Personal Model of Helping Therapists Do Whatever Essay

Download this Essay in word format (.doc)

Note: Sample below may appear distorted but all corresponding word document files contain proper formatting

Excerpt from Essay:

Personal Model of Helping

Therapists do whatever they can to help their clients overcome a wide range of problems ranging fromdeath of a pet to major life changing crisis, such as sudden loss of vision. However genuine a therapists' desire to help is, they will be limited by the tools he or she uses. It makes sense, then, as a therapist to design and integrate webs of models that have shown to yield efficacy. This new, personally designed model should work to assist and meet the requirement of every client. To embark upon this task of designing a personal model of helping, it is important to be aware of existing theories and models.

The first is the humanistic approach based on Abraham Maslow's hierarchy of needs. Maslow's triangle consists of basics needs at the base followed by needs of safety, love and belonging, achievements and lastly self-actualization at the top. Second, is the cognitive theory, which attempts to change the underlying thought disturbance to correct or reduce cognitive dissonance? Thirdly, the behavioural therapy, which positively reinforces desired behaviours, while, negativelyreinforcing the undesired. The Adlerian theory focuses on overcoming feelings of inferiority, providing the client with a sense of belonging. The psychoanalytic model of helping centres on the dynamics of personality development, making the unconscious mind conscious through association with the therapist's interpretation. Lastly, the feminist theory uses gender differences for its approach, based on the fact, that most clients who choose to seek help are females. Other models of therapy include theories of reality, narrative theory, systemic theory, existential, gestalt and person centred.

As one familiarizes oneself to these theories, they will find that most practitioners use techniques and skills from all of these theories since each of them have something useful to offer. For example, it is reasonable to assume that you might use active listening skills from humanistic theory, challenging and disputing from cognitive theory, reframing from solution-focused theory, restoring from narrative theory, interpretation from psychoanalytic theory, realigning coalitions from systemic theory, empowerment from feminist theory, and so on. The wonderful thing about a skills training experience is that you will be exposed to all the most important therapeutic interventions that are accepted as being most useful. [footnoteRef:2] [2: Brew. (2007, Nov 27). Models of Helping. retrieved April 3, 2011, from]

After analyzing the different models used by therapists, it is important to magnify and understand the problems of a targeted population, and frame a model of therapy that best fits it. I have chosen the cognitive behavioural technique because it well suits my focused group of school children and teenagers. However, this mode can be liable to change from time to time, or integrated with the psychoanalytic model, when dealing with more problematic situations, for example, drug abuse. The reason being that more serious problems need to be addressed with greater concern and depth.

Elaborating on the cognitive behavioural technique; it is based on a psychotherapeutic approach targeting inappropriate emotions and behaviours, through talking and formulating a goal oriented systematic procedure, combining the behaviour and cognitive theory. This theory is based on a few theoretical assumptions;

1- The greater portion of the behavioural repertoire with which individuals are equipped is the product of learning. This vast range of possible responses is acquired through lengthy interaction with an ambivalent physical and social environment.

2- Genetic and other physiological factors also influence behaviour in a more general sense, and there is an interaction between these and environment through inborn influences on intelligence, temperament and personality, and through predispositions to mental disorder.[footnoteRef:3] [3: Eysenck 1965; Thomas et al. 1968; Heatherington and Parke 1986; Sheldon 1994a]

3- Two broad processes of associative learning account for the acquisition and maintenance of motor, verbal, cognitive and emotional responses. According to Bndura 1977 and Denmet, 1991, vicarious learning or modelling, must be added to these influences, which process contains elements of both classical and operant association.

4- Consciousness, and the ways in which we process information about past, present and predicted future environmentswhich bundles of stimuli, contingencies and imaginings include self-observation and appraisal of our own behaviour, are a deeply mysterious, but not mystical set of phenomena. Thinking, too, follows patterns and is rarely far removed from the effects of external influences. In other words, above the level of simple reflexes, we do not simply respond to stimuli, we interpret them first, but not haphazardly.

5- Behaviours that we judge to be 'maladaptive', abnormal' or 'self-defeating' are learned in exactly the same way as those that we are disposed to call 'adaptive' or 'normal'. Any apparent differences between the two are a property of the attributive and evaluative judgements we make about behaviour, rather than of the properties of the behaviour itself or its origins.

6- The behavioural and cognitive-behavioural therapies owe their existence to learning theory-really a vast body of experimental evidence on how humans adapt themselves to their environments by a process akin to 'behavioural natural selection'-by which strains of action, patterns of thoughts and feelings thrive, perish, or lie dormant according to the effects that they have. Each dimension of learning has given rise to therapeutic approaches logically consistent with the basic research.

7- These therapeutic derivatives are not threatened by a re-emergence of 'symptoms' in some different form [footnoteRef:4] [4: Brian Sheldon, Cognitive-Behavioural Therapy: Research, Practice, and Philosophy (London: Routledge, 1995) iii, Questia, Web, 3 Apr. 2011.]

Having developed a background on cognitive behavioural therapy, it now becomes important to assess the problems of our targeted population, school children and teenagers, and formulate a device of approach, together with which, will aid in establishing a model of help that effectively deals with issues of this specified group, as this is the period that forms the basis of one's career. To develop this approach, it is necessary to outline the problems of children and teenagers. They are a vulnerable group of the population, making it necessary to address to their special needs. Habits cultivated at this stage determine a major part of their future etiquettes. It is important to assess factors, amongst children that can have a debilitating impact on personality development, for instance, learning difficulties, child abuse, and parental neglect, dealing with parents' divorce, death, lack of necessities, hormonal influences at puberty, peer pressure, and drug abuse. Any odd behaviour needs accurate evaluation, close observation and prompt therapy to prevent its aggravation. The reason I chose children and teenagers is that the habits learned at this age stay with them for a life time and so I feel the need to help them fix any flaw in their personality before it reaches a point beyond which there is no return.

Keeping these factors in mind, I have devised a model of help that allows early diagnosis and prompt attention to the above mentioned problems.

1- Make your client comfortable. The environment should be suitable to ensure that the client is at ease. Remember that any help provided should be within the ethical range of the client. For example if he/she strongly believes on a view point, it would be unadvisable to suggest an activity that would go against that point of belief.

2- Establish effective client-therapist relationship. This goal is achieved by maintaining an empathetic tone and facial expression. Notice the general appearance of the client, which includes, the way he/she is dressed, height and body built, hygiene, social and motor behaviour. Appreciate the client's mood, facial expressions and body language.

3- Listening is an integral component of therapy, forming a mental note of the client's tone, frequency of words, flow and content of speech, its coherency and relevance to the questions asked by the therapist. It may be necessary to probe patients from time to time, to help clarify their existing problems and systematically organize narrated events. Assess disturbances of thoughts, namely, preservation, flight of ideas, loosening of association, poverty of thought, pressure of thought or thought blockage.

4- Help clients discover and deal with blind spots that keep them from seeing problems and opportunities clearly and moving on.

5- Addressing to learning difficulties, it is important to assess attention, concentration, orientation, memory, intelligence, judgment and abstract thinking.

6- After developing a thorough evaluation of the client's core problem, it becomes necessary to take a complete and relevant history, which includes:

Identification of data:Knowledge on the client's religion, education, occupation, if any.

Family history: Mention of immediate family members like parents, siblings, relationship status; attitude of family members towards patient and patient's attitude towards them; overall home atmosphere; details regarding psychiatric illnesses in the family, if any and finally building a family tree.

Personal history: Events related to birth (to provide clues to any disability); significant physical illness, trauma, abuse or behaviour problem in the previous years; details regarding milestone achievements in life; any neurotic state, such as, thumb sucking, nail biting, temper tantrums, stammering; sexual orientation (gender identity disorders, misconceptions about normal sexual and anatomy and physiology, heterosexual and homosexual experiences; status of relationship with their other…[continue]

Cite This Essay:

"Personal Model Of Helping Therapists Do Whatever" (2011, April 03) Retrieved December 4, 2016, from

"Personal Model Of Helping Therapists Do Whatever" 03 April 2011. Web.4 December. 2016. <>

"Personal Model Of Helping Therapists Do Whatever", 03 April 2011, Accessed.4 December. 2016,

Other Documents Pertaining To This Topic

  • Therapeutic Models Psychodynamic & Person Centered Therapies...

    Therapeutic Models Psychodynamic & Person-Centered Therapies Psychodynamic theory and client-centered theory provide significant basis for recent therapeutic methods. Where both the therapeutic methods emphasize on improving the condition of the subject, they follow different schools of thoughts which is well-reflected in their applications as well. Since psychodynamic and client-centered therapy focuses on eliminating various aspects of past life and improving the subject's perception of self-worth in relation with present and future

  • Person Centered Model in Counseling Psychology

    In some cases, a person may for example see self-actualization as a reason to perpetuate an abusive or oppressive relationship. My task will then be considerably complicated. If I for example believe a person to be in mortal danger because of his or her self-actualization beliefs, I will need to involve the police, other legal, or social services. Such issues may also require me to testify in court or during

  • Application of a Pedagogic Model to the Teaching of Technology to...

    Pedagogic Model to the Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more

  • 21st Century the Term Marriage

    Further, "Just as the models of family therapy are, unsurprisingly, isomorphically represented in their corresponding training models and methods, so the development of the clinical reality of family therapy can serve as a methaphor for the training and supervision area." However, in 1988 MFT was truly in its earliest states and not much time had gone by since supervision and training was mostly something that was done and not giving

  • Object Relation Attachment Theories and

    During the next chapter of this clinical case study dissertation, the Literature Review section, this researcher relates accessed information that contributes a sampling of previous research to begin to enhance the understanding needed to help a patient "grow" not only in therapy, but also in life. CHAPTER II LITERATURE REVIEW The theories and techniques used in psychoanalysis are very diverse; Freudian analysis is only one approach." Thomas and McGinnis, 1991, ¶ 1) Diverse Contentions One

  • Validating the Effectiveness of Participation in a

    Validating the Effectiveness of Participation in a Time-Sensitive Closed Therapeutic Group for Preschool Aged Children Allegedly Sexually Abused This paper will review existing research on allegedly sexually abused preschool aged children. The traumatic psychological effects of the abuse including low self-esteem, poor peer relationships, behavior problems, cognitive functioning and physical/mental health will also be evaluated. The author notes the paucity of available material on sexually abused children. Very little therefore is known

  • Knowledge Concerning Ethical Issues Involved

    100). Much of the focus of personnel selection using psychological testing was on new troops enlisting in the military during two world wars and the explosive growth of the private sector thereafter (Scroggins et al., 2008). Psychological testing for personnel selection purposes, though, faded into disfavor during the 1960s, but it continues to be used by human resource practitioners today. In this regard, Scroggins and his colleagues advise, "Many

Read Full Essay
Copyright 2016 . All Rights Reserved