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Introduction to Focusing with Children · History of Focusing and Research • 1958: Gendlin and...
Transcript of Introduction to Focusing with Children · History of Focusing and Research • 1958: Gendlin and...
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Introduction to
Focusing with Children
copyright©2020 Sara Bradly. All rights reserved.
Sara Bradly MA
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Workshop Structure
• History of Focusing & research
• What is Focusing?
• Using a body map to facilitate a Focusing process with a
child
• Activity in pairs / triads
• Sharing
• Questions
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History of Focusing and Research
• 1958: Gendlin and Carl Rogers. Worked together with a team of
researchers on a research project lasting five years from 1958-1963.
• Focusing was ‘discovered’ and developed by Professor Eugene Gendlin
(University of Chicago 1964-1995) in the 1950s and1960s.
• Together completed a highly regarded piece of research into what
makes therapy successful.
• Surprising finding - successful therapy could be predicted by 4th
session and the variable wasn’t what the therapist did but what the
client did.
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History of Focusing and Research
• Gendlin developed a method by which anybody could be guided to do
what these successful clients did. He called this method ‘Focusing’.
• 1968: Wrote ‘The Focusing Manual’ - began to teach Focusing.
• 1978: Published best selling self help book, ‘Focusing’. Translated
into17 languages and sold hundreds of thousands of copies.
• 1985: Founded the Focusing Institute, now the International Focusing
Institute
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• 1996: Published book, ‘Focusing-Oriented Psychotherapy’
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History of Focusing and Research
• Modern research corroborates the positive correlation between use of
Focusing characteristics in therapy sessions and successful therapy
outcomes.
- Clark, 1990, Iberg, 1996, Durak, Bernstein & Gendlin, 1996, 1997, Morikaya,1997, Leijssen,
1997, 2000, Sachse, Atrops, Wilke & Maus, 1992. (Survey publication of Elliott, Greenberg and
Lietaer - 2004)
Source: Person-Centred and Experiential Therapies Work: a review of the research on
counselling, psychotherapy and related practices. (Ed) Cooper M, Watson JC, Hölldampf D.
(2010), PCCS Books, p150.
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History of Focusing and Research
Since its inception Focusing has developed into various
models:
• Whole Body Focusing
• Inner Relationship Focusing
• Bio-Spiritual Focusing
• Children Focusing
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History of Focusing and Research
Within a therapy context:
• Integral to the Person-Centred Experiential (PCE) model of therapy
• Focusing-Oriented Psychotherapy
• An explicit aspect of Emotion Focused Therapy, which has been
adopted by the NHS IAPT service as an evidence-based alternative
to CBT for treating depression (CfD - Counselling for Depression).
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What is Focusing?
• Focusing is a process by which a person becomes aware of a bodily
‘felt sense’ of a situation in their life, stays with this inner experiencing
with an attitude of acceptance and curiosity, and thereby enables it to
open up, revealing aspects that are new and that were previously
unknown. This leads to a ‘carrying forward’, to psychological growth.
• Key aspects of the process: ‘clearing a space’, ’creating distance’,
‘focusing attitude’, ‘felt sense’, ‘asking’.
• Can be practised alone, in pairs (i.e.peer partnerships, with a therapist/
focusing professional) and in groups.
• Not confined to therapy. It is widely taught to the public, businesses,
churches, Buddhist organisations, schools and other groups.
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Children Focusing ‘an action statement that describes the fundamental goal’
Publications
• Marta Stapert and Erik Verliefde (2008): Focusing with Children: the
art of communicating with children at school and at home. PCCS
Books.
• Bart Santen (2014): Into the fear-factory: Connecting with the
traumatic core. Person-Centred & Experiential Psychotherapies.13(2),
pp.75-93.
• Bart Santen (2015): Treating dissociation in traumatised children with
body maps. In Cathy Malchiodi (Ed.), Creative interventions with
traumatised children pp.126-149. New York: Guildford Press.
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Children Focusing Resources
• art
• sand tray
• small world figures
• puppets
• body mapping
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• clay / play dough
• collage
• role play / movement
• sound/ music
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Using a Body Map To Facilitate a
Focusing Process With a Child
Why?
• Body mapping enables children to be in connection
with a bodily felt sense and to communicate it to the
therapist. (Santen, 2014, 2015)
• Offers an accessible way for children to depict events
that are difficult to verbalise. (Hemmings,1995; Santen, 2014, 2015)
• Qualitative evidence of the benefits of body mapping
include increased empowerment, self esteem and
hope, and decreased self disapproval.
Source: FQS Forum: Qualitative Social Research, Embodied ways of storying the self: a
systematic review of body-mapping, Vol 17, No 2, Art. 22, 2016 - Adele de Jager, Anna
Tewson, Bryn Ludlow & Katherine M. Boydell
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Using a Body Map To Facilitate a
Focusing Process With a Child
• Clearing a space
• Putting difficult feelings outside of the body
• Creating distance
• Which feeling/ problem wants my attention?
• Giving space to the felt sense
• Can I be kind to it?
• What does it need / want?
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Case example 1
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Case Example 2
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Case Example 3
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©Sara Bradly 2019
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Thank you
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• www.inner-focus.co.uk
• 01603 514197 / 07979 180170
Focusing Training
Children Focusing Training
Focusing-oriented Psychotherapy
(adult and child)
Inner Focus Ltd, Registered Company Number: 12290120, registered in England & Wales. Registered address: The Union
Suite, The Union Building, 51-59 Rose Lane, Norwich, NR1 1BY
Sara Bradly MA
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Activity in pairs / triads
• Clearing a space: notice what is going on inside your body (feelings/ emotions relating to
different situations/ problems in your life) - symbolise these briefly with sticky notes /
objects.
• Notice how it feels in the body when all these feelings are put outside the body onto the
body map.
• Sense into which feeling on the body map wants your attention.
• Clear body map of other feelings (let them know you can return to them another time).
• Allow felt sense to form: Staying connected to the feeling that wants your attention,
choose objects to symbolise it. Allow it to take as much space on the body map as it
needs. Keep checking (sensing) if it needs to express more.
• Stand back, connect with a part of you that can feel friendly towards this feeling. Sense
into what the feeling needs / wants. Adjust image on body map to reflect what feels right.