The Gift of Therapy: An Open Letter to a New Generation of Therapists and Their Patients (Yalom, 2003) is a highly readable, insightful, and useful resource. It includes 85 short chapters on a wide variety of topics that pertain to the counselor as a person and as a professional.
ACA Ethical Standards Casebook (Herlihy & Corey, 2006a) contains a variety of useful cases that are geared to the ACA Code of Ethics. The examples illustrate and clarify the meaning and intent of the standards.
Boundary Issues in Counseling: Multiple Roles and Responsibilities (Herlihy & Corey, 2006b) puts the multiple-relationship controversy into perspective. The book focuses on dual relationships in a variety of work settings.
Boundaries in Psychotherapy: Ethical and Clinical Explorations (Zur, 2007) ex- amines the complex nature of boundaries in professional practice by offering a decision-making process to help practitioners deal with a range of topics such as gifts, nonsexual touch, home visits, bartering, and therapist self-disclosure.
Issues and Ethics in the Helping Professions (Corey, Corey, & Callanan, 2011) is devoted entirely to the issues that were introduced briefl y in Chapter 3. The book is designed to involve readers in a personal and active way, and many open-ended cases are pre- sented to help readers formulate their thoughts on a wide range of ethical issues.
Becoming a Helper (M. Corey & Corey, 2011) has separate chapters that expand on issues dealing with the personal and professional lives of helpers and ethical issues in counseling practice.
Ethics in Action: CD-ROM (Corey, Corey, & Haynes, 2003) is a self-instructional program divided into three parts: (1) ethical decision making, (2) values and the helping relationship, and (3) boundary issues and multiple relationships. The program includes video clips of vignettes demonstrating ethical situations aimed at stimulating discussion.
Student Manual for Theory and Practice of Counseling and Psychotherapy (Corey, 2013c) is designed to help you integrate theory with practice and to make the concepts covered in this book come alive. It consists of self-inventories, overview summaries of the theories, a glossary of key concepts, study questions, issues and questions for personal application, activities and exercises, comprehension checks and quizzes, and case examples. The manual is fully coordinated with the textbook to make it a personal study guide.
Case Approach to Counseling and Psychotherapy (Corey, 2013b) provides case ap- plications of how each of the theories presented in this book works in action.
A hypothetical client, Ruth, experiences counseling from all of the therapeutic vantage points.
The Art of Integrative Counseling (Corey, 2013a) is a presentation of concepts and techniques from the various theories of counseling. The book provides guidelines for readers in developing their own approaches to counseling practice.
54
CHAPTER THREE
DVD for Theory and Practice of Counseling and Psychotherapy: The Case of Stan and Lecturettes (Corey, 2013) is an interactive self-study tool that consists of two programs. Part 1 includes 13 sessions in which Gerald Corey counsels Stan us- ing a few selected techniques from each theory. Part 2 consists of brief lectures by the author for each chapter in Theory and Practice of Counseling and Psycho- therapy. Both programs emphasize the practical applications of the various theories.
DVD for Integrative Counseling: The Case of Ruth and Lecturettes (Corey & Haynes, 2013) is an interactive self-study tool that contains video segments and interac- tive questions designed to teach students ways of working with a client (Ruth) by drawing concepts and techniques from diverse theoretical approaches. The topics in this video program parallel the topics in the book The Art of Integrative Counseling.
Creating Your Professional Path: Lessons From My Journey (Corey, 2010) is a per- sonal book that deals with a range of topics pertaining to the counselor as a person and as a professional. In addition to the author’s discussion of his personal and professional journey, 18 contributors share their personal stories regarding turn- ing points in their lives and lessons they learned.
The Counselor as Person and Professional (DVD) elaborates on the themes in Chap- ter 2 and is available from the American Counseling Association. This program is a keynote address that was given by Gerald Corey at the ACA conference in 2010 in Pittsburgh.
References and Suggested Readings for Part 1
55
ETHICAL ISSUES IN COUNSELING PRACTICE
*Books and articles marked with an asterisk are suggested for further study.
American Counseling Association.
(2005). ACA code of ethics. Alexandria, VA: Author.
American Psychiatric Association. (2000).
Diagnostic and statistical manual of mental disorders, text revision (4th ed.). Washington, DC: Author.
American Psychological Association. (2002).
Ethical principles of psychologists and code of conduct. American Psychologist, 57(12), 1060–1073.
American Psychological Association. (2003).
Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. American Psychologist, 58(5), 377–402.
*American Psychological Association Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology. American Psychologist, 61, 271–285.
Arredondo, P., Toporek, R., Brown, S., Jones, J., Locke, D., Sanchez, J., & Stadler, H. (1996).
Operationalization of multicultural counseling competencies. Journal of Multicultural Coun- seling and Development, 24(1), 42–78.
*Baker, E. K. (2003). Caring for ourselves: A therapist’s guide to personal and professional well-being. Washington, DC: American Psychological Association.
*Barnett, J. E., & Johnson, W. B. (2008). Ethics desk reference for psychologists. Washington, DC:
American Psychological Association.
56
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*Barnett, J. E., & Johnson, W. B. (2010). Ethics desk reference for counselors. Alexandria, VA:
American Counseling Association.
Cardemil, E. V., & Battle, C. L. (2003). Guess who’s coming to therapy? Getting comfortable with conversations about race and ethnic- ity in psychotherapy. Professional Psychology:
Research and Practice, 34(3), 278–286.
Codes of Ethics for the Helping Professions (4Th Ed.). (2011). Belmont, CA: Brooks/Cole, Cengage Learning.
Comas-Diaz, L. (2011). Multicultural ap- proaches to psychotherapy. In J. C. Norcross, G. R. Vandenbos, & D. K. Freedheim (Eds.), History of psychotherapy (2nd ed., pp. 243–
268). Washington, DC: American Psychological Association.
Committee on Professional Practice and Standards. (2003). Legal issues in the profes- sional practice of psychology. Professional Psy- chology: Research and Practice, 34(6), 595–600.
*Corey, G. (2010). Creating your professional path: Lessons from my journey. Alexandria, Va: American Counseling Association.
*Corey, G. (2013a). The art of integrative coun- seling (3rd ed.). Belmont, CA: Brooks/Cole, Cengage Learning.
*Corey, G. (2013b). Case approach to counseling and psychotherapy (8th ed.). Belmont, CA:
Brooks/Cole, Cengage Learning.
*Corey, G. (2013c). Student manual for theory and practice of counseling and psychotherapy (9th ed.). Belmont, CA: Brooks/Cole, Cengage Learning.
*Corey, G., & Corey, M. (2010). I never knew I had a choice (9th ed.). Belmont, CA: Brooks/
Cole, Cengage Learning.
*Corey, G., Corey, M., & Callanan, P. (2011).
Issues and ethics in the helping professions (8th ed.).
Belmont, CA: Brooks/Cole, Cengage Learning.
*Corey, G., Corey, M., & Haynes, R. (2003).
Ethics in action: CD-ROM. Belmont, CA: Brooks/
Cole, Cengage Learning.
*Corey, G., & Haynes, R. (2013). DVD for inte- grative counseling: The case of Ruth and lecturettes. Belmont, CA: Brooks/Cole, Cengage Learning.
*Corey, M., & Corey, G. (2011). Becoming a helper (6th ed.). Belmont, CA: Brooks/Cole, Cengage Learning.
Cukrowicz, K. C., White, B. A., Reitzel, L. R., Burns, A. B., Driscoll, K. A., Kemper, T. S., &
Joiner, T. E. (2005). Improved treatment out- come associated with the shift to empirically supported treatments in a graduate training clinic. Professional Psychology: Research and Practice, 36(3), 330–337.
Deegear, J., & Lawson, D. M. (2003). The utility of empirically supported treatments.
Professional Psychology: Research and Practice, 34(3), 271–277.
*Duncan, B. L., Miller, S. D., & Sparks, J. A.
(2004). The heroic client: A revolutionary way to improve effectiveness through client-directed, outcome-informed therapy. San Francisco:
Jossey-Bass.
*Duncan, B. L., Miller, S. D., Wampold, B. E. &
Hubble, M. A. (Eds.). (2010). The heart and soul of change: Delivering what works in therapy (2nd ed.). Washington, DC: American Psycho- logical Association.
Edwards, J. A., Dattilio, F. M., & Bromley, D. B. (2004). Developing evidence-based practice: The role of case-based research.
Professional Psychology: Research and Practice, 35(6), 589–597.
Elkins, D. N. (2009). Humanistic psychology:
A clinical manifesto. Colorado Springs, CO:
University of the Rockies Press.
*Falender, C. A., & Shafranske, E. P. (2004).
Clinical supervision: A competency-based approach. Washington, DC: American Psychological Association.
*Geller, J. D., Norcross, J. C., & Orlinsky, D. E. (Eds.). (2005a). The psychotherapist’s own psychotherapy: Patient and clinician perspectives. New York: Oxford University Press.
*Geller, J. D., Norcross, J. C., & Orlinsky, D. E.
(2005b). The question of personal therapy:
Introduction and prospectus. In J. D. Geller, J. C. Norcross, & D. E. Orlinsky (Eds.), The
psychotherapist’s own psychotherapy: Patient and clinician perspectives (pp. 3–11). New York:
Oxford University Press.
57
ETHICAL ISSUES IN COUNSELING PRACTICE
Gutheil, T. G., & Brodsky, A. (2008). Prevent- ing boundary violations in clinical practice. New York: Guilford Press.
*Herlihy, B., & Corey, G. (2006a). ACA ethical standards casebook (6th ed.). Alexandria, VA:
American Counseling Association.
*Herlihy, B., & Corey, G. (2006b). Boundary issues in counseling: Multiple roles and respon- sibilities (2nd ed.). Alexandria, VA: American Counseling Association.
*Knapp, S. J., & Vandecreek, L. (2006).
Practical ethics for psychologists: A positive approach. Washington, DC: American Psychological Association.
Lambert, M. J. (2011). Psychotherapy research and its achievements. In J. C. Norcross, G. R.
Vandenbos, & D. K. Freedheim (Eds.), His- tory of psychotherapy (2nd ed., pp. 299–332).
Washington, DC: American Psychological Association.
*Lazarus, A. A., & Zur, O. (2002). Dual relation- ships and psychotherapy. New York: Springer.
*Lum, D. (2011). Culturally competent practice: A framework for understanding diverse groups and justice issues (4th ed.). Belmont, CA: Brooks/
Cole, Cengage Learning.
*Miller, S. D., Duncan, B. L., & Hubble, M. A.
(2004) Beyond integration: The triumph of outcome over process in clinical practice.
Psychotherapy in Australia, 10(2), 2–19.
*Nagy, T. F. (2011). Essential ethics for psycholo- gists: A primer for understanding and master- ing core issues. Washington, DC: American Psychological Association.
*Norcross, J. C. (2005). The psychotherapist’s own psychotherapy: Educating and developing psychologists. American Psychologist, 60(8), 840–850.
*Norcross, J. C. (Ed.). (2011). Psychotherapy relationships that work: Evidence-based respon- siveness (2nd ed.). New York: Oxford University Press.
Norcross, J. C., Beutler, L. E., & Levant, R. F.
(2006). Evidence-based practices in mental health: Debate and dialogue on the fundamental questions. Washington, DC: American Psycho- logical Association.
*Norcross, J. C., & Goldfried, M. R. (Eds.).
(2005). Handbook of psychotherapy integration (2nd ed.). New York: Oxford University Press.
*Norcross, J. C., & Guy, J. D. (2007). Leaving it at the office: Psychotherapist self-care. New York:
Guilford Press.
*Norcross, J. C., Hogan, T. P., & Koocher, G. P. (2008). Clinician’s guide to evidence-based practices. New York: Oxford University Press.
Norcross, J. C., & Lambert, M. J. (2011).
Evidence-based therapy relationships. In J.C.
Norcross (Ed.), Psychotherapy relationships that work: Evidence-based responsiveness (2nd ed., pp. 3–21). New York: Oxford University Press.
Norcross, J. C., Vandenbos, G. R., &
Freedheim, D. K. (2011). History of psycho- therapy (2nd ed.). Washington, DC: American Psychological Association.
Norcross, J. C., & Wampold, B. E. (2011).
Evidence-based therapy relationships:
Research conclusions and clinical practices. In J.C. Norcross (Ed.), Psychotherapy relationships that work: Evidence-based responsiveness (2nd ed., pp. 423–430). New York: Oxford University Press.
Orlinsky, D. E., Norcross, J. C., Ronnestad, M. H., & Wiseman, H. (2005). Outcomes and impacts of the psychotherapists’ own psychotherapy. In J. D. Geller, J. C. Norcross, &
D. E. Orlinsky (Eds.), The psychotherapist’s own psychotherapy: Patient and clinician perspectives (pp. 214–230). New York: Oxford University Press.
*Pedersen, P. (2000). A handbook for develop- ing multicultural awareness (3rd ed.). Alexan- dria, VA: American Counseling Association.
*Remley, T. P., & Herlihy, B. (2010). Ethical, legal, and professional issues in counseling (3rd ed.). Upper Saddle River, NJ: Merrill/
Prentice-Hall.
*Schank, J. A., & Skovholt, T. M. (2006). Ethi- cal practice in small communities: Challenges and rewards for psychologists. Washington, DC:
American Psychological Association.
Shallcross, L. (2010). Putting clients ahead of personal values. Counseling Today, 53(5), 32–34.
58
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Shallcross, L. (2011). Taking care of yourself as a counselor. Counseling Today, 53(7), 30–37.
*Skovholt, T. M., & Jennings, L. (2004). Master therapists: Exploring expertise in therapy and counseling. Boston: Pearson Education.
*Sperry, L. (2007). The ethical and professional practice of counseling and psychotherapy. Bos- ton: Allyn & Bacon (Pearson).
*Stebnicki, M. A. (2008). Empathy fatigue:
Healing the mind, body, and spirit of professional counselors. New York: Springer.
Sue, D. W., Arredondo, P., & Mcdavis, R. J.
(1992). Multicultural counseling competen- cies and standards. A call to the profession.
Journal of Counseling and Development, 70(4), 477–486.
*Sue, D. W., & Sue, D. (2008). Counseling the culturally diverse: Theory and practice (5th ed.).
New York: Wiley.
Toporek, R. L., Gerstein, L. H., Fouad, N. A., Roysircar, G., & Israel, T. (2006). Handbook for social justice counseling in counseling psychology:
Leadership, vision, and action. Thousand Oaks, CA: Sage.
Wampold, B. E. (2001). The great psycho- therapy debate: Models, methods, and findings.
Hillsdale, NJ: Erlbaum.
Wampold, B. E., & Bhati, K. S. (2004). Attend- ing to the omissions: A historical examina- tion of evidence-based practice movements.
Professional Psychology: Research and Practice, 35(6), 563–570.
*Yalom, I. D. (2003). The gift of therapy: An open letter to a new generation of therapists and their patients. New York: HarperCollins (Perennial).
*Zur, O. (2007). Boundaries in psychotherapy:
Ethical and clinical explorations. Washington, DC: American Psychological Association.
59
p a r t 2
Theories and Techniques
of Counseling
61
p a r t 2
Theories and Techniques of Counseling
4 P s y c h o a n a ly t i c Th e r a p y 62 5 A d l e r i a n Th e r a p y 101
6 E x i s t e n t i a l Th e r a p y 136
7 P e r s o n - C e n t e r e d Th e r a p y 172 8 G e s ta lt Th e r a p y 210
9 B e h a v i o r Th e r a p y 244
10 C o g n i t i v e B e h a v i o r Th e r a p y 287 11 R e a l i t y Th e r a p y 333
12 F e m i n i s t Th e r a p y 360
13 P o s t m o d e r n A p p r o a c h e s 395
14 F a m i ly S y s t e m s Th e r a p y 432
62
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63
PSYCHOANALYTIC THERAPY
Sigmund Freud
SIGMUND FREUD (1856–
1939) was the firstborn in a Viennese family of three boys and five girls. His father, like many others of his time and place, was very authori- tarian. Freud’s family back- ground is a factor to consider in understanding the devel- opment of his theory.
Even though Freud’s family had limited financ- es and was forced to live in a crowded apartment, his parents made every effort to foster his obvious intellectual capacities. Freud had many interests, but his career choices were restricted because of his Jewish heritage. He finally settled on medicine.
Only 4 years after earning his medical degree from the University of Vienna at the age of 26, he at- tained a prestigious position there as a lecturer.
Freud devoted most of his life to formulat- ing and extending his theory of psychoanalysis.
Interestingly, the most creative phase of his life corresponded to a period when he was experienc- ing severe emotional problems of his own. During his early 40s, Freud had numerous psychosomatic disorders, as well as exaggerated fears of dying and other phobias, and was involved in the difficult task of self-analysis. By exploring the meaning of his own dreams, he gained insights into the dynamics
of personality development. He first examined his childhood memories and came to realize the intense hostility he had felt for his father. He also recalled his childhood sexual feelings for his mother, who was attractive, loving, and protective. He then clinically formulated his theory as he observed his patients work through their own problems in analysis.
Freud had very little tolerance for colleagues who diverged from his psychoanalytic doctrines.
He attempted to keep control over the movement by expelling those who dared to disagree. Carl Jung and Alfred Adler, for example, worked closely with Freud, but each founded his own therapeutic school after repeated disagreements with Freud on theoretical and clinical issues.
Freud was highly creative and productive, frequently putting in 18-hour days. His col- lected works fill 24 volumes. Freud’s productivity remained at this prolific level until late in his life when he contracted cancer of the jaw. During his last two decades, he underwent 33 operations and was in almost constant pain. He died in London in 1939.
As the originator of psychoanalysis, Freud distinguished himself as an intellectual giant. He pioneered new techniques for understanding human behavior, and his efforts resulted in the most comprehensive theory of personality and psychotherapy ever developed.
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CHAPTER FOUR
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See the DVD program for Chapter 4, DVD for Theory and Practice of Counseling and Psychotherapy: The Case of Stan and Lecturettes. I suggest that you view the brief lecture for each chapter prior to reading the chapter.