PSYC4061A: Theoretical

Aspects of Counselling
& Psychotherapy
 Class Discussion for Today

1. Review Course Outline

2. Chapter 1: Introduction to cases of Stan & Gwen

3. Chapter 2: The making of an effective therapist

5. Chapter 15: Approaches to psychotherapy integration

Course Outline: CD contact

Course Director (CD): Jennifer Lewin, Ph.D., C.Psych

Best way to contact me: jlewin@yorku.ca

Office Hour: By appointment

In-person: Tuesdays & Thursdays before class
Room 251 Behavioural Sciences Building (BSB)
 Course Outline: Required Text

Required Text: Corey, G. (2024).

Theory and Practice of Counseling and
Psychotherapy, 11th edition. Belmont,
CA: Cengage.
Course Outline: Course Key
for Mindtap
Course Link URL:
https://student.cengage.com/course-link/MTPN805
3H0LC

Course Key: MTPN-8053-H0LC

NOTE: Mindtap is not required
for this course!
Prerequisites for PSYC4061
PSYC 1010 6.00 (Intro to Psychology), passed

PSYC 2021 3.00 (Statistical Methods I) or

HH/PSYC 2020 6.00 (Statistical Methods I and II)

PSYC 2030 3.00 (Intro to Research Methods) or subs.

PSYC 2130 3.00 (Personality)
HH/PSYC 3140 3.00 (Abnormal Psychology)

Students must be in an Honours program in Psychology

& have completed at least 84 credits (excluding (EDUC)
education courses)
Course Outline:
Evaluation
Assessment Date of Evaluation Worth
Test 1 May 28, 2024 37.5%
Participation Throughout course 20%
Test 2 Due during exam period 37.5%
(June 19 to 21, 2024)
In-Class Throughout course 5%
Exercises
Total 100%
Course Outline
Test 1: Tuesday, May 28, 2024

60 to 75 multiple choice questions

Majority of MC questions from textbook readings

2 to 3 short or long answer applied questions

based on scenarios/case study

Time to write test: 3 hours

Worth: 37.5% of final grade
Course Outline
Student Participation

Participation = 20% final grade

Class participation involves:

Being on time & present at lectures, paying attention

Engaging in class discussion regarding textbook

readings, assigned readings, videos etc.

Providing written responses on student forum

Course Outline
Test 2: Summer exam schedule

Worth: 37.5% of final grade

60 to 75 multiple choice questions

Most MC questions from textbook readings

2 to 3 short & long answer applied questions

based on scenarios/case study

Time to write test: 3 hours

Course Outline
Pop-up class activities

3 or 4 activities = 5% final grade

Activities involve:

Experiential component of different theoretical

approaches

Engaging in activity and/or providing a written

response to an activity
Some Brief History of
Psychotherapy
Misconception: Freud was the 1st modern psychotherapist

Phillipe Pinel (1745-1826) France

change laws for decent treatment of people in asylums
importance of detailed history & patient observation
helped develop moral therapy

Paul Dubois (1848-1918) Switzerland

persuasion therapy: Socratic dialogue & relationship

Pierre Janet (1859-1947)

described mechanism of dissociation with trauma
supported hypnotism for treatment
Some Brief History of
Psychotherapy
1910 -1940: Psychoanalysis: Freud, Adler, & Jung
dominated
1940 - present: 6 to 16 other major points of view
Carl Rogers (1940): seminal paper Minnesota;
1942 published book on theory of client-centred therapy

B.F. Skinner (1953): reformulated psychotherapy in

behavioural terms
 Some Brief History of
Psychotherapy

Fritz Perls (1951): comprehensive model of Gestalt therapy

Albert Ellis (1955): outlines rational behavioural therapy model

Beck (1963): presents cognitive model of depression

 Why All These Theories?
A definition of the role of theory in psychotherapy:
is a consistent perspective on human behaviour,
psychopathology, & the mechanisms of therapeutic change

Why not just discuss actual practice or accumulated

facts of psychotherapy?

 No absolute truth
 Information overload!
Definition of Psychotherapy
is the informed and intentional application of
clinical methods and interpersonal stances
derived from established psychological
principles for the purpose of assisting people to
modify their behaviors, cognitions, emotions,
and/or other personal characteristics in
directions that the participants deem desirable.
(Norcross, 1990)
 Chapter 1: Introduction
The author’s perspective:
 No single model can explain all the facets of
human experience.
 Eleven approaches are discussed – we will
look at 5 or 6 approaches in this course

The book assumes the following:

 Students can acquire a counseling style tailored
to their own personality.
 Chapter 1: Corey’s Perspective

He believes the following:

Who you are as a therapist is critical.

Students should experience being a “client.”

A knowledge of counseling theory and techniques,

theories of personality, and supervised
experiences are essential.
 Chapter 1: Categories of
Theories

 Psychodynamic approaches

 Experiential and relationship-oriented therapies

 Cognitive behavioral (or action-oriented) approaches

 Systems and postmodern approaches

Chapter 1: Case of Stan
35-year old, divorced, white male

Drinking issue: convicted of drunk driving

Work: construction

“Loner” : difficulty socializing*

Part-time college: Psychology (counsellor/social work)

Attractive women: intimidated & overwhelmed

Anxiety and depression (suicidal ideation)
Wants to change
 Chapter 1: Case of Stan

History: turning points:

a) supervisor at youth camp
b) marriage and divorce
c) parents comparing him to perfect siblings
(parents should have divorced)

High school: drugs, expelled: auto mechanics

Goals: feel better about myself, learn to trust & love, free
fear women & self-destructive behaviours
Introduction to Stan: Analytic
 Chapter 1: Case of Gwen

56-year-old, married, African American woman

Presenting issues: fibromyalgia, sleeping problems, history

of anxiety & depression; difficulty managing multiple roles

Work: CPA at large firm (Masters degree in Accounting)

Stands up for diversity & racial equality = isolated/tired
Only woman of colour at the firm
 Chapter 1: Case of Gwen

Three adult children, 31-year marriage “supportive”

Pays children’s bills sometimes, takes care mom
with dementia (mother moved in)
Went to her pastor in the past when feeling down (helpful)

Eldest of 5 children; parents divorced = Gwen caregiver role

Was sexually molested by older cousin
High school experienced racist attitudes
Current work: labelled “angry & emotional” when asserts self
“I feel like a shell of a person”
Introduction to Gwen: Intake
 Cases of Stan and Gwen
As you read these two cases, reflect on the following
questions:
 What themes in their lives merit special attention?
 What concepts would be useful to you in working with
Stan or Gwen on their respective issues?
 What are the general goals of Stan’s/Gwen’s therapy?
 What possible techniques and methods would best meet
these goals?
 What are some characteristics of the relationship
between Stan and his therapist/Gwen & her therapist?
If you were seeking psychotherapy, what
type of psychotherapy would you want to
receive?
Chapter 2: Introduction
The most important instrument you have is YOU.
Your living example of who you are and how you struggle
to live up to your potential is powerful.

A good way to begin your study of contemporary

counseling theories
Open to self-evaluation: expand your awareness of self &
also build the foundation for developing your abilities and
skills as a professional.

The person and the professional are intertwined

facets that cannot be separated in reality.
Chapter 2: The Counselor as a
Therapeutic Person

Be authentic and don’t hide behind your role.

Leaving your reactions and self out of
your work may result in ineffective
counseling.

Be a therapeutic person.
Be willing to grow, risk, care, and be
involved.
 Chapter 2: The Counselor as a
Therapeutic Person

Abundant research indicates the centrality of the

person of the therapist and therapeutic relationship
as key factors in successful therapy.

The contextual factors are the primary

determinants of therapeutic outcome.
 Chapter 2: Personal Therapy
Personal therapy contributes to the therapist’s professional
work in three ways:
1. as part of the therapist’s training, personal therapy
offers a model of therapeutic practice.

2. a beneficial experience in therapy can further enhance

a therapist’s interpersonal skills.

3. Successful therapy can contribute to a therapist’s

ability to deal with the ongoing stresses.
Chapter 2: Personal
Characteristics of Effective
Counselors
• Have an identity
• Are open to change
• Make choices that are life oriented
• Are authentic, sincere, and honest
• Have a sense of humor
• Make mistakes and are willing to admit them
• Live in the present
Chapter 2: Personal
Characteristics of Effective
Counselors
• Appreciate the influence of culture
• Have a sincere interest in the welfare of others
• Possess effective interpersonal skills
• Become deeply involved in their work and derive meaning
from it
• Are passionate
• Are able to maintain healthy boundaries
Chapter 2: The Role of Values
in Counseling

Assist clients in finding answers that are most

congruent with their own values.

Bracketing can be used to help manage value

conflicts.

Counselors should NOT refuse to render services to

clients because of differing values.
Chapter 2: The Role of Values
in Counseling
Value imposition refers to counselors directly attempting
to define a client’s values, attitudes, beliefs, and
behaviors.
Avoid imposing their own values, attitudes, beliefs, and
behaviors.
Seek supervision to learn to effectively manage value
differences with your clients.
Chapter 2: Becoming an
Effective Multicultural Counselor
Become aware of your personal biases, values, or
problems & consider cultural experiences & background of
client and adapt therapy to fit with client experience

Seek to recognize diversity issues and examine &

understand the world from your client’s vantage point.

Understand the dynamics of oppression, racism,

discrimination, and stereotyping.
Chapter 2: Becoming an
Effective Multicultural Counselor
Acquiring Competencies in Multicultural
Counseling
Diversity-competent practitioners
• Beliefs and attitudes
• Knowledge
• Skills and Intervention Strategies
Chapter 2: Becoming an
Effective Multicultural Counselor
Possess knowledge about the historical background,
traditions, and values of your client, and learn about their
cultural background.

Become responsible for educating clients about the

therapeutic process.

Seek out educational, consultative, and training

experiences to enhance the ability to work with diverse
clients.
 Chapter 2: Incorporating
Culture in Counseling Practice
Learn more about how your own cultural background has
influenced your thinking and behaving.
Identify your basic assumptions, especially as they apply to
diversity in culture, ethnicity, and race.
Remain open to ongoing learning of how the various
dimensions of culture affect therapy.
Be flexible in applying the methods you use with clients.

Reference: Counselling the Culturally Diverse: Theory & Practice

(Sue & Sue, 2013)
Gwen: Multicultural Perspectives
Reflection Questions:
1. How did the therapist's self-disclosure affect
the therapeutic relationship?

2.What are some personal thoughts and

feelings about Gwen's racial identity that you
might need to be aware of when working with
her?

3. Describe how you experience Gwen's

identity as an African American woman.
Maintaining Your Vitality as a
Person and Professional

Take care of your single most important instrument

—YOU.
Develop self-care strategies and a plan for
renewal.
Learn to look within yourself to determine what
choices you are making to keep yourself vital.
Wellness and self-care are being given increased
attention in professional journals and at
professional conferences.
 Maintaining Your Vitality as a
Person & Professional
Following are therapeutic lifestyle changes that promote
wellness for individuals:
• Physical activity
• Diet and nutrition
• Being in nature
• Relationships
• Recreation
• Religious/spiritual involvement
• Providing service to others
Chapter 15: Introduction

Some therapies focus on experiencing feelings, others

stress identifying cognitive patterns, and still others
concentrate on actual behavior.

The field of psychotherapy is characterized by a diverse

range of specialized models.

Practitioners have been battling over the “best” way to

bring about personality change.
Chapter 15: Psychotherapy
Integration

Syncretism—practitioner lacking in knowledge

and skill in selecting interventions, making little
attempt to determine therapeutic procedures
are effective

Pulling techniques from many sources without a

Chapter 15: Pathways Toward
Psychotherapy Integration

Majority of psychotherapists prefer some form of

integration, which is expected to increase in popularity
during the next decade.

The ultimate goal of integration is to enhance the efficiency

and applicability of psychotherapy.
 Pathways Toward
Psychotherapy Integration
Technical Integration:

It aims at selecting the best treatment techniques for the

person and the problem without necessarily subscribing
to the theoretical positions that spawned them.

One of the best-known forms of technical integration is

technical eclecticism, the basis of Lazarus’ multimodal
therapy.
Pathways Toward
Psychotherapy Integration
Theoretical Integration:
It refers to a conceptual or theoretical creation beyond a
mere blending of techniques.

This approach emphasizes integrating the underlying

theories of therapy along with techniques from each.

Examples of this form of integration are dialectical

behavior therapy (DBT), acceptance and commitment
therapy (ACT), and emotion-focused therapy (EFT).
Pathways Toward
Psychotherapy Integration
Assimilative Integration:
An approach is grounded in a particular school of
psychotherapy, yet selectively incorporates practices
from other therapeutic approaches.

An example of this form of integration is mindfulness-

based cognitive therapy (MBCT), comprehensive
integration of the principles and skills of mindfulness
that has been applied to the treatment of depression.
Pathways Toward
Psychotherapy Integration
Common Factors Approach:
It emphasizes common elements across different
theoretical systems.
Common factors are more important in accounting for
therapeutic outcomes than the unique factors that
differentiate one theory from another.
Among the approaches to psychotherapy integration,
the common factors approach has the strongest
empirical support.
Pathways Toward
Psychotherapy Integration
Common Factors Approach:

Some common factors identified:

1.Working alliance
2.Opportunity for catharsis
3.Practicing new behaviours
4.Client (pre-existing) factors
5.Self-reflective about one’s work
6.Therapist effects
Common Factors &
Psychotherapy Outcome
Psychotherapy outcome research: common factors perspective for the
following 4 categories revealed (Wampold, 2011; 2015):

1.Client factors (largest contributor to outcome!)

2.Therapeutic relationship
accounts for at least 12% of psychotherapy outcome effect
(Horvath & Bedi, 2012)

3.Expectancy/placebo
4.Therapeutic techniques
accounts for less than 1% outcome variance!
Suggestions for this course:
Relate readings to your own experiences.

Apply key concepts and techniques to your own

personal life, as well as cases of Stan & Gwen

Recognize that your personal theory of

psychotherapy will be influenced by and will
reflect your personality