Term
| What Is Professional Counseling? |
|
Definition
The practice of professional counseling is
the application of mental health,
psychological, or human development
principles, through cognitive, affective,
behavioral or systematic intervention
strategies, that address wellness, personal
growth, or career development, as well as
pathology (ACA website). |
|
|
Term
|
Definition
Emphasize treatment
manuals and empirically supported treatments
because positive outcomes are deemed to be
caused by the specific ingredients codified in the
manuals (similar to a cookbook approach). |
|
|
Term
|
Definition
Emphasize the healing
context and common factors. See therapeutic
outcomes a a function of these critical contextual
phenomena. |
|
|
Term
| Four Therapeutic Factors (Lambert, 1992) |
|
Definition
Extratherapeutic change (e.g., client ego
strength, social support). 40%
Therapeutic relationship (e.g., empathy,
acceptance). 30%
Expectancy (e.g., placebo effect). 15%
Counseling techniques. 15% |
|
|
Term
| Characteristics of Effective Counselors |
|
Definition
have an identity
respect and appreciate themselves
are open to change
make choices that are life oriented
are authentic, sincere, and honest
make mistakes and are willing to admit them
generally live in the present
appreciate the influence of culture
have a sincere interest in the welfare of others
possess effective interpersonal skills
are passionate
are able to maintain healthy boundaries |
|
|
Term
| The Counseling Processes/Stages |
|
Definition
Waehler and Lenox (1994)
Initial contact & relationship building
Assessment
Goals setting
Intervention
Termination
Hill (2009)
Exploration
Insight
Action
|
|
|
Term
| General Ethical Principles |
|
Definition
Autonomy: The right to make choices and take
actions, provided the results do not adversely affect others.
Beneficence: The intent “to do good” by helping
and promoting growth in others.
Nonmaleficence: “above all, do no harm”
Justice: Fairness or ensuring equality of
opportunities and resources for all people.
Fidelity: Keeping promises and being trustworthy
in relationships with others.
Veracity: Telling the truth. |
|
|
Term
|
Definition
The A-B-C-D-E strategy
Assessment: Identify the dilemma; client’s status
and resources; the therapist’s values, feelings, and reactions to the situation.
Benefit: Evaluate what is most likely to benefit the client, the counseling relationship, and the client’s significant others.
Consequences/Consultation: Consider ethical,
legal, emotional, and therapeutic consequences of possible actions. Consult with supervisors/peers.
Duty: Consider to whom a duty exists.
Education: Determine what the therapist has
learned from dealing with the ethical dilemmas. |
|
|
Term
|
Definition
It focuses on individuals’ capacity to make their
own choices, create their own style of life, and
actualize themselves in their own way. Its
emphasis is on the development of human
potential through experiential means rather
than analysis of the unconscious or behavior
modification. |
|
|
Term
|
Definition
It emphasizes the subjective meaning of
human experience, the uniqueness of the
individual, and personal responsibility reflected
in choice. |
|
|
Term
| Underlying Assumptions of Person Centered Therapy |
|
Definition
It is clients who …
heal themselves
create their own self-growth
are the primary agents of change
So, how do we, as therapists, facilitate the change process?
“If I can provide a certain type of relationship, the other person will discover within himself or herself the capacity to use that relationship for growth and change, and personal development will occur” (Rogers, 1961, p. 33).
|
|
|
Term
| Person-Center Therapy (Continued) |
|
Definition
Necessary AND sufficient conditions:
Congruence or genuineness
Unconditional positive regard and
acceptance
Accurate empathic understanding
|
|
|
Term
Person-Center Therapy
Therapeutic outcomes |
|
Definition
an openness to experience
a trust in themselves
an internal source of evaluation
a willingness to continue growing |
|
|
Term
Person Centered Therapist
(description of his actions) |
|
Definition
do not take a history
do not use formal assessment and diagnosis
avoid asking leading and probing questions
do not make interpretations of client behaviors
do not evaluate clients’ ideas or plans
do not decide for the client about the
frequency/length of therapy |
|
|
Term
Person Centered Therapist
Therapeutic “techniques” & “procedures” |
|
Definition
Well, it is not about techniques…
therapist’s attitudes toward the relationship:
be present
be congruent, authentic (recognize and
develop your counseling style and orientation)
immediacy – address what is going on
between the client and therapist
involve clients as fully as possible in the
counseling process
All in all, it is the person-centered way of being |
|
|
Term
| Goals for the Exploration Stage |
|
Definition
Establishing rapport and developing a
therapeutic relationship
Attending, listening, and observing
Helping clients explore thoughts
Encouraging expression and experiencing
of feelings
Learning about our clients |
|
|
Term
| Helping skills for Exploration stage |
|
Definition
Attending/listening/observing
Restatement, open question for thoughts
Reflection of feelings, self-disclosure and
open question for feelings
Provide positive, constructive feedback |
|
|
Term
|
Definition
CO orienting themselves physically
toward CL. The goals are …
COs are paying attention to CLs
Facilitate CLs in talking openly about
thoughts and feelings. |
|
|
Term
|
Definition
Capturing and understanding the
messages that CLs communicate.
Hear what the CL says overtly
Understand what CL really means |
|
|
Term
|
Definition
Paying attention to what is going
on overtly with CLs in terms of nonverbal
behaviors. |
|
|
Term
Purposes of using attending, listening and
observing skills |
|
Definition
Set the stage for other helping skills
Lay the foundation of a positive counseling
relationship |
|
|
Term
|
Definition
Eye contact
Facial expression
head nods
Body posture
Bodily movements
Space between CO and CL
Tone of voice
Grammatical/language style
Silence |
|
|
Term
|
Definition
communicate intimacy, interest,
submission, or dominance.
Too little: make CL feel CO is uninterested.
Too much: make CL feel uncomfortable,
intruded, dominated, controlled, devoured.
Cultural norm is important.
|
|
|
Term
|
Definition
matching facial expressions to what CL
is saying. |
|
|
Term
|
Definition
appropriate use at the end of
sentences or speaking turns. |
|
|
Term
|
Definition
lean toward clients and maintain
an open body posture with the arms and legs
uncrossed. |
|
|
Term
| Space, Tone of Voice, Grammatical Style |
|
Definition
Space: proper distance zones vary by cultures.
Space violation may trigger conflict.
Tone of voice: CO should speak softly and
gently rather than loudly and commandingly.
Grammatical style: CO modifies language style
to be more similar to CL’s.
|
|
|
Term
|
Definition
convey empathy, warmth, respect
give CL time and space to talk
allow CL time to reflect or think through what
they want to say without interruption
CO needs to pay attention to what is going on
internally |
|
|
Term
|
Definition
“um-hmm,” “yeah,” and
“wow.”
Too few: distancing
Too many: distracting and annoying
|
|
|
Term
|
Definition
used only occasionally
CO empathizes/understands CL
suggest that CL’s feelings are normal and to
be expected
Be clear about what behaviors are being
approved
Inappropriate if used to alleviate
anxiety/distress, to minimize or deny feelings
|
|
|
Term
| Nonverbal Behaviors to Avoid |
|
Definition
Interruptions
Try to delay talking for a few seconds after the
end of CL statements.
Note-taking: It depends
Touch: avoid it, or not initiate it
seek consent from the CL prior to touch
explain the use of touch to the CL
discuss the experience with the CL afterward
|
|
|
Term
|
Definition
A repeating or rephrasing of the
content or meaning of the CL’s statements
(restatements & summaries) |
|
|
Term
|
Definition
Purpose:
allow CLs to hear themselves think, evaluate what
they are thinking.
allow CLs to hear how their concerns sound to
others, think about their concerns at a deeper level.
encourage CLs to talk in more depth about an
issue
COs need to put their listening into words and play
an active role in the counseling process.
|
|
|
Term
Restatement
Principles and Caveats |
|
Definition
keep it short and simple.
focus on the most important/salient part of the
CL’s statement. This requires clinical judgment.
focus on one thought at a time.
give restatement slowly and supportively.
focus on the CL, not someone outside the room.
vary the manner/format in which statements are
delivered. |
|
|
Term
Open Questions about Thoughts
Definition |
|
Definition
Ask CL to clarify or explore thoughts
without requesting specific information and limiting
the nature of CL response (queries, probes) |
|
|
Term
Open Questions about Thoughts
Purpose |
|
Definition
encourage CL to talk more about their concerns at
a deeper level and remain focused (when they are
rambling, being vague or unclear, or stuck).
help CLs clarify their thoughts when confused.
lead CLs to think about new things.
help clients unravel conflicting thoughts.
provide structure/directions for CLs who are not
very verbal or articulate. |
|
|
Term
Open Questions about Thoughts
Principles and Caveats |
|
Definition
make sure the questions are open instead of
closed.
vary the format of your questions.
one open question at a time & keep it simple.
avoid “why” questions & phrase the open
question in a tentative manner.
focus on (a) the CL, (b) one part of the issue, (c)
current thoughts.
have a clear intention.
tone of voice should be kept low and soft. |
|
|
Term
Reflection of Feelings
Definition |
|
Definition
A repeating or rephrasing of the CL’s
statements, including an explicit identification of
feelings. |
|
|
Term
Reflection of Feelings
Purpose |
|
Definition
enable CLs to enter into and stay with their internal
experiences.
help CLs identify the feelings, rethink and
reexamine what they really feel.
enable clients to validate and accept feelings as
their own.
COs model the expression of feelings, and show
that they are not afraid of feelings and CLs are
accepted regardless of their feelings.
COs are engaged in trying to understand CL. |
|
|
Term
Reflection of Feelings
Principles and Caveats |
|
Definition
capture the most salient feeling to reflect back to CL.
Reflect one feeling at a time, and focus on what CL is feeling presently.
State the feeling tentatively, with empathy, without judgment.
match the intensity of the feeling.
focus on the CL.
vary the format (p. 147) and the feeling words (pp. 150-153).
COs don’t need to be 100% accurate, just need to
be “in the ballpark.”
When not to use reflection of feelings (emotion
regulation). |
|
|
Term
| CO Disclosure of Feelings |
|
Definition
Definition: Statement about a feeling that the CO
had in a similar situation as the CL.
Purpose:
CO models for CLs what they might be feeling and
expression of feelings. Help CLs normalize their feelings.
Principles and Caveats
Use “I felt …”
Do not disclose feelings for CO’s own needs. |
|
|
Term
| Open Questions about Feelings |
|
Definition
Definition: ask CL to clarify or explore feelings
without requesting specific information and limiting the nature of CL response.
Purpose:
help CLs focus on the emotional aspects of their
concerns. Help CLs identify, clarify, and articulate their feelings (maladaptive or adaptive feelings).
Principles and Caveats:
Refer to Open Questions about Thoughts |
|
|
Term
Psychoanalytic Overview
View of Human Nature |
|
Definition
View of Human Nature:
Behaviors are determined by (a)
unconscious motivations, (b) biological and
instinctual drives, and (c) irrational forces.
Life instincts (libido): A source of motivation
that encompasses sexual drive and more.
Seeking pleasure and avoiding pain.
Death instincts: Aggressive drive. |
|
|
Term
Psychoanalytic Overview
Structure of Personality
ID and Neurotic anxiety? |
|
Definition
ID: Biological component that is illogical,
amoral, driven to satisfy instinctual needs.
Follow pleasure principle - reducing tension,
avoiding pain, gaining pleasure. Largely
unconscious.
Neurotic anxiety: The fear that the instincts
will get out of hand and cause one to do
something for which one will be punished.
|
|
|
Term
Structure of Personality
EGO and Reality Anxiety? |
|
Definition
EGO: Psychological component that
governs, controls, and regulates the
personality. It mediates b/w the instincts and
the demands from surrounding environment.
Follow reality principle, realistic and logical
thinking, formulates plans of action for
satisfying needs.
Reality anxiety: The fear of danger from the
external world, and the level of such anxiety
is proportionate to the degree of real threat.
|
|
|
Term
Structure of Personality
SUPEREGO and Moral Anxiety? |
|
Definition
SUPEREGO: Social component, the moral
code, it represents the ideal (as opposed to
the real). Strives for perfection (as opposed to
pleasure). Related to psychological rewards
and punishments. Internalization of the
standards of parents and society.
Moral anxiety: the fear of one’s own
conscience when doing something contrary to
one’s moral code.
|
|
|
Term
|
Definition
The conscious: materials currently in our
awareness at any given time.
The preconscious: Thoughts/experiences/
memories that become accessible after a
great deal of attention is paid to them.
The unconscious: Repressed materials not
available to immediate awareness.
|
|
|
Term
| Psychosexual(Freud) vs. Psychosocial(Erikson) |
|
Definition
(Ages 0-1) Oral
(Ages 1-3) Anal
(Ages 3-6) Phallic
(Ages 6-12) Latency
(Ages 12-18) Genital
(Ages 18-35)
(Ages 35-60)
(Ages 60+)
--------------------------------------------------
Trust vs. mistrust
Autonomy vs. shame/doubt
Initiative vs. guilt
Industry vs. inferiority
Identity vs. role confusion
Intimacy vs. isolation
Generativity vs. stagnation
Integrity vs. despair |
|
|
Term
Psychoanalytic Therapy
Therapeutic Goals |
|
Definition
Make the unconscious conscious so that CL
can make a choice.
Strengthen the ego so that behavior is based
more on reality and less on instinctual cravings
(id), irrational guilt (superego), or maladaptive
interpersonal patterns.
Acquire the freedom to love, work, and play.
Achieve self-awareness and honesty.
Develop more effective interpersonal
relationship.
Gain control over impulsive and irrational behavior. |
|
|
Term
| Classical Psychoanalysis: Techniques |
|
Definition
Maintain the analytic framework
Free association
Interpretation
Dream analysis
Analysis and interpretation of resistance
Analysis and interpretation of transference |
|
|
Term
| Goals of the Insight Stage |
|
Definition
Foster awareness
Facilitate insight
Work with the therapeutic relationship |
|
|
Term
| Helping Skills – Insight Stage |
|
Definition
Challenge
Probe for insight
Interpretation
Self-disclosure for insight
Immediacy |
|
|
Term
Helping Skills Related to “Exploration”
Stage |
|
Definition
Attending/Listening/Observing
Restatement
Open questions about thoughts
Reflection of feelings
Open questions about feelings
Disclosure of feelings |
|
|
Term
| Open Questions for Insight |
|
Definition
Invite CL to speculate about reasons and
explanations for their thoughts, feelings,
behaviors.
Use the helping skill with curiosity,
gentleness.
CL and CO work together to construct
meanings, not searching for “truth”.
|
|
|
Term
|
Definition
Definition: A working hypothesis that …
connect seemingly isolated materials
point out themes or patterns in thoughts,
feelings, behaviors.
Explicate defenses, resistance, or
transference.
Offers a new framework to understand
behaviors, thoughts, feelings. |
|
|
Term
| Positive outcomes of giving interpretations |
|
Definition
keep CL engaged and lead CL to higher
levels of therapeutic experiences.
the inexplicable loses much of its power to
terrify when it is put in words.
more insights lead to more reality-oriented
behaviors and feelings.
increase CL’s sense of security, mastery,
and self-efficacy by providing labels for
experiences that seem confusing,
haphazard, or inexplicable. |
|
|
Term
| Sources of data for developing interpretations |
|
Definition
verbal content of clients’ speech
past experiences (e.g., atypical response,
behavioral patterns, etc.)
defense mechanisms
tasks of developmental stages, which are
culture-specific
existential and spiritual issues, which are
culture-specific
unconscious sources (e.g., dreams, fantasies,
slips of the tongue) |
|
|
Term
| Possible CL responses after interpretations |
|
Definition
better self-understanding, new perspective,
clear, relief, unstuck, responsibility
Get ready to go deeper
confused, scared, anxious, misunderstood,
lack of direction
Ger ready to hold the CL, offer support, or
pull him/her back
“Yes, but…”
“Yes, you are right,” “OMG, you are right on.” |
|
|
Term
|
Definition
Definition: CO discloses immediate feelings or
makes statements about (a) the client, (b) her- or
himself in relation to the client, (c) the therapeutic
relationship.
It focuses on the here-and-now moments
and involves both CL and CO.
|
|
|
Term
| Exploration Skills and Insight Skills reminder |
|
Definition
Exploration skills:
Restatement
Open questions about thoughts
Reflection of feelings
Open questions about feelings
Insight skills:
Challenge
Open questions for insight
Interpretations
|
|
|
