Trauma Counselling – Levels of Conversation – Part 1
During my PhD process and among the many texts I read; one book (unknown source) related to the field of depth psychology detailed the five levels of conversation – Formal Operations, Contact Maintenance, Standard Conversation, Critical Occasions and Intimacy. I found the content contained in each descriptor very helpful while learning about depth psychology and planning treatment goals while working with adult survivors of traumatic lifetime events (TLE). I found the descriptors so relevant to survivors within the post-trauma population that I decided to utilize content analysis of the entire text to create a 3 page, resource handout for use during psychotherapy. Unfortunately, I did not document the source on this resource material.
Over 20+ years has lapsed since this handout was created. With the advent of the www and my membership with the Depth Psychology Alliance (DPA), Canadian Counselling Psychotherapy Association (CCPA), and International Association of Counseling Hypnotherapist (IACH), professional associations; my hope remains to rediscover, properly and formally cite the original source (author and book title). If you are familiar with the content and know the source, please contact me at [email protected]. Continue reading *The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA
The classroom is a rapidly shifting and volatile environment. “It is essential to this learning environment that respect for the rights of others seeking to learn, respect for the professionalism of the instructor (teacher), and the general goals of academic freedom are maintained. Occasionally, faculty members find that they can not provide effective classroom instruction because of disruptions.” (Butler University, 2012, Online)
When a child is disruptive in the classroom, this can cause other children to perform poorly, as well as, igniting other children to become agitated, emotionally distraught, and insecure in the safety of their classroom. Unfortunately, disruptive behaviors act as a bong vibrating throughout the learning environment.
Disruptive children may or may not recognize the repercussions of their behaviors, attitudes and perceptions. “Children who have habits of behaving in hostile and aggressive ways are almost universally disliked. They are disliked by their peers, siblings, neighbors, teachers and not infrequently by their parents.” (Braman, p. 149, 1997) Regrettably, disruptive children are often lost to their own negative behaviors, attitudes, and perceptions. Leaving an impression upon the child that they are worthless, underserving, and alone. “The habitually hostile child learns early that his (her) behaviors is not going to earn him (her) the love and affection he (she) so desperately wants.” (Braman, p.149, 1997) Continue reading *The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA