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Introducing the Therapeutic Process into Challenge Course Programming.
Transcript of Introducing the Therapeutic Process into Challenge Course Programming.
There must be client buy-in/a want or expectations as the driving motivator.
And establishment of a client/facilitator relationship which creates an environment of comfort and is based on shared knowledge of the client goal. Pre-Group Logistics Allow time for processing, in a non-distracting area, not rushed and it does not have to be at the end; sometimes less activity is more. There are many different types of groups. Match activity to group and goals. Have a back-up activity if the activity does not match the client group. The Therapeutic Process starts on the personal level before you get to course be: organized, calm and open. Study by shows that therapeutic success increases when the client perceives the facilitator as knowledgeable , presentable and attractive. ( Whiston, 2009) Session design. The key for success is to establish and agree on what the client wants from the experience. •What challenge courses do to people regarding anxiety and learning zone. (Rathunde, K. & Csikszentmihalyi, M., 2006). Client
Self Fun Freedom Power Love &
Belonging Security Positive self I.D Frustration caused
by Control Psych Positive addictions Comfort Zone Panic Zone Learning Zone Anxiety as a Motivator Behavioral Approach Experience Generalize Process Transference Behavior Cognition Being How one thinks choices of action How one sees
themselves The experience will impact the client in three ways. This is where the process impacts the client. Be empathic not sympathetic, show unconditional
positive regard and congruence. (Rogers, 1965). Rule on facilitator; talking over 50% is too much. It is the client’s job to draw conclusions from the experience (Knapp, 2007). Reference List Knapp, H. (2007). Therapeutic communication: Developing professional skills. Thousand Oaks, CA: Sage. Rogers, C. R. (1965). Client centered therapy: It’s current practice, implications and theory. Boston: Houghton Mifflin. Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New York: HarperCollins. Rathunde, K. & Csikszentmihalyi, M.(2006) The developing person an experiential perspective. Don’t disclose. This shifts focus from them to you. (Knapp). You never know how they feel you assume you do. You make it about you if you say this ..’how did you cope’ (Knapp). A Common issue is not listening but rather being ready to say what you think as soon as they stop talking (Knapp). Contact information firstname.lastname@example.org This presentation is available free at Prezi.com under the name Introducing the Therapeutic Process into Challenge Course Programming. •OARS approach: Open ended questions, affirmations, reflection and summary. Don’t be afraid to use silence. When asking questions always ask about the solution not the problem. Use Scaling questions: both therapeutic and diagnostic. You feel..... because.... When paraphrasing paint the picture for the client. Create imagery of goal for the client.. Don’t let clients to try to get you to take sides, be neutral. Direct clients to talk to each other or the group. Use of 'I feel' statements. Avoid barriers in between the client and you. S.O.L.E.R: Sitting Open, Leaning In, Eyes, Relaxed. Client Resistance Resistance is caused by the split between two parties; avoid this by getting consensus on goals and don’t push your goals. Know the different types of client resistance and have strategies ready that suit you. Eg. Passive/aggressive distracting, clowning. ‘yeah buts’ caused by suggestion giving. Mustabatory thinking and the Cog. Re-Frame (Beck, 1996). Beck, A. (1996). Beyond belief: A theory of modes, personality and psychopathology. In P.Salkovskis (Ed.), Frontiers of cognitive therapy (pp. 1-25). New York: Guilford. An exploration of soft skills Jeremy M. Batten INTRODUCING THE THERAPEUTIC PROCESS INTO CHALLENGE COURSE PROGRAMMING. How might the client be affected here? How might this be facilitated? The Teachable moment individual and group During the activity At the end of the activity After the activity With Homework Linked to agreed goals direction In Review client counselor relationship is key Relationship is based mutually agreed upon goals From the start logistics set the stage for the relationship and the client goals. The client is kept at the center of the experience the client has the ultimate responsibility for what they learn from the experience. Questions?/Comments It is assumed the learner has a basic understanding of Challenge Course facilitation. Understanding how the client is affected help you introduce the therapeutic process into a session. Use a variety of therapeutic tools to match the clients learning. How might these tools be used here? And here? Whiston, S. (2009). Principles and applications of assessment in counseling. Belmont, CA: Brooks/Cole Ending Game - Give One Take Two two teams eqaual sizes
two rope circles at either end of the room
20 balloons in each one
first team to 30 balloons
cannot use hands to collect balloons
cant kick them
can trade one balloon with opposing team and take two of their players A critique of group> What went wrong? The Fruit of the Process: Documentation Want of Evidence-Based Behavioral-Outcomes by all Stakeholders DAP: Data, Assessment Plan format. Based on medical model. Evidence based Approaches: Solution Focused, Cog. behavioral, Choice Therory/Reality Therapy and Motivational interviewing approaches tools were used here. Use of triads for roleplay Get into groups of 3 Pick a common issue on a course. Eg feel they have to be there One play client, one counselor, one observe. After a few minutes I'll stop you; review and switch A critique of a session. What mistakes does the counselor make?