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PCE2006
7th World Conference for
Person-Centered and Experiential Psychotherapy and Counseling
July 12–16, 2006, Potsdam, Germany
Topic:
Counselling
Symposia, Paper Sessions, Workshops, Round Table Discussion Groups:
Terry Daly
Counseling unit, University of Strathclyde, 21 Westminster terrace Glasgow G3 7RU, Scotland, phone: 01412041663,
e-mail: terry.daly@btinternet.com
Abstract:
The medical model of care provides fundamentally important provision for people who have been labeled disabled (world health organization). This model unfortunately has negative side-effects. One of these negative effects is the
"burnout" of the people who provide these services, and the potential if unintentional for the dehumanizing of the people who receive services.
An alternative approach to the training of people who support disabled people has been developed in Scotland with the person centered approach being the main theory. A DVD presentation will form part of this workshop.
At the centre of the training (higher National certificate in the person centered approach to offering social care) is the belief that the development of self is critical in becoming an effective supporter of others. Central also is the belief in the quality of the relationship.
The training being provided by a consortium of voluntary organizations (Altrum)
and Queen Margaret university in Scotland.
This pilot project which began three years ago in Scotland has now successfully received European social fund money and training awards both by the National training award scheme in United Kingdom and the life long learning award through the European social fund scheme.
This workshop will be an opportunity for people to explore the practical application of the person centered approach outside of the counseling room; participants are welcome to bring their own experience.
Dorothea Kunze
pro firma - Training und Beratung, Daimlerstraße 20 A, 70 372 Stuttgart,
phone: +49 711 339993, fax: +49 711 339992, e-mail: Dorothea.Kunze@pro-firma.de,
Internet: www.pro-firma.de
Zielgruppe: Insbesondere Ausbilder/-innen in personzentrierter Beratung
Abstract:
Im Workshop werden die Ergebnisse einer Follow-up-Studie zu Lern- und Transfereffekten bei Weiterbildungsteilnehmerinnen einer 2½-jährigen berufsbegleiteten Grundausbildung in personzentrierter Beratung vorgestellt.
Für die Datenerhebung wurden zwei Zeitpunkte gewählt: Beim ersten Befragungszeitpunkt wurde erfragt, welche Komponenten in der Retrospektive in Bezug auf den Lern- und Aneignungsprozess hilfreich und welche als hinderlich beschrieben werden und wie das Veränderungserleben als Berater/-in bewertet wird. Beim zweiten Befragungszeitpunkt war es, herauszufinden, welche Komponenten im Rückblick den Anwendungs- und Transferprozess erleichtert, bzw. erschwert haben und wie der nachhaltige Transfer von den Teilnehmerinnen eingeschätzt wird. Die Ergebnisse zeigen, dass sowohl Aneignungsprozesse selbst als auch Transferprozesse von personalen, sozialen, situativen, und organisationalen, nicht kalkulierbaren, sich wechselseitig beeinflussenden Faktoren bestimmt sind: Sie folgen jeweils einem höchst individuellen Verlaufsmuster und unterliegen dabei unterschiedlichen Einbrüchen und Bewältigungsformen. Lern- und Aneignungsprozesse laufen letztlich selbstorganisiert ab und sind deswegen nicht curricularisierbar.
Der Workshop gibt einen Einblick in die individuelle Verarbeitung und Abwehr von Lernprozessen vor dem Hintergrund des jeweils spezifischen lebensgeschichtlichen und beruflichen Kontext der Teilnehmerinnen.
Schlussfolgerungen für die Gestaltung der Weiterbildung in personzentrierter Beratung werden dargelegt und können gemeinsam diskutiert werden.
Literatur:
Dorothea Kunze, 2003, Lerntransfer im Kontext einer personzentriert - systemischen Erwachsenenbildung. Wie Wissen zum (nicht) veränderten Handeln führt.
GwG-Verlag, 280 Seiten, broschiert - 29,90 € - ISBN 3-926842-36-9
Klaus Sander, Prof. Dr., University of Applied Sciences (Fachhochschule), Universitätsstr. 1,
40225 Düsseldorf, Germany, e-mail: klaus.sander@gmx.net
Torsten Ziebertz, Dipl.Soz.-Päd.
Abstract:
The following conceptions are based on training programs performed by the two authors in the last three years with students of social pedagogics and social work at the University of Applied Sciences (Fachhochschule) Düsseldorf.
Many authors, training experts and supervisors concentrate their training program on this focus: on non-interactive forms of adopting theory and practice of person-centered counseling. Non-interactive ways of learning are reading books with case-work demonstrations and theoretical explanations, learning by imitating special methods and techniques of others, learning of formulating and expressing the inner state of the client on the basis of video- or special tape examples , learning based on rating-scales of written material or learning by discriminating
"good" or "bad" counselor responses in respect to a forgiven model of the
"right" response. All these procedures seem for us to be based on "behavioristic" principles because of external ways of reinforcement The learning model underlying these procedures does not seem to be in agreement with personcentered models of learning. Further: often there is no opportunity of direct group learning and social group interaction. So it may be doubted that substantial generalization and learning transfer will be possible. Nevertheless: instructions in a cookery-book manner seem to be popular for many practitioners at the beginning of their training in counseling!
Our interactive forms of training are based on group learning and on direct social experience of the trainees. We developed training models in regard to 4 areas, important for personcentered experience:
- Experience of the self
- Experience of the other person, sensitivity learning
- Experience of the relation between self and others
- Experience of acting in counseling processes according certain methods and techniques
The lecture will give an outlook and demonstration of several interactive models and training procedures based on group experience. The learning effect is focused on the individual experience of the trainee and not on certain external standards and feed-back-procedures of
"experts", external judges and external standards.
Barbara Wirkner
Beratung – Coaching – Supervision, Sigmund-Freud-Straße 55, 60435 Frankfurt/Main,
Germany, phone: +49 69 54805075, mobile: +49 179 8428927, e-mail: info@bcs-b-wirkner.de
Abstract:
This lecture discusses the topicality of the person centered approach with regard to the view of the person and Rogers’ theory of the interpersonal relationship. Changes in society and their demands will be related to the person centered concept as well as the plasticity and capability of changing of the human brain. The cultivation/stimulation of self competencies will be regarded as an answer to overcome incongruities which have been evoked by the permanent structural changes of economy as well as the possibility of a thereof resulting improvement of shaping and decision-making abilities. Those talents represent the requirements of creating actively the individual and the social challenges of the present time and the future. Finally the spiritual aspect, one of the essentials of the person centered approach, will be regarded.
Barbara Wirkner
Beratung – Coaching – Supervision, Sigmund-Freud-Straße 55, 60435 Frankfurt/Main,
Germany, phone: +49 69 54805075, mobile: +49 179 8428927, e-mail: info@bcs-b-wirkner.de
Abstract:
Points which have been made in the lecture concerning the topicality of the person centered approach will be discussed in relation to practical experiences. Concrete experiences as well as assumed consequences for individuals and organisations will be focussed. Active cooperation of participants is appreciated.
Workshop: Die Aktualität des personzentrierten Ansatzes für professionelle Beratung – Herausforderungen für Individuum und Organisation
Barbara Wirkner
Zusammenfassung:
In diesem Workshop werden Thesen der im Vortrag vorgestellten Argumentation zur Aktualität des personzentrierten Ansatzes auf der Folie von Praxiserfahrungen diskutiert. Konkret erfahrene aber auch vermutete Auswirkungen auf Einzelne und Organisationen werden dabei im Zentrum stehen. Eine aktive Mitwirkung der Teilnehmenden ist erwünscht.
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