第五部分 培训小组练习

本章知识点阐述

TRAINING GROUP EXERCISES RELATING TO PART 5: DEALING WITH PARTICULAR PROBLEMS Chapter 29: Counselling those troubled by addiction 1 Ambivalence exercise Invite the training group to form triads. Ask each person in the triad to sit quietly for a minute or two and to think of something they feel ambivalent about (for example, someone may feel ambivalent about whether or not to continue in a course of study; another may be ambivalent about continuing to engage in an exercise program). Instruct the trainees to briefly share with the others in their triad what it is that they feel ambivalent about and to clearly state what the two alternatives are (e.g. continue to study versus stop studying). Next the members of the triad are to decide whose ambivalence' the other two participants will work with (that is, who will be the ambivalent one'). Once the triad members have decided on an ambivalent one' the other two group members can volunteer to argue with each other, in a polite and friendly way, with one arguing for one of the alternatives and the other arguing for the other alternative. This exercise will work best if the two arguers are willing to take extreme positions, even though in reality they may not personally agree with these positions (for example, if the 'ambivalent one' is in two minds about continuing to gamble, then one of the persuaders needs to take a strong position in favour of gambling even if they don't personally agree with it). However, if a trainee is not comfortable in doing this, their position must be respected and if they wish they may choose to withdraw from the exercise. It is important to tell the trainees that the exercise is meant to be exaggerated, fun and above all friendly. The exercise can be allowed to go for a few minutes and then the person who was ambivalent is to be given an opportunity to comment on the experience and any effect it has had with regard to them making a decision. Next, the trainees can discuss what they've learnt from the experience in the whole training group. 2 Identifying positives and negatives Work in pairs with one person acting as the 'person seeking help' and the other as the counsellor'. The person seeking help is to talk about a behaviour of theirs that they feel ambivalent about (e.g. diet or exercise). _he counsellor is to assist the person seeking help to draw a table similar to that shown in Table 29.1 but related to the issue that the person seeking help is ambivalent about. The form is to be completed by filling in the positives and negatives relating to each side. The person seeking help is then invited to rate each positive and negative comment on a score from 1 to 10 (10 is most important, 1 is least important). The scores can then be totalled in each column and the totals compared. Discussion can then follow with regard to the experience of participating in this exercise.

Discussion on stages of change In the whole training group discuss how you would determine the stage that a person had reached with regard to their motivation to change. Try to use practical anecdotal examples to illustrate the discussion. Chapter 30: Counselling those troubled by anger Personal responses to anger Working individually, write down your current feelings and thoughts with regard to counselling an angry person. In doing this, take account of your responses to the questions: a Is it OK to be angry? b Are there different ways to express anger? c When does anger become a problem? d How would you know if a person might become violent? Write down any skills you think might be useful when in the presence of someone who is expressing anger. When you have completed the above exercise, discuss any issues you have identified with your training group. In particular, make reference to the issue of personal safety and explore ways that counsellor safety can be promoted. Chapter 31: Counselling those troubled by depression 1 Counselling a person with negative attitudes Work in pairs with one person acting as the person seeking help and the other as counsellor. The person seeking help is to role-play being consistently negative and depressed throughout the conversation with regard to every topic that is discussed. 2 Reflecting on the counselling experience On completion of the conversation and in the whole group discuss the counsellors experience of the conversation and how this experience might impact on the counselling relationship, in particular with regard to the emotional feelings experienced by the counsellor. Chapter 32: Counselling those troubled by grief and loss 1 Exploring a range of losses Working individually, write down a list of as many situations as you can think of where a person might experience loss. Rank these in order of severity. Next, discuss your list and rankings with your training group. Notice differences of opinion in your group and discuss these differences with regard to how they might impact on your relationship with the people you are trying to help and their perceptions of their loss. 2 Personal experiences of loss Working individually, if you feel comfortable in doing so, write down a list of personal losses that you have suffered and put these in order of severity with regard to the effect they had on you personally. Decide whether you are willing to share any of these experiences with your training group, if while doing this exercise you recognise that you are becoming troubled by remembering a loss, taLk with your group facilitator or take other positive action, such as seeking counselling help to address your grief. Next, if you think it appropriate and believe that it would be helpful for the other members of the group, discuss one of your experiences of Loss and explain how you were able to deal with this loss and become more resilient as a consequence. Chapter 34: Responding to suicidal intentions 1 Values discussion In your training group, discuss and share your beliefs and values with regard to suicide and how these beliefs and values might influence your work with a suicidal person. 2 Discussion of suitable counselling strategies when working with a person who has suicidal intentions In your training group, discuss what strategies you would use to cope with your own feelings when seeking to help a person who has suicidal intentions. Next, in your training group discuss how you might initiate a conversation with a suicidal person with regard to: a their ambivalence b your duty of care.