counselling /liv margarete lassen / 20062 psychological theories of development underlying the...

Counselling /Liv Margarete Lassen / 2006

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Psychological Theories of Development Underlying the

Counseling Process

Liv Margarete Lassen 2006


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Theory ” Theory is when one understands

everything and yet nothing seems to fit.

Practice is when all fits well no one knows why.

In this room theory and practice are united and nothing fits and no one knows why.”


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Behaviorism - Psychodynamic - Humanistic - System

Eclectic Theory Problem solving models

4 Major Theoretical Ideologies


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Hypothesis, theory and models

Theory ”A cluster of hypothses with a clear the connection between them. ”

Hypothesis ”Explains, describes or interpret possible connections which one is uncertain about, but willing to investigate.”

Model ”A representation of an idea or hypothesis.” (simplified version)


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PRACTICE

P3

P2

P1

Ethical back-ground

Teoretical-base Practical-experiences

Action/ behavior

Theory of Practice

Values

ExperiencesBased onknowledge


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HISTORICAL LINEPavlov

1849/1900Rubenstein

1889

Vygotsky1896

Luria1902

Leontjev1903

Skinner1904

Berne1910

Freud1858

Adler1870

Perls1893

Rogers1902

Frankl1909

Ellis1930

Satir1921

Glasser 1928

Bateson1952

FAMILIETHEORY

1900 1951


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Central Theoretical Groups

Psychoanalysis: Focus on the inner processes; behavior seen as a consequence of inner energy based on feelings.

Humanistic: Focus on the whole identity; takes into account feelings,

thoughts and behavior.

Behavioristic: Focus on observable behavior – measurable

Systemic: Focus on how systems affect individual’s growth and behavior. Looks at rolls, binds, rules and myths. Dysfunctional behavior is perceived as a symptom for a dysfunctional system.


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Polarity

Psychodynamic

Feelings/emotions

Focus - past

Insight important

Problem - a symptom

Unconscious factors are important

Behaviorism

Behavior (+/- cognition)

Focus present

Insight – not essential

Problem real: either not learned behavior or learned inadequate behavior


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Psychodynamic

PschoanalysisFreud (1856) Vienna Medical background

Three levels of psychological functioning

superego - ego - id Importance to attain a balance of the levels Drive - Libido

Survival instincts:

Love, sex death and aggression


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Psychosocial stages

Orale 0-1Anale 1-3Fallic/Ødipal 3-6Latent 7-13Genital 12 15


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Additional psychoanalytic views…...

Adler (1870) Medical background

Power and feelings of inferiority

Jung (1870) Swiss Psychiatrist

Archetypes – Collective consciousness, myths dreams, fairy tales, religion.

Reich (1897) Austrian doctor

Vegetotherapi


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Neofreudian theories: Ego- psychology

Erikson (1902) Tyskland8 stagesImportance of playImporatnce of social interaction

Anna Freud (1895)Importance of defence mechanisms

Berne (1910) CanadaTransactional analysis: Parent - Adult - Child


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Natural developmental stages

Basic trust vs mistrust (0-1år) Autonomy v.s. Shame/ doubt (2-3år) Initiative v.s. Guilt (4-7 år) Industry v.s. inferiority (6-12-13 år) Identity vs. Role confusion (13-19 år) Intimacy v.s. isolation (20-30år) Generativity vs stagnation (30 år – old age ) Ego Integrity vs despair (old age)


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Psychodynamic

Problem/ difficulty

Strategies: Make the unconscious Conscioud through ”talking cure”Play therapy, art therapy, etc.

Action Strategies

Identify problems through:PlayArtTestsAssociationsTalking, etc.

Imbalance between the dynamic parts of the psyche /Seen with respect to psychososialstages

Help Process


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Behavioristic theoryClassic conditioning (Pavlov, Watson)

Explains behavior as a learned response

Unconditioned st.Reflecs

Condtioned st.

Neutral stimulus

Bell

Food Bell

R

R

Salivation

Salivation


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Operant condtioning(Skinner)

Sd Stimulus

descriminat

o Behavoir

Sr Stimulus

Reinforcer

Situation Thoughts

Psysical reactions

Situations Thoughts

Physical reactions

An analysis of the connection between situasjon, behavior and reactions.


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Conditioning

Positive reinforcement

Punishment

Extinction

Negative reinforcement

Present

+ stimulusPraiseRewards

-StimuliUnpleasant consequence or task

Withhold


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Sosial learning theoryBandura & Walters Tharp og Wetzl

• Modeling Importance of social aspects

• Goal To learn new behavioral response to old patterns

Includes cognition and feeling

• Cognitive theory Meichenbaum-Piaget-Luria

Neurolinguistisk Programming Bandler og Grinder Cognitive Systematic shaping - Nyborg

- behavioral Self-management – self-efficacy


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Sivert og Sveaas modell 1986”Lage – little world”

Describe Problem: By kind. Personell/ teacher

By parents foreldreneBy the child/ youth

Desired behavior

Child behavior is analyzed with regards to:

Problem describes as:What the child/ youth does

In his situation

Non desiredbehavior

Assessment


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Assessment

Child/ youths behavior With regards to the situational stimuli inthe environment

Child/ youth’s individual Characteristics as:• competance• learned behavior • cognitve style• resources


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Goal definition

What we want the child/ youth to do:

Do more ofDo less ofLearn new


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Action Plan

What do we do?Strategy for building new learning skillsStrategy for increasing desired behaviorStrategy for reducing unwanted behaviorStrategu for preventing Action plan carried out together with

parents and other involved persons


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Evaluation

Has a change occured?Has this helped the child or youth

?


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Condtional counseling paradigms and models(Sten Rønneberg)

Spiritual factors

Identity

Values

Competanse

Alternative conditioning

Stimuli Behavior Consequences

Possible other variables


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BEHAVIORISTIC

Problem definition

Process

Action plan

Unlearned or faulty learned behavior Analysis of S-O-R dimentions with regards to present behavior

Assess through systematic observation and interview to identify:S – d O - atferdS - reinforcerIdentify - models

Build out desired behavior by reinforcementShape up unlearned behavior.Reduce unwanted behavior by extinction Introduce positive models


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HUMANISTIC– The third way Rogers - Maslow - Glasser - Nissen

1. Humanistic

2. Eupsychic

3. Conscious & unconscious

4. Drive- ”growth hypothesis”


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Pschological deveopmentBasic personal needs central for self-

development(Etter Kreck & Crutchfield 1969:499)

Selv-actualization

Self esteem

BelongingSafetyPhysiological

Maslow’ s Hierarchy of Needs


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Symbolic interactionG. Mead 1934 Cognition/

Feelings

Evaluation & perception

”I mirrow myself in the other’s reaction to me”

Evaluation & perception

S V

RV

RS


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HUMANISTIC

Problem definition

Helping Process

Action plan

• Unmet basic needs that use energy• Lost contact with own feelings, needs or self.

• Analyze situation by interviewing child, youth, adults• Focus - Here and now• Conscerned with: Resources

Needs

Plan: Counseling relationship should meet the person’s basic needs so that growth is ensured. Teach child/ parent/ teacher to formulate and meet own needs.


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System theories - Comunication

Bateson 1952 California -double bindFamily therapy

Conjoint - Virginia Satir

Strukturell - Minuchin, Haley

Strategic - Watzlawick

Systemic - Milanogruppen

Selevini, Palazzoli


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Fra Dyad to system

DyadTriadSystems

Punctuation of a circular process

Communication prosess


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A Circular Perspective

Individal seen as a part of a larger system where many elements act and react upon each other in quite unpredictable ways. Because this is a continuous process the setting is constantly changing..

”Everthing is connected” Ecological system analysis


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System theory

The system shapes and reinforces the indiviual’s behavior from own needs (for example: homeostase, meaning)

Problem is only a symptom for a dysfunctional system

Dysfunctions: ”Run away”Strukture problemesMyths, rules, meaning


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Ecological perspectivesBronfenbrenner – developmental analysis

Four levels:

Micro - system

Meso - system

Exo - system

Macro - system

Micro

Meso

Exo

Macro


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Various Interactive systems

Macro (F. ex. legislation

Ecso system(Community)

Meso System(Connections: Connection btw

Micro systems areclose to child/ youth –Family, school, etc


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Systemic

Problem defintion

Helping Process

Action plan

• Gather all involved parties• Through circulat interviewing attain enough information to develop a hypothesis.

• ” System” retains and reinforces behavior patterns for own needs.• Behavior is a symptom of the system way of functioning

Plan: Use perturberance to change the systems rigidity (reframe, give exercises,change roles, talk).


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Eclectic Approaches

• Technical• Divergerence of theories• Choice of many• Utilize existing theories• Collection of theories• Selection after needs• Use parts of theories• A-theoretical base,

empirical• Sum of parts• Realistic

• Theoretical• Convergence of theories• Combination of several• Creating new theory• Mixing theory• Synthesis• Combine parts• More theoretical than

empirical• More than the sum of the

parts• Idealistic


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Model for counselor decision making in individual counseling

• Personal factors

• Theory

• Strategy

• Methods og techniques

• Spesific responses

• Client-responses

counselling /liv margarete lassen / 20062 psychological theories of development underlying the...

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