Abstract This application document examines chapter nine of Theories of Counseling and Psychotherapy, which discusses existential psychotherapy. Three quotes from the chapter have been selected and will explore the ideas of making meaning, awareness, and existential anxiety. The relevance of these quotes for the future work of a school counselor will also be addressed. Three terms to be defined and considered for application to the future work of a school counselor are, I-thou relationships, paradoxical intention, and dereflection. The quotes and concepts outlined in this document do not reflect all components of existential therapy, but rather aims to provide an overview of the ideas presented in the chapter that were meaningful to the writer. …show more content…
As a future school counselor, I hope to bring greater awareness to students through classroom guidance lessons and individual or group counseling sessions. This includes being transparent with students about their academic progress and choices for their future. The final quote that resonated with me was on the idea of existential anxiety. Existential anxiety is “a deep feeling of unease that arises from our awareness of the givens: our existence is finite, we are mortal, and there is no purpose but the one’s we create for ourselves” (Seligman & Reichenberg, 2014, p. 182). Because this is an inevitable feeling, being more authentic in our lives will help prevent neurotic anxiety and guilt. As a future school counselor I think about how this aspect of existential therapy may be applicable to children and adolescents. I believe that for older students, such as high school aged, they may be able to appreciate looking for meaning in their lives as they make important decisions such as careers, college, and the next step for their future. This may be the beginning of looking for meaning for them and as a school counselor, I would …show more content…
The three quotes are I-thou relationship (p. 186), paradoxical intention (p188), and dereflection (p.188). The first term, I-thou relationship describes one of the seven levels that Martin Buber believed are reflected in relationships. Buber believed that the I-thou relationship was the most meaningful kind of relationship. It entails a relationships that reciprocates respect and relatedness. When a therapist is able to create this kind of relationship, they create a connection and truly let the client know they are in a journey with them. I appreciate that the elements of Rogers’ person-centered counseling and I think this remains one of the most important aspects of the counseling process. As a future school counselor I will assist in creating a respectful and empathic environment for my students, especially during counseling sessions to ensure that they feel supported and comfortable in talking about deeper level issues. The next concept which was interesting to me was paradoxical intention. Victor Frankl created this intervention strategy in which “clinicians encourage clients to do or wish for the very thing they fear most” (Seligman & Reichenberg, 2014, p. 188). This is encouraged so that clients can break the cycle of fear and anxiety. In this strategy, how the client interprets fear to be is changed. As a future school counselor, I can definitely use this strategy with students
It is my goal to become a school counselor in a local high school. As a school counselor, it is also important to try and understand the different experiences that children go through in order to get through to them. After studying the different counseling theories, I have discovered that each theory is valid and there are ideas and techniques that I would use out of each of them. However, there are some theories more than others that I would use to guide me daily as a school counselor. Modern day counseling is equipped with a wide variety of therapies, techniques and approaches. The purpose of this essay is to compare and contrast three approaches of therapy. Also in this essay the views of the person and the Therapeutic process will be discussed. The three models that are going to be compared are Adlerian, Cognitive Behavioral Therapy (CBT), and Solution Focused Brief therapy (SFBT). This essay is going to highlight the similarities and differences of the models and their main focus, and how the three models will help the clients choose goals that best fit their environment and resources. The main goal of using these models is to help people.
In this chapter, Anderson, Lunnen, and Ogles (2010) discuss the interrelationship between theories of psychotherapy and the techniques used by those theories. They argue that the techniques used by therapists and the common change factors of all models of psychotherapy cannot be separated from the therapist’s underlying theory of psychotherapy. They unite these aspects into a contextual model. Anderson et al.’s contextual model and discussion of placebos will be evaluated and then applied to the author’s future therapeutic practice. Unfortunately, due to the pervasive influence of postmodern philosophy throughout the chapter, there is little that should be applied to one’s practice of psychotherapy.
The choices we make early in life have an enormous impact on our future. I have always known that I wanted to directly impact people’s lives and my personal experiences have set me on the school-counseling path. In the future, I would love to influence another generation of students to soar for their dreams.
School counseling has evolved over the years into a significant component of the educational system. School counselors are taking on new roles in schools as leaders, working with “school administration and staff in developing student attitudes and behavior which are necessary to maintain proper control, acceptable standards of self-discipline and a suitable learning environment within the school” (Secondary School Counselor 2012). Counselors work in “diverse community settings designed to provide a variety of counseling, rehabilitation, and support services” (Counselors, 2010). When working in a school district as a counselor, you can either be an elementary school counselor, middle school counselor or a high school counselor. This essays explores a recent interview with a high school counselor.
Individuals’ perceptions of their life/worth have the power to control the goals that they can carry out and meet. Every day we are learning new things and everyone has his/her own unique ways of learning. My strong desire to help students with their academic, personal, and social needs make me a strong candidate as a school counselor. While completing my undergraduate degree in Early Childhood Program Administration I learned a great deal about myself. I have a passion for learning and want to share and express that love for learning with students. I feel that the Master of School Counseling program provides a direct path to my career goals of helping students to comprehend subject matter while learning to love learning as I do. Not only will
Existential therapy is concerned with one’s being; the world in which they live, the implication of time, and the mindfulness of being whole. The basic dimensions of the human condition, according to the existential approach, include (1) the capacity for self-awareness; (2) freedom and responsibility; (3) creating one’s identity and establishing meaningful relationships with other; (4) the search for meaning, purpose, values, and goals; (5) anxiety as a condition of living; and (6) awareness of death and nonbeing. All give significance to living and explore the degree to which a client is doing the things they value.
I cannot recall a more rewarding experience than helping facilitate a child’s education while enabling parent participation alike. These experiences have drawn me to my current position as an Educational Assistant where I am constantly interacting and establishing relationships with students, learning about their goals and aspirations. It is that same desire to empower our future students that has steered me towards a career as a school counselor. By enrolling in the Masters in counseling program, I aspire to develop methods and experience to become an effective, experienced, and adaptable school counselor that promotes self-awareness, allowing students to realize their full potential and impetus them towards a promising future. I want to learn skills that facilitate personal and career development, ensuring that our students grow accomplishing their goals and ambitions.
Values, Morals, and Beliefs are components that play a role in an individual’s self-identity. The establishment of these components shape human nature, behavior, and the development of an individual’s purpose. The basis of these fundamentals has contributed to my desire to become a counselor. This paper will discuss my views of human nature, factors of behavior changes, goals of therapy, the roles of a therapist, and the counseling approaches that I chose to incorporate in a practice.
Person-Centred Counselling established its origins in the late 1940 during a conference when Carl Rogers gave a talk entitled ‘New Concepts in Psychotherapy’. The summarisation of the talk resulted in the theory that the client in a counselling relationship should be at the center of the relationship and lead the counselling process. The Client, in effect became the expert on their life and/or problems. The fundamental belief is that an individual is capable of change, growth and fulfillment (self-concept). Person-Centred counselling looks at ‘the here and now’ and how to make changes that affect the future. Person-Centred Counselling generated a system known as the ‘Core Conditions Model’ which emphasized three key components: Empathy, Congruence and Acceptance.
Existential therapy is a technique that brings awareness to the power of our choices. “This existential approach has opened the way for a more agentic view of human nature and has taken into consideration some of the most fundamental concerns of humanity, which were previously underappreciated in the field of psychology” (Bartz, 2009, p.70). It has been shown to be successful in a variety of groups. Some of these groups are; children, people who have been adopted, incarcerated youth, and victims or culprits of abuse. One doesn’t have to only use one theory or approach during their practice. When it comes to existential therapy, the person using the approach can adapt their interventions to fit their style and personality. At the end of the day, it’s about what will work for the
The fact that few techniques are generated by this approach makes it essential for practitioners to develop their own innovative procedures or to borrow from other schools of therapy” (p. 166). These concerns are coupled with the fact that many practitioners much prefer to have a counseling practice that has empirical evidence to support it, along with having operational definitions, and finally testable hypotheses for their concepts (Corey, 2013). In this respect, existential therapy is very weak, especially when considering that many existential therapists believe the therapeutic process cannot be measured and evaluated in a quantitative or empirical manner at all (Corey,
Emmy van Deurzen and Martin Adams’s book Skills in existential counseling and psychotherapy (2011) provides an articulate exposition of the concepts that encompass the existentialism. The theory itself possesses a philosophical foundation with a practical emphasis on how to live a meaningful life (Deurzen & Adams, 2011). The process of creating this awareness does not focus on identifying symptoms, but highlighting the evaluation of a client’s reactions to life’s challenges. Thus, explaining the notion that human beings are fluid representations of consciousness which are indivisible from this world and whose responsibility is to reflect on one’s whole self (Deurzen & Adams, 2011). The following book review covers key components of existentialism and how this phenomenological approach tackles the paradoxes of life in a counseling setting.
It is imperative to study counseling theories when beginning field based work. Counseling theories provide a foundation to be able to learn and develop my own techniques. Some ideas that exemplify the significance of counseling theories are; research, application of theories, and case studies.
Creating purpose in their lives daily and reaching out to each individual will protect and gain their trust. “Existential classrooms are open learning environments. Instruction is highly self-directed and self-paced and includes a great deal of individual contact with the teacher,” (Kaplan 186). Teachers have a dramatic impact on student’s lives. We help to model respect, ambition, and love. Children (EC-6) need to be equipped with confidence and high self-esteems. When focusing on positives and moral right and wrongs, teachers shape the future leaders and citizens of this country. I also believe that self-fulfilling prophecy draws impacts into a student’s life. Teachers have the power to change someone’s life, give him or her the compassion that they need. My classroom will be filled with a positive, kind, and trusting atmosphere. Teaching students that they are good enough, they are worth it, and they have a
Change in perspective on existential theory. Reading Deurzen and Adam’s exposition on existential therapy only amplified my curiosity in the theory. I hope to continue to establish a deep understanding of the approach to at least create a firm foundation for my theoretical orientation. I am aware of the skills and the necessary training that involves in become an existentialist, so my goal is to expand my knowledge on the theory and maybe even continue my own therapy involving the same concepts and principles embedded in existential