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Introduction to
counselling children and
young people.
Nicola Heptinstall
Outrageous
Liars
About Place2Be
Who we are
• National award-winning charity
• Established in 1994
• Improving children’s mental health and wellbeing
What we do
• School Based Counselling
• Advice and Support for school / community based professionals
• Training and Capacity Building
Where we work
• 20 areas across UK
• 75,000 children in 200 schools
• 20,000 children reached through training
Why Place2Be is needed
• Over 1 million children in the UK have a mental health problem
• Nearly half of young people with mental health problems
drop out of full time education by age 15
• Over 90% of young offenders
had a mental health problem in childhood
• 1 in 6 adults have a mental health problem
• The World Health Organisation predicts that
depression will be the 2nd largest killer
of all parents by 2020
• Adult Mental Health problems cost UK economy £105 billion per year
Aims of The Day
• Examine the differences between counselling adults
and children
• Experience the power of images and metaphors as
containers of conscious and unconscious experiences
and feelings
• Develop an understanding of the value of images and
metaphors in the therapeutic process as a way of
exploring emotions and thoughts at a symbolic level
and the importance of keeping aesthetic distance
• Experience joining play through the metaphor and
reflecting on the impact upon yourselves
Sub-Aims to hold in mind
• How do I respond to each type of
material?
• How does my own childhood experience
influence how I build relationships with
children?
• How does my style as a counsellor impact
on what I take to a child based therapeutic
relationship?
Structure of the day
9.30 – start
11.00 – 11.15 tea /coffee
1.00 – 2.00 lunch
3.00 – 3.15 tea / coffee
4.30 - finish
Group Agreement
• Confidentiality
• Valuing each individuals knowledge and
experience
• Speaking from the ‘ I ‘
• Personal responsibility for what one
shares in the group
• Time boundaries
• Mobiles off – unless waiting for urgent
call, if so to inform group
Differences & similarities?
• Divide into three groups.
• Each to spend 5 minutes brainstorming
the differences and the similarities
between counselling children and
counselling adults – record each idea on a
post-it.
• Display post-its on flipchart – to be shared
with the wider group
Break time
Tea / coffee time – back in 15 minutes!
The Importance of Play
• Making sense of the world is an enormous task for children
• Children are often less able to find words to express thoughts and feelings, play is of crucial significance
• Children are often at risk of being overwhelmed by feelings or events; solitary play can play a vital part here. Children use play to help them come to terms with difficult events.
• As adults we use ‘play’ to make sense of things we don’t understand
Sensory Play
Projective Play
Dramatic play and role play
Story Telling
How it works
"Children playing in therapy create a symbolic or
metaphoric world where the power to change or
reconstruct events belong to the children. In this
play space the children make acts of
representation through which they can interpret
or re-interpret their own experiences by playing
imaginary worlds.“
Cattanach, A. (1992). Play Therapy with Abused
Children. London: Jessica Kingsley.
What we do
• Listening
• Image Making
• Joining with Metaphor
• Joining with Projective Play
• Joining with Sensory Play
How does this lead to change?
• Allows children to “reframe” their
experience
• Enables them to take responsibility for
their behaviour in context
• They can safely replay experience both
traumatic and formative
• Benefits of attachment – influencing their
“internal working model” (Bowlby et al)
Case Study
Macy was struggling to cope with her parents'
separation. The separation had been very visible to
the children and their father had verbally blamed the
children for not seeing him. This was very difficult for a
10 year old girl to comprehend, so Macy potentially
carried this blame and withdrew from her classmates.
Macy is beginning to explore her confused feelings
towards her dad through the art making process, often
depicting devils. She also regularly uses fantasy in the
sessions as a way of coping. Her teacher has reported
that Macy seems much more settled and has made a
friend in her class.
Any
Questions?
LunchtimeBack in an hour
Images Game
Metaphor
• There are many forms of metaphor that
exist in the counselling room – including
verbal ones
• The purpose of therapy is not to bring the
metaphor in to conscious awareness
although this may happen
• If the meanings within metaphor remain
outside of both the counsellors and the
child's awareness it is still “working”
Drawing on your existing Skills
• Listening
• Reflecting
• Observing
• Questioning
• Offering the core conditions
Story Structure
• A central character/hero or heroine set in a context.
• What is he/she searching for in life?
• Who is the friend or helper of the main character?
• What obstacles lie in the way of the achievement of their goal?
• What strategies do they use to overcome these obstacles?
• What happens next? What is the resolution?
Case Study
• Lara, a 12 year old girl used a series of pictures to develop
her own story and express her feelings. Her pictures were
metaphors told through favourite TV series' characters with
themes of strength and heroes.
• Lara had been referred with a history of domestic violence in
the family, low self-esteem and depression. Her stories
seemed to empower her and one week she said, "Every
picture tells a story." At a later stage in her counselling she
was more able to speak of her feelings directly, particularly of
anger. She wanted to be like one of her favourite animal
characters, linking this to her hidden anger and feeling
unnoticed. She said that in the Place2Be room she is not
angry, as it is "my world". She was enabled to express anger
at times in a way that she seemed to feel was manageable
and accepted in her "world" of the session.
Final Thoughts
• Examining your own experience of play
and childhood
• Observing your own relationship with
these creative materials
• Practical considerations – what materials
should I have in the room and how do I
deploy them?
Next time
• Detailed focus on attachment theory and
its relevance
• Contracting & boundaries
• Supervision –observations & reflections
• Endings
• Further skills practice
Thank You
Any Questions
Endings
• Acknowledging & talking about the ending with children in advance
• Think ahead with the child about how they might deal with the ending
• Acknowledge the child’s feelings around endings
• Ritualise endings by making cards, stories, celebrations
• Celebrate achievements & the relationship
Supervision reflection
• What does this mean for them?
• What does this mean for me?
• How does this impact the
therapeutic relationship?
• How do I continue to work with
this?
Internal Working Model
I am safe and
lovable. I know
where to go for
help if I need it.
The world is a
mostly safe place
I am not sure
what is going
to happen next
and I’m
worried. I
might tell you
to go away but
be very clingy.
Go away! Leave
me alone. I don’t
need you and I
don’t care about
anything or
anybody. If you
come too close or
if I’m in danger I
might lash out.
Relationships are
great.
Relationships can
be great but they
can be horrible as
well. You just
never know.
Relationships are
way too unreliable
and are sometimes
downright
dangerous.
What the counsellor holds in mind
• How does the child relate to the counsellor? Are we controlled; ignored; looked after; attacked?
• How do they use the materials? Are some avoided? Is there contact and absorption, or no connection?
• How do they play – freely, without inhibition? Fearfully? Carefully? With violence? Organised or disorganised?
• What are the themes that arise?
• How do they enter and leave the room?
• How do they hear what the therapist says?
Types of attachment
I am safe and
lovable. I know
where to go for
help if I need it.
The world is a
mostly safe place
I am not sure
what is going
to happen next
and I’m
worried. I
might tell you
to go away but
be very clingy.
Go away! Leave
me alone. I don’t
need you and I
don’t care about
anything or
anybody. If you
come too close or
if I’m in danger I
might lash out.
Anxious avoidantAnxious
ambivalentSecure
Dangers
• Reactivation of issues
• Colluding with disassociation tendencies
• Managing boundaries and contract
• Over attachment
• Vicarious traumatisation
• Ending the work
All for supervision