By Vanja Orlans; Susan Van Scoyoc
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This well known textual content is helping scholars and clinicians construct crucial abilities universal to all family members interventions. the whole strategy of systemic treatment is richly illustrated with chapter-length case examples. instead of advocating one most sensible process, the writer exhibits that there are a number of methods of operating, and gives mirrored image questions and routines that inspire readers to boost their very own scientific sort.
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Extra resources for A short introduction to counselling psychology
Descartes’ importance lay in the way that he (together with other scientists and philosophers of that time) completely reformulated previous worldviews based on the existence of God in everyday life. What was proposed here was that God had in effect been the creator of a large machine which thereafter was left running. The task for human beings was to figure out the mechanical basis for the running of this machine, a task that we can recognize as on-going in many basic psychology text books. While Descartes did not complete his theory regarding the way in which mind and body interact, partly perhaps because of his own need to fit in with religious ideals of the time, his dualism did emphasize consciousness as a focus for inquiry, and as a mechanism for the control of emotions (Cottingham, 1986).
Science up to that point had been more commonly based on observations and related calculations. As Leahey (2004) points out, the fields of chemistry and physiology were just emerging during this time, and in medicine it would not be until 1948 that the first clinical drug trial would be officially published. Wundt introduced scientific demonstrations into his philosophy lectures and in 1879 he opened the first psychological laboratory. He also started publishing the first effective ‘journal of experimental psychology’.
The use of the term ‘conceptual basis’ in the TCCP guidelines allows for an articulation on quite a wide continuum. The overall interest is in challenging courses and individuals to reflect more deeply on the basis to their work and their training designs, a challenge that we completely support in that it takes us into the reflexive realm and a potentially different form of learning, referred to also as the ‘double loop learning’ domain (Argyris, 2004) or ‘reflection-in-action’ (Schön, 1983). In the following chapter, where we address the issue of professional knowledge in counselling psychology, we return to this idea of reflexive practice in more detail.