Running head: I THINK IT; I LIVE IT; BUT CAN I CHANGE IT?

Personal Position Paper:

I Think It; I Live It; But Can I Change It?

Richelle Greek

University of Calgary
Running head: I THINK IT; I LIVE IT; BUT CAN I CHANGE IT? 2

Personal Position Paper:

I Think It; I Live It; But Can I Change It?

Becoming a counsellor is a huge endeavor, becoming an effective counsellor may be an

even more daunting task. One needs to be well integrated, committed to continual growth, open

to new experiences, and have the ability to be aware of your own limitations while assisting

others (Nugent & Jones, 2005). Counsellors need to be aware of diversity, recognize that it

exists and be sensitive to the differences that are present in our worldview (Corey, 2009).

“Counselors are effective when they integrate personal attributes and professional competencies

in an ethical manner that benefits clients” (Nugent & Jones, 2005, p. 91). A large part of being

an effective counsellor is having a solid understanding of the theories, providing guidance, and

then balancing the theoretical elements with good practice.

Trying to determine a theory that will guide me has become a challenge. My tendency is

to lean toward an integrative approach of therapy. In discussions with practicing counsellors, I

realize many of them draw upon more than one theory to create their own “bag of tricks.” Egan

(1998) suggests that, “40% of helpers said that eclecticism was their primary approach to

helping” (p. 340). He does, however, elaborate that “effective eclecticism . . . must be more than

a random borrowing of ideas and techniques . . . “(p. 340). Lazarus and Beutler (1993) also

report that some studies have addressed eclectic applications. These researchers report that 64 to

70% consider their approaches eclectic. Other therapists within the same study state that they

have been trained in a single theory or they have been attracted to one framework that will guide

them in a general practice foundation, but that they too have wandered from a specific theory to

incorporate techniques from other theories.

Running head: I THINK IT; I LIVE IT; BUT CAN I CHANGE IT? 3

I recognize the importance of having a solid understanding in one theory and then

complementing that theory by using the strategies and techniques of others. At this juncture of

my career I do not have a solid knowledge base or sufficient expertise to draw upon only one

theory. Therefore, I will be borrowing from a handful of different theories to complete this final

paper. My philosophical assumptions, counselling experiences and reflections will draw upon a

combination cognitive-behavioural therapy (CBT) and existential therapy, with some additional

references to Adlerian therapy, combining them into a collaborative approach that I consider to

be logical and useful.

Philosophical Assumptions

The Nature of Humans

Similar to Adlerian theory, I see human beings as social entities. I believe that we

develop our human potential and learn our cultural beliefs through a process of socialization

(Macionis, Benoit & Jansson, 1999). The person is not just an individual, but a “Dasei (Being-

in-the-World)” and we are embedded within the world in which we live and cannot be separate

from that world (Corrie & Milton, 2000, p. 9). Bauman and Waldo (1998) and May and Yalom

(2005) define the modes of world as Umwelt (physical world), Mitwelt (world of interpersonal

relations) and Eigenwelt (personal/psychological world). They state that people can easily

experience all of these worlds at the same time. Different people will confront the same event in

different ways: how we internalize that experience will differ not only with various people, but

also with various situations.

I view this internalization as an evolving process of schemas that have been integrated

into our being through family, peers and society. Everyone brings their personal schemas into

relationships and from there, new or more intricate schemas will be shaped (Dattilio, 1997).
Running head: I THINK IT; I LIVE IT; BUT CAN I CHANGE IT? 4

These schemas are interconnected with the three modes of the world that May and Yalom

(2005), and Bauman and Waldo (1998) postulated. Beck (as cited in Ottens & Hanna, 1998) has

even argued that, “schemas can be construed as relational constructs and that cognitions mediate

between the person and the environment” (p. 325) and that “the way people feel and behave is

determined by how they perceive and structure their experience” (Corey, 2009, p. 287). A

person’s core schemas may be regarded as essential when the counsellor explores the client’s

view of self, others and the world (Ottens & Hanna, 1998). This is not to say that my beliefs

regarding core schemas are predetermined or rigid, but in their context, become continually

altered, shaped and redefined by personal experiences.

“The significance of our existence is never fixed once and for all; rather, we continually

re-create ourselves through our projects” (Corey, 2009, p. 139). We are constantly striving,

evolving, discovering, and questioning ourselves and others (Corey, 2009). Corey (2005)

outlines the basic dimensions of human condition as: “self-awareness; freedom and

responsibility; creating identities and meaningful relationships; searching for meaning, purpose,

value and goals; anxiety as only a condition of living; as well as death and non-being” (p. 137).

Similar to Adler and Maslow’s beliefs, my tendency is to believe that humans strive for

superiority and mastery (Mosak, 2005) and do their utmost to obtain the goal of self-

actualization (as cited in Harper & Stone, 2003, p. 235; Hockenbury & Hockenbury, 2000).

During this journey of self - actualization, humans may often come against unavoidable conflicts

including death, freedom, isolation and meaninglessness (Bauman & Waldo, 1998; May &

Yalom, 2005).
Running head: I THINK IT; I LIVE IT; BUT CAN I CHANGE IT? 5

The Nature of Healthy

“The ability to form one’s beliefs and values and to act upon them while living within the

limits of one’s existence” is vital among healthy living (Corrie & Milton, 2000, p. 20).

“Connecting with one’s true self leads to a fuller and more meaningful existence [and] . . . the

only way to stay alive and rise above circumstances and fate is to find meaning in one’s own

existence” (Carlson, 2003, n.p.). Living authentically, being cognizant of your triggers and

stressors, as well as knowing how to keep balance in your life, will promote healthy living.

Harper and Stone (2003) indicate the core modules of “an effective lifestyle or the good

life [are] defined universally, without regard to culture or social group, as a life of (1) holistic

health, (2) meaningful activity or work, (3) positive self-management of one’s energy, and (4)

effective interpersonal relations” (p. 249). I believe that having these core modules are essential

in creating a healthy lifestyle. I also have a strong belief in the bio-psycho-social-spiritual inter-

connections and believe that in order to sustain change, the counsellor needs to encourage a

mindfulness-based practice promoting holistic health. Creating a mindfulness-based practice

requires that the client and counsellor have healthy thought processes.

The Nature of Unhealthy

One of the major causes of an unhealthy human is “becoming stuck or fixed in certain

beliefs and behaviour patterns that deposit themselves deep down in our belief system” (Corrie &

Milton, 2000, p. 10). In the process of becoming unhealthy, people are not living authentic lives

(being true to themselves), and not accepting responsibility for the choices they make.

Authenticity travels along a continuum but contains essential features that include awareness of

self, others and the world as well as choices, decisions and responsibilities (Bauman & Waldo,
Running head: I THINK IT; I LIVE IT; BUT CAN I CHANGE IT? 6

1998). When individuals remain at one end of the continuum or the other, they are living a life

of unhealthy. Authentic lives find balance in this continuum.

The loss of being, due to conforming to society rather then being true to one’s self,

creates a state of unhealthy (May & Yalom, 2005). Individuals, who cannot find meaning for

themselves and look to others to gain that meaning, reside in an unhealthy state. Further to this

May and Yalom (2005) explain that individuals who hold beliefs in “inviolability,

invulnerability, and immortality” (p. 283) are foolish because “when their belief system is

shattered and a sense of unprotected ordinariness intrudes . . . the defense of specialness is no

longer able to ward off anxiety,” (p. 283) creating a time in their life when they need to seek

therapy. Clients handling anxiety unsuccessfully due to “maladaptive defense mechanisms”

(May & Yalom, 2005, p. 285) might experience some form of relief. However, this relief is not

sustainable and may end up harming the client further down the road.

Also contributing to unhealthy living is the client who believes and spends time looking

to find the “ultimate rescuer” who will protect them and give them meaning (May & Yalom,

2005, p. 283-284; Ottens & Hanna, 1998, p. 317). Clients may choose to use this as a defense

against anxiety due to a feeling of isolation, aloneness or avoidance of responsibility (Corey,

2009; Ottens & Hanna, 1998).

The Nature of Change

Change happens when clients realize that they are in charge of their life, have choices to

make, and become aware that anxiety “is an unavoidable part of the human condition” (May &

Yalom, 2005, p. 271). Change is also likely to occur when clients are able to eliminate their

faulty thought processes (Murdock, 1991). Through the therapeutic relationship and use of

appropriate techniques, clients are able to discover their erroneous beliefs in order to transform
Running head: I THINK IT; I LIVE IT; BUT CAN I CHANGE IT? 7

their negative thought patterns into positive notions to promote choices and lifestyle change.

Power, control and choice are positive notions that promote lifestyle change. While anxiety is

unavoidable from the existential point of view, the development of an individual’s power,

control and choice become the stepping-stones to lifestyle change. When the change is sustained

the individual’s life becomes balanced and authentic.

Counselling Experience

Definition of Counselling

Counselling is a process that provides the client with an opportunity to make positive life

changes. Harper and Stone (2003) employ the acronym APART when they define counselling as,

“assessment of lifestyle, prescription of a new lifestyle, action toward change, review of the

client’s progress and change, [and] transcendence of one’s old lifestyle or one’s negative

environment” (p. 234). Counselling is a dynamic growth experience wherein people learn to

change the way they live, the way they perceive themselves, and the way they perceive their

world (Harper & Stone, 2003). As an effective counsellor it is important to ensure a solid

understanding in the client’s view of themselves, their world and how they live within their

world. It is also imperative to gain that same understanding in their goals for how they desire to

view themselves, their world and their life. Then the counsellor and client set out a plan that

incorporates lifestyle changes that see the client pursue a positive healthy lifestyle.

Counsellor – Client Relationship

I believe “it is important for therapists to be themselves and this natural flow will allow

clients to relax and be themselves as well” (Ottens & Hanna, 1998, p. 315). My counselling

theory agrees with Beck’s (as cited in Corey, 2005) position that suggests a quality therapeutic

relationship is fundamental to the application of therapy and successful counselling rests on

Running head: I THINK IT; I LIVE IT; BUT CAN I CHANGE IT? 8

characteristics such as “genuine warmth, accurate empathy, non-judgmental acceptance and the

ability to establish trust and rapport . . .” (p. 287). Nugent and Jones (2005) believe that the

essential core characteristics of effective client-counsellor relations are empathy (experience a

client’s inner world), congruency (integrity, honest and authentic), and unconditional positive

regard (warmth, accepting and non-judgmental). They trust that through these characteristics,

clients are able to reach self-actualization. I am of the opinion that functioning in a reciprocating

relationship is beneficial to both the therapist and the client.

Both client and counsellor are open to finding value in being (Corrie & Milton, 2000) and

make every effort to obtain a trustworthy and equally open relationship (May & Yalom, 2005).

The relationship is in itself vitally important and the “therapist must be fully present, striving for

an authentic encounter with the patient” (May & Yalom, 2005). Through a relationship like this

the client feels comfortable to share their most intimate truths and still feel confident that the

therapist is accepting and positive (May & Yalom, 2005).

Role of the Counsellor

A substantial role of the counsellor is to ensure that the client feels an environment of

safety and understanding. I believe clients consider the counsellor as an individual who will not

assign blame, either to the client or to those connected to the client. As therapists, we need to

respectfully challenge the client when they are in a blaming situation to evaluate their

contribution to their current circumstances (Corey, 2009) by reminding clients that they are the

“author of their own life” (May & Yalom, 2005) or as Adler (as cited in Corey, 2009) stated “we

are both the creator and creation of our own life” (p. 98). When a therapist hears that a patient is

avoiding responsibility, it may be necessary to interrupt the session and “encourage clients to

own their feelings, statements, and actions” (May & Yalom, 2005). This can be accomplished by
Running head: I THINK IT; I LIVE IT; BUT CAN I CHANGE IT? 9

the client identifying their role within the dynamics of their current circumstances. In doing so

the counsellor is encouraging the client take personal responsibility.

“Beck (as cited in Ottens & Hanna, 1998) endorsed the therapist’s functioning as an

adviser or mentor regarding intimate relationships and as a role model whose positive

characteristics can be emulated” (p. 314). Young (as cited in Ottens & Hanna, 1998) goes

further by claiming that therapists may need to “re-parent” clients who have been provided

maladaptive schemas early in life. It is an essential role of the counsellor to assist clients in their

efforts to clarify their world and the limitations and constraints over which they may have no

control (Corrie & Milton, 2000). While helping the clarification process, therapists help the

client gain new strategies and modify their interpretations to alleviate short and long – term

distress to reduce future challenges (Corrie & Milton, 2000).

Role of the Client

Clients actively engage in the therapeutic process by accepting responsibility for their

personal choices and actions (Corey, 2009). Sustainable changes are more likely to occur if the

client displays “initiative, understanding, awareness and effort” (p. 291) while proceeding

through therapy. Clients need to identify the problems to explore along with the associated

maladaptive thoughts, and with the therapist, devise homework during each session (Corey,

2009). The client needs to follow the guidelines of the homework by being prepared to integrate

new tools and techniques into their daily functioning. The client will need to become

comfortable with being uncomfortable because change is often an uncomfortable situation.

Further to this they need to be aware that there is not a quick fix and ultimately the change that

will occur is their responsibility.

Running head: I THINK IT; I LIVE IT; BUT CAN I CHANGE IT? 10

Counselling Timeframe

Drawing from the theories that I have chosen to integrate into my therapeutic foundation,

my sessions would be based on a brief therapy format. The number of sessions that clients

would attend would range from 8 – 15 sessions, depending on the nature of change. If a client

needed to be in therapy for shorter or longer periods, this framework would accommodate that

timeframe. In order to best serve the client, my sessions would generally be 60 minutes in

length. The first phase of the session would be spent reviewing events since our last visit and

investigating any discoveries from homework assignments. The next phase of therapy would

enter into a discussion regarding the current therapeutic session and its goal. At the end of the

session we would set goals, assign homework and schedule our next appointment. Treatments

would initially be scheduled weekly, then bi-weekly or monthly, depending upon client need.

Follow-up sessions may be required to encourage sustainability before completing the

termination process.

Past-Present-Future Relationship

History can be shared if the client feels that there is something to gain by doing so,

however I don’t believe that it is necessary to spend a lot of time in this area. From an

existentialist perspective, helping clients manage their being-in-the world includes “past

experiences and biology as individuals relate to them, as well as future possibilities” (Bauman &

Waldo, 1998). It is important to remind clients that the past is only important in that it is part of

one’s current being, and that therapy is concerned with “the awareness of the depths of one’s

immediate experiences” (May & Yalom, 2005, p. 284-285). How the client views their past

becomes an important dynamic in the therapeutic setting. The therapist’s main concern is a
Running head: I THINK IT; I LIVE IT; BUT CAN I CHANGE IT? 11

complete understanding of the client’s current situation and fears that initially encouraged them

to seek counseling (May & Yalom, 2005).

Emphasis on Beliefs, Emotions, and Behaviours

I contend that the relationship between beliefs, emotions, and behaviours are interwoven

and connected and cannot operate autonomously without influencing one another. This process

is bi-directional: our behaviours are influenced by our emotions, our emotions are based on our

internal belief systems (e.g. sense of right or wrong, connectedness or disconnectedness from our

environment), and both emotions and beliefs can be influenced by the consequences of our

actions. According to Heidegger (as cited in Corey, 2009), “our moods and feelings . . . are a

form of understanding whether we are living authentically or whether we are inauthentically

constructing our life around the expectations of others” (p. 135). My counselling theory includes

dynamics of self (beliefs and emotions), and dynamics of life motivators (body, health, and

behaviours). I believe that the dynamics of self directly affect our life motivators and they in

turn affect our attitude, all together affecting our existence or quality of life.

My theory focuses on client choice as the basis for change, but in order to effectively

maintain positive change the client must identify which dynamic is out of balance. “The trouble

with so many of us is that we have sought directions, answers, values, and beliefs from the

important people in our world . . . our values are what choose” (Corey, 2009, p. 143). The only

way to elicit permanent client change is for them to perceive that their values are chosen and not

projected onto them by outside influences.

“The failure to acknowledge our freedom and choices is what results in emotion

problems” (Sartre as cited in Corey, 2009, p. 135). Acknowledging this freedom and choice is

what keeps us from living an authentic life and maintaining a good existence.
Running head: I THINK IT; I LIVE IT; BUT CAN I CHANGE IT? 12

Therapeutic Process

Before beginning anything more than relationship building, I would be sure to explain the

stages of therapy to the client. My counselling theory would initiate the change process by

building a therapeutic relationship with the client that encourages a mutual bond. As with

Adlerian therapy, cognitive-behavioral therapy and existential theory, I would establish a

relationship of mutual respect and equality (Corey, 2001), warmth, support, and acceptance

(Holtforth & Castonguay, 2005), honesty, integrity and courage while creating a quality client-

to-client encounter to stimulate positive change (Corey, 2009). In the process of getting to know

the client I would want to discover information regarding “demographics, current living situation

and physical health” (Murdock, 1991, n.p.). The process would continue by following the stages

of the APART model provided by Harper and Stone (2003, p. 237-240).

Assessment. Examination of the problem areas or concerns will identify the therapeutic

need. The focus here is on daily habits, recurring activities, need deficiencies, behavioural

patterns, historical information, and assessment data contribute to the formal assessment.

Prescriptions. Together with the client, we would determine goals and prescriptions for

future sessions and lifestyle change. Techniques may include mediation, role-playing, group

activities, behavioural rehearsals, or monitoring devices. I would incorporate homework in the

prescriptions as it allows the client to take their knowledge from the session to their “real world.”

It is important to make sure that these prescriptions are developed in conjunction with client

needs because therapy requires the client to be fully committed to the process.
Running head: I THINK IT; I LIVE IT; BUT CAN I CHANGE IT? 13

Actions. The goal of action takes place by emphasizing client’s change in lifestyle

through action. In this stage of therapy I would identify the client’s motivation, support their

choice, and become a role model, as appropriate. It is important not to enable the clients, but to

assist them, as they need help. To indicate work and success, the client and the counsellor

should keep clinical notes.

Review. Once the client has engaged in the action phase of therapy, I would continue to

review the prescriptions that were set up to determine if they were still applicable, or to

determine if we needed to make changes to portions of the program. This stage also includes

accountability through monitoring progress in homework. This stage takes place throughout the

entire therapeutic process in order to maintain the viability of the therapeutic process (Egan,

1998).

Transcendence. In this stage, my client and I would have the opportunity to explore the

changes and see what can be sustained over time. Termination and follow-up sessions are

discussed.

Through this model I hope to teach clients the difference between “I won’t” and “I can’t,”

as well as encourage them to change behaviours in their daily living by exploring the following

questions “What are you going to do?,” “When are you going to do it?” and “How would you

accomplish your goal?” (Harper & Stone, 2003). Through the use of these techniques I would

“help clients become aware of their choices and their potential for action” (Corey, 2001, p. 73).

An obligation lies with the counsellor to acknowledge how the client envisions their everyday

world. By working with the client’s core schemas, counsellors have the opportunity to bring

about transformation since problems address the meanings and potential choices rather than the
Running head: I THINK IT; I LIVE IT; BUT CAN I CHANGE IT? 14

particular events (Ottens &Hanna, 1998). At the same time it is important to for the counselor to

reassure the client in their ability to make necessary changes.

There may be times when the client will want to stop the counselling process, stop

homework assignments, and resist any changes that may be happening. During these times it is

important to discuss relevant observations and ask the client to “reflect and comment on

certain . . . behaviours (Corey, 2001, p. 195). The therapist must also remember not to become

defensive during these times and remind themselves that this is simply a time when the client

may be working through some challenges. Show the client the incentive in continuing and

remind them that they are in charge of their choices (Egan, 1998).

Therapeutic Techniques

Socratic questioning. An opportunity for the therapist to design a number of questions

to gain insight and assist the client in identifying the personal dynamic that is out of balance

(Beck & Weishaar, 2005; Corrie & Milton, 2000, p. 16).

Questions for exploring possibilities. May be a tool to help clients discover a better

future. The questions that are suggested are: What are my most critical needs and wants?, What

are some possibilities for a better future?, What would my life look like if I were to develop a

couple of key opportunities?, What should my life look like a year from now?, and What should

I put in place that is currently not in place? (Egan, 1998, p. 235).

Guided discovery. This intervention provides the client with the opportunity to adjust

their maladaptive beliefs and notions. The therapist takes more of an active role by being the

guide who is creating experiences for the client to gain a new perspective. This is not a time for

the therapist to pressure the client into adopting new beliefs (Beck & Weishaar, 2005, p. 253;

Corrie & Milton, 2000, p. 16).

Running head: I THINK IT; I LIVE IT; BUT CAN I CHANGE IT? 15

Schema restructuring. This is an opportunity for the therapist to challenge the client’s

schemata, especially if the schemata have been predisposed to faulty information and biases.

Cognitive-behavioural therapists believe that “attribution shifts are necessary to make behavior

change possible, but that, in turn, behavior change is necessary to reinforce new and more

productive attributions” (Spillane-Greico, 2000, p. 109). Assessment and measurements are

encouraged in schema restructuring as they often play a fundamental part of the therapeutic

process (Spillane-Greico, 2000).

Daily record of automatic thoughts. This is a chart that the client completes by

documenting various thoughts (may be maladaptive or optimistic) and their responses to those

thoughts. This tool benefits the therapist by providing them with some insight about thinking

outside of the counselling environment (Beck as cited in Sharf, 2004).

Role playing. Provides the client an option to practice new skills in a safe environment

before they are applied in authentic situations. This is a time where modeling from the

counsellor may be beneficial and helpful to the client. Sessions may even be video-taped for

further examination and use (Beck & Weishaar, 2005).

Homework assignments. Clients practice or apply the techniques that they have

acquired in the counselling sessions. Typically assignments consist of “self-observation, self-

monitoring, structuring time effectively, and implementing procedures for dealing with concrete

situations” (Beck & Weishaar, 2005, p. 260).

Assessments. There are standardized and non-standardized assessment tools that may be

used during the therapy process. Standardized measures are based on “norm groups,” have

specific procedures for administration, and scores are measured by comparing against the

standard score (Nugent & Jones, 2005, p. 175). Non-standardized measures are observations by
Running head: I THINK IT; I LIVE IT; BUT CAN I CHANGE IT? 16

the counsellor and self-reports by the client (Nugent & Jones, 2005). These assessments come in

the forms of: “intelligence tests, aptitude tests, achievement tests, interest inventories, and

personality measures” (Nugent & Jones, 2005, p. 177-182).

Relaxation training. This is a technique that has recently become quite popular in

assisting clients to cope with their everyday issues. The goal is to teach clients how to relax their

mind and their muscles while incurring times of stress and anxiety. There are a number of

approaches the counsellor may take in demonstrating and teaching the client to complete these

exercises in daily living. Guided imagery may be completed by purchasing pre-recorded tapes or

recording a session that has been done with the client (making it more authentic and familiar),

meditation (again pre-recorded materials or counsellor/client created), and even teaching the

client to attend to relaxing nature walks (listening to the sounds of trees, birds, etc…) (Corey,

2009). All of this is a form of mindfulness while encouraging the client to stay in the moment.

Determining Success

Success as an effective counsellor would include giving the client the opportunity to

examine their progress and accomplishments that they have made toward their goals in lifestyle

change. An example is noted in the Harper & Stone (2003) article. If an alcoholic continues to

not drink but still needs to be supported through a program such as Alcoholics Anonymous (AA)

that would demonstrate success. Although the client is not completing this independently, they

are able to meet their goal of no longer drinking through a group activity. Success would be

demonstrated when the therapist is able to watch his or her client utilize resources both in the

sessions and out in their everyday world (Egan, 1998). My counselling process would seek to

ensure that the client’s presenting problem that initiated the counseling process no longer exists.

Within my theoretical approach I want to ensure that clients are able to generalize their
Running head: I THINK IT; I LIVE IT; BUT CAN I CHANGE IT? 17

discoveries by applying them to new problems or situations that may arise in the future. Another

significant skill to assist in determining success is the “ability to cope with transitional periods of

increased anxiety, threat, guilt, and hostility . . .” (Nugent & Jones, 2005, p. 222).

Contextual Factors (Application to Clients with Diverse Backgrounds)

I envision this approach working well and complimenting diversity as it explores the

client’s world view, providing an opportunity to see the clients “Dasei” (Corrie & Milton, 2000,

p. 9) and asking for any clarification that may be needed in order to ensure a positive therapeutic

alliance. This integration of theory allows the counsellor to “meet the client where the client is

and is respectful of each client’s uniqueness, individuality and culture” (Bauman & Waldo, 1998,

p. 21). Drawing from the existentialist’s perspective, counsellors observe “how people live in

the world across all cultures and socioeconomic groups . . . and that men and women face the

same issues of love, suffering and death . . .” (Epp, 1998, p. 2). The human race is simply one of

the millions of species that are present in our world and we are all in the same position in that we

live life until death, no matter what race or social standing (Epp, 1998). Regardless of race or

social standing, my approach to counselling would show the client “empowerment in [such] an

oppressive society” (Corey, 2009, p. 470). This theory may not work well with lower

functioning clients, non-verbal clients, and those who need firm direction (Corey, 2001).

Reflection

Weakness of My Personal Theory

Portions of my counselling theory “[would] not [be able to be] subjected to scientific

research as a way of validating its procedures” (Corey, 2001, p. 73). This makes a theory weak

in the evaluative element because the theoretical concepts are difficult to test (Nature of Theory,

n.d.). The therapeutic techniques or tools however, may be assessed and measured therefore
Running head: I THINK IT; I LIVE IT; BUT CAN I CHANGE IT? 18

parts of the theory are subject to measurable outcomes. Although existential therapy has been

quite influential, there is limited availability for training courses because there are not specific

training techniques within this theory (May & Yalom, 2005). As stated earlier, this theory may

not work well with lower functioning clients, non-verbal clients, and those who need firm

direction (Corey, 2001). There may also be a challenge with some clients because “internal

focus is often in conflict with cultural values . . . and some clients may have serious reservations

about questioning their basic cultural values and beliefs” (Corey, 2009, p. 471-472). I believe

that some development needs to be done around working with children as often their choices

may be limited and therefore outcomes may not necessarily be controlled.

Why am I Drawn to This Theory?

I am particularly drawn to this theory because I believe that we are the scribes of our own

destiny, and although we will all eventually succumb to death, there are a great number of

choices we have in our existence and quality of life. I believe that this theory lends itself nicely

to this notion as it allows clients to explore their own world and provides them with a safe place

to delve into their personal distortions in life. May and Yalom (2005) describe a foundation of

reference that is “not a comprehensive psychotherapeutic system; it is a frame of reference – a

paradigm by which one views and understands a patient’s suffering in a particular manner” (p.

284). Therapists look at the client’s distress and view them first as “human rather then

behavioural or mechanistic” (May & Yalom, 2005, p. 284). Because of the therapist-to-client

relationship, there is less of an opportunity to dehumanize the therapy (Corey, 2001). I am

particularly intrigued about the aspects of self-determination, acceptance of responsibility,

creating choices and shaping one’s life (Corey, 2001).

Conclusion
Running head: I THINK IT; I LIVE IT; BUT CAN I CHANGE IT? 19

My theory lies strongly within an existential perspective; however, I believe that there is

benefit in exploring the inclusion of a cognitive-behavioural component for the client. There is a

greater depth of research evolving to show a connection within an existential-cognitive-

behavioural approach. Existential theory speaks directly to me about the need to promote overall

wellness of clients rather than restricting the therapeutic focus to their symptoms. This affords

clients the opportunity to live fully and authentically (Bauman & Waldo, 1998). In order to live

full and authentic lives, clients need to be aware of their cognitions by confronting faulty beliefs

through automatic thoughts and realize they have choices in changing them (Corey, 2009). I

believe firmly in the therapeutic relationship and believe that if a safe, caring environment is

present, clients will be willing to confront their life experiences. I contend that through this

relationship, change is more likely to occur with my clients.

I believe in authenticity and an awareness of thoughts in many areas of my own life. I

see the world as a place of choices and responding to those choices. I teach my own children and

my students about being authentic by incorporating authentic tasks for them, such as homework.

The exploration of choices available to the client creates the direction a client will choose in life.

As my experience and knowledge continue to grow through this program, I am certain that

changes in my theoretical foundation are sure to occur. My life experience, knowledge, and

schemas guide me and have taught me to become an authentic person.

Running head: I THINK IT; I LIVE IT; BUT CAN I CHANGE IT? 20

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violence. Professional School Counseling, 6, np.

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Hi Richelle—I notice that you don’t have a reference for the Nature of Theory article.

Otherwise—great job here. You’ve really thought this out, put it together in the format Irene

seems to want.