recommended Supplementary Readings 366

13 Postmodern Approaches 367

Some Contemporary Founders of Postmodern

Therapies 368

Introduction to Social Constructionism 368 Solution-Focused Brief Therapy 371

Narrative Therapy 382

Postmodern Approaches From a Multicultural

Perspective 390

Postmodern approaches applied to the case of stan 392

Contents ix

Postmodern approaches applied to the case of gwen 394

Summary and Evaluation 396

Self-Reflection and Discussion Questions 398

Where to Go From Here 399 Recommended Supplementary Readings 400

14 Family Systems Therapy 403

introduction 404

Development of Family Systems Therapy 406

A Multilayered Process of Family Therapy 409

Family Systems Therapy From a Multicultural Perspective 415

family Therapy applied to the case of stan 417 family Therapy applied to the case of gwen 420 Summary and Evaluation 422

Self-Reflection and Discussion Questions 424

Where to Go From Here 424

Recommended Supplementary Readings 425

PART 3

INTEGRATION AND APPLICATION

15 An Integrative Perspective 427 introduction 428 The Movement Toward Psychotherapy

Integration 428

Issues Related to the Therapeutic Process 437

The Place of Techniques and Evaluation in Counseling 443

an integrative approach applied to the case of stan 452

an integrative approach applied to the case of gwen 455 Summary 456

Concluding Comments 457

Self-Reflection and Discussion Questions 458

Where to Go From Here 458 Recommended Supplementary Readings 459

references and suggested readings 461 name index 481

subject index 485

Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Preface to Tenth Edition

T

his book is intended for counseling courses for undergraduate and graduate students in psychology, counselor education, human services, and the mental health professions. It surveys the major concepts and practices of the contemporary therapeutic systems and addresses some ethical and professional issues in counseling practice. The book aims to teach students to select wisely from various theories and techniques and to begin to develop a personal style of counseling.

I have found that students appreciate an overview of the divergent contemporary approaches to counseling and psychotherapy. They also consistently say that the first course in counseling means more to them when it deals with them personally. Therefore, I stress the practical applications of the material and encourage personal reflection. Using this book can be both a personal and an academic learning experience.

In this tenth edition, every effort has been made to retain the major qualities that students and professors have found useful in the previous editions: the succinct overview of the key concepts of each theory and their implications for practice, the straightforward and personal style, and the book’s comprehensive scope. Care has been taken to present the theories in an accurate and fair way. I have attempted to be simple, clear, and concise. Because many students want suggestions for supplementary reading as they study each therapy approach, I have included an updated reading list at the end of each chapter and a list of references for each chapter at the end of the book.

This tenth edition updates the material and refines existing discussions. Part 1 deals with issues that are basic to the practice of counseling and psychotherapy. Chapter 1 puts the book into perspective, then students are introduced to the counselor—as a person and a professional—in Chapter 2. This chapter addresses a number of topics pertaining to the role of the counselor as a person and the therapeutic relationship. Chapter 3 introduces students to some key ethical issues in counseling practice, and several of the topics in this chapter have been updated and expanded. Expanded coverage is given to the ACA’s 2014 Code of Ethics.

Part 2 is devoted to a consideration of 11 theories of counseling. Each of the theory chapters follows a common organizational pattern, and students can easily compare and contrast the various models. This pattern includes core topics such as key concepts, the therapeutic process, therapeutic techniques and procedures, multicultural perspectives, the theory applied to the case of Stan and new to this edition to the case of Gwen, and summary and evaluation. In this tenth edition, each of the chapters in Part 2 has been revised, updated, and expanded to reflect recent trends, and references have been updated as well. Revisions were based on the recommendations of experts in each theory, all of whom are listed in the Acknowledgments section. Attention was given to current trends and recent developments in the practice of each theoretical approach.

xi

Each of the 11 theory chapters summarizes key points and evaluates the contributions, strengths, limitations, and applications of these theories. Special attention is given to evaluating each theory from a multicultural perspective as well, with a commentary on the strengths and shortcomings of the theory in working with diverse client populations. The consistent organization of the summary and evaluation sections makes comparing theories easier. Students are given recommendations regarding where to look for further training for all of the approaches in the Where To Go From Here sections at the end of the chapter. Updated annotated lists of reading suggestions along with DVD resources are offered to stimulate students to expand on the material and broaden their learning.

In Part 3, Chapter 15 develops the notion that an integrative approach to counseling practice is in keeping with meeting the needs of diverse client populations in many different settings. Numerous tables and other integrating material help students compare and contrast the 11 approaches.

What’s new in This Tenth edition

Features of the tenth edition include Learning Objectives for all the theory chapters; Self-Reflection and Discussion Questions at the end of each theory chapter to facilitate thinking and interaction in class; and a new Case of Gwen, who is a composite of many clients, to complement the Case of Stan feature. Guest contributor Dr. Kellie Kirksey describes her way of working with Gwen from each of the theoretical perspectives.

Significant changes for the tenth edition for each of the theory chapters are outlined below:

chapter 4 Psychoanalytic Therapy

New material on countertransference, its role in psychoanalytic therapy, and guidelines for effectively dealing with countertransference

Expanded discussion of brief psychodynamic therapy and its application

chapter 5 adlerian Therapy

Revised material on the life tasks

More emphasis on goals for the educational process of therapy

More on the role of assessment and diagnosis

New material on early recollections with concrete examples

Many new examples to bring Adlerian concepts to life

Revised discussion of reorientation and encouragement process Expanded discussion of Adlerian techniques

chapter 6 existential Therapy

Revised material on existential anxiety and its implications for therapy

Revised section on the client–therapist relationship

Expanded discussion of tasks of the existential therapist

chapter 7 Person-centered Therapy

Expanded discussion of clients as active self-healers

Updated coverage of the core conditions of congruence, unconditional positive regard, and empathy

More attention to the diversity of styles of therapists practicing personcentered therapy

More emphasis on how the basic philosophy of the person-centered approach is appropriate for working with diverse client populations

A new section on emotion-focused therapy, stressing the role of emotions as a route to change

Revised section on motivational interviewing (person-centered approach with a twist)

chapter 8 gestalt Therapy

Revised discussion of the role of experiments in Gestalt therapy and how they differ from techniques and structured exercises

New emphasis on therapist presence, the role of dialogue in therapy, and the therapeutic relationship

Expanded discussion of therapist authenticity and self-disclosure

More attention to the contemporary relational approach to Gestalt practice

chapter 9 behavior Therapy

Increased attention to the “third-generation” or “new wave” behavior therapies

Updating of section on EMDR

Expanded and updated discussion of the role of mindfulness and acceptance strategies in contemporary behavior therapy

New and expanded material on mindfulness-based cognitive therapy and stress reduction

Expanded and revised treatment of dialectical behavior therapy chapter 10 cognitive behavior Therapy

Major reorganization and updating of the entire chapter

Streamlining and updating of Albert Ellis’s rational emotive behavior therapy

Revised and expanded coverage of Aaron Beck’s cognitive therapy

Increased coverage of Judith Beck’s role in the development of cognitive therapy

New section on Christine Padesky’s strength-based cognitive behavior therapy

Increased attention on Donald Meichenbaum’s influence in the development of CBT

More clinical examples to illustrate key CBT techniques and concepts

Expanded coverage of a comparison among the various CBT approaches

chapter 11 choice Theory/reality Therapy

Revision of the relationship of choice theory to reality therapy More practical examples of reality therapy practice chapter 12 feminist Therapy

Updated and expanded treatment of the principles of feminist therapy

Increased attention given to cultural and social justice perspectives

More emphasis on concepts of power, privilege, discrimination, and empowerment

Expansion of relational-cultural theory and implications for practice

Revised and expanded discussion on therapeutic techniques and strategies

Revised material on strengths from a diversity perspective chapter 13 Postmodern approaches

Updated coverage on parallels between solution-focused brief therapy

(SFBT) and positive psychology

Broadened discussion of the key concepts of SFBT

More emphasis on the client-as-expert in the therapy relationship in
postmodern approaches

More clinical examples to illustrate the use of SFBT techniques

New material on the defining characteristics of brief therapy

Increased emphasis on the collaborative nature of narrative therapy and

SFBT Revision of narrative therapy section chapter 14 family systems Therapy

Streamlined to focus mainly on an integrative approach to family therapy

More on recent developments in family systems therapy

More attention given to feminism, multiculturalism, and postmodern constructionism as applied to family therapy

Chapter 15 (“An Integrative Perspective”) pulls together themes from all 11 theoretical orientations. This chapter represents a major revision of the discussion of the psychotherapy integration movement; updates of the various integrative approaches; revision of the section on integration of spirituality in counseling; added material on research demonstrating the therapeutic alliance; expanded discussion on the central role of the client in determining therapy outcomes; new section on feedback-informed treatment; and updated coverage of the conclusions from the research literature on the effectiveness of psychotherapy. New to this chapter are two cases (Stan and Gwen) that illustrate integrative approaches. Chapter 15 develops the notion that an integrative approach to counseling practice is in keeping with meeting the needs of diverse client populations in many different settings. Numerous tables and other integrating material help students compare and contrast the 11 approaches.

This text can be used in a flexible way. Some instructors will follow the sequencing of chapters in the book. Others will prefer to begin with the theory chapters (Part 2) and then deal later with the student’s personal characteristics and ethical issues. The topics can be covered in whatever order makes the most sense. Readers are offered some suggestions for using this book in Chapter 1.

In this edition I have made every effort to incorporate those aspects that have worked best in the courses on counseling theory and practice that I teach. To help readers apply theory to practice, I have also revised the Student Manual, which is designed for experiential work. The Student Manual for Theory and Practice of Counseling and Psychotherapy still contains open-ended questions, many new cases for exploration and discussion, structured exercises, self-inventories, and a variety of activities that can be done both in class and out of class. The tenth edition features a structured overview, as well as a glossary, for each of the theories, and chapter quizzes for assessing the level of student mastery of basic concepts. New to this tenth edition of the Student Manual are experiential exercises for the Case of Gwen and questions raised by experts in each of the theory chapters. Each expert addresses the same six questions as applied to each of the given theories.

MindTap™ is a new online resource available to accompany this textbook. It contains the video program for Theory and Practice of Counseling and Psychotherapy: The Case of Stan and Lecturettes, a glossary of key terms, interviews with experts (questions and answers by experts in the various theories), and case examples for each of the theories illustrating ways of applying these concepts and techniques to a counseling case. A concise version of working with Stan from an integrative perspective now appears in Chapter 15. Chapter 16, “Case Illustration: An Integrative Approach in Working With Stan,” has been deleted from this edition but is available on MindTap™. A chapter covering Transactional Analysis is also available on MindTap™.

Case Approach to Counseling and Psychotherapy (Eighth Edition) features experts working with the case of Ruth from the various therapeutic approaches. The casebook, which is now available online, can supplement this book or stand alone.

Accompanying this tenth edition of the text and Student Manual are lecturettes on how I draw from key concepts and techniques from the various theories presented in the book. This DVD program has been developed for student purchase and use as a self-study program, and it completes an ideal learning package. The Art of Integrative Counseling (Third Edition), which expands on the material in Chapter 15 of the textbook, also complements this book.

Some professors have found the textbook and the Student Manual or MindTap™ to be ideal companions and realistic resources for a single course. Others like to use the textbook and the casebook as companions. With this revision it is now possible to have a unique learning package of several books, along with the DVD for Integrative Counseling: The Case of Ruth and Lecturettes. The Case Approach to Counseling and Psychotherapy and the Art of Integrative Counseling can also be used in a various classes, a few of which include case-management practicum, fieldwork courses, or counseling techniques courses.

Also available is a revised and updated Instructor’s Resource Manual, which includes suggestions for teaching the course, class activities to stimulate interest, PowerPoint presentations for all chapters, and a variety of test questions and a final examination. This instructor’s manual is now geared for the following learning package:

Theory and Practice of Counseling and Psychotherapy, Student Manual for Theory and Practice of Counseling and Psychotherapy, Case Approach to Counseling and Psychotherapy, The Art of Integrative Counseling, and two video programs: DVD for Integrative Counseling: The Case of Ruth and Lecturettes, and DVD for Theory and Practice of Counseling and Psychotherapy: The Case of Stan and Lecturettes.

Acknowledgments

The suggestions I received from the many readers of prior editions who took the time to complete the surveys have been most helpful in the revision process. Many other people have contributed ideas that have found their way into this tenth edition. I especially appreciate the time and efforts of those who participated in a prerevision review and offered constructive criticism and supportive commentaries, as well as those professors who have used this book and provided me with feedback that has been most useful in these revisions. Those who reviewed selected parts of the manuscript of the tenth edition are:

Jude Austin, doctoral student, University of Wyoming

Julius Austin, doctoral student, University of Wyoming

Mark E. Young, University of Central Florida

Robert Haynes, Borderline Productions

Beverly Palmer, California State University at Dominguez Hills

James Robert Bitter, East Tennessee State University

Patricia Robertson, East Tennessee State University

Jamie Bludworth, Arizona State University

Michelle Muratori, Johns Hopkins University

Jake Morris, Lipscomb University

Special thanks are extended to the chapter reviewers, who provided consultation and detailed critiques. Their insightful and valuable comments have generally been incorporated into this edition:

Chapter 4 (Psychoanalytic Therapy): William Blau, Copper Mountain College, Joshua Tree, California

Chapter 5 (Adlerian Therapy): Matt Englar-Carlson, California State University, Fullerton; Jon Carlson, Governors State University; Jon Sperry, Lynn University, Boca Raton. James Robert Bitter, East Tennessee State University, and I coauthored Chapter 5.

Chapter 6 (Existential Therapy): Emmy van Deurzen, New School of Psychotherapy and Counselling, London, England, and University of Sheffield; J. Michael Russell of California State University, Fullerton; David N. Elkins,

Graduate School of Education and Psychology, Pepperdine University; Bryan Farha, Oklahoma City College

Chapter 7 (Person-Centered Therapy): Natalie Rogers, Person-Centered Expressive Arts Associates, Cotati, California; David N. Elkins, Graduate School of Education and Psychology, Pepperdine University; David Cain, California

School of Professional Psychology at Alliant International University, San Diego

Chapter 8 (Gestalt Therapy): Jon Frew, Private Practice, Vancouver, Washington, and Pacific University, Oregon; Lynne Jacobs, Pacific Gestalt Institute in Los Angeles; Gary Yontef, Pacific Gestalt Institute in Los Angeles; Jude Austin, doctoral student, University of Wyoming; Julius Austin, doctoral student, University of Wyoming

Chapter 9 (Behavior Therapy): Sherry Cormier, West Virginia University; Frank

M. Dattilio, Harvard Medical School, and the University of Pennsylvania

School of Medicine; Ronald D. Siegel, Harvard Medical School

Chapter 10 (Cognitive Behavior Therapy): Sherry Cormier, West Virginia

University; Christine A. Padesky, Center for Cognitive Therapy at Huntington Beach, California; Frank M. Dattilio, Harvard Medical School, and the University of Pennsylvania School of Medicine; Beverly Palmer, California State University at Dominguez Hills; Jamie Bludworth, Arizona State University; Jude Austin, doctoral student, University of Wyoming; Julius Austin, doctoral student, University of Wyoming; Jon Sperry, Lynn University, Boca Raton; Debbie Joffe Ellis

Chapter 11 (Choice Theory/Reality Therapy): Robert Wubbolding, Center for

Reality Therapy, Cincinnati, Ohio

Chapter 12 (Feminist Therapy): Carolyn Zerbe Enns, Cornell College; James Robert Bitter, East Tennessee State University; Patricia Robertson, East Tennessee State University; Elizabeth Kincade, Indiana University of Pennsylvania; Susan Rachael Seem, The College at Brockport, State University of New York;

Kellie Kirksey, Cleveland Institute of Wellness; Amanda La Guardia of Sam Houston State University. Barbara Herlihy, University of New Orleans, and I coauthored Chapter 12.

Chapter 13 (Postmodern Approaches): John Winslade, California State University,

San Bernardino; John Murphy, University of Central Arkansas

Chapter 14 (Family Systems Therapy): James Robert Bitter, East Tennessee State University, and I co-authored Chapter 14.

Chapter 15 (An Integrative Perspective): Scott D. Miller, The International

Center for Clinical Excellence; Beverly Palmer, California State University at

Dominguez Hills; Jude Austin, doctoral student, University of Wyoming;

Julius Austin, doctoral student, University of Wyoming

The Case of Gwen (all theory chapters) was written by Kellie Kirksey, Cleveland

Clinic Center for Integrative Medicine

This book is the result of a team effort, which includes the combined efforts of a number of people at Cengage Learning. These people include Jon-David Hague, Product Director; Julie Martinez, Product Manager, Counseling, Human Services, and Social Work; Vernon Boes, Art Director, for his work on the interior design and cover of this book; Kyra Kane, Associate Content Developer, who coordinates the

xii PrefaCe to tenth edition

xiv PrefaCe to tenth edition

PrefaCe to tenth edition xv

Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

PrefaCe to tenth edition

MindTap™ program and other supplementary materials for the book; Michelle Muratori, Johns Hopkins University, for her work on updating the Instructor’s Resource Manual and assisting in developing other supplements; and Rita Jaramillo, Content Project Manager. Thanks to Ben Kolstad of Cenveo® Publisher Services, who coordinated the production of this book. Special recognition goes to Kay Mikel, the manuscript editor of this edition, whose exceptional editorial talents continue to keep this book reader friendly. I appreciate Susan Cunningham’s work in creating and revising test items to accompany this text and in preparing the index. The efforts and dedication of all of these people certainly contribute to the high quality of this edition.

Gerald Corey

1

1

Introduction

and Overview

1.

Understand the author’s

philosophical stance.

2.

Identify suggested ways to use this

book.

3.

Differentiate between each

contemporary counseling model

discussed in this book.

4.

Identify key issues within the case

of Stan.

5.

Identify key issues within the case

of Gwen.

L e a r n i n g O b j e c t i v e s

Introduction

Counseling students can begin to acquire a counseling style tailored to their own personality by familiarizing themselves with the major approaches to therapeutic practice. This book surveys 11 approaches to counseling and psychotherapy, presenting the key concepts of each approach and discussing features such as the therapeutic process (including goals), the client–therapist relationship, and specific procedures used in the practice of counseling. This information will help you develop a balanced view of the major ideas of each of the theories and acquaint you with the practical techniques commonly employed by counselors who adhere to each approach. I encourage you to keep an open mind and to seriously consider both the unique contributions and the particular limitations of each therapeutic system presented in Part 2.

You cannot gain the knowledge and experience you need to synthesize various approaches by merely completing an introductory course in counseling theory. This process will take many years of study, training, and practical counseling experience. Nevertheless, I recommend a personal integration as a framework for the professional education of counselors. When students are presented with a single model and are expected to subscribe to it alone, their effectiveness will be limited when working with a diverse range of future clients.

An undisciplined mixture of approaches, however, can be an excuse for failing to develop a sound rationale for systematically adhering to certain concepts and to the techniques that are extensions of them. It is easy to pick and choose fragments from the various therapies because they support our biases and preconceptions. By studying the models presented in this book, you will have a better sense of how to integrate concepts and techniques from different approaches when defining your own personal synthesis and framework for counseling.

Each therapeutic approach has useful dimensions. It is not a matter of a theory being “right” or “wrong,” as every theory offers a unique contribution to understanding human behavior and has unique implications for counseling practice. Accepting the validity of one model does not necessarily imply rejecting other models. There is a clear place for theoretical pluralism, especially in a society that is becoming increasingly diverse.

Although I suggest that you remain open to incorporating diverse approaches into your own personal synthesis—or integrative approach to counseling—let me caution that you can become overwhelmed and confused if you attempt to learn everything at once, especially if this is your introductory course in counseling theories. A case can be made for initially getting an overview of the major theoretical orientations, and then learning a particular approach by becoming steeped in that approach for some time, rather than superficially grasping many theoretical approaches. An integrative perspective is not developed in a random fashion; rather, it is an ongoing process that is well thought out. Successfully integrating concepts and techniques from diverse models requires years of reflective practice and a great deal of reading about the various theories. In Chapter 15 I discuss in more depth some ways to begin designing your integrative approach to counseling practice.

xviii

xx CHAPTER ONE

Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

visit CengageBrain.com or watch the dvd for the video program on Chapter 1, Theory and Practice of Counseling and Psychotherapy: The Case of Stan and Lecturettes. I suggest that you view the brief lecturette for each chapter in this book prior to reading the chapter.

Where I Stand

My philosophical orientation is strongly influenced by the existential LO1 approach. Because this approach does not prescribe a set of techniques and procedures, I draw techniques from the other models of therapy that are presented in this book. I particularly like to use role-playing techniques. When people reenact scenes from their lives, they tend to become more psychologically engaged than when they merely report anecdotes about themselves. I also incorporate many techniques derived from cognitive behavior therapy.

The psychoanalytic emphasis on early psychosexual and psychosocial development is useful. Our past plays a crucial role in shaping our current personality and behavior. I challenge the deterministic notion that humans are the product of their early conditioning and, thus, are victims of their past. But I believe that an exploration of the past is often useful, particularly to the degree that the past continues to influence present-day emotional or behavioral difficulties.

I value the cognitive behavioral focus on how our thinking affects the way we feel and behave. These therapies also emphasize current behavior. Thinking and feeling are important dimensions, but it can be a mistake to overemphasize them and not explore how clients are behaving. What people are doing often provides a good clue to what they really want. I also like the emphasis on specific goals and on encouraging clients to formulate concrete aims for their own therapy sessions and in life.

More approaches have been developing methods that involve collaboration between therapist and client, making the therapeutic venture a shared responsibility. This collaborative relationship, coupled with teaching clients ways to use what they learn in therapy in their everyday lives, empowers clients to take an active stance in their world. It is imperative that clients be active, not only in their counseling sessions but in daily life as well. Homework, collaboratively designed by clients and therapists, can be a vehicle for assisting clients in putting into action what they are learning in therapy.

A related assumption of mine is that we can exercise increasing freedom to create our own future. Accepting personal responsibility does not imply that we can be anything we want to be. Social, environmental, cultural, and biological realities oftentimes limit our freedom of choice. Being able to choose must be considered in the sociopolitical contexts that exert pressure or create constraints; oppression is a reality that can restrict our ability to choose our future. We are also influenced by our social environment, and much of our behavior is a product of learning and conditioning. That being said, I believe an increased awareness of these contextual forces enables us to address these realities. It is crucial to learn how to cope with the external and internal forces that influence our decisions and behavior.

Feminist therapy has contributed an awareness of how environmental and social conditions contribute to the problems of women and men and how gender-role socialization leads to a lack of gender equality. Family therapy teaches us that it is not possible to understand the individual apart from the context of the system. Both family therapy and feminist therapy are based on the premise that to understand the individual it is essential to take into consideration the interpersonal dimensions and the sociocultural context rather than focusing primarily on the intrapsychic domain. This comprehensive approach to counseling goes beyond understanding our internal dynamics and addresses the environmental and systemic realities that influence us.

My philosophy of counseling challenges the assumption that therapy is exclusively aimed at “curing” psychological “ailments.” Such a focus on the medical model restricts therapeutic practice because it stresses deficits rather than strengths. Instead, I agree with the postmodern approaches (see Chapter 13), which are grounded on the assumption that people have both internal and external resources to draw upon when constructing solutions to their problems. Therapists will view these individuals quite differently if they acknowledge that their clients possess competencies rather than pathologies. I view each individual as having resources and competencies that can be discovered and built upon in therapy.

Psychotherapy is a process of engagement between two people, both of whom are bound to change through the therapeutic venture. At its best, this is a collaborative process that involves both the therapist and the client in co-constructing solutions regarding life’s tasks. Most of the theories described in this book emphasize the collaborative nature of the practice of psychotherapy.