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What counseling theory am i

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DEVELOPING YOUR


THEORETICAL


ORIENTATION IN


COUNSELING AND PSYCHOTHERAPY


Third Edition


DUANE A. HALBUR


Georgia Military College


Life Management Group, Inc.


KIMBERLY VESS HALBUR


Medical College of Georgia at Georgia Regents University


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Credits and acknowledgments for material borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate page within the text.


Every effort has been made to provide accurate and current Internet information in this book. However, the Internet and information posted on it are constantly changing, so it is inevitable that some of the Internet addresses listed in this textbook will change.


Copyright © 2015, 2011, 2006 by Pearson Education, Inc. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, 221 River Street, Hoboken, NJ 07030.


Library of Congress Cataloging-in-Publication Data


Halbur, Duane.


Developing your theoretical orientation in counseling and psychotherapy/Duane A. Halbur, Kimberly Vess Halbur.—Third edition. pages cm


Includes bibliographical references and index.


ISBN 978-0-13-348893-7


ISBN 0-13-348893-4


1. Psychology—Philosophy. 2. Counseling. 3. Psychotherapy. I. Halbur, Kimberly Vess. II. Title.


BF38.H33 2015


158.3—dc23


2014011528


10 9 8 7 6 5 4 3 2 1


ISBN 10: 0-13-348893-4 ISBN 13: 978-0-13-348893-7

In memory of


Edna May Thompson and


Carol Lynn Halbur,


who gave us much love and many of our theories about life and helped us to pass them along to our children


Dominic Anthony Halbur and


Carolyn Maye Halbur


About the Authors


Dr. Duane Halbur’s research interests include the needs of school counselors, philosophical counseling, and the integration of technology in counseling. Along with teaching and writing, he works as a licensed counselor in private practice specializing in children and families in transition. Dr. Kimberly Vess Halbur’s research includes cultural competencies for the helping professions and medical fields.


iv

We first wrote Developing Your Theoretical Orientation in Counseling and Psychotherapy with the objective of assisting other helping professionals through finding their theoretical orientation more easily than we did. We realize that the term helping professionals may seem generic, but we use it in an effort to include helpers who work with diverse populations in a wide array of fields. Specifically, we are speaking to mental health counselors, psychologists, social workers, school counselors, substance abuse counselors, psychotherapists, and peer helpers. This third edition attempts to assist clinicians further in finding their theoretical orientation in a diverse society while enjoying the process of self-exploration. The theories are presented in a way that allows the reader to identify quickly the philosophical and cultural foundations of the theories while accessing the goals and techniques of the theories.


Because the work of helping professionals needs to be grounded in theory, we have featured in this text an innovative model for selecting a theoretical orientation and hands-on activities to assist readers in their quest for a theoretical approach to helping. Learning activities, reflection questions, and case studies are included throughout the text, with several featured prominently in Chapter 5. These activities have been updated to demonstrate traditional and contemporary theories as well as multicultural perspectives so important to the helping fields.


Preface


The Intentional Theory Selection (ITS) model is a contemporary model for selecting a theoretical orientation. This model can assist helpers in finding a theory that is congruent with their personal values. We also acknowledge that the selection of a theoretical orientation may be quite cyclical. Just as in life, change in theoretical orientation is constant and inevitable. Thus, a professional helper may revisit the model many times throughout his or her career.


This text may also serve as a reminder or overview of the foremost helping theories and their respective schools of thought. We provide readers with a reminder of the basic philosophies, goals, and techniques of the major theories of counseling. We hope this text offers just enough information to remind professional helpers of what they already know while enticing them to seek out and learn more about a presented theory.


In addition to a summary of selected counseling theories, students and counselors will be exposed to 10 applied ways to aid in the self-discovery process. This self-discovery will begin the readers’ processes of intentionally finding a theoretical orientation that is congruent with their own worldview, beliefs, and values. The Selective Theory Sorter– Revised (STS–R) is a survey that was developed to help students and counselors discover which researched theories they might endorse. This sorter, more important in self- discovery than in assessment, is one of several tools that will be offered to readers while they are in the process of finding their own theoretical orientation.


We hope that readers find the material and the ITS model refreshing and at the same time meaningful. Those in the helping professions know, through research and


v


PREFACE


observation, that theory is important. Many innovators, researchers, and clinicians have dedicated their research and life work to finding techniques and philosophies that can best serve our clientele. We owe so much to these pioneers who have helped us to be effective and ethical in the work we do.


The helping professions are truly important to a developing society. Helping professionals have the opportunity to prevent and remediate when they serve in a field that makes its daily impact by improving the lives of others. As you work on your own professional identity and struggles, remember that this opportunity is both a blessing and a responsibility. In this text, as in many endeavors in your professional life, you will be asked to look inward. As professionals, we ask this of clients; as authors, we ask this of you. Take this opportunity to challenge yourself and grow.


We have presented the ITS model and the STS–R at many professional conferences and have greatly appreciated the feedback and the anticipation for this project to be in print for a third time. We still receive emails and phone calls from faculty members who have adopted the text and their students who have enjoyed using it. The interest we have received professionally has served as a muse and motivation for us to improve and update it in this third edition.


NEW TO THIS EDITION

The third edition of Developing Your Theoretical Orientation in Counseling and Psychotherapy offers the following new elements:


■ An increased focus on diversity, including commentary regarding the application of each theory in a culturally rich profession.


■ A greater review of the implications of empirically validated treatments.


■ A greater review of the implications of common-factor approaches to counseling.


■ An expansion and update of the counseling theories, which are necessary for the successful completion of national and state counselor examinations, including updated techniques.


■ Greater explanation of the application of multicultural counseling and feminism.


■ Increased focus on material that readers will find relevant to Counseling for Accreditation of Counseling and Related Educational Programs™ (CACREP) 2016 Standards.


■ Updated websites related to theories and theoretical training to allow readers quick access to more information.


■ Updated cases to assist readers through the process of choosing their theoretical orientation.


With the addition of several new topics, the references have been updated significantly since the previous editions. Readers with experience with the first and second editions will also note a more consistent voice throughout the text.


We would like to thank the reviewers of our manuscript for their insights and comments: John P. Galassi, University of North Carolina at Chapel Hill; Terence Patterson, University of San Francisco; David Shriberg, Loyola University of Chicago; and Amy M. Williams, University of Northern Colorado.


vi


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vii


CHAPTER ONE


Why Theoretical Orientation is Important 1

A PERSONAL EXPERIENCE 1


THE BIG PUZZLE 2


WHAT IS THEORETICAL ORIENTATION? 3


THE HELPER’S TOOL BELT 3


WHAT CAN A THEORETICAL ORIENTATION DO FOR ME? 4


HOW HAVE OTHERS PICKED A THEORETICAL ORIENTATION? 5


WHAT IF I’M ECLECTIC? 6


EMPIRICALLY VALIDATED THERAPIES: ARE THEY BETTER? 8


GUIDANCE FROM COMMON FACTORS: DO THEY ALL WORK? 9


ONCE I HAVE IT, HOW CAN I USE IT? 10


HOW ARE THEORETICAL ORIENTATION AND ETHICS RELATED? 10


THE MAIN POINTS 11


Contents


REFLECTION QUESTIONS 11


CHAPTER TWO


Incorporating Theory into Practice 13

MAKING THEORY USEFUL: A MODEL 13


THEORY DEVELOPMENT 14


IMPORTANCE OF YOUR LIFE PHILOSOPHY 15


LIFE PHILOSOPHY—IT’S PERSONAL 16


SCHOOLS OF THOUGHT 17


THEORIES 18


GOALS AND TECHNIQUES: INTERVENTIONS AT WORK 19


vii

CONTENTS


COUNSELORS ARE DIVERSE 20


RESISTANCE TO THEORIES: ECLECTIC, INTEGRATED, OR JUST DON’T KNOW 21


DOES IT REALLY WORK? 23


WHAT TO TAKE HOME 24


REFLECTION QUESTIONS 25


CHAPTER THREE


Top 10 Ways to Find Your Theoretical Orientation 27

FIND YOURSELF 28


ARTICULATE YOUR VALUES 29


SURVEY YOUR PREFERENCES 30


USE YOUR PERSONALITY 30 Taking the MBTI 37


CAPTURE YOURSELF 37


LET OTHERS INSPIRE YOU IN YOUR LEARNING 38


READ ORIGINAL WORKS 38


GET REAL 38


STUDY WITH A MASTER 39


BROADEN YOUR EXPERIENCES 40


TOP 10 WRAP-UP 40


REFLECTION QUESTIONS 41


SUGGESTED READINGS AND WEBPAGES 41


CHAPTER FOUR


Six Schools of Thought and Their Theories of Helping 45

PSYCHODYNAMIC SCHOOL OF THOUGHT 48


Psychoanalytic Theory 48


Analytical Theory 53


Individual Psychology 55


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xi


CONTENTS ix


BEHAVIORAL SCHOOL OF THOUGHT 58


Behavioral Therapy 58


HUMANISTIC SCHOOL OF THOUGHT 61 Person-Centered 62


Existential 64 Gestalt 67


PRAGMATIC SCHOOL OF THOUGHT 70


Cognitive-Behavioral 70


Rational Emotive Behavioral Therapy 72 Reality Therapy 74


CONSTRUCTIVIST SCHOOL OF THOUGHT 76


Multicultural Counseling and Therapy 77


Feminist Therapy 79


Narrative Therapy 81


Solution-Focused Brief Therapy 84


FAMILY APPROACHES SCHOOL OF THOUGHT 86


Bowen Family Systems Therapy 86


Strategic Family Therapy 88


Structural Family Therapy 89


Family Therapies and Diversity 91


SUMMARY 92


REFLECTION QUESTIONS 92


CHAPTER FIVE


Case Examples for Integrating Theory into Practice 93

CLINICIAN CASE STUDIES 93 Case One: Evan 93


Case Two: Jill 95


Case Three: Garrett 97


Case Four: Lillian 99


Comment on the Cases 101


CLIENT CASE STUDIES 102


Case One: Tony 102


Case Two: Nancy 102


Case Three: Brenda 103


CONTENTS SUPERVISION CASE STUDIES 104 Case One: Grace 104 Case Two: Casey 104 Case Three: Dominic 105 Summary of Supervision Case Studies 106 PUTTING IT ALL TOGETHER 106 Importance Revisited 106 How Theory Is Found 106 Benefit of the ITS Model to the Field 107 References 109 Index 115


x


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xiv


A PERSONAL EXPERIENCE

Since our first years of teaching graduate counseling classes, students have often asked, “How did you decide your theoretical orientation?” This question is reasonable and understandable because students in the helping professions are frequently asked about their theoretical orientation. Thus, we began pondering the development of our own theoretical orientations, which centered inevitably around three core issues: personalities, mentors and supervisors, and clients.


Why Theoretical


Orientation is


Important


1


First, we contemplated how personality might play a role in the theories that we liked and the ways we worked with clients. For example, one of us is an outgoing, energetic person who reflects these traits in interactions with others, both personally and professionally, and who sets high standards and believes that, in general, people strive to do what they believe is right. The other tends to focus on philosophical understanding, however, and consequently practices existential questioning in everyday life. These personal tendencies greatly influence our theories. One of us focuses on social and humanistic theories, while the other works with theories that have strong philosophical foundations. Personal qualities, values, actions, and assumptions clearly have an impact on our theoretical orientations and consequently on our work with clients.

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