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What is the theory of developmental therapy?
What is a theory in counseling and therapy?
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What is Developmental Counseling & therapy (DCT)?
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In this chapter, we discuss the nature and development of theories within psychology generally and the translation of theories into counseling interventions. In the process, we will be addressing both the theoretical and scientific bases of treatment, how new treatments develop, and how they come to be accepted by the specialty.
what is a cOunselling and therapy theOry? A theory is a formulation of the underlying principles of certain observed phe- nomena that have been verified to some extent.
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- Human Developmental Nature
- The Developmental Counseling and Therapy Model
- Four Cognitive-Emotional-Developmental Styles
- Assessing Cognitive Styles
- Treatment Planning Using The DCT Model
- DCT Applications and Research
Individuals change and grow over their life span. Their unique life experiences combine to create an exclusive life story for them. That story tells how they make sense of their life experiences and transitions. How they deal with the changes and challenges of each life period becomes part of their life story. Each individual has strengths built th...
Philosophical Foundations
DCT is grounded in multiple theories and in the philosophical writings of Plato and the research and applications of Jean Piaget. Both proposed four levels or styles of thinking that are linear and qualitatively different.
Plato
In the allegory of the cave, Plato explained the transition to enlightenment. A slave, chained in the dark with only candles for light, sees shadows on the walls. The slave creates stories to explain the shadows. After the slave emerges from the cave the true meaning of the shadows becomes clear. Upon returning to the cave, the shadows no longer have the same meaning. This constitutes a permanent change in perspectives and in ways of thinking. It is impossible to return to earlier stages of t...
Piaget
Piaget studied the cognitive development of children and proposed four sequential stages in the development of thought processes. These stages are linear and hierarchical. They are also qualitatively different. The sensory motor stage is seen in the infant who experiences the world through the five senses: taste, touch, hearing, smell, and vision. The preoperational child begins to develop mental images to represent things that are not physically present. Lacking life experiences, these image...
The DCT model is based in a metaphorical interpretation of the theories of Plato and Piaget. These theories propose different ways of thinking and the development of thought processes. In DCT, four cognitive-emotional-developmental styles (CED) are defined, the sensorimotor, concrete, formal, and dialectic systemic CED styles. These are similar to ...
Ivey developed the Standard Cognitive Developmental Interview (SCDI) to facilitate exploration and movement through the four cognitive styles. This is a structured, 1 hour or more, clinical assessment during which a particular issue or presenting problem is explored in considerable depth. The assessment is unique in that it is at once an assessment...
The DCT assessment interview is often a therapeutic experience that begins the change process. Identification of the rule is tantamount to an “a-ha!” experience in which the client learns the reasons underlying automatic behaviors, or blind spots. Empowerment to change occurs in concert with the commitment to continue exploration in counseling. Con...
DCT has been used successfully with children, adolescents, and adults of all ages. It is effective and appropriate for a wide range of client populations and issues, and is useful for teaching counseling skills and for supervision in the acquisition of those skills.
Developmental Counseling and Therapy (DCT; Ivey, 1993, 1999; Ivey St Ivey 1988). In this article, the cognitive development of children is reviewed, with a focus on Piagetian theory as a framework for understanding DCT.
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- Jane E. Myers, Marie F. Shoffner, Michele Kielty Briggs
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- 2002
te Karmiloff-Smith and Barbel Inhelder (1975). Rather than instructing psychologists on how to conduct scientific investigations, this paper actually addresses how young children develop theories in order to take an active role in shaping their own learning until they settle on the best one (in this case the children try several different approac.
This book provides a highly accessible, skills focused entry point to the interventions, techniques, strategies, and core knowledge you need to work with children and young people. Divided into four parts, it covers: - Core Knowledge: Understanding Development from 0-18 years. - Key Skills: The Therapeutic Process.
