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This 3,500-word E-portfolio will evaluate how studying integrative counselling has evolved me as a person, by reflecting on key learning experiences that have shaped my knowledge and how it influences my practice and my identity as a counsellor. Furthermore, I will be identifying the impact that learning to be a counsellor has had on my own philosophy, values and personal growth. In addition to this, I will be highlighting certain approaches, theories, skills and interventions that I will be including in my practice.

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What is Integrative Practice in Counselling? 

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What is Integrative Practice in Counselling? 

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There are over 400 different approaches in counselling, and integrative counselling is a combined approach in counselling that brings together different aspects, elements and interventions from various approaches (Joseph 2010). Integrative counsellors take the view that there is no single approach that can treat a client in all situations - or that no one theory holds all of the answers (Joseph 2010). However, all approaches are considered to be useful and have value in helping individuals. Therefore, integrative counsellors take a holistic view, and look at the individuals needs from a cognitive, social, emotional and physical perspective. They take the view that "the best elements of two or more approaches” are blended together (Norcross, 2005:8) and each person needs to be recognised as different from another and considered as a whole - meaning counselling techniques and interventions must be tailored to the individual needs of the client and personal circumstances.

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When training to  be a counsellor, a person will study different therapeutic approaches - including psychodynamic, person-centered and cognitive-behavioural. Self-reflection is also a large part when training as a counsellor, as this allows a therapist to develop themselves, and have greater understanding of the feelings that arise around different topics and experiences brought up for them in the process. This is a process that demands a conscious attempt to reflect on our own feelings and thoughts, and to review, analyse and explore the counsellor’s responses to a client in therapy. This will allow professional growth and allow us to gain control over personal vulnerabilities. Self-evaluation is a necessary part of training to be a counsellor; and this is so that improvements can be made where essential - which ensures that clients can be given the best treatment.

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Gestalt therapy is a humanistic approach in psychotherapy, which emphasizes personal responsibility; focusing upon the individual's experience and emotions they are feeling in the present moment. It was developed by Fritz Perls, his wife, Laura Perls and Paul Goodman in the 1940's and 1950's (McLeod 2013). The main goal of this type of therapy seeks to resolve the conflicts and ambiguities that result from the failure to integrate features of the personality. Furthermore, it is used to teach individuals to be able to access their emotions, and become more aware of significant feelings and sensations they feel within themselves and in their environment, with the hope of the result that the individual responds fully and reasonably to situations. Similar to the person-centered approach, gestalt therapy is also client-led, however, research reviewed by Strumpfel and Goldman in 2001 suggested that, although gestalt therapy is popular within the counselling community, it has appeared to help individuals with self-growth - rather than helping tackle emotional issues affecting mental well being (McLeod 2013).

The reason why I have chosen to model gestalt therapy in my integrative counselling model is due to experiencing positive outcomes during my personal therapy. My personal counsellor mainly embodied the use of gestalt therapy; and I found it very useful in becoming aware and in-touch with my emotions - which I had unconsciously disassociated with. My counsellor had noticed I became very detached when speaking about my father, and using gestalt techniques, I became aware of the emotions I was surpressing. This enabled me to deal with these emotions in a healthier way.

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Person-centred therapy was first developed by Carl Rogers in the 1950’s, it is described as a non-directive approach and focuses on the therapeutic relationship being the fundamental factor in aiding a client finding their way to explore solutions for their problematic experiences - “to provide the person with a relationship within which they can grow and develop” (McLeod, 2011:143). Rogers believed that the core conditions are that all a client needs to have the capability to self-heal and achieve personal growth, leading to Abraham Mazlows concept of ‘self actualization’ (Gillon, 2007). The counsellor aids this process by providing vital support to the client, creating a safe environment by using the core conditions and the therapeutic alliance as they make their way through this journey. The ‘core conditions’ that Rogers speaks of are congruence, empathy and unconditional positive regard (McLeod 2013), and Carl Rogers (1957) also strongly believed that the therapeutic relationship between client and counsellor is necessary and sufficient (Nelson-Jones, J 2000) to bring about change in a client. This comes from his belief that an individual with mental health problems requires a healthy and positive relationship introduced in their life so that the organismic self is fully accepted (McLeod, J 2013).

A reason why I have chosen to model PCT in my counselling approach is due to the reason that it is one form of therapy that my personal therapist had taken with me. It had benefited me greatly; for the reason being that, when bringing up issues, it felt empowering to discover my own solutions - which resulted in my mindset changing to believe I have the tools and power to make changes on my own.

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Beliefs and values are not what just makes someone a well-respected counsellor, but a well-respected person; as these are the assumptions we make about the world. The importance of being able to identify your own values and beliefs is pivotal for a counsellor’s personal growth. The British Association for Counselling and Psychotherapy (BACP) have their own sets of values that we, as counsellors, have a commitment to abide by. These include;

Respect- we respect the human rights and dignity of our clients

Responsibility - we have a responsibility to alleviate personal distress and suffering, and we also take responsibility for our actions.

Protection- we need to protect the safety of our clients.

Encouragement - we encourage ideas for continuous improvement, being open to change and challenges.

Support - we value each other and recognise the variety of human experience, which promotes inclusiveness and tolerance.

Excellence - we strive for the highest standards by enhancing our quality of professional knowledge

Collaboration - we work together for the best outcomes: communicating, listening, learning and sharing ideas

Trust - we have integrity, building and maintaining trust, openness, honesty and fairness

(BACP 2020)

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Common factors is an approach that "seeks to determine the core ingredients that different therapies share in common" (Norcross, 2005:9). The benefits of an integrative counsellor modelling this approach in their practice include that it seeks factors that have been demonstrated to be effective; this factors include the therapeutic relationship. However, this model has been critisised for the fact that it may overlook helpful techniques and is unscientifc (Norcross, 2005).

Technical eclecticism is fabricated "to improve our ability to select the best treatment for the person and the problem…guided primarily by data on what has worked best for others in the past" (Norcross, 2005:8). The benefits of using the model of technical eclecticism in your therapeutic practice include that it encourages using schools of thought. However, the model is often criticised for having "a lack of consistency in their thinking"(Goldfried, Pachankis & Bell, 2005 cited in Jones-Smith, 2012), and it could be difficult for a counsellor to explain how ideas and interventions taken from different theories may fit together (Norcross, 2005).

Theoretical integration is described as "two or more therapies are integrated in the hope that the result will be better than the constituent therapies alone" (Norcross, 2005:8). It is said that the benefit of this model is that “the best elements of two or more approaches” are blended together (Norcross, 2005:8). However, it has been argued that this is difficult to achieve.

Assimilative integration “entails a firm grounding in one system of psychotherapy but with a willingness to... incorporate… practices and views from other systems” (Norcross, 2005:10). The advantage is a counsellor is coherent in one approach but has the tool of “a broader range of technical interventions from multiple systems” (Norcross, 2005:10). One key way of integrating uses the therapeutic relationship; as it appears in the course of working with the client.

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Cognitive Behaviour Therapy (or CBT) is a form of talking therapy which can be used to treat a wide range of mental health problems; for example, anxiety and depression, and it is used to bring about change by introducing or helping a client develop a more realistic way of thinking to bring about effective change in their life. The idea behind this is cognitive behavioural therapists believe that developing a more realistic way of thinking will eliminate maladaptive behaviour (McLeod 2013). The basic theory supporting this idea is that psychological distress is caused by ‘cognitive misconceptions’; and this means that negative and unrealistic thoughts develop in the mind and cause or determine negative and obstructive behaviour (McLeod 2013). The basis of this theory stems from a study on operant conditioning conducted by Skinner in 1948 (McLeod 2013). He discovered the “laws of learning” when conducting a study on rats. The hungry rats scurried around their box until it accidentally pressed a lever - which released food inside the box (McLeod 2013). The rats learned that if they pressed the lever, they would receive food. The results of this experiment hold significance in modern day life. For example, teachers seek to implement positive reinforcement on their students, by rewarding them immediately for exemplar and positive behaviours. Other example of scientific experiments that offered evidence to the idea that behaviours are learnt is the study named ‘Little Albert’ - which the experimenter, Watson, condition Albert to be afraid of white, fluffy animals (McLeod 2013: 129). Cognitive-behavioural therapist hold the belief that all behaviour is learnt; which can therefore be concluded that the maladaptive behaviours can be unlearned, and replaced with new and better adaptive behaviours.

The reason why I have chosen to integrate CBT into my practice is due to positive past experience. During my A-levels I experienced an abusive relationship; which made sixth form extremely difficult to complete. I achieved very poor results in my first year, however, I got myself out of this toxic relationship and sought counselling through my sixth form. The counsellor I attended sessions with informed me that she was a cognitive-behavioural counsellor - and this resulted in helping to manage and cope with the prominent symptoms of, for example, anxiety, which enabled me to complete my A-level exams.

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When I first started this course nearly 3 years ago, I was extremely optimistic about training to become a counsellor and help change people’s lives. My ultimate goal was to work in prisons working with juveniles. The first year opened my insight massively, whilst developing myself and personal growth - I learnt a lot about myself. The most eye-opening learning experience was when I was introduced to the attachment theory developed by John Bowlby. I had touched on this prior in A-level psychology - however, this learning was more in-depth and personal to our own attachment styles. It came to my awareness that I have an insecure attachment style - which I discovered, when I brought this up in personal therapy, could be due to the unstable relationship I had with my father in childhood; whom I no longer associate with. The learning of this enabled me to understand why I was so dependent on my partners in romantic relationships, whilst constantly looking for reassurance. Because of this, I have worked on my attachment to others and developed my independence. Furthermore, when the duration of the first year was coming to an end, I had received feedback from my tutors. In this feedback, they had noticed I struggle to make my voice heard in groups. I explored this with my personal counsellor - and I came to the conclusion that this was because of my childhood experiences of being the sibling of a child who has a severe learning disability. My sister’s needs had to come before my own, and I discovered I was often silenced and had to become independent very quickly. The effect of being silenced clearly was an aspect or personality trait I have carried and expressed in later life - for instance, when I am in group with others with bigger personalities than myself, I often shut off and be quiet. I worked on this with my therapist, and I am now very aware that I am an important member of any group and my voice can be heard if I want it to be without fear of being silenced or rejected. Another theory that made a deep impact on me was transactional analysis. Understanding Eric Berne's (2015) theory; specifically the three ego states (parent, child and adult) and the drama triangle, has made a huge difference to the way I view relationships; and in particular, the relationship with my mother. Because my mother is an alcoholic, this theory has enlightened my understanding of the transactions made between my mother and myself, and has given me the knowledge on how to improve this - which I also worked on in personal therapy. Although this course has given me precious knowledge and an opportunity to grow and develop myself, being in my final year, I have lost my ambition to become a counsellor. This is because I feel as though I am just a number to the university, and support from the university regarding the need for extensions due to the extenuating circumstances of the pandemic has been extremely poor - with communication also being inferior to what it was in year 1. I realise the pandemic has had a massive effect on my mental health, alongside many negative events that have happened to me alongside, and the struggle of being a third year student has left me with little fight left.

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As an integrative counsellor, it is imperative that the counsellor is aware of their own beliefs and values, which fit with the approaches and theories that they are modelling in their practice. The approaches I have chosen to integrate into my practice are ones I am most confident and coherent in; regarding the knowledge of skills and interventions involved, and in my ability to apply and deliver these skills in practice - which will result in providing the best possible help for my clients. This assignment has allowed me to look back on my personal growth throughout the duration of the course, which has reminded me of the amount I have grown as a person, and the knowledge and lessons I have acquired; such as being congruent and having unconditional positive regard, will forever be a part of me and I will carry with me.

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As a counsellor that is a part of the British Association of Counselling and Psychotherapy (BACP), it is an ethical obligation that is set out in the ethical framework to attend supervision on a regular basis (BACP 2018). This is to ensure the best possible care is given to the client; whilst giving the counsellor support in doing this and supporting the exploration of their own awareness. The therapist should talk honestly with their supervisor about conflicts a counsellor has within themselves about a client - this is to ensure not to inflict any harm in the treatment they are providing. The therapist should ask their supervisor any questions that have arisen for them during sessions to get valuable feedback and constructive criticism - which will improve the therapists expertise and enable the client to receive the best possible care so that their situation can be best improved. If personal problems arise, this should be discussed with a supervisor also. Strengths can be drawn from a discussion, which can result in a more authentic response to the client in the next session. The overall intention of the therapist should be to provide the best care to improve the clients situation.

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BACP (2018) Ethical Framework for the Counselling Professions [online] available from https://www.bacp.co.uk/events-and-resources/ethics-and-standards/ethical-framework-for-the-counselling-professions/ [19th January 2021]

BACP https://www.bacp.co.uk/events-and-resources/ethics-and-standards/ethical-framework-for-the-counselling-professions/ethics/ [19th January 2021]

Cooper, M. Mcleod, J (2011) Person Centered Theory: A Pluralistic Perspective. Person Centered and Experiential Psychology. 10 (3)

Gillon, E (2007) Person Centered Counselling Psychology. An Introduction. Sage: London

Norcross, J. C. & Goldfried, M. R. (Eds.) (2005). Handbook of Psychotherapy Integration (2nd ed.). New York: Oxford.

Joseph, S (2010) Theories of Counselling and Psychotherapy. 2nd ed. Hampshire: Palgrave Macmillan

Mcleod, J. (2013) An Introduction to Counselling. 5th ed. Croydon: RefineCatch

Sanders, P., Frankland, A. and Wilkins, P., 2009. Next Steps in Counselling Practice: A Students' Companion for Degrees, HE Diplomas and Vocational Courses. PCCS Books.