ACC 102 Introductory accounting 2
Date:
15/05/2013
Criteria 7.1 – Describe the main elements of humanistic theory Words: 263
Date: 22/05/2013
Criteria 8.1 - Describe the main elements of psychodynamic theory Words: 248
Date: 05/06/2013
Criteria 9.1 - Describe the main elements of cognitive behavioural theory Words: 217
Date: 05/06/2013
Criteria 10.1 – Compare basic differences between the three theories Words: 131
Date: 15/05/2013 – 22/05/2013 – 05/06/2013
Criteria 11.1 – describe how theory might underpin skills
* Humanistic – words: 97
* Psychodynamic – words: 107
* Cognitive behavioural – words: 111
AFM 211 Financial Accounting 1Criteria 7.1 – Describe the main elements of humanistic theory Words: 263
Date: 22/05/2013
Criteria 8.1 - Describe the main elements of psychodynamic theory Words: 248
Date: 05/06/2013
Criteria 9.1 - Describe the main elements of cognitive behavioural theory Words: 217
Date: 05/06/2013
Criteria 10.1 – Compare basic differences between the three theories Words: 131
Date: 15/05/2013 – 22/05/2013 – 05/06/2013
Criteria 11.1 – describe how theory might underpin skills
* Humanistic – words: 97
* Psychodynamic – words: 107
* Cognitive behavioural – words: 111
Humanistic theory (7.1)
Carl Rodgers trained as a medical doctor and went onto be a psychologist, he was born 1902 and died 1987, and he has an authorship of 16 books and more than 200 professional articles. Carl Rogers was a model of compassion and democratic ideals in everything, he also had a daughter called Natalie Rogers.
If you set the right conditions then your client can grow, always ask yourself can I be real in the relationship or genuine with my client.
There are three main core conditions:
Congruence - means being genuine being real in the relationship, be who you are and be real, as your client will trust you and grow, being transparent and open with your body language and the tone and the way you talk, just be you with skills. What I'm feeling on the inside comes out in my experience, notice your own feelings and really acknowledge it.
Prizing - where you value your client being their own person, not judging your client by their story, being able to see your client as them and not what there are telling you, accepting them for who they are, don't pretend a caring you don't feel, being able to express the way you feel.
Empathy - will I be able to understand the inner world of a client, trying hard to get to the frame of your clients frame of reference, to get as close as you can to your clients experience, will I see it thru the client’s eyes, being sufficiently sensitive, knowing what it's like for your client.
Psychodynamic (8.1)
Is not about working in a relationship, the client works more independently, this means less intervention and more silence. Allows the clients to understand what they have learnt as a child into adult hood, helping clients understand now why they do what they do. According to Freud, our inner world is mostly developed during childhood and is based not just on occurrences then, but- and this is key- on how the individual person perceived and responded to them, he regarded dreams as "the royal road to a knowledge of the unconscious activities of the mind", dream interpretation is then a central component of classical psychodynamic therapy.
Making the unconscious conscious, working with your clients with three different theories:
ID- It has no conscience, and only follows primitive, impulsive urges that give it immediate satisfaction, unruly school kid, messing about, doing what they want when they want.
Superego- Is our conscience, and is all about moral values and self- critical values and acts as an internalised parental image, putting us down and making us feel bad, it's the critical inner voice, a nagging moral. Wright and wrong, what you can and can't do, all about having rules.
Ego- Is a collection of regulatory functions which develops through childhood- it keeps the primitive impulses of the ID under control and meditates with rational (superego) part and the outside world- it's all about balance and reality, the adult part of us, being sensible and helps in making decisions.
Cognitive behavioural theory (9.1)
The approach offers a warm and welcoming relationship drawing on many of the humanistic skills, the therapist will listen to the history of the person, to gain understanding of how the client sees themselves, but will ask ' how do you see it now', or 'how do you feel about that now?'. Therapists aim is to teach their client how too realistically and impart behavioural skills relevant to that clients problems - the therapy ends when goals are reached and the client feels confident and implementing their new skills. You would be invites to choose actions that you want to do each weekend to report back each session on how you got on, the therapist will add in their thinking this is a teaching therapy, so the therapist will be teaching you all you need to know about the approach so that you can continue to use the techniques afterwards and continue to be in charge of your wellbeing. There are areas that you are invited to consider:
• Trying to identify the stream of negative thoughts that are constant companions.
Carl Rodgers trained as a medical doctor and went onto be a psychologist, he was born 1902 and died 1987, and he has an authorship of 16 books and more than 200 professional articles. Carl Rogers was a model of compassion and democratic ideals in everything, he also had a daughter called Natalie Rogers.
If you set the right conditions then your client can grow, always ask yourself can I be real in the relationship or genuine with my client.
There are three main core conditions:
Congruence - means being genuine being real in the relationship, be who you are and be real, as your client will trust you and grow, being transparent and open with your body language and the tone and the way you talk, just be you with skills. What I'm feeling on the inside comes out in my experience, notice your own feelings and really acknowledge it.
Prizing - where you value your client being their own person, not judging your client by their story, being able to see your client as them and not what there are telling you, accepting them for who they are, don't pretend a caring you don't feel, being able to express the way you feel.
Empathy - will I be able to understand the inner world of a client, trying hard to get to the frame of your clients frame of reference, to get as close as you can to your clients experience, will I see it thru the client’s eyes, being sufficiently sensitive, knowing what it's like for your client.
Psychodynamic (8.1)
Is not about working in a relationship, the client works more independently, this means less intervention and more silence. Allows the clients to understand what they have learnt as a child into adult hood, helping clients understand now why they do what they do. According to Freud, our inner world is mostly developed during childhood and is based not just on occurrences then, but- and this is key- on how the individual person perceived and responded to them, he regarded dreams as "the royal road to a knowledge of the unconscious activities of the mind", dream interpretation is then a central component of classical psychodynamic therapy.
Making the unconscious conscious, working with your clients with three different theories:
ID- It has no conscience, and only follows primitive, impulsive urges that give it immediate satisfaction, unruly school kid, messing about, doing what they want when they want.
Superego- Is our conscience, and is all about moral values and self- critical values and acts as an internalised parental image, putting us down and making us feel bad, it's the critical inner voice, a nagging moral. Wright and wrong, what you can and can't do, all about having rules.
Ego- Is a collection of regulatory functions which develops through childhood- it keeps the primitive impulses of the ID under control and meditates with rational (superego) part and the outside world- it's all about balance and reality, the adult part of us, being sensible and helps in making decisions.
Cognitive behavioural theory (9.1)
The approach offers a warm and welcoming relationship drawing on many of the humanistic skills, the therapist will listen to the history of the person, to gain understanding of how the client sees themselves, but will ask ' how do you see it now', or 'how do you feel about that now?'. Therapists aim is to teach their client how too realistically and impart behavioural skills relevant to that clients problems - the therapy ends when goals are reached and the client feels confident and implementing their new skills. You would be invites to choose actions that you want to do each weekend to report back each session on how you got on, the therapist will add in their thinking this is a teaching therapy, so the therapist will be teaching you all you need to know about the approach so that you can continue to use the techniques afterwards and continue to be in charge of your wellbeing. There are areas that you are invited to consider:
• Trying to identify the stream of negative thoughts that are constant companions.
• Trying to see that it was not the event, but our reaction to the
event that is hurting us.
• Trying to spot the habits of thinking and attitudes
which don't serve us well.
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Compare basic differences between the three theories (10.1)
• Humanistic is different as it is surrounded by emotions, helping your client feel real about themselves also making them feel prized about themselves and also helping them to value their self, helping them discover their hidden talents and discover who they are.
• Psychodynamic is different as you are helping your client understand that what they learnt in their child life they have brought to their adult hood, it's not about building a relationship with your client but to let them work more independently so less intervention more silence.
• CBT is different as it offers a warm and open relationship using some basic humanistic skills, its aim is to teach their client how too realistically and impart behavioural skills relevant to that clients problems.
Humanistic (11.1)
If my client feels real about me my client will feel real about their selves, if my client feels prized by me my client will feel prize in their self, so if your client feels like you value them then they will feel valued and it gives them self-esteem. Discovering some hidden aspects of your client, where they become aware of who they are, and my client will be able to feel more experienced about their selves. Locus of evaluation- Eternal valuation is feeling praised.
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ACCT16500 Financial Accounting & Reporting• Humanistic is different as it is surrounded by emotions, helping your client feel real about themselves also making them feel prized about themselves and also helping them to value their self, helping them discover their hidden talents and discover who they are.
• Psychodynamic is different as you are helping your client understand that what they learnt in their child life they have brought to their adult hood, it's not about building a relationship with your client but to let them work more independently so less intervention more silence.
• CBT is different as it offers a warm and open relationship using some basic humanistic skills, its aim is to teach their client how too realistically and impart behavioural skills relevant to that clients problems.
Humanistic (11.1)
If my client feels real about me my client will feel real about their selves, if my client feels prized by me my client will feel prize in their self, so if your client feels like you value them then they will feel valued and it gives them self-esteem. Discovering some hidden aspects of your client, where they become aware of who they are, and my client will be able to feel more experienced about their selves. Locus of evaluation- Eternal valuation is feeling praised.
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Please read this:
Internal valuation not needing praise as you know who you are.
Psychodynamic (11.1)
Allows the client to understand what they have learnt as a child and bought it into their adult hood. Helping the clients understand now why they do what they do. As a counsellor you pick up important clues on how they interact with people in the outside word, this is called transference; having precious experience past relationships in the present. Nothing is accidental- everything happens for a reason. People have their own defence mechanisms, it is extremely important to know what the client is defending against i.e. repetition compulsion, resistance or denial, over-rationalisation, when understanding is reached, only then can the defence be given up.
Cognitive behavioural (11.1)
CBT is concerned with the thinking and reasoning aspects of a person’s experience, crucially it's the internal beliefs that cause emotional behavioural reactions, not the event itself.
CBT believes that clients contribute to their own problems through faulty or destructive thought processes and teaches 'adaptive meta-cognition' (how to think about their thinking), so effectively they become their own therapist, developing self-helping skills. CBT teaches the client to:
• Monitor emotional upsets and 'activating events'.
• Identify maladaptive thinking and beliefs.
• Recognise the connections between thinking, emotions and behaviour.
Psychodynamic (11.1)
Allows the client to understand what they have learnt as a child and bought it into their adult hood. Helping the clients understand now why they do what they do. As a counsellor you pick up important clues on how they interact with people in the outside word, this is called transference; having precious experience past relationships in the present. Nothing is accidental- everything happens for a reason. People have their own defence mechanisms, it is extremely important to know what the client is defending against i.e. repetition compulsion, resistance or denial, over-rationalisation, when understanding is reached, only then can the defence be given up.
Cognitive behavioural (11.1)
CBT is concerned with the thinking and reasoning aspects of a person’s experience, crucially it's the internal beliefs that cause emotional behavioural reactions, not the event itself.
CBT believes that clients contribute to their own problems through faulty or destructive thought processes and teaches 'adaptive meta-cognition' (how to think about their thinking), so effectively they become their own therapist, developing self-helping skills. CBT teaches the client to:
• Monitor emotional upsets and 'activating events'.
• Identify maladaptive thinking and beliefs.
• Recognise the connections between thinking, emotions and behaviour.
• Test
out maladaptive thinking and beliefs by examining the evidence for and against
them.
• Substitute negative thinking for more realistic thinking.
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