Psychological Theories of Development Underlying the Counseling Process

1. Psychological Theories of Development Underlying the Counseling Process Liv Margarete Lassen 2006 Counselling /Liv Margarete Lassen / 2006

2. Theory ” Theory is when one understands everything and yet nothing seems to fit. Practice is when all fits well no one knows why. In this room theory and practice are united and nothing fits and no one knows why.” Counselling /Liv Margarete Lassen / 2006

3. 4 Major Theoretical Ideologies Behaviorism - Psychodynamic - Humanistic - System Eclectic TheoryProblem solving models Counselling /Liv Margarete Lassen / 2006

4. Hypothesis, theory and models • Theory ”A cluster of hypothses with a clear the connection between them. ” • Hypothesis ”Explains, describes or interpret possible connections which one is uncertain about, but willing to investigate.” • Model ”A representation of an idea or hypothesis.” (simplified version) Counselling /Liv Margarete Lassen / 2006

5. PRACTICE P3 Ethical back-ground Values Theory of Practice P2 Experiences Based on knowledge Teoretical-base Practical-experiences P1 Action/ behavior Counselling /Liv Margarete Lassen / 2006

6. HISTORICAL LINE 1951 1900 Pavlov 1849/1900 Skinner 1904 Rubenstein 1889 Luria 1902 Berne 1910 Vygotsky 1896 Leontjev 1903 FAMILIETHEORY Freud 1858 Perls 1893 Frankl 1909 Glasser 1928 Satir 1921 Adler 1870 Bateson 1952 Rogers 1902 Ellis 1930 Counselling /Liv Margarete Lassen / 2006

7. Central Theoretical Groups • Psychoanalysis: Focus on the inner processes; behavior seen as a consequence of inner energy based on feelings. • Humanistic: Focus on the whole identity; takes into account feelings, thoughts and behavior. • Behavioristic: Focus on observable behavior – measurable • Systemic: Focus on how systems affect individual’s growth and behavior. Looks at rolls, binds, rules and myths. Dysfunctional behavior is perceived as a symptom for a dysfunctional system. Counselling /Liv Margarete Lassen / 2006

8. Psychodynamic Feelings/emotions Focus - past Insight important Problem - a symptom Unconscious factors are important Behaviorism Behavior (+/- cognition) Focus present Insight – not essential Problem real: either not learned behavior or learned inadequate behavior Polarity Counselling /Liv Margarete Lassen / 2006

9. Psychodynamic • Pschoanalysis Freud (1856) Vienna Medical background • Three levels of psychological functioning superego - ego - id • Importance to attain a balance of the levels • Drive - Libido Survival instincts: Love, sex death and aggression Counselling /Liv Margarete Lassen / 2006

10. Psychosocial stages • Orale 0-1 • Anale 1-3 • Fallic/Ødipal 3-6 • Latent 7-13 • Genital 12 15 Counselling /Liv Margarete Lassen / 2006

11. Additional psychoanalytic views…... • Adler (1870) Medical background Power and feelings of inferiority • Jung (1870) Swiss Psychiatrist Archetypes – Collective consciousness, myths dreams, fairy tales, religion. • Reich (1897) Austrian doctor Vegetotherapi Counselling /Liv Margarete Lassen / 2006

12. Neofreudian theories: Ego- psychology • Erikson (1902) Tyskland 8 stages Importance of play Imporatnce of social interaction • Anna Freud (1895) Importance of defence mechanisms • Berne (1910) Canada Transactional analysis: Parent - Adult - Child Counselling /Liv Margarete Lassen / 2006

13. Natural developmental stages • Basic trust vs mistrust (0-1år) • Autonomy v.s. Shame/ doubt (2-3år) • Initiative v.s. Guilt (4-7 år) • Industry v.s. inferiority (6-12-13 år) • Identity vs. Role confusion (13-19 år) • Intimacy v.s. isolation (20-30år) • Generativity vs stagnation (30 år – old age ) • Ego Integrity vs despair (old age) Counselling /Liv Margarete Lassen / 2006

14. Psychodynamic Problem/ difficulty Imbalance between the dynamic parts of the psyche / Seen with respect to psychososial stages Identify problems through: Play Art Tests Associations Talking, etc. Help Process Action Strategies Strategies: Make the unconscious Conscioud through ”talking cure” Play therapy, art therapy, etc. Counselling /Liv Margarete Lassen / 2006

15. Behavioristic theory • Classic conditioning (Pavlov, Watson) Explains behavior as a learned response Neutral stimulus R Unconditioned st. Reflecs Condtioned st. R Bell Food Salivation Bell Salivation Counselling /Liv Margarete Lassen / 2006

16. Operant condtioning(Skinner) Counselling /Liv Margarete Lassen / 2006

17. Conditioning Withhold Present Extinction Positive reinforcement + stimulus Praise Rewards • Stimuli • Unpleasant consequence or task Punishment Negative reinforcement Counselling /Liv Margarete Lassen / 2006

18. Sosial learning theoryBandura & Walters Tharp og Wetzl • ModelingImportance of social aspects • Goal To learn new behavioral response to old patterns Includes cognition and feeling • Cognitive theoryMeichenbaum-Piaget-Luria Neurolinguistisk Programming Bandler og Grinder Cognitive Systematic shaping - Nyborg - behavioralSelf-management – self-efficacy Counselling /Liv Margarete Lassen / 2006

19. Sivert og Sveaas modell 1986”Lage – little world” Describe Problem: By kind. Personell/ teacher By parents foreldrene By the child/ youth Problem describes as: What the child/ youth does In his situation Child behavior is analyzed with regards to: Desired behavior Non desired behavior Assessment Counselling /Liv Margarete Lassen / 2006

20. Assessment • Child/ youth’s individual • Characteristics as: • competance • learned behavior • cognitve style • resources Child/ youths behavior With regards to the situational stimuli in the environment Counselling /Liv Margarete Lassen / 2006

21. Goal definition What we want the child/ youth to do: • Do more of • Do less of • Learn new Counselling /Liv Margarete Lassen / 2006

22. Action Plan What do we do? • Strategy for building new learning skills • Strategy for increasing desired behavior • Strategy for reducing unwanted behavior • Strategu for preventing • Action plan carried out together with parents and other involved persons Counselling /Liv Margarete Lassen / 2006

23. Evaluation • Has a change occured? • Has this helped the child or youth ? Counselling /Liv Margarete Lassen / 2006

24. Condtional counseling paradigms and models(Sten Rønneberg) Spiritual factors Identity Values Competanse Alternative conditioning Stimuli Behavior Consequences Possible other variables Counselling /Liv Margarete Lassen / 2006

25. BEHAVIORISTIC Problem definition Unlearned or faulty learned behavior Analysis of S-O-R dimentions with regards to present behavior Assess through systematic observation and interview to identify: S – d O - atferd S - reinforcer Identify - models Process Build out desired behavior by reinforcement Shape up unlearned behavior. Reduce unwanted behavior by extinction Introduce positive models Action plan Counselling /Liv Margarete Lassen / 2006

26. HUMANISTIC– The third way Rogers - Maslow - Glasser - Nissen 1. Humanistic 2. Eupsychic 3. Conscious & unconscious 4. Drive- ”growth hypothesis” Counselling /Liv Margarete Lassen / 2006

27. Pschological deveopmentBasic personal needs central for self-development(Etter Kreck & Crutchfield 1969:499) Maslow’ s Hierarchy of Needs Selv-actualization Self esteem Belonging Safety Physiological Counselling /Liv Margarete Lassen / 2006

28. Symbolic interactionG. Mead 1934 Cognition/ Feelings Evaluation & perception Evaluation & perception RV S V RS ”I mirrow myself in the other’s reaction to me” Counselling /Liv Margarete Lassen / 2006

29. HUMANISTIC • Unmet basic needs that use energy • Lost contact with own feelings, • needs or self. Problem definition • Analyze situation by • interviewing child, youth, adults • Focus - Here and now • Conscerned with: Resources • Needs Helping Process Plan: Counseling relationship should meet the person’s basic needs so that growth is ensured. Teach child/ parent/ teacher to formulate and meet own needs. Action plan Counselling /Liv Margarete Lassen / 2006

30. System theories - Comunication Bateson 1952 California -double bind • Family therapy Conjoint - Virginia Satir Strukturell - Minuchin, Haley Strategic - Watzlawick Systemic - Milanogruppen Selevini, Palazzoli Counselling /Liv Margarete Lassen / 2006

31. Fra Dyad to system • Dyad • Triad • Systems Punctuation of a circular process Communication prosess Counselling /Liv Margarete Lassen / 2006

32. A Circular Perspective • Individal seen as a part of a larger system where many elements act and react upon each other in quite unpredictable ways. Because this is a continuous process the setting is constantly changing.. • ”Everthing is connected” • Ecological system analysis Counselling /Liv Margarete Lassen / 2006

33. System theory • The system shapes and reinforces the indiviual’s behavior from own needs (for example: homeostase, meaning) • Problem is only a symptom for a dysfunctional system • Dysfunctions: ”Run away” Strukture problemes Myths, rules, meaning Counselling /Liv Margarete Lassen / 2006

34. Ecological perspectives • Bronfenbrenner – developmental analysis • Four levels: Micro - system Meso - system Exo - system Macro - system Macro Exo Meso Micro Counselling /Liv Margarete Lassen / 2006

35. Various Interactive systems Macro (F. ex. legislation Ecso system (Community) Meso System (Connections: Connection btw Micro systems are close to child/ youth – Family, school, etc Counselling /Liv Margarete Lassen / 2006

36. Systemic • ” System” retains and reinforces • behavior patterns for own needs. • Behavior is a symptom of the • system way of functioning Problem defintion Helping Process • Gather all involved parties • Through circulat interviewing attain • enough information to develop a • hypothesis. Plan: Use perturberance to change the systems rigidity (reframe, give exercises, change roles, talk). Action plan Counselling /Liv Margarete Lassen / 2006

37. Technical Divergerence of theories Choice of many Utilize existing theories Collection of theories Selection after needs Use parts of theories A-theoretical base, empirical Sum of parts Realistic Theoretical Convergence of theories Combination of several Creating new theory Mixing theory Synthesis Combine parts More theoretical than empirical More than the sum of the parts Idealistic Eclectic Approaches Counselling /Liv Margarete Lassen / 2006

38. Model for counselor decision making in individual counseling • Personal factors • Theory • Strategy • Methods og techniques • Spesific responses • Client-responses Counselling /Liv Margarete Lassen / 2006