{"id":2013,"date":"2022-08-21T15:04:20","date_gmt":"2022-08-21T15:04:20","guid":{"rendered":"https:\/\/allalignedhealing.com\/unisapsych\/?page_id=2013"},"modified":"2022-11-25T13:20:38","modified_gmt":"2022-11-25T13:20:38","slug":"pyc3705-transformative-counselling-encounters","status":"publish","type":"page","link":"https:\/\/allalignedhealing.com\/unisapsych\/pyc3705-transformative-counselling-encounters\/","title":{"rendered":"PYC3705 Transformative Counselling encounters"},"content":{"rendered":"\n

Ok so WTF are we doing?<\/h2>\n\n\n\n
  1. There are two assignments of easy multiple choice questions – 10 each in 2022, with multiple attempts allowed – this means that if you repeat the assignments you are pretty much guaranteed full marks. <\/li><\/ol>\n\n\n\n

    2. To study and internalise the material, you create a massive journal. This is actually very useful and an important tool for becoming a counsellor. You may, or may not, be asked to upload it at the end of the academic year. <\/p>\n\n\n\n

    3. However journalling does not really prepare you for the exam itself. The exam is either going to be <\/p>\n\n\n\n

    1. just multiple choice, <\/li>
    2. or mainly multiple choice with a little bit of paragraph writing – nothing too complicated, but a very specific learning process. <\/li><\/ol>\n\n\n\n

      This uncertainty means that you have to prepare for all three possibilities and that the final exam is probably going to be a total let-down and super-easy. <\/p>\n\n\n\n

      If the rest of your world is collapsing, don’t worry. In my opinion you could pass this module in your sleep. <\/p>\n\n\n\n

      However, if you want to include counselling in your future career, then the more you study this module, the better you will be prepared for actual work in the field. <\/p>\n\n\n\n

      Unit 1 Creating context<\/h2>\n\n\n\n

      This unit is about the social context of the counselling relationship<\/strong>. Dealing with potential problems that clients may bring. Understanding the social context of both the problems and solutions.<\/p>\n\n\n\n

      Praxis = translate idea into action or actively creating reality together<\/p><\/blockquote><\/figure>\n\n\n\n

      \"\"<\/figure>\n\n\n\n

      Reflexive awareness through journaling<\/strong> shows you your own process and viewpoint relative to the subject matter. So it gives you insight into the relationship between your inner state and the subject matter. <\/p>\n\n\n\n

      In this unit, you are asked to start a journal and keep written evidence for doing each exercise as you go along. <\/p>\n\n\n\n

      \"\"
      Reflexive journalling is central to the course.<\/figcaption><\/figure>\n\n\n\n

      Unit 2 Surveying contexts<\/h2>\n\n\n\n

      Why are questions central to transformation?<\/h3>\n\n\n\n
      1. Because of Complexity<\/strong><\/li>
      2. and because imposed solutions often fail<\/strong> <\/li><\/ol>\n\n\n\n

        1. Complexity: 3 types of complexity in tough problems<\/h4>\n\n\n\n
        \"\"
        Complexity course at UCT<\/a><\/figcaption><\/figure>\n\n\n\n

        Tough problems are difficult to solve. In part because of their complexity:<\/p>\n\n\n\n

        1. Dynamic complexity<\/strong>: cause and effect are far apart in space and time. eg: racial inequality<\/em>
          • So a systematic approach<\/strong> is needed – the causal network is much broader than the problem itself. <\/li><\/ul><\/li>
          • Social complexity<\/strong>: multiple players with multiple views an assumptions. eg: unemployment<\/em>
            • So a Participative<\/strong> approach <\/strong>needed. <\/li><\/ul><\/li>
            • Generative complexity:<\/strong> The problem is a moving target. Old solutions stop working. The problem is constantly changing and responding. eg: crime<\/em>
              • So a creative approach<\/strong> is necessary<\/li><\/ul><\/li><\/ol>\n\n\n\n

                2. Imposed solutions often fail<\/strong> because:<\/h4>\n\n\n\n
                \"\"<\/figure>
                \n
                • People want to solve their own problems.<\/li>
                • They resist\/ sabotage\/don’t enact imposed solutions<\/li>
                • Imposed top down solutions tend to be blunt instruments that miss important information from the ground.<\/li>
                • People need to be free and own their own lives<\/li>
                • So a choice that is desired, freely chosen and owned by key actors tends to have better success than a great solution that is imposed from the top down.<\/li><\/ul>\n<\/div><\/div>\n\n\n\n

                  Unit 3 Holding the cracks<\/h2>\n\n\n\n

                  Essentials of relationship encounters<\/h3>\n\n\n\n

                  Unconditional positive regard<\/strong> helps form a relationship that fosters healing and growth.<\/p>\n\n\n\n

                  When you are unconditional<\/strong> there is space to explore thoughts, feelings and experiences, as well as be sensitive and accept diversity.<\/p>\n\n\n\n

                  When you are positive<\/strong>, this means you accept and show genuine caring.<\/p>\n\n\n\n

                  Showing real warmth, empathy and willingness to understand <\/strong>encourages the development of trust.<\/p>\n\n\n\n

                  You convey warmth with:<\/p>\n\n\n\n

                  • body language<\/li>
                  • posture<\/li>
                  • eye contact<\/li>
                  • personal space<\/li>
                  • timing<\/li>
                  • hospitality<\/li><\/ul>\n\n\n\n

                    This reassures and builds trust.<\/p>\n\n\n\n

                    By valuing and accepting people, you show support for people, flaws, negative traits and all. <\/p>\n\n\n\n

                    \"\"
                    The curious paradox<\/figcaption><\/figure>\n\n\n\n

                    Listening<\/h3>\n\n\n\n

                    We need professional training to (1) manage ethical <\/strong>requirements and (2) have specific skills<\/strong> to help clients with their specific and general problems. But anyone can be a good listener. <\/p>\n\n\n\n

                    • You can listen carefully and give good advice.<\/li>
                    • You can listen and then help a person to make the right decisions.<\/li>
                    • And you can listen in such a way that the client can look at themselves and their situations better.<\/li><\/ul>\n\n\n\n

                      How to listen:<\/p>\n\n\n\n

                      1. Try to fully understand<\/strong><\/li>
                      2. Repeat<\/strong> back to the speaker and check for proper understanding<\/li>
                      3. Summarise<\/strong> what you have heard<\/li>
                      4. Explore the emotional<\/strong> side<\/li>
                      5. Help the person explore solutions<\/strong> for themselves.<\/li><\/ol>\n\n\n\n
                        \"\"
                        We don’t always have the capacity for the load.<\/figcaption><\/figure>\n\n\n\n

                        Notice if you are starting to get overwhelmed or exhausted, or when the person needs resources that you don’t have. <\/p>\n\n\n\n

                        Call in help, refer people on, and share the load.<\/p>\n\n\n\n

                        But don’t abandon ship. Just being present is enormously helpful!<\/p>\n\n\n\n

                        Being a good-enough counsellor<\/h2>\n\n\n\n
                        \"\"<\/figure>
                        \n
                        • Set your client at ease<\/li>
                        • build rapport<\/li>
                        • create trust<\/li>
                        • show caring<\/li>
                        • be genuine<\/li><\/ul>\n<\/div><\/div>\n\n\n\n

                          Paulo Freire’s vision of love<\/h2>\n\n\n\n
                          \"\"
                          Paulo Freire = Chilean educator and theorist<\/figcaption><\/figure>\n\n\n\n

                          Paulo Freire wrote very inspiringly on education and on liberation pedagogy. <\/p>\n\n\n\n

                          The role of the helper\/teacher\/mentor:<\/strong><\/p>\n\n\n\n

                          • Unconditional love is similar to unconditional positive regard.<\/li>
                          • Love is an active<\/strong> commitment<\/li>
                          • Action<\/strong> for justice<\/li>
                          • Respect<\/li>
                          • Openness to being challenged<\/li>
                          • dialogue is necessary<\/li>
                          • People have to liberate themselves and grow themselves. No-one can do it for them.<\/li>
                          • rights and responsibilities are reciprocal. \u2018Your rights are my responsibilities. My rights are your responsibilities.\u2019<\/em><\/li>
                          • love is characterized by honesty, integrity and tolerance of differences. <\/li>
                          • Integrity is about being true to the interior sense of justice, and taking an active standpoint against systems that oppress, dehumanise and silence. <\/li>
                          • Inner strength comes from unity and togetherness. It is socially<\/em><\/strong> grounded. (see Ubuntu)<\/li>
                          • Relationships are existential connections – inherently concerned with being and the nature of being<\/strong>.<\/li><\/ul>\n\n\n\n

                            Counselling facilitation as a way of being<\/h2>\n\n\n\n
                            \"\"<\/figure>
                            \n

                            Society and the individual are mutually defined. We are all related and interconnected. We influence one another all the time with what we feel, say, do and express.<\/p>\n<\/div><\/div>\n\n\n\n

                            Counselling is an event that involves shared life experiences. <\/p>\n\n\n\n

                            Humans are social creations and creatures.<\/p>\n\n\n\n

                            Personhood and community<\/h2>\n\n\n\n

                            The social context interacts with counselling in 3 ways:<\/p>\n\n\n\n

                            1. Seeing a counsellor changes the client’s social world<\/li>
                            2. The counsellor plays a social role: the healer\/helper<\/li>
                            3. The counselling relationship mirrors the participants social interactions outside the room.<\/li><\/ol>\n\n\n\n
                              \"\"<\/figure>
                              \n

                              These aspects of being and becoming need to be kept in mind and worked with consciously. A big part of counselling and being counselled is creating and conceptualising meaning. Which is, of course, social.<\/p>\n<\/div><\/div>\n\n\n\n

                              Reciprocity and belonging<\/h2>\n\n\n\n

                              Ubuntu:<\/span><\/strong> A person is a person because of other people. <\/em><\/p>\n\n\n

                              \n
                              \n\t\t\t
                              \n\t\t\t
                              Reciprocity<\/h5>\n\t\t\t
                              <\/span><\/div>\n\t\t<\/div>\n\t\t\t
                              \n\n

                              means that both people contribute towards the relationship process, and change its quality with every encounter.<\/p>\n\n<\/div>\n\t\t<\/div>\n\n

                              \n\t\t\t
                              \n\t\t\t
                              Recursiveness<\/h5>\n\t\t\t
                              <\/span><\/div>\n\t\t<\/div>\n\t\t\t
                              \n\n

                              The social construction of meaning through lived experience<\/p>\n\n<\/div>\n\t\t<\/div>\n<\/div>\n\n\n

                              So reciprocity and recursiveness mean that: <\/h3>\n\n\n\n
                              \"\"<\/figure>
                              \n
                              • We evolve and develop our understanding of ourselves and the world through experiences and social interaction.<\/li>
                              • These social interactions happen in a rich broader social structure. (individual and group, gendered, political, economic, cultural, spiritual etc etc etc)<\/li>
                              • You can’t separate the smaller actions and interactions from the broader context.<\/li>
                              • The person is an agent that changes, reflects and reacts to the contextual opportunities and constraints.<\/li><\/ul>\n<\/div><\/div>\n\n\n\n

                                Counselling as a discursive space<\/h2>\n\n\n\n

                                Discourse = conversation or discussion<\/p>\n\n\n\n

                                Language is contextual. It has descriptors\/signifiers(markers of identity) For example: “Cat” represents actual cat<\/p>\n\n\n\n

                                Ch 5: Hosting encounters<\/h2>\n\n\n\n

                                Chapters 5 to 7 are about tools for counselling and working with the client.<\/p>\n\n\n\n

                                \"\"<\/figure>
                                \n

                                The client may be:<\/p>\n\n\n\n

                                1. a person<\/li>
                                2. a couple<\/li>
                                3. a family<\/li>
                                4. a community<\/li><\/ol>\n<\/div><\/div>\n\n\n\n

                                  Counselling has three parts:<\/p>\n\n\n\n

                                  1. Beginning (checking in)<\/li>
                                  2. Middle (dancing with change)<\/li>
                                  3. End (Checking out)<\/li><\/ol>\n\n\n\n

                                    Beginning<\/h2>\n\n\n\n

                                    During the checking in phase client and counsellor negotiate and explore how they will work together.<\/p>\n\n\n\n

                                    \"\"<\/figure>
                                    \n
                                    • During intake, you assess whether you can help this client or need to refer them on.<\/li>
                                    • Find out client preferences for their counsellor<\/li>
                                    • Contract<\/li><\/ul>\n<\/div><\/div>\n\n\n\n

                                      Contracting<\/h2>\n\n\n\n

                                      Contracting means coming to an understanding about the counselling process – client expectation, duration, boundaries, protocols and procedures, such as how confidentiality will be maintained and appointment times etc…<\/p>\n\n\n\n

                                      Psychotherapists and registered psychologists offer long term counselling.<\/p>\n\n\n\n

                                      Lay counsellors, registered counsellors and social workers offer short term counselling – usually 1 to 6 sessions.<\/p>\n\n\n\n

                                      \"\"<\/figure>
                                      \n

                                      Contracting is an ongoing commitment for both client and counsellor.<\/p>\n\n\n\n

                                      Contracting creates containment – defined boundaries that create safety and trust, so that healing can happen.<\/p>\n<\/div><\/div>\n\n\n\n

                                      Endings<\/h2>\n\n\n\n
                                      \"\"<\/figure>
                                      \n

                                      Give people advance warning before the end of the session. <\/p>\n\n\n\n

                                      Use the end of the session to summarise, perhaps talking about what you have observed, goal of the session, main points covered and your reflections on the client’s situation.<\/p>\n\n\n\n

                                      At the end of the first session you may also need to discuss future sessions, the client’s goals, appointment times, dates and duration of future sessions.<\/p>\n<\/div><\/div>\n\n\n\n

                                      Ch 6 The middle<\/h2>\n\n\n\n

                                      Crisis intervention<\/h3>\n\n\n\n
                                      \"\"<\/figure>
                                      \n

                                      Crisis = <\/p>\n\n\n\n

                                      • severe stressful event <\/li>
                                      • + distress <\/li>
                                      • + seems unmanageable <\/li>
                                      • + deeply disrupts life<\/li><\/ul>\n<\/div><\/div>\n\n\n\n

                                        Crises are normal, but uncommon events and are usually short and acute<\/p>\n\n\n\n

                                        They can be due to internal causes<\/strong><\/em> eg: developmental transition or situational causes<\/em><\/strong> eg: accident.<\/p>\n\n\n\n

                                        Crisis intervention is aimed at:<\/p>\n\n\n\n

                                        1. creating safety<\/li>
                                        2. comfort and consolation<\/li>
                                        3. immediate care<\/li>
                                        4. goal orientation and practical support<\/li>
                                        5. facillitate reunion with loved ones<\/li>
                                        6. sharing the experience<\/li>
                                        7. linking the person to support and ongoing help<\/li>
                                        8. let people ventilate<\/li>
                                        9. helping people get some mastery <\/li><\/ol>\n\n\n\n