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What is counselling?”Counselling is the skilled and principled use of relationships which develop self-knowledge, emotional acceptance and growth, and personal resources. The overall aim is to live more fully and satisfyingly. Counselling may be concerned with addressing and resolving specific problems, making decisions, coping with crises, developing personal insight and knowledge, working through feelings and inner conflicts, or improving relationships with others.The counsellor’s role is to facilitate the client’s work in ways that respect the client’s values, personal resources, and capacity for choice within his or her cultural context.” (British Association for Counselling)
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Guidance
To promote the client’s ability to improve his or her life by means of dialogue. The goals are based on the preferences expressed by the client.
Advice
To give the client advice about a proper procedure to meet his or her needs.
Information
To provide the client with the information he or she needs.
Goals
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Phases of counselling in Finland
Psychometric phase in the mid-1950`s; differential psychology, differences between individuals, testing
Clinical-diagnostic phase from 1950-1960; methods of counselling from clinical psychology
1960-65: Ego ja self-theories (Rogers), personality was the key element, psychometric approach no more important
Therapy orientation at the end of 1960, emphasise a psychogist as a professional, methods: ability, personality, and interest testing
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...phases
Consultative phase, 1960-70: attention on group and consultative methods. Communication and group theory. Later psycho- and sociodrama
New professionalism, 1977: periods of life and development task/life period. Cognitive learning theories and sociodrama
New phase ongoing, change of paradigm changes in the labour market lifelong learning unclear and dusty future multiform careers constructivist perspective
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CAREERS AND VOCATIONAL DEVELOPMENT
INDUSTRIAL WORKLIFEA)
Relationship to work: permanent jobs, static, vocational/professional development
straightforwarded:PHASE, CLEARNESS, LONG WORK HISTORIES, SAME EMPLOYER
POST INDUSTRIAL WORKLIFESECOND MODERN
B)
Relationship to work: flexible, continuous professional development, not straightforwardedei-suoraviivainen; development is
continuous discontinuousprogressive stoppingrational irrationalharmonious unexpected
FROM A CLEAR CAREER TO RISK MANAGEMENT, MISTINESS and INDIVIDUAL PATHS
?
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System theory
Linguistics
Existential philosophy
Active Engagement /counselling /Amundson
Cognitive theory, Constructivist approach, Social constructivism
SocioDynamic
NLP
Solution focused theory
Appreciative inquiry
Narrative thinking
Humanistic psychology
Cultural perspective
Equity, uniqueness
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Vance Peavy’s life storyBorn in 1929, Colorado Rockies, USAWorked at the family farm and other ranches for 18 years, took care of sheep, 15 years in construction and steel mill workDifficult family situation, left home at age 14, lived with a neighbour ”Auntie” and ”Uncle” John (Indian)Studied and got his first job as a counsellor in 1954Worked as a school counsellor for 10 years, studied and completed his doctorate in counselling psychology at the University of Oregon 1965Worked as a counsellor, teacher, therapist and researcher
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Vance Peavy’s life storyMoved to Canada in 1967, found a job at the University of Victoria (Vancouver), developed the training of employment counsellors in Canada, established Canada’s national counselling journalDirector of a research project 1988-1992 (examined all current counselling methods, began to create a new form of counsellingRetired in 1993Continued to research, mentor, train and writeHad lots of courses in Canada, Portugal, Sweden, Finland and DenmarkDied in July 2002
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SOCIODYNAMIC COUNSELLING IS:
A. PERSPECTIVE ON CONTEMPORARY SOCIAL LIFE AND THE NATURE OF SELFB. A PHILOSOPHY OF HELPINGC. A SET OF COUNSELLING CONCEPTS AND PRACTICES BASED ON A & B ABOVE
SOCIODYNAMIC PERSPECTIVE, PHILOSOPHY, AND PRACTICE COMBINE IN A
HOLISTIC FASHION TO HELP PEOPLE SEEK ANSWERS TO THE QUESTION:HOW SHOULD I LIVE MY LIFE?
Across a wide range of concerns, including:
1 Employment and job seeking
2 Career choice and development
3 Workplace adjustment
4 Training and education questions
5 Relationship conflict and repair
6 Social problems
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Some conceptsSocio – dynamicAutobiographical selfSelf/IdentityMulti-voiced selfCultural awarenessCo-construction, joint actionGuided participationMindful problem-solvingCounselling as bricolageLife space
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Identity Construction- as the basis for SocioDynamic
Counselling
to internalise / to externaliseprocess of identification: unconscious for children, conscious for adultsto ”negotiate” the identity using a languageto give meaning to work, education, career, etc.positive identity > positive relationship to the environment
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Counselling as EmpoweringIdentity Negotiation
Vision= What do I want
to become?
Membership ofa community/communities
= Where do I belong?
Meaning making= What kind of work,
education, etc. experiencesdo I have?
Everyday practicesand routines
= What do I do?
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EXPERIENCE ROLE IDENTITY
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Where is the FutureThe future is not out there – some place ahead of me that I am going to.
It is not a place I must get ready for, that I must prepare to find. The future is not found, it’s MADE. The future is a place I create.
I give birth to the future, first of all, in my imagination. I must be able to IMAGINE what kind of future I would prefer..
Then, I orient towards that future by my DESIRE to actualise it. The possibility of this future MATTERS to me. It has MEANING for me. Finally, I must act to create the future I desire.
By ACTING and INTERACTING, I transform the future from possibility into actuality. The formula for future creation is:
IMAGINE, DESIRE, ACT.
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Entering the Life Space of a Client
dialogic listeningto find the other where the other iscreate a holistic equilibrium between the client and the counsellorlife space mappingstudying: experience > voices/roles > identitytaking into account the client’s social environment
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Good QuestionsWho are the other people involved in the concern?In what way are they involved?What are you thinking/doing at the moment related to the problem?Main effect this problem has on your daily life?How would your life change if this problem did not exist?What is stopping you from resolving this difficulty?If you suddenly got the power to change the situation, what is the main thing you would change?What can you do yourself?Who else could help you?If someone else has this problem, what would you suggest they do?
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Mapping (the meanings)Clarifying and simplifying complex situationsCreating new insights and ideas about the concernIdentifying strengths and barriersServing as a preliminary plan of actionRevealing influences and patterns Revealing important relationships and connectionsMaking the self visibleRevealing a sense of self within the existing realityProducing descriptions of actions, feelings, and interactionsContextualising the concern
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MethodsLife space, visualising, other mappingsDrawing the line of my lifeLife as a book, the chapters of my lifeMy storyHouse of voicesMetaphorsMy possible futures
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MethodsMaking meaning through relationshipsMagic wandTalking circleNow that I am olderImportant photos, objectsMy projects
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MethodsThe fruits of my lifeMapping direction in my life
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HELP SEEKER
COUNSELLOR
I BRING WITH ME I BRING WITH ME
1 MY STORY OF MY CONCERN 1 MY ABILITY TO GUIDE DIALOGUE
2 MY VIEW OF MY PROBLEM 2 A RANGE OF PROBLEM-SOLVING MODELS
3. READINESS/UNREADINESS 3 INTENTION TO CREATE TRUST & SAFETY
4. DESIRE TO EXPRESS MYSELF 4 LISTENING ABILITY
5 MY ATTITUDE TOWARDS HELP 5 MY ABILITY TO LEARN FROM YOU
6. MY RELEVANT EXPERIENCE 6 A DESIRE TO ENTER INTO YOUR LIFE SPACE
7. MY NEEDS, DREAMS, FEARS 7 INTEREST IN AND OPENNESS TO YOU
8. MY DESIRE FOR CAPACITY 8 A DESIRE TO WORK CO-OPERATIVELY
9. WHAT I KNOW HOW TO DO 9 ACCESS TO RELEVANT DATA
10 UNCERTAINTY 10 RESPECT, HOPE AND SUPPORTIVENSS
11 PERCEPTIONS OF CONSTRAINT 11 POSSIBILITY & EXLORATION OF LIMITS
12 CONFUSION 12 CLARIFICATION
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Basic Conditions for Group DynamicsMeaning of the
Group:
-Task
-Goal of the Group
Group Dynamics
Participation, communication, norms, roles, leadership, cohesion, motivation, etc.
Results
Emotional experiences, therapeutic effect, learning experiences, factual results (employment, etc.), productivity, general well being, etc.
Environmental factors:
Physical, social environment, position of the group in a system
Group Members:
Diversity (age, gender, educational background), social structures, group leader?
Group leaders:
One or more?QualificationsCompetences
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Developmental Phases of a Group:
1. Planning: to motivate, to understand why2. Start: joining the group, getting to know each other, my
place in this group, my relationship to others, trust3. Working: orientation according to the main goals,
take responsibility for themselves, activity,problem-solving, sharing
4. Ending: make a resumé of what you have learned,evaluate the experiences, evaluate the goals
5. Follow Up: checking that the new ideas and skillsbecome reality, support for the individuals
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Some Tasks for a Good Group Counsellor
To create good circumstances/frames/space for the groupTo clarify the main tasks of the groupTo stand uncertainty – have contact with personal feelingsTo understand/”manipulate” group dynamicsTo create a relationship with all members of the groupTo build up a safe and trusting atmosphereTo act as a ”container”To enable communication between group membersTo encourage creativity
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SOME EXAMPLES OF GROUPS:Classroom teachingGroup counselling in schoolsCareer counselling in employment officesStarting up a businessHow to achieve a life change – empowerment for career developmentJob clubs
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CONCLUSIONS:SOCIODYNAMIC PHILOSOPHY AND METHODS ARE USEFUL IN GROUP COUNSELLING IF CERTAIN CONDITIONS ARE FULLFILLED (TIME, GROUP SIZE, ETC.)GROUP COUNSELLING STARTS UP DIFFERENT KINDS OF PROCESSES THAN IN INDIVIDUAL COUNSELLINGGROUP COUNSELLING CAN FUNCTION AS ”MINI COMMUNITIES OF PRACTICE”; OFFER AN OPPORTUNITY TO STUDY EXPERIENCES OF BELONGING AND IDENTITIESTHE EFFECTS DEPEND ON THE INDIVIDUAL CLIENTS:
CHILDREN AND YOUNG PEOPLE: BASIC IDENTITY CONSTRUCTION AND IDENTIFICATIONLONG-TERM UNEMPLOYED: IDENTITY CHANGESOTHERS: TO SEE NEW POSSIBILITIES, ATTITUDE CHANGES, INFORMATION, NEW PERSPECTIVES, FEEDBACK, ETC.
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12 SIGNS OF GOOD SOCIODYNAMIC/CONSTRUCTIVIST COUNSELLINGThe counsellor presents a human face and not an official or expert face.The counsellor and help seeker converse in a way sensible to both.The counsellor and help seeker find, or create, common ground.The atmosphere is safe, friendly & supportive—both parties feel involved.The counsellor models and promotes dialogical communication.The counsellor guides the discussion but does not impose an agenda.The counselling session is focused, reflective, active and has feeling.The counsellor is attentive to the life experience of the help seeker.The counsellor is prepared to use a range of communication modes—talking, visualising, writing, reflecting, and respectful silence as needed.The counsellor customises the counselling to fit the needs of the particular help seeker.The counsellor knows how to access any data or information that is needed and is able to assist the help seeker convert the information to useful and meaningful personal knowledge.The counsellor and help seeker co-operate in producing and evaluating good ideas about possible solutions; making decisions, formulating goals, and outlining plans of action. The counsellor guides but does not impose the communication and planning.
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More informationwww.sociodynamic-constructivist-counselling.comwww.taosinstitute.netwww.cimo.fiInternational network in sociodynamic counselling > next seminar in Stockholm May 2007
