Running head: KAREN’S CASE STUDY 1

APA Style Sixth Edition Template: This Is Just an Example Title That Has a Colon In It

Shamini Subramaniam

College of Allied Educators

KAREN’S CASE STUDY 2

Abstract

An abstract is a single paragraph, without indentation, that summarizes the key points of the

manuscript in 150 to 250 words. For simpler papers in Paul Rose’s classes, a somewhat shorter

abstract is fine. The purpose of the abstract is to provide the reader with a brief overview of the

paper. When in doubt about a rule, check the sixth edition APA style manual rather than relying

on this template. (Although I prefer only one space after a period, two spaces after a period are

suggested by the sixth-edition APA manual at the top of page 88.) This document has a history

that compels me to give credit where it’s due. Many years ago I downloaded a fifth-edition

template from an unspecified author’s web site at Northcentral University. I modified the

template extensively and repeatedly for my own purposes and in the early years I shared my

highly-modified templates only with my own students. By now, I have edited this document so

many times in so many ways that the current template bears virtually no similarity to the old

Northcentral document. I want to be clear, however, that I am in debt to an unknown author who

spared me the inconvenience of having to create my own templates from scratch.

Keywords: writing, template, sixth, edition, APA, format, style, self-discipline

KAREN’S CASE STUDY 3

Two Approaches to the Case of Karen

Introduction

Karen came for personal counseling with me and being trained and comfortable in

Rogerian Therapy and Gestalt Therapy, following are the approaches that was taken. All the

responses in this assignment are framed around the questions provided in the said assignment.

Philosophical Assumptions of Rogerian Therapy

As discussed in the introduction, the first approach utilized in personal counseling for

Karen is Rogerian Therapy. From a Rogerian point of view, the philosophical assumption

underlying this approach is that counselling is more than just solving issues and providing

information. It is mainly intended to help clients tap their inner resources to better address their

current and future problems. In the case of Karen, counsellor can best achieve their objective by

establishing a threat-free climate in which counsellor fully accepts the client.

Counsellor work on the presumption that their clients possess the capacity to lead in a

particular way in their sessions and that the client can profit without the counsellor directive

involvement. The three attributes of a counsellor that are crucial in a Rogerian therapy to release

a client’s growth force are genuineness, positive regard, and empathy. Hence in the case of

Karen, when counsellor truly experiences these attributes towards Karen and interact effectively

with her, the opportunities are that Karen will diminish her defensive ways and progress towards

becoming her true self, the individual she is capable of becoming. Therefore the Rogerian

therapy establishes a relationship that helps the client to engage themselves in self-exploration

and ultimately finding their own way.

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Person-centered therapy has been shown to be as viable as the more goal-oriented

therapies. The client is the critical factor in determining therapeutic outcomes

:“What matters, according to outcome data,is the client:the client’s

resources,participation,evaluation of the alliance,and perceptions of the problem and its

resolution. Our techniques, it turns out,are only helpful if the client sees them as relevant and

credible”(p.433).

The basic philosophy of the person-centered approach has applications to education—

from elementary school to graduate school.The core conditions of the therapeutic relationship

have relevance to educational settings. In Freedom to Learn, RogersandFreiberg(1994)describe

journeys taken by different teachers who have moved from being controlling managers to

facilitators of learning.These teachers have discovered their own pathways to freedom.

According to Rogers and Freiberg, both research and experience show that more learning,more

problem solving,and more creativity can be found in class rooms that operate within a person-

centered climate. In such a climate learners are able to become increasingly self-directing,able to

assume more responsibility for the consequences of their choices,and can learn more than in

traditional classrooms

Basic Assumptions of Rogerian Therapy where Human Nature is concerned

The person-centered therapist focuses on the constructive side of human nature,on what is right

with the person,and on the assets the individual brings to therapy. The emphasisis on how clients

act in their world with others,how they can move forward in constructive directions, and how
KAREN’S CASE STUDY 5

they can success fully encounter obstacles (both from within themselves and outside of

themselves)that are blocking their growth.Practitioners with a humanistic orientation encourage

their clients to make changes that will lead to living fully and authentically, with the realization

that this kind of existence demands a continuing struggle.

A consistent theme underlies most of Rogers' writings - a deep faith in thetendency of humans to
develop in a positive and constructive manner if aclimate of respect and trust is established
(Corey, 1986). Rogers believed thatpeople are essentially good and that human nature possesses
a basic sense oftrust in the client's ability to move forwards in a constructive manner ifconditions
conducive to fostering growth are present. Furthermore, he perceivedhuman nature as a product
of environmental and societal factors as well asheredity, early development, and an innate self-
drive striving for growththroughout life. In short, Rogers, and the humanistic view in general,
seeshuman nature in an extremely positive light.

This positive view of human nature greatly directs the practice of Rogers'person-centered
therapy. Because of this ideathat a person has an innate, inherent capacity to escape the wrath
ofmaladjustment and to enter the realm of psychological health, the primaryresponsibility is
directed at the "client." Therefore, person-centeredtherapy is rooted in the client's capacity for
awareness and his or her abilityto make decisions (Corey, 1986). And, by perceiving
individuals/clients in thispositive light, the focus is shifted to what is right with the person not
onwhat is wrong with him or her.

Therapeutic Goals for the Rogerian Therapy Approach

Rogerian Therapy, commonly known as person centered therapy, the aim of this therapy

is to provide a secure, nurturing atmosphere where clients are usually within close contact along

with the fundamental positive elements associated with themselves which have been hidden or
KAREN’S CASE STUDY 6

even altered. Hence therapy leads to greater trust due to more congruence and less distortion

from client for effective reactions to people and situations. Based on Karen’s case study, the

counsellor’s basic aim is to create a therapeutic climate that will assist Ruth to learn what kind of

individual she is, apart from what others expected her to be.

Rogerian Therapy does not focus on the client’s problem instead focuses on the client

itself. Hence client chooses specific goals for themselves during the therapy and is responsible

for the direction of the therapy. As per case study, Karen is disappointed to where she is in her

life and not able to be herself surrounding her friend or family, therefore with the goal of this

therapy she is able to express her feeling freely without any judgement and experience the

freedom to be whatever she is in that moment, Karen would start to reconsider her roles and drop

her masks. Therefore when Karen’s facades fall as a consequence of the therapeutic process, four

attributes are likely to become apparent: (1) her openness to experience, (2) a higher degree of

self-confidence, (3) her inner source of assessment, and (4) her desire to live more

spontaneously. The fundamental objectives of person-centered therapy are these features.

Functions and Role of the Rogerian Therapy Counselor

Rogerian Therapy counselor takes a non-directive role as most of the responsibility of the

therapy comes from the client. The counselor’s primary function is to encourage in-client

experiential and cognitive learning. The development of the client’s self-knowledge is thus far

more important than what the therapist learns about the client. The therapist’s primary function is

to facilitate experiential and cognitive learning in the client. Thus, the client’s discovery of

personal knowledge about self is much more relevant than what the therapist knows about the

client or the psychiatric disorder the client is considered to be experiencing.

KAREN’S CASE STUDY 7

Rogerian therapy counsellor' role is rooted in their attitudes and ways of being, not in

techniques intended to be done for the client. Research on Rogerian therapy appears to suggest

that counsellors' attitude encourages changes in the client character, rather than their knowledge,

theories, or techniques (Rogers, 1961). Counsellor functions as an instrument of change to their

client and during the one-to-one therapy session, counsellor is not lost in a professional role. It is

the attitude and belief of the counsellor in the inner resources of the client that creates a

therapeutic climate for growth (Bozarthetal.,2002).

One of the most crucial roles of the counselor in Rogerian Therapy is as a facilitator of

learning. Life continually teaches us significant lessons about ourselves, about others, and about

life in particular. At moments, counselor takes up the role to assist client “learn how to learn” and

respond to Karen by adjusting to her self-learning style, which can often be inferred through

observation or conversation.

Person-centered theory holds that the therapist’s function is to be present and accessible to clients

and to focus on their immediate experience. First and foremost, the therapist must be willing to

be real in the relationship with clients. By being congruent, accepting, and empathic, the

therapist is a catalyst for change. Instead of viewing clients in preconceived diagnostic

categories, the therapist meets them on a moment-to-moment experiential basis and enters their

world. Through the therapist’s attitude of genuine caring, respect, acceptance, support, and

understanding, clients are able to loosen their defenses and rigid perceptions and move to a

higher level of personal functioning. When these therapist attitudes are present, clients then have
KAREN’S CASE STUDY 8

the necessary freedom to explore areas of their life that were either denied to awareness or

distorted

Expectations the Counselor has of the client and how the relationship is viewed for

Rogerian Therapy

Rogerian therapy emphasizes on a collaborative therapeutic relationship between the

counselors and the client. Counsellor takes cues from client on the best possible approaches or

responses during the therapy session which would be most helpful to client. Based on Karen’s

case study, counsellor can work closely with Karen to find which approaches or responses that is

executed during the therapy session is helpful as Karen knows best how the counsellor can serve

her during the therapy session. Counsellor basic question in executing any technique is “Does it

fit?”.

As a Rogerian therapy counsellor, my expectations are the quality of the relationship with

my client. Both counsellor and client maintain a trusting, supportive, safe and encouraging

atmosphere and based on the case study, when these attributes are applied the outcomes of the

therapy are that Karen will start listening to herself, learn from her experiences, and apply her

learnings effectively in the therapy session.

KAREN’S CASE STUDY 9

Philosophical Assumptions of Gestalt Therapy

Basic Assumptions of Gestalt Therapy where Human Nature is concerned

Therapeutic Goals for the Gestalt Therapy Approach

Functions and Role of the Gestalt Therapy Counselor

Expectations the Counselor has of the client and how the relationship is viewed for Gestalt

Therapy

Heading Level 2

Heading level 3. (Note the indent and period, and note how the capitalization works. You

will probably never go deeper than the third heading level.)

Heading level 4.

Heading level 5.

Citations and References

Check your assigned reading materials for rules about citations (which occur within the

text of the paper) and references (which are listed in their own separate section at the end of the

paper). Remember that you can find a lot of answers to formatting questions with a careful

search. When you’re looking at information online, check the source, and consider whether the
KAREN’S CASE STUDY 10

information might refer to an older edition of APA format. When in doubt, follow the latest

edition of the APA manual.

About a References Section

An example of a References section is on the next page. Take note of the "hanging

indent" style and double-spacing (with no extra spacing between references). The easiest way to

create hanging indents is to type your references without worrying about indentation and when

you are finished, select all the references at once and apply the hanging indents with your word

processor.

Many APA format rules are not mentioned or demonstrated in this document. You should

plan to spend a lot of time looking up formatting rules (http://www.apastyle.org/ is helpful). If

APA formatting is driving you crazy and you want a distraction, how about alleviating people’s

suffering with a simple click? Check out The Hunger Site (http://www.thehungersite.com/).
KAREN’S CASE STUDY 11

References

Patterson, C.H. 1990. On being client-centered. Person-Centered Review 5(4): 425–432.

http://www.egyankosh.ac.in/handle/123456789/21186

Unit-1 Roger’s Client Centered Therapy

2017 IGNOU http://hdl.handle.net/123456789/21186 Block-3 Other Therapies for

Psychological Interventions

https://uk.sagepub.com/sites/default/files/upm-binaries/66168_1st_proof_pdf.pdf

Ajournalarticle, R. H., Spud, P. T., & Psychologist, R. M. (2016). Title of journal article goes

here. Journal of Research in Personality, 22, 236-252. doi:10.1016/0032-026X.56.6.895*

B’Onlinesourcesareconfusing, S. O. (2010). Search for answers at apastyle.org and include issue

numbers after volume numbers when there is no DOI. Journal of Articles Without Digital

Object Identifiers, 127 (3), 816-826.

Cmagazinearticle, B. E. (2009, July). Note the last names on this page: Each source type has to

be formatted in a different way. [Special issue]. Prose Magazine, 126 (5), 96-134.

Dbookreference, S. M., Orman, T. P., & Carey, R. (1967). Google scholar’s “cite” feature is

usually accurate and time-saving. New York, NY: Pearson.

O’encyclopedia, S. E. (1993). Words. In The new encyclopedia Britannica (vol. 38, pp. 745-

758). Chicago, IL: Penguin.

Pchapter, P. R., & Inaneditedvolume, J. C. (2001). Scientific research papers provide evidence of

frustration with giant style manuals. In P. Z. Wildlifeconservation, R. Dawkins, & J. H.

Dennett (Eds.), Research papers are hard work but boy are they good for you (pp. 123-

256). New York, NY: Simon & Schuster.

KAREN’S CASE STUDY 12

Qosenberg, Morris. (1994, September 11). This is how you cite an online news article that has an

author. The Washington Post. Retrieved from

http://www.washingtonpost.com/dir/subdir/2014/05/11/a-d9-11e3_story.html