Person-Centered Approach and Cognitive-Behavioral Approach in Counseling - Report Example

Person-Centered Approach and Cognitive-Behavioral Approach in Counseling Name Course Name and Code Instructor’s Name Date Introduction In contemporary modern life where there is increased pressure to produce more, perform better, integrate more and people are compelled to be adaptable to changes and multitask in order to remain viable and feasible, it becomes virtually impossible to balance all the aspects of one’s life and therefore, if it remains unchecked, majority of aspects in people’s lives become dysfunctional. This necessitates people to take a moment, reflect, meditate and acquire some sense of who they are as individuals as suggested by Chistopher (1996). According to Bond (2000), counselling offers people a chance where they are able to find their balance, identify their strengths and potential, and acknowledge their limitations and more importantly, they are able to identify ways in which they can enrich all their aspects of their lives emotionally, socially, culturally, psychologically, physically and spiritually. This is when they are able to lead full lives which are characterized by stable relationships, interactions with others and acquisition of a sense of affinity, belonging and participating in nurturing, constructing and maintaining a sense of one’s self, and identifying, nourishing. Moreover, bringing to per all the sources of purpose which initiates a feeling of wellbeing and success McLeod (2007). Different people have different cultural and personal identities, they have different needs and varied perceptions about who they are as individuals, and as members of a society and who others are. Therefore, it is important for counsellors or therapists to adopt the right counselling approach in order to ensure accurate, reliable and objective assessments, recommendations and decisions are made (Pope-Davis, 2003). This report will critically analyse the use of Person-centred approach and Cognitive-behavioural approach in counselling in effectively and efficiently meeting Jan’s needs and offering her pointers on the way forward. Critique Approach Palmer (1997) defines counselling as the provision of services which are intended to help individuals to make suitable decisions and choices about their personal lives, careers, education and training and manage them effectively regardless of their cultural background, ideals, knowledge, gender, age, social status, health status, educational level and ideologies among other social-cultural and geo-political factors. In regards to Jan’s case study, the most suitable and reasonable approach to use in counselling her is a blend of Person-centred approach and Cognitive-behavioural approach. Using the person centred approach to consider issues raised by Jan, it entails developing an accommodative, non-judgmental environment where Jan is able to experience genuineness, empathy and absolute positive regard from her therapist, which permits her to identify effective solutions to her own problems. According to Bozarth (1998), person centred approach was established by Carl Rogers in the late 1940s to 50s. It is a counselling technique that focuses on how individuals see themselves consciously without necessarily the therapists interpreting their unconscious perceptions and is based on the ideology that the client holds the answers to the problems as described by Sommerbeck (2003). In this approach, the therapists does not give counsel but merely listens, empathizes and helps the clients understand themselves better and come up with viable solutions to their own problems as highlighted by Joseph (2003). Jan already knows how she is feeling and she perceives herself as a hard worker, goal oriented, self-driven and an achiever. However, due to experiences with her family and lack of their support, she feels overwhelmed, anxious and it makes her question her self worth, self-capacity, and confidence to make it in school and perform at her work. As it is, Jan knows the source of her anxiety problems when it comes to performing academically which lies in the words spoken to her by her stepfather, lack of a father figure in her life and lack of maternal support and protection from her mother. Through person- centred approach, the counsellor will help Jan explore her relationship with her family and get a sense of her internalized aspects of personality where she will be better placed to identify and become more aware of her internal conflicts as supported by Bozarth (1998). Therefore, be able to adequately deal and counter demands and pressures of external reality as a student and as a part time worker who has no social, emotional and material support from her family. According to Crisp (2010), person-centred approach of counselling is beneficial as the clients become the source of their own solutions and therefore, they feel engaged and involved in solving the problem and making decisions and choices about their life, which enhances their rate of internal healing which translates to effective management of external difficulties. In addition, clients are not likely to feel as though the solutions are being imposed on them, but are generated mutually through genuineness and positive regard between the client and the counsellor (McLeod, 2003). For Jan, this will mean, solutions to her present state would be her own and therefore, she is more likely to own them, become accountable and committed in achieving the anticipated results. Joseph (2003) notes that the concept of counselling is not only founded on focusing on the past but also constructing a sustainable future which is socially, intellectually, emotionally and physically gratifying, which therefore needs for clients to explore the transpersonal, perceptions, conducts, attitudes and feelings linked with daily experiences. For Jan, this is achievable through person-centred approach where she not only focuses on her past to dictate her present, but also analyses her present attitudes, perceptions and behaviours towards her social belonging, education and work in order to develop a sustainable future. Since she cannot change what has already transpired in her past, Jan needs to look at her present situation and analyse what she, as an individual, can change in the present in order to ensure she achieve a sustainable future. This is where she can prove to her parents that she can do something worthwhile and even proves to herself that she has what it takes to succeed. Elliott (2011) emphasizes that true healing come from learning from the past, changing the present to effectively achieve the desired future. From the case study it is apparent that although Jan has her heart in the right place, she has lost sight and focus of her vision of where she need to go and of the things which she would need to make a lasting feature in her life. She candidly state ‘can’t seem to stay focused enough to do the work and meet assignment deadlines.’ She has lost touch of the experiences that should make her look forward and lead a fulfilling life. As highlighted by Stephen et al. (2011), through the person-centred approach, Jan will have a chance to come in terms with her present problems and challenges and regain focus on her aspirations, dreams and expectations. The person –centred approach established by Carl Rogers is influenced by the person centred theory which proposes that counsellors to be non-directive when counselling their clients and adopt a client-centred approach where the counsellor fully understands all aspects of their client emotionally, spiritually, physically, socially , intellectually and mentally (Poole, 2009). The theory puts more emphasis on the ability of the client to take the right steps in the positive direction when provisioned with suitable conditions. This faith in the inherent capacity and resources of the client to reach their self-actualization is crucial in achieving anticipated self-outcome and enhances the client’s confidence on their worth, ability and power to control their individual positive change as supported by McLeod (2003). In regards to the case scenario, the theory is very applicable. By adopting the theory, the counsellor will help Jan to realize her own capacity and innate ability to make positive changes, which will ensure she takes the right steps, and solve her current emotional, mental and social issues among other challenges that hinder her progress academically and work wise. This will also alter her perceptions on her personality, whereby, she will see herself not on her step dad’s words and terms but of her own. According to Rogers (1957), the theory proposes three conditions that are crucial to helping clients such as Jan to make positive change and become more aware of her innate ability, which includes an authentic correlation between Jan and her counsellor, care and acceptance by the counsellor and accurate and full understanding of Jan’s world by the counsellor. These conditions will create a platform for Jan to achieve her actualizing tendencies for development, it will help her analyse her challenges with her innate abilities and thus, help develop a clear picture of her true self and her potential, which will generate to enhanced self-confidence, self- esteem, self-knowledge and self believe (Jane, 2008). According to the person centred theory of counselling, the counsellor is charged with the responsibility of enhancing and provisioning the above-mentioned conditions to assist clients in realizing their positive change instead of doing things to generate particular changes (Levitt, 2005). Person- centred approach of counselling is all about focusing on the present than looking into the past or feeling anxious about things to come (Rogers, 1957). The approach is based on obtaining personal decision and enhancing one’s beliefs and resolves that are achieved through self-examining and self-assessment. By being aware of who one is, what their internal conflicts and feelings are and acknowledging and believing that as individuals, they hold solutions to their own problems and they are what they think as noted by Levitt (2005). Person-centred approaches helps one to make the needed difference as an individual, through self-generated solutions and is crucial in assisting Jan to reach her self-actualization (Jane, 2008). Nevertheless, the approach is limited in that there are clients who may seek counselling in order to be influenced somewhat and be directed on what to do. Therefore, such a client may feel dissatisfied with this approach. In order to overcome this hurdle therefore, Jan’s needs and challenges shall be addressed using person centred approach and cognitive behaviour approach to ensure if she at any time needs influence and need to be helped in learning how to overcome, the counsellor is able to do that with ease. On the other hand, Jan’s issues of anxiety, lose of focus and sense of direction and her diminishing self confidence, self esteem, self belief and self sufficiency as a student and as a part time worker, which is caused by lack of social and emotional support and self doubt can be effectively and efficiently be dealt with by integrating person-centred approach and cognitive-behaviour approach. According to Dattilio & Freeman (2007), the cognitive behaviour approach put great emphasis on the fundamental role of thinking, in influencing how one feel and what one does. The approach is primarily designed to challenge the lies individual tell themselves about who they are, what they are capable of doing and what they can achieve as discussed by Jones, et al. (2011). Assessing Jan’s needs and helping her using the cognitive behaviour approach entails dealing with her dysfunctional cognitions, feelings and behaviour using a purpose oriented and systematic process (Layard, et al., 2007). The approach is suitable in this case scenario because it is substantially effective in dealing with issues relating to anxiety and mood which is what Jan is experiencing presently and it generates solutions to problems by clients experimenting with new ways of conducting themselves and how they react by either relaxing or engaging in distracting activities. The main objective of cognitive behaviour approach is to help clients such as Jan to reverse her unwanted reactions and learn new ways of reacting since, by understanding what, why and how she does well, will help her know how and what to do to continue doing well (Thomas, et al., 2010). However, although Jan may become aware of when and where her cognitive processes are ineffective using cognitive behaviour approach, it may take her some time to unlearn the dysfunctional cognitive habits and learn a more functional and adaptive one. This is among the limitations of cognitive behaviour approach as discussed by Corey (2008). Primarily, cognitive behaviour approach is focused on the problem and just like person centred approach is focused on the client, it calls for transparency between the counsellor and the client and the therapist takes an active role in creating action plans for managing the challenges and directing the client into the right direction as highlighted by Ellis (2001). Using this approach, Jan will be able to overcome her present predicament by learning how to think differently which the counsellor understanding what Jan’s dreams are and assisting her to achieve them will achieve. In order to meet the needs of Jan, the counsellor needs to not only listen and encourage but also teach her on hoe best to achieve her goals (Safran & Muran, 2001). This approach is more effective since, if Jan is unable to develop solutions to her own problems as proposed by the person-centred approach, the counsellor can come in and develop strategies to help her achieve her goals as suggested by the cognitive behaviour approach. The cognitive behaviour approach is based on the cognitive behavioural theory, which suggests that people’s feelings, perceptions, attitudes and conducts are not influenced by external factors such as circumstances and people, but they are influenced by their thoughts as discussed by Sapp (2004). Therefore, an individual such as Jan has only to realize through the counsellor’s guidance that her step father, her unconcerned mother and educational and work pressures do not influence how she feels and acts at the moment but her thoughts does. Therefore, the only thing she has to do is to change how she thinks to perceive and act positively even when the circumstances around her do not. DiCaccavo (2010) notes, the core root of a problem is the mind. Jan will be taught how to alter her thinking when confronted with situations as suggested by Branch & Willson (2010). For example, the counsellor will help Jan learn ways through which she can use to minimize her anxiety, stay focused enough to do her work and meet assignment deadlines and ways she can counter the anxiety she experiences whenever an assignment or exam deadline approaches. She will learn how to alter her thinking from seeing herself as useless, stupid person, incapable of doing her university study to a self sufficient, capable and equipped with the necessarily innate resources to perform better at school and at work regardless of the existing challenges and situations. Through cognitive behaviour approach, Jan will learn how to embrace her present personal challenges calmly which will help her assess the challenges and the situations objectively and allow her to best make use of her skills, intellect and resources to solve and counter the present challenges and issues (Kottler & Sherpard, 2010). According to Corey (2009), counsellors using cognitive behaviour approach unlike in person centred approach are directive as they actively guide their clients in learning how to think and conduct themselves when confronted with varied issues and situations in order to achieve their personal goals. In stead of cognitive behaviour approach counsellors directing their clients on what to do, they actually teach and train them on how to do as stated by Butler et al. (2008). By integrating both approaches of counselling to assist resolve Jan’s issues and challenges, helps in ensuring that the solutions generated are as a result of mutual engagement and involvement of the counsellor and Jan, which enhances Jan’s sense of accountability, commitment and trust. Both person-centred and cognitive behaviour approaches are significantly beneficial as they utilize the behavioural and human elements to deal with the challenges as the client and the counsellor becomes important variables in the counselling process. Conclusion Counselling is a holistic service that encompasses analysing all aspects of an individual namely emotional, mental, social, cultural, physical and spiritual in order to effectively and competently helps the individuals to address situations and challenges facing them. In regards to the case study, the most suitable and effective approach to assessing and addressing Jan’s needs and problems is an integration of person-centred approach and cognitive behaviour approach. Person centred approach is a counselling technique that focuses on how individuals see themselves consciously without necessarily the therapists interpreting their unconscious perceptions and is based on the ideology that the client holds the answers to the problems. On the other hand, the cognitive behaviour approach puts great emphasis on the fundamental role of thinking in influencing how one feels and what one does. References Bond, T. (2000). Standards and Ethics for Counselling, 2nd Ed. London: Sage. Bozarth, J. (1998). Person-Centered Therapy: A Revolutionary Paradigm. Ross-on-Wye: PCCS Books. Branch, R., & Willson, R. (2010). Cognitive Behavioral Therapy for Dummies. London: For Dummies. Butler, G., Fennell, M., & Hackmann, A. (2008). 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