TRAINING HANDBOOK ON Psychosocial Counselling for Children in Especially Difficult Circumstances

Transcription

1 TRAINING HANDBOOK ON Psychosocial Cousellig for Childre i Especially Difficult Circumstaces A traier s Guide Third Editio 2003 (Revised ad updated) For every child Health, Educatio, Equality, Protectio ADVANCE HUMANITY

2 TRAINING HANDBOOK ON Psychosocial Cousellig for Childre i Especially Difficult Circumstaces A traier s Guide Third Editio 2003 (Revised ad updated)

3 Uited Natios Childre s Fud 2000 Third editio 2003 (Revised ad updated) Editor Mark J. D. Jordas Publisher UNICEF Nepal P.O. Box 1187 Telephoe: Kathmadu, Nepal The material i this Maual has bee commissioed by the Uited Natios Childre s Fud (UNICEF). The cotets do ot ecessarily reflect the policies or views of UNICEF. Ay part of this hadbook may be freely reproduced with prior writte permissio of UNICEF ad appropriate ackowledgemet. Ackowledgemets UNICEF wishes to thak all agecies ad idividuals that have cotributed to this Maual. Special thaks are due to the primary writers of this Maual, Asucio Cueto, Chadrika Khatiwada, Shakutala Subba, Ram Chadra Paudel. Desig ad layout: Format Graphic Publicatio coordiatio & Copy Editig Mera Publicatio Pvt. Ltd. Team members Fraces Klatzel, Saria Rai & Sure Kumar Thami Illustratio: Ekaram Further copies of this documet may be obtaied from UNICEF Nepal. This documet is available i Nepali. of] k sfzg g]kfldf klg pka4 5.

4 Cotet Foreword Preface MODULE I: INTRODUCTION Sessio 1: Itroductio of Participats Sessio 2: Expectatios ad Objectives of the Traiig MODULE II: UNDERSTANDING CHILDREN IN ESPECIALLY DIFFICULT CIRCUMSTANCES Sessio 1: Situatio of childre i especially difficult circumstaces Sessio 2: Overview of Target Groups Sessio 3: Needs of childre i especially difficult circumstaces Sessio 4: Child developmet Sessio 5: Legal Basis ad Child Rights MODULE III: FRAMEWORK OF COUNSELLING Sessio 1: Self-Awareess Sessio 2: What is cousellig? Sessio 3: Why Cousellig? Sessio 4: The Psychosocial Approach Sessio 5: The Cousellig Process Sessio 6: Roles ad qualities of a cousellor Sessio 7: Priciples of Cousellig Sessio 8: Culture ad Cousellig Sessio 9: The Cousellig approach supportive ad problem maagemet cousellig MODULE IV: COUNSELLING SKILLS Sessio 1: Commuicatio Skills I: Active listeig Sessio 2: Empathy, Attedig, & Attitude Sessio 3: Assessmet Sessio 4: Problem maagemet 1: Braistormig ad Settig Goals Sessio 5: Problem maagemet 2: Copig strategies Sessio 6: Focussig o core problems Sessio 7: Skills for Hadlig Reluctat Behaviour Sessio 8: Alterative skills ad tools for cousellig Sessio 9: Specific situatios Sessio 10: Documetatio 3 Sessio 11: Field Practice 1

5 MODULE V: ALTERNATIVE MODES OF COUNSELLING Sessio 1: Itroductio to Family Cousellig Sessio 2: Itroductio to Commuity Based Cousellig Sessio 3: Itroductio to Group Cousellig Sessio 4: Itroductio to Crisis Itervetio & Task Orieted Cousellig MODULE VI: CLOSING Sessio 1: Likages ad plaig Sessio 2: Traiig Evaluatio MODULE VII: REFERENCE MATERIALS A Domestic Girl Child Labourer Bia A Domestic Girl Child Labourer- Suita A Domestic Girl-Child Labourer Gita List of the Participats Bibliography Glossary

6 Foreword The Geeral Maual o Cousellig for Childre i Especially Difficult Circumstaces ad Hadbook o Psychosocial Cousellig for Childre i Especially Difficult Circumstaces fulfils a emergig eed for quality traiig materials for psychosocial cousellig of childre i Nepal. Psychosocial security is, together with adequate utritio ad physical health, oe of the mai compoets of child developmet ad protectio. Psychosocial itervetios are a additioal form of assistace, besides educatioal or practical itervetios for the developmet of the child. Through cousellig, oe eables the child to express emotios, worries, ad thoughts that aim to restore feeligs of digity ad selfesteem. This type of support assists ad guides the child to fid solutios ad stregthes strategies that help the child cope through listeig, empathisig, ad uderstadig. UNICEF hopes that this maual ad hadbook, ad the associated traiig course, will beefit childre facig especially difficult circumstaces ad will help them chage their preset situatio i a positive ad lastig way. UNICEF further hopes that the maual ad hadbook will be helpful to create a uderstadig of, ad develop skills i cousellig that ca guide a child to cope with his/her psychosocial ad emotioal problems effectively. Represetative Uited Natios Childre s Fud

7 Preface This Traiig Hadbook o Psychosocial Cousellig for Childre i Especially Difficult Circumstaces (CEDC) a Traier s Guide has bee developed for master-traiers ad traiers. It describes i detail the activities ad icludes all the materials that are eeded, such as trasparecies (for givig lectures), fact sheets for the traiees (additioal readig or review material), ad referece material for the traier (additioal iformatio to icrease kowledge o a certai subject). This maual goes had i had with the Geeral Maual o Cousellig for Childre i Especially Difficult Circumstaces (CEDC), which is a maual for all those who are ivolved or iterested i providig psychosocial cousellig for childre. Theoretically, the maual ad hadbook maily focuses o the humaistic approach ad more specifically the cliet cetred approach to cousellig providig emotioal support as well as a problem-solvig approach. Though cousellig is origially a Wester cocept it has bee adapted to the situatio i Nepal. However, it remais essetial that oe is aware of the local social ad cultural reality ad stregths to which cousellig ca be a additio. Because the above-metioed maual gives a overview of the theory of cousellig, this hadbook frequetly refers to the maual for backgroud iformatio, itroductio, or explaatio of a subject ad largely follows its cotets. The attetio for the emergig eed for psychosocial assistace is relatively recet i Nepal, ad there is a eed for traiig traiers who ca subsequetly trai the facilitators who are workig with the childre. Although the traiees will ot receive this hadbook, they will receive the Geeral Maual ad the hadouts (or fact sheets as they are called i this hadbook) i the form of a booklet. These materials were iitially developed for the Urba Out of School Programs (UOSP) assisted by UNICEF, but ca be used more geerally both for childre ad adolescets. The traiig course described i this hadbook, ca be useful for various types of traiig of psychosocial cousellig. It ca be ru completely withi a three-week time frame, parts of it ca be extracted, ad it ca also be stretched over a loger time (e.g. four moths) leavig time for ecessary iterships/practice ad supervisio. It is importat to realise that properly practisig cousellors caot be traied overight. Furthermore, these materials do ot preted to cover all areas of cousellig i all its professioal depths (for example it does ot iclude advaced skills such as challegig, self disclosure, psycho educatio, etc). It maily stresses two compoets of psychosocial cousellig: providig emotioal support ad assistig i problem solvig. These materials were developed i the hope that the childre, who have little chace i life or who are i situatios that are obstructig their rights ad developmet, will beefit from the support that the cousellig itervetio ca provide. Eve though it may ot be a magic solutio to their situatio, it ca be a valuable additio to more practically orieted assistace. Through a persoal ecouter betwee cousellor ad child, ad givig attetio, support, uderstadig, ad listeig, we hope to guide childre through their emotios, problems, ad thoughts so that they ca chage their preset situatio, gai self-cofidece, ad have a positive perspective of the future.

8 MODULE I INTRODUCTION Geeral Objective: Participats develop a basic uderstadig of the overall cotet of the traiig. Specific Objectives: At the ed of the module, the participats will be able to: Develop a clear uderstadig of the objectives of the traiig. Share overall views about the traiig ad be ready to begi.

9 Itroductio 2 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

10 Itroductio Sessio 1: Itroductio of Participats Objectives This sessio: Welcome the participats to the traiig. Make them familiar with oe aother. Provide a opportuity to express their ideas, views, ad experieces. Facilitate creatig a workig atmosphere. Activities Time: 1 hr Materials: markers, flipchart Explaatio of procedure for traiers: 4 Distribute cards to the participats, which cotai oly a part/half of a word or setece o it (it would be better if the facilitator fids words ad seteces related to cousellig, such as psycho- ad -social). 4 Ask the participats ad the traiig team members to fid their pairs by fidig the secod half/part of the word or a setece they have. 4 Oce they fid their parter, have them itroduce themselves; they should cover the areas that are metioed o the flip chart (that will have their ame, orgaisatio, workig field, experiece, iterests, hobbies, etc, o it.). Let them talk for a miimum of 10 miutes. 4 The the group sits together ad everybody itroduces his/her parter. Note for facilitator : 4 This is oly oe way of doig itroductios. Differet types of games ad activities ca be doe for the same purpose. 4 If the participats are from differet orgaisatios the itroductios eed more time. Methodology Exercise i pairs. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: We have people from diverse backgrouds i the traiig. We are here to lear from others ad share with others. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 3

11 Itroductio Sessio 2: Expectatios ad Objectives of the Traiig Objectives At the ed of the sessio participats are expected to: Uderstad their persoal expectatios of the traiig. Uderstad the topics of the traiig. Explai the objectives of the traiig. Activities Time: 1 ½ hours Materials: meta-cards, flip chart, markers, board Explaatio of procedure for traiers: 4 Explai the objectives of the traiig (see trasparecy 1.2.1). 4 Ask the participats to take 15 miutes to prepare their expectatios based o the questios metioed. See trasparecy Participats divide ito four groups ad shortlist all their expectatios. They should merge expectatios that are similar (15 miutes). 4 Let each group preset their expectatios to the other groups. Try to compare ad clarify expectatios that do ot fit the objectives of the traiig. 4 Form Host Teams (i.e. oe team is resposible for orgaisig a eergiser whe eeded, oe team is resposible for distributig/copyig papers, aother team is resposible for cleaig ad maagig the traiig room at the ed of the day, etc); set groud rules ad logistic arragemets. Settig the groud rules should be a participatory activity (e.g. braistormig). 4 Explai that it is importat that they are ope with their feedback/criticism. Criticism should ot be held back for after the traiig whe othig ca be doe about it. It is importat that everybody, as a group, works i a ope atmosphere. Post a big evelope o the wall where people ca put feedback, suggestios, feeligs, thoughts, jokes, criticisms, etc. Each idividual s persoal iput is resposible for the success of the traiig. Methodology Idividual work Workshop/presetatio 4 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

12 Itroductio Resource materials Text for lecture: Trasparecy Objectives of the traiig Trasparecy Questios for idetifyig expectatios Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: People aturally have differet poits of view ad expectatios. This will make the traiig both challegig ad iterestig. These differeces should be poits for learig, ot for coflict. It is essetial to work i a group ad as a group to fulfil the objectives of the traiig. Evaluatio Ask the participats if they are able to differetiate betwee objectives ad expectatios of the traiig. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 5

13 Itroductio Trasparecy Objectives of the traiig At the ed of the traiig, the participats are expected to: Have a geeral idea about childre s problems ad psychosocial itervetio for childre Acquire basic skills eeded for cousellig Coduct problem-solvig ad supportive cousellig sessios for childre Uderstad the steps, priciples, ad process of psychosocial cousellig Uderstad the situatio of CEDC i the coutry ad to be able to idetify their psychosocial eeds Be able to use alterative tools for cousellig 6 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

14 Itroductio Trasparecy Questios for idetifyig yig expectatios What are my expectatios of the traiig? What are the facilitatig factors for achievig the objectives of the traiig? What are the hidraces i achievig the objectives of the traiig? How ca I persoally cotribute to achieve the objectives of the traiig? Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 7

15 MODULE II Uderstadig Childre I Especially Difficult Circumstaces Geeral Objective: To gai a deeper uderstadig of the situatio of childre i especially difficult circumstaces, ad their physical ad psychological eeds i relatio to their ormal developmet. Specific Objectives: At the ed of the module, the participats will be able to: Discuss the situatio of childre i especially difficult circumstaces i Nepal Explai the stages of child developmet ad the correspodig developmetal tasks ad priciples Uderstad the basic cocept ad meaig of the psychosocial approach Idetify characteristics of childre i especially difficult circumstaces

16 Uderstadig Childre I Especially Difficult Circumstaces 10 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

17 Uderstadig Childre I Especially Difficult Circumstaces Sessio 1: Situatio of childre i especially difficult circumstaces Objectives At the ed of the sessio, participats are expected to: Idetify childre i especially difficult circumstaces i Nepal ad kow about their situatio Relate the geeral situatio of childre i especially difficult circumstaces to the local cotext Activities Time: 1 hour Materials: meta-cards, flip chart, markers, board, four potatoes, four pes, four otes of NRs 20, a tape with Nepali music Explaatio of procedure for traiers: 4 Ask the followig questio: Who are childre i especially difficult circumstaces, ad what do you kow about them i your area? 4 The participats write their respose o meta-cards idividually. 4 Summarise the resposes ad share them with the group. The, iitiate a short discussio/exchage based o the aswers, focusig o the coditios related to childre s well beig, survival, social protectio, participatio, ad developmet. 4 Icorporate relevat ideas ad share the defiitio of CEDC. See trasparecy Explai/discuss the extet ad magitude of CEDC i Nepal. See Trasparecy The participats divide ito four smaller groups. Each group has 10 miutes to prepare a short drama/theatre/improvisatio about the situatio of CEDC. Each group gets the followig items that have to be icluded i the play: a potato, a pe, NRs 20, ad music. Methodology Brai-stormig Lecture Discussio Theatre Resource materials Text for lecture: Trasparecies ad Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 11

18 Uderstadig Childre I Especially Difficult Circumstaces Key poits Whether there is oe or 10,000 CEDC it does ot make the eed for assistace less or more importat. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: There are thousads of childre livig i difficult circumstaces i Nepal who eed immediate protectio. Childre i these categories are vulerable to crisis. Evaluatio The participats thik of a questio idividually that relates to the learig of this sessio. The group divides ito two or four groups. Oe group asks the questio to aother group who has to aswer, ad vice versa. 12 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

19 Uderstadig Childre I Especially Difficult Circumstaces Trasparecy Who are Childre i Especially Difficult Circumstaces (CEDC)? Childre have the right to umerous basic services ad to childhood itself. This cousellig programme cocers childre who have lost their right to childhood due to disability, eglect, or exploitatio. It addresses the rights of childre whom society would ofte prefer to forget. Ufortuately, there is a high rate of childre i especially difficult circumstaces (CEDC) i Nepal. May childre are forced to work to help support their families, or for the same reaso are sold ito sexual slavery either here, or i eighbourig coutries. These childre do ot have the opportuity to obtai a educatio ad leave the vicious cycle of poverty. Similarly, childre who live aloe o the streets of Nepal s growig urba areas, or that are disabled, ever get a chace to prepare themselves adequately for adulthood. They have to bear the resposibilities of adults at ages whe they should have time to play. (Source: Master Pla of operatio : UNICEF ad HMG Nepal) Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 13

20 Uderstadig Childre I Especially Difficult Circumstaces Trasparecy Situatio of Childre i Nepal 1) 52 % of the total populatio are childre below 18 years. 2) 75,000 childre die per year. 3) 205 childre die every day. 4) 55 childre out of 100 are sufferig from malutritio. There are a estimated oe millio childre workig (15 years old ad youger) i Nepal. There are a estimated 30,000 street childre i Nepal. Aroud 13,000 childre work as boded child workers to pay off the debt of their parets. A estimated 5,000 youg girls, some youger tha te years of age are trafficked yearly to Idia to serve as sex slaves i brothels. Oe iformal estimate of child disability i Nepal rages as high as 13% of the child populatio. The majority of disabilities are hearig ad visual impairmet. There are 3 millio CEDC. There are a sigificat umber of sexually exploited childre but reliable data is ot available. (Source: Natioal Plaig Commissio Nepal/UNICEF, 1996 & 1997) 14 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

21 Uderstadig Childre I Especially Difficult Circumstaces Sessio 2: Overview of Target Groups Objectives At the ed of the sessio, participats are expected to idetify: Differet categories of CEDC Commo behaviour of each group Causes for the situatio of CEDC Stregths ad problems of CEDC Activities Time: 2 hours Materials: meta-cards, flip chart, marker, board Explaatio of procedure for traiers: 4 Review the list of aswers from the previous sessio s questio, Who are CEDC? ad ask the group to categorise CEDC. The participats write the categories o meta-cards. Note for Traier: The participats arrow their observatios dow to about four categories; some overlap (caot be avoided). Example categories are: Street Childre, Child-labourers, Sexually Abused, Physically Abused, etc. 4 Post the aswers o the board ad sythesise the aswers discussig the categories of CEDC. 4 The participats divide ito smaller groups accordig to the categories idetified before. Ask the followig questios to each group to idetify the backgroud of each category: What is commo behaviour of childre i that particular category? What are their stregths? What are their commo problems? What are the possible causes for the problems? 4 Each group presets their aswers, followed by a discussio. 4 Idetify the similarities betwee the groups ad preset trasparecy Preset the video, if possible ad if available, o the situatio of CEDC i Nepal (UNICEF) to deepe participats uderstadig of the situatio of CEDC i the coutry. Methodology Braistorm Workshop Presetatio & pleary discussio Lecture Video show Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 15

22 Uderstadig Childre I Especially Difficult Circumstaces Resource materials Text for lecture: Trasparecy Commoly shared experieces Trasparecy Stregths Text for traiees: Fact sheets Characteristics of CEDC Fact sheet Psychosocial issues related to CEDC Text for traier: Referece Materials Effective support ad services provided Key poits The umber of CEDC is remarkably high i Nepal as is the amout of help eeded. CEDC are the most vulerable group of childre i eed of psychosocial itervetios. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: This sessio dealt with idetifyig commo behaviour, stregths, ad problems i some of the focus groups of CEDC. It is very importat ot to geeralise. It ca help the participat to have a idea of possible behaviour patters ad problems. It ca help provide some structure, however, oe should be careful ot to stigmatise CEDC. There is a clear lik betwee this sessio ad the oes followig. It is essetial to have a isight o the behaviour of your clietele i order to be of true help. Evaluatio The participats sit i pairs ad come up with two poits they leared from this sessio. 16 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

23 Uderstadig Childre I Especially Difficult Circumstaces Trasparecy Commoly Shared Experieces of Childre i Especially Difficult Circumstaces Neglect ad abuse by caregivers (lack of protectio) Loss of home, property, ad relatioships Poverty ad deprivatio from opportuities/facilities i the ecoomic ad cultural eviromet l l l l Out of school Limited access to health facilities Limited access for recreatio activities Limited coectio to religious groups Pressure to work i order to support family or self; exploitatio by adults Social discrimiatio; feeligs of rejectio ad isecurity Exposure to egative, violet, ad dagerous situatios Feeligs of fear, frustratio, worry ad distrust i reactio to their eviromet ad situatio Situatios of coflict e.g. with parets or employer Certai characteristics are ecessary for survival such as ati-social behaviour ad or distorted value systems, stealig, lyig, ad deceptio. However, these characteristics brig childre at odds with their society. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 17

24 Uderstadig Childre I Especially Difficult Circumstaces Trasparecy Stregths of CEDC It is very importat to also look at the stregths of CEDC for there are may; these stregths are ofte what you work with i cousellig. Examples of stregths iclude: Self Cofidece Straight forwardess Sese of Humour Carig for each other Quick learers Survivor metality Curiosity Good decisio makers Observig ad copyig behaviour 18 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

25 Uderstadig Childre I Especially Difficult Circumstaces Fact sheet Possible characteristics of street childre 1 Predomiace of sadess ad loeliess, ofte feeligs of ager ad despair Negative opiio of adults icludig their ow parets Helplessess ad resigatio Low self-esteem, lack of self-worth Importace of frieds (relatioship) but difficulty i formig them Importace of educatio; the opportuity to lear ad ear as a meas to move out of the situatio A willigess to help others, particularly frieds, peers Belief i magical solutios to resolve problem Desire to forget the past especially difficult situatios Street childre ofte distrust ad are suspicious of other people s motives Low self-cofidece may go had-i-had with feeligs of deial ad fear, guilt, ad shame simultaeously Stubboress, attetio seekig, restlessess, ad moodiess They may dey, mask, or evade problems Possible characteristics of sexually abused childre Ofte distrusts ad is suspicious of other people s motives They usually feel a sese of resetmet or hostility towards the opposite sex Ofte sex ca be cosidered dirty ad ot a matter to be discussed but should be They might ot wat to share their problems They ofte regard their experiece of sexual abuse as paiful ad filthy there ca be feeligs of ager ad fear May doubts about themselves ad the safety of their eviromet ad mistrust others icludig family members ad relatives May sexually abused childre ivariably feel that they are to be blamed for the abuse assumig resposibility Abused childre have a strog sese of isolatio due to ot tellig others their secret because of feeligs of shame for themselves ad family 1 These are examples of characteristics that people workig with these groups of childre have foud. These caot be geeralised ad oly serve as examples. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 19

26 Uderstadig Childre I Especially Difficult Circumstaces Referece for traier Effective support to childre i especially difficult circumstace (geeral) 1) Idetify the ature of the stress. 2) Be aware of special groups of childre who are particularly at high risk. 3) Recogise that the egative behaviour ofte exhibited by the childre are ofte atural reactios to the very real stresses they have to face ad may i fact have survival purposes. 4) Idetify the areas where the parets/guardias ad the socio-ecoomic eviromet of these childre fail them. Be ready to cofrot ad preset alteratives as a essetial first step to clarify required iformatio. Ecourage idepedece ad self-determiatio by helpig the child to explore alteratives ad to make well-iformed choices. With these values i mid, to structure ad approach problems cousellors use three major techiques: 1) Begi where the child is: i order to establish a relatioship, cousellors begi by assessig the special eeds, feeligs, ad expectatios of each child. Cousellors liste to child s defiitios of their problems, their proposals for resolvig difficulties, ad their ideas about the assistace they eed. With this iformatio, both parties ca explore the way towards resolutio. 2) Work at the child s pace: Formig a workig relatioship is a gradual process i which the child s chagig eeds emerge. Childre set their ow pace for the process. Cousellors lear to follow clues give by the child ad adapt with each idividual pace for problem resolutio. Cousellors costatly assess child s readiess to take actio, except i uusual situatios (medical emergecies, lack of food or shelter-etc.), followig leads give by childre about the pace of process towards solutios. 3) Idividual solutios: tailor the pla towards a solutio to the type of assistace eeded by the perso. Some childre eed cocrete help, others eed empathy ad iformatio about their optios, ad most eed a combiatio of these approaches. Relatioships betwee childre ad workers vary, but all focus o addressig childres problems i a sesitive ad helpful maer. 20 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

27 Uderstadig Childre I Especially Difficult Circumstaces Fact sheet Psychosocial issues related to CEDC Frequet recall of egative/violet experiece: Childre i especially difficult circumstaces, who frequetly recall egative ad violet experieces, might eed to share these experieces with people i order to deal with these feeligs appropriately ad thereby re-discover security. Axiety ad fear of the future: If the child is facig axiety ad fear of the future due to his/her behaviour i the past, the oe ca help the child to thik about the future costructively, or guide the child to make the ecessary steps towards chage (if the situatio ca be chaged). They might eed help, protectio, ad acceptace i the process. Frustratio/Ager: For childre whose feeligs of frustratio ad/or ager are hiderig factors i positive developmet (e.g. leadig to crimiality), there might be a eed to resolve these feeligs (alogside the causes of these feeligs). The child will eed appreciatio ad ecouragemet from a caregiver, close fried, or relative at this time. Depressio/Loeliess/Distrust: The depressed ad loely child eeds affectio from his/her parets ad relatives. The child possibly eeds to establish a warm relatioship with the family ad commuity, so that s/he ca rediscover trust i others ad i him/herself. The child might eed assistace to deal with the causes of his/her feeligs. Sese (fear) of beig rejected or eglected: Some childre have the feelig of beig uaccepted or discrimiated by the majority of society, especially street childre, exploited, ad abused childre. These childre eed cofidece that the helpig perso/istitutio uderstads their feeligs. This helps these childre to develop positive feeligs towards him/ herself (e.g. by idetifyig ad ecouragig their stregths ad capacities). Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 21

28 Uderstadig Childre I Especially Difficult Circumstaces Sessio 3: Needs of childre i especially difficult circumstaces Objectives At the ed of the sessio, participats are expected to: Idetify the psychosocial eeds of childre i especially difficult circumstaces Activities Time: 1 hour Materials: meta-cards, flip chart, marker, board Explaatio of procedure for traiers: 4 Have the participats thik for a couple of miutes ad imagie the eeds of their ow/ closest child, ad write ideas dow idividually. 4 Ask the participats to opely share their resposes. List the resposes o the board/ flip chart. Explai that these are the eeds of ay child. Emphasise that CEDC, because of their specific situatio, have additioal eeds. Ask the group to come up with additioal eeds of CEDC. Methodology Imagiatio exercise Braistormig Lecture Discussio Resource materials Text for Traiees: Fact Sheet Needs of a Child Key poits It is importat to protect CEDC from exploitatio, violece, ad abuse ad for society to respect ad care for CEDC. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: 22 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

29 Uderstadig Childre I Especially Difficult Circumstaces This sessio focussed o the eeds of childre i geeral ad the additioal eeds of CEDC. Besides the eed for approval, affectio, stimulatio etc. their particular situatio icludes eeds that will help them to deal with problems such as violece, fears, eglect etc. There is a lik betwee behavioural problems of CEDC ad the eeds of these childre. For example, if the child does ot receive affectio, s/he might show aggressive behaviour. Likewise, if the child does ot receive approval i ayway, s/he might feel loely, isecure, ad helpless. Evaluatio Ask the participats what they leared from this sessio ad whether the kowledge is useful whe workig with childre. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 23

30 Uderstadig Childre I Especially Difficult Circumstaces Needs of a Child Fact sheet Affectio A child eeds love. We should accept the child ad his/her feeligs ad thoughts. The adult should try to fulfil the child s eeds ad demads. Acceptace Childre eed the family ad commuity to accept them despite their weakesses or shortcomigs. Approval The adult must be able to express his/her approval of the child s positive behaviour. Adults must give approval wheever the child does somethig (that is appropriate i a give society) ad the child eeds to kow it. Givig approval is coditioal. A adult does ot approve of everythig that a child wats or does. The child must feel that the adult supports him/her. The parets must appreciate the good behaviour of the child. Disciplie The child has to lear what behaviour is geerally acceptable i the give society. There is a eed to sactio iappropriate behaviour for the child to develop properly. Adults should be role models for childre. This is the basic resposibility of parets sice childre lear from adults. The child eeds a certai amout of disciplie to gai a feelig of structure ad safety from where to explore life. Demads Childre have certai demads, which are essetial for a healthy upbrigig such as ucoditioal love, attetio, ad discoverig ew experieces i.e. sports, goig outside to visit ew places, goig to a temple. This broades their visio. These experieces (such as playig ad educatio) provide the child with itellectual ad social stimulatio, which is ecessary for healthy developmet. Material eeds Childre have material eeds without which they caot survive, such as food, clothig, ad shelter. Basic security Childre eed a eviromet that they ca trust. This meas that they should be i a safe place where they feel protected ad secure. Oly the ca emotioal stability take place. 24 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

31 Uderstadig Childre I Especially Difficult Circumstaces Sessio 4: Child developmet Objectives At the ed of the sessio, participats are expected to: Uderstad the basic priciples ad stages of child developmet. Idetify the differece betwee fuctioal ad dysfuctioal behaviour i a developmetal cotext. Activities Time: 4 hours Materials: meta-cards, flip chart, marker, board Explaatio of procedure for traiers: 4 Itroduce the topic by explaiig the importace of havig kowledge about child-developmet: 1) the differece betwee healthy ad uhealthy behaviour, accordig to developmetal orms, is essetial to kow whe help is eeded ad 2) a ormal developmetal process is what we strive for. 4 Give a short lecture about some importat priciples of child developmet (see trasparecy 2.4.1). 4 Ask the participats what they kow about the stages of developmet of a child. Provide the participats with the followig categories: ifacy (0-18 moths), early childhood (18 moths-6 years), middle childhood (6-11 years), ad adolescece (11-15 years). Participats, i smaller groups, braistorm some cocepts of developmet ad behaviour that belogs to each stage (focussig o the latter two stages). 4 Collect the resposes ad go over them/discuss if ecessary. Make additios (if ecessary) to the participats resposes (see fact sheet 2.4.1). 4 To add to the participats resposes, explai Erikso s theory of bio-psychological developmet (see trasparecy 2.4.2). Erikso has outlied a sequece of psychosocial developmet i which each proceedig stage of developmet is a preparatory phase for the subsequet oe. At each stage of developmet, the idividual ecouters ew situatios, which s/he might or might ot adjust to depedig o the successful resolutio of the stage. This theory ca be useful i cousellig for two reasos: firstly, it gives us kowledge about child developmet. Secodly, the tasks that belog to the differet stages give idicatios about what to focus o durig cousellig, depedig o the child s stage/age. It also gives idicatios of what might be cosidered as fuctioal or dysfuctioal behaviour of a certai age group. 4 Divide the group ito smaller groups ad get them to braistorm a list of fuctioal behaviour ad dysfuctioal behaviour i childre, i terms of developmet (for defiitios ad examples see referece for traier 2.4.1) 4 Review ad discuss the ideas that each group prepared. I the evaluatio of the exercise, emphasise that there are differet levels of dysfuctioal behaviour, depedig o societal, developmetal, or psychological orms. 4 Give a lecture o Attachmet, Attributio, Child Fears, ad How Childre Lear. For the latter two cocepts, first ask the group (braistorm) for their ideas. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 25

32 Uderstadig Childre I Especially Difficult Circumstaces Methodology Lecture Workshop Resource materials Text for lecture: Trasparecy Basic priciples Trasparecy Stages of Erikso Text for traiees: Fact Sheet Stages of child developmet Text for Traier: Referece Attachmet, Attributio, Child ad Adolescet Fears ad Childre s Learig Referece Geeral Ideas about Child Rearig trasparecies Referece Fuctioal/dysfuctioal behaviour examples ad defiitio Key poits Adults ad society are resposible for esurig that all childre i ay situatio ca ejoy a healthy/ormal developmet process. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: A child develops through several stages. Each stage is characterised by certai challeges ad milestoes. Furthermore, the child eeds a secure eviromet to develop properly, such as a stable family that supports, respects, ad loves the child. Fially, there is a divisio betwee fuctioal behaviour ad dysfuctioal behaviour, which is importat for the idetificatio of problems i behaviour. Secodly, poit out the relatioship betwee this sessio ad other sessios for example the importace of fulfillig the eeds of childre to develop i a healthy way. Aother lik is betwee problematic behaviour ad developmet, which ca be mutual iflueces ad a delay i developmet ca cause problematic behaviour ad vice versa. Evaluatio Ask each group what they leared from this sessio. 26 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

33 Uderstadig Childre I Especially Difficult Circumstaces Trasparecy Basic Priciples I Uderstadig Child Developmet All childre are differet from oe aother. They have differet persoalities, potetial, temperametal dispositios, reactios, ad rates of developmet. Childre geerally follow the same sequece of developmet. However, geder, culture, ad livig coditios will sigificatly ifluece developmet. Basic requiremets for a child to develop fully as a perso withi the family ad i the commuity are a stable livig eviromet, with predictable ad cosistet evets ad behaviours, guided by adults capable of providig the basic eeds of growig childre. Without this eviromet, full developmet is difficult. Importat emotioal ad psychological eeds of childre are affectio, acceptace, approval, disciplie, security, ad demads. Provide the child with affectio ad acceptace ucoditioally. Give approval i the cotext of what is appropriate i the give society. Givig approval is coditioal. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 27

34 Uderstadig Childre I Especially Difficult Circumstaces Trasparecy Erikso s theory y of psychological developmet Erikso explais that the idividual develops qualities that emerge durig critical periods of his/her developmet. The table below describes a overview of the stages ad tasks. This theory is oe of may; it is ot absolute ad it may be culturally biased. However, it is give here as a example of psychological stages (as opposed to itellectual ad motorical stages) of developmet. Age Phase Trust versus Mistrust Autoomy versus shame & doubt Iitiative versus Guilt Task Establishmet of social relatioship Good outcome secure, stable relatioship Bad outcome isecure usatisfactory relatioship Begiig of idepedece ad of becomig skilled Good outcome becomig capable ad skilled Bad outcome depedet ad isecure Successful pursuit of certai goals for aims Good outcome cofidet about skills Bad outcome hesitat, ucertai 28 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

35 Uderstadig Childre I Especially Difficult Circumstaces 6-12 Idustry versus Iferiority Gaiig educatioal ad social skills Good outcome literate, umerate ad socially itegrated Bad outcome failure to gai educatioal skills, socially isolated Idetity versus role Cofusio Clear sese of ow idividuality ad of aims i life Good outcome suitable career choice, satisfactory heterosexual relatioships Bad outcome ucertai of career, poor peer relatioships Itimacy versus Isolatio Establishmet of satisfactory logterm itimate relatioships Good outcome stable relatioships ad good career Bad outcome poor itimate relatioships ad career choice Geeratively versus Stagatio Rear childre i stable uio Good outcome successful career, family stability Bad outcome poor career achievemet, ustable relatioships 41+ Ego itegrity versus Despair Ackowledgemet of life s successes ad failures Good outcome acceptace of life s limitatios Bad outcome uhappiess ad despair Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 29

36 Uderstadig Childre I Especially Difficult Circumstaces Fact sheet Stages of child developmet 2 Ifacy (0-18 moths) Characterised by depedecy Phase of isticts ad direct eeds Developmet of the seses; eed for a stimulatig eviromet Child starts to elicit resposes from family members Reciprocal relatioship with eviromet is established Child s emotioal ad metal developmet is liked to the quality of care ad support s/he receives Psychological accomplishmet: a) Sese of basic trust: Fulfilmet of the child s eeds ad the feelig that the world is a safe place to be i Child respods i a lovig, warm, affectioate maer, ad eters the subsequet stages of developmet with a sese of security ad hope Icosistet care brigs about mistrust, feeligs of isecurity, ad helplessess b) Sese of attachmet: Starts bodig with his parets Parets respod to child s sigals (cryig) to be comforted, held, felt, ad stimulated. Child feels good whe comforted. Phase of security ad explorig Child ca distiguish betwee parets ad stragers Early childhood (18 moth to 6 years) Rapid physical ad metal maturatio; motor skills become better coordiated. Discovers ad lears to achieve. Laguage develops rapidly; icrease i their uderstadig of their eviromet, themselves, ad what others expect of them. Uderstads ad aticipates certai roles Teachig childre should be focused o cocrete rather tha abstract thigs Child develops cosciece of what is right or wrog This is the stage of gaiig autoomy. Autoomy is depedet upo stable adult-child relatioship. Preferetial relatioship with oe paret (ofte mother) might appear Sexual idetity will be formed at this phase (aroud 5 years) They become more capable of social iteractio meaig they start to uderstad that others have their ow eeds ad thoughts. Rivalry ad jealously for attetio ad affectio occurs 2 It is importat to realise that these stages of developmet are based o Wester literature ad kowledge, therefore geeralisig this iformatio to aother cultures might be iappropriate. Still, it ca serve as a example ad some developmetal steps will be mostly itercultural. 30 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

37 Uderstadig Childre I Especially Difficult Circumstaces Middle childhood (6-12 years) Peers become extra sources of idetificatio ad there is pressure to achieve Childre become more skilful with major adults. They show a greater sese of idepedece ad motivatio to achieve. New social relatioships ad cultural learig mark this period. The family cotiues to sese ad protect the childre. Childre who do ot get alog with other childre are potetially at risk from psychological problems later. Adolescece (13-18 years) Gradual idepedece Norms ad will play a importat role i this phase Neither child or adult a) Early adolescece (12-14) Period of rapid physical growth ad sexual maturatio Major chages i body appearace ofte results i isecurity, emotioal trouble, self-cosciousess b) Middle adolescece (15-17 years) Greater cocer i achievig greater psychological idepedece from families Develop closer relatioship with peers Struggle for idepedece results i feeligs of ambivalece o the part of both youth ad parets over the trasitio period, which ca lead to problems c) Later adolescece (17-19) years) Child has maaged to build up a reasoably clear, cosistet persoal idetity ad has committed him/herself to some relatively well-defied social roles ad life goals guided by a well fuctioig value system Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 31

38 Uderstadig Childre I Especially Difficult Circumstaces Attachmet Referece for the traier Attachmet is a durable ad affective relatio betwee a child ad oe or more adults raisig the child. It is a importat factor i the geeral social-emotioal developmet of a child. A secure attachmet is essetial for a basic trust i oeself ad others, ad therefore a secure basis from where exploratio of the world ca take place. From very youg, the child expresses two types of behaviour: the tedecy to seek closeess (by cryig, laughig, screamig etc) to the oes close to him/her ad secodly, to detach from this perso to explore the world aroud him/her. It is importat for the child to fid a balace betwee these two (sometimes coflictig) eeds. The child ca be securely attached to people, which idicates a balace betwee the opposite eeds described above. The child ca also be isecurely attached, which idicates a imbalace. For some childre it meas they seek excessive attetio from the perso they are attached to, for others it meas that they avoid cotact with the perso that they are attached to. The same patters (excessive attetio seekig vs. avoidace) emerge whe a child is i cotact with other stragers/people. O the other had, the securely attached child will be hesitat at first to meet the strager but later will make cotact ad s/he will seek attetio from that perso but is also able to play/act aloe. Secure attachmet to the most importat adult i the child s life is essetial especially because the good iteractio ormally remais ad becomes positive social orietatio (with both adults ad peers). This results i a positive exploratio of the eviromet, ad i tur results i idepedece ad persoal, emotioal, ad itellectual growth. The attachmet is maily set i the first few years of the child s life. I order to stimulate secure attachmet i the first few years the parets (or guardias) should provide emotioal support (beig sesitive to the child s eeds ad feeligs, iteractig positively with the child etc.). This should go had i had with the complete acceptace of the child. Later the child should be stimulated to experiece his/her persoal stregths ad his/ her autoomy respected. However, this growig eed for autoomy should take place i a eviromet that gives structure ad clear limits withi which the child ca feel secure. Sesitive Resposiveess from the child-raiser towards the child might beefit the above process. This meas oticig the sigals of the child (1), correctly iterpretig these sigals (2), watig to react to these sigals (3) beig able to react (4), ad reactig effectively (5). The persoal history ad values, support, stress, skills, kowledge, temperamet of the child etc. ca of course ifluece the quality of the adult. Ideally, sesitive resposiveess should provide the child with basic trust ad positive refereces that (1) result i social capacities with the attachmet perso, as well as 32 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

39 Uderstadig Childre I Especially Difficult Circumstaces with other adults ad peers, (2) should help the child explore his/her eviromet positively, (3) should be a positive ifluece o geeral developmet. The issue of attachmet is ofte the cause of may (psychosocial) problems that childre face, especially childre i especially difficult circumstaces. Although it is difficult to resolve isecure attachmet (if at all possible), it is importat to have kowledge about this pheomeo. This aalysis ca be useful i prevetative approaches whe workig with families. The itervetio should the focus o icreasig the sesitiveess of the parets that should result i secure attachmet. Kowledge about this theory is also importat for the cousellor because s/he ca help the child regai a sese of security ad trust that the child possibly lacks/lost with the caregiver. Explaatios or Attributio People seek explaatios for evets takig place aroud them which we call attributio some explaatios are automatic others are more deliberate. Kowledge about this theory is importat i uderstadig the child s explaatios for evets. It may be useful i cases of chage or i learig problem solvig skills. People have the tedecy to explai success to iteral causes ad failure to exteral causes. Oe ca explai success ad failure by ability, effort, task, difficulty, ad luck. Developmets of attributios go from exteral (e.g. luck) to iteral (e.g. ability). Leared helplessess the belief that oe s ofte-egative outcomes are idepedet of oe s actios, leadig to low self-esteem ad depressio ca be oe of the causes of psychosocial problems i childre. How do childre lear? Memory Learig ca be defied as formig memory. Learig is the processig of iformatio that leads to a broader memory. Icomig iformatio is either forgotte or remembered. Whe iformatio is remembered, it is the fuctio of short term memory. Whe this iformatio is repeatedly used, it fuctios ad is stored as log term memory. For childre, this process of memory is very rapid. Rememberig, therefore, meas retrievig iformatio that is stored i the memory (though it is automatic that all iformatio ca be retrieved at all times). Coditioig We lear behaviour that we are ecouraged to lear ad we forget behaviour for which o such ecouragemet is forthcomig. Reward (reiforced) a certai actio ad the idividual is motivated to repeat the actio agai i order to receive the reward agai. If a certai actio has egative cosequeces (e.g. puishmet), the idividual will stop egagig i that behaviour. It is essetial that the reactios o the behaviour are cosistet over time. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 33

40 Uderstadig Childre I Especially Difficult Circumstaces Modellig/Imitatio Learig takes place through observatio. This ca be through films, peers, parets, ad group processes etc. The idividual observes the cosequeces of the actios. Agai, if the cosequeces are positive, the idividual is (ucosciously) motivated to copy/imitate the behaviour (ad vice versa). Eve behaviour urelated to ay cotigecies will be subject to imitatio. Childre will especially imitate the behaviour of their parets (mai adults i a child s life). Adolescets will imitate maily from their peers. Child ad Adolescet Fears 3 It is ormal for childre to have fears. Fears have a survival fuctio ad have over time, become psychologised. Each phase of the child s developmet is characterised by differet fears ad as log as these fears do ot disturb the daily fuctioig of the child, they are ot static. Startle reflex the mai fears that babies have are a respose to very sudde movemets or loud oises etc. Fear for atural pheomea childre of two years old are ofte scared by storms, water, strage aimals, the dark etc. At aroud this time, childre also experiece the fear of beig left aloe (especially whe the primary care taker leaves the child aloe for too log). At aroud four years old, childre ofte have fears related to vulerability, such as fear of death, fear for illess, etc. At puberty, childre begi to acquire other fears, for example the fear of failure. This relates to achievemets, chages i the body, etc. More complex, ad less fuctioal forms of fear also exist, e.g. extreme (ad ofte urealistic) fear reactios ( paic attacks ) to specific objects or situatios (phobias). Some idividuals might have a variety of geeral fears, for example fears related to the future, to certai people, disasters, beig teased, school tests, goig to a hospital etc. Muscle tesio, extreme alertess, restlessess, difficulty cocetratig ca be sigs of experiecig fears. Fears ca also relate to previous, upleasat evets (such as beig abused, atural disasters, death of loved oes etc), these may iclude fears for reoccurrece of the evet or cosequeces of the evet (post traumatic reactios). 3 I some examples, the term fear also refers to distress or axiety. 34 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

41 Uderstadig Childre I Especially Difficult Circumstaces Referece for traier Geeral ideas about child-rearig The adult should ot use corporal puishmet, such as hittig, for this ca have egative effects o the developmet of the child. Oe should adopt other ways of settig limits or showig disapproval. Support the child through a positive approach towards his/her activities, ideas, thoughts etc. This meas that oe should emphasise o his/her capacities. Fid a balace betwee lettig the child experiece/explore, ad settig limits/ clarity. A growig child eeds to have the possibility to experiece his/her eviromet ad to challege limits (emotioally, itellectually, ad socially) ad to gai idepedece/autoomy, respectively. This meas givig the child the freedom to explore, which will stimulate the child s competecies. O the other had, the child eeds to have clear limits to be able to feel safe ad secure. To set limits meas that the eviromet is structured ad is therefore a secure base from where exploratio ca take place. It is importat that adults are cosistet ad predictable i their reactio towards the child. If ot, the child will ot be able to lear what to expect ad whe; this might result i isecurity ad mistrust. Every child shows positive iitiatives for iteractio. Adults ca observe ad recogise these reactios. Adults should ackowledge ad respod to these iitiatives. If the respose is i a positive maer, the commuicatio patter will become a useful oe. Both adult ad child have capacities for such commuicatio. Adults should show approval of childre s positive iitiatives i a verbal ad overbal way. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 35

42 Uderstadig Childre I Especially Difficult Circumstaces Referece for traier Fuctioal ad dysfuctioal behaviour 1) Well-fuctioig behaviour: a adult or a child, who has acceptable ad appropriate behaviour accordig to the orms of society/the commuity, ad orms of the child s (psychological) developmet, ad ca perform the role expected of him. Somebody who has o egative ifluece o him/herself ad is able to cope with his ow life ad problem situatio. These persos may oly eed a supportive eviromet (family, peers sigificat others) to pursue their pla to chage the preset situatio to meet realistic goals. Note: a disabled perso is ot ecessarily dysfuctioal 2) Dysfuctioal behaviour: A perso who displays iappropriate ad uacceptable behaviour (depedig o societal or developmetal/psychological orms) or that has a egative ifluece o him/herself or his/her eviromet. Example: a child is very agry because s/he feels she is discrimiated i school (although beig agry is ot ice it is ot ecessarily dysfuctioal); that same child wats to kill those that discrimiate him/her (killig someoe is ot acceptable i terms of orms so that ca be cosidered dysfuctioal). How to help a perso with dysfuctioal behaviour: Create awareess of dysfuctioal behaviour or specifically of the egative impact of his/her behaviour. Iquire what he ca do to solve or do somethig about the dysfuctio. Collaborate to set clear goals for behavioural elemets to be chaged. Start from simple but attaiable solutios that s/he ca do without much help from others. Make him/her feel s/he ca succeed. Itervee or provide help whe eeded, referral might be eeded. Braistorm optios together ad assess as s/he clarifies feeligs, as s/he lears ew ways of fuctioig util his/her ability to cope icreases. Provide support ad iteractio with others i the social support etwork. 36 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

43 Uderstadig Childre I Especially Difficult Circumstaces Sessio 5: Legal Basis ad Child Rights Objectives At the ed of sessio, the participats are expected to be able to: Discuss relevat legal provisios of CRC ad the Nepali legislatio as a basis for cousellig childre Idetify the provisio of CRC ad the Nepali legislatio for protectig CEDC Activities Time: 2 hours Materials: meta-cards, flip chart, marker, board Explaatio of procedure for traiers: 4 Itroduce the topic by sharig the major provisios of the CRC ad childre s Act with the participats. These justify the ratioale for cousellig itervetio for CEDC. Show trasparecies & while explaiig the topic. 4 Give a lecture about the provisio of CRC (see fact sheet 2.5.1) ad article 23 of the Childre s Act to provide the participats with a clear uderstadig o the legal issues ivolved. Methodology Lecture Resource materials Text for lecture: Trasparecy & Legal provisios of CRC Text for Traiees: Fact Sheet Brief itroductio o CRC Refer to the Geeral Maual o Cousellig of CEDC, chapter 1, Legal Basis Referece Material: CRC 1989, UNICEF ad Nepal s Childre Act 2048 Key poits There is o clear legislative provisio that esures cousellig i Nepal. However, the State should always be resposible for protectig childre i especially difficult circumstaces. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 37

44 Uderstadig Childre I Especially Difficult Circumstaces Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: There are ot eough legal provisios i the legislatio regardig psychosocial assistace for CEDC. Nevertheless, there are some appropriate legislatios, however these legislatios have ot bee implemeted properly. Evaluatio The participats, i pairs, come up with a legal article that they feel is missig i the preset legal system i Nepal. 38 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

45 Uderstadig Childre I Especially Difficult Circumstaces Trasparecy Covetio o the rights of the child Article 39: Resposibilities to care The state has a obligatio to esure that child victims of armed coflicts, misfortue, maltreatmet, or exploitatio receive appropriate treatmet for their recovery ad social reitegratio. Article 40.1: State Parties recogise the right of every child alleged/accused of, or recogised as havig ifriged the peal law, to be treated i a maer cosistet with the promotio of the child s sese of digity ad fudametal freedoms, takig ito accout the child s age ad promotig reitegratio so that s/ he ca resume a costructive role i society. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 39

46 Uderstadig Childre I Especially Difficult Circumstaces Trasparecy Nepali Legal provisios: Childre s Act 2048 Article 23 has provisios that address the guardias to safeguard the iterest ad property of the child. The Article reads: The mai duty of the guardias shall be to safeguard the iterest of the child. a. To brig up the child i a way that will ehace the physical ad metal developmet of the child. b. To esure educatio; this helps the itellectual developmet of the child. c. To prevet the child from acquirig bad habits or bad iflueces. Article 34 has the provisio of the establishmet ad operatio of Childre s Welfare Homes by the govermet to keep abadoed childre. Article 35 reads: HMG shall establish Childre s Rehabilitatio Homes. The followig childre shall be kept i the homes: a. A child accused of a crime ad to be imprisoed pursuat to the existig law for the ivestigatio or proceedigs of the case. b. A child addicted to arcotic drugs. c. A child who is i the compay of persos ivolved i immoral or iexpediet activities, or takes part i the activities of such persos or depeds upo them for earigs. 40 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

47 Uderstadig Childre I Especially Difficult Circumstaces Fact sheet What is the covetio o the rights of the child? The covetio o the rights of the child is a Uited Natios agreemet that outlies the rage of rights that childre everywhere are etitled. It sets basic stadards for a child s well beig at differet stages of developmet. Coutries that agree/are legally boud by the covetio s provisios become State Parties. The covetio is the first uiversal legal code of child rights i history. Rather tha these issues beig scattered amog a umber of iteratioal treaties, the covetio brigs together i oe treaty all relevat child rights issues. The covetio cotais 54 articles, each of which details a differet type of right. These ca be broke dow ifo four broad categories: Survival rights: This covers a child s right to life ad the eeds that are most basic to existece; these iclude a adequate livig stadard, shelter, utritio, ad access to medical services. Developmet rights: These iclude rights that childre require i order to reach their fullest potetial. Examples are the right to educatio, play/leisure, cultural activities, access to iformatio ad freedom of thought, cosciece, ad religio. Protectio rights: Requires the safeguardig of childre agaist all forms of abuse, eglect, ad exploitatio. These rights cover issues such as special care for refugee childre, abuse i the crimial justice system, ad childre s ivolvemet i armed coflict, child labour, drug abuse, ad sexual exploitatio. Participatio rights: Allow childre to take a active role i their commuities ad atio. These rights ecompass the freedom to express opiios, to have a say i matters affectig their ow lives, to joi associatios, ad to assemble peacefully. As their abilities develop, childre should have more opportuities to participate i the activities of their society, i preparatio for resposible adulthood. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 41

48 MODULE III Framework Of Cousellig Geeral objective: Participats deepe their uderstadig of the: Situatio of childre i especially difficult circumstaces Basic philosophy of cousellig itervetios for childre i especially difficult circumstaces Psychosocial theory of behaviour i relatio to uderstadig how idividuals fuctio i society. Specific objectives: At the ed of the module, participats will be able to: Uderstad the basic priciples that are vital i uderstadig cousellig as a psychological itervetio for CEDC Discuss psychosocial theory of behaviour ad its relevace to uderstadig the situatios of CEDC. Uderstad the reasos, priciples, process, ad approach to cousellig. Uderstad the cousellor s role ad relate to it as a future cousellor. Uderstad the skills ad approach from a cultural perspective.

49 Framework Of Cousellig 44 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

50 Framework Of Cousellig Sessio 1: Self-Awareess Objectives: At the ed of sessio, participats are expected to: Have a deeper uderstadig ad isight about themselves as beig service providers for CEDC Be able to share their ow stregths ad weakesses as a perso ad as a service provider for CEDC Acquire a deeper awareess about oes ow childhood the positive ad egative experieces, ad how these experieces ca ifluece oes ow preset values ad attitudes i life Uderstad the behaviour ad reactios of a victim Activities Time: 3 hours Materials: meta-card, flip chart, marker, board Explaatio of procedure for traiers: 4 Ask the participats to form pairs ad after 10 miutes of preparatio, share with their parter reflectios about themselves. Each pair receives 45 miutes for this sharig exercise (see trasparecy 3.1.1). Emphasise that ay shared iformatio is cofidetial ad should be treated with respect. 4 After the exercise, ask the participats to share their thoughts i a ope discussio to reflect o the exercise. Emphasise the importace of self-awareess: How ca we help others i selfreflectio if we are ot capable ourselves? Service providers should be aware of their ow backgroud ad the persoal emotios/setimets they carry with them whilst i the process of guidig a child. A cousellor s persoal experieces, ideas, hopes, frieds, etc. all play a role i the cousellor s attitude ad thus i the cousellig process. The cousellor should be aware of these persoal factors i order to miimise their ifluece o the process. Debriefig of exercise/sythesis This exercise demostrates how difficult it ca be to share iformatio about oeself. It is ormal that differet people have differet values ad ideas. Self-awareess ca be a recurrig issue for participats throughout the traiig 4 Ask the group to list words (braistorm) that they associate with the meaig of the word victim. Write the words o the board. (See fact sheet ) Ask the participats which of these experieces they have goe through themselves. 4 The river of life : ask the participats to draw (o a blak sheet of A4 paper) a river, which symbolizes their life, ad alog that river to draw/write the positive ad egative experieces that have had a importat impact o their life. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 45

51 Framework Of Cousellig Methodology: Self reflectio Sharig Braistorm Lecture Resource materials Text for lecture: Trasparecy Questios to stimulate self-awareess Text for traiee: Fact Sheet Victim Flow Chart Key poits A cousellor eeds to kow how it feels to look closely at oeself whe guidig childre to be aware, to stregthe their capacities, or chage their weakesses, because that is what s/he asks of the child. Sythesisig: Provide a opportuity for questios ad summarise the sessio with the followig poits: This sessio aimed to make participats aware of themselves as service providers for CEDC; ad their stregths, weakesses, ad values. Selfawareess is a ecessity for a cousellor. - This sessio also remids us of the feeligs that childre might experiece as a victim feeligs of pai, helplessess, ager, hate, or loeliess. Whe cousellig, it is very importat to emphasise ad realise what the childre are experiecig. Most of us caot eve imagie what may of these childre have to go through. However, tryig to uderstad their situatio is essetial to be able to be supportive. The childre are ofte victims. Behid the appearace/behaviour, which ofte becomes a judgig factor, are the mai feeligs that cause this behaviour. We ofte fail to uderstad that the child behaves that way because s/he feels uloved, loely, agry, ashamed, guilty, cofused, hopeless, rejected, etc. Evaluatio The participats write i brief (preferably oly oe setece) what they thought was the core message of this sessio. 46 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

52 Framework Of Cousellig Trasparecy Questios to stimulate self-awareess for cousellors 1. Draw a object (flower, plat, aimal, or ay object), which best represets you as a perso (your value system, attitudes ad way of life). Share this with your parter durig the dyadic exercise. 2. Share with your parter: a) Why I wat to be a helper ad what do I get from helpig others b) What does my family ad others say they like about me? What they do ot like about me? c) Career ad work what is it i my work - I like best...? - I am very proud about...? - I have limitatios i...? - I do ot like...? - I fid importat? d) Childhood experieces: What are the sigificat evets i my childhood, which created a impact i my preset life? - Positive - Negative e) What are my persoal goals i life? f) What are my goals as a worker? g) Who are the importat people i my life ad why? h) What are my stregth ad weakesses, professioally ad/or persoally? i) List five of the most importat values i your life. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 47

53 Framework Of Cousellig Fact sheet Victim Flow Chart Perso i stage of ormal daily routie (Feels sese of: Security, digity, pride, power, cotrol) Crisis Evet Arbitrary sudde uexpected upredictable Leads to restoratio of: Perso becomes victim Victim experiece loss of: power, pride, cotrol, security, digity Stages of victim reactio l Shock & disbelief - Fear ad blamig l Ager ad idifferece l Reitegratio Observable crisis behavior l Toe of voice l verbal expressio l physical expressio l lesseed decisio makig abilities l lack of cofidece Psychological First Aid/ psycho-social itervetio (crisis itervetio) Couselig 48 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

54 Framework Of Cousellig Sessio 2: What is cousellig? Objectives At the ed of the sessio, the participats are expected to: Defie cousellig itervetio ad its objectives Differetiate betwee what is cousellig ad what is ot cousellig Activities Time: 3 hours Materials: meta-cards, flip chart, marker, board Explaatio of procedure for traiers: 4 The participats read the defiitio ad objectives of cousellig (see Geeral Maual chapter 3 Commuicatio skills & Skills to hadle reluctace ad additioally Aex 2, Possible traps ). Ask the participats to the divide ito groups of four ad write the most importat poits o meta-cards. Fially, they should write a ew defiitio of cousellig i simple words, coverig most of the extracted poits. 4 Participats divide ito three groups ad aswer two questios: 1) What is cousellig? 2) What is the opposite of cousellig? Provide a opportuity where they ca preset their views. Discuss the differeces (see trasparecy 3.2.2) i opiios. 4 I Nepal, cousellig is ofte equated with givig advice ; address this issue by askig the participats what the disadvatages are of givig advice i the cousellig process (see, Geeral Maual, chapter 3, Methodology of cousellig Reasos why a cousellor should ot give advice ). Note: The traier should refer to a later sessio i this module that will deal with the cousellig approach beig taught i more detail. Methodology Braistormig Workshop ad group discussios Lecture/discussio Resource materials Text for lecture: Trasparecy Cousellig Trasparecy What is the opposite of cousellig? Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 49

55 Framework Of Cousellig Text for traiees: See Geeral Maual, chapter 1 Child welfare philosophy & Legal Basis ; chapter 3 Methodology of cousellig ; Aex 2 Possible Traps for more iformatio o Cousellig CEDC. Key poits Sometimes people caot fid a way out of difficulties or feeligs; at this particular time, a perso who helps is most welcome. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: Cousellig is a psychosocial itervetio for childre who have bee behavig differetly, expressig or idicatig feeligs of pai, sadess, sufferig, helplessess, ager, etc. Cousellig guides them to a state of balace from which they ca hadle ad improve the situatio. The purpose is to help the perso to chage/improve the preset problem or situatio. This sessio liks with almost all the followig sessios for it covers the ratioale of this approach to cousellig ad thus of this traiig. Evaluatio Ask the participats if there was aythig i the sessio, they did ot uderstad. Complete uderstadig is importat; this sessio provides the basis for the rest of the traiig. 50 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

56 Framework Of Cousellig Trasparecy Psychosocial Cousellig Cousellig is a plaed itervetio betwee the child/victim ad cousellor/helper to assist the child to alter, improve, or resolve his/her preset behaviour, difficulty, or discomforts. It is a process of helpig the child to discover the copig mechaisms that he/she foud useful i the past, how they ca be used or modified for the preset situatio, ad how to develop ew copig mechaisms. Cousellig is about stregtheig the ability of the child to solve problems ad make decisios ad is differet from givig advice. You, the cousellor, are geerally ot a advisor or perso of authority i the cousellig relatioship. The process ivolves a mutual resposibility betwee you ad the child. Cousellig eables the child to discuss feeligs ad worries freely without cultural, geder, ad social discrimiatio. Cousellig should reduce these disturbig coditios. By talkig to you, the child ca express worries, release tesio, ad share feeligs of sufferig. Talkig i detail about problems ofte has a clarifyig effect for the perso ad through this; strategies for chage ca be explored. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 51

57 Framework Of Cousellig Trasparecy What is the opposite of cousellig? Examples - Orderig, commadig, ad pressurig - Warig ad threateig - Givig advice or providig solutios (whe this is ot ecessary) - Moralisig ad labellig - Disagreeig, judgig, ad criticisig - Istructio ad evaluatio - Arguig - Opely showig disbelief - Lack of iterest or ot respodig - Educatig (whe ot appropriate) 52 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

58 Framework Of Cousellig Sessio 3: Why Cousellig? Objectives At the ed of sessio, the participats are expected to: Have a idea about the problems of CEDC i Nepal Relate the problems of CEDC to cousellig Activities Time: 2½ hours Materials: meta-cards, flip chart, marker, board Explaatio of procedure for traiers: 4 Itroduce the topic by askig the participats to list o meta-cards, the problems CEDC are facig today. The participats divide ito four groups. Ask this specific questio: What are the problems that CEDC are experiecig i Nepal? 4 Paste the meta-cards o the board i separate colums. Sythesise the respose through a discussio about the situatio of CEDC i Nepal (see Geeral Maual chapter 1, Nepal s situatio ). 4 Remaiig i their groups, the participats idetify/discuss problems that might require cousellig itervetios; they must provide explaatios ad reasos (summarise the sessio with trasparecy 3.3.1). 4 The participats divide ito two groups. Ask the questio: What is the differece betwee social workers ad cousellors? Though oe perso ca have both roles, they eed to be able to differetiate these roles (also applicable for teacher/adultcousellor differeces). Note for the traier: Refer to the Geeral Maual, Chapter 2, box The Child s Perspective. Try to iclude the differeces betwee the problems that both service providers deal with (social workers deal with materialistic, practical, legal, educatioal or medical issues, whereas cousellors deal with psychological, social, ad emotioal issues eve though there is a overlap). Methodology Group work Lecture Braistormig Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 53

59 Framework Of Cousellig Resource materials Text for lecture: Trasparecy Why cousellig? Text for Traiees: Refer to Geeral Maual, chapter 1 Ratioale, & chapter 2 Likages with other service. Key poits State, local govermet, commuity, family, ad parets are resposible to protect CEDC from violece, sexual abuse, ad exploitatio. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: This sessio focussed o problems that CEDC are experiecig, ad problems that might require cousellig. This meas that the traiees eed to make a distictio betwee psychological, social, ad emotioal problems ad materialistic ad practical problems. For example, poverty or lack of educatio does ot ecessarily mea the child eeds cousellig. However, if the child has difficulties regardig these issues (e.g. feelig agry or helpless etc.) the oe ca assist through cousellig. Evaluatio The participats aswer, i their ow, simple words the questio posed i the title of this sessio Why Cousellig? They should write their aswers o a piece of paper ad the share their views. 54 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

60 Framework Of Cousellig Trasparecy Why Cousellig? - Cousellig is ofte a effective way of dealig with psychosocial ad emotioal problems of childre i especially difficult circumstaces. Ayoe (with traiig) ca do it, as log as you have the right attitude ad skills. - Behaviour is ofte a ope expressio of feeligs. I order to chage problematic behaviour, cousellig requires dealig with feeligs. - Psychological health is a importat part of child survival, protectio, ad geeral developmet. - Childre have the right to have a childhood that is as problemfree as is possible. It should also be the adult s resposibility to care for ad guide the child, ad help him/her cope with ay difficult situatio. - Legal basis; Covetio of the Rights of Childre - Helpig childre i especially difficult circumstaces requires may differet approaches. Food ad shelter are essetial but may ot be sufficiet if the child has to deal with trauma. Cousellig focuses o the child s feeligs, thoughts, ad ideas that are essetial too. - Cousellig ecourages ad assists the child to fid a solutio for his/her problem/situatio. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 55

61 Framework Of Cousellig Sessio 4: The Psychosocial Approach Objectives At the ed of the sessio, participats are expected to: Discuss psychosocial theory of behaviour, ad its relevace to uderstadig the situatio of CEDC. Uderstad social support etworks as a effective supportive mechaism of psychosocial cousellig. Activities Time: 1½ hour Materials: meta-cards, flip chart, marker, board Explaatio of procedure for traiers: 4 Itroduce the topic by askig the participats what they uderstad or kow about the cocept psychosocial. 4 Based o their uderstadig, coduct a lecture ad discussio o the psychosocial approach (see trasparecy ad fact sheets ad 3.4.2) ad the psychosocial theory of behaviour. Highlight the compoets eeded i coductig psychosocial assessmet. Preset the compoets of psychosocial assessmet (see trasparecy 3.4.2). To deepe their uderstadig of the topic, divide the participats ito four small groups to aalyse the cases of Bia ad Suita (see Module VII, Referece Materials 7.1 & 7.2 for cases) accordig to psychosocial assessmet (see trasparecy ). 4 Participats preset their ideas ad iput to aalyse i a ope discussio. Methodology Braistormig Lecture discussio Workshops Case situatio aalysis Resource materials Text for lecture: Trasparecy The Psychosocial Approach Trasparecy Compoets of psychosocial assessmet Trasparecy The Cotext of Cousellig Referece for traiers Additioal iformatio ; Psychosocial problems Text for Traiees: See module VII for the case studies of Bia ad Suita 56 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

62 Framework Of Cousellig Key poits The ier feeligs (psycho) ad outer eviromet (social) ifluece the behaviour of the child. I psychosocial cousellig cousellors should always focus o feeligs ad correspodig copig behaviours ot ecessarily o the evet. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: This sessio focussed o the psychosocial cocept. O the oe had, it cocers the iteral processes of a idividual. O the other had, the cocept idicates the ifluece of the idividual s surroudigs ad eviromet. Cousellig focuses o both these compoets. It is essetial for cousellors to uderstad this cocept to idetify the problem situatio properly. The cocept allows the cousellor to be able to guide a child towards a solutio that is suitable ad refers to both the iteral ( psycho- ) ad exteral ( social-cultural ) aspects. Evaluatio Ask the participats if they uderstad the cocept Psychosocial. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 57

63 Framework Of Cousellig Trasparecy The Psycho-Social Approach The psychosocial approach is a itervetio, which looks at the child ad his/her problem i relatio to his/her eviromet. The (Social) eviromet icludes society, family, school, ad peers. The Psycho- (logical) part is cocered with metal processes such as feeligs, thoughts, behaviour, ad motives. The child s problem situatio is the aalysed ad uderstood from his/her psychological, social, ad cultural perspective. The child s iteral capacities ad social ad cultural resources ifluece solutios ad chage. The way the child defies the problems determies the itervetio to be used. Sometimes we ted to focus oly o the perso ad the evet or critical situatio. We forget to look at the feeligs ad the behaviour of the child ad the expectatios of the eviromet. 58 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

64 Framework Of Cousellig Trasparecy Compoets Of Psychosocial Assessmet: a) Critical Evets/Stress/Situatio: These refer to certai evets i a child s life that create a severe impact o his/her preset coditio. Evets ca also be happy situatios; the child ca use these coditios to cope with problems. b) Feeligs/behaviour: Refers to the respose of a perso after a evet such as happiess, sadess, loeliess, ager, problems with sleep, etc. c) Copig Behaviour: Refers to the maer i which a perso deals with feeligs or situatios of discomfort. d) Resources: Refers to the exteral support system that a perso uses i times of eed/a crisis. Resources iclude family, frieds, exteded family, etc social resources, ad ca iclude cultural or spiritual resources (e.g. goig to a temple). Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 59

65 Framework Of Cousellig Referece for traier Additioal iformatio 1 A. Behaviour is ofte the overt maifestatio of feelig. Socially acceptable or appropriate behaviour idicates that there is equilibrium or balace. This is adequate social fuctioig. However, a patter of behaviour that is iappropriate or uacceptable idicates that the perso is ot adequately fuctioig. Evet/ situatio Stimuli Causes Feeligs Leads to Reactio Behaviour My Behaviour (behaviour) Causes Arouses (feeligs) Feelig i others Who behave ad React Towards me (behaviour) i a way I like Or do ot (feeligs) Ad this makes me behave ad react I a way others approve/ disapprove who i tur treat me or respod to me i a way I like or do ot like (behaviour) (feeligs) (behaviour) (feeligs) B. I additio to the explaatio of the psychosocial cocept above, oe ca also view the cocept i this way 2 : 1) Psychological problems arisig from self or society: for example, substace abuse, suicide, post traumatic stress disorder, etc. 2) Psychological problems causig societal problems: for example, paedophilia, ati-social behaviour, etc. 3) Societal problems arisig from psychological problems: for example, domestic violece by alcoholics, etc. 4) Societal problems causig psychological sufferig: for example, violet crimes, child abuse, torture, etc. Psychosocial Problems Psychosocial cousellors, psychologists, metal health workers, ad psychiatrists have to deal with a vast rage of problems. Some problems have bee labelled as psychiatric/psychological disorders (combied i diagostic systems such as DSM- VI or ICD-10, which are used commoly for diagostic ad treatmet issues). 1 It should be oted that differet professioals have varyig theories that explai behaviour or defie cocepts. 2 From Poudyal ad Va Ommere, Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

66 Framework Of Cousellig Figure 1 3 : Psychosocial problems Loss (e.g. of property) Fear Death (e.g. of a loved oe) Trauma (e.g. war, torture, rape) Domestic violece (e.g. battered wife) Displacemet (e.g. refugee) Sadess Somatic complaits Sexual difficulties Substace abuse Loeliess Metal health disorders (e.g. Axiety, Depressio, PTSD, Somatizatio disorder, Dissociative disorder) Stress (e.g. work related) Guilt Stigmatisatio (e.g. as a raped wome) Sexual abuse (e.g. sexual exploitatio) Aggressio Re-experiecig of traumatic evets Example 1: Psychosocial problems for youth trafficked for sexual exploitatio 4 : Issues: safety, guilt, distrust, shame, stigmatisatio, problems i social relatioships, ager, fear, isolatio, reduced self-worth. Example 2: Psychosocial problems for childre who have bee affected by armed coflict 5 : Issues regardig loss, fear, cofusio, ager. 3 Adapted from Commuity Metal Health i Cambodia Trascultural Psychosocial Orgaisatio (TPO). 4 From Specialised traiig Maual o Psychosocial Cousellig for Trafficked Youth. Hadlig the trauma of sexual exploitatio Jordas, M.J.D./ILO IPEC TICSA, Kathmadu. 5 From Psychosocial Cousellig maual for Childre i Coflict. (i preparatio). Save the Childre/Jordas. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 61

67 Framework Of Cousellig However, these classified disorders do ot cover all aspects of psychosocial problems ad we caot assure their cultural validity. Cousellors ofte deal with o-classified problems. Havig said that, it eeds to be uderstood that the social/emotioal problems described here ca be a cause, result, or compoet of psychiatric/psychological disorders. Thus, a uderstadig of the full spectrum is ecessary. Cousellors deal with may psychosocial problems that are mild forms (ad therefore ot diagosed) of disorders, such as severe sadess, though ot depressio; post trauma fears, but ot PTSD; or medically uexplaied pais, though ot somatizatio disorder. These symptoms do ot mea that the level of distress is less for the idividual tha advaced forms of the same symptoms. The variety of psychosocial problem situatios ca iclude stress at work, death of a loved oe, domestic violece, physical or sexual abuse, loss of property, social distress, or stigmatisatio, experiecig a traumatic evet, or a combiatio of these factors. Such problems ofte maifest as egative emotios or disturbig behaviours, such as fear, sadess, grief, shock, somatic complaits, sexual difficulties, substace abuse, sleepig difficulties. These problems ca be the cause, result, or symptoms of metal health disorders, but ca also be preset as such (for a schematic represetatio see figure 1). Severe metal disorders such as schizophreia are ot icluded here. May psychosocial problems are very specific for differet people. For example, somebody who experieces social-emotioal problems due to poverty might have very differet reactios or problems from someoe who has experieced torture. Similarly, the reactios ad problems of a sexually exploited child will be differet from that of a child who has bee exposed to, or was a victim of war-violece. 62 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

68 Framework Of Cousellig Trasparecy The Cotext of Cousellig Exteral factors ifluecig the child, its problems, ad the cousellig process Norms ad values of the society Social eviromet e.g. social agets of care Physical eviromet e.g. presece of violece Cultural cotext e.g. traditioal ways of healig, copig ad support Ecoomic status e.g. poverty Political eviromet Educatioal status Health Status Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 63

69 Framework Of Cousellig Sessio 5: The Cousellig Process Objectives At the ed of sessio, participats are expected to: Gai a deeper uderstadig of the cousellig process ad the roles ivolved whe helpig a perso durig cousellig. Activities Time: 4 hours Materials: meta-cards, flip chart, marker, board Explaatio of procedure for traiers: 4 Itroduce the topic by askig the participats to discuss ad write dow what they thik is the correct approach i the various stages of the cousellig process. Divide them ito three groups for this activity. Post each group s ideas o the board accordig to phases/stages of the cousellig process. Each group must preset what they have discussed. Put their resposes ito the followig six categories: 1. Idetificatio of the problem/child 2. Begiig/rapport buildig 3. Defiig the problem(s)/assessmet 4. Formulatig the cousellig goals/pla. What is the focus? 5. Implemetig the plas/problem solvig 6. Edig the cousellig relatioship/back to daily life 4 Use the results for a discussio/lecture o the various stages ad cotets of a cousellig itervetio withi a psychosocial approach (see trasparecy ad ask the participats to read Geeral Maual, chapter 3, sectio o Cousellig process ad the fact sheet 3.5.1). 4 Explai two methodologies to highlight the differet phases (see fact sheet 3.5.2: Laxmi ). a) Case study aalysis: Participats divide ito four groups ad prepare a psychosocial assessmet (see fact sheet 3.5.1) o the problems of the child (Laxmi). They must prepare a short cousellig treatmet pla that icludes a hypotheses, cousellig goals, ad pla of actio based o their assessmets. b) Role-playig: oe of the groups prepares a role-play o the begiig phase, aother o gettig at the problem phase of the cousellig process, aother group focuses o the formulatig cousellig goals stage ad the fial group o the implemetig phase. The role-plays should be coducted as if cousellig has already bee goig o for about five sessios. After 20 miutes of preparatio, oe pair from each group presets their role-play i frot of the others. Allow 15 miutes for each play. The observers should evaluate (1) the relevace of the cousellor s questios or methods cosiderig the differet stages they are supposed to role-play ad (2) the use of basic commuicatio skills ad emotioal support. 64 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

70 Framework Of Cousellig Methodology Case study aalysis Workshops/discussio Role play Lecture Resource materials Text for lecture: Trasparecy Cousellig process Text for Traiees: Fact Sheet The cousellig process Fact Sheet Case study of Laxmi Geeral Maual, chapter 3, Cousellig Process Key poits The cousellig process ivolves a log-term pla, which follows a step-bystep approach. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: The cousellig process ca be summarised as DASIE (Nelso- Joes, 1994); Develop relatioship, Assess the problem, State workig goals ad pla itervetio, Itervee to develop problem-solvig skills, Ed the cousellig process. After the cousellig sessios are over, it is essetial to follow up o the child s well beig to esure that the positive chages are sustaied over time. Refer to aother sessio that deals with basic elemets ad priciples of cousellig. Metio that these priciples are recurrig throughout the etire cousellig process, regardless of whether it is the first or the seveth sessio. Evaluatio Ask the participats what they leared from this sessio. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 65

71 Framework Of Cousellig Trasparecy The Cousellig Process Emotioal support is essetial throughout the etire process of cousellig. I) Idetificatio of the child ad or problem: The type of itervetio should be relevat to the problems preseted ad should be based o the criteria for itake such as, the expressed eed for the itervetio; emotioal imbalace; psychosocial problems; disabled daily fuctioig due to such problems, etc. II) Begiig the cousellig process: 4 Set the atmosphere/ build a rapport with the child 4 Itroduce yourself 4 Explai cousellig 4 Ask for the child s expectatios III) Gettig at the problem/assessmet: 4 Explore ad structure the problem 4 Explore the positive qualities such as stregths of the child 4 Uderstad the situatio/problem 4 Make decisios together to start the process 4 Create mutual awareess about the problem IV) Formulatig goals for cousellig/helpig plas: 4 Formulate the child s preferred outcomes 4 Specify ad explore these goals 66 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

72 Framework Of Cousellig 4 Prioritise which goal to start with 4 Specify ad explore goals 4 Decide the relevace of the goals together V) Implemetatio of cousellig goals ad decisios: 4 Stimulate solutios or strategies for chage 4 Discuss advatages ad disadvatages of these 4 Formulate ad Implemet a pla of actio 4 Work with/o copig strategies, ad work with social ad cultural resources 4 Look at uderlyig causes of the problem VI) Edig the cousellig process/evaluatio: 4 Discuss reasos for termiatio 4 Summarise the etire cousellig process 4 Provide feedback ad focus o positive elemets 4 Discuss the trasitio phase VII) Follow up ad if ecessary co-ordiate likages Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 67

73 Framework Of Cousellig Fact sheet The Cousellig Process Itake Itake usually refers to the first iterview ad is the process of determiig the child s problems ad how his/her behaviour affects him/herself ad others. Durig Itake, oe determies what the child s preset problems are, ad what factors created a impact o the child s preset situatio. Critical icidets/ situatios Feeligs/ axieties emotio Copig behaviour Resources 1.Beate by step father Agry powerless Left home ad stayed i the streets Frieds o the street 2.Parets separated ad mother remarried Sad, disappoited Left home Noe Itake also refers to the process of determiig what resources (iteral ad exteral) are available to the child to achieve the desired outcomes. Itake eables: The child to express his/her eeds as s/he sees them. The child ca state how s/he would like to receive assistace from the orgaisatio. The cousellor to explai the services the orgaisatio has to offer ad to discuss the direct ad idirect reasos why the child/others cotacted the agecy. The child to share iformatio with the cousellor, to gather data ad idetify the backgroud (history) iformatio i relatio to the preset problem. Both parties to agree o: 1) Whether the orgaisatio ca be helpful to the child s eeds or ot 2) The terms of referece of service or cotact. Problem Idetificatio & Assessmet This stage refers to the cousellor s aalysis of the case ad the situatio of the child, with particular focus o the child s feeligs ad attitudes that are sigificat i his/her/others life. It also icludes the cousellor s professioal impressio regardig the situatio. This stage should iclude the followig: Problems ad eeds as see by the child Problems ad eeds as see by the cousellor Child s feelig about the situatio The child s efforts to solve the problem 68 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

74 Framework Of Cousellig Resources (iteral ad exteral) I order for the child/family to achieve the desired outcome ad to chage the preset situatio, a cousellor idetifies the child/family s available iteral ad exteral resources. Iteral resources: Ier stregth, capacity to withstad, recover, ad eve grow from egative experieces (resiliecy/copig). This could be: A sese of value acquired from family ad others i the social support system/positive attitude towards parets/family Competece to perform certai tasks (vocatioal skills) Problem-solvig ad leadership skills Moral values leared from parets Educatio Paret role models Exteral resources: is the process of idetifyig social support etworks that ca help the child immediately. Support ca be emotioal, material, ad psychological (givig esteem or advice). How ca they (exteral resources) help, i what form, i what way? I the case of CEDC they might be: Mother/father Sibligs Aut/ucle Rituals Traditioal healers Frieds Social workers Teachers Commuity Religio/Spirituality Treatmet plaig Treatmet plaig is the process of workig together with the child/child to set objectives i the helpig process (through the desired outcomes) ad fidig strategies ad ways i which these objectives ca be achieved. Wheever possible, the cousellor should explai to the child the various helpig strategies beig used ad the child should agree o their usage. This process of empowerig the child, determies: What the child wats to do for him/herself ad workig out objectives to solve the preset problem The desired outcomes The strategies/activities that the child ca do or utilise to achieve the objective or goals to chage his preset situatio How the agecy or the cousellor ad others (social support system ca) help How log each objective i the case maagemet process will take the legth of time ecessary with the child What the child s copig strategies are i this ad previous situatios, ad how oe ca stregthe or modify them What the helpig strategy or implemetig the treatmet/helpig pla ivolves Carryig out what has bee plaed or agreed upo Fidig out if the strategies ad activities plaed are effective or ot Clarifyig whether there is chage i the child s copig behaviour (as desired by the child) Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 69

75 Framework Of Cousellig Format of Pla of Actio Goals Objective Activities Time frame Perso/group resposible Termiatio or closure The cousellig process will ed if the desired behavioural chages or objectives have bee attaied Evaluate how the achieved chages will help the child for future problems ad coflicts Evaluate the child s itegratio ito the family or commuity Prepare a closig summary Follow up Through questioaires, phoe calls, visits, or otherwise the cousellor should periodically check whether the state of the child is edurable. This is to evaluate the cousellig itervetio as a whole ad detects possible relapses i the problems of the child. 70 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

76 Framework Of Cousellig Fact sheet Case study of Laxmi Laxmi is a 16-year-old girl who is eglected ad very sick. Her family moved from Dhadig to Pokhara seve years ago ad they have bee livig i a squatter commuity sice. Laxmi has a mother, father, two elder brothers, oe youger brother, ad oe youger sister. Her two elder brothers live separately. Her youger brother lives i the streets ad comes home occasioally. Her father is a traditioal faith healer (Dhami-Jhakri) ad he works o daily wages. Laxmi s mother leaves home early i the morig to look for jobs ad takes her three-year-old malourished daughter with her. She returs home late i the eveig. Sometimes Laxmi s parets fid jobs ad sometimes they caot fid aythig. Laxmi s father speds their icome o alcohol. There are quarrels betwee the father ad mother almost every eveig. Laxmi used to study i grade three i the earby school two years ago. Every Saturday morig or eveig (depedig o the availability of jobs), she used to go to work with her mother. Her school life was difficult to maitai. At school, teachers complaied about her school dress ad homework. They humiliated her ad made fuy remarks about her age ad her slow learig. They used to beat her. As a result, Laxmi lost iterest i studyig. Laxmi was 14 years old whe her mestruatio started ad the it stopped after six moths, perhaps due to health problems. She bega to loose weight. Her father cosulted a faith healer, who gave her medicie from the earby medicie-shop. Nothig worked. She became thier ad thier. She discotiued goig to school ad it was very difficult for her to work at home. Six moths later, Laxmi s mother arraged for her to get married to a 18-year-old child worker. Her mother called the boy oe eveig ad Laxmi ra away. She wet to Hemja, where her aut eared a livig breakig stoes. Laxmi s parets believe that she might have eloped with someoe else ad have ot looked for her. She has ot iformed her parets where she is. She does ot kow what will happe if she iforms her parets. She is afraid of iformig them. Sufferig from the illess ad recallig the behaviour of her parets, Laxmi does ot kow what to do. Her aut thiks that she is sufferig from a severe type of disease. Her aut does ot have eough moey for Laxmi s treatmet ad she does ot have ay cotacts. Helpless, Laxmi feels isolated especially whe she recalls quittig school, her parets behaviour towards her, the quarrels, ad the wretched coditio of her family. She caot sleep well woderig about her ow situatio all the time. She speaks softly durig the day. She has ot bee able to fid solutios for her problems. She does ot kow where to go ad what to do. She occasioally expresses her feeligs to commit suicide. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 71

77 Framework Of Cousellig Sessio 6: Roles ad qualities of a cousellor Objectives At the ed of the sessio, participats are expected to: Uderstad the major roles ad qualities of a cousellor. Activities Time: 2 hours Materials: meta-cards, flip chart, marker, board Explaatio of procedure for traiers: 4 Ask the participats (i pairs) to write o meta-cards, at least three major roles/ fuctios of a cousellor. 4 The participats divide ito groups of four ad write what they feel are the qualities of a cousellor. Ask them, What makes a good cousellor? 4 Sort out their aswers ito fuctios/roles ad qualities of a cousellor, ad explai additioal fuctios, roles, ad qualities or iitiate a discussio about the participats aswers (see trasparecy 3.6.1). The participats should reflect o the idetified qualities ad roles, ad relate it to themselves as future cousellors. Note: Sesitise the participats o the importace of codes of coduct/ethical codes for cousellors. Though such codes are ot yet formally drafted, stress the fact that they should adhere to the priciples ad roles of a cousellor ad place importace o ethics. Ethics iclude o discrimiatio of ay kid, o dual relatioships, etc. Methodology Group work Lecture or discussio Resource materials Text for lecture: Trasparecy Fuctios ad Roles of a cousellor Text for traier: See Geeral Maual, chapter 3, Fuctios ad qualities of a cousellor Key poits The role of a cousellor is to be a objective listeer outside of the child s situatio. Cousellors assume the role of a adult ad a trustig compaio, ad fuctio as a mirror for childre. 72 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

78 Framework Of Cousellig Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: Summarise the major fuctios/roles ad qualities of a cousellor. It is ecessary to emphasise that the discussed roles ad fuctios are basic. The cousellor should be able to (re) defie or modify his/her role as the eeds of the child chages. Oe of the basic priciples i cousellig CEDC is that every child is differet ad therefore every problem is differet. Evaluatio Ask the participats to write their commets or the most valuable poits about the sessio. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 73

79 Framework Of Cousellig Trasparecy Fuctios ad Roles of a cousellor Cousellors should: Respect the orms, values, ad attitudes of a idividual, a group, or a commuity whilst cousellig. Cotiuously build a rapport with the parets, family, commuity, ad child to protect, care for, ad rehabilitate the child through positive developmets. Establish iterest, trust, ad cofidetiality with the child. Assist the idividual or parets to fid support from society, or their eviromet. Provide co-ordiatio with other agecies/services. Evaluate the process (e.g. documetatio) ad arrage followup. Be a good role model for the child (e.g. by showig empathy, patiece, respect, optimism, etc) durig the cousellig sessios. 74 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

80 Framework Of Cousellig Sessio 7: Priciples of Cousellig Objectives At the ed of the sessio, participats are expected to: Explai basic child welfare philosophies that are vital i uderstadig cousellig as a psychosocial itervetio for CEDC State the basic elemets of cousellig Uderstad the basic priciples of cousellig Activities Time: 1 hour Materials: meta-cards, flip chart, marker, board Explaatio of procedure for traiers: 4 Participats read Geeral Maual, chapter 1, Child welfare philosophy. 4 Ask the participats to tell you what the mai, geeral compoets/priciples of cousellig are (See trasparecy 3.7.1). 4 Paste their aswers o the board. Use the aswers for a group discussio, ad focus o the priciples of cousellig. Emphasise the priciples that focus o the child s feeligs ad ehacemet of his/her capability for solvig problems ad makig decisios. Methodology Braistormig Group sharig/workshop Lecture ad discussio Resource materials Text for lecture: Trasparecy Basic Priciples of Cousellig Text for Traiees: Geeral Maual, chapter 1, Child welfare philosophy, & chapter 3 Basic priciples i cousellig CEDC Additioal text for traier: Referece Material Approaches to cousellig Key poits Cousellig eables a child, i a positive ad warm eviromet, to express emotios, worries, fears, thoughts, etc. It aims to restore feeligs of digity ad Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 75

81 Framework Of Cousellig self worth, ad assists the child to fid ad implemet solutios through listeig, braistormig, providig empathy, ad beig supportive ad uderstadig. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: I this sessio, we looked at the elemets ad priciples of cousellig that are buildig blocks to carry out the more basic child-welfare philosophy. The cousellor should always uderstad that every perso or child has the ier capabilities to resolve problems i his/her life. I cousellig CEDC, it is importat that the child feels respected durig the process. It is importat to accept the child as s/he is, ad to liste to the views expressed by the child. The child s full ivolvemet i the process is very importat; the role of cousellor is to facilitate or assist the child to make decisios. This sessio liks with may other sessios for it deals with the root of the itervetio ad the fudametals of cousellig. Evaluatio Ask the participats to come up with their defiitio of cousellig i oe or two seteces. Collect the resposes ad write your defiitio o the board (see key poits above for defiitio). 76 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

82 Framework Of Cousellig Trasparecy Basic Priciples of Cousellig 1 Trust: Cousellors caot help a child if there is o elemet of trust. Before movig ito cousellig, establish trust. Childre feel free to express ad share their cocers whe they ca trust somebody. 2 Cofidetiality: Respect the privacy of the child. Assure him/her that everythig will be kept i strict cofidece. Cofidetiality i the etire process of cousellig is very importat ad ehaces the digity of the child. 3 Self Determiatio: The child ca make his/her ow decisios about life, as much as ca be realistically possible. The role of the cousellor is to provide OPTIONS ad OPPORTUNITY, or to help childre explore alteratives best suited to his/her capability ad situatio (copig strategies). 4 Positive approach: Emphasise what the child does well focus o approval istead of disapproval. Reward childre whe they do thigs well or whe they make a effort. 5 Focus o feeligs: It is ofte essetial to discuss the child s feeligs (both ope ad hidde oes) to help him/her. 6 Givig Empathy: This is the ability to eter the perceptual world of the other perso, to see the world as they see it. (Burard P, 1994). It is importat to uderstad the child ad his/her problems from his/her poit of view. This provides emotioal support. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 77

83 Framework Of Cousellig 7 The cousellor must be geuie: The cousellor should be completely him/herself, ad emotioally balaced. 8 Ucoditioal positive regard: The cousellor should completely accept the other perso. This meas havig a o-judgemetal attitude. 9 Warmth ad opeess 10 Coversatio skills: The cousellor should be able to summarise, reflect, ad be a active listeer etc. 11 Focus: The cousellor should be focussed about the objectives ad steps of the cousellig process; cousellig is ot just chattig with childre. 12 Child s Perspective: Respect childre s situatios ad expressios; take them seriously. 13 Documetatio 78 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

84 Framework Of Cousellig Referece for traier Approaches to cousellig: There are several approaches to cousellig. It is importat that the cousellor has a overview of these differet approaches described briefly below (Burard, 1994). The focus of this traiig is o a combiatio of the humaistic ad cogitive approach. The humaistic approach. I this approach, effective cousellig relies o trustig the child s ow ability to fid his/her ow way through the problem. The cousellor will help the child coceptualise the problem ad will help him/her to progress through the difficulties i his/her ow way. Cousellors are ot experts i the child s problems but are idividuals who accompay other people i their search for persoal meaig. Humaistic approach i practice: - Avoid iterpretig the child s behaviour - Ecourage the child to idetify his/her ow solutios to problems - Ackowledge that every idividual is to some degree resposible for his/her ow behaviour - A cousellor s mai compoets are empathy, warmth, geuieess, ad positive regard. The psychodyamic approach: To help the child feel less axious ad more able to make ratioal decisios i the preset, it is ecessary to explore the child s past thoroughly, which will reveal various paiful evets that eable the cousellor to uderstad the child s preset behaviour. The process of cousellig from the psychodyamic poit of view ca be compared to a jigsaw puzzle; whe all the pieces are put together the whole picture make sese. The psychodyamic approach i practice: - Highlight the relatioship betwee past ad preset evets i life. - Ackowledge that ucoscious forces are at work that effect the child s behaviour. - Ecourage the expressio of hidde (uexpressed) emotio. The behavioural approach: We lear behaviour that we are ecouraged to lear, ad forget behaviour where o such ecouragemet is give. The cousellor will work less o the recollectio of paiful, past evets, ad will istead work o extractig the child s defiitios of udesirable behaviour, which might have bee differet for the child i the past. The key issues i this approach are learig, u-doig the learig, ad relearig. The behavioural approach i practice: - Set practical aims ad objectives i cousellig - Discuss behaviour rather tha reasos for patters of behaviour - Idetify a practical programme of small chages that the child might be able to achieve i order to cope with problems of life Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 79

85 Framework Of Cousellig The trasactioal aalysis approaches: We all relate to other people from differet ego states. These ego states are described as: The paret developed through the early absorptio of paretal ad judgmetal attitudes. We commuicate superiority to others or patroise them. The child maily developed through our experiece of beig a child. We become depedet o others. Whe we operate from the adult, we meet others as mature, equal beigs. The aim of trasactioal aalysis is to eable childre to idetify the relatioship/ commuicatio game that they play through differet ego states, ad to lear more about the adult-adult basis. The trasactioal aalysis approach i practice - Notice the iterpersoal games that people play - Ecourage the child to remai adult i his/her relatioships - Ecourage the child to try ew strategies i his/her relatioships The cogitive approach This approach views behaviour ad emotios as a result of thoughts (cogitios). Therefore, to chage behaviour from a cogitive poit of view oe eeds to modify destructive thoughts. This approach is clear i its practice ad research has show it to be effective (i the West). Cogitive approach i practice: - Learig to discrimiate ad chage udesired behaviour - Learig to differetiate alterative behaviour from udesired behaviour - Implemetatio: practisig ew behaviour to deal with the situatio 80 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

86 Framework Of Cousellig Sessio 8: Culture ad Cousellig Objectives At the ed of the sessio, participats are expected to: Have some isight about cultural discrepacy ad the cousellig approach i Nepal. Activities Time: 2 hours Materials: meta-cards, flip chart, marker, board Explaatio of procedure for traiers 4 Before the sessio, separately/secretively brief two participats that there will be a discussio o the appropriateess of wester cousellig practices relevat to Nepal. Ask these two participats to preted to be extremely critical about the wester approach throughout the etire discussio (i.e. they have to play the devil s advocate ). 4 Begi the sessio ad ask the participats whether it is realistic ad costructive to implemet a wester approach i a o-wester society (leavig aside if such clear divisio or termiology is still appropriate to start the sessio). [The two participats briefed earlier will aturally fuel the discussio]. 4 Be aware of the escalatio of the discussio; cotrol ad mediate the discussio, which should last a hour. 4 Fially, disclose the two participats who were istructed to be critical, ad explai that this discussio was part of the sessio o Culture ad Cousellig. 4 Allow some time for vetilatio, ad cotiue a ope discussio o topics that did ot yet surface, but might be relevat (see below). If you do ot feel comfortable with this approach, you ca iitiate the discussio yourself from the start. Note for the traier: 4 Below, are some issues that might be relevat to the discussio. If ecessary, brig up these issues to revive the discussio (or istruct the idetified two participats to brig these up). - I Nepal, people do ot express their emotios as opely as i Wester coutries. Does this coflict with the cousellig process? - Is cousellig a reactio to Wester problems or to global psycho-emotioal problems? Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 81

87 Framework Of Cousellig - Are childre appropriately copig with issues themselves, ad does cousellig brig up uecessary issues? (Make it clear that cousellig is oly ecessary whe a child is i clear psycho-emotioal despair, or idicates a eed for guidace.) - The cousellor is ot a advice-giver Is this suitable i a hierarchical society? (Authority issues) - Ca cousellig go had-i-had with religious/spiritual beliefs ad values, for example with Hiduism ad Buddhism? - Cousellig, at times, teds to iteralise ad idividualise the problem/sufferig. Is cousellig suitable for a collective society? Should we focus o removig social problems istead? - Is there a alterative way to deal with psycho/social/emotioal problems for CEDC? - Are Wester ad Easter cocepts of humaity ad life too differet to exchage approaches? - What about caste ad geder issues i cousellig? 4 Metio that the humaistic cousellig approach origiated i Wester societies. By implemetig this approach i a society with a differet cultural backgroud may result i dilemma. 4 Metio that there is the possibility of fidig a balace betwee two cultures or approaches. A approach ca be adapted for its appropriateess i a certai culture (e.g. commuity cousellig). We are livig more ad more i a global society that exchages ideas (e.g. Buddhist ideas fidig roots i Wester societies). 4 O the other had, metio that oe should be aware of the risks of such itervetios i a coutry such as Nepal, ad oe ought to realise that this approach is ot free of debate. Oe should therefore remai critical. The implemetatio of a ew approach, like learig i geeral, is a two way process, ot simply exportig or imposig systems/kowledge from Wester societies. Oe ca, for example, apply the itervetio but make it appropriate to the culture shift from a focus o the idividual to a focus o social/cultural reality, ad thus build o the culture s iteral capacities ad values. 4 Fially, iitiate a discussio o the role of cultural belief systems ad the role of traditioal healers i relatio to cousellig. Do the participats feel that traditioal ideas of helpig ad seekig help are compatible with cousellig? Methodology Group discussio Key poits Discussio o this issue is importat ad valuable. Oe should ever apply a method without critically evaluatig its cultural appropriateess. O the other had, we should ot forget the preset situatio of childre i Nepal. If there are childre i eed of guidace the somethig has to be offered, but it also has to be free of harm. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: 82 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

88 Framework Of Cousellig This sessio focussed o the dilemma of implemetig a Wester approach, (which is what cousellig is) i a o-wester society. It highlighted several issues that might be coflictig from a cultural perspective. Though the discussio does ot ited to give a aswer to this dilemma, it is a opportuity to thik about applyig psychosocial assistace i Nepal. Evaluatio Ask the participats to write dow what, for them persoally, is the biggest cultural differece that would complicate implemetig cousellig. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 83

89 Framework Of Cousellig Sessio 9: The Cousellig approach Supportive ad Problem Maagemet Cousellig Objectives At the ed of the sessio, participats are expected to: Uderstad the cousellig approach proposed i this traiig course ad package. Activities Time: 2 hours Materials: meta-cards, flip chart, marker, board Explaatio of procedure for traiers: 4 Had out fact sheet ad fact sheet 3.9.2ad explai the approach i more depth (refer to previous sessios). 4 Coduct a lecture o the emotioal support ad problem-maagemet compoets of cousellig described i this maual. (Geeral Maual, chapter 3, Problem solvig skills, ad fact sheet ) Participats will practice ad discuss skills i the ext module. 4 Iitiate a group discussio: ask the participats the advatages ad disadvatages of the outlied approach to help people with psychosocial problems. Methodology Lecture Group discussio Resource materials Text for Traiees Fact sheet The cousellig approach i brief Fact Sheet Cliet Cetred Cousellig as a core theory behid the approach described i this traiig Fact Sheet Major elemets of the problemmaagemet approach Geeral Maual, chapter 3 Problem solvig skills Key poits I essece, cousellig ivolves a act of faith; a belief i the other perso s ability to fid solutios through the process of therapeutic coversatio ad through the act of beig egaged i a close relatioship with other huma beigs (Burard, 1994). 84 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

90 Framework Of Cousellig Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: I this sessio, we looked at the core elemets of psychosocial itervetio cetral i this traiig: the supportive ad problem-maagemet approach. The former focuses o emotioal support through acceptig, uderstadig, ad respectig the child. Further, it etails the view that a perso is iitially good ad has the ability to chage. Therefore, cousellors focus o acceptig ad followig the child istead of advisig ad iterpretig. The o-directive approach: participats should have a clear idea o how we ca assist childre i especially difficult circumstaces to fid a way of relievig some of their stresses. The latter of the two approaches focuses o how the cousellor ca assist the child to fid solutios, through techiques such as settig goals ad braistormig cocepts for copig strategies. Refer to the previous sessio o basic priciples of cousellig. These basic priciples are specificatios of the more geeral priciples described i this sessio. (For problem-maagemet skills, refer to the ext module. ) Evaluatio Ask the participats if they agree, disagree, or have ay doubts about the approach outlied i this sessio, ad why. Emphasise that all aswers (ot just agreemets) are good ad valuable. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 85

91 Framework Of Cousellig Fact sheet The cousellig approach i brief This traiig programme is based o a approach that ivolves differet theoretical frameworks from which a structure of psychosocial cousellig has developed. This does ot refer to a ew approach to cousellig but more to a selected form of cousellig that is culturally relevat for the level of the traiees, ad the ecessary form of assistace. Cousellig, therefore, has two mai compoets: (a) Emotioal support is provided maily through commuicatio, listeig, ad cousellig skills as well as the cousellor s attitude. The mai compoets of cousellig ivolve givig the child the feelig that s/he is uderstood, listeed to, ad accepted. This ultimately results i emotioal support for the child ivolved. Providig emotioal support, practically, ivolves empathy, active listeig, ecouragemet, ad the acceptace of the child s perspective. The goal of emotioal support is to reduce the distress experieced by the child. As the mai compoet of cliet cetred psychotherapy, emotioal support may be effective for problems such as iterpersoal problems, low self-esteem, depressio, helplessess, ad trauma recovery (Verheij & Verhulst, 1996). (b) The cousellig process focuses o assistig cliets through problem maagemet. This refers to a process of cousellig that clarifies the problem, idetifies what the cliet wats as outcomes, assists the cliet to fid ad implemet strategies to achieve those desired outcomes, ad thereby resolves or reduces the idetified problem situatio. Problem maagemet is explaied i more depth i other sessios. This approach for childre has three phases: the discrimiatio phase, differetiatio phase, ad implemetatio phase (Verheij & Verhulst, 1996). Durig the discrimiatio phase, the child lears to observe ad moitor his/her behaviour, emotios, thoughts, ad situatio from a differet perspective; the child idetifies that his/her behaviour is ofte a choice with its cosequeces. Durig the differetiatio phase, the child lears to explore alterative behaviours. Fially, durig the implemetatio phase the child is ecouraged to pla ad make the idetified chages i his/her behaviour/situatio i a step-wise maer. This approach ca be efficiet for axiety problems, pai maagemet, ad depressio (Verheij & Verhulst, 1996). Practically, this is made possible by: (1) explorig the child s resources (social, cultural) ad existig copig strategies, ad assistig the child to stregthe the adequate oes ad to modify the iadequate oes; (2) settig goals, (3) usig braistormig techiques to idetify solutios or strategies for chage. 86 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

92 Framework Of Cousellig I additio, the programme is based o the followig core ideas: 6 Positive assets (Ivey & Ivey, 2000): cousellors are taught to (also) work with the positive assets of the cliet/the cliet s situatio (which icludes persoal stregths, fidig positive assets i his/her problem-situatio, fidig exceptios to the problems, fidig positive elemets i his/her life ad focusig o positive social ad cultural support systems). Holistic care: cousellig is oly oe elemet i the provisio of care/assistace for the geeral public ad specific target groups such as victims of torture, childre affected by armed coflict, etc. Although emphasis is o helpig the cliet to alleviate distress directly through the cousellig sessios, it ackowledges that other agets of care are vital for recovery or healig, such as the family ad other commuity structures (e.g. the school, wome s groups). Such primary agets of care should be the fudamet of the care pyramid. However, oe eeds to pla simultaeous itervetios for some of the problems that caot be dealt with at primary level but also do ot directly eed specialised care (i.e. specialised care through the doctors, traditioal healers, psychiatrists, psychologists that appear at the top of the care pyramid). It is exactly betwee these two levels that the traiig programme aims to put care itervetios i place. Psychosocial 7 (the Psychosocial Workig Group, 2002): this approach (from this programme s perspective) focuses o psychological well-beig ad/or metal health, i.e. emotioal, cogitive, ad behavioural stability of the idividual. Secodly, it emphasises the social eviromet of the cliet for uderstadig the problem situatio as well as for problem maagemet (e.g. i terms of coectios ad support). Thirdly, the approach ivolves uderstadig the sigificace ad appropriateess of the existig culture ad values, ad use of such cultural resources i problem maagemet. The term psychosocial is further discussed i a separate sessio i this module. Istitutioalisatio: fially, ay such work eeds a framework or guidelies for quality of care, best practice experieces, codes of coduct, accreditatio, ad certificatio. To coclude, a combiatio of skill-based learig ad cliically supervised practice is ecessary. 6 These are i additio to ad overlap with the priciples that are discussed i a separate sessio i this module. 7 The term 'psychosocial' is used either more broadly or more arrowly i other cases. However, 'psychosocial' i this hadbook has bee summarized accordig to our programme's perspectives. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 87

93 Framework Of Cousellig Overview: Cousellig process i brief 8 1. Idetificatio/itake of the child 2. Begiig of the cousellig process Rapport buildig Itroductio Explaatio of cousellig Askig for expectatios 3. Assessmet Explore ad uderstad the problem(s) situatio Search for positive assets Create mutual awareess ad agreemet to cotiue 4. Cousellig goals Formulate the child s preferred outcomes goals Idetify future opportuities future orieted probes Explore, specify, ad prioritise goals 5. Implemetatio of cousellig goals Stimulate solutios or strategies for chage Explore advatages ad disadvatages Work with/o the child s copig strategies Work with/o/from the child s existig (social cultural) resources Make pla of actio 6. Termiatio Discuss reasos for termiatio Summarise the etire cousellig process Provide feedback ad focus o positive elemets Discuss trasitio phase 7. Follow-up 8 The couselig process will be taught i detail i other sessios i this module. 88 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

94 Framework Of Cousellig Overview: Cousellig approach i brief Emotioal Support Problem maagemet 9 [See steps 3, 4, ad 5 i overview above] - Givig attetio ad ecouragemet - Providig acceptace - Beig with the child/attedig - Givig comfort - Commuicatig uderstadig/ Empathy Skills Reflectig feeligs Paraphrasig Reflectio of meaig Summarisig No verbal commuicatio - Idetify ad explore [problems, situatio, causes, perspectives, etc.] Leads to: - Uderstadig the problem situatio ad reflectig to achieve awareess - Realistic ad specific goals Prepares for: - Achievable strategies towards chage [pla of actio, alteratives, solutios, dis/advatages etc.] Results i: - Beig more prepared i order to implemet chages Skills Braistormig Settig goals Workig with copig strategies Alterative tools (e.g. relaxatio techiques, play, drawig, writig, role-plays, assessmet tools) Focusig Challegig Psycho educatio Feedback Self-disclosure Questioig Restatemets Retellig 9 Problem maagemet is defied as the aim to idetify ad implemet strategies to resolve or reduce a problem situatio or to reduce the impact of that situatio Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 89

95 Framework Of Cousellig Fact sheet Cliet Cetred Cousellig as a core theory behid the approach described i this traiig This traiig package uses a methodology for cousellig CEDC that ivolves the problem solvig approach withi a cliet-cetred framework. The cliet-cetred framework is a o-directive ad o-cofrotatioal approach, which ideally results i emotioal support for the cliet. This approach focuses o the idea that the cliet is best able to decide how to fid the solutios to his/her ow problems. This idea is cotradictory with the view that the professioal/expert kows best what to do. This expert approach might be useful for solvig practical problems but does ot always apply for persoal issues. The cliet ad the cousellor idetify the problem (through awareess) together. Give plety of time ad space, they fid a solutio to the problem/situatio (Burard, 1994). The cliet cetred approach evolves through mutual iput; the cousellor assumes a uderstadig, acceptig, ad respectig attitude. It is from this attitude that the cliet will begi to ope up to chage ad persoal growth/developmet ca take place. This helpig relatioship iteds to facilitate the growth of the perso receivig help to improve towards psychological well-beig. We caot lear to respect or accept a perso. We ca lear some practical tips ad skills; but these might ot be eough. The cousellor has to agree with the approach to be able to help the cliet effectively. The cousellor should ask him/herself if s/he really respects ad accepts the cliet, if s/he is ope ad has o prejudice, if s/he really sees the problems from the cliet s perspective, if s/he really believes that people ca chage, if s/he is givig geuie warmth ad care, etc. It might be valuable to thik these questios over to fid out what your attitude is as a cousellor. A major factor i the cousellig process is the way the cliet views him/herself ad the world. Feeligs of doubt, fears, helplessess, etc ca cloud these views. By havig a warm, acceptig attitude ad by guidig the cliet through small steps towards self-exploratio, the cliet ca slowly modify his/her perceptios ad freely explore feeligs ad thoughts, possibly creatig stroger feeligs of security ad belogig. Fially, it is essetial that the feeligs ad itetios (uderstadig, acceptig, ad respectig) of the cousellor are geuie. 90 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

96 Framework Of Cousellig Fact sheet Major elemets of the Supportive Cousellig Approach 10 (For preparatio or a group discussio) Provide ucoditioal love, care, warmth, respect, attetio, ad acceptace After referral, the child him/herself will defie what s/he perceives to be his/her real problems. The child s stories, experieces, coversatios, or iteractios will guide the sessios; these are useful as iputs i the effort for chage. Treat the child as a active participat i the cousellig process. S/he is a resource perso ad a expert i his/her ow life rather tha as a recipiet of a service/itervetio. The child will discover that s/he has the power to resolve may problems if there is a appropriate support system. The perso helpig should ot impose his/her values or suggestios upo the child. Major elemets of the problem-maagemet approach (For preparatio or a group discussio) To make cousellig successful ad to idetify problems clearly, it is essetial to assist the child as s/he solves problems. Problem-maagemet ivolves: Settig goals together with the child this stregthes the child s iput ad motivatio to work o a problem ad it clarifies what the output is. Braistormig with the child this is a idea-stimulatio techique. Focusig o copig strategies this focuses o the child s iteral ad exteral capacities to deal with situatios of distress. 10 These ideas are strogly based o the cliet cetred ideology as described above, ad overlap with other sessios i this module. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 91

97 MODULE IV Cousellig Skills Geeral Objective Participats gai a deeper uderstadig of cousellig, ad improve their ability ad stregthe their skills i coductig cousellig. Specific Objectives: At the ed of the module, participats will be able to: Use commuicatio skills properly Coduct a cousellig iterview Kow about skills i hadlig reluctace ad use them Use additioal tools for the cousellig process Use the mai cousellig skills

98 Cousellig Skills 94 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

99 Cousellig Skills Sessio 1: Commuicatio Skills I Active listeig Objectives At the ed of the sessio, participats are expected to: Be able to use ad uderstad the importace of active listeig techiques (such as resumig, askig ope questios, reflectig). Activities Time: 6 hours Materials: meta-cards, flip chart, marker, board Explaatio of procedure for traiers: 4 Iitiate the sessio with the followig listeig exercise: 4 Divide the participats ito two groups. Give the followig istructios to both groups separately (without havig the other group hear the istructios) i two phases; the first phase: Group A: each member of the group speaks to oe member of the other group. They must speak i a very clear way so that the other member properly uderstads every word. Group B: ask the group ot to liste to the other group s member talkig, for five miutes, o matter what s/he does or says. They should ot respod ad ca do aythig they feel like doig, EXCEPT listeig. The secod phase: Group A: ask the group to liste to their parter very carefully. Group B: same istructios as the first phase for group A. 4 The groups (i the first phase) act their roles stadig opposite their parter. After five miutes, the participats follow the istructios for phase two, for aother five miutes. 4 Ask the participats how they felt durig the exercise, ad what they oticed/felt about the differece betwee listeig ad ot listeig. Write the resposes o paper ad briefly evaluate. 4 After the exercise/game, itroduce active listeig by givig a defiitio, ad explai its importace for cousellig CEDC (see trasparecies 4.1.1, 4.1.2, 4.1.3, & 4.1.4). Defiitio: Active listeig captures a variety of skills which ot oly ivolves hearig but also seeig, sittig, touchig, etc. It ivolves hearig verbal messages, perceivig o-verbal commuicatio, ad respodig appropriately to eable the other perso/child to feel our warmth, acceptace, ad uderstadig of his/her situatio ad our desire to help. (Traier s Maual (1997), UNICEF, Childhope Philippies). 4 Group role-play: a voluteer sits i the middle of the circle ad role-plays a child (e.g. whose family history is oe of physical ad emotioal abuse, poverty, ad uhappiess). The other participats are cousellors who will do a itervetio, oe after the other. For the first exercise, the cousellors ca oly ask ope questios, ad aim to uderstad the Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 95

100 Cousellig Skills child s distress (e.g. about leavig the family). The child aswers the questios i tur. 4 The participats should try the same exercise i pairs. 4 Ask the participats how (i-) effective the ope questios were. 4 Group role-play: repeat the group role-play above, oly this time cousellors practice summarisig; they ca oly ask miimal questios ad emphasis should be o makig regular summaries. 4 The participats try the same exercise i pairs. Oe perso will talk to the other perso for 20 miutes, about somethig meaigful i his/her life. The secod perso ca oly summarise the topic. After 20 miutes, reverse the roles. 4 Ask the participats how it felt to summarise ad to be summarised. 4 Group role-play: agai, repeat the above exercise except this time cousellors will practice repeatig key-words/restatemets, paraphrasig, ad reflectig feeligs. Cousellors ca oly ask miimal questios ad emphasis should be o the metioed skills. (The differece betwee summarisig ad paraphrasig, as well as the differece betwee paraphrasig, restatig, ad reflectig feeligs should be clear to the participats). 4 Participats form groups of threes for the fifth exercise (oe child, oe cousellor, ad oe observer). Example topic: the child feels that adults discrimiate him. The cousellors ca oly reflect feeligs, paraphrase, ad repeat key-words/restatemets). The observer idetifies the effect of reflectios/repeatig of key words. Rotate roles after every 20 miutes. 4 Ask the participats how it felt to use these skills. 4 Group role-play: the above group activity is repeated, ad this time participats are ecouraged to itegrate all the skills i.e. summarisig, paraphrasig, reflectig feeligs, repeatig of key-words/restatemets ad ope questios. This activity should last at least 30 miutes. 4 Participats form groups of threes for the seveth exercise. The child wats to tell the cousellor somethig. The third perso observes the role-play by idetifyig exactly which skills the cousellor uses ad the effect these skills have o the child. The child ad cousellor perform a 20-miute role-play with optioal subjects (rotate roles). The cousellor should try to itegrate the skills leared i this roleplay. 4 After the role-play, ask the participats how they felt as a cousellor or child, ad what mai poits the observer oticed. Note for the traier: practice the active listeig skills wheever there is spare time. Furthermore, it is essetial that you provide adequate ad direct feedback o the use of commuicatio skills durig the idividual/pair ad group role-plays. Stop the role-plays to make commets or ask the group for their observatios ad the have the people ivolved try the same iterjectio agai. If there are co-facilitators (traied cousellors), it will be beeficial to iclude them i the group role-plays. This will provide the participats with good examples. Methodology Eergiser Lecture Role plays 96 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

101 Cousellig Skills Resource materials Text for lecture: Trasparecy Problem solvig through active listeig Trasparecy Active Listeig Why & How Trasparecy Active Listeig Trasparecy Questios Text for traiee: Geeral Maual, chapter 3, Geeral cousellig skills Fact sheet Barriers ad road blocks i listeig Text for traier: Referece Listeig ad attedig Referece Listeig techiques Key poits Hearig becomes listeig oly whe we pay full attetio. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: Listeig is the most importat skill i cousellig. It is also oe of the most difficult skills. Good listeig meas beig able to focus ad cocetrate, to summarise ad reflect, to ask relevat questios ad be silet, to give respect ad structure. Commuicatio skills lik with most of the other skills that appear i this module. Commuicatio skills also relate to the basic philosophy ad priciples of cousellig because through commuicatio skills, we ca ecourage the child to aalyse his/her ow situatio we ca give warmth ad empathy, ad we ca accept the child. Evaluatio Participats thik of oe word that expresses their feeligs about this sessio. You ca get a idea about the temperature of the group this way. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 97

102 Cousellig Skills Trasparecy Active Listeig Defiitio Active listeig ivolves ot oly the use of oe s sese of hearig but all the seses. To eable the child to feel our warmth, acceptace, ad uderstadig we must hear verbal messages, perceive o-verbal commuicatio, ad respod appropriately to both. Short term goals: develop ad maitai commuicatio ad make the idividual felt uderstood. Log term goals: idividual lears to express ow opiio, to develop persoal stregths, ad problem solvig abilities. 98 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

103 Cousellig Skills Trasparecy Active Listeig Why? Gives attetio to the idividual Respects the idividual s problems ad feeligs ad takes the idividual seriously at all times Develops self-reflectio ad aalysis about the problem ad solutios Gives structure ad is a objective problem solvig method Facilitates ad stimulates commuicatio ad expressio A. Structure the problem Active Listeig - How? Gather as much iformatio as ecessary Clarify the message ad describe the situatio without judgig it Help the idividual to fid his or her problem Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 99

104 Cousellig Skills Trasparecy B. Commuicatio Skills B1-Summarise the story of the child objectively after each part ad subject of coversatio (oly whe there is sufficiet ew iformatio). Summarise to: 1) Check if you, as a listeer have uderstood the story ad the message of the child. 2) Give the child the feelig that you really are listeig to him/ her. 3) Ecourage the child to cotiue talkig, either to clarify or to specify. 4) Give structure ad a rest to the coversatio (ofte ivolvig a great amout of iformatio) both for you as the receiver of iformatio, ad for the child so that s/he does ot lose track of his/her story. For example: Cousellor: So if I uderstad correctly you are sayig that B2-Reflectio of feeligs The cousellor should reflect o the emotios the child expresses, directly or idirectly. This is oe of the most powerful skills to show you uderstad the child s situatio ad to focus o uderlyig thigs that might be the cause of the preseted problem. For example: I have the feelig that you are sad because you had a fight. You do t wat to go to school aymore because you feel they are all agaist you. You are agry with you frieds; that s why you do t wat to go to school. 100 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

105 Cousellig Skills B3- Paraphrasig The cousellor echoes or repeats i differet words, the essece of the child s message. Paraphrasig helps to ecourage the child to cotiue a certai topic ad it reflects the cousellor s uderstadig of the core of the child s expressios. (Ofte paraphrases ad reflectios of feeligs are combied.) For example: You say that you have had difficulties sleepig for quite some time ow ad that it is therefore difficult for you to cocetrate. If I uderstad what you are sayig, you wat to ru away from home but you are ot sure of the cosequeces of such a actio. B4-Repeatig key-words/restatemets The cousellor repeats the words or part of the setece that the child has just said, to ecourage the child to cotiue talkig or to give emphasis to that topic. These are ofte words or parts of a setece that were emotioally charged or importat i cotet. (At times repeatig key-words/restatemets ca be also reflectios of feeligs.) For example: Child: I feel so miserable ad hopeless these days; I feel obody is helpig me or that obody is eve carig. So that leaves me aloe to deal with this problem ad that makes it eve harder. Cousellor (example 1): you say obody is helpig you? Cousellor (example 2): you feel hopeless? Cousellor (example 3): o-oe cares? Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 101

106 Cousellig Skills Trasparecy C. Questioig Skills: Ope questios Eable the idividual to give ay aswers i his/her ow words. This stimulates the idividual to structure his/her thoughts ad explore the situatio. Use ivitig questios. For example: Ca you tell me more about how you felt? Closed questios These questios are useful at the begiig of the coversatio, to gather iformatio, however be careful because these questios limit the child i his/her respose. For example: Do you like it here? Do you ofte fight with him? Suggestive questios These are ot good for this process because they give a reflectio of your ideas ad ot of those of the child. The aswer lies i the questio. For example: You must be very agry at him, o? Do t you thik that that was a stupid thig to do? 102 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

107 Cousellig Skills Fact sheet Listeig Helpig childre ivolves acceptig them, takig them seriously, ad beig ivolved by listeig to them. Ufortuately, too may cousellors talk more tha liste, which is couterproductive. If cousellors ca actually liste, they ca be of great help to the childre. Listeig i cousellig requires more tha just uderstadig what the child is sayig. Oe ca liste to the (emotio of the) child, recogise ad ackowledge feeligs through reflectio of thought ad emotio, (e.g. I otice that you become silet whe we talk about your family ) ad thereby respod with empathy. Through listeig oe ca show respect, care, ad support. O a more idirect level, the cousellor stimulates the child to fid his/her ow solutio. Through attetio ad reflectio, the child is guided through his/her ow perspective of the situatio. The structure that the listeig techiques provide (such as questios, attetio, (o) verbal reflectios) is both pleasat ad useful i cousellig. There are three aspects of listeig: the liguistic aspect, paraliguistic aspect, ad o- verbal aspect. The liguistic aspect refers to the actual words, ad phrases used. The paraliguistic aspect refers to aspects of speech that are ot words, such as itoatio, volume, etc. The third o-verbal aspect refers to facial expressio, positio of sittig, gesture, eye cotact, etc. Paraliguistic ad o-verbal commuicatio leave much space for iterpretatio from the listeer. These assumed meaigs ca offer the listeer idicatios of feelig/meaig beyod the words. However, to prevet false iterpretatio, the cousellor should clarify this iterpretatio with the child. For example: I otice you are turig away. What are you feelig at the momet? (Burard, P. (1994). Overall, listeig is a art that ca be leart ad will be appreciated by the speaker. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 103

108 Cousellig Skills Referece The ature of listeig Listeig is a art, a skill, ad a disciplie. As is the case with other skills, it requires self-cotrol. Idividuals eeds to uderstad what is ivolved i listeig ad develop self-cotrol to be silet ad to liste, keep his or her ow eeds ad cocers at bay, givig attetio to the other with a spirit of humility. Listeig is of course hearig ad uderstadig what others say to us. However, hearig becomes listeig oly whe we pay attetio to what is said, ad follow it very closely. Barriers ad road blocks i listeig 1. O-off listeig Most people thik about four times as fast as they ca speak. Sometimes s/he uses this extra time to thik about his or her ow persoal affairs, cocers, ad troubles istead of listeig, relatig, ad summarisig what the speaker has to say. Oe ca overcome this by payig attetio beyod the words, watchig overbal sigs such as gestures, hesitatios, etc, to pick up the level of feelig. 2. Red flag listeig - words that cause a emotioal reactio. I red flag listeig certai words cause a emotioal reactio i some people. Whe they hear the word, they get upset ad stop listeig. These terms may vary i every group, society, ad orgaisatio. The terms capitalist, commuist, moey, femiist, moder youth, tribalistic, etc., are words some people respod to almost automatically. Whe these words appear, we tue out the speaker. We lose cotact with her/him, ad fail to develop a uderstadig of that perso. The first step i overcomig these barriers is to fid out which words start a emotioal reactio i us persoally, ad try to liste attetively ad sympathetically, eve whe these words are metioed. 3. Ope ears-close mid listeig This type of listeig occurs whe we decide rather quickly that either the subject or the speaker is borig, ad the words make o sese. Ofte, we jump to coclusios ad we predict what the speaker will say ext, thus we coclude that there is o reaso to liste ad that we will hear othig ew if we do. It is much better to liste ad fid out for sure whether this is true or ot. 4. Empty listeig Empty listeig occurs whe we look at a perso itesely, ad we seem to be listeig but our mid is o other thigs. We drop back ito the comfort of our thoughts. We get expressioless ad ofte a dreamy expressio appears o our faces. We ca tell whe people look this way. Similarly, they ca see the same i us, ad we are ot foolig ayoe. Postpoe daydreamig for other times. 104 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

109 Cousellig Skills 5. Too-deep-for-me listeig Whe we are listeig to ideas that are too complex ad complicated, we ca switch off, therefore we eed to force ourselves to follow the discussio ad make a real effort to uderstad it. We may fid the subjects ad speaker quite iterestig if we liste ad uderstad what the perso is sayig. Ofte if we do ot uderstad, others do ot either, ad it ca help to ask for clarificatio or a example whe possible. 6. Protected listeig Protected listeig occurs whe people do ot like to have their favourite ideas, prejudices, ad poits of view overtured. We ted ot to like it whe a speaker says somethig that clashes with what we thik or believe. We may ucosciously stop listeig or eve become defesive ad pla a couterattack if this occurs. However, it is better to liste ad fid out what the speaker thiks, view the other side of the questio, ad do a better job of uderstadig ad respodig costructively. (From Hope ad Timmel, 1995) Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 105

110 Cousellig Skills Referece Listeig Techiques 1 Types Purpose Possible Resposes 1. Clarifyig 2. Restatemet 3. Neutral 4. Reflective 5. Summarisig 1. To get additioal facts. 2. To help the perso explore. 1. To check our meaig ad iterpretatio with the other. 2. To show you are listeig ad that you uderstood what the other has said. 1. To covey that you are iterested ad listeig. 2. To ecourage the perso to cotiue talkig. 1. To show that you uderstad how the other feels about what s/he is sayig. 1. To brig all the discussio ito focus i terms of a summary. 2. To serve as a sprigboard to discuss ew aspects of the problem. 1. Ca you clarify this? 2. Do you mea this? 1. As I uderstad it, your pla is Is this what you have decided to do... ad the reasos are I see. 2. I uderstad. 3. That is a good poit. 1. You feel that It was shockig as you saw it. 3. You felt you did t get a fair hearig. 1. These are the key ideas you have expressed If I uderstad how you feel about the situatio... (From Hope ad Timmel, 1995) 1 The termiology used o this page might be differet from the mai text. It is meat to wide the perspective of the traier. Further it should be oted that there is a chace that differet professioals use differet terms for similar cocepts. 106 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

111 Cousellig Skills Sessio 2: Empathy, Attedig, & Attitude Objectives At the ed of the sessio, participats are expected to: Uderstad ad apply empathy, attedig, ad o-verbal commuicatio Differetiate sympathy ad empathy Activities Time: 5 hours Materials: meta-cards, flip chart, marker, board Explaatio of procedure for traiers: 4 Ask the group to braistorm what they thik creates a ope ad supportive attitude i the cousellig process ad help them with ideas if ecessary. 4 Ask the participats to read the fact sheet ad the appropriate sectio i the Geeral Maual, chapter 3 Commuicatio skills. 4 Coduct a lecture o empathy, attedig/o-verbal commuicatio. Idicate that some of these poits overlap with the previous sectio. (See trasparecy 4.2.1) 4 Ask the group to braistorm what they thik is o-verbal commuicatio (this ca be divided ito costructive ad destructive). Followig this, ask the participats to coduct role-plays i pairs, sittig back to back (oe beig the child oe beig the cousellor). Afterwards the group discusses how it felt to commuicate without havig face-to-face cotact. 4 Remaiig i pairs, participats do a role-play to practice how o-verbal commuicatio ca be used costructively (10 miutes) ad the how o-verbal commuicatio ca be used destructively for the cousellig process (10 miutes). Participats briefly share their experieces followig this exercise. 4 Group role-play: participats practice givig empathy ad icorporate previously leared commuicatios skills. (Example case: The child feels like she is discrimiated i the classroom by her fellow studets, because of her caste. The child feels very aloe ad eeds a fried; she also has academic problems, which make her teacher ad parets agry). 4 I pairs, participats do a role-play applyig the leared skills (from both this sessio ad previous sessios). The role-play should last about 20 miutes, with 15 miutes for evaluatio withi the pairs. All participats should get the opportuity to be the cousellor. 4 Oe pair demostrates their role-play. Observers should use the checklist for observatio (see fact sheet 4.2.2). Hold a ope discussio to commet ad feedback o the role-plays (focus o empathy, reflectios of feelig, o-verbal commuicatio/ attedig, paraphrasig, summarisig, repeatig of key-words/restatemets, ad ope questios). 4 Iitiate a fial group role-play itegratig all the leared skills. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 107

112 Cousellig Skills Methodology Lecture Readig Role play Resource materials Text for lecture: Trasparecy Skills required for effective iterviewig Text for Traiees: Fact Sheet Guidelies for iterviewig Fact Sheet Observer s check list See Geeral Maual, chapter 3 Commuicatio skills Key poits The success of cousellig depeds o a good relatioship betwee the child ad the cousellor. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: Emphasise that the skills ad guidelies from this sessio are the mai skills for cousellig i geeral. The mai activity of cousellig is based o commuicatio skills. Summarise your impressios of the role-plays. This sessio relates to the previous oe. I order to coduct a proper iterview, participats eed to be able to apply the skills leared i the previous sessio as well. Evaluatio Ask the participats to write a coversatio or phrases (a few exchages) that clearly show empathy from the cousellor. 108 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

113 Cousellig Skills Trasparecy Empathy, Attedig, ad Attitude (1) Empathy Empathy is a combiatio of cousellig skills ad attitude. The cousellor, after uderstadig the child s problem/ situatio, reflects that uderstadig back to the child. Empathy ca be expressed through: Reflectio of feelig: you feel because. Paraphrasig: you are sayig that it is your father s death that is causig the problem No-verbal commuicatio: the cousellor s silece whe the child is emotioal. Questios: ca you tell me a bit more about what your father s death did to you? (2) Empathy versus Sympathy The cousellor should be able to put him/herself i the child s place ad should express a uderstadig of the child s emotios (through reflectio). The cousellor should ot be sympathetic, for this shows that the cousellor chooses sides ad therefore objectivity is lost. (3) Attedig/No-verbal commuicatio Attedig basically meas beig there for somebody. This ca be practised through o-verbal commuicatio such as sittig i a relaxed way, leaig slightly forward, eye cotact Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 109

114 Cousellig Skills (as culturally appropriate), ad the cousellor s full cocetratio ad attetio. No-verbal commuicatio is ofte more sicere ad obvious tha spoke messages. No-verbal commuicatio should be idetified i the child ad used correctly by the helpig perso. The cousellor ca ecourage the child to cotiue talkig by oddig ad hummig i ackowledgemet; these are forms of o-verbal commuicatio. Other forms of overbal commuicatio iclude sileces (do t be afraid of them, they ca be useful for rest ad structurig thoughts), eye cotact, smilig, facial expressios, etc. (4) Supportive attitude Politeess Opeess Comfortig (e.g. touchig whe appropriate) Ecouragig Showig iterest ad cocer Commuicatig uderstadig Avoidig judgemets or havig evaluative resposes Skills to relate to the child to covey a supportive attitude: Accept the child as s/he is Take each child as a separate idividual Protect the cofidetial ature of the iterviews Allow the iterviewee to participate ad become selfdetermied i his/her pla of actio Respect ad liste to the child s perspective Allow the iterviewee to ask questios about you, the cousellor Use clear, uderstadable, ad simple (ad possibly ow) laguage to be at oe with the level of the child s. 110 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

115 Cousellig Skills Fact sheet Guidelies for commuicatio 1) Establish a rapport or costructive relatioship with the child. S/he should be greeted with respect, acceptace, ad iterest. 2) Allow the child to express him/herself. Preset yourself as a helpig perso who is willig to liste to his/her story ad problems. 3) Sesitise yourself to the child s feeligs about seekig help. 4) Allow childre to express paiful feeligs. Do ot disturb them. Allow them to cry. I case a child experieces a crisis, it is good to have drikig water for him/her. Some childre ca be very emotioal whe arratig their paiful experieces. 5) Sit i frot of the child to allow yourself to observe the physical maifestatio of feeligs ad emotios or o-verbal commuicatio. 6) Do ot rush the child whe s/he is silet. 7) Avoid: Soudig like a preacher Addressig the child i a humiliatig maer Overwhelmig the child with too may questios 8) Allow the child to move about durig sessios to allow him/her to be i cotrol of her/his feeligs. Story tellig may be helpful. Drawig could help to cocetrate or express. 9) Iform the child how log the iterview will be. Normally it should oly last for miutes ad ot more. 10) Avoid repeatig the same questios. The child might thik that you are ot listeig or that you are uiterested i her/him. Verify iformatio by rephrasig the same questio. 11) Always ask the child what s/he wats to do with her/his preset problem ow, what resources s/he has, ad whom s/he thiks ca help her/him ow. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 111

116 Cousellig Skills Fact sheet Observer s checklist Basic Commuicatio skills Please put a check/tick o the blak space provided if you observed the followig behavioural idicators i the cousellor/worker. Give your commets i the Commets/Remarks sectio. These idicators reflect importat elemets of active listeig. 1. Commuicated clearly 2. Had eye cotact 3. Made child feel at ease 4. Demostrated warmth ad opeess 5.Demostrated acceptace ad o-threateig approach 6. Used relaxed/calm toe of voice 7. Was attetive ad resposive 8. Showed sesitivity to child s o-verbal cues 9. Paraphrased statemets to ecourage or emphasise 10. Allowed child to vetilate ad express evaluatio, ideas, thoughts, feeligs, etc. 11. Provided reassurig statemets 12. Used appropriate body laguage: oddig of the head, touchig if appropriate 13. Assisted the child i idetifyig ad clarifyig his/her problem 14. Asked ope questios 15. Summarised the situatio of the child frequetly 16. Was objective ad o-judgmetal 17. Reflected statemets to clarify ad validate child s verbalisatios 18. Used simple words ad allowed for silece whe appropriate Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

117 Cousellig Skills Sessio 3: Assessmet Objectives At the ed of the sessio, participats are expected to: Be able to coduct basic assessmets Kow some basic techiques for assessmet Have a basic uderstadig of some of the most commo psychological disorders of childre Activities Time: 4 hours Materials: meta-cards, flipchart, marker, board Explaatio of procedure for traiers: 4 Me-map activity: a exercise to retrieve iformatio about the child ad to gai selfawareess (e.g. for the cousellor). O a A4 sheet of paper, participats draw a circle i the middle that represets them selves. They should draw lies from the circle towards people ad/or thigs that are importat i their life (to be writte dow i a circle at the ed of the draw lie), such as frieds, family, values, goals, activities, etc. The closer to the cetre, the more importat the elemet is for the idividual (e.g. oe fried or family member ca be put closer to the cetre tha aother idicatig the differece of importace). 4 Explai the importace of assessmet. To implemet a itervetio the helpig perso has to be able to idetify a child i eed. As soo as the helpig perso ad the child establish cotact, the iformatio gatherig process starts also kow as assessmet or history takig. It is essetial that this assessmet is as complete as possible because it forms the basis for diagosis ad the treatmet pla/focus. 4 Before startig cousellig oe eeds to first kow whether the child is i eed of such a itervetio. If a child is emotioally distressed, it might idicate the eed for a itervetio such as cousellig. It is therefore importat for a cousellor to be able to recogise emotioal distress. Ask the participats to braistorm a list of symptoms/elemets of emotioal distress amog childre (see referece for traier4.3.1). 4 Divide the group ito smaller groups ad give each group a case study (See Module VII, Referece Material 7.4 for Case Study of a Domestic Girl Child Gita ). Participats try to obtai relevat iformatio about the case. The ask them what iformatio they still eed; these eed to be classified by topic. 4 Hold a presetatio ad discussio o the groups outcomes. Add relevat poits ad focus o more iformatio that might be eeded. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 113

118 Cousellig Skills They should emphasise the eed for emotioal ad causal iformatio (such as How did Gita feel whe her father left the house? How did she feel to work ad be aloe i a hotel? What made her decide to ru away? How was it for her to ot have food ad shelter, etc). 4 Coduct a lecture about methods of assessmet, specifically: iterview, observatio, ad alterative tools (See fact sheet ad trasparecy ad 4.3.2)). 4 Participats coduct a group role-play that focuses o questios a cousellor asks to assess the child (this ca be based o the checklist, fact sheet 4.3.1). Feedback o the role-plays should focus o the importace of retrievig relevat iformatio. For further practice, participats i pairs (oe as the child, the other as cousellor) coduct the Setece Completio Test (see referece for traier 4.3.2). Explai how to use this test for assessmet ad cousellig. Fially, participats opely discuss the effectiveess of the Setece Completio Test. Methodology Lecture Case Study Workshop ad Group Discussio Practice of material Braistorm & Group Exercise Resource materials Text for lecture: Trasparecy Overview of assessmet Trasparecy Positive Quality Search Text for traiees: See Module VII for case study of Gita Fact sheet Assessmet Checklist Text for traier: Referece Symptoms of emotioal distress Referece Drawigs ad Setece Completio Test Key poits A proper assessmet helps the cousellor to decide which path to choose ad will give idicatios of what s/he will ecouter alog the way. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: The first active step of ay helpig process is assessmet. Most of the iformatio ca be gaied through iterviewig the child, though other methods such as observatio ad alterative tools ca be very useful as well, especially for childre. Poit out that group work o dysfuctioal behaviour ad psychosocial matrixes are good preparatio ad methods for assessmet. 114 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

119 Cousellig Skills Evaluatio Ask the participats to rate their uderstadig of this sessio (ragig from 0 = very bad, to 10 = very good). This is a quick way of fidig out whether the participats liked the sessio or ot. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 115

120 Cousellig Skills Trasparecy Overview view of assessmet Assessmet meas fidig out iformatio that is relevat to the child or the child s problem/situatio, ad should lead to the decisio whether or ot to start cousellig, ad how to proceed. 1. Iterview (see assessmet checklist) Iformatio about developmet ad life history Specify the problem behaviour/complait Iformatio about stregth, copig, resources How the child presetly fuctios 2. Observatio A cousellor ca gather a lot of iformatio by observig the child durig the iterview or i aother situatio. For example, by lookig at: Physical appearace; Cotact with the cousellor; Mood of the child; No-verbal commuicatio, etc. 3. Alterative tools (for details see sessio o alterative tools) These methods geerate idicatios. They determie whether the child s resposes are eutral (adaptive) or alarmig (idicatio for further assessmet). Play observatio Drawigs Setece completio test 4. The child s eviromet Cousellor s ca gather a lot of iformatio through the child s parets, school or teacher, commuity, or peers. This is possible through iterviews or observatio. 116 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

121 Cousellig Skills Trasparecy Positive Quality Search 2 The cousellor ad the child should also look at positive elemets of the curret situatio ad the future, ot just the problems. Idetifyig positive qualities: 1. What are the persoal stregths of the child? 2. What are exceptios to the problem situatio, ad why? e.g. Ask the child Whe do you ot feel agry? 3. Are there positive cosequeces to the problem situatio? E.g. the child states: I ve become stroger sice the icidet. 4. What are the positive elemets i the child s life - past ad preset? 5. Idetify positive social ad cultural support systems. 6. Idetify positive copig strategies (See sessio o copig). 2 Based o Ivey & Ivey, 2000 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 117

122 Cousellig Skills Fact sheet Assessmet Checklist Oce the cousellor ad the child have made cotact, the cousellor begis the process of gatherig iformatio. It is importat to use as may resources as possible durig this process i.e. parets, teachers, peers, other staff i the cetre, ad of course the child. Iformatio about developmet/history: Pregacy/birth (e.g. complicatios, health mother, etc.) First moths (e.g. quality of paret-child relatio, (u) happy about child) Sleepig ad eatig patters Laguage ad speech developmet Cogitive developmet (fuctioig at school, gifted, memory, how does the child thik? Fatasy, etc.) Developmet of social relatios (with parets, peers, ad others, ego-cetrism). Emotioal/metal developmet (attachmet, idepedece, acceptig limits, trust, self-cofidece, expressio of emotios, level of activity, etc). Previous social/emotioal/ developmetal problems (e.g. illesses, accidets, broke home, etc). Specifyig the problem/complait: The problem/complait i the child s poit of view The problem/complait i relevace to aother s poit of view Nature ad severity of the problem The child s experieces/feeligs about the situatio as well as others ivolved Cosequeces of the problem o the child ad his/her eviromet Progressio of the problem Iformatio about previous assistace The mai factor/reaso to udergo cousellig Relevat evets precedig the problem The child s expected outcome Preset situatio/fuctioig ad well beig of the child: Behaviour: stealig, fightig, misuse of alcohol/drugs, sexual activity, eatig habits, sleepig habits, ad positive behaviour. Physical well-beig: stomach aches, reoccurrig mior pais, growth, heart palpitatios, uriatig. Seses: hearig, seeig, halluciatios, ad illusios. Moods: sadess, cryig, helplessess, isecurity, eutrality/passivity, usatisfactio, happy, mood fluctuatios, etc. Activities: e.g. hobbies, play, work. Fear: tesios, ervousess, specific fears, phobic reactios, etc. Worries: about oeself, others, evets, future. Self: how does the child perceive/describe him/herself? What is s/he proud of most? What are his good characteristics, etc. Cotact: frieds (how may? What activities do they share? What type of frieds are they? Where do they meet? Family iteractio, argumets, activities, abuse, pleasure, safety, sibligs (do they help oe aother? Do they fight?). 118 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

123 Cousellig Skills Family situatio: psychological well-beig of the parets, socio-/cultural/ecoomic situatio of family etc. The parets/family: Socio-cultural backgroud (caste, work, social etwork, etc.) Parter relatio (coflicts, harmoy, support, emotioal situatio of parets, etc.) Upbrigig (clear rules ad limits, cosequeces, puishmet, expectatios of the child) Commuicatio (topics, patters, ope/closed commuicatio, providig attetio to the child, positive/egative attitude, quality of iteractio, approval, eye-cotact, etc.) Tasks ad fatasy questios (The latter are meat to give you isight ito the child s thoughts ad wishes. This might give the cousellor oly idicatios or clues about the child s perspective of his/ her world.) Motor developmet: let the child write, draw, cut, play with blocks, throw, ad catch a ball. Play: ca the child play spotaeously, aloe, ad creatively? Laguage: let the child read or tell a story. Calculatig: is the child able to cout ad/or calculate? Wishes: If you could make a wish, what would it be? If you had NRs 1000 what would you do with it? Islad: If you would go to a deserted islad who (oe perso oly) would you take with you? Aimal: If you were a aimal, which oe would you be? Future: What do you wat to be/do whe you are older? If you could look i the future, how will your future look? Kig: If you would be the kig/quee what would you do/chage? Iformatio through observatio: Geeral: appearace physical complaits/tiredess Attetio: cocetratio impulsiveess level of activity/restlessess reactios to frustratio patiece Cotact with cousellor: quality (superficial, defesive, closed, provocative, etc.) eye cotact (oe, avoidig, itese, etc.) Mood durig sessio: happy, sad, loely, shy, embarrassed, spotaeous, Cogitive level: laguage use/fluecy of speech geeral kowledge, memory Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 119

124 Cousellig Skills Referece Symptoms of Emotioal Distress 1. Depressed Mood a. Sigificat chage i posture, speech, facial expressios, dress, etc. b. Mood swigs, feelig low or sad c. Pessimism ad hopelessess d. Feeligs of worthlessess e. There is o future for me, I am useless. I am o good ad ever will be, or I d be better off dead. I am a big failure. 2. Loss of Eergy a. Fatigue; heaviess i arms ad legs b. Tiredess c. Refuses to go to school, iability to cocetrate, refuses or is uable to work 3. Chage i appetite a. Loss of appetite but sometimes icreased food itake, ofte i the eveig b. Refusal of food 4. Difficulty i sleepig/isomia a. Difficulty fallig sleep b. Beig awakeed i the middle of the ight by frighteig dreams ad ucomfortable body sesatios c. Early morig awakeig d. U-refreshig sleep e. Sleepig the wakig ad stayig awake all ight 5. Loss of iterest i work ad other activities a. Idifferece to people, ideas, ad pleasure b. Isolatio, withdrawal, avoidig people, isolatio from others 6. Behavioural chages a. Pacig up ad dow, wrigig of hads, ail bitig, tappig figers o the table, icreased smokig, bedwettig, ager tatrums 7. Decreased ability to thik ad/or cocetrate a. Iability to decide, reaso, comprehed, pay attetio or aticipate b. Pre-occupied by ideas as self-doubt, worries about the future, etc. c. Doig thigs slowly ad with ucertaity 8. Remorse a. Feelig guilty about thigs i the past that s/he should have doe but did ot do b. Feeligs of shame 120 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

125 Cousellig Skills 9. Physical complaits/psychosomatic complaits 3 a. A headache is the most frequet complait, burig sesatios or rapid heartbeat, blurred visio, trouble i breathig, costipatio or diarrhoea, pressure or pai i the chest, muscle ache ad cramps i the legs ad back, sweatig, weakess i the body, pai or uriatio, vomitig, dry mouth. b. The perso might believe s/he is sufferig from a serious illess like cacer or tuberculosis. 10. Axious/Agry a. Nervousess, irritatio, ager, lack of patiece, etc. b. Thoughts of terror, fear, ad aticipatio of dager or harm. c. Fear ad worries about health, fiace, affairs, ad job. 11. Violet tedecies a. Dager to self, others ad property; attacks people, usually family members, spouse ad child abuse. b. Suicidal thoughts (committig suicide seems the oly escape from itolerable situatios), tries to ijure self (swallow pills, self-starvatio, etc.) 12. Drop i self-esteem a. Feelig of iadequacy, icompetece, failure, etc. Believes that his/her family ad frieds have a similar view of him. b. Loss of self-cofidece/sese of self-worth 3 Also called medically uexplaied somatic complaits Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 121

126 Cousellig Skills Referece Setece Completio Test [Traslated ad adapted] The Setece Completio Test ca be used by professioal ad para-professioal cousellors workig with childre. It is especially useful i the assessmet phase of the cousellig process. Though the test does ot give coclusive aswers/iformatio, (o test does) it ca give the cousellor idicatios ad/or isights ito the child s problem or feeligs ad most importatly, it is a good way to get a child to talk. It is importat to take care the child s aswers do ot eed to be the truth; oe should therefore ever base a diagosis or treatmet o this test aloe. It ca oly provide idicatios to what eeds further attetio (ad explorig these issues after completio of the test). The test cotais begiigs of sometimes emotioally charged seteces, which the child has to complete freely ad quickly. The result ca be eutral, or alarmig. Neutral ca mea that the aswers are adaptive ad typical for a child of the particular age (e.g. I like playig, or A father works, or I am very fuy, or My best fried is ice ). Alarmig ca mea that the aswers are ot typical ad possibly idicate problems i the child such as low self-esteem, abuse (e.g. I like stealig, or A father hits, or I wish I was dead, or I am very loely ). 1. What I like the most 2. Whe I was small 3. I like to play 4. I do t like people who 5. Other childre 6. I do t dare to say 7. The icest is 8. I am very afraid 9. A mother 10. Boys are 11. I would rather ot 12. At ight I dream 13. At home 14. It is too bad that 15. Fightig 16. I caot 17. Girls have 18. I am ot allowed 19. The child cried because 20. I wish 21. My best fried 22. Workig hard 23. I ca t get alog with 24. I am very 25. A father 26. Sometimes I would like 27. Brothers ad sisters 28. I do t dare 29. My father ad mother 30. Aimals 31. I thik that my mother 32. I ever tell 33. Playig 34. I the future I 35. I hope that 122 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

127 Cousellig Skills Referece Materials Drawigs (more details followig Alterative tools for cousellig ) The use of drawigs for assessmet is useful as a way to commuicate with the child. Iterpretig drawigs should therefore be avoided. Drawigs should oly be a idicator for you as a helpig perso (i case of assessmet ad treatmet it is a method of expressio/commuicatio). The child may be tellig you a story with the drawig. However, istead of iterpretig the drawig, it is best to use it to ask more questios to the child e.g. You drew a father that is hittig a child, why did you draw that? or You did t draw yourself i the family drawig, why ot? or Why did you put a big cross through this perso? Eve better; ask the child to iterpret his/her drawig. You should ask the child to draw specific thigs istead of a geeral drawig. Oe should always keep the age of the child i mid, which will relate to his/her drawig skills. Never use a drawig to decide your treatmet or diagosis. It is oly a helpig tool. Family drawig Ask the child to draw his/her family. I this drawig, oe should pay attetio to how the child draws him/her self i the family: does s/he place him/her-self close or away from the rest of the family? What activities are the family egaged i? Does the drawig look happy or sad? Is every member of the family i the drawig ad if ot, why ot? Is there aythig extraordiary i the picture? All this might give you a idea of how the child is feelig, what the child is thikig about/i the family. Ask the child to explai the drawig. Self-drawig Ask the child to draw him/her-self. This might give you a idea about the image the child has of him/herself. Pay attetio to the clarity of the lies that form the child. See how the drawig is o the paper; is it very small or big cosiderig the size of the paper? Does the picture make a happy or sad impressio o you? Look at the facial expressios ad if there are oe, explore the reasos. Is the figure complete or icomplete? Ask the child to explai the drawig. Draw a memory Ask the child to draw a certai memory that s/he has about his/her life; let the child choose. This might be a bit difficult for childre who caot draw that well. It is very iterestig to see which memory the child chooses to draw. Is it a happy or sad oe? What happes i the memory/drawig? Why did the child draw that memory? Ask the child to explai the drawig. May other subjects for drawig are possible; ay subject that you thik is specific for the child s situatio might be used, though always with cautio! Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 123

128 Cousellig Skills Sessio 4: Problem maagemet 1: Braistormig ad Settig Goals Objectives At the ed of the sessio, participats are expected to: Braistorm as a method for cousellig Set goals with the childcircumstaces Activities Time: 5 hours Materials: meta-cards, flip chart, marker, board Explaatio of procedure for traiers: 4 Itroduce the topic by referrig to the overall cousellig approach beig followed, ad emphasise that earlier sessios were maily istrumetal i teachig supportive cousellig. This sessio however, will be istrumetal i providig problem maagemet skills. 4 Coduct a lecture o braistormig (see trasparecy 4.4.1). Make it clear that braistormig should be itroduced to the child as a exercise ot as a coversatio. 4 Ask a participat to coduct a group braistormig sessio o topics that oe ca braistorm with a child. Followig this, give feedback ad allow other participats to also give feedback o the role of the mediator durig braistormig. 4 Coduct a group role-play to practice braistormig skills withi a cousellig sessio e.g. braistorm possible strategies or solutios to deal with ager issues with a child. Give feedback to the participats o the process (e.g. explai the exercise: whilst braistormig with a child oe does ot give full empathy or explore a topic fully or otherwise - oe should oly ecourage the stimulatio of ideas.). 4 Cotiue the same role-play ow with the cousellor explorig i depth, the issues that came out of the braistormig sessio. Follow this activity with a group discussio o the advatages ad disadvatages of braistormig i these ways. 4 Coduct a lecture o settig goals (refer to trasparecy ad Geeral Maual, chapter 3 sectios o Problem solvig skills ; Formulatig goals i cousellig ; Implemetatio of cousellig goals/problem maagemet ). Note: Emphasise that the goals should be from the child s perspective. Ask the participats to coduct role-plays o how to idetify goals. A observer writes dow methods/questios used by the cousellor. 4 Discuss ad share the idetified goals, ad iitiate a group role-play o idetifyig goals. 4 Emphasise that the cousellor cotiues the cousellig process ad the problem maagemet process with the set goals, which etails: 4 Makig a pla of actio (a practice based o Implemetatio of cousellig goals/ Problem maagemet i Geeral Maual, chapter 3). 124 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

129 Cousellig Skills 4 Makig a ivetory of the child s resources to help reach the goals (practice through role-play) 4 Stimulatig strategies or solutios for chage (as practiced above) 4 Work with/o the child s copig strategies ad other stregths (practiced i other sessio(s)) Methodology Role-play Lecture Resource materials Text for lecture: Trasparecy Braistormig Trasparecy Settig Goals Text for Traier: See Geeral Maual, chapter 3 sectios o Problem solvig skills ; Formulatig goals i cousellig ; Implemetatio of cousellig goals/problem maagemet Key poits Assistig i the child s problem solvig process is rewardig for the cousellor as well as for the child. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: I this sessio, we looked at two of the mai compoets o how to assist to solve problems. Braistormig ad settig goals are techiques that ca be used to assist the child to fid a solutio for a certai problem, ad especially to ivolve the child actively i the process of fidig a solutio. This sessio was about problem solvig skills. Aother mai compoet i this traiig course has bee idetified, i.e. copig strategies are used i the process of problem solvig. Evaluatio Ask the participats whether they feel that settig goals ad braistormig are useful ad appropriate i their culture. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 125

130 Cousellig Skills Trasparecy Braistormig 4 Braistormig is about the stimulatio of ideas for explorig a topic ad ca help the child look at the problem from a differet perspective. Braistormig ecourages the child s iput ad ca idetify the problems of the child, the goals of the cousellig process, the child s copig strategies, ad solutios to the problem, etc. HOW? Itroduce the child to the braistormig exercise, its rules, ad process. Start the braistormig exercise with a clear questio Ask the child to say whatever comes to mid related to the idetified topic. Make sure you the cousellor, keeps up the speed. Discuss issues after braistormig ad give partial empathy. Do ot make judgemets; aythig is fie eve, or especially wild ideas. Ecourage the child to come up with differet types of resposes. Help the child to use oe idea as a startig poit for other ideas. Suggest ad Fade this is whe you propose a idea followed by a remark that might ot be appropriate or might be ucomfortable for the child; this ca be discussed later. After braistormig, explore the outcomes. 4 From Ega, Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

131 Cousellig Skills Trasparecy Settig Goals Settig goals helps childre to clarify what they wat from the cousellig process. The child ca work towards a solutio, ad is actively ivolved ad egaged i the problem solvig process. Realistic ad cocrete goals should ecourage the child towards actio. WHY 5 Goals ca: Focus the child s attetio ad actio Mobilise the child s eergy ad effort Icrease persistece Motivate the child to fid strategies to accomplish them Provide directio i the cousellig process HOW? Discuss future opportuities ad desires Idetify the child s preferred outcome of the cousellig process (oe or more specific goals) Explore, specify, ad prioritise the goals accordig to importace ad relevace NOTE: Settig goals should ot become stressful ad demadig for the child, ad should ot become the sole focus of cousellig. 5 From Ega, 1994 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 127

132 Cousellig Skills Sessio 5: Problem maagemet 2: Copig strategies Objectives At the ed of the sessio, participats are expected to: Uderstad the cocepts of resiliecy ad copig strategies To be able to idetify ad work with/o copig strategies Activities Time: 3 hours Materials: meta-cards, flip chart, marker, board Explaatio of procedure for traiers: 4 Itroduce the topic Copig Strategies by givig a defiitio ad oe or two examples. Emphasise that copig strategies are actually the stregths ad positive behaviour of childre (of most of them), at least from the child s poit of view. Copig strategies should be ackowledged ad recogised. Positive/costructive copig strategies should be stregtheed; egative/destructive oes should be replaced (See fact sheet 4.5.2). 4 Divide the participats ito smaller groups. Each group braistorms ad discusses copig strategies of CEDC (from the child s perspective) that they have ecoutered. 4 Each group presets their outcomes ad posts them o the board. If ecessary, add ad/or categorises the copig strategies ito three mai groups (see trasparecy 4.5.1). 4 Ask the participats to coduct role-plays i groups of threes o how to idetify copig strategies. The observer has to write dow what questios or methods the cousellor uses for this (e.g. questio how do you presetly deal with this difficult situatio? ) Hold ope discussios o each role-play. (See referece material 4.5.1) 4 Refer to the cocept resiliecy (see fact sheet 4.5.1) ad explai it briefly. Had out fact sheet ad briefly explai differet forms of copig ad the importace of makig such distictios. 4 Ask the participats how copig strategies ca be stregtheed or modified. Hold a ope discussio with the group ad add iformatio from fact sheet Coduct group role-plays to practice these methods. Participats should iclude costructive ad destructive copig strategies (e.g. drugs ca be a effective copig strategy, however it is a destructive oe). Keep referrig back to the iitial braistormig sessio ad idicate or add iformatio/differeces. 128 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

133 Cousellig Skills Notes for the traier: 1. The psychosocial cousellig method described i this hadbook (ad the Geeral Maual) ca be described as a problem maagemet ad supportive cousellig approach. The problem-maagemet approach follows a set of three skills: goal settig, braistormig, ad stregtheig or modifyig copig strategies (see fact sheet 4.5.2). Therefore, make it clear that workig with the child to help him/her cope is a mai strategy for problem maagemet. 2. Copig is a way to deal with stress. Explai that relaxatio exercises (taught i aother sessio) are stress maagemet techiques that ca be used i copig strategies. Methodology Lecture Workshop ad discussio Role-play Resource materials Text for lecture: Trasparecy Overview of copig behaviours Text for traiees: Fact sheet Resiliecy Fact sheet Stregtheig or modifyig copig strategies Fact sheet More about copig Text for traier: Referece Idetifyig copig mechaisms Key poits It is time to put back the pieces. With the help of other people ad [your] God, we ca do it. First, we have to accept the world as it is, ad from the move o. If we do t take actio who will? (Advice from street childre to street childre. Source: C. G. Baaag, 1997). Sythesise Provide a opportuity for questios ad summarise the sessio with the followig poits: CEDC ofte deal with their situatio i a impressive way. They have over time ad from birth built strategies that make them more resiliet i situatios where these copig behaviours become their survival mechaism. Resiliece traits such as perseverace ad optimism, or specific copig strategies such as seekig support from others are both adaptive ad admirable. Make a lik betwee copig ad the group exercise about the idetificatio of the stregth of CEDC. Evaluatio Ask the participats to write the aswer to the followig questios o a slip of paper: What did you like about this sessio ad what would you have liked to be differet? Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 129

134 Cousellig Skills Trasparecy Overview view of copig behaviours: Copig strategies are the iteral, behavioural ad social abilities that help a perso maage stress. Ay copig strategies are positive behaviour from the child s poit of view. Copig strategies ca be leared, mostly i respose to ew situatios. We ca roughly defie three groups of copig strategies: 1. How CEDC face a problem situatio: Workig hard Beggig Formig street groups Acceptig their fate Fidig solutios for their problems Goig to people for help Cofrotig issues 2. How CEDC Escape/Avoid a problem situatio: Ruig away form the situatio e.g. leavig home Usig harmful substaces (drugs, etc.) Igorig the problem Sleepig 3. How CEDC Exteralise a problem situatio: Humour Maitaiig a attitude /strog image Self assurace Not allowig their feeligs to show Takig frustratio out o others (fightig, blamig) 130 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

135 Cousellig Skills Fact sheet Resiliecy Resiliecy is the capacity to withstad, recover, ad move out from egative experieces/ crisis ad to retur to pre-crisis levels of fuctioig. Resiliecy ca be compared to the capacity of a spoge to retake its iitial shape, however hard you try to squeeze it. Aother example of resiliecy is the recovery from a disease/illess. Resiliece ca geerally be described as the result of a combiatio of copig strategies. Factors that promote or decrease a idividual s resiliecy or vulerability are: A. Idividual factors: 1. Geetic, biological traits Character/Temperamet Itellectual capacity 2. Persoality Traits Belief i oeself (self-efficacy) A realistic view of their eviromet Problem-solvig skills Sese of directio or missio Capacity of empathy Sese of humour Capacity of adaptive distacig B. Evirometal factors Family protective factors: early paretal care, edurig warm ad positive relatioship with carig adults, positive family eviromet, paretal expectatios, family resposibilities, positive modellig, good paretig skills ad supervisio, good commuicatio ad iteractio patters, family traditios ad rituals, support of the youth s competecies ad life goals, ad exteded family support. School protective factors: Opportuities for ivolvemet, expectatios for studet performace, ad a carig, supportive school climate. Commuity protective factors: positive commuity orms. 1 Baaag: Resiliecy, 1997 Turer et al: From risk to Resiliecy, 1993 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 131

136 Cousellig Skills Fact sheet Stregtheig or modifyig copig strategies a) Idetify the child s copig strategies : Idetify the fuctio/effect of these copig strategies ad whether they are costructive or destructive to the child. Note: Certai behaviour ca be both costructive ad destructive for example: cryig ca be a very costructive method for the child to release stress ad express emotios. However, cryig ca also icrease feeligs of loeliess ad depressio ad therefore be destructive for the child. The same behaviour ca be either costructive or destructive, i.e. if cryig is a respose to beig physically abused ad therefore the child feels afraid, agry, ad i pai. I this case, we talk about a reactio ot about copig. b) Child s awareess of the copig strategies ad patters (oe ca fid this out through discussio, lists, questios, reflectios, etc). c) Stregthe costructive copig behaviour, through: Reiforcig/ecouragig the behaviour Showig/moitorig the positive effects of the behaviour Braistormig with the child what s/he ca do to icrease this type of behaviour d) Modify destructive copig behaviour, by: Lookig at the cosequeces of the behaviour, the advatages ad dis-advatages Braistormig alterative behaviour or other thigs the child ca do to decrease destructive behaviours 6. Recogisig/moitorig whe destructive behaviour occurs Replacig the behaviour with a alterative reactio at the idetified momet Stregthe ewly acquired copig behaviour 6 Fidig alteratives is oe way of modifyig dysfuctioal behaviors. Other ways are also possible. 132 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

137 Cousellig Skills Fact sheet More about copig 7 Copig strategies ca also be defied as: strategies to attempt to reduce or decrease udesired situatios or the cosequeces of these situatios. The fuctio of copig followig this defiitio, is therefore depedet o the child s perspective. The cousellor, i tur, should try to clarify what stress factor the idetified copig strategy is actually reducig. Example 1: A patiet of leprosy reveals to the cousellor that he does ot tell others about his disease (i.e. the child uses keepig secrets as a copig strategy). Keepig a secret, however, will ot reduce leprosy. The cousellor s aalysis clarifies that the fuctio of the strategy is to prevet egative reactios from people i the village (i.e. the patiet fears stigma). Ideed, keepig a secret, from the child s perspective, could be fuctioal to reduce fear of stigma. Example 2: A victim of domestic violece idicates that she opeed a shop as a strategy to deal with her difficult situatio of abuse. Opeig a shop, however, will ot (directly) reduce the domestic violece. After clarificatio, it is clear that opeig a shop was a fuctioal strategy to reduce the frustratio that was a result of the domestic abuse. Coclusio: It is importat to check the fuctio (or effect) of a idetified copig strategy by askig the child whether the copig strategy reduces the udesired situatio that it is iteded to reduce. There are therefore, differet forms of copig : Emotio-focused copig Domestic violece à Frustratio à Opeig a shop [The copig strategy reduces frustratio, however does ot directly elimiate domestic violece.] Problem-solvig copig Domestic violece à Walkig away [The copig strategy aims to reduce domestic violece ad might thereby reduce the frustratio as well.] 7 Take from Jordas, 2001 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 133

138 Cousellig Skills Referece Material Idetifyig copig mechaisms i childre: Idetify the differet, critical situatios i the child s life, the emotioal impact of these o the child, ad what s/he did to cope with the situatios. For example: death or loss of a family member, separatio from family or sigificat persos i the child s life. How does the child deal with differet situatios i his/her life (that requires him/ her to chage his/her ways of doig thigs)? How does the child deal with the differet expectatios his family ad frieds have of him/her? What is the child s defiitio of the problem ad what has s/he doe so far to resolve these problems? Does the child feel ad thik s/he ca solve his/her problem, or does the child feel overwhelmed by his/her problem? What does the child thik s/he ca do to resolve the problem? 134 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

139 Cousellig Skills Sessio 6: Focussig o core problems Objectives At the ed of the sessio, participats are expected to: Be able to uderstad, idetify ad focus o core problems Activities Time: 2 hours Materials: meta-cards, flip chart, marker, board Explaatio of procedure: 4 Explai the importace of idetifyig a core problem i a case. After (the iitial stage of) collectig as much iformatio about the situatio as possible, it is essetial that the cousellor goes deeper towards the core of the problem. The problem behaviour or feeligs ca be a superficial maifestatio caused by a more cetral problem; this is the focus durig cousellig. 4 Preset the case study of Raju (see fact sheet 4.6.1). Give the participats about te miutes to study the case i detail. Puttig their idividual ideas o meta-cards, participats should decide o a hypothetical core problem. 4 Participats divide ito groups of four. They discuss their hypothetical core problem with oe aother. Each group receives 20 miutes to agree o ONE commo focus (through cosesus), which should be writte o meta-cards. 4 Display the meta-cards o the board. Each group opely shares their hypothetical core problem that they thik could be applicable to this case, ad their reasos. 4 Fially, summarise each group s iput ad state that there is ot oe true aswer, but that it is importat to thik of differet possibilities ad to choose the best optio to work with (hypothesis). Durig the cousellig process, cousellors might have to chage their focus as the situatio becomes clearer. Discuss fact sheet Note for the traier: The questio might arise: how ca oe practically reach the core problem. There is o set aswer. However, through the mai cousellig skills oe should be able to reach the core of the problem. Cousellors ask questios that allow a coversatio to go more i depth rather tha havig superficial coversatios with the child or cotiuously chagig the topics. This ivolves takig the child s perspective, which i tur eeds quite a bit of creativity (imagiig the situatio from the child s viewpoit ad guidig the iteractio accordigly). Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 135

140 Cousellig Skills Methodology Idividual exercise Workshop Discussio Resource materials Text for Traiees: Fact Sheet Case study Raju Fact Sheet Focus o Core Problems Fact Sheet The Lazarus Techique Key poits A problem situatio is ofte a result of may factors. It is the cousellor s task to create some order amogst all the factors ad to idetify the most ifluetial oe. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: It is importat to have a focus durig the cousellig process the focus is ofte the cetral problem that causes the superficial/observable problem behaviour. Havig a focus is importat i order to be able to create a proper pla of treatmet ad goals. Focus gives directio. As stated above, there is a clear lik betwee fidig the core problem/ focus ad creatig a pla for treatmet. Evaluatio Ask the participats whether they would ow (after this sessio) choose a differet focus/hypothesis from the oe they had chose earlier (referrig to the first exercise of this sessio). 136 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

141 Cousellig Skills Fact sheet Case study: "Raju"* Raju Bishwokarma is a boy of 14 years old. He was bor i a little village ear Nepalguj. After his mother died, the family moved to Nepalguj where he has bee livig ow for most of his life. After his father remarried, Raju took to the streets for a while. He sometimes lived with other street childre but was ofte aloe. Raju survived pickig rags ad beggig. After about oe ad a half-years of livig o the streets, Raju got ivolved with the police. He stole food from a shop because he was hugry. Shortly after that icidet, he was 'picked' up by a orgaisatio that helped street childre i Nepalguj. He stayed with them for a while but was ot feelig ay happier tha he did i the streets. The orgaisatio meawhile traced his father ad stepmother who assured the orgaisatio that Raju was welcome to come back to the family, as log as he would ot walk away agai. Sice rehabilitatio, Raju has ot ru away, however, his problems have ot bee solved. Raju's father is a seemigly good ma but does ot show ay particular iterest i his so. His stepmother is more authoritaria ad expects everybody (her four childre ad Raju) i the house to liste to her. Raju does ot get alog with his stepbrothers ad stepsister, ad ofte fights with them. I school, Raju has may problems; he ofte gets ito fights, he has o frieds, ad he is ot able to cocetrate o his studies (although he says he wats to go to school ad get a proper educatio, ad says he likes learig ad beig i the classroom). He sets high demads for himself. He has difficulty with the teachers ad other adults - he disobeys them ad does ot show ay respect. Sometimes after school, he goes walkig through the city to places where he stayed whe he was livig i the streets. He is happy whe he meets the other childre that are still there. He smokes cigarettes with his old frieds ad driks alcohol. I geeral, he looks passive ad withdraw but ca be pleasat durig iteractio. He likes dacig ad music. Occasioally, Raju has outbursts of ager ad yells at everybody, ad gets physically aggressive. Furthermore, he looks tall for his age but he is very slim, ad does ot eat a lot ad ofte has bad dreams or sleepwalks. A teacher from Raju's school - oe of the oly people he is somewhat close to, oticed his deterioratig behaviour. The teacher cotacted the orgaisatio that had take him from the streets. They were willig to 'have a talk' with him. It was difficult to covice Raju ad his family to start cousellig. Raju at last agreed to come at least for oe sessio. * This case study is fictioal Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 137

142 Cousellig Skills Focus o Core Problems Fact sheet People ted to judge a child from the outside. S/he is perceived as maipulative, restless, self-cetred, a attetio-seeker, rebellious, withdraw, etc. People ofte fail to see what is happeig iside the child. Beyod the physical characteristics ad behaviour, which ofte becomes measures to pass judgemet, are the may feeligs that are causig this behaviour. We fail to uderstad that the child behaves a certai way because s/he might feel uloved, loely, isecure, agry, ashamed, guilty, cofused, etc. These ca be core problems ad thus the focus of the cousellor's attetio. Havig focus creates appropriate goals ad gives the cousellor directio durig the cousellig process. The cousellor ca make a hypothesis to begi with, which of course may chage after some time or eve after every sessio. Fidig the core problem does ot ecessarily mea that the cousellor has to start diggig ito the past of the child; it just meas that the cousellor views the problem situatio with a somewhat aalytic approach. A focus prevets the cousellor from jumpig from topic to topic without goig i depth; it prevets the cousellor from dealig with what ca oly be the outcomes of more cetral problems. For example: A child behaves aggressively, ad has may fights with peers, is very disobediet, swears a lot - loudly, etc. Istead of dealig with each of these idividual problems, the cousellor ca try to explore what causes this behaviour. The child could be feelig extremely loely ad therefore screams for attetio by behavig aggressively. If ideed loeliess is the core problem, the it might be couter-productive to try to chage the separate aggressive behaviour because the child will replace/substitute it with other behaviour to vetilate feeligs of loeliess. This is ot to say that i a example such as the oe described above, the cousellor should ot deal with aggressive behaviour (after all, it might be the core problem itself). The cousellor should try to explore where the idetified problem behaviour origiates. 138 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

143 Cousellig Skills Fact sheet The Lazarus Techique Oe useful techique that the cousellor ca use to make the child focus o the actual ad most pressig problem, ad that icreases the cousellor's uderstadig of the childs (core) problems, is the Lazarus techique (Lazarus, 1976, 1981; i Ega, 1998). I this techique, the cousellor asks the child to use just oe word to express his/her problem. For istace, a child might say 'Cloudy'. The the cousellor asks the child to put that word ito a simple setece, for example; 'My mid is cloudy ad I ca't thik straight'. The cousellor the asks the child to move from that simple setece to a small paragraph, ad thus a more exteded descriptio of the issue. For example, the child might reveal the feeligs below. "Whe I say that my mid is cloudy I mea that this is my reactio after my coflict with my fried. I have always trusted him ad I thought that he would help me through this difficult situatio, oly to fid out that he thiks the same as the rest of the world. Now I feel completely ot uderstood about my problem ad am very cofused about who to trust ad who ot to trust. This is very difficult for me." This methodology ca be used at ay stage of the cousellig process, ad is especially useful durig the assessmet stage. It is also a way i which the child ca express what s/he wats from you (settig goals). Sometimes it might also be useful to use the Lazarus techique backwards; this meas that whe childs are expressig a certai complicated problem situatio (or otherwise) the cousellor may ask the child to summarise the situatio ito a simple setece ad the subsequetly ask the child to summarise that simple setece ito a sigle word. This ca give the cousellor a idea about the core of a complicated problem situatio for the child. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 139

144 Cousellig Skills Sessio 7: Skills for Hadlig Reluctat Behaviour Objectives At the ed of sessio, participats are expected to: Ideas about how to hadle reluctat behaviour A basic uderstadig about some of the reasos that cause reluctace Activities Time: 2 hours Materials: meta-cards, flip chart, marker, board Explaatio of procedure for traiers: 4 Explai what 'reluctace' is (see referece material 4.7.1) ad about the possible reasos for reluctat behaviour (see trasparecy 4.7.1). 4 Ask the participats about their experieces with beig reluctat, focussig o their ow feeligs, feeligs of their childre, ad the possible reasos for reluctat behaviour (do ot focus o how they overcame it). If people have o cliical experiece, this exercise ca be a braistormig sessio o reluctat behaviour i childre durig cousellig. 4 Participats divide ito small groups ad discuss the skills a cousellor eeds to overcome reluctat behaviour usig their ow ideas ad experieces. Participats write ideas o meta-cards. Post the meta-cards o the board ad ask each group to preset their ideas. 4 Give a short lecture about skills to hadle reluctat behaviour (see fact sheet 4.7.1) usig your ow meta-cards ad postig them together with the other cards. Make a distictio betwee direct ad idirect ways of hadlig reluctace ad emphasise the effect reluctace has o the cousellor. Fially, participats coduct several role-plays that deal with overcomig ad/or explorig reluctat behaviour. Methodology Workshop or braistorm Role-play Lecture Resource materials Text for lecture: Trasparecy Reasos for Reluctat Behaviour Text for Traiees: Fact Sheet Skills for hadlig reluctat behaviour See Geeral Maual, chapter 3 Skills to hadle reluctace 140 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

145 Cousellig Skills Text for Traier: Referece Material Additioal iformatio about Reluctat Behaviour Key poits It is uderstadable for a child to be reluctat; it may eve be a adaptive respose i some cases. For the child, resistig is much easier tha talkig about somethig s/he does ot wat to discuss. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: This sessio focussed o reluctat behaviour. There might be may reasos for showig reluctace emotioal or practical reasos, reasos relatig to the past or preset. Reluctat behaviour maifests i may ways silece, or talkig a lot about everybody except oeself, refusal, or ervousess. Likewise, there are may possible ways of hadlig reluctat behaviour, depedig o the situatio, the cousellor, ad the child. There is a clear lik betwee skills hadlig reluctat behaviour ad skills i active listeig, as well as other geeral skills. Overcomig reluctat behaviour partly depeds o the cousellor s ability. Evaluatio Appoit oe participat to be the facilitator. Separately, explai to him/her that s/he is goig to facilitate the evaluatio sessio i.e. how the participats felt durig the exercise ad what they leared. Istruct the participat-facilitator that this is a exercise for him/her to practice group facilitatig/evaluatio. The facilitator has to come up with a list of te feeligs that the group experieced durig the sessio ad a list of te thigs that the group has leared durig this sessio. Meawhile the rest of the group is istructed to be reluctat durig the evaluatio sessio, (ot too obviously of course), but makig sure that oly a few feeligs ad isights are shared. Afterwards, briefly evaluate the exercise with the group. Ask the cousellor how s/he felt durig the exercise. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 141

146 Cousellig Skills Trasparecy Reasos behid Reluctat Behaviour 8 Reluctace such as, silece, avoidig importat topics, ervousess, rebelliousess, hostility, ucooperativeess, avoidace (e.g. of oe topic), ad hesitace is ofte a respose to the cotet ad style of a iteractio betwee the cousellor ad the child, or a respose to a threat. Cousellors must uderstad ad recogise the possible reasos or ambivalece behid why some childre are reluctat towards cousellig. Reluctat behaviour ca occur if: The idividual is pressured by somebody to participate i the cousellig sessios The idividual might ot have a eed for, or is fearful of expressig their problems or feeligs due to his/her religious faith It is too difficult or too cofrotig for the idividual to talk about or face his/her ow situatio due to emotioal obstructio S/he believes that other itervetios are more appropriate for him/her S/he might have low self-esteem ad has little belief i the ability to chage 8 Though there are differeces, reluctace ad resistace are combied i this sessio 142 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

147 Cousellig Skills S/he is simply ot feelig well to atted a cousellig sessio The idividual lacks trust or belief i you as a perso/adult or might react egatively to you as a perso (could be caste ad geder issues) The idividual is afraid of chage or disorgaisatio The idividual suffers from shame or guilt as a result of feelig stigmatised or talkig about taboo issues The perso might have had previously egative experieces related to seekig help The child might perceive the itervetio to be i disharmoy with cultural or persoal orms ad values There might be isufficiet awareess about the (severity of) psychosocial problems (o perceived eed for help) The child might ot wat to admit weakesses or problems - it might be too cofrotig or might ivolve fear or losig prestige The perso might be hesitat to make effort Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 143

148 Cousellig Skills Fact sheet Skills ad issues for hadlig reluctat behaviour Sometimes childre avoid topics that they cosciously do ot wat to talk about, which ca make cousellig difficult ad eve frustratig because it maifests i silece or disiterest i the cousellig process. Reluctace ofte meas that the child fids it difficult to talk about certai emotios, or that s/he is suppressig a certai fearful or upsettig experiece. To achieve further progress i the cousellig process it is importat to overcome reluctace. It is importat to deal with reluctace as it might obstruct progress. Reasos for reluctace are ofte related to the preset problems. It is importat ot to ecourage reluctat behaviour ad to avoid beig provocative ad too cofrotatioal. The more the child resists the less likely s/he is goig to chage his/her preset situatio. Preseted below are ideas about how to approach reluctace, some of which may seem cotradictory. Every child is differet ad therefore eeds a differet approach; every child may have differet reasos for reluctat behaviour, which iflueces the cousellor s methods. Idirect methods of hadlig reluctat behaviour: these methods aim to icrease trust ad as a result, allow the child to ope up. This might be sufficiet if the reaso for reluctace is for example, that the child does ot have a clear idea about the itervetio or fears a breach of cofidetiality. Respect the child s poit of view - s/he probably has good reasos for beig reluctat. Perhaps s/he is protectig him/herself agaist facig a paiful experiece or perhaps s/he does ot feel the required trust. S/he may also be afraid of the cosequeces of talkig. Make the child feel safe ad secure. Icrease your capacity to create a atmosphere of trust, warmth, ad care. Do ot push the child further tha the limits that s/he sets (reluctace ofte idicates a clear limit). Avoid provokig the child. Use empathy ad uderstadig as fudametal attitudes. Make a agreemet betwee you ad the child, ad state that you will ot choose subjects that are ot allowed to be discussed. If you keep your promise, the child might realise that s/he ca trust you ad therefore s/he may feel safe to express her feeligs (paradoxical approach). This method should ot be maipulative; if the child does ot wat to talk, respect his/her decisio. Direct methods of hadlig reluctat behaviour: as idirect methods are ofte isufficiet to overcome reluctace, partly because the child is uaware of it, other additioal approaches might be ecessary. 144 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

149 Cousellig Skills Create awareess; discuss your observatios regardig the reluctace, which will help the child gai isight ito his/her situatio. By discussig it opely, you aim to ehace the child s cofidece to overcome the reluctace. This ca take the form of challegig the child, or it could etail discussig the possible reasos for such behaviour. Educate the child about the advatages of expressio ad the disadvatages of suppressio. Make use of the child s support etwork (importat people/others) that ca assist. Use alterative tools istead of talkig; e.g. drawig, paitig, writig. Humour ca be a useful tool to release some of the tesio that surrouds reluctace. Approach humour with care; do ot hurt the child s feeligs, or ridicule the situatio. Whe reluctat behaviour remais a barrier to actual progress, it might become ecessary to stop cousellig or arrage for a referral. If persoal atipathy towards you as the cousellor is/remais the reaso for reluctace, agai, this might idicate a eed for referral. Geeral issues to keep i mid whe dealig with reluctace: Do ot blame the child. Do ot feel overly resposible for the child s behaviour or stagatio be realistic. It might be good to review the quality of your itervetio (without blamig oeself) e.g. are the methods used, too directive? Is the child clear about the itervetio? Do ot become impatiet. Do ot lower expectatios or the goals of cousellig due to the observed reluctace. Cosequeces for the cousellor: the reluctat behaviour of the child might have distict egative effects o your feeligs ad beliefs as a cousellor (idicated below). It is importat to be aware of such persoal reactios. You might experiece the sessios as stressful ad the child difficult You might experiece ueasiess ad worries about how to further cotiue with the child You might feel the child does ot trust you, which i tur is difficult for a cousellor You might questio the child s ow ability to deal with such situatios You might feel frustrated towards the child Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 145

150 Cousellig Skills Referece Additioal iformatio about reluctat behaviour Reluctat behaviour reflects the child s difficulty to deal directly with certai emotios, thoughts, or desires. Whe the child resists it obstructs or opposes the problem-solvig process i focus. It is therefore very importat to give attetio to it, i order to progress. There are several ways i which reluctace maifests: the child might for example say, I have o real problems or I do t kow what to talk about, or will sometimes be silet ad reject cousellig altogether. Through hesitatio or iattetio, reluctace usually displays a ambivalet attitude towards cousellig. Reluctace is more or less a subcoscious reactio ad is a obstacle i cousellig. However, if properly detected by the cousellor, it may offer valuable iformatio, for example it may display the child s copig strategies to keep axiety uder cotrol. (Narayaa Rao, 1992) 146 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

151 Cousellig Skills Sessio 8: Alterative skills ad tools for cousellig Objectives: At the ed of sessio, participats are expected to: Be aware of some alterative techiques, ad begi to use them i iteractios durig cousellig sessios. Activities Time: 6-7 hours Materials: meta-cards, flip chart, marker, board, big piece of paper, pait, A4 paper, pecils, puppets ad other toys Explaatio of procedure for traiers: 4 Start with a eergiser; stretchig. Participats stad i a circle. Tell them to reach towards the ceilig with their arms, ad the relax agai. The istruct them to: Rotate their heads, getly to the left, the right, upwards, ad dowwards. Rotate their torsos to the left ad the right, repeatig this sequece a couple of times. 4 After the exercise, explai that stretchig is a relaxatio exercise, which ca be a tool i cousellig to release tesios. 4 Coduct a lecture about the fuctio of alterative tools ad give a overview of some possibilities (see trasparecy 4.8.1). Ask the participats to give examples of cases/ situatios or problems where alterative tools ca be useful. 4 Provide the participats with a sheet of A4 paper ad a pecil ad ask them to draw either their ow family, or a memory of their youth. Give them 15 miutes to draw. Afterwards, participats sit i pairs ad do a role play: Takig turs at beig the cousellor, iitiatig a coversatio about what the other has draw Writig dow specific questios that cousellors could use i referece to the drawigs Discussig what the cousellor could ask the child to draw ext, ad writig these ideas dow 4 Fially, i a ope discussio, participats discuss the drawigs, the questios related to the drawigs, ad the reasos why they asked their parter to draw a specific thig (See fact sheet 4.8.3). 4 Explai the fuctio of play i cousellig especially youg childre (see trasparecy 4.8.2). 4 Two participats coduct a role-play that focuses oly o the use of play, i frot of the rest of the group. 4 Participats the divide ito smaller groups to practice the role-plays. Allow 30 miutes for both of these activities. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 147

152 Cousellig Skills (Example case; a child of 10 years old displays ager because a distat family member has sexually abused him. He behaves aggressively ad has problems i school. He does ot wat to talk about the icidet.) 4 Coduct a exercise o relaxatio techiques for childre; for example deep breathig or autosuggestio (see fact sheet 4.8.2). Allow 30 miutes for this activity. The participats the try out these differet relaxatio techiques amogst themselves. 4 Divide the participats ito three smaller groups to make a group paitig (with real pait if possible), o a big sheet of paper. Give each group a theme, e.g.: sexual abuse, livig o the street, ad feelig depressed. Durig the paitig sessio, they should ot commuicate with each other ad ay realistic or abstract form of expressio is ecouraged. Give the groups at least 20 miutes followed by a opportuity to reflect o the paitigs. 4 Iitiate a group discussio to extract examples of childre s problems or situatios where; (a) role-playig i cousellig sessios might be useful (this discussio should be followed by a role-play of oe of the examples suggested); (b) joural writig or letter writig as a useful tool durig cousellig sessios. Methodology Lecture Exercises Role-play Eergiser Group activity Resource materials Text for lecture: Trasparecy Overview of techiques Trasparecy Play Text for Traiees: Fact Sheet Tools for cousellig Why? Fact Sheet Relaxatio techiques Fact Sheet Drawig Text for Traier: Referece Material Use of play Key poits Cousellig requires creativity i order to adapt to the specific eeds of a situatio, a idividual, a group, or a commuity. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: 148 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

153 Cousellig Skills Usig alterative tools i cousellig as a additioal aid durig the talkig process makes cousellig more attractive, diverse, ad successful. All idividuals are differet, ad all problems are differet therefore we eed differet approaches. Tools, such as drawig, diary writig, paitig, ad play are examples, especially for less verbal childre or more repressed problems. Some of these differet techiques ca be used either as a part of the cousellor s treatmet pla (as was the focus i this sessio) or as a part of a assessmet (to gai iformatio about the child or the situatio). Therefore, these techiques lik with the sessio o assessmet. Make it clear that these methods are a itegral part of the complete cousellig process, ad therefore itegrate with the basic cocept ad priciples of cousellig. Evaluatio Participats rate the sessio (from 0 to 10) for its perceived value. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 149

154 Cousellig Skills Trasparecy Overview view of techiques Play Through imagiative play, the child ca tell his/her story, express emotios. Try to direct the situatio through play to release some (sub-) coscious desires ad at the same time have fu (see trasparecy 4.8.2). Drawig Ask the child to draw somethig relevat for the treatmet process (as specific as possible, e.g. ask the child to draw a time whe s/he was agry or sad). You ca discuss the process together durig cousellig. You ca also ask the child to draw a feelig, a memory, or a perso relevat i the cousellig process. The cousellor should ot evaluate the drawig o its beauty (see fact sheet 4.8.3). Paitig Give childre paits ad big sheets of paper ad allow them to express their feeligs or thoughts (abstract or realistic). They ca do whatever they wat ad eve use other materials. Both the creatig ad the evaluatig ca be valuable. Relaxatio techiques Whe axiety or tesio levels rise, it might be good to focus o that before aythig else. Use relaxatio exercises, such as yoga, breathig techiques, etc. These techiques are a form of symptom maagemet (such as stress or fear maagemet) (see fact sheet 4.8.2) 150 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

155 Cousellig Skills Drama (Street) drama is especially useful for group sessios. Through drama, the group is able to tell a story, iteract, express, ad try out activities i a ejoyable settig. The drama could have a certai theme that is relevat to the cousellig process. Role-play Use role-plays to try out ewly leared skills or ideas. It ca also fuctio as a practice for a particular task, for example havig to talk to somebody. Furthermore, it ca also be a meas of expressio of thoughts ad emotios. This is especially useful for dealig with problems i relatioships. Joural writig/letter writig Childre ca keep a diary betwee two sessios or a loger period. I the diary, the child ca focus o a particular feelig (expressio) or goal. If the child s situatio ivolves other people, the child ca also write letters to them to resolve coflicts (the letter ca the be set or ot, accordig to the wishes of the child). Me-map This is useful to obtai iformatio or to facilitate the child to share his/her social support etwork ad importat elemets i his/her life with the cousellor. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 151

156 Cousellig Skills Trasparecy Play The fuctio of play is for the child to (idirectly) express emotios, to express his/her subcoscious 9 as well as to uderstad ad hadle certai evets, situatios, ad/or problems. Therapeutic play geerally has four fuctios ad allows: Expressio ad commuicatio of thoughts, feeligs, impressios Expressio of suppressed or uderlyig traumatic evets or coflicts Iformatio processig, puttig evets i existig metal frameworks or adaptig such frameworks to the ew evet(s) Self-awareess; expressio of ideas ad opiios, experimetig with roles, outcomes, feeligs The process of play occurs i a safe settig where the child ca express ad experimet without there beig cosequeces. 1. Ecourage the child to create a (imagiary) story ad to use available toys to itroduce it (try to use this techique rather tha o-imagiative play such as usig a ball or board games). 2. Support the expressio of emotios ad thoughts through 9 Play therapy is origially a psychoaalytic itervetio, ad is owadays widely accepted by almost all child psychotherapists; however the focus is take away from the subcoscious expressio ad focuses more o the expressios of emotios ad the processig of iformatio (the tellig of a story). 152 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

157 Cousellig Skills verbalisatios/commetary. Verbalise the child s play, actios, expressios, feeligs, or your impressios of these (as opposed to askig questios because questios distract the child from playig verbalisatios ecourage play). This does ot ecessarily mea iterpretig. Try to state i words what the child is playig, or thiks s/he is playig. Never take the attetio away from the play however. 3. Recogise themes i the play through observatio, ad ecourage further play o such themes. 4. Whe the play relates to the cousellig process or the problem for which the child is seeig you, or your hypotheses of the child s experieces, explore it further. If the child oly plays addressig topics that are ot directly relevat for the cousellig process, the cousellor ca choose whether to itervee or ot. If you do ot itervee: this builds trust, the child feels that s/he is allowed to express aythig s/he wats ad will subsequetly feel cofidet at a later stage to raise more profoud issues. The risk is that the play remais superficial or that it cosumes a lot of time. If you itervee: you ca suggest or eve ask the child to play ad address a certai topic. The risk is that you overstep boudaries ad go agaist the child s will. If you idirectly itervee: through verbalisatios, you ca lik the curret play with topics of iterest ad thereby emphasise certai aspects of the play or eve ask miimal questios. 5. If you leave the child to direct the play, you should remai as a observer. You should oly joi i whe the child ivites you (idirectly) to take a role. If you do joi i, leave the directio of the play up to the child. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 153

158 Cousellig Skills Tools for Cousellig Why? Fact sheet First, it is importat to kow that these tools ca be used as a additio to talkig or to ecourage talkig, to make the cousellig process more attractive for the child, or to facilitate whe the child ecouters difficult subjects. Tools for cousellig ca: Be a very effective way of expressig emotios, whether coscious or subcoscious. For example, it ivolves appropriate ways of expressig ad maagig ager for childre who are sexually abused. Facilitate the process of givig the child isight i his/her emotios ad thoughts. It ca help a child to cope with a certai traumatisig experiece both cogitively (uderstadig what happeed) ad emotioally (explorig differet feeligs through a safe maer). Give childre, who are ofte less able ad willig to express ad reflect verbally, a opportuity to tell their story idirectly. These techiques leave more freedom for fatasy, a characteristic of childre respected through these techiques. Help the cousellor discover/recogise themes i the child s activities, eve throughout the treatmet process. It ca give the cousellor a glimpse ito the world of the child. The cousellor should keep from iterpretig the iformatio ad therefore always ask the child to iterpret or commet o his/her ow activity. These techiques are more appropriate for youger childre who usually express a atural iterest to draw or play. Childre ofte prefer (creative) activities tha just talkig. 154 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

159 Cousellig Skills Fact sheet Relaxatio techiques 1. Deep Breathig : This exercise, whe doe correctly, is effective ad ca be practiced almost everywhere. Take a deep breath (you should hear yourself ihale) Hold it for a few secods Exhale hard (you should hear yourself exhale) Exhale agai, with soud - a oisy sigh Repeat the above sequece six times. Do ot be afraid of excessive breathig (hypervetilatio), because it is ulikely to occur. However, if you feel tiglig i your figers, it is a sig that you are i a stage of hypervetilatio, ad therefore, this exercise should be avoided. 2. Progressive Muscular Relaxatio : relaxig particular groups of muscles. The etire procedure geerally takes about 15 miutes. The begiig of this exercise ivolves gettig familiar with the tighteig ad relaxatio of your muscles. It might be better to start with the breathig exercise, described above. Tighte ad relax your jaws, your fists, your eyebrows, etc. Close your eyes ad thik about relaxig your scalp, temples, forehead, eyebrows, cheeks, lips, togue, throat, the back of your eck, shoulders. Tell yourself that the feelig of beig relaxed is travellig dow your arms, past your elbows, your fore arms, ito your palms, your thumbs, ad figers. Now it should flow ito your chest ad ito your abdome: fill your abdome with ice warm feeligs - get rid of ay tesios. Now chael the feelig ito your seat, your hips, ito your thighs, past your kees, ito your calves, past your akles ito your heels, ito the balls of your feet, ito your big toe, ito your secod toe, third toe, fourth toe, ad fially little toe. If you wish, you ca repeat the exercise backwards, startig with the feet ad the movig up to the head agai. You ca ed with guided imagery (see below). 3. Guided imagery : The followig images ca help you relax or fall sleep. You ca use these techiques or create your ow. The meadow: Imagie lyig i the most comfortable field i the world. The su is shiig, it is ice ad warm, ad there is a breeze blowig. The grass is very soft ad smells good. I the distace you ca hear some birds, imagie their sog. Some coloured flowers also smell good close by. Imagie the colours of the flowers. A butterfly is comig close to you ad is ladig o oe of your hads. You ca brush it off if you wat. As you add to the imagiatio, tell yourself that you are goig ito a deeper ad more pleasat state of relaxatio. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 155

160 Cousellig Skills Now imagie that all of the tesio ad axiety remaiig i your body is travellig ito your abdome. There is oe left except i your belly. Now as you begi to cout from oe to three, it will begi to leave your body, you will get ito a deeper ad more pleasat state of relaxatio. Above, a cloud is caught by the wid, ad as it travels towards the horizo, you will be eve more relaxed. The cloud: You are lyig o the most beautiful ad most comfortable cloud i the world. It is very white. As you lie o the cloud, you are gettig more ad more relaxed. The su is shiig ad the sky is blue. Feel the cool breeze. Nearby, birds are flyig past; you ca hear their sogs. You are lookig at the birds, the sky, feelig the warm sushie ad the soft breeze. You are goig ito a deeper state of relaxatio. (Now imagie the tesio goig ad leavig the abdome as i the example above.) From: Basic Traiig o psychosocial Itervetios for street childre service providers, A Traier s Maual, UNICEF ad Childhope, Philippies. 156 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

161 Cousellig Skills Fact sheet Drawig 10 Drawig, paitig, ad other forms of creative expressio ca be itegrated ito the healig process. Childre (ad sometimes eve adults) fid it difficult or impossible to talk about overwhelmig evets that they have experieced. I drawig/paitig, other meas of commuicatio substitute words. Drawig ca therefore become a primary medium of expressio. Creative expressio/drawig, withi the scope of this traiig course ad level ca: Be a expressio of emotios ad release of built-up tesios. Be a tool to talk; the cousellor ca ask questios related to a certai drawig. Portray a certai meaig to the child s problem ad thereby be istrumetal for the overall healig process. Drawigs ad paitigs ca be used i several differet ways. Cousellors ca follow the activities below. (a) (b) (c) Itroducig the techique as if talkig to the child: Drawigs allow us to use images ext to words. This might seem like a uusual way of helpig you with your problems, but sometimes images ca say more the words. I shall give you assigmets ad ask you to draw or pait them, however you wat. You eed ot be a artist to be able to do this, or do you have to make works of art aythig you do is fie. You ca tell me wheever there is somethig you do ot wat to do. After you have draw somethig we ca talk about your drawig, or maybe I will ask you to make aother (related) drawig. Itroductory drawigs, these are drawigs urelated to the child s situatio but serve to make the child feel at ease with the materials ad methodology (for examples see the traier s sectio below). Drawigs with a direct meaig: ask the child to make a picture of somethig specific (e.g. his/her family, a flower, a bad memory). You ca (ot always) iitiate a dialogue by askig the child to tell you about what she/he has draw, or ask specific questios, e.g. Ca you tell me what you have draw here? What does this mea to you? What feelig does the drawig give you? How did you feel makig it? What part of the picture would you like to chage? Ca you give a title to your work? 10 The followig is oly a very small itroductio o the use of art i couselig. It is suitable for this level of traiig ad existig itervetios ad implemetatio at a basic level is feasible. I Nepal, this cocept of psychosocial care is more recet tha talkig-cousellig. It is better to use these techiques i cojuctio with ad i the process of regular cousellig sessios. Oe eeds adequate ad log term traiig to use this as a itervetio per se. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 157

162 Cousellig Skills (d) After oe drawig ad the subsequet coversatio, you ca choose to either cotiue talkig or use other cousellig itervetios buildig o what the child expressed i the drawig or the coversatio. At a later stage, you ca ask for aother drawig. To cotiue, you ca give the child a ew assigmet that relates to the child s problem or previous drawig, or a specificatio of the previous drawig. Either way, the activity should be based o your observatios (of the previous drawig(s) or the child s behaviour durig the drawig) ad cliical experiece (of the overall case), i order to probe further ito issues/expressios that will give you more iformatio about the child. Pay attetio to the impressio of the drawigs what feeligs do they portray? What is emphasised? Are there ay strikig details? 158 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

163 Cousellig Skills Referece Material The use of play Play ca be used i several ways i the treatmet process of psycho-emotioal problems. Above all, it is essetial that the child ca ad wats to play, ad secodly that the cousellor kows about the developmet of play behaviour of childre. I this cotext play meas imagiative (fatasy), thus ot board games or sports, etc. Several sessios might be eeded to set the right atmosphere, to build trust, ad for the child to uderstad the idea (basically that she/he ca just play). Furthermore, it is essetial that the cousellor chooses toys that are appropriate to the local settig 11 ad meets certai basic ideas of play therapy, for example: dolls, pieces of cloth, leaves, mud; represetatios of childre, soldiers, adults ad aimals; rocks, pieces of wood, arms/ gus; ambulaces or cars, houses, etc. A child goes through several stages of play developmet 1. Sesopathic play (the fuctio of this play is the sesory stimulatio it gives to the child). 2. Costructive play (buildig with blocks, etc). 3. Fatasy play (usig the imagiatio to create oe s ow story i the play). 4. Capacities play (ofte high motor skilled play, playig ball) 5. Social play (as opposed to idividualistic first phases i this phase iteractio begis with a playmate). The goal of this type of treatmet is to allow the child to idirectly uderstad what has happeed by explorig thoughts or traumatic evets ad by tryig out solutios through the safe expressio of emotios ad wishes through play. Practical goals: Create a story/theme with the child. The child, who is ofte less capable to reflect verbally, ca tell a story. Ecourage the child to recogise/verbalise his/her emotios. Allow the cousellor to discover/recogise themes i the child s play. The cousellor ca oly accomplish these goals usig the basic skills of verbalisatio, empathy, respect, ad iterest i the child etc. Verbally Guided Play 12 The cousellor is the reporter. His/her task is to verbally express 1) What the child is actually playig 2) What s/he thiks that the child is playig 3) What s/he thiks might be the reaso for the play behaviour 11 The effectiveess of play as a itervetio i Nepal has ot yet bee studied. If appropriate toys are used, the itervetio seems to have potetial for assistace, as it does i the West. 12 Based o article of A.K. de Vries, i tur based o work of M. Klei ad J. Helledoor. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 159

164 Cousellig Skills Verbalisatio ca: Give meaig ad expressio to the child s ideas, thoughts, etc. Force the cousellor to be fully attetive. Create a atmosphere that makes the play a special occasio i which the child will receive full attetio (which is ofte very differet from his/her day to day life). The child will feel listeed to ad therefore respected. Allow the child to express him/herself. Whe the cousellor iterprets the play, the child is able to agree (a), to elaborate (b), or to correct iterpretatios(c). Verbalisatio should be based o the followig qualities: The verbalisatio should create a toleratig ad protectig atmosphere. The cousellor should give cotiuous empathy. The cousellor should be expressive ad ecourage the child to be ethusiastic about the opportuity to play freely. DO NOT Ask why-questios, ad eve try to avoid questios altogether. It is better to say, I would like to kow or I woder if. If the child does ot react to these remarks, you should quickly come up with a (hypothetical) aswer. React from your perspective or value system. Avoid approval or disapproval. The child should be able to play as freely ad impulsively as possible without iterferece. The role of the cousellor Always react ethusiastically (eve whe the child has just doe somethig for the sixtieth time!). Help the child whe ecessary or whe asked. All verbal ad o-verbal behaviour of the child should be registered ad verbalised. If the child questios your verbalisatio, you ca simply aswer that verbalisig is your task ad playig is his/her task. Fially, elaborate by givig your iterpretatios, itegrate real life factors or certai emotios with the (played) world of the child. Differet forms of iterpretatio 1. Observe the actual behaviour ad actios of the child ad verbalise it. (These first level iterpretatios are the most importat ad appropriate whe usig play.) 2. Actios (ad verbalisatios) provide a first layer of meaig. Actios come with feeligs (such as ager towards someoe, sadess, etc). The thought behid this is that othig that a child says/does goes without a feelig/emotio (eve eutrality). 3. Observatios provide further meaig (such as a coflict, problems i school). 4. After the sessio, (referrig to your otes) look for returig themes i the play of the child ad check these themes with the geeral developmet of childre i certai cultures. The reactios of the child (verbal ad o-verbal) will show whether the iterpretatios are correct or ot. 160 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

165 Cousellig Skills Note o play! The most importat thig is to ecourage the child to play ad express thoughts, ideas, ad emotios. Ideally, the topics of play should relate to the problem/situatio or the child s iterest. Use play withi the cousellig process i a way that you feel is most useful. Verbally guided play is oly oe method. You ca strictly follow it or just use compoets of it. You ca itegrate other aspects (such as questios, suggestig topics of play, etc) if ecessary. The goal of expressio is more importat tha the exact method through which expressio is achieved. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 161

166 Cousellig Skills Sessio 9: Specific situatios Objectives: At the ed of the sessio, participats are expected to be able to coduct role-plays o these specific themes: Child labour/domestic violece Suicidal tedecies Sexual abuse Trauma Hadlig misbehaviour Disabled childre Activities Time: 1 day meta-cards, flip chart, markers, board Explaatio of procedure for traiers: 4 Itroduce the sessio by explaiig that it is goig to last a full day ad that it will maily cosist of role-plays ad the evaluatio of these role-plays. Everythig that has bee leared i the traiig course so far will come together i this sessio. 4 The role-plays will have six differet themes/target groups: sexually abused childre, traumatised childre, exploited childre, suicidal childre, childre with bad behaviour, ad disabled childre. 4 Divide the participats ito pairs or small groups ad assig each pair/group oe of the above themes for their role-play. It does ot matter if two pairs have the same theme. Withi their pairs, participats decide who is goig to be the cousellor ad who is goig to be the child. 4 Before startig the role-plays, had out readig material o the five themes ad give a short lecture to itroduce each special case. (For readig material o hadlig bad behaviour, refer to Fact Sheets & For readig material o cousellig of other problems of childre, please refer to the Geeral Maual, Aex 1). 4 Give the participats at least 30 miutes to read all the material ad the allow for discussio withi their groups/pairs. Isist that each role-play should last at least 30 miutes, ot less. Note: Give the pairs/groups oly about te miutes to prepare their role-play to prevet the cousellor ad child practicig before the role-play (which is ot possible i real life!). The child will ot be give a case study to ecourage him/her to be more spotaeous ad allow the participat to imagie how a child would behave uder the give circumstaces. Participats must follow the theme/category give to them. 162 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

167 Cousellig Skills The cousellor has to focus o the followig poits: (1) Summarisig, paraphrasig ad repeatig of key-words/restatemets ad reflectios of feeligs (2) Ope questios (3) Empathy throughout the process (4) No-verbal commuicatio/attedig (5) Structurig the problem (6) Havig a goal/focus 4 Furthermore, emphasise that it should ot be a first sessio. To prevet the role-play from beig about assessmet, it should reflect cousellig i mid sessio. 4 The rest of the group observes each role-play. After each role-play, iitiate a evaluatio/ feedback sessio, of about 15 miutes. Feedback ca be both positive ad costructive ad should have the followig guidelies: (1) How did the child feel? (2) How did the cousellor feel? (3) Do they thik they covered the six poits of focus? (4) What are the observers impressios about the six poits of focus? After the role-plays, facilitate the fial evaluatio. This should focus o the overall impressio that both you ad the participats had of all the role-plays, ad o the similarities ad differeces betwee each role-play. Methodology Role-play Discussio/evaluatio Resource material Text for traiees : Fact Sheet Hadlig misbehaviour Fact Sheet Ifluecig behaviour See Geeral Maual Aex 1 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 163

168 Cousellig Skills Key poits Practicig leared skills (especially through role-play) is extremely helpful for would-be cousellors. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: This sessio allowed participats to itegrate/use previously leared skills ad kowledge. The focus was o six specific groups of childre - those with suicidal tedecies, traumatised childre, sexually abused childre, exploited childre, disabled childre, ad childre who misbehave. Summarise the most importat observatios ad learig poits. This sessio liks with all the previous sessios. Evaluatio Ask the participats these questios: How did they feel about their role-plays? What was the mai thig that they leared? Were they able to itegrate ew skills ad kowledge durig the role-play? 164 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

169 Cousellig Skills Fact sheet Hadlig misbehaviour (i a cetre-based problem) To hadle misbehaviour, itervetios should be determied by uderstadig: The child, The immediate situatio, The particular livig coditios of the child, The child s capacity at the time to lear from his/her experiece ad how this relates to the overall treatmet of the child The cousellor must help the child develop patters of behaviour that ecourage costructive relatioships ad that icrease his/her ability to deal with expectatios ad requiremets of daily life. The cousellor should promote the child s developmet of cotrol ad sese of resposibility for his/her actios. Each type of misbehaviour requires a differet approach ad opportuity for the child to lear the differet levels of cotrol, depedig o whether it ivolves the followig: Appropriate itervetios 1) View the misbehaviour of the child as a idicatio of the eed for greater support ad guidace rather tha as a occasio for cesurig lack of self-cotrol. 2) Guide the child to live up to his/her capacities. Allow him/her the opportuity to make mistakes without reproach, to have the icidet overlooked, or to experiece the cosequeces of his/her behaviour as a essetial learig experiece. 3) Chael misbehaviour through reiforcemet of positive or desired behaviour (e.g. provide social or materialistic reactios as a cosequece to positive behaviour or give light puishmet, or igore misbehaviour altogether. See also fact sheet Some situatios require purposeful o-iterferece, i.e. othig should be doe. Others call for active itervetios such as discussio of the icidet, chagig the situatio, disapproval. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 165

170 Cousellig Skills Child s behaviour (1) Seekig utmost attetio Child's possible belief He/she belogs oly whe beig oticed or served Adults feeligs/ reactios Feelig: aoyed Child's respose to adults attempt at correctio Temporarily stops misbehaviour. Later restarts it, disturbs i aother way. Alteratives for correctio misbehaviours Igore behaviour whe possible; give attetio to positive behaviour whe child is ot askig for it. (2) Tryig to Boss others aroud ad show power over others. He/she belogs oly whe i cotrol or prefers that o oe ca "boss" him/her. Feelig: agry, provoked as if his/ her authority is beig threateed. Reactio: tedecy to get revege. Active or passive aggressiveess. Misbehaviour is itesified or child submits with "defiat compliace". Help child; see him/her use power costructively by appealig for help ad o listig co-operatio. Make the child a positive leader istead of NO leader. Real fightig will oly ispire the child's desire for power. (3) Hurtig others or tryig to seek revege o others. He/she belogs oly by hurtig others. Might feel s/he caot be loved. Feelig: deeply hurt or agry/frustrated. Reactio: tedecy to get revege. Seeks further revege by itesifyig misbehaviour or choosig aother way to hurt others. Avoid feelig hurt; avoid puishmet, or retaliatio. Build a trustig relatioship with the child. See what s/he is feelig ad ecourage & eforce positive iitiatives. 4) Lazy, tryig to covice others that he/she caot do his/ her assigmet tasks. The child coveys to others ot to expect aythig from him/her. Is uable or helpless/ caot accomplish his/her task. Feelig: despair; feelig hopeless about child's reactio - "I give up." Reactio: tedecy to agree with the child that othig ca be doe really. Passive respose or fails to respod to whatever is doe. Shows o employmet or does ot try to accomplish tasks. (Becomes leared helplessess). Stop all critical reactios. Ecourage ay attempt, o matter how small. Do ot give up positive feedback ad help the child gai success i his/ her activities. 166 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

171 Cousellig Skills Fact sheet Ifluecig behaviour Puishmet Use puishmet oly i situatios whe other itervetios have prove to be ieffective. Childre ca beefit by facig the cosequeces of uacceptable behaviour as part of their learig process. Relate the timig of ay puishmet to the occurrece of the offece. Puishmet should ot exted over a log period for it begis to loose meaig for the child. Group puishmet for oe or more members for misbehavig ca have egative log-term effects or creates ufair puishmet, ad may disturb group cohesio. The group could become hostile to the idividual who created the problem. The idividual may feel aloe ad rejected by the group. Avoid corporal (physical) puishmet or verbal humiliatio at all times. A child may eed to be removed from the group ad group activities for a while. This is ecessary to protect the child or to limit disturbace withi a group. Ways to discourage misbehaviour Igore the misbehaviour. Express your feeligs briefly, allow words to sik it (avoid makig the child feel guilty). Time out: for short amouts of time, do ot give the child ay attetio as a reactio to his/her misbehaviour. Ways to ecourage good behaviour Catch the child whe s/he is beig good ad ackowledge improvemet with praise Express ecouragemet such as thakig him/her, give little gifts (tagible), hug, ad pat him/her o the back. Use distractio - chael the child to other activities. Ways to icrease a child s self-esteem Be careful how you iteract with the child Give the child quality time Ackowledge effort, ad express iterest i small thigs the child does Ecourage the child to idetify ad express feeligs Use a positive toe of voice Whe discipliig, avoid: Icosistet, upredictable discipliary actios Ufair expectatios: base expectatios o what the child ca realistically do, cosiderig his/her stage of developmet. It is ot fair to expect the child to chage his/her behaviour at oce whe s/he has bee used to it for a log time. Comparisos: Do ot compare oe child to aother. This makes the child feel isecure. Beig too permissive: Givig the child too much idepedece may ot help him/ her kow what is appropriate. Beig too authoritaria: O the other had, the child eeds a certai level of freedom to be where s/he wats to be ad do what s/he wats to do. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 167

172 Cousellig Skills Whe makig rules, remember: Rules are least successful with teeagers. Teeagers oppose structure ad rules that they thik will threate their sese of idepedece. If everythig is forbidde, rules will be broke ad cause reluctace. Keep rules to a miimum. Be specific ad leave eough room for expressio. Do ot expect teeagers to follow rules you yourself do ot abide by (e.g. smokig). Give space so that the teeager lears to act resposibly, ad ot just blidly follow the rules you made. Copig with disagreemets Whe agry, say/ask why? Do ot shout back, this may escalate the coflict. Suggest a coolig off period. 168 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

173 Cousellig Skills Sessio 10: Documetatio Objectives At the ed of sessio, participats are expected to kow: Why it is importat to documet the cousellig process How to documet it How to gather ad record relevat iformatio ecessary for developig a pla of treatmet Activities Time: 1 hour Materials: meta-cards, flip chart, marker, board Explaatio of procedure for traiers: 4 Coduct a lecture o documetig/recordig (see below). Stress the importace of documetatio to formalise psychosocial assistace ad to make it professioal. 4 Documetatio is essetial for professioalism i cousellig. Documetatio will help the cousellor to: 1. Remai objective 2. Have a overview of the improvemets or difficulties withi the process 3. Remai focussed ad precise 4. Be able to share ideas ad work i a team if ecessary 5. Refer the case with a clear history of the child already documeted 4 Explai how ad whe to documet. Ideally, there are three sorts of documetatio throughout the cousellig process. Durig the itake phase: to idetify the child. At this stage, oe decides whether to iitiate cousellig or other/o assistace. Durig the assessmet phase: iformatio collected at this phase should be more specific i order to have eough iformatio to iitiate the cousellig (e.g. about the problem ad ifluecig factors). Documetig after each sessio oce the cousellig process has started: documetatio ca be short, however essetial for cotiuity. 4 Go over the Forms A, B & C (see fact sheets , & ; Form B ca be used for both itake or assessmet). Explai the use of these forms. 4 Additioally, poit out that oe eeds to regularly hold cliical meetigs with colleagues to share experieces about childre. This is vital for the quality of the service beig provided. This type of case coferece or supervisio meetig is especially useful i the case of iterdiscipliary teams. 4 Fially, metio that takig otes durig the cousellig sessio might be the most accurate way to documet, however it also distracts the child ad cousellor from the sessio itself. Istead, the cousellor should trai him/herself to oly write dow keywords, if aythig at all. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 169

174 Cousellig Skills Methodology Lecture Resource materials Text for traiees: Fact Sheet Form A Fact Sheet Form B Fact Sheet Form C Key Poits It is importat to documet sessios i the cousellig process. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: This sessio emphasised the importace of coductig cousellig i a formal maer, both i the structure of the iteractios with the child ad through documetatio of differet phases. Documetatio liks together all the separate steps ad sessios of the cousellig process. Evaluatio Ask the participats the followig questio: What are the difficulties i usig documetatio forms i the daily practice of cousellig withi your orgaisatio/programme? 170 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

175 Cousellig Skills Form A: Documetatio form 13 File No.: Date of Admissio: Name: Cousellor: Age/Sex: Address : Educatioal status: a) Illiterate b) Literate c) Primary Level d). Secodary Level e) Higher Level Marital Status: a) Married b) Umarried c) Widow d) Divorced e) Separated Case i Brief/Preseted problem(s): Fact sheet Family Backgroud: Medical Backgroud: Child s Expectatio: Service provided: Referred by: Referred for: 13 This form (ad some of the followig forms) has bee made compact, ad serves as a example. For actual use allow much more space to write. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 171

176 Cousellig Skills Fact sheet Form B: Social Case Study Report 1. Idetifyig Data - Name: - Age/sex: - Birth Date: - Preset Address: - Category: - Date of admissio: - Source of Referral: 2. Presetig the Problem - Why has the child bee referred to the cousellig cetre? (Give up to three reasos but o more.) - What is/are the child s critical problem/s ad eeds at the time of referral? At what frequecy ad itesity? Whe did the icidet happe? - How does the child perceive the problem ad how does s/he feel? What does the child see as a possible solutio? - Who else was ivolved i the problem? How do they feel about the situatio? - Who is the referrig party? What is their relatioship to the child? - What help does the referrig party wat from the cousellig service? 3. History of the problem situatio - How did the child s problem come to the attetio of the referrig party? (OR) Why did they come to the cousellig cetre? - Help the child recall exactly whe the problem occurred. Who was preset whe it first happeed? How log has the problem bee happeig? How did it happe? Try to get a descriptio of the evets. - What was the child doig before the crisis or problem? How did s/he maage to cope with the problems/crisis i the past? - Who helped the child i the past to cope with this problem? What kid of help was provided, ad how? - How do you (as staff) feel about the crisis ow? - What problem situatio is the child tryig to or wat to resolve ow? (OR) What does s/he wat from the cousellig cetre? - The cousellig cetre: What have they doe about the problem they are ecouterig ow? - For the cousellor: What do you wat to do or achieve ow about the crisis/ problem? How do you wat to do it? Who do you thik ca help you ow? - What do the importat people i the child s life feel about the preset crisis? What do they wat to do to achieve chage i the preset crisis? How do they wat to go about it? 4. Backgroud Iformatio of child - The child s age, features, cultural backgroud, how the child was raised by the parets (have they bee abused, eglected, etc?) What type of role models did the child have, i.e. ow parets? 172 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

177 Cousellig Skills - What were the sigificat/critical evets i their lives that they could ot forget which have created a impact o their preset life? How they feel about these evets ad how did they cope with the critical evets at the time? - What is the preset relatioship betwee father ad mother, relatioship with i-laws, betwee parets ad childre, betwee sibligs? - How are the roles defied amog the family members? Are the parets fair i assigig roles? Are the childre acceptable of their roles? Do they have resetmet/ager? - Who cotrols the decisio-makig i the family? Is there cotroversy about this? How do the family resolve cotroversies? - What is the patter of commuicatio i the family? Are the childre/couple able to freely commuicate their feeligs ad problems? Whom do the childre ormally commuicate with if they have problems? Why? - Are the parets ad childre able to express love, care, ad affectio towards oe aother? How is this demostrated? Is there fear amog members particularly the childre? Is there a commo feelig i their relatioships? - Are the parets supportive of the childre s activities i the school, commuity, ad i other edeavours? - What is the situatio of the family after the crisis? Who is more supportive to the child ad why? - How do they thik they will maage family life ad relatioships after the crisis, withi themselves ad the commuity? - What are the thigs that the childre like about the parets/family? - What do the childre ot like about their parets/family? Why? - How are the family members copig with the preset problem? What are their feeligs about it? Who are the most affected ad why? - What efforts are beig made by the family members to resolve the crisis ad preset family coflict? 5. Psychosocial History/Descriptio of the Child - Age, distiguishig physical features. - What ca the parets/substitute parets recall about child s bio-psychological growth, physical, ad maturatioal stages? Idetify oted difficulties, problems, observatios such as bed-wettig, bagig of the head, disabilities, motor developmet, sleep walkig, excessive cryig, etc. - Has the child had ay serious illesses ad how did it help/affect preset physical ad emotioal growth? - Who are the child s frieds i school/at the cetre? What are the child s itellectual capabilities, scholastic record, extra curricular activities, quality of participatio i school, etc? - Life experieces: Did the child experiece a severe crisis i his/her life that created a impact o her preset life? How did s/he cope with these i terms of feeligs ad behaviour? - What are his/her hopes or ambitios i life, wishes, ad plas? - How is s/he relatig with peers i the commuity ad i the cetre? - How is her/his behaviour, reactio to disciplie? How does s/he display misbehaviour? How is s/he able to resolve these? - What are his/her likes ad dislikes? Why? Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 173

178 Cousellig Skills - How is s/he adjustig to the cetre-based programme activities? - If abused, what are her feeligs about the abuser/s? How did s/he cope or hadle the feeligs of beig abused? - Who are the sigificat people who helped or are helpig him/her durig ad after the abuse? - How/what is his/her relatioship with the abuser? - Is the child co-operative with the persos helpig him/her resolve the abuse? - How may times was s/he abused? What were the circumstaces? - What are the child s plas for discharge? Who will s/he stay with? Why? - Is s/he ready to forgive the abuser? If yes, i what way? - What are the child s stregths ad weakesses? What are his/her iteral resources? What are/have bee his/her copig strategies? 174 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

179 Cousellig Skills Form C: Record-Keepig Sheet Take otes durig sessios with the structure of this sheet as a guidelie if ecessary. Whe writig about your feeligs or thoughts refer to I. The questios uder each headig are just examples of that sectio. Child s Name: Date: Duratio: Next Meetig: Cotact How was the geeral atmosphere? How did you feel? How did the child feel? Fact sheet Problem/Subject Descriptio of problem-situatio (if first meetig)/subject (after first meetig) Describe from differet cotexts (such as positive ad egative factors, other relevat people s cotext) Focus/Goal of the sessio What was the focus of the sessio? What was your goal for the sessio? Did you achieve this? How? If ot, why ot? New Iformatio Relevat ew iformatio (after the first meetig) I betwee sessio tasks Is the child supposed to do/try somethig for the ext sessio (e.g. writig a diary or letter, drawig, tryig out a particular task or activity related to the process)? Opiio Likig this sessio with previous oes ad the overall process Give your professioal views, iterpretatios, ad observatio about the sessio. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 175

180 Cousellig Skills Sessio 11: Field Practice Objectives At the ed of the sessio, participats are expected to: Itegrate the leared kowledge ad skills i a practice sessio with a child. Activities Time: miimum several days Explaatio of procedure for traiers: Note 1: Cousellig caot be leared without sufficiet cliically supervised practice with real childre. The traiig course should iclude a extesive period for cliical practice ad subsequet supervisio ( iterships ). Supervisio meetigs eables oe to share the experieces, difficulties, questios, ad cocers of cousellors, ad allows for discussio with peer cousellors facilitated by a seior cousellor. Note 2: If a extesive period for such iterships is ot possible, the field practice described below should be repeated for at least several days with several childs/childre. 4 Itroduce the sessio by explaiig field practice. Emphasise that though it is a learig experiece it ivolves the feeligs ad situatio of a child, which is at all times most importat. The participats are required to maitai sesitivity. It should be clearly stated that it is ot a cousellig sessio, but rather a opportuity for the traiees to practice their ewly acquired skills. 4 Participats will visit childre i a local orgaisatio dealig with CEDC. They have to uderstad that it might be a awkward situatio for the child (eve though the child will be give thorough iformatio ad a explaatio beforehad). However, if the childre ask about the reasos for the sessio, participats should be ope ad hoest ad explai the purpose of the sessio to them. 4 The child should ot be i a obvious state of emotioal distress (vulerable) to miimise the risk of re-victimisatio. Furthermore, make sure that the local orgaisatio provides appropriate follow up sessios for the child ivolved. 4 The participats aalyse a case report (joitly prepared by the traiers ad staff of the local orgaisatio) ad discuss the case. Participats should be focussed before coductig the sessio. Themes/questios ad goals ca be used as guidelies for the sessio. 4 Traiees ad observers/traiers should focus o: The atmosphere created by the cousellor ad his/her attitude. The questios the cousellor asks (ope, closed, or suggestive) ad the effect these have o the child. 176 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

181 Cousellig Skills The use of cousellig skills: i particular summarisig, reflectig, ad explorig the subject (istead of jumpig topics). The goal ad/or focus of the sessio. 4 The sessio should take betwee miutes. At the ed of the sessio, the participat should focus o the child s feeligs durig the sessio. The cousellor ca ask the child if s/he would like aother sessio ad the fix a time with the orgaisatio. 4 Fix a schedule for all the sessios. Sessios should take place at the local orgaisatio, so that logistically thigs ca ru smoothly. 4 Participats preset their exercise as well as their thoughts ad feeligs about it with focus o the feeligs of the child, the cousellor, ad the possible learig that has take place. 4 Fially, everybody should get the opportuity to practice certai aspects or details of the sessio agai, to try differet approaches or questios for parts of the sessio that they thought were difficult. Methodology Preparatio workshop Field practice Group sharig ad discussio Resource Material The local orgaisatio should provide case reports of the childre who will participate i the sessios. Key poits Oe ca read may books ad atted may traiig workshops however actual face-to-face cousellig is somethig very differet every time. Oe ca prepare for it but ot pla it. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: Highlight the objectives, mai outcomes, feeligs, ad thoughts of the day. All the skills ad kowledge so far acquired i the traiig should be utilised as much as possible durig the sessio. Evaluatio Ask participats to write dow three words that reflect the day s learig for them. Afterwards if they wish, each participat, shares their three words with the rest of the group. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 177

182 MODULE V Alterative Modes of Cousellig 1 Geeral objective: Participats gai a basic uderstadig of the differet modes of cousellig. Specific objectives: At the ed of the module, participats will be able to: Uderstad ad coduct a basic sessio of commuity cousellig, family cousellig, group cousellig, ad task orieted cousellig. 1 It is importat to realise that basic commuicatio ad cousellig skills remai the same whether coductig family, commuity, group, crisis itervetio or task orieted cousellig. Secodly, it is importat to realise that this traiig package maily focuses o idividual cousellig ad that to become a family or group cousellor, oe eeds more traiig tha these sessios provide.

183 Alterative Modes of Cousellig 180 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

184 Alterative Modes of Cousellig Sessio 1: Itroductio to Family Cousellig Objectives At the ed of sessio, participats are expected to uderstad: How the family fuctios ad how to classify families accordig to their level of fuctioig, i a local cotext. The basic priciples ad strategies of family cousellig ad be able to discuss the kowledge ad skills ecessary for family cousellig. Activities Time: 4 hours Materials: meta-cards, flip chart, marker, board Explaatio of procedure for traiers: 4 Ask the participats about a (Nepali) family ad how it fuctios. List the resposes from the participats o the board. 4 Ask the participats to read the fact sheets & ad Geeral Maual, Aex 1, Family cousellig. 4 Participats divide ito groups of approximately five people each, ad discuss, share, ad aalyse their ow families usig the assessmet aspects i the Geeral Maual. 4 Coduct a lecture o the basic priciples of family cousellig (see trasparecy 5.1.1) ad strategies i family cousellig (see trasparecy 5.1.2). 4 Participats opely braistorm what causes a family to be dysfuctioal. 4 Ask each group to ivet a case study of a dysfuctioal family situatio. Each member of the group will be a member of the family for a role-play later. Oe member will assume the role of the cousellor. 4 The groups should first braistorm effective ways of coductig family cousellig ad its steps for the dysfuctioal family they have just iveted (see also Geeral maual Family cousellig). 4 Give each group miutes of preparatio time before they eact their role-plays. The other participats should be active observers, writig dow their observatios ad feedback. 4 Fiish/evaluate each role-play by givig all the participats the opportuity to share their feeligs, observatios, feedback, ad suggestios. Methodology Role-play Lecture Workshop Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 181

185 Resource materials Text for lecture: Trasparecy Basic priciples of cousellig Trasparecy Strategies i family cousellig Text for Traiees: Fact Sheet Classificatio of family Fact Sheet Effective commuicatio Text for Traier: Geeral maual, Aex 1 Family cousellig Referece Material The family Key poits A family is a resource base for every problem ad its solutio. The family is the best uit for the protectio ad care of childre. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: This sessio focused o the use of cousellig for families. Family itervetio cousellig uses may of the skills, priciples, ad steps i idividual cousellig. Family cousellig ca be a valuable method for chage or to resolve a problem situatio sice the family is the corerstoe of a child s developmet. A family itervetio ca therefore be both prevetative ad curative. Emphasise that family cousellig is very suitable for cases i Nepal. Family life ad collective idetity play a importat role i Nepali society a value that should be ackowledged ad used. Evaluatio Ask the participats to share their previous (if ay) experieces of family itervetio ad to express whether they thik family cousellig will be useful or ot i their specific eviromet.

186 Trasparecy Basic Priciples i Family Cousellig: The relatioship betwee the family ad the cousellor is a partership. Base the treatmet or helpig goals o the family s goals ad wishes for chage. Iitially, shift the level of itervetio ad treatmet from past evets to resolvig preset coflicts. Itervetios must be actio orieted, based o the stregths, ad eeds of a family. The focus of itervetio ca be o the parets ad the child, alterately. Assist the parets to lear differet ways of paretig. Assist the family to fulfil practical eeds as well as emotioal eeds. Cocetrate o recurret patters of relatioship ad iteractio. Help restructure dysfuctioal patters of iteractio. Help the family gai access to commuity resources.

187 Alterative Modes of Cousellig Trasparecy STRATEGIES TEGIES FOR FAMIL AMILY Y COUNSELLING A. DEVELOPING STRENGTHS 1. Teach the family ew positive ways to address recurrig problems through discussio ad implemetatio of alterative solutios. 2. Teach or assist the family how to access ad use iteral ad exteral resources. 3. Address cocrete difficulties; help the family to defie small, achievable tasks that will chage the way they maage the situatio. This will give them a sese of accomplishmet ad motivate them to address other issues. 4. Help the family to lear to use effective iterpersoal skills amogst themselves, i.e. ew ways to iteract with oe aother. B. ROLE MODELLING 1. Durig sessios with the parets ad childre, demostrate ew behaviour ad ways to cope. 2. Demostrate a differet way of egotiatig differeces durig a family meetig. C. COMMUNITY ORGANISATIONS 1. Co-ordiated services 2. Networkig amog resources 3. Support groups 184 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

188 Alterative Modes of Cousellig Fact sheet Classificatio of family fuctioig levels 2 The followig classificatio provides a broad overview of how families fuctio. 1. The OPTIMAL FAMILY (most desirable or satisfactory) Relatioship patters ad commuicatio idicate high levels of affectio. Differeces of idividual members respected; persoal limits are clear. Itimate iterpersoal relatios; childre are viewed as idividuals i their ow right. Members do ot compete; istead, they rely o egotiatio to approach coflicts. Members express a wide rage of feeligs ad a high level of uderstadig for oe aother. Family is harmoised ad positive. 2. COMPETENT BUT DISTRESSED FAMILIES Mothers ofte have partership with oe child. Persoal limits are distict however there is ot the same degree of closeess as i optimal families. Idividuals have a tedecy to scape-goat situatios (actio or process of castig blame for shortcomigs) ad to be critical. Idividuals express restricted rage of feeligs. Paretal coflict is preset but subdued or suppressed, although the impact o the family is obvious. 3. DYSFUNCTIONAL FAMILIES There are three categories i this classificatio: a) The domiat - submissive families b) The chroically coflicted families c) The severely dysfuctioal families 3.1 Domiat - Submissive The domiat submissive: oe paret domiates ad cotrols every aspect of family life. The domiace is either accepted or circumveted through actig-out behaviour. The members do ot egotiate. The domiat paret makes all the decisios, ad pays little or o attetio to the opiios ad feeligs of the others. 2 This does ot ecessarily hold true for a Nepali family, it is geerally based o Wester literature ad therefore oly serves as a example of how families fuctio. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 185

189 Alterative Modes of Cousellig Members are quick to attribute blame o oe aother, rather tha to accept resposibility. The prevailig mood is hostility ad sadess. There is ot much uderstadig betwee oe aother. Either paret may seem dysfuctioal but experiece shows that it is more likely to be the submissive paret. 3.2 Coflicted Families They are always fightig. Each paret seeks to domiate the other; either will share power, ad either is willig to accept a submissive role. Struggles are maitaied through ay devise or maipulatio. The childre are draw ito the coflict, sometime i stable coalitios with oe paret, but ofte i trasiet coalitios first, with oe paret, the with the other. They caot egotiate because each problem will precipitate ito aother roud of coflict the parets ever work thigs out together ad the childre do ot lear to solve problems. These families ted to dey ay difficulties. 3.3 Severely Disturbed Families These families either support maturatio ad growth for the parets, or ecourage autoomy i the childre. Two patters of dysfuctio: 1. Oe paret who holds a peculiar view of the world domiates the family. Typically, the domiat paret has a psychiatric disorder. 2. Chaotic family: There is ot eough ifluece from ay oe member of the family to provide leadership. This family shows vague ad idistict boudaries betwee members. Cosequetly, it is ofte difficult for a cousellor to uderstad family commuicatios. The members ofte appear strage ad bizarre to others ad they do ot relate to their surroudigs. 186 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

190 Alterative Modes of Cousellig Fact sheet Helpig develop effective commuicatio i families The cousellor should help the family develop effective ways to share iformatio ad feeligs with each other. The cousellor ca help the members to idetify thigs that they do that iterfere with effective commuicatio. Thigs that iterfere with commuicatio: 1. Iterruptig - ot allowig a perso to fiish what he is sayig. 2. Cofrotig - attackig the perso for what he is sayig. 3. Domiatig - doig all the talkig. 4. Judgig - sayig, That is good or, That is bad. 5. Advisig - sayig, If I were you 6. Iterpretig - puttig words ito someoe s mouth. 7. Probig - beig osy (uecessarily curious ad itrusive). 8. Puttig dow - miimisig the value of what others are sayig. The cousellor ca help the family idetify their patters of commuicatio i the sessios by helpig members recogise what they are doig. Through these methods, the cousellor ca stregthe positive elemets i the iteractio betwee the family members, ad thus stregthe effective commuicatio. 1. Idetify ad observe the child s (or other members ) iitiatives for iteractio. There are always iitiatives for iteractio, either positive or egative, though it depeds o the reactio whether the iteractio will escalate i a coflict or ot. 2. By respodig positively to these iitiatives, (e.g. rather tha actig upo the behaviour oe ca react upo the reaso behid the behaviour) the family members ca subsequetly develop positive iteractio patters. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 187

191 Alterative Modes of Cousellig Referece Family 1) Characteristics: The family is composed of people uited by ties of marriage, blood, or adoptio. The members of the family typically live together uder oe roof ad costitute a sigle household or if they live apart, they cosider the household their home. The family is composed of people who iteract ad commuicate with oe aother i their social roles such as husbad ad wife, mother ad father, so ad daughter, brother ad sister. The family maitais a commo culture derived maily from the geeral culture, but each family has some distictive features. 2) Fuctios of family: Fuctios vary over time ad from oe society to aother. Though seemigly uiversal, fuctios ivolve: 1) Providig care, urturig, rearig, challegig, ad protectig the youg. 2) Socialisig: the family is the mai social istitutio resposible for the early developmet of the persoality of the idividual. It is the first group that will ifluece the child s attitude, orms, values, ad practices. This is the idividual s first iterpretatio of the physical ad social world ad the establishmet of the likes ad dislikes. 3) Reproducig ad regulatig sexual behaviour: reproductio is a prerequisite for the survival of society. 4) Providig affectio, love, ad emotioal support: the warmth ad affectio that childre get from their parets ca hardly be obtaied from outside. 5) Providig the meas by which a idividual ca grow to his/her full potetial. Basic philosophy i family welfare ad developmet 1) Every member of the family has the right to be provided with opportuities to develop his/her persoality. 2) Every member of the family has the right to be loved ad respected. The family should ecourage the total developmet of a holistic persoality of all the family members. 3) Family life remais the sigle, strogest social force i huma developmet. 4) The family is the focus of realisig huma survival ad the trasmissio of culture ad values. 5) The family is the system it cosists of members ad ay chage i oe member affects every other member. 6) The family is a importat elemet of social cohesio ad a essetial factor i the geeral social ad spiritual/religious life of its members. 188 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

192 Alterative Modes of Cousellig Sessio 2: Itroductio to commuity-based cousellig Objectives At the ed of sessio, participats are expected to: Uderstad the basic priciples of commuity-based cousellig. Be able to coduct commuity-based cousellig at the basic level especially for rehabilitatio cases. Activities Time: 2 hours Materials: meta-cards, flip chart, marker, board Explaatio of procedure for traiers: 4 Explai to the participats that commuity-based cousellig ca be helpful i rehabilitatig the child especially i situatios where family or commuity relatioships are directly ivolved. 4 Explai the purpose/give a defiitio of commuity-based cousellig ad ask the participats to read the materials, see fact sheets & ad Geeral Maual, Aex 1 Commuity-based cousellig. 4 Coduct a lecture emphasisig the followig aspects of commuity-based cousellig (see trasparecies & 5.2.2): - Basic priciples of Commuity-based Cousellig - Whe to coduct Commuity-based Cousellig - Steps i Commuity-based Cousellig 4 Divide participats ito four groups for a role-play sessio lastig betwee miutes. Provide a case study (refer to the case of Raju ; module 6, sessio 3). The objectives of the role-play are to stregthe cousellig skills ad to lear about the differeces ad similarities betwee commuity-based cousellig ad other modes of cousellig. 4 Evaluate ad discuss the role-plays. 4 Ask the participats to braistorm the roles/fuctios of the cousellor i commuitybased cousellig ad to write dow the poits o a flip chart. Methodology Lecture/Discussio Braistormig Role-play Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 189

193 Alterative Modes of Cousellig Resource materials Text for lecture: Trasparecy Priciples of Commuity-based Cousellig Trasparecy Whe to use Commuity-based Cousellig Text for Traiees: Fact Sheet Commuity-based Itervetio Strategies See Geeral Maual, Aex 1 Commuity-based cousellig Key poits I societies such as i Nepal where the collective idetity plays a especially importat role, commuity cousellig ca be very helpful to reach a greater amout of people, ad the method of itervetio adapted to suit collective eeds. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: Commuity-based cousellig ca be especially helpful i rehabilitatio cases ivolvig the family ad the commuity. Commuity-based cousellig ehaces the ivolvemet of the commuity to facilitate the problem solvig process of the members. The participats should realise that commuicatio ad cousellig skills are ecessary to coduct commuity cousellig, as well as skills to mediate groups (see ext sessio). Evaluatio Ask the participats to remember ad write dow at least two situatios from their experiece or from their ow commuity where commuity-based cousellig could have bee helpful. Collect these examples to get a idea of the level of uderstadig. 190 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

194 Alterative Modes of Cousellig Trasparecy Priciples of Commuity-based Cousellig Commuity cousellig should take place i a iformal settig withi the commuity. The cousellor ca be ay perso i the commuity that the child appreciates such as a local leader, teacher, mok, oe of the child s peers, a traditioal healer, a mother, etc. Eable the commuity to provide cousellig i a iformal settig that aims to reduce the idividual s psychological stress ad problems withi the family ad the commuity. Traiig should be provided for those who are willig to offer cousellig services to the commuity. Help members of the commuity to make decisios about various aspects of problem situatios, if ecessary. This is achieved through (active) listeig, talkig, patiece, respect, eforcig problem-solvig skills, ad copig mechaisms. Iitiate a mechaism for best utilisig the local resources/ people i the process of cousellig. Provide iformatio ad examples to make the child feel comfortable ad free from the existig stressful situatio. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 191

195 Alterative Modes of Cousellig Trasparecy Whe to use Commuity-based Cousellig Commuity-based cousellig ca apply whe: A father beats a child, who wats to leave the house ad eeds to talk to you or somebody who is helpful. S/he also eeds a place to stay. A youg teeage girl, who is pregat, comes to you for help because her boyfried refuses to accept her. A mother eeds your advice/help to covice her husbad ot to allow their twelve year-old daughter to marry. A youg boy who is feelig hopeless about the poverty situatio at home tells you that he wats to go to the city. A mother iforms you that her husbad threw his stepdaughter out of the house ad told her to go ad ear moey. 192 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

196 Alterative Modes of Cousellig Fact sheet Commuity-based Itervetio Strategies (CBIS) i workig with CEDC CBIS is a process whereby the effort of the govermet ad the differet groups i the commuity uite with the effort of the people, ad help facilitate the issues ad eeds of CEDC. CBIS ivolves the maximum utilisatio of existig systems, resources, ad formal or iformal structures i the commuity to brig about chages ad improvemets i the coditio of childre i urba cetres. CBIS esures a co-ordiated ad systematic approach to alleviate the plight of poor childre livig i urba areas. Guidig priciples i utilisig CBIS: 1) Maximum participatio: Idividual members capabilities are fully utilised i a effort to address the problem. They should ot be referred to as beeficiaries but as active participats. 2) Maximum utilisatio of resources: This ivolves the mobilisatio of resources iside the commuity, e.g. material, mapower, techical kow- how, etc. 3) Issues ad eeds must be relevat to the people. 4) People s cosultatio ad collaboratio: A elemet of partership should always exist i the helpig process betwee ad amog groups/structures ivolved. 5) Utilisatio of CBIS: Develop the capabilities of idigeous leaders/sectors i the commuity to provide commuity-based services for CEDC by cotiuig the educative process. 6) People s ability to uderstad ad cope with problems: Respect people s ability to help themselves. 7) Workig together collectively: Decisios are made with all sectors of the commuity to respod to child-orieted issues. 8) Co-ordiatio process: 1) Kow the existig coditios of CEDC. 2) Determie what kid of improvemets you wat to see happe. 3) Determie how CBIS ca be utilised to achieve No. 2. 4) Choose CBIS based o assessmet, importace, ad readiess of target groups. 5) Idetify resources eeded. 6) Determie the differet groups ivolved ad determie roles, resposibilities, ad actios i implemetatio. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 193

197 Alterative Modes of Cousellig Sessio 3: Itroductio to group Cousellig Objectives At the ed of sessio, participats are expected to: Uderstad the basic priciples for a group itervetio. Be able to coduct group cousellig o a basic level. Activities Time: 2 hours Materials: meta-cards, flip chart, marker, board Explaatio of procedure for traiers: 4 Explai that group cousellig ca be a very useful alterative to idividual cousellig, at least for some problem situatios ad especially i cetres. 4 As a eergiser, iitiate the followig game of trust. Participats split up ito groups of approximately six people. Ask them to stad shoulder to shoulder i a circle (very close) ad put their arms out i frot of them. Oe participat has to stad i the middle of the circle, closig his/her eyes (or usig a blidfold) ad tries to completely relax. The participat i the middle should let him/her self fall to oe side leavig his/her feet i place. The earest perso i the circle catches the perso softly ad getly pushes him/her back agai. The participat i the middle repeats the actio agai, with his/her eyes closed, fallig i aother directio ad ladig i someoe else s arms this time. S/he is pushed upright agai. This game should be take seriously. It is about trust ad how a group develops trust for oe aother. The perso i the middle should trust that his/her fellow participats will catch him/her, trust beig the oly way s/he ca relax. 4 Defiitio of group cousellig: Usig the group as a meas for chage is a process i which a cousellor, together with the group, tries to solve a problem or chage a situatio. The process should be formalised, ad last at least several meetigs. The cousellor is merely a facilitator ad mediator ot a leader or advisor. 4 Workig with a group of childre (especially whe they are of a similar age group ad especially whe it cocers a group of adolescets) ca be a very powerful method to realise chage. Group cousellig ca be implemeted for ay subject/group-problem that might surface, or eeds attetio. The basic priciples of idividual cousellig, agai, apply for group cousellig. 4 Coduct a lecture o group cousellig (see trasparecies ad 5.3.2) ad ask the participats to read the materials (fact sheet ad Geeral Maual, Aex 1 Group cousellig. 194 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

198 Alterative Modes of Cousellig 4 Group role-play: ask oe participat to be the cousellor i the group. Themes for the rest of the members ca be based o sharig experieces/emotios of maltreatmet ad harassmet i the work place or about the feeligs, activities, ad rules of livig i a cetre (Geeral Maual, Aex 1, Group cousellig ), or feeligs of loeliess ad ager about livig o the street. 4 Durig the role-plays, ask aother cousellor to take over, without chagig topic, ad without restartig the iteractio. I this way, more people ca practice ad the participats ca experiece differet styles. Furthermore, give additioal focus for every ew cousellor. The role-plays should last 45 miutes followed by a discussio/evaluatio, focussig o how the members felt durig the role-plays, how the cousellors felt ad about suggestios o how or what could have bee doe differetly. 4 Take otes ad facilitate the evaluatio sessio, addig your observatios. 4 Braistorm a list of topics/situatios for which group cousellig could be beeficial. 4 Fially, coduct a group-sessio about the group dyamics of each group of participats (as themselves ot i their roles). Ask them: How do they feel i this group? How do they feel the group is fuctioig? Participats ca give persoal feedback to other participats, etc. Let the participats take turs mediatig ad facilitatig the sessio. The purpose of this sessio is twofold: 1) To practice group mediatio ad 2) to give isight about group dyamics. Note for the traier: If there is ay time left, coduct some group games as a icebreaker ad to focus o the differet aspects of group processes ad activities. Methodology Lecture Role-play Eergiser Resource materials Text for lecture: Trasparecy Purpose of group cousellig Trasparecy Role of the group cousellor Text for Traiees: Fact Sheet Example/guidelies for a first sessio See Geeral Maual, Aex 1 Group cousellig Text for Traier: Referece material Priciples of group cousellig Key poits Group cousellig is about clarifyig cocers, feeligs, problems, values, ideas, ad suggestios through discussio with others who are i similar circumstaces. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 195

199 Alterative Modes of Cousellig Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: Group cousellig is a strategy for psychosocial itervetio that utilises the group as a meas to achieve treatmet goals for idividual members. It is based o the same priciples as idividual cousellig but has the advatage of people workig together, learig from oe aother, belogig to a group, ad ehacig the empowermet of the group members. Evaluatio Ask each participat how s/he felt about the sessio. 196 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

200 Alterative Modes of Cousellig Trasparecy Purpose of Group Cousellig Group cousellig eables groups to: Develop a harmoious relatioship amog the members so that the members ca receive support, positive ad costructive feedback, ad protectio through collective effort ad goals. Share iformatio ad issues affectig their lives. Brig about behavioural, structural, ad/or emotioal chage. Form ad coform to commo orms ad values. Ehace problem-solvig skills ad solve problems that exist i the group. Share ad discuss feeligs (worries, fears, etc.) ad create a sese of belogig. Give space for expressio of thoughts, emotios, ad ideas/ suggestios. Lear to uderstad other people ad their viewpoits ad ecourage respect for others. Gai greater social skills to commuicate with peers. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 197

201 Alterative Modes of Cousellig Trasparecy Role of the Group Cousellor A group cousellor: 1. Directs the process ad flow of commuicatio. 2. Gives equal opportuity to all participats to speak; does ot permit iterruptios whilst a participat speaks; ecourages everyoe to speak/verbalise their opiios, ad adheres to time. 3. Esures that participats are ot itimidated or threateed by others. 4. Makes sure that each party hears the other side s poit of view. 5. Periodically summarises the preset stage of the commuicatio. 6. Avoids suggestig his/her ow solutios or advice. 7. Puts the group s agreemets ito writig, asks all the participats ivolved to sig it (if literate), ad helps set up a moitorig ad evaluatig mechaism. 8. Does ot iterrupt if participats disagree uless the participats become disrespectful or uless there is a eed to guide the discussio by summarisig (which brigs calm ad clarity to the discussio). 9. Clarifies the cotet of the discussio by makig liks, defiig, ad summarisig. 10. Facilitates: s/he helps to reformulate or clarify messages ad/ or helps to fid solutios if ecessary. 198 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

202 Alterative Modes of Cousellig Fact sheet Example/guidelies for a first sessio of group cousellig Start with a icebreaker/fu activity. Make sure you have clearly idetified why you as a cousellor wat to start this group process, or more geerally, what the reaso for the group cousellig is. Make sure everyoe is sittig i a circle. Explai why you are havig this group activity. Create a we-feelig by talkig about the opportuity for the group to come up with solutios/rules for existig problems ot just the subjects you raised, but also subjects from their poit of view. For example: about the daily ruig of the cetre. Ideally, the participats come up with their ow topics. Do ot create a clear divisio betwee the cousellor ad the childre; create a atmosphere where you are workig together o commo goals, e.g. to make the cetre as ice as possible for everybody ivolved. Ask the group clear questios about how they feel about the subject ad give them the opportuity to express feeligs/experieces about the subject. Ask them clear questios about if they wat to do somethig about the raised subject/s. If the group still does ot show awareess or a will to cotiue ask the group why ot. Liste to their argumets (e.g. if they do ot see the problems). Ask them if they are at least willig to have aother sessio to discuss, ad if they are willig, ask them to thik about/observe the subject (e.g. aggressio) durig the comig week. I the ext sessio try to create awareess ad explai, usig examples, why you thik it is i the best iterest of all to cotiue sessios. If possible, coduct a exercise to stimulate awareess. If the group shows awareess ad a will to cotiue, the explai i more detail what the process will etail. The either i the first or possibly ext sessio you ca start focussig o what the rules for the process will be, other practicalities, ad share commo goals for the process. Set up a routie for group cousellig where ay subject (emotioal ad practical) ca be raised. Have ew childre joi i. Possible subjects: freedom, moey-addictio, respect, daily programme/maagemet of the cetre, feeligs, etc. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 199

203 Alterative Modes of Cousellig Referece Priciples of group cousellig The priciples of group cousellig metioed here are additios to the basic priciples ad ideas that are described i idividual cousellig i this traiig package. Hidde or overt rules ad forces group dyamics, exist i ay group. This will be oe mai focus of the cousellor. Group cousellig focuses o several curative/ positive factors (Verheij & Verhulst, 1996). Hope: despair is a very promiet feelig amog childre. After a while, a child might see the possible results from the sessios, which might i tur give that child hope for a better situatio. Uiversality: it is a very comfortig idea for childre to realise that they are ot aloe with their thoughts, feeligs, or ideas. This way feeligs of shame ca disappear. Altruism: eve though youth (ad ofte adults) focus o themselves a lot, the experiece that they may actually be of help to others might be a positive factor ad i tur be positive for the self-worth of the child. Social skills: through this experiece childre have the chace to lear adequate social skills (essetial for chage of situatio). Modellig: childre might imitate each other s behaviour but they may imitate the cousellor eve more. The cousellor becomes a role model of adult success. Do ot uder estimate the stregth of modellig ad therefore be a good example. Group cohesio: the feelig of belogig to a group, the we-feelig is essetial to succeed. For childre livig i the cetre, there might already be a group feelig. However, it is good to create a group feelig i the sessios. For the members of the group this we-feelig should be equal to beig accepted by others. Differetiatio: the opposite of uiversality, differetiatio meas that it is good ad acceptable to be differet from other childre, from your parets, from the cousellor. If this is the reaso for a child to disagree with others, the it should be accepted ad ecouraged. Additioally, group cousellig ca be especially useful for existig groups, for example i cetres. Groups livig together aturally have tesios ad coflicts o a iterpersoal level ad o a orgaisatioal level (especially about the daily ruig of the cetre). Group cousellig ca assist members to solve problems. It ca be used as a tool to ehace feeligs of resposibility ad feeligs of belogig ad selfesteem members ca feel icluded i decisio-makig processes about the cetre. Ay group discussio or ay disturbace that ivolves the group ca be addressed i group sessios that are systematic ad reoccurrig (e.g. oce a week). However, it is importat to keep i mid that the focus is ot merely o practical issues. Group sessios emphasise the emotioal well beig of the idividuals. The focus should always be to empower the members to hadle their ow problems ad difficult situatios. 200 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

204 Alterative Modes of Cousellig Sessio 4: Itroductio to Crisis Itervetio & Task Orieted Cousellig Objectives At the ed of the sessio, participats are expected to: Uderstad the basic priciples of Crisis Itervetio ad Task Orieted Cousellig. Activities Time: 2 hours Materials: meta-cards, flip chart, markers, board Explaatio of procedure for traiers: 4 Ask the participats to read Itroductio to Task Orieted Cousellig (TOC) i the Geeral Maual, Aex 1 Task orieted cousellig. Case: A very violet argumet betwee two childre is takig place ad the cousellor has to itervee ad mediate. Oe of the childre suspects that the other has stole some moey of him/her. The cousellor has already iitiated cousellig with oe of the two childre who has recurrig outbursts of aggressio, that the child (14 years old) him/herself wats to chage. 4 Divide the group ito smaller groups. Ask each group to braistorm how to implemet TOC for the aggressive child that has already started cousellig sessios. The target problem is outbursts of aggressio (ot the moey issue). The braistormig should focus o Step 3; Developig Solutios of Geeral Maual, Aex 1, Task orieted cousellig. 4 Discuss the outcomes ad ask two people to role-play oe TOC sessio (itegratig the outcomes of the group discussios). 4 Itroduce crisis itervetio cousellig ad ask the participats to read Itroductio to Crisis Itervetio Cousellig i the Geeral Maual, Aex 1, Crisis itervetio cousellig. Case: A 15 year-old girl has just ra away from home, because of a ukow threateig situatio. She kows that you are somebody who works with childre. She has o place to stay for the ight ad still feels threateed, eve though she ra away. 4 Divide the groups ito smaller groups of three (oe child, oe cousellor, oe observer). Each group does a role-play, for at least 25 miutes, based o the crisis described above. Make it clear that the objective of this iitial crisis itervetio is to get the crisis or immediate results of the crisis uder cotrol ad relieve the high level of distress. The cousellor should try to solve the immediate crisis, ad therefore has to go through a full cousellig process cycle! (Further problem solvig or lookig at the causes of the crisis comes at a later stage.) The observer ca use the checklist (see fact sheet 5.4.1). Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 201

205 Alterative Modes of Cousellig Note for the traier: 4 The reaso why Crisis Itervetio Cousellig ad Task Orieted Cousellig (TOC) is itegrated ito oe sessio is that TOC ca be a very useful method of itervetio for crises, maily because it is actio orieted. However, this does ot limit the use of TOC oly to a crisis. 4 Secodly, metio that the example immediate crisis i this sessio was oe that could be relieved i a short time. However, crises situatios ofte eed much more time ad eed to be hadled i more depth especially with cases such as suicidal tedecies, support after rape, etc. Methodology Idividual readig Role-plays Braistormig ad group sharig Resource materials Text for traiees: Fact Sheet Observer s Checklist o Hadlig Crisis Geeral Maual, Aex 1 sectios o Crisis itervetio & Task orieted cousellig Key poits Each problem, situatio, or idividual eeds a fittig/appropriate itervetio, especially i the case of a crisis. If ot, itervetio will be more damagig tha helpful. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: This sessio focussed o two forms of cousellig that are very useful i times of crisis ad the resolutio of the crisis. A crisis ca be physical coflicts occurrig i a cetre, direct effects of a traumatic evet, suicidal tedecies, takig i a child who has just walked away from home, etc. A crisis eeds a direct, practical, ad empathetic approach that aims to resolve the direct reactios of the crisis. At a later stage, oe might eed to give attetio to the cause of the crisis. Task orieted cousellig (TOC) ca be a valuable tool ad is ot restricted to crisis situatios. TOC stimulates the child s iput to chage a situatio i a practical maer. It also stresses the role of the child s direct eviromet i helpig to resolve the problem. Evaluatio Ask the participats to express what they have leared from this sessio. 202 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

206 Alterative Modes of Cousellig Fact sheet Observer s checklist Hadlig Crisis Situatio Please put a check mark o the blak space provided if the followig behavioural idicators are observed i the cousellor. Write your commets i the Commets/Remarks portio. These idicators reflect importat elemets of hadlig crisis situatios. 1. Displayed a calm ad relaxed behaviour 2. Commuicated clearly 3. Demostrated iterest ad cocer 4. Provided a sese of reassurace ad opeess 5. Used calmig ad ecouragig statemets 6. Demostrated ability to assess situatio ad act upo that assessmet (such as the direct cause of coflict) 7. Was attetive ad resposive 8. Atteded to immediate eeds ad issues 9. Allowed child to vetilate ad express evaluatio, ideas, thoughts, feeligs etc. 10. Was able to formulate a explaatio or summary of the crisis 11. Demostrated cotrol of the situatio 12. Showed o-emotioal ivolvemet ad yet was able to emphasise 13. Gave opportuity for each party to express 14. Was objective ad o-judgmetal 15. Is able to pla ad commuicate a crisis treatmet pla Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 203

207 MODULE VI Closig Geeral objective: To develop a pla to put ito practice the kowledge gaied i the traiig ad to provide cosolidated services for CEDC through the establishmet of collaboratios. Specific objectives: At the ed of the module, participats will be able to: Prepare a pla of actio to implemet goals i cousellig. Uderstad the importace ad possibility of buildig etworks amogst orgaisatios workig for/with CEDC o a local level so that orgaisatios ca provide itegrated services to eedy childre. Evaluate the traiig sessios to esure their effectiveess for the future based o the stregths ad weakesses of the sessios ad the traiers.

208 Closig 206 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

209 Closig Sessio 1: Likages ad plaig Objectives At the ed of the sessio, participats are expected to: Share ad discuss the services offered by various orgaisatios that provide services to CEDC. Have a deeper uderstadig o the importace of collaboratio i order to provide various services for CEDC. Discuss possible etworkig amogst agecies to offer comprehesive services to childre usig a holistic approach. This icludes establishig etworks amog like-mided orgaisatios ad stregtheig a etwork. Activities Time: 2 hours Materials: meta-cards, flip chart, marker, board, igrediets eeded to make Chaa-Chatpate Explaatio of procedure for traiers: 4 Itroduce the sessio with a eergiser game called Chaa-Chatpate a outdoor game of makig Chat. 4 Prepare the igrediets for Chaa-Chatpate ad put them ito separate plates. Divide the participats ito three or four groups ad ask each group to sit i a separate corer of the room. Give oly oe or two items (out of oio, chilly power, puffed rice, fresh lemo, radish, cookig oil, soaked grams, turmeric powder, etc.) to each group. Ask each perso i the group to eat (test) the igrediet/s give to them. The item will of course be tasteless or will taste terrible, as they will be eatig it o its ow. Now ask all the groups to uite ad mix all their igrediets together to make Chaa-Chatpate. Let all the members of the group taste the result. This time it will taste good because all the igrediets have bee icluded. This activity illustrates that if thigs are put together properly i the right way, the result ca be powerful. 4 Ask the participats what they have leart from this exercise, ote dow the poits o the board, ad hold a discussio. Coclude with the importace of collaborative work/efforts. 4 Divide the participats ito four groups accordig to their geographical area where they live, ad ask them to idetify agecies/persos, with whom they thik they should have a potetial lik i the future i order to provide effective cousellig services for CEDC. 4 Ask the groups to list the type of services these orgaisatios are providig, their stregths, or their area of expertise ad the to write dow the expertise of their ow orgaisatio. Each group should prepare this overview for at least four orgaisatios they are workig with or that they kow. 4 Preset the Pla of Actio (see trasparecy 6.1.1). Ask participats to take time to prepare a pla of actio oe for themselves ad oe for their orgaisatio/programme. This pla of actio should focus o how they will itegrate, implemet, ad follow up the kowledge ad skills they have leared durig this traiig. 4 Iitiate a group discussio where participats ca share what they are plaig to do after the traiig to improve or implemet psychosocial cousellig. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 207

210 Methodology Group discussio/workshop Ope discussio Simulatio exercise Resource Materials Text for Lecture: Trasparecy Cousellig Pla of Actio Key poits Whe spiders coect their webs together, they ca tie up a lio (Ethiopia proverb). Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: Psychosocial cousellig is oly oe way of assistig CEDC. A child who is i a difficult circumstace is ofte i eed of other services as well, i.e. rehabilitatio, para-legal services, medical services, schoolig, foster home support, help from the police departmet, etc. It is the task of the cousellor to refer the child to these other services, if ecessary. Likages ca also take place without referrig the child to aother service; it ca be askig advice or support from other psychosocial cousellors for example. Evaluatio Ask the participats what they have leared from this sessio.

211 Trasparecy Cousellor Pla of Actio Name of participat: Name of NGO: Goals Activities Time Frame Resposible Perso

212 Closig Sessio 2: Traiig Evaluatio Objectives At the ed of the sessio, participats are expected to: Share their impressios about the traiig. Give feedback ad suggestios cocerig the overall traiig programme. Activities Time: 1 hour Materials: meta-cards, flip chart, marker, board Explaatio of procedure: 4 Distribute traiig evaluatio forms to all the participats (see facts sheet & 6.2.2), so that they ca evaluate the traiig. 4 Coduct the Suitcase ad Ashtray game (see referece for traier 6.2.1) with the participats. Methodology Sigig ad simulatio game Writig exercise Lecture Resource materials Text for Traiees: Fact Sheet Participat s reactios Fact Sheet Feedback o the traier Text for Traier: Referece Suitcase ad Ashtray game Key poits The most effective way of securig success is through gaiig experiece ad the oly way of gaiig experiece is by makig mistakes. Sythesisig Provide a opportuity for questios ad summarise the sessio with the followig poits: Thak the participats for their iput ad express the hope that their ewly acquired kowledge ad skills will ultimately beefit childre. 210 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

213 Closig Fact sheet Traiig Evaluatio/Participat s Reactios INSTRUCTION: Please rate the traiig by makig a mark to idicate: 1. Excellet 2. Very good 3. Good 4. Not so good 5. Poor SN A. B. C. D. E. F. G. H. I. J. K. L. M. Reactios Overall effectiveess i meetig learig objectives How well the traiig programme was prepared ad implemeted Appropriateess of traiig methodologies Sufficiecy of traiig cotets Appropriateess of had-outs I ow feel that my uderstadig of my ow stregths ad limitatios i workig with CECD is Balace betwee theoretical ad practical aspects of the traiig Effectiveess of the traiers I ow feel I have acquired basic kowledge o psychosocial cousellig I ow feel my active listeig skills are Traiig veue Food ad accommodatio I ow feel I am equipped to work with childre with psycho-emotioal problems * Please feel free to give your commets i detail about ay of the statemets above or give commets ad suggestios o the overall traiig or specific sessios/topics ad write these o a additioal sheet of paper. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 211

214 Closig Fact sheet Feedback/Commets O The Traier Please rate the traiers performace by ecirclig the umber to idicate: 1 - Excellet; 2 - Very Good; 3 - Good; 4 Not so good; 5 - Poor Traier s Name: A. B. C. Teachig Expertise Possessed kowledge of the subject Preseted subject matter logically ad sequetially Emphasised key poits Used simple ad uderstadable vocabulary Provided situatios suited to participats eeds, iterests, ad abilities Emphasised participats cotributio of ideas Commuicatio Skills ad Persoality Dyamics Spoke clearly ad proceeded with a moderate pace Used visual aids ad o-verbal commuicatio methods to ehace presetatio Demostrated ethusiasm ad iterest i the subject matter Stimulated iterest ad held the attetio of the group Showed a sese of humour Was patiet Facilitatio Skills Ecouraged group participatio through appropriate questios Provided resposes to questios directly ad precisely Kept discussio focused Sesitive to participats attitude ad eeds Did ot impose his/her ideas or aswers o the group *Commets/Remarks: 212 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

215 Closig Referece Suitcase Ad Ashtray Game Steps Prepare a drawig of a large suitcase ad a large ashtray. Place it o the board. Ask everyoe to write the followig thigs o cards: - What we wat to take with us from this traiig (this ca be aythig from a particular sessio, a ew friedship, the food to somethig you leared specifically). - What we would like to forget/leave behid (this ca also be aythig). The participats place their cards uder the drawig of the suitcase ad the ashtray the suitcase for the thigs they wat to take with them ad the ashtray for the thigs they wat to forget/leave behid. Thigs we wat to take from this traiig. (Draw a suitcase here) Thigs we wat to forget/leave here. (Draw a ashtray here) Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 213

216 MODULE VII Refereces materials & Bibliography

217 Refereces materials & Bibliography 216 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

218 Refereces materials & Bibliography Referece Material A Domestic Girl Child Labourer Bia Bia Niraula has a elder sister, a elder brother, ad three youger brothers. Her father sells firewood ad her mother is a housewife. Her mother is sufferig from asthma. Her parets are very poor. Bia left home with her ucle s daughter to look for a job with the hope to get food ad clothes; her ow parets could ot maage to provide food ad clothes for the childre. She is ow workig as a domestic child labourer i Pokhara Muicipality. She looks after the ladlord s cattle ad does several other domestic works. To complete all the work is beyod Bia s capacity she is a youg girl child. Her ladlord ad the ladlady physically abuse her everyday for ot completig tasks. Sometimes they rub cow dug o her body ad put it i her mouth whe they are upset. They do ot eve provide her with a proper place to sleep, except for a damp floor. Sometimes they throw her out of the house whe she makes a small mistake. She tried to commit sucide by jumpig from the roof oce. She said to a social worker that she would die if she had to stay there ay loger. She receives fifty rupees a moth. Bia does ot kow where to go ad she does ot wat to go back home because of the poverty ad misery there. She does ot like to share her feeligs with aybody. Somehow, she maaged to express her feeligs to a Social Worker. Bia has had sad feeligs sice her childhood. Now she is 13 years old. She regrets that she lost the opportuity to study ad play with frieds. She felt very happy whe the social worker helped her ad admitted her to a o-formal educatio class. She gets aoyed whe the ladlady says, You ca go to your class a bit late but come back early! Bia sometimes stays up to study after her work, but her employess do ot allow her to keep the light o. She remembers her parets ad the affectio of family members. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 217

219 Refereces materials & Bibliography Referece Material A Domestic Girl Child Labour- Suita Suita Gurug is a girl of 14 years old. Her father expired whe she was very youg. Suita s mother left her aloe i a eighbour s house. Her mother did ot retur. She has bee workig as a domestic child labourer at the eighbour s house ever sice. Suita always woders why her mother left her aloe. She thiks she will be happy if she lives with her mother agai, however she feels her mother has bee very cruel towards her. She sometimes cries all day ad tries to recall her mother s face. She woders what will happe to her if the owers ask her to go away. Suita feels like a orpha. She is worried that she will ot recogise her mother if she returs someday. The ladlord ad the ladlady are kid-hearted people. The ladlady treats Suita very well. The ladlady admitted her to oe of the ogoig classes of the Urba-Out-of-School Childre s No-Formal Educatio (NFE) Programme. She seems to be itelliget ad she ca lear fast. Suita frequetly recalls the pai of her father s death ad how her mother left her aloe. 218 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

220 Refereces materials & Bibliography Referece Material A Domestic Girl-Child Labourer - Gita Gita said that there was a quarrel betwee her father ad mother whe she was about 5-6 years old. Her father left after that quarrel ad did ot retur so her mother bega to work i hotels. Oe day her mother asked her to joi her i a hotel i Idia ad left her there, aloe. Her mother ever retured. The ower of the hotel was cruel ad started to beat her frequetly. Gita ra away from the hotel whe she could ot tolerate the abuse aymore. Gita bega waderig aroud the streets of Idia, lookig for food ad shelter she was starvig. Oe day, she was at a railway statio ad she bega to cry. Taka, a Nepali from Nepalguj i the Idia army, was o his way back home durig his holidays, ad saw Gita cryig. Taka brought Gita back to his home i Nepalguj ad employed her as a domestic child labourer. She calls Taka her father, ad his wife her mother. Now, Gita is approximately 14 to 15 years old. She does ot kow where to go ad is lookig for her parets. She is still workig as a domestic child labourer i Taka s family. Taka s so ad daughter go to school. Gita desires to also go to school. Taka ad his wife set Gita to atted o-formal educatio classes for a couple of days, but ow they do ot allow her to go aymore. Both Taka ad his wife have the view that Gita is i the family to work ad ot to study. Gita feels very helpless ad has o hope for the future. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 219

221 Refereces materials & Bibliography Referece Material List of the Participats Workshop for pre-testig Cousellig Traiig Materials (4-15 May 2000), Lumle, Kaski, Nepal Name Ms. Radhika Sigh Mr.Dilly Prasad Sharma Mr Om Raj Poudel Mr. Khila Nath Niraula Mr. Idra Dahal Ms. Dipa Regmi Mrs. Seema Acharya Mr. Lal Ma Limbu Mr. Shiva Sharma Chapagai Ms. Yashoda Baral Mr. ShivaHari Adhikari Mr. Kamal Raj pathi Ms. Jamua Maharja Ms. Sushila Sharma Mr. Bir Bahadur Limbu Mr. Chet Raj Shrestha Orgaizatio Nepalguj Muicipality Urba CHILDREN- Nepal, Pokhara Sub-Metropolita City Forum for Huma Rights ad Eviromet (FORHEN) Childre's Cotact Cetre, Butwal, Nepal Nepal RUGMARK Foudatio (NRF), Kathmadu. Rural Recostructio Nepal (RRN), Bardia Uder Privileged Childre Associatio (UPCA), CHILDREN- Nepal, CHILDREN- Nepal, Child Welfare Society (CWS), Pokhara Awareess for Developmet, Nepal (AFORD-Nepal) Cetre for Victims of Torture (CVICT) Cetre for Victims of Torture (CVICT) Cetre for Awareess Promotio (CAP), Susari Wome Rehabilitatio Cetre (WOREC), Kathmadu Resource Persos/Facilitators from the NGOs Mr. Ram Chadra Paudel Mr. Chadrika Khatiwada Ms. Shakutala Subba Resource Persos/Facilitators from UNICEF Mr. Mark Jordas Mr. Datta Tray Roy Mr. Sudar Gurug Mr. Bhau Pathak Mr. Toya Raj Giri CHILDREN- Nepal, Save the Childre-UK Uder Privileged Childre Associatio (UPCA) UNICEF- Coutry Office. Kathmadu UNICEF- Coutry Office, Kathmadu UNICEF-Field Office, Pokhara UNICEF-Field Office, Biratagar UNICEF-Field Office, Pokhara Staff for Logistical maagemet ad Secretarial Support Ms. Shushila Dhakal Mr. Subas Chadra Bastola CHILDREN-Nepal, Pokhara Everest Computer Cetre, Pokhara 220 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

222 Refereces materials & Bibliography Bibliography Arellao-Caradag, L Liste to their ier voices. Street childre speak, through their drawigs ad metaphors. UNICEF, Maila. Baaag, C.G Resiliecy:Stories foud i Phillipie streets. Phillipies. Baye, R., Horto, I., Merry, T. & Noyes, E The cousellor s Hadbook. A practical A-Z guide to professioal ad cliical practice. Chapma & Hall, Lodo. Burard, P Cousellig Skills for Health Professioals. Secod Editio. Chapma & Hall, Lodo. Child Hope Asia. Readig Materials o Psychosocial Itervetio for Street Childre. Phillipies. Ega, G The Skilled Helper. A Problem Maagemet Approach to Helpig (Fifth Editio). Brooks/Cole, Califoria. Hope, A. & Timmel Traiig for Trasformatio. A Hadbook for Commuity Workers. Mambo Press. Ivey, A.E., Ivey, M.B. (1998). Itetioal Iterviewig ad cousellig. 4th Editio. Brooks/Cole. Jog, de, T.V.M., Clarke, L Metal Health of Refugees (Prepublicatio Versio). World Health Orgaisatio (WHO), Geeva. Jordas, M.J.D A Guide for Psychosocial Itervetios of Childre icwin Cousellig Cetre ad CVICT Machari Cliic. Child Workers i Nepal (CWIN)/Cetre for Victims of Torture (CVICT), Kathmadu. Jordas, M.J.D Itership o psychosocial cousellig for childre. Cetre for Victims of Torture (CVICT), Kathmadu. Kidertelefoo Nederlad Hadboek gespreksmodelle voor telefoische hulpverleig. Amersfoort. Kohstamm, R Develometal Psychology; the Youg Child (Kleie Otwikkeligs psychologie; Het Joge Kid). Boh Stafleu va Loghum, Amsterdam. Lee-Medoza, T Social Work with Groups. Megabooks Compay, Phillipies. Marazige, R.R Social Work: Iterviewig Childre i Especially Difficult Circumstaces. Academic Publishig Corporatio, Philippies. McNamara, B.E. & McNamara, F.J Keys to Paretig a Child with Attetio Deficit Disorder. Barro, New York. Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 221

223 Refereces materials & Bibliography Natioal Plaig Commissio/ UNICEF Childre ad Wome i Nepal. Situatio Aalysis. Kathmadu Natioal Plaig Commissio/ UNICEF Situatio Aalysis of Child Labour i Nepal. Kathmadu Plummer, S Trauma ad Childre: Fosterig Healig ad Supportig Recovery. A maual for those who work with childre who have experieced trauma. Word Visio CEDC Workshop Poudyal, B.N., Va Ommere, M CVICT Psychosocial Cousellig Itership Programme Proceedigs. Cetre for Victims of Torture (CVICT), Kathmadu. Rajbhadari & Rajbhadari Girl Traffickig: Hidde Grief of Himalayas. WOREC. Rao, Narayaa Cousellig ad Guidace (secod editio). Tata McGraw-Hill. Turer et.al From Risk to Resiliece. UNICEF Nepal Aual Report Kathmadu. UNICEF Phillipies. Readig Materials o Street Childre. Va Ommere M, Sharma B, Prasai D, Poudyal BN. I press. Adressig huma rigths violatios: a public metal health perspective o helpig torture survivors i Nepal. Trauma ad War: A public metal health approach. de Jog, JVTM (Ed). New York, Pleum. Verhulst, F.C Ileidig i de Kider- e Jeugdpsychiatrie. Va Gorcum. Verheij, F. & Verhulst, F.C. (red.) Kider- e Jeugd Psychiatrie, Behadelig e Begeleidig. Va Gorcum. 222 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

224 zabfjl (Glossary) zabfjl (Glossary) sl7g cj:yfdf /x]sf afaflsfsf flu dgf];fdflhs dgf]ljdz{ af/] ;fdfgo k'l:tsf / x:tk'l:tsfdf k of]u epsf k fljlws Pj+ ck7\of/f zabx?sf] cy{fo{ a'em\g ;xh xf];\ egg] x]t'] oxff ltgsf cy{ v'fpg] hdsf]{ ul/psf] 5. dgf]ljdz{sf ;Gbe{df zabx?sf] efjfy{fo{ ctl ljlzi6?kdf a'em\g' kg]{x'g5. g]kfsf] kl/k ]Iodf of] cjwf/0ff gf}f] epsf] x'fbf k':tsdf k of]u epsf zabx?fo{ ljifoj:t'sf] kl/k ]Iodf cy{ ufpg] vf]lhpsf] xf]. ;fdfgo af]lrflsf] efiffdf ltgsf] cy{ a]u} fug;s5. zabsf cy{sf flu ;[li6 k sfzgsf] afrgb zdf{ ;Dkfbs /x]sf] g]kfl zabsf]if, /Tg k':ts e08f/ k sfzs /x]sf] k f= afa'f k wfgsf] /Tgh g]kfl Oª\L; g]kfl l8s:g/l, Pd\=kL= /]UdLsf] Pª\f] g]kfl l8s:g/l / sf]lg;sf] sf]lan8 Oª\l; l8s:g/lfo{ cfwf/ dflgpsf] 5. zab Eglish cy{ :jlsfo{tf acceptace g}lts jf c? s'g} klg s'/fx?df cfwfl/t geo{ h:tf] cj:yfdf 5 ToxL cj:yfdf :jlsf/ ug'{ ;lqmo >j0f active listeig Wofg lbp/ ;'Gg] / cfkm"] a'em]sf] s'/f ;'gfpg] JolQmfO{ clejolqm ug]{ cf/f]k accusatio bf]iff/f]k0f cleo'qm accused cleof]u fu]sf] JolQm, bf]if fu]sf] JolQm u x0f ug'{ adapt lg' k f}9 adult kfsf] cj:yfdf k'u]sf k'?if jf :ql jo:s adult lszf]/cj:yf egbf dflysf] pd]/, pd]/ k'u]sf], aflu k lts" adverse c;xh l:ylt, cg's"sf] ljkl/t k}/jlstf{ advocate cfkm\gf] kifsf] ;dy{gdf ax; ug]{ dfg5], clwjqmf j}slnks alterative ;6\6fdf, ab\ldf lrgtf axiety kl/, ;'tf{ aflx/l cfj/0f appearace x]bf{ b]lvg] aflx/l ems ljlw approach sfd ug]{ kl/kf6l, tl/sf, z}l ;dfof]hg adjustmet hlt cfjzos 5 To;fO{ h'6fpg] / h;fo{ cfjzos k of] To;] kfpg ;Sg] :j]r5frf/l arbitrary lagf vf; sf/0f h] OR5f fuof] ToxL ug]{ s[lqd artificial ck fs[lts ]vfhf]vf assessmet j:t'k/s oyfl:ylt, o;sf] cy{ d"nofí xf]og pkl:ylt -;fldko_ attedace ;d:of / efjgffo{ glhsaf6 a'lemlbg' (beig with the perso) -pkl:ylt_ k j[lq dgf]j[lq attitude s'g} s'/fk ltsf] em'sfj, dgf]j[lq ljjfb coflict afem\g', gldng' le8gt cofrotatio ljifoj:t' jf ;fd:ofsf] ;fdgf ug'{ ;flgwotf cogruece glhs x'fbfsf] efj, lgs6tf, ;fldko pkef]qmfjfb cosumerism pkef]uo j:t'sf] clwstd v/lb / k of]ufo{ k>o lbg] cjwf/0ff kl/k ]Io cotext l;l;f, ;Gbe{, k ;Ë k ltjfb cotradict c;xdtl hgfpg', v08g ;fdgf ug]{ ;Lk copig skill ;d:of;fu h'em\g;sg] Ifdtf jf ;Lk k To'Qkfbs couter productive ck]lift kl/0ffdegbf 7Ls ljkl/t Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 223

225 zabfjl (Glossary) pgdfb crazy, midless eergy ad ljj]sxlg hf]z, dg a'l4 a;df g/xg] dlit:ssf] /f]u ethusiasm l;h{gf creatio goff ljrf/ jf s'/fsf] cfljisf/ cff]rgf criticism lggbf, gsf/ftds rrf{ pbf;l depressio clk o tyf clt h6l kl/l:yltsf sf/0f pahg] Ps lsl;dsf] dfgl;s cj:yf jf /f]u, h;] JolQmfO{ b'mvl tyf s'g} klg s'/faf6 cfggbsf] cg'ej ug{ g;sg] agfpfb5 jf~5glo desired OR5f ul/psf] -;xl, 7Ls_ ljwj+;ftds -gsf/ftds_ destructive ljwj+; x'g] vfsf] -;sf/ftdssf] ljkl/t_ l4ljwf dilemma of] jf Tof] eg]/ /f]hg jf lg0f{o ug{ g;s]sf] cj:yf xtf]t;fxl discourage s'g} klg sfd ug{ lg?t;flxt ug'{ lje]b discrimiatio cgt/, km/s, e]befj lju x disitegrate 6'lqmg', lav08g x'g' cle]v documetatio llvt k df0f, /]s8{ k efjxlg lgliqmo dysfuctioal sfd gfug], k efj gepsf] cx+ l:ylt ego states ;fdfgo x:tk'l:tsfsf] Trasactioal Aalysis x]g'{xf];\ k ikm'/0f emaate, emerge ptkgg x'g', lg:sg', ljsl;t x'g' cg'e"lt empathy cfkm\gf] d"no, dfgotf, k"jf{u x, k"j{wf/0ffx?af6 cu /xl ;d:of JoQm ug]{ JolQmsf] efjgffo{ a'em]/ ;f]xl s'/f JoQm ug'{. efjgftds ;d:of emotioal problem ljrf/, lrq, dgaf6 ptkgg x'g] ;d:of -Dj]ufTds ;d:of_ ;zlqms/0f empower s'g} sfo{ ug{ jf Io xfl; ug{ zlqm k bfg ug'{ pt;fxj4{s -v]_ eergiser phf{, pt;fx k bfg ug]{ k lt:yfkg establish :yfkgf ug]{ sfd cgj]if0f exploratio vf]hjlg jfxo exteral aflx/l jfxo ; f]t exteral resources aflx/af6 k fkt ul/g] ;xof]usf ; f]t ;xhstf{ facilitator sfo{, cgt/lqmof jf ceof;sf] Io xfl; ug{sf] flu lgikif?k] t6:y /xl ;xof]u k' ofpg] JolQm cg's" favorable, compatible lxts/, ;xof]ul, ;xh l:ylt, k lts"sf] ljkl/t k[i7kf]if0f feedback sfo{ k ult af/] s;}] hgfpsf] k ltlqmof, h;] tkfofsf] sfo{ k ult /fd f] jf g/fd f] epsf] hgfpf5. ;fy} tkfof] sfo{fo{ s;/l ;'wfg{ ;Sg'x'G5 egg] ljifo af/] klg ;'emfj lbg5. efjgf feeligs, emotio cfj]u, ;Dj]uh:tf dgf]efj a'emfpg] ;a} zabx?sf] :yfgdf efjgfsf] k of]u ul/psf] 5. cg'udg follow-up, moitor ul/;s]sf] sfo{fo{ 7Ls jf a]7ls s] eo/x]5 x]/l ;f] sfo{fo{ lg/gt/tf lbg' d}qlk"0f{ friedly, amicable ldqtfk"0f{ lqmofzl fuctioal sfd ul//x]sf], rf" xftsf] df}ls clwsf/ fudametal right hlpwgsf] ;'/Iff, j}lqms :jtgqtf, sfg"gl ;dfgtf, wfld{s :jtgqtf, jfs :jtgqtf, ;+u7g :jtgqtf, k sfzg :jtgqtf cflbsf] xs ;fdflgos/0f geeralisatio Pp6f pbfx/0faf6 ;fwf/0f lgodsf] cg'dfg ug'{ h:t}m Pp6f cd]l/sgsf] skf v}/f] b]v]sf] e/df ;a} v}/f] skf epsf cd]l/sl x'g5g\ egg] cjwf/0ff agfpg' ljzjjofkls/0f globalizatio ljzjjofkls/0f ;d"x ultzltf group dyamic ;d"xsf ;b:oalrsf] kf/:kl/s sfo{zlqm 224 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

226 zabfjl (Glossary) dfu{bz{g guidig philosophy af6f] b]vfpg] sfd, pkfo atfpg] sfd ck/fwaf]w guilt cfkm"] u/]sf] sfdfo{ ut 7fgL To;af6 ptkgg x'g] xlgefjgf lxlrsrfx6 -clgr5f_ hesitat/reluctace s'g} klg sfo{ ug{ b]vfog] ws, clgr5f txut hierarchical ;Ddfg / dof{bf qmd ldfp/ /fvg' a9l hf]lvd high Risk a9l vt/f ;jf{lë0f holistic ;a} s'/f Pj+ If]qfO{ ;d]6\g] ;jf{lë0f ;xof]u holistic care zf/ll/s, dfgl;s, ;fdflhs ;a} kifx?fo{ ;d]6]/ k bfg ul/g] pkrf/ftds ;xof]u lbue ldt illusio e dk"0f{ sfof{gjog implemetatio ljrf/, ljlw jf of]hgffo{ Jojxfl/s?kdf fu" ug'{ cg's/0flo immutable, worthy cg's/0fof]uo, cg's/0f ug{ fos of imitatio clej[l4 icreased u'0f jf ;+Vofsf lx;fa] j[l4 x'g' cgt/b[li6 isights s'g} ljifo jf h6l ;d:of jf cj:yf af/] cgt/b[li6 kfpg' eg]sf] To;sf] cr's hfgsf/l, ;dembf/l k fkt ug'{ xf] :yflkt ug'{ istitutioalise ;fdflhs ;+:sf/ jf Joj:yfsf] c+usf]?kdf k rlt u/fpg' a'h 's itellectual, seior hfgg], df]l4s JolQm, a'l4hljl, kfsf] dfg5] cgt/lqmof iteractio b'o{ jf b'o{egbf a9l JolQmaLr x'g] ljrf/sf] cfbfg k bfg, ;Djfb jf 5km cfgtl/s ; f]t iteral resources JolQmdf cgt/lgxlt ;Ifdtf jf biftf lgotk"0f{ itetioal hfgfhfgl ;f]wk'5 iterrogatio hfgsf/l k fkt ug{sf lgldt ;Lwf k Zgx? /fvg' cgt/j}lqms iter-persoal JolQm JolQmaLr x'g] s'g} klg s'/fx? x:tif]k -;xof]u_ itervetio ;d:of cj:yfdf /x]sf JolQmfO{ p;sf] cj:yfdf ;'wf/ Nofpg, kl/jt{g Nofpg cyjf ;d:offo{ lgd'{ kfg{ k bfg ul/g] ;sf/ftds ;xof]u cgt/lgxlt itrisic cfgtl/s Goflos judgmetal g}ltstf jf sfg"gl cfwf/df ul/g] -Goflos_ d"nof+sg qmgbg lametatio kl8fhgo /f]bg :yfglo lgsfo local govermet/bodies ;/sf/sf] tnf] txsf lgsfox? bl3{sflg log term fdf] ;do;dd Go"g cftdf;ddfg low-self esteem cfkm\gf] cftdf;ddfg sd epsf], xlgtfaf]w, d sfd gfug] dfg5] xf' egg] efjgf Joj:yfkg maagemet Jojl:yt ug]{ lgsfo x:tk'l:tsf maual xft] k'l:tsf ef}ltsjfb materialism k};f tyf ef}lts ;fdu Lx?fO{ a9l dxtj lbg] bz{g cyjf jfb ;+ogq mechaism ogqsf] /rgf Go"gtd miimum, sldtdf kl/dfhg{ modify ;+zf]wg ug'{, ;'wf/ ug'{,?kdf kl/jt{g Nofpg' kf/:kl/s mutual b'o{ kiflo ;~hf etwork hfl em} hf]l8psf] jf ld]sf] ;+/rgf zab/xlt ;~rf/ o-verbal commuicatio zabsf] k of]u gu/l zf/ll/s xfpfefpfaf6 ul/g] ;~rf/, cdf}lvs ;~rf/ j:t'ut objective oyfy{k/s cjf]sg observatio lg/lif0f, kl/j]if0f pgd'v orieted (towards) cu ;/ epsf], lglb{i6 lbzftkm{ cu ;/ epsf] ljxëd b[li6sf]0f overview ;fdfgo x]/fo{, ;/;tl{ x]g]{ sfd cfkm\g} zabdf JofVof ug'{ paraphrasig c? zabx?df pxl cy{sf] ljj/0f cfjlws periodic s]xl ;dosf] flu, cjlwsf] flu lgof]lht plaed klxf g} of]hgf agfopsf] k"j{wf/0ff pre-coceived otios s'g} klg ljifodf klx] g} agfopsf] wf/0ff ;Da4{g preservatio hu]gf{ Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide 225

227 zabfjl (Glossary) lghl uf]kglotf private-space lgtfgt lghl uf]kglotf, c?;fu egg jf aff8\g gldng] uf]kglotfsf] bfo/f k j4{g promotio a9fjf lbg', dfly psf:g ;xof]u ug'{ :jfledfg proud, pride, selfrespect cftdf ;Ddfg, uj{ dgf]lrlst;s psychologist dfgl;s /f]usf] pkrf/ ug]{ JolQm kl=6l=p;=8l= PTSD (post traumatic efjfgftds cf3ft k/] kzrft JolQmsf] dfgl;stfdf stress disorder) b]lvg] tgfjk"0f{ ljrgsf] cj:yf /f]u s7k'tl puppet wfuf], tf/ cflbaf6 grfog] sf7, sk8f cflbsf] k'tl, s'g} Ps JolQmk lt cgweqm ep/ p;}sf] O;f/fdf sfd ug]{ tlj rapid, quick ctl l56f], rff8f], jf:tljs realistic oyfy{, ;To, :jfefljs l;kmfl/z ;]jf referral services l;kmfl/z u/]kl5 k fkt x'g] ;]jf, h:t}m :jf:yo rf}sl] l;kmfl/z u/]/ 8fS6/sf]df k7fpkl5 kfog] ;]jf lt/:s[t rejected alx:s[t, :jlsf/ ug'{ jf TofluPsf] k'g/fj[lq repetitio bf]xf] ofpg' k ltj]bg report tyosf] ljj/0f, l/kf]6{ ; f]tjolqm resource perso ljz]if1, h;af6 ljz]if 1fg jf hfgsf/l xfl; ug{ ;lsg5 k'g:yf{kgf restore/reestablish/ k"j{l:yltdf Nofpg', k'gmlgdf{0f ug'{, rehabilitate ;dliff review hffrg', ;dff]rgftds l6kk0fl ug'{ e"ldsf lgjf{x role play kl/eflift ul/psf] kl/j]zleq /xl cfkm\gf] Jojxf/ cfr/0ffo{ ;f]xl cg'?k 9fNg' uf]kglo secrecy, cofidetiality uf]ko, c?fo{ egg gldng] :jhfu/0f self awareess afx\o ;xof]u glo{ cfkm}fdf k :km'/0f epsf] ;r]tgf cftdfljzjf; self-cofidece cfkm"leq /x]sf] ljzjf; cftdf/iff self-defese cfkm\gf] /Iff :jk ltljdag self reflectio cfkm"] cfkm\g} efjgf, ljrf/, cfr/0f, ;d:of cflb af/] ulx/f];fu ul/g] dgg\, lrgtg ;q sessio s'g} klg sfo{ ug{fo{ lglzrt ul/psf] ;do, a}7s cfbfg k bfg sharig ljrf/, efjgf cflb c?; u af 9\g' lgk'0f skilled, expert kf]vt, hfgg] dgf]b}lxs ljrg somatizatio disorder dgf}j}1flgs sf/0f] z/l/df b]vfkg]{ zf/ll/s c:j:ytfsf Io0fx? pq]hgf stimulate/stimulatio k ]/0ff, k f]t;fxg z}l style sfd ug]{ tl/sf, ljifout subjective cftdfut, JolQmut x8 jf b[li6sf]0fdf cfwfl/t ;'kl/j]if0f supervisio ul/psf] sfo{fo{ ;Dk"0f{ kifaf6 /fd f] g/fd f] s] 5 eg]/ lg/lif0f ug]{ sfd ;xof]uftds ;DaGw supportive relatioship liot p2]zo k flktsf lgldt ;sf/ftds ;xof]u k' ofpg] lsl;dsf] JolQm JolQmaLrsf] ;DaGw k4lt system, z}l, kl/kf6l, k 0ffL k/lif0f test, trial hffrg' ;fws the oe who practices ;fwgf ug]{ JolQm em]ng' to cope ;fdgf ug'{ b]xjofkf/ traffickig j]zofj[lq l:ytofgt/ r/0f trasitioal phase kl/jt{gsf] r/0f cr]tg ucoscious r]tgfljxlg, yfxf gepsf] d"nodfgotf values, recogitio s'g} klg l;4fgtfo{ dfgo x'g] efj zflabs/0f verbalise ljrf/, efjgf cflbfo{ zabsf] k of]u u/l df}lvs?kdf clejoqm ug'{ k tfl8t victim, sufferer s'g} klg ;d:of jf cj:yfaf6 kll8t u l;t JolQm ;f}xfb{k"0f{ warm cftdlo, x[bok"0f{, /fd f] snof0f l;4fgt welfare theory snof0f l;4fgt sfo{ cled'v work/task/job-orieted sfd ug{lt/ cu ;/ u/fpg', sfo{df s]lgb t sfo{ ;DaGw workig relatioship sfo{;dkfbgsf] lgldt cfjzos kg]{ JolQm JolQmaLrsf] ;DaGw 226 Traiig Hadbook o Psychosocial cousellig for CEDC Traier s Guide

228 Uited Natios Childre s Fud Regioal Office for South Asia P. O. Box 5815 Lekhath Marg Kathmadu, Nepal Telephoe: Facsimile /