ALFRED ADLER  Provides a teleological explanation of

human behavior
 Adler’s early childhood was not a  Stresses social interest
happy time; he was sickly and very  Focuses on birth order and sibling
much aware of death relationships
 At age 4 he almost died of  "Therapy involves teaching,
pneumonia, and he heard the doctor informing, and encouraging
tell his father that “Alfred is lost.”  Considers basic mistakes in the
 He was extremely jealous of his older client’s private logic
brother, Sigmund, which led to a  The therapeutic relationship is a
strained relationship between the collaborative partnership
two during childhood and
adolescence VIEW OF HUMAN NATURE
 Adler’s early childhood experiences
had an impact on the formation of his  Adler believed that the individual
theory. Adler shaped his own life begins to form an approach to life
rather than leaving it to fate somewhere in the first six years of
 He eventually specialized in living.
neurology and psychiatry, and he had  He focused on the person’s past as
a keen interest in incurable perceived in the present and how an
childhood diseases individual’s interpretation of early
 Adler experienced anti-Semitism and events continued to influence that
the horrors of World War I. Those person’s present behavior humans
experiences, and the sociopolitical are motivated primarily by social
context of the time, contributed to relatedness rather than by sexual
his emphasis on humanism and the urges; behavior is purposeful and
need for people to work together. goal-directed; and consciousness,
more than unconsciousness, is the
Alfred Adler's Individual Psychology focus of therapy
 A Person's Perceptions are based on
His or Her View of Reality
 Adler’s social-psychological and (Phenomenology)
teleological (or goal-oriented) view  "Adler believed that we "construct"
of human nature. our reality according to our own way
 Adler saw people as both the of looking at the world.
creators and the creations of their  " I am convinced that a person's
own lives; that is, people develop a behavior springs from this idea...
unique style of living that is both a because our senses do not see the
movement toward and an expression world, we apprehend it." (Adler,
of their selected goals 1933/1964)
In this sense, we create ourselves  Each person must be viewed as an
rather than merely being shaped by individual from a holistic
our childhood experiences. perspective.
 Rudolf Dreikurs was the most  "Adler suggested that dividing the
significant figure in bringing Adlerian person up into parts or forces (ie., id,
psychology to the United States, ego, and superego) was
especially as its principles applied to counterproductive because it was
education, parenting, individual and mechanistic and missed the
group therapy, and family counseling individual essence of each person.
 For Adler, Individual Psychology  "In his view, understanding the
meant indivisible psychology whole person is different than
 is based on the concept of holism understanding different aspects of
 Is a phenomenological approach his life or personality.
 Human Behavior is Goal Oriented  The world is seen from the client's
(Teleological) "People move toward subjective frame of reference
self-selected goals. "The life of the  How life is in reality is less important
human soul is not a 'being but a than how we believe life to be
'becoming." (Adler, 1963a)  Our present interpretation of
 This idea requires a very different childhood experiences matters more
way of viewing humans than the idea than the actual events
that behavior is "caused" by some  Unconscious instincts and our past
internal or external forces or do not determine our behavior
rewards and punishments
 Understanding the causes of
behavior is not as important as Social Interest
understanding the goal to which a Adler's most significant and distinctive
person is directed. Since we have concept
evolved as social creatures, the most  Embodies a community feeling and
common goal is to belong the capacity to cooperate and
 “Where we are striving to go is contribute to something bigger than
more important than where we came oneself
from”  Mental health is measured by the
 Determinism vs. Free Will degree to which we share with
others and are concerned with their
 Moving through life, the welfare
individual is confronted with  People express social interest
alternatives. through shared activity, cooperation,
 Human beings are creative, participation in the common good,
choosing, self-determined and mutual respect
decision-makers free to choose  Social Interest and a Positive
the goals they want to pursue. involvement in the community are
hallmarks of a healthy personality
 Conscious and unconscious are both  All behavior occurs in a social
in the service of the individual who context. Humans are born into an
uses them to further personal goals environment with which they must
(Adler, 1963a) engage in reciprocal relations
 Adler believed that social interest
was innate but that it needed to be
Adler's View of Psychopathology
nurtured in a family where
 An exaggerated inferiority feeling cooperation and trust were
and an insufficiently developed important values.
feeling of community
 A woman who was abused by her Inferiority and Superiority
father as a child may choose to reject  Striving for superiority to overcome
and depreciate all men as vile basic inferiority is a normal part of
creatures and never engage in a life.
satisfactory love relationship. She  Mosak(2000) reports that Adler and
may feel lonely, but she can always others have referred to this central
feel morally superior to all abusive human striving in a number of ways:
males who are punished by her completion, perfection, superiority,
rejection. She would rather punish all self- realization, self-actualization,
men for the sins of her father, than competence, and mastery.’
conquer her fears and develop the
ability to love one man. Inferiority and Superiority
 Inferiority Feelings
The Phenomenological Approach
  Are normal and a source of all  Contributing to society
human striving (occupational task)
 Are the wellspring of creativity
 Develop when we are young-
characterized by early feelings of Additional life tasks:
hopelessness  Self-Development
 Spiritual Development
 Superiority Feelings
 Promote mastery and enable us to Family Constellation and Atmosphere
overcome obstacles  The number and birth order, as well
as the personality characteristics of
Lifestyle members of a family. Important in
determining lifestyle.
A way of seeking to fulfill particular goals  The family and reciprocal
that individuals set in their lives. There is relationships with siblings and
Individuals use their own patterns of parents determine how a person
beliefs cognitive styles, and behaviors as finds a place in the family and what
a way of expressing their style of life. he learns about finding a place in the
Often style of life or lifestyle is a means world.
for overcoming feeling of inferiority
Birth Order
 Faulty interpretations may lead to
mistaken notions in our "private Five psychological positions:
logic"
 Lifestyle is how we move toward our 1. Oldest child – Receives more
life goals attention, spoiled, center of attention
 Unifies behaviors to provide 2. Second of only two – Behaves as if
consistency and makes all our in a race, often opposite to first
actions "fit together 3. Middle – often feels squeezed out
4. Youngest – the baby
Four Areas of Lifestyle 5. Only – does not learn to share or
cooperate with other children, learns
1. The self-concept-the convictions to deal with adults
about who I am.
2. The self-ideal-convictions about what Firstborns
I should be.
 Monarch of the family
3. The Weltbild, or "picture of the  Receive all the attention, the parents
world"- convictions about the not-self practice on them.
and what the world demands of me.  They strive to achieve, behave and
please.
4. The ethical convictions - The  Are parent substitutes for their
personal "right- wrong" code siblings
 When another sibling is born, they
are authority
The Life Tasks
Second born
 We must successfully master three  Don't worry about power and
universal life tasks: authority, are never dethroned
 Building friendship (Social task)  Usually are more outgoing, carefree
 Establishing Intimacy (Love – and creative and less concerned with
marriage task) rules
 Usually are the opposite of the  Concepts of age, ethnicity, lifestyle,
firstborn sexual affectional orientations, and
gender differences emerge in therapy
 Adlerians focus on cooperation and
Middle Children socially oriented values
 Feel squeezed in & treated unfairly  Adlerians investigate culture in much
 They learn the art of negotiation and the same way that they approach
understand family politics birth order and family atmosphere
 Often are manipulative and make  The approach offers flexibility in
reasoned choices about where to find applying cognitive and action-
success oriented techniques to help clients
explore their problems in a cultural
The Youngest Child context
 Adler was one of the first
 Always the baby of the family, they psychologists at the turn of the
receive a great deal of attention from century to advocate equality for
others, expect others to care for women
them.
 Tends to be the most pampered one.
 Youngest children tend to go their Limitations from a Diversity
own way. Perspective
 They often develop in ways no others  The approach focuses on the self as
in the family have thought about. the locus of change and
 Can be quite charming and funny but responsibility, which may be
have a hard time breaking out of the problematic for some clients
baby role  Exploring past childhood
 Can become spoiled but often can be experiences, early memories, family
quite successful if the older siblings experiences, and dreams may not
are good role models appeal to all
 "If clients expect the therapist to be
The Only Child the "expert," they may be dissatisfied
with the Adlerian's collaborative
 Shares some of the characteristics of stance
the oldest child (high achievement
drive). Contributions of Adlerian Therapy
 May not learn to share or cooperate
with other children.  This approach is flexible and
 Will learn to deal with adults well. integrative; it allows for the use of
 May become dependently tied to one relational, cognitive, behavioral,
or both of them. emotive, and experiential techniques
 May want the center stage all of the  It is suited to brief, time-limited
time, and if their position is therapy
challenged will feel it is unfair  Many of Adler's ideas were
revolutionary and far ahead of his
Strengths from a Diversity Perspective time. Many of his ideas have found
their way into most of the other
 Adlerian therapy focuses on therapeutic approaches
multicultural and social justice issues
and addresses the concerns of a
contemporary global society Limitations of the Adlerian Approach
 Adler spent most of his time teaching
his theory as opposed to
systematically documenting it
 Many of Adler's ideas are vague and  Objective Interview
general, which makes it difficult to
conduct research on some concepts Gathering info as to how the clients’
 Although brilliant in many ways, problems began precipitating events,
Adler was not scholarly medical history, social history, reasons
for choosing therapy, coping skills, and a
life assessment.
Phase 3: Encouraging Self-
Therapeutic Goals Understanding/Insight
 Identifying and exploring mistaken  Interpret the findings of the
goals and faulty assumptions assessment
 To develop the client's social interest  Hidden goals and purposes of
by increasing oneself awareness behavior are made conscious
 Engage parents in a learning  Therapist offers interpretations
experience and a collaborative to help clients gain insight into
assessment their private logic and lifestyle
 Challenging and modifying one's
fundamental life goals and basic
concepts Phase 4: Reorientation and Re-
 Therapist provides information, education
teaching, guiding and offers  Action-oriented phase; emphasis
encouragement is on putting insights into
 Assisted to change his or her practice
perceptions  Clients are reoriented toward
the useful side of life
Four Phases of Therapy  Clients are encouraged to act as
Phase 1: Establishing the Proper if they were the people they
Therapeutic Relationship want to be
 Putting insights into practice
 Supportive, collaborative,  Encouragement process
educational, encouraging  Change and the search for new
process possibilities
 Person-to-person contact with  Making a difference promoting
the client precedes identification
of the problem  Encouragement
 Help client build awareness of  Encouragement is the most
his or her strengths distinctive intervention and is
central to all phases of
Phase 2: Exploring the Individual’s Adlerian therapy
Psychological Dynamics  It is a fundamental attitude more
than a technique
 Lifestyle assessment  Expecting clients to assume
 Subjective interview responsibility for their lives
 Objective interview builds their self-confidence
 Family constellation and courage
 Early recollections  Discouragement is the basic
 Basic mistakes condition that prevents people
from functioning the power of
 Subjective Interview encourage
Active listening (followed by a sense of
wonder fascination and interest) to help Adlerian Techniques
tell their story as completely as possible.
  Immediacy behaviors which they wish to
 Advice change.
 Humor  When they catch themselves, they

 Silence may have an "Aha" response

 Paradoxical intention  Aha response: Developing a sudden

 Acting as if insight into a solution to a

 Catching oneself problem, as one becomes aware to
 Push-button technique one's beliefs and behaviors.
 Externalization Lifestyle Assessment
 Reauthoring Assessing the strengths of individuals'
 Avoiding the traps lifestyle is an important part of lifestyle
 Confrontation assessment, as is assessment or early
 Use of stories and fables recollections and basic mistakes.
 Early recollection analysis
 Lifestyle assessment
 Encouraging Avoiding the tar baby
 Task setting and commitment
By not falling into a trap that the client
 Homework
sets by using faulty assumptions, the
 Terminating and summarizing
therapist encourages new behavior and
"avoids the tar baby (getting stuck in the
client's perception of the problem).
Early Recollections
 Memories of actual incidents that The Question
clients recall from their childhood
Asking "what would be different if you
 Adlerians use this information to
were well?" was a means Adler used to
make inferences about current
determine if a person's problem was
behavior of children or adults.
physiological or psychological
Acting as if
Paradoxical Intention
 In this technique, clients are asked to
"act as if" a behavior will be  A therapeutic strategy in which
effective. clients are instructed to engage
 Clients are encouraged to try a new and exaggerate behaviors that they
role, the way they might try on seek to change.
new clothing.  By prescribing the symptom,
therapists make clients more
Immediacy aware of their situation and help
them seek to change. By
"Communicating the experience of the
prescribing the symptom,
therapist to the client about what is
therapists make clients more
happening in the moment."
aware of their situation and help
Interpretation them achieve distance from the
symptoms.
 "Adlerians express insights to their  For example, a client who is afraid of
clients that relate to clients' goals." mice may be asked to exaggerate
 "Interpretations often focus on the his fear of mice, or a client who
family constellation and social hoards paper may be asked to
interest." exaggerate that behavior so that
living becomes difficult.
Catching Oneself  In this way individuals can become
 In this technique, patients learn to more aware of and more resistant
notice that they are performing from their symptoms.
Spitting in the client’s soup
Making comments to the client to make Allerian Family Therapy
behaviors less attractive or desirable.
 Adlerians use an educational model
to counsel families. Therapists
function as collaborators who join
Homework the family.
Specific behaviors or activities that  Emphasis is on family atmosphere
clients are asked to do after a therapy and family constellation
session  Parent interviews yield hunches
about the purposes underlying
Pushbutton Technique children's misbehavior
 Unlock mistaken goals and
 Designed to show patients how they
interactional patterns
can create whatever feelings they
 Engage parents in a learning
what by thinking about them, the
experience and a collaborative
push-button technique asks clients
assessment
to remember a pleasant incident
 Emphasis is on the family
that they have experienced,
motivational patterns
become aware of feelings
 Main aim is to initiate a reorientation
connected to it, and then switch to
of the family
an unpleasant image and those
feelings.
 Thus, clients learn that they have the
power to change their own
feelings.

Application to Group Counseling

 Group provides a social context in
which members can develop a
sense of community and social-
relatedness
 Sharing of early recollections
increases group cohesiveness
"Action-oriented strategies for
behavior change are implemented
to help group members work
together to challenge erroneous
beliefs about self, life, and others
 Employs a time-limited framework

Other areas of application

 Child guidance

 school psychology and counseling

 Parent education

 Couples and family counseling

 Cultural conflicts

 Correctional and rehabilitation

counseling
 The community mental health Person Centered Therapy
movement
 Mental health institutions
Background  No to the basic assumption that "the
counselor knows best"
Before the humanistic therapies were  Challenged accepted therapeutic
introduced in the 1950s, the only real procedures such as advice,
forms of therapy available were suggestion, counselor direction,
behavioral or psychodynamic (McLeod, persuasion, teaching, diagnosis, &
2015). These approaches focused on the interpretation.
subconscious or unconscious belichted
experience of clients rather than what is Evolution of Person-Centered Therapy
"on the surface."
Period 1 (1940-1950): Nondirective
Many of today's popular forms of therapy psychotherapy
are more client- centered than the
psychotherapy of the early 20th century,  Emphasized the therapist's creation
but there is still a specific form of therapy of a permissive & Loving non-
that is set apart from others due to its interventive climate
focus on the client and aversion to giving  Main techniques: acceptance &
the client any type of direction. clarification
 Therapist avoided interaction with
"He who knows others is wise; He who the client &functioned as a clarifier
knows himself is enlightened."-Lao Tzu but submerged in own personhood
 Therapy relied mainly on the innate
growth urge of the client
Carl Rogers (1902-1987)
 Pioneer in Humanistic psychology Period 2 (1950-1957): Reflective
 Academic Background: a quiet Psychotherapy
revolutionary
 Reflected the feelings of the client &
 a deep openness to change, courage
avoided threat in the relationship
to forge ahead into unknown
 Client was able to develop a greater
territory, questioning stance, both
degree of congruence alio between
as a person & as a professional
self-concept &ideal self-concept
 Core theme-necessity for
 Emphasis was on responding
nonjudgmental listening &
sensitively to the affective, rather
acceptance if clients are to change
than semantic, meaning of the
client's expression
"Experience is, for me, the highest
 Emphasize therapist's
authority. The touchstone of validity is
responsiveness to the client's
my own experience. No other person's
feelings
ideas, and none of my own ideas, are as
 Mirrors the client's states; therapist's
authoritative as my experience. It is to
person not emphasized
experience that/ must return again and
again, to discover a closer approximation
Period 3 (1957-1970): Experiential
to truth as it is in the process of becoming
Therapy
in me."
 Therapist’s wide range of behavior to
-Carl Rogers
express basic attitudes characterized
this approach.
 Focus-client’s experience & the
Historical Background expression of the therapist’s
 Humanistic branch of the existential experiencing.
perspective  Client grows on a continuum by
 a reaction against the directive & learning to use immediate
traditional psychoanalytic experiencing.
approaches to individual therapy
Present: Person-Centered Therapy relationship as the prime
determinants
 Emphasized certain "necessary &  Non directive, client centered
sufficient" conditions for personality therapgy, person centered
change to occur  Student centered teaching
 Introduced the crucial elements of
the therapist's attitudes as
prerequisites to effective therapy Existentialism & Humanism
 Focus-therapist's expression of own
 Experiential & relationship-oriented
immediate feelings in relationship
 Share a respect for the client's
with the client
subjective experience & a trust in the
 Allows for a wider range& greater
capacity of the client to make
flexibility of therapist behavior,
positive&constructive conscious
including expressions or opinions,
 Emphasis on the vocabulary of
feelings, & so forth
freedom, choice, values, personal
responsibility, autonomy,
Current Trends: Holistic Therapy
purpose,&meaning
 4th phase
 Emphasizes increased involvement View of human nature
of the therapist as a person with
thoughts, values, & feelings who is
 Tendency of humans to develop in a
willing to fully use them in the
positive & constructive manner if a
relationship
climate of respect & trust is
 Allows the therapist greater freedom
established
to participate more actively in
 3 therapist attributes that release a
relationship
growth-promoting climate
 Applied in training of workers in
organizations such as the Peace  Congruence (genuineness, or
Corps, school systems, government, realness)
family therapy, hospitals, clinics, &  Unconditional Positive Regard
foreign relations (Acceptance, or caring)
 It is the client who knows what hurts  Accurate Empathic
what directions to go, what problems Understanding (deep
are crucial, what experiences have understanding/ an ability to
been deeply buried. It began to occur grasp the subjective world of
to me that unless I had a need to another person)
demonstrate my own cleverness and
learning, I would do better to rely  At the core of a person, one finds a
upon the client for the direction of trustworthy and positive center
movement in the process."  Too little attention has been given to
-Carl Rogers love, creativity, joy & “peak
Basic Assumption experiences”
 Primary responsibility for healing –
 People are generally trushworthy, with the client
have a vast potential for  Rejects the role of therapist as
understanding themeselves, authority, instead he is a fellow
resolcing their problems and are explorer"/co- searcher/pilgrim
capable of growth toward self  Rooted in the client's capacity for
direction awareness and making decisions;
 Emphasized the attitudes and Focuses on the constructive side of
personal characteristics of a human nature, what is right, our
theraphist and the quality of assets
Limitation and Criticism  Faculitate honest communicatio;
Exist in a cxontinuum rather than on
 Tendency of some practitioners to all or nothing basis
give support to clients without
challenging them Accurate empathic understanding
 Misunderstanding of the basic
concepts of the approach limited the  Understand sensitively & accurately
range of therapist’s responses &  Sense clients' feelings as if one's
counseling styles to reflections &  own without becoming lost in those
emphatic listening feelings
 Help clients expand their awareness
Contributions of the person-centered of feeling that are only partially
approach recognized
 sense of personal identification with
 Dominant method used in counselor the client
education
 Emphasizes active listening,
respecting clients, adopting their Unconditional positive regard
internal frame of reference, & staying  Deep & genuine caring for client as a
with them person without placing stipulations
 Far safer than many models of on the acceptance
therapy
 Can have limited background
without psychologically harming a
client
 Offers a humanistic base from which
to understand the subjective world of
clients
 Provides clients the rare opportunity
to be really ted listened to & heard
 Clients feel free to experiment with
new behavior
 Provide clients with an immediate &
specific reaction to what they have
just communicated
 Possibility of focusing more sharply
on aspects of their self-structure that
were previously only partially known
to them
 Used extensively in training
professionals &paraprofessionals
who work with people, in the
personal growth
 Straightforward & easy to
comprehend basic concepts Gestalt Therapy
of special value in crises intervention Overview


- people in crises
Founder: Fritz Perls
Essential Characteristics of Therapist  An experiential therapy stressing
awareness and integration
Congruence/geneuineness  Grew as a reaction against analytic
 Most important that theraphist are therapy
real, genuine, integrated, & authentic  Integrates the functioning of body
during theraphy session and mind
 well this behavior is working for
them
Basic Philosophies  Major focus: assisting client to
 The person strives for wholeness and become aware of how behaviors
integration of thinking, feeling, and once part of creatively adjusting to
behaving past environments may be
 View is anti-deterministic in that the interfering with effective functioning
person is viewed as having the and living in the present.
capacity to recognize how earlier
influences are related to present
difficulties Paradoxical theory of change
 Growth involves moving from  We change when we become aware
environmental support to self- of what we are as opposed to trying
support to become what we are not
 An experiential approach that  Change occurs through the
stresses present awareness and the heightened awareness of “what is”
quality of contact between the  Helps client explore how they make
individual and the environment contact with elements of their
environment
Key Concepts  How individuals behave in the
 Emphasis is on the "what" and "how" present moment is far more crucial
of experiencing in the here and now to self-understanding than why they
to help clients accept their polarities behave as they do
 Personal responsibility, Avoiding,
Unfinished business, Experiencing,
Awareness of the now Basic Principles of Gestalt Therapy
 An experiential therapy that stresses
feelings and the influence of Holism
unfinished business on personality
 all of nature is a unified and coherent
developments
whole (different from the sum of its
parts)
Essential – phenomenological
 whole person: integration
Individuals are to be understood in the
context of their ongoing relationship with
the environment of what they are Field Theory
experiencing and how they are doing it.
 Individual must be seen in its
 Focuses on client's perceptions of environment/ context, as part of the
reality constantly changing field
 Grounded in the notion that people
are always in the process of
becoming, remaking, and discovering
themselves
 Promotes direct experiencing rather Figure-formation process
than the abstractness of talking  How the individual organizes the
about situations environment from moment-to-
moment
Goals of therapy
Organismic Self-Regulation
 To assist clients in gaining awareness
of moment-to-moment experiencing.  Happen when equilibrium is
 To challenge them to evaluate what disturbed by the emergence of a
they are doing and to assess how need sensation/interest
The now
 Learn to appreciate and fully Therapeutic Process
experience the present moment
 Goal-attaining awareness and with it
greater choice
 "Therapist's role-help attain
Unfinished Business
awareness through noticing what's
 Unacknowledged feelings/thoughts figure and ground; body language,
create unnecessary emotional debris language patterns and their effects
that clutters present centered  I/Thou: presence, authentic dialogue,
awareness attunement, gentleness, more direct
 Impasse/stuck point self-exploration, decreased use of
stereotypic exercises

Therapist's stance Client’s role

 Three stages

Confrontational 1. Discovery – surprise

2. Accommodation – recognizing they
 doesn't have to be a harsh attack. have a choice (try new behaviors)
Invites client to examine his attitude, 3. Assimilation – learning how to
behavior, and thoughts, also about influence the environment
strengths and potentials
a. Imposing-less concerned with
Therapeutic Relationship
understanding and respecting client's
experience than in meeting his own  The therapist does not interpret for
agenda for client; the expert (evaluates, clients but assists them in developing
diagnoses, interprets and demonstrates the means to make their own
the relationship); a position of power and interpretations
control, less attention paid to what the  Clients are expected to identify and
client wants work on unfinished business from
the past that interferes with current
b. Competing-promotes the ethos of
functioning by re- experiencing past
rugged individualism, dance of
traumatic situations as though they
negotiation, compromise, give and take
were occurring in the present

Confirming
 Interested in acknowledging the
whole client, client’s needs and
interests are the center of the
relationship, show curiosity, Contact
patience, restraint, trust, compassion
 Necessary if change and growth are
and confidence.
to occur
 Made by seeing, hearing, smelling,
 Gestalt Therapist: Concerned with touching, and moving
the interruption of contact with the  Prerequisite to good contact: clear
environment when client is unaware awareness, focused energy, ability to
of the process; help client become express oneself.
increasingly aware of their dominant  Therapist follows the new process as
style of blocking contact it emerges
 With awareness, clients are able to  involves a diminished emotional
reconcile polarities and dichotomies experience
within themselves and proceed  people who deflect speak through
 towards the reintegration of warring and for other
aspects of themselves

 Awareness includes insight, self-

acceptance, knowledge of the Blocked Energy
environment, responsibility for
choices and the ability to make Another form of resistance manifested by
contact with others.  Tension
 Posture
Current Gestalt  Keeping one’s body tight and closed
 Not breathing deeply
 Stresses dialogue between clients  Looking away from people
and therapist (no agenda)  Choking off sensations
 Understand that the essential nature  Numbing feelings
of the individual with the  Speaking with a restricted voice
environment as interdependence,  Levels of contact
not independence.  After the contact experience, there is
typically a withdrawal to integrate
what has been learned
Major channels of resistance to cons  Both contact and withdrawal are
1. Introjection-tendency to uncritically necessary and important healthy
accept others' beliefs and standards feeling
without assimilating them to make them
congruent with who we are.
Therapeutic Techniques
2. Projection-reverse of no.1; disowning
 designed to intensify experiencing
certain parts (those inconsistent with our
and to integrate conflicting feelings
self- image) of ourselves by assigning
 Techniques: confrontation, dialogue
them to the environment
with polarities, role playing, staying
3. Retroflection – consists of turning with feelings, reaching an impasse,
back to ourselves that we would like to and reliving and re- experiencing
do to someone else/ doing to ourselves unfinished business in the forms of
what we would like someone else to do to resentment and guilt
us.  Gestalt dream work
 Formal diagnosis and testing are not
Ex. Lashing out/injuring ourselves done
seriously restricts engagement between  Interpretation is done by the client
person and environment instead of by therapist
 Confrontation is often used to call
attention to discrepancies
4. Deflection  “how” and “what” questions are used
 a process of distraction; attempts to
 Internal Dialogue Exercise
diffuse contact through the overuse
of humor, abstract generalizations, or For splits in personality feeling: top dog
questions rather than statements (critical point) introjection underdog
 when one engages the environment (victim)
on an inconsistent basis -> feeling a
sense of emotional depletion Goal:
promote a higher level of integration
between the polarities and conflicts
 Making the rounds
Go-around to each one and say “what
makes it hard for me to trust you is”.
 Dreamwork
In gestalt therapy – each element as a
projection
 Reversal Exercise
Trying new behavior
 Others Gestalt Interventions
 Rehearsal exercise
 Exaggeration exercise
 Staying with the feeling

Behavioral Therapy

Philosophy:
We are a product of learning and our
environment. We are who we are because
of stimuli and reinforcements present in
the environment

Behavior Therapy
 A set of clinical procedures relying on produce no reinforcement, the
experimental findings of chances are lessened
psychological research
 Focusing on the client's current Quis change of environment /job→→
problems temporary relief
 To help people change maladaptive
to adaptive behaviors Based on 3. Social-Learning Approach
principles of learning that are
systematically applied  Gives prominence to the reciprocal
 Treatment goals are specific and interactions between an individual's
measurable behavior and the environment
 The therapy is largely educational-  Mother becomes erratic when
teaching clients skills of self- stressed, Naia does too
management
 Together with cognitive behavioral,
these are the most evidence-based 4. Cognitive Behavior Therapy
approaches
Emphasizes cognitive processes and
private events (such as a client's self-talk)
A-B-C Mdel as mediators of behavior change " I am
 Antecendent(s) such a loser"

 Conflict with bosee

Exposure therapist
 Behavior(s)
 In Vivo Desensitization
 Extreme feelings thoughts and
Brief and graduated exposure to an actual
behaviors
fear situation or event
 Consequence(s)
 Flooding
 Wants to quit/quits
Prolonged &intensive in vivo or imaginal
exposure to stimuli that evoke high levels
Four Aspects of Behavior Therapy of anxiety, without the opportunity to
avoid them
1. Classical Conditioning
In classical conditioning certain
respondent behaviors, such as knee jerks
and salivation, are elicited from a passive
organism
Fights with boss Feels anxious and Eye Movement Desensitization and
depressed Reprocessing (EMDR)
2. Operant Conditioning
 An exposure-based therapy that
 Focuses on actions that operate on involves imaginal flooding,
the environment to cognitive restructuring, and the use
produce consequences of rhythmic eye movements and
 If the environmental change brought other bilateral stimulation to treat
about by the behavior is reinforcing, traumatic stress disorders and
the chances are strengthened that fearful memories of clients
the behavior will occur again. If
the that the behavior will
recur environmental changes Therapeutic Techniques
 Relaxation Training -to cope with  Behavior therapy does not place
stress; physiological technique emphasis on insight
 Systematic Desensitization-for  Behavior therapy tends to focus on
anxiety and avoidance reactions, symptoms rather than underlying
gradual exposure to feared stimulus causes of maladaptive behaviors
 Modeling-observational learning  There is potential for the therapist to
 Assertion Training - learning to manipulate the client using this
express oneself approach
 Social Sill Training - learning to  Some clients may find the directive
correct deficits in approach imposing or too
interpersonal skills mechanistic
 Self-Management Programs - self-
monitoring, self-reward, self-
contracting
 Multimodal Therapy-a technical Cognitive Behavior Approach
eclecticism: Begins with BASIC ID
Behavior-affect→sensation  Philosophy Faulty thinking leads to
imagery+cognition→ interpersonal emotional and behavioral
relationships→ drugs/biology disturbances. It is a
 Applied Behavior Analysis- psychoeducational model which
training new behaviors Particularly emphasizes therapy as a learning
effective in working with process, including acquiring and
developmentally delayed individuals practicing new ways of thinking that
 Dialectical Behavior Therapy- will translate into new ways of
learning emotional regulation and behaving and coping with problems
mindfulness acceptance of current  The various cognitive behavioral
state integrate opposing emotions approaches share the following
→learn to regulate behaviors . attributes:
Designed for the treatment of
Borderline Personality Disorder  A collaborative relationship
 Mindfulness-Based Stress between client and therapist
Reduction Therapy-meditation and  The premise that psychological
yoga distress is often maintained by
cognitive processes
Therapist - Client relationship
 "A focus on changing cognitions to
 "Warmth, empathy, acceptance are produce desired changes in affect
necessary but not sufficient "The and behavior
therapist takes an active role, a large  A present centered, time limited
part involves teaching client concrete focus
skills through instructions, modeling,  An active and directived stance ny
and feedback the therapist
 Client must be willing to change and  An educational treatment ficusing on
do more than merely gain insight. specific and structure problems

Limitation of Behavior Therapy

 Heavy focus on behavioral change Specific Approaches
may detract from client's experience
 REBT
of emotions; there is no opportunity
 Beck's Theory
for catharsis or release of emotions
 Deemphasizes the important
relational factors in the client-
therapist relationship Rational Emotive Behavioral Therapy
(REBT)
 Stresses thinking, judging, deciding, Key Assumptions
analyzing, and doing Assumes that
cognitions, emotions, and behaviors 1. People condition themselves to feel
interact and have a reciprocal cause- disturbed rather than being conditioned
and-effect relationship by external sources
 Is highly didactic, very directive, and
concerned as much with thinking as 2. People have the biological and cultural
with feeling tendency to think crookedly and to
 Teaches that our emotions stem needlessly disturb themselves
mainly from our beliefs, evaluations, 3. Humans are unique in that they invent
interpretations, and reactions to life disturbing beliefs and keep themselves
situations disturbed about their disturbances
How REBT Before 4. People have the capacity to change
their cognitive, emotive, and behavioral
 Dr. Ellis was frustrated at the slow processes; they can choose to react
progress and inefficiency of using differently from their usual patterns.
psychoanalysis in dealing with his
clients  It is largely our own repetition of
 Observation: clients got better when early indoctrinated irrational
they altered their way of thinking thoughts rather than a parent's
 Therapy would be more efficient and repetition, that keeps dysfunctional
would progress faster if it focused on attitudes alive and operative within
clients' beliefs us
 Emotions are viewed largely as the
View of Human Nature products of human thinking
 Anxiety usually stems from internal
 We are born with a potential for both repetition of the sentence, "I don't
rational and irrational thinking We like my behavior and would like to
have the biological and cultural change" and the self-blaming
tendency to think crookedly and to sentence, "Because of my wrong
needlessly disturb ourselves behavior and my mistakes, I ama
 We learn and invent disturbing rotten person, and I am to blame
beliefs and keep ourselves disturbed and/ deserve to suffer."
through our self-talk  RET contends that people do not
 We have the capacity to change our need to be accepted and loved, even
cognitive, emotive, and behavioral though it might be desirable
processes
 People have predispositions for self- Albert Ellis -
preservation, happiness, thinking
and verbalizing, loving communion Rational Emotive Behavior Therapy
with others, growth and self-
(REBT)
actualization.
 We have propensities for self-  Assumes that cognitions, emotions
destruction procrastination, and behaviors interact and have a
repetition of mistakes superstition, reciprocal cause-and-effect
intolerance, perfectionism and self-  is highly didactic and directive
blame  Teaches that our emotions stem
 REBT attempts to help clients accept mainly from our beliefs, evaluations,
themselves as creatures who will interpretations, and reactions to life
continue to make mistakes yet at the situations
same time learn to live more at peace
with themselves A - Adversity B -Belief
 Our explanation of why the situation
or event occurred. The belief may be
rational or irrational.
Irrational Beliefs
 Irrational beliefs lead to self-
defeating behavior
 Some examples:
"I must have love or approval from all the Therapeutic Goals
significant people in my life.
 To help clients differentiate between
"must perform important tasks realistic and unrealistic goals and
competently and perfectly. between self-defeating and life-
"If I don't get what I want, it's terrible, enhancing goals
and I can't stand it.  To assist clients in the process of
achieving:
 Three Basics Musts we internalize  Unconditional self-acceptance
that inevitably that lead to self defeat (USA)
 Unconditional other-acceptance
(UOA)
 Unconditional life-acceptance
(ULA)
 minimizing a client's central self-
defeating outlook and acquiring a
more realistic tolerant philosophy of
life"
 Reducing a tendency for blaming
oneself or others for what goes
wrong in life and teaching client's
ways to effectively deal with future
difficulties
 RET not aimed at symptom removal
but to induce people to examine and
change those values that keep them
disturbed.

The Therapeutic Process

 Therapy is seen as an
educational process
 Clients learn
 To identify the interplay of their
thoughts, feelings and behaviors
 To identify and dispute irrational
beliefs that are maintained by
self- indoctrination
 To replace ineffective ways
of thinking with effective and
rational cognitions
 To stop absolutistic thinking,
blaming, and repeating false
beliefs
  People's internal communication is
accessible to introspection
Therapeutic Techniques  Clients' beliefs have highly personal
 Therapists practicing REBT use the meanings
 These meanings can be discovered
following techniques: by the client rather than being taught
or interpreted by the therapist
 Disputing irrational beliefs
 Doing cognitive homework
 Bibliotherapy
 Changing one's language Automatic Thoughts
 Psychoeducational methods  Beck realized that the link between
 Rational emotive imagery thoughts and feelings was very
 Using humor important
 Role playing  He invented the term automatic
 Shame-attacking exercises thoughts to describe emotion-filled
 Standard behavior thoughts that might pop up in the
therapy procedures mind.
 found that people weren't always
Aaron Beck's Cognitist Therapy (CT) fully aware of such thoughts, but
could learn to identify and report
 Emphasizes changing negative them.
thoughts and maladaptive beliefs  "If a person was feeling upset in
 Insight-focused therapy with an some way, the thoughts were usually
emphasis on changing negative negative and neither realistic nor
thoughts and maladaptive beliefs helpful
 Clients' distorted beliefs are the  identifying these thoughts was the
result of cognitive errors key to the client understanding and
 Pychological problems are an overcoming his or her difficulties.
exaggeration of adaptive responses
resulting from commonplace Basic theory:
cognitive distortions
To understand the nature of an emotional
episode it is essential to focus on the
Philosophical Foundations cognitive content of an individual's
reaction/ stream of thoughts to the
 Stoicism: Epictetus-logic could be
upsetting event
used to identify and discard false
beliefs that lead to destructive Goals:
emotions-how CBT identify cognitive
distortions that contribute to To change the way clients think by using
depression and anxiety their automatic thoughts to reach the
 Alfred Adler-basic mistakes: how core schemata and begin to introduce the
these contribute to the creation of idea of schema restructuring
unhealthy or useless behavioral Principles :
and life goals.
 Albert Ellis-RET Automatic thoughts personalize notions
 The Behaviorists: Pavlov, Hull, that are triggered by particular stimuli
Wolpe, Skinner, Watson and Raynor that lead to emotional responses.
 Social Learning: Rotter, Bandura
Arbitrary inference "Nobody likes me, I
drawing a specific just know it."
conclusion in the
Theoretical Assumptions absence of evidence to
support the conclusion,
or when evidence is Letting one's feelings here at work every
contrary to the about something day, I know I work
conclusion. overrule facts to the harder than
Selective Abstraction "They gave me a contrary. anyone else on the
focusing on a detail party. Then I heard job."
taken out of context, one saying he was Labeling and "My friend would
ignoring other more so tired because it Mislabeling: never do anything I
salient features of the was a lot of work. Portraying one's disapproved of."
situation, and See! They really identity on the basis of
conceptualizing the never wanted to imperfections and
whole experience based give me this mistakes made and
on that one fragment. party!" allowing them to define
Overgeneralization "Well, I did not win one's true identity.
drawing on a general as block Mind Reading: "My room was
rule or conclusion representative, so I Believing you know dirty when my
based on one or more am sure everyone what others are friends came over,
isolated incidents, then thinks I am a thinking. so I know they
applying the idea across failure and won’t think I'm burara."
the board. want me in their
project."
Personalization "Well, it rained so
relating external events not many people
to the self even if there showed up. It’s all
is no basis for making my fault! I should
such a connection. have known it
would rain!"
Magnification "I did not have
Evaluating the change (coins) at
magnitude of an event the start when
that is so gross as to people started
Back's Treatment of depression
constitute a distortion. coming in and  If the client can develop
paying, so the lines alternative views of a problem,
became long, and then alternative courses of action
people had to wait. can be developed
I had to run to the  A central characteristic of most
bank. So the depressive people is self-
concert was a total criticism. Underneath the
disaster!" person's self-hate are attitudes of
Absolute "She loves me, weakness inadequacy, and lack of
Dichotomous we're so happy…
responsibility
Thinking: The We had a fight, it's
tendency to see all over!"  Clients are asked to identify
experiences in one or and become aware of
two absolute their excessively self-critical
categories. behavior.
Catastrophizing: "If I fail my finals,
Thinking of the my life will be
absolute worst scenario over." Beck's Treatment of depression
and outcomes for most
situations; predicting  The therapist can discuss with the
only negative outcomes
client how the "tyranny of shoulds
for the future.
Disqualifying/ "My son told his
can lead to self-hate and
Discounting the best friend that I depression
Positive: Telling was the best father  A specific characteristic of
yourself that the good in the world, but depressed people is an
things that happen to I’m sure he was exaggeration of external
you don’t count. just being nice." demands, problems
Emotional Reasoning: "Even though he is and pressures
  Depressed clients typically  It may be less suitable for
experience painful someone who feels vaguely
emotions. One therapeutic unhappy or unfulfiled, but who
procedure to counteract painful doesn't have troubling symptoms
affect-humor or a particular aspect of their life
 A cognitive therapist might focus they want to work on.
on problem resolution by asking  more helpful for those who can
the client to list things that need relate to CBT's ideas, its
to be done, problem- solving approach and
 set priorities, the need for practical self-
 check of tasks that have assignments.
been accomplished, and  CBT for those who want a more
 "break down an external practical treatment, where
problem into gaining insight isn't the main aim.
manageable units
CBT can be effective with:
Cognitive re-structuring  anger management
identify problematic thoughts change to  anxiety and panic attacks
better coping thoughts and positive self-  habits, such as facial tics mood
statements homework practice swings
 obsessive
Schema change  child and adolescent
I am worthless" becomes "I have worth"  compulsive disorder
Unfriendly-friendly continuum becomes  problems
Friendly-perfectly friendly  phobias
 chronic fatigue syndrome
Reframing  posttraumatic
 "You are so overbearing" becomes  chronic pain
"you are very much concerned"  depression
 drug or alcohol problems
Behavioral Experiments  eating problems
 designed to test thoughts  stress disorder
 sexual and relationship
Thought Records  problems
 also to test the validity of thoughts  sleep problems

Scheduling a Pleasant Activity, Sense Limitations of Cognitive Behavior

of Therapy
Mastery/Competence/Accomplishmet  Extensive training is required to
 for depression practice CBT
 Therapist may misuse power by
Situation Exposure Hierarchies imposing their ideas of what
 putting things one would normally constitutes "rational" thinking on
avoid on a list a client
 Therapists must take special care
Imagery-Based Exposure to encourage clients to act
 recall of a memory that provoked rationally within the framework
strong negative emotions their own value system and
cultural context
The Benefits from CBT?  The strong confrontational style
 Those having particular of Ellis' REBT may overwhelm
problems are more suitable for some clients
CBT, because it works through  Some clinicians think
having a specific focus and goals. CBT interventions overlook the
 value of exploring a client's past  Premise:
experiences  As a prerequisite to behavior
change, clients must notice how
Contribution of CBT they think, feel, and behave, and
 Both Ellis's REBT and Beck's CT what impact they have on
represent the most systematic others
applications of CBT  Basic assumption:
 The approaches are relatively  Distressing emotions are
brief and structured treatments typically the result of
that are cost effective maladaptive thoughts
 The cognitive behavioral theorists
have demystified the therapy Self-instructional Therapy focus:
process  Trains clients to modify the
 The credibility of this model instructions they give to
grows out of the fact that many of themselves so that they can cope
its propositions have been more effectively
empirically tested All cognitive  Emphasis is on acquiring practical
behavioral approaches place coping skills
emphasis on practicing new skills
both in therapy and in daily life, Cognitive structure:
and homework is a key part of the  The organizing aspect of thinking,
learning process which seems to monitor and
direct the choice of thoughts
 The "executive processor"
Strength based Cognitive Behavioral
Therapy
 Developed by Christine Padesky Behavior Change in CBM
and Kathleen Mooney,  Self- observation
 S-B CBT is a variant of Aaron  Starting a New Internal Dialogue
Beck's cognitive therapy  Learning New Skills
 Involves identifying and
integrating client strengths at Meichenbaum's Stress Inoculation
each phase of therapy Training
 Active incorporation of
client strengths encourages The conceptual-educational phase
clients to engage more fully in  Therapist/Client relationship
therapy and often provides created
avenues for change that  Educated about the nature and
otherwise would be missed impact of stress
 Taught to break down global
Applications for Strengths-Band CBI stressors
 An add-on for classic CBT
 A four-step model to build Skills acquisition and skills
resilience and other consolidation
positive qualities  Coping skills are taught and
 The NEW paradigm for chronic practiced
difficulties and personality  Taught to use coping self-
disorders statements
 Cognitive and behavioral skills
Cognitive Behavior Modification are taught

 Focus: Application and follow-through phase

 Client's self-statements or self-
talk
  Opportunity to apply newly How does it feel in your body?

learned skills in different Where do you feel it most
situations strongly?
 Clients may be asked to train  Understanding with Empathy
others  "To show and listen with
 Booster sessions are offered empathy to oneself and others.

Cognitive Narrative Approach to CBT Non-Identification

 Focuses on the plots, characters,  This emotion is not who you are.
and themes in the stories people  The feeling will go away, you
tell about themselves and others don't have to hang to it.
 Meichenbaum claims that we are  Resilience
all "story tellers"  the process of adapting well in the
 In therapy, clients learn how they face of adversity, trauma, tragedy,
construct reality, examine the threats, or significant sources
implications and conclusions they of stress
draw from their stories, and
develop resilient engendering Lotus Effect
behaviors  Refers to the plant's remarkable
waterproof capacity to grow through
the mud while remaining pristine.
The secret is in its self-cleaning
property
 Can you train the mind to be similar
in creating a field of non-clinging?
The RAIN Technique
Rain Technique
Recognize
 What is happening? Nurture
 Recognize the feeling that you are Nurture with loving presence. Send a
experiencing gentle message inward directly to the
 Name it if you can. anxious part: "It's okay, sweetheart. You'll
 Healing comes from Feeling be all right; we've been through this so
many times before...
 Presence
You need to be fully present with yourself  Spirituality
or with the other person.  Allow yourself to be
transformed by the experience.
 A recognition of a feeling or
Allow sense or belief that there is
 Allow the feeling just to be there something greater than oneself.
 Allow life to be just as it is.
 "Yes, this feeling is here, it's When it RAINS it POURS
okay." R Recognize
 It will pass just like the rain. A Allow
 Openness I Investigate
 Receptivity to new ideas and N Non-identification Nurture
new experiences. P Presence
O Openness
Investigate U Understanding
 Investigate the feeling with R Resilience
kindness and with a gentle and
curios attention.
Existential Therapy
Frankl 1905-1997

Logotherapy
 The essence of being human lies in
searching for meaning and
purpose
 Love is the highest goal to which
humans can aspire and that our
salvation is through love.
 Freud as the depth psych and he
as the height psych (Third school
of Viennese Psychoanalysis)
 Human motivation: will meaning
vs. will to pleasure (Freud) and
power (Adler)

Rollo May (1909-1994)

 Studied with Adler in Vienna, took
theology Union Theological
Seminary 2 years in sanitorium,
read Kierkegaard and recognized
the existential dimensions of
anxiety
 Led to The Meaning of Anxiety
(1950) and Love and Will (1969)
for his personal
 struggles with love and intimate
relationships
  Most influenced by Paul Tillich Sun: Overcoming the Terror of
mentor and friend; May as the Death (2008); The spirit of a man
main American spokesman of is constructed out of his choices.
European
existential psychotherapy James Bugental (1915-2008)
 Concerned with the nature of  coined the term "existential-
human experience, recognizing humanistic psychotherapy"
and dealing with power, accepting  away from labeling and
freedom and responsibility, and diagnosing clients
discovering one's identity  emphasized cultivating both client
 Psychotherapy should be and psychotherapist's presence.
concerned with problems of being  Assist in deepening inner
flearning to deal with issues such exploration or searching
as sex and intimacy, growing old,  The therapist's primary task
facing death, and taking action in involved helping clients to make
the world). new discoveries about themselves
 Individualism should be balanced in the living moment, as opposed
by Adler's social interest to merely talking
 It takes courage to be and our about themselves.
choices determine the kind of  Viewed resistance as such to
person we become, struggle being fully present both during
between the security of the therapy hour and in life.
dependence and the joys and intellectualizing, being
pains of growth. argumentative, always seeking to
please, and other life-limiting
Irvin Yalom (1931) pattern. As resistance emerges in
 parents migrated from Russia after the therapy sessions, the
WWI therapist repeatedly notes, or
 Inner city Washington, DC; poor "tags," the resistance so the client
 neighborhood refuge in reading increases his or her awareness
books from library: and ultimately has an increased
 decided to become a writer range of choices.
 Professor emeritus of psychiatry,  died at the age of 93.
Stanford University School of  TheArt of the Psychotherapist
Medicine: 1970/2005 the Theory (1987); Psychotherapy Isn't What
and Practice of Group You Think (1999);
Psychotherapy; Existential
Psychotherapy 1980 Existential Psychotherapy
 addresses four givens of existence
or ultimate human concerns:  Best described as a philosophical
freedom and responsibility, approach that influences
existential isolation, a counselor's therapeutic practice
meaninglessness, and death  Asks deep questions about the
 approached clients with a sense of nature of the human being and of
wonderment; here and now anxiety, despair, grief, loneliness,
 believes the therapist must be isolation, and anomie
transparent especially regarding  Deals centrally with the questions
his or her experience of the client. of meaning, creativity, and love
 basic philosophy is existential  Common questions/sources of
and interpersonal, which he existential angst for clients "Why
applies to both individual and am I here?"
group therapy.  "What do I want from life?"
 Wrote many stories: Love's  "What gives my life purpose?"
Executioner (1987); Staring at the
  "Where is the source of meaning Balancing aloneness and
for me in life?" relatedness helps us develop a
unique identity and live
Banc Dimensions of the Human authentically in the moment
Condition  At their best our relationships are
 The capacity for self-awareness based on our desire for
 The tension between freedom fulfillment, not based on
and responsibility deprivation
 The creation of an identity  Relationships based on
and establishing meaningful deprivation tend to be clinging
relationships and symbiotic
 The search for meaning
 Accepting anxiety as a condition The search for meaning
of living
 The awareness of death and  A distinctly human characteristic is
nonbeing the struggle for a sense of
significance and purpose of life
The Capacity for Self-Awareness  Logotherapy can provide the
conceptual framework for helping
 The greater our awareness, the clients find meaning in their lives
greater our possibilities for freedom  Meaninglessness in life can lead to
 Awareness is realizing that: emptiness and hollowness: an
 We are finite-time is limited “existential vacuum
 We have the choice to act or not
to act Anxiety : A Condition of Living
 Meaning is not automatic- we  Yalom's four givens of existence
must seek it We are subject to create anxiety
loneliness, meaninglessness,  Existential anxiety is normal- life
emptiness, guilt, and isolation cannot be lived, nor can
 Death be faced, without anxiety
Freedom and Responsibility  Neurotic anxiety, of which
we typically are unaware, is
 We do not choose the anxiety about concrete things that
circumstances into which we are is out of proportion to
born, but we create our own the situation
destiny through our choices  Anxiety can be stimulus for
 Freedom implies that we are growth as we become aware and
responsible for our lives, for our accept freedom
actions, and for our failures to
take action Awareness of Death and Nonliving
 Freedom and responsibility go  "Death gives significance to living;
hand in hand; assuming it is necessary to think about
responsibility is a basic condition death if we are to think
for change significantly about life
 Our awareness of death is the
Identity and Relationship source of zest for life and
 Identity is "the courage to be"-we creativity
must trust ourselves to search  We can turn our fear of death into
within and find our own answers a positive force when we accept
 Our great fear is that we will the reality of our mortality
discover that there is no core, no
self Gaols of Existential Psychotherapy
 Being existentially "alone" helps  Assisting clients in moving
us to discover our authentic self toward authenticity and learning
 to recognize when they are of the client, the counseling
deceiving themselves process is at its best
 Helping clients face anxiety
and Take full responsibility for Phases of Existential Therapy
your own engage in action that is
based on creating a meaningful  Initial phase: Clients are assisted in
existence identifying and clarifying their
 Helping clients to reclaim and re- assumptions about the world
own their lives; teaching them to  Middle phase: clients are assisted in
listen to what they already know more fully examining the source and
about themselves authority of their present value
 Schneider and Krug (2010) system
identify four aims of therapy:  Final phase: clients are assisted in
 To help clients become more present translating what they have learned
to themselves and others about themselves into action
 To assist clients in identifying ways
they block themselves from fuller
presence Strengths from a Diversity Perspective
 To challenge clients to  "It does not dictate a particular
assume responsibility for designing way of viewing or relating to
their present lives reality
 To encourage clients to choose more  It has a focus on universality, and
expanded ways of being in their daily on the human experiences that
lives transcend the boundaries that
separate cultures
Relationship Between Therapist and  It considers the degree to
Client which behavior is influenced by
 Therapy is a journey taken by social and cultural conditioning
therapist and client
 The person-to- Limitations from a Diversity
person relationship is key Perspective
 The relationship demands that  Approach may be excessively
therapists be in contact with individualistic and insensitive to
their own phenomenological social factors that cause
world problems; however, this is
 The core of the beginning to change
therapeutic relationship  Social injustices may lead clients
 Respect and faith in the to feel patronized
clients' potential to cope or misunderstood if the therapist
 Sharing reactions with too quickly conveys that they
genuine concern and empathy have choice in improving their
lives
Role of Techniques  Some clients may prefer more
 Existential psychotherapy is not concrete direction
technique oriented
 Techniques from other models Contribution
can be used within the context  Existentialists have contributed a
of striving to understand new dimension to the
the subjective world of the client, understanding of death, anxiety,
but they must be used in an guilt, frustration, loneliness, and
integrated fashion alienation
 when the deepest self of the  "Its emphasis on the human
therapist meets the deepest part quality of the
 therapeutic relationship is a  Malady of our time, "existential
strength vacuum" is experienced when
 The key concepts of the people don't busy themselves
existential approach can be with routine&work
integrated into most therapeutic  Aimed at challenging individual to
schools find meaning & purpose through,
among other things, suffering,
Logotherapy work, & love

Viktor Frankl (1905-1987) Categorical imperative of logotherapy

 Born &educated in Vienna “To live as if you were living already for
 1930: M.D. University of Vienna the second time and as if you had acted
 1949: Ph.D. University of Vienna the first time as wrongly as you are about
 1928 Founded the Youth to act now..” - Viktor Frankl
Advisement Centers in Vienna
 1942-1945: Prisoner in the
German concentration camps
 1947: Associate professor at the
University of Vienna
 Student of Freud
 Began his career in psychiatry
with a psychoanalytic orientation
 Distinguished professor in United
States International University in
San Diego
 Visiting professor in Harvard,
Stanford, & Southern Methodist
Universities
 Observed&personally
experienced the truths expressed Logotherapy views person “as pushed by
by existential philosophers drives”.. “”pulled by meaning and
&writers motivated by reason

Viktor Frankl (1905-1987)

Frankl-quoting Nietzsche's words

 "He who has a why to live for can
bear with almost any how"
 guiding motto for his
psychotherapeutic practice
 "That which does not kill me,
makes me stronger"
 Basic concepts:
freedom, responsibility, meaning
in life, search for values

Viktor Frankl (1905-1987)

Developed logotherapy
 "Therapy through meaning"
 Central theme-will to meaning
 Dilemma of the modern person: Attitudes in love
he has the means to live but often  3 Types of attitudes in love correspond
has no meaning to live for to the three levels of human being:
1. Sexual-body
2. Erotic-psychic structure, Both are based on human qualities of self-
temperament, traits detachment and self-transcendence
3. Love-core of the other
"Love is living the experience of another 1. Dereflection
person in all his uniqueness and 2. Paradoxical Intention: client is
singularity." encouraged to do, or wish to happen the
very things he fears; a way to handle
Other Sources of Meaning anticipatory anxiety
 Meaning through work-not just Ex. A phobic fights by avoidance and
paid work fleeing; but pressure only generates
 Meaning through suffering "There counterpressure; the more he struggles,
is no predicament that we cannot the more forceful the symptoms become
ennoble either by doing or
enduring"
 Meaning through death . Can you Paradoxical Intention
imagine living a second time and  Breaks the vicious cycle of
correcting what we acted wrongly anticipatory anxiety
about the first time? Seeing life as  Evokes a sense of humor capacity
an uncut movie, a book with for self-transcendence one gain's
kopen ending perspective on one's behavior,
puts distance between oneself
"Suffering ceases to be suffering at the and the fear.
moment it finds a meaning."  The detachment from one's fears
-Frankl lead to a sense of gaining control
 Warning: Pl is not a panacea; not
Logotherapy for endogeneous depression
 Focus on responsibility in
psychological pain Dereflection
 Emphasizes "decision for rather than  Functions to counteract the
"freedom from" compulsive propensity for self-
 Logotherapy doesn't deal with the reflection and excessive intention
symptom, but with the attitude of the or thought
client toward his symptom  Hyperreflection
 Views neurosis/pathology as: impedes spontaneity, creativity,
 what is preventing an individual and activity
from fulfilling a life task?  Works well with sexual neuroses:
 How do you help him/her not focusing on the disturbance at
understand his own life hand with neurotic self-concern,
direction? but re- orienting the client's
attention toward pleasing the
Basic Principles of Logotherapy partner

1. Life has meaning under all Socratic Dialogue.

circumstances, even the most miserable  Socratic dialogue is a tool in
ones. Logotherapy that walks a client
2. Our main motivation for living is our through a process of self-
will to find meaning in life. discovery in their own words.
3. we have freedom to find meaning in  "It is different from Socratic
what we do, and what we experience, or questioning that is often used in
at least in the stand we take when faced CBT.
with a situation or unchangeable  Socratic questioning breaks down
suffering anxious or negative

Two main techniques

  thoughts, while Socratic They learn that in many
dialogue is used to find meaning ways they keep themselves
within a conversation. prisoner by some of their past
 It allows the client to realize they experiences & decisions
already have the answers to  They can learn that they are not
their purpose, meaning, and condemned to a future similar to
freedom. the past, for they can learn from
their past & thereby reshape the
Therapeutic Goals future
 Enabling individual to act &  They can realize that they are so
accept the awesome freedom & preoccupied with death & dying
responsibility for action because that they fail to appreciate living
he is alive as a human being  They are able to accept their
 "Challenge clients' narrow & limitations yet still feel
compulsive trends, which are worthwhile, for they understand
blocking their freedom that they don't need to be perfect
 Give individuals a sense of to feel worthy
release& increased autonomy  Aim-increasing self-awareness,
 Confront "dizziness"& dread of which includes awareness of
freedom in order to grow alternative/s, motivations, factors
influencing the person,&personal
Client's Experience in Therapy goals
 encouraged to see their own  Freedom&responsibility:
subjective experience of their Counseling implications
world  Therapist assists clients in
 Challenged to take responsibility discovering how they are
for how they now choose to be in avoiding freedom&encourages
their world them to learn to risk using it
 Encouraged to take action based  2 central tasks of the therapist
on the insights developed  Inviting clients to recognize how
 Must be active in the process- they have failed to choose for
decide what fears, guilt & themselves & have allowed others
anxieties they will explore to decide for them
 Engaged in opening the doors  Encourage clients to take steps
to themselves toward autonomy

Therapeutic Techniques and  Anxiety as a condition of living:

Procedures Counseling implications
 Explore the possibility that,
 Capacity for self-awareness: although breaking away from
Counseling implications crippling patterns&building new
 They become aware that, in life- styles will be fraught with
desperately seeking to be loved anxiety for a while, as the client
they really miss the experience experiences more satisfaction
of feeling loved with newer ways of being, anxiety
 They see how they trade the will diminish
security of dependence for  Awareness of death&nonbeing:
anxieties that accompany Counseling implications
deciding for themselves
 They begin to see that
their identity is anchored Inner Blossoming
in someone else's definition An Asian-Transpersonal Approach to
of them. Learning, Growth and Healing
Maria Lourdes Llanga-Ramos
  Made a textbook for senior
 Taught courses in Psychology for highschool students entitled
more than thirty-five years as an "Personal Development" used in
Associate Professor at the Ateneo both public and private schools.
de Manila University where she
coordinated the M.A. Counseling
Program for fifteen years and the
PhD Program in Clinical
Psychology for ten years.
 Clinical Psychologist and
Hypnotherapist in private
practice, using her training in What is Inner Blossoming
both for her counseling and  "A way of seeing uncontaminated
psychotherapy sessions, in the truth in oneself and others
seminars, workshops, retreats with compassion
and recollections that she  "A way of cultivating one's ability
conducts in schools to go beyond habitual ways of
and universities, corporate and making sense
government offices, NGOs, with  "A way of empowering more
young adults, mid-lifers, healthy, happy and meaningful
seminaries and convents ways of being.
for religious clergy.
 M.A. in Social-Industrial Inner Blossoming Approach
Psychology and a PhD in Clinical  How do you help blossom a
Psychology from the Ateneo de psyche/soul?
Manila University with both  How do we bloom -- that is-grow
courses under government and and heal?
private sponsored scholarships  How do we help others bloom, or
 In college, attained a bachelor's grow and heal?
degree in the Behavioral Sciences  By providing opportunities for
graduating as Class Valedictorian learning objectivity
and Summa cum Laude with compassion
 Mother of two professionals and
grandmother to three young ones The Asian Transpersonal View
each with a distinctive personality  How do we go beyond the illusions
that she enjoys being with, caring of our conditioned habitual ego to
for, and learning from. the bigger truth of our authentic
 Presented in conferences in being?
different parts of the Philippines,  Can we awaken to our sleeping
as well as abroad such as in beauties?
Thailand, Malaysia, India, People's
Republic of China, the United QUESTION: which is true of you
States of America, and Canada. You are:
 Award winning author of "Inner Which is true of you,
Blossoming: An Asian- A. a human being having a spiritual
Transpersonal Approach to experience
Learning, Growing, and Healing" B. a spiritual being having a
which was given the "Gintong human experience
Aklat" award/Golden Book award
as Best Book in the Self-Help and Traditional Western Prayer
Inspirational Category by the We are our personality"
National Book Development L Psychodynamic/Freudian view: in the
Board of the Philippines. unconscious
2. Behavioral/Skinnerian view
learned/conditioned from the
environment (SR
3. Humanistic/Phenomenological view: in
your felt/Subjective experiences
4. Cognitive view: in your chosen mental
ideas (S-O-R)

The view from Inner Blossoming

View from Transpersonal Psychology Inner blossoming is about
 From a traditional body mind recovering one's psyche/soul
paradigm to a one's bigger truth
bodymindspirit perspective
 Psychology as a study of the  Inner Brossoming approach 1:
psyche (soul; there is a spiritual INVITING PRESENCE
dimension to the human being - Can I be fully present in the There
and now"?
Transpersonal Psychologists - notice how I am co-authoring my
 Carl Jung-beyond your personal experiences from moment
unconscious lie the to moment
wider collective unconscious - "give space and time to
which lives in you uncover more the genuine
 Abraham Maslow-to be fully impulse and the inner longing
human the highest point is - can we all be together in a
not self actualization but moment that will never come
self transcendence again?
 Jaime Bulatao, SJ-it is - "The most precious gift we can
about relationships offer others is our presence.
When mindfulness embraces
Asian Psychology those we love, they will bloom
- There is no such thing like flowers." Thich Nhat Hanh –
as personality. Personality is
but an illusion. Inner blossoming approach 2:
"Unless you die to yourself you cannot be OPENNESS
born" - "create open spaces by being
receptive to what is becoming
What does one awaken to? more realistic
The unfolding mystery of one's Self- - grounded in our bodies
one's being, one's being with others, in a - feeling with our hearts
world that is part of a larger universe - understanding with our minds
How do we go beyond the Illusions of our - awakening to our spirits
conditioned habitual ego to the bigger OPENNESS
truth of our authentic being? How do we - How do we help someone re-
awaken to our sleeping beauties? imagine her self and her world? –
Inner Blossoming as through more creative ways of
psychospiritual process of awakening to being!
our more Whole Self - Through Re-vision-ing

Inner blossoming approach 3:

AWARENESS
 Am I present in my life?
  If I added 5% more awareness Inner Blossoming Approach 7: Making
into my daily activities... Choices
 What is one of the greatest Claim one’s power to decide how to meet
gifts/can give? with changes and crises: test insights by
 What makes my heart sing? risking courageous action
 If I did not have to live up to the “he who has a why to live for can
expectations of anyone, who withstand any how ” – Goethe
would be? Swim out of you little pond – rumi
 What I choose to focus on is what Go beyond borders – fr. Bu
I can 'see' and what I look at Learn to dance with forever – maria
and can see becomes reality for
me. Indicators of growth and healing
- Physically reinvigorated
Inner Blossoming approach 4: - Emotionally anchored
ACCEPTANCE - Mentally calm and alert
willingness to embrace our self and our - More connected to what matters
life with respect and compassion most to us- families, friends,
 If I were more accepting of significant others, the world of
my needs and wants... nature, and God (or a higher
 If I no longer deny my fears... force)
 If I could welcome my - Expressing strength and courage
dreams more fully.. to continue to look at present
challenges
Unveiling Beams of LOVE - With more loving respect for
"Perhaps all the dragons in our lives are themselves
princesses who are only waiting to see us - And with resurrected faith and
act just once with beauty and courage. hope
Perhaps, everything that frightens us, in
its deepest essence, is something helpless 1. Himas (way of affection)
that needs our “Gentleness and great love can
love." transform disasters into blessings”
-Rainier Maria Rilke - Chen Yeng
“I did not hear nor understand the words
Inner Blossoming approach 5: you said, but I heard the love”
Understanding
Insights – when one accepts, one begins 2. Gulat (ways of disconnection)
to understand and see Ex: from the past, false beliefs, false
Attuning to the bigger picture of who we gods, toxic habits
are Are you ready for surprises?
“Enlightenment or awakening is not the
creation of a new state of affairs but the 3. Tadyak (way of confrontation)
recognition of what already is ” To shake, jolt or startle the other to dare
- Allan Watts see – a monster or hidden angel around
within“the flower that blooms in
Inner Blossoming Approach 6: adversity is the rarest and most beautiful
Freedom of all”
The discovery of one’s inherent powers! - The emperor of China, Mulan
“our deepest fear is not that we are
inadequate… it is our light not our 4. Silbi ( way of service)
darkness that frightens us” “Through altruistic acts we gain true
- M. Williamson wealth”
“Something we were withholding made “Giving is like drawing water from a well;
us weak, until we found it was ourselves.” As water drawn, more flows in, it is by
giving that blessing continue to flow in”
“nurture the habit of giving and our word
will become vast”
- Dharma Master Cheng Yen
Ramon Magsaysay Award 1990

“Rx for depression- do something

good for someone everyday” –
Alfred Adler

Transpersonal Perspective

Part of the experience of being human is

5. Katahimikan ( way of silence our sense of wonder
and deep waiting) Who am I?
...yearning for something more
For the new life or spirit to be born
A quiet heart mind is necessary for In the Transpersonal Perspective:
enlightenment  The search for identity, felt as a
driving thirst to know who we are, is
Filipino Methods of Awakening in held as a journey into being
Inner Blossoming  This is our psycho-spiritual journey
1. Himas  Being alive is an invitation to grow
2. Gulat from simply being a biological or
3. Tadyak physical organism to achieving our
4. Silbi personality
5. Katahimikan  (personal ego who resides in
an interpersonal world with
Here is a scientific answer to our others and his own private
questions! intrapersonal world)
 To become our Higher Self, or
“We are not human beings having a Essence, we are challenged to go
spiritual experience” beyond anchoring our self-definition
“We are spiritual beings having a human with our ego personality.
experience”  While traditional Western
Psychology ends with actualizing the
ego, or personality,
Into the blossoming garden of forever  The Transpersonal Framework
Glimpsing our unity and points to a Higher Self that is our
interconnectedness with others, the ultimate and true nature.
universe, and God  Thus, our so called personality is a
“Inside – you are sweet beyond telling” very limited way of being, a state of
consciousness which William James
Experiencing Transformation says is but one of many other states
Through felt unity, soul connection, and of consciousness
opening to the Garden of Forever.
“how can a drop of water never run dry” Types of ESP
“by becoming a part of the ocean”  Precognition-the ability to accurately
“your task is not to seek for love but perceive or predict future events
merely to seek and find all the barriers  Telepathy-thought transference from
within yourself that you have built one person to another, or mind-to-
against it ” - rumi mind communication.
“God is burning out of you everything  Clairvoyance-ability to see things
which is unlike himself ” -- mother without making use of the sense
Teresa of sight.
  faced with unwelcome pressures,
ESP is Hyper-empathy failures

Three types of suffering,

What is Transpersonal Psychology?  desiring pleasant experiences to
be permanent/clinging;
 Transpersonal psychology stands at  aversion to unpleasant
the Interface of psychology and experiences/escaping;
spiritual experience.  spinning stressful stories-
 It is the field of psychology which fantasizing/"if only"
Integrates psychological concepts,
theories, and methods with subject
matter and practices of the spiritual
disciplines The tragic triad of living
 Its interests include spiritual  Pain:
experiences, mystical states of  Physical -ex, backaches, headaches
consciousness, mindfulness and  socio-emotional -ex. Rejection,
meditative practices, shamanic betrayal
states, ritual, the overlap of spiritual  spiritual ex, need for meaning,
experiences and disturbed states relationships belonging to something
such as psychosis and depression, greater.
and the transpersonal dimensions of
relationships, service, encounters  Suffering: natural – storms, floods,
with the natural world, and many fire, earthquake
other topics. Man-made-ware, ejk, trauma
 The central concept in Transpersonal
Psychology is self-transcendence,  Death: Loss – favorite pets, dreams,
or a sense of self-identity which is opportunities, friendship, BFF,
deeper or higher, broader, and more physical death
unified with the whole.
 The root of the term, transpersonal DSM-5
or literally "beyond the mask, "refers  Neurodevelopmental Disorders
to this self- transcendence.  Schizophrenia Spectrum and Other
 While this self-transcendence Psychotic Disorders
recognizes a value to the personal, it  Bipolar and Related Disorders
also holds nonduality and the  Depressive Disorders
transpersonal as the more  Anxiety Disorders
fundamental ground of being and  Obsessive-Compulsive and Related
consciousness. Disorders
 Trauma-and Stressor-Related
"Our deepest fear is not that we are Disorders
inadequate. Our deepest fear is that we  Dissociative Disorders
are powerful beyond measure. It is our  Somatic Symptom and Related
Light not our darkness that frightens us." Disorders
 Feeding and Eating Disorders
A common human condition  Elimination Disorders
We all have experienced existential  Sleep-Wake Disorders
pains:"" uncertainties, confusion, feeling  Sexual Dysfunctions
lost and direction- less  Gender Dysphoria
 overwhelmed by stress,  Disruptive, Impulse-Control, and
wondering, Conduct Disorders
 searching for meaning, wanting  Neurocognitive Disorders
purpose,  Personality Disorders
 Paraphilic Disorders
 Other Mental Disorders
 Medication-Induced Movement
Disorders and Other Adverse Effects
of Medication
 Other Conditions that may be a focus
of clinical attention
Additional Notes:
 Internet Gaming Disorder*
 Caffeine Use Disorder*
 Suicidal Behavior Disorder*
 Nonsuicidal Self-Injury*