A Comparison of Person Centred and Existential Therapies

A Comparison of Person Centred and Existential Therapies Although person centred and existential therapies are both humanistic in their approaches both these therapies have many differences as well as similarities in the use of the therapy towards their clients. Yalom agrees with Rogers in that it is the therapeutic relationship that heals. However Yalom helps his clients from a philosophical stance in dealing with their problems. Furthermore this is where existentialism differs from Rogerss person centred therapy Jones, R. (2006). This essay will compare and contrast person centred and existential therapeutic approaches to therapy. Whereas the person centred approach regards the individual as the authority on their own experience (Mulhauser, G. 2010). In contrast the existential approach views the client as having continual change and transformations throughout their experiences. However the person centred approach provides three core conditions that the client finds useful to aid them in their growth and therapeutic change these are according to Rogers as cited in Jones, R. (2006), the first is unconditional positive regard where Roger regards as the trust the therapist puts in the clients ability to constructive change. Furthermore Roger believed that as well as this trust placed in the client; that the therapists also have their own struggle in that the therapist must be mindful of the clients ability to attain constructive self-direction if that respect is part of their personality. This then makes a critical feature of Rogers therapeutic approach and the relationship in which the client is valued, and resp ected as a worthy person (Jones, R. 2006). Empathic understanding is the next core condition Rogers as cited in Jones, R. (2006) suggests it is a empathic understanding the therapist shows in understanding and accepting the clients point of view. Furthermore in understanding the clients thoughts as well as their feelings the therapist shows understanding it can also shows the client point view is important and accepted. However when Roger talks about the third condition congruence he is saying that the client does not need to guess what the therapist is really like (Mulhauser, G. 2010) however the therapist must be in touch with their feelings whilst still have awareness of these feelings which the therapist can communicate if appropriate (Rogers, 1962: 417) as cited in Jones, R. (2006). Which does not mean the therapist can come out with every feeling but must also try to avoid turning it from person centred to therapist centred; with therapists sharing their feelings this can be s een as strengthening the relationship between the therapist and client by being expressed genuinely. Furthermore these three conditions are what Rogers had confidence in that the client was able to use to develop their own identity, which resulted in the client experience of therapeutic change. Existential therapy on the other hand according to Mulhauser, G. (2010) is about facilitating the clients own encounter and, to work alongside them in the job of exploring and understanding their values, assumptions and ideals. The therapist is concerned mostly with the client (Mulhauser, G. 2010). The same can be said of person centred approach is very similar by working with the clients own experiences to help them explore and understand their values, assumptions, and ideals. Furthermore this is where both therapies have similarities in that both types of therapies try not to impose their own bias or judgements during therapy or on the client (Mulhauser, G. 2010); this then helps the client to figure out and expand on their perspective, the main objective in helping the client to live life well. The clients own assessments of their own experiences and according to Mulhauser, G. (2010) attributions of value may be replaced by creations partly or even entirely due to the pressures fe lt from other people. Which Mulhauser, G.(2010) says that the individual displaces personal judgements and meanings with those of others. This may cause Psychological disturbances which can occur when the persons self-concept clashes with their other experiences. Furthermore according to Mulhuser, G. (2010) the existential approach shows the same similarities with the clients capacity in making well- informed choices about their own life and the attitude towards it, this however highlights the need for the therapist to remain in control of their own personal and professional assumptions. He also goes on to suggest that whereas the existential approach is completely symmetric in giving emphasis to self-awareness. In contrast the person centred approach is considered asymmetric in the client self-awareness (Mulhauser, G. 2010). Furthermore he suggests that the existential idea works along similar to the person centred approach in that the two of us, you and me, are responsible for the coming to grips with the vagaries of life, meaning, and even death this is where the therapist should concentrate on the client and not themselves. Mulhauser, G. (2010) also says the same about the person centred approach in that the two of us, you and me are involved in different accomplishments, here the therapist reassures the client that they are there for them and to accept the client with unconditioned positive regard and to show congruently on them and not themselves (Mulhauser, G. 2010). On the other hand the existential approach wants to understand what it means to be human and what conflicts people face. Death for instance is one of the first existential conflicts to be addressed in that being aware of death and the predictability of death as well as some people wishing to be dead life and death is a constant source of anxiety whether it be neurotic, normal or existential. Furthermore when you here the term death terror this implies a more force of death than the anxiety of death. However the fear of death can be either conscious or unconscious from earlier experiences when growing up as children are preoccupied with death these feelings of anxiety can be repressed to form a defence to cope with this conceivable threats of terror. However this is where psychopathology has failed in its attempts to transcend death Jones, R. (2006). The second conflict is how people cope with freedom and how this leads to both anxiety and dread due to when people are separated from others can increase our sense of control in assuming accountability in that they become responsible for their own lives and their actions and this is why we give up our freedom by joining groups you can avoid isolation. On the other hand isolation can cause anxiety and people have always had a deep need for belonging and they want approval of others. Also shown in freedom above people join groups but in doing so may in overtly take on the identity of the group they have joined therefore trading their independence to belong with others, as well as this; isolation can remind the person of how vulnerable they are and their also there morality even though each person has to die sometime but when we isolate ourselves it can lead to ,choices which could even lead on to death. This type of solitary life can become a punishment that not only refers to prisons but also the home whereby as a child you are sent to your room, as well as being ignored this is used to bring unruly children and adults into line (Jones, R. 2006) . In conclusion you can see that both these therapies have both similarities and differences. Whereas existentialism focuses on freedom of choice in how a persons life is shaped it also shows us how the client is responsible to their life for self-awareness. With the uniqueness of each individual and how it shapes their own personality; this starts from being a child; also this type of therapy focuses on the present in that the therapist shows and challenge the client that they are responsible for their choices in life. So by existentialism giving this freedom of choice to the client the same can be said of the person centred approach as it also give the client more responsibility in their own treatment and the therapist will steer the client towards self-awareness by letting the client address certain denied feelings by doing this the therapist guides the client to a way of resolving these issues, as the same as existentialism person centred also focuses on the here and now. Both of t hese approaches dont consider on past events in treating the client and just look at the here and now.

Communication and professional relationships

Explain how you use effective communication in developing positive relationships with children, young people and adults. Why is this important? 1. 1 In developing positive relationships we use effective communication in several ways. We use it to: help us better understand a situation or person which can help to determine our approach when engaging with them. build trust and respect. If individuals feel comfortable speaking with us and feel they can approach us at any time on any subject, they are more likely to co-operate and look favourably on any suggestions made. show that we care about the welfare and future of an individual and will do our best to aid in their success ensure that all parties are agreed upon the same goal, making sure that everyone is clear about the final aim and how it will be achieved. build and maintain a positive working environment where creativity and learning can flourish. It is important to do this because poor communication can lead to misunderstanding s, lack of trust and conflict. Without a positive relationship you are unlikely to gain support and co-operation and find it challenging to achieve a good outcome from any situation.Explain the principles of relationship building with children, young people and adults 1. 2 When trying to develop positive relationships there are several principles to follow. Firstly effective communication is essential. You must be clear in what you say and ensure you have been understood correctly. At the end of a communication you can reiterate your key points and if necessary outline responsibilities and actions. Also be sure to use language appropriate to the person with whom you are communicating.When speaking with young children keep key points to a minimum and ask them to repeat what you have said. Secondly, take time to listen to others and try to understand their point of view. Use active listening techniques to show that you are interested in what they are saying and respond appropriately. Also make sure that, if you tell someone you will get back to them, you do get back to them. This will help engender a sense of trust and respect. It is also essential that you show respect for the person with whom you are communicating.Remember their name and details of how they like to be addressed and issues which are personal to them. Recalling details of their lives adds to the feeling that you are genuinely interested in hem and their welfare. When communicating be sure to acknowledge the individual. Accommodate any religious and cultural beliefs and show that you value these differences. Be considerate of the person's situation trying to understand and accommodate any issues which may influence their feelings, actions and responses.Finally, remain positive and retain a sense of humour. Laughter is a good way to break the ice and relieve tension in a stressful situation. relationships and the way people communicate 1. 3 There are several ways in which social, professional and cultural contexts may affect our relationships and the way we communicate. We must remember that communication is not Just verbal and context will influence the way we act, what we wear, how we communicate and what we say. In a social setting our actions, language and dress may be less formal.If we have colleagues and parents from school as friends outside of school, then we might perhaps greet them with a hug and a wave. Our language might incorporate slang and Jokes and conversation might be more generic and less serious. We might be more casual in our attire and the situation would suggest whether this is acceptable. For example, you would not be expected to attend a party wearing your best suit. The manner in which we communicate socially is also likely to be different from a professional setting.As well as telephone and face to face conversations we might also engage via text message, email and social media sites and we would be unlikely to write a letter to someone we might se e daily. Communications might, for example, utilise text speak and Jargon and not necessarily demand an immediate response if any at all. In a professional context you would be expected to act, speak and dress more formally. Your actions language and clothing should match the severity of the issue which you will address nd show appropriate respect for the location and people with whom you are meeting.If participating in a parent/ teacher meeting at school for example the same people you greeted with a hug the night before would be better greeted with perhaps a handshake to highlight the position you hold in this scenario. Our language would be more formal and depending who was present we might try to eliminate Jargon to ensure clarity and minimise misunderstandings. Similarly again our clothing would be more formal to identify the position we hold and show respect for those involved in any meeting.When contacting people professionally the use of ocial media sites would not be approp riate to discuss any matters relating to school, pupils or staff. Text messages might be appropriate to inform parents/carers of a school social event for example but to arrange a meeting or discuss an important matter it would be more appropriate to speak with a parent/carer or write a letter if the contact needs to be documented. When working with outside agencies email, for ease of use and speed, has become the standard form of communication but again when broaching a sensitive or important issue, a phone call or face to face meeting might be preferred.Emails can easily be misread which can lead to misunderstanding and conflict. When speaking we can use tone of voice to help ensure a point is understood correctly and face to face we can use body language in the same way. The timeframe in which we contact someone or reply to a communication can also affect relationships. When someone has taken the time to contact you they will expect a response to show that you value their contact and it should be made in the same manner or more personally. Responding to a phone call with an email, for example, could be seen as rude and deter future contact.Similarly, elaying a response could suggest that you do not value the input of the individual or consider them or their issue to be important and bring about the same result. Different cultures may also have different standards in terms of behaviour, dress, communication and contact. Actions could be misinterpreted and cause offence leading to the breakdown of a relationship. If you are meeting with someone from a different culture it may be worth doing some research and asking their preferred form of contact etc. to show that you value their beliefs.However, whilst it may be detrimental not to account for cultural differences you could see the same onsequences if you assume differences because of background or race when actually there are none. What skills do you need to communicate with children and young people 2. 1 Co mmunication is still a relatively new thing for children and young people and they may not be used to asking questions and holding conversations. One skill required to communicate effectively is giving children and young people opportunities to speak.As adults we are inclined to think that we know what children are thinking and feeling and try to tell them this or fill the gaps in their speech. Whilst we should ontinue to try and communicate with children as often as possible we should ensure it is a two-way conversation and not a one-way stream of instructions. We should remain patient and allow children time to organise their thoughts and formulate their sentences. When a child is relaxed and at ease they will be more forthcoming.Children may be shy and reluctant to say more than a few words if they feel you are not interested in what they have to say. Using positive body language we can encourage children to speak out. We should come down to the child's level, face them and maint ain eye contact. Remaining focussed on the child rather than ontinuing with another task will confirm your interest and appropriate facial expressions will show that you are listening and have understood what they are saying. Active listening is another key skill.Be interested and make appropriate responses whilst the child is speaking to confirm that you are really listening. Add to this by repeating back what the child has said to ensure your understanding is correct and by giving positive comments when they have finished. Asking open questions will extend the conversation giving the child more practice, boost the child's confidence so they are encouraged to communicate more and model a real onversation for them to learn from. Finally, we must also ensure that communication is appropriate for the child or young person and be able to adapt the style we use.Depending on the age and ability of the child we may be able to simply converse or might need to incorporate visual support or play into the communication. We should not assume children and young people will not understand but instead make our communication clear, use vocabulary which is appropriate to their age and encourage questioning. Give a detailed explanation of how you adapt communication with children and young people for: 2. a The age of the When communicating with younger children you should try choose a setting which is familiar to the child and where they are more confident – their favourite area of the classroom for example.Get down to the level of the child perhaps sitting on the carpet and use body language to make them feel more comfortable – ensure you are facing the child, smile, nod, turn toward them, keep your arms open and remove any barriers between you. Younger children will require more reassurance and perhaps more physical contact. They may feel more confident holding your hand or sitting close together. Vocabulary should be kept simple and sentences short, broken dow n into easy steps. The same point may need to be repeated several times in different ways and it is helpful to provide examples based around their own experiences.If a child is very reluctant to communicate you may want to use puppets to speak through, include pictures or props to help them engage or perhaps incorporate your communication into a favourite game. The attention span of younger children is very short and you must also account for this. Monitor the length of time you spend together and include attention switches to maintain their interest: change your ethod of communication, switch speakers, move location, ask questions etc. Older children and young people will still need to feel comfortable in your company but are more independent and will require less reassurance and physical contact.They are more familiar with the school environment so will find it easier communicate in different settings but will more comfortable in a setting they have used before. Older children oft en view themselves as grown up and will appreciate being treated accordingly. Positive body language will still be beneficial in encouraging a child to peak but it will no longer be necessary to sit on the floor. Language and vocabulary should be more mature and sentences can be more complex. It may also not be necessary to repeat a point so often unless it is something new and above that person's ability level.Examples can be drawn from a variety of sources as their experiences are wider and additional materials should be more sophisticated such as written texts or â€Å"you tube† clips. Older children are more aware of themselves and can be easily embarrassed. They will benefit from confidence boosting reminders of how well they are progressing and positive re-enforcement. They will, however, withdraw and react negatively if patronised, preferring to be treated with respect and spoken to honestly. With age attention span also increases so it is still necessary to include at tention switches to maintain focus but not as frequently. the context of the communication We will encounter children in a variety of situations at school and it will be necessary to adapt our communication accordingly. Primarily our contact will be made inside school during a learning activity. In this case we need to remain quite formal, be directive and model the behaviour we require through our own actions. Ground rules should be laid down in clear, concise Instructions and the learning objectives highlighted to ensure all children fully understand what we expect and are trying to achieve from the lesson.There will be other children in the same area working on of our group but not distract the others. We can do this through tone of voice, choice of vocabulary and supplementary resources but must be wary not to overexcite the group because of the other learners present. If your activity is away from other learners then it may be possible to incorporate physical activity and allow greater expression. Distractions will be plentiful and we will need to encourage and focus our learners through positive re-enforcement and challenges.If appropriate to the task we should encourage discussion through questioning but keep discussion restricted to the subject at hand. In a more social setting, for example the playground, we can be less formal and more relaxed in our approach. This would be reflected in our body language, tone of voice and vocabulary. These times can be used as opportunities to build relationships and get to know the children better. Children can be encouraged to discuss outside nterests and we might share our own experiences to help form a bond.Whilst it may be necessary to give little reminders of school rules to avoid bad behaviour it should not be necessary to outline them in full and they can be made in a more playful and conspiratorial manner – a helpful friend rather than a fgure of authority. Although conversation might be more light he arted we must still remember to maintain the relationship of teacher and pupil. A school trip, however, is a more social event, but still a learning activity and the degree of formality should remain on a similar level to the classroom.The formality f the pupil teacher relationship should remain so the children understand that you â€Å"are in charge†. Children will need to be reminded often of their objectives but communication might be more light hearted and children allowed to speak more freely, discussing outside interests highlighted by the current situation. Outside the school environment they will be excited and more forgetful of their code of conduct. It will not always be possible to speak with the whole group when on a trip so we should communicate through our own behaviour, modelling what we expect from the children: remaining focussed, respectful, and responsible.

School Legal Issue Plan

The safety and security of the students are a major concern for our schools; especially elementary campuses. The dismissal routine at Cook elementary school is in need of revamping to a higher level of security. Each campus principal makes the decision on the dismissal procedure. Across the nation, there are numerous students who are mistakenly handed over to the wrong parent or adult or just simply come up missing from their school campus. In recent years, there have been several incidents in which the students were either handed over to the wrong person, or left the school without the staff knowing how they left.The safety of the students during dismissal should be a concerned just like it is during the instructional time of the school day. The current dismissal is the bus riders are dismissed and are expected to meet the assigned staff member at the end of the hall. Shortly after the bus riders depart, the walkers are to lineup and report to the multi-purpose room to be released. Finally, the car riders are escorted by their homeroom teacher to north side of the building where parents are able to drive-up to pick up their child(ren). Some parents have car rider numbers and some just ask for the students by name. Often times this routine is quite chaotic; especially when there is inclement weather.There have been a couple of times in which parents inquire as to how their child was released from school. Either the parent forgot to send a note or the student forgot to give it to teacher or front office. When a parent/guardian calls to check on how their child left for the day, there should be a better way to inform the parent/guardian that the child either rode a bus, walked, or was picked up via car. In 2010, at a Dallas elementary school, a kindergarten student was handed over to the wrong adult, but the incident ended well because the person returned to the school with the child. This current school year, a little girl left with one of her classmate’s mother without permission from the parents.These events cause panic among the families as well as cost the  cities and counties money because of police involvement. Although I would rather have a false alarm, than to not contact authority and have a bigger issue on hand. In light of these events, extra security measures should be implemented in an effort to avoid such incidents. This requires the involvement of all administrators, teachers, and staff to do their part to ensure safe return of all students to their homes at the end of the school day. This unit will explain in detail procedures that can be implemented to avoid handing a student to the wrong person. Suggested dismissal procedure implementation plan:Notification of dismissal routineColor code each grade levelEach student is assigned a dismissal ticket number.Exit ticket and bagsCar rider numbersTeacher creates a spreadsheet identifying students dismissal routineStages of dismissalExit tickets2nd and 3rd notification t o parents, students, and staff of the new dismissal procedure. ïÆ'ËœPTOEffective dateAccountabilityNotification of change in dismissal routineA week before the change in the dismissal routine, parents/guardians will receive notice of the upcoming change as well as a form to complete stating how their child(ren) are to be dismissed from school. The notice will clearly state that although the child(ren) may be designated as a bus rider or walker, he or she will still receive an assigned number for dismissal. The notice will also state that whenever there is a change in how the student is to leave school, a written note signed by parent/guardian must be sent to the school.Color code each grade levelEach grade level will be assigned a specific color in an effort to quickly identify the grade level of students at the end of the day. There are times when dismissal is chaotic and if the students have their dismissal tickets in hand, staff members can easily identify where the student belo ngs if he or she becomes separated from the class. In addition, the dismissal areas will be color coded for the assigned grade levels to wait for their dismissal.Dismissal ticket numbersEach student will be assigned a dismissal number which will be tied to that student’s name. Regardless of the number of siblings attending the same school, each will have his or her own number. The reasoning to avoid assigning one dismissal number for each family is because there could be a family member absent that day and it would be hard to track if there is one or two or more members per family as well as which student is absent. It is much safer for each student to have his or her own number because it is easier to account for that student.These assigned numbers, which will be color coded based on grade level along with the student’s assigned homeroom teacher’s first initial and last name becomes that student’s exit ticket. Placing the teacher’s name on the stu dent’s assigned number makes it quicker to track the student’s movement. As the student leaves school for the day, he or she will place their exit ticket in the appropriate exit bag.Car rider numbersThere will be two sets of numbers, one index card size for the students as an exit ticket and one letter paper size to be given to parents to identify which student he or she is picking up by placing the number in the front window. The color code will identify the grade level and the number identifies the student. The parents must display this number in their window when picking up their child(ren).Exit tickets and bagsThe color coded assigned numbers will serve as the student’s exit from school. These tickets are laminated to withstand long-term usage. There will be an exit bag for each method of dismissal; early departure, bus dismissal, walkers, and car riders. A designated staff member will collect the exit tickets as the students depart. The next school day, the tickets are separated by designated staff and returned to the teachers.SpreadsheetThe teacher for each class room will create a spreadsheet identifying how each student goes home at the end of the day. The spreadsheet should include: bus riders, walkers, and car riders. In the event the teacher is absent, the spreadsheet is visibly posted for a substitute to know how the students are dismissed.Stages of dismissalThe bell will continue to be the signal for the end of the school day. The students will be dismissed by the way they go home. The bus riders, which include district, private, and day care buses, will be dismissed first. These students will be escorted and supervised by designated staff members. As each student departs, each will drop his or her exit ticket into the exit bag. After about 5 minutes, the walkers will be escorted by assigned staff and released at the appointed doors(s). After giving the walkers about 5 minutes to depart, the car riders will be escorted to the designated pick-up zone to release students to parents. The teachers will carry their spreadsheet with them which indicates the students’ dismissal numbers. As the teachers and other staff members escort the students to their vehicles he/she will collect the students’ exit tickets to be placed in the exit bag for car riders.Notification of new dismissal routineUpon the onset of working on the new dismissal routine, the parents will receive a newsletter from the school notifying them of the upcoming change. A week before the implementation of the new routine another newsletter is sent home stating the date the change will take effect. The final notice of the change will be issued on a Friday before the Monday the new routine becomes official. The parents will receive notification of the upcoming change at least 3 times in an effort to prepare them for the change. In addition, the teachers will prepare the students for the change in the dismissal routine to help them tra nsition as smoothly as possible.PTOThe members of the Parent Teacher Organization (PTO) will play a very important role of getting the word out to parents/guardians of the new dismissal routine. The PTO will help to address any concerns or questions related to the new dismissal routine. In addition, whenever possible, the PTO will help in separating and returning the exit tickets to the designated teachers.Effective dateThe effective date for the new dismissal routine should take place on a Monday. This will allow parents/guardians to make the necessary adjustments in their routines. In addition, with proper notification the parents/guardians will have time to pose any questions or concerns they may have with the administration.AccountabilityThe implementation of the new dismissal routine should prove to be a less stressful way to monitor and know how each student leaves the campus. The teacher for each homeroom is responsible for ensuring his/her students are dismissed as requested by the parents. In addition, the teachers should ensure there is a form returned for each student in their homeroom.ConclusionIn conclusion, whereas this may not be a perfect plan, it will provide some extra security measures in helping the students to depart the school as the parents/guardians desire as well as provide a checkpoint to quickly determine how a student left campus during dismissal. There may be some confusion the first couple of days, but that is to be expected. However, if the plan is followed as set, the kinks will work themselves out. What is most important is the security and protection of our students.

The Impact Of Media On Body Image - 1538 Words

Introduction Over the time, the concept of body image is influenced by external factors as culture, society norms, especially with the development of modern social media, it has grown up to be an important element in affecting the perception of body image to shape the body image. The influence of mass media may be related to the social comparison process of appearance in female and male. The ideal media body image, it is easy to compare in everyday life, and that will result to dissatisfaction with people s body size. On the one hand, Orbach (1987) briefly posted that the western media produced a picture tender the ideal female body as thinness,curvy,free of unwanted hair,deodorized,perfumed and clothed. The pictures they produced are long way from the normal women s life. On the other hand, numbers of studies demonstrate that not only are women dissatisfied with their body, but also men indicated that they dissatisfied with the body. there is a gap between the ideal size in the magazine and t hemselves. in order to reduce the gap, people often use the methods of diet or exercise to achieve the target. it was not always an advantaged approach for the purpose, with the appearing of discorded eating pattern like anorexia and bulimia, there no doubt that the power of media has been changing people daily life and social norms. Thus, this research will examine that how the social media shapes the body image in presenting both female and male s ideal , and theShow MoreRelatedMedia Impact On Body Image1254 Words   |  6 Pagesthe impact of media models on children’s and adolescents’ body image? Over recent times, the media has become a prominent part in the upbringing of young people. In particular the manner by which the media portrays body image has changed in numerous ways. Body image is defined as â€Å"a person’s perceptions, thoughts, and feelings about his or her body† by Grogan (as cited in Zaccagni, Masotti, Donati Gualdi-Russo, 2014). There is a stronger focus of what is considered to be the perfect body typeRead MoreThe Impact Of Media On Body Image804 Words   |  4 PagesThe impact on body image caused by social media representation In todays society media has many different represtionations of womens body ideals and they are portrayed in many different ways. The majority of body images are female and represented with negative connotations. Women are plasteted on billboards magazine covers and play an very important role in the way young women are viewed and how they feel they should look. 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