Preventing the Marshmallow Effect

Preventing the Marshmallow Effect

SELECTING A PERSONAL THEORY OF COUNSELING

By Donald L. Mattson and Jessie Finch

In the process of finding their way in the professional world, beginning counselors may have only a hazy idea of where they fit within the variety of theories available and a narrow self definition of their particular approach.

When asked to identify their clinical model, many beginners change their ideas depending on whom they talk to and what they read.  Sometimes they are influenced by a class or workshop in which the presenter makes a theory come alive.

Students trying to discover what theory fits for them aren’t firm in their beliefs.  They are often soft, malleable and easily crushed, like marshmallows.  The shape of their professional foundation may shift and flow, without any discernible form, like marshmallows melting in the heat.

The following scenario illustrates what can happen when the “Marshmallow Effect” is used with a discouraged client:

Nervously pacing back and fourth, the budding master’s degree student is waiting for her first real client.

Session one: In comes the client, the picture of dejection.

Client: “Things aren’t any better.”

Counselor: “Depression is caused by a chemical imbalance.  You should be medicated.”

Client sinks more deeply in her chair.

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Preventing the Marshmallow Effect

            Session two: Client returns still looking dejected.

Client: “Things aren’t any better.”

Counselor: “Stop thinking that way! Think happy thoughts.  Life is a bowl of cherries!”

Client sighs deeply.

Session three: Client seeks help again.

Client: “I feel hopeless.  Nothing works.”

Counselor: “Change your lifestyle.  Get a new job.  Play tennis.  Join a canasta club.”

Client finds that confusion and hopefulness swirl around together.  Her instinct for survival has caused her to build a wall that protects her from the counselor’s confusion.  Chances are likely that this client won’t return, and if she does, she certainly won’t come back with any feeling of confidence about what will happen next or what can happen for the future.

The previous scenario could never occur.  Or could it?  Chemical imbalance, irrational thinking and an unhealthy lifestyle – all can cause depression.  But what the counselor believes causes depression?  What is the counselor’s theory base?  The scenario might have had a happier ending if the counselor had known her theory and followed through on it by using various techniques appropriate to her particular theory of choice.

Preventing the Marshmallow Effect

            Many counselors, in their search to find their way become rigid and stubbornly hang on to a particular clinical model, no matter what.  Others might be like limp noodles, without form or structure.  They don’t have a clue about what they are doing or what they believe.  Many times the decision is simply to adopt the theory of their supervisor or to use the label “eclectic.”  The result of this can be a disorganized, unsystematic approach to the counseling process that is not based on thoughtful reflection, personal ownership and purposeful direction.  Counselors can become completely lost in their work with a client.  They do whatever comes to mind, calling it intuition or use a jumble of techniques, going from one direction to another, without helping the client at all.

When counselors choose or create a theory, they must merge the academic information that they have received with their own personal beliefs about people, how they develop and how they change.  Counselors need to ask themselves: What do I believe about people’s development?  How do I believe that people change?  Counselors must examine their own belief system about the theories they learn and decide whether they believe in these theories and want to practice them.

Preventing the Marshmallow Effect

            There are two methods in which counselors find the theory that fits best for them – the question method or the checklist method.  In the question method, counselors ask themselves a series of questions such as: What is my view of people?  Am I deterministic or do I have a freer approach?  What is my view of environment? How do people’s families play parts in what happens to them?  What do I think is the road to a cure or the goal of counseling?  What do I believe is the cause of illness or the maladaptive behavior?  Do I agree with the techniques or methods of a particular theory?  Answers to these questions can help beginners determine the theory?  Answers to these questions can help beginners determine the theory with which they most agree.  We are not asking people to invent their own theories, but by answering those questions, beginners can determine a better fit with one of the existing theories.

The second way that counselors can identify their theory of choice is by using a checklist.  When we teach theory, for example, we ask students to list at least five theories across the top of a sheet of paper.  Under each of these theories, they are asked to list at least five facts Students respond to the facts by either agreeing or disagreeing with them.  The fact is true from the theorist’s view, but do students believe it for themselves?  By the process of elimination, students often can see the extent to which the theories represent their values.  The purpose of the exercise is to help beginners focus on one theory that seems to be congruent with their own beliefs.  They can claim techniques that they might use form that theory.  The exercise helps them focus on the congruency of belief with the practice – what they believe and what they actually will do.

On the other side of the issue are counselors who are so firmly entrenched in a particular theory that they might make it fit the client, no matter what.  These counselors may be wearing blinders.  Although their theory is workable, it doesn’t work in every case.  These counselors may not consider the needs, wishes or individuality of their clients.  Not knowing what you are doing can be harmful.  But doing what you plan to do, no matter what and moving ahead like a bulldozer can also be nonproductive or harmful.

Preventing the Marshmallow Effect

            Numerous books and articles have been written on theories.  Some professionals believe that a particular theory of choice isn’t necessary while others will say that without a theory, no effective counseling can take place.  Educators, supervisors, and mentors can help beginning counselors find out what works for them.  They can help them find their own way, to apply a theory that is flexible yet not so changeable that it fluctuates with every new wave or breeze.  Then when they are more experienced, they can change their mind, use more than one theory or invent their own.  Instead of letting them flounder in a sea of eclecticism, those who guide counseling students should give them some direction.  Help them pick a theory that they can reject if they need to.

People need to know who they aren’t so they can be who they are.  The same works for a theory base. Pick one.  Use one.  Experiment with one.  Reject one.  Only then will we become the theorists we truly are.

We cannot begin to offer counseling to others until we know all about ourselves – who we are, what we are and what we believe.  Out of our own belief system, comes healing, helping and hope for our clients.