Psychology

Part I
Significant Brief Counseling Attitudes
A therapist should discover the clients being different which would enable him to discover his or her own realistic limitations. Additionally, he would be able to help reach his goal help the client. He or she should perceive his position of the clients tangible presence so he or she would not lose his own during the sessions. As Buber (1958) asserts, a therapist could effectively aid his client when he grasped the hidden or concealed problem, the afflicted spirit of the client. He also asserts that this can be done through person-to-person approach, and not treat the client as an object.

Advantages and Disadvantages of Maintaining Brief Counseling Attitude(s)
Attitude is a behavioral point of reference prearranged in the course of experiences which respond constantly to an aim, individual, or condition. When attitude is conceived as this it could draw therapists most excellent behavioral patterns and application of appropriate therapy for his client. On the other hand, there were disadvantages such as (1) difficulty in consistency of sessions, (2) lack of adequate training among brief psychotherapists (3) lack of applicability of attitude that is prescribed to psychotherapy settings and other psychiatric settings.

However, what is most important is that the therapist treasures and enhances his rapport with his client and others. Therapeutic skills can be learned but his affinity would not take the place of any other. Also, when he can extract himself from his own family, community, or culture he can be effective in aiding his client heal. Friedman (1998) declared that if a therapist is enmeshed with these social factors then healing would be for naught and his endeavor to restore clients wholeness would be hindered by the societal system.

Problems of Client
There were five problems the client has (1) his was a street drinker, (2) he had a prison record, (3) he is at present subject to a probation order that required him to attend an alcohol rehabilitation centre programme, (4) he didnt have a job, and (5) so lacked money.

Appropriate Goals for Client
The following appropriate goals for the client (1) he had to refrain from drinking, (2) he had to resolve his alcohol addiction, (3) he had to attend counseling, (4) he had to find job, and (5) he had to move on and earn.

Rationale for Client Goals
Just like in other goals in brief psychotherapy, helping the client conquer his problems or discomfort. And the therapist should also discourage client to search for psychotherapeutic assistance. Hence, the therapist should enable the clients coping skills for him to handle or prevent potential problems in the future. However, it is very crucial for the therapist to have a clear and manifest goal for the client, especially as he needed to gain clients trust and confidence.

Role-play Practice
For this specific problem solution-focused brief therapy would be applied, and thus, the therapist should be creative in his communication to the client. At first John is reluctant and merely talked about his subconscious desire for the future which he deemed unrealistic. His idea of miracle as for him to attain the goal of the therapy had destroyed his psychological blocks. He was made to see that his miracles are reachable he just has to have a change of frame of mind. Throughout the session the therapist thrown him series of related questions that piques Johns interest as it was about him. And if Johns psychological block surfaces the therapist would draw miracle and asked John how to resolve the block. The therapist did not advise or encourage John to perform any prescribed activity or tasks. He merely thanked John for his openness and honesty, his will to fight his problem, his perseverance in living a hard life even his loyalty to his drinking friends. The following is the transcript of a single-session therapy of John. He is a 37 year old street drinker who is on legal probation that commanded him to attend counseling for his alcohol addiction. The therapist is to meet with his one time and hence it is crucial to effectively persuade John (Iveson, 2002). Observe how the questions were asked and its effectiveness in finding the hidden problem and the rationale for his behavior.

Therapist So John, what do you expect in this session
John I dont know.
Therapist What do you think of it
John I think it might be useful.
Therapist Why do you think it would be useful
John I dont know.
Therapist What do you think of it
John To stop me drinking.
Therapist So if this session helps you end drinking, do you think its worthwhile
John Yes.
Therapist So can I ask you a few curious queries
John Sure - Ive gone through numerous doctors and Im used to it
Therapist Okay. Heres an unusual question for you  lets visualize that tonight even as youre sleeping a miracle takes place and your drinking problem is resolved. But since youre sleeping youre not aware of it. What do you think you will you notice the morning you wake up
John I dont know. I cant imagine anything like that.
Therapist Have a go
John Well, I dont have faith in miracles.
Therapist No, neither do I, but its incredibly useful for me to have an impression on how you crave your life to be so we can progress in the right course. So what time would you is your wake-up time
John Around nine.
Therapist And what usually is the first thing youll discern about you that is different that set off to inform you a miracle has occurred
John I dont think anything would be different  I usually get up, take in something that would clear my woozy head, drink coffee and go out of the house.
Therapist Stuff
John Ill take whatever I can get hold of like pills, the lot. It helps clear the woozy head.
Therapist So lets just say the miracle hindered you to require the stuff and desire to drink, would there be anything different when you go out
John You see most of my friends drink and Im no different.
Therapist No, youre surely not different  so what do you think you should do to help you stop drinking
John I dont know at all, there are all sorts of things to do.
Therapist So tell me, what might one of them be
John with a resigned sigh Fine, maybe Id go to the library and read the papers.
The session continues by drawing out, question by question, what would be different about his day if he went to the library. As his description progresses John becomes patently more interested in his account. Each time a possible block arises, the therapist invokes the miracle, not to remove the block but to ask how John would deal with it if drink were no longer a problem
John Truth is, I think that its unattainable to focus on anything since Im constantly worrying about cash.
Therapist So, what would you detect about the way youre concerned about money if drinking were not a problem anymore
John Well, I think that Id have to do something about it, shouldnt I
Therapist So what do you think you should be doing at all
John Well, I think I can get work as I can get work if I need it  I do gardening.

Aspects of Therapists Language and Technique
Therapists chose of language and his delivery of questions is crucial in a short timeline such as in brief therapy. He has to deliver questions that would invite clients to contribute not just to their dialogue but throughout the treatment programme. In this way it would be most likely that this approach would be complimentary to the clients primary treatment. Just like in physical treatment, patients view to the diagnosis as well as recommended treatment is vital for his recovery.

Psychotherapy Best Practices
In psychotherapy, it is crucial to supplement one-to-one therapy with family therapy andor intergenerational (three or more familial generations) family therapy. For instance Ivan Boszormenyi-Nagy et al (1973) carries out and promotes this technique as it also emphasizes the significance of establishing that climate of confidence, and that sense of affirmation of otherness (Friedman, 1983) in which therapeutic meetings can thrive on each point. Additionally as Garfield (1998), clients views as well as actions should be treated in a direct way and not indirectly. This would make all transactions manifest and hence win the client over.

Part II.
Benefits of Psychotherapy Interventions
The psychotherapy process typically provides opportunities to teach mastery. An able therapist will encourage the patient to focus on personal meanings as opposed to events. In the process, the patient is encouraged to become an observer of himself or herself. Even brief psychotherapy can teach new skills. For the patient who is not prohibited from using what he or she knows, but rather is ill-equipped for the task, this is the usual approach. Central to this teaching is a framework that stresses multiple choices for most situations and then views likely consequences for each choice.

Evaluative Case Analysis
Therapists can only instruct, lead, or explain however he can not force the client to change. Changes in clients perception and his behavior can only be controlled and decided upon by him. This is a crucial stipulation in any psychotherapeutic procedure. Any factor that would promote clients improvement should be openly stated. The therapist may only point out any discrepancies between clients confirmed views and reality.

Moreover, with regards to the specific study we had executed the setting for the psychotherapy conducted, the number of clients as well as the type of supervision implemented varied greatly. We found out that there should be a creation of improved psychotherapy procedure and training programs for clients.

Case example 3 Being quiet
Danny is a five year old boy at the brink of being kicked out of school. He is usually out of control and very aggressive. He has a large family and a mother who has advanced multiple sclerosis. He has grandparents who were supposedly helping out but had become a major friction between family members. A so-called full report about Danny told him that he was unable to cope up with what is going on in his environment. The brief therapy was the last attempt to resolve the Danny problem. It was attended by his mother, grandfather, his teacher and special needs teacher. In the session, they were asked to relay to the group what they think is their preferred future for Danny and what they can do to help him attain it. In other words, the session is a problem-free talk, and everyone suggested target behavior for Danny to be good at school, then ranking where used to denote Dannys (very restricted) advancement for Danny to be in good behavior. For Danny, it was crucial to adapt to a language he can use. However, contrary to the full report, he has grasped school routines and regulations, study hard and determined to stay at school. He was requested to describe a good day at school by being quiet in sitting, lining up and walking. Everyone was asked to join his demonstration and he participated actively. He showed that he knows how to behave properly and he can indeed behave properly. Afterwards, adults around him had noticed that he was indeed advancing after all.

Creating a Win-Win Situation
For a session to be win-win for both therapist-client parties, they should both feel positive about the negotiation of the problem as well as timeline and intervention type. This helps them keep good relationship afterwards. This should rule the approach of the conciliation  dramatics and exhibition of emotion is okay because they would not weaken the rational foundation of the sessions. Additionally, emotion is a significant focus of discussion since clients emotional needs must be fairly met. If emotion is not conferred where it needs to be, then the contract reached can be inadequate and provisional. On the other hand, therapists should be as detached as possible when discussing his emotions. Perhaps he should discuss them as if they belong to someone else.

Research Questionnaire
Interviewee Responses
The results of the questionnaire are as follows

I. Socio-demographic and clinical characteristics of clients
(1) Sex  45 male 55 female
(2) Age  25 to 55 yo
(3) Education level  high school graduate and up
(4) Marital status  married  divorced
(5) Economic status  middle class
(6) Religious views  protestant
(7) Political views  democratic 35 republican 35 does not care 30
(8) Familial background  close-knit family 40 independent family 30 does not care 30
(9) Diagnosis  has mental illness 90 does not have mental illness 10
(10) Familial psychological history  Have previous record 40 Does not have previous record 60
(11) Medical history  Have previous record 40 Does not have previous record 60
(12) Other behavioral observations  Reluctance 50 Edgynervous 30 Second-thoughts 20

II. Clinical variables of clients including the
(13) Start of therapy  Soon 30 Rescheduled 50 Cancelled 20
(14) Types of psychotherapy practiced Group 30 Family 20 Single 50
(15) Frequency of preliminary interviews  Once 40 Twice 30 Three or more 30
(16) Total frequency  Once 50 Twice 30 Three or more 20
(17) Potential group therapy  Yes 50 No 40 Maybe 10
(18) Whether or not therapy was terminated  Yes 20 No 80
(19) Situation at the time of therapy termination  on probation 70 Self-willed 30
(20) Causes of therapy termination after negotiation  Reluctance 60 Financial incapacity 40
(21) Reason for stopping therapy  Reluctance 65 Financial incapacity 35
(22) Important difficulties faced at the time of psychotherapy Reluctance 45 Financial incapacity 15 Location 20 Time 20
(23) Combination of drug therapy or not  Yes 25 No 75
(24) Major substance of drug therapy  Comorbid 5 Zolpidem (Ambien CR) 40 Benzodiazepine 15 Pyrazolopyrimidine 10 Antidepressants 30
(25) Route of asking in psychotherapy  Direct 80 Indirect 20
(26) Effects of psychotherapy  Productive 80 Unproductive 20

III. The settings in which psychotherapy was conducting including
(27) Time frequency of psychotherapy  Once 50 Twice 30 Three or more 20
(28) Estimation of psychotherapy fee  HMO 50 Personal 30 Familial 20
(29) Time point at which the fee for psychotherapy is paid  Concluded session 100 payment Cancelled scheduled session 40 payment
(30) Fee when a client does not arrive on time  100 payment 90 Penalty 20 10
(31) Fee when a client referred a friend  Deduction of 5 50 Deduction of 10 20 None  30
(32) Whether or not the psychotherapy is audio recorded  Yes 70 No 30
(33)  Whether or not psychotherapy is video recorded and  Yes 5 No 10 Do not know 65
(34) Whether or not the psychotherapy is memorized  Yes 5 No 5 Do not know 65
(35) Whether or not they can use audio-visual components in the session  Yes 5 No 10 Do not know 65
(36) Whether or not they may commune outside the therapy set location
 Yes 50 No 10 Do not know 40
(37) Whether or not the client may reach the therapist in emergency situations
 Yes 80 No 5 Do not know 15
(38) Whether or not they can have therapy through email communication
 Yes 20 No 40 Do not know 40
(39) Whether or not they can have therapy over the phone
 Yes 400 No 30 Do not know 30
(40) Clients feeling on online interaction
 Yes 10 No 30 Do not know 60
(41) Clients view on online intervention
 Yes 5 No 10 Do not know 65

IV. The supervision of psychotherapy, including the
(42) Method of supervision  Directed by client 5 Directed by Therapist 35 Both 60
(43) Place of supervision Directed by client 30 Directed by Therapist 30 Both 40
(44) Time of supervision  Directed by client30  Directed by Therapist 30 Both 40
(45) Location of supervision  Directed by client 30 Directed by Therapist 40  Both 30
(46) Frequency of supervision  Once 50 Twice 30 Three or more 20
(47) Potential change of time to be effective  Once 50 Twice 30 Three or more 20
(48) Change of location to be effective  Once 60 Twice 20 Three or more 20
(49) Therapist meeting of the family of the client  Once 40 Twice 20 Three or more 40
(50) Therapist meeting of colleagues of client  Once 90 Twice 10 Three or more 20
(51) Therapist meeting of other special person of the client  Once 50 Twice 30 Three or more 20
(52) Visitation of client to therapists house  Once 65 Twice 25 Three or more 10
 (53) Therapist changes of therapeutic diagnosis  Once 90 Twice 10 Three or more 0
 (54) Level of client satisfaction  Satisfactory 20 Great 70  Unsatisfactory 10 Undecided 10
(55) Client references  Yes 50 50 No
(56) Future potential therapies for further growth  Yes 60 40 No
(57) Therapists referral of colleagues  Yes 70 30 No

Evaluation of Interview
During the interview the researcher observed that therapist had given adequate clarification of what is anticipated and how the result is gauged. Typically therapist also set the timelines for achievement recap strategy or guiding principle as desired during the client evaluation or progress reports. And he also identifies possible difficulty areas before they turn into major stays. The therapist is personally involved as a resource and motivator which accounts for skill and maturity level of the client. On the other hand, the client is quick to learn and absorb new information. Heshe had become comfortable dealing with abstract concepts as well as specific details. Heshe also enjoyed learning willingness to solve problems intuitively

Annotated Bibliography
Boszormenyi-Nagy, Ivan Spark, Geraldine M. (1973). Invisible loyalties Reciprocity in intergenerational family therapy. Oxford, England Harper  Row.XXI, 408
This book described an approach to family therapy wherein it amalgamates dynamic psychology, existential phenomena, in addition to systems theory. Take note that this type of therapy identifies the loyalty conflicts that might consign the client to his family and nevertheless hold back independence.
Buber, M. (1958). I and thou (2nd rev. ed., R. G. Smith, Trans.). New York Scribners
In 1923 Buber had written as well as published his book, I and Thou (also know as Ich und Du). This book focuses a system of comprehension of Judeo-Christian tradition. Here, he establishes a contemplation method of the interconnectedness or interdependence of human beings.
Friedman, Maurice S. (1983). The confirmation of otherness In family, community, and society. New York Pilgrim

In this book, Friedman maintained that the confirmation of individuals difference brings forth exclusive association to reality. Here, he encourages and honors the realm of dialogic meeting as it was advantageous for human to come out in the open.Friedman, Maurice S. (1988). The Healing Dialogue in Psychotherapy. Journal of Humanistic Psychology, Vol. 28 No. 4, Fall 1988 19-41 London, UK Sage Publications Inc.

In this book, Friedman used effective communication throughout psychotherapy to aid clients.  He holds that through social institutions a client will be facilitated to change and develop.
Iveson, Chris (2002). Solution-focused brief therapy. Advances in Psychiatric Treatment Vol. 8, pp. 149157 Leeds, UK The Royal College of Psychiatrists

Originally trained as a social worker, Iveson proposed Solution-focused brief therapy. The approach to psychotherapy will be based on solution-building instead of problem-solving. In three to five sessions the therapist explores existing resources and future expectations insated of presenting problems and precedent causes of the problem.

Garfield, Sol Louis (1998). The practice of brief psychotherapy. Hoboken, NJ John Wiley and Sons.
This book by Garfield had been an authoritative training textbook as well as professional guidebook on brief psychotherapy. It focuses more on procedures in addition to findings from varied therapeutic approaches for their helpfulness in achieving positive results.

Personal Experience Attestation
Though clients are viewed differently, their healing that came from the bounds of psychotherapy entered the seriousness into their social groups (from family, group, community and various communities). And with regards to personal experience that had influenced interaction with others, the researcher holds that whatever client brought up to counseling, demoralization usually surfaces (Schuyler, 1991).  For the intervention to be effective, the approach should move past the limitations of psychotherapy. Also, the approach would be cross examine the clients environment  his family, group, community as well as the relations between those communities he is living with.

Lessons Learned and Implication of the Study
The area of psychotherapy grows more and more chaotic. Psychotherapy had evolved in the previous years and its changes had lead to the therapeutic setting. However conflicting claims had also surfaced. These claims turned out to be variants of dyadic interview therapy. Then group therapy had surfaced which was dominated by psychoanalytic perspective. Recently, group therapy had budded and psychologists have launched an emergent repertory of behavioral therapies. Presently, an intense growth of psychotherapeutic methods had been tied in with increase of trained or untrained healers.

Part III.
Peer Consultation Group Advantages, Challenges and Strategies
Most clients found comparatively few barriers to learning throughout the peer consultation therapy. However, the greatest difficulty surfaced as a correlation of the procedure of the Peer consultation reflection exercise in their ability to ask a question at a time. Hence, the therapist has to guarantee that clients are from different locations and that they all havent had a problem with confidentiality. In this sense, the therapist should feel free to encourage clients talking about their personal lives and thereby would not get any direct unwelcome feedback.

In this light, Peer consultation reflection exercise has an immediate value. Because the therapy is done in group, clients could expect to have an immediate feedback and examination. Client would obtain various perspectives and have a sense of being able to contribute to others development. He would develop his social and listening skills in a non-threatening way.

Part IV.
Brief Counseling Approach
Solution-focused brief therapy is maintained that of language and dialogue is a creative element that highlights futuristic views. Since it was non-unilateral, the therapist and the client wouldnt clash or disagree. It practices instigative therapy that correctly defines what is really going on in the clients very difficult life conditions so as to plan means on how the client can deal with it. Hence, it would instigate therapist to depend on a type of action so that it would bring forth representations of life situations in that particular session. Clients are helped in an experiential was through everyday descriptive conversation. Kanfer (1979), coined instigation therapy and defined it as a strategy that conceived that behavior can change between therapy sessions, discover goals and implement learning strategies for clients behavior. Accordingly, throughout the sessions clients were assigned tasks, taught tactics and obtain constructive course on clients potential change.

In reality most therapy is time limited lasting six to eight sessions, on average.
It is very easy to describe that brief psychotherapy has time limitation. However, it can be confusing to determine time constraints and how to implement the sessions within timeframe. Additionally, the therapist should come to terms with the client on what problems they will focus on as it is the most vital step of evaluation. When the client discusses his problems, the therapist can learn a lot about him. From here on, the therapist may establish the intervention they both agreed upon.

Alternatively, the brief therapist typically utilizes tasks as the means for shifting from the therapy session toward clients real-life state. Also, clients could be checked from the start if they would undergo brief therapy which is for clients who has no insurance. Whereas long-term treatment would be offered and reserved for clients who has third-party payment scheme.

Part V.
Brief Therapy Guidelines
Structure
For the structure of the brief psychotherapy (BPT) starting from the initial phase through its termination the model ensue in a succession of well-defined stages. This structure would facilitate therapists to move ahead methodically. And in this way he could retrace steps as a means of pinpointing shortfalls in addition to wrong turns.

Integrative Aspects
In every evaluation the therapists should be encouraged to utilize whatever psychotherapeutic theories he deemed advantageous to his client. He has to explain and clarify this to client. At any rate, the degree of BPT structure should compliment the therapists plan and its objectives.

Problem and Task Review
The clients advancement on difficulties in addition to therapeutic assignments is regularly appraised at the start of each session. The appraisal embraces improvement in the setback and what the client has and has not pulled off in assignments so as to settle it. Then the therapist assignments are evaluated in like manner.

Contextual Analysis
Throughout the direction of the evaluation of assignments and dilemma, both client and therapist encounter changes in their tasks and problems. They may find that the target problem would be difficult to change and that they have to because it would hinder client to resolve the problem.

Termination and Durational Limits
In the termination of BPT, as in a lot of short time-lined models, the schedule of termination is set up and agreed upon. They will undergo termination interview that go through a structured format. It would evaluate the progress of problems of both therapist and client. It would discuss the clients growth limited it may be. Then the therapist would summarize and brief client about his unresolved issues and help client plan future strategies to deal with it. Take note that for the interview to end in a positive note, the focus would be to further educate client on problem-solving skills, self-understanding and other treatments he would be implementing in the future.

Evaluation of the Brief Therapy Technique
The brief psychotherapy technique implemented in all probability has merely weak or moderate intensity as a cure and consequently large numbers of clients were mandated to exhibit effect sizes. Therapists dynamic diagnoses which are reproducible and suitable are necessary and undeniably attempts have been made to confront this problem (Blanck and Blanck, 1974 Horowitz, 1976). Moreover, it is unworkable to guarantee unlimited consistency of method amongst a cluster of therapists in an experimental research.

Clients Identity and Brief Therapy
A therapist should learn the clients point of view of how, when and why clients problems occurred and progressed, most especially at the time they were undergoing therapeutic sessions. Evaluation should be implemented to turn problems into context for analysis. Information can be acquired through standardized psychological instruments that should be problem specific. For instance therapist may utilize Beck Depression Inventory (Beck, 1967) or more wide-ranging in extent, for instance, the Fair Assessment Device (Epstein, Baldwin and Bishop, 1983). When the preliminary problem survey has been accomplished, the therapist then devises conundrums from the raw material of their sessions dialogue up to that time. In that way the therapist would endeavor to organize the clients articulated trouble in concise report by means of specific words the client can understand. Subsequently, without subjection with regards to the clients discernment, the therapist work to translate the clients dilemma into laymans outline.

The client is then requested to grade the dilemma in terms of the ranking he prefers to perceive them resolved. Only three dilemmas would then be implored, investigated, described in detail, and become the focal point of the BPT intervention.

Potential Ethical and Legal Concerns
Primarily, BPT must be noted that it is only time limited hence the client should expect a strict timeline. Moreover, therapists should practice legal reporting requirements concerned with the way they operate. Legal mandates encourage therapists to report any abuse or dangerous threats of their clients to the authorities. And if in case they fail to do so they would be charged and lose their license.  On the other hand, with regards to ethical issues therapists should maintain standards of performance and practice that is in the bounds of professional organizations. Any failure to adhere to benchmarks would lead them to loose their license or expulsion from their organization. The minimal national criterion for therapists recognized were their standard of practice and not their local community-based standard of ethics (Liebert and Foster, 1994)

Part VI.
Best Practices in Helping Involuntary Client
This would include and not limited to lessened stress and nervousness, a reduction in negative thoughts and self-damaging actions. It would also perk up his interpersonal relationships boost his well-being in social, work, and family settings. He may also have an improved capability for intimacy, and enhanced confidence. On the other hand, participating in therapy may also entail some uneasiness, including remembering in addition to discussing unpleasant events in your life, their feelings and off-putting personal experiences. There may be occasions when the therapist will challenge the clients opinions and beliefs, and present distinctive standpoint. However, the client should be aware that in participating in therapy it may result in a number of benefits.

Guidelines in Therapy Preparation
The therapist should communicate his desire for the client to have an enriching experience in counseling. He also has to relay that it would and should be a collaborative effort. He has to stress that they would target manageable goals that would produce richer, happier and more productive living. Client should be aware that his principles and viewpoints will be respected and there will be no plan to intentionally humiliate or maneuver him. There may be times that the therapist may encourage the client to discuss issues that are uncomfortable to him. However there was always a hope that it would improve his life as well as relationships.

Guidelines in Therapy Scheduling
The therapist even from the initial phone query should guarantee that the information disclosed by the client is by and large confidential and will not be released to any third party exclusive of written approval from the client, excluding when it was mandatory or allowed by law. Moreover, for the reason that therapy is a course which takes time and dedication, each individual involved in the counseling process is requested to always be present at the scheduled counseling sessions. Hence, this would demonstrate the goal of client making a difference in hisher life because of self-awareness, insight, exertion and commitment.

Evaluation of Implemented Therapeutic Technique
The comprehensive evaluation methodology employed in the BPT interviews from the clinicians and clients perspective formally recorded gauges of BPT program accomplishment. It also had illustrated a recently expounded structured observation technique that aimed to depict the environment of the therapy being provided in the course of direct examination of treatment activities. In addition, it has an ability to be independently replicated however it also has a number of significant issues, comprising the employment of understandable description of the behavior or words that is being observed along with intensive training of the observers (Bouffard et al, 2003).

Evaluation of Technique in Handling Diverse Clients
Sue  Nolan (2009) admonished therapists to be culturally sensitive at the same time they had to be aware of the cultural background or upbringing of the client. Moreover, therapists should correlate their cultural knowledge of the client with culture-consistent strategies and then it should be correlated to two basic processes which are trustworthiness and giving. If the therapist analyzes these basic processes, he would obtain a significant technique of screening the function of culture in psychotherapy. Also, he would discover implications for enhancing the psychotherapy practices, training, as well as research for ethnic-minority groups.

Brief Therapies and PTSD Children A Case Study
Problems of Client
(1) Has prolonged exposure to a traumatic event or series
(2) Tries to avoid thinking or talking about the traumatic event
(3) Has difficulty maintaining close relationships
(4) Has trouble concentrating
(5) Potential maternal psychopathology illness
(6) Has or has a potential of having self-destructive behaviors

Goals
This brief psychotherapeutic study analyzed the experimental causes in addition to related susceptible elements that added to the growth of posttraumatic stress disorder (PTSD) in children and adolescents and further strategies that brief therapy can be additionally enhanced for the specific condition.

Method
There are one hundred successive recommendations to an inner-city child and adolescent psychiatry clinic. Out of one hundred, there are fifty-nine who had experienced a trauma that can be qualified potentially as PTSD. Moreover, the potential patients have ages ranged from 3 to 18 years old. Out of these patients 39 (or 66 of the 100) were males. The researcher utilized a sequence of multiple regression analyses to assess the contribution of (1) demographic traits, (2) the description of the stressors, and (3) the function of pre-existing medical signals in the progress of PTSD. At the end of the interview there are fifty-nine patients to be further evaluated as they really have signs of PTSD.
The assessment was established on about 6 hours of interviews. During six sessions they were interviewed with their parents or guardians. The appraisal utilized a semi-structured comprehensive interview timetable, the KID-SCID. Psychometric properties for the KID-SCID have been reported (Matzner, 1994 Matzner, et al, 1997), and the instrument has demonstrated and determined to have an acceptable reliability. The KID-SCID integrated the information which was provided by parentsguardians and children in constructing a diagnostic resolution. All PTSD assumed children that were referred to the clinic had received this standardized assessment. The PTSD module of the KID-SCID particularly required that both the patient and the parentguardian regarding twelve diverse traumatic experiences. At the same time the diagnostic signs in the part of childrens disturbing thoughts, avoidant behaviors, and psycho-physiological activation were explored.
Afterwards, children would undergo brief therapy wherein therapist had to deliver questions that would invite these especially reluctant children to contribute not just to their dialogue but throughout the treatment programme.

Evaluation
The researcher had assessed qualified factors of the diverse personal history as well as factors of the children. It had a dependent gauge that was based on the number of existing signs and symptoms of PTSD from the KID-SCID. The researcher had also assessed the childrens cognitive measures such as IQ through utilization of subtests from the age-appropriate Wechsler Intelligence Scale for Children (19). He had also evaluated any academic delays and diagnosed potential learning disabilities through screening assessments.

With regards to the brief therapy, the therapist had implemented solution-focused brief therapy. The instigative therapeutic way of handling the children had encouraged them to face, accept and handle their difficult life conditions. The focus was on recovering for the trauma and moving on.
The therapist is personally concerned as a resource and motivator which is beneficial and at level with the skill and maturity level of the children. On the other hand, the children had illustrated quickness in learning and absorbing new information. Additionally, the beauty of this type of therapy had surfaced as it has an ability to be independently replicated. However still, it has a number of significant issues such as the solid definition of behavioral description of the children.

Results
There are twenty-two percent of the fifty-nine children who had been traumatized met full criteria for PTSD. However, thirty-two percent had some symptoms of PTSD yet they did not meet full criteria. Moreover, forty-six percent had no symptoms at all. Most children had witnessed domestic violence or had been physically abused. As of those children with preexisting aggressive behavior, they are usually victims of physical abuse.

Moreover, the children who were defined as having PTSD had undergone brief therapies. After 12 sessions of therapy these children had a significant change in their confidence, and they have sense of affirmation of otherness. The children had also learned to become an observer of himself or herself. The children had also developed their social and listening skills in a non-threatening way.

Conclusions
In reference to the study, the children at greatest risk for developing PTSD are the susceptible nervous children who were exposed to violent behavior, most especially violence in the family. Detection children who are at risk in an offensive home condition appeared a vital goal for a preventive interference from authorities. Psychotherapy could be the most valuable tool if it were intended for prevention of the improvement of avoidant behaviors and improving psycho-physiological establishment. The results had illustrated that the pre-existing medical situation in addition to individual disposition factors of the children had become extreme stressors for them.
Furthermore, just like solution-focused therapy there are various treatments for PTSD that share not merely attributes familiar to every psychotherapeutic methods (such as the common factors conventionally explained in the therapy writings) but additionally aspects that are common to brief treatments which focuses on helping patients deal with post traumatic events. For instance, contact could not simply promote habituation or extinction while it can also present a prospect for rethinking historical interpretations of the traumatic event (Wechsler, 1974).

Consequently, traumatic experience intermingles with aspects between the child and family so as to be a factor to the occurrence of PTSD. Any trauma that imperils family reliability emerges as an intense and glaring contribution to the occurrence of PTSD. Additionally, the increased understanding of the elements that had spawned PTSD provided supplementary prospects for developing valuable interventions and therapeutic strategies.