Concurrent 1_Creative Strategies in Wkg w Multi-Stressed Families

7/30/2019 Concurrent 1_Creative Strategies in Wkg w Multi-Stressed Families

http://slidepdf.com/reader/full/concurrent-1creative-strategies-in-wkg-w-multi-stressed-families 1/151naugural FSC Seminar: FSCs in the 21 st Century

Concurrent 1:

Creative Strategies in Working withMulti-Stressed Families

Mr John BurnhamHead of Family and Systemic Psychotherapy and Director,Systemic Training, Birmingham Children’s Hospital, United

Kingdom

‘PAPERWORK’‘PAPERWORK’PAPERPAPER- -PLAYPLAY

‘‘CATCHING WHAT PEOPLE SAY’CATCHING WHAT PEOPLE SAY’

‘MOVING’‘MOVING’CONVERSATIONSCONVERSATIONS

between thinking .. writing .. reflectingbetween thinking .. writing .. reflecting..and speaking..and speakingJohn BurnhamJohn Burnham



Metaphor of ‘Conversation’Metaphor of ‘Conversation’

‘Talking therapy’‘Talking therapy’leads leads to a focus on linguistic skillsto a focus on linguistic skillsexcludes excludes those not fluent/confident in verbalthose not fluent/confident in verbalconversationconversation‘Paper‘Paper--workwork--play’ Intention to:play’ Intention to:create create inclusive conversational formsinclusive conversational formsextend extend ways of experiencing relationshipsways of experiencing relationships

between people, ideas, emotions and spiritualitybetween people, ideas, emotions and spiritualitycoherent coherent with research on how childrenwith research on how childrenexperience family meetingsexperience family meetings

33 [email protected] [email protected]

EXERCISEEXERCISE

Think of a relationship system that you are aThink of a relationship system that you are amember of: family, work, friendshipsmember of: family, work, friendshipsFold and tear enough pieces of paper to includeFold and tear enough pieces of paper to include

all members, including yourselfall members, including yourselfWrite one name on each piece of paperWrite one name on each piece of paperArrange the ‘paper people’ to show theArrange the ‘paper people’ to show therelationships between them and yourselfrelationships between them and yourselfIn pairs: ask questions of each other about theIn pairs: ask questions of each other about thecurrent relationship: what you like and whatcurrent relationship: what you like and whatchanges you would like to change?changes you would like to change?




Qualities of paperworkQualities of paperworkMultiMulti--sensorysensory – – Speak/hearSpeak/hear – – SeeSee – – Touch/MoveTouch/MovePersonal/interpersonalPersonal/interpersonalOne body many selvesOne body many selvesAbstract & concreteAbstract & concreteDo in the sessionDo in the sessionTake awayTake away

Do at homeDo at homeOwnership (paper can’t talk back!)Ownership (paper can’t talk back!)Visualise the issuesVisualise the issues


PaperPaper- -workwork – – PaperPaper- -playplayActively tearing paper into piecesActively tearing paper into piecesCreating ‘distinctions’ through:Creating ‘distinctions’ through:Writing names, ideas, feelings …Writing names, ideas, feelings …Moving the ‘names’, ‘ideas’ feelings’ in relation to oneMoving the ‘names’, ‘ideas’ feelings’ in relation to oneanotheranotherTurn takingTurn takingPlayfullnessPlayfullnessMoves out of the ‘gaze’ of othersMoves out of the ‘gaze’ of othersWatching each other’s reality emergingWatching each other’s reality emergingCreating past, present future scenesCreating past, present future scenesTalk/Listen about emerging narrativesTalk/Listen about emerging narratives




Range of applicationsRange of applicationsIndividuals, Couples, FamiliesIndividuals, Couples, FamiliesTeamsTeamsTrainingTrainingSupervisionSupervisionGroupsGroups

Other things I haven’t thought of, but youOther things I haven’t thought of, but youmight!might!


INDIVIDUALINDIVIDUAL

In the work with an individual, theIn the work with an individual, thepractitioner or client may wish, from timepractitioner or client may wish, from timeto time, to explore a relationship systemto time, to explore a relationship systemsignificant to their work together.significant to their work together.The following steps are suggested in theThe following steps are suggested in thecontext of working with an individual (forcontext of working with an individual (forthe whole or part of the work).the whole or part of the work).Variations on this with couples, familiesVariations on this with couples, familiesand other relational systems.and other relational systems.




BASIC STEPS:BASIC STEPS:

Fold, crease and tearFold, crease and tear1.1. Take a piece of (eg) A4 paperTake a piece of (eg) A4 paper2.2. Fold in half, and press along the creaseFold in half, and press along the crease

between fingersbetween fingers3.3. Fold again and repeat pressing theFold again and repeat pressing the

creasecrease4.4. This is for ‘beginners’, if you want toThis is for ‘beginners’, if you want to

progress to ‘advanced’ then fold again!progress to ‘advanced’ then fold again!5.5. Tear the paper into 4 or 8 depending onTear the paper into 4 or 8 depending onhow many times you have folded it.how many times you have folded it.


BASIC STEPS:BASIC STEPS:Write names of significanceWrite names of significance

Thinking about the ‘task in hand’Thinking about the ‘task in hand’NAMING: Use each piece of paper to write the name ofNAMING: Use each piece of paper to write the name ofa person of significance, and idea that’s important, ana person of significance, and idea that’s important, anemotion that is influential, in the context that is beingemotion that is influential, in the context that is beingconsidered. (vArY theconsidered. (vArY the size ,size , AND,AND, SHAPE SHAPE OF WRiTOF WRiT ing! ing!

One body many person positions: A person may haveOne body many person positions: A person may haveone piece of paper with their name written on it, or moreone piece of paper with their name written on it, or morethan one with different positions/aspects of their life orthan one with different positions/aspects of their life orpersonhood (eg) David/Dad, David/Husband,personhood (eg) David/Dad, David/Husband,David/friend.David/friend.Additional pieces of paper can be added as necessaryAdditional pieces of paper can be added as necessaryas the work progressesas the work progresses




BASIC STEPS:BASIC STEPS:Arranging the persons in relationshipArranging the persons in relationship

The ‘paper people’ (ideas and emotions) may beThe ‘paper people’ (ideas and emotions) may bearranged in relationship to one anotherarranged in relationship to one anotherThis arrangement may be ‘about’ any range ofThis arrangement may be ‘about’ any range ofthings that the person(s) making thethings that the person(s) making thearrangement is concerned about.arrangement is concerned about.The arrangement may be about ofThe arrangement may be about of – – past present or futurepast present or future – – representing a difficulty or successrepresenting a difficulty or success – – Relationships by geography, emotion or activity.Relationships by geography, emotion or activity.


BASIC STEPS:BASIC STEPS:CuriosityCuriosity

CHANGE OVER TIME: As the person has ‘mapped out’CHANGE OVER TIME: As the person has ‘mapped out’a particular relationship a practitioner might bea particular relationship a practitioner might beintrigued/permitted to ask questions about theintrigued/permitted to ask questions about thearrangement as it is in the present, how do they rearrangement as it is in the present, how do they re- -

member it in the past and how it might be in the future?member it in the past and how it might be in the future?SPEAK AND SHOW: as well as speaking a question, theSPEAK AND SHOW: as well as speaking a question, thequestion can be shown by requestion can be shown by re- -arranging the papers toarranging the papers toshow the question. This can help people to understandshow the question. This can help people to understandquestions that can sometimes be challenging to both thequestions that can sometimes be challenging to both theperson asking and answering questions.person asking and answering questions.Opportunities are created reflection, through writing andOpportunities are created reflection, through writing andreading, talking and silence, movement and stillness.reading, talking and silence, movement and stillness.




CouplesCouplesIt depends on why this exercise is being used asIt depends on why this exercise is being used asto what is done. For example,to what is done. For example,Ask each member of the couple to write theirAsk each member of the couple to write theirown name(s) down as they wish to be used inown name(s) down as they wish to be used inthis exercise. (the chosen name is often verythis exercise. (the chosen name is often veryinteresting)interesting)Each to write down those people who are alsoEach to write down those people who are alsoimportant to their relationship (friends, family,important to their relationship (friends, family,children etc)children etc)Take turns to arrange these as each personTake turns to arrange these as each personsees/experiences the relationships.sees/experiences the relationships.


FamiliesFamiliesEach family member writes down their own name on a piece ofEach family member writes down their own name on a piece ofpaper.paper.They pass their piece of paper to the next family member who thenThey pass their piece of paper to the next family member who thenwrite down what they call that person.write down what they call that person.The paper is then passed on again to the next family member whoThe paper is then passed on again to the next family member who

writes their name for the person, and so on ..writes their name for the person, and so on ..By the time it is returned to the person it started with their may be aBy the time it is returned to the person it started with their may be arange of names. (eg Joe, Pop, Dad, Grumpy). These names can berange of names. (eg Joe, Pop, Dad, Grumpy). These names can beregarded as ‘positions in relationships), or a ‘socially constructedregarded as ‘positions in relationships), or a ‘socially constructedidentity’identity’Useful supplementary questions can be ‘Are there any other namesUseful supplementary questions can be ‘Are there any other namesthat people outside the family call you?’that people outside the family call you?’Are there any names that you used to have but have lost? (forAre there any names that you used to have but have lost? (forexample, that a grandparent called you?example, that a grandparent called you?




Father’s arrangementFather’s arrangement

John/Dad

FamilyLife

MOM(sue)

Dot18

Jen22

WORK


Mother’s arrangementMother’s arrangement

John/Dad

FamilyLife

MOM Dot18

Jen22

WORK

SOCIALLIFE

School




Jen’s arrangementJen’s arrangement

John/Dad

FamilyLife

Dot18

Jen22WORK

sue?

MOM

Social life


Dot’s arrangementDot’s arrangement

John/Dad

FamilyLife

Dot18

Jen22

WORK

MOMfriend

Social life

school




Qualities of paperworkQualities of paperworkMultiMulti--sensorysensory – – Speak/hearSpeak/hear – – SeeSee – – Touch/MoveTouch/MovePersonal/interpersonalPersonal/interpersonalOne body many selvesOne body many selvesAbstract & concreteAbstract & concreteDo in the sessionDo in the sessionTake awayTake away

Do at homeDo at homeOwnership (paper can’t talk back!)Ownership (paper can’t talk back!)Visualise the issuesVisualise the issues


EXERCISEEXERCISE

Choose a dream, ambition or wish. Put itChoose a dream, ambition or wish. Put itin the middle and see who and what youin the middle and see who and what youneed to make the dream happenneed to make the dream happenExternalise a difficulty and see who andExternalise a difficulty and see who andwhat you need to make the difficulty havewhat you need to make the difficulty haveless influence in your lifeless influence in your lifeLeave one or more blank pieces asLeave one or more blank pieces as‘reserves’ or resources when you need‘reserves’ or resources when you needthemthem




Uses of ‘PaperUses of ‘Paper- -work’work’Mapping the ‘actors’ in a narrativeMapping the ‘actors’ in a narrativeMapping relationshipsMapping relationships – – People, Actions, Ideas and EmotionsPeople, Actions, Ideas and Emotions

SortingSorting – – From ‘multiple to manageable’From ‘multiple to manageable’

Deciding when you can’t decide..?Deciding when you can’t decide..?

Developing a ‘local language’Developing a ‘local language’Creates a context for present/respond toCreates a context for present/respond toquestionsquestions


Uses of ‘PaperUses of ‘Paper- -work’ contwork’ cont

Related to different theoriesRelated to different theoriesAttachmentsAttachments




INTRODUCING PAPERWORKINTRODUCING PAPERWORKSPONTANEOUSSPONTANEOUSPREPAREDPREPARED


SPONTANEOUSSPONTANEOUS

Any number of waysAny number of waysSomething a client says/doesn’t say…Something a client says/doesn’t say… – – ‘can’t think how to put it’‘can’t think how to put it’ – – ‘lost for words’‘lost for words’ – – Visual/movement metaphorsVisual/movement metaphorsSomething ‘inspires’ a practitioner,Something ‘inspires’ a practitioner,therapist .. supervisor .. managertherapist .. supervisor .. manager – – ‘desperation’‘desperation’ – – inventioninvention




PREPAREDPREPAREDExamples:Examples: – – Parents attending without childrenParents attending without children – – Professional attending without clientsProfessional attending without clients – – Manager attending without teamManager attending without team – – Clients attending without professionalsClients attending without professionals


More uses of paperworkMore uses of paperwork

Working on attachmentWorking on attachmentTransitions/migrationTransitions/migration




Same but different..?Same but different..?Similar to ‘mini sculpting’, ‘stonework’,Similar to ‘mini sculpting’, ‘stonework’,and ‘symbolics’and ‘symbolics’DifferencesDifferences – – Can personaliseCan personalise – – Own and take awayOwn and take away – – Tear, destroyTear, destroy

– – Includes writingIncludes writing – – shuffleshuffle


EXERCISEEXERCISE

Choose and situation from your workingChoose and situation from your workingcontext and practice:context and practice:

IntroducingIntroducing paperwork into the situationpaperwork into the situationExperiment with using paper to explore theExperiment with using paper to explore theissuesissuesUse paper to develop desired outcomesUse paper to develop desired outcomes



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ContextContext‘Without context there is no meaning’‘Without context there is no meaning’What kind of context creates possibilitiesWhat kind of context creates possibilitiesfor:for: – – Children and adults to make meaningChildren and adults to make meaning – – Express own viewsExpress own views – – Appreciate the views of othersAppreciate the views of others

Warm Warm contexts that invite people tocontexts that invite people toparticipateparticipate (Burnham 2005)..(Burnham 2005)..


‘Paper work’‘Paper work’as related to researchas related to research

Play as centralPlay as centralActive involvementActive involvementChildren know the rulesChildren know the rules

Context for answering questionsContext for answering questionsOrality and literacy (William Ong)Orality and literacy (William Ong)Relationship between thinking .. writingRelationship between thinking .. writing.. reflecting ..and speaking (James.. reflecting ..and speaking (JamesPennebaker)Pennebaker)Auditory imprintsAuditory imprints


Documents

Concurrent 1_Creative Strategies in Wkg w Multi-Stressed Families