Egan’s Skilled Helper Introduction to Solution Focused Counselling Approach Week 1

Week 1

Aims To undertake a group contract To begin relating to other members of the group To start understanding the Solution Focused Counseling Approach and reflecting on how you would use this in practice

Hopes, Fears & Expectations In 2’s spend 5 minutes talking about what are your hopes, fears & expectations Individually get group to introduce themselves Use this to talk about safe place to learn

Group Learning Contract confidentiality respect timekeeping responsibility for own learning

Gerald Egan is Professor Emeritus at Loyola University of Chicago He originally developed a 5 stage model which he refined to the 3 stage model commonly used today His book The Skilled Helper is believed to be the most widely used counselling text in the world. His framework is seen to be useful in helping people solve problems and to develop opportunities The goals of using this model are to help people mange their problems in living more effectively and develop unused opportunities more fully. More simply explained it is to help people become better at helping themselves in their everyday lives This model is not based on a particular theory of personality development, nor on a theory of the ways difficulties develop. It is a framework for conceptualising the helping process Anyone heard of Egan, or used the model before?

Stage 2 Preferred Picture Stage 3 The way forward Stage 1 Current Picture But what we are concentrating on in these 2 weeks is the refined 3 stage model Stage 2 Preferred Picture Stage 3 The way forward

But central to this is the Core Conditions (and to most counselling & counselling skills) is the Core Conditions

Carl Rogers (1902- 1987) was an American Psychologist, he is widely accepted as the originator of the core conditions, but they do also relate to work done by others Rogers was a leader in developing the humanist approach in counselling. He described his childhood as lonely and repressive believing being raised by parents with fundamentalist Christine beliefs left him lacking in confidence and having low self esteem. It was this upbringing that was a motivating factor in his work and interest in person centred counselling. Rogers approach is based on the belief that clients needed to have much more control over the therapeutic process than in traditional therapy. The aims of this approach are to engage the client in an equal, participative relationship. He believed that clients know what is best for them and given the right conditions people can change their lives for the better

Carl Rogers & The Core Conditions Congruence Unconditional Positive Regard Empathy Rogers believe that there were 3 key elements required for growth and change. These are known as the core conditions What do people think is meant by empathy? The Listener tracks & senses correctly the feelings and personal meanings of the Speaker What is meant by congruence? The listener is in the relationship without any façade. The Speaker experiences a gradual realisation that s/he can be her/himself because they are being accepted as themselves – genuinely and without pretence What is meant by unconditional positive regard? This is also known as acceptance. COSCA define this as conveying that neither conditions nor judgements of the Listener will hamper the expression of the Speakers feelings, experiences or ideas. It covers ‘prizing’ the unique individuality of the Speaker, helping them toward their own self determination, even when their views of right and wrong are very different from the Listeners. In short The Speaker feels valued and respected as s/he is

So back to Egan’s 3 stage model So back to Egan’s 3 stage model. The model aims to address 3 main questions ‘What is going on?’ ‘What do I want instead?’ ‘How might I get what I want?’ These 3 questions can be tackled in order, but sometimes the order could be changed or some thing might be omitted The best way to remember this is: Exploration Understanding Action In reality (and in the short time we have together) you might never get out of the exploration stage The Egan Model aims to address 3 main questions: ‘What is going on?’ (Current Picture) ‘What do I need or want?’ (Preferred Picture) ‘How might I get what I need or want?’ (The way forward) Based on problem management and opportunity development

Stage 1 – ‘What’s going on Stage 1 – ‘What’s going on?’ the exploration part The listener encourages the speaker to tell their story in their own way, by using good active listening skills (core conditions) It is a space where the speaker can hear and understand their story Listener helps them explore & reflect

We don’t have the space to go into all of these skills in such a short course, so some things you are going to have to research for yourself Skills – Stage 1 active listening reflecting paraphrasing checking understanding open questions summarising

A Model Of The Counselling Skills Process Questions A Model Of The Counselling Skills Process It is important that we do highlight a wee bit about questions, cause that is what you will be doing later in the class

A Model Of The Counselling Skills Process Open Questions A Model Of The Counselling Skills Process “do you like food” – closed “what food do you like? “ – open “do you get on well with your children ?” – closed “tell me about your relationship with your children” - open statement Sorry if I am telling you something you already know, but I think it is important just to highlight what we mean by open and closed questions

So now I am going to split you into (2s or 3s) So now I am going to split you into (2s or 3s). You will all have a chance to be the speaker and the listener The speaker will have a scenario and role play their character The listener will create the core conditions Use SOLAR And ONLY ask these 3 questions as appropriate Stage 1 – Useful Questions ‘How do you feel about that?’ ‘What are/were you thinking? ‘What is/was that like for you?

Stage 1 – ‘What’s going on Stage 1 – ‘What’s going on?’ 1b– the challenging part because they are ‘in the situation’ it can be difficult for the speaker to see it clearly. With the help of empathetic reflections & challenges, the speaker can uncover things that were ‘hidden’ to them for example their own patterns, the impact of behaviours, their strengths

Skills – Stage 1b Challenging. different perspectives Skills – Stage 1b Challenging different perspectives patterns & connections ‘shoulds’, ‘musts’ & ‘oughts’ negative self-talk blind spots Ownership specifics, strengths

Stage 1b – Useful Questions ‘How do you /others see it /you Stage 1b – Useful Questions ‘How do you /others see it /you?’ ‘is there anything you have overlooked?’ ‘What does s/he think/feel?’ ‘What would s/he say about all this?’ ‘What about all of this is a problem for you?’ ‘Is there any other way of looking at it?’

Stage 1 – ‘What’s going on Stage 1 – ‘What’s going on?’ 1c– focusing & moving forward People often feel stuck – and often find that talking helps. It may be helpful to chose an area where they have the ‘energy’ to move forward on

Skills – Stage 1c Facilitating Focussing Prioritising

Stage 1 is different for different people It can last 15 minutes or 15 years! Stage 1c – Useful Questions What in all of this is most important? What would be best to work on now? What would make the most difference? What is manageable?

Egan’s Skilled Helper Introduction to Solution Focused Counselling Approach Week 2

Aims To continue understanding the Solution Focused Counseling Approach and reflecting on how you would use this in practice

Recapping Egan’s 3 stage model Recapping Egan’s 3 stage model. The model aims to address 3 main questions ‘What is going on?’ ‘What do I want instead?’ ‘How might I get what I want?’ These 3 questions can be tackled in order, but sometimes the order could be changed or some thing might be omitted The best way to remember this is: Exploration Understanding Action In reality (and in the short time we have together) you might never get out of the exploration stage The Egan Model aims to address 3 main questions: ‘What is going on?’ (Current Picture) ‘What do I need or want?’ (Preferred Picture) ‘How might I get what I need or want?’ (The way forward)

Stage 2 Preferred Picture Stage 3 The way forward Stage 1 Current Picture But what we are concentrating on in these 2 weeks is the refined 3 stage model Stage 2 Preferred Picture Stage 3 The way forward

Stage 2 is about this, it is about helping the speaker to reflect on what they really want and how things could be better or different Stage 2 – ‘What do I want instead?’ (Understanding) People can move from problem to action or problem to solution without reflecting on what they really want or in what way their problems might be opportunities

The speaker is encouraged to broaden their horizons and be imaginative, rather than just reflect on the practicalities. For some people this might be difficult and for some exciting. Stage 2a – ‘A Creative Part?’ (Understanding) Listener helps the speaker to explore their ideal. ‘If you could wake up tomorrow with things different, how would you want them, what would it be like?’

Skills – Stage 2a Brainstorming Facilitating imaginative thinking Skills – Stage 2a Brainstorming Facilitating imaginative thinking write down ideas don’t analyse or judge don’t rush

So now I am going to split you into (2s or 3s) So now I am going to split you into (2s or 3s). You will all have a chance to be the speaker and the listener The speaker will have a scenario and role play their character The listener will create the core conditions Use SOLAR Stage 2a – Useful Questions ‘What do you ideally want instead?’ ‘What would be happening?’ ‘What would you be doing/thinking/feeling?’ ‘What would you have that you don’t have now?’ ‘What would it be like if things where better?’

Stage 2b – ‘A Reality testing part Stage 2b – ‘A Reality testing part?’ (Understanding) From the ‘creative’ part, the speaker comes up with goals which are specific, measurable, achievable, appropriate for them and with a time frame For them in their circumstances. Goals which are demanding yet achievable and motivating

Skills – Stage 2b Facilitating Reality checking Reality checking with respect to internal and external landscape SECOND-ORDER VERSUS FIRST-ORDER CHANGE Adjustments to the current situation versus changing the underlying system Motoring on as well as possible versus creating something new Change prone to collapse versus change that is designed to endure Shoring up or fixing versus transforming Changed based on old learning or no learning versus changed based on new learning Current set of values and behaviours staying in place versus a fundamental shift in values and behaviours The persistence of an old narrative versus the creation of a new narrative Fiddling with symptoms versus attacking causes

So now I am going to split you into (2s or 3s) So now I am going to split you into (2s or 3s). You will all have a chance to be the speaker and the listener The speaker will have a scenario and role play their character The listener will create the core conditions Use SOLAR Stage 2b – Useful Questions ‘What is your goal?’ ‘how would you know when you have got there?’ ‘What could you manage/are you likely to achieve?’ ‘Which feels best for you?’ ‘Out of all of this, what would be realistic?’ ‘When do you want to achieve it by?’

Stage 2c – ‘Moving Forward Stage 2c – ‘Moving Forward?’ (Understanding) This stage aims to test the realism of the goal before the person moves onto action, and check the speakers commitment to the goal by reviewing the costs and benefits Is it worth it? What are the risks? Are the risks worth it?

Skills – Stage 2c Facilitating Exploring costs & benefits checking commitment to goals

So now I am going to split you into (2s or 3s) So now I am going to split you into (2s or 3s). You will all have a chance to be the speaker and the listener The speaker will have a scenario and role play their character The listener will create the core conditions Use SOLAR Stage 2c – Useful Questions ‘What will be the benefits when you achieve this?’ ‘How will it be different for you when you have done this?’ ‘What will be the costs of doing this (advantages/disadvantages?)

Stage 3 – ‘How will I Get There. ’ (Action) This is the ‘how’ stage Stage 3 – ‘How will I Get There?’ (Action) This is the ‘how’ stage. How will the person move towards the goals they have identified in stage 2? Who/what might hinder? It is about possible strategies and specific actions, about doing something to get started

The listener helps the speaker brainstorm strategies and ways to achieve goals: What places, people, ideas could help How can you break out of the usual mind set? In the action stage the listener helps the speaker plan the next steps. The work here should be done by the speaker, the listener listens and helps them turn their ideas into plans Skills – Stage 3 Facilitating strategies Brainstorming Selecting Reality checking Breaking into chunks Action planning

So now I am going to split you into (2s or 3s) So now I am going to split you into (2s or 3s). You will all have a chance to be the speaker and the listener The speaker will have a scenario and role play their character The listener will create the core conditions Use SOLAR Stage 3 – Useful Questions ‘What are the different ways you can do this?’ ‘How /who/what might help?’ ‘What has worked before?’ ‘What about some wild ideas?’ ‘What will you do first/when… next/when?’

Key to using this model… to keep the speaker’s agenda at the centre