Existential-Integrative Approaches to Treating Adolescents

274 Pages·2017·12.46 MB·English

by  Dr. David Shumaker (auth.)

Existential-Integrative Approaches
to Treating Adolescents
DavidShumaker
Existential-Integrative
Approaches to
Treating Adolescents
DavidShumaker
MentalHealthCounselingProgram
SuffolkUniversity
Boston,Massachusetts,USA
ISBN978-1-349-95210-6 ISBN978-1-349-95211-3(eBook)
DOI10.1057/978-1-349-95211-3
LibraryofCongressControlNumber:2017940632
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For Jonah, Mason,and Tricia
Theloves of mylife
P
REFACE
Thisbookisborneoutofmystrongbeliefinthepowerofexistentialtherapy
tohelpadolescentsnavigatetheperilsofafrequentlychallengingperiodof
development in human lifespans. Kirk Schneider’s (2008) Existential-
IntegrativeTherapyapproachseemsparticularlywellsuitedtoprovidethera-
pistsasolidgroundingfromwhichtoembarkonthewonderfulpursuitof
tryingtomeettheiradolescentclientsonamuchdeeperlevel.Dr.Schneider,
Dr.ShawnRubin,andmanyothermembersofAPADivision32Societyfor
Humanistic Psychology have been most gracious in their support of my
specific interest in working with adolescents from an EI perspective and
this bookis a logical outgrowthof their guidance and encouragement. By
nomeans,however,isthisbookintendedtobethefinalsayonhowclinicians
canmosteffectivelyworkwithclientsfromthisframework.Thehopeisthat
itservesasacatalystforcliniciansandresearcherstomoredeeplyconsiderthe
potentialforEIapplicationstobeutilizedwiththisagegroup.Further,any
misinterpretations, oversimplifications, or omissions in the depiction of EI
and existential theory are solely mine and hopefully will not obscure the
powerthattheapproachhasinhelpingadolescents.
Asfootnoted inthe chapterswhere EI case examples areshared, while
based on the lives of real people, the cases depicted in the book are
composite representations of multiple client experiences where names,
gender, and other potentially identifiable aspects of the case experience
havebeenchangedtoprotectclientconfidentiality.Thedialoguethathas
been citedrepresent actualconversations thatauthor has hadwithclients
butaspects have alsobeen altered to protectconfidentiality.
vii
A
CKNOWLEDGMENTS
Iwouldfirstliketothankhisgraduateresearchassistant,Ms.JuliaGrimm,
for her tireless assistance in editing this book. If not for her incredible
effortsIwouldstillbeworkingonthisbook.Herstarwillshinebrightlyin
the mentalhealthfieldin years tocome.
I would also like to thank the incredibly supportive staff at Palgrave-
MacMillan,includingbutsurelynotlimitedtoRachelKrause,ElaineFan,
andKyraSaniewski.IfitwerenotforRachel,especially,whoencouraged
meto writethisbook, I wouldstill be toilinginthe darkness.
I would like to thank Suffolk University and the Psychology
Departmentforsupporting myresearchefforts.Mywonderfulcolleagues
andstudentshave been agreat sourceof inspiration.
I would also like to thank his past, present, and future clients for the
privilege of working with them and their trust. While it has been said on
multipleoccasionsbyothersmuchmoredistinguished,atherapistlearnsa
lot morefromhisor herclients thanwhatthey teach.
Finally,Iwouldliketothankmywife,Tricia,andtwosons,Masonand
Jonah, for their unconditional love, patience, and support in this book
writingprocess.Youaretheheartsthatkeepmypulserunning.Thisbook
isdedicated to them.
ix
C
ONTENTS
1 AnIntroductiontoEI Therapywith Adolescents 1
2 TheIncidence, Prevalence, andRiskFactors Associated
withDebilitatingExistentialAnxietyin Adolescents 27
3 ADevelopmental Modelof ExistentialAnxiety During
Adolescence 59
4 CoreExistentialTreatmentApproaches withAdolescents 93
5 EI ApproachestoTreatingAnxiety inAdolescents 127
6 EI ApproachestoTreatingDepression in Adolescents 153
7 EI ApproachestoTreatingSubstance Abuse Disorders
inAdolescents 185
8 EI ApproachestoTreatingDisruptive BehaviorDisorders
inAdolescents 213
9 EI ApproachestoTreatingTrauma 241
Index 267
xi
L F
IST OF IGURES
Fig.3.1 Developmentalmodelofexistentialanxietyinadolescence 72
xiii
CHAPTER1
An Introduction to EI Therapy
with Adolescents
It should come as no surprise that existential-integrative (EI) therapy
(EI) (Schneider, 2008) may be particularly suited for adolescents. EI
endeavors to “set people free” (May, 1981) by creating conditions in
the therapy hour that allows young clients to reoccupy aspects of
themselves that may be denied. A therapeutic approach whose chief
aim is to help clients achieve “experiential liberation” – an awakening
that results in an enhanced ability to appreciate oneself and life at a
deeper level (Bugental, 1978; Tillich, 1967) – would seem ideally
suited for those progressing through a developmental stage frequently
characterized by an intense search for self-identity and a love/hate
relationship with the prospect of greater freedom and autonomy
looming on the near horizon (Erikson, 1968; Marcia & Josselson,
2013). But, as has been noted before (Fitzgerald, 2005; Shumaker,
2012), relatively little has been written on how existential concepts
and therapeutic approaches might be utilized with this age group.
This lack of research attention reflects a broader trend where many
graduate training programs have been slow to embrace EI and other
humanistic approaches (Bassett-Short & Hammel, 2008).
Whymight thisbe the case?
Throughout much of the 1990s into the present day empirically sup-
portedtreatments(ESTs)havebeenconsideredthegoldstandardofpractice
(Chambless&Hollon,1998).Thiswell-intentionedemphasisonpromot-
ing scientifically grounded therapies with demonstrated efficacy has had a
©TheAuthor(s)2017 1
D.Shumaker,Existential-IntegrativeApproachestoTreating
Adolescents,DOI10.1057/978-1-349-95211-3_1