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. 

Chapter 13 Video Post: "Family Therapy: Core Concepts of Different Approaches"

"Family Therapy: Core Concepts of Different Approaches" 

Chapter 13- Family Systems Therapy

In this video, the client is working with a couple, a male and a female. Based on the therapy session and the discussion, I believe this session is following Minuchin's Structural Therapy. Unlike Satir's approach, the therapist is more upfront and constantly reminds the female client of her behavior. During the session, the female constantly interjects and speaks for the male. The therapist notes this behavior seems parental, which causes the male to feel as if he doesn't have a say. After the therapist, confronts the female client multiple times, she eventually seems to see how she is apart of the invisible conflict and the male speaks more. 

Chapter 13- Family Systems Therapy

Chapter 13- Family Systems Therapy

According to the chapter, family systems therapy is developed by two main theorist, Virginia Satir and Salvador Minuchin. Virginia Satir's method is called the Satir Apporach. In the Satir Approach the therapist focuses on developing self-worth and healthy communication within the family. Minuchin's approach is called Structural Therapy. In structural therapy, the therapist is considered the coach and eventually another member in the family. The goal of this method is to acknowledge invisible rules, roles and conflicts, in order to build healthier relationships.

When looking into this method, I do not see it completely helpful in my future career in student affairs. In my role, I currently do not work with parents and would not have the time to meet with families for reoccurring appointments. Also, there are a few laws in higher education, such as FERPA, which may not allow me to speak with the parent if the student does not agree to counseling. However, while this method of counseling is not currently practiced in higher education, I may keep it in my back pocket. Recently, I have noticed a higher amount of parent involvement in the last few years, therefore this method may useful down the line.

Chapter 12 Video Post: "Feminist Session: Dr. Moore and Helen - Part 2"

"Feminist Session: Dr. Moore and Helen - Part 2"

Chapter 12- Feminist Therapy 

In this session, the therapist and the client are discussing an issue the client has with confronting her mom. During the session, the therapist focuses in on the situation and asks the client how does it make her feel and how the situation affects her other relationships. After the client discusses how she feels, the therapist acknowledge the inequalities woman may have when standing up for themselves. The therapist also gives the client insight on what they can do and how they can change the cycle with their daughter. As the video progresses, you are able to see more comfort from the client, almost as if she feels empowered.

In watching this video, I find that this method of counseling will definitely be helpful in counseling my future students. I remember as a student, I often went to my counselor seeking advice, but instead would leave with "follow what you think is right". As a student this was not what I wanted to hear and it made me feel like my counselor was unhelpful, therefore I stopped attending sessions.

I believe based on my experience and my knowledge of multicultural students, this method of counseling is one that I will truly use in my future.

Chapter 12- Feminist Therapy

Chapter 12- Feminist Therapy

According to the text, there is not one sole founder of feminist therapy. Feminist Therapy is  considered more philosophical than theoretical. It emerged out of dissatisfaction of current world practices and health concerns for women. In this type of counseling the role of the counselor is to acknowledge the inequalities a client may face due to social oppression. Throughout the sessions, the counselor will focus on the individual's strengths and tools to help the client grow. End goals of counseling is client feels empowered and knowledgeable.

Although this method of counseling was designed for women, I believe I will be able to use it in my future career in student affairs. I plan on working in multicultural affairs with historically represented students. Therefore, many of the issues my students may face will be similar to the issues women face. I believe by following the approaches in this therapy, I will be able to empower my students and help them achieve their goals. I also believe I can use this method to help educate other students on the historical disparities.



Chapter 11 Video Post: "Individual: Helping Client Exert Intentional Control"

 "Individual: Helping Client Exert Intentional Control" Video

Chapter 11- Reality Chapter

In this session, the counselor gives the client a scenario to help them see that they do have control. The counselor's scenario shows that the client is choosing not to do things based on their priorities and they are not taking responsibility. The counselor's approach is very direct and educative. However, the clients approach shows that he is not as willing to take responsibility, which is a possible indicator that the sessions may not be successful. The video does not tell us if this is a first session or 2nd, 3rd, etc... Therefore it is hard to tell if the sessions will be successful/progressive.

While I do view the counselor's approach as very helpful, I still do not see this approach completely helpful in my position in student affairs. I believe there are sometimes external factors which may impede an individual from attaining their goals, hence I still do not view this theory as an approach that I will use.

Chapter 11- Reality Therapy

Chapter 11- Reality Therapy

Reality Therapy was founded by William Glasser. Glasser believes that relationships are an extremely important part of our lives and behaviors. He finds healthy relationships as part of our basic needs. In Reality Therapy the goals of therapy are to help the individual take control of their thoughts and decisions in order to meet their basic needs. The therapy sessions are constructed with the counselor as a teacher and the client as a student. In order for this therapy to be successful the client must take responsibility for their actions and attempt to make changes.

When reviewing this theory and connecting with my career in student affairs, I see this method in both a good and bad view. Like many of the other theories, this method of therapy believes that the client is in control of their thoughts and actions. While I do I agree with this, I can only agree to a certain extent. In higher education, telling a student they do not have friends because they choose not to may not be the best route. Especially, if making friends will cause the client to give up many of their characteristics. While it is important to educate the client/student about their actions and their control, it is also important to help students create relationships and learn to accept differences. Forcing students to change/adapt to the environment is not always the best option, in my opinion. 

Chapter 10 Video Post: "Cognitive Session"

"Cognitive Session" Video

Chapter 10- Cognitive Therapy

In this video, the counselor begins the session by reviewing cognitive therapy and assuring the client understands what they are doing. In reviewing cognitive therapy, the counselor reviews a scenario in which she helps the client understand their goal. The client shows both understanding and agrees that this scenario applies to her, which makes the client acknowledge the need for the session. This clip does a great job at demoing the importance of having understanding from the client and creating a learning environment. The clip also does a great job at illustrating the goal behind the therapeutic process, which is helping the client adapt to the environment and feel comfortable with social interactions.

Chapter 10- Cognitive Therapy

Chapter 10- Cognitive Therapy

Cognitive therapy was founded by Aaron Beck. Cognitive Therapy shares many similarities in REBT, as it helps clients realize certain perceptions and helps them change. Cognitive therapy offers problems solving and coping skills with the counselor deemed as an expert and the client deemed as a student. Each session has multiple layers and focuses on helping the client progress. By focusing on having the client break apart/analyze their perceptions and environment, the counselor helps the client find a way to adapt. The goal behind this theory is to help the client adapt to the environment in order to survive and reproduce.

When looking at cognitive therapy and the goals, I do not see this theory very beneficial in my specified field. I feel that it overlooks other underlying issues, such as cultural beliefs. Therefore, it may cause certain students to feel neglected and uncomfortable. Also, in higher education we strive for accepting and embracing diversity, not trying to have everyone assimilate to culture. Thus, I do not see myself using this theory.

Chapter 9- Rational Emotive Behavior Therapy

Chapter 9- Rational Emotive Behavior Therapy

Rational Emotive Behavior Technique (REBT) was founded by Albert Ellis. According to Elli,s humans have full control over their behaviors and thoughts despite surrounding issues and past problems. Individuals that typically seek REBT are individuals that are having issues taking ownership and control of their feelings. In REBT the goal is to eliminate irrational behavior and thoughts, in pursuit of a happier self view. This technique is more direct than other theories. The other main goal in REBT is to educate the client about REBT in hopes that it will help them avoid negative thoughts and achieve/adopt a healthier lifestyle.

When examining REBT and reflecting on students, I find this technique helpful once I've created rapport with students. In college, I think it is imperative for students to learn responsibility and self ownership. While there are numerous hurdles students may come across, they must learn to face them and overcome them. Part of the college experience is to be challenged. Therefore, helping student take ownership via REBT may help them be successful in college and their future careers.

Chapter 8 Video Post- "Cognitive-Behavioral Therapeutic Factors"

"Cognitive-Behavioral Therapeutic Factors"

Chapter 8- Behavior Therapy Video

In this video the counselor and the client are still within their first session, so they are assessing behaviors to work on. In this scenario, the client is to trying to get over an ex boyfriend. She expresses trying to do so in past counseling sessions, but having difficulty. Towards the end of the session/clip the counselor reviews behaviors the client would like to address and asks the client what is her plan and what does she intend to do after she leaves. After the client responds she asks the counselor if he has any other suggestions and he says no, her plan is a good start. This clip demonstrates the client/counselor assessment phase in which the counselor is doing as much as he can to learn about the client and establish rapport before making suggestions. At one point they even laugh together, alluding to the beginning of a good counseling relationship.

Chapter 8- Behavior Therapy

Chapter 8- Behavior Therapy

When thinking about therapy techniques, many individuals often refer to behavior therapy. According to chapter eight, there are numerous key individuals and well known therapist for behavior therapy. Some of these individuals are: Pavlov, Wolpe, Watson, Thorndike, Skinner, and Bandura. The purpose of this therapy style is to target change in certain behaviors. The process in which the sessions occur vary based on the targeted technique and the counselor's style. For instance, one counselor may use systematic desensitization while another counselor may use extinction to influence change in a person's reaction to a specific behavior. Throughout sessions, counselors are expected to model good/desired behavior for the clients. As well as, the client is expected to actively participate and learn from the counselor.

When thinking about my desired role in student affairs, I do not see myself using this technique. I would like to focus most of my sessions on helping students overcome issues rather than behaviors. I believe if a student has a habit/behavioral issue, I would refer them to an outside counselor that specializes in this approach. When looking at the college campus, I see this technique most helpful in counseling and student conduct/dean of students. This approach may also be helpful for a wellness coordinator.

Chapter 7 Video Post: "Gestalt Session"

 "Gestalt Session"

Chapter 7- Gestalt Therapy

In this session, the client is very emotional. The counselor does a great job with making the client express her feelings with focusing on the current issues. In having the client speak about her current feelings and her issues, the counselor conceptualizes and share a core issue, that makes the client have an "aha" moment. This clip overall does a good job at showing how to tackle issues head on during counseling while still nurturing an open environment.

Viewing this clips makes me realize that Gestalt Therapy may be best for experienced counselors that can sort out true issues from feelings. I think I will need more experience before I can practice this theory.

Chapter 7- Gestalt Therapy

Chapter 7- Gestalt Therapy

The founding therapist behind Gestalt Therapy is Fritz Perls. While Perl used Freud's model as a basis of gestalt therapy, he replaced sex/libido drive with hunger. In Gestalt Therapy, behavior is found to be driven by a hunger to satisfy a need to connect with others, biological needs and psychological needs. Unlike most of the other theories, it reflects on current issues and tries to resolve them without much reflection on the past. Clients are also expected to take suggestions learned in therapy and try them in their actual life.

When looking at this theory and thinking about my career in student affairs, I think that this method may be helpful in helping students overcome quick/small issues. In my current role, in academic coaching, I meet many students only twice a semester for 30 minutes sessions. Using this method would help attain quick wins and possibly help the student attain short term goals in improving their academic grades. While I may use this method currently, I would like to work in an environment where I help multicultural students acclimate to the college environment through reoccurring sessions. Therefore, when thinking about how this theory does not account much of the past and it is not much of a long term therapy style, I do not think I will use this theory.

Chapter 6 Video Post: "Conceptualizing Conflict"

"Conceptualizing Conflict"

Chapter 6- Existential Therapy

In watching this clip, I observed how the counselor was able to refocus the session on the client and on her present feelings. During the clip the client, began discussing issues with a man named "Sylvester". When the client seemed to want to focus on Sylvester and how their relationship turned wrong, the counselor was able to ask her questions to refocus the session on the client. The counselor also focuses on the client's other session with another counselor and her behaviors. By doing this, the counselor is addressing the core issues head on, instead of letting the client slowly discuss her own issues. This helps the counselor understand that the client knows their is a problem and helps him understand how she feels about the issue.

Chapter 6- Existential Therapy

Existential therapy is grounded on the findings of many therapists. Some of the therapists mentioned in the reading are: Simone de Beauvior, Albert Camus, Martin Heidegger, Soren Kierkegarrd, Fredrich Nietzsche, and Paul Sarte. In reading this chapter, this theory seems very similar to person-centered, in which the therapist does not make any assessment. Many of the founding therapists in this theory believe that the counselor should also not use any techniques, while others believe that the use of techniques are needed. Also, unlike person-centered, the goals of this theory is to help the client unlock their full potential through examination/emphasis on their current history.  

While I see great uses of this theory in counseling, I do not like that it does not regard the past. In many of my contacts with students, their past usually plays an important role in their current issues and frustrations. According to the book, this method is deemed great when working with multicultural clients, but based on my multicultural book this method may not be good. According to my multicultural book and class, many multicultural clients are not willing to openly share information and some beliefs may be based on family views. Hence it is important as a client to be aware of these traditions and not take much of a stand-offish approach, as it may make clients feel uncomfortable. Based on reading this chapter, my experience and my multicultural class I do not see myself using this technique much.

Chapter 5 Video Post "Nonjudgmental Listening Cycle and Goal Setting"

Nonjudgmental Listening Cycle and Goal Setting

Chapter 5- People-Centered Therapy

I choose to view this clip because I feel that Nonjudgmental listening is a skill I need to work on. In viewing this video I was able to connect this clip  to many of my interactions with students and my future career in student affairs. As I watched the video I noticed that the client was nervous and showed some hesitation to share some of her thoughts, however still continued to open up to the counselor, possibly due to the way he communicated. Throughout the clip, the counselor never said anything new to the client, instead he used broad terms that reiterated what the client said. I believe this clip was very helpful in helping me see how to listen without making assumptions or portraying judgmental behavior to my client.

Chapter 5- Person Centered Therapy

Chapter 5- Person Centered Therapy

According to the text, Carl Rogers is the founder of the Person Centered Therapy. In person centered therapy the client knows that they have and issue and subconsciously knows how to fix it, thus the counselor does not diagnose the client. Rogers found that techniques and diagnosing the client impeded their self development, thus he found it useful to not practice any techniques except for showing empathy. In this theory, happiness is seen as a journey rather than a goal. Hence, the client goal is continuous self improvement. Feelings are also deemed extremely important.

In my current role, as a graduate assistant in academic coaching, I have many students that make appointments to work on their academics. During a few of my student interactions, I have found that some of my students know the answers to the questions they ask. However, they are looking for confirmation in their actions. During my first few interactions with these students, I did not realize this and I would try to educated them on different study techniques. Eventually, I realized that they already knew what to do, but were struggling with making decisions between social life. In reading about this theory and reflecting on some of the practices, I realized that I have already began to practice Person Centered Therapy in some of my sessions and it has been helpful, sometimes. 

Chapter 3 Video Post: "Focusing on Past Relationships in Therapy"

"Focusing on Past Relationships in Therapy" Video

In this video, the client and therapist are siting face to face discussing the client's thoughts on fatherhood. During the video the thoughts of the therapist are voiced over the video to help the audience pick up on cues and the therapist's quick analysis of comments made by the client. 

This video seems to demonstrate a relational psychoanalysis approach, in which the environment is constructed to encourage transference. Also, during the video the client mentions having a fear of following in his father's footsteps. The client also slips during the convrsations and uses father instead of another word, demonstrating that the relationship between the client and his father may have harbored unconscious thoughts in the client. Thus, effecting the client's relationship with his unborn child.

Chapter 4 Video Post: "Beginning Diagnostic Assessment"

"Beginning Diagnostic Assessment" Video

Chapter 4- Individual Psychology

In this video, the counselor begins the session by reviewing the information provided by the client, for clarity. Following this initial communication, the counselor focuses on what it is occurring in the client's life and her current feelings. During the clip, the client mentions overcoming a divorce and constant communication with her family. When the client discusses her communication with her family, she mentions an amusement park and seeing herself as the person that likes to go on roller coasters. As the counselor ask few questions for clarification, he ties her current actions with her past role, as the eldest of four. While the client does not seem to have an "aha" moment, she does seem to agree that her role of being the eldest has greatly impacted her. She views herself as the individual that always had to be the responsible one or the person that constantly had to set an example by leading and achieving.

This clip is a great video for demonstrating how the beginning diagnostic should be constructed. It shows the importance of family roles, the incorporation of current thoughts and self views. All of which are important components in Individual Psychology. The clip also demonstrates the importance of getting to know the client first before making any suggestions or large connections.

Chapter 4- Individual Psychology

Chapter 4- Individual Psychology

According to the text, Alfred Adler is the founder of Individual Psychology. While Adler was a follower of Freud, he differed on some of the basis of psychotherapy, such as motivation and the role of parents. Therefore, through trial and research Adler created and developed the basis of Individual Psychology. In individual psychology the goal is to achieve a healthy balance between striving for a better self and nurturing healthy social relationships. A key element behind achieving this balance is courage. According to Adler, courage is an important characteristic in helping individuals move forward.

When reflecting on this theory and my career in student affairs, I see the theory beneficial in numerous roles. In college many students are struggling to maintain both great grades and a good social life. While some students may be able at balancing this, others may not, hence leading them to seek assistance from individuals that they view in a teaching/advising role- counselors and student affairs professionals. Having this model of counseling and core issue will be the perfect basis for Individual Psychology. While reviewing the methods used and the basis of this theory, I think this theory will be easy and most beneficial to use in my future practice.

Chapter 3- Neoanalytic Approaches

Chapter 3- Neoanalytic Approaches 

Following Freud's psychoanalytic theory there were many variations of techniques used. Five of these variations, as discussed in chapter three, are Carl Jung's version of Psychotherapy, Ego Psychologist (EP), Object Relations (OR), Self Psychology (SP), and Relational Psychology (RP). Based on there strong similarities and differences between psychoanalytic theory, these variations are categorized as neoanalytic approaches.

In Carl Jung's version of psychotherapy, Jung rejected Freud's association with sexuality. Jung's version focused more on the analytic side of psychotherapy. In his work he connected the unconscious with the conscious to differentiate an individual's personality based on numerous categories. Jung's findings are still used today in renowned tests such as the Myers Briggs Type Indicator. 

Ego Psychology was highly influenced by Frued's daughter, Anna Freud, and Heinz Hartmann. In Ego Psychology, there is a large emphasis on an individuals ego. Psychologists that follow this approach believe that the development of an individual, similar to psychoanalytic therapy, is believed to occur during their childhood. In addition, EP believed that development in these stages and the quality of the environment played a large role in establishing an individual's ego. In therapeutic sessions, EP, follow a free association technique and often use dream analysis to make unconscious thoughts become conscious to an individual. In doing this EP helps an individual become aware of their unconscious and it also helps the individual to construct their ego based on their new awareness.

Object Relations (OR) was highly influenced by Melanie Klein. In OR the relationship between a mother and child is regarded as the most important relationship. Dysfunction is believed to arise from improper parenting. In OR an individual is believed to project their dysfunctions to objects, such as certain people, a body part and/or a bipolar personality. In therapeutic sessions, OR follows a transference technique in which the therapist is in charge. The goals of OR are to repair an individuals relationships with the objects in which they projected their dysfunctions.

Self Psychology (SP) was highly influenced by Heinz Kohut, whom had a history of working with narcissistic personalities. In SP the relationship between a parent, is once again highly valued. In SP, it is believed that an individual may be unable to differentiate themselves during infancy, which leads to developing narcissistic personalities and having a fear of falling to pieces. In therapeutic sessions, SP follows an interpretation technique along with a huge emphasis on a welcoming and empathetic environment. The goals of SP  are to help the individual recognize and repair the deficits in their personality.

Relational Psychoanalysis (RP) was highly influenced by Sandor Franzecki and Harry Sullivan. In RP the childhood development of an individual is important. In RP, an individual is believed to develop patterns, which may reflect aggression, sexuality and conflict based off of there childhood experiences, such as patterns held by their parents. In therapeutic sessions, RP follows a free association and dream analysis technique. The goals of RP are to help an individual recognize patterns and make changes to reflect healthier relationships.

In all of these neoanalytic approaches, similar to Freuds theory, the development of a child and the relationship with the caretaker are considered important. The largest difference between these neoanalytic approaches and Freud's theory is the concept of motivation. In the neoanalytic approaches, motivation is believed to derive from conflict between the conscious and the unconscious. 

After reading this chapter, I believe I would be able to use many of these techniques in student affairs. Particularly, Carl Jung's, would be helpful in quickly understanding a student  I believe knowing and understanding these approaches may help me decipher underlying issues that students may have, which can help boost rapport with the student. Overall, I think this chapter was truly helpful and I look forward to learning other approaches.

Chapter 2- Psychoanalysis & "Psychoanalytic session" Video

Chapter 2- Psychoanalysis

Psychoanalytic theory is one of the earliest types of psychotherapy and was originated by Sigmund Freud. Although there has been a few changes and adaptations, some of the core principles are still held today. It is also the form of treatment that most people associate with therapy- a client laying in comfy couch talking about themselves to a therapist that seems distant (hence the photo of the couch above).

According to this theory, a person's actions and behaviors are often motivated by a combination of our unconscious, preconscious and conscious thought. Some of an individual's unconscious thoughts are believed to derive from experiences made during our earlier stages of development, with ages 5 to 6 being extremely crucial. Freud believed that too much or too little stimulation during these stages can lead to an individual being stuck in their desires and/or behaviors. However, since these thoughts may not be socially and morally accepted, as an individual matures in age, an individual  may repress these desires and behaviors. Repression and other defense mechanisms, while made in good faith, often lead to psychic conflict, requiring the help from an analyst (therapist). 

In the chapter, the authors highlights four phases of therapy, which are the opening phase, development of transference, working through, and resolution of transference. In the opening phase the analyst and client meet a few times before deciding if the relationship is a good fit. After deciding it is a good fit the client must agree to openly share all thoughts and dreams even though they may believe they are not important. The next stage, development of transference, is when the analyst finally shares their analysis with the client. It is also a time in which the analyst may become an important figure in the clients life. Following the analysis shared by the analyst, the client may bring forth more information, leading them to continue to work through. Finally, after the client begins to take insight and control of their psychic conflict they agree upon a date to terminate the therapy.

After reading this chapter, I find psychoanalysis very restricting. I believe it may not be something I may use in student affairs because it requires a lot of time, which neither of the counselor or student may have. Although it is not a theory I may use, I have learned a lot about the power of the unconscious and find this useful for my future practices.

"Psychoanalytic session" Video

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.