The Therapeutic Relationship is the Most Important Ingredient in Successful Therapy
Free Essay: Trust is an essential factor in the helping process. can place both the client and the helping professional at risk (Younggren & Harris, p, ). Share the best relationship quotes collection with funny, inspirational and wise their managers know how to balance being professional with being human. Relationships are the basis for all of life's rewards and struggles. So, here are some words of wisdom to help you get the most out of your.
When clinicians have their own agenda and do not cooperate with the client, this can cause resistance and a separation in the helping relationship Roes, The fact is that a client that is forced or mandated to work on something he has no interest in changing, may be compliant for the present time; however these changes will not be internalized.
Just think of yourself in your personal life. If you are forced or coerced to work on something you have no interest in, how much passion or energy will you put into it and how much respect will you have for the person doing the coercing. You may complete the goal; however you will not remember or internalize much involved in the process. Integrate humor in the relationship. In this authors own clinical experience throughout the years, one thing that has helped to establish a strong therapeutic relationship with clients is the integration of humor in the therapy process.
It appears to teach clients to laugh at themselves without taking life and themselves too serious. It also allows them to see the therapist as a down to earth human being with a sense of humor.
Humor is an excellent coping skill and is extremely healthy to the mind, body, and spirit. Try laughing with your clients. It will have a profound effect on the relationship as well as in your own personal life. Before delving into the empirical literature concerning this topic, it is important to present some questions that Rogers recommends asking yourself as a clinician concerning the development of a helping relationship.
These questions should be explored often and reflected upon as a normal routine in your clinical practice. They will help the clinician grow and continue to work at developing the expertise needed to create a strong therapeutic relationship and in turn the successful practice of therapy.
Can I be in some way which will be perceived by the client as trustworthy, dependable, or consistent in some deep sense? Can I be real? This involves being aware of thoughts and feelings and being honest with yourself concerning these thoughts and feelings.
Can I be who I am? Clinicians must accept themselves before they can be real and accepted by clients. Can I let myself experience positive attitudes toward my client — for example warmth, caring, respect without fearing these? Can I remember that I am treating a human being, just like myself? Can I give the client the freedom to be who they are? Can I be separate from the client and not foster a dependent relationship? Can I receive this client as he is?
Can I accept him or her completely and communicate this acceptance? Can I possess a non-judgmental attitude when dealing with this client? Can I meet this individual as a person who is becoming, or will I be bound by his past or my past? Empirical Literature There are obviously too many empirical studies in this area to discuss in this or any brief article, however this author would like to present a summary of the studies throughout the years and what has been concluded.
Horvath and Symonds conducted a Meta analysis of 24 studies which maintained high design standards, experienced therapists, and clinically valid settings. They found an effect size of. The relationship and outcomes did not appear to be a function of type of therapy practiced or length of treatment. Another review conducted by Lambert and Barleyfrom Brigham Young University summarized over one hundred studies concerning the therapeutic relationship and psychotherapy outcome.
Within these studies they averaged the size of contribution that each predictor made to outcome. Finally, this author would like to mention an interesting statement made by Schore Attention to this relationship with some clients will help transform negative implicit memories of relationships by creating a new encoding of a positive experience of attachment.
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To this author, this is profound and thought provoking. Much more discussion and research is needed in this area, however briefly mentioning it sheds some light on another important reason that the therapeutic relationship is vital to therapy. Throughout this article the therapeutic relationship has been discussed in detail, questions to explore as a clinician have been articulated, and empirical support for the importance of the therapeutic relationship have been summarized.
You may question the validity of this article or research, however please take an honest look at this area of the therapy process and begin to practice and develop strong therapeutic relationships. You will see the difference in the therapy process as well as client outcome.
This author experiences the gift of the therapeutic relationship each and every day I work with clients. Ask yourself, how you would like to be treated if you were a client?
Always remember we are all part of the human race and each human being is unique and important, thus they should be treated that way in therapy. We help determine and create the future of human beings. Predicting the effect of Cognitive therapy for depression: A study of unique and common factors. Nel Noddings argues that we learn first what it means to be cared-for — particularly in families and close relationships.
This caring-about, Noddings suggests, is almost certainly the foundation for our sense of justice. Wisdom Smith and Smith It is quality which especially attracts people to them for help. However, while they possess expertise: Rather it is how they are with us, and we with them. We can feel valued and animated and, in turn, value them.
Out of this meeting comes insight. It generally means that the person so labelled is seen as having a deep understanding, a regard for truth, and an ability to come to sound judgements.
He suggested that a helping relationships could be defined as one in which: In other words, Carl Rogers understood that counselling relationships, for example, were just special instances of interpersonal relationships in general op. Carl Rogers on the interpersonal relationship in the facilitation of learning What are these qualities, these attitudes, that facilitate learning?
Realness in the facilitator of learning. Perhaps the most basic of these essential attitudes is realness or genuineness. This means that the feelings that she is experiencing are available to her, available to her awareness, that she is able to live these feelings, be them, and able to communicate if appropriate.
It means coming into a direct personal encounter with the learner, meeting her on a person-to-person basis. It means that she is being herself, not denying herself. There is another attitude that stands out in those who are successful in facilitating learning… I think of it as prizing the learner, prizing her feelings, her opinions, her person.
It is a caring for the learner, but a non-possessive caring. It is an acceptance of this other individual as a separate person, having worth in her own right. It is a basic trust — a belief that this other person is somehow fundamentally trustworthy… What we are describing is a prizing of the learner as an imperfect human being with many feelings, many potentialities.
A further element that establishes a climate for self-initiated experiential learning is emphatic understanding. This said the spirit and direction of what Rogers says, and the framework that these conditions offer, provides us with a good starting point and orientation to exploring and fostering helping relationships. Does helping involve seeing people in deficit? David Brandon was very alive to this possibility in his exploration of helping relationships.
Indeed, he looked at some of the different ways in which helpers can hinder the development and flourishing of those they seek to help. One common means is through focusing too strongly on institutional and bureaucratic ways of defining the situations and experiences of people.
In order to access resources people often have to either define themselves, or be defined as, in deficit or needy. A current UK example of this is how young people are deemed to be NEET not in employment, education or training so that the agency can get additional funding for the work and meet targets. The labelling and data-sharing involved can quickly work against the interests of the young people involved, invade their right to privacy, and inhibit the creation of the sorts of space and relationships they need to flourish.
These concerns led him to be careful when talking of compassion, to distinguish between such caring and pity. The latter, he believed inevitably embodied a tendency to superiority, to looking down on the other. David Ellerman has argued for five principles: Help must start from the present situation of the doers.
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Helpers must see the situation through the eyes of the doers. Help cannot be imposed on the doers, as that directly violates their autonomy. Nor can doers receive help as a benevolent gift, as that creates dependency.
All this does not minimize the expertise and knowledge of helpers — it simply places them as partners in an endeavour and puts a premium on conversation, relationship and developing shared understandings.
Are there different stages to the helping relationship? This is possible when looking at counselling or more formal relationships as they generally involve some sort of specific contract or agreement to work together. This will usually include something about the number, time, duration and frequency of sessions. It is, thus, pretty easy to think about the sorts of steps or stages the helping relationship might involve. For example Gerard Egan structures his influential model around three stages: Helping clients to clarify the key issues calling for change.
What solutions make sense for me? Helping clients determine outcomes. What do I have to do to get what I need or want? Helping clients develop strategies for accomplishing goals.
He has altered these stages over the years since the first edition of his book appeared back in Then his stages were: The changes are interesting in that they reflect criticism made of the model, research into the helping process, and years of conducting training programmes. Many other writers also use a three stage model.
Put at its most simple and probably most useful the helping or working relationship is seen as having a beginning, middle and end see, for example, Culley and Bond Alistair Ross provides a similar model: However, stage models have less use for many informal educators and social pedagogues.
The sort of relationship generally involved in informal and community education and in things like pastoral care does not generally involve an explicit contract and the time, duration and frequency of encounters rather than meetings is highly variable. Endings can be extremely abrupt, for example.
This said, by focussing on beginnings, middles and endings such models do help us to think about what might be involved at different moments in relationships — and to develop appropriate responses. In this piece we have approached helping as an orientation and a process. Whether the help is useful or not, it has been suggested, relates to the relationship between helper and helped and the people they are.
In this context skills are significant — but not the main focus. There is a danger of becoming too focused on skill. It is easy to slip into following the form of a particular skill without holding on to who we are, and what our role and relationship is with this person.
An example of this is listening. If we concentrate too much on listening as a skill we can end up spending a lot of time trying to demonstrate that we are listening through our posture, looks and head nodding rather than actually listening. If we truly listen to what is being said and being left unsaid then this will be communicated to the other person through the sorts of questions we ask, the statements we make and the relationship that develops Smith This said, there are some obvious areas of skill that we can draw upon — and these relate to the process of fostering conversation and exploration.
For example, we might look to what Sue Culley and Tim Bond They group these around three headings all of which will be familiar in terms of what has gone before: In particular Culley and Bond ibid.: The key skills are, for Culley and Bond ibid.: It is often necessary to go deeper, to ask more directed or leading questions leading in the sense that they move the conversation in a particular direction.
Culley and Bond ibid.: Making statements is seen as generally gentler, less intrusive and less controlling than asking questions — although that does depend on the statement! As Alistair Ross Some of the issues that arise from their use alert us to significant problems and tensions in the work. Once we unhook ourselves from an over-concentration on skills and look to relationships, the person of the helper, and the nature of the systems people have to work within, then some interesting possibilities arise.
As David Brandon recognized, helping is based in relationship and the integrity and authenticity of the helper.