ImagineTeacher training group

at the university of Osnabrueck, Germany

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

... 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

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

SpotlightA sculpture of the case

“Chaos without wheel grip“ “... A problematic situation at work,

... My fear of getting sacked.“

Request of the protagonist

“I want to become clear about the

situation,

I want to strengthen my back.“

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.

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.

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.

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.

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.

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!“

Exercise 1

Circle of Trust

Exercise 2

Strengthen my Back

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)

=

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.

Structure 2Working with “7 Steps of Group Counselling“

Working with the Resilience Frame:

Reflection about aspects of resilience in the case

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

Seven Elements of Gestalt Pedagogy

Awareness

Responsibility

Appreciation

Relatedness

Contact

Process

Creativity

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

Structure 3

Optional: exercises, ‘homework‘

Let‘s start with ‘HASE‘

G rounding

A ttitude / Posture

B reathing

E xcitement / Suspense

Structure 4

Final round: givings and takings

Goodbye

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

Imagine

Questions?

Comments?

Imagine

Thank you very much

for

your attention!

Ulrike Becker