From Handicap to Handy Capable: Training Systemic Therapists in Use of Self

Haber, Russell

doi:10.1111/j.1545-5300.1990.00375.x

Cited by 37 publications

(44 citation statements)

References 7 publications

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“…In these studies individual practitioners describe what they bring as people to therapy, and what this means for them in their counselling practice (Basescu, 1990a(Basescu, , 1990bCarlock, 2000;Duhl, 1987;Elliott, 2000;Haber, 1990Haber, , 1994Keith, 1987;Kottler, 1986Kottler, , 1995Lomas, 1981;Lum, 2002;Paterson, 1996;Prosky, 1996;Real, 1990;Rober, 1999;Smail, 1978;Smith, 2000;Wosket, 1999). While the value of single case studies has sometimes been contentious (Marshall & Rossman, 1999) others (Douglass & Moustakas, 1984;Polanyi, 1983) argue that the personal and subjective knowledge afforded by the single case is itself legitimate and worthwhile as a means of understanding and exploring the world.…”

Section: Points Out Thatmentioning

confidence: 97%

“…The first type of research methodology focuses exclusively on system therapists as the sample, either as individual counsellors describing the self that they bring to therapy (Carlock, 2000;Duhl, 1987;Haber, 1990Haber, , 1994Hardham, 1996;Keith, 1987;Lum, 2002;Paterson, 1996;Prosky, 1996;Real, 1990;Rober, 1999;Smith, 2000), as interview subjects (Oke, 1994;Shadley, 1986) or as participants in survey research (Tester, 1992;Turney, 1991). Whilst there are some studies from outside of a systems perspective, the majority of counsellor's self research has come from a systems framework, in the recognition that the counsellor is a part of the presenting system.…”

Section: Points Out Thatmentioning

confidence: 99%

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The Counsellor's Self in Therapy: An Inevitable Presence

Reupert

2006

Int J Adv Counselling

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Each counsellor brings his or her personal qualities or what is sometimes referredto in the literature as the "counsellor's self," when working with clients. The aim of this paper is to highlight the theoretical, clinical and research work regarding the self of the counsellor, and to indicate gaps within such work. It is argued here that while the person of the counsellor is vital to the therapeutic process, more work needs to be directed at defining this concept, and describing the process by which the counsellor engages his or her self whilst working with clients, particularly from a trans-theoretical perspective. Such research has implications for the training and supervision of counsellors, as well as providing potentially valuable information for future studies that focus on counsellor variables, particularly those associated with developing the therapeutic alliance.KEY WORDS: counsellor's self; person of the counsellor; personhood; inevitable presence.Each counsellor will bring his or her personal qualities to the therapeutic environment. While referring only to family counsellors, Tester (1992) composed a composite statement defining the counsellor's self in therapy from a group of expert and experienced family therapists as "the therapist's private experience [including] dreams, fantasies, song fragments, urges, fears, wishes, impulses" (p. 165). It is these personal qualities of the individual counsellor that are the primary focus of this paper. More specifically, a review of how the counsellor's self is represented and manifested in the therapeutic environment will be shown. Research gaps conclude the paper, highlighting the need for trans-theoretical or a common factors framework.

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Section: Points Out Thatmentioning

confidence: 97%

Section: Points Out Thatmentioning

confidence: 99%

The Counsellor's Self in Therapy: An Inevitable Presence

Reupert

2006

Int J Adv Counselling

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“…Andere vragen zijn: Hoe kunnen zij eigen handicaps als sterk punt leren ontdekken en gebruiken (Haber, 1990)? Wat kunnen zij van steeds terugkerende moeilijkheden in hun werken met clie¨nten eerst zelf doorwerken, om het daarna als hypothese te kunnen bespreken in de therapeutische relatie met hun clie¨nt?…”

Section: Aspecten Van De Opleidingunclassified

“…Naast het aanleren van theorie, technieken en strategiee¨n wordt er in de gezinstherapie-opleidingen ook steeds gewerkt aan het ontwikkelen van het zelf van de therapeut. Hierbij staan de ervaringsgerichte emotioneel correctieve ervaringen meestal centraal (Kempler, 1965;Aponte, 1982;Haber, 1990;Satir, 1987;Hildebrand, 1998). Terecht wordt hier vaak gewezen op het gevaar te vervallen in een correctieve therapie (onder anderen De Haas, 1989;Hildebrand, 1998).…”

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De voortgezette opleiding gezinstherapie

Tilmans-Ostyn¹,

Rober²

1999

PSIE

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In dit artikel beschrijven wij een model van leertherapeutische opleiding waarin het leren hanteren van het zelf van de therapeut centraal staat. Zowel de doelstellingen van de opleiding als de werkwijze en de taken van de opleider worden uitgelegd. Wij beschrijven hoe de opleider aan zijn opleidelingen de kans geeft om hun kennis over zichzelf en menselijke systemen uit te breiden. Dit doet hij door analyse van relationele metaforische beelden en door de analyse van hun ervaringen in hun eigen gezin van oorsprong. Hij geeft hun een model van werken dat analoog is aan dat van het functioneren als gezinstherapeut. Abstract There are two ways to approach reality and its appearances intellectually and to grasp them: we call these two ways logical thinking and psychological understanding. When we think logically we place ourselves objectively and impersonally outside the matter and ask what is the strict truth about it; when we would understand a matter psychologically, we familiarize ourselves with it and through sympathetic pursuit of its development we try to grasp it as a necessity.Th. Boman (1960) InleidingDe afgelopen tien jaar zijn er in dit tijdschrift heel wat artikelen verschenen die gaan over leertherapie (BakkerDe

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“…One way of clarifying my position in a family is by asking myself (or my trainees) where I best fit in the client's family genogram (Haber, 1990b). Then, I ask informational questions (who, where, what, when, why and how) to explore the therapist's story as to their position in the family genogram.…”

Section: The Therapist's Position/experience In the Familymentioning

confidence: 99%

Response‐ability: therapist's ‘I’ and role

Haber

1994

Journal of Family Therapy

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The professional therapist, like an actor, has a role. Inside, in between, and beyond the role is a person without a clearly defined script in the therapeutic interview. This paper looks at the interplay between the therapist's role and personhood. As with the professional actor, the T can be an effective consultant to the role. The ‘I’ or visceral responses of the therapist can increase the therapist's sensitivity to the family members' emotional experience in the familial and therapeutic relationships. This information can help the therapist be more ‘response‐able’– a position where the therapist is more flexible and ‘able to respond’ to the emotional experience of the family interview. Thus, by increasing therapeutic options, the interface between the ‘I’ and the role can help the therapist be more professionally ethical and ‘responsible’.

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From Handicap to Handy Capable: Training Systemic Therapists in Use of Self

Cited by 37 publications

References 7 publications

The Counsellor's Self in Therapy: An Inevitable Presence

The Counsellor's Self in Therapy: An Inevitable Presence

De voortgezette opleiding gezinstherapie

Response‐ability: therapist's ‘I’ and role

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