The Theory of Counselling and Psychotherapy Practice - Dissertation Example

The Theory of Counselling and Psychotherapy Practice Introduction Attachment theory is defined as an evolutionary, psychological, and ethological theory concerned with relations between humans. The most significance of this theory is that a kid is required to have a form of relationship with one person, and in most cases it can be a nun or a house help who takes care of the child at day time, in order for child emotions and social life to develop in a normal manner. John Bowlby, who was a famous psychoanalyst and psychiatrist, developed this theory. According to the theory, young child character that associated with attachment is mostly the seeking of close to an attachment person in situations that stresses; the carer. Young children always get attached to an adult who have a sense and respond to social interactions with them, and who remains consistently as caregivers for several months (Cassidy, 1999). During this period, children and infants start to use attachment figures (familiar people) as a security base for exploration. Response from the parents results to the development of attachment patterns. These, in turn, lead to internally working of models that will guide the individual's feelings, thoughts and expectations in relationships that will come later in life. Having anxiety or grief due to separation from an attachment figure is deemed to be normal and adaptive response for an attached infant. These behaviours may have developed because they increase the probability of survival of a child (Gomez, 1997). Attachment theory is also observed during grieving of a person. Grieving is natural, and human beings respond to death of their loved one. The terms grief, mourning and bereavement are in most cases used, but they differ in meaning. Grief describes an individual response to loss and has physical, social, emotional, cognitive, behavioural, and has dimensions that are spiritual (Parks, 2009). To mourn is the out expression of grieving. It is through this process of mourning that grief is resolved. To be bereaved refers to the period after loss during which grief and mourning occur. It is a state of experiencing a loss of a person. To be bereaved is a form of depression, which usually resolves spontaneously over time. Grief, mourning and bereavement may affect culture, personality, religion, the nature of the relation with a person who is deceased and the way in which he or she died. It is also defined as bereavement as being in a state of loss, hence triggers a grieving reaction that manifests in a set of behaviours known as mourning (Londrum, 2004). Therefore, this essay will provide a description and analysis of the attachment theory as well as a discussion of its contemporary relevance to therapeutic practice from a national as well as international and trans-cultural perspective. In addition, it would also attempt to compare it with a solution and focus brief therapy by discussing the theory in brief.  Description and Analysis of the Theory Within the theory of attachment, attachment can be defined as a means of affecting bond or tie between an infant and children and the person deemed to be an attachment figure and in most cases is a caregiver). However, such bonds exist among two grownups, but among a children and a carers these affection bond is based on the child's need for security, protection, and safety, and is common during infancy and childhood stage. The attachment theory proposes that children and infants get attached to caregivers in order for them to survive as well as to replicate genetics. The biological aim is to survive, and the psychological aim is to get security. Attachment theory is neither exhaustively descriptive of the relationship between human beings nor is it similar with a kind of love and affection, even though these can show that there is a bond that exists. In child-to-adult relationship, the attachment of the child is called the child's tie, and the caregiver's is known as the care giving bonding (Contratto, 2002). Children can form attachments to any caregiver who is more responsible and sensitive in social interactions with them. The quality of the social engagement has more influence than even the amount of time spent. The biological mother of an infant is mostly the key attachment figure, but the function can be assumed by anybody who consistently behaves in a more state of being motherly over the period. In this theory, it means a set of behaviours that involves engaging in social interaction with the infant and responds to readily signals and approaches. Attachment theory does not suggest that fathers are not, in equal measures, likely to become key attachment figures if they provides most of the caring of a child and related interaction that is social (Levy, 2013). Some children direct attachment behaviour towards one or more attachment figure almost as soon as they begin showing discrimination between caregivers; most come to do so during their second year. These attachment figures are arranged in an orderly, with the key attachment figure at the top. The set goal of the attachment character is to keep a bonding that has accessibility and availability of an attachment figure. In children, separating physically can cause anger and anxiety, followed by being sad and despair. By attain an age of around five; physical separation is no longer such a big threat to the infant bonding with the attachment figure. Threats to security ingrown infants and adults arise from a prolonged absence, communication breakdowns, emotional unavailability or signs of rejection or abandonment. Attachment theory adherents stated that standards of basic relationships, mostly with the mother, are significant to ensure that there is maximum healthy development across the lifespan of the infant. Although the gender is assumed, there is no offering of a gender analysis. It is assumed that the relationship at earliest stages with their mothers affects the development of babies' brain, wellbeing, relationships, and interactions throughout the life cycle (Kaplan, 2005). The premise is that babies achieve maximum-security attachment relationships when their mothers provide "a more secure base and a haven," through sensitive and responsive care giving (Marvin, 2008). When assessment of attachment is deemed to be insecure, it is seen as less than ideal, and the focus may shift to treatment in order to repair the relationship. The main categories of insecure attachment are ambivalent, disorganized and avoidant (Prior & Glaser, 2006). The most potentially mentality health problems for babies with disorganized attachments are observed as most disturbing with prediction of borderline personality disorders in later life (Bateman & Fonagy, 2004; Liotti, 2005). From a feminist perspective, attachment theory is observed as a discourse, which states that there is a narrow and very conservative role for female gender as mothers and promotes beliefs that extend the objection of female gender (Contratto, 2002). Within attachment theory, the society pressure on women is neither seen to be a problem nor is the prescribed role of women as mothers’ critic (Morris, 2005). In the attachment theory based application, opinion of, rich, complex, deep and perceptions variation are not stipulated clearly, and therefore objectification of women becomes very easy (Lapierre, 2010). Identities that are considered to be social such as, culture, ethnicity, class, and various forms of oppressions are ignored as a narrow lens. It is applied in mothers/relationship categorization and situating problematic potential within such relationship. The theory of attachment has also developed to be one of the most significant concepts for comprehension of the early socio-emotional development of a kid (Cassidy & Shaver, 1999; Crittenden & Claussen, 2000). It has also been one of the models that guide parent-child relationships in areas such as child welfare, day-care, hospitals, head start programs, schools, and programs that involve parenting. At the same time, attachment theory has a very important function as a model that is informing practices such as social work with Aboriginal parents even though the application of this model has not been fully established. In addition, the function of attachment theory in guiding programs for parents is witnessed in the most referencing to the attachment theory given in the design and rationale of the parenting programs (Aboriginal Head Start, 2006). Contemporary Relevance to Therapeutic Practice As attachment theory offers a wide viewing of functioning of human, it can offer a therapist's analyzing and comprehending of patients' situation as well as the therapeutic relationship instead of just dictating a certain form of treating a patient. Also, other particular of therapy based on psychoanalysis for grown-ups in within psycho-analysis relational and other means, attachment theory and patterns are also incorporated. In the year 2000s, the existed behavioural couple therapy, couple, and family therapy, and multidimensional family therapy incorporated the main concepts of attachment theory (Mann, 2010). Bowlby had believed that the attachment theory had a significant role in psychotherapy. His suggestion was that the main function of the therapist is “to offer the patient with an attachment figure which cannot be permanent as such. He believed that by doing that it will enable the patient to feel secured and can explore their relationship with people that one might have made an affectional bonding. With this mentality, Bowlby came up with five main responsibilities for therapist: (a) forming a more secure base, which include provision of strong sense of care, support and trust that can allow patients to explore contents inside their minds and aspects that are painful to consider; (b) exploration of previous attachment experiences, which involves assisting patients to remember and have a discussion of past and present relationships, including their feelings, expectations, and behaviours in these contexts; (c) exploration of the relationship concerning the therapeutic, which involve assisting patients to critically examine the relationship with the therapist and how it can relate to relationships outside therapy; (d) linking experiences that are past to present ones, this can be achieved through encouraging awareness of how current relationship experiences can be compared to past ones; and (e) revising internal working models, which involves helping patients think, feel, and act in new way that are unlike how they felt before, thought, and behaved in past relations. A final role can also be articulated–to offer a haven, a place the patient can go or envision during distressing times. In addition to these tasks, the attachment patterns and behaviour observed in patients can affect the therapist and influence the therapeutic process (Fatham, 2012). Moreover, the patient's attachment pattern can influence or moderate the relationship between the therapist's interpersonal skills and style and the significance of certain techniques. This type of techniques that might be significant with one type of pattern in attachment can be problematic with another pattern. Thus, in addition to direct effects on the process, various patterns of attachment can also have moderation effects as well as additive effects on the therapist or the patient's experience of the therapist or techniques (Levy, 2013). Equine facilitated psychotherapy (EFP) is used to offer treatment to human psychology problems. It is a form of animal-assisted therapy, and it applies horses, in and around the natural surroundings of the stables. As with traditional therapy, also EFP begins with an assessment phase which provides grounds for setting goals for the therapeutic relationship. Initial sessions of EFP can enrich the assessment phase of treatment by information obtained from observation of how a client relates to the horse, the natural surroundings, and the therapist. The experiential process which includes the physical and behavioural dimension, the ‘‘real time’’ reaction and interaction, especially with first exposure to horses, is unique to this form of therapy. It can help the therapist to identify the client’s working models and additional diagnostic information such as, defensive tendencies or client's interpretation of the situation. In addition, when employing attachment theory to EFP, it could be useful to use an established measure for assessing attachment patterns, such as the Adult Attachment Interview, which actually assesses the respondent’s current overarching ‘‘state of mind with respect to attachment’’ (Bachi, 2013). Attachment theory can be employed in understanding and treating child and disorders in the family. The theory has led to a number of individual treatments, intervention, and prevention programs. They range from personal therapies to public health programs to interventions that have been designed for foster carers. For children and infants, the main focus is on raising the awareness and sensitivity and responsiveness of the caregivers, or if that is not possible, placing the child with another caregiver can be prioritized. Attachment theory has influences in contact and residence disputes, and can be employed by foster parents in adoption of foster infants. Previously, especially in North America, the main theoretical framework was psychoanalysis. However, it has been replaced attachment theory, thus focused on the continuity and quality of caregiver relationships instead of automatic precedence of any one party, for instance, the biological mother or economic well-being (Logo, 2011). However, there are more arguments that tend to focus mainly on whether children are attached or bonded to the disputed adults rather than the quality of attachments. Rowal noted that in the United Kingdom, since the year 1980s, family courts have turned considerably to recognize the complication associated with attachment relationships. Kids tend to have security provided form of relationships with both parents and majorly grandparents or other relatives, for instance, in India and other countries (Rowal, 2005). Comparison and Contrast with Solution and Focus Brief Therapy SFBT is an approach that is based on strengths, it emphasize on the resources that people possess and how these can be employed in order to get positive change. SFBT developed from practicing of clinical at the Brief Family Therapy Centre in Wisconsin during the early 1980s. It was developed by de Shazer and Kim Berg, who emphasized the significant of enabling clients to do more of what function well for them (Kim, 2008). There are rising numbers of SFBT trainers and practitioners in the UK. SFBT mainly focuses on strengths and life without a problem' rather than analyzing of problem in wider dimensions. Although other forms of solution focused brief therapy practice, such as Solution Oriented Brief Therapy (SOBT) can adopt strategies such as exploring of concerns in detail (Rees, 2003). Many attempts have developed to offer specific key components of SFBT so that treatment can rise. The core elements that are most to this framework include focusing on the goal of the client. Methods employed by therapists to draw out skills of the client and possible changes can include scaling and coping questions. Practitioners of SFBT have been encouraged to adopt stances that are a respected towards their clients and to see the client as having the possible solutions and potentiality for change. During the SFBT sessions, it normally takes one hour, and it must end with giving compliments the client. It must also include identification of whether an extra session might be necessary and the practitioner set tasks to be done at home. SFBT interventions are normally very short-term time, at times only one session, which might have shown challenges in coming up with the evidence base for SFBT (Corcoran 2009). Moreover, Solution and Focus Brief Therapy (SFBT) was expanded upon the findings of Fisch (1974), who strongly believed that the solution that has been attempted would often perpetuate the problem, rather than solving it and that a comprehension of the genesis of the problem is not important. SFBT proposed solution development is not related to the problem; the expert is the client; if it is unbroken, don’t fix it; if something is working, continue with it; if something is not working, do other things (de Shazer, 1985). In SFBT, the behaviour of the therapist would results to clients being likely to speak about solutions, resources, and change. Selekman (1993) gives a number of pragmatic focused assumptions and solution. SFBT offers therapists a new ‘lens' for analyzing their clients. Resistance suggests that the client is unwilling to change and that the pharmaceutical therapist is detached from the system of treatment (De Shazer, 1984). Therefore, the resistance concept may not be such useful. It is preferred to approach each patient in a manner that is more cooperative instead of from a position of power, control, and resistance. The therapist use strong points and resources from the client. The therapist can also use his/her words, and opines, and can even ask questions that are competent in nature. The change is a process which is continuous; stability is an illusion. The question is not whether but when change will occur. The client can be assisted in making positive self-fulfilling prophesies. A relationship that appears to be direct exists between the actual result and talking about change. It is useful talking about success in the past, present and future. Gathering information about past and present failures, however, often leads to negative outcomes (Corcoran 2009). In addition, SFBT has some positivisms, for instance, it is in wide use as a model in several settings of counselling in the US, Canada, and several other Nations word wide. It is used in family and mental setups in public social services. Also used in schools, prisons, as well as hospitals to counsel patients. Most practitioners report successful outcomes and high level of satisfaction among the clients in the use of SFBT. However, insurers and those who funds government have incrementally adopted SFBT because it is a short-term and inexpensive as well (Corcoran 2009). It can also be cost effective for clients who cannot afford counselling for a long period. However, SFBT has its share of criticism. It has been argued that SFBT does not attend to many diverse cultural beliefs, for instance, comprehending the client within the context of the culture they originate. It does not attend to the factual issue that challenges can be indeed out of the patient ability to change them because the difficulties can be bound of system. In addition, it seems to be selective since it only works well for clients and cultures who like a fast, no-nonsense, down-to-earth approach and who are not interested in the relating behavior and components of a problem that is most likely affective. Because the client is seen as an expertise, it can function better for other clients of some cultures. Other scholars have also argued that the theory is too simple and does not have enough empirical and tangible research to support it. Conclusion In conclusion, the attachment theory has proved to be worth for the development of young children. This theory is significant in such a way that children would not be traumatized when they grow up. In addition, the theory is also useful for a therapist, it is because it will enable him/her to analyze patient very keenly. However, there are also similarities between the attachment theory and solution focus brief theory as well as it contrast. The main similarities between the two theories are that it is used in understanding of human behaviours as well as patients. It is also used in the same fields, for instance, hospitals, families and other social institutions. SFBT is a new model of counselling that insist on clients' inherent tendency to positive changes in their lives and build upon resources of the client, strength and change that exists at that time (Berg 1994). SFBT makes several assumptions' about the nature of the human being. There is no need to understand a great deal about the problem in order offer solution to it. It tries to focus on the problem rather than the real issue. In attachment theory, therapists analyze and comprehend patients' situation as well as the therapeutic relationship instead of just dictating a certain form of treating a patient. Also, the therapists need to understand the attachment patterns and behaviour in patients in order to influence the therapeutic process and understand the real issue. Rather, there is no short cut of making assumptions in attachment theory. Additionally, in SFBT the client, who is assumed to be the patient, is deemed to be the expert unlike the attachment theory whereby the therapist need to attach to the patient so that one feels cared and trusted. Also, when the patient is not able to communicate, SFBT proposes that the therapist can leave and do other things. References Aboriginal, H.S. (2006). Aboriginal Head Start (AHS) in Urban and Northern Communities, Program overview: Public Health Agency of Canada. Bachi, K., (2013). Application of Attachment Theory to Equine-Facilitated Psychotherapy. New York. Media. pp. 187-194. Cassidy, J., & Shaver, P. R. (Eds.). (1999). Handbook of Attachment: Theory, Research, and Clinical Applications. New York: The Guilford Press. Contratto, S. 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