The article under review is titled “Positive Psychology in School-Based Psychological Intervention: A Study of the Evidence-Base,” by Runa Dawood. It was published in the European Journal Social and Behavioral Sciences in October 2013. It was accessed through the ProQuest database.

The authors wanted to investigate the efficacy of positive psychology in regard to psychological interventions in a school setting. They approached their study by reviewing twenty-eight articles that concerned child, adolescents and school psychology professionals around the globe. Their inclusion criteria considered articles focusing on mental well-being of children and adolescents of ages between five and sixteen years. Although their results were varied, they indicated that positive psychology was effective (Runa, 2013). The authors concluded that; although positive psychology was shown to be effective by their results, more research needs to be done in the area because there is a scarcity of data on this topic. They also recommended primary research on the subject.

The article’s strengths lie in the choice of methodology and research methods. The inclusion and exclusion criteria were well-considered. In addition, the authors made efforts to review articles that contained primary data on the subject. Further, the authors obtained their articles from credible academic databases, further increasing the credibility of their results. The authors also used a majority of recent articles in their study. However, the credibility of their results is in doubt because of the various discrepancies in the articles used. Their analysis of results also suffered from scarcity of data on the subject.

From their findings and conclusions, it is evident that the majority of articles agrees on the efficacy of positive psychology. Linking that with their criteria, I opine that their results and conclusions have a high degree of credibility. Their recommendation for adoption of positive psychology in schools ought to be considered.

Reference

Runa, D. (2013). Positive Psychology in School-Based Psychological Intervention: A Study of the Evidence-Base. European Journal Social and Behavioral Sciences, 5(2), 954-967. Accessed through ProQuest at: <http://search.proquest.com.proxy1.calsouthern.edu/psychology/docview/1532446233/5CDCBAC8FB42A4PQ/7?accountid=35183 >

Discussion 3: Ethical Boundaries in Psychotherapy

The topic of discussion on the DVD concerns an introduction to therapeutic relationships between a therapist and client (Zur, 2010, A) and self-disclosure in therapeutic sessions (Zur, 2010, B). In A, the presenter, Dr Zur Ofer introduces the concept of therapeutic boundaries, boundary violations ad crossings, historical background an issue facing therapeutic relationships in the current millennium. The presenter emphasizes on the need to understand the client behavior, and to control therapist behavior during counseling sessions. In B, the presenter exposes on the concept of self-disclosure, highlighting the situations that need extensive self-disclosure. The presenter emphasizes on the need for ethical, intentional disclosure, which is therapist-initiated, and can help prevent boundary violation. In addition, there are special populations that will need special considerations for self-disclosure (Zur, 2010, B; Frankland, 2010). In essence, the presenter emphasizes the need for the therapist to understand the impacts of google, Facebook and other elements of the internet during sessions.

Viewing the DVD has been very influential in my educational experience. Apart from imparting knowledge on me regarding my practice as a therapist in the days to come, the experience has enabled me to relate well with different people in the educational setting. I am able to relate professionally with my teachers, peer and others. I feel I am fully armed to initiate a therapeutic relationship and disclose myself effectively.

The demonstration has been concise and clear. The presenter is presentable and knowledgeable. The content is very valuable to the course, especially on the issue of the emerging trends in therapeutic relationships, considering the effects of the current millennium. Just like the course emphasizes, the DVD encourages initiation of a therapeutic relationship that does not violate the client’s rights. However, unlike the DVD, the course does not give much details n client initiated therapeutic violation.

References

Frankland, A. (2010). The small psychotherapy book: Object relations in practice. Oxford: Oxford University Press.

Zur, O. (Director). (2010, October 21). Dual relations in psychotherapy: Part A of boundaries series.YouTube Video. <https://www.youtube.com/watch?v=9G1_0alVkIc >

Zur, O. (Director). (2010, October 21). Self-disclosure in therapy: Part B of boundaries series. YouTube Video. <https://www.youtube.com/watch?v=FZDQpHAgV5o >

Discussion 4:

On part C of the presentation, the presenter appreciates that gifts show caring when used in psychotherapy (Zur, 2010, C). According to the presenter, the gifts can originate from the therapist, client or a third party. The lesson emphasizes that a gift in a therapeutic relationship should be ethical, and have a clear rationale. Therapists must consider appropriate gifts, as well as the effects of accepting or rejecting the gifts (Frankland, 2010). In essence, the effect of a gift in a therapeutic relationship depends on the context of the setting. Part D of the presentation deals with bartering in a therapeutic relationship. Bartering in the therapeutic relationship should be considerate, in that it should not be exploitative on the part of the client or the therapist (Zur, 2010, D). According to the presenter, some state laws completely discourage bartering in therapeutic relationships.

The topic has been very beneficial to me. After viewing the DVD, I have changed my perception about gifts and bartering in psychotherapy. My view about gifts and bartering in a psychotherapeutic relationship was negative, but it has changed completely. As regards gifts, I am now in a position to deal with a client in a manner that will not damage the therapeutic relationship. Additionally, the experience has imparted knowledge on how to handle bartering to encourage sustenance of a fruitful therapeutic relationship.

The presenter is very knowledgeable about the subjects. The presentation is clear, concise and very educative. He has done comprehensive research, and he presents from an informed point of view. The information is very relevant to the course. In practice, issues of gifts and bartering exist. Just like in the course, he has exposed on how well to handle the matter. However, unlike the course, he is very clear.

References

Frankland, A. (2010). The small psychotherapy book: Object relations in practice. Oxford: Oxford University Press.

Zur, O. (Director). (2010, November 1). Gifts in therapy: Part C of the boundary series. You Tube Video. <https://www.youtube.com/watch?v=QEO1yElmFkE>

Zur, O. (Director). (2010, November 1). Bartering in therapy: Part D of the boundary series. You Tube. <https://www.youtube.com/watch?v=qERorjSb4nY>

Discussion 5:

In this discussion part of the DVD, doctor Zur (2010, E) talks about dual relationships that are likely in a therapeutic undertaking. According to the presenter, dual relationships exist in many forms such as sexual, business-oriented or professional. While some codes of conduct discourage the entertainment of dual relationships in a therapeutic relationship, some others have recognized the need for some dual relationship (Syme, 2003). For example, the American Psychological Association (APA) (2004) has outlined that all dual relationships are not unethical. Some forms are beneficial while some forms are harmful, unethical and exploitative. However, the therapist’s focus should be on how to build and maintain an ethical relationship between them and the client in order to avoid a boundary violation. Some dual relationships, such as one with a sexual orientation are unethical to the extent that they are illegal in some states.

Viewing the DVD has been very beneficial to my educational experience. My view on dual relationship has changed to a great extent. My view before was biased towards the negative aspects. I have learnt that a dual relationship can even be after a therapeutic relationship is over. Based on the knowledge I have gained through the experience, I believe I will be very successful in handling relationships between myself as a therapist and my clients.

The DVD lesson on dual relationships is very relevant to the course. Just like the course, it has emphasized on the need to focus on the therapeutic relationship. The therapist must evaluate the relationship between them and the client in order to direct it towards ethics and in a manner that will achieve the intended clinical outcomes. Unlike the DVD, the course gave a lot of details on ethical orientation in dual relationships.

References

American Psychological Association (APA). (2004). Multiple relationships and APA’s new ethics code: Values and applications. APA, 35(1), 66-67.

Syme, G. (2003). Dual relationships in counseling and counseling and psychotherapy: Exploring the limits. New York, NY: SAGE.

Zur, O. (Director). (2010, November 1). Dual and mutual relationships in therapy: Part E of boundaries series. You Tube Video. <https://www.youtube.com/watch?v=Zc0XpuA_5cQ>

Discussion 6: Touch in Therapy

This part of the DVD demonstration focuses on touch in therapy. The doctor agrees hat touch can take many forms, some of which are therapeutic while others are not. In the worst scenarios of unethical touch, they have resulted in sexual relationships between the therapist and the client, which is considered illegal. The traditional perception of touch is that it is unethical, but research has disproven this notion to inform that touch is a healing component, which is very essential in therapy (Tan, 2011). According to the presenter, research by many psychologists reveals that many touches are soothing and stress-relieving. The presenter disproves the taboos discouraging touch and urges therapists to be unbiased (Zur,2010, F1). As the doctor encourages in the second part of this presentation, the therapist should consider some factors before applying touch in the therapy (Zur, 2010, F2). Such considerations include the gender, age and culture of the client and therapist, the setting and whether the touch is likely to arouse sexual sensation among others.

The topic of discussion has been very beneficial to me. After viewing the movie, I can admit that I will not abuse the element of touch in therapeutic relationships. I had subscribed to the traditional notion that touch is unethical, but I have risen above the myth of slippery slope argument to apply touch in an appropriate manner to benefit the therapy. In addition, I am more armed with the knowledge necessary to diagnose the situation for touch application.

References

Tan, Y.S. (2011). Counselling and psychotherapy: A Christian perspective. East Fulton Road, Ada, MI: Baker Publishers.

Zur, O. (Director, 2010, November 4). Touch in therapy: Part F of the boundaries series (1 of 2). You Tube Video. <https://www.youtube.com/watch?v=Dr6Pb0Ql3lI>

Zur, O. (Director, 2010, November 4). Touch in therapy: Part F of the boundaries series (2 of 2). You Tube Video. <https://www.youtube.com/watch?v=7jwVxHZISIk>

Discussion 7: Therapy Experiences Outside the Office

The demonstration on this part expounds on experiences of therapy outside the office. The doctor gives various situations for therapy outside the office, which include a home visit, hospital visit, adventure therapy, treatment of homeless people, equine therapy and anorexic lunch among others. Regarding the types of therapy out of office, they can be part of the treatment plan, unavoidable situations, where the client has to be treated in a certain place, enhancing the effectiveness of therapy and accidental encounters. Among there, the home therapy has the highest categories of circumstances. The doctor advises that the therapist needs to consider the situation since these environments are likely to encounter many distractions, affecting the boundaries, either positively or negatively (Zur, 2010, G). For example in the home, there is a high probability that the other members of the family may affect the therapy environment.

This topic of the DVD has been very beneficial to my education experience. It has imparted in me the skills necessary for conducting out of office therapeutic activities. Initially, I didn’t consider such as being part of therapy, but after viewing the DVD, I am more armed with the skills necessary for creating a therapeutic-friendly environment outside the office. The presentation has also enabled me to appreciate the need to consider the likely barriers on the outside of an office setting, and devise the necessary strategies for countering them.

The topic of the DVD is very relevant to the course. The course material, just as the DVD, emphasized the need for a client to recognize the part of therapy that happens outside the office. The point was that the therapy should not only be confined to the office because some instances may demand outside of the office setting for effectiveness. Unlike the course material, the DVD has been very emphatic on the barriers of therapeutic relationships outside the office.

References

Zur, O. (Director). (2010, November 8). Out of office experiences: Part G of the boundaries series. You Tube Video. <https://www.youtube.com/watch?v=obE-MIkHzro>

Discussion 8: Reflection

This course has been very relevant to me. The choice of presentation and the curriculum arrangement has enabled me to benefit a lot from the course. One major outcome in which I have achieved success is in understanding dual relationships in psychotherapy. I have appreciated the wide scope of dual relationship, and I am now able to diagnose and establish a dual relationship. I have appreciated the global factors that affect dual relationships, such as culture, and I am fully armed to consider them when directing a therapeutic course.

The course has also imparted skills in me that enable me to gauge the sexually exploitative or un-exploitative relationships. In a therapeutic setting, there are many aspects of the relationship that can lead to sexual exploitation (Gabriel, 2005). They can be either therapist or client-oriented. Insightful knowledge of diagnosing these issues is important in eliminating the un-exploitative sexual relationships.

The course has also enabled me to gain knowledge in determining when it is therapeutically appropriate to cross boundaries. I am able to judge the setting, environment and client factors that can call for boundary crossing. For example, even in a situation where the client cannot be touched, it may deem that the client be touched in order to save the client from some harm.

The fourth outcome which I feel I have achieved is the critical evaluation of information. Even though information is power, it cannot be helpful if it is not critically evaluated (Reamer, 2013). In order to attend a patient and be helpful to them, the therapist needs to be in a position of understanding all the information that pertains to the client. This is followed by integration of the information in order to draw a treatment plan that is relevant to the patient’s diagnosis.

References

Gabriel, L. (2005). Speaking the unspeakable: the ethics of dual relationships in counseling and psychotherapy.London, UK: Routledge.

Reamer, F.G. (2013).Tangled relationships: Managing boundary issues in the human services. Columbia: Columbia University Press.

Extra Credit Assignment:

In order to fulfill this assignment, I attended a seminar online titled “Healing distressed relationships and helping Love to flourish,” by Colleen Kelly. The presenter is a renowned marriage and family therapist who practices in California. In the presentations, he dissected the attachment theory to elaborate on how broken relationships in families can be helped, and also how couples can live well with one another. The presentation was built with the foundations of Emotionally Focused Therapy for couples. During the presentation, the presenter could allow the audience to participate by airing their ideas and perceptions. Such an arrangement added flavor to the presentation and improved its value in a great deal. Colleen used the analogy of Brian and Judy, a couple that had family/marriage conflicts, to enable the audience to digest the gist (Kelly, 2014). She presented the marriage conflict using this hypothetical family and applied the attachment theory and emotionally focused therapy to provide solutions to the problem. The audience seemed challenged, and, from their confessions, the seminar was a wonderful one.

The seminar was very impactful to me, both as a therapist and a family person. From a therapist’s perspective, I benefited with therapeutic knowledge and the art of presentation from Colleen. From a family-person’s perspective, the seminar was very healing, very nourishing, evoking, and inducing new beginnings. I have already applied the lesson in my family relationships.

The seminar is also relevant to the course. Aspects of dual relationships and psychotherapeutic elements were encountered all through. It is a very good exemplary case of the application of what we have learnt in the course. I recommend this webinar to you all; it is a universal cure for love and relationship issues.

References

Kelly, C. (Director). (2014, March 14). Healing distressed relationships and helping Love to flourish.