PCE2006
7th World Conference for
Person-Centered and Experiential Psychotherapy and Counseling

July 12–16, 2006, Potsdam, Germany

 

Topic:
Children, Adolescents, Parents, Families, Students, School

 

 

Symposia, Paper Sessions, Workshops, Round Table Discussion Groups:

 

Lecture: Peer group counselling – social disadvantaged juvenile experience support by their group and their own helpfulness

Ulrike Bächle-Hahn 
Dipl.-Psychologin

Abstract:

This presentation will demonstrate the Peer Group Counselling at the St. Augustinusheim in Ettlingen/Germany, an institution for disadvantaged male juvenile at the age of 12 to 20.

The theoretical background of these meetings is the perception of H.H.Vorrath and L.K. Brendtro that particularly disadvantaged, troubled and delinquent juvenile are part of a negative subculture, which is characterized by disregarding individual needs and needs of others.

The pedagogic answer to this pattern of acting is to teach them basic values. Not per specific rules but by experiencing: Peer Group Conselling – here caring behaviour among the juvenile clients is fostered and they experience themselves as well as helpful as understood – both experiences often absolutely unknown up to then.

Lecture: Opening of the subsymposium person-centered work with children, adolescents, parents and families

Michael Behr
Prof. Dr., University of Education Faculty I - Educational Psychology, Oberbettringer Str. 200 D-73525 Schwäbisch Gmünd, Tel.: +49 (0)7171 983 433, Fax: +49 (0)7171 983 371, e-mail: michael.behr@ph-gmuend.de, www.michael-behr.net, www.gespraechspsychotherapie.net

Abstract:

In this opening I will give an overview of the state of the art in the field of person-centered work with children, adolescents, parents and families. The participants are welcome to discuss and complete given lists of approaches, concepts, projects and publications within this domain. Presenters have the opportunity for a first meeting and exchange of ideas.

Workshop: Interaction in play-therapy – a theory-based concept "Interactive Resonance" for non-verbal communication through play and toys

Michael Behr
Prof. Dr., University of Education Faculty I - Educational Psychology, Oberbettringer Str. 200, D-73525 Schwäbisch Gmünd, Tel.: +49 (0)7171 983 433, Fax: +49 (0)7171 983 371, e-mail: michael.behr@ph-gmuend.de, www.michael-behr.net, www.gespraechspsychotherapie.net

Abstract:

In the play-room the child should have space and positive support for self exploration. Furthermore, the experience of a person-centered interaction within the process of playing with the therapist is a very powerful experience. In this process, the adult responds to the actions of the child through his own play-action without getting too far ahead (directive) or too far behind the child (laissez faire). In the workshop I will demonstrate several techniques of giving bodily and interactive responses in different modes of play (e.g. role play, constructional play, ...). What do authenticity, positive regard and empathy mean, when the language of the child is acting with toys and playing with the adult? The workshop is experiential in nature and participants are invited to practice play-interaction skills.

Lecture: Person-centered counselling in schools: An evaluation

Mick Cooper
Ph.D., UKCP Reg., Reader in Counselling, University of Strathclyde, 76 Southbrae Drive, Glasgow G13 1PP, phone: 0141-950 3361, fax: 0141-950 3329, mobile: 07734-558155, e-mail: mick.cooper@strath.ac.uk

Abstract:

This paper presents key findings from an in depth evaluation of a Person-centred counselling service in three Scottish secondary schools (11 to 18 year olds). The research was carried out over a two year period and adopted a pluralistic design, combining pre- and post-counselling psychometric measures (Teen-CORE); client satisfaction questionnaires; surveys of pastoral/guidance teachers; in depth qualitative interviews with clients, pastoral teachers and counsellors; and a school-wide survey of pupils' attitudes towards counselling.
Clients’ levels of satisfaction with the service was generally high, with 88 percent of respondents stating that they were "satisfied" or "very satisfied" with the service. The evaluation also found significant reductions in levels of psychological distress (p <0.05) and positive evaluations of the service by student support teachers (8.47 on a one to ten scale of helpfulness).

As might be expected, data from a range of qualitative and quantitative sources suggested that "having an opportunity to talk and be listened to" was the aspect of the Person-centered Therapy that the young people valued most. However, less consistent with a non-directive standpoint was the finding that many young people rated the "advice and guidance" they received from their therapist as particularly helpful. These findings will be examined in relation to the theory of Person-centered therapeutic practice and implications for practice will be discussed.

Lecture: Learner-centered teacher-student relationships are effective: A meta-analysis

Jeffrey H. D. Cornelius-White
Missouri State University, The Person-Centered Journal

Abstract:

Person-centered education is a counseling originated, educational psychology model over-ripe for meta-analysis, which posits that positive teacher-student relationships are associated with optimal, holistic learning. It includes classical, humanistic education and today’s constructivist learner-centered model. The author reviewed about 1000 papers to synthesize 119 studies from 1948 to 2004 with 1450 findings and 355,325 students. The meta-analysis design followed Mackay et al.’s (2003) guidelines, including comprehensive search mechanisms, accuracy and bias control, and primary study validity assessment. Variables coded included 9 independent, 18 dependent, and 39 moderators. Results show that correlations have wide variation. Mean correlations (r = .31) are above average compared to other educational innovations for cognitive, and especially affective/behavioral outcomes. Methodological and sample features account for some of the variability.

Please note: This paper has been submitted for publication with Review of Educational Research.

Lecture: What happens in play therapy?

Else Döring
Psychologische Psychotherapeutin, Ausbilderin für personzentrierte Psychotherapie mit Kindern, Jugendlichen und deren Bezugspersonen der GwG Alte Leipzigerstr.37, 63571 Gelnhausen, Deutschland, phone: +49 6051 471837, e-mail: elsedoering@t-online.de

Abstract:

In Germany is due to conflicts in the public health system a dominance of behavioural and analytic therapy with children. Person-centered play therapy is meant not be effective enough to help children with their problems. The occupation with the processes working in play therapy is therefore of great interest for the German person-centered child therapists.

This is my motivation to discuss the person-centered approach in play therapy under a new perspec-tive. Attachment theory and neuropsychological research allow a deeper perception of the processes going on in play therapy. Bringing together theories about the functions of play, attachment theory und neurobiological thinking helps for a better understanding of what works in child therapy. Attach-ment theory is useful to describe and understand the important role of the relationship between thera-pist and child. This leads to a quite practical perspective, what should therapists pay attention to, when they work with children, concerning children’s attachment pattern, how should they behave. Is there a need to change the basic principles of person-centered play therapy? Integrating the three theories, I will close with basic conclusions for the psychotherapeutic work of person-centered child therapists.

Lecture: Person-centered therapy with impoverished, maltreated, and neglected children and adolescents in Brazil

Elizabeth Schmitt Freire, University of Strathclyde, 76 Southbrae Drive, G13 1PP Glasgow, UK, phone 0141-9503359, fax: 0141-9503329, e-mail: elizabeth.freire@strath.ac.uk, Universidade Federal do Rio Grande do Sul (Brazil) and Instituto Delphos (Brazil)
Sílvia Helena Koller, Universidade Federal do Rio Grande do Sul (Brazil)
Aline Piason and Renata Beatriz da Silva, Instituto Delphos (Brazil)

Abstract:

This paper reports on a program that provides person-centered therapy for impoverished, maltreated, and neglected children and adolescents in Brazil. The program, which is staffed by volunteer therapists, started in 2002. Since then, almost one hundred children and adolescents have received therapy in three institutions, one residential and two nonresidential. The general outcomes are described, leading to the conclusion that person-centered therapy is an effective strategy for the promotion of children’s and adolescents’ resilience, even in the context of multiple adverse conditions such as socioeconomic disadvantage, neglect, maltreatment, and abandonment. We conclude that the multicultural feature of person-centered therapy explains its effectiveness in this distinct population of Brazilian lower-class and non-White children and adolescents.

Lecture: Effective factors in child and adolescent psychotherapy

Klaus Fröhlich-Gildhoff, Prof. Dr.
Evangelische Fachhochschule Freiburg, Bugginger Str. 38, 79114 Freiburg, phone: 0761-4781240, e-mail: froehlich-gildhoff@efh-freiburg.de

Abstract:

In a practice research project, which has been going on since 2001, practicians (therapists) have analysed own, video-recorded psychotherapies with children and adolescents, in respect to general effective factors, in regular quarterly workshops. They succeeded, analogue to the Grawe approach, – with the help of qualitative analyses – in identifying four effective factors (ressource activation, clarification, active help to overcome problems, processual activation) as well as more precisely operationalising them. Additionally to these four factors, there is a fifth factor, "general competence support", which is effective in child therapies. By now, the project so advanced, that a precise identification with a high interrater reliability is possible. Therapy processes can be distinguished in respect to the occurrence of the effective factors; connections between realisation of the effective factors and success measures are being described and this time (compare Fröhlich-Gildhoff, Hufnagel & Jürgens-Jahnert 2004, 2005).

In correspondence with other studies (for ex. Orlinsky et.al. 1994; Grawe 1994) the realisation of these five factors must be "grounded" by the therapeutic relationship. This specific attachment is in the practice research project also analysed by the dimension "self- vs. other-reference" of therapist and client.

In the lecture the concept of effective factors will be shown and demonstrated with practice examples.

Workshop: Person-centered interventions with violent children and adolescents

Klaus Fröhlich-Gildhoff, Prof. Dr.
Evangelische Fachhochschule Freiburg, Bugginger Str. 38, 79114 Freiburg, phone: 0761-4781240, e-mail: froehlich-gildhoff@efh-freiburg.de

Abstract:

Therapy and social work with violent children and adolescents needs a specific contact and attitude, especially the readiness for confrontation.

In the workshop specific methods of intervention with the target group will be shown; the "Freiburger Anti-Gewalt-Training" (Freiburger anti-violence-Training; Fröhlich-Gildhoff 2005) will be represented. There is the possibility to train De-Escalation methods.

Lecture: Strengthening parent-child relationships by using filial therapies – concepts and empirical results with German mothers

Herbert Goetze, Prof. Dr.
Universität Potsdam, Institut für Sonderpädagogik, Postdach 60 15 53, 14415 Potsdam, Germany, e-mail: goetze@rz.uni-potsdam.de

Abstract:

In this presentation the filial therapy approach is described as a tool for strengthening parent-child relationships; shortly, rationale, concepts, and empirical results are described; studies from literature so far have demonstrated that filial therapy can be an effective tool in improving parent-child relationships.

The study I want to present was a starting point for investigating the effectiveness of filial therapy with German mothers and their children. A brief form of a filial training approach as described by Goetze (2002) was used with a group of 15 mothers attending a health retreat for two weeks. Dependable variables included parenting styles, behavior ratings of children, and child-mother play interaction measures. Results showed an increase in acceptance, empathy, positive attention, and educational competence for mothers who received filial therapy and a decrease in ratings of their children’s behavior difficulties. Control group members did not show similar gains.

 

Filialtherapien als Möglichkeiten, Elter-Kind-Beziehungen zu intensivieren – Konzepte und empirische Ergebnisse mit deutschen Müttern

Zusammenfassung:

In diesem Kongressbeitrag werden zunächst Grundlagen, Konzepte und Ziele der Filialtherapie vorgestellt. Vorliegende empirische Studien haben die Effektivität von Filialtherapien bei ausgesuchten Zielgruppen demonstriert, jedoch gibt es noch keine kontrollierten Studien zu diesem Verfahren im deutschsprachigen Bereich.

Unserer Potsdamer Untersuchung lagen drei Fragestellungen zugrunde, die auf die Einbettung des Verfahrens (wie bei Goetze, 2002, beschrieben) in eine deutsche Mutter-Kind-Klinik, auf die Kompetenzsteigerung der Mütter, auf die Veränderung von Verhaltenssymptomen der Kinder und die verbesserte Mutter-Kind-Interaktion gerichtet waren. Im Ergebnis zeigte sich, dass das Verfahren der Filialtherapie mit Klientinnen einer Mutter-Kind-Maßnahme als durchführbar erschien, dass eine Kompetenzsteigerung im Kontrollgruppenvergleich nachweisbar war, dass die Kinder der Untersuchungsgruppe eine Reduzierung von Verhaltenssymptomen aufwiesen und dass sich die Interaktion zwischen Mutter und Kind in der erwarteten Weise verdichteten; bei der Kontrollgruppe waren entsprechende Veränderungen nicht nachweisbar.

Lecture: Sexually abused children and adolescents – a challenge in person-centred therapy

Dorothea Hüsson,
Counselling centre in cases of sexual violence: Wildwasser Esslingen, e-mail: dhuesson@web.de

Abstract:

For many children and adolescents sexual abuse is a reality in their life. Of course their trauma is brought into therapy sessions. How is this dealt with in the Person-Centred therapy? Some children show signs of abuse in direct or indirect ways through play therapy. Some adolescents are able to directly address being abused. But how do we work with children and adolescents who aren’t able to face their abuse, and show no signs of it? Is it necessary to address the subject directly? In other words, should we focus directly on the subject of being sexually abused even though the child shows no sign of it? Or is it better to leave the door open for the victim to approach the subject at his or her own pace. Is it possible for the victim to begin a self-healing process (perhaps through empathy and focus on higher self esteem) without even approaching the subject of being sexually abused? Within the level of play, some game sequences and statements from sexually abused children have special importance. What do we do if the therapist is asked to play the role of the offender? Does this role play serve the victims healing process or does it only retraumatize the victim? In this workshop specific person-centred counselling skills will be presented and discussed.

Lecture: The challenge for "Fully Functioning Community" –  School counselor bridging a gap between a family and a school

Tomohiro Ide, MA, Graduate School, Kyushu Sangyo University, Japan
Hirai Tatsuya, Kyushu Sangyou University, Japan
Shoji Murayama, PhD., Kyushu Sangyou University, Japan, phone: +81 92 673-5804, e-mail: shmuray@hiz.bbiq.jp

Abstract:

If human being has a tendency to become "Fully Functioning Person", then we can assume that a community has a direction toward "Fully Functioning Community". As Murayama(1999) described a community called school a "living organism", the presenter contends that the family and the school have a tendency toward "Fully Functioning Community" and the counselor can facilitate this tendency by assisting the family and the school through relational depth(Mearns, 2005).The presenter has been working as a school-counselor in Japan, and through the clinical practice he encountered a conflicting family and school regarding the treatment for a student tentatively diagnosed as ADHD. Although the presenter was at first overwhelmed by each party’s contentions expressed with anger, he attempted to convey empathic understanding to both of them while maintaining "multi directional partiality (Boszormenyi-Nagy 1981). As a result, both parties began to share the same goal of helping the student, and started to utilize professional help and prepare supportive school environment for the student. In other words, we can assume that empathic mediation (Mearns, 2005) has developed through the dialogs between the two parties, which lead to an activation of each party’s resources, and consequently they started to develop a "Fully Functioning Community" together. In this presentation, the presenter examines the aformentioned mediation process between the family and the school.

Lecture: Freeing children to tell their stories: The utilization of person-centered and experiential psychotherapy in child welfare investigations

Frances Bernard Kominkiewicz
Ph.D., Associate Professor, Chair, Department of Social Work Director, Social Work Program, Saint Mary’s College, 109 Madeleva Hall, Notre Dame, Indiana 46556-5001, USA, phone: +1 574 284 4515

Abstract:

The application of person-centered and experiential psychotherapy in child welfare investigations has not been studied. This presentation addresses the conceptual formulation of person-centered therapy in the investigative process of the child’s abusive experience. The Rogerian concepts of emphasizing cognition and feeling over action at first glance appears to be contraindicated as a psychotherapeutic technique in an investigative process. Any investigative process is by nature one that emphasizes questions directed at the child and provides interpretations of the child’s responses. However, if the child is not given the opportunity to unfold his or her story according to that child’s congruence in the world, much will remain in the psyche of the child that may assist in the investigative process. Allowing the child to move at his or her own tempo will encourage the child to talk about any issues which may or may not seem relevant to the investigation. Not only does this process assist the child in dealing with the abusive situation, but it also allows the child to tell the situation in his or her own words. This aspect of the child abuse investigation will strengthen the investigator’s ability to refrain from interjecting language into the investigation, thus unfolding an unbiased investigation. The investigator is not referred to as the psychotherapist during the investigative process and this remains an accurate assessment of the child’s relationship with the investigator. Many areas in the investigative process can also be further explored using Rogerian techniques, adding to the child’s congruence in his or her world and providing the foundation for healing.

Lecture: Development and evaluation of a communication training for teachers in a parent-teacher-conference

Susanne Link, Pädagogische Hochschule Schwäb. Gmünd/Psychologie, Oberbettringer Straße 200, D-73525 Schwäbisch Gmünd, Germany, phone: +49 7181 929640, e-mail: susanne.link@web.de
Gernot Aich
Simone Wetzel
Georg Kormann
Michael Behr, e-mail: michael.behr@ph-gmuend.de

Abstract:

A communication training especially developed for teachers and teacher students in parent-teacher-conferences is used during this training. The duration of the training is about 60 h and the aim is to improve the teachers’ communication skills in parent-teacher-conferences. The training is based on approaches of person-centered counselling and parts of transactional analysis. The different approaches are combined and adapted to the setting of parent-teacher-conferences. For survey 1, the techniques of field studies are used to examine 14 professionally experienced teachers in real teacher-parent-conferences. Survey 2 analyses 40 teachers and student teachers in an experimental setting on their improvement during the training. The evaluation shows miscellaneous significant and relevant effects regarding the use of communication skills as well as positive utterances by the participating parents.

 

Entwicklung und Evaluation eines Kommunikationstrainings zum Eltern-Lehrer-Gespräch

Susanne Link, Gernot Aich, Simone Wetzel, Georg Kormann, Michael Behr

Abstract:

Als Maßnahme einer Interventionsstudie wird ein eigens für das Anwendungsfeld Schule entwickeltes Gesprächstraining für Lehrkräfte durchgeführt. Dabei durchlaufen berufstätige Lehrkräfte und Lehramtsstudenten ein ca. 60 Ausbildungsstunden umfassendes Kommunikationstraining zur Optimierung ihres Verhaltens im Gespräch mit Eltern. Basis des Trainings sind das personzentrierte Konzept und Teile des transaktionsanalytischen Modells. Die Vernetzung der beiden Modelle ist auf die spezifische Beratungssituation von Schulen ausgerichtet. Studie 1 untersucht als Feldstudie den Lernprozess von 14 berufstätigen Lehrkräften innerhalb realer Gespräche mit Eltern. Studie 2 untersucht in einem experimentellen Setting Trainingseffekte bei insgesamt 40 Lehrkräften und Lehramtstudierenden. Es zeigen sich diverse signifikante und relevante Effekte sowohl im Hinblick auf den günstigen Einsatz der angewandten Kommunikationstechniken als auch für das positive Erleben auf Elternseite bei Gesprächen nach Abschluss des Trainings.

Lecture: The organismic self in adolescence: biology meets theory

Susan McGinnis
Counselling Unit, University of Strathclyde, Glasgow, Scotland (UK), 40 Kelvingrove Street, Glasgow, G3 7RZ, phone: +44 141 332 0150, e-mail: susan.mcginnis@ntlworld.com

Abstract:

In Carl Rogers’ post-war America there was no "youth culture"; while he talks of play therapy and working with children, he makes no mention of adolescents as a distinct client group. In the intervening years since he developed his theories about personality, the phenomenon of adolescence – with all of its cultural and biological impact – has become one that engages every aspect of society.

A common understanding of Rogers’ personality theory seems to be one where the self-concept develops at a very early age and, to varying degrees, the organismic self is lost and organismic experiencing denied. Clinical experience of working with adolescent clients – and a revisiting of Rogers’ original exposition of his theory - suggests that this is not the case. Recent advances in neurobiology confirm that neural pathways in the brain continue to form until late adolescence and the capacity to self-reflect – one of the fundamentals of person-centred theory - only begins to develop during puberty. In the light of these observations, it is possible to consider that the organismic self is intact well past early childhood and to argue that the turmoil associated with adolescence might be a result of the interaction of the capacity to self-reflect (and a growing self awareness) with a still-present organismic self in the face of introjected information and expectations. The work of Mearns and Cooper (2005) on configurations of self might be extended to suggest that the organismic self forms one part of the constellation of self-experience, at least throughout adolescence.

Lecture: The Approach to the Relationship based on "a Way of Being" of School Counselor

Tomo Morita, Kyushu Sangyo University
Taichi Kimura, Kyushu Sangyo University
Tatsuya Hirai, Kyushu Sangyo University
Shoji Murayama, Kyushu Sangyo University

Abstract:

Assignment of school counselors in all public junior high schools has been conducted as an official governmental project since 2001 in Japan. This is because serious problems associated with school life, such as bullying and school refusal have increased in Japan in recent years, and school counselors were expected to solve these problems by providing counseling to students and parents as well as consultation to teachers. Based on the presenters’ accumulation of clinical practice as school counselors, the current situation regarding school counseling in Japan is introduced in this presentation.

The presenters believe that it is essential to take into account the existence of teachers and families, key persons in school counseling. In other words, the role of consultation in Japanese school counseling, which is to facilitate communication between teachers and students as well as teachers and families, is particularly important. The presenters examine the importance of consultation in school counseling through case studies.

Regarding facilitation of Encounter Groups, Rogers (1970) emphasized the importance of facilitator as a "whole person" who has both affective and cognitive modes. This contention applies well to school counselors who recognize various problems and interpersonal dynamics in schools and utilizes their own feelings and senses to deal with the problem. In other words, a "way of being" as a school counselor, which means who he/she is as a whole person, plays crucial role in school counseling. Using case studies, the presenters examine this important aspect of school counselor.

Workshop: Person centered, experiential learning in higher education: Sharing experiences and joining forces in development and research

Renate Motschnig-Pitrik, Dr., Research Lab for Educational Technologies, University of Vienna, Rathausstr. 19/9, 1010 Vienna, Austria, e-mail: renate.motschnig@univie.ac.at

Jeffrey H. D. Cornelius-White, Dr., Department of Counseling, Missouri State University, 901 S. National Ave., Springfield, MO, USA 65897, e-mail: jcornelius-white@missouristate.edu

Abstract:

Recent educational settings targeted at self-initiated learning and supporting collaborative, face-to face as well as online processes impose new challenges on both learners and educators. What role does the Person Centered Approach play in today's higher education? Where should it go?

The goal of this workshop is learn to know and to inspire one another on the basis of the participants' experiences, goals, intentions, and visions for person centered, experiential learning. Furthermore, participants will share results/plans/challenges/problems in accompanying research approaches aiming to open up potentials for learning from each other and joining forces in future development and research. The fundamental hypothesis is that Person Centered education has the potential to improve learners' as well as facilitators' coping with several challenges of our modern knowledge society, such as life-long, self directed learning, dealing with several sources of information, communicating over various media, working in intercultural environments and teams, increased dynamics in several aspects of life, etc. The basic questions are: How can we contribute most effectively? And: How can we, in a society where measurement and data is valued most prominently, convincingly show we are doing so?

Workshop: Sensitively integrating technology into person centered learning: Concepts, experiences, patterns, hypotheses

Renate Motschnig-Pitrik
Dr., Research Lab for Educational Technologies, University of Vienna, Rathausstr. 19/9, 1010 Vienna, Austria, e-mail: renate.motschnig@univie.ac.at

Abstract:

Person Centered, technology enhanced learning is based on the principles of significant, experiential learning that integrates intellectual, affective, and social aspects of learning. Being non-directive in nature it needs to be facilitated and developed rather than taught. It thus appears to promote self-organization and self-initiation that have become two highly desirable traits in modern education and life. In this context we pose the question: In which ways can tools like online materials and web spaces improve the effectiveness of seminars or courses, while the basic character of interpersonal relationships and presence among learners and between learner and facilitator are retained or even intensified? We use web spaces and computer mediated communication as a means to facilitate the acquisition of background knowledge and to broaden and intensify the sharing of experiences and feedback. The easy access to material for studying offers the students the freedom to work in their individual style, space and time, and it saves workshop time for immediate interpersonal presence. In this sense, technology can be seen as an ally on the way to make education more person centered. However, how can we convince academic staff of the added value?

In this workshop we invite participants to critically reflect on concepts, practices, and research approaches that will be presented. Time permitting, participants will co-design and share technology enhanced scenarios from/for their particular contexts. Finally, opportunities and challenges of promoting a Person centered style in modern higher education will be elaborated and initial conclusions will be drawn.

Lecture: How is animation involved in the psychotherapy process? – Through the psychotherapy process with an adolescent boy

Hiromi Nanri & Kenji Fukui
Department of Psychiatry, Graduate School of Medical Science, Kyoto
Prefectural University of Medicine, Kyoto, Japan, e-mail: gdf00356@nifty.com

Abstract:

In recent years, Japanese-animation has received world-wide recognition and has become a typical feature of Japanese culture. Japanese youth – especially adolescents – have great interest in animation. They relate
their lives to the stories and identify with the characters. They want to express what is happening in their minds through their favorite animation. In fact, in various ways, most of the animation young people like contain psychological issues that adolescents face – their reason for existence, self-actualization, friendship, love, trust and family relations. I will present a clinical case that shows the important role animation plays in psychotherapy processes and therapist-client relationships, and further discuss these.

Workshop: On the meaning of the differentiation between processes of learning and personal growth

Ladislav Nykl
Mag. Dr., Ph.D. Psychotherapeut, ext. Lektor an der Universität in Wien und Brünn, Lederergasse 17/7, A-1080 Wien, Tel: +43-6765194833, http://members.aon.at/nykl/

Abstract:

Comparison of intrapersonal psychological processes in learning and growth – steering function of subception from psychological point of view – phases of optimal psychological development of children according to Rogers's theory – case studies of interpersonal relationships between mother and child, and teacher and student (Realness or genuineness as the facilitator of learning).

Presentation and discussions will be in German. Vortrags- und Arbeitssprache ist Deutsch.

Lecture: From adolescence to early adulthood: Trajectories of mastery and self-esteem among adolescent parents

Gabriele Plickert
University of Toronto, 725 Spadina Ave.,Toronto, ON M5S 2J4, Canada, e-mail: gabriel.plickert@utoronto.ca

Abstract:

This study examines the trajectories of mastery and self-esteem from adolescence to early adulthood among juvenile parents.

Research still remains inconsistent regarding the pathways of respondents who simultaneously experience the developmental process of adolescence with the transition to parenthood. Drawing on a developmental psychopathology perspective, I investigate the impact of psychological distress and contextual sources of stress and support on respondents' mastery and self-esteem to understand the harmful or successful transitions into adulthood. Using data from a twelve-year longitudinal study of adolescent child bearing, I estimate hierarchical growth-curve models that highlight the effects of time, life events, symptoms of anger, anxiety, depression, and support of family and friends on mastery and self-esteem.

Results indicate a quadratic effect of time on mastery and self-esteem, which suggests important variability in the initial growth of mastery and self-esteem within individuals. Trajectories of mastery and self-esteem are significantly influenced by shifts in anger and family support.

However, effects of depression, anxiety, life events, and friend support are not associated with changes in mastery or self-esteem over time. These findings contribute to prior research by including symptoms of anger additional to common psychological measures (i.e. depression, anxiety). Moreover, these results increase our understanding about transitions of adolescent parents on later functioning and suggest potential protective resources that support healthy transitions of well being.

Workshop: Focusing training for adolescents (15–18 year) with little self-confidence and a negative self-image – An experiential workshop

Erwin Vlerick
Ph.D., Focusing trainer/supervisor, Center for Mental Health and private practice, Bouwmeestersstraat 5, B-9040 Ghent, Belgium, phone: +32 92 38 15 69, e-mail: evlerick.consult@scarlet.be

Abstract:

This program learns adolescents to use focusing in their daily lives. Starting from the core concepts of focusing – the finding and listening to your felt sense and the listening to each other in a focusing way – they are invited to explore own problems and to handle inner critics. They learn to be more connected with and to use their feelings of daily situations. As a result, they develop their self-confidence, intuition and power to make good decisions.

This workshop enables participants to taste some of the ingredients of the program. After a brief introduction on background and format of the program, I will offer and facilitate some experiential exercises. We shall use music and movement, drawings and sharing with each other.

There will be opportunity for participants to experience, comment, question and do some focusing work with each other.

Lecture: A process of "acceptance" of "non-attendance at school" in Japan

Satoko Wakisaka
Kyoto School Board (School Counselor), e-mail: blackkit@yahoo.co.jp

Abstract:

In recent years, one of the major social issues of Japan is "Non-attendance at school". A current report says more than 120,000 students in compulsory education are in the condition of "Non-attendance at school". To deal with the issue, a system to place "School Counselors (SC)" in schools was introduced by the Japanese Government ten years ago.

Condition of "Non-attendance at school" can be caused by various factors, and there are several types. However, "Acceptance" of a client in the condition by his/her family and teachers, along with "Acceptance" by SCs, seems to be a key to bring out positive changes to the condition, regardless of its type. I will present some cases to address a process of "Acceptance" of the condition.