Description
respond to tessa. I have attached the pdf of chapter 5 for the Adelrian Theory
Presenting Problem:
Olivia is a 15-year-old girl; the oldest of 4 siblings. Along with her siblings, she lives at home with her father (Luis). Olivia’s mom left when she was 9 years old. Her mother is Irish American, and her father is Honduran. Luis works 2 jobs, one on the weekend and one on weekdays. Because he is always gone, Olivia assumes most of the household work and caregiving for her sisters and brother.
Lately, Olivia has been missing and failing many of her classes. She is exhausted and overwhelmed with all the responsibilities that have been placed on her. She has no friends, and her dreams of becoming a veterinarian seem “bleak.” She’s anxious throughout the day, worrying about her siblings and the responsibilities she must juggle on top of her schooling.
Hypothesis:
Olivia is seen as a caregiver because she is the oldest sibling. According to Dufrene and Cruz, a sibling may have more influence over one another than a parent (2022). Olivia’s siblings are much younger than her (11, 9, and 7), so they naturally look to Olivia for their needs, as she is the only one around to take care of them. Another reason Olivia is responsible for her family is because she is female. The family atmosphere is determined by communication and learned gendered behavior (Dufrene & Cruz, 2022). Since Olivia’s father is always working, they see the household and childcare work as her responsibility. These constructs are known as birth order and family constellation.
Goals:
Olivia’s anxiety and depression surrounding her, her social life, and her ability to maintain balance stems from the caregiver responsibilities being thrust upon her. She believes her future is bleak and she will not be able to reach her goal of becoming a veterinarian. The goal is to change her beliefs. Dufrene and Cruz say that the goal of Adlerian counseling is to identify and understand beliefs about life and self so that the client can live a more social life (community) (2019).
Interventions/Techniques:
Intervention 1: Family atmosphere and values
Family atmosphere and values is used to understand family dynamics by hearing from all members of a family (Dufrene & Cruz, 2022). This will help Olivia’s case because the counselor, Olivia, and Olivia’s father will understand her needs and why counseling is needed. They will learn more about their values and how to communicate their needs.
Intervention 2: Encouragement
Encouragement can be used to increase social interest along with overcoming inferiority (Dufrene & Cruz, 2022). This will help reach the goal by helping Olivia to understand her beliefs so that she can change them,
Expected Outcome:
The goal of Adlerian therapy is to create a fulfilling life with the self and others. The counselor should be working toward creating a “democratic family atmosphere and a healthy social interest” (Dufrene & Cruz, 2022, pg. 95). Through the use of these interventions, the expected outcome of Olivia’s case is that she will be able to understand and work on her beliefs so that she can increase her social interest and live a more fulfilling life.
References:
Dufrene, R. L. & Clark, L. B. (2022). Adlerian theory. In D. Capuzzi & M. D. Stauffer (Eds.), Counseling and psychotherapy: Theories and interventions (7th ed., pp. 95-116). American Counseling Associatio
response 2 to ashley:
Client and Theory/ Theorist:
Deidre – Alderian Theory
Presenting Problem:
Deidre is a 21-year-old multiracial female. Deidre is a college sophomore with a part-time job as a barista to help pay her way through school. Deidre has been living on campus in the dorms, 3 hours away from her mother. At 11 years old her parents divorced. Deidre lived with her mother thereafter. Deidre describes her mother as “moody”, and “emotionally erratic”, complaining “endlessly”, making their relationship often combative. Her mother also suffers from diabetes. Her father is described as the exact opposite and defined as tranquil and quiet. Deidre’s father died when she was 15 from a sudden heart attack. Deidre recounts feeling closer to her father despite his quietness and appreciated his calm when spending time with him in the summers. Deidre fears becoming another version of her mother.
Hypothesis:
Deidre is feeling discouragement, remorse, fear, and anxiety due to feeling lonely from not making friends, having an abortion and the absence of her father after his death. Because a child’s social environment is important to their growth and development, a large portion of her suffering stems from family dynamics (Dufrene & Clark, 2022). Deidre believes her father was driven out due to her mother’s mood instability and fears falling into her mother’s footsteps. According to Adler, everyone has the capacity to accept responsibility for their individual thoughts, feelings, and actions. As a result, they can fully participate in society, integrate as individuals, and live fulfilling lives in every aspect of life – including relationships, employment and community (Dufrene et al., 2016).
Goals:
An Alderian counselor would want Deidre to recognize the negative beliefs she has about herself, her life, and others (Dufrene & Clark, 2022). Due to her fear of becoming like her mother and the Adlerian theory explaining how a person behaves in relation to his or her surroundings (Dufrene et al., 2016), it would be necessary to help realize her discouragement. After realization, she would then be able to set goals for herself.
Interventions/Techniques:
My first course of action would be to use lifestyle analysis questions that provide details about the client’s lifestyle, which helps counselors learn more about their clients (Dufrene & Clark, 2022). I might then be able to help Deidre recognize, explore, and analyze her previous and present thoughts and beliefs using Socratic questioning, and encourage her to let go of those things that don’t serve her anymore.
My second would be through encouragement intervention. Deidre would receive encouragement affirmation, and confidence in her skills and potential. Through my capacity as a counselor, I can assist Deidre in gaining self-assurance and value. By concentrating on Deidre’s advantages, emphasizing her successes, and providing her with encouraging remarks. I can help Deidre develop a more positive self-image that will enable her to overcome obstacles. Although Deidre’s lifestyle exploration and birth order are essential to understanding where and who Deidre is now, they do not reflect who she can choose to be, according to Adler, who emphasizes that the most important decisions are the ones that are made now and, in the future, (Dufrene et al., 2016).
Expected Outcome:
My goal and expectation would be that Deidre would feel less tense and anxious after implementing the above interventions and she might even find confidence to form a friendship rather it be at school or at work. Through this theory, I believe Deidre will be able to find constructive answers to her questions about new hope for a healthy, good life and how she can work with others and make a positive contribution to society (Dufrene et al., 2016).
By helping clients manifest a lifestyle that allows them to choose to live a social life while they fulfill the three life tasks of work, community, and love, Alderian therapy seeks to help clients become more personally integrated as individuals (Dufrene et al., 2016).
References:
Dufrene, R. L. & Clark, L. B. (2022). Adlerian theory. In D. Capuzzi & M. D. Stauffer (Eds.), Counseling and psychotherapy: Theories and interventions (7th ed., pp. 95-113). American Counseling Association.
Dufrene, R.L., Henderseon, K.L., & Eckart, E.C. (2016). Adlerian theory. In D. Capuzzi & M.D. Stauffer (Eds.), Counseling and psychotherapy: Theories and interventions (6th ed., pp. 121-146) American Counseling Association.
use references for both rsponses
Unformatted Attachment Preview
Seventh Edition
Counseling and
Psychotherapy
Theories and Interventions
edited by
David Capuzzi
Mark D. Stauffer
2461 Eisenhower Avenue, Suite 300
Alexandria, VA 22331
www.counseling.org
Seventh Edition
Counseling and
Psychotherapy
Theories and Interventions
Copyright © 2022 by the American Counseling Association. All rights reserved.
Printed in the United States of America. Except as permitted under the United States
Copyright Act of 1976, no part of this publication may be reproduced or distributed
in any form or by any means, or stored in a database or retrieval system, without the
written permission of the publisher.
American Counseling Association
2461 Eisenhower Avenue, Suite 300 ■ Alexandria, VA 22331
Associate Publisher ■ Carolyn C. Baker
Digital and Print Development Editor ■ Nancy Driver
Senior Production Manager ■ Bonny E. Gaston
Copy Editor ■ Elaine G. Dunn
Cover and text design by Bonny E. Gaston.
Library of Congress Cataloging-in-Publication Data
Names: Capuzzi, Dave, editor. | Stauffer, Mark D., editor.
Title: Counseling and psychotherapy : theories and interventions / edited by
David Capuzzi and Mark D. Stauffer.
Description: Seventh edition. | Alexandria, VA : American Counseling Association,
[2022] | Includes bibliographical references and index. |
Identifiers: LCCN 2021052713 | ISBN 9781556204104 (paperback)
Subjects: LCSH: Counseling. | Psychotherapy. | Counseling—Case studies. |
Psychotherapy—Case studies.
Classification: LCC BF637.C6 C634 2022 | DDC 158/.3—dc23/eng/20220103
LC record available at https://lccn.loc.gov/2021052713
Table of Contents
Preface
Acknowledgments
Meet the Editors
Meet the Contributors
Part 1
Foundations for Individual Counseling
and Psychotherapy
Chapter 1
Helping Relationships and Theoretical Foundations
for Counseling and Psychotherapy
David Capuzzi, Mark D. Stauffer, and Rhemma D. Payne
Chapter 2
Multicultural and Social Justice Counseling
Through Relational-Cultural Theory
Thelma Duffey and Shane Haberstroh
Part 2
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xi
xiii
xv
3
29
Theories of Counseling and Psychotherapy
Chapter 3
Psychodynamic Theories: Psychoanalysis and Beyond
Adrianne L. Johnson and Anthony Zazzarino
53
Chapter 4
Jungian Analytical Theory
Kimberly Nelson
73
Chapter 5
Adlerian Theory
Roxane L. Dufrene and Lauren B. Clark
95
iii
iv
Table of Contents
Chapter 6
Existential Theory
Mary Lou Bryant Frank
Chapter 7
Person-Centered Theory
117
139
Richard J. Hazler
Chapter 8
Gestalt Theory
Melinda Haley, Pamela G. Riley, and Grace Greenan
165
Chapter 9
Cognitive Behavioral Theories
Sidney L. Shaw and Judy W. Green
193
Chapter 10
Third-Wave Cognitive Behavioral Theories
With Mindfulness-Based Interventions
Laura R. Haddock
Chapter 11
Rational Emotive Behavior Therapy
217
237
Ann Vernon
Chapter 12
Reality Therapy/Choice Theory
263
Robert E. Wubbolding
Chapter 13
Family Theory
287
Cass Dykeman
Chapter 14
Feminist Theory
Barbara Herlihy and Tatiana Cruz
Chapter 15
Constructivist Theories:
Solution-Focused and Narrative Therapies
Cirecie A. West-Olatunji and Talana Butler
Chapter 16
Integrating Theories: Emotion-Focused Therapy
309
335
359
Kirsten W. Murray, Julia Champe, and Mark Young
Chapter 17
Using Creative Approaches in the Context of
Counseling and Psychotherapy
Thelma Duffey and Shane Haberstroh
Name Index
Subject Index
389
413
429
Preface
This seventh edition of Counseling and Psychotherapy: Theories and Interventions
presents a representative variety of theories and conceptual frameworks that are
used across helping professions to organize client case conceptualization and
guide the path for therapeutic transformation. Although there are hundreds of
discrete therapies, they are offshoots of greater branches of the therapeutic tradition tree. This book has been created by a diverse group of experts, who share their theoretical knowledge of different branches of theory as well as the intersectionality of
their lived experience and culture. The book covers not only traditional counseling
and psychotherapeutic theories but also theories that have emerged in response to
multicultural and social justice work with clients. The greater a counselor’s or therapist’s awareness of the strengths and possibilities inherent in numerous theoretical
frames of reference, the greater the potential for understanding the uniqueness of a
particular client and for developing the most effective treatment plan.
This edition presents dynamic and fresh perspectives and includes critical
material not addressed in other counseling and psychotherapy textbooks, such
as a chapter that focuses on multicultural and social justice counseling through
relational-cultural theory, a chapter that addresses psychodynamic models used
by today’s practitioners rather than only classic psychoanalytic theory, a chapter
that examines third-wave cognitive behavioral theories with mindfulness-based
interventions, a chapter on feminist theory, a chapter on integrating theories via
emotion-focused therapy, and a chapter on using creative approaches in the context of counseling and psychotherapy. The book’s unique approach and expanded
perspectives enhance its contemporary relevance and should increase reader interest in the material.
This book is unique in both format and content. All the contributing authors are
experts who provide state-of-the-art information about theories of counseling and
psychotherapy (see the “Meet the Contributors” section for their backgrounds). In
addition, each chapter discusses applications of the theory as it relates to one particular case study of a hypothetical client named Clarita, who is introduced here
in this Preface.
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Preface
FEATURES OF THE BOOK
This book is designed for students who are beginning their study of individual
counseling and psychotherapy. It presents a comprehensive overview of relationalcultural, psychodynamic, Jungian, Adlerian, existential, person-centered, Gestalt,
cognitive behavioral, third-wave cognitive behavioral, rational emotive, reality
therapy/choice, family, feminist, constructivist, and emotion-focused theories,
along with a discussion of how to use creative approaches in the context of
those theories.
We know that one book cannot adequately address all the factors connected
with a given theory; entire texts have been written discussing each of the theories
in this book. We have, however, attempted to provide readers with a consistent
approach to analyzing and studying each theory and have included examples of
how to apply the theory to the case of Clarita.
The format for the book is designed so that readers can compare how adherence to a theory influences the counseling and treatment plan. Each chapter contains theoretical and applied content. The theories presented are bookended by
an opening chapter on the helping relationship and an ending chapter on using
creative approaches in the context of counseling and psychotherapy.
THE FORMAT FOLLOWED FOR CHAPTERS 2–17
As noted earlier, we wanted the reader to be able to make comparisons between
and among the theories by having all the contributors follow the same outline
and develop a treatment plan, focused on goals, for one hypothetical client named
Clarita. The authors of Chapters 2 through 17 followed the outline below as they
discuss each theory in relation to the case study of Clarita.
l. Background
This section includes historical information related to the development of the
theoretical system and the individual(s) responsible for its development.
2. Human Nature: A Developmental Perspective (primary)
This section discusses how the theory defines an individual’s developmental
process over time.
3. Major Constructs
This section includes the structural components of the theory.
4. Applications
This section includes the following secondary areas:
Overview: An introduction to the five areas that follow.
Goals of counseling and psychotherapy: A description of desired client outcomes based on the tenets of the theory.
The process of change: The factors within the theory that address what brings
about change in the individual.
Techniques and interventions: Techniques for implementing the process of
change. The chapter authors name and describe five to six specific traditional and current techniques and interventions.
Brief intervention strategies: Techniques and interventions for implementing
the process of change using a brief approach.
Preface
vii
Clients with serious mental health issues: A discussion of how the theory applies to counseling clients with mental disorders. The chapter authors
delineate and discuss what types of mental disorders can be successfully “treated” using this theoretical approach.
5. Supporting Research and Limitations
This section includes the following secondary areas:
Overview: An introduction to the two areas that follow.
Supporting research: Current research studies that form the bases for continued use of this theoretical system.
Limitations: A description of the factors that limit the use of this theoretical
system with clients and types of presenting problems.
6. The Case of Clarita: Approach
This section includes a case study writeup consistent with the theory and
emphasizes the goals and interventions/techniques that will be used when
counseling Clarita. The goals and interventions/techniques should be directly
connected to the theory being used for the case study.
THE CASE OF CLARITA
Client Demographics
The client, Clarita, is a 32-year-old Latinx woman. She is the oldest of five children
and was raised in a predominantly Latinx neighborhood in Puerto Rico. She attended Catholic schools, and her religion is a very significant part of her life. She is
a single parent raising two children, a 6-year-old son and an 8-year-old daughter.
She is bilingual, graduated from college with honors, has a degree in education,
and for the past 4 years has taught middle school math and science. She and her
husband of 5 years divorced 3 years ago. Recently, Clarita was forced to move
from Puerto Rico to Florida as a result of a Category 5 hurricane, which devastated
the island. Although she jokes about being a “climate refugee,” she believes it is
true and is not sure whether she will be able to move back home anytime soon.
She receives no financial assistance from her ex-husband, and the only knowledge
the children have of their father is through communication with their paternal
grandparents.
Presenting Problems
Clarita arrived 15 minutes early for her initial appointment. She related easily and
expressed herself well, but her body appeared tense and her voice was strained.
She expressed appreciation for getting an early appointment because she felt that
she could not have waited much longer. She had been referred to the mental health
agency by her physician because of insomnia and frequent unexplained crying
spells. During the intake process, Clarita stated that she is depressed, unable to
sleep because of reoccurring nightmares, not eating, losing control of her two children, and having difficulty missing and dealing with distant family members,
who are now scattered as a result of the hurricane destruction. She said that she
has thought about suicide but stops because of the guilt she feels about abandoning her children and the tenets of her religion. She has difficulty concentrating, and
this is affecting her teaching. Clarita has been absent frequently from work, and
viii
Preface
her principal is recommending that she takes a leave of absence, which is causing
her great stress because she needs the income to support her children. Luckily, she
found a new teaching position to apply for, but if she leaves her teaching position,
she would be forced to uproot to yet another place. Clarita is unable to maintain
meaningful relationships and, when asked to describe herself, she used terms such
as insecure, frightened, distrustful of self and others, lonely, and lacking hope.
Family Background
From information gathered during the intake process, Clarita described her family of origin as very close knit, held together by both cultural and religious values.
She was raised to be proud of her Latinx heritage, her language, and her culture’s
traditions. She has three younger brothers and one younger sister, all of whom
looked to her for advice and support. Education was emphasized in her home,
and her academic success was the center of much family pride. She was touted as
a model to her siblings and was expected to perform in an exemplary way not only
in school but also in other aspects of her life.
Clarita’s parents were self-educated and operated a small business near their
home. Because the business demanded a large time commitment from both parents, Clarita often found herself, during adolescence, taking care of both the house
and her younger siblings. Most of the family activities centered around their local
parish and the activities generated in the community. Clarita’s social life was very
much tied to her immediate family and contacts she made at either the Catholic
school or the church youth groups. She was encouraged to bring her friends to her
home and to date young men within the community. Cultural pride, religion, and
the parameters of the local community had an impact on much of her formative
development.
Early Adult Years
Clarita’s first true exposure to other cultures came after she left home to attend a
university in the U.S. mainland. She had received scholarship offers from three
universities, and although her parents wanted her to stay at home and attend the
local university, she decided to attend a university located away from Puerto Rico.
Her decision caused conflict within her family, and she reported that it placed a
good deal of strain on her relationships with both parents. Her sister supported
her actions, but her brothers felt that she was abandoning the family.
Clarita was very successful at the university, and it was there that she met and
later married the first person she had dated outside of her religion and culture.
Mark was a European American engineering student and seemed to have no specific religious affiliation. It was not until their graduation that Clarita introduced
Mark to her family and at the same time announced their plans to be married.
Clarita’s family, with the exception of her sister, was very opposed to the marriage and made their opposition known to both Clarita and Mark. And they also
faced opposition from his parents. To avoid further confrontations, Clarita and
Mark eloped and were married by a justice of the peace in Florida.
After their marriage, they settled in Puerto Rico, secured jobs, and began to
build a life together, even though Mark wanted to live near his family in southern
Georgia and had a hard time fitting in. It was not until after their first child was
Preface
ix
born that they tried to improve relationships with both families. By the time their
second child was born, Clarita’s family members were much more involved with
their children; they were less close to Mark’s family because of the distance, but
they still called his parents monthly.
The second child put a strain on the marriage, and within 2 years, Clarita and
Mark separated and later divorced. Mark left Puerto Rico and has had no contact
with Clarita or his children. Shortly thereafter, the devastation left by the hurricane
uprooted Clarita from her home and family. Mark’s parents do continue to have
contact with their grandchildren.
Postdivorce Years
It was 3 years after the divorce that Clarita was finally able to discuss the physical
and psychological abuse that she received from Mark. During their marriage, he
became physically abusive whenever he drank and constantly demeaned her profession, culture, and religion. This was particularly true when he was not adjusting
and felt isolated in Puerto Rico. He withdrew from both Clarita and the children and
spent more and more time away “on business trips.” When Clarita turned to her
family for support, she was confronted with indifference and reminders of their
opposition to the marriage. Her sister, once supportive, now blames Clarita for a
great deal of the disunity within the family. They all grieve the challenges facing
their community ever since the hurricane. The children’s paternal grandparents
refuse to believe that their son was abusive and are very critical of the way in
which Clarita is raising their grandchildren and of how she does not visit enough.
With the lack of support from family, Clarita turned to newly made friends in
Florida for help and one Puerto Rican friend who had also moved nearby. A friend
suggested that Clarita needed to meet and start dating other men. She found that
she had difficulty relating to men, was afraid to trust, and felt that all they wanted
was sex. She felt that the relationships cooled rapidly when they found out she had
two children.
Clarita turned to her work and poured all her energy into her students. This
resulted in very little energy left for her own children, and their relationship
grew very strained. It was at this time that she began to have disturbing dreams
that kept her from sleeping. The dreams, according to Clarita, generally entailed
the following:
I am always running, and there are shadowy figures behind me. I am in a large
warehouse-type structure with lots of boxes and crates. The boxes and crates
are all marked with arrows reading “Exit.” The only problem is that the arrows
are all going in different directions. Therefore, I never find the exit, and the
figures keep getting closer and closer. I wake up in a cold sweat, breathing rapidly, heart pounding, and a scream stuck in my throat. I lie there trying to calm
down, knowing that I am too afraid to go back to sleep. In a little while, I get up
and spend the rest of the long night sitting at the kitchen table drinking coffee.
The more often the dreams occurred, the more depressed Clarita became. She
fought sleep because of her fear of dreaming, and at times she found herself crying
uncontrollably. Her eating habits have also changed drastically, and she finds herself buying fast food for the children so that she does not have to cook. She seldom
eats and has lost 15 pounds, weight she really cannot afford to lose.
x
Preface
Her depression has kept her away from work and away from people. She has been
spending more and more time alone ruminating. In Clarita’s words, “I have nothing
to live for. No one cares about me. I have ruined my life and the lives of two families,
and I am currently hurting my children.” On the advice of her priest, she sought the
help of her physician, who recommended that she seek psychological help.
NEW TO THIS EDITION
• An update of Chapter 1 on the helping relationship, with an emphasis on
the impact that diverse cultural intersectionalities have on every client who
comes to a counselor
• A new chapter on how multicultural and social justice issues can be addressed through relational-cultural theory
• A chapter on the psychodynamic theories derived from classical psychoanalysis
• An updated explanation of Jungian analytical theory
• New versions of the chapters on Adlerian, existential, person-centered,
Gestalt, rational emotive, and reality theories
• A reconceptualized chapter on cognitive behavioral theories
• A new chapter describing third-wave cognitive behavioral theories with
mindfulness-based interventions
• Updated versions of family, feminist, and constructivist theories
• A new chapter on emotion-focused therapy
• A chapter describing how creative approaches to counseling can be used in
the context of a variety of theoretical models
We, the coeditors, and the contributors have made every effort to give the reader
current information and content focused on both theory and application. It is our
hope that the seventh edition of Counseling and Psychotherapy: Theories and
Interventions will provide the foundation that students need to make decisions
about follow-up study of specific theories as well as the development of their own
personal theory of counseling and psychotherapy.
Acknowledgments
We would like to thank the authors who contributed their time and expertise
to the development of this textbook for professionals interested in individual
counseling and psychotherapy. We also thank our families who supported and
encouraged our writing and editing efforts. Thanks go out to Carolyn Baker and
other staff members of the Publications Department of the American Counseling
Association for their collaborative and thorough approach to the editing and
production of this textbook.
xi
Meet the Editors
David Capuzzi, PhD, NCC, LPC, is a counselor educator and professor emeritus
at Portland State University. Previously, he served as an affiliate professor in the
Department of Counselor Education, Counseling Psychology, and Rehabilitation
Services at Pennsylvania State University and Scholar in Residence in Counselor
Education at Johns Hopkins University. He is past president of the American
Counseling Association (ACA), formerly the American Association for Counseling and Development, and past chair of both the ACA Foundation and the ACA
Insurance Trust.
From 1980 to 1984, Dr. Capuzzi was editor of The School Counselor. He has
authored several textbook chapters and monographs on the topic of preventing
adolescent suicide and is coeditor and author with Dr. Larry Golden of Helping
Families Help Children: Family Interventions With School Related Problems (1986) and
Preventing Adolescent Suicide (1988). He coauthored and edited with Douglas R.
Gross Youth at Risk: A Prevention Resource for Counselors, Teachers, and Parents (1989,
1996, 2000, 2004, 2008, 2014, 2019); Introduction to the Counseling Profession (1991,
1995,1997, 2001, 2005, 2009, 2013, 2017); Introduction to Group Work (1992, 1998,
2002, 2006, 2010); and Counseling and Psychotherapy: Theories and Interventions (1995,
1999, 2003, 2007, 2011).
In addition to Foundations of Addictions Counseling (2008, 2012, 2016, 2020) and
Foundations of Group Counseling (2019), published by Pearson with Dr. Mark D.
Stauffer, he and Dr. Stauffer have published Career Counseling: Foundations,
Perspectives, and Applications (2006, 2012, 2019); Foundations of Couples, Marriage,
and Family Counseling (2015, 2021); Human Growth and Development Across the Life
Span: Applications for Counselors (2016); and Counseling and Psychotherapy: Theories
and Interventions (2016, 2022). Other books include Approaches to Group Work: A
Handbook for Practitioners (2003), Suicide Across the Life Span (2006), and Sexuality
Issues in Counseling, the last coauthored and edited with Larry D. Burlew. He has
authored or coauthored articles in several ACA-related journals.
A frequent speaker and keynoter at professional conferences and institutes,
Dr. Capuzzi has also consulted with a variety of school districts and community
agencies interested in initiating prevention and intervention strategies for
xiii
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Meet the Editors
adolescents at risk for suicide. He has facilitated the development of suicide
prevention, crisis management, and postvention programs in communities
throughout the United States; provides training on the topics of youth at risk
and grief and loss; and serves as an invited adjunct faculty member at other
universities as time permits.
An ACA fellow, he was the first recipient of ACA’s Kitty Cole Human Rights
Award and was also a recipient of the Leona Tyler Award in Oregon. In 2010,
he received ACA’s Gilbert and Kathleen Wrenn Award for a Humanitarian and
Caring Person. In 2011, he was named a distinguished alumni of the College of
Education at Florida State University, and in 2016, he received the Locke/Paisley
Mentorship award from the Association for Counselor Education and Supervision
(ACES). In 2018, he received the Mary Smith Arnold Anti-Oppression Award from
the Counselors for Social Justice, a division of ACA, as well as the U.S. President’s
Lifetime Achievement Award. He was the 2019 recipient of the Lifetime Achievement Award from ACES.
One of Dr. Capuzzi’s most recent contributions to the profession was a webinar
series titled Leading Lights in Counseling developed for Walden University in 2021. This
series featured prominent scholars and practitioners who addressed pertinent issues
and topics that impact the role of the counselor and other helping professionals.
Mark D. Stauffer, PhD, NCC, is a core faculty member in the clinical mental
health counseling program at Walden University. He specialized in couples, marriage, and family counseling during his graduate work in the counselor education
program at Portland State University, where he received his master’s degree. He
received his doctoral degree from Oregon State University, Department of Teacher
and Counselor Education.
Dr. Stauffer is the past president of the Association for Humanistic Counseling (AHC) and past cochair of the ACA International Committee, and he recently
served on ACA’s Climate Change Task Force. He was a Chi Sigma Iota International Fellow and was awarded ACA’s Emerging Leaders Grant and the AHC Humanistic Leadership and Past President’s awards.
As a clinician, Dr. Stauffer has worked in crisis centers and other nonprofit organizations working with low-income individuals, couples, and families in the
Portland metropolitan area in Oregon. Along with an existential-humanistic and
systems theoretical orientation, he has studied and trained in the Zen tradition for
25 years and presents locally and nationally on meditation as well as mindfulnessbased therapies in counseling. He also leads nature-connection community mentoring programs for youth. His current research projects focus on climate change
and mental health as well as antiracism in counselor education.
In addition to Counseling and Psychotherapy: Theories and Interventions (2016),
he has copublished with Dr. Capuzzi Foundations of Couples, Marriage, and
Family Counseling (2015, 2021); Foundations of Addictions Counseling (2008, 2012,
2016, 2020); Foundations of Group Counseling (2019); Career Counseling: Foundations, Perspectives, and Applications (2006, 2012, 2019); and Human Growth and
Development Across the Life Span: Applications for Counselors (2016).
Meet the Contributors
Talana Butler is a second-year student in the master’s counseling program at Xavier University of Louisiana, where she serves as coordinator of the university’s
Center for Traumatic Stress Research, working under the direction of Dr.
Cirecie West-Olatunji. Ms. Butler’s research interests focus on clinical interventions for adjudicated youth. She is a graduate of the psychology program at
Southern University (Baton Rouge, LA).
Julia Champe, PhD, core faculty at Walden University, teaches counseling theory,
practicum, and research coursework in the clinical mental health and counselor education and supervision programs. A former co-owner of a rural private
practice specializing in low-cost couple and family counseling, Dr. Champe
has taught in counselor education programs in Wisconsin and Illinois. An
avid group worker, Dr. Champe has written several articles on group work
theory and practice and taught group work across the United States and in
Japan. She currently serves as chair of the Product Development Committee for the Association for Specialists in Group Work and as an editorial
reviewer for The Journal for Specialists in Group Work. She has cowritten extensively on counselor education and diversity, cultural competence, and intercultural communication. Dr. Champe’s additional areas of scholarly interest
include supervision, counselor development, sexuality, multicultural issues,
and qualitative research.
Lauren B. Clark, MS, LPC, NCC, is a current doctoral candidate in the counselor
education program at the University of New Orleans. She serves as Doctoral
Member-at-Large for Chi Sigma Iota-Alpha Eta chapter at the University of
New Orleans and has published the journal article, “Utilizing Mindfulness
Based CBT to Address Anger and Aggression in Middle Schools.”
Tatiana Cruz, MS, LMHC, is a licensed mental health counselor in New York state
and current doctoral student at the University of Texas at San Antonio studying counselor education and supervision. She received her master’s degree
in clinical mental health counseling at Canisius College in Buffalo, New York.
Thelma Duffey, PhD, is professor and chair in the Department of Counseling at
the University of Texas at San Antonio (UTSA) and past president of the American
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Meet the Contributors
Counseling Association (ACA). An ACA Fellow, Dr. Duffey was a longtime
member of the ACA Governing Council and a two-term ACA treasurer. Dr.
Duffey was the founding president of the Association for Creativity in Counseling, a division within ACA, and she is editor of the Journal of Creativity
in Mental Health. Dr. Duffey has received numerous leadership and research
awards from professional organizations, including ACA, the Association for
Counselor Education and Supervision (ACES), the Southern Association for
Counselor Education and Supervision, the Texas Counseling Association, the
Texas Association for Counselor Education and Supervision, and the Association for Assessment and Research in Counseling. The Association for
Creativity in Counseling established an award in her name. Dr. Duffey has
over 60 peer-reviewed publications and four edited and coedited books. Her
research interests include relational-cultural theory, developmental relational
counseling, creativity in counseling, crisis and trauma counseling, and strengthsbased leadership. She is currently spearheading a leadership academy initiative
for faculty and doctoral students within her college. Dr. Duffey provided support and consultation in the Newtown, Connecticut, community following the
shootings at Sandy Hook Elementary School and co-led efforts to provide crisis
and trauma services to Sutherland Springs, Texas, and neighboring communities
after the church shooting in 2017. Dr. Duffey codirects the Academy for Crisis
and Trauma Counseling within the Department of Counseling at UTSA. During
her tenure as ACA president, Dr. Duffey led a national antibullying and interpersonal violence initiative, and she currently leads efforts within the UTSA Department of Counseling to support the works of the David’s Legacy Foundation.
Roxane L. Dufrene, PhD, LPC-S, LMFT, NCC, is an associate professor of
counseling in the Department of Educational Leadership, Counseling, and
Foundations at The University of New Orleans. She holds a doctorate in counselor education from Mississippi State University and a master’s in counseling
psychology from Nicholls State University. Dr. Dufrene has clinical experience
in outpatient and inpatient state mental health treatment, college counseling,
crisis intervention, training clinics, and collaboration in schools and private
practice. She is a Louisiana licensed marriage and family therapist, a licensed
professional counselor, a licensed professional counselor approved supervisor,
and a national certified counselor. Dr. Dufrene is also certified in critical incident stress management and psychological first aid, has Louisiana appraisal
privilege, and is an American Red Cross mental health counselor. Her research
and teaching interests include disaster mental health, crisis counseling,
student remediation, counseling ethics, qualitative and quantitative research
in counseling, and supervision.
Cass Dykeman, PhD, is a professor of counseling at Oregon State University. He
is the author of two books, 33 book chapters, and 46 peer-reviewed articles. His
expertise includes the use of corpus linguistics, Bayesian statistics, and artificial intelligence in counseling research. Prior to working in higher education,
he was an elementary and high school counselor in Seattle, Washington. Dr.
Dykeman is past president of both the Washington State Association for Counselor Education and Supervision and the Western Association for Counselor
Education and Supervision. His current research focus is on the use of natural
language processing with counseling transcripts.
Meet the Contributors
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Mary Lou Bryant Frank, PhD, MS, MEd, is Fellow at the Institute for Higher
Education at the University of Georgia and adjunct faculty at Middle Georgia
State University and Brenau University. She is a licensed psychologist, courtapproved mediator, consultant, and speaker. She served as vice president for academic affairs at Middle Georgia College, dean of undergraduate and university
studies at Kennesaw State University, department head of psychology and sociology at North Georgia College and Sta
