UNISA PYC3705 Exam Notes: Person-Centred vs Psychodynamic Approaches in Counselling and Therapeutic Psychology

Person-centred and psychodynamic approaches are two of the most influential traditions in counselling and therapeutic psychology, and both continue to shape how students at UNISA think about personality, distress, change, and the therapeutic relationship. In PYC3705, the comparison between these approaches is not only theoretical; it also helps explain how different assumptions about human nature lead to different counselling goals, methods, and interpretations of client behaviour.

1. Introduction to the Two Approaches in PYC3705

The person-centred approach and the psychodynamic approach represent two very different ways of understanding psychological suffering and therapeutic change. At a basic level, person-centred theory assumes that people have an innate tendency toward growth, self-understanding, and psychological integration, while psychodynamic theory assumes that much of human behaviour is shaped by unconscious processes, early childhood experiences, internal conflict, and defence mechanisms. These two traditions often appear opposite in exam questions, but they are best understood as different responses to the same counselling problem: why do people struggle, and what helps them change?

In the context of UNISA PYC3705, students are expected to know not only the names of the theories but also their philosophical foundations, assumptions about the person, their methods of therapy, and their strengths and limitations in practice. Examiners often ask for comparison, evaluation, and application to case studies. A strong answer should therefore move beyond simply listing ideas and instead explain how each approach views the client, the therapist, and the process of change.

Why these two approaches matter in counselling psychology

Both approaches are central because they have influenced modern psychotherapy in different ways. The person-centred approach, associated with Carl Rogers, emphasises empathy, unconditional positive regard, and genuineness. It shifted the field away from a purely expert-driven model and toward a more humane, relational model of helping. The psychodynamic approach, associated with Sigmund Freud and later theorists such as Anna Freud, Melanie Klein, Carl Jung, Erik Erikson, and Donald Winnicott, emphasises the complexity of the unconscious mind, early relationships, and internal psychological conflict.

These approaches remain relevant for several reasons:

They represent two major historical traditions in psychotherapy.
They offer different explanations for emotional pain and maladaptive behaviour.
They provide contrasting models of therapeutic change.
They help students understand how theory guides intervention.
They are frequently used in exam comparisons because of their clear differences and useful overlaps.

Core contrast in one sentence

A useful exam summary is this: person-centred therapy believes change happens through a growth-promoting relationship that releases the client’s natural potential, while psychodynamic therapy believes change happens through insight into unconscious conflict and the working through of past relational patterns.

Common exam framing in PYC3705

In university examinations, especially in modules like PYC3705, students may be asked to:

define both approaches;
compare and contrast them;
discuss their assumptions about human nature;
explain the therapist’s role in each;
apply each approach to a client scenario;
evaluate their strengths and limitations;
explain which approach is more suitable for a particular case and why.

To answer these questions well, it is important to understand the deeper logic of each model rather than memorising isolated facts.

2. Person-Centred Approach: Foundations, Assumptions, and Therapy Process

The person-centred approach emerged as a major force in psychology during the mid-twentieth century, especially as a reaction against both psychoanalysis and behaviourism. Carl Rogers argued that people are not merely driven by unconscious impulses or conditioned responses. Instead, they are active, meaning-making beings with a natural tendency toward self-development. This idea became one of the most important contributions to counselling psychology because it redefined the therapeutic relationship as the main catalyst for healing.

Historical background and theoretical roots

Carl Rogers developed person-centred therapy in the 1940s and 1950s. His work grew out of clinical experience with clients who seemed to improve when they were treated with respect, warmth, and authenticity. Rogers rejected the idea that the therapist should be a distant authority who interprets the client from above. Instead, he believed therapy should create a climate in which clients can reconnect with their own inner resources.

The approach is also called client-centred therapy in older literature, though person-centred therapy is now more common because it emphasises the broader philosophical belief that each person is a person first, not merely a client in therapy.

Core assumptions about human nature

The person-centred view of human nature is fundamentally optimistic. It assumes:

people have an inherent tendency toward growth and fulfilment;
psychological problems arise when this growth tendency is blocked;
individuals are capable of self-understanding and self-direction;
the therapist should not impose interpretations but should facilitate self-discovery;
people need a supportive environment to move toward healthier functioning.

This differs sharply from models that see the client as fundamentally disordered or driven by pathology. In Rogers’s view, distress often results from conditions of worth—messages that teach a person they are acceptable only if they think, feel, or behave in certain ways. Over time, these conditions can lead to a gap between the self-concept and experience, producing anxiety, defensiveness, low self-esteem, and emotional distress.

Key concepts in person-centred theory

Actualising tendency

The actualising tendency is the central motivational force in Rogers’s theory. It refers to the natural inclination of all living organisms, especially humans, to develop, grow, and maintain themselves. In therapy, this tendency becomes visible when clients are provided with the right relational conditions.

Self-concept

The self-concept is how a person sees themselves. It includes beliefs about “who I am,” “what I am worth,” and “what I can become.” A healthy self-concept is flexible and grounded in experience, while a damaged self-concept is rigid and shaped by approval-seeking.

Congruence and incongruence

Congruence means that a person’s self-concept and lived experience are in harmony.
Incongruence occurs when there is a mismatch between what a person experiences and what they believe they should feel, think, or be.

Incongruence is central to distress. A person may feel angry but believe they must always be calm, or may want closeness but believe they must not need anyone. Such conflicts create tension and psychological discomfort.

Conditions of worth

These are conditions under which people learn that they are lovable or acceptable. For example, a child may receive approval only when they excel academically or behave obediently. This can lead to self-rejection, because the person learns to value themselves only when they meet external expectations.

The therapist’s role in person-centred therapy

The therapist is not an expert who diagnoses from a position of superiority. Instead, the therapist offers three core conditions:

Unconditional positive regard
The therapist communicates acceptance and respect without judgment. This does not mean approving all behaviour; it means valuing the person regardless of what they reveal.
Empathy
The therapist tries to understand the client’s inner world as if entering it from the inside, while still retaining the “as if” quality. Empathy is active, accurate, and deeply respectful.
Congruence or genuineness
The therapist is authentic and transparent rather than hiding behind a professional mask. The therapist’s real presence matters more than technical interpretation.

These three conditions are not decorative extras. In Rogers’s theory, they are necessary and sufficient to enable therapeutic change when genuinely offered and perceived by the client.

Therapeutic process and change

In person-centred therapy, change occurs when the client experiences a relationship that is emotionally safe and non-judgmental. This allows them to explore disowned feelings, become less defensive, and move toward greater self-acceptance. As congruence increases, clients become more open to experience, trust themselves more, and make choices that reflect their true needs rather than external demands.

A simple process can be described as follows:

The client enters therapy with distress and self-criticism.
The therapist provides empathy, warmth, and genuineness.
The client begins to feel accepted rather than evaluated.
Defensiveness decreases and emotional awareness increases.
The client integrates previously denied feelings and experiences.
Self-concept becomes more congruent with lived reality.
The client develops greater autonomy and psychological flexibility.

Example of a person-centred case application

Consider a student at UNISA who feels overwhelmed, ashamed, and convinced that they are “failing at life.” A person-centred therapist would not start by interpreting childhood conflicts or diagnosing the student as resistant. Instead, the therapist would listen carefully, reflect feelings, and help the student explore the meaning of their distress. Through a consistently accepting relationship, the student may begin to recognise that the harsh self-judgment is linked to long-standing conditions of worth, such as only feeling valued when successful. The goal is not to “fix” the student from outside, but to help them rediscover an internal locus of evaluation.

Strengths of the person-centred approach

The approach is highly valued because it:

humanises therapy and reduces power imbalances;
respects client autonomy and dignity;
is widely applicable across settings;
forms the basis of many modern counselling skills;
is especially useful in building rapport and trust;
emphasises the therapeutic relationship as a healing factor.

Limitations of the person-centred approach

Despite its strengths, it has limitations:

it may be too non-directive for clients who need structure;
it may not fully address severe psychopathology;
it can underemphasise social, cultural, and economic realities if used narrowly;
some clients expect advice, interpretation, or concrete strategies;
it may be insufficient alone when risk, trauma, or complex psychiatric conditions are present.

These limitations matter in exams because they show that no approach is universally best. Good counselling practice requires matching theory to client needs.

3. Psychodynamic Approach: Foundations, Assumptions, and Therapy Process

The psychodynamic approach is one of the oldest and most influential frameworks in psychology. It began with Sigmund Freud, whose work radically changed how mental life was understood. Freud proposed that human behaviour is shaped not only by conscious thought but also by unconscious wishes, fears, memories, and conflicts. Later psychodynamic theorists expanded, revised, and sometimes criticised Freud’s ideas, but the central focus on unconscious processes and early relationships remained.

Historical development

Freud developed psychoanalysis in the late nineteenth and early twentieth centuries. He worked with clients who presented with symptoms such as hysteria, anxiety, and conversion symptoms, and he concluded that these symptoms often had psychological rather than purely medical causes. He believed that repressed conflicts, often rooted in childhood, continued to influence adult behaviour in disguised form.

Later thinkers broadened the approach:

Anna Freud refined ego psychology and defence mechanisms.
Melanie Klein focused on early object relations and the infant’s internal world.
Carl Jung developed analytical psychology and emphasised archetypes and the collective unconscious.
Erik Erikson expanded development into psychosocial stages across the lifespan.
Donald Winnicott highlighted the importance of the holding environment and the “good enough mother.”
John Bowlby, although often classified separately, contributed attachment theory, which strongly influenced psychodynamic thinking.

Core assumptions about human nature

The psychodynamic model assumes that behaviour is shaped by forces outside awareness. Human beings are seen as internally conflicted, often torn between desire and restraint, dependence and autonomy, love and aggression, or reality and fantasy. The early years of life are especially important because the child’s experiences with caregivers shape emotional development, internal objects, and patterns of relating.

The main assumptions include:

much mental life is unconscious;
early childhood experiences have lasting influence;
behaviour may reflect internal conflict rather than rational choice;
symptoms can serve a defensive function;
insight and interpretation can reduce distress;
the therapeutic relationship often repeats earlier relational patterns.

Freud’s structural model

One of the most important ideas in psychodynamic theory is Freud’s structural model, which describes the psyche in terms of:

Id: the source of instinctual drives and immediate pleasure-seeking;
Ego: the reality-oriented part that mediates between the id, the superego, and external reality;
Superego: the internalised moral authority, conscience, and ideals.

Psychological symptoms can arise when these systems are in conflict. For example, the id may push for expression of forbidden desires, the superego may impose guilt, and the ego may struggle to manage the tension. If the conflict becomes too intense, anxiety may develop, and defence mechanisms may be activated.

Defence mechanisms

Defence mechanisms are unconscious strategies used by the ego to reduce anxiety. They are not necessarily pathological in themselves; many are normal, everyday ways of coping. However, when they are rigid or excessive, they can distort reality and maintain symptoms.

Common defence mechanisms include:

Repression: pushing distressing thoughts out of awareness;
Denial: refusing to accept a painful reality;
Projection: attributing one’s own unacceptable feelings to others;
Displacement: redirecting emotions from a threatening target to a safer one;
Rationalisation: making socially acceptable explanations for unacceptable motives;
Reaction formation: behaving in a way opposite to one’s unacceptable impulse;
Regression: returning to earlier forms of behaviour under stress;
Sublimation: channeling unacceptable impulses into socially valued activities.

In exam settings, it is often useful to connect a defence mechanism to a client example rather than defining it abstractly only.

Psychosexual and psychosocial development

Freud proposed psychosexual stages of development: oral, anal, phallic, latency, and genital. He believed that unresolved conflicts at any stage could lead to fixation and later personality patterns. Although these ideas are controversial today, they remain important in the history of psychology.

Erikson extended psychoanalytic thought by emphasising psychosocial stages across the lifespan, including identity versus role confusion in adolescence and integrity versus despair in late adulthood. This broadened psychodynamic theory beyond childhood sexuality and made it more applicable to broader developmental concerns.

The therapist’s role in psychodynamic therapy

The psychodynamic therapist aims to uncover unconscious material and help the client understand the hidden meaning of symptoms, dreams, slips, fantasies, and repeated relationship patterns. The therapist is more interpretive and less non-directive than in person-centred therapy.

Important features of the therapist’s role include:

listening for recurring themes and contradictions;
noting transference patterns;
interpreting defences;
attending to resistance;
exploring early childhood experiences;
linking present problems to past relationships.

Transference and resistance

Transference

Transference occurs when the client unconsciously projects feelings, expectations, and patterns from earlier relationships onto the therapist. For example, a client who experienced criticism from a parent may assume the therapist will also be critical, even without evidence. Transference is not viewed as a problem to eliminate immediately; it is often a valuable source of therapeutic insight.

Resistance

Resistance refers to any force that prevents unconscious material from becoming conscious. This may appear as missed sessions, silence, changing the subject, intellectualising, or minimising emotions. Rather than interpreting resistance as stubbornness, psychodynamic therapy sees it as meaningful protection against painful awareness.

Therapeutic process and change

Psychodynamic change tends to unfold through insight, interpretation, and working through. The client gradually becomes aware of unconscious conflict, recognises patterns that repeat across relationships, and begins to develop more adaptive ways of coping.

A simplified process is:

The client presents with symptoms or relational difficulties.
The therapist explores recurring themes, early experiences, and emotional conflicts.
Defences and resistance are identified.
Transference is observed and interpreted.
The client gains insight into unconscious processes.
Emotional experiences are worked through over time.
New patterns of relating and self-understanding emerge.

Example of a psychodynamic case application

Imagine a UNISA student who repeatedly enters relationships with controlling partners and later feels trapped and guilty about leaving. A psychodynamic therapist may explore whether these patterns relate to early family dynamics, such as a dominant caregiver, inconsistent affection, or internalised fear of abandonment. The client’s repeated attraction to controlling partners may not be random; it may reflect unconscious attempts to master earlier relational wounds. Therapy would aim to uncover these links and help the client understand the emotional logic of their choices.

Strengths of the psychodynamic approach

The approach remains valuable because it:

explains how early relationships shape adult personality;
recognises the importance of unconscious processes;
helps make sense of repetitive, self-defeating patterns;
provides rich tools for understanding defences and relational dynamics;
has strong influence on contemporary therapy and attachment-based work;
offers depth and complexity in understanding symptoms.

Limitations of the psychodynamic approach

At the same time, it has important limitations:

some concepts are difficult to test empirically;
classical psychoanalysis can be time-intensive and costly;
it may overemphasise early childhood at the expense of present context;
some versions have been criticised for cultural bias and gender bias;
its terminology can appear abstract or inaccessible to clients;
it may not be the first choice for clients needing short-term, practical intervention.

These points are important in comparison essays because they show critical engagement rather than uncritical acceptance.

4. Comparing Person-Centred and Psychodynamic Approaches

The most common exam task is not to describe each theory separately, but to compare them meaningfully. A strong comparison should focus on assumptions about human nature, causes of distress, role of the therapist, view of the client, therapeutic goals, and methods of change. The contrast becomes clearer when the two approaches are placed side by side.

Core differences at a glance

Dimension	Person-Centred Approach	Psychodynamic Approach
View of human nature	Essentially good, growth-oriented, self-actualising	Conflict-ridden, shaped by unconscious forces
Cause of distress	Incongruence and conditions of worth	Unconscious conflict, repression, early experience
Focus of therapy	Present feelings and self-exploration	Unconscious processes, past relationships, defences
Therapist role	Empathic, genuine, non-judgmental facilitator	Interpretive, analytical, insight-oriented
Change mechanism	Healing relationship and self-acceptance	Insight, interpretation, and working through
Typical style	Non-directive	More exploratory and interpretive
Time orientation	Mainly present-centred	Strong emphasis on past and developmental history

Different assumptions about the person

The person-centred approach trusts the client’s capacity to heal when given the right relational conditions. Its model of human nature is fundamentally hopeful. The psychodynamic approach is less optimistic in a simple sense, because it assumes people are often unaware of the forces driving them. However, it is not pessimistic in the sense of denying change. Instead, it suggests that change requires deeper work than surface reassurance.

This difference has major implications. A person-centred therapist may assume that if a client feels accepted, they will naturally move toward growth. A psychodynamic therapist may argue that acceptance alone is not enough if the person continues to repeat unconscious patterns that have never been understood.

Different explanations for symptoms

Consider anxiety. A person-centred therapist might view anxiety as a sign of incongruence: the client is living in a way that conflicts with their authentic experience. A psychodynamic therapist might view anxiety as a signal of unconscious conflict, perhaps related to forbidden wishes, internalised guilt, or unresolved childhood experiences.

Both explanations can be useful, but they highlight different layers of the problem:

person-centred therapy highlights the mismatch between self and experience;
psychodynamic therapy highlights hidden conflict and defence.

Likewise, consider low self-esteem. In person-centred terms, low self-esteem often results from conditions of worth and harsh self-evaluation. In psychodynamic terms, it may reflect a harsh superego, internalised critical objects, or unresolved parental relations.

Different therapeutic relationships

Both approaches value the therapeutic relationship, but in different ways.

In person-centred therapy, the relationship itself is the primary agent of change. The therapist’s empathy, congruence, and unconditional positive regard are not just helpful; they are central to healing.

In psychodynamic therapy, the relationship is also crucial, but mainly because it becomes a living arena in which past patterns reappear. The therapist does not simply provide warmth; the therapist also interprets the meanings of the relationship, including transference and resistance.

This is an important distinction. Both approaches recognise that therapy is relational, but they understand the relationship differently:

person-centred: relationship as a safe environment for growth;
psychodynamic: relationship as a source of insight into unconscious repetition.

Different views of the therapist

The person-centred therapist tries to reduce hierarchy. They are not the expert who knows the client better than the client knows themselves. Instead, they trust the client’s inner frame of reference.

The psychodynamic therapist retains more interpretive authority. The therapist may identify hidden meanings that the client cannot yet see. This does not mean domination, but it does mean that the therapist is more active in making hypotheses about unconscious processes.

For exam purposes, this can be phrased clearly:

person-centred therapy decentralises expert power;
psychodynamic therapy uses expert interpretation to reveal hidden material.

Different therapeutic goals

Person-centred therapy aims for greater congruence, self-acceptance, openness to experience, and autonomy. The ideal outcome is a more authentic and integrated person who trusts their own experience.

Psychodynamic therapy aims for insight, reduction of symptoms through conflict resolution, stronger ego functioning, and greater freedom from repetitive unconscious patterns.

Although both want clients to function better, the route and the language differ.

Strengths and criticisms in comparison

A balanced exam answer should show that each approach compensates for the other’s blind spots.

What person-centred therapy contributes

emotional safety;
respect for subjectivity;
strong therapeutic alliance;
simplicity and accessibility;
humanistic understanding of growth.

What person-centred therapy may miss

deeper unconscious conflict;
complex personality organisation;
severe pathology requiring interpretation or structure;
the impact of developmentally rooted relational trauma.

What psychodynamic therapy contributes

depth psychology;
understanding of repetition compulsion;
awareness of defences and unconscious motivation;
developmental insight;
relational interpretation.

What psychodynamic therapy may miss

direct validation and non-judgmental presence;
present-centered empowerment;
cultural humility if applied rigidly;
practical immediacy for clients needing brief intervention.

Similarities between the two approaches

Although often contrasted, they do share important similarities:

Both take the therapeutic relationship seriously.
Both see emotional experience as meaningful, not random.
Both aim to increase self-understanding.
Both believe change involves more than symptom suppression.
Both resist purely mechanical or superficial intervention.

This is useful in essays because it prevents simplistic “either/or” thinking. Examiners often reward students who identify nuance and overlap.

A deeper conceptual contrast: growth versus uncovering

A helpful way to remember the difference is to think of person-centred therapy as growth-promoting and psychodynamic therapy as uncovering. Person-centred work asks, “What conditions will help this person become more fully themselves?” Psychodynamic work asks, “What hidden forces are shaping this person’s current behaviour and suffering?”

The first is more openly affirming and experiential; the second is more interpretive and developmental. Both can be powerful, but they ask different questions.

5. Applying Both Approaches to Case Scenarios, Evaluation, and Exam Preparation

Case scenario 1: academic pressure and self-criticism

A student at UNISA struggles with procrastination, self-criticism, and fear of failure. They say, “If I do not get excellent marks, I am useless.”

A person-centred formulation would focus on conditions of worth. The student has likely internalised the belief that worth depends on performance. The therapist would offer empathy and support to help the client separate self-worth from achievement. The therapeutic goal would be greater self-acceptance and a more realistic self-concept.

A psychodynamic formulation would ask whether the perfectionism masks deeper unconscious conflict, perhaps fear of disappointing a critical parent or anxiety about dependency and autonomy. The procrastination might be understood as resistance against harsh internal demands. The therapist would help the student recognise how old relational patterns continue in the present.

Case scenario 2: repeated relationship conflict

A young adult repeatedly ends relationships after intense fear of abandonment and criticism.

A person-centred response would focus on the client’s current feelings, relational needs, and self-concept. The therapist would create a non-judgmental space where the client can explore fear, anger, and vulnerability without shame.

A psychodynamic response would explore early attachment experiences, internalised relational templates, and transference patterns. The therapist might examine whether the client expects rejection before it happens and unconsciously behaves in ways that recreate that expectation.

Case scenario 3: grief and emotional numbness

A client has experienced a recent loss but reports feeling emotionally numb.

A person-centred therapist may understand numbness as incongruence and a lack of safe emotional expression. The task would be to help the client slowly reconnect with feelings in a trusting relationship.

A psychodynamic therapist may view numbness as a defence mechanism, perhaps repression or isolation of affect, protecting the client from overwhelming pain. Therapy would gently interpret the function of numbness and help the client tolerate the hidden grief.

When one approach may be more suitable than the other

The choice of approach depends on the client’s needs, presenting problem, and therapeutic context.

Person-centred may be especially useful when:

the client feels judged or shamed;
the main issue is self-esteem;
the client needs a supportive, non-authoritarian space;
the goal is to strengthen self-exploration and autonomy;
the therapist wants to establish trust before deeper work.

Psychodynamic may be especially useful when:

the client shows repeated relational patterns;
symptoms seem linked to unresolved childhood issues;
defence mechanisms strongly shape the presentation;
the client wants insight into deeper causes;
long-term personality patterns are central.

Common exam mistakes to avoid

Students often lose marks by making the following errors:

treating the approaches as if they are identical;
describing only one approach and forgetting the comparison;
listing concepts without explaining how they relate;
using vague terms like “good” or “bad” instead of analytical language;
ignoring the therapist’s role;
failing to apply theory to a concrete case;
forgetting to mention strengths and limitations.

A better answer shows control of both content and evaluation.

How to structure a strong exam answer

A clear structure is often the difference between a mediocre and an excellent response.

Define both approaches clearly.
Explain their assumptions about human nature.
Compare the causes of distress.
Contrast the therapist’s role and methods.
Discuss similarities as well as differences.
Apply both to a case example.
Evaluate strengths and limitations.
Conclude with a balanced judgement.

High-yield revision points

For quick revision, remember the following:

Person-centred = empathy, unconditional positive regard, genuineness
Psychodynamic = unconscious conflict, defence mechanisms, transference
Person-centred change = self-acceptance and congruence
Psychodynamic change = insight and working through
Person-centred therapist = facilitator
Psychodynamic therapist = interpreter
Person-centred view of people = growth-oriented
Psychodynamic view of people = conflict-driven but changeable

Integrated understanding for PYC3705

The most sophisticated way to study these approaches in PYC3705 is not to choose one as always better, but to understand what each brings to counselling psychology. The person-centred approach reminds students that healing is relational, that dignity matters, and that people often need acceptance more than correction. The psychodynamic approach reminds students that suffering has history, that symptoms can have hidden meaning, and that relationships often repeat unconscious patterns.

Together, they offer a broader picture of therapeutic practice. Person-centred therapy contributes warmth, respect, and client autonomy. Psychodynamic therapy contributes depth, interpretation, and developmental insight. A counsellor who understands both traditions is better equipped to listen closely, think critically, and respond flexibly to real human distress.

Final comparison table

Feature	Person-Centred	Psychodynamic
Main goal	Self-acceptance and congruence	Insight and resolution of unconscious conflict
Source of problem	Incongruence due to conditions of worth	Repressed conflict and early relationships
Method	Therapeutic presence and empathy	Interpretation, analysis, and working through
Client role	Active self-explorer	Participant in uncovering hidden meaning
View of symptoms	Signs of blocked growth	Manifestations of unconscious conflict
Importance of past	Relevant but not central	Highly central
Importance of relationship	Healing environment	Arena for transference and repetition
Style	Non-directive, supportive	Exploratory, interpretive

Concluding synthesis

A well-prepared PYC3705 student should be able to explain that these approaches are not merely historical theories but living frameworks that continue to shape how therapists listen, interpret, and respond. Person-centred therapy offers a radical trust in the client’s capacity for growth. Psychodynamic therapy offers a deep respect for the hidden complexity of human experience. In practice, both challenge the idea that counselling is simply advice-giving. Instead, they show that effective therapy involves relationship, understanding, and the careful movement from confusion toward meaning.

For exam purposes, the most important insight is this: person-centred therapy changes the person by creating an accepting relationship in the present, whereas psychodynamic therapy changes the person by helping them understand the unconscious past that continues to live in the present. Understanding that distinction, while also recognising their shared commitment to psychological healing, is the key to mastering this topic in UNISA PYC3705.