Theory and practice of group counseling 9th edition apa citation

Counseling Theory- Psychoanalytic Theory

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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

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Theory and Practice of Counseling and

Psychotherapy,

Tenth Edition

Gerald Corey

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Printed in the United States of America

Print Number: 01 Print Year: 2015

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

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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.

Therapists are not in business to change clients, to give them quick advice, or to solve their problems for them. Instead, counselors facilitate healing through a process of genuine dialogue with their clients. The kind of person a therapist is remains the most critical factor affecting the client and promoting change. If practitioners possess wide knowledge, both theoretical and practical, yet lack human qualities of compassion, caring, good faith, honesty, presence, realness, and sensitivity, they are more like technicians. I believe that those who function exclusively as technicians do not make a significant difference in the lives of their clients. It is essential that counselors explore their own values, attitudes, and beliefs in depth and work to increase their own awareness. Throughout the book I encourage you to find ways to apply what you are reading to your personal life. Doing so will take you beyond a mere academic understanding of these theories.

With respect to mastering the techniques of counseling and applying them appropriately and effectively, it is my belief that you are your own very best technique. Your engagement with your clients is useful in moving the therapeutic process along. It is impossible to separate the techniques you use from your personality and the relationship you have with your clients.

Administering techniques to clients without regard for the relationship variables is ineffective. Techniques cannot substitute for the hard work it takes to develop a constructive client–therapist relationship. Although you can learn attitudes and skills and acquire certain knowledge about personality dynamics and the therapeutic process, much of effective therapy is the product of artistry. Counseling entails far more than becoming a skilled technician. It implies that you are able to establish and maintain a good working relationship with your clients, that you can draw on your own experiences and reactions, and that you can identify techniques suited to the needs of your clients.

As a counselor, you need to remain open to your own personal development and to address your personal problems. The most powerful ways for you to teach your clients is by the behavior you model and by the ways you connect with them. I suggest you experience a wide variety of techniques yourself as a client. Reading about a technique in a book is one thing; actually experiencing it from the vantage point of a client is quite another. If you have practiced mindfulness exercises, for example, you will have a much better sense for guiding clients in the practice of becoming increasingly mindful in daily life. If you have carried out real-life homework assignments as part of your own self-change program, you can increase your empathy for clients and their potential problems. Your own anxiety over self-disclosing and addressing personal concerns can be a most useful anchoring point as you work with the anxieties of your clients. The courage you display in your own personal therapy will help you appreciate how essential courage is for your clients.

Your personal characteristics are of primary importance in becoming a counselor, but it is not sufficient to be merely a good person with good intentions. To be effective, you also must have supervised experiences in counseling and sound knowledge of counseling theory and techniques. Further, it is essential to be well grounded in the various theories of personality and to learn how they are related to theories of counseling. Your conception of the person and the individual characteristics of your client affect the interventions you will make. Differences between you and your client may require modification of certain aspects of the theories. Some practitioners make the mistake of relying on one type of intervention (supportive, confrontational, information giving) for most clients with whom they work. In reality, different clients may respond better to one type of intervention than to another. Even during the course of an individual’s therapy, different interventions may be needed at different times. Practitioners should acquire a broad base of counseling techniques that are suitable for individual clients rather than forcing clients to fit one approach to counseling.

Suggestions for Using the Book

Here are some specific recommendations on how to get the fullest value from LO2 this book. The personal tone of the book invites you to relate what you are reading to your own experiences. As you read Chapter 2, “The Counselor: Person and Professional,” begin the process of reflecting on your needs, motivations, values, and life experiences. Consider how you are likely to bring the person you are becoming into your professional work. You will assimilate much more knowledge about the various therapies if you make a conscious attempt to apply the key concepts and techniques of these theories to your own personal life. Chapter 2 helps you think about how to use yourself as your single most important therapeutic instrument, and it addresses a number of significant ethical issues in counseling practice.

Before you study each of the theories chapters, I suggest that you at least briefly read Chapter 15, which provides a comprehensive review of the key concepts from all 11 theories presented in this textbook. I try to show how an integration of these perspectives can form the basis for creating your own personal synthesis to counseling. In developing an integrative perspective, it is essential to think holistically. To understand human functioning, it is imperative to account for the physical, emotional, mental, social, cultural, political, and spiritual dimensions. If any one of these facets of human experience is neglected, a theory is limited in explaining how we think, feel, and act.

To provide you with a consistent framework for comparing and contrasting the various therapies, the 11 theory chapters share a common format. This format includes a few notes on the personal history of the founder or another key figure; a brief historical sketch showing how and why each theory developed at the time it did; a discussion of the approach’s key concepts; an overview of the therapeutic process, including the therapist’s role and client’s work; therapeutic techniques and procedures; applications of the theory from a multicultural perspective; application of the theory to the cases of Stan and Gwen; a summary; a critique of the theory with emphasis on contributions and limitations; suggestions of how to continue your learning about each approach; and suggestions for further reading.

Refer to the Preface for a complete description of other resources that fit as a package and complement this textbook, including Student Manual for Theory and Practice of Counseling and Psychotherapy and DVD for Integrative Counseling: The Case of Ruth and Lecturettes. In addition, in DVD for Theory and Practice of Counseling and Psychotherapy: The Case of Stan and Lecturettes I demonstrate my way of counseling Stan from the various theoretical approaches in 13 sessions and present my perspective on the key concepts of each theory in a brief lecture, with emphasis on the practical application of the theory.

Overview of the Theory Chapters

I have selected 11 therapeutic approaches for this book. Table 1.1 presents LO3 an overview of these approaches, which are explored in depth in Chapters 4 through 14. I have grouped these approaches into four general categories.

TabLe 1.1 Overview of Contemporary Counseling Models

Psychodynamic Approaches

Psychoanalytic therapy Founder: Sigmund Freud. A theory of personality development, a philosophy of human nature, and a method of psychotherapy that focuses on unconscious factors that motivate behavior. Attention is given to the events of the first six years of life as determinants of the later development of personality.

Adlerian therapy Founder: Alfred Adler. Key Figure: Following Adler, Rudolf Dreikurs is credited with popularizing this approach in the United States. This is a growth model that stresses assuming responsibility, creating one’s own destiny, and finding meaning and goals to create a purposeful life. Key concepts are used in most other current therapies.

Experiential and Relationship-Oriented Therapies

Existential therapy Key figures: Viktor Frankl, Rollo May, and Irvin Yalom. Reacting against the tendency to view therapy as a system of well-defined techniques, this model stresses building therapy on the basic conditions of human existence, such as choice, the freedom and responsibility to shape one’s life, and self-determination. It focuses on the quality of the person-to-person therapeutic relationship.

Person-centered therapy Founder: Carl Rogers; Key figure: Natalie Rogers. This approach was developed during the 1940s as a nondirective reaction against psychoanalysis. Based on a subjective view of human experiencing, it places faith in and gives responsibility to the client in dealing with problems and concerns.

Gestalt therapy Founders: Fritz and Laura Perls; Key figures: Miriam and Erving Polster. An experiential therapy stressing awareness and integration; it grew as a reaction against analytic therapy. It integrates the functioning of body and mind and places emphasis on the therapeutic relationship.

Cognitive Behavioral Approaches

Behavior therapy Key figures: B. F. Skinner, and Albert Bandura. This approach applies the principles of learning to the resolution of specific behavioral problems. Results are subject to continual experimentation. The methods of this approach are always in the process of refinement. The mindfulness and acceptance-based approaches are rapidly gaining popularity.

Cognitive behavior therapy Founders: Albert Ellis and A. T. Beck. Albert Ellis founded rational emotive behavior therapy, a highly didactic, cognitive, action-oriented model of therapy, and A. T. Beck founded cognitive therapy, which gives a primary role to thinking as it influences behavior. Judith Beck continues to develop CBT; Christine Padesky has developed strengths-based CBT; and Donald Meichenbaum, who helped develop cognitive behavior therapy, has made significant contributions to resilience as a factor in coping with trauma.

Choice theory/Reality Founder: William Glasser. Key figure: Robert Wubbolding. This short-term approach is based therapy on choice theory and focuses on the client assuming responsibility in the present. Through the therapeutic process, the client is able to learn more effective ways of meeting her or his needs.

Systems and Postmodern Approaches

Feminist therapy This approach grew out of the efforts of many women, a few of whom are Jean Baker Miller, Carolyn Zerbe Enns, Oliva Espin, and Laura Brown. A central concept is the concern for the psychological oppression of women. Focusing on the constraints imposed by the sociopolitical status to which women have been relegated, this approach explores women’s identity development, self-concept, goals and aspirations, and emotional well-being.

Postmodern approaches A number of key figures are associated with the development of these various approaches to therapy. Steve de Shazer and Insoo Kim Berg are the cofounders of solution-focused brief therapy. Michael White and David Epston are the major figures associated with narrative therapy. Social constructionism, solution-focused brief therapy, and narrative therapy all assume that there is no single truth; rather, it is believed that reality is socially constructed through human interaction. These approaches maintain that the client is an expert in his or her own life.

Family systems therapy A number of significant figures have been pioneers of the family systems approach, two of whom include Murray Bowen and Virginia Satir. This systemic approach is based on the assumption that the key to changing the individual is understanding and working with the family.

First are the psychodynamic approaches. Psychoanalytic therapy is based largely on insight, unconscious motivation, and reconstruction of the personality. The psychoanalytic model appears first because it has had a major influence on all of the formal systems of psychotherapy. Some of the therapeutic models are extensions of psychoanalysis, others are modifications of analytic concepts and procedures, and still others emerged as a reaction against psychoanalysis. Many theories of psychotherapy have borrowed and integrated principles and techniques from psychoanalytic approaches.

Adlerian therapy differs from psychoanalytic theory in many respects, but it can broadly be considered an analytic perspective. Adlerians focus on meaning, goals, purposeful behavior, conscious action, belonging, and social interest. Although Adlerian theory accounts for present behavior by studying childhood experiences, it does not focus on unconscious dynamics.

The second category comprises the experiential and relationship-oriented therapies: the existential approach, the person-centered approach, and Gestalt therapy. The existential approach stresses a concern for what it means to be fully human. It suggests certain themes that are part of the human condition, such as freedom and responsibility, anxiety, guilt, awareness of being finite, creating meaning in the world, and shaping one’s future by making active choices. This approach is not a unified school of therapy with a clear theory and a systematic set of techniques. Rather, it is a philosophy of counseling that stresses the divergent methods of understanding the subjective world of the person. The person-centered approach, which is rooted in a humanistic philosophy, places emphasis on the basic attitudes of the therapist. It maintains that the quality of the client–therapist relationship is the prime determinant of the outcomes of the therapeutic process. Philosophically, this approach assumes that clients have the capacity for self-direction without active intervention and direction on the therapist’s part. Another experiential approach is Gestalt therapy, which offers a range of experiments to help clients gain awareness of what they are experiencing in the here and now—that is, the present. In contrast to person-centered therapists, Gestalt therapists tend to take an active role, yet they follow the leads provided by their clients. These approaches tend to emphasize emotion as a route to bringing about change, and in a sense, they can be considered emotion-focused therapies.

Third are the cognitive behavioral approaches, sometimes known as the actionoriented therapies because they all emphasize translating insights into behavioral action. These approaches include choice theory/reality therapy, behavior therapy, rational emotive behavior therapy, and cognitive therapy. Reality therapy focuses on clients’ current behavior and stresses developing clear plans for new behaviors. Like reality therapy, behavior therapy puts a premium on doing and on taking steps to make concrete changes. A current trend in behavior therapy is toward paying increased attention to cognitive factors as an important determinant of behavior. Rational emotive behavior therapy and cognitive therapy highlight the necessity of learning how to challenge inaccurate beliefs and automatic thoughts that lead to behavioral problems. These cognitive behavioral approaches are used to help people modify their inaccurate and self-defeating assumptions and to develop new patterns of acting.

The fourth general approach encompasses the systems and postmodern perspectives. Feminist therapy and family therapy are systems approaches, but they also share postmodern notions. The systems orientation stresses the importance of understanding individuals in the context of the surroundings that influence their development. To bring about individual change, it is essential to pay attention to how the individual’s personality has been affected by his or her gender-role socialization, culture, family, and other systems.

The postmodern approaches include social constructionism, solution-focused brief therapy, and narrative therapy. These newer approaches challenge the basic assumptions of most of the traditional approaches by assuming that there is no single truth and that reality is socially constructed through human interaction. Both the postmodern and the systemic theories focus on how people produce their own lives in the context of systems, interactions, social conditioning, and discourse.

In my view, practitioners need to pay attention to what their clients are thinking, feeling, and doing, and a complete therapy system must address all three of these facets. Some of the therapies included here highlight the role that cognitive factors play in counseling. Others place emphasis on the experiential aspects of counseling and the role of feelings. Still others emphasize putting plans into action and learning by doing. Combining all of these dimensions provides the basis for a comprehensive

therapy.

Introduction to the Case of Stan

You will learn a great deal by seeing a theory in action, preferably in a live LO4 demonstration or as part of experiential activities in which you function in the alternating roles of client and counselor. An online program (available in DVD format as well) demonstrates one or two techniques from each of the theories. As Stan’s counselor, I show how I would apply some of the principles of each of the theories you are studying to Stan. Many of my students find this case history of the hypothetical client (Stan) helpful in understanding how various techniques are applied to the same person. Stan’s case, which describes his life and struggles, is presented here to give you significant background material to draw from as you study the applications of the theories. Each of the 11 theory chapters in Part 2 includes a discussion of how a therapist with the orientation under discussion is likely to proceed with Stan. We examine the answers to questions such as these:

What themes in Stan’s life merit special attention in therapy?

What concepts would be useful to you in working with Stan on his problems?

What are the general goals of Stan’s therapy?

What possible techniques and methods would best meet these goals?

What are some characteristics of the relationship between Stan and his therapist?

How might the therapist proceed?

How might the therapist evaluate the process and treatment outcomes of therapy?

In Chapter 15 (which I recommend you read early) I explain how I would work with Stan, suggesting concepts and techniques I would draw on from many of the models (forming an integrative approach).

A single case illustrates both contrasts and parallels among the approaches. It also will help you understand the practical applications of the 11 models and provide a basis for integrating them. A summary of the intake interview with Stan, his autobiography, and some key themes in his life are presented next to provide a context for making sense of the way therapists with various theoretical orientations

INTROduCTION ANd OvERvIEw 3

8 CHAPTER ONE

INTROduCTION ANd OvERvIEw 3

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.

might work with Stan. Try to find attributes of each approach that you can incorporate into a personalized style of counseling.

Intake Interview and Stan’s Autobiography

The setting is a community mental health agency where both individual and group counseling are available. Stan comes to counseling because of his drinking. He was convicted of driving under the influence, and the judge determined that he needed professional help. Stan recognizes that he does have problems, but he is not convinced that he is addicted to alcohol. Stan arrives for an intake interview and provides the counselor with this information:

At the present time I work in construction. I like building houses, but probably won’t stay in construction for the rest of my life. When it comes to my personal life, I’ve always had difficulty in getting along with people. I could be called a “loner.” I like people in my life, but I don’t seem to know how to stay close to people. It probably has a lot to do with why I drink. I’m not very good at making friends or getting close to people. Probably the reason I sometimes drink a bit too much is because I’m so scared when it comes to socializing. Even though I hate to admit it, when I drink, things are not quite so overwhelming. When I look at others, they seem to know the right things to say. Next to them I feel dumb. I’m afraid that people don’t find me very interesting. I’d like to turn my life around, but I just don’t know where to begin. That’s why I went back to school. I’m a parttime college student majoring in psychology. I want to better myself. In one of my classes, Psychology of Personal Adjustment, we talked about ourselves and how people change. We also had to write an autobiographical paper.

That is the essence of Stan’s introduction. The counselor says that she would like to read his autobiography. Stan hopes it will give her a better understanding of where he has been and where he would like to go. He brings her the autobiography, which reads as follows:

Where am I currently in my life? At 35 I feel that I’ve wasted most of my life. I should be finished with college and into a career by now, but instead I’m only a junior. I can’t afford to really commit myself to pursuing college full time because I need to work to support myself. Even though construction work is hard, I like the satisfaction I get when I look at what I have done.

I want to get into a profession where I could work with people. Someday, I’m hoping to get a master’s degree in counseling or in social work and eventually work as a counselor with kids who are in trouble. I know I was helped by someone who cared about me, and I would like to do the same for someone else.

I have few friends and feel scared around most people. I feel good with kids. But I wonder if I’m smart enough to get through all the classes I’ll need to become a counselor. One of my problems is that I frequently get drunk. This happens when I feel alone and when I’m scared of the intensity of my feelings. At first drinking seemed to help, but later on I felt awful. I have abused drugs in the past also.

I feel overwhelmed and intimidated when I’m around attractive women. I feel cold, sweaty, and terribly nervous. I think they may be judging me and see me as not much of a man. I’m afraid I just don’t measure up to being a real man. When I am sexually intimate with a woman, I am anxious and preoccupied with what she is thinking about me.

I feel anxiety much of the time. I often feel as if I’m dying inside. I think about committing suicide, and I wonder who would care. I can see my family coming to my funeral feeling sorry for me. I feel guilty that I haven’t worked up to my potential, that I’ve been a failure, that I’ve wasted much of my time, and that I let people down a lot. I get down on myself and wallow in guilt and feel very depressed. At times like this I feel hopeless and that I’d be better off dead. For all these reasons, I find it difficult to get close to anyone.

There are a few bright spots. I did put a lot of my shady past behind me, and did get into college. I like this determination in me—I want to change. I’m tired of feeling the way I do. I know that nobody is going to change my life for me. It’s up to me to get what I want. Even though I feel scared at times, I like that I’m willing to take risks.