Theoretical Models of Counseling and Psychotherapy

531 Pages·2010·7.092 MB·English

by  Kevin A. Fall, Janice Miner Holden, Andre Marquis

THEORETICAL
MODELS OF
COUNSELING
D PSYCHOTHERAPY
N
A
S E C O N D E D I T I O N

THEORETICAL
MODELS OF
COUNSELING
D PSYCHOTHERAPY
N
A
S E C O N D E D I T I O N
KEVIN A. FALL, JANICE MINER HOLDEN, ANDRE MARQUIS
New York London
Routledge Routledge
Taylor & Francis Group Taylor & Francis Group
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Library of Congress Cataloging-in-Publication Data
Fall, Kevin A.
Theoretical models of counseling and psychotherapy / Kevin A. Fall, Janice Miner Holden, and
Andre Marquis. -- 2nd ed.
p. cm.
Includes bibliographical references and index.
ISBN 978-0-415-99476-7 (hardcover : alk. paper)
1. Counseling. 2. Psychotherapy. I. Holden, Janice Miner. II. Marquis, Andre, Ph. D. III. Title.
BF636.6.F35 2010
158’.3--dc22 2009033904
Visit the Taylor & Francis Web site at
http://www.taylorandfrancis.com
and the Routledge Web site at
http://www.routledgementalhealth.com
ISBN 0-203-88612-7 Master e-book ISBN
Contents
Preface vii
Authors ix
Chapter 1 Introduction 1
Chapter 2 Classical Psychoanalysis 2 7
Chapter 3 Self Psychology 6 5
Chapter 4 Adlerian Counseling–Individual Psychology 101
Chapter 5 Existential Counseling 139
Chapter 6 Person-Centered Counseling 169
Chapter 7 Gestalt Counseling 201
Chapter 8 Behavioral Counseling 229
Chapter 9 Cognitive Counseling 259
Chapter 10 Rational Emotive Behavioral Counseling 297
Chapter 11 Reality Therapy and Choice Theory 323
Chapter 12 Constructivist Approaches 347
Chapter 13 Systems Approaches 387
Chapter 14 Integral Counseling: The Prepersonal, Personal, and
Transpersonal in Self, Culture, and Nature 433
Author Index 493
Subject Index 503
v

Preface
I (Kevin A. Fall) am writing the preface of this new version of Theoretical Models of
Counseling and Psychotherapy in the same manner as I wrote the preface to the original:
at the end of the writing process. Upon reflection, I am not sure why I choose to write the
preface at the end. I even remember thinking about doing things a little different with this
edition. I recall that I considered writing the preface at the beginning of the process, as a
way to motivate myself and perhaps my coauthors to plow into the project ahead of us. I
did not write it at that point. Change is difficult.
Change. That one word really sums up the core theme of this book. In fact, it charac-
terizes the change in content as well as the process of revising the book. We were actually
pretty satisfied with the first edition of the book. I have to admit, I was a bit reluctant
to go back and revise it—as if doing so was an admission of lack of quality. Each author
spent some time with the material and, in our own ways, we made peace with adapting
and evolving the book. In some ways and at some times, each of us felt excited and moti-
vated. At other times the process seemed a bit overwhelming and even boring. I cannot
help but believe that this is how our clients feel at times. One of the most fascinating ele-
ments of revising the book was to observe the parallel process of change as it relates to
books and counseling. What seems apparent to me, now more than ever, is that learning
about theory is the most important step in learning about change. We hope you keep this
idea in mind as you read about the various approaches covered in this edition.
Obviously, because this is a revised edition, you are expecting change. We are pleased
to offer the following to you in the spirit of change:
• We updated each chapter for content, references, and resources. In come chap-
ters, we dramatically revised and improved the material to deepen readers’ under-
standing of the theory.
• We added a new chapter on Constructivist approaches. We thought this was an
important addition to the text and a theory about which many of our students
were interested in learning more. In our survey of other texts, we noticed that
many covered only Solution-focused, Narrative, or a combination of the two.
We have chosen to be a bit daring and cover Solution-focused, Narrative, and
Mahoney’s contribution to the field. We hope you enjoy this new chapter!
• An authorship team—De La Garza, Holden, Kantor, and Marquis—has devel-
oped a Teacher’s Manual as an adjunct resource. This material provides a
valuable supplement for theory course instructors to use in expanding student
learning opportunities.
With any change process, modifications may be made but some of the original
remains. Along with the updates and improvements, the core of this book is intact as is
vii
viii Preface
our commitment to provide you with a text that makes theory accessible and practical
without sacrificing any of the depth inherent in each approach. If you are new to this
text, by way of an orientation on how to use this book, the following is taken from the
first edition:
Most of you are probably using this book as a required text in a graduate course on
theory. We have been there, so we know that theory texts can seem abstract and distant,
which can lead to your putting the book back on your shelf to collect dust until your
comprehensive or licensure exams. We hope you use this book as a resource in your
personal development as a mental health professional. We purposefully did not include a
comparison chapter because we want you to compare and contrast the theories on your
own. Explore! Get personally involved in the theories! The book is designed for you to
literally work your way through the personal theory development process by reading the
chapters, flipping back and forth and comparing sections, and using your class time to
discuss the deeper aspects of the theory.
Very seldom are changes facilitated in isolation. Most changes occur through effort
on the part of the individual with aid and support from others. We could not have com-
pleted this project without the help of several key people. First, we want to thank Fred
Coppersmith for his patience and gentle encouragement on this revision. We also send
our gratitude to our reviewers. Thank you, also, to Gail Kerrigan for applying her con-
siderable graphic art talent in designing some of the figures in the book.
As I write this paragraph, I am aware that what ends a process for me, begins a pro-
cess for you. Jan, Andre, and I wish you well as you learn about the process of change
and hope you take the time to challenge yourself in the same way that you will learn to
challenge your clients. Best wishes in your learning!
Kevin A. Fall
Janice M. Holden
Andre Marquis
Authors
Kevin A. Fall, PhD, is an associate professor in the Professional Counseling program
at Texas State University. He worked for 11 years as a faculty member and served as
Chair of the Department of Counseling at Loyola University–New Orleans. He has co-
authored several textbooks including Group Counseling: Concepts and Procedures with
Robert Berg and Garry Landreth (Routledge, 2006), Translating Theory into Practice
with Justin Levitov (Waveland, 2009), and Alternatives to Domestic Violence with
Shareen Howard (Routledge, 2004). He is a frequent presenter at the state and national
level on the topics of group work, ethics, counseling adolescents, and Adlerian theory. He
also maintains a small private practice, focusing on adolescents and their families. He is
currently working with a colleague, Justin Levitov, to research and publish material on
an innovative treatment modality for high conflict couples.
Janice Miner Holden, BS, MS, EdD, earned her bachelor’s degree in psychology with
honors from the University of Illinois-Champaign (1972) and her master of science
(1978) and doctor of education (1988) degrees in counselor education from Northern
Illinois University. In 1988, she joined the Counseling Program faculty at the University
of North Texas where she now is a professor and serves as Chair of the Department of
Counseling and Higher Education. She is a Licensed Professional Counselor–Supervisor,
Texas Licensed Marriage and Family Therapist, and National Certified Counselor. At the
University of North Texas, Jan teaches courses in counseling theory, the transpersonal
perspective in counseling, and dreamwork in counseling. Having focused her scholar-
ship on near-death experiences, Jan was a past president of the International Association
for Near-Death Studies, was first editor of The Handbook of Near-Death Experiences:
Thirty Years of Investigation (Praeger, 2009), and is editor of the quarterly, peer-reviewed
Journal of Near-Death Studies. The nature of human consciousness, particularly at
death, and its implications for counseling and for meaning and purpose in life continue
to be Jan’s primary research interests.
Andre Marquis, PhD, is assistant professor of Counseling and Human Development at
the University of Rochester who believes that there is much to be gained with integra-
tive and unifying approaches to counseling that capitalize on the strengths and com-
plementary nature of various counseling approaches. Marquis’s teaching, research,
and scholarly interests include counseling theories, psychotherapy integration, group
therapy, relational psychodynamics, constructivist counseling, and the integral philoso-
phy of Ken Wilber and its application as an integrative approach to counseling, teach-
ing, and supervision. Marquis has recently published The Integral Intake: A Guide to
Comprehensive Idiographic Assessment in Integral Psychotherapy (Routledge, 2008);
this book describes integral theory, assessment via the integral intake, and how they both
ix