This case application exercise serves to provide students practice in applying person-centered theories, practices and techniques to case practice. The purpose of this assignment is to help you practice the following skills: reflecting on the following question: The essay must be 1 full page in length. Make this personal.
This is a psychotherapy course. Based on a therapist works and skills.
Give specific and personal examples
Your paper must include reflection and application of the course material for this chapter. If references are used, citations should be written in APA format
Formatting Requirements:
• Margins – 1 Inch
• Font – Times New Roman, (12pt)
• Spacing – Double
number responses
- Imagine self in the role as counselor and apply techniques commonly used in person-centered practice to a specific case. (Application)
- Exploration and reflection of your personal counseling style. (Caring & Learning How to Learn)
The Case of Judith: Judith is a 25-year-old White female who works as a receptionist at a law firm. Six months ago she began dating Shawn, a 27-year-old man who lives in her apartment complex. Their relationship has deepened, and they now see each other two or three times a week, despite their heavy work schedules. Recently, they began to talk about getting married.
Judith came to therapy because she is concerned about what she describes as her “sexual problem.” Judith told her therapist, “When Shawn and I make love, I get turned on at first but then I just shut down. It’s like my sexual feelings evaporate into thin air. Shawn is very understanding but I know it’s difficult for him.” Judith went on to say that she thought her strict religious upbringing was part of the problem. She said, “I grew up in a small southern town, and my family was almost fanatically religious. My parents thought sex was shameful and dirty and that premarital sex was a horrible sin. If they knew that Shawn and I were having sex, they would be appalled. I left the church when I was in college, and I no longer believe many of the things my parents and church taught, but I think my upbringing has caused me to block out my sexual feelings.”
Person-centered theory posits that children, because they need the love of their parents, tend to “deny to awareness” experiences, including their own feelings, that do not fit their parents’ value system. Judith’s parents considered sex “shameful and dirty” and believed that premarital sex was a “horrible sin.” Thus, it is understandable that Judith, as a child growing up in such an environment, might learn to block out or “deny to awareness” feelings related to sexuality. Although person-centered therapists do not focus on the past in therapy, they do understand that childhood experiences often explain why adults “block out” certain feelings or other aspects of themselves. Person-centered theory says that in order to reclaim previously denied aspects of their experiences, clients must be provided with a therapeutic environment characterized by empathy, congruence, and unconditional positive regard. To the degree the therapist is able to provide this environment and to the degree clients perceive it, they will begin to grow. Their growth will include a natural tendency to explore and gradually allow into awareness feelings that were previously denied.
Using this theoretical structure, it becomes obvious what I need to do in working with Judith from a person-centered perspective: I must provide her with a therapeutic relationship in which she feels deeply understood and accepted. As she begins to realize that I understand how she feels, that I accept and do not judge her, and that I, too, am trying to be open and honest in my relationship with her, Judith will increasingly feel free to be her real self in therapy and to explore and access parts of herself that she had previously blocked out or denied to awareness. As a person-centered therapist, I would not use techniques in my work with Judith nor would I push, cajole, or try to persuade her to do what I thought was best. Person-centered therapists believe that human beings grow naturally when they are provided with empathy, honesty, and acceptance—just as a flower grows naturally when it is provided with sunshine, water, and soil. Thus, based on my own clinical experience and a great deal of research that supports the effectiveness of a deeply human therapeutic relationship, I would predict that Judith, if she stays with the therapeutic process, will not only recover her sexual feelings but will also grow as a person, perhaps in ways that she has not even imagined.
Questions: Answer the following questions on how you might proceed with Judith within the person-centered framework:
(1) Suppose Judith is referred to you for continued person-centered therapy. Would you find it easy to give her empathy and not judge her? What if you are religious and agree with Judith’s parents that premarital sex is wrong? Would you still be able to give Judith empathy and acceptance? At a more general level, do you think it’s possible to accept and support someone even when you disagree with their values or actions? Explain your answer.
(2) Person-centered therapists do not use therapeutic techniques. Instead, they try to create a therapeutic relationship characterized by empathy, acceptance, and genuineness. Would you feel comfortable working with clients in this way, or would you want to use techniques in your work? Why or why not?
(3) Suppose that after working with Judith for a few sessions you come to suspect, despite her physician’s assurance to the contrary, that part of Judith’s problem could be physiological in nature. How would you handle this? What specifically would you do?
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Theories at-a-Glance The tables in this book compare theories over a range of topics, thereby providing you with the ability to easily compare, contrast, and grasp the practical aspects of each theory. These tables also serve as invaluable resources that can be used to review the key concepts, philoso- phies, limitations, contributions to multicultural counseling, applications, techniques, and goals of all theories in this text.
The following chart provides a convenient guide to the tables in this text.
Pages
6–7 Table 1.1 Overview of Contemporary Counseling Models
62–63 Table 4.1 Ego-Defense Mechanisms
65–66 Table 4.2 Comparison of Freud’s Psychosexual Stages and Erikson’s Psychosocial Stages
432 Table 15.1 The Basic Philosophies
433–434 Table 15.2 Key Concepts
438 Table 15.3 Goals of Therapy
441–442 Table 15.4 The Therapeutic Relationship
443–444 Table 15.5 Techniques of Therapy
444–445 Table 15.6 Applications of the Approaches
446 Table 15.7 Contributions to Multicultural Counseling
447 Table 15.8 Limitations in Multicultural Counseling
448–449 Table 15.9 Contributions of the Approaches
449–450 Table 15.10 Limitations of the Approaches
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Overview of Focus Questions for the Theories For the chapters dealing with the different theories, you will have a basic understand- ing of this book if you can answer the following questions as they apply to each of the eleven theories:
Who are the key figures (founder or founders) associated with the approach?
What are some of the basic assumptions underlying this approach?
What are a few of the key concepts that are essential to this theory?
What do you consider to be the most important goals of this therapy?
What is the role the therapeutic relationship plays in terms of therapy outcomes?
What are a few of the techniques from this therapy model that you would want to incorporate into your counseling practice?
What are some of the ways that this theory is applied to client populations, settings, and treat- ment of problems?
What do you see as the major strength of this theory from a diversity perspective?
What do you see as the major shortcoming of this theory from a diversity perspective?
What do you consider to be the most significant contribution of this approach?
What do you consider to be the most significant limitation of this approach?
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Gerald Corey California State University, Fullerton Diplomate in Counseling Psychology,
American Board of Professional Psychology
Theory and PracTice of counseling and
PsychoTheraPy Tenth Edition
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Theory and Practice of Counseling and Psychotherapy, Tenth Edition Gerald Corey
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To the founders and key figures of the theories presented
in this book—with appreciation for their contributions
to contemporary counseling practice.
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iv
abouT The auThor
gerald corey is Professor Emeritus of Human Services and Counseling at California State University at Fullerton. He received his doctorate in counseling from the University of Southern California. He is a Diplomate in Counseling Psy- chology, American Board of Professional Psychology; a licensed psychologist; and a National Certified Counselor. He is a Fellow of the American Psychological Associa- tion (Division 17, Counseling Psychology; and Division 49, Group Psychotherapy); a Fellow of the American Counseling Association; and a Fellow of the Association for Specialists in Group Work. He also holds memberships in the American Group Psychotherapy Association; the American Mental Health Counselors Association; the Association for Spiritual, Ethical, and Religious Values in Counseling; the Asso- ciation for Counselor Education and Supervision; and the Western Association of Counselor Education and Supervision. Both Jerry and Marianne Corey received the Lifetime Achievement Award from the American Mental Health Counselors Associ- ation in 2011, and both of them received the Eminent Career Award from ASGW in 2001. Jerry was given the Outstanding Professor of the Year Award from California State University at Fullerton in 1991. He regularly teaches both undergraduate and graduate courses in group counseling and ethics in counseling. He is the author or coauthor of 15 textbooks in counseling currently in print, along with more than 60 journal articles and book chapters. Several of his books have been translated into other languages. Theory and Practice of Counseling and Psychotherapy has been trans- lated into Arabic, Indonesian, Portuguese, Turkish, Korean, and Chinese. Theory and Practice of Group Counseling has been translated into Korean, Chinese, Spanish, and Russian. Issues and Ethics in the Helping Professions has been translated into Korean, Japanese, and Chinese.
In the past 40 years Jerry and Marianne Corey have conducted group counsel- ing training workshops for mental health professionals at many universities in the United States as well as in Canada, Mexico, China, Hong Kong, Korea, Germany, Belgium, Scotland, England, and Ireland. In his leisure time, Jerry likes to travel, hike and bicycle in the mountains, and drive his 1931 Model A Ford. Marianne and Jerry have been married since 1964. They have two adult daughters, Heidi and Cindy, two granddaughters (Kyla and Keegan), and one grandson (Corey).
Recent publications by Jerry Corey, all with Cengage Learning, include:
ŠŠ Theory and Practice of Group Counseling, Ninth Edition (and Student Manual) (2016)
ŠŠ Becoming a Helper, Seventh Edition (2016, with Marianne Schneider Corey)
ŠŠ Issues and Ethics in the Helping Professions, Ninth Edition (2015, with Mari- anne Schneider Corey, Cindy Corey, and Patrick Callanan)
ŠŠ Group Techniques, Fourth Edition (2015, with Marianne Schneider Corey, Patrick Callanan, and J. Michael Russell)
ŠŠ Groups: Process and Practice, Ninth Edition (2014, with Marianne Schnei- der Corey and Cindy Corey)
iv
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v
ŠŠ I Never Knew I Had a Choice, Tenth Edition (2014, with Marianne Schneider Corey)
ŠŠ Case Approach to Counseling and Psychotherapy, Eighth Edition (2013) ŠŠ The Art of Integrative Counseling, Third Edition (2013)
Jerry Corey is coauthor (with Barbara Herlihy) of Boundary Issues in Counseling: Multiple Roles and Responsibilities, Third Edition (2015) and ACA Ethical Standards Case- book, Seventh Edition (2015); he is coauthor (with Robert Haynes, Patrice Moulton, and Michelle Muratori) of Clinical Supervision in the Helping Professions: A Practical Guide, Second Edition (2010); he is the author of Creating Your Professional Path: Les- sons From My Journey (2010). All four of these books are published by the American Counseling Association.
He has also made several educational DVD programs on various aspects of counseling practice: (1) Ethics in Action: DVD and Workbook (2015, with Marianne Schneider Corey and Robert Haynes); (2) Groups in Action: Evolution and Challenges DVD and Workbook (2014, with Marianne Schneider Corey and Robert Haynes); (3) DVD for Theory and Practice of Counseling and Psychotherapy: The Case of Stan and Lecturettes (2013); (4) DVD for Integrative Counseling: The Case of Ruth and Lecturettes (2013, with Robert Haynes); and (5) DVD for Theory and Practice of Group Counseling (2012). All of these programs are available through Cengage Learning.
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