Here, there are all the summaries of the chapters of the book Psychological Communication, by H. van der Molen, G. Lang, P. Trower & R. Look. It's the 2nd edition, done in 2020.

Hope you enjoy!

“…each observer gains a partial superiority of insights from the peculiar position in which he stands.” (William James, 1899)

Chapter 1: Intro

1.1 Purpose and Structure

• Part I: processes involved in counselling
  • Chapter 2&5: theory underlying counselling, nature of effective helping-skills based on theories
  • Chapter 2: philosophy for working with people on their personal problems
  • Chapter 3: client-centred therapy
• Part II: detailed description of concrete skills needed to help a person
  
  • Chapter 6: nature and function of the basic skills needed to conduct a counselling interview
  • Chapter 7: more complect skills that build on those mentioned in Chapter 6
  • Chapter 8: process of working out solutions to problems and implementing them
• Good helping: have a goal in mind, able to modify approach towards client at various stages of the process. It is not enough to know what we want to achieve in counselling, we must also have the skills to bring I about in practice

Chapter 2: The Helper’s Basic Attitude

2.1 Intro:

• Helper stand: personal choice, influenced by helper’s own ideas and beliefs as to how people should behave towards each other

2.2 Typical Attitudes of Friends and Relatives:

• Michael displays uncertainty when communicating message to friend (unsatisfaction with his studies) --> unsure whether they should bother somebody with their problems --> possible friend reaction --> reassurance, encouragement, well-meant advice, clear and direct approach.
  • Motivations of both parties:
    • Michael: does not want to be considered a worrier
    • Michael’s friend: distance himself from Michael’s problem. He can relate to Michaels problem, but he attempts to push such thoughts to the back of his mind.
  • Parents reactions:
    
    • Appeal to Michaels’ sense of responsibility: “You should think over it very carefully”
    • Suggestion in a firm manner: “stop thinking in a negative way”
    • Strong personal involvement in having a son who is a good student, displays sense of involvement and a feeling of joint responsibility
      
      • Important to not protect a person too much since can result in diminishment of their own sense of responsibility. And failure is a painful but essential and integral aspect of human experience
    • Love tends to suggest a more directive line of helping
      
      • Authoritarian behaviour is not always inspired by lust of power of domination, but often by a sense of responsibility and care for another person

2.3 The Basic Attitude of the Helper

From the book J.A. Moon ((2004). A Handbook of Reflective and Experiential Learning; Theory and Practice. ISBN 0-415-33515-9 or 0-415-33516-7, I have summarised Chapter 6, definitions of reflection and reflective learning 82-89

A Handbook of Reflective and Experiential Learning

Reflection and reflective learning

• `Common-sense view of reflection': no more than a form of thinking
  • Reflect to achieve outcome or simply `be reflective', and an outcome might then be unexpected --> outcome in terms of learning, action or clarification
    • Re-organizing knowledge and emotional orientations in order to achieve further insights.
    • Largely based on the further processing of knowledge and understanding that we already possess.
    • Evidence of learning or change of behaviour may be expected to result from the process of reflection.

Development of the common-sense view`

“An element of the structure is likely to be a description of an incident.”

Reflection that are focused on the outcomes of the process

• Outcomes concerned with how we use understanding and knowledge to achieve other purposes

Reflection and learning

Reflection and its roles in learning

• Deep approach: learner seeks to understand the meaning of material in relation to previous knowledge.
• Surface approach: attempt to memorize the facts
• Moon (1999a): learning is conceived as a sequence of stages from superficial `noticing' to `making meaning', and finally `transformative learning' which indicates the deep approach end of the continuum.
• Reflective processes also play a part in the enhancement of other learning.
• SOLO taxonomy: four ways in which reflection is involved in learning.

1. Involved in the process of meaningful learning when a learner takes a deep approach

2. Meaningful learning is represented meaningfully (e.g. in writing, orally, etc.) because we have to modify ideas in order to represent them

• Process of modification --> involves taking into account the purpose and format of the representation as well as reformulating the current understandings to meet it.

• Teaching is an example of the representation of meaningful knowledge --> learn from the process of representation

3. `Upgrading of learning' --> no new material of learning, but ideas learnt in a relatively nonmeaningful way are reconsidered in the light of more or different prior experience (i.e., are reviewed with different frames of reference).

• Process of traditional adult education --> prior learning, characterized by a collection of relatively factual and non-theory-bound ideas, is reviewed and recontextualized in the light of a more coherent and theoretical approach and through the processes of discussion and critique.

4. Generate apparently new and meaningful ideas not immediately related to specific existing knowledge though clearly they are based on what we `know'

• `I saw the light'
• Some would call this intuition

Interplay structure of the material of learning and