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COUNSELING THEORIES
Running head: COUNSELING THEORIES 1
Counseling Theories: Adlerian, Cognitive Behavioral and Solution Focused Brief Therapy
Leia Miller
CNDV 5311 Individual Counseling Theories
LamarUniversity
Counseling Theories: Adlerian, Cognitive Behavioral and Solution Focused Brief Therapy
The purpose of this paper is to examine in depth and discuss three major counseling theories explored in this course, specifically Adlerian, Cognitive Behavioral, and Solution Brief Therapy. Key concepts, therapeutic alliance, and applications of each theory will be discussed in great detail. Lastly, the paper will end with a reflection of my personal theory of counseling.
Adlerian Theory
Key Concepts
In the early 1900’s, Alfred Adler developed Adlerian Theory of counseling after his splitfrom Freud. He believed in many of the theories of Freud, but “replaced the concept of sexual drive and the libido with the drive to gain power and become a fully functioning adult,” (Seligman & Reichenberg, 2010, p. 63). “Adler believed that what matters to people is developing and working to achieve meaningful and rewarding goals, along with a lifestyle that leads to a positive sense of ourselves, connectedness to other people and our communities, and satisfying work,” (Seligman & Reichenberg, 2010, p. 63).
Due to a difficult childhood, many of Adler’s interests such as birth order, inferiority, and parental over protectiveness may have derived from his own personal experiences. (Seligman & Reichenberg, 2010) Adler believed that the first few years of life had a great influence on a person’s development. (Seligman & Reichenberg, 2010) “Style of life is the term Adler used to refer to the flavor of a person’s life. It includes a person’s goal, self-concept, feelings for others, and attitude toward the world,” (“Adler: Individual Psychology” n.d., p. 78). He believed that people “have a basic need to belonging to a social whole,” (Seligman & Reichenberg, 2010, p.63).
Other significant emphasis was placed on inferiority concepts. Adler originally began his studies of “organ inferiority, that is, the fact that each of us has weaker, as well as stronger, parts of our anatomy or physiology,” (Boeree, 2006, p. 7). Feelings of inferiority are normally experienced during childhood and it is how a child deals with these feelings directly relates in shaping them. Children who deal with these feelings in a positive manner develop in positive ways. The results are opposite for children who have negative experiences. (Seligman & Reichenberg, 2010) Alder believe in private logic which is “the route that takes us from our feelings of inferiority to the development of a lifestyle that we believe will enable us to reach our self-ideal,” (Seligman & Reichenberg, 2010, p. 66).
Therapeutic Process
A therapeutic goal of Adler’s is that people can change their goals and lifestyles in order to obtain happier ones. The theory is based on optimism, individual growth, and education of clients. (Seligman & Reichenberg, 2010) Adlerian therapists have a complex role and are role models to their clients. “These clinicians are educators, fostering social interest and teaching people ways to modify their lifestyles, behaviors, and goals,” (Seligman & Reichenberg, 2010, p. 68). They analyze, explore, and interpret “the meaning and impact of clients’ birth order, dreams, early recollections, and drives,” (Seligman & Reichenberg, 2010, p. 68). Clinicians are also supportive and encouraging. According to Milliren, Evans, and Newbauer (n.d.), “Encouragement is probably the universal therapeutic intervention for Adlerian counselors and therapists. Encouragement is not a technique; rather, it is a fundamental attitude or “spirit.”,” (p. 47). The clinician and the client collaborate to determine a clear understanding of the problem and work together to set goals. The relationship of the clinician and the client is one of collaboration and goal oriented. It is built on mutual respect and trust. (Seligman & Reichenberg, 2010)
Application: Techniques and Procedures
Adler’s model included four phases of treatment that can overlap and merge throughout the process. These phases are as follows: “(1) establishment of a collaborative therapeutic relationship and a shared view of the treatment goals, (2) assessment, analysis, and understanding of the person and the problem, (3) encouragement of change through interpretation, and (4) reorientation by turning insight into action and focusing on assets rather than weakness,” (Seligman & Reichenberg, 2010, p. 68). Adlerian therapy consists of many techniques to counsel clients. One such technique is the life style assessment, which is a “semi-structured process that takes place over three consecutive sessions and consists of 10 sections. The first 9 sections are referred to as the family constellation interview, which solicits information from early childhood through adolescence. The final section gathers early childhood recollections,” (Seligman & Reichenberg, 2010, p. 69 and 70). This helps the clinician to better understand the clients goals and lifestyle. Some additional interventions include catching oneself, pushing the button, and spitting in the client’s soup. (Seligman & Reichenberg, 2010) According to Seligman and Reichenberg (2010), “most of the common problems and mental disorders seen in counseling and psychotherapy are amenable to treatment via Adlerian therapy,” (p. 74). Adlerian therapy is compatible with culturally diverse population. “The Adlerian process is respectful of cultural diversity and addresses issues of racial, gender, and cultural inequity,” (Seligman & Reichenberg, 2010, p. 75).
I like the optimistic and encouragement view of Adler’s approach. I also agree that people can change their goals and adapt their lifestyle to create a better life for themselves. Adlerian therapy is diverse and flexible which is a great strength. Adler’s theories have influenced many other individuals in the field of psychotherapy and led to the development of “cognitive therapy, reality therapy, person-centered counseling, Gestalt, existentialist, constructivist, and social justice approaches to treatment,” (Seligman & Reichenberg, 2010, p. 76). In contrast, this therapy has limitations. More observed research is needed to support key concepts such as fictional finalism, superiority, and “his belief that social interest is innate,” (Seligman & Reichenberg, 2010, p. 76).
Cognitive Behavioral Therapy
Key Concepts
In the 1970s, therapists Beck, Mahoney, and Meichenbaum began working with the concepts of Cognitive Therapy. (Seligman & Reichenberg, 2010) It was named cognitive therapy due to the “importance it places on thinking,” and has since been changed to Cognitive Behavioral Therapy “because the therapy employs behavioral techniques as well,” (Martin, 2007, p. 1). Another therapy viewed as CBT is rational emotive behavior therapy developed by Albert Ellis. (Seligman & Reichenberg, 2010) “CBT works by changing people’s attitudes and their behavior by focusing on the thoughts, images, beliefs and attitudes that we hold (our cognitive processes) and how this relates to the way we behave, as a way of dealing with emotional problems,” (Martin, 2007, p. 1).
“Cognitive therapist believe that many factors contribute to the development of dysfunctional cognitions, including people’s biology and genetic predispositions, life experiences, and their accumulation of knowledge and learning,” (Seligman & Reichenberg, 2010, p. 274) He believed that thinking patterns are developed in childhood and become automatic. Beck invented the term automatic thoughts “to describe emotion-filled thoughts that might pop up in the mind,” (Martin, 2007, p. 1). He discovered that if people to learn to recognize those negative thoughts; they could learn coping mechanisms to overcome them.
Rational emotive behavior therapy “emphasizes thoughts, but views emotion, behaviors, and thoughts as intertwined and inseparable,” (Seligman & Reichenberg, 2010, p. 252). REBT differs from CT “in terms of the strategies they use and their conception of healthy development,” (Seligman & Reichenberg, 2010, p. 253). One important concept of REBT is self-acceptance. Ellis believed that “people should have a realistic sense of their strengths and weaknesses and take pride in their achievements,” (Seligman & Reichenberg, 2010, p. 253). Differing from Adlerian therapy, REBT also focuses on present thoughts rather than past events. “Clinicians using REBT do not spend a great deal of time exploring emotions and do not seek to change them directly,” (Seligman & Reichenberg, 2010, p. 255). When people are aware of their emotions, they can make an effort to change their irrational beliefs.
Therapeutic Process
The therapeutic goals of the process are “to extinguish maladaptive behaviors and help people learn new adaptive ones,” (Seligman & Reichenberg, 2010, p. 327). Therapist will also help their client to develop skills that will help them improve their life and enable them to “recognize, assess, and modify their dysfunctional cognitions; changing persistent underlying congnitions such as “I must be perfect” and “I am unlovable”; and helping people make positive changes in their self-talk and sense of empowerment,” (Seligman & Reichenberg, 2010, p. 327).
In order for treatment to be successful, the client and therapist must have a positive and collaborative relationship. “CBT favors a more equal relationship that is, perhaps, more business-like, being problem-focused and practical,” (Martin, 2007, p. 2). The therapist is to show support, empathy, warmth, interest to help build the therapeutic alliance. The therapist will ask for feedback regarding the treatment process. The sessions are very structured by the therapist and clients and therapist will work together to decide what problems to focus on. The client is very hands on in this type of therapy. “Clients are expected to participate fully in the process of behavior or congnitive-behavioral therapy and take responsibility for presenting their concerns, identifying their goals, and implementing plans for change,” (Seligman & Reichenberg, 2010, p. 327).
Application: Techniques and Procedures
“Before cognitive therapists move forward with interventions designed to modify cognitions, they take the time to develop a case formulation, reflecting in-depth understanding of the client,” (Seligman & Reichenberg, 2010, p. 278). Treatment begins with eliciting and rating cognitions. Followed by determining the validity of cognitions and then the distortion can be labeled. By labeling the distortion, “people see more clearly the nature of their unrealistic thinking, reminds them that other people have had similar distorted cognitions, and gives them a tool for assessing subsequent thoughts,” (Seligman & Reichenberg, 2010, p. 281). The last step is to change the cognitions. Client and therapist work together “to restructure their cognitions and help them find worlds to express their new cognitions accurately, realistically, and in ways that are compatible with their emotions,” (Seligman & Reichenberg, 2010, p. 281). Some strategies used are activity scheduling, mental and emotional imagery, cognitive rehearsal, and thought stopping. (Seligman & Reichenberg, 2010)
REBT, like CT, uses a structured format. REBT uses “a six step plan represented by the letters ABCDEF,” (Seligman & Reichenberg, 2010, p. 258). REBT process includes identifying, assessing, disputing, and modifying irrational beliefs. The ABCDEF model’s steps are as follows: (A) activating event, (B) belief, (C) consequences, (D) dispute, (E) effective, (F) feelings. This process may seem simple, but changing ones irrational beliefs is a challenging process for the client and requires carefully selected interventions to be utilized by the therapist. (Seligman & Reichenberg, 2010)
“People who describe having particular problems are often the most suitable for CBT, because it works through having a specific focus and goals,” (Martin, 2007, p. 2). This type of therapy is flexible and appropriate for a wide range of people and problems. However, CBT shouldn’t be used with people with traumatic childhood experiences, “psychotic disorders, dangerous, impulse control disorders, or other severe mental disorders or for people who are highly suicidal or fragile,” (Seligman & Reichenberg, 2010, p. 263). Strengths include that “it teaches people to help themselves after treatment has ended,” (Seligman & Reichenberg, 2010, p. 264). Limitations include more research in the areas of diverse cultural, religious, and ethnic backgrounds. (Seligman & Reichenberg, 2010)
I agree with the importance of positive thinking and value their approaches to working with clients. I like the fact that part of the process of treatment teaches clients strategies to cope with negative talk. This type of therapy would be very useful in my future role as a counselor.
Solution Focused Brief Theory
Key Concepts
Many people contributed to the development of solution focused brief therapy since the 1970’s. Key developers “Steve de Shazer, Bill O’Hanlon, Michele Weiner-Davis, and Insoo Kim Berg probably have made the greatest contributions to solution-focused brief therapy as it is currently practiced,” (Seligman & Reichenberg, 2010, p. 360). Differing from Adlerian and similar to REBT, SFBT focuses on the present and doesn’t address past experiences. The therapy “focuses on the clients’ strengths and pervious successes,” (Trepper, McCollum, DeJong, Koruman, Gingerich, Franklin, n.d. p. 1). Differing from Adlerian and CBT, “SFBT helps clients develop a desired vision of the future wherein the problem is solved, and explore and amplify related client exceptions, strengths, and resources to con-construct a client-specific pathway to making the vision a reality,” (Trepper et.al., n.d., p. 2). Therapists help clients to create solutions rather than focus on their problems, which enables clients to identify their strengths to solve their problems. “SFBT is a process that involves asking specific, solution focused questions to formulate future-oriented goals, identify exceptions and amplify the client’s strengths,” (Nongard, n.d., p. 1). Solution focused therapist helps their clients to see a desired future.
Therapeutic Process
The goal of SFBT is to change the way people look at their lives and help people to become capable to resolve future problems. According to Seligman & Reichenberg (2010), “the main task of the therapist, regardless of the client’s presenting problems, is to help the client recognize times when he or she didn’t have the problem or the problem was less severe, to realize what he or she did to reduce the problem, and then to do more of it,” (p. 366). This type of therapy is different from other models in that “the therapist takes the stance that the client is the expert and refrains from providing advice or interpretations,” (Nongard, n.d., p. 2). According to Nongard (n.d.), the therapist must be flexible and carry out important tasks such as a have a positive stance, seek solutions, seek exceptions, ask questions, focus on the future, and give compliments. The client – clinician relationship is one of collaboration. Client involvement is very important to help empower them to make a commitment to change. The client takes an active role in setting goals which is similar to CBT.
Application: Techniques and Procedures
SFBT uses a variety of strategies and interventions. The miracle question, the use of scaling to measure change, and the use of suggested solutions are used in SFBT. The miracle question is a way to ask for a goal that the client comes up with themselves by considering their sought out future. Others include creating an environment that is conducive to change, identifying exceptions, and solution talk. (Seligman & Reichenberg, 2010) Therapists also assign experiments for the client to do that helps them get closer to achieving their goal.
SFBT is an effective treatment for a broad range of client problems and diverse culture backgrounds. “SFBT accomplished 70% or better success rates for many clinical problems, including depression, suicidal thoughts, sleep problems, eating disorders, parent-child conflict, marital/relationship problems, sexual abuse, family violence, and self-esteem problems,” (Popescu, 2005, p. 2). A limitation in SFBT is that if not careful, clients and clinicians could focus on a current problem and miss anissue of greater magnitude. SFBT has many strengths, particularly it is “effective and efficient with a broad range of problems, is generally well received by clients, is encouraging and empowering, and offers new ways of thinking about helping people,” (Seligman & Reichenberg, 2010, p. 371). I like that SFBT allows for clients to take an active role in setting goals and making changes to achieve their desired future.
Personal Reflection
After studying the different counseling theories throughout this course, I have come to the conclusion that there are strategies and techniques that I would use out of each of themin my role as a professional school counselor. My first goal as a professional school counselor will be to gain the trust of my students. I want to have a reputation of mutual respect and understanding that allows for student to feel comfortable and know that I am truly listening to their concerns or problems. I will provide the essential therapist characteristics which are empathy, unconditional positive regard, congruence, and hope. (Seligman & Reichenberg, 2010) work at a high school with a diverse student population and the techniques that I use will have to be sensitive to cultures. I would like to align my role with the role of Adlerian therapists. According to Seligman and Reichenberg (2010) Adlerian, “clinicians are educators, fostering social interests and teaching people ways to modify their lifestyles, behaviors, and goals,” (p. 68). I do agree with Adler and believe that people’s lives are influenced by their family background and early childhood experiences. In order to learn more about the students that I work with, I think the Adler’s life style assessment would be a valuable tool in gathering information about their childhood and family background. Adler’s use of encouragement and his belief that the client can make choices that influence the direction of their life resonates with me. Sometimes encouragement is all one needs in order to be successful and many of the students do not get that support from home. I also feel that cognitive behavioral therapy would be very useful in the school counseling setting. Irrational thinking is a common occurrence among students. These thoughts often times lead to making wrong choices. I like that the end result of this type of therapy is that my student would have coping mechanism to help them in the future. I like that the students are also involved in setting goals and taking an active role in the therapy. This type of counseling would be successful because it can be practiced in a shorter amount of time allowing the counselor to be able to meet with more students. Lastly, I do believe that solution-focused brief therapy would be effective in helping students. This type of therapy utilizes their strengths and successes to obtain their goals. I believe that every student is unique, has strengths and is capable of change. I feel that it is my duty to help them see that. I agree with Murphy (2008) when he stated, “Effective solutions are most likely to occur when clients are viewed as the heroes of change, and their goals, resources, and perceptions occupy center stage throughout the counseling process,” (p. 1). By building student’s self-esteem and making them the hero of their change, this will enable them to conquer problems in the future.