Cognitive‐Behavioral Tasks Accomplished in a Person‐Centered Relational Framework

Tursi, Michael M.; Cochran, Jeff L.

doi:10.1002/j.1556-6678.2006.tb00421.x

Cited by 16 publications

(12 citation statements)

References 22 publications

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“…Counsellors operating within the same theoretical framework may also differ in their opinion of nondirective counselling skills. For example, cognitive behavioural therapy is considered directive because of its emphasis on experiential techniques and assignments (Beutler, Harwood, Michelson, Song, & Holman, 2010), but these are implemented in collaboration with the client (Robinson, 2003;Tursi & Cochran, 2006), thereby making them less directive.…”

Section: Introductionmentioning

confidence: 99%

Reflective listening and open‐ended questions in counselling: Preferences moderated by social skills and cognitive ability

Rautalinko

2013

Couns and Psychother Res

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Aims: We examined how nondirective counselling skills affect the evaluation of counsellors and the observed working alliance, and how evaluators' social skills and cognitive ability moderate evaluations. Method: In a first analogue experiment, counselling transcripts containing more or less restatements, reflections and open‐ended questions were audio‐taped and rated by evaluators (n=52) who self‐reported social skills. In a second experiment, a different sample of evaluators (n=63) rated transcripts and self‐reported social skills and were tested on cognitive ability. Results: Restatements and reflections improved ratings of the counsellors and the observed working alliance, but open‐ended questions did not. Ratings were moderated by evaluators' social skills and cognitive ability. Discussion: The results agree with previous evidence on restating–reflecting and open‐ended questions. That certain evaluators preferred open‐ended questions more than others can be understood as an issue of matching between conceptual level, social skills, and counselling structure.

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Section: Introductionmentioning

confidence: 99%

Reflective listening and open‐ended questions in counselling: Preferences moderated by social skills and cognitive ability

Rautalinko

2013

Couns and Psychother Res

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“…They thought that a counselor must be forgiving. Moreover, the literature considers the task of a counselor in the therapy process is to be an appropriate role model to the client (İkiz & Karaca, 2011;Jodry, 2003;Johns, 1996;Tursi & Cochran, 2006). It is possible that in the present study, these counselor trainees deem that a counselor "must be forgiving by taking notice of being a model to the client. "…”

Section: Discussionmentioning

confidence: 85%

“…In order to reach the intended outcomes involving client growth, the therapeutic relationship itself is the main determinant of the counseling process. The relationship is one of the most important factors in outcome variance (Tursi & Cochran, 2006). The construction of a therapeutic relationship impacts a counselor's growth to establish a meaning for life, to cope with his/her own stress and traumatic life events, and to develop his/her own spirituality and mental health (Jodry, 2003).…”

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confidence: 99%

Beliefs of Counselor Trainees about Forgiveness

Ikiz¹,

Mete-Otlu²,

Asici³

2015

EDUC SCI-THEOR PRACT

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Counselors might be able to help clients to forgive after interpersonal hurts and one of the first tasks of working toward forgiveness with clients is helping them understand exactly what forgiveness means. However, a counselor who wants to use forgiveness in his/her work must first know what forgiveness is, what forgiveness is not, and which factors affect the forgiveness process. The purpose of the present study is to determine the beliefs of counselor trainees about forgiveness. The scope of this study includes how trainees define forgiveness, as well as their beliefs about their own forgivingness, the factors affecting forgiveness, and the importance of forgiveness in counseling. A qualitative study was conducted with 59 undergraduate students attending the Division of Psychological Counseling and Guidance in Dokuz Eylul University, Turkey, during the 2012-2013 academic year. The data from individual interviews were analyzed using content analysis techniques. The results indicated that the trainees considered forgiveness to be a conditional process in an interpersonal context and attributed some conditions about the offender and the offense to their forgivingness. In particular, apology and awareness of the offender about his/her fault affected their decisions to forgive. In the counseling process, forgiveness was considered an important issue and mostly regarded as a counselor characteristic.

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“…Rogers (1967) also indicated that clients "tend to move away from 'oughts'" (p. 25), and that clients tend to move toward an internal locus of evaluation (Rogers, 1961). For further explanation and examples of such processes in different contexts, see and Tursi and Cochran (2006). Jada's counselor had meant for this perspective -career choices on continuums -to be clear in the information he had presented.…”

Section: Unconditional Positive Regardmentioning

confidence: 96%

The core conditions in counseling chronically undecided career decision-makers

Brooks

Cochran

2016

Person-Centered & Experiential Psychotherapies

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Authors assert the role of the core conditions from Rogers' work in increasing effectiveness of career counseling with chronically undecided career decision-makers in college/university settings. After reviewing the needs and context of the population, the authors provide case examples emphasizing the roles of empathy, unconditional positive regard, and genuineness in career counseling helping previously stuck clients become unstuck. The core conditions are seen as building psychological contact, motivating the client opening to self-reflection, self-acceptance, and selfrealization, including previously inhibited aspects of one's self discovered as key to career decisions. The authors illustrate an integrated balance of the personal (attending with the core conditions) with the informational (e.g. formal assessments, knowledge of the world of work) helping the counselor deepen her focus on the person within her decision. The authors' view of the role of the core conditions with chronically undecided college students provides a fresh look at the core conditions across career counseling and other settings in which (a) client connections are inhibited, and (b) there is a need for clients to also process information, such as from assessments, within counseling. ARTICLE HISTORY

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Cognitive‐Behavioral Tasks Accomplished in a Person‐Centered Relational Framework

Cited by 16 publications

References 22 publications

Reflective listening and open‐ended questions in counselling: Preferences moderated by social skills and cognitive ability

Reflective listening and open‐ended questions in counselling: Preferences moderated by social skills and cognitive ability

Beliefs of Counselor Trainees about Forgiveness

The core conditions in counseling chronically undecided career decision-makers

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