Solution Manual for Theory and Practice of Counseling and Psychotherapy, International. Edition 11th

Instructor Manual:

Solution Manual for Theory and Practice of Counseling and Psychotherapy, International Edition 11e Dr. Gerald Corey Chapter 1-15

Chapter 1: Overview and Introduction

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................... 1 Chapter Objectives ..................................................................................................................................... 1 Chapter Outline .......................................................................................................................................... 2

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to give students an introduction and overview of the Theory and Practice of Counseling and Psychotherapy textbook. First, we explain the author’s philosophical stance and suggested ways to use the textbook. Next, we differentiate between the contemporary counseling models by using the Stan and Gwen cases to identify the key issues. Finally, we describe the key themes of how each therapeutic technique presents as a demonstrated counseling session with Gwen.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 1. Explain the author’s philosophical stance.

2. Identify suggested ways to use this book.

3. Differentiate between each contemporary counseling model discussed in this book.

4. Identify key issues presented in the case of Stan.

5. Identify key issues presented in the case of Gwen.

6. Describe the key themes of the video counseling sessions with Gwen. [return to top]

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Chapter 1: Overview and Introduction

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

I. From My Point of View (01.01, PPT Slides 1-6) a. Author’s philosophical orientation is strongly influenced by existential approach i. Draws on various therapy approaches ii. Uses role-playing techniques b. Psychoanalytic emphasis on early psychosexual and psychosocial development c. Value cognitive behavioral focus on how our thinking affects the way we feel and behave d. Exercise increasing freedom to create our own future i. Limited by social, environmental, cultural, and biological realties e. Philosophy of counseling challenges the assumption that therapy is exclusively aimed at “curing” psychological “aliments” f. As a counselor, you need to remain open to your own personal development and address any significant personal problems g. It is essential for a counselor to be grounded in various theories of personality and to learn how they are related to theories of counseling II. How to Use this Book (01.02, PPT Slides 7-8) a. The personal tone of the book invites you to relate what you are reading to your own experiences b. To understand human functioning, it is imperative to account for the physical, emotional, mental, social, cultural, political, and spiritual dimensions.

III. Theory Chapters – An Overview (01.03, PPT Slides 9-10) a. Psychodynamic approaches i. Psychoanalytic therapy ii. Adlerian therapy b. Experiential and relationship-oriented therapies i. Existential therapy ii. Person-centered therapy iii. Gestalt therapy c. Cognitive behavioral approaches i. Behavior therapy ii. Cognitive behavior therapy iii. Choice theory/reality therapy d. Systems and postmodern approaches i. Feminist therapy ii. Postmodern approaches iii. Family systems therapy

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 2: The Professional Counselor

IV. The Case of Stan: An Introduction (01.04, PPT Slides 11-12) a. Intake Interview with Stan b. Overview of Some Key Themes in Stan’s Life V. The Case of Gwen: An Introduction (01.05, PPT Slide3 13-15) a. Background on the Case of Gwen i. Gwen is a 56-year-old, married, African American women presenting with fibromyalgia, difficulty sleeping, and a history of anxiety and depression b. Intake Session VI. Experience Counseling Sessions with Gwen (01.06, PPT Slides 16-18) a. Overview of Video MindTap Program for the Case of Gwen

Instructor Manual Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 2: The Professional Counselor

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................... 4 Chapter Objectives ..................................................................................................................................... 4 Chapter Outline .......................................................................................................................................... 4

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

3

Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 2: The Professional Counselor

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to identify characteristics of the counselor as a therapeutic person and to describe the benefits of seeking personal counseling as a counselor. We will explain the concepts of bracketing and managing a counselor’s personal values and how it relates to identifying goals in counseling. Next, we will discuss the diversity issues in the therapeutic relationship and what is involved in acquiring competency as a multicultural counselor. Finally, we will identify issues facing beginning therapists and the lifestyle changes that are needed for self-care.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 1. Identify the characteristics of the counselor as a therapeutic person.

2. Describe the benefits of seeking personal counseling as a counselor.

3. Explain the concept of bracketing and what is involved in managing a counselor’s personal values.

4. Explain how values relate to identifying goals in counseling.

5. Discuss the role of diversity issues in the therapeutic relationship.

6. Describe what is involved in acquiring competency as a multicultural counselor.

7. Identify issues faced by beginning therapists.

8. Describe the main therapeutic lifestyle changes that are key to self-care. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

VII. The Counselor as Therapist (02.01, PPT Slides 1-8) a. Personal Characteristics of Effective Counselors I. Effective therapists have an identity II. Effective therapists respect and appreciate themselves III. Effective therapists are open to change IV. Effective therapists make choices that are life oriented V. Effective therapists are authentic, sincere, and honest VI. Effective therapists have a sense of humor VII. Effective therapists may make mistake and are willing to admit them VIII. Effective therapists generally line in the present IX. Effective therapists appreciate the influence of culture

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 2: The Professional Counselor

X. Effective therapists have a sincerer interest in the welfare of others XI. Effective therapists possess food interpersonal skills XII. Effective therapists become deeply involved in their work and derive meaning from it XIII. Effective therapists are passionate XIV. Effective therapists are able to maintain healthy boundaries VIII. Care for the Counselor (02.02, PPT Slides 9-11) c. Personal therapy contributes to therapist’s professional work in three ways: i. As part of the therapist’s training, personal offers a model of therapeutic practice in which the trainee observes a more experienced therapist at work and learns experientially what is helpful or not helpful ii. A beneficial experience in personal therapy can further enhance a therapist’s interpersonal skills, which are essential to skillfully practicing therapy iii. Successful personal therapy can contribute to a therapist’s ability to deal with the ongoing stresses associates with clinical work IX. Core Principles of the Therapeutic Process and Values (02.03 & 02.04, PPT Slides 12-14) a. The Role of Values in Counseling i. The ACA Code of Ethics is explicit regarding personal values b. Can Counselors Who Self-Identify as Religious Provide Value-Free Counseling to LGBTQ+ Clients? c. Addressing Religious and Spiritual Values in Counseling d. The Role of Values in Developing Therapeutic Goals X. The Therapist and Multiculturalism (02.05 & 02.06, PPT Slides 15-17) a. Acquiring Competencies in Multicultural Counseling I. Diversity-competent practitioners II. Beliefs and attitudes III. Knowledge IV. Skills and intervention strategies b. Incorporating Culture in Counseling Practice I. Practical guidelines in addressing culture XI. Challenges for the Novice Therapist (02.07, PPT Slides 18-20) a. Dealing With Anxiety b. Being Yourself and Self-Disclosure c. Avoiding Perfectionism d. Being Honest About Your Limitations e. Understanding Silence f. Dealing with Demands From Clients g. Dealing with Clients Who Lack Commitment h. Tolerating Ambiguity i. Becoming Aware of Your Countertransference j. Developing a Sense of Humor k. Sharing Responsibility with the Client l. Declining to Give Advice m. Defining Your Role as a Counselor

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 3: Ethical Considerations in Counseling Practice

XII. Keeping Your Professional and Personal Life Separate (02.08, PPT Slides 21-24) a. Professional Burnout b. Self-Monitoring c. Therapeutic Lifestyle Changes (TLCs) I. Physical activity II. Diet and nutrition III. Being in nature IV. Relationships V. Recreations VI. Religious/spiritual involvement VII. Providing service to others [return to top]

Instructor Manual Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 3: Ethical Considerations in Counseling Practice

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................... 7 Chapter Objectives ..................................................................................................................................... 7 Chapter Outline .......................................................................................................................................... 7

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 3: Ethical Considerations in Counseling Practice

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to discuss the ethical issues that may arise in counseling practice. First, we describe ethics and ethical decision-making. From there we discuss informed consent and dimensions of confidentiality. Next, we recognize ethical issues from a multicultural and technological perspective. We discuss various perspectives on multiple relationships, along with boundary crossing and boundary violations. Finally, we explain what it means to become an ethical counselor.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 1. Describe mandatory, aspirational, and positive ethics.

2. Identify characteristics and procedural steps of ethical decision making.

3. Explain the right of informed consent.

4. Articulate the dimensions of confidentiality (privacy, privileged communications, and exceptions).

5. Recognize the ethical and legal aspects of using technology.

6. Identify the major exceptions to confidentiality.

7. Discuss ethical issues from a multicultural perspective.

8. Recognize when it is necessary to modify techniques with diverse clients.

9. Identify some key ethical issues in assessment and diagnosis.

10. Explain how ethnic and cultural factors can influence assessment and diagnosis.

11. Compare arguments for and against evidence-based practice.

12. Describe ethical issues related to multiple relationships in counseling practice.

13. Discuss various perspectives on multiple relationships.

14. Explain the differences between a boundary crossing and a boundary violation.

15. Explain how to manage boundaries and risks associated with using social media.

16. Explain what is involved in becoming an ethical counselor. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 3: Ethical Considerations in Counseling Practice

XIII. Clients Come First (03.01, PPT Slides 1-8) a. Professional relationships with clients exist for their benefit b. Must examine other less harmful personal needs such as I. Need for control and power II. Need for feeling adequate III. Need to be respected and appreciated XIV. How to Make Ethical Decisions (03.02, PPT Slides 9-12) d. The Role of Ethics Codes as a Catalyst for Improving Practice e. Some Steps in Making Ethical Decisions a. Identify the problem or dilemma b. Identify the potential issues c. Look at the relevant ethics codes for general guidance on the matter d. Consider the applicable laws and regulations, and determine how they may have a bearing on an ethical dilemma e. Seek consultation from more than one source to obtain various perspectives on the dilemma f. Brainstorm various possible courses of action g. Enumerate the consequences of various decisions h. Decide on what appears to be the best possible course of action XV. Clients’ Rights to Informed Consent (03.03, PPT Slides 13-15) e. Informed Consent XVI. All About Confidentiality (03.04, 03.05, 03.06 PPT Slides 16-19) a. Ethical Concerns with the Use of Technology b. Expectations to Confidentiality and Privileged Communication XVII. Ethics From a Multicultural Perspective (03.08, PPT Slides 20-22) a. Are Current Theories Adequate in Working With Culturally Diverse Populations? b. Is Counseling Culture-Bound? c. Focusing on Both Individual and Environmental Factors XVIII. Ethics during Assessment (03.09 & 03.10, PPT Slides 23-25) a. The Role of Assessment and Diagnosis in Counseling b. Considering Ethnic and Cultural Factors in Assessment and Diagnosis c. Assessment and Diagnosis From Various Theoretical Perspectives d. A Commentary on Assessment and Diagnosis XIX. Ethics and Evidence-Based Practice (03.11, PPT Slides 26-28) a. Treatments Validated by Empirical Research b. Preferred by Many Insurance Companies XX. Issues of Multiple Relationships in Practice (03.12, PPT Slides 29-31) a. Either Sexual or Nonsexual b. Multiple Relationship c. Nonprofessional Relationships XXI. Perspectives on Multiple Relationships (03.13, 03.14 & 03.15, PPT Slide 32) a. Ways of Minimizing Risk

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 4: Psychoanalytic Therapy

I. Set healthy boundaries early in the therapeutic relationship II. Involve clients in ongoing discussion and in the decision-making process, and document your discussions III. Consult with fellow professionals as a way to maintain objectivity and identify unanticipated difficulties IV. When multiple relationships are potentially problematic, or when the risk for harm is high, it is always wise to work under supervision V. Self-monitoring is critical throughout the process b. Establishing Personal and Professional Boundaries c. Social Media and Boundaries XXII. How to be An Ethical Counselor (03.16, PPT Slides 33-34) a. Code of Ethics b. Ethical Decision-Making [return to top]

Instructor Manual Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 4: Psychoanalytic Therapy

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 10 Chapter Objectives ................................................................................................................................... 10 Chapter Outline ........................................................................................................................................ 11

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 4: Psychoanalytic Therapy

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to discuss psychoanalytic therapy. First, we discuss Freudian deterministic views of human nature and development. Next, we identify the main differences between classical psychoanalysts and ego psychology theorist and the role of maintaining an anonymous role. We explain the role of transference and countertransference for the therapy process. We define techniques commonly used in psychoanalytic practice, the concepts of group therapy, the approach to school counseling, and contemporary trends. Finally, we identify strengths and shortcomings of psychoanalysis from a multicultural perspective as well as the main contributions and limitations of psychodynamic therapy.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 1. Explain the Freudian deterministic view of human nature.

2. Identify the differences between the id, ego, and superego.

3. Explain how ego-defense mechanisms help individuals cope with anxiety.

4. Discuss the influence of early childhood development on an individual’s present problems.

5. Identify the main differences between classical psychoanalysts and ego psychology theorists.

6. Explain the rationale for the analyst maintaining an anonymous role in classical psychoanalysis.

7. Identify what is expected of clients who participate in traditional (classical) psychoanalysis.

8. Explain the role of transference and countertransference in the therapy process.

9. Define these techniques commonly used in psychoanalytic practice: maintaining the analytic framework, free association, interpretation, dream analysis, and analysis and interpretation of resistance and transference.

10. Explain the application of psychodynamic concepts to group therapy.

11. Discuss the application of the psychoanalytic approach to school counseling.

12. Describe unique characteristics of the Jungian perspective on personality development.

13. Describe these contemporary trends in psychoanalytically oriented therapy: object-relations theory, self-psychology, and relational psychoanalysis.

14. Identify some of the strengths and the shortcomings of psychoanalysis from a multicultural perspective.

15. Describe some of the main contributions and limitations of psychodynamic therapy. [return to top]

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 4: Psychoanalytic Therapy

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

XXIII. Key Concepts (04.01, 04.02, 04.03, 04.04, 04.05, PPT Slides 1-17) a. View of Human Nature b. Structure of Personality I. The ID II. The ego III. The superego c. Consciousness and the Unconscious d. Anxiety e. Ego-Defense Mechanisms I. Repression II. Denial III. Reaction formation IV. Projection V. Displacement VI. Rationalization VII. Sublimation VIII. Regression IX. Introjection X. Identification XI. Compensation f.

XXIV.

Development of Personality I. Importance of Early Development II. Erikson’s Psychosocial Perspective III. Counseling Implications (1) Oral stage (2) Anal stage (3) Phallic stage (4) Latency stage (5) Genital stage (adolescence) (6) Genital stage continues (young adulthood) (7) Genital stage continues (middle age) (8) Genital stage continues (later life)

Processes in Psychoanalytical Therapy (04.06, 04.07, 04.08, PPT Slides 18-21) f. Therapeutic Goals g. Therapist’s Function and Role h. Client’s Experience in Therapy a. Psychodynamic psychotherapy i.

Relationship Between Therapist and Client

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 5: Adlerian Therapy

XXV. Application of Therapy: Techniques and Practices (04.09, 04.10, 04.11, PPT Slides 22-25) f. Maintaining the Analytic Framework g. Free Association h. Interpretation i. Dream Analysis j. Analysis and Interpretation of Resistance k. Analysis and Interpretation of Transference l. Application to Group Counseling m. Applying the Psychoanalytic Approach to School Counseling XXVI. Personality Development According to Jung (04.12, PPT Slides 26-28) a. Analytical Psychology b. Individuation c. Collective Unconscious XXVII. Contemporary Trends: Object-Relations Theory, Self-Psychology, and Relations Psychoanalysis (04.13, PPT Slides 29-31) a. Object-Relations b. Self-Psychology c. Relational Psychodynamic Model d. Summary of Stages of Development I. Treating Borderline and Narcissistic Disorders e. Some Directions of Contemporary Psychodynamic Therapy I. The Trend Toward Brief, Time-Limited Psychodynamic Therapy (1) Brief psychodynamic therapy (BPT) XXVIII. Psychoanalysis and Multiculturalism (04.14, PPT Slides 32-34) a. Strengths from Diversity Perspective b. Shortcomings from a Diversity Perspective XXIX. Summary and Evaluation (04.15, PPT Slides 35-39) a. Summary b. Contributions of the Classical Psychoanalytic Approach c. Contributions of Contemporary Psychoanalytic Approaches d. Limitations and Criticisms of Psychoanalytic Approaches [return to top]

Instructor Manual Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 5: Adlerian Therapy

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 14 Chapter Objectives ................................................................................................................................... 14

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 5: Adlerian Therapy

Chapter Outline ........................................................................................................................................ 15

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 5: Adlerian Therapy

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to discuss Adlerian therapy. First, we describe the key concepts of the Adlerian approach and explain the implications for therapy practice. Next, we discuss life tasks, role of the family, and birth order as part of the therapists and client lifestyle assessment. We describe the four phases of the Adlerian therapeutic process and explain this view from the interpretation in the therapy process. Finally, we discuss strengths and limitations from a diversity perspective as well as the overall criticism and contributions of the Adlerian approach.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 1. Describe these key concepts of the Adlerian approach: goal-directed movement, goal orientation, and the unity of personality and lifestyle.

2. Explain the meaning of social interest and how this is a foundational concept of the Adlerian approach.

3. Define the life tasks and explain the implications for therapy practice.

4. Describe how Adlerians view birth order and the implications of sibling relationships.

5. Discuss the role of the family constellation and early recollections in a lifestyle assessment.

6. Explain how the relationship between therapist and client is viewed from the Adlerian perspective.

7. Describe the four phases of the Adlerian therapeutic process 8. Identify what is involved in a thorough assessment of an individual.

9. Explain how Adlerians view the role of interpretation in the therapy process.

10. Describe what is involved in the reorientation and reeducation process.

11. Describe areas in which the Adlerian approach can be applied.

12. Discuss the application of the Adlerian approach to school counseling.

13. Identify the strengths and limitations of Adlerian therapy from a diversity perspective.

14. Discuss the unique contributions of this approach to the development of other counseling approaches.

15. Identify at least one criticism of the Adlerian approach. [return to top]

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 5: Adlerian Therapy

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

XXX. Key Concepts (05.01, 05.02, 05.03, 05.04, PPT Slides 1-17) a. View of Human Nature b. Goal-Directed Movement c. Goal-Orientation and the Unity of the Personality I. Movement toward II. Movement against III. Movement against self IV. Movement away from V. Ambivalent movement d. e. f. g.

Community Feeling and Social Interest Private Logic Life Tasks Influences on Individual Development I. Family constellation and family values II. Family atmosphere III. Gender guiding lines and gender identities

h. Birth Order and Sibling Relationships I. Oldest child II. Second child III. Middle child IV. Youngest child V. Only child i.

Culture, Race, and Ethnicity: Systemic Holism

XXXI. Processes in Adlerian Therapy (05.05, 05.06, PPT Slides 18-21) j. Therapeutic Goals k. Therapist’s Function and Role l. Client’s Experience in Therapy m. Relationship Between Therapist and Client XXXII. Application of Theory: Techniques and Practices (05.07, 05.08, 05.09, 05.10, 05.11, 05.12, PPT Slides 22-25) n. Phase 1: Establishing the Relationship o. Phase 2: Assessing the Individual’s Psychological Dynamics i. The family constellation ii. Early recollections iii. Integration and summary p. Phase 3: Encourage Self-Understanding and Insight q. Phase 4: Adaptive Reorientation and Reeducation i. First-order change

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 6: Existential Therapy

ii. iii. iv. v. vi. r. s. t. u.

Second-order change Third-order change Encouragement process Change and the search for new possibilities Making a difference

Application for Individual Psychology Application for Family Counseling Application for Group Counseling Applying the Adlerian Approach to School Counseling i. Understand student in their totality ii. Think about behavior teleologically iii. Provide appropriate encouragement to students iv. Foster empathic students

XXXIII. Multiculturalism and Adlerian Therapy (05.13, PPT Slides 26-28) a. Strengths From Diversity Perspective b. Shortcomings from a Diversity Perspective XXXIV. Summary and Evaluation (05.14, 05.15, PPT Slides 35-39) a. Summary b. Contributions of the Adlerian Approach c. Limitations and Criticisms of the Adlerian Approach [return to top]

Instructor Manual Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 6: Existential Therapy

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 17 Chapter Objectives ................................................................................................................................... 17 Chapter Outline ........................................................................................................................................ 17

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 6: Existential Therapy

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to discuss existential therapy. First, we describe the major themes that characterize existential philosophy and therapy. Next, we compare the unique contributions of existential thinkers and therapists and identify the goals of approach to therapy. We examine the key concepts and basic assumptions of this approach and describe the three phases of existential therapy. Finally, we apply this approach to brief therapy, group counseling and school counseling, multicultural settings and evaluate existential approaches, contributions and limitations.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 1. Identify the major themes that characterize existential philosophy and therapy.

2. Compare the unique contributions of some prominent existential thinkers and therapists.

3. Examine the key concepts and basic assumptions underlying this approach, including selfawareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, and authenticity.

4. Identify the therapeutic goals of existential therapy.

5. Discuss the unique emphasis placed on the therapeutic relationship.

6. Describe the three phases of existential counseling.

7. Describe the applications of this approach to brief therapy.

8. Identify the applications of this approach to group counseling.

9. Discuss the applications of this approach to school counseling.

10. Describe ways in which the existential approach is and is not well suited to multicultural counseling.

11. Evaluate the contributions and limitations of the existential approach. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

XXXV. Introduction (06.01, 06.02, PPT Slides 1-6) a. Historical Background in Philosophy and Existentialism i. Soren Kierkegaard (1813-1855) ii. Fredrich Nietzsche (1844-1900)

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 6: Existential Therapy

iii. iv. v. vi. vii.

Martin Heidegger (1889-1976) Martin Buber (1878-1965) Ludwig Binswanger (1881-1966) Medard Boss (1903-1990) Jean-Paul Sartre (1905-1980)

b. Key Figures in Contemporary Existential Psychotherapy i. James Bugental (1915-2008) ii. British contribution to existential therapy XXXVI. Key Concepts (06.03, PPT Slides 7-16) a. View of Human Nature b. Proposition 1: The Capacity for Self-Awareness c. Proposition 2: Freedom and Responsibility d. Proposition 3: Striving for Identity and Relationship to Others i. The courage to be ii. The experience of aloneness iii. The experience of relatedness iv. Struggling with our identity e. Proposition 4: The Search for Meaning i. The Problem of discarding old values ii. Meaninglessness iii. Creating new meaning f. Proposition 5: Anxiety as a Condition of Living g. Proposition 6: Awareness of Death and Nonbeing XXXVII. Processes in Existential Therapy (06.04, 06.05, PPT Slides 17-20) v. Therapeutic Goals w. Therapist’s Function and Role x. Client’s Experience in Therapy y. Relationship Between Therapist and Client XXXVIII. Application of Theory: Techniques and Practices (06.06, 06.07, 06.08, 06.09, PPT Slides 21-25) a. Phases of Existential Counseling b. Clients Appropriate for Existential Counseling c. Application to Brief Therapy d. Application to Group Counseling e. Application for Existential Approach to School Counseling XXXIX. Multiculturalism and Existential Therapy (06.10, PPT Slides 26-28) a. Strengths From a Diversity Perspective b. Shortcoming From a Diversity Perspective XL. Summary and Evaluation (06.11, PPT Slides 29-33) a. Summary b. Contributions of the Existential Approach I. Contributions to the integration of psychotherapies c. Limitations and Criticisms of the Existential Approach

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 7: Person-Centered Therapy

[return to top]

Instructor Manual Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 7: Person-Centered Therapy

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 20 Chapter Objectives ................................................................................................................................... 20 Chapter Outline ........................................................................................................................................ 20

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

19

Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 7: Person-Centered Therapy

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to discuss person-centered therapy. First, we examine the evolution of person-centered therapy overtime and describe the main thrust of this therapy. We differentiate the contributions of Carl Rogers and Abraham Maslow to humanistic psychology. Next, we describe therapist’s attitudes and personal characteristics that are essential for client progress. Lastly, we discuss the person-centered approach for different groups, as well as the contributions and limitations of using this therapy approach.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 1. Examine the evolution of person- centered therapy over time.

2. Describe the main thrust of emotion-focused therapy.

3. Differentiate the contributions of Carl Rogers and Abraham Maslow to humanistic psychology.

4. Explain the role of the therapist’s attitudes in the therapy process.

5. Describe the ways that empathy, unconditional positive regard, and genuineness are fundamental to the process and outcome of therapy.

6. Identify the personal characteristics of therapists that are essential for clients’ progress.

7. Examine the application of the person-centered approach to crisis intervention.

8. Discuss the application of the person-centered approach for group counseling.

9. Discuss the application of the person-centered approach for school counseling.

10. Describe the unique characteristics of person- centered expressive arts and how it is based on person-centered philosophy.

11. Explain the contributions and shortcomings of the person-centered approach to understanding and working with clients from diverse cultures.

12. Identify the contributions and limitations of the person-centered approach. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

XLI. Introduction (07.01, 07.02, 07.03, PPT Slides 1-10) a. Four Periods of Development of the Approach b. Emotion-Focused Therapy

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 7: Person-Centered Therapy

I. Emotion-focused therapy (EFT) c. Existentialism and Humanism d. Abraham Maslow’s Contributions to Humanistic Psychology I. The vision of humanistic philosophy XLII. Key Concepts (PPT Slides 11-13) n. View of Human Nature i. Congruence ii. Unconditional positive regard iii. Accurate empathic understanding XLIII. Processes in Person-Centered Therapy (07.04, 07.05, PPT Slides 11-18) z. Therapeutic Goals aa. Therapist’s Function and Role bb. Client’s Experience in Therapy cc. Relationship Between Therapist and Client i. Congruence or genuineness ii. Unconditional positive regard and acceptance iii. Accurate empathic understanding (1) Subjective empathy (2) Interpersonal empathy XLIV. Application of Theory: Techniques and Practices (07.06, 07.07, 07.08, 07.09, PPT Slides 19-25) a. Early Emphasis on Reflection of Feelings b. Evolution of Person-Centered Methods c. The Role of Assessment d. Application to the Philosophy of the Person-Centered Approach e. Application to Crisis Intervention f. Application to Group Counseling g. Application of the Person-Centered Approach with Children and Adolescents in School Counseling XLV. Person-Centered Expressive Arts Therapy (07.10, PPT Slides 26-30) a. Principles of Expressive Arts Therapy b. Creativity and Offering Stimulating Experiences XLVI. Multiculturalism and Person-Centered Therapy (07.11, PPT Slides 31-33) a. Strengths From a Diversity Perspective b. Shortcomings From a Diversity Perspective XLVII. Summary and Evaluation (07.12, PPT Slides 34-36) a. Summary b. Contributions of the Person-Centered Approach I. Emphasis on research c. Limitations and Criticisms of the Person-Centered Approach [return to top]

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21

Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 8: Gestalt Therapy

Instructor Manual Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 8: Gestalt Therapy

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 23 Chapter Objectives ................................................................................................................................... 23 Chapter Outline ........................................................................................................................................ 23

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22

Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 8: Gestalt Therapy

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to discuss Gestalt therapy. First, we examine the evolution of this approach from the pioneering work of Fritz Perls to the contemporary relational approaches. Next, we identify the key concepts and describe how the trusting relationship is central to this therapy process. We go on to further explain Gestalt therapy interventions, applications to group and school counseling, and describe the therapy from a multicultural perspective. Finally, we evaluate contributions, strengths, and limitations of this therapy approach.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 1. Discuss the evolution of this approach from the pioneering work of Fritz Perls to contemporary relational approaches.

2. Define the philosophy and basic assumptions underlying Gestalt theory and therapy.

3. Identify these key concepts of the approach: holism, field theory, the figure-formation process, and organismic self-regulation.

4. Describe how the trusting relationship is central to the use of experiments in the therapy process.

5. Discuss the role of confrontation in contemporary relational Gestalt therapy.

6. Explain these standard Gestalt therapy interventions: internal dialogue exercise, empty-chair technique, future projection, making the rounds, reversal exercise, rehearsal exercise, exaggeration exercise, staying with the feeling, and the Gestalt approach to dream work.

7. Describe the application of Gestalt therapy to group counseling.

8. Discuss the application of the Gestalt approach in working with school counseling.

9. Describe the practice of Gestalt therapy from a multicultural perspective.

10. Evaluate the contributions, strengths, and limitations of the Gestalt approach. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

XLVIII. Introduction (08.01, PPT Slides 1-6) XLIX. Key Concepts (08.02, PPT Slides7-14) o. View of Human Nature p. Some Principles of Gestalt Therapy Theory i. Holism

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 8: Gestalt Therapy

ii. Field theory iii. The figure-formation process iv. Organismic self-regulations q. Contract and Resistance to Contact r. The Now a. Phenomenological inquiry s. Unfinished Business t. Energy and Blocks to Energy L. Processes in Gestalt Therapy (PPT Slides 15-18) dd. Therapeutic Goals ee. Therapist’s Function and Role ff. Client’s Experience in Therapy gg. Relationship Between Therapist and Client LI. Application of Theory: Techniques and Practices (08.04, 08.05, 08.06, 08.07, 08.08, PPT Slides 19-22) a. The Experiment in Gestalt Therapy b. Preparing Clients for Gestalt Experiments c. The Role of Confrontation d. Gestalt Therapy Interventions i. The internal dialogue exercise ii. The empty-chair technique iii. Future projection technique iv. Making the rounds v. The reversal exercise vi. The rehearsal exercise vii. The exaggeration exercise viii. Staying with the feeling ix. The Gestalt approach to dream work e. Application of Group Counseling f. Application of the Gestalt Approach to School Counseling LII. Multiculturalism and Gestalt Therapy (08.09, PPT Slides 23-25) a. Strengths From a Diversity Perspective b. Shortcomings From a Diversity Perspective

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 9: Behavior Therapy

LIII. Summary and Evaluation (08.10, PPT Slides 26-29) a. Summary b. Contributions of Gestalt Therapy c. Limitations and Criticisms of Gestalt Therapy I. Some cautions [return to top]

Instructor Manual Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 9: Behavior Therapy

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 26 Chapter Objectives ................................................................................................................................... 26 Chapter Outline ........................................................................................................................................ 26

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25

Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 9: Behavior Therapy

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to discuss behavior therapy. First, we identify the key figures associated with the development of behavior therapy as well as differentiate the four development areas. Next, we evaluate the central characteristics and assumptions as well as how this therapy impacts the roles of the client and therapist. We identify an array of behavioral techniques and procedures of evidence-based practice movement. We describe the key concepts of EMDR, the basic elements of social skills training and the steps involved with self-management programs. Finally, we identify the key concepts of the four major approaches of the mindfulness and acceptance-based behavior therapies.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 11. Identify the key figures associated with the development of behavior therapy.

12. Differentiate the four developmental areas of behavior therapy: classical conditioning, operant conditioning, social cognitive theory, and cognitive behavior therapy.

13. Evaluate the central characteristics and assumptions that unite the diverse field of behavior therapy.

14. Explain how the function and role of the therapist affects the therapy process.

15. Describe the role of the client– therapist relationship in the behavioral approaches.

16. Identify the diverse array of behavioral techniques and procedures and how they fit within the evidence-based practice movement.

17. Describe the key concepts of EMDR, its main applications, and the effectiveness of this approach.

18. Describe the basic elements of social skills training.

19. Explain the main steps involved in self-management programs.

20. Identify the key concepts of the four major approaches of the mindfulness and acceptance-based behavior therapies. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

LIV. Introduction (09.01, 09.02, PPT Slides 1-7) a. Historical Background b. Four Areas of Development

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 9: Behavior Therapy

i. ii. iii. iv.

Classical conditioning Operant condition Social-cognitive theory Cognitive behavior therapy

LV. Key Concepts (09.03, PPT Slides 8-11) u. Current Trend in Behavior Theory v. Basic Characteristics and Assumptions LVI. Processes in Behavior Therapy (09.04,09.05, PPT Slides 12-16) hh. Therapeutic Goals ii. Therapist’s Function and Role jj. Client’s Experience in Therapy kk. Relationship Between Therapist and Client LVII. Application of Theory: Techniques and Practices (09.06, 09.07, 09.08, 09.09, 09.10, 09.11, 09.12, PPT Slides 17-34) a. Applied Behavioral Analysis: Operant Conditioning Techniques i. Behavior modification ii. Reinforcement iii. Positive reinforcement iv. Negative reinforcement v. Punishment vi. Positive punishment vii. Negative punishment viii. Applied behavioral analysis (ABA) b. Progressive Muscle Relaxation c. Systematic desensitization i. Relaxation training ii. Development of a graduated anxiety hierarchy iii. Systematic desensitization through presentation of hierarchy items while the client is in a deeply relaxed state d. In Vivo Exposure and Flooding i. Exposure therapies ii. In vivo exposure iii. Flooding e. Eye Movement Desensitization and Reprocessing (EMDR) i. Memories of past adverse life experience that underlie present problems ii. Current situations that elicit disturbance iii. Needed skills that will provide positive memory templates to guide client’s future behavior f. Social Skills Training g. Self-Management Programs and Self-Directed Behavior i. Selecting goals ii. Translating goals into target behaviors iii. Self-monitoring

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27

Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 10: Cognitive Behavior Therapy

iv. Working out a plan for change v. Evaluating an action plan h. Multimodal Therapy: Clinical Behavior Therapy i. Mindfulness and Acceptance-Based Approaches i. Mindfulness-Based Stress Reduction (MBSR) ii. Mindfulness-Based Cognitive Therapy (MBCT) iii. Dialectical Behavior Therapy (DBT) iv. Acceptance and Commitment Therapy (ACT) j. Application to Group Counseling k. Applying the Behavioral Approach to School Counseling LVIII. Multiculturalism and Behavior Therapy (09.13, PPT Slides 35-37) a. Strengths From a Diversity Perspective b. Shortcomings From a Diversity Perspective LIX. Summary and Evaluation (09.14, PPT Slides 38-41) a. Summary b. Contributions of Behavior Therapy I. Evidence-based therapies (EBT) c. Limitations and Criticisms of Behavior Therapy I. Behavior Therapy Changes Behaviors More so Than Feelings II. Behavior Therapy Does Not Provide Insight III. Behavior Therapy Treats Symptoms Rather Than Causes IV. Behavior Therapy Involves Control and Social Influence by the Therapist [return to top]

Instructor Manual Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 10: Cognitive Behavior Therapy

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 29 Chapter Objectives ................................................................................................................................... 29 Chapter Outline ........................................................................................................................................ 29

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28

Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 10: Cognitive Behavior Therapy

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to discuss cognitive behavior therapy. First, we identify common attributes shared by all cognitive behavior approaches. Next, we describe the ABC model as a way of understanding feelings, thoughts, and behaviors. We discuss the contributions of Ellis, Beck, Padesky, and Meichenbaum and differences applied to the practice of CBT. Finally, we identify strengths and limitations of CBT from a multicultural perspective.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 1. Identify common attributes shared by all cognitive behavior approaches.

2. Describe how the ABC model is a way of understanding the interaction among feelings, thoughts, and behavior.

3. Explain how cognitive methods can be applied to change thinking and behavior.

4. Discuss how REBT can be applied to school counseling.

5. Explain the unique contributions of Aaron Beck to the development of cognitive therapy.

6. Identify the basic principles of cognitive therapy.

7. Discuss application of the cognitive behavior approach to school counseling.

8. Describe the basic principles of strengths-based CBT. 9. Describe Meichenbaum’s three- phase process of behavior change.

10. Describe the key concepts and phases of Meichenbaum’s stress inoculation training.

11. Identify the strengths and limitations of cognitive behavior therapy from a multicultural perspective.

12. Differentiate REBT from cognitive therapy with respect to how faulty beliefs are explored in therapy.

13. Explain the main differences between Ellis, Beck, Padesky, and Meichenbaum as applied to the practice of CBT. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

LX. Introduction (10.01, PPT Slides 1-5)

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 10: Cognitive Behavior Therapy

LXI. Albert Ellis’s Rational Emotive Behavior Therapy (Slides 6-8) a. Introduction I. Rational emotive behavior therapy LXII. Key Concepts (10.02, PPT Slides 9-12) w. View of Emotional Disturbance x. ABC Framework LXIII. Processes in Cognitive Behavior Therapy (PPT Slides 13-14) ll. Therapeutic Goals mm.

Therapist’s Function and Role nn. Client’s Experience in Therapy oo. Relationship Between Therapist and Client LXIV. Application of Theory: Techniques and Practices (10.03, 10.04, PPT Slides 15-19) a. The Practice of Rational Emotive Behavior Therapy I. Cognitive methods (1) Disputing irrational beliefs (2) Doing cognitive homework (3) Bibliotherapy (4) Changing one’s language (5) Psychoeducational methods II. Emotive techniques (1) Rational Emotive imagery (2) Humor (3) Role playing (4) Shame-attacking exercises III. Behavioral Techniques b. Applications of REBT as a Brief Therapy c. Application of REBT to Group Counseling d. Application of REBT to School Counseling I. Unconditional self-acceptance II. High frustration tolerance III. Unconditional acceptance of others LXV. Aaron Beck’s Cognitive Therapy (10.05,10.06, 10.07, PPT Slides 20-29) a. Introduction b. A Generic Cognitive Model I. Arbitrary inferences II. Selective abstraction III. Overgeneralization IV. Magnification and minimization V. Personalization VI. Labeling and mislabeling VII. Dichotomous thinking c. Basic Principles of Cognitive Therapy I. Some Differences Between CT and REBT

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30

Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 11: Choice Theory/Reality Therapy

d. The Client-Therapist Relationship e. Applications of Cognitive Therapy I. Applying Cognitive Techniques II. Treatment Approaches III. Application to Family Therapy f.

Applying Cognitive-Behavioral Counseling with Adolescents in Schools

LXVI. Christine Padesky and Kathleen Mooney’s Strengths-Based Cognitive Behavior Therapy (10.08, PPT Slides 30-34) a. Introduction b. Basic Principles of Strengths-Based CBT c. The Client-Therapist Relationship d. Applications of Strengths-Based CBT LXVII. Donald Meichenbaum’s Cognitive Behavior Modification (10.09, 10.10, PPT Slides 35-40) a. Introduction b. How Behavior Changes c. Stress Inoculation Training I. The Phases of Stress Inoculation Training d. A Cognitive Narrative Approach to Cognitive Behavior Therapy LXVIII. Multiculturalism and Behavior Therapy (10.11, PPT Slides 41-44) a. Strengths From a Diversity Perspective b. Shortcomings From a Diversity Perspective LXIX. Summary and Evaluation (10.12, 10.13, PPT Slides 45-49) a. Summary b. Contributions of Cognitive-Behavioral Therapy I. Ellis’s REBT II. Beck’s Cognitive Therapy III. Padesky and Mooney’s Strengths-Based CBT IV. Meichenbaum’s Cognitive Behavior Modification c. Limitations and Criticisms of Cognitive-Behavioral Approaches I. Ellis’s REBT II. Beck’s Cognitive Therapy III. Padesky and Mooney’s Strengths-Based CBT IV. Meichenbaum’s Cognitive Behavior Modification [return to top]

Instructor Manual Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 11: Choice Theory/Reality Therapy

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31

Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 11: Choice Theory/Reality Therapy

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 33 Chapter Objectives ................................................................................................................................... 33 Chapter Outline ........................................................................................................................................ 33

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32

Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 11: Choice Theory/Reality Therapy

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to discuss choice theory/reality therapy. First, we identify key figures associated with reality therapy as well as its theoretical underpinning. Next, we explain concepts and clinical implications, basic assumptions, unique characteristics, and goals of reality therapy. We describe therapist involvement with group counseling and explain how the WDEP model is applied to practice.

Finally, we identify strengths and limitations of reality therapy from a multicultural perspective and the overall reality therapy approach.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 1. Identify the key figures associated with reality therapy.

2. Describe how choice theory is the theoretical underpinning of reality therapy.

3. Explain the concept and clinical implications of total behavior.

4. Examine the basic assumptions, unique characteristics, and goals of reality therapy.

5. Describe the role of therapist involvement in creating a counseling environment that is conducive to success.

6. Explain how the WDEP model is applied to practice.

7. Describe the application of reality therapy to group counseling.

8. Discuss the application of reality therapy to school counseling.

9. Identify the strengths and short comings of reality therapy in a multicultural context.

10. Discuss the contributions and limitations of the reality therapy approach. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

LXX. Introduction (11.01, PPT Slides 1-4) LXXI. Key Concepts (11.02, 11.03, 11.04, PPT Slides 5-10) y. View of Human Nature z. Choice Theory Explanation of Behavior aa. Characteristics of Reality Therapy a. Emphasize Choice and Responsibility b. Reject Transference c. Keep the Therapy in the Present

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 12: Feminist Therapy

d. Avoid Focusing on Symptoms e. Challenge Traditional Views of Mental Illness LXXII. Processes in Choice Theory/Reality Therapy (11.05, PPT Slides 11-12) pp. Therapeutic Goals qq. Therapist’s Function and Role rr. Client’s Experience in Therapy ss. Relationship Between Therapist and Client LXXIII. Application of Theory: Techniques and Practices (11.06, 11.07, 11.08, PPT Slides 13-18) a. The Practice of Reality Therapy i. Creating the counseling environment ii. Implementing specific procedures that lead to changes in behavior b. The Counseling Environment c. Procedures That Lead to Change d. The WDEP System i. Wants (Exploring Wants, Needs, and Perceptions) ii. Direction and Doing iii. Self-Evaluation iv. Planning and Action e. Application to Group Counseling f. Application of Reality Therapy to School Counseling LXXIV. Multiculturalism and Choice Theory/Reality Therapy (11.09, PPT Slides 19-22) a. Strengths From a Diversity Perspective b. Shortcomings From a Diversity Perspective LXXV. Summary and Evaluation (11.10, PPT Slides 23-27) a. Summary b. Contributions of Choice Theory/Reality Therapy c. Limitations and Criticisms of Choice Theory/Reality Therapy [return to top]

Instructor Manual Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 12: Feminist Therapy

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 36 Chapter Objectives ................................................................................................................................... 36 Chapter Outline ........................................................................................................................................ 36

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34

Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 12: Feminist Therapy

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

35

Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 12: Feminist Therapy

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to discuss feminist therapy. First, we identify key figures and contributors to the development of feminist therapy. Next, we examine the different forms, principles, and goals for therapists. We explain the roles of gender and power, the importance of collaboration and empowerment, and the techniques used in group counseling. Finally, we explain the relationship between feminist therapy and multicultural therapy, as well as the contributions and limitations of feminist therapy.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 14. Identify the key figures and their contributions to the development of feminist therapy.

15. Examine the different forms of feminist therapy.

16. Differentiate among the six interrelated principles associated with feminist therapy.

17. Identify the therapeutic goals that guide feminist therapists in their work.

18. Explain the roles of gender and power in the therapeutic process.

19. Describe the importance of an egalitarian relationship and how collaboration works in the therapy process.

20. Identify and discuss standard feminist therapy procedures such as therapist self-disclosure, reframing, relabeling, gender-role analysis and intervention, power analysis and intervention, and social action.

21. Explain the value of empowerment as a basic strategy.

22. Describe the role of social action in therapy.

23. Examine the application of feminist principles to group counseling.

24. Discuss the application of feminist concepts and techniques to school counseling.

25. Explain the relationship between feminist therapy and multicultural therapy.

26. Identify the key contributions and main limitations of feminist therapy. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

LXXVI. Introduction (12.01, PPT Slides 1-5) a. History and Development

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 12: Feminist Therapy

LXXVII. Key Concepts (12.02,12.03 PPT Slides 6-10) bb. Constructs of Feminist Theory cc. Feminist Perspective on Personality Development dd. Recent Trends in Feminist Therapy ee. Principles of Feminist Therapy a. The personal is political and critical consciousness b. Commitment to social change c. Women’s and girl’s voices and ways of knowing as well as the voices of others who have experienced marginalization and oppression, are valued, and their experiences are honored d. The counseling relationship is egalitarian e. A focus on strengths and a reformulated definition of psychological distress f. All types of oppression are recognized along with the connections among them g. Reflexivity and positionality are key practices for feminist therapist LXXVIII. Processes in Feminist Therapy (12.04, 12.05, 12.06, PPT Slides 11-14) tt. Therapeutic Goals uu. Therapist’s Function and Role vv. Client’s Experience in Therapy ww.

Relationship Between Therapist and Client LXXIX. Application of Theory: Techniques and Practices (12.07, 12.08, 12.09, 12.10,12.11 PPT Slides 15-21) a. The Role of Assessment and Diagnosis b. Techniques and Strategies I. Empowerment II. Self-Disclosure III. Gender-Role and Social Identity Analysis IV. Gender-Role and Social Role Intervention V. Power Analysis VI. Bibliotherapy VII. Assertiveness Training VIII. Reframing and Relabeling IX. Social Action c. The Role of Men in Feminist Therapy d. Applications of the Feminist Approach to Group Work e. Feminist Social Justice Principles Applied to School Counselling LXXX. Feminist Therapy: A Multicultural and Social Justice Perspective (12.12, PPT Slides 22-24) a. Strengths From a Diversity Perspective b. Shortcomings From a Diversity Perspective LXXXI. Summary and Evaluation (12.13, PPT Slides 25-29) a. Summary b. Contributions of Feminist Therapy and Multicultural and Social Justice Perspectives c. Limitations and Criticisms of Feminist Counseling [return to top]

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37

Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 13: Postmodern Approaches

Instructor Manual Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 13: Postmodern Approaches

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 39 Chapter Objectives ................................................................................................................................... 39 Chapter Outline ........................................................................................................................................ 40

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38

Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 13: Postmodern Approaches

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to discuss postmodern approaches. First, we identify how the postmodern approaches differ from the modernist approaches through historical roots of social constructionism, collaborative language systems approach, and other distinguishing features of solution-focused brief therapy. We dive deeper into solution-focused approach, describe techniques often used by therapists, and understand the application of this approach in group and school counseling. Further, we discuss the key concepts and principles of motivational interviewing and how it can be applied to school counseling.

Next, we distinguish key features of narrative therapy, the techniques used by narrative therapists, and the application in group counseling. Finally, we identify strengths and shortcomings from a multicultural perspective as well as the contributions and limitations of the postmodern approaches.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 1. Identify how the postmodern approaches differ from the modernist approaches.

2. Describe the historical roots of social constructionism.

3. Explain the collaborative language systems approach.

4. Examine the distinguishing features and key concepts of solution-focused brief therapy.

5. Identify the role of the therapeutic relationship in the solution- focused approach.

6. Describe the techniques often used by solution-focused brief therapists.

7. Describe the application of solution-focused therapy to group counseling.

8. Understand how solution-focused counseling can be applied to school counseling.

9. Examine the key concepts and principles of motivational interviewing and the stages of change.

10. Describe how motivational interviewing can be applied in school counseling.

11. Identify the distinguishing features and key concepts of narrative therapy.

12. Discuss the role of the therapeutic relationship in narrative therapy.

13. Describe the techniques often used by narrative therapists.

14. Examine the application of narrative therapy to group counseling.

15. Identify the strengths and shortcomings of the postmodern approaches from a multicultural perspective.

16. Describe the contributions and limitations of the postmodern approaches. [return to top]

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

39

Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 13: Postmodern Approaches

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

LXXXII. Introduction to Social Constructionism (13.01, 13.02, 13.03, PPT Slides 1-9) a. Historical Glimpse of Social Constructionism b. The Collaborative Language Systems Approach LXXXIII. Solution-Focused Brief Therapy (13.04, 13.05, 13.06, 13.07, 13.08, PPT Slides 10-24) a. Introduction b. Key Concepts I. Unique focus of SFBT II. Positive orientation III. Looking for what is working IV. Basic assumptions guiding practice V. Characteristic of brief therapy c. The Therapeutic Process I. Therapeutic goals II. Therapist’s function and role III. The therapeutic relationship (1) Customer (2) Complainant (3) Visitor IV. V. VI. VII. VIII. IX. X. XI. XII.

Application: therapeutic techniques and procedures Pretherapy change Questioning Exception questions The Miracle question Scaling questions Formula first session talk Therapist feedback to clients Terminating

d. Applying SFBT to Group Counseling e. Application of Solution-Focused Counseling to School Counseling I. Setting a direction based on what the student wants from counseling II. Building on exceptions that are already happening and other resources available in the student’s life III. Exploring progress toward desired outcomes LXXXIV. Motivational Interviewing (13.09, 13.10, PPT Slides 25-28) xx. The MI Spirit yy. Common Ground with Person-Centered Therapy zz. The Basic Principles of Motivational Interviewing aaa. The Stages of Change bbb.

Common Ground with Solution-Focused Brief Therapy

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 14: Family Systems Therapy

i. ii. iii. iv.

Nonpathological, health-promoting emphasis Reframing resistance Use of client strengths and resources Skills improve with deliberate practice

ccc. Application of Motivational Interviewing to School Counseling LXXXV. Narrative Therapy (13.11, 13.12, 13.13, 13.14, PPT Slides 29-39) a. Introduction b. Key Concepts I. The role of stories II. Listening with an open mind c. The Therapeutic Process I. Therapy goals II. Therapist’s function and role III. The therapeutic relationship d. Application: Therapeutic Techniques and Procedures I. Questions…and more questions II. Externalization and deconstruction III. Search for unique outcomes IV. Alternative stories and reauthoring V. Documenting the evidence e. Application of Narrative Therapy to Group Counseling LXXXVI. Multiculturalism and the Postmodern Perspectives (13.15, PPT Slides 40-42) a. Strengths From a Diversity Perspective b. Shortcomings From a Diversity Perspective LXXXVII. Summary and Evaluation (13.16, PPT Slides 43-47) a. Summary b. Contributions of Postmodern Approaches c. Limitations and Criticisms of Postmodern Approaches [return to top]

Instructor Manual Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 14: Family Systems Therapy

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 43 Chapter Objectives ................................................................................................................................... 43 Chapter Outline ........................................................................................................................................ 43

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

41

Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 14: Family Systems Therapy

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

42

Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 14: Family Systems Therapy

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to discuss family systems therapy. First, we identify key figures and major schools of family therapy. We also identify the commonalities among all models of family systems therapy and how they differ. Next, we differentiate key concepts, goals, recent innovations, and the applications to school counseling. Finally, we describe the strengths and shortcomings and identify the contributions and limitation of the family systems approaches.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 1. Identify the key figures and major schools of family therapy.

2. Identify the commonalities among all models of family systems therapy.

3. Describe how family systems therapy is different from individual therapy.

4. Differentiate the key concepts and goals associated with each of the separate schools of family therapy.

5. Identify recent innovations in family therapy.

6. Describe the multilayered process of family therapy.

7. Discuss the application of the family systems approach to school counseling.

8. Describe the strengths and shortcomings of family systems therapy from a diversity perspective.

9. Identify the contributions and limitations of the family systems approaches. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

LXXXVIII. Introduction (14.01, 14.02, 14.03, PPT Slides 1-6) a. The Family Systems Perspective b. Differences Between Systemic and Individual Approaches LXXXIX. Origin and Development of Family Systems Therapy (14.04, 14.05, PPT Slides 7-13) a. Structural-Strategic Family Therapy b. Recent Innovations in Family Therapy XC. A Multidimensional Approach to Family Therapy (14.06, 14.07, PPT Slides 14-21) a. Forming a Relationship b. Conducting an Assessment c. Hypothesizing and Sharing Meaning

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 15: An Integrative Perspective

d. Facilitating Change e. Application of Family Systems Approaches to School Counseling XCI. Multiculturalism and Family Systems Therapy (14.08, PPT Slides 22-24) a. Strengths From a Diversity Perspective b. Shortcomings From a Diversity Perspective XCII. Summary and Evaluation (14.09, PPT Slides 25-28) a. Summary I. Basic assumption II. Focus of family therapy III. Role of goals and values IV. How families change V. Techniques of family therapy b. Contributions of Family Systems Approaches c. Limitations and Criticisms of Family Systems Approaches [return to top]

Instructor Manual Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 15: An Integrative Perspective

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 45 Chapter Objectives ................................................................................................................................... 45 Chapter Outline ........................................................................................................................................ 45

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 15: An Integrative Perspective

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to discuss integrative perspectives. First, we explain psychotherapy integration and specific advantages of this integration. We examine some challenges in developing an integrative approach, and how an integrative approach is addressed in counseling. Next, we discuss how spiritual and religious values can be ethically and effectively integrated into practice. Finally, we examine the research on the effectiveness of psychotherapy and how feedback-informed treatment enhances therapeutic outcomes.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 1. Explain psychotherapy integration and why it is increasing in popularity.

2. Identify some specific advantages of psychotherapy integration.

3. Examine some of the main challenges of developing an integrative approach.

4. Discuss how multicultural issues can be addressed in counseling practice.

5. Discuss how spiritual and religious values can ethically and effectively be integrated into counseling practice.

6. Explain a basis for effectively drawing techniques from various theories.

7. Examine what research generally shows about the effectiveness of psychotherapy 8. Describe feedback-informed treatment and explain how this is related to enhanced therapeutic outcomes [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

XCIII. Introduction (PPT Slides 1-5) a. History and Development XCIV. Psychotherapy Integration (15.01, 15,02, 15.03, 15.04, 15.05, PPT Slides 6-12) ff. Pathways Toward Psychotherapy Integration gg. Advantages of Psychotherapy Integration hh. The Challenge of Developing an Integrative Perspective ii. Integration of Multicultural Issues in Counseling jj. Integration of Spirituality and Religion in Counseling a. Common goals b. Implications for assessment and treatment

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Instructor Manual: Corey, Theory & Practice of Counseling & Psychotherapy, 11th ed, 9798214033549; Chapter 15: An Integrative Perspective

c. Your role as a counselor XCV.

Processes and Procedures of Therapy (PPT Slides 13-15) ddd.

Therapeutic Goals eee. Therapist’s Function and Role fff. Client’s Experience in Therapy ggg.

Relationship Between Therapist and Client

XCVI. Where do Techniques and Evaluation Stand in Counseling? (15.06, 15.07, 15.08, PPT Slides 1620) a. Drawing on Techniques from Various Approaches b. Evaluating the Effectiveness of Counseling and Therapy c. Feedback-Informed Treatment XCVII. Summary XCVIII. Concluding Comments [return to top]

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