Theory and Practice of Counseling and Psychotherapy: the Case of Stan and Lecturettes

chapter 8

Gestalt Therapy

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FREDERICK S. (“FRITZ”) PERLS, MD, PhD Perls and several of his colleagues established (1893–1970), was the main originator and devel- the New York Institute for Gestalt Therapy in 1952. oper of Gestalt therapy. Born in Berlin, Germany, Eventually Fritz left New York and settled in Big into a lower-middle-class Jewish family, he later Sur, California, where he conducted workshops and identified himself as a source of much trouble for seminars at the Esalen Institute, carving out his his parents. Although he failed the seventh grade reputation as an innovator in psychotherapy. Here twice and was expelled from school because of he had a great impact on people, partly through his difficulties with the authorities, his brilliance was professional writings, but mainly through personal never quashed, and he returned—not only to contact in his workshops. complete high school but to earn his medical Personally, Perls was both vital and perplexing. degree (MD) with a specialization in psychiatry. People typically either responded to him in awe In 1916 he joined the German Army and served or found him harshly confrontational and saw him 211

as a medic in World War I. His experiences with as meeting his own needs through showmanship. GESTALT THERAPY soldiers who were gassed on the front lines led to Having a predilection for the theater since child- his interest in mental functioning, which led him to hood, he loved being on stage and putting on a Gestalt psychology. show. He was viewed variously as insightful, witty, After the war Perls worked with Kurt Goldstein bright, provocative, manipulative, hostile, demand- at the Goldstein Institute for Brain-Damaged ing, and inspirational. Unfortunately, some of the Soldiers in Frankfurt. It was through this associa- people who attended his workshops went on to tion that he came to see the importance of viewing mimic the less attractive side of Perls’s personality. humans as a whole rather than as a sum of dis- Even though Perls was not happy with this, he did cretely functioning parts. It was also through this little to discourage it. association that he met his wife, Laura, who was For a firsthand account of the life of Fritz Perls, earning her PhD with Goldstein. Later he moved to I recommend his autobiography, In and Out of the Vienna and began his psychoanalytic training. Garbage Pail (1969b). For a well-researched chap- Perls was in analysis with Wilhelm Reich, a ter on the history of Gestalt therapy, see Bowman psychoanalyst who pioneered methods of self- (2005). understanding and personality change by working with the body.

LAURA POSNER PERLS, PhD (1905–1990), already had a rich background when she met was born in Pforzheim, Germany, the daughter Fritz in 1926 and they began their collaboration, of well-to-do parents. She began playing the which resulted in the theoretical foundations piano at the age of 5 and played with profes- of Gestalt therapy. Laura and Fritz were married sional skill by the time she was 18. From the in 1930 and had two children while living and age of 8 she was involved in modern dance, and practicing in South Africa. Laura continued to both music and modern dance remained vital be the mainstay for the New York Institute parts of her adult life and were incorporated for Gestalt Therapy after Fritz abandoned his into her therapy with some clients. By the time family to become internationally famous as the Laura began her practice as a psychoanalyst she traveling minstrel for Gestalt therapy. Laura had prepared for a career as a concert pianist, also made significant contributions to the had attended law school, achieved a doctoral development and maintenance of the Gestalt degree in Gestalt psychology, and made an therapy movement in the United States and intensive study of existential philosophy with throughout the world (although in very different Paul Tillich and Martin Buber. Clearly, Laura ways) from the late 1940s until her death

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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. field theory(FTUBMUUIFSBQZJTCBTFEPOﬁeld theory,XIJDI TJNQMZQVU BT TFSUTUIBUUIFPSHBOJTNNVTUCFTFFOJOJUTFOWJSPONFOU PSJOJUTDPOUFYU BTQBSUPG UIFDPOTUBOUMZDIBOHJOHmFME(FTUBMUUIFSBQZSFTUTPOUIFQSJODJQMFUIBUFWFSZUIJOHJT SFMBUJPOBM JOnVY JOUFSSFMBUFE BOEJOQSPDFTT(FTUBMUUIFSBQJTUTQBZBUUFOUJPOUPBOE FYQMPSFXIBUJTPDDVSSJOHBUUIFCPVOEBSZCFUXFFOUIFQFSTPOBOEUIFFOWJSPONFOU the figure-formation process %FSJWFEGSPNUIFTUVEZPGWJTVBMQFS DFQUJPOCZBHSPVQPG(FTUBMUQTZDIPMPHJTUT UIFmHVSFGPSNBUJPOQSPDFTTEFTDSJCFT IPXUIFJOEJWJEVBMPSHBOJ[FTFYQFSJFODFGSPNNPNFOUUPNPNFOU*O(FTUBMUUIFSB QZUIFmFMEEJGGFSFOUJBUFTJOUPBGPSFHSPVOE mHVSF BOEBCBDLHSPVOE HSPVOE 5IF ﬁgure-formation processUSBDLTIPXTPNFBTQFDUPGUIFFOWJSPONFOUBMmFMEFNFSH FTGSPNUIFCBDLHSPVOEBOECFDPNFTUIFGPDBMQPJOUPGUIFJOEJWJEVBMTBUUFOUJPO BOEJOUFSFTU5IFEPNJOBOUOFFETPGBOJOEJWJEVBMBUBHJWFONPNFOUJOnVFODF UIJTQSPDFTT 'SFX 215 organismic self-regulation 5IF mHVSFGPSNBUJPO QSPDFTT JT JOUFS GESTALT THERAPY UXJOFEXJUIUIFQSJODJQMFPGorganismic self-regulation,BQSPDFTTCZXIJDIFRVJ MJCSJVN JT iEJTUVSCFEw CZ UIF FNFSHFODF PG B OFFE B TFOTBUJPO PS BO JOUFSFTU 0SHBOJTNTXJMMEPUIFJSCFTUUPSFHVMBUFUIFNTFMWFT HJWFOUIFJSPXODBQBCJMJUJFT BOEUIFSFTPVSDFTPGUIFJSFOWJSPONFOU -BUOFS *OEJWJEVBMTDBOUBLFBD UJPOTBOENBLFDPOUBDUTUIBUXJMMSFTUPSFFRVJMJCSJVNPSDPOUSJCVUFUPHSPXUIBOE DIBOHF8IBUFNFSHFTJOUIFSBQFVUJDXPSLJTBTTPDJBUFEXJUIXIBUJTPGJOUFSFTU PSXIBUUIFDMJFOUOFFETUPQVSTVFBTFOTFPGFRVJMJCSJVNPSDIBOHF(FTUBMUUIFSB QJTUTEJSFDUUIFDMJFOUTBXBSFOFTTUPUIFmHVSFTUIBUFNFSHFGSPNUIFCBDLHSPVOE EVSJOHBUIFSBQZTFTTJPOBOEVTFUIFmHVSFGPSNBUJPOQSPDFTTBTBHVJEFGPSUIF GPDVTPGUIFSBQFVUJDXPSL The Now 0OFPGUIFNBJODPOUSJCVUJPOTPGUIF(FTUBMUBQQSPBDIJTJUTFNQIBTJTPOMFBSOJOH UPBQQSFDJBUFBOEGVMMZFYQFSJFODFUIFQSFTFOUNPNFOU'PDVTJOHPOUIFQBTUBOE UIFGVUVSFDBOCFBXBZUPBWPJEDPNJOHUPUFSNTXJUIUIFQSFTFOU1PMTUFSBOE 1PMTUFS EFWFMPQFEUIFUIFTJTUIBUiQPXFSJTJOUIFQSFTFOUw*UJTBDPNNPO UFOEFODZGPSDMJFOUTUPJOWFTUUIFJSFOFSHJFTJOCFNPBOJOHUIFJSQBTUNJTUBLFTBOE SVNJOBUJOHBCPVUIPXMJGFDPVMEBOETIPVMEIBWFCFFOEJGGFSFOUPSFOHBHJOHJO FOEMFTTSFTPMVUJPOTBOEQMBOTGPSUIFGVUVSF"TDMJFOUTEJSFDUUIFJSFOFSHZUPXBSE XIBUXBTPSXIBUNJHIUIBWFCFFOPSMJWFJOGBOUBTZBCPVUUIFGVUVSF UIFQPXFSPG UIFQSFTFOUEJNJOJTIFT Phenomenological inquiryJOWPMWFTQBZJOHBUUFOUJPOUPXIBUJTPDDVSSJOHOPX 5PIFMQUIFDMJFOUNBLFDPOUBDUXJUIUIFQSFTFOUNPNFOU (FTUBMUUIFSBQJTUTBTL iXIBUwBOEiIPXwRVFTUJPOT CVUSBSFMZBTLiXIZwRVFTUJPOT5PQSPNPUFiOPXw BXBSFOFTT UIF UIFSBQJTU FODPVSBHFT B EJBMPHVF JO UIF QSFTFOU UFOTF CZ BTLJOH RVFTUJPOTMJLFUIFTFi8IBUJTIBQQFOJOHOPX wi8IBUJTHPJOHPOOPX wi8IBU BSFZPVFYQFSJFODJOHBTZPVTJUUIFSFBOEBUUFNQUUPUBML wi8IBUJTZPVSBXBSFOFTT BUUIJTNPNFOU wi)PXBSFZPVFYQFSJFODJOHZPVSGFBS wi)PXBSFZPVBUUFNQUJOH UPXJUIESBXBUUIJTNPNFOU w1IFOPNFOPMPHJDBMJORVJSZBMTPJOWPMWFTTVTQFOEJOH BOZQSFDPODFJWFEJEFBT BTTVNQUJPOT PSJOUFSQSFUBUJPOTDPODFSOJOHUIFNFBOJOH PGBDMJFOUTFYQFSJFODF

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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 5IFDPVOTFMPSBTTJTUTDMJFOUTCZQSPWJEJOHTJUVBUJPOTUIBUFODPVSBHFUIFNUPGVMMZ FYQFSJFODFUIFJSDPOEJUJPOPGCFJOHTUVDL#ZDPNQMFUFMZFYQFSJFODJOHUIFJNQBTTF UIFZ BSF BCMF UP HFU JOUP DPOUBDU XJUI UIFJS GSVTUSBUJPOT BOE BDDFQU XIBUFWFS JT SBUIFSUIBOXJTIJOHUIFZXFSFEJGGFSFOU(FTUBMUUIFSBQZJTCBTFEPOUIFOPUJPO UIBUJOEJWJEVBMTIBWFBTUSJWJOHUPXBSEBDUVBMJ[BUJPOBOEHSPXUIBOEUIBUJGUIFZ BDDFQUBMMBTQFDUTPGUIFNTFMWFTXJUIPVUKVEHJOHUIFTFEJNFOTJPOTUIFZDBOCFHJO UPUIJOL GFFM BOEBDUEJGGFSFOUMZ Contact and Resistances to Contact *O(FTUBMUUIFSBQZ DPOUBDUJTOFDFTTBSZJGDIBOHFBOEHSPXUIBSFUPPDDVSCon- tact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mOBMTUBUFUPBDIJFWF"GUFSBDPOUBDUFYQFSJFODF UIFSFJTUZQJDBMMZBXJUIESBXBMUPJOUFHSBUFXIBUIBTCFFOMFBSOFE(FTUBMUUIFSB QJTUTUBMLBCPVUUIFUXPGVODUJPOTPGCPVOEBSJFTUPDPOOFDUBOEUPTFQBSBUF#PUI DPOUBDUBOEXJUIESBXBMBSFOFDFTTBSZBOEJNQPSUBOUUPIFBMUIZGVODUJPOJOH (FTUBMUUIFSBQJTUTBMTPGPDVTPOJOUFSSVQUJPOT EJTUVSCBODFT BOESFTJTUBODFTUP DPOUBDU XIJDIXFSFEFWFMPQFEBTDPQJOHQSPDFTTFTCVUPGUFOFOEVQQSFWFOUJOHVT GSPNFYQFSJFODJOHUIFQSFTFOUJOBGVMMBOESFBMXBZ3FTJTUBODFTBSFUZQJDBMMZBEPQU FEPVUPGPVSBXBSFOFTT BOE XIFOUIFZGVODUJPOJOBDISPOJDXBZ DBODPOUSJCVUF UPEZTGVODUJPOBMCFIBWJPS#FDBVTFSFTJTUBODFTBSFEFWFMPQFEBTBNFBOTPGDPQJOH XJUIMJGFTJUVBUJPOT UIFZQPTTFTTQPTJUJWFRVBMJUJFTBTXFMMBTQSPCMFNBUJDPOFT BOE NBOZDPOUFNQPSBSZ(FTUBMUUIFSBQJTUTSFGFSUPUIFNBTiDPOUBDUCPVOEBSZQIFOPN FOBw1PMTUFSBOE1PMTUFS EFTDSJCFmWFEJGGFSFOULJOETPGDPOUBDUCPVOEBSZ EJTUVSCBODFTJOUSPKFDUJPO QSPKFDUJPO SFUSPnFDUJPO EFnFDUJPO BOEDPOnVFODF IntrojectionJTUIFUFOEFODZUPVODSJUJDBMMZBDDFQUPUIFSTCFMJFGTBOETUBOEBSET XJUIPVUBTTJNJMBUJOHUIFNUPNBLFUIFNDPOHSVFOUXJUIXIPXFBSF5IFTFJO USPKFDUTSFNBJOBMJFOUPVTCFDBVTFXFIBWFOPUBOBMZ[FEBOESFTUSVDUVSFEUIFN 8IFOXFJOUSPKFDU XFQBTTJWFMZJODPSQPSBUFXIBUUIFFOWJSPONFOUQSPWJEFTSBUIFS UIBODMFBSMZJEFOUJGZJOHXIBUXFXBOUPSOFFE*GXFSFNBJOJOUIJTTUBHF PVSFO FSHZJTCPVOEVQJOUBLJOHUIJOHTBTXFmOEUIFNBOECFMJFWJOHUIBUBVUIPSJUJFT LOPXXIBUJTCFTUGPSVTSBUIFSUIBOXPSLJOHGPSUIJOHTPVSTFMWFT ProjectionJTUIFSFWFSTFPGJOUSPKFDUJPO*OQSPKFDUJPOXFEJTPXODFSUBJOBT QFDUTPGPVSTFMWFTCZBTTJHOJOHUIFNUPUIFFOWJSPONFOU5IPTFBUUSJCVUFTPGPVS QFSTPOBMJUZUIBUBSFJODPOTJTUFOUXJUIPVSTFMGJNBHFBSFEJTPXOFEBOEQVUPOUP BTTJHOFEUP BOETFFOJOPUIFSQFPQMFUIVT CMBNJOHPUIFSTGPSMPUTPGPVSQSPC MFNT#ZTFFJOHJOPUIFSTUIFWFSZRVBMJUJFTUIBUXFSFGVTFUPBDLOPXMFEHFJOPVS TFMWFT XFBWPJEUBLJOHSFTQPOTJCJMJUZGPSPVSPXOGFFMJOHTBOEUIFQFSTPOXIPXF BSF BOEUIJTLFFQTVTQPXFSMFTTUPJOJUJBUFDIBOHF1FPQMFXIPVTFQSPKFDUJPOBT BQBUUFSOUFOEUPGFFMUIBUUIFZBSFWJDUJNTPGDJSDVNTUBODFT BOEUIFZCFMJFWFUIBU QFPQMFIBWFIJEEFONFBOJOHTCFIJOEXIBUUIFZTBZ

CHAPTER EIGHT ConﬂuenceJOWPMWFTCMVSSJOHUIFEJGGFSFOUJBUJPOCFUXFFOUIFTFMGBOEUIFFO WJSPONFOU"TXFTUSJWFUPCMFOEJOBOEHFUBMPOHXJUIFWFSZPOF UIFSFJTOPDMFBS EFNBSDBUJPO CFUXFFO JOUFSOBM FYQFSJFODF BOE PVUFS SFBMJUZ $POnVFODF JO SFMB UJPOTIJQTJOWPMWFTUIFBCTFODFPGDPOnJDUT TMPXOFTTUPBOHFS BOEBCFMJFGUIBUBMM QBSUJFTFYQFSJFODFUIFTBNFGFFMJOHTBOEUIPVHIUTXFEP5IJTTUZMFPGDPOUBDUJT DIBSBDUFSJTUJDPGDMJFOUTXIPIBWFBIJHIOFFEUPCFBDDFQUFEBOEMJLFE UIVTmOEJOH FONFTINFOUDPNGPSUBCMF5IJTDPOEJUJPONBLFTHFOVJOFDPOUBDUFYUSFNFMZEJG mDVMU"UIFSBQJTUNJHIUBTTJTUDMJFOUTXIPVTFUIJTDIBOOFMPGSFTJTUBODFCZBTLJOH RVFTUJPOTTVDIBTi8IBUBSFZPVEPJOHOPX wi8IBUBSFZPVFYQFSJFODJOHBUUIJT NPNFOU wi8IBUEPZPVXBOUSJHIUOPX w 5FSNT TVDI BT interruptions in contactPSboundary disturbance SFGFS UP UIF DIBSBDUFSJTUJDTUZMFTQFPQMFFNQMPZJOUIFJSBUUFNQUTUPDPOUSPMUIFJSFOWJSPONFOU UISPVHIPOFPGUIFTFDIBOOFMTPGSFTJTUBODF5IFQSFNJTFJO(FTUBMUUIFSBQZJTUIBU DPOUBDUJTCPUIOPSNBMBOEIFBMUIZ BOEDMJFOUTBSFFODPVSBHFEUPCFDPNFJODSFBT JOHMZBXBSFPGUIFJSEPNJOBOUTUZMFPGCMPDLJOHDPOUBDUBOEUIFJSVTFPGSFTJTUBODF 5PEBZT(FTUBMUUIFSBQJTUTSFBEJMZBUUFOEUPIPXDMJFOUTJOUFSSVQUDPOUBDU BQQSPBDI JOHUIFJOUFSSVQUJWFTUZMFTXJUISFTQFDUBOEUBLJOHFBDITUZMFTFSJPVTMZ LOPXJOH UIBUJUIBTTFSWFEBOJNQPSUBOUGVODUJPOJOUIFQBTU*UJTJNQPSUBOUUPFYQMPSFXIBU UIFSFTJTUBODFEPFTGPSDMJFOUTXIBUJUQSPUFDUTUIFNGSPN BOEXIBUJULFFQTUIFN GSPNFYQFSJFODJOH Energy and Blocks to Energy *O (FTUBMU UIFSBQZ TQFDJBM BUUFOUJPO JT HJWFO UP XIFSF FOFSHZ JT MPDBUFE IPX JU JTVTFE BOEIPXJUDBOCFCMPDLFE#MPDLFEFOFSHZJTBOPUIFSGPSNPGEFGFOTJWF CFIBWJPS*UDBOCFNBOJGFTUFECZUFOTJPOJOTPNFQBSUPGUIFCPEZ CZQPTUVSF CZ LFFQJOHPOFTCPEZUJHIUBOEDMPTFE CZOPUCSFBUIJOHEFFQMZ CZMPPLJOHBXBZGSPN QFPQMFXIFOTQFBLJOHUPBWPJEDPOUBDU CZDIPLJOHPGGTFOTBUJPOT CZOVNCJOH GFFMJOHT BOECZTQFBLJOHXJUIBSFTUSJDUFEWPJDF UPNFOUJPOPOMZBGFX

the therapeutic process 219 GESTALT THERAPY Therapeutic Goals (FTUBMUUIFSBQZEPFTOPUBTDSJCFUPBiHPBMPSJFOUFEwNFUIPEPMPHZQFSTF)PXFWFS BT.FMOJDLBOE/FWJT BQUMZTBZ i#FDBVTFPGUIFDPNQMFYJUZPGUIFSBQFV UJDXPSL BXFMMHSPVOEFENFUIPEPMPHZJTFTTFOUJBM5IFTJYNFUIPEPMPHJDBM DPNQPOFOUTXFDPOTJEFSWJUBMPSJOUFHSBMUP(FTUBMUUIFSBQZBSF B UIFDPOUJOV VNPGFYQFSJFODF C UIFIFSFBOEOPX D UIFQBSBEPYJDBMUIFPSZPGDIBOHF E UIFFYQFSJNFOU F UIFBVUIFOUJDFODPVOUFS BOE G QSPDFTTPSJFOUFEEJBHOPTJTw QQo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mOJTIFECVTJOFTTXJMMFNFSHFBOEDBOCF EFBMUXJUIJOUIFSBQZ5IF(FTUBMUBQQSPBDIIFMQTDMJFOUTOPUFUIFJSPXOBXBSFOFTT QSPDFTTTPUIBUUIFZDBOCFSFTQPOTJCMFBOEDBOTFMFDUJWFMZBOEEJTDSJNJOBUJOHMZ NBLFDIPJDFT"XBSFOFTTFNFSHFTXJUIJOUIFDPOUFYUPGBHFOVJOFNFFUJOHCF UXFFODMJFOUBOEUIFSBQJTU 5IFFYJTUFOUJBMWJFX TFF$IBQUFS JTUIBUXFBSFDPOUJOVBMMZFOHBHFEJOB QSPDFTTPGSFNBLJOHBOEEJTDPWFSJOHPVSTFMWFT8FEPOPUIBWFBTUBUJDJEFOUJUZ CVUEJTDPWFSOFXGBDFUTPGPVSCFJOHBTXFGBDFOFXDIBMMFOHFT(FTUBMUUIFSBQZ JTCBTJDBMMZBOFYJTUFOUJBMFODPVOUFSPVUPGXIJDIDMJFOUTUFOEUPNPWFJODFSUBJO EJSFDUJPOT5ISPVHIBDSFBUJWFJOWPMWFNFOUJO(FTUBMUQSPDFTT ;JOLFS FY QFDUTDMJFOUTXJMMEPUIFGPMMPXJOH t .PWFUPXBSEJODSFBTFEBXBSFOFTTPGUIFNTFMWFT t (SBEVBMMZBTTVNFPXOFSTIJQPGUIFJSFYQFSJFODF BTPQQPTFEUPNBLJOHPUIFST SFTQPOTJCMFGPSXIBUUIFZBSFUIJOLJOH GFFMJOH BOEEPJOH t %FWFMPQTLJMMTBOEBDRVJSFWBMVFTUIBUXJMMBMMPXUIFNUPTBUJTGZUIFJSOFFETXJUI PVUWJPMBUJOHUIFSJHIUTPGPUIFST

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i8IBUEPZPVSFZFTTBZ wi*G ZPVSIBOETDPVMETQFBLBUUIJTNPNFOU XIBUXPVMEUIFZTBZ wi$BOZPVDBSSZPO BDPOWFSTBUJPOCFUXFFOZPVSSJHIUBOEMFGUIBOET w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

GSPNNBLJOHEFDMBSBUJPOTUIBUFYQSFTTUIFNTFMWFT GESTALT THERAPY t Language that denies power.4PNFDMJFOUTIBWFBUFOEFODZUPEFOZUIFJSQFS TPOBMQPXFSCZBEEJOHRVBMJmFSTPSEJTDMBJNFSTUPUIFJSTUBUFNFOUT5IFUIFSBQJTU NBZBMTPQPJOUPVUUPDMJFOUTIPXDFSUBJORVBMJmFSTTVCUSBDUGSPNUIFJSFGGFDUJWF OFTT&YQFSJNFOUJOHXJUIPNJUUJOHRVBMJmFSTTVDIBTiNBZCF wiQFSIBQT wiTPSU PG wi*HVFTT wiQPTTJCMZ wBOEi*TVQQPTFwDBOIFMQDMJFOUTDIBOHFBNCJWBMFOUNFT TBHFTJOUPDMFBSBOEEJSFDUTUBUFNFOUT-JLFXJTF XIFODMJFOUTTBZi*DBOU wUIFZ BSFSFBMMZJNQMZJOHi*XPOUw"TLJOHDMJFOUTUPTVCTUJUVUFiXPOUwGPSiDBOUwPGUFO BTTJTUTUIFNJOPXOJOHBOEBDDFQUJOHUIFJSQPXFSCZUBLJOHSFTQPOTJCJMJUZGPSUIFJS EFDJTJPOT5IFDPVOTFMPSNVTUCFDBSFGVMJOJOUFSWFOJOHTPUIBUDMJFOUTEPOPUGFFM UIBUFWFSZUIJOHUIFZTBZJTTVCKFDUUPTDSVUJOZ3BUIFSUIBOGPTUFSJOHBNPSCJELJOE PGJOUSPTQFDUJPO UIFDPVOTFMPSIPQFTUPGPTUFSBXBSFOFTTPGXIBUJTSFBMMZCFJOH FYQSFTTFEUISPVHIXPSET t Listening to clients’ metaphors.*OIJTXPSLTIPQT &SW1PMTUFS FNQIBTJ[FT UIFJNQPSUBODFPGBUIFSBQJTUMFBSOJOHIPXUPMJTUFOUPUIFNFUBQIPSTPGDMJFOUT#Z UVOJOHJOUPNFUBQIPST UIFUIFSBQJTUHFUTSJDIDMVFTUPDMJFOUTJOUFSOBMTUSVHHMFT &YBNQMFTPGNFUBQIPSTUIBUDBOCFBNQMJmFEJODMVEFDMJFOUTUBUFNFOUTTVDIBT i*UTIBSEGPSNFUPTQJMMNZHVUTJOIFSFwi"UUJNFT*GFFMUIBU*EPOUIBWFBMFH UPTUBOEPOwi*GFFMMJLF*IBWFBIPMFJONZTPVMwi*OFFEUPCFQSFQBSFE JODBTF TPNFPOFCMBTUTNFwi*GFMUSJQQFEUPTISFETBGUFSZPVDPOGSPOUFENFMBTUXFFLw i"GUFSUIJTTFTTJPO *GFFMBTUIPVHI*WFCFFOQVUUISPVHIBNFBUHSJOEFSw#FOFBUI UIFNFUBQIPSNBZMJFBTVQQSFTTFEJOUFSOBMEJBMPHVFUIBUSFQSFTFOUTDSJUJDBMVOmO JTIFECVTJOFTTPSSFBDUJPOTUPBQSFTFOUJOUFSBDUJPO'PSFYBNQMF UPUIFDMJFOUXIP TBZTTIFGFFMTUIBUTIFIBTCFFOQVUUISPVHIBNFBUHSJOEFS UIFUIFSBQJTUDPVME BTLi8IBUJTZPVSFYQFSJFODFPGCFJOHHSPVOENFBU wPSi8IPJTEPJOHUIFHSJOE JOH w*UJTFTTFOUJBMUPFODPVSBHFUIJTDMJFOUUPTBZNPSFBCPVUXIBUTIFJTFYQFSJ FODJOH5IFBSUPGUIFSBQZDPOTJTUTPGBTTJTUJOHDMJFOUTJOUSBOTMBUJOHUIFNFBOJOH PGUIFJSNFUBQIPSTTPUIBUUIFZDBOCFEFBMUXJUIJOUIFSBQZ t Listening for language that uncovers a story.1PMTUFS BMTPUFBDIFTUIFWBMVF PGXIBUIFDBMMTinFTIJOHPVUBnBTIw)FSFQPSUTUIBUDMJFOUTPGUFOVTFMBOHVBHF UIBUJTFMVTJWFZFUHJWFTTJHOJmDBOUDMVFTUPBTUPSZUIBUJMMVTUSBUFTUIFJSMJGFTUSVH HMFT&GGFDUJWFUIFSBQJTUTMFBSOUPQJDLPVUBTNBMMQBSUPGXIBUTPNFPOFTBZTBOE

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. UIFOUPGPDVTPOBOEEFWFMPQUIJTFMFNFOU$MJFOUTBSFMJLFMZUPTMJEFPWFSQSFHOBOU QISBTFT CVUUIFBMFSUUIFSBQJTUDBOBTLRVFTUJPOTUIBUXJMMIFMQUIFNnFTIPVUUIFJS TUPSZMJOF*UJTFTTFOUJBMGPSUIFSBQJTUTUPQBZBUUFOUJPOUPXIBUJTGBTDJOBUJOHBCPVU UIFQFSTPOXIPJTTJUUJOHCFGPSFUIFNBOEHFUUIBUQFSTPOUPUFMMBTUPSZ *OBXPSLTIPQ*PCTFSWFE&SW1PMTUFSTNBHOJmDFOUTUZMFJODIBMMFOHJOHBQFSTPO +PF XIPIBEWPMVOUFFSFEGPSBEFNPOTUSBUJPOPGBOJOEJWJEVBMTFTTJPO"MUIPVHI +PFIBEBGBTDJOBUJOHTUPSZUPSFWFBMBCPVUBQBSUJDVMBSGBDFUPGIJTMJGF IFXBTQSF TFOUJOHIJNTFMGJOBMJGFMFTTNBOOFS BOEUIFFOFSHZXBTHPJOHnBU&WFOUVBMMZ 1PMTUFSBTLFEIJN i"SFZPVLFFQJOHNZJOUFSFTUSJHIUOPX %PFTJUNBUUFSUPZPV XIFUIFS*BNFOHBHFEXJUIZPV w+PFMPPLFETIPDLFE CVUIFTPPOHPUUIFQPJOU )FBDDFQUFE1PMTUFSTDIBMMFOHFUPNBLFTVSFUIBUIFOPUPOMZLFQUUIFUIFSBQJTU JOUFSFTUFECVUBMTPQSFTFOUFEIJNTFMGJOBXBZUPLFFQUIPTFJOUIFBVEJFODFJOUFS 222 FTUFE*UXBTDMFBSUIBU1PMTUFSXBTEJSFDUJOH+PFTBUUFOUJPOUPBQSPDFTTPGIPXIF XBTFYQSFTTJOHIJTGFFMJOHTBOEMJGFFYQFSJFODFTSBUIFSUIBOCFJOHDPODFSOFEXJUI XIBUIFXBTUBMLJOHBCPVU 1PMTUFSCFMJFWFTTUPSZUFMMJOHJTOPUBMXBZTBGPSNPGSFTJTUBODF*OTUFBE JUDBO CFUIFIFBSUPGUIFUIFSBQFVUJDQSPDFTT)FNBJOUBJOTUIBUQFPQMFBSFTUPSZUFMMJOH CFJOHT5IFUIFSBQJTUTUBTLJTUPBTTJTUDMJFOUTJOUFMMJOHUIFJSTUPSZJOBMJWFMZXBZ CHAPTER EIGHT 1PMTUFS C CFMJFWFTNBOZQFPQMFDPNFUPUIFSBQZUPDIBOHFUIFUJUMFTPGUIFJS TUPSJFTSBUIFSUIBOUPUSBOTGPSNUIFJSMJGFTUPSJFT Client’s Experience in Therapy 5IFHFOFSBMPSJFOUBUJPOPG(FTUBMUUIFSBQZJTUPXBSEEJBMPHVF8IFSFBT'SJU[1FSMT XPVMEIBWFTBJEUIBUDMJFOUTNVTUCFDPOGSPOUFEBCPVUIPXUIFZBWPJEBDDFQUJOH SFTQPOTJCJMJUZ UIFEJBMPHJDBUUJUVEFDBSSJFEJOUP(FTUBMUUIFSBQZPSJHJOBMMZCZ-BVSB 1FSMTDSFBUFTUIFHSPVOEGPSBNFFUJOHQMBDFCFUXFFODMJFOUBOEUIFSBQJTU0UIFS JTTVFTUIBUDBOCFDPNFUIFGPDBMQPJOUPGUIFSBQZJODMVEFUIFDMJFOUoUIFSBQJTUSFMB UJPOTIJQBOEUIFTJNJMBSJUJFTJOUIFXBZTDMJFOUTSFMBUFUPUIFUIFSBQJTUBOEUPPUIFST JOUIFJSFOWJSPONFOU (FTUBMUUIFSBQJTUTEPOPUNBLFJOUFSQSFUBUJPOTUIBUFYQMBJOUIFEZOBNJDTPGBO JOEJWJEVBMTCFIBWJPSPSUFMMBDMJFOUXIZIFPSTIFJTBDUJOHJOBDFSUBJOXBZCFDBVTF UIFZBSFOPUUIFFYQFSUTPOUIFDMJFOUTFYQFSJFODF$MJFOUTJO(FTUBMUUIFSBQZBSF BDUJWFQBSUJDJQBOUTXIPNBLFUIFJSPXOJOUFSQSFUBUJPOTBOENFBOJOHT*UJTUIFZ XIPJODSFBTFBXBSFOFTTBOEEFDJEFXIBUUIFZXJMMPSXJMMOPUEPXJUIUIFJSQFSTPOBM NFBOJOH .JSJBN1PMTUFS EFTDSJCFEBUISFFTUBHFJOUFHSBUJPOTFRVFODFUIBUDIBS BDUFSJ[FTDMJFOUHSPXUIJOUIFSBQZ5IFmSTUQBSUPGUIJTTFRVFODFDPOTJTUTPGdis- covery.$MJFOUTBSFMJLFMZUPSFBDIBOFXSFBMJ[BUJPOBCPVUUIFNTFMWFTPSUPBDRVJSF BOPWFMWJFXPGBOPMETJUVBUJPO PSUIFZNBZUBLFBOFXMPPLBUTPNFTJHOJmDBOU QFSTPOJOUIFJSMJWFT4VDIEJTDPWFSJFTPGUFODPNFBTBTVSQSJTFUPUIFN 5IF TFDPOE TUBHF PG UIF JOUFHSBUJPO TFRVFODF JT accommodation, XIJDI JO WPMWFTDMJFOUTSFDPHOJ[JOHUIBUUIFZIBWFBDIPJDF$MJFOUTCFHJOCZUSZJOHPVUOFX CFIBWJPSTJOUIFTVQQPSUJWFFOWJSPONFOUPGUIFUIFSBQZPGmDF BOEUIFOUIFZFY QBOEUIFJSBXBSFOFTTPGUIFXPSME.BLJOHOFXDIPJDFTJTPGUFOEPOFBXLXBSE MZ CVU XJUI UIFSBQFVUJD TVQQPSU DMJFOUT DBO HBJO TLJMM JO DPQJOH XJUI EJGmDVMU

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CHAPTER EIGHT application: therapeutic techniques and procedures The Experiment in Gestalt Therapy "MUIPVHIUIF(FTUBMUBQQSPBDIJTDPODFSOFEXJUIUIFPCWJPVT JUTTJNQMJDJUZTIPVME OPUCFUBLFOUPNFBOUIBUUIFUIFSBQJTUTKPCJTFBTZ%FWFMPQJOHBWBSJFUZPGJOUFS WFOUJPOTJTTJNQMF CVUFNQMPZJOHUIFTFNFUIPETJOBNFDIBOJDBMGBTIJPOBMMPXT DMJFOUTUPDPOUJOVFJOBVUIFOUJDMJWJOH*GDMJFOUTBSFUPCFDPNFBVUIFOUJD UIFZOFFE DPOUBDUXJUIBOBVUIFOUJDUIFSBQJTU:POUFGBOE+BDPCT QPJOUPVUUIBUUFDI OJRVFTJO(FTUBMUUIFSBQZBSFDPOTJEFSFEFYQFSJNFOUTBOEDMJFOUTIFBSUIFNFT TBHF i5SZUIJTPVUBOETFFXIBUJUJTMJLFGPSZPVw(FTUBMUUIFSBQZNFUIPEPMPHZ JTUBJMPSFEUPUIFOFFETPGDMJFOUT BOEFYQFSJNFOUTBSFUZQJDBMMZQSFTFOUFEJOBO JOWJUBUJPOBMNBOOFS%S+PO'SFX B(FTUBMUUIFSBQJTU EFNPOTUSBUFT(FTUBMUJO UFSWFOUJPOTBQQMJFEUPUIFDBTFPG3VUIJOCase Approach to Counseling and Psycho- therapy $PSFZ DIBQ #FGPSF EJTDVTTJOH UIF WBSJFUZ PG (FTUBMU NFUIPET ZPV DPVME JODMVEF JO ZPVS SFQFSUPJSFPGDPVOTFMJOHQSPDFEVSFT JUJTIFMQGVMUPEJGGFSFOUJBUFCFUXFFOFYFSDJTFT PS UFDIOJRVFT BOE FYQFSJNFOUT Exercises BSF SFBEZNBEF UFDIOJRVFT UIBU BSF TPNFUJNFTVTFEUPNBLFTPNFUIJOHIBQQFOJOBUIFSBQZTFTTJPOPSUPBDIJFWFB HPBM5IFZDBOCFDBUBMZTUTGPSJOEJWJEVBMXPSLPSGPSQSPNPUJOHJOUFSBDUJPOBNPOH NFNCFSTPGBUIFSBQZHSPVQExperiments,JODPOUSBTU HSPXPVUPGUIFJOUFSBD UJPOCFUXFFODMJFOUBOEUIFSBQJTU BOEUIFZFNFSHFXJUIJOUIJTEJBMPHJDQSPDFTT 5IFZDBOCFDPOTJEFSFEUIFWFSZDPSOFSTUPOFPGFYQFSJFOUJBMMFBSOJOH'SFX EFmOFTUIFFYQFSJNFOU iBTBNFUIPEUIBUTIJGUTUIFGPDVTPGDPVOTFMJOHGSPNUBML JOHBCPVUBUPQJDUPBOBDUJWJUZUIBUXJMMIFJHIUFOUIFDMJFOUTBXBSFOFTTBOEVOEFS TUBOEJOHUISPVHIFYQFSJFODFw Q "DDPSEJOHUP.FMOJDLBOE/FWJT FYQFSJNFOUTIBWFCFFODPOGVTFEXJUIUFDIOJRVFTi"UFDIOJRVFJTBQFSGPSNFEFY QFSJNFOUXJUITQFDJmDMFBSOJOHHPBMT"OFYQFSJNFOU POUIFPUIFSIBOE nPXT

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the internal dialogue exercise 0OF HPBM PG (FTUBMU UIFSBQZ JT UP CSJOHBCPVUJOUFHSBUFEGVODUJPOJOHBOEBDDFQUBODFPGBTQFDUTPGPOFTQFSTPOBMJUZ UIBUIBWFCFFOEJTPXOFEBOEEFOJFE(FTUBMUUIFSBQJTUTQBZDMPTFBUUFOUJPOUPTQMJUT CHAPTER EIGHT JOQFSTPOBMJUZGVODUJPO"NBJOEJWJTJPOJTCFUXFFOUIFiUPQEPHwBOEUIFiVOEFS EPH wBOEUIFSBQZPGUFOGPDVTFTPOUIFXBSCFUXFFOUIFUXP 5IFUPQEPHJTSJHIUFPVT BVUIPSJUBSJBO NPSBMJTUJD EFNBOEJOH CPTTZ BOENB OJQVMBUJWF5IJTJTUIFiDSJUJDBMQBSFOUwUIBUCBEHFSTXJUIiTIPVMETwBOEiPVHIUTw BOENBOJQVMBUFTXJUIUISFBUTPGDBUBTUSPQIF5IFVOEFSEPHNBOJQVMBUFTCZQMBZ JOHUIFSPMFPGWJDUJNCZCFJOHEFGFOTJWF BQPMPHFUJD IFMQMFTT BOEXFBLBOECZ GFJHOJOHQPXFSMFTTOFTT5IJTJTUIFQBTTJWFTJEF UIFPOFXJUIPVUSFTQPOTJCJMJUZ BOEUIFPOFUIBUmOETFYDVTFT 5IFUPQEPHBOEUIFVOEFSEPHBSFFOHBHFEJOBDPOTUBOUTUSVHHMFGPSDPOUSPM 5IFTUSVHHMFIFMQTUPFYQMBJOXIZPOFTSFTPMVUJPOTBOEQSPNJTFTPGUFOHPVOGVM mMMFEBOEXIZPOFTQSPDSBTUJOBUJPOQFSTJTUT5IFUZSBOOJDBMUPQEPHEFNBOETUIBU POFCFUIVTBOETP XIFSFBTUIFVOEFSEPHEFmBOUMZQMBZTUIFSPMFPGEJTPCFEJFOU DIJME"TBSFTVMUPGUIJTTUSVHHMFGPSDPOUSPM UIFJOEJWJEVBMCFDPNFTGSBHNFOUFE JOUPDPOUSPMMFSBOEDPOUSPMMFE5IFDJWJMXBSCFUXFFOUIFUXPTJEFTDPOUJOVFT XJUI CPUITJEFTmHIUJOHGPSUIFJSFYJTUFODF 5IFDPOnJDUCFUXFFOUIFUXPPQQPTJOHQPMFTJOUIFQFSTPOBMJUZJTSPPUFEJOUIF NFDIBOJTNPGJOUSPKFDUJPO XIJDIJOWPMWFTJODPSQPSBUJOHBTQFDUTPGPUIFST VTVBMMZ QBSFOUT JOUPPOFTQFSTPOBMJUZ*UJTFTTFOUJBMUIBUDMJFOUTCFDPNFBXBSFPGUIFJS JOUSPKFDUT FTQFDJBMMZUIFUPYJDJOUSPKFDUTUIBUQPJTPOUIFQFSTPOBOEQSFWFOUQFS TPOBMJUZJOUFHSBUJPO 5IFempty-chair techniqueJTPOFXBZPGHFUUJOHUIFDMJFOUUPFYUFSOBMJ[FUIF JOUSPKFDU BUFDIOJRVF1FSMTVTFEBHSFBUEFBM6TJOHUXPDIBJST UIFUIFSBQJTUBTLT UIFDMJFOUUPTJUJOPOFDIBJSBOECFGVMMZUIFUPQEPHBOEUIFOTIJGUUPUIFPUIFSDIBJS BOECFDPNFUIFVOEFSEPH5IFEJBMPHVFDBODPOUJOVFCFUXFFOCPUITJEFTPGUIF DMJFOU&TTFOUJBMMZ UIJTJTBSPMFQMBZJOHUFDIOJRVFJOXIJDIBMMUIFQBSUTBSFQMBZFE CZUIFDMJFOU*OUIJTXBZUIFJOUSPKFDUTDBOTVSGBDF BOEUIFDMJFOUDBOFYQFSJFODF UIFDPOnJDUNPSFGVMMZ5IFDPOnJDUDBOCFSFTPMWFECZUIFDMJFOUTBDDFQUBODFBOE

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. JOUFHSBUJPOPGCPUITJEFT5IJTFYFSDJTFIFMQTDMJFOUTHFUJOUPVDIXJUIBGFFMJOHPS BTJEFPGUIFNTFMWFTUIBUUIFZNBZCFEFOZJOHSBUIFSUIBONFSFMZUBMLJOHBCPVU BDPOnJDUFEGFFMJOH UIFZJOUFOTJGZUIFGFFMJOHBOEFYQFSJFODFJUGVMMZ'VSUIFS CZ IFMQJOHDMJFOUTSFBMJ[FUIBUUIFGFFMJOHJTBWFSZSFBMQBSUPGUIFNTFMWFT UIFJOUFS WFOUJPOEJTDPVSBHFTDMJFOUTGSPNEJTBTTPDJBUJOHUIFGFFMJOH 5IFHPBMPGUIJTFYFSDJTFJTUPQSPNPUFBIJHIFSMFWFMPGJOUFHSBUJPOCFUXFFO UIFQPMBSJUJFTBOEDPOnJDUTUIBUFYJTUJOFWFSZPOF5IFBJNJTOPUUPSJEPOFTFMGPG DFSUBJOUSBJUTCVUUPMFBSOUPBDDFQUBOEMJWFXJUIUIFQPMBSJUJFT making the rounds .BLJOHUIFSPVOETJTB(FTUBMUFYFSDJTFUIBUJOWPMWFT BTLJOHBQFSTPOJOBHSPVQUPHPVQUPPUIFSTJOUIFHSPVQBOEFJUIFSTQFBLUPPS EPTPNFUIJOHXJUIFBDIQFSTPO5IFQVSQPTFJTUPDPOGSPOU UPSJTL UPEJTDMPTF UIFTFMG UPFYQFSJNFOUXJUIOFXCFIBWJPS BOEUPHSPXBOEDIBOHF*IBWFFYQFSJ NFOUFEXJUIiNBLJOHUIFSPVOETwXIFO*TFOTFEUIBUBQBSUJDJQBOUOFFEFEUPGBDF 229 FBDIQFSTPOJOUIFHSPVQXJUITPNFUIFNF'PSFYBNQMF BHSPVQNFNCFSNJHIU GESTALT THERAPY TBZi*WFCFFOTJUUJOHIFSFGPSBMPOHUJNFXBOUJOHUPQBSUJDJQBUFCVUIPMEJOHCBDL CFDBVTF*NBGSBJEPGUSVTUJOHQFPQMFJOIFSF"OECFTJEFT *EPOUUIJOL*NXPSUI UIFUJNFPGUIFHSPVQBOZXBZw*NJHIUDPVOUFSXJUIi"SFZPVXJMMJOHUPEPTPNF UIJOHSJHIUOPXUPHFUZPVSTFMGNPSFJOWFTUFEBOEUPCFHJOUPXPSLPOHBJOJOHUSVTU BOE TFMGDPOmEFODF w *G UIF QFSTPO BOTXFST BGmSNBUJWFMZ NZ TVHHFTUJPO DPVME XFMMCF i(PBSPVOEUPFBDIQFSTPOBOEmOJTIUIJTTFOUFODFA*EPOUUSVTUZPVCF DBVTFw"OZOVNCFSPGFYFSDJTFTDPVMECFJOWFOUFEUPIFMQJOEJWJEVBMTJOWPMWF UIFNTFMWFTBOEDIPPTFUPXPSLPOUIFUIJOHTUIBULFFQUIFNGSP[FOJOGFBS 4PNFPUIFSSFMBUFEJMMVTUSBUJPOTBOEFYBNQMFTUIBU*mOEBQQSPQSJBUFGPSUIF NBLJOHUIFSPVOETJOUFSWFOUJPOBSFSFnFDUFEJODMJFOUTDPNNFOUTTVDIBTUIFTF i*XPVMEMJLFUPSFBDIPVUUPQFPQMFNPSFPGUFOwi/PCPEZJOIFSFTFFNTUPDBSF WFSZNVDIwi*EMJLFUPNBLFDPOUBDUXJUIZPV CVU*NBGSBJEPGCFJOHSFKFDUFEwi*UTIBSEGPSNFUPBDDFQUDPNQMJNFOUT*BMXBZTEJTDPVOUHPPEUIJOHT QFPQMFTBZUPNFw the reversal exercise$FSUBJOTZNQUPNTBOECFIBWJPSTPGUFOSFQSFTFOU SFWFSTBMTPGVOEFSMZJOHPSMBUFOUJNQVMTFT5IVT UIFUIFSBQJTUDPVMEBTLBQFSTPO XIPDMBJNTUPTVGGFSGSPNTFWFSFJOIJCJUJPOTBOEFYDFTTJWFUJNJEJUZUPQMBZUIFSPMF PGBOFYIJCJUJPOJTU*SFNFNCFSBDMJFOUJOPOFPGPVSUIFSBQZHSPVQTXIPIBEEJG mDVMUZCFJOHBOZUIJOHCVUTVHBSZTXFFU*BTLFEIFSUPSFWFSTFIFSUZQJDBMTUZMFBOE CFBTOFHBUJWFBTTIFDPVMECF5IFSFWFSTBMXPSLFEXFMMTPPOTIFXBTQMBZJOHIFS QBSUXJUISFBMHVTUP BOEMBUFSTIFXBTBCMFUPSFDPHOJ[FBOEBDDFQUIFSiOFHBUJWF TJEFwBTXFMMBTIFSiQPTJUJWFTJEFw 5IFUIFPSZVOEFSMZJOHUIFSFWFSTBMUFDIOJRVFJTUIBUDMJFOUTUBLFUIFQMVOHF JOUPUIFWFSZUIJOHUIBUJTGSBVHIUXJUIBOYJFUZBOENBLFDPOUBDUXJUIUIPTFQBSUTPG UIFNTFMWFTUIBUIBWFCFFOTVCNFSHFEBOEEFOJFE5IJTUFDIOJRVFDBOIFMQDMJFOUT CFHJOUPBDDFQUDFSUBJOQFSTPOBMBUUSJCVUFTUIBUUIFZIBWFUSJFEUPEFOZ the rehearsal exercise 0GUFOUJNFT XF HFU TUVDL SFIFBSTJOH TJMFOUMZ UP PVSTFMWFTTPUIBUXFXJMMHBJOBDDFQUBODF8IFOJUDPNFTUPUIFQFSGPSNBODF XF FYQFSJFODFTUBHFGSJHIU PSBOYJFUZ CFDBVTFXFGFBSUIBUXFXJMMOPUQMBZPVSSPMFXFMM *OUFSOBMSFIFBSTBMDPOTVNFTNVDIFOFSHZBOEGSFRVFOUMZJOIJCJUTPVSTQPOUBOFJUZ

the exaggeration exercise0OFBJNPG(FTUBMUUIFSBQZJTGPSDMJFOUTUP CFDPNFNPSFBXBSFPGUIFTVCUMFTJHOBMTBOEDVFTUIFZBSFTFOEJOHUISPVHICPEZ MBOHVBHF.PWFNFOUT QPTUVSFT BOEHFTUVSFTNBZDPNNVOJDBUFTJHOJmDBOUNFBO JOHT ZFUUIFDVFTNBZCFJODPNQMFUF*OUIJTFYFSDJTFUIFQFSTPOJTBTLFEUPFYBH HFSBUFUIFNPWFNFOUPSHFTUVSFSFQFBUFEMZ XIJDIVTVBMMZJOUFOTJmFTUIFGFFMJOH BUUBDIFEUPUIFCFIBWJPSBOENBLFTUIFJOOFSNFBOJOHDMFBSFS4PNFFYBNQMFTPG CFIBWJPSTUIBUMFOEUIFNTFMWFTUPUIFFYBHHFSBUJPOUFDIOJRVFBSFUSFNCMJOH TIBL 230 JOHIBOET MFHT TMPVDIFEQPTUVSFBOECFOUTIPVMEFST DMFODIFEmTUT UJHIUGSPXO JOH GBDJBMHSJNBDJOH DSPTTFEBSNT BOETPGPSUI*GBDMJFOUSFQPSUTUIBUIJTPSIFS MFHTBSFTIBLJOH UIFUIFSBQJTUNBZBTLUIFDMJFOUUPTUBOEVQBOEFYBHHFSBUFUIF TIBLJOH5IFOUIFUIFSBQJTUNBZBTLUIFDMJFOUUPQVUXPSETUPUIFTIBLJOHMJNCT staying with the feeling .PTU DMJFOUT EFTJSF UP FTDBQF GSPN GFBSGVM

CHAPTER EIGHT TUJNVMJBOEUPBWPJEVOQMFBTBOUGFFMJOHT"ULFZNPNFOUTXIFODMJFOUTSFGFSUPB GFFMJOHPSBNPPEUIBUJTVOQMFBTBOUBOEGSPNXIJDIUIFZIBWFBHSFBUEFTJSFUP nFF UIFUIFSBQJTUNBZVSHFDMJFOUTUPTUBZXJUIUIFJSGFFMJOHBOEFODPVSBHFUIFNUP HPEFFQFSJOUPUIFGFFMJOHPSCFIBWJPSUIFZXJTIUPBWPJE'BDJOHBOEFYQFSJFODJOH GFFMJOHTOPUPOMZUBLFTDPVSBHFCVUBMTPJTBNBSLPGBXJMMJOHOFTTUPFOEVSFUIF QBJOOFDFTTBSZGPSVOCMPDLJOHBOENBLJOHXBZGPSOFXFSMFWFMTPGHSPXUI

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Gestalt Therapy Applied to the Case of Stan

Gestalt-oriented therapy focuses on the Although the focus is on Stan’s present unfinished business Stan has with his behavior, I guide him toward becoming aware parents, siblings, and ex-wife. It appears of how he is carrying old baggage around and that this unfinished business consists mainly of how it interferes with his life today. My task is to feelings of resentment, and Stan turns this resent- assist him in re-creating the context in which he ment on himself. His present life situation is made creative adjustments during his childhood spotlighted, but he may also need to reexperience years that no longer serving him well. One of past feelings that could be interfering with his his cardinal introjections was, “I’m stupid, and it present attempts to develop intimacy with others. would be better if I did not exist.”

to retain those aspects of his culture that he that I’ve allowed her to inflict on me.” I ask him to GESTALT THERAPY prizes, he is in a position to modify or reject imagine himself in earlier scenes with his ex-wife, other cultural expectations. Of course, this will as though the painful situation were occurring be done when these issues emerge in the fore- in the here and now. He symbolically relives and ground of his work. reexperiences the situation by talking “directly” I ask Stan to attend to what he becomes to his wife. By expressing his resentments and aware of as the session begins: “What are you hurts directly, Stan can begin to complete some experiencing as we are getting started today?” unfinished business that is interfering with his As I encourage Stan to tune in to his present current functioning. By participating in this experience and selectively make observations, a experiment, Stan is attaining more awareness of number of figures will emerge. The goal is to what he is now doing and how he keeps himself focus on a figure of interest, one that seems to locked into his past. hold the most energy or relevance for Stan. When a figure is identified, my task is to deepen Stan’s Follow-Up: You Continue as Stan’s awareness of this thought, feeling, body sensa- Gestalt Therapist tion, or insight through related experiments. Use these questions to help you think about how In typical Gestalt fashion, Stan deals with to work with Stan using the Gestalt approach: his present struggles within the context of our t How might you begin a session with Stan? relationship and through experimentation. One Would you suggest a direction he should pur- possible experiment would involve Stan becom- sue? Would you wait for him to initiate work? ing some of those individuals who told him how Would you ask him to continue from where he to think, feel, and behave as a child. He can then left off in the previous session? Would you at- become the child that he was and respond to tend to whatever theme or issue becomes fig- them from the place where he feels the most ural to him? confusion or pain. He experiences in new ways t What unfinished business can you identify in the feelings that accompany his beliefs about Stan’s case? Does any of his experience of be- himself, and he comes to a deeper appreciation ing stuck remind you of yourself? How might of how his feelings and thoughts influence what you work with Stan if he did bring up your own he is doing today. unfinished business? Stan has learned to hide his emotions rather t What kind of an experiment might you pro- than to reveal them. Understanding this about pose to assist Stan in learning more about his him, we explore his objections and concerns about hesitation and reluctance to access and ex- “getting into feelings.” The figure of interest now press his feelings? is his hesitation to experience or express emotion.

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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. UJWFXPSL4VDIUIFSBQJTUTIBWFMFBSOFEUPCMFOEBQIFOPNFOPMPHJDBMBOEEJBMPHJD BQQSPBDI XIJDIJTJOIFSFOUMZSFTQFDUGVMUPUIFDMJFOU XJUIXFMMUJNFEFYQFSJNFOUT where to go from here *O UIF DVD for Integrative Counseling: The Case of Ruth and Lecturettes, 4FTTJPO i&NPUJWF'PDVTJO$PVOTFMJOHw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ther Resources 1TZDIPUIFSBQZOFUJTBDPNQSFIFOTJWFSFTPVSDFGPSTUVEFOUTBOEQSPGFTTJPOBMTUIBU PGGFSTWJEFPTEFNPOTUSBUJOH(FTUBMUUIFSBQZXJUIBEVMUTBOEDIJMESFO/FXBSUJ DMFT JOUFSWJFXT CMPHT UIFSBQZDBSUPPOT BOEWJEFPTBSFQVCMJTIFENPOUIMZ%7%T SFMFWBOUUPUIJTDIBQUFSBSFBWBJMBCMFBUXXXQTZDIPUIFSBQZOFUBOEJODMVEFUIF GPMMPXJOH 0BLMBOEFS 7 Gestalt Therapy with Children $IJME5IFSBQZXJUIUIF &YQFSUT4FSJFT 1PMTUFS * Psychotherapy With the Unmotivated Patient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estalt Institute of Cleveland. Inc. 1588 Hazel Drive Cleveland, OH 44106-1791 Telephone: (216) 421-0468 Fax: (216) 421-1729 E-mail: [email protected] Website: www.gestaltcleveland.org

Pacific Gestalt Institute 1626 Westwood Blvd., Suite 104

CHAPTER EIGHT Portland, OR 97214 Telephone: (503) 230-0900 E-mail: [email protected] Website: www.gttcnw.org Gestalt Associates Training, Los Angeles 1460 Seventh Street, Suite 300 Santa Monica, CA 90401 Telephone/Fax: (310) 395-6844 E-mail: [email protected] Website: www.gatla.org

5IFNPTUQSPNJOFOUQSPGFTTJPOBMBTTPDJBUJPOTGPS(FTUBMUUIFSBQZUIBUIPMEJOUFS OBUJPOBMDPOGFSFODFTGPMMPX Association for the Advancement of Gestalt Therapy (AAGT) Website: www.AAGT.org European Association for Gestalt Therapy (EAGT) Website: www.EAGT.org Gestalt Review Website: www.gestaltreview.com British Gestalt Journal Website: www.britishgestaltjournal.com

Gestalt Therapy Verbatim (Perls, 1969a) provides a firsthand account of the way Fritz Perls worked. It contains many verbatim transcripts of workshop demonstrations. Gestalt Therapy: History, Theory, and Practice (Woldt & Toman, 2005) introduces the historical underpinnings and key concepts of Gestalt therapy and features applications of those concepts to therapeutic practice. This is a significant recent publication in the field of Gestalt therapy that contains pedagogical learning activities and experiments, review questions, and photographs of all contributors. Gestalt Therapy Integrated: Contours of Theory and Practice (Polster & Polster, 1973) is a classic in the field and an excellent source for those who want a more advanced and theoretical treatment of this model.

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References and Suggested Readings GESTALT THERAPY

*Barber, P. (2006). Becoming a practitioner counseling (8th ed.). Belmont, CA: Brooks/ researcher: A Gestalt approach to holistic inquiry. Cole, Cengage Learning. London: Middlesex University Press. *Corey, G. (2013). Case approach to counseling Beisser, A. R. (1970). The paradoxical theory and psychotherapy (8th ed.). Belmont, CA: of change. In J. Fagan & I. L. Shepherd (Eds.), Brooks/Cole, Cengage Learning. Gestalt therapy now (pp. 77–80). New York: Elliott, R., Watson, J. C., Goldman, R. N., & Harper & Row (Colophon). Greenberg, L. S. (2004). Learning emotion- *Bowman, C. (2005). The history and develop- focused therapy: A process-experiential approach ment of Gestalt therapy. In A. Woldt & S. To- to change. Washington, DC: American Psycho- man (Eds.), Gestalt therapy: History, theory, and logical Association. practice (pp. 3–20). Thousand Oaks, CA: Sage. *Feder. B. (2006). Gestalt group therapy: A prac- Breshgold, E. (1989). Resistance in Gestalt tical guide. New Orleans: Gestalt Institute Press. therapy: An historical theoretical perspective. *Feder, B., & Frew, J. (Eds.). (2008). Beyond the The Gestalt Journal, 12(2), 73–102. hot seat revisited: Gestalt approaches to group. *Brown, J. R. (2007). Gestalt therapy. In A. B. New Orleans: Gestalt Institute Press. Rochlen (Ed.), Applying counseling theories: An Feder, B., & Ronall, R. (Eds.). (1996). A living online case-based approach (pp. 127–141). legacy of Fritz and Laura Perls: Contemporary Upper Saddle River, NJ: Pearson Prentice-Hall. case studies. Montclair, NJ: Walden. *Brownell, P. (2008). Handbook for theory, Fernbacher, S., & Plummer, D. (2005). research and practice in Gestalt therapy. Cultural influences and considerations in Newcastle, UK: Cambridge Scholar Publishing. Gestalt therapy. In A. Woldt & S. Toman (Eds.), *Cain, D. J. (2002). Defining characteristics, Gestalt therapy: History, theory, and practice (pp. history, and evolution of humanistic psycho- 117–132). Thousand Oaks, CA: Sage. therapies. In D. J. Cain & J. Seeman (Eds.), Frew, J. E. (1986). The functions and patterns Humanistic psychotherapies: Handbook of of occurrence of individual contact styles research and practice (pp. 3–54). Washington, during the development phase of the Gestalt DC: American Psychological Association. group. The Gestalt Journal, 9(l), 55–70. Clarkson, P., & Mackewn, J. (1993). Fritz Perls. Frew, J. E. (1997). A Gestalt therapy theory Newbury Park, CA: Sage. application to the practice of group leadership. Corey, G. (2012). Theory and practice of group Gestalt Review, 1(2), 131–149.

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*Greenberg, L. S. (2011). Emotion-focused Perls, L. (1990). A talk for the 25th anniver- therapy. Washington, DC: American Psycho- sary. The Gestalt Journal, 13(2), 15–22. logical Association. Polster, E. (1987a). Escape from the present: Humphrey, K. (1986). Laura Perls: A biograph- Transition and storyline. In J. K. Zeig (Ed.), The ical sketch. The Gestalt Journal, 9(l), 5–11. evolution of psychotherapy (pp. 326–340). New York: Brunner/Mazel. *Hycner, R., & Jacobs, L. (1995). The healing relationship in Gestalt therapy. Highland, NY: *Polster, E. (1987b). Every person’s life is worth Gestalt Journal Press. a novel: How to cut through emotional pain and discover the fascinating core of life. New York: Jacobs, L. (1989). Dialogue in Gestalt theory 242 Norton. and therapy. The Gestalt Journal, 12(l), 25–67. *Polster, E. (1995). A population of selves: A *Latner, J. (1986). The Gestalt therapy book. therapeutic exploration of personality diversity. Highland, NY: Center for Gestalt Development. San Francisco: Jossey-Bass. *Lee, R. G. (Ed.). (2004). The values of connec- *Polster, E., & Polster, M. (1973). Gestalt tion: A relational approach to ethics. Cambridge, therapy integrated: Contours of theory and prac-

CHAPTER EIGHT MA: Gestalt Press. tice. New York: Brunner/Mazel. Levitsky, A., & Perls, F. (1970). The rules and Polster, E., & Polster, M. (1976). Therapy with- games of Gestalt therapy. In J. Fagan & I. out resistance: Gestalt therapy. In A. Burton Shepherd (Eds.), Gestalt therapy now (pp. 140– (Ed.), What makes behavior change possible? 149). New York: Harper & Row (Colophon). (pp. 259–277). New York: Brunner/Mazel. Maurer, R. (2005). Gestalt approaches with Polster, M. (1987). Gestalt therapy: Evolution organizations and large systems. In A. Woldt and application. In J. K. Zeig (Ed.), The evolu- & S. Toman (Eds.), Gestalt therapy: History, tion of psychotherapy (pp. 312–325). New York: theory, and practice. (pp. 237–256). Thousand Brunner/Mazel. Oaks, CA: Sage. Polster, M., & Polster, E. (1990). Gestalt thera- Melnick, J., & Nevis, S. (2005). Gestalt py. In J. K. Zeig & W. M. Munion (Eds.), What therapy methodology. In A. Woldt & S. Toman is psychotherapy? Contemporary perspectives (Eds.), Gestalt therapy: History, theory, and prac- (pp. 103–107). San Francisco: Jossey-Bass. tice. (pp. 101–116). Thousand Oaks, CA: Sage. *Strumpfel, U., & Goldman, R. (2002). Con- Parlett, M. (2005). Contemporary Gestalt tacting Gestalt therapy. In D. J. Cain & J. therapy: Field theory. In A. Woldt & S. Toman Seeman (Eds.), Humanistic psychotherapies: (Eds.), Gestalt therapy: History, theory, and prac- Handbook of research and practice (pp. 189– tice (pp. 41–64). Thousand Oaks, CA: Sage. 219). Washington, DC: American Psychologi- Passons, W. R. (1975). Gestalt approaches in cal Association. counseling. New York: Holt, Rinehart & Winston. Watson, J. C., Goldman, R. N., & Greenberg, *Perls, F. (1969a). Gestalt therapy verbatim. L. S. (2011). Humanistic and experiential theo- Moab, UT: Real People Press. ries in psychotherapy. In J. C. Norcross, G. R. Vandenbos, & D. K. Freedheim (Eds.), History of Perls, F. (1969b). In and out of the garbage pail. psychotherapy (2nd ed., pp. 141–172). Washing- Moab, UT: Real People Press. ton, DC: American Psychological Association. Perls, F., Hefferline, R., & Goodman, R. (1951). *Woldt, A., & Toman, S. (Eds.). (2005). Gestalt Gestalt therapy: Excitement and growth in the therapy: History, theory, and practice. Thousand human personality. New York: Dell. Oaks, CA: Sage.

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