Educational Objectives:
To demonstrate how gestalt therapy principles may apply in a supervision session.
To explore how the characteristics of the supervisee may influence and enrich his/her therapeutic style.
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Dialogue 11 from the Evolution of Psychotherapy 1990 - Family Therapy: Terminable or Interminable? featuring Salvador Minuchin, MD, and Carl Whitaker, MD.
Moderated by Stephen Gilligan, PhD.
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Educational Objectives:
To describe the method of "orienting toward."
Given a patient, demonstrate appropriate use of the technique of guiding associations.
Educational Objectives:
To list three reasons for working with dreams in the initial interview and in brief psychotherapy.
Given patients with no dreaming, list techniques for eliciting dreams and for "dream substitutes."
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Educational Objectives:
To describe socratic questioning.
To give examples of three negative automatic thoughts.
To give examples of three dysfunctional beliefs.
Erickson demonstrates his utilization method of entering into the client’s world. He demonstrates his unique approach to working with dreams using a parallel process to stimulate strategic understandings of restrictive family patterns.
Rossi (1992) demonstrates his approach to mind-body healing while working with a volunteer, Jennifer, who has rheumatoid arthristis in her hands, which have become distorted and painful. Rossi explains that mind-body healing follows a predictable pattern. During the final phase of this approach, Jennifer begins to experience automatic movement in her hands. She exclaims that her hands are moving more freely than they have in the last five years. Rossi attributes the success to "a genuine moment of self-empowerment."
Erving Polster (1995) demonstrates with Delisa, who is troubled by her work with geriatric patients. Polster leads Delisa quickly and deeply into her own fears of death and loss. Polster jokes, confronts, and directs Delisa into a greater self-awareness. Following the demonstration Polster explains his work and addresses questions.
Eugene Gendlin (2000) demonstrates with two volunteers. The first is guided through feelings of tension in her shoulders and shakiness in her stomach. Gendlin conducts a second demonstration. The next volunteer presents the trauma of a hysterectomy due to cancer. Gendlin concludes with an explanation of his method.