Comparing person-centered and cognitive-behavioral therapy approaches

PERSON-CENTERED THEORY & COGNITIVE-BEHAVIORAL THEORY

The objective of this work is to discuss the person-centered theory and to discuss the cognitive-behavioral theory. This work will examine in detail the concepts of the person-centered theory and as well, the microskills and techniques that students would expect to be effective with this theory.

PERSON-CENTERED THEORY

Person-centered therapy is also known as 'client-centered', 'non-directive' and 'Rogerian' therapy. This approach to counseling and psychotherapy places the treatment process responsibility upon the client while the therapist's role is 'non-directive' in nature. There are two primary goals within person-centered therapy:

Self-esteem increase; and 2) an opening up by the client to experience. (Person-Centered Therapy, nd)

This theory was developed by Carl Rogers, an American psychologist who practiced in the 1930s and is a type of therapy that has as its goal the fostering of the client in cohesion of the idealized and actual self of the client. This therapy also has the goal of the client gaining a better understanding of 'self' as well as lowering the client's levels of "defensiveness, guilt, and insecurity" (Person-Centered Therapy, nd) Other goals in this therapy include the client gaining a more positive outlook in relationships and as well focuses on the client gaining an increase in the capacity to "experience and express feelings at the moment" (Person-Centered Therapy, nd) in which the feelings actually occur. It is related that "Roger's introduction of the term 'client' rather than 'patient' expresses his rejection of the traditionally hierarchical relationship between therapist and client and his view of them as equals." (Person-Centered Therapy, nd) the direction of therapy is determined by the client in person-centered therapy and the therapist focuses upon the increase of insight and self-understanding of the client "through informal clarifying questions." (Person-Centered Therapy, nd) This therapy was associated with the human potential movement in the decade of the 1960's although this movement first began in the 1900's and is a therapy, which "reflected an altered perspective of human nature." (Person-Centered Therapy, nd) Theories prior to the person-centered therapy held the view of human beings "as inherently selfish and corrupt." (Person-Centered Therapy, nd)

The work of Brodley (1986) entitled: "Client-Centered Therapy - What Is it? What Is it Not? states that the central hypothesis of this approach is as follows: "It is that the individual has within him or her self vast resources for self-understanding, for altering her of his self-concept, attitudes and self-directed behavior - and that these resources can be tapped if only a definable climate of facilitative psychological attitudes can be provided." (Brodley, 1986) Three conditions are stated to constitute this climate, which promote s growth which are those of:

1) Genuineness;

II. COGNITIVE BEHAVIORAL THEORY

The work entitled: "An introduction to Cognitive Therapy & Cognitive Behavioral Approaches" states that: "The central insight of cognitive therapy as originally formulated over three decades ago is that thoughts mediate between stimuli, such as external events, and emotions." (Counselling Resource, nd) it is suggested within this theory that "psychological distress is caused by distorted thoughts about stimuli giving rise to distressed emotions." (Counselling Resource, nd) in part, the task of cognitive therapy is "to understand how the three main components of emotions, behaviors and thoughts interrelate, and how they may be influence by external stimuli - including events which may have occurred in the client's life." (Counselling Resource, nd) Cognitive behavioral therapy is characterized by the therapist being highly aware of the role that the behavior of the client plays in the client's life. The aim of cognitive therapy is assisting the client in gaining an understanding and awareness of distortions of thought, which are resulting in the psychological distress experienced by the client. This type of therapy is best used for individuals who are "comfortable with introspection, who readily adopt the scientific method for exploring their own psychology, and who place credence in the basic theoretical approach of cognitive therapy." (Counselling Resources, nd)

III. MICROSKILLS & EFFECTIVE TECHNIQUES

Brodley (1986) relates that person-centered therapy is "distinguishable by its form. The salient form of client-centered therapy is the emphatic understanding response process." This process is effectively accomplished through the therapist "maintaining with consistency and constancy the therapeutic attitudes in his/her experience and expressing him/herself to the client through empathic understanding responses." (Brodley, 1986) the skill of primary importance in this type of therapy is the 'attitude' of the therapist. This attitude should be genuine and not be a facade or front in treatment of the client with "unconditional positive regard and empathy." (Person-Centered Therapy, nd) in other words, the individual should be given acceptance of the individual for who they are and not be acceptance based upon any conditions.

The therapist, or in the case of this work in research, the teacher should communicate to the student that they are willing to listen without making interruptions, without making any judgments, and without offering any advice to the student. This is a non-threatening climate leaving the student with the freedom to explore their own feelings without feeling guilt, shame, or that somehow something is wrong with them for the way that they feel. The teacher in this theoretical framework conveys empathy to the student, or relates to the student that the teacher in actuality understands the feelings of the student because the teacher has had these feelings at some time in life as well. Active listening is an important skill in the person-centered theory and is a type of listening "that shows careful and perceptive attention" (Person-Centered Therapy, nd) to what the student has to say. The goal of the person-centered therapy is stated to be one in which the therapist does not try, in any manner to change the mind of the client and this application would serve effectively as well in the case of the teacher-student interaction. Through the Person-Centered approach, the teacher is able to facilitate self-actualization of the student in a climate in which the student feels free to speak their mind and to explore their own feelings without recrimination or judgment on the part of the teacher.