Summary: <p>By understanding the origins of distress, we are better able to deal with distress.<br> Counseling Theories assert that problems stem from ineffective relationships or thoughts in adulthood. Personality Theories speculate that distress stems from more innate, long standing problems often starting in childhood Learning Theories emphasize the fact that distress and behavior is learned from exposure to rewards and punishments<br> Theories: Person Centered<br> Humans are good and forward moving unless they are blocked<br> Blockages often occur from a lack of unconditional positive regard which leads to low self esteem and low self efficacy By creating a nurturing, positive environment, people will naturally move in the right direction.<br> 6 necessary conditions required for change: Therapist-Client Psychological Contact: a relationship between client and therapist<br> Theories: REBT/CBT Focuses on changing the current evaluations and/or reactions<br> Distress is caused by a combination of the event and the person's perception of the event<br> By using the A-B-Cs, people can evaluate their beliefs and reactions (consequences) to events. A-B-C</p> <p>CBT/REBT: Irrational Thoughts</p> <p>Focus on the present Avoid discussing symptoms and complaints. Focus on what counselees can do directly-act and think. Spend less time on what they cannot do directly: changing their feelings and physiology. Avoid criticizing, blaming and/or complaining<br> Remain non-judgmental, but encourage people to ask: Is what I am doing getting me closer to the people I need?<br> Focus on specifics. Who are counselees are disconnected from<br> Help them make specific, workable plans to reconnect with the people they need. Follow through on what was planned by helping them evaluate their progress.<br> Be patient and supportive but keep focusing on the source of the problem, disconnectedness. </p> <p>Personality Theories: Psychoanalysis<br> The conscious mind is what you are aware of at any particular moment, your present perceptions, memories, thoughts, fantasies, feelings<br> Working closely with the conscious mind is what Freud called the preconscious, what we might today call “available memory.”<br> The largest part by far is the unconscious. It includes all the things that are not easily available to awareness<br> The id, the ego, and the superego</p> <p>Personality Theories: Erickson<br> We develop through a predetermined eight stages.<br> Progress through each stage is determined by our success in all the previous stages.<br> Each stage involves certain developmental tasks<br> If a stage is managed well, we develop a certain virtue or strength<br> Learning Theories: Classical Conditioning<br> Learning Theories: Operant Conditioning<br> Operant conditioning is the use of consequences to modify the occurrence and form of behavior (Treatment planning)<br> Reinforcement is a consequence that increases a behavior. +/-<br> Punishment is a consequence that decreases a behavior. +/-<br> Extinction is the elimination of a behavior by removing the reward.<br> Learning Theories: Social Learning<br> People learn from one another, through observational learning, imitation, and modeling.<br> People can learn by observing behavior and the outcomes of those behaviors.<br> Learning can occur without a change in behavior.<br> Cognition, awareness and expectations of future consequences can have a major effect on the behaviors that people exhibit.<br> Reciprocal causation: The person, the behavior, and the environment can have an influence on each other.<br> 4 conditions that are necessary before an individual can learn<br> Attention: the person must first pay attention to the model/situation<br> Retention: the observer must remember the behavior that has been observed.<br> Rehearsal: the third condition is the ability to replicate the behavior.<br> Motivation: Learners m</p>
