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articles & books published abstracts

Gundrum, Monica (1989). Client-centered therapy and systems: An overview of the German-language literature. Leuven, Flemish Brabant, Belgium: Katholieke Universiteit Leuven (Faculty of Psychology and Educational Sciences, licentiate thesis).

Gundrum, Monica (1992). AIDS, buddies and client-centered therapy: Working with volunteers, client-oriented approach. Leuven, Flemish Brabant, Belgium: Katholieke Universiteit Leuven (Faculty of Psychology and Educational Sciences, specialization report).

Lietaer, G., Leijssen, M. G. Vanaerschot, Gundrum, M. (1995). Manual for a system of categories for therapist interventions. Dutch reworking of the Hill Counselor Verbal Response Category System. Unpublished brochure, Centre for client-centered therapy and counseling, KULeuven.

Gundrum, M. (1996). Working with volunteers (buddies) client-oriented approach. Magazine for Client-Centered Psychotherapy, 34 (1), 16-25.

Gundrum, M., Lietaer, G., Van Hees-Matthyssen, C., & Van Coillie, F. (1997). Carl Rogers' interventions in the 17th session with Miss Mun: comments from client-centered and psychoanalytic angle. Magazine for Client-Centered Psychotherapy, 35 (3), 207-228.

Gundrum, M., Lietaer, G & Van Hees-Matthyssen. (1999). Carl Rogers' responses in the 17th session with Miss Mun: comments from a process-experiential and psycho-analytic perspective. British Journal of Guidance & Counselling, 27 (4), 462-482.

Wollants, G., Missiaen, C., Gundrum, M., & Lietaer, G (2000). Gloria experiential Perls under magnifying glass. Gestalt magazine 7, 47-76.

Missiaen, C., Wollants, G., Lietaer, G., & Gundrum, M. (2000). Gloria Rogers experiential under magnifying glass. Gestalt magazine 7, 19-42.


Gundrum, M. (2004). Workbook for the practical Psychological Consultation: Building the relationship. Unpublished brochure, Leuven: Centre for client-centered therapy and counseling.

Gundrum, M. (2004). Interactional work in client-oriented experiential psychotherapy: training of meta-communicative feedback. In M. Leijssen Stinckens & N. (Eds.), Wisdom in counseling. Leuven: Leuven University Press.

Gundrum, M. (2007). A therapy session viewed through the lens of existential responsibility. Magazine for Client-Centered Psychotherapy, 45 (1).

Vanaerschot, G., Lietaer, G., & Gundrum, M. (2008). Interactional process work. In G. Lietaer, G. Vanaerschot, JA Snijders, & RJ Takens (Eds.), Handbook counseling. Personalized experiential approach (pp. 205-231). York: Guilford Press.

Hafkenscheid, A. Gundrum & M. (2010). Cracks alliance in psychotherapy: interpersonal model of Jeremy Safran. Behavioral therapy.

Gundrum, M. & Stinckens, N. (2010). The coffers of the therapist: Proven Strategies and exercises for practice. Leuven: Acco.

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contact

monica.gundrum @ psy.kuleuven.be
monica.gundrum @ skynet.be

Tiensestraat 102 3000 22 3220 Leuven
Bergestraat Holsbeek

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a therapy session, viewed through the lens of existential responsibility
TCgP, 2007, No. 45-1, Page 19-32

This article is the first responsibility from an existential perspective concept described briefly, and explains why taking this responsibility for a client a difficult thing. The following is a brief description of a case. In the third section examines how the avoidance of responsibility in a particular session described emerges. Then we look at the ways in which this session used to taking responsibility for the client to promote. Finally the client has to say what she found most helpful in this session?


interactional work in client-focused experiential psychotherapy: training of meta-communicative feedback
In M. Leijssen Stinckens & N. (Eds.), 2004, Wisdom in counseling. Leuven: Leuven University Press.

In this paper, the practical aspects of the interactional approach discussed and I explain how training in meta-communicative feedback can be given shape in the training of therapists. The location and objectives of meta communicative feedback in the interactional approach will first be briefly explained. Then discusses the various steps and interventions that are important in providing communication meta-ve feedback. Here I will focus and exercises for each training situation indicate.

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Dutch publishing abstracts english

A therapy session as seen from the perspective of existential responsibility
TCgP, Year 2007, Number 45-1, Page 19-32

In this article we start off with a short description of the concept of responsibility from an existential perspective, and explain why for some clients it is difficult to take that responsibility. Next we offer a short description of a case history. Thirdly, we examine how this responsibility-avoiding behavior becomes visible in a specific session of the case at hand. Following this, we look at different methods that could be used to stimulate the client to take responsibility. And finally we let the client herself speak: what did she experience as the most helpful factor in this session?
Keywords client-centered psychotherapy, existential responsibility, freedom


Carl Rogers' responses in the 17th session with Miss Mun: comments from a process-experiential and psychoanalytic perspective

Authors: Gundrum, Monica1; Lietaer, Germain1; Hees-Matthijssen, Christiane van2
Source: British Journal of Guidance and Counselling, Volume 27, Number 4, November 1999, pp. 461-482(22)
Publisher: Routledge, part of the Taylor & Francis Group

Abstract:

Miss Mun was one of the first of Carl Rogers' therapeutic sessions to be filmed. The transcript of the entire session is reproduced, followed by an empirical and clinical-qualitative analysis by two client-centred therapists. Five task-oriented processes are scrutinised in detail: (1) the evocative impact of reflections of feeling; (2) empathic affirmation at a marker of intense vulnerability; (3) focusing reflections; (4) working with the â-˜inner criticâ-™; and (5) exploring unfinished business. The session transcript was also submitted to a psychoanalyst for evaluation: this added another point-of-view from which to clarify and inquire about certain aspects of Rogers' working method. Finally, the client-centred therapists comment on three questions: (1) an all too continual reflection? (2) too much participation and too little observation? and (3) is Rogers too good a mother figure?

Document Type: Research article

Affiliations: 1: Division of Psychotherapy and Psychoanalysis, Counselling Centre, Catholic University of Leuven, Joyous Street 13, 3000, Leuven, Belgium 2: Psycho Therapeutic Centre for Students, Catholic University of Leuven, Naamsestraat 22, 3000, Leuven, Belgium

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presentation abstracts Dutch

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what Dad did with Cloud ... Customer Focused work with dissociative experiences (Vanaerschot & Greet Monica Gundrum)

In workshop is a demonstration video shown of a session with a client with a Dissociative Identity Disorder. In the excerpt she relives a 'forgotten' traumatic experience. The video illustrates how the therapist works with the dissociative experiences so that the dissociative barrier gradually broken.

In the workshop we focus on the identification and understanding, and dealing with the fragile experience dissociative manner characteristic of clients who have experienced severe trauma in early childhood.

After the video demonstration will be given some theoretical considerations and some guidelines formulated by the therapist can help intervening.

Space will be provided for questions, discussion and exchange of experiences.

Study VVCEPC 2007
You did not read my letter! On the therapeutic requirements and limiting excessive anger of borderline patients.

Greet Vanaerschot Dr. PSYCHOL. Act., Client-focused experiential psychotherapist and trainer in group practice Anthos
Monica Gundrum, psychologist, client-focused experiential psychotherapist and trainer

The workshop presented a video demonstration of a therapy session with a severe borderline client. The video illustrates how the therapist deals with the excessive demands and anger of the client. It is a demonstration of how an empathic therapist tries to maintain contact with its clients and authentic while trying to guard its borders. After the video presentation, some theoretical considerations are given and there is room for discussion.


Study NVP 2006
Working with the interactional aspects of the therapeutic relationship through meta-communication and self-disclosure by the therapist

a prerequisite to a meta communicative feedback is that the therapist is sensitive to the appeal of the customer and contact with his immediate experience of the therapeutic relationship, the feelings, images and action tendencies that the client generates it. In other words, he must have a good interactional barometer.
In this workshop we will sharpen our interactional barometer through various exercises that include video clips and accompanying instructions.


Study VVCEPC 2006
Solution Models for alliance difficulties

Safran and Muran (2000) distinguish two types of alliance ruptures: trekking back and encounter difficulties. Clients can switch between the two types of fractures, but they often show a preference for a particular type. The same applies to the therapist and that will affect its sensitivity to one or other fraction. For each subtype
Safran and Muran propose a model in which the identifying markers followed by a sequence interventions.

In this workshop, both models are proposed. It is mainly the resulting guidelines for its practice put in the spotlight. The models are based on video material are illustrated.

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presentations abstracts deutsch english abstract presentations

Internationale Fachtagung Stuttgart 2005

Selbstenthüllung as Wichtiges Instrument des Therapists bei der Arbeit mit der Here-und-jetzt Interaktion

Wenn client 'maladaptive Szenarien in der Beziehung mit ihrem Therapist kreieren, ist es that Aufgabe des therapists, these patterns to make it clear by the here-and-now exploring interaction between therapist and client. In which four phases are distinguished: 1 Receiving: The appeal of the client is registered by the therapist. 2. Is loose: the therapist tries to get away from the interactional matrix. 3. Process: The appeal of the client is processed by the therapist. 4. Metakommunizieren: The relationship problem will be addressed at the meta level. What therapists here often especially difficult is the self revelation of their negative feelings about the client (eg, boredom, dislike, irritation, ...). In this workshop I will give all phases of training (including awareness-training, Video, Rollenspiel…), in denen die notwendigen Fertigkeiten eingeübt werden.

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PCE 2006
Workshop: Training the interactional barometer of the therapist

The "MCTI", an instrument to train therapists' ability to give metacommunicative feedback, will be presented. We will look at some short videofragments of clients and experiment with focusing-, body and other questions to sharpen our interactional barometer.

Giving metacommunicative feedback requires that the therapist can deal in a transparant way, at the right moment, with what lives in the interaction between him and the client, and hereby can express his version of the interaction. He needs to be sensitive for the appeal of the client, be able to access his immediate experience of the therapeutic relationship and get and get in touch with the feelings, images and action tendencies the client evokes in him.

There will be room for discussion and I will in short present some research findings over the instrument.

Participants can express themselves in English, German and Dutch.


PCE 2006
Workshop: You didn't read my letter?! – Working with excessive demands of borderline clients

Greet Vanaerschot, Dr. Psychologie, Psychotherapeutic Center Anthos, Donkerstraat 50, 3071, Erps-Kwerps, Belgium, e-mail: greet.vanaerschot@pandora.be
Monica Gundrum, Clinical psychologist, Catholic University of Louvain (Belgium), e-mail: Monica.Gundrum@psy.kuleuven.be
Abstract:

In the workshop a video is shown of a therapy session with a severe borderline client. The video demonstrates how the therapist works with the client's excessive demands and anger. It illustrates how the therapist tries to maintain an empathic contact with the client while at the same time keeping authentically her boundaries.

After the video demonstration, some theoretical considerations will be given and there will be room for discussion. To lower the language barrier: questions or considerations can be formulated in four languages: Dutch, German, English and French. We will translate in English.


International Focusing Conference 2006
"How can focusing help in interactional work?”

In interactional work the therapist gives metacommunicative feedback to clients. This includes disclosing feelings the client evokes in him, his reaction to the implicit (unfunctional) appeal of the client.
I believe that focusing-in-action can help therapists to access their immediate experience of the therapeutic relationship and get clear their felt sense of the feelings, images and actiontendencies the client evokes.
We will look at videofragments of clients and experiment with focusing-, body and other questions to sharpen our interactional barometer.

Monica Gundrum is psychologist and clientcentered-experiential psychotherapist. She works at the Catholic University of Leuven (Belgium) in the department psychotherapy and is staffmember of the postgraduate training course for clientcentered and experiential psychotherapy. Monica.Gundrum@psy.kuleuven.be


PCE 2003
Interactional work in client-centered/experiential psychotherapy: A workshop

Also in client-centered therapy clients create their own interactional scenario's with their therapist. The therapist can choose to elucidate these patterns by explicitly exploring the here-and-now client-therapist interaction. Carl Rogers did this very rarely. He found this process resembling too much the psychoanalytic process of working through the transference. Another source of reticence to use this option in client-centered therapy has to do with the more directive position of the therapist in interactional therapy: the metacommunication about the here-and-now interaction implies interventions coming from the therapist's own frame of reference, like selfdisclosure, feedback, confrontation and interpretation.

In this workshop a short theoretical introduction will be given first.
Then everyone will be invited to participate in three different exercises using role-playing. They have as a goal to make the participants more sensitive for interactional aspects of the therapeutic relationship and to experiment with interactional interventions brought in a way which remains compatible with a truly 'person-centered way of being'.
This workshop will be very interesting for therapists who are not familiar with the interpersonal orientation in client-centered therapy. It can also be inspiring for those who seek ways to train students in interactional work.


PCE 2000
Empathy training: teaching relational skills or fostering relational attitudes?

In this presentation I will share my experience on training relational skills with psychology students in a master program.
Psychology students get an intensive and highly structured training consisting of 4 contact moments (of 2 hours). In between these session they practice in small groups on their own. Role-playing is central. The students play cases but also use own problems while they train skills like paraphrasing and reflection of feeling. I shall describe in detail this training program and tell how it can be adapted and used in various training situations (from non-professionals to psychotherapists).
Rather than merely teaching specific skills, my basic intent is to help the students improve their relational attitude of listening and empathy. Can this be done in such a short time and how can training of techniques contribute to the training of attitudes? I would like to discuss these and other questions and invite other colleagues in a training position to share their own experience on the matter.