We have a very interesting and varied programme, and our thanks go to all those who are offering their inputs.
In the Will Thorne Room you will find sheets on which you can sign up for the presentations, workshops and demonstrations. Some places are reserved for day participants. Please respect these, and the maximum numbers for each workshop. If the workshop is full, you are welcome to sign for a waiting list place in case someone withdraws or in case the day-participant places are not taken.
We may change rooms during the conference, so please
look at the notice boards. Some
rooms have hearing loop systems (Hall, L1 and L2) and some are accessible by
lift (Hall, L1, L2, L3 and DP). If
you want to attend a workshop which is in a room unsuitable for your needs,
please let Janet Tolan know at once. Thanks.
As an alternative to the small closed groups which
are a tradition of ADPCA meetings, there will be a large group (maximum 40)
running 1.45 – 3.30 in the Hall on Thursday, Friday and Saturday (see final
page for details). We have done a
tentative allocation to small groups, but please feel free to swap groups or
cross your name off and add it to the large group if you wish.
Enjoy!
Note
that dates & times could be subject to last minute change
Presentations,
Thursday 10.00 – 12.30
Person-Centred Expressive Therapy
Tess Sturrock Hall
An
experiential workshop using movement, art, sound and writing to explore our
creativity. No experience with any of the arts is necessary. Please wear loose,
comfortable clothes that will wash.
Child-Centered
Play Therapy for Children with Conduct Disorder
Jeff works as an assistant
professor of Counselor Education at the State University of
New York College at Brockport.
Nancy works as a child psychologist
in private practice.
We would like to offer a conceptualization that we
think often fits children whose behavior can be described as Conduct Disordered
(CD) (Cochran & Cochran, 1996). An
overly brief description of this conceptualization is that the CD behavior is
often driven by a fear of abandonment, and is an attempt to drive others away.
This conceptualization is based on research, our experience, and that of
others we have met in consultation.
In previous presentations of this topic, we have
followed a format similar to the following.
We ask participants to recall children they knew
growing up that may have fit the CD description. The purpose is to discern how peers often react to and
perceive such children. We then
contrast this with diagrams of developing thoughts & emotions in children
with CD, the interactions of these thoughts and emotions, and resulting
behaviors. We illustrate the
conceptualization with case examples and children’s art.
We very briefly review the literature regarding other conceptualizations
of causes and maintenance factors of CD behaviors, then the literature regarding
treatment approaches.
The literature regarding treatment approaches is
dominated by articles suggesting cognitive or behavioral skill training
approaches for this population. Our
conceptualization and approach suggests the need for a counseling relationship
that challenges fears of abandonment and expectations of rejection.
We do not believe that these cognitive-behavioral approaches are likely
to do this as effectively as the person-centered approach that focuses on the
core conditions. In particular, we
offer case illustrations indicating that child-centered play therapy offers the
most efficient means to build relationships that produce behavior change. In our training, we have helped counselors, teachers, and
parents learn to build helping relationships with children with CD behaviors.
After expressing our ideas on this topic, we invite participant
responses.
Elemental
Theory and the Person-Centered Approach-An Initial Introduction.
Elemental Theory, an elaboration of person-centered
theory as developed by David Joseph Alpert, postulates that there are four
operationally relevant activities going on at any effective moment of person-centered
psychotherapy. These four
activities relate directly to the core conditions of the person-centered
approach, and they do so as follows:
1.
the activity of the therapist to be receptive both to the client and to
the relationship between client and therapist and to the relationship between
the world outside of the client and therapist unit and that unit-this relates to
empathic understanding;
2.
the activity of the therapist to be inspired in the context of being with
the client-this relates to unconditional positive regard;
3.
the activity of the therapist being embodied, that is, present
non-defensively to their inner experiential reality as a gestalt in the context
of being with the client-this relates to congruence;
4.
the activity of the therapist being assertive, that is, the therapist
represents their experiencing assertively(not aggressively)to the client through
their non-verbal and verbal actions, conjointly with the
presence of the other three activities of the therapist in the context of
being with the client.
In this presentation, these
four activities will be fleshed out and compared with their person-centered
correlates. Then the concept of
Elemental Type shall be presented, especially as it relates to the synergistic
functioning of all four activities of Elemental Theory as noted above.
According to the theory of Elemental Type, each client possess an
Elemental Type that is, generally speaking, consistent across most contexts.
The eight primary Elemental Types will be identified
as States of Grace, and will be elucidated through an experiential process.
It is postulated by the presenter that perception of the elemental type
of the other(or client)is a sufficient but not necessary requirement for
constructive change in the other(or client).
There will be ample time for
each participant in the presentation to achieve a
rudimentary understanding of Elemental Typing.
The style of the presentation will be a discussion
that is presenter-led.
Workshops,
Thursday 10.00 – 12.30
About 8 years ago, a group of Person-Centered
therapists got together with the idea of sharing the Person-Centered Approach
with people who never get a chance to attend our workshops or Conferences. Ruth
Sanford who had worked with Carl Rogers doing workshops around the country in
places like South Africa, the former Soviet Union, Northern Ireland and others
where people were having difficulties finding ways to resolve major issues and
helping find some success with their efforts, strongly wanted to do this. I had
an interest in getting to know many different populations. Other therapists like
Chuck Stuart, Robert Oppenhiemer, Margaret Warner had similar interest. We have
had the privilege of working with people of different cultures, races, ages,
economic and educational levels, religious backgrounds, sexual preferences, etc.
Some very special learnings have occurred as well as interesting new challenges.
Chuck Stuart and I, Lewis Gover would like to spend time with others who may be
interested in sharing or exploring these areas and others.
Charles Merrill
L3 Max 40
Sonoma State University, Rohnert Park, California
The Buber/Rogers dialogue in 1957 at the University
of Michigan, USA, was a
seminal event and set the tone for futher thinking
that each man did as they further developed their theoretical and applied
approaches. Buber's idea of
dialogue to achieve mutuality between persons and Rogers' interpersonal approach
to accepting and prizing the other in psychotherapy and group encounter, will be
explored in this development workshop.
Rogers and Buber lived in different countries (Rogers
in the United States and Buber in Israel) and had almost a generation of years
between them, yet their ideas supported each other's work in psychotherapy and
philosophy/theology.
I have found Buber's philosophical idea of
confirmation of the other as a "meeting" of two persons, compatible
with Rogers sense that as a therapist/facilitator enters the frame of reference
of the client both are open to being changed by the encounter or
"meeting."
We will take the opportunity to discuss the central
points in both Buber and Rogers' writing and will explore and experience the
current meaning and application of each thinker's ideas about relationship to
psychotherapy, education and organizations.
Participants do not have to be familiar with Buber's
work to enter into the discussion since I will attempt to briefly frame my
understanding of the Rogers/Buber connection and the importance of their work to
the Person-centered approach.
Death,
Loss, Transition and Change: An Encounter and Dialogue
In one of those unexpected changes in my
life I began to write poetry and now teach a class opening these difficult
topics to our awareness.
This sessions will be a dialogue and
sharing about the experiences of death, loss, transition and change in our
lives. I will share some of my poetry and some of the learnings I have gained.
A bibliography for participants' use will be provided.
Demonstrations,
Thursday 10.00 – 12.30
Presentations,
Thursday 3.30 – 5.30
Non-Directiveness
And Facilitating Empowerment In P-C Groups
Curtis Graf
L2 Max 40
As much as non-directiveness is core to the PCA, it
is much more
challenging to realize when facilitating groups than
working with
individuals. Trusting
one person to make personal choices and determine
their own solutions can be difficult enough, but when
it is a matter of
trusting 10, 30 or more people interacting from
diverse needs and
choices, it can be overwhelming for everyone
concerned. Frequently PC
group facilitators deviate from theory and to varying
degrees become
directive in their approach to groups.
In this presentation, we will
explore the core challenge for group facilitators
being non-directive,
and the potential benefits for group participants
experiencing a
non-directive group process.
In my opinion, non-directed, PC facilitated
group processes are the most effective way to
facilitate personal
empowerment, integrity, or psychological maturity.
Development in Graduate School Counselors.
Leslie
A. McCulloch,
Ph.D.
L3
Max 40
Assistant Professor of Counselor Education
State University of New York College at Brockport
Brockport, New York (USA)
A more directive supervisory style during the initial phases of supervision for beginner counselors is recommended in the literature. The presenter will discuss the supervision literature, question the "need" for direction in supervision, discuss the advantages of a Person-Centered Approach with supervisees, discuss feedback and tapes from supervision sessions, and outline a Person-Centered Model to supervising graduate-student counselors.
Working With
People With Alcohol Problems From A PCA Perspective
Workshops,
Thursday 3.30 – 5.30
Beyond
the counselling room: the Person-Centred Approach to LIVING
Maggie
Pollard and David Tanner
L4 Max 40
We have three main areas for consideration:
1. This workshop is a discussion forum for anyone interested in exploring what we mean by such phrases as "living in a Person-Centred way". How can it be defined? Would the Core Conditions be "necessary and sufficient"? What else might be regarded as "desirable options" in such a definition? Maybe it is only possible for each individual to define it in their own way.
2.
We would like to expand the discussion into even wider aspects of the
Person-Centred Approach (PCA): its relationship, for example, to the Earth. Huge
energy goes into Client-Centred Therapy, on behalf of ADPCA, BAPCA etc. We have
an image of us tending meticulously to roses in a garden whilst blind to the
wilderness which is closing in. So maybe our responsibilities within the PCA
include healing the Earth, promoting its formative tendency in much the same way
as we offer facilitative conditions for our clients.
3.
This is a place to state our intent to found a Person-Centred Community:
a group of people living together, striving to bring into reality the
philosophical approach of Carl Rogers, not for a weekend, but as a developing
community: creating a therapeutic environment which others may visit to
experience on a temporary basis. We would welcome support and a sharing of
feelings and views to help us with this intent.
Maggie
Pollard & David Tanner are both Person-Centred therapists, Supervisors and
Trainers. They are concerned that the benefit Client-Centred Therapy brings to
individuals may be diluted without the same, congruent challenge of PCA in wider
society through education and developing communities to share this way of being,
offering an alternative to capitalist, authoritarian hierarchies.
Demonstrations,
Thursday 3.30 – 5.30
Resolving
work-place relationship issues using PCA.
A consultation using PCA in one of the following ways
(chosen by the client): 1.
Consultant uses core conditions while client works his/her issue of
growth in a work-place relationship situation.
2. Client:
designates role-playing situation as a vehicle for working his/her issue;
consultant to use PCA core conditions in conducting role:
for example supervisor-supervisee situation, consultant plays either
role. At the direction of the
client, the roles can switch back and forth.
No assumption is made about the level of client involvement with PCA
theory
Presentations,
Friday 10.00 – 12.30
Nutritional
Immunology and the Person-Centered Approach
The immune system possesses vast resources for
understanding the organism it belongs to, for altering its functioning and
reorientate its processes; these resources can be tapped, if a definable choice
of facilitative foods can be provided.
"Individuals have within themselves vast resources
for self-understanding and for altering their self-concept, basic attitudes and
self-directed behaviour; these resources can be tapped, if a definable climate
of facilitative psychological attitudes can be provided."
(Carl Rogers)
The remarkable parallel between the functioning of
the immune system and the actualizing tendency will be explored, both being
manifestations of the overall formative tendency of the universe.
A New Manifesto For Psychotherapy
Pete Sanders L1 Max 40
Users
and survivors of the psychiatric system in Britain, as elsewhere in the world,
are understandably suspicious of many professionals anddisciplines involved in
the field of 'mental health'. In this paper we argue that therapy in the UK in
general (psychotherapy,
counselling and counselling psychology) which promises much, and often delivers
little, to people labelled 'mentally ill', must be subject to critical
attention. We offer cultural, organisational and political critiques as we
consider why and where therapy has failed the users of
psychiatric services. We also attempt to review what difference therapy
could and should make. In doing so, we present a person-centred approach to the
politics and psychology of diagnosis, treatment and cure, briefly reflecting on
the nature of mental health and illness.
We seek to address (1) those involved in the mental health field - with the
purpose of presenting a radical and person-centred approach to psychology and
(2) those practitioners (counsellors, psychotherapists, counselling
psychologists, etc.) who identify with the person-centred approach - with the
purpose of reclaiming it as an
approach which is both necessary and sufficient in working in the field of
mental health, including with those who have been diagnosed with severe mental
illnesses and personality disorders. Indeed, we promote the person-centred
approach precisely because it offers a radical view of psychology and
psychotherapy and a crucial contribution to
contemporary concerns about mental health and mental illness.
Paper written by Pete Sanders and Keith Tudor
Workshops,
Friday 10.00 – 12.30
It
has puzzled us that research into the person-centred approach is so rarely
conducted in a person-centred way when such an approach would seem to offer much
in the investigation of the human condition.
This puzzlement has led us to wonder just what would be person-centred
research?
Through our own research work, where the focus of
inquiry stems ‘organically’ from the interactions of the co-researchers and
in which we have used collaborative, ‘story-telling’ strategies, we think we
have begun to answer this question. In
this workshop, we propose to share our ideas with you and to invite your
response to our model and the questions we pose above.
Looking In -
Looking Out: Exploring Congruence
Ann
Geronimo and Annie Houston
Creche Max 12
This experiential workshop offers an opportunity to explore congruence using
expressive/creative methods. No experience or skill in art is necessary - just
come and have a go. Group size will be a maximum of 12 people.
In the session we will invite participants to create an image that represents an
inner and outer self. How you feel on the inside and how you think you appear to
others on the outside, what you want to show, what you want to keep private.
There will be an opportunity to talk about feelings and thoughts raised by the
work. How do these images square with your own thoughts about being congruent?
The final part of the workshop will focus on how we can use this understanding
of ourselves to enhance congruence when working with clients and in our daily
lives.
Dancing into the Core Conditions.
Richard Bryant Jeffries Hall
'Dancing into the Core Conditions' is one of a series
of 'Self Awareness in
Others are simply social. By bringing person-centred
attitudes and values
Demonstrations,
Friday 10.00 – 12.30
Adventure
Therapy
Jenny Peel
L1 Max 40
Liverpool
John Moores University
Adventure Therapy involves using outdoor settings
together with adventurous activities. It works by inviting clients to take part
in safe, but challenging activities that place them at the edge of their comfort
zone. Here they may discover new information about themselves either by
recovering previously hidden resources or by becoming aware ot the ways in which
they habitually hold themselves back. Because the activities are exciting, fun
and sociable the learning that arises from them tends to be both memorable and
transferable to everyday life. Adventure therapy is for all regardless of age
and fitness.
Jenny Peel will present an
account of Adventure Therapy, taking a person-centred perspective. Participants
will also be invited to engage in an Adventure Therapy activity workshop using
mildly challenging, and light hearted activities in the grounds of the College.
Presentations,
Friday 3.30 – 5.30
Leslie A.
McCulloch,
Ph.D.
L1
Max 40
Assistant Professor of Counselor Education
State University of New York College at Brockport
Brockport, New York (USA)
The presenter will compare and discuss in detail
declarative versus interrogative approaches in counseling. This approach is a
common practice among Person-Centered counselors. The non-directive, open-ended,
non-threatening perception of declarative statements versus the directive,
close-ended, confrontive perception of interrogative questions will be explored.
It is suggested that (1) counselors may become more effective by re-wording
questions into declarative statements, and (2) by avoiding questions altogether.
In the course of my practical
work I have found my knowledge of developmental psychology be helpful at times
for finding my way into or around in the client’s frame of reference.
Particularly Robert Kegan offers a concept of the development of the self which
is quite compatible with the client-centred personality theory. In his efforts
for understanding people where they are at in their personality development he
distinguishes a continual moving back and forth between resolving the tension
between autonomy and inclusion
in different ways, depending of the stage of life a person is in. The effort to
find a balance between these two directions is, as I see it, is an expression of
the Actualising Tendency. To understand this means to understand the client’s
way of relating and experiencing.
I will present this concept
and offer my reflections and experiences to show how it can be useful for
client-centred psychotherapy. I intend to provide space for a large discussion
with the audience.
Mieczyslaw
Lobocki
FB Max 25
It is generally believed that
the most important factors of educational effectiveness at school are different
methods and techniques used by teachers. This
conviction does not seem to be true. Much more effective factors of that kind than educational
methods or techniques are some psychosocial conditions of teachers’ work with
students. These conditions include,
among others, attitudes of authenticity, acceptance and empathic understanding.
Workshops,
Friday 3.30 – 5.30
Margaret Warner
Hall
This will be an open forum for discussing issues, problems, ideas relating to
ongoing therapeutic work with fragile, dissociated or psychotic process.
I would like to focus particularly on issues that have come up in working
with clients or in issues that have come up for participants as they work to
create accepting, welcoming spaces for themselves and their clients in their
work settings. We might also want to talk about how to translate what we do into
language that can be more easily understood by non-person-centered colleagues.
I think that we have a lot of shared wisdom among us and hope that we can
offer each other a lot of support and helpful ideas.
More and more in psychology recently it is considered
important to
Rogers points out that when therapists of other therapeutic orientations
‘In what way does your therapy build upon
diagnosis?' and ‘In what types
Demonstrations,
Friday 3.30 – 5.30
Understanding
Stages and the Process of Child-Centered Play Therapy.
Jeff and Nancy Cochran
FB Max 25
Jeff works as
an assistant professor of Counselor Education at the State University of New
York College at Brockport. Nancy
works as a child psychologist in private practice.
We propose to briefly introduce the concept of stages in child-centered play therapy (CCPT), then show two video sets of Nancy providing CCPT. One set will be of a young child, six years old. The other set will be with an older child, 11 years old. Both sets will show the children progressing through stages of their work in CCPT. The two video sets are about 20-25 minutes each. We would expect to hear and discuss participant questions, comments, thoughts and reactions regarding such things as the pros and cons of using stages to assess progress, what CCPT is, how & why it works, and parallels to person-centered counseling with adults.
Ned Gaylin will
work with a family or individual
L2 Max 40
Presentations,
Saturday 11.00 – 12.30
A
Person-Centered Theory For The New Millenium:
Totally The Same and Totally Different
Margaret
Warner
Hall
Carl Rogers in his initial writings on personality
change was remarkably ahead of his time in laying out a phenomenologically-based
theory. Yet, even Rogers carried
some psychoanalytically based ways of thinking into his theory.
For example, he posits defenses of denial and distortion that could be
seen as implying a single pre-existing reality under the surface of clients'
awareness. In recent decades,
considerable work has been done in philosophy, linguistics, developmental
psychology, evolutionary psychology and neuro-psychology that speaks to
questions of meaning and its transformations in human experience.
I believe that client-centered thinking could
contribute significantly to these academic dialogues, and could at the same time
benefit by being informed by them. We
can hold to Rogers' core conditions for personality change, and yet more fully
articulate how and why such actualization processes play out.
And I think we can do so with theoretical formulations that are closer to
our actual practice than some of our current conceptualizations
(and much closer than almost any
of those that we might borrow from the rest of clinical psychology...) By doing
this, we will allow ourselves to link with understandings that are developing in
the rest of the social sciences. And
I think that in having a more fully articulated theory, we will have greater
potential credibility in clinical psychology and counselling, and a stronger
basis for critiquing dehumanizing aspects of other schools of thought.
I would like to present some criteria that I think
theory needs to meet to
adequately express client-centered insights and values,
present some beginning ideas about how I would articulate and reformulate
client-centered theory, and point to a number of academic trains of
thought that I think have strong potential affinities with client-centered
thought.
Person-Centered
Consultation and Traumatic Stress: A Counselor's Experiences with Bosnian
Refugee Families and Bosnian Mental Health Practitioners During the War.
Muhyi
Shakoor
L2 Max 40
This presentation introduces the story of one counselor's experiences in the
former Yugoslavia during the war. It is a sharing of his interaction with human
beings in tragic circumstances who found the power of themselves as persons and
were triumphant in the face of disaster. It is a glimpse into the transformative
power of interpersonal process in
It
is the presenter's hope that the presentation will provide a point of departure
for further sharing among participants regarding their vision and ideas about the
magnitude of the being mode and the healing potential of personhood.
Workshops,
Saturday 11.00 – 12.30
Individual freedom versus civil constraint: An essential tension in the person-centered community and
beyond
In
the person-centered approach, to be completely oneself—to be congruent—is
the keystone of psychological well being. The
ability to maintain congruence while establishing intimacy within the social
context is part of the person-centered effort at community building.
So too, is the surfacing of conflict and its resolution considered a
natural—indeed, perhaps an essential—part of the community building process.
However, not infrequently during that process some individuals experience great
personal hurt and distress. There
are those who believe that such events must take their course—that the process
must be trusted; others are wary of the potential for both intrapersonal and
interpersonal harm. This workshop
proposes to discuss these and other issues relevant to the development of the
person-centered community and the relevance of these issues as paradigmatic to
living in a civil society.
National Pride,
National Shame and Nations in Trauma
Leena
Prothero
DP Max 35
National pride and national
shame have important effects on individuals. Matters that are a source of
national pride to some, are seen as shameful by others, both at the time and
later, such as executions for cowardice in battle or aspects of colonial rule.
Attempts to reveal the truth can be seen as threats to national pride. Both
perpetrators and victims who live through and experience episodes of repression,
civil war or some other atrocities, may come to evaluate them differently
subsequently. In some cases the shameful acts in the past are ignored, as if the
whole nation is suffering from collective amnesia, but this may mean those
involved or affected are not able to address their grievances or guilt, and
these feelings are then left to fester, often with very grave consequences.
Sometimes the shame is exposed on the grounds that the truth leads to
reconciliation.
Which is a better way of helping individuals cope with such terrible
experiences? Is it preferable to draw a veil over the past, so as not to be
imprisoned by it, or to confront it? Does the latter act as a release, or deepen
and prolong the trauma? Is it possible to confront the past and then draw a veil
over it?
In this workshop I would like to discuss these issues
Demonstrations,
Saturday 11.00 – 12.30
Practice
Demonstration
Regina
Stamatiadis
L3 Max 40
"A conversation with a person's body and
mind"
Within the broad field of mind/body medicine a style
of working is presented based on the person-centered attitudes and knowledge
from holistic medicine
Steve Vincent will work with an individual client L4 Max 40
Presentations,
Saturday 3.30 – 5.30
Interpreting
The Psychodynamic Unconscious:
In this paper I take stock of the psychodynamic
notion of the unconscious in
Counselor
Training in the U.S. and U.K.: A Day in A Life
J. Wade Hannon, Ed.D.
and
Pete Sanders
DP Max 30
This presentation will overview how counselors are trained in the US and UK from
the perspective of one counselor educator from each country.
The various rules and regulation for the practice of professional counseling in
various work-settings will be presented, as well as the requirements of program
accreditation bodies. The actual daily activities, kinds of classes, supervision
and other work activities of a counselor educator will be explored.
Attendees will be invited to participate as they choose and counselors will be
encouraged to share bits of their training/educational experiences as well.
Workshops,
Saturday 3.30 – 5.30
Research Into
The Anorexic Client's Experience Of Counselling.
Lorna
Marchant
L4 Max 40
My study explores the client's experience of
counselling and to that end
My research is still ongoing and I expect will be for
some time yet,
I would like however - barring miracles - to share
with others my own
'client-centred
therapy is itself, a heuristic investigation into the
meaning
and nature of human experience' (Person Centred Review, 1:1986)
Also I would like to receive feedback and generate
discussion about
I'm intending for the discussion to include some of
the following issues;
*
Is it possible to offer therapy to someone who is intoxicated/stoned?
*
How important is it for the client to consciously remember the session?
*
Ought we to have a goal of reduction or abstinence for clients who are
*
When a client seems 'out of control' through their substance use, or
unable
*
Should we offer information on substance use to clients who use drink or
*
Would it be better for heavy drug or alcohol users to go to a specialist
*
Do people who are using a lot of drugs or alcohol need more help than can
I'd suggest that if people get a chance they could
watch 'Leaving Las Vegas', with Nicholas Cage as pre-discussion viewing.
Demonstrations,
Saturday 3.30 – 5.30
A Person-Centred
Supervision Model for Practising "Non-Specific" Therapeutic
Counselling
A non-specific model of counselling is one that
recognises the long tradition of respect for and to a certain extent adherence
to therapeutic principles born out by meta-analytic inquiry.
Most metaanalytic approaches, along with individual quantitative and
The person-centred supervision model acknowledges its
particular suitability for person-centred therapists in training.
Recognition of the level of power accorded a more congruent supervisor
than supervisee, the supervision must accord an extra measure of sensitivity to
the vulnerability of an individual in a lesser developed stage of commitment
It is proposed
that:
1.
When the
person-centred supervisor announces the intent to respect the supervisee stance,
and
2.
When
respect is practised and
3.
Is experienced by the
supervisee
then a facilitative climate for therapy supervision
has taken place consistent with person-centred practice and can be tested for
its effectiveness in therapeutic training of practitioners from varying
orientations including and also particularly congenial with person-centred
practice.
A demonstration interview will follow the scientific
basis for a person-centered supervision model.
The demonstration will feature Jo Cohen Hamilton, Ph.D., Associate
Professor of Counselling at Kutztown University in the role of supervisor, and
Kimberly Faust, M.A. (May, 2001) in the role of supervisee.
Prior discussion of the therapeutic
Barbara
Brodley will work with a couple
Hall
We offer an opportunity to participate in an ongoing
large group (max 40 people) as an alternative to the ongoing small groups. This
group will run from 13.45-15.30 on Thurs, Fri and Sat. We envisage this group as
being an experiential group that will also attempt to reflect on its own
process. (Representing a continuation we hope of the reflective tradition
commenced by Carl Rogers and colleagues in their attention to large group phenomena.)
We, Gill Wyatt, Colin Lago and
Curtis Graf see ourselves as "participant, facilitator" and
invite you to share these tasks with us, to become partners in this joint
venture.