The Person-Centred Therapy - Case Study Example

Person Centered Therapy Case Study Psychology is the study of mental processes and behaviors. Psychologists follow and note how people and other animals associate to one another and to the environment. They look for some sort of patterns that will help them understand and anticipate behavior, and they use different scientific methods to check their ideas. Through these types of studies, psychologists have discovered much that can help people accomplish their potency as human beings and increase apprehension between individuals, groups, countries, and different cultures (Dimenstein, 1998). Person-Centered Therapy: Person-centered therapy, which is also called client-centered, non-directive, and also the Rogerian therapy, is an approach to guidance and psychotherapy that places much of the obligation for the treatment procedure on the client. Purpose: There are two primary purposes of person-centered therapy are increased self-respect and greater receptivity to experience. Some of the associated changes that this form of therapy assays to nurture in clients include closer agreement between the client's idealized and actual selves; good self-understanding; low levels of defensiveness, guilt, and anxiety; more positive and prosperous relationships with others; and an enhanced capacity to experience and convey their feelings at the moment they occur (Boarini, 1995). Case Study of Marlin: As, the person centered therapy not become quiet clear only by giving the definition of it so here, I am going to incorporate the person centered therapy in the case study of Marlin. Before discussing the case study of Marlin, I am going to describe the case history as the case history is a combination of detailed information about a past and present life of an individual. Almost all clinical psychologists combine case histories of their patients to aid them interpret and treat their patients' problems. As the case history of Marlin is that Marlin was doing well at work until a very dominating person took over as the supervisor in the area. Now Marlin has a tight feeling of dread every work day. Most recently, Marlin felt a tightening in the chest and was sweaty and panicky. These feelings lasted for several minutes and then eased. When asked to identify the most worrying issue at the moment, Marlin states that everything feels scary (Vygotskyo, 1991). Now, the action plan for Marlin in the light of the above relevant theory is that first Marlin consults to a psychotherapist. According to the principles of client self-reliance and self-determination in the person-centered therapy, it is the client who decides when to end up the counseling? The effect of this person-centered program has been evaluates through interviews with educators and conductors of the institutions and also through psychoanalysis of the clients' utterances and deportment within the counseling hour. These interviews and examines showed that, in general, the children and adolescents who accepted therapy achieved: (a) significant and relevant improvement in interpersonal relations, with more positive mental attitudes towards others (e.g., compeers, family, institution's members); (b) best performance at school; and (c) ameliorated in mood and emotional functioning, comprehending the accomplishment of a greater and more constant welfares (Tausch, 1990). In the case of Marlin, all the possible treatments occur which include Behavior Therapy, Rational-emotive and Cognitive-behavioral Therapy, Reality Therapy and also the Person-centered Therapy. The possible treatments or action plan in the case study of Marlin would be one of the client centered therapy which includes the interaction between the therapists and the client. The therapist first identified various behaviors of the client such as Marlin was doing work very well earlier but as the supervisor of the area become dominant so Marlin feels scary and frightened and some times feeling pain in the chest so these all are the behaviors of Marlin so therapist first do Marlin’s behavior therapy. Behavior therapy: Behavior therapy is always undergoing elaboration and uses learning to overcome special behavioral problems. In this type of therapy, it is conceived that behaviors are learned, that we are a creation of our environment. Centre will be on present and open type of behavior. In this type of therapy, it is conceived that reinforcement and counterfeit teaches normal behavior and that abnormal behavior is a direct consequence of faulty learning. The therapy will consist of a treatment plan, the goals of the treatment will be placed out up front, and the effect expected from the therapy will be arranged right up front too. To omit unwanted behaviors you need to learn new one. This may include averment, behavioral rehearsal, coaching, cognitive structuring, desensitization, modeling, support, relaxation processes, self-management, or new skills. (Dimenstein, 1998). Cognitive and Rational-emotive Therapy: Now, the other cognitive and rational-emotive responses in Marlin case study identified are: Rational-emotive therapy is an extremely action-oriented and concerns with the client's cognitive and ethical state. This therapy accents the clients’ power of thinking on their own and in their ability to alter. The rational-emotive therapist conceives that we are born with the ability of intellectual thinking but that my fall victim to non-rational thinking. They stress the clients ‘power to think, in making better judgments, and in taking the action. The therapist conceives that a neurosis is a result of irrational behavior and irrational thoughts. The Rational-emotive and Cognitive-behavioral therapist conceive the clients problems are root led in childhood and in their feelings, that was constituted in childhood. Therapy will consist of the method is solving and concerning with emotional problems. The therapist will aid the client to omit any self-defeating expectations they may have and to consider life in a rational way. The therapist will think the client as a student and therapist consider himself as a teacher (Luria, 1976). Reality Therapy: The experience therapist teaches the client methods to control the world around them and how to meet their personal demands. They conceive that the client can and will change their lifestyle for the better. The reality therapist centers on what and the why of the action of the client. They comment what the client doing and in getting them to assess it. A behavioral or emotional problem is a direct consequence of the clients conceive and feelings about themselves. The therapist will aid the client value their behaviors and feelings, to dispute them to become more efficacious at meeting their demands (Vygotsky, 1991). Person-centered Therapy: Person-centered therapy gives more obligations to the client in their own treatment and views humans in a positive aspect. It is founded by Carl Rogers in the 1940's.  Rogers had great belief that we could and would work out our own troubles. The therapist then move client to the self-awareness, helping the client to experience previously traversed feelings. They will teach the client to believe in themselves and to use this trust to find their positive direction in their lives. The person-centered therapist makes the client cognizant of their troubles and then lodges them to a means of solve them. The therapist and client must have trust that the client can and will find self-direction in the life.  They prompt the client in experiencing and expressing emotions. The person-centered therapist conceives that good health of mind is a balance between the idea and real self. This is where the problem exists, the overall result of difference between what we are and what we like to be causes disturbed behavior (Bozarth, 1998). Values, Ethics and Legalities: This course is projected as a means of offering an overview of issues and ethics impacting professional practice in the fields of counseling, i.e., Licensed Marriage and Therapist for the family, Professional Counselor, Licensed Counselor of the School (Kurpius et al, 1991). Students will be supplied with chances to examine many issues and implement ethical rules and principles through lecture, discussion, experimental exercises and written assignments. That is, in spite of clear legalistic ethics (e.g., codes of ethics, rules of acquit, laws and administration-specific policies), the application of professional standards often generates questions due to the "gray area" often connected with unique conditions. As such, this course also provides an opportunity to create complementary ambition ethics and a systematic scheme for making elaborated ethical decisions (Lee and Gillam, 2000). Professional development based on an apprehension of both legalistic and aspiration ethics, collected with an awareness of one's own personal esteems can result in an enhanced stable and amalgamate professional persona; an identity that will be comparatively different-but logical in its ethical application. Without a dubiety, it is current upon each of us to employ in this consolidate growth process if we are to responsibly admit the clinical challenges awarded to us as members of an entrant clinical and counseling professions (Whiston and Emerson, 1989). Normal Results of Person Centered Therapy: The expected consequences of person-centered therapy include increased self-esteem; enhanced ability to learn from (rather than repeating) mistakes; decline of defensiveness, and more positive and comfortable relations with others; and receptivity to new experiences and new directions of thinking about life. Outcome studies of humanitarian therapies in general and person-centered therapy in particular show that people who have been treated with these accesses maintain stable changes over prolonged periods of time (Kensit, 2000). CONCLUSION: The person-centred access has been formulated by Carl Rogers who took a humanistic access to therapy. Human psychology "views people as capable and autonomous, with the ability to resolve their difficulties, realize their potential, and change their lives in positive ways" (Seligman, 2006). Rogers and his co-workers discovered client-centred therapy as result in increased of clients’ self-understanding, positive feelings towards life, enhanced self-concept, increased self-confident and increased maturity of the client (Rogers and Dymond, 1954). Overall, person-centred therapy is a non-directive, affirmative therapy that centres on the ability of the client to make changes in his or her life and boosts clients to endeavour for self-actualisation as we can conclude from the above mention example of Marlin that due to this person-centred therapy Marlin gradually inclines towards positiveness and feel a good change in her life, in her thoughts, in interacting with other people surrounding Marlin, with her environment and now Marlin don’t feel frightened and do not feel tightening in the chest and also was not sweaty and panicky. The person-centred therapy is the person-centred access has been successful in dealing problems including anxiousness disorders, alcoholism, psychosomatic troubles, interpersonal problems, depression, and personality disarrays. In addition, the potency of this program affirms the conclusion that person-centered counseling is a multicultural access. In fact, it is the multicultural component of the person-centered interaction that describes the potency of person-centered therapy. Also, the effectiveness of this program gives the idea that a person-centered model of therapeutically interaction should be applied in service programs for other underserved populations in different cultural settings and minority circumstances. U.S. mental health counselors, for instance, may want to organize person-centered programs like this one to provide special type of services at probably a low-cost (Bozrath, 2005). BIBLIOGRAPHY: Boarini M. L. (1995). The psychologist's work in basic health units: The Clinical Supervisor.6, 65-96. Bozarth, J. D. (1998). Person-centered therapy: A revolutionary paradigm. Ross-on-Wye, 21, 12-20. Bozrath, Zimring & Tausch, (2005). Theories of Counselling about Person Centred Therapy. Gottingen Hogrefe.21, 23-34. Dimenstein, M. D. (1998). The psychologist in basic health units: Behavior therapy. Oxford University.12, 34-56. Dimenstein, M. D. (1998). The psychologist in basic health units: Challenges for the professional training and practice.3, 53-81. Kensit, Denise A.(2000). "Rogerian Theory: A Critique of the Effectiveness of Client Centered Therapy”. Counseling Psychology. Quarterly 13, no, 4, 345-351. Kurpius, D., Gibson, G., Lewis, J., & Corbet, M. (1991). Ethical issues in supervising counseling practitioners. Counselor Education and Supervision, 31, 48-57. Lee, R.W., & Gillam, S.L. (2000). Legal and ethical issues involving the duty to warn: Implications for supervisors. The Clinical Supervisor, 19, 123-136. Luria, A. R. (1976). Cognitive development: Its cultural and social foundations. Cambridge: Harvard University Press.23, 345-349. Rogers, C. R. (1959). A theory of therapy, personality, and interpersonal relationships as developed in the client-centered framework, in S. Koch (Ed), Psychology: A study of science. Formulation of the person and the social context. (Vol. 3, pp. 184-256). New York: McGraw Hill. Rogers, C. R., & Dymond, R. F. (1954). Psychotherapy and personality change. Chicago: University of Chicago Press.23, pp, 21-31. Seligman, L. (2006). Theories of counselling and psychotherapy: Systems, strategies, and skills. (2nd Ed.). Upper Saddle River, New Jersey: Pearson Education, Ltd.20, 111-231. Tausch, R., & Tausch, A. M. (1990). Client-centered therapy. Gottingen: Hogrefe.21, 23-34. Vygotsky, L.S. (1991). Imagination and creativity. Reality Therapy. Soviet Psychology, 29, 73-88. Vygotsky, L.S. (1991). Imagination and creativity. Soviet Psychology, 29, 73-88. Whiston, S. C., & Emerson, S. (1989). Ethical implications for supervisors in counseling of trainees. Counselor Education and Supervision, 28, 318-325. Read More