Blog 7

            For this blog post I wanted to spend time continuing to discuss my thoughts in general on the theories we have been learning. Some of the discussion topics posed to us include personal applications and what we find useful and/or challenging about these models. As we continue to dissect numerous theories, our personal likes and dislikes, their applicability, etc. one thing has become clear to me; none of us view all of these models in the same way. While reading my classmates’ posts, we may find positives and negatives in the same theory, but there are differences in our application. Or, in other peer posts, a theory I may find to be less appealing, they may prefer, and their justifications for doing so are valid and supported by research. Long story short, there is no right answer. The discussion posts each week as well as peer discussions are honing in on the importance of drawing from numerous theories as well as recognizing the varying opinion others have about each and every one of them. If we, as students studying these theories, differ in our beliefs about the use of them, I am sure that clients, in their utilization of these concepts, will have varying opinions on them as well. This is why it is so important that we recognize the value that each of these theories will bring to our “toolbox.” As counselors, we need to be aware that just because we may prefer Krumboltz’s Social Learning Theory or Holland’s Theory of Vocational Choice, that does not mean each of our clients will respond well to it; we need to have an open view of utilizing the strengths of ALL of these theories to better serve a diverse clientele.

            Also, part of this week’s posts sparked a connection to a concept I learned about in previous classes. As counselors, it is important to recognize where are clients are when they present for counseling. Using Prochaska and Diclemente’s stages of change model (1983) is an excellent resource. If clients come to counseling in the pre-contemplation stage, it is vital to know that no matter what theory we are trying to incorporate into the session for them to use, it may be unsuccessful. The utilization of these theories we are learning about largely relies on the assumption that clients present to us in the contemplation stage. Then, our job as helpers would be to aid them in moving towards the stages of preparation, action, and maintenance.

Resources:

Prochaska, J. and DiClemente, C. (1983) Stages and processes of self-change in smoking: toward an integrative model of change. Journal of Consulting and Clinical Psychology, 5, 390–395.