Notes on Articles
Halbur & Halbur “Why Theoretical Orientation is Important”
Development of theoretical orientation centers around three core influences: personality,
mentors and supervisors, and clients.
Students are often required to select a theoretical orientation too early, before having enough
clinical experience to guide them, and typically pick theories that sounds good on paper.
- Many students continue to support, research, and apply their chosen theory, which
ultimately limits their overall understanding of counseling theories.
What is theoretical orientation?
oPoznanski & McLennan (1995): “a conceptual framework for (a) generating
hypotheses about a client’s experience and behavior, (b) formulating a rationale for
specific treatment interventions, and (c) evaluating the ongoing therapeutic process.”
Having a theoretical orientation provides helpers with goals and techniques that set the stage
for translating theory into practice.
In many ways a theoretical orientation serves as a “tool belt”. (eg Gestalt counselor has the
tool of the empty-chair technique and the behaviorist has the tool of behavioral contracting.
oA theoretical orientation provides a framework for therapy that sets the foundation for
intentional counseling. Theory is an important factor in structuring therapy and directing
interventions.
oIt provides a roadmap/blueprint (which is particularly helpful if the counselor gets lots in
the therapeutic process)
oIt also helps counselors organize and listen to information given to them by clients.
oA therapist who has a specific theoretical orientation will be able to view the client
holistically knowing that the theory will provide a roadmap for therapy.
oA theoretical orientation also:
- provides ways to organize client information
- helps intentionality and consistency within the work
Most counselors choose their theoretical orientation based on one of three considerations:
1. the theoretical orientation of the counselor’s training program
2. the counelor’s life philosophy and/or
3. the counselor’s professional experience and/or a client
Problems with the above approaches:
1. This can limit the student’s exposure to the available theories. If the program faculty have
different orientations then the student may receive mixed messages about “effective”
therapy. There may also be underexposure to the process of developing a personal
orientation, because faculty choose not to discuss theirs to avoid being biased in their
teaching.
