TPC-Journal-V1-Issue2

The Professional Counselor \ Volume 1, Issue 2 93 help the client grow and/or feel better” (p. 9). Style and Theoretical Orientation Researchers interested in how a counselor constructs or chooses a particular theory examine multiple predictive factors. For example, Scragg, Bor, and Watts (1999) examined graduate students’ scores on personality assessments as predictors of a chosen theoretical model. They categorized students into two groups derived from their interest in studying directive or nondirective approaches, and found that students interested in the nondirective theories tend to prefer dealing with the abstract and working in an unstructured manner, and that students interested in learning more directive approaches appear to have more charm and leadership ability than the nondirective group. Similarly, Erickson (1993) found differences between theoretical groups based on personality assessment. She measured counselors using the thinking/feeling typology of the Myers-Briggs Type Indicator and found that thinking types reported preferences toward cognitive approaches (e.g., REBT), and feeling types favored affective approaches (e.g., Person-Centered). Murdock et al. (1998) investigated whether one’s philosophical assumptions, interpersonal style, and supervisor orientation were consistent with specific theoretical orientations. They found that existential/gestalt counselors favor holistic philosophies rather than behavioral ones, which is consistent with their orientation. The systems/interpersonal group preferred observable and contextual causes of behavior rather than mental explanations, and the cognitive/cognitive- behavioral counselors scored high on elementarism (mechanistic, as opposed to holistic) due to their tendency to attend to client’s thoughts and behaviors as the source of change. The psychoanalytics, however, were the only group to score significantly higher on all other measures, meaning they tend to be more dominant interpersonally and prefer supervision from same-orientation supervisors. Walton (1978) examined counselor self-concept, or view of personal self, as a potential factor predicting theoretical orientation. Among the factors analyzed on a semantic differential instrument, differences between complexity and seriousness were found between the psychodynamic counselor and one who adheres to a rational-emotive approach. Psychodynamic counselors reported themselves as serious and intricate, contrasted to the rational-emotive group who viewed themselves as simple and humorous. Cummings and Luchese (1978) postulated, “The emergence of an orientation is one given to the whims of fate” (p. 327), not choice, which Steiner (1978) identified as a direct result of one’s chosen graduate training and persuasive influence from professors and supervisors. Norcross and Prochaska (1983) disagree, arguing that it is foolish to think “clinicians select an orientation largely on inexplicable or accidental grounds” (p. 197). They questioned experienced psychologists, not graduate students, as to what factors fueled their theory selection. Among the various influences obtained via survey, clinical experience rated as the most influential. Other factors such as values, graduate training, postgraduate training, life experiences, internship, and the theory’s ability to help in self-discovery received strong ratings. Client type, orientations of colleagues, undergraduate training, and accidental circumstances received a weak or no influential rating. Although client type was found less influential than other predictive factors (Norcross & Prochaska, 1983), researchers who support technical eclecticism argue otherwise, asserting that a client’s needs should determine a clinician’s orientation (Cheston, 2000; Erickson, 1993). Supporters of this approach encourage clinicians to consider adhering to methodologies that utilize specific empathic techniques that build greater rapport and subsequent growth in clients who conceptually do better with a particular interpersonal style (Bayne, 1995; Churchill & Bayne, 2001). Bayne (1995), for example, contends that if a client appears less innovative and more practical, then he or she should receive cognitive-behavioral counseling, rather than approaches that require creative expression. Extroverts, according to Bayne (1995), are more suitable for humanistic or insight-oriented approaches and group counseling, because they tend to be more sociable and talkative. Assertiveness and Orientation According to Gass and Seiter (2003), “Assertive people are not afraid to speak up, express their feelings, or take initiative” (p. 115). Assertive people are viewed as more socially influencing (Cialdini, 2001). In the clinical community, assertive people are sometimes defined by the amount of directiveness utilized in therapy. Kottler and Brown (2000) explain that directiveness involves one’s ability to influence an individual or family in such a way that they are motivated to make