Chapter 2 Video Post: "Psychoanalytic session"

"Psychoanalytic Session" Video
Chapter 2- Psychoanalysis

This video demonstrates the free association technique as described in chapter two. It shows the client laying on the couch with the therapist sitting out of the view. In this video the therapist does not speak much, except to clarify details of the client's experiences and thoughts. 

The other technique demonstrated in this video is dream analysis. As the client explains her dream, the therapist interprets some of the details and symbols from the client's dream. The therapist, also, once again does not speak much except for clarifications. Towards the end of the session the therapist begins to associate some of the details in the client's dreams as she mentions some of her current feelings. This exhibits how the therapist may help the client connect her unconscious thoughts with her conscious thoughts.

Chapter 17- Conclusion

Chapter 17- Conclusion

In the final chapter of the text, the authors overview important factors in choosing a counseling style. Some of these factors include the individual's beliefs in a person's development, beliefs in what motivates an individual and empirical evidence for the theory. According to the chapter, a good theory is one that you feel comfortable with and one that you share similar beliefs. Other factors that are important, aside of what is best for yourself, is your clientele base. For instance, when working with low SES individuals, psychotherapy may not be the best option, as it often costly and timely. Hence, it does not create a a good client-therapist relationship, which makes the counseling style not the best match for yourself.

On reviewing some of the information on how to choose a counseling style, I believe the two that are most prevalent and useful in my current and future career are solution-focused and feminist approach, respectively. I believe based on my personality, history, beliefs and future aspirations feminist approach would help me best connect and empower my future clients, which may be students from historically underrepresented populations. However, based on my current position and my current clientele, solution-focused would allow me to help many students achieve their short term quick goals, which is improving their grades. While neither of these theories have extensive empirical evidence, I feel they are the best fit for both me and my clientele, thus they are good counseling styles, for me.  

Chapter 16- Mindfulness Approaches

Chapter 16- Mindfulness Approaches

Mindfulness approach originates from cognitive behavioral therapy. Two of the main founders in Mindfulness Approaches are Steven Hayes and Marsha Linehan. In Steven Hayes framework, Acceptance and Commitment Therapy (ACT), the goal of therapy is to have clients adapt their behaviors to adapt to their values. In Linehan's framework, Dialectical Behavior Therapy (DBT), the goal of therapy is to balance anxiety and extreme behavior while learning to trust in one's self. Both of the different frameworks both show an emphasis in the client's life and creates goals to achieve a healthier them while practicing mindfulness and acceptance of the client's choices.

When reading about this therapy style, and my future goals of being a student affairs professional, I am unsure if I would use this therapy style. While mindfulness approach allows the client to focus on values and goals that may pertain to their culture, the point of therapy focuses on changing behaviors. Based off of the examples in the text with Linehan's style, I would most likely refer students with such issues to a professional counseling because I do not feel comfortable with dealing with students that may have serious mental issues. Mental health in college is extremely relevant and serious, especially suicide. Thus, I may try to use this approach if the student is recovering and has attained help, but I am mindful of my boundaries.

Chapter 15 Video Post: "Narrative Session with Dr. Madigan and Ollie about Trouble"

Narrative Session with Dr. Madigan and Ollie about Trouble 

Chapter 15- Narrative Therapy

In this video, the therapist is mainly working with a young boy. The young boy's mom is also present. During the session, the therapist asks the client what does he think will happen if he continues to get in trouble. After the client doesn't respond, the mom responds and depicts a quick but short story on him possibly watching less tv. Proceeding the mom's response the therapist continues to probe the client and ask more questions about how the client feels about his future and trouble. The client continues to answer. Based on this video, the client and the counselor still seem to be in the beginning stages of therapy.

Chapter 15- Narrative Therapy

Chapter 15- Narrative Therapy

According to the text, Michael White and David Epston are the founders of narrative therapy. In this type of therapy, storytelling is the core of sessions. Therapists often asks many questions to help uncover some of the clients issues. Also, throughout the process of therapy, the therapist helps the client build a new and healthy story. This type of method seems to work best with minorities and LGBT members.

Based on my upbringing, my mom often used stories and narratives to help teach me lessons and discuss life. Therefore, I find myself quite comfortable with this method. I believe, prior to reading the text, this was a style of therapy that I often used with my multicultural students and a method that I often saw results with. While I do believe I will continue to use this type of therapy, I do know that it will not always be beneficial, especially with students that are not as willing to share. Some students that may not be familiar with this practice, thus they are more unlikely to respond to narrative therapy. 

Chapter 14 Video Post: "Solution-Focused Session with Dr. Berg and Robyn"

"Solution-Focused Session with Dr. Berg and Robyn"

Chapter 14- Solution-Focused Therapy

In this video the client discusses a recent experience with the therapist. Following the client's explanation, the therapists asks if this was something new for the client. When the client responds yes, the therapist shows posture and responses that seem like she is congratulating her client. The therapist, then, continues to ask more questions to clarify the clients thoughts, possibly to uncover actions that are considered positive changes for her client. The therapist also asks why the client decided to make a change, possibly to reuse these reasons later as encouragement.

Watching this video has helped me see techniques that I may be able to use with my students. It was also much easier to understand compared to reading the text and the case of Kelly.

Chapter 14- Solution-Focused Therapy

Chapter 14- Solution-Focused Therapy

Solutions-focused therapy is founded on two different apporaches. One from Steve de Shazer and Insoo Kim Berg, and the other from Bill O’Hanlon. Unlike most of the other theories discussed in the text, this method is a lot quicker. In Solutions-focused therapy, clients are considered "customers" that have "complaints", in which they "hire" a counselor. During these sessions clients have a "complaint" and are expecting change. Counselors are considered experts in change even though they do not know the client's entire issue. Throughout sessions, the client shares actions related to their issues and is committed to making changes that the therapist recommends. The goals of this therapeutic style is for the client to solve their issue through fast change.

After reading this chapter and looking at the different videos on conducting solutions-focused therapy, I believe I would be able to use this method in my current graduate assistantship. In my GA, I often have many different students come see me regarding their academics. Most of my students meet with me two to three times, therefore using this method would be great, as it is not designed for long term therapy. Also, many of my students never get to their core issues, which is okay according to this therapy. Through positive reinforcement and connecting students with the right resources, they should be able to attain fast change. The only issue that I see with this method, is that often times many of my student visit my office, receive feedback and never employ them, hence no change occurs.