Theory Summary Chart
Theory
Gestalt
Summary
Emphasizes the present. Only the
now exists. Now = experience =
awareness=reality. (Fritz Perls)
Goals of Therapy
Identify and analyze the
smaller issues in relationship
to the larger problem or
situation.
-
PersonCentered
Focuses on genuineness, empathy,
positive regard, and concreteness.
Self-actualization is the drive of
existence. (Carl Rogers)
Techniques
Dream Work- student fantasizes
what it would be like in
different parts of the dream.
Empty Chair-student talks to
chair to understand rational and
irrational ways of communicating
Confrontation-student is
.
challenged for actions or words.
Making the Rounds-expressing
emotion or feeling to each person in the group.
I Take Responsibility-makes
statement about issue and completes with “and I take responsibility”.
May I Feed You a SentenceCounselor supplies student with
a sentence to help clarify
thoughts.
Applications
Requires high
level cognition
and behavioral
development.
This theory
would be
difficult for
young children.
Through counseling, clients Nondirective- emphasizes the Works well with
Learn to cope with situations. development of the relationship students with mild to
By shedding defense mech- through acceptance and clarifi- moderate anxiety,
anisms, people become open cation.
adjustment and interself-awareness.
Reflective period- client begin personal disorders.
to create nonthreatening relation-Change may be short
ships in their his/her life.
short term and
Counselor responds to the
and address only
student’s feelings and reflects surface issues.
the affect back.
Experimental stage- emphasis
Placed on positive regard and
congruence.
Individual
Psychology
Self-defeating attitude based on
feelings of inferiority. All
behavior is goal oriented.
Students are able to assume
responsibility and achieve
personal goals. (Alfred Adler)
Facilitate, change, and
encourage appropriate
behaviors.
Develop a relationship with
student based on deeper understanding of problems. Draware helpful for understanding
patterns of behavior. Use
questioning to explore student
perspectives. Encouragement
is critical.
Behavioral
Approach
All behavior is learned:
Replace undesirable behavior 1. Positive reinforcers to yield
1. Stimulus Response: change
with desirable behavior.
desired result.
through conditioning of
2. Practicing desired behaviors
involuntary response.
3. Planning environment to
2. Applied behavior: reward or
promote behavior.
punishment for actions.
4. Systematic desensitization.
3. Social-cognition: Acquire new
5. Assertive training to help
knowledge and behavior by
with expression of feelings.
observing others. (B. F. Skinner)
6. Use of contract to detail
behavior.
Empowers young
children. Student
makes the effort to
change.
Reality
Therapy
Humans operate on conscious level Students assess behavior and
rather than unconscious.
and must learn to be mentally
Counselors do not use testing or
strong and make effective
traditional diagnosis. (William
choices. Develop skills to
Glasser)
cope with daily stresses and
problems.
Students must be
able to determine
their own course
of action. Keeps
students focused
on the present.
Works best with
other children who
1. Humor
2. Role-play
3. Confrontation
4. Feedback
5. Goal setting
6. Attending and teaching
7. Designing plans
8. Contracts
Works better for
immediate behavior
goals rather than
long-term. Play
therapy is beneficial for young
children.
understand choices
and show desire to
change.
Rational
Emotive
Behavior
Therapy
Pleasurable behaviors help
students maintain commitment
to changed patterns in thinking.
Students seek a more balanced
life by limiting demands. Focus
is placed on relationship between
thoughts and their impacts.
(Albert Ellis)
Students come to understand
that they have a choice.
1. Teaching and disputing
educate students on their
feelings.
2. Inference chaining reveals
thoughts need to be confronted.
3. Counselors guide students
through cognitive processing,
guided imagery, and behavioral
disputing.
ABC equation: A- activating
event or fact. B- student’s
belief. C- behavioral
consequences.
Cognitive
Behavior
Approach
Cognition focuses on thinking and
understanding why behavior is
the way it is. The behavior aspect
focuses on how to change the
behavior. Client assessment is
based on identifying thought
patterns. (Albert Bandura)
Existential
Individuals become aware of being, Clients take a more active role There are no specific techniques. Students assume
responsibility, freedom, and
in shaping their own reality Students must be ready to be
responsibility for
potential.
and putting themselves first. open.
their own lives.
Identify undesirable behavior. 1. Behavior Modification using
Modify behavior by using
positive or negative reinforcers.
reinforcers.
2. Shape desired behavior once
it begins to occur.
3. Extinguish unwanted
behavior.
4. Use of confrontation, time
out, confirmation and attending
to continue progress.
Ineffective with
mentally or severely
emotionally
disabled, or very
young children.
Works well with
children. Reinforcement technique
is familiar to classrooms. It is
necessary to keep
in mind the level
of cognition when
creating the
conceptual framework.