Running Head: DECOSTE PERSONAL FRAMEWORK

Personal Counselling Framework

Kelly DeCoste
University of Calgary

DECOSTE PERSONAL FRAMEWORK

Table of Contents
Introduction .................................................................................................................................... 4
Philosophical Assumptions ............................................................................................................ 4
The Nature of Humans ....................................................................................................... 5
The Nature of Well-Adjusted Functioning ........................................................................ 6
The Development of Maladjusted Functioning ................................................................. 6
The Nature of Change ........................................................................................................ 7
The Counselling Experience ......................................................................................................... 8
Definition of Counselling .................................................................................................. 9
Counselling Process Beliefs ............................................................................................... 9
The client-counsellor relationship ......................................................................... 9
Roles of the client and counsellor .......................................................................... 9
Session length and duration ................................................................................. 11
Emphasis of past, present, and future in counselling ........................................... 12
Emphasis on beliefs, emotions, and behaviors .................................................... 12
The process of change .......................................................................................... 13
Interventions ........................................................................................................ 14
Success ................................................................................................................. 15
Contextual Factors ........................................................................................................... 15
Reflections ................................................................................................................................... 16
Personal connection ......................................................................................................... 16
Weaknesses ...................................................................................................................... 16

DECOSTE PERSONAL FRAMEWORK

Concluding Remarks .................................................................................................................... 18

References .................................................................................................................................... 19

DECOSTE PERSONAL FRAMEWORK

Personal Counselling Framework

Successful counselling holds at its core the goals of the client. Focusing on their needs
and wants for therapy, a counsellor must create a safe and secure environment in which the client
feels empowered to create meaningful and lasting change. This can only occur if the client is
ready and willing to change, and to play an active role in the therapeutic process. As each client
presents with a unique history and combination of personal factors, therapists must be willing
and able to tailor and adjust their treatments as needed.
As a classroom teacher, I work with a diverse group of children each year. Consequently,
different considerations and approaches are required in order for each of them to achieve
personal and academic success in my classroom. It is because of these personal experiences that
my current counselling framework aligns with an assimilative integrative approach to therapy,
grounded in cognitive theory. Integrative approaches have begun to rise in popularity (Boswell,
Nelson, Nordberg, McAleavey, & Castonguay, 2010) with the increased recognition that there is
no one size fits all approach to therapy (Duncan & Miller, 2000). Taking an assimilative
perspective, therapists base their approach on one theoretical approach, integrating techniques
from other as needed to address the limitations of their preferred approach (Boswell et al., 2010).
As I do not believe that the effects of the family and the clients greater ecological context are
sufficiently addressed in a cognitive approach, my framework also incorporates elements of
family therapy, as well as behavior and ecological systems theories.
Philosophical Assumptions
I believe that patterns of behavior are both influenced and maintained by a persons
relationships and environment, and that how one perceives an event can be more important than
the event itself. Thus, though my personal framework is largely based on cognitive theory, I

DECOSTE PERSONAL FRAMEWORK

have incorporated elements of behavior theory to better capture my current beliefs. Working
with children has also highlighted for me the influence of family functioning and the childs
larger social world on their behavior, and the effects that their inclusion in treatment has on the
childs progress. Though I have witnessed the positive outcomes associated with cognitive and
behavioral strategies used at school, I have also seen the maintenance of problem behaviors
when accompanying changes are not made outside of the school. It is because of these
experiences that my personal framework also incorporates aspects of Adlerian and ecological
systems theories, as well as family therapy in helping create positive change for the client.
Recognizing the limitations inherent in any one approach, integrative psychotherapy
attempts to best suit the clients needs through a systematic selection of strategies grounded in
empiricism (Boswell et al., 2010; Norcross & Beutler, 2014). Though a counsellor cannot and
should not attempt to address the needs of all clients and all problems, great variability exists
even within clientele of a narrowly defined population (APA, 2000). In order to best serve those
within this selected group, specific intervention strategies must be chosen based on individual
needs and unique personal factors, and must match with the clients beliefs about treatment and
change (Duncan & Miller, 2000). Moreover, in cases where selected techniques are not
achieving the desired change, an integrative approach permits a therapist to draw on other
methods from outside of their preferred approach to help lead to change (Boswell et al., 2010).
The Nature of Humans
I believe that there is a bi-directional relationship between individuals and their
environment, and so their functioning cannot be understood without also considering the people
and contexts around them. This view is in line with an Adlerian approach (Maniacci, SackettManiacci, & Mosak, 2014) and ecological systems theory (Bronfenbrenner, 1977, as cited in

DECOSTE PERSONAL FRAMEWORK

Salkind, 2006; Laible & Thompson, 2008; Neal & Neal, 2013), which stresses that individuals
need to be considered within their social contexts (Maniacci et al., 2014, p. 56) and highlight
the importance of ones environment on development, respectively. Following a cognitivebehavioral approach, the influence of cognitions, or ones thoughts and ways of processing
information, as well as environmental contingencies, also influence learning and human behavior
(Sattler & Hoge, 2006). In order to appreciate the nature of humans, as well as the nature of
well-adjusted and maladjusted functioning, I feel that one must consider all of these elements.
The Nature of Well-Adjusted Functioning
As posited by cognitive theory, how we process information influences our perceptions of
our selves and the world around us (Beck & Weishaar, 2014; Sattler & Hoge, 2006). Cognitive
schemas, or our internal models, influence how we interpret subsequent events in our lives and
guide our behavior (Sattler & Hoge, 2006). Schemas that are based on a realistic interpretation
of the events around us lead to well-adjusted functioning. Furthermore, as an individual seeks
out situations and behaviors that are rewarding to them (Sattler & Hoge, 2006), positive family
functioning and the individuals extended social world also help contribute to healthy
functioning.
The Development of Maladjusted Functioning
The cognitive system is involved in the perception, interpretation, and meaning we give
to events (Beck & Weishaar, 2014). From the perspective of cognitive theory, maladjusted
functioning is not the result of a particular stimulus or event, but rather the result of a
misperception or misinterpretation of these events (Beck & Tompkins, 2007; Blagys &
Hilsenroth, 2002). Thus, these misinterpretations are a result of the personal learning history of
the individual, which contributed to the formation of their assumptions and core beliefs (Beck &

DECOSTE PERSONAL FRAMEWORK

Tompkins, 2007). As stated previously, an individuals information processing is guided by the

internal models they possess. Thus, when an individual possesses a distorted or biased way of
perceiving new information, maladjusted functioning can result (Beck & Weishaar, 2014).
Family and greater ecological factors can also promote or protect against
psychopathology (Cook & Tedeschi, 2007; Goldenberg, Goldenberg, & Goldenberg Pelavin,
2014). When an individual is reinforced for negative behaviors, these behaviors are not only
likely to persist, but to increase in frequency or intensity (Antony, 2014), thus leading to and
maintaining maladjusted functioning.
The Nature of Change
The therapeutic relationship provides a secure opportunity for individuals to explore the
problems that led them to seek outside help. While not unique to any one treatment approach, a
positive therapeutic alliance is a key component of effective treatment (Boswell et al., 2010;
Goldenberg et al., 2014), and arguably more important than the chosen approach or techniques
themselves (Duncan & Miller, 2000).
I believe that the path to therapeutic change is dependent on the personal characteristics
of the individual, and so treatment must be personally tailored to each. For some, change occurs
when the core beliefs that underlie their biased information processing are changed (Beck &
Weishaar, 2014). Under this cognitive approach, it is through an understanding of the function of
the individuals behaviors, and what contributed to help develop their cognitive schemas, that the
individual can learn a new, more realistic way to perceive the events and stressors present in their
life (Beck & Weishaar, 2014).
Yet for others, including those who are not able to recognize the relationship between
their behaviors and their thoughts and feelings (Beck & Weishaar, 2014), an emphasis on

DECOSTE PERSONAL FRAMEWORK

behavior strategies may be more appropriate. In these instances, the goal is to change the
individuals behavior by changing factors in the environment that are maintaining them (Antony,
2014). However, if changes occur that would permit an increased cognitive component in the
treatment for these individuals, I feel this should be done, as I believe a more thorough
understanding of ones difficulties increases the likelihood of lasting change. Moreover, in cases
where family factors are central in the maintenance of an individuals difficulties, it is beneficial
to expand therapy to include relevant members. Involving family has the added benefit of
helping to ensure generalization, as they have been involved in the therapeutic process; engaging
them empowers them to be a part of the solution, and helps instill in the client that the problem
does not lie within them, but within the context of their relationships (Goldenberg et al., 2014).
The inclusion of family in treatment is characteristic of both integrative and family therapy
approaches (Goldenberg et al., 2014; Norcross & Beutler, 2014), and fits well with ecological
systems theory as it acknowledges the individuals ecological context in their development and
functioning (Laible & Thompson, 2008; Neal & Neal, 2013).
The Counselling Experience
Many factors influence the effectiveness of the counselling experience and must be
considered when developing ones personal framework. Included are ones definition of
counselling, beliefs about the counselling process, intervention strategies, criteria and definition
of success, and a consideration of contextual factors.
Personal Definition of Counselling
I view counselling as a process through which a therapist and client can work together to
foster more adaptive functioning and responses to stressors in the clients life. The client has
sought help for a problem that he feels he cannot resolve on his own, and in doing so, is able to

DECOSTE PERSONAL FRAMEWORK

work to create lasting positive and meaningful change in his life through his work with the
therapist.
Counselling Process Beliefs
In order to promote adaptive functioning, therapy must be based on the unique client
needs and wants for therapy, and must include a consideration of factors that reside both within
and outside of the individual as applicable. The therapeutic relationship and respective roles of
each individual involved, as well as the specific aspects of the counselling experience, including
the frequency, duration, and length of treatment, and the emphasis of sessions, must all be
considered.
Counsellor-client relationship. Research efforts have identified a positive correlation
between therapeutic outcome and the client-therapist relationship (Boswell et al., 2010), and it is
widely accepted that a positive relationship between the client and counsellor is a crucial
component of successful treatment, regardless of the theory one subscribes to or the strategies
used (Duncan & Miller, 2000). Moreover, I believe that a match between client and therapists
beliefs about the causes and appropriate treatment of their difficulties is key to promoting not
only a positive relationship, but also therapeutic success, a view that has been supported by
empirical evidence (e.g., Boswell et al., 2010; Duncan & Moynihan, as cited in Duncan &
Miller, 2000).
Roles of the client and the counsellor. In line with cognitive theory, I feel that the client
and counsellor should be viewed as co-creators and co-facilitators of the therapeutic journey
(Beck & Weishaar, 2014). As is consistent with this approach, I believe that the counsellors role
is to help the client achieve a greater understanding of how his or her current functioning is being
influenced by biases in their information processing (Beck & Weishaar, 2014). Through

DECOSTE PERSONAL FRAMEWORK

10

questioning and guided discovery, the counsellor is able to help the client identify, examine, and
modify their maladaptive beliefs so that they can form more realistic perspectives (Beck &
Weishaar, 2014). The therapist is also responsible for educating the client about the relationship
between their thoughts, feelings, and behaviors, their presenting problem, and how treatment
strategies will lead to change (Beck Institute for Cognitive Behavior Therapy, n.d.).
I believe that there is always the risk of a power-differential in a therapeutic relationship,
and so this is something the therapist must remain cognizant of throughout the course of
treatment. Since it is the client who initiates therapy, I feel that they are in a vulnerable position
from the outset they have chosen to seek outside help to address a problem they feel they
cannot resolve on their own. Thus, there is the added onus on the therapist to ensure that the
positive relationship they have built is maintained, and that the client is at ease and in agreement
with treatment strategies. As would be found in a Gestalt approach, I think it is important for the
therapist to attend to both the verbal and nonverbal information conveyed by a client during
treatment (Yontef & Jacobs, 2014) to help achieve this. However, in my view, the intent of doing
so is so that the therapist can ensure that the client remains actively engaged in the therapeutic
process, and that their nonverbal behaviors match the acceptance they are communicating
verbally. This, too, must also be an ongoing consideration, as the clients agreement with
selected strategies or their thoughts about their appropriateness may change, and this may hinder
both rapport and treatment effectiveness.
I feel that a client must play an active role in order for the counselling experience to lead
to meaningful and lasting change. He or she must genuinely want to change, and be willing to
carry out the responsibilities required for change to occur. These include, but are not limited to,
collaborating with the therapist to set goals for their treatment, being a co-facilitator of the

DECOSTE PERSONAL FRAMEWORK

11

direction of treatment, and communicating to the therapist when they feel a change is needed in
the direction therapy is going, all factors consistent with a cognitive approach (Beck & Weishaar,
2014). As homework plays a central role in the generalization and maintenance of gains (Beck
& Tompkins, 2007; Beck & Weishaar, 2014), clients have the added responsibility of ensuring
that they are also motivated and actively engaged in these tasks.
Session length, duration, and number of sessions. Similar to cognitive or behavioral
approaches, I feel that the therapeutic process should typically be short term, problem-oriented,
and goal-directed (Anthony, 2014; Beck & Tompkins, 2007). That said, the exact duration of
treatment will not be the same for all clients and all problems, as it will be dependent on the
clients personal factors, presenting problem, and the strategies used. While an approximate
length of treatment should be agreed upon at the outset of therapy, it may change over time
depending on the progress made and to compensate for new considerations that may arise and
influence treatment. Session length will also be influenced by individual client needs, including
schedule and transportation considerations, and should be mutually agreed upon by the client and
counsellor so that it is amenable to both. Ensuring that both parties agree with the selected
session length and duration helps foster their relationship and facilitate treatment gains (Duncan
& Miller, 2000).
The decision to terminate treatment should be agreed upon by both members of the dyad.
Ideally, treatment should conclude when the goals for therapy have been reached, and the client
is equipped with the skills needed to deal with problematic symptoms that may arise in the future
(Blagys & Hilsenroth, 2002). However, in cases where the client or therapist no longer feel that
their fit is a good one, treatment may be terminated so that the client can benefit from a more
appropriate approach. As is consistent with a behavioral approach, setting up measurable, well-

DECOSTE PERSONAL FRAMEWORK

12

defined goals for therapy will help both the client and the therapist know when they have reached
the end of their therapeutic journey together.
Emphasis on time (past, present, future). Cognitive and behavior theories share a
focus on present and future functioning (Anthony, 2014; Beck & Weishaar, 2014), and these are
most in line with my current views. While I do not dispute the influence of previous life events
on ones current functioning, I feel that it is most beneficial to explore and address the current
factors that are maintaining maladaptive functioning. Along that same line, though not the main
focus of treatment in a cognitive approach, the client is able to develop an appreciation of how
their difficulties and distorted information processing developed through the process of guided
discovery (Beck & Weishaar, 2014). Instead, the main focus of treatment is the examination and
modification of current maladaptive beliefs and views (cognitive theory), or environmental
contingencies (behavior theory), in order to lead to positive change.
Emphasis on Beliefs, Emotions, and Behaviors
As is found in cognitive theory, I believe that an individuals affect, thoughts, and
behaviors are closely intertwined (Beck & Weishaar, 2014). However, through this lens, it is the
cognitive system that is used to elicit change. Through a process of guided discovery, the client
is able to gain insight into their misperceptions in order to adjust them to achieve more accurate
information processing, and a new, more realistic, perspective of self (Beck & Weishaar, 2014).
In addition, I believe that a clients behaviors, broadly defined as in behavior therapy to include
physiological responses, cognitions, and emotions in addition to motor behaviors (Antony,
2014), are also an important focus of treatment. I believe that behaviors serve a function for the
individual, and result from the reinforcement they receive from their environment (Antony,
2014); thus, changing the patterns of reinforcement the client receives from his or her

DECOSTE PERSONAL FRAMEWORK

13

environment results in behavioral change.

The Process of Change
Before therapeutic change can occur, the client must be open and willing to change. It is
only then that their work with a therapist can result in lasting benefits. I believe that the process
of change occurs through a match between client and therapist beliefs and their resulting
relationship as they utilize a combination of cognitive and behavioral methods.
Cognitive strategies focus on changing the clients flawed information processing so that
they can develop more adaptive beliefs. Gaining insight into how their way of thinking was
contributing to their difficulties helps them deal with future life stressors in a more realistic
manner (Beck & Weishaar, 2014). As it is the clients perception of stressors that lead to
maladaptive functioning as opposed to the events themselves (Beck & Weishaar, 2014), this is a
necessary component in the process of change.
In addition to the role of cognitions in maladaptive functioning, maintaining factors in an
individuals ecological context can also contribute to the maintenance of psychopathology.
Consistent with behavioral and family theories (Antony, 2014; Goldenberg et al., 2014), I also
feel that change can occur by changing the environmental factors that have served to maintain
the problem behaviors. If the individual no longer feels rewarded by the expression of these
behaviors, their occurrence will decrease (Antony, 2014). As a result, the inclusion of relevant
family members or other significant individuals is also an important contributor to change.
Interventions
Though I believe that current functioning can be influenced by both past and present
events, I feel that current reinforcements play a particularly important role in the maintenance of
maladjusted functioning, and so should be the target of intervention efforts. As discussed

DECOSTE PERSONAL FRAMEWORK

14

previously, the particular treatment approach should be determined based on the profile of the
client, but should always include a focus on education into their presenting problems and
treatment options to whatever extent is appropriate for the client.
For those clients who are better served by a cognitive approach, intervention efforts
should center on correcting biased information processing and modifying the clients automatic
thoughts and assumptions that are maintaining their maladaptive thoughts and behaviors (Beck &
Weishaar, 2014). A focus on teaching the client skills serves to help achieve this goal,
experience symptom relief, and prepare them to deal more effectively with future stressors (Beck
& Tompkins, 2007). In addition to identifying and modifying current dysfunctional views and
core beliefs (Beck & Weishaar, 2014), cognitive approaches also routinely incorporate
techniques grounded in basic learning principles (Blagys & Hilsenroth, 2002), as changing
cognitions may be best facilitated through a change in performance (Bandura, 1977, as cited in
Beck & Weishaar, 2014). Through this lens, an individuals behavioral experiences must be
processed cognitively, and so these strategies are placed under the heading of cognitive
techniques.
Conversely, for those who are better suited to a behavioral approach to treatment,
exploring the function of the behavioral patterns and environmental contingencies that maintain
them is key (Antony, 2014). As people engage in activities they find rewarding, a functional
behavioral analysis is useful for identifying both the antecedents and the consequences of the
problem behavior. Reinforcement-based strategies, like a token economy or contingency
management, are both reliant on the principle of reinforcement; receiving reinforcement for
desirable behaviors, and changing the environment to remove reinforcement for undesirable
behaviors, respectively (Antony, 2014), leads to the desired change.

DECOSTE PERSONAL FRAMEWORK

15

Success
My definition of therapeutic success involves meeting the clients goals for therapy, as
well as an accompanied greater change in cognition, affect, and behavior, as theorized by a
cognitive approach (Beck & Weishaar, 2014). Successful therapy will therefore result in clients
who not only experience symptom relief, but who are also better equipped to deal with future life
stressors independently. Because the situations and priorities of the client may change, the
therapist must be flexible and able to respond to changes in the clients concerns should their
treatment goals or situations change.
Contextual Factors
The changing demographics in Canada mean that therapists are more likely to work with
a greater diversity of clients than they were in the past (Cook & Tedeschi, 2007). As a result,
therapists must be cognizant of, and sensitive to, the unique circumstances of clients from a
wider range of cultures and ethnic backgrounds, and who may have experienced events in their
lives prior to coming to Canada that many residents here are fortunate never to have experienced,
such as the effects of war. Therapists who subscribe to a cognitive approach seek to understand
the attitudes, beliefs, and values of the client within their cultural context (Beck & Weishaar,
2014). Through Socratic dialogue, a cognitive restructuring technique and one of the
fundamental concepts of cognitive therapy, the therapist is able to learn about the client through a
series of carefully designed questions (Beck & Weishaar, 2014). These questions not only
provide information that allows the problem to be defined, but that also help the therapist
understand the clients point of view and permit the client to look at their assumptions in a safe
manner (Beck & Weishaar, 2014). Consequently, this technique lends itself well to working with
a greater diversity of clients. Also, consistent with ecological systems and Adlerian theories,

DECOSTE PERSONAL FRAMEWORK

16

considering the client as part of their greater social context serves to ensure a therapist is
attentive to the unique contextual factors of a client (Maniacci et al., 2014), and helps therapists
achieve a more accurate understanding of the clients presenting problems, better positioning
them to achieve greater rapport and therapeutic effects (Duncan & Miller, 2000).
Reflection
Personal Connection
As a teacher, I have always been drawn to those students with whom other teachers have
a difficult time bonding as a result of their challenging behaviors. It is because of my
experiences with these children that I am most drawn to elements of cognitive and behavioral
theories. Having seen first-hand the effectiveness of creating a meaningful relationship, and the
use of positive reinforcement in shaping behavior, it is these elements that I align with my
personal counselling framework. My success with these strategies has been echoed at home as I
have used them to help develop positive behaviors in my own young daughter.
As I move forward into the role of a school psychologist, my interests lie in working with
children with challenging behaviors, specifically neurologically based disorders like ADHD.
Even within a narrowed scope of practice, I know that clients will present with varied problems,
backgrounds, and current circumstances, and it is for this reason that I am drawn to the
integrative approach I have presented above.
Weaknesses
I think it is important to acknowledge that any given theory or framework will have both
limitations and advantages (Norcross & Beutler, 2014), and mine is no different. At this point in
my learning, I am unsure how to best integrate all of the factors that align with my current beliefs
into one cohesive theory. As a result, I have avoided including some elements of other theories

DECOSTE PERSONAL FRAMEWORK

17

that do, in fact, resonate with my beliefs. In doing so, I have also attempted to follow an
integrative approach and systematically select only those methods that are most important to my
beliefs.
Though cognitive theory most aligns with my current beliefs, I feel that a limitation of
this approach, and of my own framework, is that it may not be appropriate for all clients. For
those with certain presenting problems, I feel that gaining greater insight into the significance of
past events on the development of their current maladjusted functioning may be required for
them to move forward and achieve lasting and meaningful change. Moreover, cognitive
approaches may not result in the desired effects for some clients as a result of their personality
factors, including those with a low internal locus of control (Blenkiron, 1999).
A further limitation of my framework is that it does not highlight the importance I place
on adopting a strengths-based approach, as I was unsure of how to do this given that treatment is
typically centered around an individuals presenting problems and achieving symptom relief.
Clients generally seek help because of a problem they are unable to address on their own, and so
treatment is naturally linked to this problem.
Lastly, the importance of community is also not developed in my framework. Children
live and function within their social world, and it can be argued that community supports have
more impact than a clinician, given the opportunity for increased frequency of contact with the
child (Cook & Tedeschi, 2007). Though I am unsure of how to incorporate these supports into
my current framework, I feel that as a school psychologist, emphasizing the supports available to
families in their community will be an important part of the recommendations I make to them.
Awareness of, and becoming involved with, the supports available in my community will also
serve to improve my cultural competence (Cook & Tedeschi, 2007), as it will provide me with

DECOSTE PERSONAL FRAMEWORK

18

increased knowledge of what is acceptable and important to community members (Cook &
Tedeschi, 2007).
I view my personal framework as a work in progress, one that is based on an elementary
understanding of counselling theories. Though my future work endeavors do not currently
involve providing counselling services, I feel that it is important as a future school psychologist
to continue to develop my understanding of these approaches and their fit with the clients with
whom I will be working. Doing so will help me provide information to families about the
different counselling options available to them, which will help them make informed decisions
about which approach may be the best fit for them.
Concluding Remarks
People influence and are influenced by the social world around them, and so relevant
people and contexts must be considered in therapeutic efforts (Maniacci et al., 2014). Through
the integration of features of cognitive, behavioral, and ecological system theories, a therapist
can create an empathetic, supportive environment in which to create lasting change in an
individual. When the client is ready and willing to play an active role in the therapeutic process,
and when given the opportunity to learn new skills in a personalized approach, positive change
can happen. In this way, the client will be equipped with the information and skills needed to
deal with future life stressors, and will have been part of a successful therapeutic experience.

DECOSTE PERSONAL FRAMEWORK

19
References

American Psychological Association. (2000). Diagnostic and statistical manual of mental

disorders (4th ed., text rev.). Washington, DC: Author.
Antony, M. M. (2014). Behavior therapy. In R. J. Corsini & D. Wedding (Eds.), Current
psychotherapies (10th ed., pp. 193-229). Belmont, CA: Brooks/Cole.
Beck, A. T., & Tompkins, M. A. (2007). Cognitive therapy. In N. Kazantzis & L. LAbate (Eds.),
Handbook of homework assignments in psychotherapy: Research, practice, and
prevention (pp. 51-63). Retrieved from http://link.springer.com.ezproxy.lib.ucalgary.ca
/chapter/10.1007%2F978-0-387-29681-4_4
Beck, A. T., & Weishaar, M. E. (2014). Cognitive therapy. In R. J. Corsini & D. Wedding (Eds.),
Current psychotherapies (10th ed., pp. 231-264). Belmont, CA: Brooks/Cole.
Beck Institute for Cognitive Behavior Therapy. (n.d.). Goals of cognitive therapy. Retrieved from
http://www.beckinstitute.org/cognitive-behavioral-therapy-goals/
Beck, J. S., & Tompkins, M. A. (2007). Cognitive therapy. In Handbook of homework
assignments in psychotherapy. Retrieved from http://link.springer.com.ezproxy
.lib.ucalgary.ca/chapter/10.1007%2F978-0-387-29681-4_4
Blagys, M. D., & Hilsenroth, M. J. (2002). Distinctive activities of cognitive-behavioral therapy:
A review of the comparative psychotherapy process literature. Clinical Psychology
Review, 22, 671-706. Retrieved from http://www.sciencedirect.com.ezproxy.lib
.ucalgary.ca/science/article/pii/S0272735801001179
Blenkiron, P. (1999). Who is suitable for cognitive behavioural therapy? Journal of the Royal
Society of Medicine, 92, 222-229. Retrieved from http://www.ncbi.nlm.nih.gov
/pmc/articles/PMC1297171/pdf/jrsocmed00009-0012.pdf

DECOSTE PERSONAL FRAMEWORK

20

Boswell, J. F., Nelson, D. L., Nordberg, S. S., McAleavey, A. A., & Castonguay, L. G. (2010).
Competency in integrative psychotherapy: Perspectives on training and supervision.
Psychotherapy Theory, Research, Practice, Training, 47(1), 3-11. doi: 10.1037/a0018848
Connors, M. E. (2011). Attachment theory: A secure base for psychotherapy integration.
Journal of Psychotherapy Integration, 21(3), 248-362. doi: 10.1037/a0025460
Cook, J. R. & Tedeschi, R. G. (2007). Systems of care and the integrative clinician: A look into
the future of psychotherapy. Journal of Psychotherapy Integration, 17(2), 139-158. doi:
10.1037/1053-0479.17.2.139
Duncan, B. L., & Miller, S. D. (2000). The clients theory of change: Consulting the client in the
integrative process. Journal of Psychotherapy Integration, 10(2), 169-187.
doi:10.1023/A:1009448200244
Goldenberg, I., Goldenberg, H., & Goldenberg Pelavin, E. (2014). Family therapy. In R. J.
Corsini & D. Wedding (Eds.), Current psychotherapies (10th ed., pp. 373-409). Belmont,
CA: Brooks/Cole.
Laible, D. & Thomspon, R. A. (2008). Early socialization: A relationship perspective. In J. E.
Grusec & P. D. Hastings (Eds.) Handbook of socialization (pp. 181-207). New York, NY:
The Guilford Press.
Maniacci, M. P., Sackett-Maniacci, L., & Mosak, H. H. (2014). Adlerian psychotherapy. In R. J.
Corsini & D. Wedding (Eds.), Current psychotherapies (10th ed., pp. 55-94). Belmont,
CA: Brooks/Cole.
Norcross, J. C., & Beutler, L. E. (2014). Integrative psychotherapies. In R. J. Corsini & D.
Wedding (Eds.), Current psychotherapies (10th ed., pp. 499-532). Belmont, CA:
Brooks/Cole.

DECOSTE PERSONAL FRAMEWORK

21

Salkind, N. J. (2006). Ecological Theory. In Encyclopedia of human development. (pp. 438-440).

Retrieved from http://asp6new.alexanderstreet.com.ezproxy .lib.ucalgary.ca/psyc /psyc
.object.details.aspx?dorpID=1000387111
Sattler, J. M., & Hoge, R. D. (2006). Assessment of children: Behavioral, social, and clinical
foundations. (5th ed.). San Diego, CA: Jerome M. Sattler.
Watling Neal, J., & Neal, Z. P. (2013). Nested of networked? Future directions for ecological
systems theory. Social Development, 22,(4), 722-737. doi: 10.1111/sode.12018
Yontef, G., & Jacobs, L. (2014). Gestalt therapy. In R. J. Corsini & D. Wedding (Eds.), Current
psychotherapies (10th ed., pp.299-338). Belmont, CA: Brooks/Cole.

The evaluation components for the Personal Position Paper are described below. You must
address each section and pay close attention to the points allotted for each section. Refer to
the Overall Grading Taxonomy to review the expectations associated with the levels of
learning targeted through this assignment.

DECOSTE PERSONAL FRAMEWORK

Evaluation
Component

Description

Editorial Style See APA Style Guide Grading Criteria Above

22
Weight
37.5/(40
marks)
5/5 marks

A. Outline and Maximum two brief paragraphs.

1/1 mark
opening
remarks
B. Your
The
Philosophical http://www.abcounsellored.net/courseware/caap601/601assi
Assumptions gnments.html - assignment1Nature of Theory Paper will be
(as it relates a useful to you.
7/8 marks
to your
The nature of humans
personal
theory)
The nature of healthy (or, well-adjusted functioning)
The major causes of problems (or, not functioning in a
healthy manner)
The nature of change (self- growth as well as corrective
action to obtain and/or return to a state of healthy level of
C. The
Counselling
Experience
1. Your definition of counseling
1/1 mark
2. Counselling process beliefs, Counsellor-client relationship;
5.5/6
Roles of the client(s) and the counsellor; Session length,
marks
duration & number of sessions; Emphasis on the pastpresent-future
2.5/3
3. Emphasis on beliefs, emotions (body & affect)
marks
and behaviors and their relationship to another

4. Change process including resistance

5. Interventions
6. Success (definition & criteria)

2/2 marks
4.5/5
marks
2/2 marks

7. Contextual factors (application to clients with diverse

backgrounds; different contexts)

2/2 marks

1. Weaknesses of your personal theory

2. Why are you drawn to this theory?
(relate to a personal and professional context)
Concluding remarks

2/2 marks
2/2 marks

D. Reflection

E. Closing

1/1 mark

Kelly, you have written a very strong paper that fairly clearly laid our your personal theory as
you conceptualize it at this time. I thought you did a good job connecting the philosophical
tenets to the practical application, and offered some criticism regarding the approach. Good job!

DECOSTE PERSONAL FRAMEWORK

23