Cross-Cultural Dialogue Through the Arts

Posted by: Priya Senroy on May 27, 2011 10:55 am

This 2010 video highlights the project which was done with a partnership between the International High School at LaGuardia Community College in the US and employed theatre educators, oral historians, musicians and hip hop artists to teach and direct immigrant and refugee youth in performance and writing about their lives.

Cross-Cultural Dialogue through the Arts, developed and created collaborations between disparate communities. Conceived and directed by Judith Sloan, Cross-Cultural Dialogue Through the Arts (CCDTA) is a training and mentorship program for high school students to work under the direction of professional artists. The program offered a unique hands-on opportunity for graduate and undergraduate college students to work in teams as mentors and performance collaborators with new immigrant teenagers through a multi-media arts and theatre project at the International High School at LaGuardia Community College in Queens. Students from 50 different countries, speaking almost as many languages and dialects, populate the international high school.

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Cyberbullying: Intervention Ideas for Schools

Posted by: Lori Walls on May 27, 2011 10:09 am

In the past year there have been a number of stories in the news outlining the problems of cyberbullying. In some cases the end result was the victim taking their own life, which is one reason this topic should continue to remain relevant to school counsellors and psychologists. In a recent study by Wade and Beran (2011) it was noted that a substantial portion of Canadian students in grades 6, 7, 10, and 11 are involved in cyberbullying and that girls are more likely than boys to be the target of this type of harassment. Although there is currently no standard definition of cyberbullying it has been defined as “an individual or group wilfully using information and communication involving electronic technologies to facilitate deliberate and repeated harassment or threat to another individual or group by sending or posting cruel text and/or graphics using technological means” (Mason, 2008). Despite the lack of a standard definition of cyberbullying, there is consensus that the results of the bullying negatively impacts students’, physical, social, emotional, and cognitive functioning.

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

The Ultimate Reframe

Posted by: Curtis Stevens on May 26, 2011 10:10 am

I was watching Dr. Drew the other night and they were talking about teens that self-harm.  I was reminded of a girl that I worked with in a residential treatment centre who had an affliction for inflicting pain on herself by cutting.  One night the night shift staff did such a good job searching her room that they had taken all the sharp objects out of her room.  When I came in on the morning shift, they had had such a rough night with her; not sleeping, acting up.  They were really worried about her (let alone frustrated after a long night).  When I talked with her I tried to understand why she was so agitated.  She pointed out to me that I smoked.  I said yeah (this was a long time ago – when smoking was still cool).  She asked how I felt when I ran out of cigarettes, even though I knew I could still get more.  I had to admit that I felt a little panicked.  She indicated that that is how she felt when they cleaned her out.  She didn’t feel safe;  she felt anxious.  From that point on – for the next few days – it was sufficient for her to bring out of her room one or two sharp objects at bed time.  She wasn’t suicidal and it seemed that by bringing out the one or two items she was saying, “I could have, but didn’t.”  In other words “I’m safe tonight.”  That wasn’t to say she stopped altogether though.  When I asked her what she got out of cutting in other discussions with her, she indicated that she got a rush out of it.  When she was feeling bad, or, in her case a lot of the time, guilty, she would cut to feel better.  One night she came back to the centre from an unsupervised outing visibly stoned.  She tried to hide it and tried to go straight to her room; head hung low.  Rather than scolding her and making her feel guilty (which would have likely resulted in more cutting), I thought I’d throw her for a loop and congratulate her.  She was surprised and asked what I was congratulating her for.  I said that it was obvious that she was feeling bad and was looking for a different way to get a rush to feel better.  I was congratulating her for trying something different than cutting to get the rush.  She was a little stunned, but I think I was successful in planting a seed in her brain; not a seed that drugs are good, but a seed that she was looking for something different.  Looking for something different was the first step in reaching her goal of feeling better.  Conversations from that point on were around exploring other – non-harmful – ways to get that same rush (i.e. exercising until you puke was one of the suggestions we came up with) and to set goals around that.

A good counselor doesn’t tell the client what their goals are.  They find them from the stories the clients tell.  Her cutting was an attempt at feeling better.  Her goal was to feel better, not hurt herself.  Once she realized that there were other options, she was more open to exploring other; less harmful options. Only by truly listening do we find the gems that we can then turn around to help a client find ambiguity.  Once they find ambiguity, they start to search for alternative solutions to clear up the ambiguity.  She didn’t know she was looking for other ways to feel better, but I was able to help her think she was.  Or maybe I’m just manipulative 😉




*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Practically Yours: Self-Care Tips for Counsellors – Emotional Health

Posted by: Derrick Shirley on May 25, 2011 11:26 am

“How does that make you feel?” This is a signature question of psychotherapy. But what does it mean to be emotionally healthy? What is emotional intelligence? How can a counsellor utilize their own emotional intelligence to benefit counselling outcomes? Are there any practical tips related to self-care that enhance good emotional health?

This is part three of a six part series that addresses the links between self-care and good health. In the first two posts, I introduced and discussed physical and mental health (Ivker, Anderson, & Trivieri, 2000). In this post, I will discuss characteristics of good emotional health and offer practical applications for counselling practice.

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Talk about Homework before Leaving the Counselling Office

Posted by: Debbie Grove on May 24, 2011 1:21 pm

You are likely familiar with the idea that ‘homework’ between counselling sessions is often suggested by counsellors. Homework comes in many different forms (e.g., reading a self-help book, starting a journal, practising a skill such as stress management, working on communicating with your partner, noticing what triggers depression, and so on). However, homework is not always helpful and effective — below are some key reasons why this is the case.

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Understanding Self-Esteem as Appraisal

Posted by: John Stewart on May 19, 2011 2:53 pm

By: Jeff Landine and John Stewart

In keeping with our focus on understanding the self-system and its dimensions, in this edition we focus on the dimension of self-esteem and its relationship to self-concept. Self-esteem is defined as the appraisal of the content of the self-system, either in whole or in part.  We think that the psychological dynamics involved in self-esteem include the use of criteria, such as “I am not good at public speaking” or “I am very good at solving mathematical problems” or “I must be very good at writing” individuals use to assess the content of their self-system.  These criteria develop from feedback coming directly or indirectly from experiences.  The criteria can be forgotten in memory or they can be known and used by individuals to make decisions.  In either situation, the criteria influence vocational decision-making.

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Setting the Scene

Posted by: Dawn Schell on May 18, 2011 8:59 am

In the next few blog posts I will be talking with you about “presence” in online counselling.  When I am counselling online my aim is to give the client the sense [as much as is possible in this virtual setting] that we are in the same room together. I provide information about what my office looks like and how it is set up, comment on the weather or what I can see or hear outside my window. I do this to provide my clients with some way for them to enter more fully into the online counselling experience.

An important part of each session is the session ‘opener’.  It sets the tone for the session and provides a transition from everyday life to counselling.  It is just like those first moments in any in-person counselling session.  Sometimes there’s chit-chat as I greet my client, give them time to get settled in the room, and then, once they are ready, we can begin to work.

Here’s a couple of session starter examples:

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Awesome

Posted by: Guest on May 17, 2011 9:46 am

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Types of Psychotherapy: Psychodynamics vs. Cognitive-behavioral

Posted by: Maritza Rodriguez on May 17, 2011 8:54 am

There are many orientations when it comes to psychotherapy. The psychotherapist’s approach to therapy depends on several factors to include the counsellor’s personality, the main orientation and training of the university attended and any specialization in their professional development over their time of practice.  As psychology has matured, the number of orientations has increased but here we will articulate regarding two commonly identified psychotherapeutic approaches: psychodynamics and cognitive-behavioral therapy.

Psychodynamics was originated by Sigmund Freud, father of modern psychology and further developed by Carl Jung and Alfred Adler. The primary focus is to reveal the unconscious content of a client’s psyche in an effort to alleviate psychic tension. It is usually a long-term approach to therapy, processing and identifying how maladaptive and unconscious conflicts originating in childhood experiences lead to current psychopathological behavior and thoughts. Major techniques used by psychodynamic therapists include free association, recognizing resistance and transference, working through painful memories and difficult issues, catharsis, and building a strong therapeutic alliance.

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Capoeira and Yoga as Therapeutic Interventions

Posted by: Priya Senroy on May 16, 2011 9:01 am

I have been watching some interesting videos on You tube while trying to bring different kinds of didactic presentation materials into these blogs. So in the coming months, I would like to share different drama, theater, visual art, dance and other art forms which are being used as counselling techniques in various parts of the world. Some of the techniques are unusual while other are well know tools of the trade.

These two featured presentations talks about using the dance/movement forms as counseling technique. As a drama and movement therapist myself, I am always looking for unique and traditional dance forms that can be used in various combinations while working with clients groups.

The first feature goes on a journey to India and talks about combining Yoga and Dance into a cutting edge format for expression as well as performance. This feature pulled on my heart strings as I come from India and have myself at many times incorporated my Indian classical dance background in my counselling work.

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA