Goal Focused Positive Psychotherapy Case Examples

2017 ◽  
pp. 97-122
Author(s):  
Evelyn Winter Plumb ◽  
Robert Byrom ◽  
Theodore T. Bartholomew ◽  
Kate Hawley
Keyword(s):  
Positive Emotions ◽  
Positive Psychotherapy ◽  
Case Examples ◽  
Client Relationship ◽  
The Common ◽  
Client Strengths ◽  
Approach Goals

This chapter presents four case examples that illustrate the key principles of Goal Focused Positive Psychotherapy (GFPP). The formation of the therapist–client relationship is highlighted. Strengths are identified in the midst of the client describing problems. Approach goals are identified and positive emotions elicited based upon client readiness. Each therapist’s approach fits the client’s concerns and strengths. The client’s initial concerns form the beginning for the strength-oriented journey. Techniques such as positive empathy are used to identify the client’s desires. Client desires are understood to be in juxtaposition with client difficulties. GFPP is used within the context unique to each client. Client contexts can be conceptualized as comprising client problems, complaints, and difficulties, along with client strengths, assets, and culture. At the end of the chapter a synthesis statement assesses the common threads and distinctive qualities of the four cases.

Introducing Goal Focused Positive Psychotherapy

2017 ◽  
pp. 1-19
Author(s):  
Collie W. Conoley ◽  
Michael J. Scheel
Keyword(s):  
Posttraumatic Stress Disorder ◽  
Psychological Distress ◽  
Posttraumatic Stress ◽  
Positive Emotions ◽  
Therapeutic Process ◽  
Well Being ◽  
Theory Of Change ◽  
Positive Psychotherapy ◽  
Broaden And Build Theory ◽  
Client Strengths

This chapter provides an overview of the philosophy and foundational premises of Goal Focused Positive Psychotherapy. Goal Focused Positive Psychotherapy is described as a comprehensive psychotherapy model built primarily upon positive psychology principles to optimize well-being, which diminishes the effects of psychological distress. The theory of change is the Broaden-and-Build Theory of positive emotions. The therapeutic process promotes client strengths, hope, and positive emotions in order to assist the client in attaining goals, making growth toward goals in psychotherapy and life more enjoyable. Issues of ethics, psychological metaphor, therapeutic alliance, client context, and a case example of a client with posttraumatic stress disorder are presented.

The Foundational Constructs of Goal Focused Positive Psychotherapy

2017 ◽  
pp. 20-40
Author(s):  
Collie W. Conoley ◽  
Michael J. Scheel
Keyword(s):  
Positive Emotions ◽  
Brain Plasticity ◽  
Well Being ◽  
Psychological Needs ◽  
Positive Psychotherapy ◽  
Change Mechanism ◽  
Personal Strengths ◽  
Broaden And Build Theory ◽  
Approach Goals ◽  
Client Values

Chapter 2 presents the theory behind Goal Focused Positive Psychotherapy (GFPP), a technique that facilitates clients’ thriving by creating a happier, meaningful life. Psychotherapy can help clients to enjoy a lifetime of well-being and growth toward their meaningful, virtuous goals through positive emotions. The Broaden-and-Build Theory of positive emotions serves as the change mechanism for GFPP. It is important to select goals for therapy based upon client values and personal meaning (approach goals and intrinsic goals). Using clients’ personal strengths (including their culture) is of central importance, as is the promotion of hope in usually demoralized clients. The implicit theory of personal change or the growth mindset includes the belief in neural or brain plasticity. Self Determination Theory sets out competence, relatedness, and autonomy as the three determinants of motivation and the fundamental psychological needs.

Goal Focused Positive Psychotherapy

2017 ◽  
Author(s):  
Collie W. Conoley ◽  
Michael J. Scheel
Keyword(s):  
Positive Emotions ◽  
Behavioral Therapy ◽  
Empirical Support ◽  
Well Being ◽  
Theory Of Change ◽  
Model Case ◽  
Positive Psychotherapy ◽  
Case Examples ◽  
Personal Strengths ◽  
Broaden And Build Theory

Goal Focused Positive Psychotherapy presents the first comprehensive positive psychology psychotherapy model that optimizes well-being and thereby diminishes psychological distress. The theory of change is the Broaden-and-Build Theory of positive emotions. The therapeutic process promotes client strengths, hope, positive emotions, and goals. The book provides the foundational premises, empirical support, theory, therapeutic techniques and interventions, a training model, case examples, and future directions. A three-year study is presented that reveals that Goal Focused Positive Psychotherapy (GFPP) was as effective as cognitive-behavioral therapy and short-term psychodynamic therapies, which fits the meta-analyses of therapy outcome studies that no bona fide psychotherapy achieves superior outcome. However, GFPP was significantly more attractive to the clients. Descriptions are provided of the Broaden-and-Build Theory, therapy goals based upon clients’ values and personal meaning (i.e., approach goals and intrinsic goals), identification and use of clients’ personal strengths (including client culture), centrality of hope and hope theory, the implicit theory of personal change or the growth mindset, and finally Self-Determination Theory. The techniques and interventions of GFPP as well as the importance of the therapist’s intentions during therapy are presented. GFPP focuses upon the client and relationship while not viewing psychotherapy as a set of potent scripted treatments that acts upon the client. Goal Focused Positive Supervision is presented as a new model that supports the supervisee’s strength-based self-definition rather than a pathological one or deficit orientation. Training that includes the experiential learning of GFPP principles is underscored.

Perceptions of a heritage site and animosity: the case of the West Bank

2020 ◽  
Vol 75 (5) ◽  
pp. 765-777
Author(s):  
Villy Abraham ◽  
Yaniv Poria
Keyword(s):  
Quantitative Research ◽  
Positive Emotions ◽  
Conflict Theory ◽  
Site Management ◽  
Common View ◽  
Content Type ◽  
Heritage Site ◽  
Realistic Conflict Theory ◽  
Managerial Implications ◽  
The Common

Purpose Drawing on the theories of social identity and realistic conflict theory, the purpose of this study is to enrich the literature by proposing and testing a model conceptualizing the relationships between animosity, an antecedent (tourists’ perception of a heritage site) and demand variables (e.g. length of stay). Design/methodology/approach Data collected for the study is based on a combination of qualitative (20 interviews) and quantitative research (n = 330) methods. Findings The study demonstrates that animosity should be integrated into tourism research. The study provides relevant insights indicating that animosity harbored toward locals is crucial to the understanding of tourists’ behavior. Research limitations/implications The study provides relevant insights indicating that animosity harbored toward locals is crucial to the understanding of tourists’ behavior. Practical implications Managerial implications for those entrusted with the promotion of tourism and site management are suggested in areas at the heart of a conflict. Originality/value The study of animosity challenges the common view in heritage tourism which focus on positive emotions harbored by tourists. In the present study, the authors focus on the consequences of negative emotions.

scholarly journals The Comprehensive AOCMF Classification System: Midface Fractures - Level 2 Tutorial

2014 ◽  
Vol 7 (1_suppl) ◽  
pp. 59-67 ◽  
Author(s):  
Christoph Kunz ◽  
Laurent Audigé ◽  
Carl-Peter Cornelius ◽  
Carlos H. Buitrago-Téllez ◽  
John Frodel ◽  
...  
Keyword(s):  
Classification System ◽  
En Bloc ◽  
Case Examples ◽  
Fracture Location ◽  
Midface Fracture ◽  
Level 3 ◽  
The Common ◽  
Fracture Mapping ◽  
Le Fort Classification ◽  
Level 2

The AOCMF Classification Group developed a hierarchical three-level craniomaxillofacial classification system with increasing level of complexity and details. The highest level 1 system distinguish four major anatomical units including the mandible (code 91), midface (code 92), skull base (code 93), and cranial vault (code 94). This tutorial presents the level 2 system for the midface unit that concentrates on the location of the fractures within defined regions in the central (upper, intermediate, and lower) and lateral (zygoma, pterygoid) midface, as well as the internal orbit and palate. The level 2 midface fracture location outlines the topographic boundaries of the anatomical regions. The common nasoorbitoethmoidal and zygoma en bloc fracture patterns, as well as the time-honored Le Fort classification are taken into account. This tutorial is organized in a sequence of sections dealing with the description of the classification system with illustrations of the topographical cranial midface regions along with rules for fracture location and coding, a series of case examples with clinical imaging and a general discussion on the design of this classification. Individual fracture mapping in these regions regarding severity, fragmentation, displacement of the fragment or bone defect is addressed in a more detailed level 3 system in the subsequent articles.

Major Techniques and Interventions

2017 ◽  
pp. 41-72
Author(s):  
Collie W. Conoley ◽  
Michael J. Scheel
Keyword(s):  
Theoretical Model ◽  
Therapeutic Alliance ◽  
Nonverbal Communication ◽  
Positive Emotions ◽  
Positive Psychotherapy ◽  
Self Disclosure ◽  
Information Giving ◽  
Self Compassion ◽  
Therapeutic Techniques ◽  
Direct Guidance

This chapter present the techniques and interventions of Goal Focused Positive Psychotherapy (GFPP). Highlighted are the therapist’s intentions to emphasize the client’s strengths and to facilitate the expression of positive emotions, hope, and goals while focusing on the therapeutic alliance. Psychotherapy is not viewed as a set of potent scripted treatments that act upon the client. The therapeutic techniques include nonverbal communication, mirroring, open and closed questions, paraphrase and reflection, challenge, summarizing, empathy, interpretation, self-disclosure, immediacy, information giving, and direct guidance. The interventions include capitalization, self-affirmation, formula-first-session-task, reframing, success-finding, encouragement, visualizing success, miracle question, scaling questions, best-possible-self, count your blessings, self-compassion, and mindfulness. The practitioner is urged to use GFPP’s theoretical model to guide the treatment intentions and use any techniques and interventions that fit with the client and the GFPP model.

scholarly journals PELATIHAN REGULASI EMOSI UNTUK REMAJA HARAPAN MULYA KEMAYORAN

2019 ◽  
Vol 4 (2) ◽  
pp. 142
Author(s):  
Johan Satria Putra ◽  
Ade Nursanti ◽  
Karimulloh Karimulloh
Keyword(s):  
Community Service ◽  
Emotional Regulation ◽  
Positive Emotions ◽  
Average Score ◽  
Intervention Model ◽  
Before And After ◽  
Post Test ◽  
Itu Model ◽  
The Common ◽  
Full Day

<p><strong><em>Abstract</em></strong>. <em>One of the common social problems in Jakarta is a people chaos and brawl between societies. Some cases that often occured in the Central Jakarta area, most of the motives of residents who participated in the brawl were not certain, and also from which communities or regions they came from. Most of the brawlers are teenagers. Teenagers are in a period of an unstable emotional conditions so that easily provoked to follow brawls without knowing the root of the problem and its consequences. Brawl is a form of mass aggression. One of the factors of drives aggression is the regulation of emotions which are not good and right. Therefore, the intervention model that will be applied to adolescents in community service is group emotional regulation training. This training program is carried out for a full day, including induction and release of negative emotions, sharing knowledge about emotions and regulation, and stimulating positive emotions. The training was given to 17 teenagers from the Harapan Mulya village neighborhood, especially from </em>Forum Remaja<em> (Local Youth Forum). Measurement of emotional changes and the level of aggressiveness is examined by giving pre and post-test before and after training, using the scale of Aggression and VAS. The results of statistical analysis show that the average score of aggressiveness decreased after being given training. It means that the emotion regulation training was effectively reduce the aggressiveness of the adolescence.</em></p><p> </p><p><strong><em> </em></strong><strong>Abstrak</strong>. Salah satu permasalahan sosial yang jamak terjadi di daerah Jakarta adalah tawuran antar warga. Seperti kasus yang sering muncul di daerah Jakarta Pusat, kebanyakan dari warga yang mengikuti tawuran tersebut tidak diketahui secara pasti motifnya dan dari kelompok atau wilayah mana yang bersangkutan berasal. Sebagian besar pelaku tawuran tersebut adalah remaja. Remaja berada pada masa kondisi emosi yang labil sehingga  mudah terprovokasi untuk mengikuti tawuran tanpa mengetahui akar masalah dan konsekuensinya. Tawuran merupakan bentuk agresi massa, di mana salah satu faktor yang mendorong agresi adalah regulasi emosi yang kurang baik dan tepat. Oleh karena itu, model intervensi yang akan diterapkan pada para remaja dalam pengabdian pada masyarakat ini adalah pelatihan regulasi emosi kelompok. Program pelatihan ini dilaksanakan selama sehari penuh, meliputi induksi dan pelepasan emosi negatif, pemberian materi tentang emosi dan regulasinya, serta stimulasi emosi positif. Pelatihan diberikan kepada 17 orang remaja dari lingkugan kelurahan Harapan Mulya, khususnya Forum Remaja setempat. Pengukuran perubahan emosi dan tingkat agresivitas dilakukan dengan memberikan pre dan post-test sebelum dan sesudah pelatihan, menggunakan skala Agresi dan VAS. Hasil analisis statistik dengan melihat perubahan rata-rata skor antara pre dan post-test menunjukkan penurunan tingkat agresivitas setelah diberikan pelatihan.</p>

Introduction to This Workbook

2018 ◽  
pp. 1-7
Author(s):  
Tayyab Rashid ◽  
Martin Seligman
Keyword(s):  
Human Brain ◽  
Therapeutic Approach ◽  
Positive Emotions ◽  
Practical Wisdom ◽  
Positive Relationships ◽  
Multiple Perspectives ◽  
Positive Psychotherapy ◽  
Negative Memories ◽  
Three Phases

Abstract: Positive psychotherapy (PPT) is a therapeutic approach that attempts to counteract symptoms with strengths, weaknesses with virtues, and deficits with skills. The human brain pays more attention and responds more strongly to negatives than to positives, and PPT helps by teaching us to build our positives. PPT practices help to assess our strengths from multiple perspectives, followed by a series of practices that help to develop “practical wisdom.” PPT is divided into three phases: (a) focuses on helping us come up with a balanced narrative by exploring our strengths from multiple perspectives; (b) focuses on building positive emotions and dealing with negative memories, experiences, and feelings; and (c) focuses on exploring positive relationships and strengthening the processes that nurture these relationships.

scholarly journals Educación emocional: El elemento perdido de la justicia social

2016 ◽  
Vol 20 (2) ◽  
pp. 1 ◽  
Author(s):  
Lena Barrantes-Elizondo
Keyword(s):  
Educational Program ◽  
Positive Emotions ◽  
Common Knowledge ◽  
Self Awareness ◽  
Basic Aspect ◽  
Evaluation Strategies ◽  
The Common ◽  
Emotional Ability ◽  
Relationships Management ◽  
Future Education

This essay aims to demonstrate how social injustice becomes a side effect of the lack of an emotional educational program in the education system. The discussion focuses in the necessity of channeling emotional abilities since early ages and making the four basic dominions of the emotional ability: self-awareness, self-government, social coexistence and relationships management, part of the common knowledge. The emotional ability is a necessary element for both current and future education. This ability is a fundamental piece in the society puzzle, it constitutes a key element in a fair complex human coexistence where individuals learn to govern over their emotions through strategies since their childhood. On the other hand, the need to acquire a deeper knowledge of oneself emotions is highlighted, as well as identifying the emotions of others, develop the ability to regulate our own negative emotions, the ability to create positive emotions and the ability to self motivate in order to adopt a positive attitude towards life. Among the main conclusions, these can be cited: the socio-emotional abilities become a basic aspect of human development; an educational program that seeks to approach this ability requires more than a list of values and attitudes; in order to get out of this a systematic answer, clearly set objectives, contents, mediating activities and evaluation strategies are required.

The Helping Relationship Inventory: A Clinical Appraisal

1998 ◽  
Vol 79 (2) ◽  
pp. 123-133 ◽  
Author(s):  
Thomas M. Young ◽  
John E. Poulin
Keyword(s):  
Social Workers ◽  
Clinical Utility ◽  
Helping Professionals ◽  
Case Examples ◽  
Helping Relationship ◽  
Client Relationship ◽  
Helping Process ◽  
Student Workers ◽  
Msw Student ◽  
Market Pressures

The Helping Relationship Inventory (HRI) is a newly developed measure of the strength of the helping relationship. It is designed for use by social workers and their clients in a variety of helping contexts. An appraisal of its clinical utility, based on nine pairs of clients and their MSW student workers, showed that the HRI worked well in a number of different settings and that using it can improve the worker-client relationship and facilitate the helping process. Three case examples are provided, and the significance of differences between ratings of clients and workers are discussed. For those helping professionals and agencies facing managed market pressures to provide briefer, more effective services, the Helping Relationship Inventory provides an easily administered means of assessing and improving the working relationship between consumers and their providers.

Sign in / Sign up

Export Citation Format

Share Document