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Cognitive Behavioural Therapy (CBT)
EFPT Psychotherapy Guidebook • EFPT Psychotherapy Guidebook Cognitive Behavioural Therapy (CBT) Olga Sidorova Published on: Jul 05, 2019 Updated on: Jul 11, 2019 EFPT Psychotherapy Guidebook • EFPT Psychotherapy Guidebook Cognitive Behavioural Therapy (CBT) Cognitive behavioural therapy (CBT) is the most widely used evidence-based psychotherapy for improving mental health. Brief historic overview Cognitive behavioural therapy is a fusion of the behavioural and cognitive theories of human behaviour and psychopathology. Modern CBT development had three “waves”. The first, or behavioural wave was inspired and developed by notable people such as John B. Watson, Joseph Wolpe, Ivan Pavlov, Hans Eysenck, Arnold Lazarus and B. F. Skinner and comes from learning theory (Skinner et Pavlov). Learning theory is a concept describing the process of gaining, keeping and recalling knowledge. Behavioural learning theory assumes that learning is built on responses to environmental stimuli. I. Pavlov introduced a concept of classical conditioning where behaviour is a reflexive and involuntary response to stimuli. The exposure, which originated from the works of Pavlov and Watson, is a widely used instrument in CBT. It is a process of changing the unwanted, learned response or behaviour to a more desirable response. In addition to this, B. F. Skinner later shaped a concept of operant conditioning, which is based on the voluntary behaviour that is modified through the use of positive and negative reinforcements. The foundation for the second or “cognitive wave” of CBT can be tracked to numerous ancient philosophical ideas, notably in Stoicism. Stoic philosophers, particularly Epictetus, believed that logic could be used to identify and discard false beliefs that lead to destructive emotions and that individuals are responsible for their own actions, which they can examine and control through rigorous self-discipline. -
Alfred Adler and Viktor Frankl's Contribution To
ALFRED ADLER AND VIKTOR FRANKL’S CONTRIBUTION TO HYPNOTHERAPY by Chaplain Paul G. Durbin Introduction: In 1972 and 1973, I went through four quarters of Clinical Pastoral Education (C.P.E.) at Walter Reed Army Medical Center in Washington D.C. When I went there, I was a very outgoing person but inside, l felt inferior. When someone gave me a compliment, I would smile and say "Thank you," but inside I would discount the compliment. During the second quarter of C.P.E., our supervisor Chaplain Ray Stephens assigned each student, two pioneer psychologist to present a class on each. I was assigned to report on Alfred Adler and Viktor Frankl. As I prepared those two classes, I began to notice a change in how I felt about myself. I recognized that I could overcome my inferiority feelings (Adler) and that I could have meaning and purpose in my life (Frankl). As a result of those two classes, I went from low man on the totem pole to a class leader. The transformation I experienced (physically, emotionally and spiritually) could be compared to a conversion experience. Adler and Frankl have contributed to my understanding of human personality and how I relate to an individual in the therapeutic situation. Though neither were hypnotherapist, they have contributed greatly to my counseling skills, techniques and therapy. Alfred Adler: What is the difference between "Inferiority Feeling" and "Inferiority Complex" and "Superiority Complex"? What is meant by "Organ Inferiority"? "Birth Order"? "Fictional Fatalism"? "Mirror Technique?" These are concepts developed by Alfred Adler. In his youth, Adler was a sickly child which caused him embarrassment and pain. -
Finding Meaning in Later Life Janet Anderson Yang, Ph.D
Finding Meaning in Later Life Janet Anderson Yang, Ph.D. Krista McGlynn, Breanna Wilhelmi, Heritage Clinic, a division of the Center for Aging Resources [email protected] 1 Helping Clients develop Meaning • Meaningful roles in family & the community • Meaningful activities in the community and/or individually at home • Meaning as an attitude • Meaning & Hope intertwined 2 Later life’s losses can make it harder to find meaning: • Can make it harder (physically & mentally) to follow past meaningful pursuits • Can make it harder to develop new meaningful activities/roles • Can make it harder to find hope 3 Existential Meaning in the face of loss How can we help older clients build meaning and hope when faced with loss or decline? 4 Existential Meaning in the face of loss How can we help clients improve their mental health and quality of life through development of altered perspectives, existential meaning, wisdom, integrity, spirituality? 5 Viktor Frankl (1980) stated that there are 3 avenues to meaning 6 Existential Meaning • Victor Frankl (1980) stated that there are 3 avenues to meaning: – Creating a work or doing a deed; – Experiencing something or encountering someone; – Attitudes: “Even if we are helpless victims of a hopeless situation, facing a fate that cannot be changed, we may rise above ourselves, grow beyond ourselves and by so doing change ourselves.” 7 Existential Meaning in the face of loss Developing meaning is one approach which may help. 8 Meaning • Robert Neimeyer counsels helping bereaved clients develop and internalize sense of attachment security with newly constructed meaning. • Martin Horrowitz recommends following trauma, helping clients create new meaning in a world which allows/permits such trauma to occur. -
EXISTENTIAL PSYCHOTHERAPY Irvin D Yalom
EXISTENTIAL PSYCHOTHERAPY Irvin D Yalom ..• BasicBooks A Division ofHarperCollinsPublishers Library of Congress Cataloging in Publication Data Yalom, Irvin D 1931- Existential psychotherapy. Includes bibliographical references and index. 1. Existential psychotherapy. I. Title. RC489.E93Y34 616.89 80-50553 ISBN: Q-465-Q2147-6 Copyright @ 1980 by Yalom Family Trust Printed in the United States of America Designed by Vincent Torre 25 24 CONTENTS ACKNOWLEDGMENTS xi CHAPTER 1 I Introduction 3 Existential Therapy: A Dynamic Psychotherapy 6 The Existential Orientation: Strange But Oddly Familiar 11 The Field of Existential Psychotherapy 14 Existential Therapy and the Academic Community 21 PART I I Death CHAPTER 2 I Life, Death, and Anxiety 29 Life-Death Interdependence 30 Death and Anxiety 41 The Inattention to Death in Psychotherapy Theory and Practice 54 Freud: Anxiety without Death 59 CHAPTER 3 I The Concept of Death in Children 75 Pervasiveness of Death Concern in Children 76 Concept of Death: Developmental Stages 78 Death Anxiety and the Development of Psychopathology 103 The Death Education of Children 107 CHAPTER 4 I Death and Psychopathology 110 Death Anxiety: A Paradigm of Psychopathology 112 Specialness 117 The Ultimate Rescuer 129 Toward an Integrated View of Psychopathology 141 Schizophrenia and the Fear of Death 147 An Existential Paradigm of Psychopathology: Research Evidence 152 vii Contents CHAPTER 5 I Death and Psychotherapy 159 Death as a Boundary Situation 159 Death as a Primary Source of Anxiety 187 Problems of Psychotherapy -
Carl Gustav Jung (1875-1961) and Analytical Psychology (Søren Kierkegaard 1813-1855; Viktor Frankl 1905-1997)
Carl Gustav Jung (1875-1961) and Analytical Psychology (Søren Kierkegaard 1813-1855; Viktor Frankl 1905-1997) Reading: Robert Aziz, C. G. Jung’s Psychology of Religion and Synchronicity (Course Reader 8). Psychological Culture: Examples of ideas that have entered into our everyday vocabulary 1. Ego 2. Complex 3. Psychological Types: Introvert and Extrovert 4. Unconscious Influences on the Psychological Theories of C. G. Jung 1. Philosophical: Existentialism and Asian Philosophy (Buddhism, Hinduism, Daoism) 2. Religious: Christianity, but Jung rejects much of institutionalized religion 3. Scientific: Description of the inner life of human beings expressed scientifically Jung's Definition of the Dark Side: The Shadow 1. Jung's view of the mind or psyche: ego consciousness, personal unconscious, and collective unconcious 2. The "Shadow" overlaps the personal unconscious and collective unconscious 3. Personal unconscious: Contents of the mind/psyche that have been Repressed from Consciousness 4. Collective unconscious: Collective or universal contents that are always there, inherent to the psyche 5. The Dark Shadow side can well up from what is inherent to the psyche as well as from what is repressed. Jung's Theory of the Mind/Psyche 1. Depth psychology: Three layer view of mind: ego consciousness, personal unconscious, and collective unconscious 2. Themes, motifs, or ARCHETYPES that exist in the inherent, collective, or universal unconscious 1. Shadow, 2. Male (Animus), Female (Anima), 3. Self (comprehensive motif or archetype, representing the whole psyche/mind) 3. For Jung, the ego is the center of waking consciousness, and the Self, the center and circumference of the Unconscious 4. Process: Goal is to achieve wholeness through individuation: Become a true individual, a whole person who is indivisible 5. -
1 from Viktor Frankl's Logotherapy to the Four Defining Characteristics of Self-Transcendence (ST) Paul T. P. Wong Introductio
1 From Viktor Frankl’s Logotherapy to the Four Defining Characteristics of Self-Transcendence (ST) Paul T. P. Wong Introduction The present paper continues my earlier presentation on self-transcendence (ST) as a pathway to meaning, virtue, and happiness (Wong, 2016), in which I introduced Viktor Frankl’s (1985) two-factor theory of ST. Here, the same topic of ST is expanded by first providing the basic assumptions of logotherapy, then arguing the need for objective standards for meaning, and finally elaborating the defining characteristics of ST. To begin, here is a common-sense observation—no one can remain at the same spot for life for a variety of reasons, such as developmental and environmental changes, but most importantly because people dream of a better life and want to move to a preferred destination where they can find happiness and fulfillment. As a psychologist, I am interested in finding out (a) which destination people choose and (b) how they plan to get there successfully. In a free society that offers many opportunities for individuals, there are almost endless options regarding both (a) and (b). The reality is that not all purposes in life are equal. Some life goals are misguided, such as wanting to get rich by any means, including unethical and illegal ones, because ultimately, such choices could be self-defeating—these end values might not only fail to fill their hearts with happiness, but might also ruin their relationships and careers. The question, then, is: What kind of choices will have the greatest likelihood of resulting in a good life that not only benefits the individual but also society? My research has led me to hypothesize that the path of ST is most likely to result in such a good life. -
Finding Meaning: Narratives of Transformation in Action Dates: Friday-Monday, 11/13 Through 11/16
LPTI Zoom Weekend Workshop: Finding Meaning: Narratives of Transformation in Action Dates: Friday-Monday, 11/13 through 11/16 Viktor Frankl, creator of Logotherapy, is noted for saying, “Everything can be taken from a [hu]man but one thing: the last of the human freedoms—to choose one’s attitude in any given set of circumstances, to choose one’s own way.” Overview: This new LPTI workshop, featured at the First International Teledrama Conference, integrates ideas from logotherapy, existential psychotherapy, Jungian and Morenoean concepts. Using the powerful method of psychodrama—along with related experiential methods, we construct embodied stories of transformation. Our world needs these narratives more than ever. Workshop Schedule: Friday, 11/13 – Workshop Day 1 To Register: Saturday, 11/14 – Retreat Day: Email: [email protected] On Your Own Day of Rest & Self-Care Call: 410-746-7251 Sunday, 11/15 – Workshop Day 1 Monday, 11/16 – Workshop Day 3 Investment: $400 for 3 training days = 18 Continuing Education and Psychodrama Training Hours (NBCC, MD Bd SW, ABE). Discounts and a limited number of partial scholarships are available; please inquire. Finding Meaning: Narratives of Transformation in Action Training Objectives: At the end of this workshop, participants should be able to: ❖ Explain the significance of life narratives and narrative identity as a way of making meaning of our experience. ❖ Differentiate between a contamination/victimization narrative versus a narrative of redemption/transformation. ❖ Identify four archetypal narratives that may underlie our personal myth. ❖ Identify at least 2 holistic, integrative and experiential techniques for constructing and exploring a meaningful life narrative. Workshop Team: Catherine D. -
Running Head: MAJOR DEPRESSIVE DISORDER 1
Running head: MAJOR DEPRESSIVE DISORDER 1 Major Depressive Disorder: Overview, Treatment and Recurrence Prevention A Research Paper Presented to The Faculty of the Adler Graduate School ___________________________________________________________ In the Partial Fulfillment of the Requirements for The Degree of Master of Arts in Adlerian Counseling and Psychotherapy _____________________________________________________________ By: Stacie L. Nelson August 2012 MAJOR DEPRESSIVE DISORDER 2 Abstract This literature review presents an overview of Major Depressive Disorder (MDD) followed by summaries of up-to-date research on the pathophysiology and treatment of depression. The incidence of MDD continues to increase despite modern day advances in research and treatment. Those employed in the psychological field, as well as primary care practitioners, will undoubtedly treat those affected by MDD. Treatment preference is often influenced by the mental health professionals’ training and education. In order to give individuals the best care possible, it is imperative that professionals have a thorough and up-to-date understanding of the disorder including the presentation of the illness, pathophysiology, and current treatment recommendations. Treatment choice should be made on an individual basis regardless of the educational background of the provider. A number of psychotherapeutic approaches as well as an array of antidepressant medications are used to treat individuals with MDD. It can be confusing to know which treatment is most effective and -
Integrating Logotherapy with Cognitive Behavior Therapy: a Worthy Challenge
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/300077249 Integrating Logotherapy with Cognitive Behavior Therapy: A Worthy Challenge Chapter · January 2016 DOI: 10.1007/978-3-319-29424-7_18 CITATIONS READS 2 4,466 1 author: Matti Ameli 5 PUBLICATIONS 25 CITATIONS SEE PROFILE Some of the authors of this publication are also working on these related projects: Integrating Logotherapy with Cognitive Behavior Therapy (CBT) View project Translation of a Logotherapy workbook on meaningful and purposeful goals. View project All content following this page was uploaded by Matti Ameli on 13 November 2017. The user has requested enhancement of the downloaded file. Integrating Logotherapy with Cognitive Behavior Therapy: A Worthy Challenge Matti Ameli Introduction Logotherapy, developed by Victor Frankl in the 1930s, and cognitive behavior therapy (CBT) , pioneered by Aaron Beck in the 1960s, present many similarities. Ameli and Dattilio ( 2013 ) offered practical ideas of how logotherapeutic tech- niques could be integrated into Beck’s model of CBT. The goal of this article is to expand those ideas and highlight the benefi ts of a logotherapy-enhanced CBT. After a detailed overview of logotherapy and CBT, their similarities and differences are discussed, along with the benefi ts of integrating them. Overview of Logotherapy Logotherapy was pioneered by the Austrian neurologist and psychiatrist Viktor Frankl (1905–1997) during the 1930s. The Viktor-Frankl-Institute in Vienna defi nes logotherapy as: “an internationally acknowledged and empirically based meaning- centered approach to psychotherapy.” It has been called the “third Viennese School of Psychotherapy” (the fi rst one being Freud’s psychoanalysis and the second Adler’s individual psychology). -
Emotionally Focused Couples Therapy and Individual Psychology: a Dialogue Across Theories
Emotionally Focused Couples Therapy and Individual Psychology: A Dialogue Across Theories Paul R. Peluso and Heather Maclntosh Abstract The purpose of this article is to demonstrate the link between the major theoretical tenets of Emotionally Focused Therapy (Johnson, 1 996) and Individual Psychology (Ansbacher & Ansbacher, 1955) in the practice of couples therapy. The two theories are similar in many theoretical and practical ways' These areas of convergence and collaboration are outlined, as are the unique contributions that each approach has to offer practitioners of the other. Psychodynamic theories of personality have persisted over the decades beginning with Sigmund Freud. While many theorists subsequently refined or replaced Freud's initial theory, one element has remained consistent throughout psychodynamic thought: Human behavior is governed by pat- terns that are developed from early experiences (Bankart, 1 997). Two theories of personality arising from the psychodynamic perspective are Individual Psychology, developed by Alfred Adler in the 1920s and 1930s, and Attach- mentTheory, developed initially by John Bowlby in the 1940s and 1950s. Proponents of each of these theories try to use their concepts to explain an individual's methods of relating to others, viewing the world, and guiding their behaviors (Adler as cited in Ansbacher & Ansbacher, 1956; Bowlby, 19BB). Adlerian clinicians refer to these governing behaviors or personality dynamics as the lifestyle, while attachment theorists describe these dynamics as Attachment -
Alfred Adler (1870–1937): Individual Psychology Adler Called His Approach Individual Psychology Because It Expressed His Belie
Alfred Adler (1870‒1937): Individual Psychology Adler called his approach individual psychology because it expressed his belief that every human personality is unique and indivisible (Ewen, 1988). His emphasis on the individual did not preclude the social. The social element was an “all-important” factor since it is only in a social context that an individual becomes an individual. Adler has been considered to be a disciple of Freud but he vehemently rejected that. As Adler stated (1938): Freud and his followers are uncommonly fond of describing me in an unmistakably boastful way as one of his disciples, because I had many an argument with him in a psychological group. But I never attended one of his lectures, and when this group was to be sworn in to support the Freudian views I was the first to leave it. (1938, p. 254) In my investigations concerning dreams I had two great aids. The first was provided by Freud, with his unacceptable views. I profited by his mistakes. I was never psycho- analyzed, and I would have at once rejected any such proposal, because the rigorous acceptance of his doctrine destroys scientific impartiality which in any case is not very great. (1938, p. 254) Adler opposed Freud's insistence on sexuality as the center of human instinctual life. Instead, in his early theory he proposed that the basic human motive was aggression (which he admitted he borrowed from Freud—Freud would accuse him of plagiarism and heresy later on). Adler emphasized conscious thought and social determinants. Personality was shaped by learning in a social environment. -
La Psicología Adleriana
REVISTA DE PSICOTERAPIA, noviembre, 2015, Vol. 26, Nº 102, págs. 123-131 123 ADLER’S INDIVIDUAL PSYCHOLOGY: THE ORIGINAL POSITIVE PSYCHOLOGY Richard E. Watts Sam Houston State University Richard E. Watts, Ph.D., is a Texas State University System Regents’ Professor, University Distinguished Professor, and Director of the Ph.D. program in Counseling at Sam Houston State University, Huntsville, TX, USA. This article was published in Spanish. This is the English version. Link to the Spanish version: (http://revistadepsicoterapia.com/rp102-07.html). How to reference this article: Watts, R. E. (2015). La Psicología Individual de Adler: La Psicología Positiva original [Adler’s Individual Psychology: The Original Positive Psychology]. Revista de Psicoterapia, 26(102), 81-89. Abstract Resumen In addressing foundational perspectives, proponents of Los defensores de la Psicología Positiva, cuando the current positive psychology movement typically abordan las perspectivas fundacionales, suelen identify Abraham Maslow, Carl Rogers, and Gordon identificar a Abraham Maslow, Carl Rogers y Gordon Allport as precursors and ancestors. This article dem- Allport como precursores y predecesores. Este artículo onstrates that the Individual Psychology of Alfred Adler demuestra que la Psicología Individual de Alfred Adler preceded the aforementioned ancestors of positive psy- precedió a estos precursores de la Psicología Positiva chology and could be viewed as the original positive y se podría considerar como la Psicología Positiva psychology. Following a brief