Running head: MY THEORETICAL ORIENTATION

My Theoretical Orientation Kenneth M. Letizia MFCC 561 October 19, 2011 Patsy Pinkney Phillips, Ph.D., LMFT

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My Theoretical Orientation Recent classroom work is a major influence on my choice or theoretical orientation. Family systems therapists work with the entire family and focus on one presenting problem as a catalyst to locate, identify, and address the actual problem within the family. Identification of this unseen problem gives rise to creation of meaningful change from within the family itself. Therapies like (first-generation) Bowen, structural, strategic, and (second-generation) narrative center on the wellness, subsystems, and structural integrity within the family and seek to protect the family from further dysfunction. In this paper, I identify my theoretical orientation, concept of the therapist I hope to become, and the role I will play in therapy. Additionally, I identify the population I want to address and the concerns surrounding therapy I believe will require special attention to maintain a strong therapeutic alliance. First generation therapists emphasize the familial relationships that exist between couples and family members. Change that occurs within an individual will resonate throughout the nuclear family system; therefore, the central focus is on interpersonal dynamics. Due to the reciprocal nature within the family system, therapy occurs with as many members of the family system as possible. Recently, within the last two decades, integration of proven therapeutic approaches, especially those centered understanding of gender, sexual orientation, spiritual, and multicultural issues are gaining recognition in the therapeutic community giving therapy a broader scope of practice and human understanding. Among the influences shaping family behavior few are more powerful than the cultural context (Nichols & Schwartz, 2005, p. 77). The primary strength of the family systems approach is the focus on familial strengths to encourage and engage change from within the family itself. Family systems therapy examines the family to first, identify the central role of the family and treatment options to treat and protect

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the nuclear family system; second, acknowledge the most common and severe types of dysfunction within the family and protect the family members and those who interact with them. I am also focused on the second-generation narrative therapy because of its unique ability to externalize the problem, making the problem, the problem and the ability to deconstruct old meanings and reconstruct new more positive meanings clients assign to events or situations. One may say I have eclectic view of therapy, depending upon the need of the client or family. Therapists range in style, ability, and varying approaches. My concept of a good counselor is one who actively listens, uses guiding questions, and explores possibilities relating to the needs of the client or family and actively participates in the treatment and wellness plan. In striving to become a marriage and family therapist, I am aware that my style involves activeinvolvement, guidance, and exploration. Through role-play, re-enactment, deconstruction, and reconstruction I hope to help my clients become open to new possibilities and new meanings to past or future issues. Guiding the client with thought provoking how and what questions designed to allow the client to see events from a new perspective, or from a view not previously considered. A guide must have the skill to lead without actually taking the lead or doing the work for the client. Through exploration of ideas and outcome, the therapist affords the client the ability to recognize and make necessary changes within his or herself, thus building the client self-esteem and self-understanding. Therapeutic roles I plan to use include investigator, educator, and coach. Investigation of the presenting problem begins with open-ended what and how questions designed to identify and externalize the actual problem, which may not necessarily be the presenting problem. Many times the presenting problem is the catalyst that brings a family or client to therapy and once the situation is open to further investigation, meanings placed on events are open to examination,

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exploration, and discovery. The role of educator will employ my education in counseling. I have many new tools in my tool box and resources to ensure my competence and success. I have also adapted a teaching method I used in the business world for use in educating clients and families. Tell, show, do, feedback is a training tool that allows a trainee to practice skills in advance. I have adapted this to counseling in the form of 4E Learning: Explain, example, explore, examine. I hope to refine and use this teaching tool in the future. In the role of a coach, my goal is to guide my clients in proper use of new skills, behaviors, and thoughts while celebrating the success and growth in therapy. Coaches also encourage and motivate those around them, and this will be a positive approach to helping a client gain self-worth and selfesteem. Client populations exist on every level. My personal population choice is threefold. First, I want to counsel military personnel returning from deployment, helping them to adjust to life at home once again. In WWII, the combat soldier had at least a two-month travel time by ship to return home, and this afforded many soldiers the opportunity to discuss combat situations and horrors with those around them who understood and would allow the soldier to decompress from combat slowly. By Vietnam, soldiers were returning home within a two-week period, and the effect of combat became evident when these soldiers reentered society. With little time to decompress from combat, returning soldiers were edgy and jumpy in social situations but managed to maintain a level of control. Today the combat soldier is home within 24 hours. This is an unbelievable mental shift to go through and does not register as mentally normal. One-day a soldier is dodging bullets and attempting to avoid an Improvised Explosive Device (IED), and the next day that same soldier is pushing a shopping cart in Walmart with his or her family. These combat soldiers are ready to use deadly force to defend themselves and fight or flight is

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prevalent in their behavior. These soldiers have had no time to decompress from the stress of combat and mentally unprepared for the security and safety of home. Second, the families of these soldiers experience difficulty understanding why their loved one is not able to be them self. Reintegration of the combat soldier into family life becomes important in protecting the nuclear family unit. Understanding and communication will allow the family and the returning soldier to establish boundaries and needs to each other in a meaningful and calm manner. Last, many of the families at home are in need of counseling to help ease the stress of the possibilities associated with the life of a combat soldier. Possible outcomes range from safely returning home to loss of limbs or loss of life. The families may require help in coping with the changes that have occurred in their loved one, and the changes to come within the familial unit. My passion for this population comes from my own experience as a child when my brother would return home on leave from Vietnam. The reception was less than cordial on the street and my brother has expressed his anger with regard to past events. This passion also gives rise to many concerns. I must first be able to empathize and support my population. I will have to establish appropriate boundaries to maintain a professional alliance and keep a safe distance. Last transference and countertransference must remain present in my mind to avoid enmeshment and avoiding the slippery slopes of counseling. I believe that certain elements of the therapeutic alliance are more important than the use of specific technique for one reason. If a therapeutic alliance of honesty, trust, and integrity do not exist, no technique employed will work no matter how the therapist attempts to use it. I believe in the use of first and second-generation therapy with an eclectic integrative approach to the techniques and skill set. My hope is to become a counselor my clients and

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colleagues can trust and rely on. Competence and continued education will always be at the forefront of my practice and the motto, Do no harm will guide my actions.

MY THEORETICAL ORIENTATION

References Nichols, M. P., & Schwartz, R. C. (2005). The Essentials of Family Therapy (2nd ed.). Boston, Massachusetts: Pearson A and B.