Gerald Corey - Theory and Practice of Counseling and Psychotherapy PDF

 Theories at-a-Glance The tables in this book compare theories over a range of topics, thereby providing you with the ability to easily compare, contrast, and grasp the practical aspects of each theory. These tables also serve as invaluable resources that...

 Theories at-a-Glance The tables in this book compare theories over a range of topics, thereby providing you with the ability to easily compare, contrast, and grasp the practical aspects of each theory. These tables also serve as invaluable resources that can be used to review the key concepts, philoso- phies, limitations, contributions to multicultural counseling, applications, techniques, and goals of all theories in this text. The following chart provides a convenient guide to the tables in this text. Pages 6–7 Table 1.1 Overview of Contemporary Counseling Models 71–72 Table 4.1 Ego-Defense Mechanisms 74–75 Table 4.2 Comparison of Freud’s Psychosexual Stages and Erikson’s Psychosocial Stages 537 Table 15.1 The Basic Philosophies 538–539 Table 15.2 Key Concepts 543 Table 15.3 Goals of Therapy 546–547 Table 15.4 The Therapeutic Relationship 548–549 Table 15.5 Techniques of Therapy 549–550 Table 15.6 Applications of the Approaches 551 Table 15.7 Contributions to Multicultural Counseling 552 Table 15.8 Limitations in Multicultural Counseling 553–554 Table 15.9 Contributions of the Approaches 554–555 Table 15.10 Limitations of the Approaches Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Theory and Practice of Counseling and Psychotherapy Eleventh Global Edition Gerald Corey Professor Emeritus of Human Services and Counseling at California State University, Fullerton Distinguished Visiting Professor of Counseling at University of Holy Cross, New Orleans Australia Brazil Canada Mexico Singapore United Kingdom United States Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest. Important Notice: Media content referenced within the product description or the product text may not be available in the eBook version. Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Theory and Practice of Counseling Last three editions, as applicable: © 2021, 2017, 2013 and Psychotherapy, Eleventh Global Edition Copyright © 2024 Cengage Learning, Inc. ALL RIGHTS RESERVED. Gerald Corey No part of this work covered by the copyright herein may be reproduced or distributed in any form or by any means, except as SVP, Product: Erin Joyner permitted by U.S. copyright law, without the prior written permission VP, Product: Thais Alencar of the copyright owner. Portfolio Product Director: Jason Fremder Unless otherwise noted, all content is Copyright © Cengage Learning, Inc. Portfolio Product Manager: Conor Allen Learning Designer: Emma Guiton Content Manager: Shreya Tiwari, MPS Limited For product information and technology assistance, contact us at Cengage Customer & Sales Support, 1-800-354-9706 Digital Project Manager: Andy Baker or support.cengage.com. VP, Product Marketing: Jason Sakos For permission to use material from this text or product, submit all Director, Product Marketing: Neena Bali requests online at www.copyright.com. Product Marketing Manager: Ian Hamilton Content Acquisition Analyst: Ann Hoffman Production Service: MPS Limited Library of Congress Control Number: 2022917024 Designer: Erin Griffin Cover and Interior Image Source: ISBN: 979-8-214-03354-9 © Purestock/Getty Images Cengage 200 Pier 4 Boulevard Boston, MA 02210 USA Cengage is a leading provider of customized learning solutions. Our employees reside in nearly 40 different countries and serve digital learners in 165 countries around the world. Find your local representative at www.cengage.com. To learn more about Cengage platforms and services, register or access your online learning solution, or purchase materials for your course, visit www.cengage.com. Printed in Singapore by Markono Print Media Pte Ltd Print Number: 01 Print Year: 2023 Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Dedication To the future generation of counselors: Pursue your dreams. You are here to change the world for the better. Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. About the Author Gerald “Jerry” Corey, EdD, ABPP, is professor emeritus of human services and counseling at California State University at Fullerton and is distinguished visiting professor of counseling at the University of Holy Cross in New Orleans, where each semester he teaches intensive courses in counseling theories, group counseling, and ethics. He received his doctorate in counseling from the University of Southern Cali- fornia in 1967. He was awarded an honorary doctorate in Humane Letters in 1992 from National Louis University. He is a Diplomate in Counseling Psychology, Ameri- can Board of Professional Psychology; a licensed psychologist; and a National Certi- fied Counselor. He is a Fellow of the American Psychological Association (Division 17, Counseling Psychology; and Division 49, Group Psychotherapy); a Fellow of the American Counseling Association; and a Fellow of the Association for Specialists in Group Work. Both Jerry and his wife, Marianne Corey, received the Lifetime Achieve- ment Award from the American Mental Health Counselors Association in 2011, and both of them received the Eminent Career Award from ASGW in 2001. Jerry was the recipient of the Outstanding Professor of the Year Award from California State Uni- versity at Fullerton in 1991. He received the Thomas Hohenshil National Publica- tions Award, which was presented at the American Counseling Association’s Virtual Conference in 2021. He is the author or coauthor of 16 textbooks in counseling cur- rently in print, along with more than 70 journal articles and book chapters. Several of his books have been translated into other languages. Theory and Practice of Counsel- ing and Psychotherapy has been translated into Arabic, Indonesian, Portuguese, Turk- ish, Korean, and Chinese. Theory and Practice of Group Counseling has been translated into Korean, Chinese, Spanish, and Russian. Issues and Ethics in the Helping Professions has been translated into Korean, Japanese, and Chinese. With his colleagues, Jerry has conducted workshops in the United States, Germany, Ireland, Belgium, Scotland, Mexico, Canada, China, and Korea with a spe- cial focus on training in group counseling. In his leisure time, Jerry likes to hike and bicycle in the mountains and the desert and drive his 1931 Model A Ford with his grandchildren. Jerry and Marianne have been married since 1964. They have two adult daughters (Heidi and Cindy), two granddaughters, and one grandson. In addition to Theory and Practice of Counseling and Psychotherapy, Eleventh Edition (and Student Manual) (2024), other publications by Gerald Corey, all with Cengage Learning, include: ◆ Issues and Ethics in the Helping Professions, Eleventh Edition (2024, with Marianne Schneider Corey and Cindy Corey) ◆ Theory and Practice of Group Counseling, Tenth Edition (and Student Manual) (2023) ◆ Becoming a Helper, Eighth Edition (2021, with Marianne Schneider Corey) ◆ Groups: Process and Practice, Tenth Edition (2018, with Marianne Schneider Corey and Cindy Corey) ◆ I Never Knew I Had a Choice, Eleventh Edition (2018, with Marianne Schneider Corey and Michelle Muratori) iv Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  ◆ Group Techniques, Fourth Edition (2015, with Marianne Schneider Corey, Patrick Callanan, and J. Michael Russell) ◆ Case Approach to Counseling and Psychotherapy, Eighth Edition (2013) The following seven books are published by the American Counseling Association: ◆ Clinical Supervision in the Helping Professions: A Practical Guide, Third Edition (2021, with Robert Haynes, Patrice Moulton, and Michelle Muratori) ◆ Personal Reflections on Counseling (2020) ◆ The Art of Integrative Counseling, Fourth Edition (2019) ◆ Counselor Self-Care (2018, with Michelle Muratori, Jude T. Austin, and Julius A. Austin II) ◆ ACA Ethical Standards Casebook, Seventh Edition (2015, with Barbara Herlihy) ◆ Boundary Issues in Counseling: Multiple Roles and Relationships, Third Edition (2015, with Barbara Herlihy) ◆ Creating Your Professional Path: Lessons From My Journey (2010) Jerry has also made several educational video programs on various aspects of counseling practice: (1) Counseling with the Case of Gwen (2019); (2) Group Theories in Action (2019); (3) Ethics in Action (2015, with Marianne Schneider Corey and Robert Haynes); (4) Groups in Action: Evolution and Challenges (2014, with Marianne Schneider Corey and Robert Haynes); (5) Counseling with the Case of Stan and Lecturettes (2013); (6) Integrative Counseling: The Case of Ruth and Lecturettes (2013, with Robert Haynes); and (7) Lecturettes for Theory and Practice of Group Counseling (2012). All of these programs are available through Cengage Learning, and most of them are part of the MindTap programs. v Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Contents Preface xi All About Confidentiality 49 Ethical Issues From a Multicultural Perspective 50 Part 1 Ethics during Assessment 52 General Aspects of Counseling Ethics and Evidence-Based Practice 55 Psychology Issues of Multiple Relationships in Practice 56 How to be an Ethical Counselor 61 1 Overview and Introduction 1 Summary 61 Overview 2 Questions for Personal Reflection and From My Point of View 3 Discussion 62 How to Use this Book 5 Further Resources 62 Theory Chapters – An Overview 6 Recommended Supplementary Readings for The Case of Stan: An Introduction 9 Chapter 3 64 The Case of Gwen: An Introduction 13 References 64 Experience Counseling Sessions with Gwen 15 2 The Professional Counselor 18 Part 2 Introduction 19 Theories and Practices in Counseling The Counselor as Therapist 19 4 Psychoanalytic Therapy 66 Care for the Counselor 22 Introduction 67 Core Principles of the Therapeutic Process and Key Concepts 68 Values 24 Processes in Psychoanalytical Therapy 75 The Therapist and Multiculturalism 28 Application of Therapy: Techniques and Challenges for the Novice Therapist 32 Practices 81 Keeping Your Professional and Personal Life Personality Development According to Jung 87 Separate 37 Contemporary Trends: Object-Relations Theory, Summary 40 Self Psychology, and Relational Questions for Personal Reflection and Psychoanalysis 89 Discussion 40 Professional Opinion on Psychoanalysis Recommended Supplementary Readings for Therapy 94 Chapter 2 41 Psychoanalysis and Multiculturalism 98 References 41 Application of Psychoanalysis to the Case of 3 Ethical Considerations in Stan 99 Counseling Practice 44 Application of Psychoanalysis to the Case of Introduction 45 Gwen 100 Clients Come First 45 Summary and Evaluation 102 How to Make Ethical Decisions 46 Questions for Personal Reflection and Clients’ Rights to Informed Consent 48 Discussion 106 vii Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. viii   C on t e n t s Further Resources 106 Recommended Supplementary Readings for Recommended Supplementary Readings for Chapter 6 196 Chapter 4 107 References 196 References 107 7 Person-Centered Therapy 198 5 Adlerian Therapy 109 Introduction 200 Introduction 113 Key Concepts 206 Key Concepts 113 Processes in Person-Centered Therapy 207 Processes in Adlerian Therapy 124 Application of Therapy: Techniques and Practices 212 Application of Therapy: Techniques and Practices 127 Person-Centered Expressive Arts Therapy 217 Professional Opinion on Adlerian Therapy 141 Professional Opinion on Person-Centered Expressive Arts 219 Multiculturalism and Adlerian Therapy 146 Multiculturalism and Person-Centered Application of Adlerian Therapy to the Case of Therapy 222 Stan 148 Application of Person-Centered Therapy to the Application of Adlerian Therapy to the Case of Case of Stan 224 Gwen 149 Application of Person-Centered Therapy to the Summary and Evaluation 151 Case of Gwen 225 Questions for Personal Reflection and Summary and Evaluation 227 Discussion 153 Questions for Personal Reflection and Further Resources 154 Discussion 230 Recommended Supplementary Readings for Further Resources 231 Chapter 5 155 Recommended Supplementary Readings for References 155 Chapter 7 232 References 232 6 Existential Therapy 158 Introduction 161 8 Gestalt Therapy 235 Key Concepts 166 Introduction 237 Processes in Existential Therapy 175 Key Concepts 238 Application of Therapy: Techniques and Processes in Gestalt Therapy 244 Practices 179 Application of Therapy: Techniques and Professional Opinion on Existential Therapy 183 Practices 249 Multiculturalism and Existential Therapy 186 Professional Opinion on Gestalt Therapy 260 Application of Existential Therapy to the Multiculturalism and Gestalt Therapy 263 Case of Stan 188 Application of Gestalt Therapy to the Case of Application of Existential Therapy to the Case Stan 264 of Gwen 189 Application of Gestalt Therapy to the Case of Summary and Evaluation 191 Gwen 266 Questions for Personal Reflection and Summary and Evaluation 267 Discussion 193 Questions for Personal Reflection and Further Resources 194 Discussion 270 Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  C ont e nts    ix Further Resources 270 Multiculturalism and Behavior Therapy 361 Recommended Supplementary Readings for Application of Cognitive Behavior Therapy to Chapter 8 271 the Case of Stan 364 References 271 Application of Cognitive Behavior Therapy to the Case of Gwen 366 9 Behavior Therapy 273 Summary and Evaluation 367 Introduction 276 Questions for Personal Reflection and Key Concepts 279 Discussion 372 Processes in Behavior Therapy 280 Further Resources 372 Application of Therapy: Techniques and Recommended Supplementary Readings for Practices 283 Chapter 10 374 Professional Opinion on Behavior Therapy 307 References 374 Multiculturalism and Behavior Therapy 309 Application of Behavior Therapy to the Case of 11 Choice Theory/Reality Therapy 377 Stan 311 Introduction 379 Application of Behavior Therapy to the Case Key Concepts 380 of Gwen 313 Processes in Choice Theory/Reality Summary and Evaluation 314 Therapy 384 Questions for Personal Reflection and Application of Therapy: Techniques and Discussion 318 Practices 386 Further Resources 318 Professional Opinion on Choice Theory/Reality Recommended Supplementary Readings for Therapy 395 Chapter 9 319 Multiculturalism and Choice Theory/Reality References 320 Therapy 397 Application of Reality Therapy to the Case of 10 Cognitive Behavior Therapy 323 Stan 400 Introduction 324 Application of Reality Therapy to the Case of Albert Ellis’s Rational Emotive Behavior Gwen 401 Therapy 324 Summary and Evaluation 403 Key Concepts 326 Questions for Personal Reflection and Processes in Cognitive Behavior Therapy 328 Discussion 405 Application of Therapy: Techniques and Further Resources 405 Practices 330 Recommended Supplementary Readings for Professional Opinion on Rational Emotive Chapter 11 407 Behavior Therapy 336 References 407 Aaron Beck’s Cognitive Therapy 340 Christine Padesky and Kathleen Mooney’s 12 Feminist Therapy 408 Strengths-Based Cognitive Behavior Therapy 350 Introduction 410 Professional Opinion on Cognitive Behavior Key Concepts 413 Therapy 353 Processes in Feminist Therapy 417 Donald Meichenbaum’s Cognitive Behavior Application of Therapy: Techniques and Modification 356 Practices 420 Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. x   C on t e n t s Professional Opinion on Feminist Therapy 428 A Multidimensional Approach to Family Feminist Therapy: A Multicultural and Social Therapy 509 Justice Perspective 432 Professional Opinion on Family Systems Application of Feminist Therapy to the Case of Therapy 516 Stan 434 Multiculturalism and Family Systems Application of Feminist Therapy to the Case of Therapy 520 Gwen 436 Application of Family Therapy to the Case of Summary and Evaluation 439 Stan 522 Questions for Personal Reflection and Application of Family Therapy to the Case of Discussion 443 Gwen 525 Further Resources 444 Summary and Evaluation 527 Recommended Supplementary Readings for Questions for Personal Reflection and Chapter 12 445 Discussion 529 References 445 Further Resources 529 Recommended Supplementary Readings for 13 Postmodern Approaches 448 Chapter 14 530 Founders of Postmodern Therapies 449 References 530 Introduction to Social Constructionism 449 Solution-Focused Brief Therapy 452 Part 3 Professional Opinion on Solution-Focused Brief Integration and Application Therapy 464 Motivational Interviewing 468 15 An Integrative Perspective 532 Narrative Therapy 474 Introduction 533 Professional Opinion on Narrative Psychotherapy Integration 533 Therapy 483 Processes and Procedures of Therapy 542 Multiculturalism and the Postmodern Where do Techniques and Evaluation Stand in Perspectives 487 Counseling? 547 Application of Postmodern Approaches to the Application of an Integrative Approach to the Case of Stan 489 Case of Stan 557 Application of Postmodern Approaches to the Application of an Integrative Approach to the Case of Gwen 491 Case of Gwen 560 Summary and Evaluation 493 Summary 562 Questions for Personal Reflection and Concluding Comments 563 Discussion 496 Questions for Personal Reflection and Further Resources 497 Discussion 564 Recommended Supplementary Readings for Further Resources 564 Chapter 13 498 Recommended Supplementary Readings for References 499 Chapter 15 565 References 565 14 Family Systems Therapy 502 Introduction 503 Name Index 567 Origins and Development of Family Systems Subject Index 573 Therapy 505 Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Preface to the Eleventh Global Edition T his book is intended for counseling courses for undergraduate and graduate students in psychology, counselor education, human services, and the mental health professions. It surveys the major concepts and practices of the contemporary therapeutic systems and addresses some ethical and professional issues in counsel- ing practice. The book aims to teach students to select wisely from various theories and techniques and to begin to develop a personal style of counseling. I have found that students appreciate an overview of the divergent contemporary approaches to counseling and psychotherapy. They also consistently say that the first course in counseling means more to them when it deals with them personally. There- fore, I stress the practical applications of the material and encourage personal reflec- tion. Using this book can be both a personal and an academic learning experience. In this updated eleventh edition, every effort has been made to retain the major qualities that students and professors have found useful in previous editions: the succinct overview of the key concepts of each theory and their implications for prac- tice, the straightforward and personal style, and the book’s comprehensive scope. Care has been taken to present the theories in an accurate and fair way. I have attempted to be simple, clear, and concise. Because many students want suggestions for further readings, I have included both recommended supplementary readings and a reference list at the end of each chapter. Overview of the Book and What’s New in the Eleventh Edition This edition includes updated material and refines selected existing discussions. Part 1 deals with issues that are basic to the practice of counseling and psychotherapy. Chap- ter 1 puts the book into perspective and introduces readers to the cases of Stan and Gwen. An overview of the videos illustrating counseling sessions with Gwen conducted by nine different therapists is incorporated in this chapter. In Chapter 2, students are introduced to the counselor—as a person and a professional. There is an updated and expanded discussion of becoming an effective multicultural counselor. There is some new material on wellness, counselor self-care, and therapeutic lifestyle changes. Chap- ter 3 introduces students to a range of key ethical issues in counseling practice. Part 2 is devoted to a consideration of 11 theories of counseling. All of the theo- ries have been revised and expanded to reflect recent trends and developments in the practice of that theoretical approach, and references have been updated for each theory chapter. In addition, Adlerian therapy, traditional behavior therapy, third- wave behavioral approaches, cognitive behavior therapy, feminist therapy, and the postmodern approaches (solution-focused brief therapy, motivational interviewing, xi Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. xii    P r e f a c e t o E le ven th In t e rn a tio n a l E d itio n and narrative therapy) all have undergone major revisions, which highlight signifi- cant developments of these theories. As has been true of earlier editions, each of the theory chapters follows a common organizational pattern, and students can easily compare and contrast the various models. This pattern includes core topics such as key concepts, the therapeutic process, therapeutic techniques and procedures, multicultural perspectives, and the theory applied to the case of Stan and the case of Gwen. Students will have a basic understanding of the 11 theories if they can answer the following questions about each theory introduced in Part 2: ◆ Who are the key figures or founders associated with each theory? ◆ What are some of the basic assumptions underlying each theory? ◆ What are a few key concepts of each theory? ◆ What are the primary goals of each theory? ◆ What role does the therapeutic relationship play in each theory? ◆ What techniques from each theory could be incorporated in an integrated perspective? ◆ What are some of the major strengths of the theory from a diversity perspective? ◆ What are some of the major shortcomings of the theory from a diversity perspective? ◆ What are some of the key contributions of the theory? ◆ What are some of the key limitations of the theory? The summary and evaluation at the end of each chapter describes the contribu- tions, strengths, limitations, and applications of the theory. Special attention is given to the strengths and shortcomings of the theory in working with diverse client populations. Students are given recommendations regarding where to look for further training in the “Where To Go From Here” sections at the end of each chapter. A new feature in the theory chapters of Part 2 is a section on how each theory can be applied to school counseling. The application of the various theories to coun- seling in school settings is a perspective that was requested by students and faculty. These sections were contributed by individuals who have expertise both in the the- ory being discussed and in school counseling. Another new feature of Part 2 is a section in which an expert in each theory addresses six specific questions about the theory. The expert perspectives are pro- vided by diverse contributors who are steeped in the theory, which enables students to see similarities and differences among the theories. Part 3 presents an integrative perspective. I believe that an integrative approach to counseling practice is the best way to meet the needs of diverse cli- ent populations in many different settings. Numerous tables and other material help students compare and contrast the 11 theoretical orientations and illus- trates ways these approaches might be integrated. Important discussions explain the psychotherapy integration movement, how to integrate religion/spiritual- ity in counseling, research demonstrating the central role of the therapeutic Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Pr e f ac e to El e ve nth Int e rnati onal Edi ti on   xiii alliance, and some conclusions from the research literature on the effectiveness of psychotherapy. I also encourage students to develop a framework that leads to their own synthesis. Supplemental Resources Student and Instructor Resources In this eleventh edition, I have made every effort to incorporate those aspects that have worked best in the courses on counseling theory and practice that I teach. To help readers apply theory to practice, a Student Manual is available on the Companion Website. The Student Manual for Theory and Practice of Counseling and Psychotherapy is designed for experiential work and contains open-ended ques- tions, cases for exploration and discussion, structured exercises, self-inventories, and a variety of activities that can be done both in class and out of class. The Student Manual has a glossary for each of the theories, activities and exercises, case examples, and chapter quizzes for assessing the level of mastery of basic concepts of each theory. Also available online is a revised and updated Instructor’s Resource Manual, which includes suggestions for teaching the course, class activities to stimulate interest. This instructor’s manual is now geared for the following learning pack- age: Theory and Practice of Counseling and Psychotherapy; Student Manual for Theory and Practice of Counseling and Psychotherapy; and Case Approach to Counseling and Psychotherapy. Additional instructor assets include an Educator’s Guide, PowerPoint® slides, and a test bank powered by Cognero®. Sign up or sign in at www.cengage.com to search for and access this product and its online resources. MindTap for Theory and Practice of Counseling and Psychotherapy Today’s leading online learning platform, MindTap for Theory and Practice of Counsel- ing and Psychotherapy, 11th edition, gives you complete control of your course to craft a personalized, engaging learning experience that challenges students, builds confi- dence, and elevates performance. MindTap introduces students to core concepts from the beginning of your course using a simplified learning path that progresses from understanding to application and delivers access to eTextbooks, study tools, interactive media, auto- graded assessments, and performance analytics. Use MindTap for Theory and Practice of Counseling and Psychotherapy, 11th edition, as-is, or personalize it to meet your specific course needs. You can also easily inte- grate MindTap into your Learning Management System (LMS). The MindTap for Theory and Practice of Counseling and Psychotherapy, 11th edition, contains Video Quizzes related to the Case of Stan and the Case of Gwen. There are also two online-only chapters: Chapter 16, “Case Illustration: An Integrative Approach in Working With Stan,” and Chapter 17, “Transactional Analysis”. Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. xiv    P r e f a c e t o E le ven th In t e rn a tio n a l E d ition Alignment With CACREP Standards* CACREP Core Curriculum Standards for various areas of counseling are reflected throughout this eleventh edition of Theory and Practice of Counseling and Psychotherapy. Chapter numbers relevant to the CACREP standards appear in parentheses follow- ing the standards listed here. Professional Counseling Orientation and Ethical Practice 1. The role and process of the professional counselor advocating on behalf of the profession (Chapter 3) 2. Advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients (Chapter 3) 3. Professional counseling organizations, including membership benefits, activities, services to members, and current issues (Chapter 3) 4. Ethical standards of professional counseling organizations and credential- ing bodies, and applications of ethical and legal considerations in profes- sional counseling (Chapter 3) 5. Self-care strategies appropriate to the counselor role (Chapter 2) Social and Cultural Diversity 1. Theories and models of multicultural counseling, cultural identity develop- ment, and social justice and advocacy (Chapters 2–14) 2. Multicultural counseling competencies (Chapters 2–3) 3. Help-seeking behaviors of diverse clients (Chapters 2–14) 4. The impact of spiritual beliefs on clients’ and counselors’ worldviews (Chapter 2) 5. Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination (Chapter 3) Counseling and Helping Relationships 1. Theories and models of counseling (Chapters 2–15) 2. A systems approach to conceptualizing clients (Chapter 14) 3. The impact of technology on the counseling process (Chapter 3) 4. Counselor characteristics and behaviors that influence the counseling process (Chapter 2) 5. Essential interviewing, counseling, and case conceptualization skills (Chapter 1) 6. Developmentally relevant counseling treatment or intervention plans (Chapter 4) 7. Development of measurable outcomes for clients (Chapter 15) 8. Evidence-based counseling strategies and techniques for prevention and intervention (Chapter 3) *Council for Accreditation of Counseling Related Educational Programs. (2016). CACREP Standards. Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Pr e f ac e to El e ve nth Int e rnati onal Edi ti on   xv 9. Processes for aiding students in developing a personal model of counseling (Chapter 15) Group Counseling and Group Work 1. Theoretical foundations of group counseling and group work (Chapters 4–13) 2. Therapeutic factors and how they contribute to group effectiveness (Chapters 4–13) 3. Characteristics and functions of effective group leaders (Chapter 2) 4. Ethical and culturally relevant strategies for designing and facilitating groups (Chapters 4–13) Acknowledgments Thank you to these professors who use this book and who reviewed new and revised material for the theory chapters: ◆ Jake Morris, PhD, professor of counseling at Lipscomb University ◆ Bryan Farha, EdD, professor and director of applied behavioral studies and counseling at Oklahoma City College ◆ Alex Becnel, PhD, assistant professor in the Department of Special Education, Counseling, and Student Affairs, at Kansas State University Kellie Kirksey, PhD, reviewed the strengths and shortcomings of the theories from a multicultural/diversity perspective. Her insights and commentary enhanced the discussion of these sections for all theory chapters. Various experts reviewed selected chapters and in some cases provided new lit- erature and examples for the chapters. These individuals are: ◆ Paul Rasmussen, PhD, Chapter 5, Adlerian Therapy ◆ Jon Sperry, PhD, Chapter 5, Adlerian Therapy ◆ Len Sperry, PhD, MD, Chapter 5, Adlerian Therapy ◆ Caroline Bailey, PhD, Chapter 9, Behavior Therapy ◆ Sherry Cormier, PhD, Chapter 9, Behavior Therapy ◆ Debbie Joffe Ellis, MDAM, Chapter 10, Cognitive Behavior Therapy (REBT) ◆ Christine Padesky, PhD, Chapter 10, Cognitive Behavior Therapy ◆ Robert Wubbolding, EdD, Chapter 11, Choice Theory/Reality Therapy ◆ Carolyn Zerbe Enns, PhD, Chapter 12, Feminist Therapy ◆ John Murphy, PhD, Chapter 13, Postmodern Therapy: Solution-Focused Brief Therapy ◆ Gerald Monk, PhD, Chapter 13, Postmodern Therapy: Narrative Therapy Many thanks go to all those who contributed to the school counseling sec- tions: Sheri Bauman, PhD (Psychoanalytic therapy, Existential therapy, and Choice Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. xvi    P r e f a c e t o E le ven th In t e rn a tio n a l E d ition theory/Reality therapy); Hideko Sera, PsyD (Adlerian therapy); Sam Steen, PhD (Person-Centered therapy); Margaret Hindman, PhD, and Kristi Perryman, PhD (Gestalt therapy); Kellie Kirksey, PhD (Behavior therapy); Debbie Joffe Ellis, MDAM (Rational emotive behavior therapy); Alex Becnel, PhD (Cognitive behavioral coun- seling); Carolyn Zerbe Enns, PhD (Feminist social justice therapy); John Murphy, PhD (Solution-focused counseling); Gerald Monk, PhD (Narrative therapy); Jenni- fer Melfie, Med (Motivational interviewing); and James Robert Bitter, EdD (Family systems therapy). Appreciation also goes to the individuals who provided an expert’s perspec- tive on each theory: Psychoanalytic Therapy, William Blau; Adlerian Therapy, James Robert Bitter; Existential Therapy, Emmy van Deurzen; Person-Centered Expres- sive Arts, Natalie Rogers; Gestalt Therapy, Jon Frew; Behavior Therapy, Sherry Cormier; Rational Emotive Behavior Therapy, Debbie Joffe Ellis; Cognitive Behav- ior Therapy, Christine A. Padesky; Choice Theory/Reality Therapy, Robert E. Wub- bolding; Feminist Therapy, Carolyn Zerbe Enns; Solution-Focused Brief Therapy, John J. Murphy; Narrative Therapy, John Winslade; and Family Systems Therapy, James Robert Bitter. Many of the ideas in this eleventh edition are the result of my interaction and discussions with graduate students, teaching assistants, and guest present- ers beginning in 2020 in my Counseling Theories classes at the University of Holy Cross in New Orleans. These Counseling Theories courses were weekend intensives presented via Zoom. The questions and comments from students in these classes were helpful to me in rethinking many of the concepts and techniques for the vari- ous theory chapters. Marianne Schneider Corey (life partner of almost 60 years) has been greatly instrumental in the development of my integrative approach to counseling. Since the first edition of this book in 1977, Marianne and I have been involved in teaching and presenting workshops. We have had frequent conversations about the contri- butions of the diverse theoretical perspectives. Her influence is largely responsible for significant shifts in my thinking regarding the practical applications of the counseling theories in this textbook. Special recognition goes to Kay Mikel, the manuscript editor of this edition, whose exceptional editorial talents continue to keep this book reader friendly. Gerald Corey Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Overview and Introduction 1 Learning Objectives 1. Explain the author’s philosophical 4. Identify key issues presented in the stance. case of Stan. 2. Identify suggested ways to use this 5. Identify key issues presented in the book. case of Gwen. 3. Differentiate between each 6. Describe the key themes of the contemporary counseling model video counseling sessions with discussed in this book. Gwen. 1 Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 2   C h a pt e r O n e Overview Counseling students can begin to acquire a counseling style tailored to their own personality by familiarizing themselves with the major approaches to therapeu- tic practice. This book surveys 11 approaches to counseling and psychotherapy, presenting the key concepts of each approach and discussing features such as the therapeutic process (including goals), the client–therapist relationship, and spe- cific procedures used in the practice of counseling. This information will help you develop a balanced view of the major ideas of each of the theories and acquaint you with the practical techniques commonly employed by counselors who adhere to each approach. I encourage you to keep an open mind and to seriously consider both the unique contributions and the particular limitations of each therapeutic system presented in Part 2. You cannot gain the knowledge and experience you need to synthesize various approaches by merely completing an introductory course in counseling theory. This process will take many years of study, training, and practical counseling experience. Nevertheless, I recommend a personal integration as a framework for the profes- sional education of counselors. When students are presented with a single theory and are expected to subscribe to it alone, their effectiveness will be limited when working with a diverse range of clients in the future. An undisciplined mixture of approaches, however, can be an excuse for failing to develop a sound rationale for systematically adhering to certain concepts and to the techniques that are extensions of them. It is easy to pick and choose fragments from the various therapies because they support our biases and preconceptions. By studying the theories presented in this book, you will have a better sense of how to integrate concepts and techniques from different approaches when defining your own personal synthesis and framework for counseling. Each therapeutic approach has useful dimensions for understanding human behavior. No theory is either “right” or “wrong”; each theory offers a unique con- tribution to understanding human behavior and has implications for counseling practice. Accepting the validity of one theory does not necessarily imply rejecting other approaches. There is a clear place for theoretical pluralism, especially in a soci- ety that is becoming increasingly diverse. Although I suggest that you remain open to incorporating diverse approaches into your own personal synthesis—or integrative approach to counseling—you can quickly become overwhelmed and confused if you attempt to learn everything at once, especially if this is your introductory course in counseling theories. A case can be made for initially getting an overview of the major theoretical orientations, and then learning a particular approach by becoming steeped in that approach for some time rather than superficially grasping many theoretical approaches. An inte- grative perspective is not developed in a random fashion; it is an ongoing process that is well thought out. Successfully integrating concepts and techniques from diverse approaches requires years of reflective practice, gaining practical experience in counseling, and a great deal of reading about the various theories. In Chapter 15, I discuss in more depth some ways to begin designing your integrative approach to counseling practice. Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Ove r vi e w and Intr oduc ti on    3 Refer to the MindTap for this book to interact with video quizzes and various video programs to expand your knowledge on topics relevant to Chapter 1. LO1 From My Point of View My philosophical orientation is strongly influenced by the existential approach. Because this approach does not prescribe a set of techniques and procedures, I draw techniques from various therapy approaches presented in this book. I particularly like to use role-playing techniques. When people reenact scenes from their lives, they tend to become more psychologically engaged than when they merely report anecdotes about themselves. I also incorporate many techniques derived from cog- nitive behavior therapy. The psychoanalytic emphasis on early psychosexual and psychosocial develop- ment is useful. Our past plays a crucial role in shaping our current personality and behavior. I challenge the deterministic notion that humans are the product of their early conditioning and, thus, are victims of their past. But I believe that an explora- tion of the past is often useful, particularly to the degree that the past continues to influence present-day emotional or behavioral difficulties. I value the cognitive behavioral focus on how our thinking affects the way we feel and behave. These therapies also emphasize current behavior. Thinking and feeling are important dimensions, but it can be a mistake to overemphasize them and not explore how clients are behaving. What people are doing often provides a good clue to what they really want. I also like the emphasis on specific goals and on encouraging clients to formulate concrete aims for their own therapy sessions and in life. More approaches have been developing methods that involve collaboration between therapist and client, making the therapeutic venture a shared responsibility. This collaborative relationship, coupled with teaching clients ways to use what they learn in therapy in their everyday lives, empowers clients to take an active stance in their world. It is imperative that clients be active, not only in their counseling sessions but in daily life as well. Homework, collaboratively designed by clients and therapists, can be a vehicle for assisting clients in putting into action what they are learning in therapy. A related assumption of mine is that we can exercise increasing freedom to cre- ate our own future. Accepting personal responsibility does not imply that we can be anything we want to be. Social, environmental, cultural, and biological realities oftentimes limit our freedom of choice. Being able to choose must be considered in the sociopolitical contexts that exert pressure or create constraints; oppression is a reality that can restrict our ability to choose our future. We are also influenced by our social environment, and much of our behavior is a product of learning and conditioning. That being said, I believe an increased awareness of these contextual forces enables us to address these realities. It is crucial to learn how to cope with the external and internal forces that influence our decisions and behavior. Feminist therapy has contributed an awareness of how environmental and social conditions contribute to the problems of women and men and how gender-role Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 4   C h a pt e r O n e socialization leads to a lack of gender equality. Family therapy teaches us that it is not possible to understand the individual apart from the context of the family system. Both family therapy and feminist therapy are based on the premise that to understand the individual it is essential to take into consideration the interpersonal dimensions and the sociocultural context rather than focusing primarily on the intrapsychic domain. This comprehensive approach to counseling goes beyond understanding our internal dynamics and addresses the environmental and systemic realities that surround us. My philosophy of counseling challenges the assumption that therapy is exclu- sively aimed at “curing” psychological “ailments.” Such a focus on the medical model restricts therapeutic practice because it stresses deficits rather than strengths. Instead, I agree with the postmodern approaches (see Chapter 13), which are grounded on the assumption that people have both internal and external resources to draw upon when constructing solutions to their problems. Therapists will view these individuals quite differently if they acknowledge that their clients possess competencies rather than pathologies. I view each individual as having resources and competencies that can be discovered and built upon in therapy. Psychotherapy is a process of engagement between two people, both of whom