Michael Hoober is a Licensed Professional Counselor (LPC), who owns a private practice in Lancaster, Pennsylvania. Before he was self-employed, he counseled sex offenders at a local agency. For his undergraduate, he achieved a bachelor’s degree in psychology. After completing his bachelor’s degree, he gained a masters of art in psychology and a masters in philosophy at the University of Pennsylvania. When asked about his theoretical orientation, he disclosed he has an attachment focused orientation. According to Brodrick and Blewitt (2015) they state how the attachment perspective from a professional counselor is a therapeutic bond that is aimed to modify the individual’s cognition, behaviors, and emotions. Once the rapport …show more content…
The assessment therapy helps Hoober gain more insight into the young adult’s mental state, behaviors, emotions, and history. Furthermore, attachment therapy is a therapy that Hoober values the most and is put into play when a counselor wants to understand the adult’s relationship with others (p. 439). On the other hand, Hoober uses person-centered therapy to facilitate the client’s personal growth. Person-centered therapy is when the counselor attempts to bring the client to reality about their experiences. When conducting structural family therapy, Hoober discloses how he barely works with children, although, when he does work with children, he is mostly conversing with the parents. Lastly, he uses milieu therapy to help the client notices how their social environment is controlled to prevent self-harming …show more content…
How this alliance is created is by him asking questions about the client such as “why are you here”, “what are your strengths”, and “what do you wish to gain from therapy”? This technique helps him get to know the client and establish a better understanding of the client’s case. Nonetheless, this helps the client “unfold” and become comfortable to disclose more information about the issues. After they have become comfortable, they start to create goals together that are in the client’s interest. The kinds of questions he prefers to ask this population is “where do you see yourself in five years”, “how were your past relationships”, and “what are your strengths”? The development perspectives he uses are Erikson’s personality theory. Throughout his professional career, he noticed how the adolescent years are expanding from 12 years old to 30 years old. In addition to counseling young adults who are still preforming adolescent behaviors, Hoober finds himself looking back at Erikson’s Identity vs. Role Confusion stage. This is where an individual between the ages 12 and 20 are moving towards adulthood and making choices, goals, and vocations that will influence their adulthood (p.
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Therapist greeted client, brother, and mother. Therapist checked in on symptoms, behaviors, coping skills, thoughts, emotions, and conflicts. Therapist reflected client and mother report of client's behavior in order to validate, process, and reflect. Therapist probed client in regards to internal and external triggers. Therapist gave praise for client being able to identify triggers, honest, and sharing.
This book has helped me in a sense that it brings my awareness to the things my future clients may be experiencing and how I can better support them. In addition, the use of Millers patient in this book makes it more interesting as it helps create a real life image of the things people suffering from narcissistic disturbance might be experiencing. Overall, good job, and I hope to use some of Miller’s recommendations in the second chapter on how to work with clients, and recommend this book to people whom I think might be useful
The counselor I plan to interview for my final project is Ms. T, a Mental health counselor in Virginia. Relevant Information Ms. T Is a Licensed Professional counselor, with a Master’s degree in Arts. Specialties in which Ms. T treats includes: Trauma and PTSD, Anxiety, Marital and Premarital issues. In addition to her specialties, she also treats addiction, Borderline personality, Codependency, Coping skills, depression, divorce, sexual abuse suicidal ideation and Women’s issues (smith,2015n.d.). Ms. T also counsels adolescents from ages 14 to 19 and adults.
He works from an “interpersonal frame of reference” (Yalom, 2001 p. xvi) and tends to work with the terminally ill, bereaved and addiction clients. Interpersonal interaction within the group is vital to effect change and the therapist’s role is to facilitate that experience in the here and now. By members feeling a sense of belonging, hope, safety and awareness they are not alone in their issues, provides a solid foundation. Interpersonal interaction within the group enables members to release previously repressed emotions promoting healing, and the sharing of information can help educate and empower a sense of value by helping others. Members can learn coping strategies from others and interpersonal teaching can help them to develop supportive interpersonal relationships and interpersonal skills, such as empathy and tolerance.
Moreover, it is commonly acknowledged that attachment relationships are important for learning emotion regulation skills. Thus, a poor attachment relationship might lead to deprivation/lack of these skills. So why have not these three areas been combined more frequently? While securely attached individuals are likely to use problem solving or social support seeking, insecurely attached individuals might instead turn to self-harm or substance abuse (Kimball & Diddams, 2007). The lack of adaptive emotion regulation skills might lead the individual to feel unable to handle complex and abstract emotions, such as stress and anxiety.
Phase One (Sessions 1 through 3) • The session 1 and 2 consists of the assessment of the client’s clinical problems and background information. Questions relate to her clinical problems, including (a) the nature of her problems (depression and difficulty with making decisions), (b) reason of seeking psychotherapy, and (c) previous attempts to deal with the problems. For the background information, the client’s histories are assessed in the areas of intimate/family relationship, educational/vocational activities, past history of psychological treatment, and physical condition. Session 3 primarily consists on the further functional assessment around her coping skills (e.g., avoidance) in the areas of interpersonal relationships. Phase Two
Introduction The purpose of this discussion paper is to discuss a specific issue of the client, Laura, and the intervention model of Attachment Theory. Key features of the intervention model will be addressed, as well as the manner in which the model will be applied to a specific issue experienced by the client. Each of these aspects will be discussed in regards to their helpfulness in the intervention. Issue Statement
From my perspective, different theoretical orientations are beneficial for different types of populations. I do not believe one theory fits all, as everyone has different attachment, and developmental levels. In the duration of the graduate program, I have been exposed to various theoretical approaches such as attachment theory, cognitive-behavioral therapy (CBT), psychodynamic, person-centered therapy, acceptance commitment therapy (ACT), and a few others. However, I have encountered cognitive-behavioral therapy (CBT), acceptance commitment therapy (ACT), and play therapy to be favorable when treating children/adolescents.
Abstract This paper focuses on person-centered therapy. Person-centered therapy is an approach to help individuals develop a sense of self. This therapy is different from others as the client is responsible for improving his own life, not the therapist. However, it is important for the therapist to create a conducive environment for the client so that the client feels safe and secure and will be at ease to share problems or issues during therapy sessions.
The Interventions The first part of my intervention with Ms. Carter was to increase the amount of times that I visited her home a month. I decided to do this so that I could add to the rapport that Ms. Carter and I had already established, as well as, maintain the rapport that we had previously built. Furthermore, by increasing my presence in the home each month, I created time to implement certain attachment based interventions with Ms. Carter. In addition, it was my hope that through increasing my presence in the home I would be able to use our client-worker relationship to establish a secure base from which Ms. Carter could feel safe to explore the difficulties that came along with parenting eight children and coping with her sister being incarcerated without fear that I would only respond to her in her most agonizing moments.
This code discusses that if a client and a counselor decides that it is necessary to engage in a distant counseling relationship, the clinician and the client needs to set up a way to authenticate that the clinician is interacting with the client. This verification could be things such as; code words, personal numbers, or personal days that only the client would know. This is just a suggestion of the ways that clinicians can verify that it is the client they are interacting with. The clinician needs to get creative in ensuring that they are speaking with the
Whether or not one could truly understand the inner world of another has been discussed for centuries and was spoken of by such philosophers as Plato and Aristotle (Gompertz, 1960). However, Carl Rogers (1957) is given credit for bringing this concept to life in the twentieth century. With respect to the counseling relationship, understanding through empathy is seen as a skill that can build rapport, elicit information, and help the client feel accepted (Egan, 2010; Neukrug&Schwitzer, 2006). Because empathy is seen as an important personal attribute as well as a critical skill to