The gestalt therapy conceptualized by Perls and his colleagues involves the interactions that take place between different levels of conscious and unconscious. For therapeutic interventions, these interactions optimally assume the form of recalling and recording nocturnal dreaming and nightmare episodes in various ways, including describing the events narratively, writing, drawing, or painting them or otherwise making their content known in the conscious waking world (Flagg, 2004)
2. Always ask yourself if what you want is achievable (Parish & Mahoney, 2009, p
Freedom: The freedom need refers to that sense of having control over things that affect peoples' lives -- the freedom to make choices, to have options, and not to feel trapped or stuck is essential to one's psychological well-being; 4. Fun: The pleasure received from doing a job does not satisfy the need for fun need -- fun has to be a division from work and resemble childlike play (Peterson, 2009, p
Reality Therapy (William Glasser). A number of practitioners maintain that Reality Therapy is a highly effective treatment modality that can produce significantly improved clinical outcomes (Sandhu, 2009)
63). This theoretical approach is congruent with the gestalt perspective that perceptual experiences are intrinsically holistic and organized events (Wagermans, Feldman, Gepshtein, Kimchi, Pomerantz & van der Helm, 2012)
327). There were there conditions proposed as "necessary and sufficient" for therapeutic change in Rogers' theory of client-centered counseling: (a) empathy, (b) genuinenes and (c) unconditional positive regard (Wickman & Campbell, 2010)
In conclusion, the following insight from Bonk and Kim ( 1998) serves to stress the value and importance of theoretical and philosophical orientations. "…the process of learning is located at the interface of people's biography and the sociocultural milieu in which they live, for it is at this intersection that experiences occur" & #8230; Few researchers or educators, however, actually address adult learning from a sociocultural perspective ( Forman (Bonk & Kim, 1998, p
Tisdell and Taylor ( 1999) support the latter view. They state that, "…ask any adult educator what the purpose of education is, or what they are trying to do in class, and therein lies something of their espoused educational philosophy Look at their practice, and that tells you even more" (Tisdell & Taylor, 1999, p