I've been thinking a lot about new theories and such. To a degree, just like a choir director or horse trainer must break the choir members' voices or the horse of its behaviors, it seems to me that a therapist must break a client. What does this mean? I almost think that one could view catharsis in any form as the behavioral affect of such breaking. Freud sought catharsis as the key healing factor in his work. Today we know to pursue the client further than mere cathartic reaction.
I really don't like the term breaking, though. It's much too rough and lacks a certain finesse and cold vocabulary that is used nowadays. Until I think of a better term, it will do. To break someone, the therapist must only pursue the client's "programming" down to the most basic ciphers. This requires a lot of uncovering of bad programming. Some good examples of bad programming came from Ellis's musts and shoulds. Once these are dealt with, a deeper understanding of the client can be gleaned.
I think that it could almost be said that a client isn't necessarily looking for the counselor to fix them. Instead, what they came to find (sometimes with the help of the counselor) is that they want to be understood. As said, this deeper understanding of the positive aspects of the core person can only be accessed after their negative behaviors are cast aside. Once their natural beneficence is free and observed, to a degree I think that it is the counselor's job to assist that person in building themselves back up.
Sunday, May 4, 2014
March 29th, 2014
I can't say that I know what it's like being a professor, but I do have some experience teaching in a university setting as a teaching assistant. With this, I can give my thoughts on what a class and syllabus would look like with me as the the instructor. Obviously the class structure and make-up would differ depending on the size and background of the class. I'm just going to boil this down to simple ideas. All rules apply to the students as well as myself.
1. Cell phones will be on off or vibrate; computers off.
2. There is a difference between thinking and feeling; during any remark, I expect everyone to use the correct word to illustrate their point.
3. Swearing is allowed - just not in any one person's direction.
4. Everything deserves to be discussed.
5. Any opinion can be cited as long as it is understood that any other person then has the air time to shoot it down.
6. 10% of your grade will be open for participation points. It is up to the student to show me their motivation and interest in the class. Part of these participation points include completing the daily work and attempting extra work.
7. We will read the seminal texts in the theories, or at least excerpts therefrom.
8. Any presentations will be graded on both the information inside, as well as how it is given. The what is important, but the how is also.
9. I will only look at my watch when I am talking.
10. Coming to class is not a requirement. That being said, that 10% of your grade discussed earlier is easier to award when you are present. If you do come to class, I expect you to listen and take notes. If you spoil the class time for someone else, I will as you to leave.
11. My expectations of you are high; I therefore expect you to do the work and understand the material. This class was not created for you to memorize. We are not in high school anymore. We are here to learn and be competent in a subject.
April 3rd, 2014
12. I expect to know everyone's name in a reasonable amount of time. Really the only way that this will occur is by participating. If I realize that I don't know your name, I'll call on you.
13. "I don't know" is a fair answer, though not always a respectable one.
14. If you star to monopolize class time, I will ask you to wrap it up.
15. If you need to speak with me outside office hours, please contact me via my provided email address/phone number with ample time to return your request.
16. When group presentations occur, I will put aside time scheduled by the student/group to get my review. I would like all students to attend, though not necessarily all at the same time.
17. Using the word "like" incorrectly multiple times will result in me, like, not listening to you.
April 4th, 2014
18. Only one person will be talking a time in class. We will have respect for whoever is speaking.
19. Any papers written will use a certain format (MLA, APA, Chicago). I want to ensure that students have some contact with a scholarly format for future use.
20. I do not want to fail anyone. That being said, if you don't put in the time, thought, and effort into the study, your grade will reflect that lack of motivation.
21. I would like to give everyone as much time as needed to discuss every single point in class. Unfortunately, we probably won't quite have time for all of them.
May 4th, 2014
22. There are minimal exceptions for justifiable late papers and assignments. Out-of-order printers and lost books will not count.
23. At the end of every paper, you will complete a mini-assignment. This assignment is to answer the prompt: "Tell me something profound about psychology that you have learned. Explain why it is profound and why it matters."
24. There is such a thing as a stupid question. A stupid question is one asked in ignorance of required reading.
25. Food is allowed, but crinkly containers (like chip bags) are not. They interrupt the presenter or instruction . . . and you don't need the carbs anyway.