An Integrative Approach to Therapy and Supervision: A by Mary Harris

By Mary Harris

This name is acceptable for knowledgeable, newly-qualified and trainee counsellors and psychotherapists and people chargeable for their education and improvement. "An Integrative method of Psychotherapy and Supervision" provides an leading edge and versatile version for psychotherapy and supervision perform. The version attracts on rules from the mental traditions of Transactional research, Gestalt idea and Cognitive Behavioural treatment to improve an built-in method of operating with consumers and to constructing a supervisor-supervisee courting that may be tailored to fit the desires of person personalities and events. The authors lay out the speculation underlying the version, the way it pertains to present types of supervision, and display how the version works in perform utilizing case fabric to demonstrate the diversity of methods that may be utilized in a given state of affairs. This e-book is key studying for either new and skilled supervisors, in addition to these liable for the learning and improvement of supervisors in counselling and psychotherapy.

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Extra info for An Integrative Approach to Therapy and Supervision: A Practical Guide For Counsellors and Psychotherapists

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In this book we advocate person-centred principles of learning and development as the chosen overall approach in supervision. The FIT model which we outline in Chapter 1 differs from this tradition in being integrative and holistic. Within an overall humanistic approach, it is unique in offering within the therapy or supervision process a choice, not only of focus in any given session, but also of therapeutic orientation from which the client or supervisee may draw to inform their learning: CBT, Gestalt and TA.

The client’s statement can be followed by a number of less than appropriate responses including: the cliché; the question; interpretation; inaccuracy; too soon/too late; parroting; incongruence. ’ This statement is of no help to the client. Such statements or clichés are more likely to convey to the client that she is not understood and that the therapist is responding in an automatic and inauthentic manner. ’ The question does not take account of the fact that our client has taken a risk in disclosing how she feels.

11) In summary, empathy is an understanding of the world from the other’s point of view, his or her feelings, experience and behaviour, and the communication of that understanding in full. So feeling empathy for someone is fine, but this is not the skill of empathy-in-use. For true empathy there needs to be a communication of understanding from the therapist to the client. Egan (1976) describes a number of ways in which therapists have problems engaging in accurate empathy. We will use his terms and adapt them to the client’s learning context.

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