Imagine Teacher training group at the university of Osnabrueck, Germany.
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Transcript of Imagine Teacher training group at the university of Osnabrueck, Germany.
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ImagineTeacher training group
at the university of Osnabrueck, Germany
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Imagine Basics
Concept: Spotlight on ‘a case‘
Seven Steps of Group Counselling (step 2 – 7)
Exercise 1 & / or 2
Structure of a meeting
Gestalt approach & Supervision
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... So that ‘the case‘ does not become ‘a trap‘
Multiprofessional counselling group
in order to foster resilience
at school and kindergarten
... We treat the case
... We recognise the trap
... We empower ourselves
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BasicsA group of 15 teachers at schools and
kindergartens in the area
9 monthly meetings of 2, 5 hours in 2014 / 15
Setting: circle, rules, 7 Steps of Group Counselling
Leader = ‘guardian of balance‘: Ulrike Becker, Bremen
Researcher: Rabea Drosten, Osnabrueck
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SpotlightA sculpture of the case
“Chaos without wheel grip“ “... A problematic situation at work,
... My fear of getting sacked.“
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Request of the protagonist
“I want to become clear about the
situation,
I want to strengthen my back.“
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Seven Steps of Group Counselling
2nd Step: Presenting
The protagonist presents his / her issue:
specific situation / the problem / the conflict
(without being interrupted).
The group is listening actively.
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Seven Steps of Group Counselling
3rd Step: FlashlightThe members of the group utter individual thoughts,
ideas and feelings (without judging / without
introducing one‘s own topic / without suggesting
solutions).
The protagonist is listening, gives feedback and finally
formulates her / his request to the group.
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Seven Steps of Group Counselling
4th Step: Questions and further
informationReferring to individual competences and ressources,
personal, social and institutional
conditions,
exceptions / differences and
applied ways of help so far.
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Seven Steps of Group Counselling
5th Step: Partial IdentificationThe members of the group speak from the points of view of all persons involved in the case / conflict:
Me as ... (name of the child / pupil / conflict partner),
Me as ... (name of the protagonist),
Me as ... (any other person who is involved),
Me as ... (object, part of the body etc.).
The protagonist is listening and finally comments on the statements.
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Seven Steps of Group Counselling
6th Step: SolutionsFinding hypotheses about positive intentions,
Gathering adequate behaviour (vs problematic b.),
Brainstorming of possible solutions (cards, wording).
Presentation of the ideas.
The protagonist decides on the solutions.
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Seven Steps of Group Counselling
7th Step: AgreementThe protagonist decides on suggested further steps.
Some of them can be tried in the here and now of the group, e.g. role play.
motto:
HH
"Support the person,
Clarify the situation!“
"Support the person,
Clarify the situation!“
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Exercise 1
Circle of Trust
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Exercise 2
Strengthen my Back
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Structure 1 of a meetingGreeting and welcoming
Arriving and getting into contact with self and others by means of exercises, dialogue etc.
First round: “How are you?“
Second round: “A situation / problem / conflict
which troubles me more than I‘d like ...“ (R. Cohn)
=
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Seven Steps of Group Counselling
1st Step: Getting Clear
Concentration on possible issues for counselling,
Presentation of current ‘cases‘,
Decision and consensus on the chosen case and time available.
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Structure 2Working with “7 Steps of Group Counselling“
Working with the Resilience Frame:
Reflection about aspects of resilience in the case
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Gestalt approachHumanistic idea of man as a social being who is,
by nature, health seeking, able to grow and solve problems
Attitude of acceptance, authenticity, congruence, empathy
Tools: phenomenological method, “Figur / Grund“, open / closed ‘Gestalt‘, dialogical relationship, experimental freedom
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Seven Elements of Gestalt Pedagogy
Awareness
Responsibility
Appreciation
Relatedness
Contact
Process
Creativity
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Supervision= to discuss casework and other professional
issues in a structured way
Purpose: to assist teachers to learn from their experience and to progress in expertise
to improve / broaden each member‘s resilience and by that
to support their children‘s and pupils‘ resilient development
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Structure 3
Optional: exercises, ‘homework‘
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Let‘s start with ‘HASE‘
G rounding
A ttitude / Posture
B reathing
E xcitement / Suspense
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Structure 4
Final round: givings and takings
Goodbye
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Literature Aumann, Kim / Hart, Angie (2013): Helping Children with Complex Needs Bounce Back, Resilient Therapy for Parents
and Professionals, London and Philadelphia: Jessica Kingsley Publ.
Becker, Ulrike (2014): Gestaltklug – Grundwerte der Gestaltpädagogik, Interview in: Zeitschrift f. Gestaltpädagogik 1 / 2014, S. 22f
Fengler, Jörg (1999): Gestalt-Supervision, in: Fuhr, Reinhard / Sreckovic, Milan / Gremmler-Fuhr, Martina (1999, Hg.): Handbuch der Gestalttherapie, Göttingen u.a.: Hogrefe, S. 1026 - 1035
Gudjons, Herbert (1998): Fallbesprechungen in Lehrer/innengruppen, in: ders. (1998): Didaktik zum Anfassen, Bad: Heilbrunn: Klinkhardt Vlg., S. 41 – 53
Horn, Sabine / Seth, Martina (2013): Stressfrei, gerne und erfolgreich arbeiten, Resilienz im Beruf, Freiburg i.B.: Kreuz Vlg
Palm, Rainer (1998): Gestaltorientierte Supervision, in: Jugert, Gerd (1998): WIS-Arbeitsberichte Nr. 97, S. 98 – 102
Wellensiek, Sylvia K. (2012): Fels in der Brandung statt Hamster im Rad, Zehn praktische Schritte zu persönlicher Resilienz, Weinheim u. Basel: Beltz
Welter-Enderlin, Rosmarie (2010): Gedeihen trotz widriger Umstände, Heidelberg: Carl Auer Vlg
Werner, Emmy E. (2010): Wenn Menschen trotz widriger Umstände gedeihen - und was man daraus lernen kann, in: ebda, S. 28 - 42
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Imagine
Questions?
Comments?
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Imagine
Thank you very much
for
your attention!
Ulrike Becker