Post on 09-Feb-2016
description
How’s That Working for You? Utilizing Reality
Therapy with Court Referred Clients
By Laura Heil
Chloe Lancaster Rachel Payne
1993 – Center for Hispanic Arts1997 – South Texas Institute for the Arts 1998 – Dedicated as the Antonio E. Garcia
Arts Education Center2004 – College of Education – OJJDP Grant: Office of Juvenile Justice
& Delinquency Prevention
Garcia Center Background
94 % Hispanic Average age: 14 65% male At risk Low SES Court referred Resistant to counseling (Lipsey & Cullen, 2003) Benefits of counseling program (Lipsey & Cullen,
2003)
Population Characteristics
0 reoffended Re-off in < 3 months
Re-off in < 6 months
Re-off in < 1 year
Re-off in < 18 months
Re-off in < 2 years
0
10
20
30
40
50
60
70
60
20
58
52
47
11 9
20
11
2
Garcia Center
Control Grouop
Time series re-cidivism com-parisonin %
Comparison of Recidivism Rates Between Garcia Center
Clients and Control Group
Provides psycho-educational programs and psychotherapy to high-risk, court- mandated youth and their families
Helps students and families grow, relate, support one another, show respect, and succeed.
Garcia Center Counseling Programs
Conflict Resolution ( 7 session group) Life Enhancement & Academic Direction
Program (LEAD)◦ Family Connectivity◦ Healthy Interactions◦ Academic Success
Family Night Out Family Counseling
Garcia Center Counseling Programs
Reality Therapy Principles Developed by Dr. William Glasser, psychiatrist
in 1965 needs: survival, love, power, freedom, and fun Behavior is an attempt to satisfy our needs Are you succeeding in meeting your needs? If not, what could you do differently? Self-responsibility: the only person you can
control is yourselfSource: Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New
York: Harper-Collins.
Reality Therapy Strategies Establish a relationship with the client by creating a
need-satisfying environment Move away from the past by asking, “What do you
want?” Focus on action: “What are you doing to get what you
want?” Encourage clients to analyze their behavior by asking,
“Is what I am doing getting me closer to what I want?” Assist clients in developing concrete, attainable plans
to fulfill their needs in the futureSource:Wubbolding, R. E. (2000). Reality therapy for the 21st century. New York: Brunner-Routledge.
WDEP W: What do you want?
D: What are you doing to get what you want?
E: Is what you are doing getting you what you want? Evaluate
P: What is your plan?
Source: Wubbolding, R. E. (2000). Reality therapy for the 21st century. New York: Brunner-
Routledge.
What we decide is our choice, and the goal of reality therapy is to help clients figure out and put into practice better choices than those they have been making”
~Glasser, 1982
Typical 14 year old
Formal operational- abstract thinking Piaget (1969)
- cause and effect
Identity versus role confusion - Developing a self image Erikson (1968)
- Who am I ? Where am I going?
Developmental Level
Implementing our model
Corey, 2000
• Training site• Practical approach• Focus on the present• Phenomenological approach
Why Reality Therapy ?
Glasser, 1998; Wubbolding, 1996c
The foundation is a phenomenological relationship.
Leader becomes a guide along with the client
Facilitate insight Hold up a mirror so that they can evaluate
their choices. The therapeutic relationship attempts to
fulfill the client’s need for love and belonging.
Role and Function of the Group Leader
Quality world (Glasser, 1998)Window into client world and potential world
Counselor become part of quality world
Integrated into client’s goalGoal Establishes the client’s want
Quality World
Informed by reality therapy principals: Survival, Love (primary need), Power , Freedom , & Fun.
Goal: All behavior can be understood in relation to need fulfillment.
Focus on the process
Needs Venn Diagram
Opportunity to understand mind body Externalizing activity – Helps kids cope with
situations which feel overwhelming Normalizes experiences Normalizes differences Creates meta-awareness Put the brakes on
Mind body connection body map
Modeled on concept of total behavior: Feeling, Physiology, Thinking, Acting (Glasser, 1998)
Goal : Clients understand that they make choices based on their own volition
Choice Mobile
Schroder, 2005
Goal: Identify client’s goal Formulate a plan of actionRecognize their strengths and resources
Evaluate possible stumbling blocks
Swamp Drawing
Meaningfully connected theory to practice Tailored interventions to meet client need,
age, and developmental level. Empowered our clients to consider the
function of their behavior Engaged clients in a self evaluation process
to reduce incidences of negative behavior
Conclusion
Corey, G. (2000) Theory and practice of group counseling 5th ed. Belmont, CA: Wadsworth/Thomson Learning.
Erikson, e. (1968). Identity, youth, and crisis. New York: Norton.Glaser, W. (1998). Choice Theory: A new psychology of personal
freedom. New York: Harper Collins Lipsey, M. W., & Cullen, F. T. (2003). The effectiveness of correctional
rehabilitation: A review of the literature. Annual Review of Law and Social Science. 3, 298-316.
Piaget, J., & Inhelder, B. (1969). The psychology of the child. New York: Basic Books.
Schroder, D. (2005) Little windows into art therapy. Philadelphia: Jessica Kingsley Publishers.
Wubbolding, R. E. (1996c). Professional issues: The use of questions in reality therapy . Journal of Reality Therapy, 16 (1), 122-127.
References
laughinglane@gmail.com
chloelan@netscape.com