Helping Rose - Case Study Example

Helping Rose Client’s inserts his/her name Client inserts tutor’s name Subject of Study Date The counseling transcript revolves around a woman called Rose whose daughter is giving her trouble over transferring her, to her own bed. All her mother’s efforts bore no fruits, as for every strategy they laid, the little girl, would slip back to the, original, disturbing, behavior immediately after. Rose, during important events like Christmas and her daughter’s birth day, would priory promise her daughter a present, only if she maintained the habit of spending a whole night on her bad. This was always done with the hope that, maybe, her daughter would eventually stick to her bed. It always ended into a big disappointment. Through her situation; we get a chance to examine Dr. BB’s counseling skills, learn from him and correct his mistakes in the course of their conversation. According to Erikson (1950), involving the society in the child’s up bringing, helps the child to grow incorporating the societal values. Rose liaised with her daughter’s day care and the school teacher. She wanted to employ their help in taming her daughter’s behavior. This always started well mostly, because of the latter’s positive reinforcement. Finally, the girl would bounce back to her deviant behavior, breaking her mother’s heart some more. A method totally different from the reinforcement schedules, that she had been using earlier on, was necessary.D Dr Brenson advised her that in order to intensify her relationship with her daughter, she had to follow her heart and not just her head. According to Egan (2010), love should be boundless, but parents should remain still in control of their relationship. Rose wanted to love her daughter boundlessly. On the other side, her daughter had learnt of her weakness and was undoubtedly capitalizing on them to get at her mother. When the pressure became too much, presumably since we do not have the background, Rose decided to seek a professional help, thus landing into Dr B.G. Berenson’s office. Rose shared her predicaments with Dr Berenson, whom after listening attentively, helped Rose to find out that, her problem could have arisen as a result of her own weakness towards her daughter. Together, they devised a method which had to be developed. It entailed some step by step ground rules, which were to be implemented in smaller increments. The counselor led her through on how to start by resolving her conflict. This he meant that she had to decide between her goal and her confusion brought about by her love for her daughter. Dr Brensen lastly recommended the reinforcement schedule, only if Rose, as Backus and Chopian (1980) claims; could set her goal and trust her heart without her mind interfering with her decisions. With this, she was set to go and set on her new mission, of starting a better mother –daughter partnership cum relationship and taking charge over their relationship without imposing so much on her. The counselor, Dr Brenson, handled the session with Rose satisfactorily. Although we don’t know about the results, we can deduce that his client left the office with hope, and determination, as can be heard during their parting words; R: “thank you, it was my pleasure and it was nice to have the opportunity.” This is an indicator that Dr Brensen’s counseling session, was up to that extent, effective. Starting from the moment Rose got into the doctor’s office, we can see the doctor employing a couple of counseling technique during the entirety of the session. Citing some examples, we can see that Dr Brensen is a keen and an active listener. This can be verified from the beginning of the session where, we hear him listening keenly and without interrupting her. For instance, at the beginning, he is just listening and answering “ummm or mmmh” through most of the conversation. This according to Bandura (1969) is vital during such a session since it gives the counselor a chance to gather all the relevant information before he embarks on a solution finding session. Through the latter, we can also deduce that, the session his client centered. This is because; he gives Rose a chance to explain her case without interrupting her. It gave her confidence that he was listening, thus raising her hope. Also, the counselor is paraphrasing what the client is saying. For example, on page 1&2: R: “what can I pick up to make this effective again, now what can I do?” BB,” there are moments when you are almost, um desperate.” Arkowitz, Westra, Miller and Rollnicks (2008), states that, listening to a client keenly, helps the counselor to clearly understand the matter. This gives the counselor clarity on the matter and makes the client Rose, feel accepted. This concern indicating genuine interest boosts the client’s morale. Upon gathering enough information on the issue, Dr Brensen, helps his client, Rose, through discovering her strength based on her past relationship with her daughter. She admits upon her strengths and weaknesses. They then focus on how they could use her strength to get over the challenge and still maintain a healthy mother-daughter relationship. Arkowitz, Westra, Miller and Rollnicks (2008), argue that counseling session should be solution focused. This is seen as the counselor tries to take her through steps she could have followed in resolving her quagmire. This becomes so productive that together, they are able to realize a new possible cause; her weakness in implementing the reinforcement schedule. This is particularly helpful, as it helps her get a better perspective of going about the challenge. Coe (1999) argue that, the counseling session should lead to existential therapy should need arise. This is well stipulated by the fact that, Rose had gone to see a therapist wwwith the aim of getting to know how she would solve her daughter’s problem, in the long run. By the end, she also gets to learn that she could have been part of the existing challenge, unconsciously. She admits having been doing this although, inadvertently. The counselor advises her as on page 8, to resolve the conflict inside her and not just try to get her daughter sleeping on a bed for a full night and possibly, for good. This helps them to get in touch, with the ultimate question, that Rose had never thought of before. During counseling sessions, Christensen and Jacobson (2000) claim that setting a goal help the client to reconcile with the differences and plan on how to overcome them. TThe counselor on page 8 applies this technique where he says, “The goal is you, to resolve the conflict inside you, not get your daughter back in her bed. “ This gave the client, the basis to start working on the project. In his conclusion, the counselor assured Rose that, if she could reconcile with her daughter and build up a partnership relationship with her, Rose, being in charge, and then she was bound to succeed. Dr Brenson also, advised her of reconciling her heart and mind so that she can make effective decisions, pertaining how they relate with her daughter. Looking at all the above counseling techniques, one can only conclude that Dr Brenson did all he could, working within his ethical, legal and professionalism, while handling Rose’s challenge. This could be the reason she left his office determined and full of hope. The counselor having effectively employed some of the counseling techniques we can still claim that he never used all the counseling techniques. Some of the counseling techniques that he was using were used unsatisfactorily. According to Atkins and Christensen (2001), to evaluate the outcome of a counseling session, one should review the impact of psychotherapy. For instance, self disclosure. The doctor to that extent was leading the client instead of giving her time to express her self. For instance oon page three, the doctor asks Rose, “Because you are not free?” and she is outright confused; thus she ask in amazement, “(pause) arhhhh?” This gives the listener the notion that, the doctor could be wrong or was leading the client into discovering her weakness, instead of giving her time to express herself well. Atkins and Christensen further claims that, this may also give the client the feeling that she/he is being rushed, and the counselor does not accept him or her. There is also a lot of interruption during the counselor’s input. For instance, on page six-seven, where the counselor is constantly disrupting the client: R: “ok. Um, no I guess that isn’t ……” BB: “(interrupting) you, she understands if love is full it got to be spontaneous too.” R: “mmmum mmhm right, um….” BB: (interrupting) but that part of what you are…” this may give the client the notion that the counselor is imposing or does not value, her claims. According to Frankl (1978), when a client feel unaccepted and view the counselor’s input as not particularly genuine, one tend to lose faith in the session and may terminate the session. This results because it ends up discouraging the client further by frustrating her efforts to explain herself. In the long run, the client might end up not getting the help she had desired. Looking at the whole trend of his information gathering, one can easily see that the session is entirely client centered. This is because as from page three, we see the counselor having taken charge. He is leading the client to ask her question at times confusing her. For instance, BB: “because you are not free.” R: “(pause) Arhh?” as seen on page three. Also on page four, because of the same trend, she is left hanging again. Thus, the question, R: “Ah hum, um?” This indicates that she never found the question genuine and could not just accept it. This lack of seeking clarity on the counselor’s side conveys no empathy at all. As they start the counseling session, we don’t see the counselor asking Rose what her problem was. Instead, we hear Rose starting the conversation. This does not start her off comfortably, and she may as a result, not express herself well. Because of the latter, we also do not get to understand whether this was Rose’s first session, or a follow up case or it was just that the tape had not started from the beginning. After setting the goal on how Rose was to resolve the conflict in her head and setting a good relationship with her daughter, the counselor fails to give her an action plan. This could have acted as a guide, to lead her through the step by step goal, which they had set. Just setting the goal was not good enough, especially after we learn that she was again doing another home work which she was not appropriately advised. With the guidance he offered, he could have backed it up with an action plan to help her through and let him get to monitor the situation in an organized manner. Frankl asserts that, this can only prove that, the therapist had not put her previous experience into consideration, before offering the final advice on the issue. In the future, in order to improve Rose’s experience of counseling and give her a much effective counseling experience, the counselor could also put into consideration, some of these factors: first the introduction, the counselor ought to have started by welcoming the client well, doing some formal introduction before embarking on the business of the day. This would give the client some comfort and assurance that, she is safe to share openly. The counselor also could h ave made the entire session client centered. This could have involved more active listening, with less unnecessary interruptions. Epstein, Schlesinger and Drydens (Eds). (1988) argue that when a client is given the assurance that the counselor was listening attentively and was genuinely interested in sharing the problem, they build confidence. Instead, we saw the counselor constantly interrupting with some impatience and alacrity, leaving chance to error and offending the client, for instance, on page 7, R: “ok um, no I guess that isn’t….” BB: (interrupting) “she understands and you understand that if love is full it has to be spontaneous too.” R: “um mmmmh….?” BB: (interrupting) “but that is part of what you are communicating…”. During the counselor’s information gathering, he could have participated by asking some open and closed questions like on page 2, do the reinforcement schedule last for long enough?. Or, you mean she is more of testing you than the technique? These could have enabled the client to express herself adequately and give the counselor the information he needed to act upon, with much clarity. This would have helped him to avoid making some possible guesses on the client’s issue, possibly breaching the professional confidentiality and ethics. He also could have given her homework to support the goals that they did set. Homework could have acted as a guide, thus making Rose more comfortable and the whole realism of counseling, practical in a real life situation. The reinforcement schedule that Rose had been working on was practical only that she was not adequately briefed, on how to use it effectively, hence the failure. With the guidance that Dr Brensen gave to Rose, had he added homework to go hand in hand with the goals they did set, the out come of the whole counseling session would have been more prolific. Ellis (2004) argues that giving the client contacts is vital, for future follow ups. As the counselor was concluding the session, we do not get to see, where he is giving his contacts to the client, Rose. In as much as he was polite and professional in his concluding the counseling session, had he given her his contact, would have been of paramount importance. This would have enabled Rose to be consulting him if need arise. On the other hand, the counselor would have been in a better position, to follow up and enquire about her progress, if he deemed it to be necessary. In conclusion, it is clear that the therapist used the Egan, G model of counseling; that is from joining to unfolding, and then they worked towards change. It is equally clear that, in as much as the therapist at some point kept interrupting the client; he used different techniques to achieve rapport. This was achieved through seeking clarity on both parties’ expectations. He also displayed a greater degree of empathy; this created a good client-therapist relationship. Much about the welcoming of the client and the introductory part can be excused since; we do not get to hear the conversation right from the start. After listening to the conversation, again it becomes clear that the therapist used most of the counseling techniques to achieve such a promising session ending. Had he followed all these counseling techniques, the out come of the session in its entirety, would have been more effective than it already was. References Arkowitz, H., Westra, H.A., Miller, W.R. and Rollnicks, S. (2008). Motivational interviewing in the Treatment of Psychological problems. New York: Guilford Publishers. Atkins, D. C. and Christensen, A. (2001). Is Professional Training Worth the Bother? A Review of the Impact of Psychotherapy training on Client Outcome. Australian Psychologist, 36, 122-131. Backus, W, and Chopian, M. (1980). Telling Yourself the Truth. Minneapolis: Bethany House. Bandura, A. (1969). Principles of Behavior Modification. New York: Holt, Rinehart & Winston Press. Christensen, A., and Jacobson, N.S. (2000). Reconcilable Differences. New York: Guilford Publishers. Coe, J. (1999). Beyond Rationality to Musing Toward a Pneumadynamic Approach to Personality and Psychotherapy. Journal of Psychology and Christianity, 18, 109-128. Egan, G. (2010). The skilled helper: A problem-management and opportunity- development approach to helping. (9th Ed.). Belmont, CA: Brooks/Cole. Ellis, A. (2004). Rational Emotional Behavior Therapy. It works for me-it can work for you. Amherst, New York: Prometheus Press. Epstein, N., Schlesinger, S. E., & Drydens, W. (Eds). (1988). Cognitive-behavioral Therapy with Families. New York: Brunner Press. Erikson, E.H. (1950). Childhood and Society. New York: Norton Press. Foster, R. J. (1978). Celebration of Discipline. San Francisco: Harper & Ronor. Frankl, V. (1978). The Unheard Cry for Meaning. New York; Simon &Schuster Press. Read More

The counselor led her through on how to start by resolving her conflict. This he meant that she had to decide between her goal and her confusion brought about by her love for her daughter. Dr Brensen lastly recommended the reinforcement schedule, only if Rose, as Backus and Chopian (1980) claims; could set her goal and trust her heart without her mind interfering with her decisions. With this, she was set to go and set on her new mission, of starting a better mother –daughter partnership cum relationship and taking charge over their relationship without imposing so much on her.

The counselor, Dr Brenson, handled the session with Rose satisfactorily. Although we don’t know about the results, we can deduce that his client left the office with hope, and determination, as can be heard during their parting words; R: “thank you, it was my pleasure and it was nice to have the opportunity.” This is an indicator that Dr Brensen’s counseling session, was up to that extent, effective. Starting from the moment Rose got into the doctor’s office, we can see the doctor employing a couple of counseling technique during the entirety of the session.

Citing some examples, we can see that Dr Brensen is a keen and an active listener. This can be verified from the beginning of the session where, we hear him listening keenly and without interrupting her. For instance, at the beginning, he is just listening and answering “ummm or mmmh” through most of the conversation. This according to Bandura (1969) is vital during such a session since it gives the counselor a chance to gather all the relevant information before he embarks on a solution finding session.

Through the latter, we can also deduce that, the session his client centered. This is because; he gives Rose a chance to explain her case without interrupting her. It gave her confidence that he was listening, thus raising her hope. Also, the counselor is paraphrasing what the client is saying. For example, on page 1&2: R: “what can I pick up to make this effective again, now what can I do?” BB,” there are moments when you are almost, um desperate.” Arkowitz, Westra, Miller and Rollnicks (2008), states that, listening to a client keenly, helps the counselor to clearly understand the matter.

This gives the counselor clarity on the matter and makes the client Rose, feel accepted. This concern indicating genuine interest boosts the client’s morale. Upon gathering enough information on the issue, Dr Brensen, helps his client, Rose, through discovering her strength based on her past relationship with her daughter. She admits upon her strengths and weaknesses. They then focus on how they could use her strength to get over the challenge and still maintain a healthy mother-daughter relationship.

Arkowitz, Westra, Miller and Rollnicks (2008), argue that counseling session should be solution focused. This is seen as the counselor tries to take her through steps she could have followed in resolving her quagmire. This becomes so productive that together, they are able to realize a new possible cause; her weakness in implementing the reinforcement schedule. This is particularly helpful, as it helps her get a better perspective of going about the challenge. Coe (1999) argue that, the counseling session should lead to existential therapy should need arise.

This is well stipulated by the fact that, Rose had gone to see a therapist wwwith the aim of getting to know how she would solve her daughter’s problem, in the long run. By the end, she also gets to learn that she could have been part of the existing challenge, unconsciously. She admits having been doing this although, inadvertently. The counselor advises her as on page 8, to resolve the conflict inside her and not just try to get her daughter sleeping on a bed for a full night and possibly, for good.

This helps them to get in touch, with the ultimate question, that Rose had never thought of before. During counseling sessions, Christensen and Jacobson (2000) claim that setting a goal help the client to reconcile with the differences and plan on how to overcome them.

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