Theories & Skills Related to
Therapeutic Work with Children JAMIE WALKER psychologist, social worker
What are Our Roles in Supporting Children?
Why should We respond to Children’s Misbehaviour Protect the Child from Harm
Improved Child’s Care for Self Improved Social Links with Others
Typical Reasons for Children’s Misbehaviour Wish to Attract Attention to Themselves Show of Power, Superiority & Self-
Expression
Revenge for an Insult or Hurt Feeling Insecure & they are a Failure
What does the Child want from their Worker Someone they can like & who is easy to talk to
Someone who can be flexible in supporting
their needs Someone who has concrete & practical ideas
to offer Someone who shows they care & is available
when needed
Fundamental Skills when
Working with Children
Active Listening Attentive, Sincere & Open
Includes Encouragement to keep story
flowing Able to reflect the content to the child Able to reflect the feelings to the child
Creating a Safe Space to Talk Organise with Your Team – Consider Who,
Updated, Timeframe, Covering What Kind of Room – Consider “does it feel?”
Equal, Private, Quiet, Familiar Explain the Process – Consider how to explain
Purpose, Rights/Responsibilities, Notes
Staying with the Story Paraphrasing Restate one core idea from what was just said Use when idea is unclear or links seemed muddled Use to get the core idea restated without a lot of
detail
Name the Emotion Offer a suggestion of what they feel Use when emotion is shown but unnamed Use when emotion named doesn’t seem to fit
Expanding the Story Use a mix of different types of questions: Closed – Invites only one word answers; good for
simple info or to check details Open – Cannot be answered with a single word; good
for getting more complex info & opinions; also checking emotion/motivation during process Be mindful not to simply interrogate the child
Hurdles in Communication Silence / Changing Subjects / “I don’t know” Can Mean: Resistant / Unengaged Need time to think, Overloaded/Over-Excited, Confused/Unsure of Association, Scared, New Idea / Key Admission Note what happened, check they see it too Check if ready to explore or another time Note will return & move on (if possible)
Working Towards Change with Children
What does the Child get as a Learning Participant Residents are active in making sense of what happens Provided with new ideas & information to assist in
their goals Supported to become more self-sufficient & able to care for self Offered recognition of their emotions & what these mean to them Process aims to build an agreement on how things could be different Process includes reviewing what was achieved & where to next
Reflect on What has been… ‘Experience as Best Teacher’ How did Child’s behaviour affect them or others? Did Child recognise these results of their
behaviour? Did Child know what was expected of them? Were these expectations on Child reasonable? Was Child (or anyone else) in any danger? Remember: Experience does not always ‘teach’ us the first time...
Understanding What Is Possible Mapping out Ideas Child’s ideas may include assumptions, contradictions & uncertainty Find out where ideas came from, what they led to & if open to change Prioritise goals that match their values, are motivating & realistic
Mapping out Options Experiences & ideas can limit the options the Child can see & expect Staff will have more ideas/info to offer to broaden options (not as advice) Any options must be assessed for benefits & costs, plus steps involved
Encouraging Resilience Insight – asking tough questions Independence – being your own person Relationships – connecting with people
who matter Initiative – taking charge Creativity – using imagination Humour – finding what’s funny Morality – doing the right thing
Evaluating Review what did get & did not get done (facts only, not
judgement) Check any changes to circumstances, goals, expected outcomes, etc Check where Child still needs assistance & note growing independence Review Child’s experience of moving from goals towards outcomes Check how Child handled obstacles, hurdles, unexpected events Check Child’s sense of their own ability & changes to relationships
Added Complications and
Techniques
What Messages do we want children to take from meeting us Both of us (all) are worthy of respect & good
treatment We will look at what you did, not judge who you are Everyone makes mistakes; You can choose to do better We will address this now to find an end to the problem You choose how you behave; I can help you see what it means
Reality Checking (Glasser) What does the Child want to do/have/feel/etc? What is the Child doing to get what they want? Are their actions actually helping them to
achieve their goals? Choice - “The only person who I control & who controls me is myself” Changing what we do is the key to changing how we feel and getting to what we want
Motivational Interviewing Preparatory Change Talk Desire (I want to change) Ability (I can change) Reason (It’s important to change) Need (I should change) Implementing Change Talk Commitment (I will make changes) Activation (I am ready, prepared, willing to change) Taking Steps (I am taking specific actions to change)
Children in Social Structures Status & Recognition (Attention) Positive & respectful communication is the start Dominance & Control (Power)
Find ways to get the issue of Competition ‘on the
table’ Resources & Wealth (Insecurity) Find ways/tools to share the discussion space more fairly Reflex & Unexamined Habit (Hurt?) Recognise each person’s contribution of content & feelings
Recognising Change & Competence Four Stages of Developing Skills & Competence Unconscious Incompetence Conscious Incompetence Conscious Competence Unconscious Competence Guiding Reflections on Competence How much work did the Child have to do? How well did the Child feel these activities worked? Does the Child now see themselves as better (or worse) off than when they started?
References C Rogers G Egan JE Durrant A Bandura S&S Wolin W Glasser R&W Miller M Friedman
- “Client Centered Therapy” (‘51) - “The Skilled Helper” (‘98) - “Positive Discipline” (‘06) - “Social Learning Theory” (‘77) - “The Resilient Self” (‘93) - “What are You Doing?” (‘80) - “Motivational Interviewing” (‘95) - “Trying Hard is Not Good Enough” (‘05) --M White - “Narrative Means to Therapeutic Ends” (‘90) W McCashen -“The Strengths Approach” (‘05) Minuchin & Fishman “Family Therapy Techniques” (‘04)
ANY COMMENTS OR QUESTIONS ?