ASPIC pluralistic integrated humanistic model

1. Introduction

Version followed: the ASPIC "Modello Pluralistico Integrato" (pluralistic integrated metamodel) as presented by the ASPIC Rome specialisation school in integrated humanistic psychotherapy and community clinical psychology (school's published course description), by Spalletta's 2024 commemoration of Edoardo Giusti, and by the publisher's description of Giusti's psycho-corporeal "In and Out" protocol (2018). ASPIC's own treatment books (Giusti, Montanari & Iannazzo, Piani di trattamento per psicoterapeuti; Psicodiagnosi integrata; Giusti & Iannazzo, Fenomenologia e integrazione pluralistica) are not drawn on here [uncertain].

What it is. This is a school and a training metamodel, not a single manualised therapy. ASPIC (Associazione per lo Sviluppo Psicologico dell'Individuo e della Comunità, Rome) was co-founded by Edoardo Giusti (1944–2023) and Claudia Montanari. Its four-year psychotherapy school was recognised by the Italian ministry (MIUR) in 1994. Graduates receive a specialisation in individual and group psychotherapy with a phenomenological-existential orientation [source: emagister ASPIC school page; Spalletta 2024]. Founding date of ASPIC: 1988 per Spalletta, 1984 per an ASPIC counselling listing [uncertain]. These facts (Giusti, Rome, 1994 recognition) are confirmed.

Lineage. Giusti trained in clinical psychology in the US and had brief training with Carl Rogers. At Esalen he studied Gestalt, body psychotherapy, bioenergetics and transactional analysis. From 1975 he practised what he called "psico-integrazione". In the early 1980s he combined person-centred and Gestalt therapy, and he later moved toward pluralism under the influence of Jerome Frank's common-factors work [source: Spalletta 2024].

How change happens (core idea). The model has a person-centred and Gestalt core: an empathic, dialogical relationship plus phenomenological, here-and-now awareness. Methods from psychodynamic, cognitive, ecological-systemic, transactional-analysis, NLP and body or bioenergetic approaches are integrated into this core under one metamodel. Treatment is personalised and goal-directed, and outcomes are checked. Change is expected to come from three things: common therapeutic factors (above all the relationship), lived experiential passage ("experiential passage"), and strengthening the person's healthy, positive resources to improve quality of life. Because the model works at both the clinical and community level, the same logic also applies to health promotion, prevention and rehabilitation [source: emagister ASPIC school page; Spalletta 2024; macrolibrarsi In and Out].

2. Framework

No published phase scheme for ASPIC psychotherapy is documented in the sources used [uncertain]. The sources name the clinical tasks that ASPIC trains in: case intake, diagnostic and clinical interviewing, case conceptualisation, treatment planning, goal-oriented work and validation of outcomes, and legal/ethical handling of the case [source: emagister ASPIC school page]. The book titles Psicodiagnosi integrata and Piani di trattamento indicate that assessment and treatment planning are formal steps [source: miodottore Iannazzo profile]. The sequence below is arranged from those named tasks [synthesis].

Formats named in sources: individual and group psychotherapy; integrative workshops; psycho-corporeal protocols with outdoor sessions conducted while moving; community-level interventions for promotion, prevention and rehabilitation [source: emagister; macrolibrarsi In and Out]. No session count is published for the In and Out protocol in the sources used [uncertain].

3. Guiding principles

[source for principles 1–9: emagister ASPIC school page; Spalletta 2024; macrolibrarsi In and Out and Psicoterapia della Gestalt. Practical meanings are synthesis.]

1. Pluralism without dogma. Spalletta quotes Giusti: "Nessuna adesione dogmatica, nessuna verità assoluta, nessuna certezza definitiva". In practice: no school's theory is treated as the truth about this client; choose methods case by case and drop what is not working.
2. Integration inside a metamodel, not eclectic mixing. The school describes "metamodello pluralistico che integri i contributi teorici". In practice: each technique you borrow has to fit a coherent formulation of this client; be able to say why you are using it now.
3. Common factors first. This is Jerome Frank's legacy. In practice: put alliance, hope, a credible rationale and a healing setting before technique selection.
4. The relationship is an evidence-based ingredient. Giusti worked on relationship meta-analyses with Norcross. In practice: monitor and repair the alliance as actively as you monitor symptoms.
5. Personalised treatment. In practice: adapt goals, approach mix, pace and setting (office, group, outdoors) to the person's preferences, culture and readiness.
6. Phenomenological-existential and experiential stance. In practice: start from the client's lived experience in the here and now, and prefer direct experiencing to explaining about.
7. Experiential passage. The phrase "quello che la vita propone va attraversato" means what life brings is to be lived through. In practice: help the client move through painful experience at a tolerable dose rather than around it.
8. Body-mind unity. The In and Out description holds that every psychic event shows in the body as muscle and somatic tension. In practice: track posture, breath and tension as data, and use bodily movement alongside talk.
9. Dialogical presence. Giusti and Rosa describe this Gestalt principle as what makes interventions transversal across systems. In practice: be present as a real person in contact, and use your here-and-now experience of the client.
10. Strengths and quality of life. In practice: build on what works in the person, and measure success by functioning and wellbeing as well as symptom reduction.
11. Clinical and community integrated. In practice: consider the client's network and context, and use promotion, prevention and rehabilitation resources, not only the consulting room. ASPIC is also described as network-based.
12. Goal orientation and outcome validation. In practice: set explicit goals, review them, and treat outcome data as feedback for changing the plan.
13. Therapist's own development. ASPIC training includes personal individual and group therapy and monthly supervision. In practice: bring countertransference and stuck cases to supervision; your self-awareness is a working tool.

4. Intervention inventory

Scope note. The ASPIC sources used name the approaches integrated into the model and the clinical tasks trained. They do not publish an ASPIC-specific technique list or session scripts [uncertain]. Items 4.1–4.5 are the case-management procedures ASPIC names. Items 4.6–4.17 are standard techniques from the schools ASPIC lists as integrated: person-centred, Gestalt, body/bioenergetic, psychodynamic, cognitive, ecological-systemic, transactional analysis, NLP. Their steps are drawn from those schools' founding literature, not from ASPIC texts, and are marked accordingly. Item 4.13 (psycho-corporeal In and Out work) is Giusti's own protocol, known only from the publisher's description. Example language throughout is illustrative.

4.1 Intake interview (accoglienza)

• Purpose / when: first contact. Hear the request, start the alliance, agree the frame and screen for risk. [source: emagister lists "case intake" and clinical interviewing; steps are synthesis]
• Steps: (1) Ask open questions about what brings the person now and why now. (2) Reflect back what you heard until the client confirms it. (3) Gather presenting problem, history, current functioning, relationships, health and medication, and prior therapy. (4) Do a standard risk assessment (suicide, self-harm, violence, abuse) and act on it. (5) Explain the frame: frequency, fees, confidentiality and its limits, and that the approach is integrated and personalised. (6) Ask what the client hopes will be different at the end.
• Example language (illustrative): "Before we decide how to work, I'd like to understand what life is like for you right now, in your own words."
• Watch for: a client who feels heard by session's end is the main early marker. Urgent risk or a need for medical or psychiatric input takes priority over the model.

4.2 Integrated psychodiagnosis

• Purpose / when: phase B. Join a phenomenological description of the person with a clinical-diagnostic one. [source: book title Psicodiagnosi integrata (Giusti, Montanari, Iannazzo); emagister lists diagnostic interviews. Content below is synthesis]
• Steps: (1) Phenomenological map: how the problem is lived (feelings, body sensations, meanings, contact style with you). (2) Clinical map: symptoms, diagnostic hypotheses using the current classification, severity, comorbidity. (3) Personality and relational patterns: recurring interpersonal themes and, if useful, TA ego-state patterns or Gestalt contact interruptions. (4) Resources map: strengths, coping, supports, community links. (5) Add validated questionnaires as appropriate, describing them without copying items. [uncertain: which instruments ASPIC uses]
• Example language (illustrative): "We've looked at what goes wrong; now let's look at what helps you keep going."
• Watch for: do not let the diagnostic label replace the lived picture, or the reverse.

4.3 Case conceptualisation

• Purpose / when: end of phase B. A shared working hypothesis that guides which methods to integrate. [source: emagister names case conceptualisation; structure is synthesis]
• Steps: (1) Summarise the predisposing, precipitating and maintaining factors plus resources. (2) Express the maintaining cycle in the client's language. (3) Name which levels are most involved (relational, emotional/experiential, cognitive, bodily, systemic/community). That decides the method mix. (4) Check the formulation with the client and revise it.
• Example language (illustrative): "Here is how I'm putting the pieces together. Tell me what fits and what doesn't."
• Watch for: client recognition ("yes, that's it") and an increased sense that the problem is understandable.

4.4 Treatment plan with explicit goals

• Purpose / when: phase C. Turn the formulation into agreed, reviewable goals and a method plan. [source: book title Piani di trattamento per psicoterapeuti; emagister: goal-oriented thinking; steps are synthesis]
• Steps: (1) Agree 2–4 concrete, observable goals in the client's words. (2) For each goal, choose the main level and the methods (e.g., relational plus Gestalt work for emotional avoidance; cognitive work for rigid beliefs; body work for chronic tension; group or community linkage for isolation). (3) Set the format (individual, group, workshop, outdoor) and frequency. (4) Set review points, for example every 8–10 sessions. (5) Write it down and share it.
• Example language (illustrative): "If therapy goes well, what will you be doing in three months that you can't do now?"
• Watch for: goals the therapist wants but the client does not own.

4.5 Outcome validation and plan review

• Purpose / when: at review points and at the end. ASPIC emphasises validating outcomes. [source: emagister; steps are synthesis]
• Steps: (1) Re-rate each goal (e.g., 0–10) and repeat any baseline measures. (2) Ask about the alliance: what helps, what doesn't. (3) Keep, change or add methods; consider referral if there is no progress. (4) At closure, review gains, what the client did to achieve them, early warning signs and community supports.
• Example language (illustrative): "Let's check honestly where we are against what we set out to do."
• Watch for: plateau across two reviews, which signals that the plan needs to change (see section 5).

4.6 Person-centred core conditions (empathic understanding, acceptance, congruence)

• Purpose / when: throughout. This is the relational base of the model. [source: Giusti's Rogers training and person-centred/Gestalt base per Spalletta 2024; technique per Rogers 1957]
• Steps: (1) Listen for the felt meaning, not just the content. (2) Reflect it tentatively in fresh words. (3) Accept without judging, including what the client dislikes in themselves. (4) Stay congruent: do not fake feelings, and disclose your reactions when that serves the client.
• Example language (illustrative): "It sounds like underneath the anger there's a lot of hurt about not being seen."
• Watch for: the client goes deeper after a reflection, which means it worked. Correction ("not exactly") is useful too. Flat agreement means you are reflecting surface content.

4.7 Phenomenological awareness work (here-and-now)

• Purpose / when: the Gestalt core, "consapevolezza emozionale dell'organismo in contatto con l'ambiente", in the publisher's wording. Use it when the client talks about experience rather than having it. [source: macrolibrarsi Psicoterapia della Gestalt; technique per Perls, Hefferline & Goodman 1951]
• Steps: (1) Shift to the present tense and to what is happening now. (2) Invite noticing: "What are you aware of as you say that?" (3) Track the sequence: sensation, emotion, need, action. (4) Point out, without interpreting, what you observe (voice, gesture, breath).
• Example language (illustrative): "As you talk about your father, I notice your hand closes into a fist. What happens if you pay attention to that?"
• Watch for: fresh emotion and a felt shift. Back off if awareness tips into overwhelm (see section 5).

4.8 Gestalt experiments: empty-chair / two-chair dialogue

• Purpose / when: unfinished business with a significant other, or an internal split such as critic versus criticised. [source: Gestalt component per emagister and Giusti & Rosa 2006; steps per standard Gestalt practice, not from an ASPIC text]
• Steps: (1) Propose the experiment and get explicit consent; it is always optional. (2) The client imagines the other person, or one part of themselves, in an empty chair. (3) The client speaks directly to it in the first person and present tense. (4) The client switches chairs and answers as the other or the part. (5) Alternate, heightening what is most alive. (6) Debrief: what was new, what is needed now.
• Example language (illustrative): "Would you be willing to try something? Imagine your critic sitting there. What does it say to you?"
• Watch for: softening, a clearly stated need, or a sense of completion. Avoid in acute psychosis, severe dissociation or fresh trauma without stabilisation [synthesis].

4.9 Contact and dialogical presence

• Purpose / when: Giusti and Rosa describe intervening on processes of dialogical presence. Use it when the client avoids contact, deflects or merges. [source: macrolibrarsi Psicoterapia della Gestalt; steps synthesis]
• Steps: (1) Notice how contact with you is interrupted (looking away, joking, changing topic). (2) Name it gently in the moment. (3) Share your own present experience briefly and honestly. (4) Invite the client to try staying in contact a moment longer.
• Example language (illustrative): "Right now I feel closer to you than a minute ago, and then you laughed and looked away. What happened for you?"
• Watch for: the client tolerates more eye contact, directness and feeling within the session.

4.10 Psychodynamic exploration of recurring patterns

• Purpose / when: when the same relational scenario repeats across relationships, including with you. [source: psychodynamic component listed by emagister; steps are generic psychodynamic practice, synthesis]
• Steps: (1) Collect 2–3 concrete episodes. (2) Identify the common sequence: wish, expected response of other, response of self. (3) Link it tentatively to early experience and to the here-and-now with you. (4) Explore what the client wants to do differently.
• Example language (illustrative): "With your boss, your partner and maybe even with me, you expect to be let down before you've asked. Does that ring true?"
• Watch for: insight that comes with feeling, not just intellectual agreement.

4.11 Cognitive work on beliefs and self-talk

• Purpose / when: rigid negative beliefs maintain distress (e.g., anxiety, depression). [source: cognitive component listed by emagister; steps per standard CBT, synthesis]
• Steps: (1) Catch the thought in a specific situation. (2) Rate belief strength. (3) Examine the evidence and alternative views together. (4) Design a small behavioural experiment to test it. (5) Re-rate.
• Example language (illustrative): "What would you say to a friend who told you that thought?"
• Watch for: reduced belief ratings and new behaviour. In this model, do the cognitive work inside the empathic relationship, not as a lecture.

4.12 Transactional analysis: ego-state and transaction analysis

• Purpose / when: to give a simple shared language for internal states and communication games. [source: TA listed by emagister; Giusti studied TA (Spalletta); technique per Berne 1961; ASPIC's specific use uncertain]
• Steps: (1) Introduce Parent, Adult and Child states briefly. (2) Map a recent conflict: which state spoke, which state answered. (3) Identify crossed transactions and repetitive "games". (4) Rehearse an Adult-to-Adult response.
• Example language (illustrative): "When she criticised you, which part of you answered, the ten-year-old or the adult?"
• Watch for: the client spontaneously using the language to self-observe between sessions.

4.13 Psycho-corporeal awareness and the "In and Out" protocol (Giusti)

• Purpose / when: Giusti's protocol, described as an expression of the Approccio Pluralistico Integrato. It uses psycho-corporeal awareness for change, self-efficacy and emotional self-regulation, and for anxiety, depression and stress. It combines verbal processing with bodily movement and includes outdoor sessions conducted while moving. [source: macrolibrarsi In and Out (publisher description only; the steps below are synthesis consistent with that description) [uncertain]]
• Steps: (1) Explain the rationale: emotions show up as muscular and somatic tension, and noticing and moving with it supports regulation. (2) In the office ("in"), guide a brief body scan: where is tension, what is its quality, does it change with breath? (3) Link the sensation to the current theme verbally. (4) Invite small movements that express or release the tension, then talk about what changed. (5) Outdoor ("out") sessions: agree in advance on route, duration, weather, confidentiality (public space), what happens if you meet someone the client knows, and physical limits. Walk side by side and alternate talking with attention to rhythm, breath and environment. (6) Close each session with a short verbal integration: what was noticed, and one practice to carry into daily life.
• Example language (illustrative): "As we walk, notice your pace. Is it your pace, or the pace you think you should keep?"
• Watch for: improved self-regulation and sense of agency. Get medical clearance where health limits exercise. Respect body-contact boundaries; no touch without explicit, revocable consent. Outdoor work changes confidentiality and frame, so document consent. Contraindicated or adapt carefully for trauma survivors with strong body-based triggers, acute psychosis and eating disorders (no exercise targets) [synthesis].

4.14 Bioenergetic-derived grounding and breathing

• Purpose / when: dissociation, anxiety or low vitality, when the client needs to feel anchored in the body. [source: bioenergetic/body approaches listed by emagister; Giusti trained in bioenergetics at Esalen (Spalletta); steps synthesis]
• Steps: (1) Stand with feet hip-width apart, knees soft. (2) Feel the weight through the feet. (3) Slow, natural breathing into the belly; no forced hyperventilation. (4) Name sensations. (5) Stop at any dizziness or distress.
• Example language (illustrative): "Just feel the floor holding you. Nothing to do but notice."
• Watch for: steadier voice and gaze. Avoid intense cathartic exercises with fragile or traumatised clients [synthesis].

4.15 Ecological-systemic and network mapping

• Purpose / when: when the problem is held in family, work or community systems, and to connect the clinical work with community resources (ASPIC's community clinical psychology strand). [source: ecological-systemic and community components per emagister; Spalletta notes a network-based approach; steps synthesis]
• Steps: (1) Draw the client's network: family, friends, work, services, community groups. (2) Mark supportive, conflictual and missing links. (3) Identify one link to strengthen and one community resource to activate (association, self-help group, service). (4) Where appropriate and with consent, involve family members or liaise with other services.
• Example language (illustrative): "Who in your world knows what you're going through? Who could?"
• Watch for: reduced isolation and new supports in use.

4.16 Resource and strengths enhancement

• Purpose / when: throughout, and as the main focus in prevention and promotion work. The model aims to strengthen positive aspects to improve quality of life. [source: emagister; steps synthesis]
• Steps: (1) Ask about exceptions: when the problem is smaller and what the client does then. (2) Name the qualities shown. (3) Plan to use them deliberately toward a goal. (4) Review and reinforce.
• Example language (illustrative): "You've managed three hard years alone. What does that tell us about you?"
• Watch for: greater self-efficacy. Do not use strengths talk to bypass pain the client needs to express.

4.17 NLP-derived techniques

• Purpose / when: ASPIC lists NLP among integrated approaches. The specific NLP techniques ASPIC uses were not found [uncertain]. Do not apply NLP procedures as ASPIC practice without ASPIC training material.

4.18 Group psychotherapy

• Purpose / when: ASPIC's diploma covers individual and group psychotherapy, and the training uses monthly groups and integrative workshops. Groups suit isolation, interpersonal difficulties and mutual support. [source: emagister; structure synthesis]
• Steps: (1) Screen and prepare members individually. (2) Agree group norms (confidentiality, attendance, no subgroup secrets). (3) Open with a brief check-in on the here and now. (4) Use the group's interactions as material: invite direct feedback, Gestalt or role-play experiments with members, and empathic responding among peers. (5) Close with a round of what each takes away.
• Example language (illustrative): "Can you say that directly to Marco, rather than about him?"
• Watch for: cohesion, and members giving each other accurate empathy. Manage scapegoating at once.

4.19 Role-play and behavioural rehearsal

• Purpose / when: to practise a difficult conversation or new behaviour before real life. Role-play and simulation are named ASPIC training methods; clinical use here is [synthesis].
• Steps: (1) Pick a concrete scene. (2) The therapist (or a group member) plays the other. (3) The client tries a new response. (4) Feedback, then a replay with refinements. (5) Agree on a real-life try.
• Example language (illustrative): "I'll be your sister. Try telling me no, the way you'd like to."
• Watch for: confidence ratings rising, and real-world attempts.

4.20 Community promotion, prevention and rehabilitation interventions

• Purpose / when: community clinical psychology strand: health promotion, prevention of distress and rehabilitation, delivered in schools, services and associations (ASPIC runs school projects, a popular university and a cooperative). [source: emagister; Spalletta 2024; the delivery steps are synthesis]
• Steps: (1) Needs assessment with stakeholders. (2) Define target, goals and outcome indicators. (3) Use experiential, group-based formats (workshops, psychoeducational groups, counselling desks). (4) Build referral pathways to individual therapy. (5) Evaluate and report results.
• Example language (illustrative, to a school group): "Today we'll practise noticing what stress feels like in the body, and what helps."
• Watch for: participation, measured change against indicators, and appropriate referrals of at-risk individuals.

5. Handling problems

The ASPIC sources used give no problem-handling guidance. Beyond the model's general principles (pluralism, common factors, relationship, outcome review), everything in this section is [synthesis], derived from those principles and standard practice.

• Stuck client / plateau. First check the common factors: is the alliance solid, is the rationale credible to the client, are the goals still theirs? Then use the pluralist option. Revisit the formulation and shift level: from talking to experiential or body work, from individual to group, or from in-room to network or community resources. If two reviews show no change, discuss a consultation or a referral openly. (illustrative) "We've been circling the same place. Let's look together at whether we need a different way in."
• Resistance / reluctance. Treat it phenomenologically, as a way of protecting the self, not as opposition. Explore it rather than push through it. With splits ("part of me wants to change, part doesn't"), a two-chair dialogue between the parts can help, with consent. Never insist on an experiment the client has declined.
• Overwhelm during experiential, Gestalt or body work. Stop the exercise. Ground the client in the present: feet on the floor, orienting to the room, slower breathing, naming five things they can see. Lower intensity next time: smaller dose, more distance ("talk to the chair as if from across the room"), more cognitive framing. Stabilise before deep experiential work in trauma, dissociation and borderline organisation.
• Non-adherence to between-session tasks. Ask what got in the way, without blame. Re-check whether the task fits the client's goals and life. Make tasks smaller and co-designed, or move practice into the session.
• Alliance ruptures. Name the rupture in the here and now, take your share of responsibility non-defensively, explore the client's experience, and adjust the task or goal. This follows the model's emphasis on the relationship and dialogical presence. (illustrative) "I think I pushed that exercise when you weren't ready. I'm sorry. Can we talk about what it was like?"
• Integration drift (modality-specific). The main risk in a pluralistic model is incoherent eclecticism: techniques chosen because the therapist likes them, not because they fit the formulation. Before adding a method, write one line on how it serves an agreed goal and the formulation, and review the mix at each plan review. Integration should be coherent within the metamodel, and the school warns against dogmatic adherence; using integration to avoid difficult material breaks the same principle.
• Outdoor-session difficulties. Problems include meeting acquaintances, weather, physical limits, confidentiality in public and boundary blurring. Prepare a contingency agreement (return indoors, pause talk when others are near), document consent, and choose routes suited to the client's mobility. Avoid outdoor work when risk is high or the client may abscond in crisis.
• Body-work boundaries. Some clients find touch, body focus or movement intrusive or triggering (trauma, eating disorders, body-image concerns). Ask for explicit, revocable consent for each exercise. Offer non-touch, verbal-only alternatives. Avoid any weight, calorie or exercise targets.
• Risk escalation. Suicidal ideation, self-harm, psychosis or abuse disclosures take priority over method. Follow current risk-assessment practice, collaborative safety planning and lethal-means counselling (safe storage and removal), and involve medical, psychiatric or protective services as required.
• Group-specific problems. For scapegoating, monopolising or subgrouping: intervene promptly, bring the process into the here and now, and protect the vulnerable member. Re-screen members who destabilise the group.
• Community-programme problems. For low engagement or stigma: co-design with stakeholders, use non-clinical language and experiential formats, and keep clear referral routes for people who disclose serious distress.

Sources

Sources:

• ASPIC – Scuola di Specializzazione per Psicoterapeuti (course description, Emagister)
• Spalletta E. (2024). Commemorazione di Edoardo Giusti. Quaderni di Gestalt, XXXVII(1), FrancoAngeli
• Giusti E. (2018). Psicoterapia In and Out, Sovera – publisher description (Macrolibrarsi)
• Giusti E., Rosa V. (2006). Psicoterapia della Gestalt, Sovera – publisher description (Macrolibrarsi)
• ASPIC Counseling e Cultura – Emagister listing
• Antonio Iannazzo – professional profile listing co-authored ASPIC books (MioDottore)
• Psicoterapia integrata (AA.VV., FrancoAngeli 2023) – store page; ASPIC authorship not confirmed

Further reading (not drawn on) [uncertain for content attributed to them]:

• Giusti E., Iannazzo A. Fenomenologia e integrazione pluralistica (year not verified).
• Giusti E., Montanari C., Iannazzo A. Piani di trattamento per psicoterapeuti (year not verified).
• Giusti E., Montanari C., Iannazzo A. Psicodiagnosi integrata (year not verified).
• Giusti E. (2018). Psicoterapia In and Out. Sovera.
• Giusti E., Rosa V. (2006). Psicoterapia della Gestalt. Sovera.
• Frank J.D. (1961). Persuasion and Healing. Johns Hopkins University Press.
• Rogers C.R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21, 95–103.
• Perls F., Hefferline R., Goodman P. (1951). Gestalt Therapy. Julian Press.
• Berne E. (1961). Transactional Analysis in Psychotherapy. Grove Press.
• Norcross J.C. (ed.) (2011). Psychotherapy Relationships That Work (2nd ed.). Oxford University Press.