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    counseling psy notes-1

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    Notes of Counseling Psychology

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    es are important and in briefer ay the first to gain public recog. Joped by Sigmund Freud, is lytic theori “They were among issic form, as deve issic form, as dev iementation of psychoanaly: i ce lization and imp! c cepts ped either by moving Parts of this approscy, ychoanalysis o i FOUNDERS/DEVELOPER: nd Freud, a Viennese psychiat (1886-1939) i / FOUND marily associated with ayehoanalysis. His genius created the ose es. ie Tete te elaporated the theory. esPeciahy it relates to children ang ress, Hein Kohut has extended the daughter, Anna Freud: development of defense me theory to developmental issues, eSPEe jet relations theory .chanisms. In more recent jay attachment, through Mis conceptualization of ob. throug! view of human nature is dynamic with the ‘hin the personality (Hall, 1954). People have a the outside world), a preconscious mind (tha ® that can be remembered), and an uncon. and powerful forces). According to Freud, N NATURE. Freud's ‘change of energy Wil ed to an awareness Of es or forgotten experiences I, repressed, view OF HUMA! transformation and ex: conscious mind (attun contains hidden memori seious mind (containing the instinctual the personality consists of three parts: 1d of amoral basic instincts, which 0} of the mind,” which operates accord. 1. Id (comprise perates according to the pleasure principle) 2. Ego ithe conscious, decision-making “executiv ing to the reality principle) 3. Superego (the conscience of the mind that cé that operates according to the moral principle) superego are confined tothe unconseious; the ego operates primarily inh so in the preconscious and unconscious. , Psychoanalysis is also built on what Freud referred to as psychosexual developmental stages, Each ofthe stages focuses on a zone of pleasure that is dominant at a particular time: ,, where the mouth is the chief pleasure zone and basic gratification is from contains the values of parental figures and the oral stage, sucking and biting; the anal stage, where delight is in either withholding or eliminating feces; the phallic stage, where the chief zone of i i i pleasure is the sé both sexes must work through their sexual desires; aes | 4 latency, where energy is focused vite ag ahi papucel Lik a on peer activities and personal mastery of cognitiv® the genital, i 2 een where if all has gone well previously, each gender takes more interes normal heterosexual patterns of interaction appear. Excessive frustrati i oe bap or: rc ovedonlgsand in the first three stages are the main difficul® throu; se stages, in which case the person could become. Chapter 9 + Psychoanalytic, Adlerian, and Humanistic Theories of Counseling 165 The most basic of the defense mechanisms, repression is the 7 unconscious exclusion of distressing or painful thoughts and oe memories. All other defense mechanisms make some use of i repression. In this process, a person refuses to see or accept any problem or n troublesome aspect of life. Denial ‘Operates at the preconscious or wo conscious level | When individuals are underistress, they often return to a less sion mature way of behaving, bes Instead of stating what one really thinks or feels, he or she poet" attributes an unacceptable thought, feeling, or motive onto , another. . This defense mechanism involves giving an “intellectual reason” to ‘i gaia justify a certain action. The reason and the action are connected only in the person’s mind after the behavior has been completed When an individual behaves in a manner that is just the opposite ation afeation Form of how he or she feels, itis known as a “reaction formation.” This type of behavior is usually quite exaggerated, such as acting especially nice to someone whom one dislikes intensely. vit This defense is a redirection of an emotional response onto a piso “safe target.” The substitute person or object receives the feeling instead of the person directly connected with it. Gasng S.T. 2008). Group work: A counseling specialty. Upper Saddle River, NJ: Prentice Hall Soe Ginn. arse) athat level of development and/or overly dependent on the use of immature defense saciaroms (i¢., Ways of coping with anxiety on an unconscious level by denying or distort- igreaity) (Table 9.1). NOEOFTHE COUNSELOR. Professionals who practice classical psychoanalysis function as capers. They encourage their clients to talk about whatever comes to mind, especially child- ood experiences. To create an atmosphere in which the client feels free to express difficult » psychoanalysts, after a few face-to-face sessions, often have the client lie down on ‘couch while the analyst remains out of view (usually seated behind the client's head). The ‘tet role is to let clients gain insight by reliving and working through the unresolved ‘experiences that come into focus during sessions. The development of transference is buzzed to help clients deal realistically with unconscious material. Unlike some other ap- els, psychoanalysis encourages the counselor to interpret for the client, nis. The oals of psychoanalysis vary according to the client, but they focus m: ni, USually inducing a reorganization of internal forces within the person. In Primary goal is to help the client become more aware of the unconscious aspects of 2096) lt and to work through current reactions that may be dysfunctional (Tursi & . oe : sae itr gal, often tied to the first, is to help a client work through a develop- —__P*Viously resolved. If accomplished, clients become unstuck and are able Sa Cases, her LTT + Counseling Processes and Theories to live more productively, Working through unresolved developmental stages may regyig major reconstruction of the personality. a ‘A final goal of psychoanalysis is helping clients cope with the demands of the : which they live. Unhappy people, according to this theory, are not in tune with themselye, : society. Psychoanalysis stresses envi imental adjustment, especially in the areas of work ie intimacy. The focus is on strengthening the ego 50 that perceptions and plans become mo. Tealistic. ‘TECHNIQUES. tic techniques are most often applied within a specific setng such as a counselor's office or a hospital's interview room. ‘Among the most prominent g these techniques are free association, dream analysis, analysis of transference, analysis ofr. ‘istance, and interpretation, Although each technique is ‘examined separately here, in practcy they are integrated. « Free Association. In free association, the client abandons the normal way of censoy. ing thoughts by consciously repressing them and instead says whatever comes to ming even if the thoughts seem silly, irrational. suggestive, 0° painful. In this way, the id i requested to speak and the ego remains silent (Freud, 1936). Unconscious material en ters the conscious mind, and there the counselor interprets it « Dream Analysis. Freud believed that dreams were a main avenve to understanding the unconscious, even calling them “the royal road to the unconscious.” He though dreams were an attempt to fulfill a childhood wish or express unacknowledged sexual .ged to dream and remember dreams. The desires. In dream analysis, clients are encoura: counselor is especially sensitive to two aspects of dreams: the manifest-eontent (ob- vious meaning) and the latent content (hidden but true meaning) (Jones, 1979). The ~awfalyst helps interpret both aspects to the client. ‘Analysis of Transference. Transference is the client's response to @ counselor as if the counselor were some significant figure in the client's past, usually a parent figure ‘The analyst encourages this transference and interprets the positive or negative feelins expressed. The release of feelings is therapeutic, an emotional catharsis. But the real value of these experiences lies in the client's increased self-knowledge, which come: through the counselor's analysis of the transference. Those who experience transfer - tence and understand what is happening are then freed to move on to another develop: mental stage. «+ Analysis of Resistance. Sometimes clients initially make progress while undergoité psychoanalysis and then slow down or stop. Their resistance to the therapeutic proce may take many forms, such as missing appointments, being late for appointments, paying fees, persisting in transference, blocking thoughts during free association. refusing to recall dreams or early memories. A counselor's analysis of resistance ©! help clients gain insight into it as well as other behaviors. If resistance is not dealt with, the therapeutic process will probably come to a halt. + Interpretation. Interpretation should be considered part of the techniques We have already examined and complementary to them. When interpreting, the counselor helps the client understand the meaning of past and present personal events. Interpretati® encompasses explanations and analysis of a client's thoughts, feelings, and acti Counselors must carefully time the use of interpretation. If it comes too soon in all or se relationship, it can drive the client away. However, if itis not employed at ~~ infrequently, the client may fail to develop insight. Chapter 9 + Ps : Pt Psychoanalytic, Adlerian, and Humanistic Theories of Counseling 167 pus AND CONTRIBUTIONS. Classical psychoanalysis has several unique emphases: ~ approach emphasizes the importance of sexuality and the unconscious in human fore this theory came into being, sexuali k n avior. Belo being, sexuality (especially childhood sexuality) ee nied, and litte atention was paid t0 unconscious forces. roach lends itself to empirical studies; it is heuristic. Freud's proposals have : 1 Ed tremendous amOUNE of research, ee se The approach provides a theoretical base of support for a number of diagnostic in- struments. SOME PS chological tests, such as the Thematic Apperception Test or the giischach Ink Blots, are rooted in psychoanalytic theory. P psychoanalysis continues to evolve and most recently has emphasized adaptive pro- yee and social relations. ¢ approach appears to be effective for those who suffer from a wide variety of Ve orders, including hysteria, riarcissism, obsessive-compulsive reactions, character gisorders, anxiety, phobias, and sexual difficulties (Luborsky, O'Reilly-Landry, & ‘Arlow, 2008). « The approach stresses the importance of developmental growth stages. umtATIONS. The following limiting factors are a part of psychoanalysis: « The classical psychoanalytic approach is time-consuming and expensive. A person who undergoes psychoanalysis is usually seen three to five times a week over a period of years (Bankart, 1997; Nye, 2000). ae ee * The approach does not seem to lend itself to working with older clients or even a large variety of clients. “Patients benefiting most from analysis” are mainly “middle-aged men and women oppressed by a sense of futility and searching for meaning in life” Bradley & Cox, 2001, p. 35). * The approach has been claimed almost exclusively by psychiatry, despite Freud’s wishes (Vandenbos, Cummings, & Deleon, 1992). Counselors and psychologists Without medical degrees have had a difficult time getting extensive training in psy- choanalysis. * The approach is based on many concepts that are not easily communicated or understood—the id, ego, and superego, for instance. Psychoanalytical terminology , “ems overly complicated. ie approach is deterministic. For instance, Freud attributed certain limitations in + Then bea result of gender—that is, of being female. rs does not lend itself to the needs of most individuals who seek profes- Who es: The psychoanalytic model has become associated with people Scious, Ve major adjustment difficulties or want or need to explore the uncon- ADLERIAN THEORY i s | interests as well as the purpos' Adlerian theory focuses on soit as wel asthe purer importance of developing * healthy style of life. The therapeutic of this theory is internationally popula. fulness of behavior ang approach that has grown ut Adlerian Counseling : : is, Alfred Adler (1870-1937) was the founder of the Adlerian, Jogy (to emphasize the holistic ang as Individual Psycho Sigmund Freud and even a men, ‘a contemporary of , ‘Adler differed from Freud about the FOUNDERS/DEVELOPER: approach to counseling, also known indivisible nature of people). He ber of his Vienna Psychoanalytic Society However, Adler d importance of biological drives as the printiny motivating force of life and stressed the in, portance of subjective feelings and vorral interests. His theory is more hopeful, Individa psychology waned in popularity after his death but was revitalized by Rudolph Dreikun, vienford Sonstegard, Oscar Christensen, Raymond Corsini, Donald Dinkmeyer, and Thomas Sweeney, among others. VIEW OF HUMAN NATURE. A central idea for ‘Adler in regard to human nature is that peo. ple are primarily motivated by social interest, that is, a feeling of being connected t0 soci. in and empathy with others, as well as ety as a part of the social whole, an active interest general social good (Mosak & Maniacci, 208 a need and willingness to contribute to th Oresholser, 2010), Those with social interest take responsibility for themselves.and others their mental health. tars and are cooperative and positive in regard to father than the unconsciou are central to the development of se strive to best they can be); a process hi which is what Adler also described ‘Adler believed that people are as influenced by future (teleological) goals as by past causes. His theory also places considerable emphasis on birth ord a i ‘OF fer: those who share of- a ets Positions (e.g., firstborns) may have more in common with one another than sigs from the same family (Dreikurs, 1950). Five ordinal positions are emphasized in ae ae on the family constellation: firstborns, secondborns, middle childre®: ingest children, i i : aay and only children (Dreikurs, 1967; Dreikurs & Soltz, 1964; Sweeney: eae eS ae rea Bihorde the fail environment is important toa person’s development. Sie of Wk (anal a pare life. Adlerian theory stresses that each person creates # Palin by age 5 Tu a iods of relating to others, viewing the world, and governif& eee eae eee the child primarily through interacting with other family cdi on ae ly atmosphere might be authoritarian, rejecting, suppressive eet ich ha » OF pitying (Dreikurs & Soltz, 1964), whereas a positive family ven democratic, accepting, open, and social. Nev t levertheless, perception Chapter 9 + Psychoanalytic, Adlerian, and Humanistic Theories of Counsel life (Adler, 1964). Individuals behave as if the world were a certain way and f : bebe : ate ey their fictions—that is, their subjective evaluations of themselves and their Ff 1s. : oe ‘Adierians believe there are three main life tasks: society, work, and sexual- eioned previously, Adlerian theory places strong emphasis on developing social iy. 8 7 contributing to society. The theory holds that work is essential for human sur- ise re must learn to be interdependent. Furthermore, a person must define his or in regard to self and others, in a spirit of cooperation rather than competition. xr alsO mentions two other challenges of life, although he does not fully develop them: ae ality ‘and coping with self (Dreikurs & Mosak, 1966). According to Adlerian theory, spy ro emphasize that, when facing any life task, courage (a willingness to take risks E oI nowing what the consequences may be) is required. vil of THE COUNSELOR. Adlerian counselors function primarily as diagnosticians, a ‘and models in the equalitarian relationships they establish with their clients. They py toasse ood 1¢ client is encouraged to exam- ller, 1927, 1931). rans are frequently active in sharing hunches or guesses with clients and are often directive when assigning clients homework, such as to act “as if” the client were the person he or she wants to be. Adlerian counselors employ a variety of techniques, some of which are borrowed from other approaches. we exwality i GOALS. The goals of Adlerian counseling revolve around helping people develop healthy, holistic lifestyles. This may mean educating or reeducatingctients-abaut what such life- siyles are as well as helping them overcome feelings of inferiority. One of the major goals of Adlerian counseling is to help clients srotomeafntse of is, a life that is self- «entered and based on mistaken goals and incorrect assumption: th feelings of 50, the counselor assumes the role of teather and Pa vents, Adlerian counseling deals with the whole person (Kern & Watts, 1993). ‘lien is ultimately in charge of deciding whether to pursue social or self-interests. i The establishment of a counseling relationship is crucial if the goals of cam conseling are to be achieved. Certain techniques help enhance this process. Adlerian Sapa © develop a warm, supportive, empathic, friendly, and equaltarianrelation- ty Counseling is seen as a collaborative effort (Adler, 1956). Counselors ac- Gian en 9 a uch the same way that person-centered counselors do (James & en tip fas bon established, the counselor concentrates on an analysis a , ing examination of the family constellation, early memories, hich ca es As previously noted, the family constellation and the atmosphere in 0 cren ae Teal influence both self-perception and the perceptions of others. No "ofthe tagger im the same environment, but a child's ordinal positon and assess- 'Y atmosphere have a major impact on development and behavior. Often, a 10 Parti » Counseling Processes and Theories g early memories, especially events before th , remembers childhood events that are consist 'd the world in general. Adlerian counselgy, is or her present view of self, others, ané i =f left aie and specific details within these early recollections (Slavik, 199]. Stand Wilborn, 1991; Watkins, 1985). Figures from the past are treated a8 Prototypes rather Wilbom. viduals. Recent and pst dreams ae als apart of ifestyle analysis. Ades sresnolds that dreams are a possible rehearsal for future courses of action. Recurrent de, ma especially important. A look at the client’s priorities is helpful in understanding his, style of life, A client may persist in one predominant lifestyle, such a always tying ope” unless challenged to change. Counselors next try to hel questions and making interpretation: client is able to gain insight by recalling 10. Adler (1931) contended that a persor p clients develop insight, especially by asking open-eng, s. Open-ended questions allow clients to explore patan, in their lives that have gone unnoticed. Interpretation often takes the form of intuitive gues, The ability to empathize is especially important in this process, for the counselor must be ay. to feel what it is like to be the client before zeroing in on the reasons for the client’s pres, behaviors. At other times, interpretations are based on the counselor's general knowledge g ordinal position and family constellation. To foster behavioral change, the Adlerian counselor uses specific techniques: + Confrontation. The counselor challenges clients to consider theit own privay logic. When clients examine this logic, they often realize they can change it and th behavior. + Asking “the question.” The counselor asks, “What would be different if you wee well?” Clients are often asked the question during the initial interview, but it is appr. priate at any time. + Encouragement. Encouragement implies faith in a person (Dinkmeyer & Loson 1980; Dreikurs & Soltz, 1964). Counselors encourage their clients to feel good about themselves and others (Adler, 1931). They state their belief that behavior change is possible for clients. Encouragement is the key to making productive lifestyle choicesin learning and living. A Acting “as if.” Clients are instructed to act “as if” they are the persons they want a be—for instance} the ideal persons they see in their dreams Gold, 1979). Adler oi nally got the idea of acting “as if” from Hans Vaihinger (1911), who wrote that people cet words ey xem by the assumptions they make about the world. . va tieClient’s soup. A counselor points out certain behaviors to clients and thus ruins the payoff for the behavior. For example, a mother who always acts super to her daughter by showing her up may continue to do so after the behavior has beet pointed out, but the reward for doing so is now gone. Catching oneself. Clients learn to become aware of self-destructive behaviors * thoughts. AC first, the counselor may help in the process, but eventually this responsibh ity is taken over by clients. Task setting. Clients initially set short-range, attainable goals and eventually ¥°* up to long-term, realistic objectives. Once clients make behavioral changes and redll®™ some control over their lives, counseling ends. Push button. Clients are encouraged to realize they have choices about what stim in their lives they pay attention to. They are taught to create the feelings they waa" ™ concentrating on their thoughts. The technique is like pushing a button because ©! ‘can choose to remember negative or positive experiences (Mosak & Maniacci. 208! Chapter 9 + Psychoanalytic, Adierian, and Humanistic Theories of Counsel puaTns AND CONTRIBUTIONS. ‘The Adlerian approach to counseling has @ number of ‘i hases: tributions and emp vsive ‘the approach fosters an equalitarian atmosphere through the positive techniques that + Mnsetors promote. Rapport ‘and commitment are enhanced by its processes, and the hances for change are increased. Counselor encouragement and support are valued amodites. Adlerian counselors approach their clients with an educational orienta- fon and take an optimistic outlook on lie, «The approach is versatile over the life span. “Adlerian theorists have developed founseling models for working with children, adolescents, parents, entire families, teacher groups, and other segments of society” (Purkey & Schmidt, 1987, p. 115). Play therapy fr children ages 4 to 9 seems to be especially effective. « The approach is useful in the treatment of a variety of disorders, including conduct disorders, antisocial disorders, anxiety disorders of childhood and adolescence, some affective disorders, and personality disorders (Seligman, 2004). «The approach has contributed to other helping theories and to the public’s knowledge and understanding of human interactions. Many of Adler's ide as have been integrated into other counseling approaches. «+ The approach can be employed selectively in different cultural contexts (Brown, 1997). For instance, the concept of “encouragement” is appropriately emphasized in working with groups that have traditionally emphasized collaboration such as Hispanics and Asian Americans, whereas the concept “sibling rival ry” may be highlighted with traditional European North Americans who stress competition. UMITATIONS. Adlerian theory is limited in the following ways: + The approach lacks a firm, supportive research base. Relatively few empirical stud- ies clearly outline Adlerian counseling’s effectiveness. * The approach is vague in regard to some of its terms and concepts. * The approach may be too optimistic about human nature, especially social coopera- tion and interest. Some critics consider this view neglectful of other life dimensions, _ Such as the power and place of the unconscious, The approach’s basic principles, such as a democratic family structure, may not fit well in working with clients whose cultural context stresses the idea of a lineal social rela~ . ee such as with traditional Arab Americans (Brown, 1997). be ee Let ‘on‘verbal erudition, logic, and insight, may Saf i i i : cn ipplicability to clients who are not intellectually bright (James & ing v Anal ne. pause pee what else woul ae * Id you suger™" HEORIES a descriptor of coun decide al brace humanis| HUMANISTIC TI e term humanistic, as Dune choose and purposefully environments. Professionals who em increase self-understanding through ex, encompasses counseling theories that are tors of their own growth and development. centered, existential, and Gestalt. seling, focuses on the potential of indiviy,, out matters related to themselves ang Ma tic counseling approaches help »,, “* periencing their feelings. The term is broag et focused on people as decision makers ang ining Three of these theories are covered here; Perse Person-Centered Counseling FOUNDERS/DEVELOPERS. Carl Rogers (1902-1987) is the person most identified With person-centered counseling. Indeed, it was Rogers who first formulated the theory in the fom bf nondirective psychotherapy in his 1942 book, Counseling and Psychotherapy. The they later evolved into client-centered and person-centered counseling with multiple application, to groups, families, and communities as well as individuals. VIEW OF HUMAN NATURE. Implicit in person-centered counseling is a particular view of human nature: People are essentially good (Rogers, 1961). Humans are characteristcally “positive, forward-moving, constructive, realistic, and trustworthy” (Rogers, 1957, p. 19) Each person is aware, inner directed, and moving toward self-actualization from infancy on According to Rogers, self-actualization is the most prevalent and motivating drive of existence and encompasses actions that influence the total person. “The organism has one basic tendency and striving, to actualize, maintain, and enhance the experiencing organism” (Rogers, 1951, p. 487). Person-centered theorists believe that each person is capable of find- ing a personal meaning and purpose in life. Dysfunctionality is really a failure to lear and change (Bohart & Watson, 2011). Rogers views the individual from a phenomenological perspective: What is important is the person's perception of reality rather than an event itself (Rogers, 1955). This way of seeing the person is similar to Adler's. The concept of self is another idea that Rogers and Adler share. But for Rogers the concept is so central to his theory that his ideas are often ferred to as self theory, The self is an outgrowth of what a person experiences, and an awatt ness of self helps a person differentiate himself or herself from others (Nye, 2000). sian esses ut a chidbosd ee oa ee well as later in life, a person often receives ¢O” i . Feelings of worth develop if the person behaves it certain ways because conditional acceptance teaches th ly whet conforming to others’ wishes. Thus, a person Sie ae a el someone on whom the person depends for oars re to deny endian peroenn be who is caught in such a dilemma becom: Pendle Ane experince. apron doesnot do seer ith ecg eo eee Yeicupsoicaiumaieecee ts wish, he or she will not be accepted and valu q pens up a gap between the ideal self (what the perso" striving to become) and the real se i real self, the more alienated and Se oe Se comes, Chapter 9 + Psychoanalytic, Adlerian, and Humanistic Theories of Counseling poe OF THE COUNSELOR, The counselor's role is a holistic one. He or she sets up and promotes a climate in which the client is free and encouraged to explore all aspects of self {Rogers, 1951, 1980). This atmosphere focuses on the counselor-client relationship. which Rogers describes as one with a special “I-Thou” personal quality. The counselor is aware of the client's verbal and nonverbal language, and the counselor reflects back what he or she is hear- ing or observing. (Braaten, 1986). Neither the client nor the counselor knows what direction the sessions Will take or what goals will emerge in the process. The client is a person in process who is “entitled to direct his or her own therapy” (Moon, 2007, p. 277). Thus, the counselor trusts the client to develop an agenda on which he or she wishes to work. The counselor's job is to work as a facilitator rather than a director. In the person-centered approach, the counselor is the process expert and expert learner (of the client). Patience is essential (Miller, 1996). GOALS. The goals of person-centered counseling center around the client as a person, not his or her problem, Rogers (1977) emphasizes that people need to be assisted in learning how to cope with situations. One of the main ways to accomplish this is by helping a cli- cent become a fully functioning person who has no need to apply defense mechanisms to everyday experiences. Such an individual becomes increasingly willing to change and grow He or she is more open to experience, more trusting of self-perception. and engaged in self- exploration and evaluation (Rogers, 1961). Furthermore, a fully functioning person develops a greater acceptance of self and others and becomes a better decision maker in the here and now. Ultimately, a client is helped to identify, use, and integrate his or her own resources and potential (Boy & Pine, 1983; Miller, 1996). TECHNIQUES. For person-centered therapists, the quality of the counseling relationship is much more important than techniques (Glauser & Bozarth, 2001). Rogers (1957) believed there are three necessary and sufficient (i.e., core) conditions of counseling: 1. empathy, 2, unconditional positive regard (acceptance, prizing), and 3, congruence (genuineness, openness, authenticity, transparency). Empathy may be subjective, interpersonal, or objective (Clark, 2004; Rogers, 1964). “Subjective empathy enables a counselor to momentarily experience what itis like to be a client, interpersonal empathy relates to understanding « client's phenomenological experi- encing, and objective empathy uses reputable knowledge sources outside of a client's frame of reference” (Clark, 2010a, p. 348). In therapeutic situations, empathy is primarily the counselor's ability to feel with clients and convey this understanding back to them. This may be done in multiple ways but, essen- tially, empathy is an attempt to think with, rather than for or about, the client and to grasp the client’s communications, intentions, and meanings (Brammer et al., 1993; Clark, 2007: Moon, 2007). Rogers (1975) noted, “The research keeps piling up and it points strongly to the conclusion that a high degree of empathy in a relationship is possibly the most potent and certainly one of the most potent factors in bringing about change and learning” (p. 3). Unconditional positive regard, also known as acceptance, is a deep and genuine caring for the client as a person—that is, prizing the person just for being (Rogers, 1961, 1980). Congruence is the condition of being transparent in the therapeutic relationship by giving uP roles and facades (Rogers, 1980). It is the “counselor's readiness for setting aside concems and personal preoccupati the “cot ness for ide ones Mio and operr in relationship with the cl 173 Ms ong Processes ang 1 Y asclors have tied a number of other procedures for Siace 1980, Person err el-iscloste of feelings, thoughts, and values (Corey, working with clients, such a5 THN has also grown out of the person-centered Approach 2009). Motivational berate tients more clearly assess their thoughts and feelings and has been used to help ambivat cr cally MI is differentiated from Rogers's style in as they contemplate making ia rae cinfering selective change talk regarding the present that ML is directive, atending "0 Ap, p. 357). At the heart of person-centered counseling, ing behavioral problem’ (Mi. ents row by experiencing themselves and others in rela Se ee cis hOsien fore, Rogers (1967) and person-centered tonships (Comer, Nurus, & Osbom, 2008). Therefore, Reger (1967) and Panon Sette counselors of today believe that “significant positive personality change aero lationship include, but are not limited Methods that help promote the counselor—

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