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SocioDynamic Counselling Theory and Practice

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HOLISTIC FASHION TO HELP PEOPLE SEEK ANSWERS TO THE QUESTION: HOW SHOULD I LIVE MY LIFE? ... Important photos, objects. My projects. 21. Methods. The fruits of my life ... – PowerPoint PPT presentation

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Title: SocioDynamic Counselling Theory and Practice


1
SocioDynamic CounsellingTheory and Practice
  • Kai Koivumäki
  • kai.koivumaki_at_oph.fi
  • June 2006
  • Vilnius

2
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 counsellors role is to facilitate the
    clients work in ways that respect the clients
    values, personal resources, and capacity for
    choice within his or her cultural context.
    (British Association for Counselling)

3
Guidance To promote the clients 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
4
Phases of counselling in Finland
  • Psychometric phase in the mid-1950s
    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

5
...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

6
CAREERS AND VOCATIONAL DEVELOPMENT
A)
INDUSTRIAL WORKLIFE
Relationship to work permanent jobs, static,
vocational/professional development
straightforwarded PHASE, CLEARNESS, LONG WORK
HISTORIES, SAME EMPLOYER
?
POST INDUSTRIAL WORKLIFE SECOND MODERN
B)
Relationship to work flexible, continuous
professional development, not straightforwarded ei
-suoraviivainen development is continuous disc
ontinuous progressive stopping rational irratio
nal harmonious unexpected
FROM A CLEAR CAREER TO RISK MANAGEMENT,
MISTINESS and INDIVIDUAL PATHS
7
Humanistic psychology
Equity, uniqueness
Existential philosophy
Cognitive theory, Constructivist approach, Social
constructivism
System theory
SocioDynamic
Cultural perspective
NLP
Solution focused theory Appreciative inquiry
Narrative thinking
Linguistics
Active Engagement /counselling /Amundson
8
Vance Peavys life story
  • Born in 1929, Colorado Rockies, USA
  • Worked at the family farm and other ranches for
    18 years, took care of sheep, 15 years in
    construction and steel mill work
  • Difficult 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
    1954
  • Worked as a school counsellor for 10 years,
    studied and completed his doctorate in
    counselling psychology at the University of
    Oregon 1965
  • Worked as a counsellor, teacher, therapist and
    researcher

9
Vance Peavys life story
  • Moved to Canada in 1967, found a job at the
    University of Victoria (Vancouver), developed the
    training of employment counsellors in Canada,
    established Canadas national counselling journal
  • Director of a research project 1988-1992
    (examined all current counselling methods, began
    to create a new form of counselling
  • Retired in 1993
  • Continued to research, mentor, train and write
  • Had lots of courses in Canada, Portugal, Sweden,
    Finland and Denmark
  • Died in July 2002

10
  • SOCIODYNAMIC COUNSELLING IS
  • A. PERSPECTIVE ON CONTEMPORARY SOCIAL LIFE AND
    THE NATURE OF
  • SELF
  • B. A PHILOSOPHY OF HELPING
  • C. 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
  • Employment and job seeking
  • Career choice and development
  • Workplace adjustment
  • Training and education questions
  • Relationship conflict and repair
  • Social problems

11
Some concepts
  • Socio dynamic
  • Autobiographical self
  • Self/Identity
  • Multi-voiced self
  • Cultural awareness
  • Co-construction, joint action
  • Guided participation
  • Mindful problem-solving
  • Counselling as bricolage
  • Life space

12
Identity Construction- as the basis for
SocioDynamic Counselling
  • to internalise / to externalise
  • process of identification unconscious for
    children, conscious for adults
  • to negotiate the identity using a language
  • to give meaning to work, education, career, etc.
  • positive identity gt positive relationship to the
    environment

13
Meaning making What kind of work, education,
etc. experiences do I have?
Membership of a community/ communities Where do
I belong?
Counselling as Empowering Identity Negotiation
Everyday practices and routines What do I do?
Vision What do I want to become?
14
IDENTITY
ROLE
EXPERIENCE
15
Where is the Future The 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, its
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.
16
Entering the Life Space of a Client
  • dialogic listening
  • to find the other where the other is
  • create a holistic equilibrium between the client
    and the counsellor
  • life space mapping
  • studying experience gt voices/roles gt identity
  • taking into account the clients social
    environment

17
Good Questions
  • Who 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?

18
Mapping (the meanings)
  • Clarifying and simplifying complex situations
  • Creating new insights and ideas about the concern
  • Identifying strengths and barriers
  • Serving as a preliminary plan of action
  • Revealing influences and patterns
  • Revealing important relationships and connections
  • Making the self visible
  • Revealing a sense of self within the existing
    reality
  • Producing descriptions of actions, feelings, and
    interactions
  • Contextualising the concern

19
Methods
  • Life space, visualising, other mappings
  • Drawing the line of my life
  • Life as a book, the chapters of my life
  • My story
  • House of voices
  • Metaphors
  • My possible futures

20
Methods
  • Making meaning through relationships
  • Magic wand
  • Talking circle
  • Now that I am older
  • Important photos, objects
  • My projects

21
Methods
  • The fruits of my life
  • Mapping direction in my life

22
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
23
Basic Conditions for Group Dynamics
Group Members Diversity (age, gender,
educational background), social structures,
group leader?
Environmental factors Physical, social
environment, position of the group in a system
  • Meaning of the Group
  • Task
  • Goal of the Group

Group leaders One or more? Qualifications Compet
ences
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.
24
  • Developmental Phases of a Group
  • Planning to motivate, to understand why
  • Start joining the group, getting to know each
    other, my
  • place in this group, my relationship to others,
    trust
  • 3. Working orientation according to the main
    goals,
  • take responsibility for themselves, activity,
  • problem-solving, sharing
  • 4. Ending make a resumĂ© of what you have
    learned,
  • evaluate the experiences, evaluate the goals
  • 5. Follow Up checking that the new ideas and
    skills
  • become reality, support for the individuals

25
Some Tasks for a Good Group Counsellor
  • To create good circumstances/frames/space for the
    group
  • To clarify the main tasks of the group
  • To stand uncertainty have contact with personal
    feelings
  • To understand/manipulate group dynamics
  • To create a relationship with all members of the
    group
  • To build up a safe and trusting atmosphere
  • To act as a container
  • To enable communication between group members
  • To encourage creativity

26
SOME EXAMPLES OF GROUPS
  • Classroom teaching
  • Group counselling in schools
  • Career counselling in employment offices
  • Starting up a business
  • How to achieve a life change empowerment for
    career development
  • Job clubs

27
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 COUNSELLING
  • GROUP COUNSELLING CAN FUNCTION AS MINI
    COMMUNITIES OF PRACTICE OFFER AN OPPORTUNITY TO
    STUDY EXPERIENCES OF BELONGING AND IDENTITIES
  • THE EFFECTS DEPEND ON THE INDIVIDUAL CLIENTS
  • CHILDREN AND YOUNG PEOPLE BASIC IDENTITY
    CONSTRUCTION AND IDENTIFICATION
  • LONG-TERM UNEMPLOYED IDENTITY CHANGES
  • OTHERS TO SEE NEW POSSIBILITIES, ATTITUDE
    CHANGES, INFORMATION, NEW PERSPECTIVES, FEEDBACK,
    ETC.

28
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 supportiveboth 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 modestalking, 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.
29
More information
  • www.sociodynamic-constructivist-counselling.com
  • www.taosinstitute.net
  • www.cimo.fi
  • International network in sociodynamic counselling
    gt next seminar in Stockholm May 2007
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