1. Counselling Skills: Consolidating Practice Day 2

2. Learning Set Case work In pairs discuss a difficult case you have worked with. Decide on one case and then use the Flip- Chart Paper to Write up and present it as a problem for group supervision In pairs discuss a difficult case you have worked with. Decide on one case and then use the Flip- Chart Paper to Write up and present it as a problem for group supervision

3. Conflict resolution: Working with Couples and Families Maintain Neutrality - avoid taking sides Maintain Neutrality - avoid taking sides Encourage problem to be articulated from both sides as objectively as possible Encourage problem to be articulated from both sides as objectively as possible Encourage both parties to work together rather than antagonistically or defensively Encourage both parties to work together rather than antagonistically or defensively Avoid Blame Avoid Blame Win-Win Resolution Win-Win Resolution

4. STAGES OF BFT ENGAGEMENT ENGAGEMENT BEHAVIOURAL ASSESSMENT BEHAVIOURAL ASSESSMENT FAMILY EDUCATION FAMILY EDUCATION COMMUNICATION SKILLS COMMUNICATION SKILLS PROBLEM SOLVING PROBLEM SOLVING

5. FOCUS OF BFT ENHANCEMENT OF PROBLEM SOLVING FUNCTIONS OF FAMILY UNIT ENHANCEMENT OF PROBLEM SOLVING FUNCTIONS OF FAMILY UNIT THE FAMILY AS A RESOURCE THE FAMILY AS A RESOURCE COMMUNICATION OF PLEASANT AND UNPLEASANT FEELINGS COMMUNICATION OF PLEASANT AND UNPLEASANT FEELINGS A STRUCTURED APPROACH A STRUCTURED APPROACH

6. RATIONALE OF METHOD THE REASONS WHY A FAMILY UNIT IS NOT FUNCTIONING IN AN OPTIMAL MANNER IS NOT ADDRESSED. THE METHOD PROVIDES FAMILIES WITH STRATEGIES TO ENHANCE THEIR FUNCTIONING BY CHANGING MUTUAL FEELINGS AND ATTITUDES BY GENERATING MUTUALLY PLEASING BEHAVIOUR AND RESOLVING MUTUAL PROBLEMS

7. BFT: HAS BEEN SUCCESFUL AND/OR HELPFUL IN…. MARITAL DISTRESS MARITAL DISTRESS PARENTING DIFFICULTIES PARENTING DIFFICULTIES ALZHEIMERS DISEASE ALZHEIMERS DISEASE OBSESSIVE COMPULSIVE DISORDER OBSESSIVE COMPULSIVE DISORDER SCHIZOPHRENIA SCHIZOPHRENIA DEPRESSION DEPRESSION AGORAPHOBIA AGORAPHOBIA ALCOHOLISM ALCOHOLISM

8. BFT: -2- MANY OF THESE CONDITIONS ARE ASSOCIATED WITH PERSISTENT STRESS. ANY MAJOR ILLNESS WITH A TENDENCY TOWARD RECURRING EPISODES WILL SEVERELY TAX THE COPING RESOURCES OF MANY FAMILIES. THIS APPROACH WHICH ENHANCES COPING AND PROBLEM SOLVING IS LIKELY TO REDUCE STRESS AND IMPROVE QUALITY OF LIFE FOR ALL FAMILY MEMBERS.

9. EDUCATION CLEAR EXPLANATIONS OF THE PHYSIOLOGICAL AND PSYCHOLOGICAL ASPECTS ARE ESSENTIAL. CLEAR EXPLANATIONS OF THE PHYSIOLOGICAL AND PSYCHOLOGICAL ASPECTS ARE ESSENTIAL. A SYSTEMATIC APPROACH USING THE BFT WORKBOOK, HANDOUTS, BOOKLETS AND OTHER RESOURCES. A SYSTEMATIC APPROACH USING THE BFT WORKBOOK, HANDOUTS, BOOKLETS AND OTHER RESOURCES.

10. Working in groups Setting up Setting up Facilitator Style Facilitator Style Intervention Intervention Problem solving Problem solving Evaluation Evaluation If you want to change someone put them in a group If you want to change someone put them in a groupK.Lewin

11. The Group as a Whole Bion and the first Northfield Experiment Bion and the first Northfield Experiment Basic assumption Groups Basic assumption Groups Valency [Group Hunger] Valency [Group Hunger] Indigenous Culture: Groups left to their own devices will develop around a basic assumption which is usually defensive.The task of the facilitator is to change the exisiting group culture to a Work Group or a Therapeutic Culture Indigenous Culture: Groups left to their own devices will develop around a basic assumption which is usually defensive.The task of the facilitator is to change the exisiting group culture to a Work Group or a Therapeutic Culture 1. Dependance 2. Pairing 3. Fight-flight 4. Oneness [ Tourquet] Malan and the Tavistock model Malan and the Tavistock model Militaristic Metaphors Militaristic Metaphors

12. Yaloms Therapeutic Factors How groups help people: The Installation of Hope The Installation of Hope Universality Universality Imparting information Imparting information Altruism Altruism The Recapitulation of the Primary Family Group The Recapitulation of the Primary Family Group Development of Socialising Techniques Development of Socialising Techniques Imitative Behaviour Imitative Behaviour Catharsis Catharsis Existential Factors Existential Factors Cohesiveness Cohesiveness Interpersonal Learning Interpersonal Learning

13. Group Formation Group Formation Tuckman-Forming, Storming, Norming, Performing and Mourning Tuckman-Forming, Storming, Norming, Performing and Mourning Shutz Group Crises: In –Out, Up-Down, Comings- Goings Shutz Group Crises: In –Out, Up-Down, Comings- Goings Group types- Task or Process, Open or Closed Group types- Task or Process, Open or Closed Group size –Magic 7s Group size –Magic 7s

14. Considerations for groupwork Selection Degree of preparation Degree of preparation Ego Strength Ego Strength Level of Insight Level of Insight Toleration of intimacy Toleration of intimacy Chronicity Chronicity Reality issues Reality issues Timing Timing Degree of Medicalisation of problems Degree of Medicalisation of problems Knowles 1993 External Viability Setting considerations Setting considerations Environmental support Environmental support Internal Viability Planning Planning Contracting and boundary setting Contracting and boundary setting Co-therapist dynamics Co-therapist dynamics Commitment CommitmentD.Stock-Whittaker

15. Cognitive Behavioural Group work Cognitive Behavioural Group Therapy [CBGT] is often short term, problem focused rather than process centred and is psycho-educational in nature.It focuses on skill acquisition, self sufficiency and autonomy. Cognitive Behavioural Group Therapy [CBGT] is often short term, problem focused rather than process centred and is psycho-educational in nature.It focuses on skill acquisition, self sufficiency and autonomy. The CBG Therapist acts as an educator who takes the roles of teacher, participant, observer,coach and confronter The CBG Therapist acts as an educator who takes the roles of teacher, participant, observer,coach and confronter W. Aladdin [1989] W. Aladdin [1989]

16. CBGT Goals 1. Provide a safe milieu to facilitate problem disclosure and experiential learning 2. Encourage Social interaction to receive feedback and test clients impressions of self and others. 3. To help participants learn methods of CBT change. eg. problem-solving and self- monitoring 4. Help de-medicalize problems of living 5. Introduce CBT models of understanding

17. Structuring CBGT Yost et al [1986] states that groups focus less on formation/process issues due to their short term nature, Instead focus on: Preparation Preparation Collaboration Collaboration Treatment Treatment Consolidation Consolidation Termination Termination Suggested session structure : Suggested session structure : Introduction [aims and objectives] Introduction [aims and objectives] Homework Review Homework Review Mini Lecture[5-10mins.] with Exercise Mini Lecture[5-10mins.] with Exercise Discussion Discussion Summary [ What has been learned] Summary [ What has been learned] Assignment of Homework Assignment of Homework

18. Where do I go from here? What further skills do I need to gain? What further skills do I need to gain? What things do I need in place at work? What things do I need in place at work? Can I gain these from my own work ? Can I gain these from my own work ?