Gestalt Therapy: Excitement and Growth in the Human Personality

Luchins, Abraham S.; Perls, Frederick S.; Hefferline, Ralph F.; Goodman, Paul

doi:10.2307/1417998

Cited by 38 publications

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“…The word "gestalt", which has no direct English translation, has been defined as a "whole, configuration, integration, a unique patterning" (Smith, 1976, p. 3). F. Perls stated that he used the term gestalt to describe the synthesis of several diverse philosophical and psychological traditions that formed a distinctive system of psychotherapy, claiming he and the other founders critically examined and assimilated philosophy, psychoanalysis, and semantics into a new comprehensive theory (F. Perls et al, 1951Perls et al, /1994.…”

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confidence: 99%

“…Since its inception these skills have been practised and taught through institutes that are now located worldwide (O'Leary, 2013). Gestalt therapy's principles are directly linked to the various philosophical and theoretical influences and formulations of its founders as well as how they attempted to synthesise these influences into a coherent therapy (F. Perls et al, 1951Perls et al, /1994. Although often not acknowledged for the extent of her input, Laura Perls, who was married to F. Perls, has in fact significantly contributed to the theory and development of gestalt therapy (Taylor, 2009).…”

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confidence: 99%

“…The conceptual centre of gestalt therapy's theory is contact. The founders first introduced the concept that "experience occurs at the boundary between the organism and its environment" (F. Perls et al, 1951Perls et al, /1994. It is at this boundary that contact occurs, and this represents the first reality for a person in the environment or the "organism/environment field" (F. Perls et al, 1951Perls et al, /1994.…”

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confidence: 99%

“…The founders first introduced the concept that "experience occurs at the boundary between the organism and its environment" (F. Perls et al, 1951Perls et al, /1994. It is at this boundary that contact occurs, and this represents the first reality for a person in the environment or the "organism/environment field" (F. Perls et al, 1951Perls et al, /1994. This perspective submits that the organism is not separate from the environment but is touched, limited, and restrained by it (F. Perls et al, 1951Perls et al, /1994.…”

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confidence: 99%

“…It is at this boundary that contact occurs, and this represents the first reality for a person in the environment or the "organism/environment field" (F. Perls et al, 1951Perls et al, /1994. This perspective submits that the organism is not separate from the environment but is touched, limited, and restrained by it (F. Perls et al, 1951Perls et al, /1994. Such contact can only be brought to concentrated awareness in the "here and now" experience.…”

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confidence: 99%

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Contemporary Gestalt Psychotherapy: The Tensions Between Practitioner Education and the Current Cultural Context

O'Regan¹

2022

Psychotherapy and Counselling Journal of Australia

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The practice of gestalt therapy and the training of its practitioners have undergone significant change since the early 1950s. The culture they are situated in is also undergoing significant change. The main goal of this paper is to articulate the nature of contemporary gestalt therapy, the practice of gestalt professional education, and selected aspects of the contemporary cultural context within which they are situated. The central theme of the paper is the tension existing between the values of gestalt therapy and particular features of the culture, especially neoliberalism. This paper is drawn from a PhD project exploring how this tension is understood and managed in Australia and New Zealand. It sets the scene for a proposed later paper discussing detailed responses to these tensions. It is hoped this paper offers ground for psychotherapists, counsellors, and educators to reflect on their experiences and possible tensions.

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Contemporary Gestalt Psychotherapy: The Tensions Between Practitioner Education and the Current Cultural Context

O'Regan¹

2022

Psychotherapy and Counselling Journal of Australia

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Chairwork and the therapeutic relationship: Can the cart join the horse?

2022

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Chairwork" is a collection of experiential methods that utilize movement between chairs and dialogue with parts of the self to bring about change. Because of their emotionally intense nature, therapists often assume that a robust therapeutic relationship is a prerequisite for these tasks.However, it could be said that chairwork also supports the development and strengthening of the alliance. This article presents a single-session, chairwork-centered treatment with an individual experiencing social anxiety. Verbatim extracts and post-intervention feedback illustrate the reciprocal and reinforcing roles of client participation, therapist facilitation, and the therapeutic bond during chairwork. Moreover, the case demonstrates that relationship and technique are intimately bound when using experiential methods, suggesting that therapists do not always need to privilege the former to implement the latter.

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From Theory to Practice: Two Ecosystemic Approaches and Their Applications to Understanding School Bullying

Guckin

Minton

2013

Aust. j. guid. couns.

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School professionals, particularly school counsellors and school psychologists, require detailed knowledge of many important factors that contribute to the personal, academic, and vocational development of the students in their charge (e.g., psychosocial development, curricula developments, local community developments and initiatives, national and international policy developments). The amount of detail and knowledge required by school counsellors/psychologists is bewildering, even before consideration of the individual differences in those who require their help. A framework can provide school professionals with a parsimonious approach to organising, synthesising and understanding all the information that needs to be considered in relation to a child within a particular environment. The current article reviews and comments upon the usefulness of two such theoretical frameworks -Bronfenbrenner's ecological model (1979, 1989) and Spiel, Reimann, Wagner, and Schober's (2008) Bildung-Psychology approach -to an exploration and understanding of a common issue; namely, bully/victim problems among school pupils. It is argued that such ecological/systemic approaches could usefully inform the design and evaluation of future efforts to address school bullying and violence. By extension, we propose that the simplicity of such models is of great value to the school professional who seeks a framework that can guide them in their work.

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Gestalt Therapy: Excitement and Growth in the Human Personality

Cited by 38 publications

References 0 publications

Contemporary Gestalt Psychotherapy: The Tensions Between Practitioner Education and the Current Cultural Context

Contemporary Gestalt Psychotherapy: The Tensions Between Practitioner Education and the Current Cultural Context

Chairwork and the therapeutic relationship: Can the cart join the horse?

From Theory to Practice: Two Ecosystemic Approaches and Their Applications to Understanding School Bullying

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