Counseling as a Treasure Hunt

Abstract

This article offers some reflections on the author’s working style, which is highly resource oriented. A selection of resources is presented on an axis of time that can extend into the past to birth or even beyond to ancestors as well as into the future all the way to death or beyond depending on the client’s belief about what happens after death. In addition to the resources of the past and the future, the author emphasizes the value of the archaic basic survival reflexes in the present, such as the impulses to fight, flight, or immobilization. The hope is that this article will contribute to a rich discussion about various working styles.

Transactional Analysis Counseling Untuk Meningkatkan Social Care Siswa

“…Dia mulai melakukan perawatan kelompok di rumah sakit militer A.S. selama Perang Dunia II, dan pertemuan-pertemuan dengan tentara ini mendapat pengakuan resmi oleh Kementerian Perang sebagai terapi (Vinella, 2013). Ide pendekatan teori analisis transaksional berguna untuk membantu remaja memperbaiki hubungan mereka untuk memahami prinsip-prinsip komunikasi yang efektif dan menghargai orang lain dalam kehidupan (Fassbind-Kech, 2013;Grant, 2013;Setiawan, 2018;Wathoni & Aulia, 2017). Vinella (2013)…”

Using Transactional Analysis in Work With Immigrant Families

“…21–25), we think that by reconstructing the personal and familial autobiographical history within the social and collective contexts (Sironi, 2001, p. 83) in which they developed, we can bring to light their underlying meaning and choices, educational practices, parenting styles, behaviors, and attitudes. What emerges from recounting that history are resources from the past that can be used in the present (Fassbind-Kech, 2013, p. 35), that is, the family’s resilience and capacity to overcome hardship, to bounce back after adversity, and perhaps to come through it all with new resources (Walsh, 2006/2008, p. 5).…”

“…By reactivating memories of past resources by which difficulties similar to the present ones have been overcome as well as future resources, we hope, for example, to recall a scenario in which such difficulties were resolved and from which, looking back, it is possible to deduce a line of action to take in the present (Fassbind-Kech, 2013, p. 34). At the same time, we try to offer a safe place in which to share suffering, fears, and difficulties (Walsh, 2006/2008, p. 165) in order to create bonds and construct relationships based on collaboration and respect.…”

Passivity in Education

“…Passivity (Schiff and Schiff 1971) is a major challenge for practitioners in all fields of TA: for psychotherapists passive behaviours contribute to a client's maladjusted script patterns (Cornell, 1988;; for organisational consultants it means having to confront inefficient dynamics (Berne, 1963) that limit the system's capacity to turn the vision and mission of the organisation into a tangible reality; for counsellors passivity results in the reduced access to individual or group resources (Fassbind-Kech 2013) and therefore leads to lower levels of autonomy (Berne 1964). In terms of education, passivity undermines the success of teaching and learning, and thus reinforces learners' limiting beliefs about self as a learner, the roles of teacher and student, and the function or outcome of learning (Barrow 2009).…”