Until thought is linked with purpose there is no intelligent accomplishment.
~ James Allen, As a Man Thinketh
Approach to Therapy & Supervision
Welcome to Mind Point Psychotherapy, PLLC! As a licensed psychotherapist and AAMFT Approved Supervisor, I integrate a process-focused existential-humanistic approach to therapy and clinical supervision. My approach couples systemic theories with existential-humanistic psychology to consider lifespan development, identity, cultural, relational, historical, and contextual influences. I emphasize the importance of thinking critically about the values and ethics our worldview comprises - with attention to how values and ethics show relationally.
Embrace of Innovation
Thirty years ago, Mahoney (1991) detailed how more individuals reported novel ways of knowing and experiencing their lives, selves, and relationships as expressed through consciousness, affect, personal identity, and intentionality. What Mahoney described as an axial shift in human understanding has expanded exponentially in the last three decades - influencing the domains of experience, story, and action (Gilligan & Price, 1993) that comprise contemporary culture. This shift has significant implications for the advancement of theory and practice. Moreover, the contextual insights of Miller and Hubble (2017) suggest the psychotherapy professions are challenged to improve the quality of clinical work to keep pace with an increasingly inclusive and expanded collective worldview. An embrace of Innovation in praxis is at the forefront of my supervision and clinical work. I encourage innovative work as a contribution to the sustainability of clinical practice.
Systems Thinking as Conceptual Framework
General Systems Theory (GST) can be summarized as follows: GST emphasizes the importance of organization, the relationships between parts, and a focus on patterns rather than linear connections. GST advocates for considering events within their contextual environment rather than in isolation from it (Steinglass, 1978).
Systems thinking views individuals as integral components of larger dynamic systems, often referred to as the social matrix (Sager & Kaplan, 1972, p. 5). This perspective requires a conceptual shift away from the historically and culturally rooted linear cause-and-effect thinking commonly found in scientific discourse. It involves prioritizing interactional questions about "what" and "how" over individually oriented "why" questions. Although this shift is easier said than done, practicing it—focusing on mutual causal interactions—serves as the cornerstone of systemic therapy.
Psychotherapists trained in systemic thinking can effectively work with a variety of relational systems and groups, including workplace teams, social groups, and larger organizations, not just couple and family relationships. Williamson (1982) highlights how systems thinking has significantly enhanced our understanding of group dynamics (p. 54), making those who employ this perspective particularly skilled at leading diverse groups across various settings (p. 10).
Process-Focused
The most important domains of human understanding and professional assistance lie not so much in the contents of personal realities as in their ongoing processes.
~Michael J. Mahoney, Human Change Processes
The starting point in a course of psychotherapy is always in the present moment (Ruesch, 1961). A process-focused approach respectfully explores relational experience specific to what is happening in the here and now - including all that takes place within the individual and their relationships with their external environment (Kemp, 1971, p. 87). Typically, a process-focused lens views what's currently happening as fodder for interpersonal insights (Bloch and Crouch, 1985) and functional insights (Mahoney, 1991) to what may be happening similarly in multiple areas of a client's life, what happened in the past and what can be reasonably anticipated to happen again. When we assess for similarities of experiences that exist in multiple areas of a clients life, we gradually strip away outer details to uncover the underlying structure - or process - that holds these experiences together (Cheng, 2018). Hofman, Hayes and Lorscheid (2021), define "process" as theory-based, dynamic, progressive, contextually bound, modifiable and occurring at multi-levels.
The Art of Therapeutic Assessment
An accepted disparity between the values we profess and the actions we take becomes embedded in our customs.
~John Gardner, Morale
A therapeutic assessment differs from a diagnostic assessment's aim to categorize experience. In a therapeutic assessment, the aim is to narrow dissonance between the client's described and lived experience.
The therapeutic assessment is focused on the client's initially reported presenting concern. According to Watzlawick, Weakland & Fisch (1975), in order to be solved, a problem, first of all, has to be a problem and the translation of a vaguely stated problem into concrete terms permits the crucial separation of problems from pseudo problems (p. 111). Additionally, a focused therapeutic assessment of the presenting concern generates experience-anchored process-grounded functional insights (Mahoney, 1991) for the client - maximizing the outcome gains from the assessment phase. This approach assures clients connect to, and find value in, their respective lived experience (Satir, 1988). A focused assessment of the presenting concern is vital to the course of therapy, as we cannot know in which direction we need to grow, until we first know where we are (Chaleff, 2009, p.38).
Goal Development
As soon as you want something, a part of that want is the fear you won’t get it.
~ Joel Kramer, The Passionate Mind
Change may be frightening for some clients—hence, the goal phase may initial the most therapeutically impactful phase in psychotherapy. Working to define and act on a goal may require clients to become vulnerable in a manner distinct from what's needed to share about a past or current problem. There may be a heightened vulnerability in stating a desire, need, want or long-standing dream - while taking action to fulfill a goal may be powerfully challenged by self-stabilizing processes that comprise homeostasis. Whether naming or acting on a goal, there is more at risk than in discussing the initially reported presenting concerns. The good news is goal development offers growth opportunities.
Moving forward, the post-goal development action phase may be the therapeutically richest part, or the goldmine, of psychotherapy. The client must take action, in some sense of the term, if they are to live more effectively (Egan, 1975, p. 39). Engaging daily activities toward a long-standing desire requires activating regenerative personal agency, congruence, ethics, hope, integrity, purpose, virtues, and vulnerability—particularly important for clients who have experienced frustrated needs, trauma, poverty, protracted marginalization, and/or perceive a foreshortened future.
A Model for Sequential Practice
The overarching framework I use for enhanced systemic work, conceptualizing psychotherapy, and clinical case consultation is based on the sequential practice of therapeutic Assessment, Goal development, and Interventions (AGI). AGI has origins in a licensing exam preparation program that existed in 2005. The AGI acronym was offered as a simple strategy to determine the best answers to licensing exam questions. Since 2005, I greatly expanded on this easy-to-recall acronym and developed a practical therapeutic approach to scaffold client experience and therapeutic efforts in praxis. This means therapeutic progress and case consults are focused, first and foremost, on a thorough assessment of the concerns that bring a client to therapy. A rich exploration of the presenting concern has favorable implications for therapeutic impact and is necessary for establishing a transformative goal with the client. The client's goal, likewise, has a significant effect on the course of therapeutic interventions.
Exploring, Inquiring, Narrowing & Expanding
A person cannot travel within and stand still without.
~James Allen, As a Man Thinketh
Skill in listening is a prerequisite for useful clarification (Kemp, 1971, p. 95). Ambiguities are common in everyday narratives and are often resolved without our explicit awareness (Mahoney, 1991). Engaging clients actively in exploring their lived experiences contributes to positive therapeutic outcomes and allows clinicians to portray accurate assessments (Gilligan & Price, 1993; Ruesch, 1961). This process of therapeutic exploration is essential for grasping the presenting concerns that clients bring to therapy, and for explicitly connecting the client to their respective experience - especially when clients are confused or ambivalent about their experiences.
One of the goals of therapy is to help clients gain a better understanding of themselves. By exploring, inquiring, and clarifying a client's accounts—rather than imposing the therapist's perceptions or interpretations—meaningful discussions about the client's concerns can take place, ultimately helping to solidify their goals. It is vital to approach therapeutic inquiry with respect, as questioning can sometimes diminish the client's comfort level.
The Dilemma of Change
There are only two tragedies in life: not getting what you want—and getting it.
~ Oscar Wilde, Lady Windmere's Fan
A concretely defined and reachable goal safeguards the client against getting caught up in homeostasis and compounding/repeating rather than taking new actions (Watzlawick, Weakland & Fisch, 1974, p. 111). Once a single transformative client goal is established, there is additional therapeutic value in exploring the concerns that may keep clients from reaching their goal. Therapists who fail to explore the risks a client may face in reaching their goal, unwittingly facilitate their client's return to homeostasis - comprised of dynamic self-stabilizing processes.
H. Luis Vargas, PhD, MFT
A Relational Critical Consciousness
The concept of relational critical consciousness (Vargas & Taniguchi, 2014; Vargas, 2016) offers a rich and nuanced extension of the idea of conscientization proposed by Freire (2000). It encourages individuals to deeply reflect on the myriad judgments, expectations, and anticipations that shape their sense of self within the intricate tapestry of interpersonal relationships. By cultivating this heightened awareness, relational critical consciousness serves as a vital countermeasure against the entrenched myths and subtle influences of individualism, which often elevate solitary pursuits at the expense of meaningful connections. Such individualism can reinforce societal norms and beliefs that render relationships invisible and paint dependence as a negative trait (Fineman, 2004).
When individuals embrace relational critical consciousness, they become adept at recognizing how cultural values associated with autonomy can overshadow the vital importance of community and connection. This understanding sheds light on the relational injustices that arise when one's focus is narrowed to the self, illustrating how this narrow lens can diminish the visibility of the rich, interdependent nature of human relationships. Furthermore, committing to a relational critical consciousness requires an intentional focus on recognizing, integrating, and celebrating these connections. It means placing relationships—whether with family, friends, colleagues, or the broader community—at the center of one’s life experiences. This shift in perspective transforms how we interact with the world, encouraging a more inclusive and compassionate approach to our shared existence rather than relegating these connections to the background of our lives.
Enhanced Therapeutic Efficiency and Outcomes
Greater precision in definition and taxonomy is key to clinical practice and important toward conceptual clarity (Bloch and Crouch, 1985, p. 258). There is value in embracing and facilitating greater specificity toward expanding our conceptualization of practice and grounding our psychotherapeutic endeavors for enhanced clinical efficiency and therapeutic outcomes.
Theories and Interventions
As a Clinician, I have extensive in-depth knowledge of a wide variety of psychological theories - including the foundational systemic theories, psychodynamic and evidence-based approaches. I value innovation and non-conventional approaches. I support original and uniquely integrated models in progress. As a supervisor, this means I will work with your theory of choice, not my own.
References
Bloch, S., & Crouch, E., (1985). Therapeutic factors in group psychotherapy. Oxford University Press, New York.
Chaleff, I. (2009). The courageous follower; standing up to and for our leaders (3rd ed.). Berrett-Koehler Publishers, inc.
Cheng, E. (2018). The art of logic in an illogical world. Basic Books.
Egan, G. (1975). The skilled helper: a model for systematic helping and interpersonal relating. Brooks/Cole Publishing Company, Monterrey, CA
Fineman, M. A. (2004). The autonomy myth: A theory of dependency. New York, NY: The New Press.
Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Continuum.
Gilligan, S., & Price, R. (Eds.). (1983). Therapeutic conversations (1st ed.). W.W. Norton & Company.
Hofman, S., Hayes, D., & Lorscheid, D.N. (2021). Learning process-based therapy. New Harbinger Publications.
Kemp, C.G. (1971). Small groups and self-renewal. The Seabury Press, New York
Mahoney, M.J., (1991). Human change processes. Basic Books
Miller, S & Hubble. (2017). How psychotherapy lost its magic; the art of healing in an age
of science, in the Psychotherapy periodical, March/April 2017 issue.
Ruesch, J. (1961). Therapeutic communication. W.W. Norton & Company.
Sager, C.J., & Kaplan, H.S. (Eds.). (1972). Progress in group and family therapy. Bruner/Mazel Publisher, New York.
Satir, V. (1988). The new people making. Science and Behavior Books, Inc.
Steinglass, P. (1978). The conceptualization of marriage from a systems theory perspective. In Paolino T. J., McCrady B. S. (Eds.), Marriage and marital therapy:
Psychoanalytic, behavioral, and systems theory perspectives (pp. 298-306). New York, NY: Brunner/Mazel Publishers.
Vargas, H.L. (2016). Raising relational critical consciousness to enhance empathy in clinical hypnosis, American Journal of Clinical Hypnosis.
Vargas, H. L., & Taniguchi, N. (2014). The myth of autonomy: integrating relational critical consciousness in clinical supervision (Unpublished manuscript).
Watzlawick, P., Weakland, J. H. & Fisch, R. (1974). Change (1st ed.). W.W. Norton & Company.
Williamson, D.L. (1982). Group power. Prentice-Hall, Inc. Englewood Cliffs, NJ