Counseling Theories and Tech Assignment
Counseling Theories and Tech Assignment
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Select a counseling theory DIFFERENT from the theory you presented on in class to analyze your case study. Compare and contrast how this theory impacts your idea of the best helping strategy for you.
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Using Behavior Therapy analyze a case study and create a counseling intervention proposal based on a counseling theory and the American Counseling Association Multicultural Counseling Competencies. Reflective in nature students must cite current research using the American Psychological Association from journal articles (2012 – 2017) to support their response. Counseling Theories and Tech Assignment
Write a response to the question and/or statement posed. Be certain to answer all questions posed and/or required. Cite 5 resources from the course learning modules and include a reference list.
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CHAPTER09.BEHAVIORTHERAPY.17.pptxTheory and Practice of Counseling and Psychotherapy TENTH EDITION
Gerald Corey
Cengage Learning
Copyright © 2017 Cengage Learning
1
Chapter 9
Behavior Therapy
Copyright © 2017 Cengage Learning
2
Four Areas of Development (slide 1 of 2)
1. Classical (or Respondent) Conditioning
Refers to what happens prior to learning that creates a response through pairing
2. Operant Conditioning
Focuses on a type of learning in which behaviors are influenced mainly by the consequences that follow them
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (1)
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Four Areas of Development (slide 2 of 2)
3. Social-Learning (or Social-Cognitive) Approach
Gives prominence to the triadic reciprocal interaction between an individual’s behavior, personal factors, and the environment. Counseling Theories and Tech Assignment
4. Cognitive Behavior Therapy
Social skills training, cognitive therapy, stress management training, mindfulness, and acceptance-based practices all represent the cognitive behavioral tradition
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (2)
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Behavior Therapy (slide 1 of 3)
A set of clinical procedures relying on experimental findings of psychological research
Based on principles of learning that are systematically applied
Focus is on the client’s current problems and on assessing behavior through observation or self-monitoring
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (3)
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Behavior Therapy (slide 2 of 3)
Largely action-oriented and educational – therapist teaches clients skills of self-management
Behavior is something that can be operationally defined; it includes overt actions as well as internal processes
Change can take place without insight into underlying dynamics and the origins of a psychological problem
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (4)
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Behavior Therapy (slide 3 of 3)
Behaviorists ask: “What treatment, by whom, is the most effective for this individual with that specific problem and under which set of circumstances?”
The general goals of behavior therapy are to increase personal choice and to create new conditions for learning
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (5)
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Functional Assessment of Behavior
A-B-C model
Antecedent(s)
Behavior(s)
Consequence(s)
BehaBvior
Consequence
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (6)
A
B
C
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Operant Conditioning
Positive and negative reinforcement
Goal: to increase target behavior
Extinction
Goal: to decrease or eliminate a behavior by withholding reinforcement from a previously reinforced response
Positive and negative punishment
Goal: to decrease target behavior
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (7)
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Progressive Muscle Relaxation
Progressive muscle relaxation is a popular method of teaching people to cope with the stresses produced by daily living
Relaxation becomes a well-learned response, which can become a habitual pattern if practiced daily
Relaxation procedures have been applied to a variety of clinical problems ranging from chronic pain to panic disorder
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (8)
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Systematic Desensitization
Based on classical conditioning, SD was developed by Joseph Wolpe
SD is effective in reducing maladaptive anxiety and treating anxiety-related disorders, particularly specific phobias
SD entails relaxation training, development of a graduated anxiety hierarchy, and presentation of hierarchy items while client is deeply relaxed
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (9)
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Exposure Therapies (slide 1 of 2)
In Vivo Desensitization
Involves client exposure to the actual anxiety-evoking events rather than simply imagining these situations
Flooding
In vivo or imaginal exposure to anxiety-evoking stimuli for a prolonged period of time without the feared consequences. Counseling Theories and Tech Assignment
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (10)
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Exposure Therapies (slide 2 of 2)
Eye Movement Desensitization and Reprocessing (EMDR)
An exposure-based therapy
Involves imaginal flooding, cognitive restructuring, and the use of rhythmic eye movements and other bilateral stimulation to treat traumatic stress disorders
Extensive research has validated EMDR
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (11)
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Social Skills Training
Helps clients develop and achieve skills in interpersonal competence
May involve behavioral procedures (e.g., psychoeducation, modeling, behavior rehearsal, and feedback)
If clients can correct their problematic behaviors in practice situations, they can then apply these new skills in daily life
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (12)
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Self-Management Programs
In S-M programs people make decisions concerning specific behaviors they want to control or change
The process includes selecting goals, translating goals into target behaviors, self-monitoring, working out a plan for change, and evaluating an action plan
S-M strategies have been successfully applied to many populations and problems
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (13)
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Multimodal Therapy
A comprehensive, systematic, holistic approach to behavior therapy developed by Arnold Lazarus
Grounded in social-cognitive theory
Applies diverse behavioral techniques to a wide range of problems; it encourages technical eclecticism
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (14)
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Multimodal Therapy: BASIC ID
The complex personality of human beings can be divided into seven major areas of functioning:
B = behavior
A = affective responses
S = sensations
I = images
C = cognitions
I = interpersonal relationships
D = drugs, biological functions, nutrition, and exercise
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (15)
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Dialectical Behavior Therapy
A promising blend of behavioral and psychoanalytic techniques for treating borderline personality disorders and other issues
Includes both acceptance-oriented and change-oriented strategies
Skills are taught in four modules: mindfulness, interpersonal effectiveness, emotional regulation, and distress tolerance
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (16)
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Mindfulness-Based Stress Reduction
Assists people in learning to live more fully in the present
The skills taught in MBSR include sitting meditation and mindful yoga, aimed at cultivating mindfulness
Didactic instruction is minimized and experiential learning and self-discovery are emphasized
MBSR is not a form of psychotherapy per se, but it can be an adjunct to therapy
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (17)
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Mindfulness-Based Cognitive Therapy
An 8-week group treatment program adapted from MBSR that includes components of CBT
Clients learn to respond in skillful and intentional ways to their automatic negative thought patterns
Kindness and self-compassion are essential components of MBCT
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (18)
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Acceptance and Commitment Therapy
ACT involves fully accepting present experience and mindfully letting go of obstacles
There is little emphasis on changing the content of a client’s thoughts. Instead, the emphasis is on acceptance (nonjudgmental awareness) of cognitions
The goal of ACT is to allow for increased psychological flexibility
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (19)
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Application to Group Counseling (slide 1 of 2)
Treatments
Rely on empirical support and tend to be brief
Emphasize self-management skills and thought restructuring
Leaders
Use a brief, directive, psychoeducational approach
Conduct behavioral assessments
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (20)
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Application to Group Counseling (slide 2 of 2)
Leaders and members
Create collaborative, precise treatment goals
Devise a specific treatment plan to help each member meet goals
Objectively measure treatment outcome
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (21)
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Strengths from a Diversity Perspective
Behavior therapy may appeal to culturally diverse clients for many reasons (e.g., it emphasizes objectivity, tasks, cognition, behavior, action, coping, problem-solving, etc.)
Behavior therapy focuses on environmental, social, and political conditions that contribute to a client’s problems. Counseling Theories and Tech Assignment
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (22)
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Limitations from a Diversity Perspective
Some counselors may use a variety of techniques in narrowly treating specific behavioral problems
Therapists who do not assess the interpersonal and cultural dimensions of the client’s problem may not adequately prepare him/her for the consequences of newly acquired social skills
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (23)
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Contributions of Behavior Therapy
The specificity of the behavioral approaches helps clients translate unclear goals into concrete plans of action
A wide variety of specific behavioral techniques have been developed
Behavioral interventions have been subjected to more rigorous evaluation than other approaches
Behavior therapy emphasizes ethical accountability
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (24)
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Limitations of Behavior Therapy (slide 1 of 2)
Heavy focus on behavioral change may detract from client’s experience of emotions
Some counselors believe the therapist’s role as a teacher deemphasizes the important relational factors in the client-therapist relationship
Behavior therapy does not place emphasis on insight
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (25)
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Limitations of Behavior Therapy (slide 2 of 2)
Behavior therapy tends to focus on symptoms rather than underlying causes of maladaptive behaviors
There is potential for the therapist to manipulate the client using this approach
Some clients may find the directive approach imposing or too mechanistic
Theory and Practice of Counseling and Psychotherapy – Chapter 9 (26)
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CHAPTER10.COGNITIVEBEHAVIORTHERAPY.17.pptx
Theory and Practice of Counseling and Psychotherapy TENTH EDITION
Gerald Corey
Cengage Learning
Copyright © 2017 Cengage Learning
1
Chapter 10
Cognitive Behavior Therapy
Copyright © 2017 Cengage Learning
2
Cognitive Behavioral Approaches (slide 1 of 2)
The various cognitive behavioral approaches share the following attributes:
A collaborative relationship between client and therapist
The premise that psychological distress is often maintained by cognitive processes
A focus on changing cognitions to produce desired changes in affect and behavior
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (1)
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Cognitive Behavioral Approaches (slide 2 of 2)
The various cognitive behavioral approaches share the following attributes:
A present-centered, time-limited focus
An active and directive stance by the therapist
An educational treatment focusing on specific and structured target problems
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (2)
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Albert Ellis’s REBT
Rational Emotive Behavior Therapy (REBT)
Assumes that cognitions, emotions, and behaviors interact and have a reciprocal cause-and-effect relationship
Is highly didactic and directive
Teaches that our emotions stem mainly from our beliefs, evaluations, interpretations, and reactions to life situations
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (3)
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REBT: An Educational Process
Clients learn to identify the interplay of their thoughts, feelings, and behaviors and to identify and dispute irrational beliefs maintained by self-indoctrination
Clients learn to stop absolutistic thinking, blaming, and repeating false beliefs and replace ineffective ways of thinking with effective and rational cognitions
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (4)
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The A-B-C Theory of Personality
A
Activating event
B
Belief
D
Disputing intervention
E
Effective philosophy
F
New feeling
C
Consequence
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (5)
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Irrational Beliefs
Three basics MUSTS we internalize that inevitably lead to self-defeat:
“I MUST do well and be loved and approved by others.”
“Other people MUST treat me fairly, kindly, and well.”
“The world and my living conditions MUST be comfortable, gratifying, and just, providing me with all that I want in life.”
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (6)
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Therapeutic Goals
To help clients differentiate between realistic and unrealistic goals and between self-defeating and life-enhancing goals. Counseling Theories and Tech Assignment
To assist clients in the process of achieving:
Unconditional self-acceptance (USA)
Unconditional other-acceptance (UOA)
Unconditional life-acceptance (ULA)
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (7)
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Therapeutic Techniques (slide 1 of 2)
Therapists practicing REBT use the following techniques:
Disputing irrational beliefs
Doing cognitive homework
Bibliotherapy
Changing one’s language
Psychoeducational methods
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (8)
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Therapeutic Techniques (slide 2 of 2)
Therapists practicing REBT use the following techniques:
Rational emotive imagery
Using humor
Role playing
Shame-attacking exercises
Standard behavior therapy procedures
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (9)
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Application of REBT to Group Counseling (slide 1 of 2)
Tailored for specific diagnoses such as anxiety, panic, eating disorders, and phobias
Treatments are standardized and based on empirical evidence
Use of homework allows lessons learned in group to generalize to the client’s daily environment
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (10)
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Application of REBT to Group Counseling (slide 2 of 2)
Group REBT affords many opportunities to
Practice assertiveness skills
Take risks by practicing different behaviors
Challenge self-defeating thinking
Learn from the experiences of others
Interact therapeutically and socially with each other in after-group sessions
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (11)
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Aaron Beck’s Cognitive Therapy (slide 1 of 2)
Insight-focused therapy with an emphasis on changing negative thoughts and maladaptive beliefs
Clients’ distorted beliefs are the result of cognitive errors
Psychological problems are an exaggeration of adaptive responses resulting from commonplace cognitive distortions
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (12)
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Aaron Beck’s Cognitive Therapy (slide 2 of 2)
Through Socratic dialogue/reflective questioning, clients test the validity of their cognitions (collaborative empiricism)
Change results from reevaluating faulty beliefs based on contradictory evidence that clients have gathered
Hundreds of studies have confirmed the theoretical underpinnings of CT and established its efficacy for a wide range of psychiatric disorders
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (13)
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Theoretical Assumptions
People’s internal communication is accessible to introspection
Clients’ beliefs have highly personal meanings
These meanings can be discovered by the client rather than being taught or interpreted by the therapist
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (14)
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CT’s Cognitive Distortions
Arbitrary inferences
Selective abstraction
Overgeneralization
Magnification and minimization
Personalization
Labeling and mislabeling
Dichotomous thinking
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (15)
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Negative Cognitive Triad
Pattern that triggers depression:
Clients hold negative views of themselves
“I am a lousy person”
Selective abstraction
Client interprets life events through a negative filter
“The world is a negative place where bad things are bound to happen to me”
Client holds a gloomy vision of the future
“The world is bleak and it isn’t going to improve”
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (16)
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Applications of Cognitive Therapy
The length and course of CT varies greatly and is determined by the therapy protocols used for specific diagnoses. Counseling Theories and Tech Assignment
Examples:
CT for depression: lasts 16 to 20 sessions and begins with behavioral activation
CT for panic disorder: lasts 6 to 12 sessions and targets catastrophic beliefs about internal physical and mental sensations
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (17)
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Strengths-Based Cognitive Behavioral Therapy
Developed by Christine Padesky and Kathleen Mooney,
S-B CBT is a variant of Aaron Beck’s cognitive therapy
Involves identifying and integrating client strengths at each phase of therapy
Active incorporation of client strengths encourages clients to engage more fully in therapy and often provides avenues for change that otherwise would be missed
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (18)
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Applications for Strengths-Based CBT
An add-on for classic CBT
A four-step model to build resilience and other positive qualities
The NEW paradigm for chronic difficulties and personality disorders
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (19)
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Donald Meichenbaum’s Cognitive Behavior Modification
Focus:
Client’s self-statements or self-talk
Premise:
As a prerequisite to behavior change, clients must notice how they think, feel, and behave, and what impact they have on others
Basic assumption:
Distressing emotions are typically the result of maladaptive thoughts
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (20)
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Meichenbaum’s CBM
Self-instructional therapy focus:
Trains clients to modify the instructions they give to themselves so that they can cope more effectively
Emphasis is on acquiring practical coping skills
Cognitive structure:
The organizing aspect of thinking, which seems to monitor and direct the choice of thoughts
The “executive processor”
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (21)
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Behavior Change in CBM
Three phases of behavior change
1. Self-observation
Starting a new internal dialogue
Learning new skills
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (22)
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Meichenbaum’s Stress Inoculation training
SIT is a three-phase coping skills program
1. The conceptual-educational phase
2. Skills acquisition and skills consolidation phase
3. Application and follow-through phase
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (23)
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Cognitive Narrative Approach to CBT
Focuses on the plots, characters, and themes in the stories people tell about themselves and others
Meichenbaum claims that we are all “story tellers”
In therapy, clients learn how they construct reality, examine the implications and conclusions they draw from their stories, and develop resilient-engendering behaviors. Counseling Theories and Tech Assignment
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (24)
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Strengths from a Diversity Perspective
CBT uses the individual’s belief system, or worldview, as part of the method of self-exploration
Emphasis on cognition and action, and on relationship issues appeals to clients from diverse backgrounds
CBT and multicultural therapy share common assumptions that make integration possible
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (25)
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Limitations from a Diversity Perspective (slide 1 of 2)
REBT’s negative view of dependency clashes with the view of interdependence as necessary to good mental health
The “rapid-fire active approach,” used by some clinicians may alienate those who value being reflective
Terms such as “irrational” or “maladaptive” may seem disrespectful and insensitive to clients who have felt marginalized in society
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (26)
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Limitations from a Diversity Perspective (slide 2 of 2)
The emphasis on assertiveness, independence, verbal ability, rationality, cognition, and behavioral change may limit CBT’s use in cultures that hold different values
Inexperienced therapists may overemphasize cognitive restructuring to the neglect of environmental interventions
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (27)
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Contributions of CBT (slide 1 of 2)
Both Ellis’s REBT and Beck’s CT represent the most systematic applications of CBT
The approaches are relatively brief and structured treatments that are cost effective
The cognitive behavioral theorists have demystified the therapy process
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (28)
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Contributions of CBT (slide 2 of 2)
The credibility of this model grows out of the fact that many of its propositions have been empirically tested
All cognitive behavioral approaches place emphasis on practicing new skills both in therapy and in daily life, and homework is a key part of the learning process
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (29)
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Limitations of CBT
Extensive training is required to practice CBT
Therapists may misuse power by imposing their ideas of what constitutes “rational” thinking on a client
The strong confrontational style of Ellis’s REBT may overwhelm some clients
Some clinicians think CBT interventions overlook the value of exploring a client’s past experiences
Theory and Practice of Counseling and Psychotherapy – Chapter 10 (30)
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CHAPTER11.CHOICE_REALITYTHERAPY.17.pptx
Theory and Practice of Counseling and Psychotherapy TENTH EDITION
Gerald Corey
Cengage Learning
Copyright © 2017 Cengage Learning
1
Chapter 11
Choice Theory/Reality Therapy
Copyright © 2017 Cengage Learning
2
Basic Assumptions (slide 1 of 2)
Symptoms are the result of choices we’ve made
We can choose to think, feel and behave differently
Reality therapy is based on Choice Theory
Emphasis is on personal responsibility
Therapist’s function is to keep therapy focused on the present and not on symptoms
Theory and Practice of Counseling and Psychotherapy – Chapter 11 (1)
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Basic Assumptions (slide 2 of 2)
We often mistakenly choose misery in our best attempt to meet our needs
We act responsibly when we meet our needs without keeping others from meeting their needs
The notion of transference is rejected by reality therapists
Theory and Practice of Counseling and Psychotherapy – Chapter 11 (2)
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Basic Human Needs
All internally motivated behavior is geared toward meeting one or more of our basic genetically encoded needs:
Love and belonging
Power
Freedom
Fun
Survival (physiological needs)
Theory and Practice of Counseling and Psychotherapy – Chapter 11 (3)
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Our Quality World
Our quality world consists of our visions of specific people, activities, events, beliefs, and situations that will fulfill our needs. Counseling Theories and Tech Assignment
Our quality world is like a picture album of specific wants as well as precise ways to satisfy these wants
Getting into the clients’ quality world is the art of therapy
Theory and Practice of Counseling and Psychotherapy – Chapter 11 (4)
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Theory and Practice of Counseling and Psychotherapy – Chapter 11 (5)
Total Behavior
Doing – active behaviors
Thinking – thoughts, self-statements
Feelings – anger, joy, pain, anxiety
Physiology – bodily reactions
7
Theory and Practice of Counseling and Psychotherapy – Chapter 11 (6)
Cycle of Counseling
Two major components:
Creating the counseling environment
Supportive, challenging, and noncoercive
Implementing specific procedures that lead to changes in behavior
WDEP
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The “WDEP” System
Procedures That Lead to Change:
W Wants – What do you want to be and do?
D Doing and Direction – What are you doing?
Where do you want to go?
E Evaluation – Does your present behavior have a reasonable chance of getting you what you want?
P Planning – “SAMIC3”
Theory and Practice of Counseling and Psychotherapy – Chapter 11 (7)
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Planning For Change
S Simple
A Attainable
M Measurable
I Immediate and involved
C Controlled by the planner, committed to, and consistently done
Theory and Practice of Counseling and Psychotherapy – Chapter 11 (8)
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Application to Group Counseling (slide 1 of 2)
Group leaders and members jointly determine goals and plans of action
Members explore new courses of behavior that will bring them closer to getting what they want out of life
Leaders challenge members to evaluate for themselves if what they are currently doing is working for them
Theory and Practice of Counseling and Psychotherapy – Chapter 11 (9)
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Application to Group Counseling (slide 2 of 2)
Feedback from leaders and members can help individuals design realistic and attainable plans
Group setting encourages members to take an active stance in attaining change in their lives
Theory and Practice of Counseling and Psychotherapy – Chapter 11 (10)
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Strengths from a Diversity Perspective (slide 1 of 2)
Therapists demonstrate their respect for their clients’ cultural values by helping them explore how satisfying their current behavior is to themselves and others
It is a sign of respect that the reality therapist refrains from deciding what behaviors should be changed
With a focus on thinking and acting rather than on feelings, many clients are less likely to display resistance
Theory and Practice of Counseling and Psychotherapy – Chapter 11 (11)
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Strengths from a Diversity Perspective (slide 2 of 2)
The principles underlying choice theory are universal, which makes choice theory applicable to all people
Reality therapy is an open system that allows for flexibility in application based on the needs of culturally diverse individuals
Theory and Practice of Counseling and Psychotherapy – Chapter 11 (12)
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Limitations from a Diversity Perspective
Reality therapy gives only limited attention to helping people address environmental and social problems
Some reality therapists may not pay enough attention to systemic and environmental factors that can limit the potential for choice
Some clients are very reluctant to directly verbally express what they need
Theory and Practice of Counseling and Psychotherapy – Chapter 11 (13)
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Contributions of Reality Therapy (slide 1 of 2)
RT has a relatively short-term focus and deals with conscious behavioral problems
The existential underpinnings of choice theory are a major strength of this approach, which accentuates taking responsibility for what we are doing
Theory and Practice of Counseling and Psychotherapy – Chapter 11 (14)
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Contributions of Reality Therapy (slide 2 of 2)
With the emphasis on responsibility and choice, individuals can acquire a sense of self-direction and empowerment
RT can be effectively used with individuals who manifest reluctance and who are highly resistant
RT has been effectively used in addiction treatment and recovery programs for over 30 years
Theory and Practice of Counseling and Psychotherapy – Chapter 11 (15)
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Limitations of Reality Therapy (slide 1 of 2)
Some feel RT does not adequately address important psychological concepts such as insight, the unconscious, dreams and transference
Clinicians may have trouble viewing all psychological disorders (including serious mental illness) as behavioral choices
More empirical support of RT is needed
Theory and Practice of Counseling and Psychotherapy – Chapter 11 (16)
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Limitations of Reality Therapy (slide 2 of 2)
Some therapists may impose personal views on clients by deciding for them what constitutes responsible behavior
RT is often construed as simple and easy to master when in fact it requires much training to implement properly. Counseling Theories and Tech Assignment
Theory and Practice of Counseling and Psychotherapy – Chapter 11 (17)
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