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A paper which delineates the theories of Glasser and their particular relevance to the counseling of adolescents in a school situation. Bibliography lists 11 sources.
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13 pages (~225 words per page)
File: JL5_JL3glasser.rtf
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fact that he drew on influences from a number of diverse sources both inside and outside the field of psychology. As Lennon (2002) states, his academic background was in chemical
engineering and medicine as well as psychiatry and clinical psychology, and his later works were influenced by quality management and education theories, as well as those of behavioral and cognitive
psychologists. Glassers own ideas and methodologies underwent a number of changes over the years, and we can trace this progress through his published works: in some cases, it is apparent
that the feedback he received from one text was important in delineating the concepts which he set out in his next.
In Mental Health or Mental Illness, published in 1960, we see the origins of his later theories and also the emphasis he places on the practical aspects of psychotherapy: as
Lennon comments, he is "primarily a behavioral technician" (Lennon, 2002). This early work demonstrates, as Lennon remarks, that Glasser was in many ways uncomfortable with traditional models of psychotherapy. It
diverged noticeably from the Freudian psychodynamic model, but given the advance of behaviorism as set out by Bandura and others, this was perhaps not surprising. However, Glasser did not subscribe
to strict behaviorism either, and nor did he support the traditional therapeutic model in which the client had a mainly passive role in the therapeutic process.
Even at this early stage, Glasser was concerned to emphasize the need for the client to take a much more active role, this
being reflected in the subtitle of the book, Psychiatry for Practical Action. It must be remembered that this concept was new and radical in the early 1960s, and was being
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