conclusion counselling essay

Psychological Science: Counseling Essay (Theory of Counseling)

Introduction, theory of counseling, counseling psychology, values in counseling.

Counselling generally refers to the provision of assistance or guidance that eventually helps solve personal, social or mental problems. A professional individual typically administers it. It usually takes a number of forms, including individual counselling, group counselling, and couples counselling. The goal of individual counselling is to help one make better decisions, improve one’s relationship with others, and generally help one understand oneself in order to be able to make healthy changes. However, group therapy helps an individual to comprehend their emotions and transform problem behaviours with the help of others (Seikkula, 2019). This essay about counseling can help reveal and understand the prospects for using various techniques in the process of helping clients.

Counselling may be beneficial in a number of ways. It can make one have a better understanding of things that help in getting new skills to manage themselves better. Through the help of the counsellor, individuals can respond to problems from different perspectives. Sharing thoughts can exceptionally be helpful in changing one’s life, and that is what counselling is all about. There are important aspects of counselling that make its usage effective. One of these aspects is confidentiality; this means that a counsellor is, by ethics, required to treat all the information that a client shares as confidential material (Avasthi et al., 2022). Another important aspect is the counselling process; this depends on the individual counsellor and client and the urgency of the issue in question. However, the general process to be followed includes collecting background information, identifying key issues, case development, setting goals for therapy, implementation of intervention and evaluation. An important research question of this essay is, “How will counseling help you get through with your problems?”

Theories of counselling vary and mainly depend on the views of different writers. The ones reviewed include client-centred, holistic health, learned optimism, cognitive behavioural, solution-focused and existential. In client-centred counselling, the client is motivated to discover things and develop as a result of the guidance and climate that the counsellor provides. In this type of counselling, the standard features include active listening, acceptance, truthfulness and empathy (Bayliss-Conway et al., 2021). Holistic health, on the other hand, stresses the importance of physical well and emotional, social, vocational and spiritual needs. If these are ignored, then individuals will easily succumb to stress, which can affect their well-being.

There is a type of counselling practice that allows for interaction between the client and the counsellor. This method makes it possible to discuss successful moments that have occurred in the past or in the present (Bayliss-Conway et al., 2021). This form of counselling is referred to as learned optimism counselling. This also allows them to address the problems that should be anticipated in the present and the future. It involves having a positive mind and usually directs an individual on how things can turn out.

Cognitive behavioural therapy, also referred to as the ABC method, can be described as any form of therapy that is based on the belief in one’s thoughts and that is typically directly connected to the way one feels. In this type of scenario, there usually is what is referred to as the activating event, where the client draws their interpretations. This makes it possible for clients to believe in the ideas conveyed by the consultant (Reid et al., 2021). This typically leads to different consequences concerning the outcome of the event. Thus, this form of therapy helps clients identify distorted thinking that causes emotional problems and helps solve them.

Solution-focused therapy typically focuses on the outcomes; this means that the primary goal is focused towards achieving what the client wants through the use of therapy rather than the cause that made them seek therapy. This kind of approach focuses on the present and future, and the client is customarily advised to focus on the future and how it has changed (De Shazer et al., 2021). The existential approach is simply based on the presence of individuals in a therapy session and the reason why they are there in the first place. This means that if a client knows the reason why he/she is in therapy, then it will enable them to face the challenges that come along swiftly.

Counselling and psychology are interrelated; the use of psychological principles to overcome different problems is facilitated through counselling. Therefore, counselling psychology is a specialty that brings together research and applied work to achieve broad areas. The counselling process, outcome, supervision, and training are critical components in establishing preventive recovery pathways (DeBlaere et al., 2019). Some unique features of counselling psychology include the focus on people, environment interaction and impact personalities. Psychologists get the answers to people’s behaviours through counselling.

Psychologists are generally interested in finding answers through the counselling process and outcomes, in which, through the process, they get to ask questions, and the outcome will determine whether the process was effective and successful. In this process, the psychologist uses specific techniques. One of the main and most common ones can be called client and cultural variables (DeBlaere et al., 2019). Therapist variables and mechanisms of change are also included.

Therapist variables include the traits of a counsellor, theoretical orientation and behaviour. Following clearly established models of therapeutic intervention can have significant positive effects on patients (DeBlaere et al., 2019). Client variables, on the other hand, include certain things, such as seeking support from other people and further attachment to them (DeBlaere et al., 2019). This has been very useful in counselling. Stigma from mental illness motivates people to accept the fact that they have problems and make them seek help. Self-stigma is a condition that affects the individual’s perspective towards counselling, and this causes such an individual to require intervention.

Attachment style can be viewed in different ways. Those clients with avoidant styles may believe that counselling is not able to have any positive effect on their condition (Moradi et al., 2023). However, securely attached ones react differently. They perceive counselling to be incredibly beneficial. These kinds of individuals seek such professional help. Anxious attachment is said to perceive much importance as well as risks to counselling; thus, providing education about expectations of counselling can change clients’ attitudes tremendously.

Counselling relationship, as referred to in counselling psychology, refers to the feeling that a client and a therapist have towards each other and the way in which they are expressed. This kind of relationship may fall into three categories: countertransference, working alliance and personal relationship (Moradi et al., 2023). The secure base hypothesis is a theory concerning the function of counselling and is typically related to attachment theory; this enables the client to have a reference point.

Counselling psychologists use different approaches. They incorporate things such as cultural variables in counselling practices. They relate such aspects with the processes and results arrived at during counselling. Recent studies show that black clients are at risk of racial discrimination from white counsellors. Counsellors must have experience working with a variety of people in order to effectively deal with their characteristics and personal problems (Moradi et al., 2023). Counselling outcomes typically look at different symptoms, such as specific disorders and behaviour changes. Positive outcomes like quality of life form a basis of life-satisfaction measure reports.

One of the various quantitative methods includes conducting correlation studies. This is applied in the counselling course and during clinical trials. They also apply during the actual process of counselling and the studies on the processes of counselling and the outcomes. On the other hand, qualitative methods involve conducting, translating, and coding therapy sessions. In practical terms, one sees that counselling can delve into aspects such as emotion, personality and interpersonal relationships (DeBlaere et al., 2019). It, thus, can relate to different kinds of settings in a population, like community mental health settings and in-patient clients on drug abuse. In a community mental health setting, there are different individuals who suffer from all sorts of mental breakdown illnesses.

Counselling helps in making them understand the core reason behind their mental breakdown and possibly helps them deal with the fears that relate to it; the end results depend typically on the attitude of patients and their response to therapy during these counselling sessions. Different settings, thus, have different counselling approaches and also depend on the technicality of the given situation. Client variables normally help a lot during some sessions as they represent a deeper understanding of the current situation (DeBlaere et al., 2019). An in-patient on drug abuse, for example, may not derive much benefit from counselling if he does not accept that he/she has a problem, the problem has had a significant effect on his/her life, and finally, the problem can be fixed.

It is important to note, therefore, that counselling can only work where a client is willing to participate; commonly, psychology can be used to gain this will. Counselling, in essence, is a profession that is highly dependent on the needs of clients and their personalities. The counsellor’s approach should be unique from session to session and depend on how the client responds to the therapist’s questions and actions (DeBlaere et al., 2019). On other occasions, counsellors influence decision-making in individuals. This way, they influence the kind of decisions the clients make. Some of their decisions may change their lives completely.

Values in counselling introduce us to the various theoretical perspectives of psychology that can be used in counselling. The question of this study is to find out how counselling will help you get through your problems. There are various theoretical perspectives in psychology that are commonly referred to as paradigms. They include behavioural, biological, cognitive, humanistic, social, Freudian, and developmental. Focusing on the developmental perspective, its information processing, and developmental approaches as a discipline brings us to the approaches that can be applied in counselling (DeBlaere et al., 2019). There are three basic approaches currently under debate. They include information processing, life span development, and developmental approaches.

The approach under investigation was based on the concept of irrational beliefs, concepts of feelings and behaviour. The counsellors may incorporate therapy in the session and combine it with behaviour. This way, the counsellor personalizes the therapy session. How an individual feels and reacts to such feelings is the first step in knowing that something is not correct, and that can further lead to reasoning and, thus, the decision that motivates them to seek counselling. With these considerations, counselling appears as a link between the individual’s way of thinking and his/her behaviour. Feelings of sadness or anxiety can significantly predetermine a person’s behaviour in public life and their reactions to any aspects of society (Chita-Tegmark & Scheutz, 2021). Behaviour is usually motivated to result in a change in the human mind. When one’s response is based on false emotions, then negative and possibly harmful results will be achieved.

Negative behaviour may sometimes be the reason that individuals or groups in a therapy session realize the need for change. Proper guidance is one of the critical aspects that must be complemented by the ability to identify the client’s emotional state and behavioural patterns (Chita-Tegmark & Scheutz, 2021). This may lead towards finding out what the problem is with a particular individual or a group or may enable proper interpretation of events that led to therapy.

When a counsellor discovers the behaviour in an individual is no longer functioning, it may be a good indicator for assessing the things that the individual now believes in and thus, emotional health can be regained through removing the negative thoughts and distortions and trying to give them emotional and personality balance. Behavioural response as a perspective in counselling can provide a significant impact on the change process of an individual or a group. A behavioural perspective in interactions with clients during consultations can influence the achievement of trusting relationships between people (Seikkula, 2019). Usually, clients who decide to go for counselling have different problems they are aware of but need the help of a therapist to be able to identify the core reason as to why they cannot solve it.

Counselling can show that the initial stages of the client-counsellor relationship can be a bit difficult, but as the clients’ emotions and behaviour exhibit themselves, the counsellor will gain insight that will enable him/her to understand the client more and, thus, improve their relationship. Thus, it is crucial for the therapist to identify specific behavioural traits that are characteristic of the client and on which work can be concentrated (De Shazer et al., 2021). The positive ones help in improving the client’s self-esteem in the time when he/she seems to be having a mental breakdown that is related to the problem he/she is facing.

Exploring this perspective enhances the buildup of a therapy case before and in the course of counselling. The individual most often has no knowledge of the kind of issues that need to be addressed if he/she goes to counselling, but he/she knows that something is not right in the environment he lives in or that he/she has a problem that needs to be addressed. Distinguishing between the types of emotions experienced by the client is critical for the therapist in the initial stages as this will lay the foundation for further cooperation (Avasthi et al., 2022). In later stages of counselling and as the counsellor and the client relationship is built up, the counsellor may uncover the thought that leads to disruptive behaviour and feelings. It is the counsellor’s role in this perspective to identify and respond to them so as to restore an individual functional system.

Counselling is meant to consider the entire characteristic that an individual exhibits when he/she enters counselling; a counsellor, through knowledge of these traits like behaviour and feeling, will be challenged to uncover the client’s beliefs that are the cause of their actions. This can help create a more personalized process aimed at demonstrating people’s focus on their thoughts and ideas (Reid et al., 2021). The kind of behaviour that an individual exhibits during counselling sessions will either work positively for the client or not. If a client exhibits behaviour aimed at changing the painful experiences and helps him or them work on his/her feelings like anger, then this will be of great significance in making this individual a healthy and positive person.

In essence, counselling will make the individual understand and appreciate the reward that he/she achieved because of counselling. There are different approaches employed in counselling psychology. They differ in terms of therapy and the basic concepts. One of them is the behavioural perspective. This is comparable to the rest but also differs in various aspects. A comparison between the behavioural and cognitive perspectives revealed a key difference in the approach to problem-solving through psychoanalytic theory and practice methods, respectively (DeBlaere et al., 2019). The Freudian perspective works towards changing an individual’s personality and character through using childhood experiences. Cognitive and behavioural perspectives usually produce a change in a group or individual in a short period.

Theoretical perspectives differ in scope and applicability. Some can be used to solve crime cases as well as real-life dilemmas. There are various theories and approaches that can be combined with the perspectives discussed to help consultants gain a broader perspective and understanding of clients’ understandings (DeBlaere et al., 2019). In this way, a conducive and harmonious counselling environment can be created that will enhance the process to achieve results faster. It will also allow the client to recognize the impact that counselling has had on their life.

A compiled essay about counselling has shown it is quite a broad and diverse subject; it shares most subject matters, especially concerning psychology as a discipline in terms of emotion, behavior, personality, attention and perception. It usually provides an opportunity for individuals to express themselves where no one seems to agree with what they have to say; this is the basis and direction in which most individuals’ dysfunctional problems are solved today. Counselling has had tremendous results over the past in solving cases, and, as an expert, counselling psychology is one of the most effective tools in handling mental breakdown; the results of its usage in the modern world have become very effective over the years.

The counselling essay format provided a comprehensive review of the main aspects of this process and the key elements necessary for success. The study of counselling and, in broad terms, psychology have also been criticized by different philosophers of science; some say it is a soft science lacking the fundamental concepts and effectiveness like mature sciences such as physics and chemistry. Some say that it is not objective. They argue that the phenomena used by psychologists, like personality and emotion, cannot be measured directly and that they are often subjective in nature. The critical thing to note is that its usage in real-life situations has proven to be very successful.

Avasthi, A., Grover, S., & Nischal, A. (2022). Ethical and legal issues in psychotherapy. Indian Journal of Psychiatry, 64 (Suppl 1), 1-27. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9122134/

Bayliss-Conway, C., Price, S., Murphy, D., & Joseph, S. (2021). Client-centred therapeutic relationship conditions and authenticity: a prospective study. B ritish Journal of Guidance & Counselling, 49 (5), 637-647. https://doi.org/10.1080/03069885.2020.1755952

Chita-Tegmark, M., & Scheutz, M. (2021). Assistive robots for the social management of health: a framework for robot design and human–robot interaction research. International Journal of Social Robotics, 13 (2), 197-217. https://doi.org/10.1007/s12369-020-00634-z

De Shazer, S., Dolan, Y., Korman, H., Trepper, T., McCollum, E., & Berg, I. K. (2021). More than miracles: The state of the art of solution-focused brief therapy . Routledge.

DeBlaere, C., Singh, A. A., Wilcox, M. M., Cokley, K. O., Delgado-Romero, E. A., Scalise, D. A., & Shawahin, L. (2019). Social justice in counseling psychology: Then, now, and looking forward. The Counseling Psychologist, 47 (6), 938-962. https://doi.org/10.1177/0011000019893283

Moradi, B., Brewster, M. E., Grzanka, P. R., & Miller, M. J. (2023). The hidden curriculum of academic writing: Toward demystifying manuscript preparation in counseling psychology. Journal of Counseling Psychology, 70 (2), 119-132. https://psycnet.apa.org/doi/10.1037/cou0000650

Reid, J. E., Laws, K. R., Drummond, L., Vismara, M., Grancini, B., Mpavaenda, D., & Fineberg, N. A. (2021). Cognitive behavioural therapy with exposure and response prevention in the treatment of obsessive-compulsive disorder: A systematic review and meta-analysis of randomised controlled trials. Comprehensive Psychiatry, 106 , 1-13. https://doi.org/10.1016/j.comppsych.2021.152223

Seikkula, J. (2019). Psychosis is not illness but a survival strategy in severe stress: a proposal for an addition to a phenomenological point of view. Psychopathology, 52 (2), 143-150. https://doi.org/10.1159/000500162

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Essay Writing in Counselling and Psychotherapy: Top Tips

I’m a liberal when it comes to most things—except (as my students will know) fonts, formatting, and grammar. So why am I a fully signed-up member of the Grammar Police (or should that be ‘grammar police’)? Well, aside from my various OCDs (yup, that’s Oxford Comma Disorder), it’s a way that you, as a writer, can make sure that your beautiful, brilliant, creative writing is seen in its best possible light—not detracted by missing apostrophes and torturously convoluted sentences. So here are over 25 top tips for those of you writing essays and dissertations—at all levels—based on years of marking and encountering the same issues time after time. All of these tips are aligned with the Publication Manual of the American Psychological Association (7th edition), which provides an essential set of guidelines and standards for writing papers in psychology-related fields. There’s also a checklist you can download from here to go through your draft assignments to check everything is covered. (And just to say, by way of disclaimer, listen to your tutors first and foremost: if they see things differently, do what they say—they’re going to be the ones marking your papers!)

Puncutation

Apostrophes. You just would not believe how many students working at graduate, Master's, and even doctoral level dont know when to put apostrophe's and when not to. Check out the rules on it—it takes two minute's on the web ( try this site )—and you'll never drive your marker's crazy again (whose this Roger’s bloke that students keep writing about?).

Single (‘ ’) or double (“ ”) quotation marks? For UK English it’s single; for US English it’s double. The only exception is when you give quotation marks within quotations marks, in which case you use the other type. So, for instance, in UK English you might write:

Charlie said, ‘I’ve often told myself, “buck up, don’t be stupid,” but I do find it hard.’ On the other hand, Sharon said…

And while we’re at it, make sure those are ‘curly marks’ (or ‘smart apostrophes’), and not the symbols for inches (") or feet ('), which are straight.

One space after a full stop . Not two. That’s for when we had typewriters.

Colon (:) before a list , not semi-colon (;), and definitely not colon-dash (:-).

Write out numbers as words if they are below 10 (except if they are to do with dates, times, or mathematical functions; or at the start of the sentence). So, for instance:

‘Across the three cohorts there were over 500 participants.’

‘In this study, six of the young people said…’

Think where you’re putting your commas . They’re not sprinkles: something you just liberally and randomly scatter over your text. So check where you’ve put them, and that they meaningfully separate out clauses, or items, in your writing .

And, while we’re at it, a comma before the last item in a list (after ‘and’). This is known as an ‘ Oxford comma ’, and is recommended by the American Psychological Association (APA) to improve clarity. So, for instance, you’d write that ‘Across the counselling, psychotherapy, and psychiatric literature…’ rather than ‘Across the counselling, psychotherapy and psychiatric literature…’

Watch out for over-capitalising words . In most cases, you don’t need to capitalise—you’re not writing German (unless, of course, you are). Most words don’t need capitalisation (e.g., ‘person-centred therapy’, not ‘Person-Centred Therapy’), unless they are ‘ proper nouns ’ (that is, names of specific one-of-a-kind items, like Fritz Perls or the University of Sussex).

Key terms should be italicised on first use . Say you’re writing an essay about phenomenology, or it’s a key term that you’re going to define subsequently. The first time you use the term, italicise it. For instance, ‘Person-centred therapy is based upon a phenomenological understanding of human being. Phenomenology was a philosophy developed by Husserl, and refers to…’. An exception to this is that, if you want to introduce a term but without any subsequent definition (perhaps it’s not that central to your essay), put it in quotation marks. For instance, ‘Transactional analysis is based on such concepts as “ego states” and “scripts”, while Gestalt therapy…’

Quotations AND CITATIONS

Reference your claims . Whenever you state how things are, or how things might be seen, reference where this is from. Typically, a paragraph might have four or more references in it. If you find that you have several paragraphs without any at all, check you’re not making claims without saying their source. If it’s your own opinion, that’s fine (particularly later on in essays, for instance in the discussion), but be clear that that’s the case.

If you give a direct quotation, give the page number of the text it’s from (as well as the author(s) and date).

If a quotation is more than 40 words (a ‘block quotation’), indent it .

Otherwise, treat direct quotations as you would other text . So you don’t need to italicise it, put it in font size 8 or 18, use a different font colour etc. The same for quotations from research participants: use quotation marks and treat as block quotations if over 40 words, but otherwise leave well enough alone.

The page number comes between the close quotation mark and the full stop (if the direct quote is in the text). For instance: Rogers (1957) said, ‘The greatest regret in my career is that I didn’t develop pluralistic thinking and practice’ (p. 23). The only exception to this is with block quotations, in which case the page number comes after the full stop. Stupid, I know, but there you go.

In text citations for papers with 3 or more authors only need the first author now from first citation onwards, with ‘et al.’: e.g., ‘Cooper et al. (2021) say…’

Paragraphs, Sentences, and Sections

One paragraph, one point . Don’t try and squeeze lots of different points and issues into one paragraph. Often, a good way to write paragraphs is with a first sentences that summarises what you are saying in it, then subsequent sentences that unpack it in more detail.

Keep sentences short. In most cases, it doesn’t need to be more than three lines or so. If it’s longer, check whether you can break the sentence down into simpler parts.

Keep sentences simple. You don’t normally need more than two or three ‘ clauses ’; and if you’ve got more, for instance, like this sentence has—with lots of commas, semi-colons, and dashes in it—you can see how it starts to get more difficult to follow, so try and simplify.

Make sure you give clear breaks between paragraphs . So that the reader can see where one ends and the other begins. For instance, have a line break, or else indent the first line of each paragraph.

Headings should stand out . That’s what they are there for, so make sure they are different from the rest of the text. For instance, do as bold and centred. Also, if you are using different levels of headings (for instance, headings, subheadings, and sub-subheadings), make it really clear which are which, with higher levels more prominent in the text.

Don’t forget page numbers . If you want your assessors to be able to give feedback, they need to be able to point to where things are.

General writing

Use acronyms sparingly . ‘The AG group felt that ACT was superior to CBB on the TF outcomes…’ Unless you’ve got the memory of a child genius they’re a nightmare. If you do use them, make sure you explain what they are on first use.

Avoid jargon/overly-casual terms . ‘The therapists in the study seemed quite chilled; but, for future research more groundedness and heart-centredness could possibly help.’ Enough said!

Avoid repetition. Saying something once is nearly always enough. You don’t need to repeat it again and again. It gets tedious. Especially when you say things over and over again.

Be consistent in the terminology that you use . For instance, if you are doing an interview study with young people, don’t switch randomly between calling your participants ‘young people’, ‘adolescents’, ‘teenagers’, ‘clients’, and ‘participants’. Choose one term and stick to it and; if you do use more than one term, be consistent in which one you use when.

Use footnotes/endnotes sparingly . It can be frustrating for a reader to jump between your main text and then subtexts written elsewhere. So try and include everything in your main text if you can (for instance in parenthesis).

Don’t assume your readers know what things mean . ‘When it comes to measures based on normative, formative indicators…’ What? You don’t know what ‘normative’ and ‘formative’ mean (and it’s not a music group, though the name ‘The Normative Formatives’ is pretty cool!). The point here, as above, is to spell things out so that the reader knows what you are talking about. If it’s brief you could do that in parenthesis in the sentence. If not, give it dedicated sentences.

Check the spell and grammar checkers . Those wiggly blue and red lines underneath your writing (on Microsoft Word) do mean something. Sometimes it’s just the software being over-sensitive, but it’s always worth checking and seeing what it’s picking up. If you’re software doesn’t do spell and grammar checks, it might be time to upgrade. You need something or someone else to give this a thorough check through before submitting any piece of work.

Make your file names meaningful . And finally, if you are sending out documents for assessments as digital files, give it a name that is going to mean something in someone else’s system. ‘Essay.doc’ or ‘Berne version 3 final’ is really not going to help your assessor know which is your submission—particularly in the midst of tens or hundreds of others. So make sure your surname is in the file title (unless the submission needs to be anonymised), and add a reference to the specific assignment: for instance, ‘Patel case study 1’. Adding a date of submission, or completion, is also very useful, though I would suggest always doing this in the format ‘year-month-day’ (rather than ‘day month year’), so that computers store more than one version of the file in the correct order (assuming the files are sorted alphabetically). So that gives you a file title like ‘Patel case study 1 2020-03-10’ and, with a name like that, it’s unlikely to get mixed up with anything else.

With many of these ‘rules’, the main thing is to be consistent. For instance, most markers won’t mind if you use double quotation marks rather than single, or italicising all your quotes, but the key thing is to do it all the way through. It’s when it’s changing that it gets confusing, because the reader thinks you might mean something by it, when in fact it just means you weren’t thinking about it. But how do we know?! Bear in mind, in particular, that your marker may have several assignments to work through, so anything that can help make their life easier is likely to be worth it. And the great thing is, once you get into these habits, they’ll stick with you for next time. As your academic level progresses, there will be more and more expectation that you’ll get these things ‘right’. So use the checklist to go through your first few assignments, and also ask a peer to scrutinise it using the checklist, and once you’re finding that you’re addressing the issues from the start you can stop using it.

Last thing, and I’ve already said this (so much for avoiding repetition!), but for a brilliantly concise and comprehensive guide to academic writing, go to the Publication Manual of the American Psychological Association (now in its seventh edition). Keep it by your writing desk, your bedside, your toilet…. it’s an invaluable investment in terms of getting through your assignments, because it gives you a consistent and clear set of guidelines on everything from referencing to headings to writing style.

Actually, sorry, really really last thing, and I couldn’t end this blog without saying it because my students won’t recognise me. Times New Roman 12 point. That’s all you need. No Comic Sans, no Bahnschrift Light SemiCondensed. Just one, nice, clear font all the way through.

Keep it simple and let the glorious light of your creative genius through. Good luck!

Acknowledgements

Photo by Lovefreund

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10 Conclusion

• Published: January 2018
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This conclusion draws together the main themes of Working with goals in counselling and psychotherapy and revisits complex reasons people choose to engage in therapy. It explores the debate around the use, and usefulness, of goals in therapy. It sees the question ‘What do you want?’ as central to the therapeutic endeavour; but sees this a deceptively simple question that draws on complex psychological processes and requires great therapeutic skills to help clients answer. The chapter argues that therapeutic goals are about how therapists can help clients start in therapy, how therapists can remain flexible and open to changes in the directions that therapy may take, and how therapists can be as helpful as possible in joining clients on their journeys. The chapter concludes that the best kind of therapy is the one that best fits the goals, wants, needs, preferences, and context of the client.

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Essays on the Importance of . . . in Psychotherapy and Counseling

• essays-on-the-importance-of-in-psychotherapy-and-counseling

Article Published: 11/11/2020

The following is a series of three short essays on the importance of various aspects of doing psychotherapy and counseling. I received my counseling degree in 1978, and I have a small private practice specializing in very brief therapy (mostly single-session), generally using hypnosis based on the work of Milton H. Erickson. I have published 11 books in this field and written many articles, and I have provided workshops, trainings, and presentations in the United States and abroad.

On the Importance of Inclusivity

Clients come to see us because they are stuck; that is, they know only one interpretation for a particular stimulus in their life and that interpretation leads to one response. Although this is a rather simplistic model of psychotherapy, it seems to fit the facts. This means that our main task as therapists is to help clients discover choices in interpretation and choices in responses. Then, they are not stuck!

Also, both we and our clients tend to think about what is troubling them in an either/or fashion. They are depressed, panicked, anxious, obsessive, sad, grieving, unhappy, desperate, blocked, and limited OR they are not. O’Hanlon (2003) found a fascinating way to deal with this stuck state of affairs. He calls it inclusivity , which gets into the realm of both/and . This is oxymoronic technique, using confusion or scrambling of meaning, and is best illustrated by the following statements, generally prefaced by “I wonder how it would feel to be . . .”

• happily depressed/depressedly happy
• compulsively spontaneous/spontaneously compulsive
• obsessively casual/casually obsessive
• sadly delighted/delightedly or happily sad
• desperately free/freely desperate
• actively blocked/blocked actively
• grievingly full of warm memories/warmly grieving
• calmly panicked/panicky calm
• anxiously at peace/ peacefully or calmly anxious
• stressedly calm/calmly stressed
• openly protective/protectively open
• freely dependent/dependently free

Please note that these are all oxymorons, like a “down escalator” or “jumbo shrimp.” 

Recently, in the support group I facilitate, one of the members was talking about being depressed. This was first normalized by another group member talking about how depressed she had been and how she is still occasionally depressed about having cancer. I pointed out that almost everyone I know who has been diagnosed with a life-challenging disease goes through depression at one time or another. Then, I said, “I wonder what it would be like to be happily depressed?” The confusion that appeared in his face was a wonder to behold. Others in the group got the idea and added many both/and comments. (I leave this to your imagination.) He began to smile with the novelty of these new ideas. How could he be depressedly alive and active? What would it be like to be energetically slothful?

Inclusive statements scramble thinking and provide interesting choices for what had hitherto been restricted. I hope thinking more about the transformation involved in going from either/or to both/and will provide you with choices in your own life and also choices for your clients. You might even become effectively ineffective, for example!  On the Importance of Expectation in Hypnosis and Psychotherapy

Expectation is considered the basis of the placebo effect in both medicine and psychotherapy. Expectation involves hope and anticipation and wishing. 

In the beginning, psychoanalysis and psychodynamic approaches were structured for long-term involvement with a client, frequently going on for many years. As psychotherapy developed, the expectation was for fewer and fewer sessions. We now have brief therapy and very brief therapy and single-session therapy. Hoyt (2009) gives an excellent history of brief therapy, along with a scholarly based introduction to the subject. In my practice, I function as a very brief therapist, rarely seeing clients more than one or two times (more if they request). Let me relate how I arrived at this way of working.

I heard the late Steve de Shazer describe a research project carried out at the Brief Family Therapy Center in Milwaukee. Clients were randomly told at intake that their particular presenting problem usually took five or 10 sessions with a therapist. The therapists did not know about this. At follow-up, it was found that the clients who were told 10 sessions began to do “serious” work in their eighth or ninth session, and the clients who were told five sessions did this generally in the fourth session. Having spent most of my life as an academic scientist, I did a simple extrapolation and wondered what would happen if a client were told that their concerns could be resolved to their satisfaction in one session (two if really needed). So I began telling clients that I worked as a very brief therapist who rarely saw clients more than one or two times. My expectation was one or two sessions, and this turned out to be the case with most of my clients. The late Kay Thompson (2004), one of Erickson’s best students, was fond of saying something like, “If you do not believe in what you are doing, then why should the client?” I believe. It also undoubtedly helps that my sessions are always open-ended with respect to time. (I believe that the record for this is Erickson’s 17-hour session—my record is about three hours.)

Because I have written a book about how I work in this mode (Battino, 2006), I will just mention a few of the things that I do here.

• Solution-Focused Brief Therapy (SFBT) – A session frequently involves some use of the SFBT m iracle question , with its expectation that the client will create in their post-miracle thinking such realistic and appealing life changes that they cannot help but incorporate these changes into their lives. The trick, if you will, is to get the client to provide as much detail as you can elicit for their post-miracle life. Connected with this is suggesting a number of ways they can act as if their life has changed in a particularly desirable way.
• Narrative Therapy – When a client is stuck (why they come to see you), they feel as if they cannot act differently (i.e., they are being controlled in some way by internal forces). Externalization is then used to suggest to the client that the controlling power/entity can be resisted and overcome and even “exorcized.” Although describing the externalization process as an exorcism may appear to be strange, my clients liked this description, and we then work out ways for this to happen. When and how have they successfully resisted or overcome this internal demon? Usually, this work is done in the hypnosis segment of the session, but it can be done directly.
• Gestalt Therapy, Two-Chair Technique – With a surprising number of clients, the Gestalt therapy two-chair procedure is just the correct thing to do. This is the case with polarities within the client and with conflicts with parents or other relatives or people. When a client really gets into switching roles, they are usually in some level of trance.
• Reframing – Suggesting a different meaning to an event, feeling, or experience can be revolutionary. Being stuck means interpreting what is happening in one’s life in only one way. Reframing provides alternate meanings and allows the client to view their life from a changed perspective. Thinking of behaviors in different contexts is also a reframing. To perceive one’s self differently is change that is lasting.
• Stories – Telling stories and building metaphors that contain alternative ways of being and thinking allow the client to discover new ways of living and acting. I tell lots of stories, many of them personal.
• Hypnosis for Consolidation – It is generally accepted that people are more receptive to suggestions while they are in a trance state. The hypnosis segment of a session usually occurs at the end and is used to consolidate and repeat the various themes that have emerged during the session. New suggestions are introduced and woven into the tapestry of the session. The client’s inner mind can then pick and choose what makes the most sense for them. Many relevant possibilities are introduced here.

Milton H. Erickson was an artist in structuring a session with a client so that various expectations were “seeded” at the beginning of the session and then utilized at later, appropriate times. People anticipate change in various ways. Anticipating going to a hospital for surgery can be scary in terms of the procedure or it can be hopeful in terms of the expected outcome. When I got a full knee replacement, I did not look forward to the surgery or the long rehab period, but I certainly looked forward to being able to walk and hike comfortably. Which aspect do you focus on? When you focus on the hopeful and positive aspects of change, the negative aspects dim and blur and can be quickly forgotten or overlooked. When hoped-for change is seeded, then it is more likely to occur. The placebo effect is about anticipating positive change, healing, and health. The literature shows it to be remarkably effective. That is why my expectation is that therapy will proceed rapidly and effectively. 

Expect happiness, health, joy, and the probability of rapid change. On the Importance of Concerns (vs. Problems) in Hypnosis and Psychotherapy

The development of solution-focused brief therapy (SFBT) by Steve de Shazer and colleagues was a paradigmatic 180-degree shift from the problem-focused therapy that was based initially on the medical model. Yet even with SFBT, the work is still about the “problems” that the clients present. The conversation with the client is about the solutions they have attempted and the solutions that they can attempt. If you ask clients to tell you about their problems, they will do so, and almost ad infinitum . If you ask them what has changed in their life recently that they would like to continue, what has worked for them, and what works for them from time to time, they will tell you that. The emphasis is on solution talk and not problem talk. Stating this another way, the emphasis is not on the organic medical “disease” model but a mental model in which the client has gotten stuck in ways of thinking and behaving that they would like to change.

I have a problem with clients having problems that need solutions. (This is too mathematical!) I prefer thinking about clients being concerned about their thoughts and behaviors (i.e., there are things in their lives that bother them). A concern is of a lesser magnitude than a problem. Problems are serious, and concerns are troubling. Concerns are more easily remedied. I like to think of my clients (and this is my personal belief) as being temporarily troubled . In fact, that is the only diagnosis I am willing to give: being temporarily troubled.

You may think that I am playing games with words here, and I am. Yet in talk therapy, the words we use are the essence of the treatment, the nature of the interaction, and the change agent. Going from a problem to a concern to being temporarily troubled is a major reframe. And reframing is the linguistic mind-changing mechanism of choice for second-order change. Watzlawick et al. (1974) wrote about reframing as the central approach to second-order change, or really changing the system. The goal of therapy is to get the client to do something different, and this occurs via thinking and believing differently about their life and circumstance. They are stuck because they typically have only one way of interpreting or viewing their lives, and this typically leads to only one response. Change comes from changing perspective. 

I am simply urging a small change from problem to concern and suggesting that you think about using the diagnosis (if needed) of temporarily troubled .

Battino, R. (2006). Expectation: The very brief therapy book . Crown House Publishing Ltd.

Hoyt, M. F. (2009). Brief psychotherapies. Principles & practices . Zeig, Tucker & Theisen Inc.

O’Hanlon. B. (2003). A guide to inclusive therapy: 26 methods of respectful resistance-dissolving therapy . W.W. Norton and Company.

Thompson, K. F. (2004). The art of therapeutic communication. The collected works of Kay F. Thompson . Crown House Publishing Ltd.

Watzlawick, P., Weakland, J., & Fisch, R. (1974). Change: Principles of problem formation and problem resolution . W.W. Norton & Company.

For more information about my work, please visit rubinbattino.com .

**Opinions and thoughts expressed in our Counseling Confab articles belong to the authors and do not necessarily reflect the opinions or practices of NBCC and Affiliates.

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Writing a Counselling Case Study

As a counselling student, you may feel daunted when faced with writing your first counselling case study. Most training courses that qualify you as a counsellor or psychotherapist require you to complete case studies.

Before You Start Writing a Case Study

However good your case study, you won’t pass if you don’t meet the criteria set by your awarding body. So before you start writing, always check this, making sure that you have understood what is required.

For example, the ABC Level 4 Diploma in Therapeutic Counselling requires you to write two case studies as part of your external portfolio, to meet the following criteria:

• 4.2 Analyse the application of your own theoretical approach to your work with one client over a minimum of six sessions.
• 4.3 Evaluate the application of your own theoretical approach to your work with this client over a minimum of six sessions.
• 5.1 Analyse the learning gained from a minimum of two supervision sessions in relation to your work with one client.
• 5.2 Evaluate how this learning informed your work with this client over a minimum of two counselling sessions.

If you don’t meet these criteria exactly – for example, if you didn’t choose a client who you’d seen for enough sessions, if you described only one (rather than two) supervision sessions, or if you used the same client for both case studies – then you would get referred.

Check whether any more information is available on what your awarding body is looking for – e.g. ABC publishes regular ‘counselling exam summaries’ on its website; these provide valuable information on where recent students have gone wrong.

Selecting the Client

When you reflect on all the clients you have seen during training, you will no doubt realise that some clients are better suited to specific case studies than others. For example, you might have a client to whom you could easily apply your theoretical approach, and another where you gained real breakthroughs following your learning in supervision. These are good ones to choose.

Opening the Case Study

It’s usual to start your case study with a ‘pen portrait’ of the client – e.g. giving their age, gender and presenting issue. You might also like to describe how they seemed (in terms of both what they said and their body language) as they first entered the counselling room and during contracting.

If your agency uses assessment tools (e.g. CORE-10, WEMWBS, GAD-7, PHQ-9 etc.), you could say what your client scored at the start of therapy.

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Writing a Case Study: 5 Tips

Describing the Client’s Counselling Journey

This is the part of the case study that varies greatly depending on what is required by the awarding body. Two common types of case study look at application of theory, and application of learning from supervision. Other possible types might examine ethics or self-awareness.

Theory-Based Case Studies

If you were doing the ABC Diploma mentioned above, then 4.1 would require you to break down the key concepts of the theoretical approach and examine each part in detail as it relates to practice. For example, in the case of congruence, you would need to explain why and how you used it with the client, and the result of this.

Meanwhile, 4.2 – the second part of this theory-based case study – would require you to assess the value and effectiveness of all the key concepts as you applied them to the same client, substantiating this with specific reasons. For example, you would continue with how effective and important congruence was in terms of the theoretical approach in practice, supporting this with reasoning.

In both, it would be important to structure the case study chronologically – that is, showing the flow of the counselling through at least six sessions rather than using the key concepts as headings.

Supervision-Based Case Studies

When writing supervision-based case studies (as required by ABC in their criteria 5.1 and 5.2, for example), it can be useful to use David Kolb’s learning cycle, which breaks down learning into four elements: concrete experience, reflective observation, abstract conceptualisation and active experimentation.

Rory Lees-Oakes has written a detailed guide on writing supervision case studies – entitled How to Analyse Supervision Case Studies. This is available to members of the Counselling Study Resource (CSR).

Closing Your Case Study

In conclusion, you could explain how the course of sessions ended, giving the client’s closing score (if applicable). You could also reflect on your own learning, and how you might approach things differently in future.

Home — Essay Samples — Psychology — Counseling — Mental Health Counseling Admission

Mental Health Counseling Admission

• Categories: Code of Ethics Counseling Substance Abuse

About this sample

Words: 748 |

Published: Jan 31, 2024

Words: 748 | Pages: 2 | 4 min read

Table of contents

Introduction, personal background and motivation, academic and professional preparation, interpersonal and communication skills, knowledge of mental health counseling field, personal characteristics and attributes, career goals and future aspirations.

• Substance Abuse and Mental Health Services Administration. (2018). The Importance of Mental Health: Parity for Mental Health and Substance Use. https://www.samhsa.gov/behavioral-health-equity/parity-mental-health-substance-use.
• American Psychological Association. (2019). Becoming a Psychologist: Mental Health Counseling. https://www.apa.org/ed/precollege/psn/2014/09/becoming-a-psychologist.
• National Alliance on Mental Illness. (2021). Mental Health Conditions. https://www.nami.org/learn-more/mental-health-conditions.
• American Counseling Association. (2018). 2018 ACA Code of Ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf.

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