Finding the Actualizing Tendency: Person-Centered Therapy with Adolescents. Pilar A. Rios. University of Wisconsin-Whitewater

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1 Finding the Actualizing Tendency: Person-Centered Therapy with Adolescents Pilar A. Rios University of Wisconsin-Whitewater

2 Finding the Actualizing Tendency: Person-Centered Therapy with Adolescents I chose to focus on the humanistic perspective used in person-centered therapy as the major contribution to my future practice as a secondary school counselor. This theoty focuses on maintaining a subjective view of the client's experiences, which I feel can be quite useful in order to gain a better sense of what the client's true feelings. Because the perspective also makes sure clients are the main focus during therapy, I believe it is crucial for young adults to be given a voice to feel respected and heard, especially since many do not or have been denied that opportunity due to poor quality home life. I feel person-centered therapy is an excellent oppmtunity for young adults to experience a positive environment in which they feel free to engage in self-discovery, which could positively impact their future goals (and possibly create new ones). This therapy can allow students to gain a higher self-esteem and sense of worth through the empowering effects of the relationship built between client and therapist. ~_J -- Observing the therapist's empathetic, caring and respectful nature may also give adolescents a model of the types of attitudes they can bring to outside relationships as well. In my own experience with a recent interview with a high school counselor, she informed me that for all the students she has worked with, fk they have always responded extremely well to congruency, and a positive environment enabling a feeling oftrust has been established in the therapeutic relationship Prominent individuals within person-centered therapy include: founder, Carl Rogers, Carl's daughter Natalie Rogers, who has expanded on her father's work through expressive arts therapy, and Virginia Axline, who has made her contributions through play therapy for children. Pet sonality Key Concepts One major component to person-centered theory is the way clients are shown that they are very capable of finding solutions and ways of coping with their own problems. In time, they learn that they do not need therapists to tell them what to do every time they encounter a problem. Clients gain a greater sense of self-awareness and are shown they have the option to accept themselves or decide on ways they

3 can change for the better. I believe this would be a great way to teach children and young adults appropriate skills for the future as they encounter more and more obstacles in their lives. The idea that young students can feel confident and strong through the empowering nature is also very appealing to me about this theory. Then. I think it is important to consider how these factors may allow children and adolescents who are experiencing many changes during these times, and those who are just beginning, or still trying to figure out who they are or want to be. Adolescence can be a difficult transition for some ~~ young adults, so in this way, I believe this newfound self-awareness and ability to change negative or maladaptive behaviors or attitudes can come into play. Carl Rogers believed that if a person shows some potential to move forward towards self-directed change, it is crucial that a therapist trust in his or her client's ability to do so. In turn, the therapist will locate that positivity and trustworthiness at the client's core, and use congruent, honest, and supportive communication with the client to promote change in the client (Corey, 2009,.p..169). When referring to person-centered counselors and therapists thoughts on core conditions, Thompson --- Prout and Brovm (2007) noted, 'Following the lead of Rogers. they believed that all people have within themselves the potential to understand themselves, change their lives, and achieve their potential when they are in a therapeutic relationship that provides these core conditions" (p. 188). Along with this, the actualizing tendency lets counselors inform clients that he or she. the client, is the expert on his or her life and has the main responsibility for change by using his or her positive internal source of healing to move closer and closer towards self-determination and fulfillment towards better lives (Corey p.l69). In relation to children and adolescents, I believe that having an initial trust in young people is an excellent attitude to portray, and can help them to feel like significant. trustwotthy, individuals. Children and adolescents look up to adults and observe their behaviors and actions. Because of this, I feel that these young people can sense the positivity radiating off of a school counselor who is promoting these ideas and putting them into action.

4 Especially for adolescents, I believe it is important to promote a sense of responsibility. and through~ h the person-centered therapy, a school counselor could accomplish this by placing full responsibility for. ~~ change on the high_school student's shoulders. As an adolescent. I feel this would be very effective, as ;::;~ 1 ;)'.; student would not feel as though an authority figure were just telling them how to feel or what to do. ~b ~ Instead, the student makes his or her own options and solutions which will be much more satisfying and~ 1 effective in the end. Goals Therapeutic Process ~ One main goal of this therapy is tor clients to become more independent, and also for clients to increase psychological growth through a supportive, nonjudgmental climate (Thompson Prout & Brown, r ). In this way, it is easier for clients to discover new coping skills within themselves. Clients need to realize that they may not be acting as their true selves, and may be hiding behind something that is masking their true self But when their true self does have the oppottunity to come out after completing sessions. the actualizing tendency allows them to complete four additional goals within themselves, including: self-trust, ability to gauge self, willing to experience new things and also continue the psychological growth that has begun (Corey, 2009, p.l70). I believe that after completing person-centered therapy sessions with high school students, there can be extreme improvements in his or her ability to be open about relationships, especially with parents, as well as definite assistance with the fostering of an ideal self by integrating real versus ideal self-perceptions. By taking a look at these two selves. and the teen making their own comparison of them, he or she can then see the differences between the two selves. and either judge how realistic or attainable the ideal self ~ ~.J- " ~~ ~ is. and/or take a good look at their present self and what they would I ike to change tor the better. I cannot think of a better place for a stressed out high school student to be than in a safe and trusting environment where he or she has the opportunity to become aware of blocks to growth and come up with coping mechanisms to get through it. and use later on in life. ~-M 1

5 Techniques and Pt ocedures Unlike most other types of therapies used, person-centered theory does not use specific strategies or techniques in the same manner. The most effective component of this therapy is the therapist's ability to maintain a completely congruent and empathetic attitude towards what the client has to say, while fully entering the client's world to feel what they feel (Thompson Prout & Brown; 2007, p...l-8-1t." Although, many criticize person-centered theory for not using strategies and techniques in the same way that other therapies do, [ still believe that being able to keep a constant, completely genuine attitude, and the ability to fully emerge oneself in another's world can be extremely difficult for many therapists. This is not to say that absolutely no skills are used during person-centered therapy, as many exploration skills such as ~~ restating, listening, attending, and accepting are all used during therapy (Corey, 2009,~. The important thing to remember is, that while many may think that you can get away with drifting off every once in a while, or faking congruency to help build a therapeutic relationship, this is not an option in person-centered therapy, and will elicit no successful results (Corey, p.l76). Along with this, throughout the years, therapists have been encouraged to become more actively involved in their work with clients by using immediacy, carefully confronting clients and reacting more to " what clients say (Thompson Prout & Brown, 2007 ~ In my opinion, one of the benefits of personcentered therapy is how accommodating and person-specific a counselor can tailor it to meet the needs of different clients. Some experts now suggest that cognitive behavioral therapy (CBT) techniques may be used in combination with these person-centered skills, mostly because CBT skills already automatically occurring during person-centered therapy and they can increase empathy-a crucial component of successful person-centered therapy (Corey, 2009, p.l77). I can see numerous ways in which the person-centered methods can be applied to high school-aged students. First, the therapist must have complete congruency with the student. so I can connect this back to what the school counselor said at the beginning of this paper. Students find honesty so important, and it is an essential part of building a success therapeutic relationship that will give the student maximum

6 results. Second, many adolescents are not looking for an adult to tell them what to do with their lives or how to feel. so the fact that many of the exploration skills are the main basis for person-centered therapy can be very appropriate and useful tor this age group. r feel that many young adults just want to feel accepted and positively regarded by someone, so these skills are perfect. In this way, I like the idea that there is no diagnosing. probing or interpretation of the student's behaviors or actions. Along with this. the school counselor proves my thought that this age group can sense if a therapist is being attificial, and will not respect or open up if he or she is being that way. This is where congruence comes into play and proves to be such an important factor. As I read about person-centered therapy and thought about its relation to adolescents, I worried whether or not it could be effective if therapists feel a student does not have the resources to want to grow towards positive movement. After reading about how other therapeutic techniques, especially CBT, can be applied to help tailor the therapy specifically to the student's needs, I am confident that personcentered could be very effective on these types of students once they have explored mher underlying issues within the teen. Counselor Role Contrary to many other theories. above all, it is most impottant for the counselors to focus on maintaining a genuine and nonjudgmental attitude as opposed to trying out different techniques or - - ((}i>b'7 memorizing what each theory is about (Corey, 2009, p~ ). It is crucial that therapists get in the mindset that they do not want to take on an authoritative role that deems them the professional because it is the therapist"s belief in the client's ability to internally grow and mature that is most important (Thompson Prout & Brown, 2007, p~ 7). Next, although I have already reiterated this many times in this paper, the idea that the therapist maintains a truly respectful, suppottive, positive, and real attitude is so important to allow diem's to put down their defenses and have a complete sense of freedom and new awareness ofthemselves (Corey, 2009, p~. The fact that counselors do not seek to diagnose, interpret, use leading questions. or make

7 any decisions about the client's behavior is another unique component to person-centered therapy (Corey, p:foj ). I think the idea that counselors placing full responsibility on the client can be a great learning skill for adolescents, as it demonstrates to them how to take on responsibility for their own thoughts and actions, and allows them to explore those ideas through the facilitation of the counselor. In connection with this, the absence of the counselor acting as a professiona I can be less intimidating to a young person. and may help them open up more easily once they feel that are not going to be judged, asked questions that make them feel uncomfortable, and then told what their problem is. Allowing a teen to figure things out J ~r~-) themselves, and giving them the environment in which they can elicit their own internal growth is a valuable skill that they can use throughout their lives. Client Role (} ~6v~ QY{;.~~J.,rl, \.-t- I rvf> Clients are given full responsibility for their lives and in exploring why they act and behave certain, " ways which allows them to think on a deeper level about a larger array of feelings they may be experiencing (Corey, 2009, p)::{2). Through building this comfortable, respectful, trusting relationship with their counselors, clients move to a more realistic way of looking at their own lives. tend to dispose negative attitudes and behaviors that are poisoning their well-being, find the positive aspects within q J \lo themselves and gain a greater understanding of other people (Corey, 2009, p~ ). In this way, it is easy to see how clients can build off of the positive relationship with their counselor to experience the actualizing tendency. T believe person-centered theory is a great fit tor adolescents because it offers them many benefits and ways to improve their lives. For example, young adults are given the chance to experience a positive relationship with another person that encourages them to think beyond what they thought they were capable of and even feel better about themselves. I especially like the fact that the students are labeled the experts in their own lives, which can be very important for those adolescents who may not have had the best role models or adults involved in their lives, telling them what ro do or how to feel. ~ ~ I ~~~

8 Therapeutic Relationship The most important element within the relationship between client and counselor in person-centered therapy can be summed up with Carl Roger's own words, "lfi can provide a certain type of relationship, the other person will discovei._ within himself or herself the capacity to use that relationsl]lq_for grm.vt:h and change, and personal development will occur" (Corey, 2009, p.l73). Therefore, the therapeutic relationship can be considered an equal partnership in which the counselor acts as a guide for the client to discover self-growth. Again, l have already mentioned the importance of unconditional positive regard, empathetic understanding, and congruency that accompany these components, and example of how students can take advantage of these benefits under the counselor and client role subheadings. Application [ feel that using person-centered therapy with adolescents and children can be very beneficial in both group and individual settings. Aside from individual counseling with both children and adolescents. I think that group counseling can be especially effective for troubled or shy adolescent_youth who may feel alone during the important transition periods of their lives they are currently experiencing. Corey (2009) states that in person:-centered group counseling, members are comforted by the fact that there are others just like them who are experiencing similar struggles (p I 80). I feel it is then highly probable that students can relate to each other and form new friendships in the process. My idea is that young people can not only form a bond with their counselor, but also with other members. and possibly bring these social skills out into their home lives with their families. Effective therapy can have the capacity to change an individual's psychological and social abilities (Chardonnens, 2009, p.324). Also, I briefly want to mention that Virginia Axline has made a great impact on children through play therapy, a form of person-centered therapy (Corey, 2009, ~ Similarly, I would like to make note of Natalie Roger's significant expansion on person-centered therapy known as expressive arts therapy, which is rooted in ancient healing practices (Atkins & Duggins Williams, 2007, ~ )which I believe could be especially beneficial for both children and adolescents through its creative nature, along with all

9 the other elements ofperson-centered therapy. And while expressive atts therapy is personally intriguing to me, sadly. some individuals have been discouraged from dabbling in these creative outlets because of ridicule or belittlement. In turn, they have rejected patiicipating in the arts altogether, except for maybe in private moments (Corey, 2009, ). As for the multicultural aspect of person-centered theory, Carl Rogers' work has made quite an impact as it has reached over 30 countries and been translated into 12 languages (Corey, 2009, p.l83). Because the theory is based on a genuinely empathetic relationship offering many different ways to find personal~~ grmvth, the core conditions have made it extremely versatile to use with diverse groups of clients~ s way, l believe this therapy could be especially beneficial to students of different ethnicities, students. and many other young people who feel out of place. Although person-centered has done very well with diverse cultures, it does have its downsides. A few of these include: need or want for more 1 structure ai1d directivit)', too much directivity. or too much focus on individuality mavbe difficult in ~ -... collectivist cultures (Corey, 2009, p~ ). ~~ fk Research and Evaluation In the first study I found, The Use ofanimals as Co-Therapists on a Farm: The Child-Horse Bond in Person-Centered Equine-Assisted Psychotherapy, Psychologist-Psychotherapist Dr. Evelyn Chardonnens hypothesizes that person-entered therapy combined with therapy using a horse as a co-therapist (known as equine-assisted psychotherapy) will be able to help 8-year-old, M., decrease symptoms of his severe psychological and behavioral problems.-f"cj ~ Chardonnens (2009) explains how after one year on the farm, M. has drastic improvement in selfesteem, self-confidence, became responsible. reduced violent tendencies, gained respect for others, began personal growth and even began to establish relationships with others, all things he had severe problems I with upon arrival to the farm (p.329). As you can see, many of the followin~ outcomes of personcentered therapy. Chardonnens (2009) emphasized how important it was that all persons at the farm patiake in the principles of the person-centered approach, and noted that all those who did not were

10 immediately rejected by M. (p. 329). This study gives proof to my hope that person-centered therapy.fj wk~ ~ f_ would be effect on children and young adults. ~ ~ t~c~ 'b The second ~ l chose, The Promotion oj~ence: A Person-Centaed Perspective ojpreventioj jl-?fl in Early Childhood Institutions, hypothesized that the project EmpOl,l'er Children! could promote resilience using a person-centered approach in early childhood institutions vvith children aged 3-6 years old (Ronnau-Bose &Frohlich-Gildhoff, 2009, ~ 9). The project used different interventions including training the early childhood educators, parent participation. resilience-focused courses for children, and incorporating counseling institutions in order to test whether resilience and the person-centered approach were compatible and produced positive results in the children behaviors (Ronnau-Bose & Froehlich- Gildhof( 2009, ~9). As a result. self-esteem was raised, the children's behavior wa.<; positively affected, and cognitive development had also increased (Ronnau-Boise & Frochlick-Gildhoff~ 2009~ 299). I found that children's behaviors and self-esteem are able to be increased through the use of this ~~ thempy. ~~ The third study, Art Therapy for Adolescent with Posttraumatic Stress Disorder Symptoms: A Pilot ( 1r Study. focused on seeing if there would be positive effects of expressive art therapy administrated to //~) ~ adolescents who had symptoms of post-traumatic stress disorder. There were two groups of therapy, the\ / first being the trauma-focused expressive arts therapy protocol and the second a treatment as usual-a basic arts and crafts activity (Lyshak-Stelzer, Singer, St. John, Chemtob, 2007, pj(;). The study consisted of 150 inpatient psychiatric facility-housed adolescents, aged years old. divided into two groups. After administering the two art therapies ro the groups. it was found that the TF-ART condition resulted in less symptoms although there was improvement in bmh (Lyshak-Stelzer, Singer, St. John, Chemtob, p1-7). Through this study, I was able to see how adolescents dealing with disorders that could be present in a high school setting can be positively affected by person-centered therapy.

11 Conclusion Overall, I did run into a few challenges while researching person-centered therap)) such as that clients ~( need to want to internally grow in order for therapy to be effective~this may be difficult for younger people. Along with this, this therapy may be more difficult than some think as it mandates that the counselor have a completely empathetic and congruent attitude towards the client. Also, this therapy may not be effective with multicultural students from collectivist cultures. This would be unfortunate in the event of working with international students especially. On the other hand, I have discovered that there are many expansions to the original person-centered -- theory that utilize a number of very effective tools (animals, art, play) to encompass a wide variety of clients. Many of which I am happy are effective for adolescents. I also learned how effective this therapy can be for young adults in both group and individual settings, as both have a variety of benefits. Finally, the fact that person-centered therapy can be tailored to specific clients, and integrated with other theories such as CBT, makes it extremely versatile for many audiences, including high school students. o In conclusion, studying this theory in depth has certainly made me feel more confident to incorporate ~~t( its core ideas into my own personal theory in my future practice as a high school guidance counselor. I ( -1,)~ cannot stress how eager I am to facilitate students to find their actualizing tendency and watch them grow~ personally into successful, happy adults. (LM< ~~ ~Yk J~... N'uc k)'"-d i]rl-- ';,s:~u~ ~ 'i-"''~ ~~ Jf tn~dj'~ u GP ~~ /t:..-. ;ui.--«-<r-.<i<aj T W)_ P f),-,k ~ [jib!j [Y-~ wu4- - ~'Y\6 rb! \}' ycu-j ~ ~~ ~ J"-~ ~ 1\J tfk MA ~ I J

12 References Atkins. S. S., & Duggins Williams. L. (2007) Sourcebook in Expressive Arts Therapy. Boone, Notth Carolina: Parkway Publishers. ~rdonnens, E. (~~he use of animals as co-therapists on a farm: The child-horse bond in person-centered equine-assisted psychotherapy. Person-Centered and Experiential PsychoTherapies. 8( 4 ), Corey, G. (2009). Theory and Practice a,[ Counseling and Psychotherapy (8'" ed.). Belmont, Califomia: Thomson Brooks/Cole. 0 yshak-stelzer, F., Singer, P.. St. John, P., Chemtob, C.M. (2007). Art therapy for adolescents with posttraumatic stress disorder symptoms: A pilot study. Art Therapy: Journal of the American Art Therapy Association, 24(4), ~ nnau-bose. M., & Frohlich-Gildhotf, K. (2~e promotion of resilience: A person-centered perspective of prevention in early childhood institutions. Person-Centered and Experiential Psychotherapies, 8( 4 ), ~pson Prout, H. & Brown. D. T. (~Counseling and Psychotherapy with Children and Adolescents: Theory and Practice for School and Clinical Settings (4 1 " ed.). Hoboken, New Jersey: John Wiley & Sons, Inc. fl (\ -e_, ~~ ' ~