psychological theories of development underlying the counseling process
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Psychological Theories of Development Underlying the Counseling Process. Liv Margarete Lassen 2006. Theory. ” Theory is when one understands everything and yet nothing seems to fit. Practice is when all fits well no one knows why. - PowerPoint PPT PresentationTRANSCRIPT
Counselling /Liv Margarete Lassen / 2006
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Psychological Theories of Development Underlying the
Counseling Process
Liv Margarete Lassen 2006
Counselling /Liv Margarete Lassen / 2006
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Theory ” Theory is when one understands
everything and yet nothing seems to fit.
Practice is when all fits well no one knows why.
In this room theory and practice are united and nothing fits and no one knows why.”
Counselling /Liv Margarete Lassen / 2006
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Behaviorism - Psychodynamic - Humanistic - System
Eclectic Theory Problem solving models
4 Major Theoretical Ideologies
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Hypothesis, theory and models
Theory ”A cluster of hypothses with a clear the connection between them. ”
Hypothesis ”Explains, describes or interpret possible connections which one is uncertain about, but willing to investigate.”
Model ”A representation of an idea or hypothesis.” (simplified version)
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PRACTICE
P3
P2
P1
Ethical back-ground
Teoretical-base Practical-experiences
Action/ behavior
Theory of Practice
Values
ExperiencesBased onknowledge
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HISTORICAL LINEPavlov
1849/1900Rubenstein
1889
Vygotsky1896
Luria1902
Leontjev1903
Skinner1904
Berne1910
Freud1858
Adler1870
Perls1893
Rogers1902
Frankl1909
Ellis1930
Satir1921
Glasser 1928
Bateson1952
FAMILIETHEORY
1900 1951
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Central Theoretical Groups
Psychoanalysis: Focus on the inner processes; behavior seen as a consequence of inner energy based on feelings.
Humanistic: Focus on the whole identity; takes into account feelings,
thoughts and behavior.
Behavioristic: Focus on observable behavior – measurable
Systemic: Focus on how systems affect individual’s growth and behavior. Looks at rolls, binds, rules and myths. Dysfunctional behavior is perceived as a symptom for a dysfunctional system.
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Polarity
Psychodynamic
Feelings/emotions
Focus - past
Insight important
Problem - a symptom
Unconscious factors are important
Behaviorism
Behavior (+/- cognition)
Focus present
Insight – not essential
Problem real: either not learned behavior or learned inadequate behavior
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Psychodynamic
PschoanalysisFreud (1856) Vienna Medical background
Three levels of psychological functioning
superego - ego - id Importance to attain a balance of the levels Drive - Libido
Survival instincts:
Love, sex death and aggression
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Psychosocial stages
Orale 0-1Anale 1-3Fallic/Ødipal 3-6Latent 7-13Genital 12 15
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Additional psychoanalytic views…...
Adler (1870) Medical background
Power and feelings of inferiority
Jung (1870) Swiss Psychiatrist
Archetypes – Collective consciousness, myths dreams, fairy tales, religion.
Reich (1897) Austrian doctor
Vegetotherapi
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Neofreudian theories: Ego- psychology
Erikson (1902) Tyskland8 stagesImportance of playImporatnce of social interaction
Anna Freud (1895)Importance of defence mechanisms
Berne (1910) CanadaTransactional analysis: Parent - Adult - Child
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Natural developmental stages
Basic trust vs mistrust (0-1år) Autonomy v.s. Shame/ doubt (2-3år) Initiative v.s. Guilt (4-7 år) Industry v.s. inferiority (6-12-13 år) Identity vs. Role confusion (13-19 år) Intimacy v.s. isolation (20-30år) Generativity vs stagnation (30 år – old age ) Ego Integrity vs despair (old age)
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Psychodynamic
Problem/ difficulty
Strategies: Make the unconscious Conscioud through ”talking cure”Play therapy, art therapy, etc.
Action Strategies
Identify problems through:PlayArtTestsAssociationsTalking, etc.
Imbalance between the dynamic parts of the psyche /Seen with respect to psychososialstages
Help Process
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Behavioristic theoryClassic conditioning (Pavlov, Watson)
Explains behavior as a learned response
Unconditioned st.Reflecs
Condtioned st.
Neutral stimulus
Bell
Food Bell
R
R
Salivation
Salivation
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Operant condtioning(Skinner)
Sd Stimulus
descriminat
o Behavoir
Sr Stimulus
Reinforcer
Situation Thoughts
Psysical reactions
Situations Thoughts
Physical reactions
An analysis of the connection between situasjon, behavior and reactions.
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Conditioning
Positive reinforcement
Punishment
Extinction
Negative reinforcement
Present
+ stimulusPraiseRewards
-StimuliUnpleasant consequence or task
Withhold
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Sosial learning theoryBandura & Walters Tharp og Wetzl
• Modeling Importance of social aspects
• Goal To learn new behavioral response to old patterns
Includes cognition and feeling
• Cognitive theory Meichenbaum-Piaget-Luria
Neurolinguistisk Programming Bandler og Grinder Cognitive Systematic shaping - Nyborg
- behavioral Self-management – self-efficacy
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Sivert og Sveaas modell 1986”Lage – little world”
Describe Problem: By kind. Personell/ teacher
By parents foreldreneBy the child/ youth
Desired behavior
Child behavior is analyzed with regards to:
Problem describes as:What the child/ youth does
In his situation
Non desiredbehavior
Assessment
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Assessment
Child/ youths behavior With regards to the situational stimuli inthe environment
Child/ youth’s individual Characteristics as:• competance• learned behavior • cognitve style• resources
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Goal definition
What we want the child/ youth to do:
Do more ofDo less ofLearn new
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Action Plan
What do we do?Strategy for building new learning skillsStrategy for increasing desired behaviorStrategy for reducing unwanted behaviorStrategu for preventing Action plan carried out together with
parents and other involved persons
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Evaluation
Has a change occured?Has this helped the child or youth
?
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Condtional counseling paradigms and models(Sten Rønneberg)
Spiritual factors
Identity
Values
Competanse
Alternative conditioning
Stimuli Behavior Consequences
Possible other variables
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BEHAVIORISTIC
Problem definition
Process
Action plan
Unlearned or faulty learned behavior Analysis of S-O-R dimentions with regards to present behavior
Assess through systematic observation and interview to identify:S – d O - atferdS - reinforcerIdentify - models
Build out desired behavior by reinforcementShape up unlearned behavior.Reduce unwanted behavior by extinction Introduce positive models
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HUMANISTIC– The third way Rogers - Maslow - Glasser - Nissen
1. Humanistic
2. Eupsychic
3. Conscious & unconscious
4. Drive- ”growth hypothesis”
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Pschological deveopmentBasic personal needs central for self-
development(Etter Kreck & Crutchfield 1969:499)
Selv-actualization
Self esteem
BelongingSafetyPhysiological
Maslow’ s Hierarchy of Needs
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Symbolic interactionG. Mead 1934 Cognition/
Feelings
Evaluation & perception
”I mirrow myself in the other’s reaction to me”
Evaluation & perception
S V
RV
RS
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HUMANISTIC
Problem definition
Helping Process
Action plan
• Unmet basic needs that use energy• Lost contact with own feelings, needs or self.
• Analyze situation by interviewing child, youth, adults• Focus - Here and now• Conscerned with: Resources
Needs
Plan: Counseling relationship should meet the person’s basic needs so that growth is ensured. Teach child/ parent/ teacher to formulate and meet own needs.
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System theories - Comunication
Bateson 1952 California -double bindFamily therapy
Conjoint - Virginia Satir
Strukturell - Minuchin, Haley
Strategic - Watzlawick
Systemic - Milanogruppen
Selevini, Palazzoli
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Fra Dyad to system
DyadTriadSystems
Punctuation of a circular process
Communication prosess
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A Circular Perspective
Individal seen as a part of a larger system where many elements act and react upon each other in quite unpredictable ways. Because this is a continuous process the setting is constantly changing..
”Everthing is connected” Ecological system analysis
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System theory
The system shapes and reinforces the indiviual’s behavior from own needs (for example: homeostase, meaning)
Problem is only a symptom for a dysfunctional system
Dysfunctions: ”Run away”Strukture problemesMyths, rules, meaning
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Ecological perspectivesBronfenbrenner – developmental analysis
Four levels:
Micro - system
Meso - system
Exo - system
Macro - system
Micro
Meso
Exo
Macro
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Various Interactive systems
Macro (F. ex. legislation
Ecso system(Community)
Meso System(Connections: Connection btw
Micro systems areclose to child/ youth –Family, school, etc
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Systemic
Problem defintion
Helping Process
Action plan
• Gather all involved parties• Through circulat interviewing attain enough information to develop a hypothesis.
• ” System” retains and reinforces behavior patterns for own needs.• Behavior is a symptom of the system way of functioning
Plan: Use perturberance to change the systems rigidity (reframe, give exercises,change roles, talk).
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Eclectic Approaches
• Technical• Divergerence of theories• Choice of many• Utilize existing theories• Collection of theories• Selection after needs• Use parts of theories• A-theoretical base,
empirical• Sum of parts• Realistic
• Theoretical• Convergence of theories• Combination of several• Creating new theory• Mixing theory• Synthesis• Combine parts• More theoretical than
empirical• More than the sum of the
parts• Idealistic
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Model for counselor decision making in individual counseling
• Personal factors
• Theory
• Strategy
• Methods og techniques
• Spesific responses
• Client-responses