Reality Therapy Analysis 1
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Reality Therapy Application
College of Humanities and Social Sciences, Grand Canyon University
CNL-500-O500 Theories and Models of Counseling
Reality Therapy
Reality therapy utilizes the fundamental framework of choice theory to direct attention
towards the capacity of individuals to modify their cognitive processes and behaviors, thereby
leading to a transformation in their emotional states. Glasser suggested that individuals should
assume greater accountability for their actions, and he asserted that reality therapy may facilitate
this process. The fundamental tenet of choice theory and reality therapy posits that individuals
bear the responsibility for their actions and possess the capacity to exert control over their
current circumstances (Bradley, 2014). This paper will examine the counseling objectives and
strategies that are specific to reality therapy. Additionally, it will explore the therapy process and
goals for Samantha.
Counseling Goals and Intervention Strategies
It is suggested that the integration of choice theory with the WDEP (wants, doing,
evaluation, and planning) system of reality therapy is a viable strategy for the development of
person-centered treatment planning within the field of counseling (Wubbolding et. al., 2017).
Samantha could potentially experience significant advantages by utilizing the WDEP approach,
since it facilitates the analysis and fulfillment of the five fundamental innate wants of clients
(Corey, 2021). Samantha’s counseling goals consist of would be for her to take ownership of her
behaviors and the responsibility for the direction she chooses to take her life in.
When providing
education to clients regarding choice theory (CT) and reality therapy (RT), it is of paramount
importance to facilitate children's understanding and awareness of their capacity to make
conscious decisions towards adopting more beneficial behaviors (Holmes, 2008). Samantha will
discuss with the counselor her wants, what she will do to obtain those wants/needs, evaluate
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what the counselor and her are doing and if it either helpful or harmful to her goals, and finally
the counselor will help Samantha develop a plan to change her behavior.
Subsequently, the counselor and Samantha shall proceed to establish attainable objectives
aimed at alleviating her concerns pertaining to how she feels about herself regarding her parents’
divorce and her academics. Children engage in the process of identifying their present behaviors
that enable them to achieve desired outcomes, acquiring knowledge on strategies that can
facilitate progress towards their objectives, and developing an understanding of how to exert
control over detrimental habits that may impede their goal attainment (Sori & Robey, 2013). Due
to Samantha’s age, she may also benefit from Play Therapy/Sand Therapy which can help her
open up and feel more comfortable talking with the counselor more openly and freely. Play
therapy methods are widely recognized as beneficial for many children due to their
developmental appropriateness and ability to facilitate communication through the natural
language of play. In addition, children are afforded autonomy and agency within the playroom
environment, allowing them to independently navigate and resolve challenges at their preferred
speed. Reality therapy is based on the fundamental notion that the exploration of freedom and
control is crucial for facilitating optimal growth in clients. Assisting children in exploring their
desires and assessing their sphere of influence empowers them to engage in critical reflection and
decision-making processes. Assessing their actions and strategizing for forthcoming choices can
enhance the overall well-being of children and exert a good influence on their overall conduct
(Stutey & Wubbolding, 2018).
Process of Treatment
Reality therapy is typically characterized by its short-term duration, with most clients
typically requiring approximately 12 sessions. Nonetheless, Glasser issued a warning on the
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duration of counseling, emphasizing that it is contingent upon the therapist's ability to promptly
build a strong rapport with the client (Murdock, 2017). Samantha will complete the 12 sessions
that have been provided to her through her insurance. The counselor and Samantha will need to
immediately start to build that open rapport without the feelings of the counselor being
judgmental. Samantha should be able to talk freely about her life and express her concerns so
that the counselor and Samantha can begin to start treatment.
The counselor poses a series of inquiries and encourages the client to critically assess
their own conduct. Due to the counselor's directed approach, the nature of the interaction can
bear resemblance to that of a doctor-patient dynamic. The counselor possesses specialized
expertise in choice theory and human behavior, and the client seeks to acquire this knowledge. In
(RT) clients frequently get instruction on the principles of choice theory, which entails the
adoption of the teacher-student dynamic. Nevertheless, the counselor's dismissal of external
control theory in the context of (RT) positions the client as the primary authority, as he alone
possesses the ability to ascertain what is appropriate for his own circumstances. The client is
required to assume responsibility during counseling sessions since they are tasked with assessing
their present circumstances and determining the course of action, they will undertake to
implement any necessary changes. The therapeutic relationship can be conceptualized as a
collaborative endeavor (Murdock, 2017).
Social and Cultural Needs of the Client
This theory addresses Samantha’s social and cultural needs as it will help her address her
negative perceptions on how she feels about herself.
A proficient reality therapist acquires the
ability to modify the methodology to accommodate individuals and groups hailing from diverse
cultural backgrounds. The delivery method utilizes specialized tools to assist clients in
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identifying and elucidating their needs and wishes, as well as their aspirations and goals. In
reality therapy, clients are guided to analyze actions, cognition, and emotions that are regarded as
deliberate behaviors aimed at influencing the external environment to fulfill their wants
(Wubbolding, et. al., 2004).
Her social needs are that of needing to feel “wanted” and not
blamed as part of her parents’ divorce. Due to her thoughts of wanting to cut herself, the client
and the therapist will have that discussion of reality and the choices that she makes that can
negatively affect her thoughts and actions if she continues to have self-harming thoughts.
Role of Choice and Decision Making
Answer the following prompt in relation to your chosen theory: This theory was selected
as Samantha has an ongoing issue regarding her academics and overall lack of wanting to
participate and school functions. Reality theory will help her make the decision to stay in the
present and help her work on changing her behaviors because of her choices. This is also meant
to be a shorter term of counseling sessions as there are hopes that because Samantha does want
to change, she will be able to start applying her goals quicker. While working with Samantha, the
counselor will
facilitate the client in devising precise and basic new actions and behaviors,
presenting these alternative options in a favorable manner. The counselor may additionally assist
in facilitating the client's practice of the newly adopted behavioral alternatives. Glasser posited
that the driving force behind human activity lies in the disparity between our desires and our
current circumstances (Murdock, 2017). Samantha's behavior can be interpreted as an attempt to
fulfill the five demands. This therapeutic approach aims to facilitate Samantha's development of
personal accountability for her behavior and actions. This implies that she will exert agency over
her behavior.
Cognitive Processes
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One of the ethical principles followed by counselors practicing reality therapy is the
American Counseling Association's guideline B.2.a, which pertains to the consideration of
substantial and foreseeable harm. The establishment of a trustworthy rapport and a professional
environment that fosters assistance is predicated upon the foundation of robust ethical values
(Wubbolding, 2011). It is important that the counselor be transparent about how the assessment
is applied to the practice of reality therapy. In the ACA F.1.c Informed Consent and Client
Rights, A.4.a Avoiding Harm, B.1.c Respect for Confidentiality, B.6.a-b; Creating and
Maintaining Records and Documentation and Confidentiality of Records and Documentation,
and C.2.a Boundaries of Competence (ACA, 2014) are all important among other ethical codes
to ensure that the counselor is providing accurate and fair services to the client. While working
with Samantha, the counselor will need to ensure that they are maintaining up to date files to get
a more realistic and “up to date” explanation of where she is at in her therapy. Also, the
counselor will need to ensure by doing reality therapy, that they cause no harm or increase her
suicidal ideations. If Samantha indicates that she has a plan to harm herself, the counselor may
need to inform her mother or father as she is becoming a danger to herself. Doing all of these
things in addition to others will help the counselor not cross any ethical boundaries.
Conclusion
The fundamental principle of reality therapy revolves around the interpersonal
relationship, encompassing various contexts such as the bond between a client and counselor,
student and instructor, employer and employee, and parent and child. In the field of counseling,
professionals commonly refer to the concepts of engagement, empathy, positive regard, and
therapeutic partnership. In essence, it is imperative for clients to perceive counselors as
individuals capable of aiding. Essentially, it is imperative that the counselor integrates
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themselves into the client’s realm of quality (Klinger & Gray, 2015). Samantha will be able to
keep her focus and attention on her recent behavior rather than the past. Reality therapy is a
proven and effective approach for solving problems as well as goal setting and attainment.
Reality therapy is a therapeutic approach that places focus on the modification of beliefs and
behaviors, thereby empowering individuals to enhance their current circumstances and prospects.
During her sessions, she will learn how to handle herself and manage her own behaviors. In
hopes at the end of her counseling sessions, Samantha should be able to walk away with making
better choices in efforts to achieve a more positive outcome.
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References
American Counseling Association. (2014). ACA Code of Ethics.
https://www.counseling.org/resources/aca-code-of-ethics.pdf
Bradley, E. L. (2014). Choice theory and reality therapy: an overview.
International Journal of
Choice Theory and Reality Therapy
,
5
(1), 6-14.
Corey, G. (2021). Theory and practice of counseling and psychotherapy (tenth). Cengage.
Holmes, T. (2008). Using reality therapy to influence health behaviors: Childhood obesity.
International Journal of Reality Therapy: 28
(1), 78-80.
Klinger, L., & Gray, N.D. (2015). Reality Therapy/Choice Theory Today: An Interview with Dr.
Robert E. Wubbolding.
Canadian Journal of Counselling and Psychotherapy/ Revue
Canadienne de Counseling et de Psychotherapie, 49
(2), 185-197.
Murdock, N. L. (2017).
Theories of counseling and psychotherapy
(4th ed.). Pearson
Education.
Sori, C. F., & Robey, P. A. (2013). Finding reality in the sand. Transitions with children using
choice theory, reality therapy and sandplay.
International Journal of Choice Theory and
Reality Therapy, 33
(1), 63-77.
Stutey, D. M., & Wubbolding, R. E. (2018). Reality play therapy: A case example.
International
Journal of Play Therapy, 27
(1), 1–13.
https://doi.org/10.1037/pla0000061
Wubbolding, R. E. (2011). Reality therapy/Choice theory.
Counseling and psychotherapy:
Theories and interventions
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, 263-85.
Wubbolding, R. E., Brickell, J., Imhof, L., Kim, R. I. Z., Lojk, L., & Al-Rashidi, B. (2004).
Reality therapy: A global perspective.
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counselling
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, 219-228.
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Wubbolding, R. E., Casstevens, W. J., & Filkerson, M. H. (2017). Using the WDEP System of
Reality Therapy to Support Person-Centered Treatment Planning. Journal of Counseling
& Development, 95(4), 472-477.
https://doi-org.lopes.idm.oclc.org/10.1002/jcad.12162
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