Transcript System
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 Theory Problem 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 background Values Theory of Practice Experiences Based on knowledge P2 Teoretical-base Practicalexperiences P1 Action/ behavior Counselling /Liv Margarete Lassen / 2006 6 HISTORICAL LINE 1900 Pavlov 1849/1900 Rubenstein 1889 Luria 1902 Vygotsky 1896 1951 Skinner 1904 Berne 1910 Leontjev 1903 FAMILIETHEORY Freud 1858 Perls 1893 Adler 1870 Frankl 1909 Rogers 1902 Glasser 1928 Satir 1921 Ellis 1930 Counselling /Liv Margarete Lassen / 2006 Bateson 1952 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 Polarity 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 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 Help Process Action Strategies Imbalance between the dynamic parts of the psyche / Seen with respect to psychososial stages Identify problems through: Play Art Tests Associations Talking, etc. 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 Unconditioned st. Reflecs Food Neutral stimulus R Condtioned st. R Bell Salivation Bell Salivation Counselling /Liv Margarete Lassen / 2006 16 Operant condtioning(Skinner) Sd o Sr Stimulus descriminat Behavoir Stimulus Reinforcer Situation Thoughts Psysical reactions Situations Thoughts Physical reactions An analysis of the connection between situasjon, behavior and reactions. Counselling /Liv Margarete Lassen / 2006 17 Conditioning Present + stimulus Praise Rewards Positive reinforcement -Stimuli Unpleasant consequence or task Punishment Withhold Extinction Negative reinforcement Counselling /Liv Margarete Lassen / 2006 18 Sosial learning theory Bandura & Walters • Modeling Tharp og Wetzl Importance of social aspects • Goal To learn new behavioral response to old patterns Includes cognition and feeling • Cognitive theory Meichenbaum-Piaget-Luria Neurolinguistisk Programming Bandler og Grinder Cognitive Systematic shaping - Nyborg - behavioral Self-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/ youths behavior With regards to the situational stimuli in the environment Child/ youth’s individual Characteristics as: • competance • learned behavior • cognitve style • resources 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) Stimuli Spiritual factors Identity Values Competanse Alternative conditioning Behavior Consequences Possible other variables Counselling /Liv Margarete Lassen / 2006 25 BEHAVIORISTIC Problem definition Process Action plan 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 Build out desired behavior by reinforcemen Shape up unlearned behavior. Reduce unwanted behavior by extinction Introduce positive models 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 deveopment Basic personal needs central for selfdevelopment (Etter Kreck & Crutchfield 1969:499) Maslow’ s Hierarchy of Needs Selv-actualization Self esteem Belonging Safety Physiological Counselling /Liv Margarete Lassen / 2006 28 Symbolic interaction G. Mead 1934 Evaluation & perception RV Cognition/ Feelings Evaluation & perception S V RS ”I mirrow myself in the other’s reaction to me” Counselling /Liv Margarete Lassen / 2006 29 HUMANISTIC Problem definition Helping Process Action plan • Unmet basic needs that use energy • Lost contact with own feelings, needs or self. • Analyze situation by interviewing child, youth, adults • Focus - Here and now • Conscerned with: Resources Needs 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. 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 Counselling /Liv Margarete Lassen / 2006 Macro Exo Meso Micro 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 Problem defintion Helping Process Action plan • ” System” retains and reinforces behavior patterns for own needs. • Behavior is a symptom of the system way of functioning • 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). Counselling /Liv Margarete Lassen / 2006 37 Eclectic Approaches • • • • • • • • 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 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 39