Running head: PERSONAL POSITION PAPER

Personal Counseling Theory Position Paper

EDPS 602
Alison Lessard
University of Calgary

PERSONAL POSITION PAPER

Abstract

Development of a personal counseling theory is a challenging process that provides a counselor

with a foundation for professional practice. Through a process of self-reflection and exposure to
a variety of theories I have developed a personal theory of counseling that reflects Adlerian,
Rogerian, Cognitive-Behavioral, and Gestalt philosophies. These are four theories that I have
found to be relevant in my professional life and I believe could integrated into my therapeutic
practice. These components of these four theories that are most applicable to my personal
philosophy will be discussed and then a personal theory will be presented.

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Personal Counseling Position Paper

The development of a personal counseling theory is a challenging process. Spruill and
Benshoff (2000) stated that an essential component of becoming a helping professional is to
develop a coherent theoretical framework that will serve as a foundation for counseling practice.
However, a multitude of counseling theories exist and the act of choosing a therapeutic
approach that matches my personality and belief system has not been an easy one. The
journey of becoming a child psychologist has and will continue to involve self-discovery,
reflection of my own beliefs, and the development of a personal theory that will act as a lens and
inform the way I think and act (Nature of Theory, n.d.). Murdock (1991) suggested that
therapists in training should start with a personal definition of a healthy individual when
developing a personal philosophy. Dumont (2014) stated students of counseling should also
attempt to find a theory that matches their philosophy of life, with evidence-based theoretical
constructs, a method that is appealing, and one that can be generalized in a variety of
circumstances.
Choosing one specific theory of psychotherapy may not necessarily be the most
appropriate method. There is a growing tendency in counseling toward eclecticism or integrative
practice that is said to enhance the efficacy of psychotherapy (Norcross & Beutler, 2014).
However there are those who believe that if one does not become a true disciple of a specific
theory, psychologists are at risk for implementing techniques randomly to clients (Weinrach,
2006). Weinrach (2006) stated that mental health trainees often select theories that feel good
as opposed to what makes sense. (p.160). As I begin to translate theory into practice with
these concepts in mind I think it will be important not to be completely eclectic but to have a
select number of approaches that are grounded in theory and are also empirically sound.
Essentially I want to avoid a bandwagon or cookbook approach but conscientiously select
appropriate methods that will serve my clients effectively in an integrative manner (Dumont,
2014; Weinrach, 2006).

PERSONAL POSITION PAPER

The purpose of this paper is to examine the theoretical concepts that appeal to me
concerning the human condition and the process of facilitating change for individuals. Adlerian,
Rogerian, Cognitive-Behavioral, and Gestalt are four theories that we have studied that fit with
my own belief system and I would feel comfortable incorporating into my practice as a school
psychologist. After examining the relevant philosophical assumptions of these theories I will
present my own integrative personal theory of counseling that reflects my current
understandings, what I feel I am able to incorporate, what makes sense to me at present, and
what I believe will offer a sound foundation for my future practice.
Personal Philosophical Assumptions
Nature of Humans
A theorys assumptive stance involves the way humans are viewed by a particular
theorist (Nature of Theory, n.d.). The theories I find myself most drawn toward are those that

involve humanistic, holistic, and cognitive-behavioral theoretical foundations. Humanists adhere

to the belief of the inherent good of individuals and that we respond to the events of our lives
cognitively and affectively. Humanists also view individuals as a unified whole and the
therapeutic process of supporting the entire person is reflective of this as insight begins with the
individual (Osborn, 2001).
Alfred Adler was a humanist and believed that people always have the potential to do
better regardless of dysfunction or discouragement (Maniacci, Sackett-Maniacci & Mosak,
2014). Adlerian theory believes that individuals strive to belong and feel significant. Alfred Adler
emphasized the concept of hope, faith, and compassion as crucial elements on behalf of a
therapist toward their clients (Maniacci et al., 2014). He also believed in the self-determinism of
humans. Osborn (2001) stated that Adlerian theory views the behavior of a person as
purposeful and functional and environment plays a prominent role in development. Adlers
belief in the potential of people is one that I personally connected to. I have always believed
that people do well if they can and the role of a therapist would be to enhance the functioning of

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a person so they are able to do better. According to Adler human interaction manifests social
interest and being cared for by another human (a therapist for example) is thought to help
individuals to grow and actualize themselves (Watts,1996).
Carl Rogers client-centered therapy is another theory that I find to be personally
relevant. Rogers felt that all humans are the same as they are born with an instinctive need for
positive regard and but also that each persons life circumstance is unique (Raskin, Rogers and
Witty, 2014). Rogers was also a humanist and believed in the tendency for humans to strive
toward self-actualization. While I did not agree with the non-directive nature of this theory, I
connected to his optimism and genuine regard for others.
Gestalt therapy is yet another humanistic theory I was drawn toward that focuses upon
the importance of a clients awareness and their direct experience. Gestalt therapy believes
that a client moves to wholeness by being in touch with what they are feeling, thinking and
behaving. I also agreed with this theorys focus upon being presentcentered, belief in the
potential for human growth, as well as self-regulating ability of humans that leads them to be
motivated to solve problems.
Cognitive therapy, or what many practicing psychologists today refer to as cognitive
behavioral therapy (CBT), is different from Rogerian and Adlerian as there is focus is upon what
a person thinks as well as what they feel (Weinrach, 1988). CBTs view of human nature is
dysfunctional behavior is directly linked to exaggerated perceptions or misinterpreted
experiences (Weinrach, 1988). McGinn (2000) stated CBTs premise is focused upon
empowering individuals in order to alter dysfunctional interpretations that result in maladaptive
responses (Beck & Weishaar, 2014). Another main belief in humans of CBT is the concept that
individuals have specific attitudes or beliefs that cause them to interpret life experiences in a
biased way when faced with life experiences (Beck & Weishaar, 2014). Of all the theories we
studied this semester CBT makes the most sense to me. I related to CBT theory I think as a
result of my teaching experience and the nature of this approach. The behavioral aspect of

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CBT, with its focus upon teaching strategies and reducing maladaptive behaviors has been part
of my role as a special educator for over twenty years. I also believe in the emphasis of
behavioral therapy in increasing the flexibility of an individual so they have an increased
repertoire of responses to a variety of situations (Antony, 2014).
Nature of Health
The Adlerian view of a healthy person is one who demonstrates pro-social awareness,
treats others fairly, and is able to accept themselves as well as others (Maniacci et al., 2014).
Adlers concept of lifestyle is explained as a persons basic orientation toward life and how one
uses aspects such as personality traits, temperament, inherited characteristics in the social
realm of life (Maniacci et al., 2014; Osborn, 2011). A psychologically healthy individual would be
seen by Adler to be able to perceive and use their lifestyle in a socially useful manner (Maniacci
et al., 2014). Social interest is a principle of Adlerian theory that has been referred to as the
cornerstone of mental health (Rareside & Kern, 1991 as cited in Osborn, 2001, p. 247). This
aspect of Adlers theory refers to the potential and willingness of humans to belong, cooperate,
and exist with others in a positive way (Osborn, 2001). This optimistic vision of the human
experience and faith in importance of the social experience is an aspect I have experienced as
teacher. Adler also believed if an individual feels encouraged, appreciated and feels a sense of
connectedness they will act in a positive way (Maniacci et al., 2014). I think Adlers emphasis
upon human interaction and how it inspires social interest is reflective of how a child in school
performs and feels better when they are able to manage socially.
Cognitive behavioral theory emphasizes that a psychologically healthy person is able to
avoid dysfunctional thoughts that lead to anxiety, depression, and other psychopathologies.
When an individual is able to demonstrate goal setting, self-determinism as well as
independence, they are able to function more successfully (Beck & Weishaar, 2011). This is not
to say that people in general do not suffer from maladaptive thoughts or exaggerations from

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time to time, however a healthy person is able to overcome negative thought processes that
lead to dysfunction by applying strategies, techniques and positive cognitive control.
Gestalt therapy trusts in the ultimate potential for human growth and that contact and
experiences with others is intricately linked with the development of our personalities (Yontef &
Jacobs, 2014). Gestalt theory maintains that connection with others is important and our
relationships are determined by how people experience them (Yontef & Jacobs, 2014). A healthy
individual is one who is able to self-regulate and has a developed awareness of what is harmful
or dysfunctional and what is helpful and supportive (Yontef & Jacobs, 2014).
Causes of Dysfunction
Studying the CBT view of dysfunction is one that resonated with me. Throughout my
teaching career in the field of special education determining the function and cause of
dysfunctional behavior has been important. According CBT, psychopathology results when the
processing of information by the individual is maladaptive, exaggerated, or misperceived (Beck
& Weishaar, 2011). The basis of CBT therapy is what we think influences what we feel and in
order to support healthy functioning one needs to avoid dysfunctional thoughts (Weinrach,
1988). According to Beck and Weishaar (2014), cognitive schemas refer to how individuals
perceive themselves and others, and also includes their goals, fantasies and previously learned
skills. The way in which an individual perceives their world or their cognitive schema greatly
influences the processing of information. Beck and Weishaar (2011) also suggested that certain
psychopathologies such as depression and anxiety result in a predisposed negative bias
regarding the processing of information. For example a person with depression would have a
negative bias related to how they interpret situations. McGinn (2000) stated that individuals who
possess maladaptive cognitive patterns are vulnerable to depression and as result become
absorbed in negative processing about themselves and their experiences. This vulnerability is a
specific attitude or belief that causes an individual to interpret their experiences in a distorted
way (Beck & Weishaar, 2011). Weinrach (1988) indicated that the perception of information in

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anxious person for example, is processed in a biased and exaggerated manner and because
the data is biased, the conclusions or reactions of an individual are biased. This explanation of
how maladaptive thoughts create behavior and emotions made complete sense to me as I
reflected upon the many students I have supported who struggle with emotional regulation,
anxiety, depression and other psychopathologies.
Alfred Adlers concept of striving for significance is an important one to consider when
examining dysfunction. According to Adlerian theory, a persons striving can be either positive
or negative in nature (Kopp, 1996). Feelings of inferiority can cause one to strive for significance
by seeking power or dominance over others or to become competitive. Adler considered this
form of striving for significance to be socially useless and results in dysfunctional interactions
with others (Kopp, 1996). Again, Adlers philosophy of the interconnectedness of humans and
the potentially socially useless striving against others is one I can connect to through my
teaching and personal experience.
Similar to CBTs view of psychopathology, Gestalt therapy also references how an
individuals perception and experience can influence how one responds (Yontef & Jacobs,
2014). Dysfunction according to Gestalt is a result of the inability to identify ones experience
and/or respond appropriately to what one becomes aware of (Yontef & Jacobs, 2011).
According to Gestalt therapy, a person is at risk for psychological distress if they consistently do
not learn from experience. When a person does not stay with their feelings and experiences it
inhibits their ability to broaden their awareness (Yontef & Jacobs, 2011). An individual who
lacks awareness is at risk for experiencing dysfunctional relationships and interactions with
others as they consistently do not learn from experience because they are not aware. I think this
aspect of Gestalt therapy helps to explain the social difficulties present for children in school
including those with Autism.

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Nature of Change
Maya Angelous well-known phrase, when we know better, we do better highlights how
the effects of change help individuals to gain a greater awareness and move toward improved
mental health. Gerber (2001) suggested that all client change is a direct result of learning. This
is a common thread I identified within theories such as Adlerian, CBT, and Gestalt. Counseling
intervention that leads to change may include teaching techniques in order to increase selfmanagement and coping skills, which in turn results in greater emotional health and growth
(Gerber, 2001). Adler refers to this process as reorientation whereby a therapist teaches a client
new skills and attitudes (Maniacci et al., 2014). Supporting a client in shifting their view and
encouraging them to see their world from a more common-sense perspective as a dominant
theme in Adlerian therapy (Maniacci et al., 2014). Osborn (2001) suggested, perception is the
driving force of behavior (p.245).
Cognitive behavioral therapy offers a concrete set of strategies and techniques that
facilitate change. Weinrach (1988) in his interview with Aaron Beck stated that CBT is
essentially a problem-oriented therapy. The basic premise of CBT is to discover distorted
negative thinking or interpretations and work together with the client to alter this process.
McGinn (2000) indicated that CBT is oriented toward empowering the client cognitively,
behaviorally, as well as physiologically. Suggested cognitive and behavior supports are
restructuring distorted thinking and specific training of skills, while targeted physiological
intervention involves relaxation procedures (McGinn, 2000). CBT determines specifically what a
client needs to change and offers strategies and training in order to correct faulty assumptions.
The existence of strong positive relationship between a therapist and client is also
prominent in counseling literature related to supporting change. Carl Rogers core conditions of
therapy are highly regarded and have been said to influence other theorists (Watts, 1996;
Weinrach, 1988). Rogers empathic understanding and unconditional positive regard are
believed to affect the success of therapy. Raskin, Rogers and Witty (2014) stated that the

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presence of these attitudes are necessary for positive client change. Rogers suggested that
when warmth, caring and non-judgmental attitude toward a client is present, therapeutic
movement toward change is more likely (Watts, 1996).
The concept of change in Gestalt theory is evident when a person is able to move
toward wholeness by being aware and conscious of how their relationships and interactions
define their experience (Yontef & Jacobs, 2014). Gestalt is a very present-centered and the

concept of change within an individual occurs when an individual is focused upon the here and
now able to take responsibility for their responses and actions. I think from a school perspective
this aspect of Gestalt is present as we constantly work with students to interpret their
experience and interaction with others.
The Counseling Experience
My personal definition of counseling is one that involves an emphasis upon
unconditional positive regard for individuals as well as hope and optimism related to change. I
believe that people do well if they can and counseling plays a major role in offering guidance for
changing perspectives, teaching tools and techniques, increasing awareness, and supporting
the social functioning of an individual.
The process of counseling should be grounded in a solid therapeutic alliance or
relationship. The role of the counselor is important in this regard in order to develop and
maintain the trust of the client as well as to develop an atmosphere of acceptance,
understanding, and encourage a feeling and knowledge that things will get better than they are.
I believe that the experience of sharing distressing or troubling thoughts and personal struggles
that are received without judgment, can support a client in moving toward change. As a
counselor I would purposefully include Rogers core conditions. The therapeutic relationship
can be a powerful force in assisting clients in trusting and engaging in the process of therapy.
The key role of the counselor in therapy is to focus upon the therapeutic alliance, gather
information and develop an understanding of a clients difficulties. As every client presents with

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a different set a life circumstances, it is the responsibility of the counselor to evaluate his or her
needs and what type of supports may be necessary. A clear analysis of presenting concerns of
the client and determination of the level of severity would be a starting point for the counselor.
Beck and Weishaar (2014) suggested a functional and cognitive evaluation of the problem is
required. Essential elements of the clients problem such as the intensity, frequency, and
duration and the impact upon the clients current functioning is important (Beck & Weishaar,
2014). The establishment of treatment goals at the outset of therapy is also an important piece
of the therapeutic process. Incorporating a collaborative approach to setting goals that are
focused upon either decreasing maladaptive behaviors or dysfunctional thoughts of the client
and increasing more adaptive skills. Goal setting with each individual client also enhances the
view that each person is unique. In addition a counselor would need to consider the
developmental level of each client as well as other factors such as their presenting concern,
level of self-awareness, and personal goals of therapy. The therapist is responsible for guiding
the client to discover any possible links between their current experience and anything that is
relevant from their past. After gathering background information, a comprehensive treatment
plan or case conceptualization should be established.
A clients role in the therapeutic process would be to engage as much as possible in the
process of therapy. Rather than a passive participant, a client should be encouraged by the
therapist collaboratively work together to solve problems. As I lean more towards a cognitive
behavioral model, a client would also be expected (after training and support on behalf of the
therapist) to complete any homework or follow up activities related to counseling sessions. I
think part of the clients role should also be to evaluate whether or not their treatment is
successful and to feel comfortable expressing concerns to the counselor. The therapists
openness to this form of interaction from the client would need to be discussed at the beginning
of therapy.

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The length of therapy would be dependent upon the severity level and needs of the
client. Treatment length should be discussed with the client at the beginning of therapy. As my
main therapeutic foundation is the CBT approach that is essentially a short-term form of
treatment, an estimate of 10 to 20 sessions of 60 to 90 minutes in length might be an
appropriate starting point. However length of treatment would also be dependent upon factors
such as a clients response to therapy, the severity of their needs, level of stress, and the length
of time they have been impacted by their initial concerns. It would be important to constantly
evaluate a clients response and adjust length of therapy accordingly in collaboration with the
client.
At the beginning of therapy I think a counselor would need to develop a clear picture and
pay attention to what is happening now for the client. While there are varying degrees of
emphasis upon the past of a client in different theories, I would feel as though I had a broader
lens from which to view the clients current experience if I had information regarding their past
relationships and life circumstances. If a therapist is to support change for a client,
understanding past patterns of social, behavioral, and emotional experiences would be
important. At the same time a therapist would need to consider how past experiences may be
impacting their interactions in the present. Goal setting would offer insight into where the client
wants to be in the future.
There is an intricate connection between beliefs, emotions, and behaviors. An
individuals self-concept and sense of self is closely tied to their perception of experiences and
interactions. Feelings of inferiority or the way experiences are perceived into awareness can
result in faulty motivation or maladaptive behaviors. Misperceived experiences can also lead to
rigidity of thought, impact the ability of an individual to learn from experience, and result in
maladaptive responses and behaviors that impact their social functioning and emotional health.
These three aspects of a persons personality should be the main focus of counseling as a

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therapist supports the client in uncovering patterns of behavior that are connected to their
thoughts and emotions.
The process of change in counseling is supporting the client in learning about how their
personal belief systems and perceptions influence their emotions and behavior. An important
ingredient in the process of change is offering a client the experience of unconditional positive
regard and a safe environment where they can expose their struggles and do the work
necessary to move toward improved mental health. Resistance during therapy is often the
result of a miscommunication or misalignment of therapy goals between the client and therapist.
When resistance occurs it is the role of the counselor to examine the situation and determine
the source of resistance and work to resolve the situation. This may involve reestablishment
and review of goals, altering the pace or intensity of therapy, and engaging in a dialogue with
the client regarding their feelings of resistance. Resistance may also be a result of beliefs or
perceptions of a client that have not been uncovered in the initial stages of therapy.
The types interventions a therapist designs during therapy are related to their personal
counseling theory. The structure and strategies included in cognitive behavioral therapy I think
would offer me a clear format to follow especially as an inexperienced therapist. However, any
intervention would depend upon the nature of the clients difficulties. Beck and Weishaar (2014)
suggested the following cognitive interventions: a) teaching a client to monitor negative thoughts
b) to recognize how their thoughts are impacting their behavior c) to evaluate the evidence of
the accuracy of automatic thoughts d) to challenge their negative thoughts using a more realistic
framework and e) increasing a clients metacognitive strategies in order to recognize and alter
maladaptive responses. Cognitive interventions also include hypothesis testing, roleplaying,
guided exposure, homework activities, and relaxation techniques.
An indicator of success of treatment would be when a client achieves the goals that are
determined at the beginning of therapy. Also success can be measured in the improved
functioning of a client, an increased awareness of perceptions, and the real-life application of

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strategies and techniques. A decrease in symptoms that were present at the beginning of
therapy and improved emotional health overall would also be an indicator of success.
A counselor must take into consideration all of the factors that influence an individual
such as religion, sexual orientation, values, and beliefs. It is important for a therapist to not
attempt to force a client to change or impose his or her own beliefs upon a client (Beck &
Weishaar, 2014). However, a clients cultural context or family relationships may cause
emotional challenges and a therapist could offer strategies to manage the emotional distress of
the situation. When challenging maladaptive thoughts or interpretations a therapist would need
to be conscientious not to challenge the context of a clients life. A therapist should expect
diversity in their clients, particularly with the increase of immigration in our society. Developing
a working knowledge of cross cultural differences and possible implications for individuals would
be important in order to serve a wide range of clients.
Reflection
I think a weakness of my personal theory is my lack of experience implementing theory
into practice. While I have extensive experience supporting student needs as a learning support
facilitator, I have never offered intentional counseling. As I have mentioned, CBT makes sense
to me because for most of my career I have worked with students who have struggled with
behavior. However, I have more experience with analyzing function of behavior rather than
cognitive reasons. Over the past few weeks I have started to use some of the concepts of
cognitive behavioral approaches when working with students, such as discussing how thoughts
create emotions, challenging their negative thinking, and encouraging awareness. I think I am
still at a beginning level and need to begin to alter my approach from primarily behavior
intervention and prevention to working with students on a more regular basis in order to facilitate
change.
The aspects of hope and optimism and establishing a strong therapeutic relationship
with a client appeal to me in part because of my experience as a teacher. I have worked with

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many students with significant behavior challenges and these foundational beliefs have allowed
me to support students to develop rapport and trust. I have always felt I was the defender of the
even the most disruptive student when others had completely given up on them. As I mentioned
in one of my posts, students are often reduced to their symptoms and diagnoses we lose sight
of any consideration of who they are as a person. I was interested to reflect upon my
experiences with my behavior students when studying Adlers belief in the ability of individuals
to overcome dysfunction and Rogers unconditional positive regard. Similar attitudes have been
embedded in my teaching practice and (for the most part) in my daily interactions with people in
general. I do my best to avoid as much as possible negative or judgmental thoughts about
others, and seek to understand what might be motivating any negative or dysfunctional
behavior. Gestalts focus upon awareness and mindfulness also appealed to me because I think
a major aspect of teaching is helping students understand how their behavior may be affecting
others as well as their own ability to be successful socially. I once worked with a parent whose
son had significant social difficulties who told me she didnt care if her son did well socially. I
think she was confused between popularity and what Gestalt therapy considers the I/Thou
relationship. Her son had no concept of how to connect with others and suffered a significant
amount of emotional distress when other children wouldnt follow his rules, play the game he
wanted to play, or listen to his long explanations of the video game he played the night before.
He needed to develop an increased awareness of how his actions and behaviors were affecting
his relationships.
Learning about cognitive behavioral therapy was particularly enlightening for me. I found
the basic concept of how our thoughts create our emotions to be one that could I could adapt in
a school environment. The strategies and techniques could be easily differentiated for any age
group. Anxiety and depression are very prevalent among school-aged children and a CBT
approach with its short-term emphasis, as well as the variety of activities that can be
implemented makes good sense for utilization in schools.

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Conclusion
Developing a personal counseling theory has been difficult yet important process.
Gerber (2001) encouraged beginning therapists to believe in something, (meaning a specific
theory), however I think throughout this course I have arrived at an assimilative integration
perspective regarding counseling. This perspective as described by Norcross and Beutler
(2014) is a preference and grounding in one system of psychotherapy while incorporating
theoretical constructs from other theories. A cognitive-behavioral approach is one that I can
envision incorporating into my practice as a school psychologist. Adlers optimistic faith in the
potential of humans and their propensity for growth, Rogers core conditions of empathic
understanding and unconditional positive regard, and Gestalts focus upon awareness and
perception are other concepts that stood out for me personally. I think through these four
theories I have discovered what Dumont (2014) suggested; that I discover theories that appeal
to me and match my philosophy of life, that are empirically sound, and ones I can generalize in
multiple environments. With this is mind I am fully aware that with time and experience my
personal philosophy will evolve. While I have much to learn, I feel more confident as I continue
the process of becoming a school psychologist, I have a foundation in theory that I can translate
in order to support clients in achieving change.

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