{"id":5081,"date":"2016-09-18T07:42:40","date_gmt":"2016-09-18T07:42:40","guid":{"rendered":"http:\/\/counsellingtu.onpressidium.com\/?p=5081"},"modified":"2019-10-23T13:07:09","modified_gmt":"2019-10-23T12:07:09","slug":"017-defence-mechanisms-bacp-ethical-framework","status":"publish","type":"post","link":"https:\/\/counsellingtutor.com\/017-defence-mechanisms-bacp-ethical-framework\/","title":{"rendered":"017 \u2013 Returning to Study \u2013 Defence Mechanisms \u2013 Person-Centred Business \u2013 BACP Ethical Framework"},"content":{"rendered":"\n\t\t\t\t\"CT-Podcast-Ep17\"\n\t

017 \u2013 Returning to Study \u2013 Defence Mechanisms \u2013 Person-Centred Business \u2013 BACP Ethical Framework<\/h1>\n\t
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In episode 17 of the Counselling Tutor Podcast \u2013 the first in season 2 \u2013 Rory Lees-Oakes and Ken Kelly talk about returning to study after the summer break. \u2018Theory with Rory\u2019 looks at defence mechanisms, while Ken introduces a new segment, \u2018Person-Centred Business\u2019, with ideas on using your counselling skills to earn money. Finally, the presenters turn to the new Ethical Framework for the Counselling Professions, published by the British Association for Counselling and Psychotherapy (BACP).<\/p>\n\t\n\t

Returning to Study<\/h2>\n\t

Rory and Ken discuss the challenges and opportunities of returning to study after a break, offering various tips:<\/p>\n

    \n
  • Keep calm \u2013 you will be given time to settle back into an existing course, or to find your way around at a new one.<\/li>\n
  • Try to enjoy the chance to meet new people.<\/li>\n
  • Use a diary to help you plan your time.<\/li>\n
  • Share your experiences on the Counselling Tutor Facebook group (see \u2018Links and Resources\u2019).<\/li>\n
  • Reflect on what going back to study means to you.<\/li>\n<\/ul>\n\t

    Defence Mechanisms<\/h2>\n\t

    Sigmund Freud was the first to describe defence mechanisms, which are subconscious processes we put into place when we find a situation difficult.<\/p>\n

    The psychodynamic view of the human psyche suggests there are three parts of personality: the id, ego and super-ego. To compare the personality to an iceberg, the id is below the water and so we are unconscious of it, while the ego and super-ego appear above the water and so in our consciousness.<\/p>\n

    The id drives our primitive and instinctive urges (it is our \u2018wild child\u2019); Freud believed we are born only with the id, and that the ego and super-ego develop at three to five years of age. The id remains throughout life and demands our immediate attention.<\/p>\n

    The super-ego, meanwhile, is our \u2018super-parent\u2019. Comprising the conscience and the ideal self, it strives for perfection and is driven by values introjected by our parents and society. Falling short of its rigorous standards leaves us feeling guilty.<\/p>\n

    The ego is part of the id that has been modified by the outside world and has the unenviable task of acting as communicator between the \u2018wild child\u2019 and the \u2018super-parent\u2019. In this role, it strives for realism so that we can fit into \u2013 and be accepted by \u2013 the social world.<\/p>\n

    We use defence mechanisms to protect ourselves from anxiety and\/or guilt \u2013 when we feel threatened, or when the id or super-ego becomes too demanding. Freud originally identified seven defence mechanisms:<\/p>\n

      \n
    • repression \u2013 pushing away a thought or feeling (which might then leak out in a \u2018Freudian slip\u2019)<\/li>\n
    • denial \u2013 refusing to accept that something exists or has happened<\/li>\n
    • projection \u2013 taking an aspect of self and putting it onto someone else<\/li>\n
    • rationalisation \u2013 creating an acceptable but incorrect explanation for a situation<\/li>\n
    • intellectualisation \u2013 thinking about something logically without any attached emotion<\/li>\n
    • reaction formation \u2013 doing the opposite of what you would like to do<\/li>\n
    • regression \u2013 acting as a child might if they did not get their own way.<\/li>\n<\/ul>\n

      Rory illustrates all these defence mechanisms with real-life examples.<\/p>\n

      The concept of defence mechanisms was later developed further by Anna Freud (Sigmund\u2019s daughter) and others; they took a wider and deeper view of these, identifying more mechanisms.<\/p>\n\t