The textbook did not spend a large portion on the concept of therapist cognitions, but I think this concept is useful for my future practice. It reminds me of my past practical experience of leading a group. When I was leading a group, I was extremely uncomfortable with silence. If the silence occurred, I kept thinking if I did something inappropriate and caused the silence. Then, I became more and more nervous and my voice even started shaking. I noticed my endless automatic thoughts but I did not deal with them, which ultimately interrupted the implementation of the group plan. This concept shares some common features with the concept of countertransference in psychoanalysis to some degree. In the therapy, the clients’ reactions and the …show more content…
When asking the clients what happened in the previous week, they may providing too little or too detailed information. If the clients provide too much data, some of the information may not be necessary. In this way, I will interrupt in a proper way and bring the client back on the track. Especially in the cognitive and behavioral therapy which is problem-focused and well structured, too much irrelevant data may interfere with the implantation of …show more content…
If modifying the questions is not effective, I will evaluate my relationship with the clients. Their reluctance in providing information may result from inadequate socializing activities and lack of trust in me. That is to say, I should work more on building therapeutic rapport. Another possibility may be that the clients encounter some difficulties in the preceding week. Before reading this chapter, I did not think about this point. In my future practice, if the clients fail to describe their problems and are reluctant in agenda setting, I will investigate further about their thoughts of why they feel difficult to do so. Is it because they have too many problems and do know how to select a major one? Or is it because they do not fully believe the efficacy of the therapy? If it is the former reason, I will tell the client that we can work one by one but he/she needs to make selection first. If it is the latter reason, I should be sensitive and give them enough space. If I push too hard and force them to name their problems, the therapeutic relationship may be
This method is grounded in the strengths perspective, a perspective in which the worker center’s their sessions around the clients’ abilities, gifts, and strengths (Shulman, 2016). Instead of focusing on what is wrong with the client, the worker highlights what is right with the client building on their strengths instead of emphasizing their deficits: the client already has what they need to get better or solve their problem (Corcoran, 2008). The role of the worker in this model is to help the client recognize their potential, recognize what resources they already have, and discuss what is going well for the client and what they have been able to accomplish already (Shulman, 2016). Techniques commonly used in this model, although they are not exclusive to this model, include an emphasis on pre- and between-session change, exception questions, the miracle question, scaling questions, and coping questions (Shulman, 2016). These questions are used for many reasons: for example, the miracle question is used because “sometimes asking clients to envision a brighter future may help them be clearer on what they want or to see a path to problem-solving.” (Corcoran, 2008, p. 434) while coping questions are used to allow the client to see what they are already accomplishing, rather than what they are transgressing (Corcoran, 2008). All
Psychoanalysis is a unique form of psychological treatment founded by Sigmund Freud and later modified by his followers including Alfred Adler, Carl Jung, and Harry Stack-Sullivan (Wedding & Corsini, 2013). Although there is no one psychoanalytic theory Wedding and Corsini (2013) tell us that there are basic principles that tend to be found throughout different psychoanalytic perspectives. They note that psychodynamic perspectives emphasize ideas of the unconscious and the ability to increase choice by facilitating an awareness of unconscious motivations. Psychodynamic perspectives tend to focus on the client’s use of defense mechanisms like projection, reaction formation, splitting, intellectualization, repression, transference, and resistance as a way of avoiding painful fantasies, feelings, and thoughts (Wedding & Corsini, 2013). Such perspectives embrace the assumption that people are ambivalent about change and emphasize the importance of exploring that ambivalence (Wedding & Corsini, 2013). In addition, the therapeutic relationship is viewed as a vehicle of change; one that can be used for exploring both unconscious (primary) and conscious (secondary) self-defeating processes and actions (Wedding & Corsini, 2013). Transference and countertransference are viewed as essential therapeutic tools (Wedding & Corsini, 2013). Psyc...
There can be some potential barriers when using TF-CBT. Therapists have to take into consideration that when having the session with the child and the parent, the parent may have experienced sexual abuse as well as a child, and this may open up some past wounds that have not been resolved (Foster, 2014). Foster (2014) also states there is a risk that a child and/or family may want to drop out due to the dynamics of the family, the severity of the symptoms of the child, the stress of the parent, whether or not if the parent believes in counseling, or if the child’s symptoms get worse before they get better and the parent takes them out of therapy.
Psychotherapy integration is best explained as an attempt to look beyond and across the dimensions of a single therapy approach, to examine what one can learn from other perspectives, and how one’s client’s can benefit from various ways of administering therapy (Corey, 2013). Research has shown that a variety of treatments are equally effective when administered by therapist who believe in them and client’s that accept them (Corey, 2013). Therefore, one of the best aspects of utilizing an integrative approach is that, in most cases, if a therapist understands how and when to incorporate therapeutic interventions, they usually can’t go wrong. While integrating different approaches can be beneficial for the client, it is also important for the
The main action of the cognitive behavioural therapist is to recognise the client’s problems in a cognitive way (Curwen, Ruddell, and Palmer, 2000).
In classical psychoanalysis, transference was seen as a distortion in the therapeutic relationship which occurred when the client unconsciously misperceived the therapist as having personality characteristics similar to someone in his/her past, while countertransference referred to the analyst's unconscious, neurotic reaction to the patient's transference (Freud, 1910/1959). Freud believed that countertransference impedes therapy, and that the analyst must recognize his/her countertransference in order to overcome it. In recent years, some schools of psychotherapy have expanded the definition of countertransference to include all conscious and unconscious feelings or attitudes a therapists has toward a client, holding that countertransference feelings are potentially beneficial to treatment (Singer & Luborsky, 1977). Using more specific language, Corey (1991) defines countertransference as the process of seeing oneself in the client, of overidentifying with the client or of meeting needs through the client.
Cognitive Behavioral Therapy (CBT) is a type of treatment to “help people see the relationship between beliefs, thoughts, and feelings, and subsequent behavior patterns and actions.” This therapy works by finding ways of helping a person understand what their perception is and how this might impact their well-being. Instead, they look at how they feel and act rather than them thinking it is based on what they do. This is done by “adjusting our thoughts, we can directly influence our emotions and behavior” (Good Therapy, 2017). With this in mind, understanding the person’s thought process can determine what can be causing the individual to feel a way. Furthermore, this therapy will “help unclear negative reactions and learn new, positive emotional
...d on saying that self-disclosure from the therapist may allow the client to be more in touch with their experiences and thus self-closing even more. I think after disclosing this information, the conversation started flowing in and the client would often call to remind me of our weekly appointment.
Furthermore, my goal is to let client fix their problems on their own through insight and guidance from the therapist. I envision a successful therapeutic process being when a client follows their goals and achieves positive outcomes in their lives. I seek to gain a therapeutic process with my clients by building rapport, trust, and helping them gain insight. When my clients are stuck and need motivation, I plan to remind them about their goals and the positive things that will come with change. If family is important to a client, informing the client about their family and their happiness may help motivate them to continue to
Although, this session ended with amazing results, I feel as though I need more practice with this type of therapy. I have to continue to practice on allowing the patient to come up with their own solutions. I found it hard not giving advice to my client, because I already knew the situation. However, in the end I found myself very proud, because even though this was not a real therapy session, but the client was able to find a real solution to her problem. This experience is one that teaches the therapist restraint, it allows one to step back and listen. It also gives the client the opportunity to reach a solution themselves without someone giving them the answer to their
Cognitive behavioral therapy (CBT) is among the most extensively tested psychotherapies for depression. Many studies have confirmed the efficacy of cognitive behavioral therapy (CBT) as a treatment for depression. This paper will provide background information about the intervention, address the target population, and describe program structure and key components. It will also provide examples of program implementation, challenges/barriers to implementing the practice, address how the practice supports recovery from a serious mental illness standpoint and provide a summary. Although there are several types of therapy available to treat depression and other mood disorders, CBT (cognitive behavioral therapy) has been one of the most widely used. It is thought to be very effective in treating depression in adolescents and adults. CBT is targeted to quickly resolve maladaptive thoughts and behaviors without inquiring greatly into why those thoughts and behaviors occur as opposed to other forms of psychotherapy.
“Cognitive-behavior therapy refers to those approaches inspired by the work of Albert Ellis (1962) and Aaron Beck (1976) that emphasize the need for attitude change to promote and maintain behavior modification” (Nichols, 2013, p.185). A fictitious case study will next be presented in order to describe ways in which cognitive behavioral therapy can be used to treat the family members given their presenting problems.
Understanding the counseling session from the client’s perspective is a very important aspect in the development of a therapeutic relationship. A clinician must be an excellent listener, while being to pay attention to the client’s body language, affect and tone. The dynamics in the counseling session that is beneficial to the client include the recognition of the pain that the client is feeling. The detrimental part of this includes a misunderstanding of the real issues, a lack of consideration of the cultural aspects of the client, and a lack of clinical experience or listening skills. In this presentation, we will discuss the positive and negative aspects of the counseling session from the client’s perspective which includes the client’s attitudes, feelings, and emotions of the counseling session. We will next examine the propensity of the client to reveal or not reveal information to the counselor, and how transference, and counter-transference can have an effect on the counselor-client relationship.
The counseling session began with the introductions where I introduced myself as the counselor and later introduced my client. This stage is important in any counseling session since it is the time of exploration and focusing according to Gerard Egan as quoted by Wright (1998) in his essay on couselling skills. It is in this session that I was able to establish rapport and trust with my client in order to come up with a working and fruitful relationship with him. During this stage I made use of skills like questioning, where I would pose a question directly to my client, sometimes I would choose to just listen to what the client wanted to speak out while in some instances I would be forced to paraphrase the question if I felt the client did not understand the question I had asked previously. There were also other times when I would reflect through silence. During such a period, I got time to study the client and the information he had given. This being a difficult area, since some clients may not be able to volunteer information to you as the counselor, I decided to assure the client of confidentiality of any information he was willing to share with me with a few exceptions which I also told him about. Being open to him about the only times the information may not be confidential was part of my building rapport and establishing trust with him. I therefore, decided to ask the client what information he wanted to share with me and lucky enough he was ready to speak to me about different issues that he was going through.
Effective crisis intervention must follow ethical principles which ensure that client is not placed in further harm also that the decisions and opinions of the client are respected throughout the process and the intervention upholds a rights-based approach. This involves good listening communication skills, observing, understanding, genuineness, respect, acceptance, non-judgment and sensitivity demonstrating empathy, among other support provided by counselor. A number of specific strategies can be used to promote effective listening during crisis intervention. These include using open-ended questions - “what” or “how” questions. They are used to encourage sharing of information from a client about their feelings, thoughts and behaviors, and are particularly useful when exploring problems during a crisis. Closed-ended questions usually begin with action words such as "do", "does", "can", "have", "had", "will", "are", "is" and "was". These questions can be used to gather specific information or to understand the client 's willingness to commit to a particular action. Using close-ended questions that seek specific details and are designed to encourage the client to share information about behaviors (such as the specific actions or behavioral coping strategies used by the client), as well as “yes” or “no” responses. Restating and clarifying what the client has said can help the counselor conducting the crisis intervention to clarify whether he/she has an accurate understanding of what the client intended to say, feel, think and do. Restating can also be used to focus the discussion on a particular topic, event or issue. Owning feelings and using statements that start with “I” in crisis intervention can help to provide direction by being clear about what will