Empty Chair Intervention Analysis

MI therapists prize the client when they are with the client. As in Person-Centered therapy, the client is regarded as the expert of his life. Within the client lies the will to change if it can be adequately identified and then encouraged to come out. Once encouraged and heard, the will to change can then be involved in planning a change. Carl Rogers developed a therapy method that trusted the client. His person-centered approach began with the client receiving and benefiting from a special status conferred upon him by the therapist. This theoretical approach pivots around the idea that clients have the ability to

The behaviors of the client are changed within stages. First, the client must observe the self, then develop a positive internal dialogue, and lastly learns new and helpful skills (Corey & California State University, 2013). I intend to use CBT with my population because it has been shown to be an effective treatment of depression, which is a leading struggle for young adults and adults. As a professional counselor, I intend to practice techniques that will change the thought patterns and behaviors of my depressed population. The technique of self-talk allows the client to become mindful of how they speak for themselves, which in turn controls how they behave. This will essentially change their dispositions and shift their depression. An example of negative self-talk for a college student would

The last technique that is really great with client-centered therapy is the use of active listening. This is when the therapist gives complete and total attention to what a client says or means (Allen 1994). A great way of doing this is by restating or paraphrasing what the client says. By doing this, a client begins to feel that their thoughts and ideas are understood by the therapist. On the flip side of the coin, the therapist can make sure that they understand what the client is trying to say. This definitely helps to make therapy more effective and time efficient by identifying any forms of miscommunication. Not only that, but the client feels like the therapist is invested in their situation. This can help them feel more comfortable with the therapist and therefore more likely to reveal key information.

Interventions can also help this individual not only better understand there situation but also help the help. The intervention techniques I will be conducting Is this involves a series of one-on-one therapy sessions to help patients to establish and understand their thoughts, feelings and actions, and how they affect their symptoms. It also encourages patients to reconsider their lifestyle and monitor their thoughts and action to help reduce the recurrence of symptoms.

This is implemented by the therapist engaging the client in a conversation about the things that the client has tried to make better and the strategies the client has used. Then the client and therapist examine whether or not the current tactics have been successful. This will lead the client to realize that, from his previous experiences, what he has been doing does not work and is likely to not work in the future. Furthermore, the client is likely to not know what to do next and may anticipate new possibilities. Therefore, the he is in the creative hopelessness phase. During this time, there is room for new strategies to be developed without previous thoughts interfering. This will ultimately allow the client to begin trusting his own experiences and engaging in new behaviors instead of believing his thoughts and blaming himself for not being able to ease the situation (Hayes et al.,

Samuel Seium. Treatments that I learned from class are the theories that are used and what type of counseling sessions would work best for certain clients. Clients with eating disorders are learned to determine switch clients would benefit from individual, group, and/or family counseling. What I learned about dialectical behavior therapy is beneficial to clients with eating disorders because it can help regulate emotions. Additionally, using motivational interviewing is also effect because it help a client who feels that they do not have a problem realize that they do. Other exercises that I would use in treatment is having the clients write a letter about what they would say to their younger selfs. I now understand what is the appropriate

(Haaga and Davison1986, Meichenbaum 1986) These include; Systematic desensitization- a relaxation technique is taught to help the client to overcome anxiety to enable them to extinguish their phobias. Once this has been learnt the client must use this to enable them to overcome these by using a fear hierarchy. Homework assignments- practicing techniques learnt in therapy between sessions. Experimenting with different self- statements in everyday situations. Thought stopping- instead of letting anxious thought take over the client learns to use something to interrupt these thoughts such as flicking a rubber band on their wrist. Challenging irrational beliefs- the therapist tries to identify the clients’ irrational beliefs that are causing issues in their life and challenges it so that the client develops a less extreme way they view the problem. Reframing the issues - getting the client to perceive a certain emotion as something different. An example of this is perceiving fear as excitement. In vivo exposure- going into highly fearful situations with the therapist whilst they are talking through cognitive-behavioural techniques to help you deal with the situation. Scaling feelings- placing present feeling of anxiety and rating them on a scale off 0-100 is an example of this. Rehearsing different self-statements in role-play in therapy sessions. Assertiveness or social skills training.

Facilitating this collaborative process involves the therapist acting as an educator and active participant in therapy. The concept of the therapist as an active participant means that the therapist is there, not just to observe or interpret, but also to engage, lead and teach. The cognitive-behavioral therapist acts as a guide to their patients; they guide their patients toward goal completion. Through creating, assigning and following-up on real-world applications of behavior changing techniques, the therapist assumes the role of an educator in the patient-practitioner dyad.

Most people would rather learn how to cope with certain issues on their own. Behavior therapy is pretty effective in teaching people how to cope with some of life’s common problems. Some selected problem areas that behavior therapy is particularly effective in is anxiety disorders, depression, substance abuse, eating disorders, domestic violence, sexual deviance, pain management, and hypertension (Corey, 2005, p. 228). The therapy sessions are well defined and procedural. Both the therapist and the client have clearly defined roles, and the importance of client awareness and participation in the therapeutic process is stressed. The therapist teaches concrete skills to the client utilizing instruction, modeling, and performance feedback (Corey, 2005, p. 235). According to the text, the client engages in rehearsal with feedback until skills are well learned. The client also often receives homework assignments to complete between therapy sessions (Corey, 2005, p. 235). In order for therapy to be successful, the client must be fully cooperative and motivated to change and fully carry out therapeutic activities. If the clients are not involved in this way, then chances are slim that therapy will be successful (Corey, 2005, p. 235).

For this investigation, SC techniques will be administered during the pre-intervention phase. SC interventions are intended to stimulate the open exploration of thoughts and emotion. Under this model, the therapist avoids problem solving techniques or structured interventions designed to modify maladaptive cognitions and/or behaviors. Instead, the primary interventions are characterized by active listening, nondirective, open-ended questions, and the expression of warmth, empathy, and unconditional positive regard. Such techniques are intended to facilitate a trusting and supportive therapeutic alliance. During each session, the therapist will explain the rationale for SC, use active/supportive listening techniques (paraphrasing, reflection

Of the 6 therapeutic approaches, Cognitive-Behavioral (CB) best fits my current style. I have always had an interest on the ideas of thoughts and feelings, even before deciding to pursue counseling. When I found out there was an approach to counseling that focus the relationship between thoughts and feeling I immediately grew fond of it. In agreement with CB, I believe thoughts and feelings can influence behaviors. I feel that one of my biggest counseling skills is my ability to be supportive and explore cognitive distortions. One of the assumptions of CB is that CB is most effective when the professional establish an environment that is warm, supportive, collaborative (Capuzzi & Stauffer, 2012).

Cognitive Behavioral Therapy (CBT) since she feels that this style of treatment is the basis for anything that she may encounter with her clients during the sessions and that is also helps the clients learn how to change their thoughts and behaviors. We also discussed ways to decide on which approach or style of treatment is best for the clients. Even though she tends to be more of a Client Center Counselor with the use of CBT she will change her style of counseling to other styles and techniques that are more best suitable to the clients’’ needs and communication style if she feels that this style is not aiding her clients progress.

On the one hand, traditional approaches put a strong emphasis on the idiographic approach to changing behavior. Therapists do not have a permanent role. They have the ability to change their roles based on the patient. This approach allows therapists to tell their patients what

Cognitive techniques: Rational analysis; analyses specific episodes to teach the client how to uncover and dispute irrational beliefs this is usually done in the first session until the client understands and then this can continue as homework. Double standard dispute; If the client is self downing about their behaviour, ask if they would let your friend think that about themselves, when they say “no” help them understand they are then holding a double standard onto themselves. Catastrophe scale; this is a useful technique, this is where the therapist asks the client to rate where their problems are at, you get a piece of paper and draw a line from top to bottom, mark 100% at the top and 0% down the bottom, and put 10% in between at intervals. Devil’s advocate also known as reverse role playing; This is when the therapist gets the client to argue against their own dysfunctional beliefs where the client tries to ‘convince’ the therapist that the belief is dysfunctional, in which getting the client to realise that their dysfunctional belief is irrational. Reframing; reframing is re-evaluating the bad event into perspective with them being ‘disappointing’, ‘concerning’, ‘uncomfortable’, rather then ‘awful’ or ‘unbearable’. Another way of reframing is helping the client see that most of the time there is always a positive out of a negative situation though this needs to

This relationship is where client and therapist act as partners in discovering what is important to the client and what resources the client possesses to achieve those goals (Bavelas, et al., 2013). Change in SFT is elicited by asking the client “Presuppositional questions, creating solution talk, engendering hope and positive expectations in clients towards change” (Bavelas, et al., 2013, p. 4). Positive change is also created through complimenting clients on their current successes and conveying to the client how difficult the change process must have been for them. This reinforces the client’s positive behaviors and also can give the client confidence in themselves that they can facilitate change. Therapists also indirectly suggest to clients that they keep doing what has been working for them or what has worked for them in the past (Bavelas, 2013). This gentle suggesting can also help clients see their own previous solutions to problems giving them the insight to use those solutions again. Scaling is another technique used by SFT to elicit change. By having the client rate themselves each session it is easy to focus on change when it occurs and leads into the discussion on possible solutions that were used in each