Reach. 22 nd February 2020 Veronica Rosello - - PowerPoint PPT Presentation

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Reach. 22 nd February 2020 Veronica Rosello - - PowerPoint PPT Presentation

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Extending our Reach. 22 nd February 2020 Veronica Rosello veronicamrosello@gmail.com www.bacp.co.uk Extending Our Reach Why, when and how to include parents and/or family members in supporting issues around resilience and self- esteem in

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www.bacp.co.uk

Extending our Reach.

22nd February 2020

Veronica Rosello veronicamrosello@gmail.com

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Extending Our Reach

Why, when and how to include parents and/or family members in supporting issues around resilience and self- esteem in children and young people.

Extending our Reach

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It’s my aim that you leave today feeling that you have the confidence……

To begin to include parents/families in your interventions with children and young people To know where and when it might be appropriate and To know where to seek/develop the necessary skills to do so

Extending our Reach

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How we’ll do this

  • We’ll explore the rationale/context behind involving

family members in the therapeutic relationship.

Extending our Reach

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How we’ll do this

  • We’ll explore the rationale/context behind involving family

members in the therapeutic relationship.

  • I’ll briefly introduce and present a broad overview of a

systemic approach to counselling.

Extending our Reach

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How we’ll do this

  • We’ll explore the rationale/context behind involving family

members in the therapeutic relationship.

  • I’ll briefly introduce and present a broad overview of a systemic

approach to counselling.

  • I’ll share some insights from my professional experience
  • f working with parents/families, to include tools and

strategies.

Extending our Reach

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How we’ll do this

  • We’ll explore the rationale/context behind involving family

members in the therapeutic relationship.

  • I’ll briefly introduce and present a broad overview of a systemic

approach to counselling.

  • I’ll share some insights from my professional experience of

working with parents/families, to include tools and strategies.

  • We’ll explore potential fears, challenges and barriers to

involving parents and families in the range of contexts we will experience.

Extending our Reach

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How we’ll do this

  • We’ll explore the rationale/context behind involving family

members in the therapeutic relationship.

  • I’ll briefly introduce and present a broad overview of a systemic

approach to counselling.

  • I’ll share some insights from my professional experience of

working with parents/families, to include tools and strategies.

  • We’ll explore potential fears, challenges and barriers to

involving parents and families in the range of contexts we will experience.

  • You’ll have the opportunity to engage in dialogue with

colleagues about the strategies and interventions you currently and the suitability and/or relevance of extending our reach to parents.

Extending our Reach

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How we’ll do this

  • We’ll explore the rationale/context behind involving family

members in the therapeutic relationship.

  • I’ll briefly introduce and present a broad overview of a systemic

approach to counselling.

  • I’ll share some insights from my professional experience of working

with parents/families, to include tools and strategies.

  • We’ll explore potential fears, challenges and barriers to involving

parents and families in the range of contexts we will experience.

  • And you’ll have the opportunity to engage in dialogue with

colleagues about the strategies and interventions you currently and the suitability and/or relevance of extending our reach to parents.

Extending our Reach

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Rationale

  • Explosion, both actual cases and awareness of mental

health issues amongst children/YP , and a desire by all parties to ‘do’ something about it.

  • Systems and the Family First approach
  • Development of the F in CYPF and professional

dialogue in this area

  • Your own question/case
  • Mindful that it may not actually be an appropriate

way to support the child/YP in the counselling space

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Family First Principles

  • “Stronger Together”
  • “Can do” approach
  • Thinking differently, delivering services

differently

  • Working with the whole family
  • Empowering, focus on resilience and strengths
  • Flexible and promote personal responsibility

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The Family Systems Perspectiv

(can also read ‘organisations’)

  • Individuals – are best understood through assessing the

interactions within an entire family

  • Symptoms –an expression of a dysfunction within a

family

  • Problematic behaviours

– serve a purpose ‘to help stabilise’ equilibrium.

  • are a function of the family’s ability to operate

productively in the here and now

  • often symptomatic patterns handed down across

generations A family is an interactional unit and a change in one member affects all members

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Recent professional dialogue ……

  • Working within the family Dynamic - bacp CYP&F

June 2018

A major part of the work is encouraging the parents to shift form seeing the child as ‘the problem’ to understanding the child within the context of his development, his history and his family”

  • Opinion- bacp CYP&F June 2019

Lyn Martin discusses “ a move towards collaboration becoming the norm rather than the exception”

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Fears Challenges Barriers

  • Discussion in small group of 3, thinking

in particular about the therapeutic alliance, challenges for the client and counsellor….

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Some suggestions…

  • Readiness or not of child/YP
  • Our philosophy on what counselling is or isn’t, may come

from training but also from….

  • Own story about parents’, authority, family in any

support/struggles as a child or adolescent

  • Trust and extending the therapeutic relationship beyond

the two of you

  • Lack of knowledge/skill base
  • Confidence in managing the dynamic, balance of power
  • Conflicts with Service model you work in
  • Boundary setting
  • Overload – too much information can cloud the initial

relationship building

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My professional journey/experiences

  • School Counsellor – Primary, Secondary, State,

Independent, International, Boarding.

  • Local Authority CMH provision, Agency, Children’s

Centre, Charity ( disabilities)

  • Researcher – small Action Research projects
  • Counsellor Supervisor
  • Lecturer FE and HE
  • Small amount of private practice with children/YP
  • UK and abroad – most recently Australia
  • Teacher
  • Mother

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Continuum of depth, reach and timing

  • The child/YP’s needs must always be at the heart of

any decision making. Likewise the pace and depth of work with others will depend on the needs of the child/YP

  • Build the relationship with the child or young person

before introducing anyone else into the mix

  • Balance of power / locus of control
  • Contracting at the start for safeguarding exclusions
  • therwise, as far as possible, the child/YP to be in the

front passenger seat

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Continuums In isolation Involvement of others Bringing together

‘Including in conversation’ discussions with no surprises ‘bringing in’ family members strengths-based advocate Exploring TA incl scripts training/support for using session tools BSFT miracle sharing session tools online tools practising conversations with case meetings session together - timeline

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Approaches and Tools

  • Child/YP at the centre
  • Possibly the same tools and programs you already use
  • Protecting the therapeutic relationship – no surprises
  • Your role advocate, mediator, facilitator
  • Bridging Tools

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HOW DO YOU FEEL THINGS THAT MAY HAVE CONTRIBUTED SUPPORT / CALMING TECHNIQUES Frustrated Ignored Furious

  • Name calling
  • Exclusion from games
  • Speak with Holy Cross

Counsellor

  • Report to Office for support

person

  • Report to class teacher
  • Find the teacher on duty
  • Find a Playground Guardian
  • Report to class teacher

Alone Sad Frightened

  • Taking hats from friends
  • Not being allowed to sit with

friends

  • Teasing
  • Unkind comments

Unsure Confused Lost

  • Cannot locate buddy
  • Not enjoying the game being

played

  • Unsure of the rules of a game
  • Game not going according to

plan

  • Go and sit on the Buddy

Bench

  • Go to Lunchtime Launcher

activity

Happy Supported

  • Designated friends to play

with

  • Designated area to play in
  • Time each day set aside to

check in with Class teacher

  • Class teacher supports --- with

choosing friends to play with before break time

  • Class teacher to support ----- on

where to play before break time

  • Check in with ----after play
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Case Study approach to your own context - cohort/setting

  • Working with one or two others who

work in a similar setting to you. Decide whether to extend the reach, with whom and which interventions might be best suited.

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Context exercise

  • Age/stage of client group
  • Type of setting
  • Accessibility/practical considerations
  • Your honest feelings/confidence/philosophy on

working with parents/other adults

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Thoughts……

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Resources References

  • Massie H. (2003) Lives Across Time Holt Co, New York a 30 yr.

study on the relationship between parent-infant interaction Child Trauma and subsequent mental health.

  • Murray, L. (1988) Effects of Post Natal depression on Infant

Development in Motherhood and Mental Illness 2 Causes and Consequences, Wright, London/Boston, pp159-90

  • Thurwell. K. et al (2013) randomised controlled trial

“Treatment of anxiety disorders via guided parent delivered CBT” British Journal of Psychiatry 203, 436-444

  • Van Fleet,R. and Guerney, LF

. (2003) Casebook of Filial

  • Therapy. Boiling Springs PA Play Therapy press Coping Cat 8-

13 plus adolescence – parents https://www.cebc4cw.org/program/coping-cat/detailed

  • ‘Friends for Life’ CBT based program for 8-11 – teachers

https://www.nbss.ie/interventions-and- projects/wellbeing/friends-for-life

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Questions?

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Thank you

Veronica Rosello Counsellor Supervisor Lecturer 07951252415 veronicamrosello@gmail.com