Modified Interactive Group Counseling: Modified Interactive Group Counseling: Set the Stage, then Take a Seat!Set the Stage, then Take a Seat!

Kentucky School Counselor AssociationKentucky School Counselor AssociationMarch 6, 2013March 6, 2013

Marriott Griffin GateMarriott Griffin Gate

LESLIE C. DUNN PATRICK DUNN MS ICADCLESLIE C. DUNN PATRICK DUNN MS ICADC

Managing Managing

INTRODUCTIONSINTRODUCTIONS

• WHO……are you?WHO……are you?

• WHY……are you here?WHY……are you here?

• WHAT...would you like to get out of today?WHAT...would you like to get out of today?

HELLO THERE AND WELCOMEHELLO THERE AND WELCOME

Problem SolvingProblem Solving

• Identify the ProblemIdentify the Problem

• Make a plan to solve the ProblemMake a plan to solve the Problem

• Put the plan into ActionPut the plan into Action

The Mechanic

• Run a diagnostic• Make a plan• Do the work

LIGHTS

CAMERA

ACTION

PUT SOME LIGHT ON THE SUBJECT??

There is a dragon at our house. His name is Al.There is a dragon at our house. His name is Al.

When Al first came to our house he was a visitor. When Al first came to our house he was a visitor. He came for backyard barbecues.He came for backyard barbecues.

It was not long before Al and my Dad became great friends. Al was at our house It was not long before Al and my Dad became great friends. Al was at our house more often and even went to work with Dad. My Dad and Al made us all laugh. more often and even went to work with Dad. My Dad and Al made us all laugh. My Mom called the way Dad and Al acted My Mom called the way Dad and Al acted ““antics.antics.”” Al made Dad feel happy. Al made Dad feel happy.

After a while, Al grew bigger and moved into our house.After a while, Al grew bigger and moved into our house.

Dad and Al came to my soccer game. Dad was late and Al had been with him all day. We began to see Dad and Al came to my soccer game. Dad was late and Al had been with him all day. We began to see the the ““anticsantics”” and my coach asked them both to leave. and my coach asked them both to leave.

Al was with us all the time now. There was almost no room in the house for us.Al was with us all the time now. There was almost no room in the house for us.

Mom told us at dinner last night that even though Dad is with Al most of the time he still loves us.Mom told us at dinner last night that even though Dad is with Al most of the time he still loves us.

Mom has a plan for the times when Dad and Al get too rowdy. We go to the neighborMom has a plan for the times when Dad and Al get too rowdy. We go to the neighbor’’s house or to s house or to GrannyGranny’’s house far away.s house far away.

This morning, Mom made an announcement: This morning, Mom made an announcement: ENOUGH! ENOUGH! Phone calls were made. In the Phone calls were made. In the afternoon some men came to talk to Dad and Al. They had dragons, too. The men asked afternoon some men came to talk to Dad and Al. They had dragons, too. The men asked Dad and Al to come with them to a place called Dad and Al to come with them to a place called ““Treatment.Treatment.””

We went to visit Dad and Al in treatment.We went to visit Dad and Al in treatment.

Dad, a smaller Al and a guy called a sponsor are dropped off at our house by the treatment van. Dad Dad, a smaller Al and a guy called a sponsor are dropped off at our house by the treatment van. Dad looks better than before.looks better than before.

Dad explained to us that Al the Dragon will always be with us. He says he has to work a few Dad explained to us that Al the Dragon will always be with us. He says he has to work a few simple steps to make sure Al doesn't take over our lives again.simple steps to make sure Al doesn't take over our lives again.

DadDad’’s new best friend is his sponsor. The sponsor has a dragon, too. They go to s new best friend is his sponsor. The sponsor has a dragon, too. They go to meetings.meetings.

Mom says that we have Mom says that we have HOPEHOPE now, and that it is not the end of the story….. now, and that it is not the end of the story….. .But the beginning of .But the beginning of another story.another story.

OBSERVATION OBSERVATION OBSERVATION

camera

Target for groupAge/maturity rangeAccessabilityParent supportAvailable space

DETECTIVE DUNN The Feelings Teacher

Searching for Clues Tracking for Success

Small group processSmall group process

• Warning signs?Warning signs?• Behaviors?Behaviors?• Interaction with students?Interaction with students?• Interaction with staff?Interaction with staff?• Attention, Learning problems?Attention, Learning problems?

Trauma, Experience, PTSDTrauma, Experience, PTSD

• Effects the way we perceive the worldEffects the way we perceive the world• Changes the way we respond, interact, Changes the way we respond, interact,

function, and even our brainfunction, and even our brain• Is a relative term to who experiences itIs a relative term to who experiences it• Blocks us off from emotional growth and Blocks us off from emotional growth and

learninglearning• Creates fear and distrustCreates fear and distrust

Cone of Learning

ACTION

Student led presentation

• Timeline (trauma)• Behavior Cycle• Emotional Thermometer• Skits, Role-play• Music, Art• Mind Mapping

Examples:

Solution based, Empowering, Strength Solution based, Empowering, Strength basedbased

• Strength-based practice is an emerging approach to guiding at-risk young people that is exceptionally positive and inspiring. Its focus is on strength-building rather than flaw-fixing.

• It begins with the belief that all kids have or can develop strengths and use past successes to curb problem behavior and enhance functioning.

Solution-Focused Questions Explorative Historical: How many people have been, or are, in similar situations?

How many succeeded? So why can’t you? What steps did they take to succeed?

Qualifiers: “I hate this place!” > “So you’re saying you hate this place right now.”

Past Tense: “I’m stupid!” > “So you haven’t been feeling real smart lately.”

When & Will: “I’ll never get a job!” > “When you do, what will it be like?”

Scaling Questions: “On a scale of one-to-ten, ten being the highest probability of accomplishing this, what number do you think you’re at

now? What number will it be in 3 months?

Amplifying Change Using Speculation: You’re really doing better. How come?

Identifying In-Between “What will be the first sign that you’ve turned the corner.”Change:

Changing Perspective Question: “How come you’re not doing worse?”Visit: www.bobbertolino.com

Pre-Talk Considerations Number one goal: Engage!

(Listen, empathize, paraphrase, offer help, repeat, offer hope)

• Don’t be defensive. Anticipate negative comments – don’t take them personally! “It’s an injury and it will heal.”

• Assess your relationship and feelings toward the youth. Think PIE (i.e. everyone deserves an equal slice)

• Practice the talk in your head. Longer discussions generally have a beginning, middle, and end phase.

Other considerations:_________________________________

“Look, I know some of us can be quite difficult. I was a hellion my firstsix months, considered quite obnoxious. But it was simply defensive posturing. (“Can you”, and “obnoxious” are pejorative adjectives.)When you label one of us in such a way, you contaminate the waters and no one wants to swim with us any more.

“Manipulative kids aren’t fun to work with.”“They’re a pain in the ass.”“Boy , is that kid manipulative!”

Every time we get blasted for being “manipulative” (or any other suchterm), our self-concept suffers. We take on that word – we internalize a sense of badness. Yet the kid you call “manipulative” might have come to your facility with a history of manipulating his way out of getting beaten. So, maybemanipulating ain’t so bad. Maybe it simply needs to be understood in the context of a child’s situation. Maybe people don’t need to use these words Anymore.” (From The Gus Chronicles – Reflections from An Abused Kid, Appelstein, 1994)

Gus on Pejorative Labeling

Strength-Based Beliefs & TerminologyPositive, Hope-Based ReframePejorative Label

Obnoxious

Rude, Arrogant

Resistant

Lazy, Un-invested

Manipulative

Just Looking for Attention

Close-mouthed

Different, Odd

Stubborn & Defiant

Tantrum, Fit, Outburst

Learning Disability

Good at pushing people away

Good at affecting people, expressive

Cautious

Good at preventing further hurts,failuresGood at getting needs met

Good at caring about yourself

Loyal to family or friends

Under-Appreciated

Good at standing up for yourself

Big Message

Roadblocks

Cognitive restructuring , Behavior modification, Reframing

• Metaphoric learning• Client led learning• Finding solutions• Working with each other• Communication skills

Understanding, Normalizing, and Learning from our Feelings

Typical Feelingsand/or Traps1. Angry2. Frustrated3. Out-of-Control4. Disgusted5. Guilty6. Sexual7. Insecure8. Afraid9. Overwhelmed10. Add your own

Feelings: Yes! Acting on them: NO!!!“The student who is pushing you away the most, is probably the one who needs you the most.”

Influenced by:Personal baggage,limited resources,quality and quantityof supervision & training, tempera-ment, etc.

BoundariesBoundaries

• How to learn from how students interact with How to learn from how students interact with each othereach other

• Activity exampleActivity example• ProcessProcess

Restorative Tasks

• Student led resolution to issues where they take accountability to resolve the relationship that was harmed.

• An opportunity for staff to build relationships and understand student behavior

Seeing is BELIEVING!

“You D’a man! We’re excited that you’re here!”

NOT: Believing is Seeing!“We’ll treat you nicely once you put that slingshot down, lose some weight, and get rid of that ridiculous hat!”

Finale

Thanks for the performance Hope you enjoyed the show!

Now take your bow

Facebook Blog

We have started a facebook group blog titled KCA12MIG. Please search for this group title and join. Please post questions and comments about the workshop and ongoing practice of the techniques reviewed. This is an opportunity to stay connected and continue to learn from one another.