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Theories of Counseling and Psychotherapy: Systems, Strategies, and Skills PDF

570 Pages·2015·268.42 MB·English
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FO UR TH EDI LION THEORIES OF COUNSELING AND PSYCHOTHERAPY SYSTEMSs STRATEGIESp AND SKILLS Linda Seligman Late Professor Emeritus, George Masott Unitersiq Lourie W. Reichenberg Licensed Pto.fessional Counselor, Falls Church, Virginia (D P"rs'" )n December 24. 2007. my friend. colleague, and co-author. Linda Seligman, died. She once wrote "My work in this field has been a great source of fulfillment. education, and inspiration to me. I wish you the same experience!" With this fourth edition of Theories of Counseling and Psychotherapy, I have tried to maintain the same quality and high standards that Linda embraced. This text is dedicated to her memory. Lourie W. Reichenberg Falls Church. VA PREFACE This text uas first published in 2001. and since that time it has been used by tens ot thousands of students. I have made many changes to this fourth edition of Thforff'.s r:/' Col/rz.\-e//frg und P.9v- c/zof/zerap.v based on developments in counseling and psychology and on feedback and reviews recei\ ed trom students and faculty who have used this text in their courses The basic structure of the text has t)een maintained, including {he BETA format. descriptions ol ' important treatment approaches. skill development sections. case studies. and exercises fnr large groups. small groups. and individuals. In addition. the discussions ot relevant research. document- ing the validity of each approach. have been expanded. Updated information is provided on all treatment approaches presented in the text. with considerably expanded information on many (see the "Neu to This Edition" section later in this preface) ORGANIZATION OF THIS TEXT This text organizes the major theories of counseling and psychotherapy into four broad categories: Background. Emotions. Thoughts. and Actions. Each section in the BETA format retlects the em phasis of the underlying theories: Backgrozlnd; Sigmtmd Freud anti classical psychoanalysis. Alfred Adler and individual psy chology. post- and neo-Freudians. and brief psychodynamic therapy Emofiopz.y.- Carl Rogers and person-centered thor:tpy. existential therapy. Gestalt therapy. and newer approaches. including narrative. solution-focused. and feminist therapy T/zoilg/zfs: Albert Ellis and rational emoti\e behavior therapy, and Aaron Beck and cognitive therapy Acfinns.. hehax ior therzipy. cognitive--behavioral therapy including acceptance and mindful- ness approaches. and reality therapy Introductory chapters on each ot ' these four areas help readers to understand the commonalities among theories in each group Each chapter that presents a treatment systen] follows the same or- ganization to tacilitate comparison and ease of use. beginning with a brief overview ol the approach and a biographical sketch ot its developer. and then moving on to the theoretical concepts. goals. ind strategies ot each treatment modulitv. Particular attention is given to the application ot each treatment system [o people from diverse backgrounds. Finally. at the end of each chapter. skill de- velopment and other exercises allow students to apply the knowledge they have gained about each treatment modality. These exercises are Skl// dave/op/neill sec/ion.' This section teaches one nr more key skills associated with the treatment system under re\ iew Case I//u.qfralforl wff/z f/ze /)faz.4alpzf4v.. Edie. her husband Roberto. and their daughter Ava appear throughout the text to illustrate how treatment approaches can be used w ith both gen- ders. ditterent ages. and ditterem cultural backgrounds Z.Urge-grozzp eirercises; These exercises are designed to facilitate discussion and a deeper understanding ot each treatment approach. SING//-grozzp erercfses; These exercises provide practice in essential skill development /pzdfvfdua/ ei'erriscs; These exercises will help readers develop self aw areness and solidify learning. lv Pre face v Although this text focuses primarily on systems of counseling and psychotherapy that are de- signed for treatment of individuals. an overview of family systems theory is included in Chapter 1 8. Chapter 19 discusses the nature. strengths, and shortcomings ot integrated and eclectic treatment systems. Although these Two chapters consider a range of treatment approaches, their structure gen- erally follows the format of the earlier chapters. Chapter 20 concludes with a synthesis of the major treatment systems. information on how clinicians select their preferred treatment approach. and a questionnaire to help readers identit which approach best reflects their beliefs and personal style Dr. Seligman has written two texts organized according to the BETA fomlat that can be used as companion pieces to Thf'nr/r.v (2/' Coilrzse/I/zg and Ps.vc/zor/zerap.v. The first text. /;unda- me/zfa/ Sk///s .Aor JI/e/z/a/ Hea/f/z Pro#kss]ona/s (Pearson. 2009), focuses on technical skills rather than theories. It covers some of the same skills as Their/e.s of Cours.te/f/rg alza Ps.x(./lo//zerap.\. as well as additional technical skills necessary for clinical practice. All are covered in an in-depth and comprehensi\e way. The second text, Co/iced/tr a/ Skf//f.#)I /t/en/a/ Hea///r Probe. . Iona/.F (Pearson 2009). reaches more advanced conceptual skills needed by clinicians. such as case conceptualiza- tion. multicultural competency. and dealing with client crises. Although these two texts are intended to stand alone. they can also be used in combination. Ideitlly, learners will first use T7zeor/e.\ o/' Colin.\e/fn.q a/rd P.Tvc/ro//zerap.t to develop an understanding of the BETA fomlat and the important treatment systems. In a subsequent course. they wou]d use the /:rll?darnell/a/ Sk///.$ and Co/zcfprua/ Skf//.s texts. Their familiarity with the BETA format and the treatment systems would facilitate their learning and accelerate their skill development. NEW TO THIS EDITION Based on reviewers' comments and professors who use the tcxt in their graduate programs. signifi- cam changes have been made to this fourth edition. It was my intent to make the text practical and functional for both students as well as teachers. Changes to Structure Chapters that introduce each section in the BETA format have been rewritten to provide stu- dents with an overview of the theories contained in that section. These section openers are ntended to enhance students' understanding ot behavior. emotions. thoughts. and actions while also providing a preview of the theories to be discussed in each section. In recognition of course length anti what the reviewers report they actually use in the classroom. the Skil Development, Case Illustration, and Exercises sections have been removed from these intro- ductory chapters. As a result. some of the more popular SkilIDevelopmenr sections have been moved to other chapters. while some ha\ e been eliminated Part six. O/her Tree//ne/zr Approac/re.9, has been renamed to more accurately reflect that these chapters are not a p:lrt of the BETA format. Chapter 1 8 is now fa/rrf/) S\srcrn.t .4/)proac/ze.9. Chapter 19 is /rz/egrarfve Thrrapfei. and Chapter 20 is So/fdf/\'/n8 Undersrafzdlng r{/' T/raf f/ze/zr Svs/enn. This section of integrated treatment systems remains at the end of the text for a reason. Students should first read and learn about the main theories of psychotherapy und give consideration to which approach best suits their philosophy before beginning to cherry- pick techniques from different theoretical orientations. I recognize that most clinicians use integrative approaches, and that is addressed in Chapter 1 9. along with a discussion of points to consider when formulating a system. In keeping with the current focus on research-supported treatments. each chapter has been updated to include the latest research available. As can be expected. most of the new VI Pre face research involves cognitive and cognitive behavioral treatments (found in Chapters 12 through 16). Psychodynamic psychotherapy. experiential therapies. and interpersonal psy ' chotherapy have also been the torus ol new resettrch and that is included in Chapter\ 2. 5, 6. 18. and 19 The common factors approach and support tor the importance ot an effective and sustained therapeutic alliance have been the Focus ot much newly published research. This intonnation is integrated where relevant (usually in the discussion ot the therapeutic alliance ) throughout the text. Chapter 1 . Co/z/exr. o/'f#t'crf\,e freq/ re/rf. includes an extended tlisctlssion. as tines the chapter on theoretical integration. The fourth edition ot this text brings a stronger iTiulticultunil torus. Beginning with Chapter 1 . in which Hal's's ADDRESSING acronym is explained. each theoretical chapter in the text includes a revised multicultural section intended to be more culturally sensitive Changes to Individual Chapters Reorganization of the constructivist theories (Chapter 1 1 ) nou incorporates what had been a separate chapter on solution focused therapy in the previous edition. The section on lelninist [herapy has been enlarged considerably The chapter on post and neo-Freudians (basically ' any psychodynaltlic theory except Adlerl has alwtt)-s been tricky. The good news and the had nous are the same in that this chapter provides a comprchcnsi\e survey ot post Freudian psychodynamic theories. Some instruc tons lo\e this. while some will leave it out ot the syllabus because it contains too much nfomlation A reorganization of Chapter 19 on integrative therapy includes enhanced consideration ot Wachtel's cyclical psychodynamics and also the transtheoretical model ot change Clarification of the differences between cognitive and cognitive behavioral therapy have been made throughout Chi\piers 12 through 16. With much overlap in treatments. and much controversy in the field about wllether the Heuer acceptance and mindfulness-bused theor- ies are truly cognitive. arc u new wa\e ot behavioral therapy. or tire part ot Ezistern Fell pious tnldition\ and therefore spiritual. Idecided to include then] in Chapter 16. A complete reorganization ol ' Chapters 15 and 16 LO reduce overlap resulted in moving the history ' ot behavioral therapy to the introductory chapter. and moving the discussion ot planning and nipleinenting behavior change to Chapter 1 6. More informLltion on exposure based treat- ments and CBT techniques uas also addccl [o Chapter 16. and the SkilIDevelopment section w,as thoroughly ' revised to include exposure-based treatment for a client with a hoarding problem. Additionalenhancemcnts to Chapter 16 include a discussion of mindlulness based cognitive therapy With the move of !nindfu]ness-based and dia]ectica] behavior therapies to Chapter ]6. the decision was made to remove the chapter on emerging approaches. Although reviewers had found the section on transpersonal therapy to be interesting. they were inclined not to teach it in their courses due to the tlnle constraints of a 1 5 week semester. Therefore. transpersonal approaches are not included in this edition Resources and websites have been updated in every chapter as needed Many more changes and additions have been made in all chapters. More than 400 new references. !most tram the past 2 years. ha\e been added. In many cases. this is new research that has been added to the application section ot each chapter. In other cases. new references are the result ot the chapter changes listed above Preface vii These changes and additions result in a comprehensive analysis ot more than 1 5 ot the lead ing treatment systems in use today, with shorter discussions of nearly 5o more EFFECTIVE WAYS TO USE THIS TEXT For itlany years I taught counseling theories. abnormal psychology, and other courses at a local tiniversit) while also maintaining a private practice. Although very different experiences. I found working with students and working with clienTS to be e(lually rewarding hath personally and profes- sionally. Botl] experiences have also contributed broadly to my understanding ot what professors wilnl in a counseling theories text. and what sttldents need to be ab]e to put [heoretica[ inateria] imo practice. I was dina)s delighted at the end of a senlesler to hear a student say. "This is one of the psychology textbooks I ' m going to keeps'' This text has been designed for llexibility lind ease of use. Although each college and uni\er lily has its ou n curriculum and required courses. this text can be adapted to almost unv curriculum in counseling and psychology and also can be used tor training and staff development. Here are a tew suggestions for using the text . 1 The text is ideally ' suited tor lose in a two semester or two-quarter course on theories and tech- niques of chun\ding and psychotherapy. Such a curriculum would provide students with an in- depth and comprehensive understanding of the fields ot counseling and psychotherapy. The First three parts ( 1 1 chapters covering introductory material. treatment sysleills f ocused on backgrotmds. and treatment sy\dems focused on enlnrinns ) could be covered in the first semester. with rhe remaini- ng ttlree paris ( focusing on cognitive. behavioral. and eclectic treatment approaches) covered in the second senlesler. It each class session covers one chapter. then any remaining classes can be used for role-playing and exams 2. The entire text al\o could he covered in n one semester course. particularly courses tor doc- toral and advanced minster's degree Students in which depth ot knowledge is prized. The following illustrates one way to co\er this text in a 1 5-week semester Week 1: Chapters I and 2 Contexts of Eftecti\e Treatment: Overview of Backcround- Focused Treatment Systems Week 2: Chapter 3--Sigmund Freud and Classic Psychoanalysis Week 3: Chapter 4--Alfred Adler and India idual Psychology Week 4: Chapters 5 and 6 Post and Neo-Freudians: Analytical Psychology. Ego Psyclologl ' Object Relations. and Sell Psychology; Brief Psychodynumic Therapy 8 Week 5: Chapters 7 and overview ot Emotion-Focused Treatment Svsteins: Carl Rogers nnd Person-Centered CoLmseling Week 6: Chapters 9 and 10 Existential Therapy: GesLalt Therapy 1 Week 7: Chapter 1 hnerging Approaches Emphasizing Emotions and Sensations Week 8: ('hapters 12 and 13 overview ot Thought Focused Treatment Svstelns= Albert Ellis and Rational Emotive Behavior Therapy Week 9: Chapter 14 Aaron Beck and Cognitive Therapy Week 10: Chapters 15 and 16--Oder\iew of Action-F'ocused Treatment Systems: Behavior Therapy and Cognitive--Behax ioral Therapy Week 1 1: Chapter 17 Reality Therapy Week 2: Chapter 18--Family ' Systems Approaches 1 Week 13: Chapters 19 Integrative Therapies Week 14: Chapter 20 Solidit ing Understanding of Treatment Systems Week 15: Conclusion. finalexamination Vlll Pre face 3. Chapters can easily and logically be selected and combined to create a course. For example. the following ]5 selected chapters encompass the four types ol clinical approaches in the BETA format (background. eriiotions. thoughts. actions) and constitute a one-semester course on estah lished theories of counseling: Chapter 1 : Contexts of Effective Treatment Chapter 3: Sigmund Freud and Classic Psychoanalysis Chapter 4: A]fred Ad]er and ]ndividua] Psychology Chapter 5: Post- and Neo-Freudians: Analytical Psychology. Ego Psychology, Object Relations. and Self Psychology Chapter 8: Carl Rogers and Person-Centered Counseling Chapter 9: Existential Therapy Chapter 10: Gestalt Therapy Chapter 1 1 : Emerging Approaches Emphasizing Emotions and Sensations Chapter 1 3: Albers Ellis and Rational Emotive Behavior Therapy Chapter 14: Aaron Beck and Cognitive Therapy Chapter 6: Behavior Therapy and Cogniti\e Behavioral Therapy 1 Chapter 17: Reality Therapy Chapter 1 8: Family Systems Approaches Chapter 19: integrative Therapies Chapter 20: Solidifying Understanding of Treatment Systems In a 1 5-week semester. one chapter could be covered per week. providing a comprehensive picture of the major treatment approaches 4. A variety of short courses or seminars can be created from the contents of this text. For exam- ple. Purl [wo could be used for a course on psychodynamic and psychoanalytic approaches to treat- ment; Part three for a course on process experiential approaches in counseling and psychothenlpy Pans four and five could be combined for a comprehensive look at cognitive and behavioral treat- ment systems: and PaH six for a course on eclectic and integrated approaches to treatment 5. The Skill Development sections are designed to accompany the treatment system taught in that plLrticular chapter. However. these sections can be used independently of the theoretical por lions. perhaps taught in a subsequent semester following a course on theories ot counseliitg and psychotherapy or used as part of a practicum or internship to facilitate skill development 6. Like the Skill Developmem sections. the exercises are intended to accompany review of the treatment system in each chapter. However. they are designed to be used flexibly. Large group ex erases are appropriate for classroom discussion. Smallgroup exercises allow clusters of tout learn- ers [o practice and improve their clinical skills with the benefit ot peer feedback and support Individual exercises offer people the opportunity to work alone and apply their learning to them- selves. u,ith their responses written in journals Facult) members. ot course. can choose to use any or allot the exercises that accompany each chapter. Ideally, time should be allocated. either during or outside ot class. tor at least some ot the large- and small-group exercises in each chapter. However. it time is limited, the individual exercises enable students to continue their learning and skill development outside of class. Although instruc- tors indy decide lo review students' joumals at the end of a course [o determine whether they have completed the individual exercises. I encourage them not to gracie or evaluate these journals so thn students reel free to express themselves. try out new skills, and gain lemming and belt-awareness Students should be told at the beginning of the course whether they will be required to share their .Journals in any way Pref:ace ix MYCounselingLabTU Help your students bridge the gap betwee!} theory and practice with MYCounselingLabv~' MFCounselingLab connects your course content to video- and case-based real-world scenarios. and features the following Assfgnmeizfs alza Acffvlffes assess students' understanding of key concepts and skil development Bill/ding Cozlnse/llzg Skl/Zs exercises offer opportunities tor students to develop and practice skills critical TO their success as professional helpers. Suggested responses are available to instructors. making grading easy /Vzzlrzp/e-Choice Qzzfzes help students gauge their understanding ol important topics and prepare for success on licensure examinations Access to MYCounselingLabTht can be packaged with this textbook or purchased as a stand-alone prod uct. To find out how to package student access to this website and gain access as an instructor. go lo http://www.mycoLmselinglab.com. email us at [email protected], or contact your Pearson sales representative liar PEARSON eTEXT Did you know this book is also available as an enhanced Pearson eText? The affordable, interactive version of this text includes approximately 3-5 videos per chapter that exemplify. model. or expand upon chapter concepts. Look for the play button in this text to see where video is available in the affordable enhanced eText version of this text. To learn more about the enhanced Pearson eText. go to www.pearsonhighered.conVetext ACKNOWLEDGMENTS I am grateful for the generosit) of my family and friends who indulge me the isolation required to write these texts. This is my fourth jump down the rabbit hole, and I am always cognizant of the re- sponsibilities others take on while I am single mindedly absorbed in my work. I owe a special note of gratitude to Sumita Anand Changela, MA, for her research assistance over the summer. and for updating the application of the counseling theories to multicultural groups in many of this book's chapters I am indebted to Meredith Passel, senior acquisitions editor at Pearson. M'ithout her efforts this text would not have been published. Further thanks to her editorial assistant Krista Slavicek, to Don Laurila. production manager, and to Lorretta Palagi. copyeditor, for her astute editorial eye and sharp red pencil. I would like to acknowledge and thank the reviewers for their helpful comments and sugges- tions to the fourth edition: Devika Dibya Choudhuri, Eastem Michigan University; Large M. Jome. University at Albany; Susan H. Packard. Edinboro University of Pennsylvania: and Timothy S. Vandergast. William Paterson University But above all. I would like to express my appreciation to my husband of 25 years. Neil Reichenberg. who shares my passion for words, as wellas for our three young grandchildren: lzaak, Jaycee. and Orion ABOUT THE AUTHORS Linda Seligman, PhD Dr. Linda Seligman received a PhD in counseling psychology from Columbia University. Her pri- mary research interests inc]uded diagnosis and treatment p]anning as we]] as counseling people with chronic and life-threatening illnesses. Dr. Seligman was a professor at George Mason University for 25 years. She ser\ ed as co-director of the doctoral program in education. coordinator of the Coun seling Developnaent Program. associate chair of the School of Education. and head of the Com- mLmity Agency Counseling Program. She was later named professor emerita. Dr. Seligman also served as associate at Johns Hopkins University and as a faculty member in counseling psychology at R'alden University During hcr lifetime, Dr. Seligman authored 15 texts. including Se/e('r{/zg f/lecrl\-e Treaf- rnenf: Diagttosis and Treairnellf Piatniing in Counseling; Developmental Career Coltltseling clad Assesslnetl!: and Protuotitlg c{ Fighting Spirit: Psychotherapy .for Cancer Pcitiettts, Stirvi\hors, attd 7'heir /?a/rif/fe.s. She also wrote more than 80 professional articles and text chapters. She lectured throughout the United States as well as internationally on diagnosis and treatment planning and was recognized for her expertise on that subject. In 1 990. the American Mental Health Counselors Asso- ciation (AMHCA) designated Dr. Seligman as Researcher of the Year, in 2007, AMHCA honored her with the title of Counselor Educator of the Year Lourie ]N. Reichenberg, MA, LPC Laurie W. Reichenberg is a licensed professional counselor in private practice in Falls Church. Virginia. She a]so provides c]inica] supervision for therapists and interns at The Women's Center in Vienna. Virginia. She earned her master's degree in counseling psycholog) from Marymount Uni- versity. She has taught crisis counseling, abnormal psychology, and counseling theories to graduate and undergraduate students She is currently on the executive committee of the Virginia Association of Clinical Counselors. lnd serves on the board of directors for the Northern Virginia Licensed Professional Counselors Reichenberg is a member of the CrisisLink LOSS team. which provides assistance in the community after a suicide has occurred. She served on the CrisisLink Board of Directors from 2003 to 2006. and is on the organization ' s Advisory Council . She is a past editor of the Northem Virginia Licensed Professional Counselors. lind was the editor of the ./our/za/ o/'f/ze C'o//ege and UniversfD ' Per.somme/ ,4.T.9ncfafion from 1 988 to 1 993. She coauthored Se/ecffng /U?(five 7'reafmelzf.s (2007. 2012) with Dr. Seligman. and has published many professional articles including a chapter on grief lnd loss in Cri.yfs A.v.ie.9smenf, /nfeme/zflr7/z and Preverzff o/z (Jackson-Cherry & Erford, 20 1 0. 20 1 3) She has edited more than 30 texts and monographs. Her primary interests include crisis counseling, grief and loss. and helping indi\iduals. couples. and families cope with life transitions. She ap preaches her work as a therapist. educator. and community volunteer. from a humanistic. person centered. and emotionally focused perspective, and incorporates mindfulness into her practice X

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