The following are from a series produced in the mid 60s. Whilst a lot of the content is naturally grounded in its time, it is an interesting introduction to some of the better known characters of humanistic psychotherapy.
Over the years there have been many questions and subsequent rumours about Gloria. For those of you who would like to read a more factual account, Gloria's daughter, "Pammy", released the 170 page book "Living with the Gloria Films: A Daughter's Memory" (Pamela J Burry, 2007, PCCS Books - UK; FOOTPRINT - Australia)
The following videos are found on YouTube and are presented using the YouTube embed method.
Approach I - Carl Rogers and Gloria (in 5 parts) - Client Centred Therapy
Carl Rogers and Gloria Part 1/5
Carl Rogers and Gloria Part 2/5...
"Leading British neuroscientist Professor David Attwell was this year's guest presenter at the 15th Kenneth Myer Lecture on October 4, 2011.
His inspiring talk 'Brain Power' focused on how we use electrical signals to think and how they can fail in brain disease.
The lecture is named in memory of Kenneth B Myer, one of the founding benefactors of the Howard Florey Institute. Since 1992 the Florey has invited internationally distinguished scientists to speak to the Melbourne community as part of the public lecture series.
This is an annual free event. For more information visit www.florey.edu.au."
"Art Therapy - The Person-Centred Way. Art and the Development of the Person" by Liesl Silverstone, 1997, Jessica Kingsley Publishers Ltd.
Based heavily on the teachings and methods of Carl Rogers, the book is a kind of journal of the "person centred" journey undertaken by one of Liesl Silverstone's PCAT (Person-Centred Art Therapy) courses taken by a group of students over the period of one year. Essentially, each chapter is an outline and summary of each of the 30 sessions undertaken within the year, including Liesl Silverstone's plans for how the session will evolve; the purpose of the session; descriptions of the activities undertaken; observations and comments from both herself and any of the students who wish to contribute; plus a final section suggesting other situations where the material and processes undertaken during the session could be applied.
In keeping with Roger's use of the term "congruence" the content and processes described in the book are done so with integrity. It as if the book itself is honest in its nature - the book "is" what it talks about. At least, that is the general impression i got whilst reading it. And although I found the content and structure of the book...
Today was the last day of the "Introduction to Counselling", an intensive 5 day Summer School course at La Trobe University. Sleep was fairly interrupted last night so I wasn't quite "with it" today. Even so, things went pretty well since we did a couple of drawing activities today based around a moment in our lives when we had made the decision to undertake change. The content of the ocassion did not need to be shared, we just had to represent in image the feelings, dynamics, impressions and memories of this point.
We also discussed a fair bit about identifying core issues (as opposed to summarising) and ways of introducing and exploring options.
Here's 10 points - thoughts, quotes and observations - that I've brought home on day 5 of the course:
- "What are we going to do with that which we have come to know?"
- At some stage it is important to raise the awarenes of the client to a particular recurring theme within what the client is saying - i.e. - "The Message"
- The intention of relaying the core message to the client is the acknowledgement of exploring what needs to be done - "And now.... what are we going to do about it?"
- We are constantly assessing the situation in order to take its core...
Today, in the quads,it was my turn to be the observor of the client and to draw an image of the feelings that resonated within me as the client was speaking.
There were a couple of things that stood out in a big way for me in this exercise:
- For the first few minutes while the client was talking I was listening and letting what I could pick up of their words - the feelings and content of what they were expressing - give rise to images and visual interpretations. I kept on coming up with the image of a "whirlpool" and this became the main motiff of what I was drawing. What struck me was that at a later stage in the process the client started to use the idea of a "whirlwind" to describe some of the way they were feeling. It was surprising that the verbal and visual imagery ended up synchronising so well...
- When getting the materials together for the session I grabbed a box of oil pastels and noticed that there was no black. I considered hunting around to find a black but quickly gave up the idea since black isn't really a colour I'm into at the moment. What suprised me was that, in the end, despite my thinking that I wouldn't want to use any black since it's not one of "my colours" at the moment, I...
Day 3 and it was my turn to be the counsellor in our quad. Just as well - I knew it was inevitable that I would eventually have to do it so I had a fairly restless sleep last night in anticipation of how I'd go putting our newly learnt skills into a practical, "real life" situation. All went well and my observer was very "gentle" and constructive in their feedback to me.
Lots of new things to think about and ruminate on in my learning, ongoing development and future application of these counselling skills, particularly when applied within the field of Art Therapy.
It was particularly interesting to ponder the values that underpin my world view and my view of the HUMAN CONDITION. This hit home, specifically when considering beliefs which a client might bring along in opposition to or in conflict with my own, and which would present as internal imbalance (bringing about a sense of "emotional and ethical labyrinthitis") when walking the therapeutic pathway.
Here's 10 points -...
Wow! Day 2 and I feel like I've been slapped around the head with the emotional issues bat...
We're taking it in turns in a group of 4 to be in a different role of:
- observer of the counsellor;
- observer of the client.
The counsellor's role is to put newly learnt skills into action; the client's, to share something they feel comfortable with sharing (no actual role playing); the observer of the counsellor, to note and give feedback re the counsellor's use of the skills; and the client's observer to draw (or note) impressions and feelings of resonance with what the client is speaking about.
Today, this little bunny found himself in the client seat... It's amazing where this started and where it ended... fantastic!
Here's 10 points - observations and quotes - that have resonated with me on Day 2:
- "When you're caught up with the small things or the things that are worrying you, where do you feel it?"
- "Take time to establish the relationship with the client..."
- "Avoid giving direct advice. Rather, stay close to what the client is saying..."
- "Try to find access points for how the counsellor can best engage with the...
Day one is finished and all went pretty well. I'm the only guy in the class of about 20, but I'll get used to that, I hope...
Here's 10 points - observations and quotes - that have resonated with me on Day 1:
- Transparency is confronting to self.
- Inner dialogue can be judgemental despite desired intent.
- "History of self" influences immediate reactions in opposition to desired reactions.
- As the counsellor, desire to know and collect more information from the client may be driven by one's own needs as opposed to the needs of the client. This needs to be consciously acknowledged to the self and dealt with.
- "For the counsellor, issues of self transference can be bracketted and put aside for a later time of "dealing with" rather than completely erased, ignored or overlooked"
- "It's articulation that opens the doors."
- "I like the use of the term 'Imaginative Variation' in the exploration of future alternatives and possibilites (e.g. "What would life be like if...?")"
- The contrast between good conversation and good counselling can be...
Back to Uni - 20 Years Later...
Well - this is it! Tomorrow I go back to school. It will be the first time I'll have returned to study in 20 years, the last course I undertook being a Graduate Diploma in Computer Education at Melbourne University, Australia. I completed that course at the end of 1992, so it's been a while since I've been a "student".
So, tomorrow - Monday, Feb 6th, 2012 - I commence a 5 day prerequisite counselling course. It's the first requirement of the Graduate Diploma in Art Therapy at La Trobe University, which I'll be undertaking this year with the intention of going onto Masters in Art Therapy in 2013.
I must say I'm pretty excited about it all, especially the aspects of the course that deal with a person centred approach to the therapy process and, perhaps a little selfishly, the impact this will have on my own personal development. (Looks like some reading in Carl Rogers is in order).
Art Therapy, you ask?
"Aging Well" by George E. Vaillant, M.D. (Little, Brown and Company; Paperback; 2003) is an extremely readable book covering results drawn from a range of 3 prospective studies on aging, in particular, the HARVARD (GRANT) COHORT.
Edited and published in paperback format in 2003, there are a couple of instances where information is slightly out of date, but nothing significantly so especially when one takes into consideration the eloquence and insight with which the topic of this book is covered.
It is interesting that one of the best early indicators of failing to achieve longevity and maintained faculty into old age is smoking. It is also essential to note the part that loving and reciprocal caring in friendships and family relationships - as well as inter generational networks - play in a meaningful and fulfilling aging experience.
"Aging Well" is on the recommended reading list for Graduate Diploma in Arts Therapy at La Trobe University, Bundoora, Australia.