An Holistic Approach for Counsellors: Embracing Multiple Intelligences
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An Holistic Approach for Counsellors: Embracing Multiple Intelligences Rosslyn Booth & Patrick John O’Brien
Published online: 15 February 2008 # Springer Science + Business Media, LLC 2008
Abstract This paper explores a range of therapeutic modalities used by counsellors of children and positions those modalities within Gardner’s theory of multiple intelligences. Research by O’Brien (Gardner’s theory of multiple intelligence and its implications for the counselling of children. Unpublished doctoral dissertation, Queensland University of Technology, Brisbane, Australia, 1999) revealed that by drawing on a combination of preferred intelligences, children were able to enhance the dialogue between the unconscious and conscious, while strengthening the relationship between the counsellor and client. A number of useful counselling approaches are highlighted in working with children, particularly younger children who have not yet developed language sufficient for more formal counselling sessions. Suggestions that assist counsellors to operate across settings are explored. Keywords Multiple intelligences . Expressive therapies . Play therapy . Sandplay . Counselling children
Introduction Many counsellors of children quickly succumb to the pressures of emphasizing standardized, measurable, and predictable outcomes, while working to support young people in crises. Many psychologists contribute to the pursuit of the single ‘g’ factor to describe a student’s level of intellectual ability when referrals for support are initiated. In his book Frames of Mind (1983), Howard Gardner proposed that there are many intelligences not just a ‘g’ factor, and that each one of these intelligences represents a different way to learn. For educators, respecting individual intelligences and learning styles has meant offering children different ways to engage in learning activities. Within the context of counselling, Gardner’s concept of multiple intelligences can enliven a variety of techniques that assist the client in accessing their unconscious R. Booth : P. J. O’Brien (*) Education, University of Southern Queensland, Old Maryborough Road, Pialba, Hervey Bay, Queensland 4655, Australia e-mail: [email protected]
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Int J Adv Counselling (2008) 30:79–92
world. Frequently this world holds the key to current problems. Choosing the technique or the form that multiple intelligence counselling might take is dependent on the counsellor’s orientation and training, the inclination of the client, and the presence of appropriate materials in the counselling room. Counsellors are limited only by their own creativity in the selection of activities. Unfortunately, the theory and practice of counselling in many educational settings tends to focus primarily on cognitive approaches based on the assumption that by altering thinking, a client will change their emotions and behaviour. Not all counsellors are eclectic in their approach with clients, often favouring only behavioural or cognitive strategies. The use of multiple intelligences and multiple moda
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