My Philosophy of Counselling
“When he entered treatment, he perceived himself as a good person who behaved badly because he was sick. During therapy, he saw trough his pretences and settled for being a bad guy. However, once he understood his tyranny and was able to accept it, he had the opportunity to ask himself how he preferred to live his life-usefully or uselessly”
-Mosak & Maniacci
Psychologist & Client
What is the Role of the Psychologist?
The roles of the counsellor and client obviously pertain to the different intentions that they have. Counsellors aim at uncovering what the issue is for clients and how they can be of assistance to them. On the other hand, clients come to counselling in order to seek closure on their issues; “they want to free themselves from the anguish that is caused to them by their problem” (Mendelowitz & Schneider, 2008, p. 307). The nature of problems that humans face come about primarily form life problems stemming from work, sexuality, social relationships, feelings about self, and through spiritual self (Mendelowitz & Schneider).Counsellors work with clients in order to gain an understanding of their goals and to free them from their discouraged state so that they can strive to achieve positive change in their lives. Based on the fact that human beings are inherently decisive, and are born with the capacity to make decisions regarding their present and future life, the role of the counsellor is simply to encourage the social interest that is discouraged within clients, but still present (Osborn, 2001).
What is the Role of the Psychologist?
The roles of the counsellor and client obviously pertain to the different intentions that they have. Counsellors aim at uncovering what the issue is for clients and how they can be of assistance to them. On the other hand, clients come to counselling in order to seek closure on their issues; “they want to free themselves from the anguish that is caused to them by their problem” (Mendelowitz & Schneider, 2008, p. 307). The nature of problems that humans face come about primarily form life problems stemming from work, sexuality, social relationships, feelings about self, and through spiritual self (Mendelowitz & Schneider).Counsellors work with clients in order to gain an understanding of their goals and to free them from their discouraged state so that they can strive to achieve positive change in their lives. Based on the fact that human beings are inherently decisive, and are born with the capacity to make decisions regarding their present and future life, the role of the counsellor is simply to encourage the social interest that is discouraged within clients, but still present (Osborn, 2001).
What is the Role of the Client?
Clients who are coming to counselling are in need of some positive encouragement in their lives, and this is what they receive. Their role in therapy is to work with their counsellor within a therapeutic relationship, enabling them to disclose their situation to the counsellor as it becomes relevant to the counselling and at a pace they are comfortable with (Yontef & Jacobs, 2008). From their disclosure I think that the therapist should also disclose personal information that would be beneficial to advancing a client’s situation. Through this concept referred to as “phenomenological exploration” (Yontef & Jacobs, p. 348), both get the chance to learn from one another and come up with a solution that promotes growth and a sense of worthiness. Counselling is a form of empowerment that advances individuals toward achieving their self-constructed goals rather than pushing them from behind by what they have previously experienced.
Clients who are coming to counselling are in need of some positive encouragement in their lives, and this is what they receive. Their role in therapy is to work with their counsellor within a therapeutic relationship, enabling them to disclose their situation to the counsellor as it becomes relevant to the counselling and at a pace they are comfortable with (Yontef & Jacobs, 2008). From their disclosure I think that the therapist should also disclose personal information that would be beneficial to advancing a client’s situation. Through this concept referred to as “phenomenological exploration” (Yontef & Jacobs, p. 348), both get the chance to learn from one another and come up with a solution that promotes growth and a sense of worthiness. Counselling is a form of empowerment that advances individuals toward achieving their self-constructed goals rather than pushing them from behind by what they have previously experienced.
The Cornerstones of My Counselling Philosophy
Now that we have covered the roles of both client and counsellor, I want to give you an idea as to how counselling will proceed. The following four categories summarize my approach to counselling and how I go about accomplishing each topic:
1. Meeting Clients Where They Are At
Rather than upholding a one-size fits all orientation, I see counselling as a process that needs to be adjusted in order to accommodate the unique needs of individuals. One way that I aspire to accomplish this is through assessing clients’ stage of change as a guiding tool to our work together. By identifying where clients are at in terms of their readiness to change I am able to personalize the therapy that I offer them and how I go about introducing them to this process. For instance, the use of homework may not be very effective for individuals in the earlier stages of change because they are not at the stage where they will find this useful for them; however, for those in the action or maintenance stages I have found that homework is an excellent way for getting clients to think about what has taken place in therapy outside of the one hour that we spend together weekly. For those in the earlier stage a psycho-educational approach may be more beneficial, as this will enable me to help them move further along in their readiness to change. Every individual thinks, feels, and behaves in a unique matter and counselling needs to account for this when helping individuals. By supplementing my knowledge about my clients’ stage of change with their lifestyle factors, such as their orientation toward life, thoughts about change, and the totality of their functioning, I can further personalize my therapeutic relationships with clients
Now that we have covered the roles of both client and counsellor, I want to give you an idea as to how counselling will proceed. The following four categories summarize my approach to counselling and how I go about accomplishing each topic:
1. Meeting Clients Where They Are At
Rather than upholding a one-size fits all orientation, I see counselling as a process that needs to be adjusted in order to accommodate the unique needs of individuals. One way that I aspire to accomplish this is through assessing clients’ stage of change as a guiding tool to our work together. By identifying where clients are at in terms of their readiness to change I am able to personalize the therapy that I offer them and how I go about introducing them to this process. For instance, the use of homework may not be very effective for individuals in the earlier stages of change because they are not at the stage where they will find this useful for them; however, for those in the action or maintenance stages I have found that homework is an excellent way for getting clients to think about what has taken place in therapy outside of the one hour that we spend together weekly. For those in the earlier stage a psycho-educational approach may be more beneficial, as this will enable me to help them move further along in their readiness to change. Every individual thinks, feels, and behaves in a unique matter and counselling needs to account for this when helping individuals. By supplementing my knowledge about my clients’ stage of change with their lifestyle factors, such as their orientation toward life, thoughts about change, and the totality of their functioning, I can further personalize my therapeutic relationships with clients
2. The Working Alliance
Throughout my experience I have come to learn that the counsellor-client relationship is an essential entity of the counselling experience as it promotes growth on behalf of clients and can assist them in reaching their goals. The working alliance embodies an attitude of cooperation, mutual respect, and trust where the counsellor provides the client with unconditional positive regard and an empathetic understanding of the client’s internal frame of reference (Raskin, Rogers, & Witty, 2008). Putting forth these practices will create a climate of freedom and safety for clients where they are able to openly discuss what has brought them into counselling. I think that initiating the working alliance with clients on an equal level is essential because it allows clients to experience the idea that one is not seen as any better than the other. Despite assuming the role of student, clients still play an active role in the counselling process as a learner responsible for contributing to his or her own education (Mosak & Maniacci, 2008). This is where counsellors can make use of Socratic questioning to hone in on what has brought a client into counselling. Creating a structure within the working alliance may help when devising strategies as to how clients can achieve their goals or overcome their issues. The relationship is structured to inform the client that that they play a role in creating their problems, that one is responsible for one’s actions, and that one’s problems are based on their faulty perceptions (Mosak & Maniacci). The working alliance can serve as a driving force in counselling; however keeping clients focused on the reason that they have entered into counselling in the first place and allowing them to set the destination for counselling is equally important.
Throughout my experience I have come to learn that the counsellor-client relationship is an essential entity of the counselling experience as it promotes growth on behalf of clients and can assist them in reaching their goals. The working alliance embodies an attitude of cooperation, mutual respect, and trust where the counsellor provides the client with unconditional positive regard and an empathetic understanding of the client’s internal frame of reference (Raskin, Rogers, & Witty, 2008). Putting forth these practices will create a climate of freedom and safety for clients where they are able to openly discuss what has brought them into counselling. I think that initiating the working alliance with clients on an equal level is essential because it allows clients to experience the idea that one is not seen as any better than the other. Despite assuming the role of student, clients still play an active role in the counselling process as a learner responsible for contributing to his or her own education (Mosak & Maniacci, 2008). This is where counsellors can make use of Socratic questioning to hone in on what has brought a client into counselling. Creating a structure within the working alliance may help when devising strategies as to how clients can achieve their goals or overcome their issues. The relationship is structured to inform the client that that they play a role in creating their problems, that one is responsible for one’s actions, and that one’s problems are based on their faulty perceptions (Mosak & Maniacci). The working alliance can serve as a driving force in counselling; however keeping clients focused on the reason that they have entered into counselling in the first place and allowing them to set the destination for counselling is equally important.
3. Role of the Past
Counselling will pay attention the present functioning of individuals as a product of past experiences. I think that the past experience is the most salient source of maladaptive behaviour among clients. Past issues are welcomed as a way to understand one’s present behaviour; however the behaviour exemplified by clients in the past will not be the focus, nor will their future anticipations. One’s future anxieties can be discussed in counselling; however they can only play at most a secondary role to the client’s present experiences. Direct experience is the primary focus of counselling because this is what needs to be addressed in order to help clients to reconnect with their social interest (Yontef & Jacobs, 2008). Regardless of the cause of these maladaptive behaviours (i.e. past thoughts or future anxieties) the issue at hand is that individuals must learn how to cope with these intrusive thoughts in their present functioning. This is the only way that clients will be able to overpower what is causing them a psychological disturbance.
Counselling will pay attention the present functioning of individuals as a product of past experiences. I think that the past experience is the most salient source of maladaptive behaviour among clients. Past issues are welcomed as a way to understand one’s present behaviour; however the behaviour exemplified by clients in the past will not be the focus, nor will their future anticipations. One’s future anxieties can be discussed in counselling; however they can only play at most a secondary role to the client’s present experiences. Direct experience is the primary focus of counselling because this is what needs to be addressed in order to help clients to reconnect with their social interest (Yontef & Jacobs, 2008). Regardless of the cause of these maladaptive behaviours (i.e. past thoughts or future anxieties) the issue at hand is that individuals must learn how to cope with these intrusive thoughts in their present functioning. This is the only way that clients will be able to overpower what is causing them a psychological disturbance.
4. Interventions
Interventions are provided to patients in order to “correct faulty information processing and to help patients modify assumptions that maintain maladaptive behaviours and emotions” (Beck & Weishaar, 2008, p. 275). In order to maximize the efficacy of interventions utilized in therapy the counsellor asks questions that draw out the meaning, function, usefulness, and consequences of the clients’ beliefs (Beck & Weishaar, p. 276).Through an investigation of the client’s point of view collaborative modes of treatment are constructed for the client. Interventions that target the cognitive schemas and behavioural techniques engaged in by clients are the most appropriate form of treatment. I really like this aspect of allowing clients to choose what goals they would like to work on because this gets them more directly involved in the growth process that is affiliated with counselling. I believe that the benefits of this are abundant; it makes the client encouraged to come to counselling, makes it so that they see the light for finishing the counselling, and allows them to play a much more active role in determining how change will be made and the methods used to go about it.
The approach that Cognitive therapy takes in working through clients’ problems with them promotes beneficial change; “the therapeutic relationship is collaborative and requires jointly determining the goals for treatment, eliciting and providing feedback, and thereby demystifying how therapeutic change occurs” (Beck & Weishaar, 2008, p. 277). The dual-sided formulation of homework assignments and possible courses of action to be used for further investigation of a client’s dilemma may be beneficial for both counsellor and client because it allows for unforeseen substantiation to be presented to both parties. Benefits from this approach stem from the notion that not only can clients learn from their counsellors, but counsellors can also learn from their clients. Cognitive techniques that are used to achieve these goals are the exploration of automatic thoughts to explore their meaning and the use of questioning to uncover maladaptive thoughts such as logical inconsistencies and contradictory patterns in ones thinking.
Interventions are provided to patients in order to “correct faulty information processing and to help patients modify assumptions that maintain maladaptive behaviours and emotions” (Beck & Weishaar, 2008, p. 275). In order to maximize the efficacy of interventions utilized in therapy the counsellor asks questions that draw out the meaning, function, usefulness, and consequences of the clients’ beliefs (Beck & Weishaar, p. 276).Through an investigation of the client’s point of view collaborative modes of treatment are constructed for the client. Interventions that target the cognitive schemas and behavioural techniques engaged in by clients are the most appropriate form of treatment. I really like this aspect of allowing clients to choose what goals they would like to work on because this gets them more directly involved in the growth process that is affiliated with counselling. I believe that the benefits of this are abundant; it makes the client encouraged to come to counselling, makes it so that they see the light for finishing the counselling, and allows them to play a much more active role in determining how change will be made and the methods used to go about it.
The approach that Cognitive therapy takes in working through clients’ problems with them promotes beneficial change; “the therapeutic relationship is collaborative and requires jointly determining the goals for treatment, eliciting and providing feedback, and thereby demystifying how therapeutic change occurs” (Beck & Weishaar, 2008, p. 277). The dual-sided formulation of homework assignments and possible courses of action to be used for further investigation of a client’s dilemma may be beneficial for both counsellor and client because it allows for unforeseen substantiation to be presented to both parties. Benefits from this approach stem from the notion that not only can clients learn from their counsellors, but counsellors can also learn from their clients. Cognitive techniques that are used to achieve these goals are the exploration of automatic thoughts to explore their meaning and the use of questioning to uncover maladaptive thoughts such as logical inconsistencies and contradictory patterns in ones thinking.
"You must be the change you wish to see in the world"
-Ghandi
Closing Thoughts
A lasting change in behaviour and thoughts is the most important factor in determining one’s successful completion of counselling. Although it is nearly impossible to prevent pervasive thoughts from reoccurring occasionally, the aim of counselling is to reduce the frequency of these thoughts and change how a client handles their response to these thoughts, both behaviourally and cognitively. Throughout the duration of counselling the intention of the counsellor is to motivate individuals and draw upon their strengths in order to provide them with that importance of being encouraged. Individuals who are successful in counselling will realize a difference in their attitude toward life, themselves, and others. This will be reflected by their desire to strive for significance and to live on the useful side of life (Mosak & Maniacci, 2008).
A lasting change in behaviour and thoughts is the most important factor in determining one’s successful completion of counselling. Although it is nearly impossible to prevent pervasive thoughts from reoccurring occasionally, the aim of counselling is to reduce the frequency of these thoughts and change how a client handles their response to these thoughts, both behaviourally and cognitively. Throughout the duration of counselling the intention of the counsellor is to motivate individuals and draw upon their strengths in order to provide them with that importance of being encouraged. Individuals who are successful in counselling will realize a difference in their attitude toward life, themselves, and others. This will be reflected by their desire to strive for significance and to live on the useful side of life (Mosak & Maniacci, 2008).
References
Beck, A. T., & Weishaar, M. E. (2008). Cognitive therapy. In R. J. Corsini. & D. Wedding (Eds.), Current psychotherapies (8th ed.; pp.263-294). Belmont CA: Thomson Brooks/Cole.
Mosak, H. H., & Maniacci, M. (2008). Adlerian psychotherapy. In R. J. Corsini & D. Wedding (Eds.), Current psychotherapies (8th ed.; pp. 63-106). Belmont, CA: Thomson Brooks/Cole.
Raskin, N. J., Rogers, C. R., & Witty, M. J. (2008). Client-centered therapy. In R. J. Corsini & D. Wedding (Eds.), Current psychotherapies (8th ed.; pp. 141-186.). Belmont, CA: Thomson Brooks/Cole.
Yontef, G., & Jacobs, L. Gestalt therapy. In R. J. Corsini & D. Wedding (Eds.). Current psychotherapies (8th ed.; pp. 328-367). Belmont, CA: Thomson Brooks/Cole.
Beck, A. T., & Weishaar, M. E. (2008). Cognitive therapy. In R. J. Corsini. & D. Wedding (Eds.), Current psychotherapies (8th ed.; pp.263-294). Belmont CA: Thomson Brooks/Cole.
Mosak, H. H., & Maniacci, M. (2008). Adlerian psychotherapy. In R. J. Corsini & D. Wedding (Eds.), Current psychotherapies (8th ed.; pp. 63-106). Belmont, CA: Thomson Brooks/Cole.
Raskin, N. J., Rogers, C. R., & Witty, M. J. (2008). Client-centered therapy. In R. J. Corsini & D. Wedding (Eds.), Current psychotherapies (8th ed.; pp. 141-186.). Belmont, CA: Thomson Brooks/Cole.
Yontef, G., & Jacobs, L. Gestalt therapy. In R. J. Corsini & D. Wedding (Eds.). Current psychotherapies (8th ed.; pp. 328-367). Belmont, CA: Thomson Brooks/Cole.