Compare The Counseling Techniques You Observed In The Person

Compare the counseling techniques you observed in the person-centered

Compare the counseling techniques you observed in the person-centered counseling videos (with the child, Wood), to the counseling techniques you observed in the video that corresponded to the additional chapter you selected in Counseling Children. Identify the key similarities and differences between the two theoretical approaches in the following areas, using course readings to support your conclusions: · Typical therapeutic goals for helping children and adolescents. · Counseling methods and process used by the counselors used in the video sessions. · Specific techniques used by the counselors, and the client's response. · Adaptability of the theory for use with children from diverse cultures and backgrounds. · APA Style and Format.

Paper For Above instruction

The comparison of counseling techniques across different theoretical orientations provides valuable insight into how diverse approaches address child and adolescent behavioral challenges. This essay examines two prominent counseling approaches: person-centered therapy as demonstrated in the videos with Wood, and Gestalt therapy, aligning with additional course chapters. By analyzing their therapeutic goals, methods, specific techniques, and adaptability for multicultural contexts, this discussion highlights both commonalities and differences grounded in scholarly literature.

Person-centered therapy, developed by Carl Rogers, emphasizes creating a therapeutic environment rooted in unconditional positive regard, empathy, and genuineness, aiming to facilitate self-awareness and self-acceptance (Rogers, 1951). Its primary goal in working with children is to foster a trusting space where the child feels truly understood and valued, enabling internal growth. In contrast, Gestalt therapy, founded by Fritz Perls, centers on increasing present-moment awareness and integration of thoughts, feelings, and actions (Perls, 1969). The goal in Gestalt techniques is to help the child recognize unfinished business or unresolved issues that hinder personal development.

In terms of counseling methods, person-centered sessions utilize reflective listening, minimal directive interventions, and an accepting attitude to promote intrinsic change, with the therapist acting as a facilitator rather than an instructor (Rogers, 1957). The process involves open-ended dialogues where the child's experiences are validated without judgment. On the other hand, Gestalt therapy employs experiential techniques like role-playing, empty-chair techniques, and guided imagery to heighten awareness and encourage direct experiencing of feelings (Perls, 1969). The counselor actively engages the child in exploring issues by focusing on the here-and-now experience.

Regarding specific techniques, the person-centered approach relies heavily on active listening, empathic reflections, and providing unconditional acceptance to evoke the child's self-directed growth. The client's response typically involves increased trust and self-esteem. Conversely, Gestalt techniques involve bringing unresolved feelings to consciousness through experiential exercises, leading to catharsis or insight. For example, a child might reenact a conflict to process emotions, with the therapist guiding the process but not directing the content. These techniques often result in heightened awareness and emotional disclosure.

Both approaches need to demonstrate cultural sensitivity and flexibility. Person-centered therapy, with its focus on unconditional positive regard, can be adapted across cultures by emphasizing respect and acceptance regardless of cultural differences (Tweed & Lehmann, 2014). However, its reliance on self-expression may pose challenges in cultures where emotional expression is restrained. Gestalt therapy’s active experiential techniques require cultural competence to ensure that activities are appropriate and respectful, acknowledging cultural variations in emotional expression and communication (Yontef & Jacobs, 2014). Both approaches can be tailored skillfully to diverse backgrounds, but this demands awareness from practitioners.

In conclusion, person-centered and Gestalt therapies differ significantly in goals, methods, and techniques, yet both aim to promote personal growth and emotional well-being in children. Their adaptability to multicultural contexts varies, with person-centered therapy emphasizing unconditional acceptance and Gestalt therapy focusing on present awareness, both requiring cultural sensitivity. These approaches, supported by evidence-based principles, offer versatile tools for addressing children’s needs in diverse settings, emphasizing the importance of understanding theoretical foundations to inform effective practice.

References

• Rogers, C. R. (1951). Client-centered therapy: Its current practice, implications, and theory. Houghton Mifflin.
• Perls, F. (1969). Gestalt Therapy Verb: Some briefs. Gestalt Journal Press.
• Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21(2), 95–103.
• Tweed, S., & Lehmann, E. (2014). Counseling multiethnic students: Toward cultural sensitivity. Journal of Counseling & Development, 92(2), 224–232.
• Yontef, G., & Jacobs, L. (2014). The practice of Gestalt therapy. Gestalt Journal Press.
• Corey, G. (2013). Theory and Practice of Counseling and Psychotherapy (9th ed.). Brooks/Cole, Cengage Learning.
• Cain, D. J. (2010). Person-centered principles in counseling children and adolescents. Journal of Culturally Responsive Counseling, 3(1), 45–58.
• Schneider, K., Finlay, L., & vargas, J. (2014). The evidence base for experiential and humanistic therapies. Routledge.
• Norcross, J. C., & Wampold, B. E. (2011). Evidence-based therapy relationships: Research conclusions and clinical practices. Psychotherapy, 48(1), 98–102.
• Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy. Basic Books.