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WHAT IS TRANSPERSONAL PSYCHOLOGY Part Six: Transpersonal Counselling
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Department of Psychology Metropolitan State College of Denver |
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What are the implications of transpersonal psychology for counselling? How can we better understand and manifest a transpersonal context for counselling and psychotherapy? What really helps |
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Transpersonal psychology can be applied in many ways, including teaching, organizational development, and health care. Rachel Kessler, for instance, is doing leading-edge work in bringing spiritual perspectives into secular educational settings (1999; in press), and this topic, closely related to transpersonal psychology, is being openly discussed in educational forums (see, for instance the December 1998/January 1999 issue of Educational Leadership). Its most common application, though, is in counselling, psychotherapy, and clinical psychology. Vaughan (1979) proposed looking at three dimensions of transpersonal counselling: content, process, and context. These three dimensions also apply to any approach to counselling and psychotherapy and even to theoretical and research paradigms. Content refers to the subject matter dealt with, and in the case of transpersonal psychology, includes transpersonal and mystical experiences, peak experiences, and spiritual emergencies (Grof and Grof, 1989; Watson, 1994). Process refers to the techniques and strategies used. Examples of transpersonal processes include practices drawn from spiritual traditions such as meditation (Goleman and Ram Dass, 1996; Miller, 1994), initiations and vision questing (Foster and Little, 1997), ritual, and shamanic inductions (Walsh, 1990). Context refers to the attitudes and assumptions of the counsellor toward counselling, suffering, healing, and psychological health. Aspects of a transpersonal context include holding in view the client's intrinsic health, being mindful and present-centered regardless of the particular content or processes, seeing psychotherapy as both an act of service and an act of work on oneself, and recognizing the ground of nonduality in the counselling situation (Wittine, 1989). The context of transpersonal counselling is applicable to any educational or therapeutic situation and any of the predicaments which bring people to counselling or psychotherapy. It can also be practiced in any setting including school settings, educational advising, individual private practice, agencies, and community development. A transpersonal context may not be evident to students, clients, or observers. Transpersonal psychology is not a specific set of beliefs or a religion, but rather an orientation that is compatible with most educational and psychological approaches. Therefore, a transpersonal approach in educational settings can appreciate and support students' belief systems and practices; it is complementary and inclusive rather than exclusive and divisive. |
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A transpersonal view points to authentic helping which is nondualistic, selfless, and oriented to process as much as outcome. Transpersonal service is a natural reflexive response springing from awareness, love, openness, and understanding. We expect such service by professional counsellors to be informed by skillful means and an open mind. An important research study examines this view. Montgomery (1991) found that the best caregivers (in her research, they were nurses identified by other nurses as being exceptional at their work) expressed a sense of transcendence, the experience of being part of a larger whole, and a spiritual base for their work (though they said this in many different ways, usually not in the language of specific spiritual or religious approaches). These nurses were intimately involved with patients on emotional and spiritual levels, and as a result, they experienced helping as a source of energy rather than burnout. Montgomery was not looking for these results. She had set out to identify the behaviors of the most successful nurses but found herself frustrated because she couldn't find what these nurses were doing. She finally realized what set them apart from ordinary nurses was, instead, a way of being. Her research also challenges the conventional psychological wisdom that to avoid burnout, we should not get too involved with our clients. These exceptional caregivers were the ones most involved with their patients. Montgomery referred to this finding as a "paradoxical aspect of caregiving." Finding a transcendent basis for professional service and being deeply involved with those in our care opens us up to a source of energy and sustenance which reduces burnout. In some ways, it makes our work more emotionally demanding than keeping a distance, but holding ourselves back from caring deeply is, in the long run, more detrimental. Transpersonal context does matter in the outcomes of caregiving, both for the giver as well as for the recipient (see also Parker Palmer's (1998) work on a similar approach in teaching). Deeper caring and more emotional and transpersonal involvement between professionals and those we serve will reduce burnout and promote growth in both caregivers as well as those we care for. |
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