Part 2 of the High Road: How Mirror Neurons Play a Role in Helping to Understand our Children’s Emotions

Posted by: Guest on April 14, 2011 3:24 pm

Why is it that we can be having a perfectly good day as a parent juggling life: kids, their homework and school commitments, play dates and activity schedules, up keep of the house, the dog, work demands, etc, and then we can come in the door from any of the 95 places we often squeeze into our day before 10am, and sometimes we are even miraculously unstressed, unfettered, in fact in a good mood. We are pretty much, super hero parents on theses days! And then we return home. The change that sweeps over us is like a large meteor falling from the sky of significant weight crashing in at astonishing speeds; our children have turned us completely mad! Mad like crazy people mad, as well as mad like angry raging mad! Seems rather unfair. What just happened?

Well, our brains are equipped with these fancy things called mirror neurons. Usually they are quite a helpful group. Explained, they are  “monkey see, monkey do” neurons. Mirror neurons function to prepare to mimic someone else’s intentional action. For example if you stick your tongue out a few times at a newborn (don’t let the mother see you do this, she may think you are mean and odd) that newborn will do the same thing back to you. Fabulous party trick. Or, when you see someone yawn you often have to suppress yourself from yawning. So these neurons are really helpful when it comes to motor learning.

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

The Sink in the Counselling Room

Posted by: Guest on April 13, 2011 1:57 pm

We are exposed to a high level of helplessness in the therapeutic profession. A counsellor not only must witness but also bear her client’s suffering when they feel the most exposed, lonely, ashamed, and scared. In cross-cultural counselling, feelings of loss of the homeland and ambiguity about starting out in Canada permeate the lives of newcomers in profound ways. I remember a recently immigrated family when they had their first appointment with me. At that time, I had a very small office with a sink in it – I would try not to pay attention to it as I was slightly ashamed I had a sink in my office. It was, after all, the sink in the counselling room.

Soon after they arrived, the father glanced at the sink, then back at me and by the time he sat down, we were all laughing about this displaced item in my office.

Sometime during the session, the father said he missed having a good laugh. In the midst of trying to settle into the new life in Canada, he had become really busy and there was no space or friends yet to share a good belly laugh with. He asked if I knew what he was talking about. I shared with him that I remember it being a while after I came to live here that I had that kind of experience. I was not only consumed with trying to understand how things worked most of the time, but was also dealing with my own feelings of loss.

I find there is something very touching about a family who unties from their cultural context and sets out to start over in a new country. As they go about everyday tasks, the ‘everyday’ is so foreign that all that is left are the ‘tasks’ – the space of leisure may become forgotten or delayed until things get organized. As I sit with such clients, I am always reminded of how delicate the work of re-planting a whole family in new soil is. But it is the powerful, resilient force of life they bring that will fertilize it and bring the laughter back.

Bianca Buteri, M.A., M.Ed., is a Child and Youth Mental Health counsellor, working with diverse and mainstream clients in Metro Vancouver, BC. She became a Canadian citizen and busy mom in 2010 and shares her time with her husband and 11-month-old daughter.




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

Spreading the Word about Fetal Alcohol Spectrum Disorders

Posted by: Lori Walls on April 13, 2011 11:12 am

I was recently involved in a research project that surveyed 89 undergraduate students at the University of Alberta enrolled in the Faculty of Education pre-service teacher training program. The goal was to investigate the knowledge, attitudes, and efficacy of pre-service teachers in addressing the needs of students with Fetal Alcohol Spectrum Disorders (FASD) in order to consider how to optimally prepare pre-service teachers for classroom work with the FASD population. Results indicated that as a group the respondents had a very basic knowledge of FASD and its challenges with little or no knowledge of specific classroom strategies or community supports. Student respondents identified a desire to learn more about the specific cognitive and behavioural effects of FASD as well as ways to become familiar with strategies, interventions, and resources to meet student needs prior to entering a classroom setting.

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*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

Posted by: Derrick Shirley on April 12, 2011 9:07 am

My favourite activity at my childhood camp was “FREE TIME!” I even remember it being written in capitol letters on the weekly schedule. If it was sunny, we went to the swimming hole. If it was raining, we created a mudslide. Nothing could keep us from going outside to play. As adults, we spend time with friends, play games with the kids, or take a vacation and get lost in a sunset. We have been doing “self-care” our whole lives.

As we age, responsibilities grow and “self-care” becomes more important. Full and part-time jobs, demanding schedules, parenting, caring for aging parents, spending more time with family and friends, justifiably or not, all means less time for ourselves.  Add to this the increasing roles and responsibilities of counselling, and effective self-care becomes not only a professional, but ethical imperative.

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

Diagnosing with Drawstrings

Posted by: Guest on April 12, 2011 9:04 am

Most times when clients and I meet for the first time, I may conduct a few informal assessments in order to get a better sense of what we are dealing with.  In the past I’ve not focused on categorizing clients into one category or another, partly because I’ve questioned the need but also because I’ve not had the proper assessment tools to do so.  As time passes, I’ve realized that formal diagnoses are sometimes necessary not only to guide my treatment plans, but also to communicate with other health professionals to coordinate services.

I recently took part in a training session of the Diagnostic Drawing Series (DDS), developed in 1982.  Barry Cohen, the primary creator of the DDS was the lead trainer, and described how it is one, if not the only empirically validated and reliable assessment tool that uses drawings to diagnose some of the conditions categorized in the DSM-IV.  The DDS is supported by over 30 years of research, which has not only been replicated numerous times in North America, but also in many countries across the world.

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

Stuck In The Middle

Posted by: Guest on April 7, 2011 4:13 pm

I never planned on being a Middle School Counsellor. Having taught in High School for the majority of my teaching career, I had never considered a middle school counseling position. But as I was ready to step into counselling, the high school positions were nonexistent so I left the known security of senior high and stepped into the waters of middle school.

That was eight years ago, and here I am stuck in a middle school.

Feeling stuck is an appropriate metaphor as it encompasses the feelings and experiences of many of the adolescents I encounter. Students are striving for independence and freedom. They desire choices yet are consistently frustrated by the rules and constraints that surround them, both at home and at school. Students are struggling to define themselves and to discover their own identity amongst the pressures of their peers.

Relationships with peers at school and online are a constant challenge. School itself is a struggle for some and not challenging enough for others.

School can seem like a never-ending journey where planning for the future seems unnecessary as it feels light years away. Students can become so focused and fixated on the details of an incident, that they seem incapable of stepping back to see the bigger picture or others’ perspectives. Today’s mishaps and misunderstandings are experienced as great catastrophes.

Although initially I too, felt stuck in the middle, I now see myself choosing to remain. Middle school has provided me with a myriad of opportunities for learning and practicing to be a better counsellor. Each year has brought a new set of students and a new set of challenges. Although the themes are consistent: self-esteem, social skills, friendship, bullying, social networking, anxiety, and home concerns, each year is unique. Through individual and group sessions or classroom and school wide guidance programming, I have opportunities to teach and connect with adolescents without the rigors of assessment and evaluation. It offers flexibility and challenges my creativity. I am hopeful my students too, become unstuck and discover the countless opportunities that middle school can provide.

Over my next few blogs I’ll elaborate on why I find being a middle school counsellor a rewarding profession. I will share my top tips for those stuck in middle school like me. I also invite you to share your successes and strategies.






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

Life Tasks Critical to Identity Formation

Posted by: Jeffrey Landine on April 7, 2011 4:09 pm

By: Jeff Landine and John Stewart

It is generally accepted that a stable identity is an important precursor to effective career decision-making.  The importance of self-knowledge to the career decision-making process has been recognized since Frank Parson’s 1909 statement, and forms a key foundational element in just about every model of career development and/or choice being used today. In the next few weeks we will address the role of identity and how it impacts career development and/or decision-making for young Canadian adults.

Identity can be viewed as developing and existing in different domains within the self-system.  Current notions suggest that the different dimensions of human development including physical, cognitive, social/emotional, moral, spiritual and vocational, all play some part in identity formation.  Skorikov and Vondracek (1998) expanded on the distinct role that vocational identity plays in the overall development of self-system.  Despite the possibility that different domains of identity exist, there are commonalities in the dynamics by which identity forms.  Grotevant, Thorbecke and Meyer (1982) point to the importance of exploration, making commitments, crises in interpersonal relationships, and interactions in social and work-related realms as key factors in identity formation.

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

Watching the Grass Grow

Posted by: Curtis Stevens on April 4, 2011 10:57 am

This is the second article on setting goals.  I am spending a little extra time on this subject because it will be important in later posts.  The last article started with deciding that you have a choice in your behaviour, thus there is a point to setting goals.  The second point of the article was to instruct how to set a goal in the first place.  “I want to write.”  That’s my goal.  It isn’t very specific or measureable.  I want to write grocery lists?  No, I want to write a book.  That’s almost specific.  I want to write a book about counselling psychology.  That’s even more specific.  It is certainly attainable and realistic, but without having timelines in place, it still is a wide open, daunting task.  I’ve never written a book before.  How long does it take?  What are the steps?

In the same vein, setting a goal of quitting smoking (or conversely living a healthy lifestyle), or finding happiness in one’s work setting may be too daunting to attack all at once.  Any goal may appear too big to handle even after paring it down to its’ most specific form.  An effective counsellor will help their client break their goals down into much smaller steps; so small perhaps, that it would resemble grass growing.  We can’t always see it happening, but I’ll be damned if I don’t have to cut my grass a couple of times every week.

The first step to my goal of writing a book on counselling psychology starts with writing in smaller chunks.  Writing these blog entries is my first step to writing a book.  In this series of entries, I have to be fairly succinct, clear, focused and timely (as there is a scheduled submission time).  What are the smallest steps in attaining your goals?  Living a healthy lifestyle might simply start with acceptance of where you are right now; being mindful of how your body feels in this very moment.  Measuring your weight, body mass index, waistline, breathing depth/rate, amount of daily sleep, observing your current habits all might be a place to start.  The next step would be making one small change that you can maintain (as opposed to trying to do it all at once).  If you are a fast food addict, continue to be so, but cut out the fries, or the pop.  Just get the burger.  One small change.  Change how you take in your food.  Be mindful of your eating.  Put your fork down between bites.  Chew each bite with full attention; notice what you are eating.  Introduce one small bit of exercise into your day.  One small sustainable change leads to the next.




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

Multicultural Infused Counselling : The Canadian Mosaic

Posted by: Priya Senroy on April 4, 2011 10:49 am

It is a little argued fact that since its inception in 1971 multicultural policy has shaped Canada’s national identity and its international image, and has drastically altered the country’s demographic landscape. In response to these changes, counselling programs nationwide have become increasingly aware of the need to understand and respect diversity. As a result, there is a growing need for educational resources and curriculums that critically explore culturally sensitive approaches to therapy.

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

Intergenerational Life Drama

Posted by: Priya Senroy on April 4, 2011 10:40 am

The concept of Life Drama was originally inspired by Dr. Robert Butler’s (1967, 1975), who mentions that life review is a major task of aging, an imperative for older people who often feel their lives have been meaningless. This philosophy can be found these days with the youth of the present generation who  are at risk.

Intergenerational Life Drama is an interesting approach while working with these two population groups.  One type of enactment that is often enjoyed is that of those who are in a group with a similar sub-cultural or ethnic makeup, because they can talk about the foods, the music, the sub-cultural heroes, legends, the old country, the traditions, superstitions, jokes, and other elements that make for the richness of a cultural identity (Wilder, 2006).

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