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Strategies to create change

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Factors that influence change

1. Events 2. Relationship3. Placebo, hope,

and expectancy 4. Model and

technique

Model and technique

15 %Placebo, hope, and expectancy

15 %

Relationship30 %

Events 40 %

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1. Event factors. (40%) 1. Change-Focused

– Strengthen the contribution of events by listening for, inviting, and using the description of the different events.

– Exploring what is different about better versus worse days.

2. Making change in the future possible– Help children see changes, as well as the maintenance of the

changes, as a consequence of their own efforts. – Ask questions or make direct statements that presuppose the

child’s involvement in the resulting change. – Summarize the changes that occurred during the conversation

and invite the child to review their own role in the change.

3. Using the child’s outside world experiences– Children seek out and find outside support. – Facilitate this by listening for and what happens that is helpful.

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2. Relationship factors. (30%)

1. Accommodating the child’s View of the Alliance

– Make the child’s goals the focus of relationship without reformulation along theoretical or diagnostic lines.

– Attend the child’s perceptions of the “Social Worker” and the relationship being offered.

2. Accommodating the child’s Level of Involvement

– Make sure that the treatment offered is matching with the level of the child’s involvement

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3. Placebo, hope, and expectancy factors. (15%)

1. Having a Healing Ritual– Enhance by believing in and being confident that the

procedures will be treatment. – Show interest in the results of whatever technique or

orientation they employ.

2. Having a Possibility Focus – of children changing, accomplishing or getting what

they want, starting over, or succeeding or controlling their life.

– Aimed at improving the future rather than understanding the past.

– Having the children describe the future they want makes that future more leading.

– Enhance the child’s felt sense of personal control.

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4. Model and technique factors. (15%)

1. Tailoring the Model or Technique to the child

– Make sure to capitalise on the child’s strengths, resources, and existing social network, build on the spontaneous changes that children experience, be empathic, respectful, and genuine to the child, accommodate the child’s goals for change and ideas about the process, and increases hope, expectancy, and sense of personal control.

2. Using Models and Techniques to Generate New Possibilities

– Find different ways to identify or approach the child’s goals, establish a better match with the child’s level of involvement in treatment, foster hope, capitalise on chance events and the child’s strengths, and utilise or become aware of environmental supports are likely to prove the most beneficial in promoting progress.

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use the description of the variations as a guide to find

openings for changeSW; Tell me about how school was today.Child; It was boring. The other children have had more school than me and are able to read and write better. But I like to listen to the reading. SW; I understand that you liked listening to the

reading. Tell me what you liked about it. Child: I am not good at reading my self, but I liked to hear about other people and places. SW; What is the reason you are interested in knowing about other people and places?

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Different about better versus worse days

SW; What was special about the other day? You seemed to be very pleased with your self

that day. Child; I do not know. Did it seem as if I was happy? SW; Yes, I saw that you were having fun playing

cards with the other children. Child; Oh, yes. That was because I was winning. SW; I understand that you like to be successful.Child; It gives me power and I feel strong.SW; So you have good days when you feel you

manage to be successful. Child; Yes,SW; We need to work together, so we can see all

the successes you manage. What do you think? Is this something you and I can work together on?

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Make change in the future possible

SW; I saw that you did not start a fight on the football field

today, even if that tackling was rather bad. Last week you had a fight. How did you manage to make this change?

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invite the child to review their own role in the

change SW; I understand that you want to leave the centre and return to

the armed group again. Child; Yes, I do not see any future in staying here.SW; Tell me about how it is being with the armed group.Child; We are free and can do as we want. It is fun and we have

power, because we have weapons.SW; Tell me what do you normally do when you are with the armed

group?Child; My tasks are to collect firewood, make food and tea and wash

the other soldiers cloths. SW; That does not seem very exciting. Child; No, I do not like that very much, but one day I will be a

commander.SW; Tell me about that. What do you need to be to be a

commander?Child; You need to be able to command other people. … And then you

need to be able to read and write. SW; Oh. Is that why you follow the classes here at the centre? So

you can learn to read and write?Child; Yes.SW; Very good. Lets see how we can work together to improve your

possibility to gain as much as possible while you are here.Child; Yes, that would be good.SW; Very good. It seems to me that you now see an advantage of

staying in the centre. How did you manage to change your opinion?

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Using the child’s outside world experiences SW; I see you enjoy talking with the street vendor. Tell me about

how you find talking with her. Child; She is from my home area and knows some of my family, so

I like to discuss my problems with her. She has advised me to stay in the centre until I can return home. I have decided to follow her advice.

SW; She sounds like a wise woman. It seems that it is helpful for you to talk with her?

Child; Yes, she helps me see things better. SW; Tell me about how you find her helpful.Child; She told me how important it is to be able to read and write

and how that will be useful when I return to my village. I will be able to help my family. None of my family can read or

write. If I can, I will be able to help them. Since she is from myhome-place I do not feel so homesick after talking with her.

SW; It seems as you benefit from speaking with her.Child; Yes I do. SW; I think we should ensure that you can talk with her on a

regular basis. Fridays mornings are often quiet time for the street vendors. Should we see if you can see her every Friday morning?

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Accommodate the child’s View of the Alliance

SW; You want to leave the centre so you can get your payment from your commander?

Child; Yes, we were promised money for the time we were with them. We do not get anything by being in the centre.

SW; Let us see how we can support you so you get the money. Do you know where the commander is now?

Child; No, but I can go back to where we had our camp and ask there.

SW; Tell me about how you will do that.Child; I can walk, but that will take many days. And then I will

need to again go to where the commander is now. SW; Yes, that seems very hard. Is there any other way you

could tell the commander that you want your pay?Child; Maybe you could write a letter for me?SW; Good idea. Let us see how we can formulate the letter. Child; Write and say I want my money. SW; Yes we do that. What should we write so he understands

that he should pay you now? Since he has not paid you earlier it does not seem as though he is very eager to pay. If you were in his place, what would you see as a good argument to pay?

Child; I do not think I would pay..

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Attend the child’s perceptions of the relationship

Child; You are my big brother.SW; Tell me how you think a big brother should

be, so we can avoid that you become disappointed.

Child; A big brother looks after me and gives me special benefits

SW; I see. As you know it is part of our task here to look after all the children. And you and I have the special benefit that we can talk together and understand each other.

Child; Yes.SW; Tell me more about how a big brother

would help manage the stay here before returning to your family.

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Having a Possibility Focus… SW; Tell me about how things are for you in the centre now. Child; I do not like it. I want to return to my family. Why can I not

return to my family?SW; Lets see what needs to be in place so you can return to

your family? Is everything ready for you at home?Child; There is no teacher in the school and I want to go to

school. SW; I understand that you still do not have a possibility to get

the education you want in your home community. Tell me about how you find the classes here.

Child; They are ok, but I want to attend a proper school so I can have exams. Here I learn to read and write, but we do not have any exams so I cannot advance.

SW; So you are learning to read and write now?Child; I could read and write before, but I am getting better. SW; I hear you say that you are improving your reading and

writing. How will that help you?Child; It will make it easier for me when I am able to start proper

school again. SW; I understand that you are using your time here to be

prepared for when things are ready for you at home. You are not waiting for things to happen at home, you are doing something your self.

Child; Yes, I cannot sit and wait for things to happen. I need to do it myself.

SW; You seem to be taking command of your own life..

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improving the future adjustment SW; Tell me about how the day has been.Child; We were woken up at normal time and had

breakfast. Then we went to school. I got into a fight with one of the other boys.

SW; Tell me how you got into the fight.Child; The other boy was teasing me. I had to hit him, so

we started to fight and my cloths and books got ruined. SW; It sounds like you do not like that your clothes and

books were damaged.Child; Yes, I do not know when I will be able to get new

clothes or books. Before I would not have cared, but now I need my cloths and books.

SW; That sounds like most people think and feel. It seems as you are really adjusting to the situation.

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make that future more salient to the present SW; Tell me about our future. What do you want

to do when you leave the centre?Child; I want to study French and Arabic, so I can

be a business man. SW; That sounds like a good idea. Tell me how

you will manage that. Child; I need to go to school. If I go to school and

study hard, I will learn French.SW; Say more about studying hard.Child; I need to pay attention to the teacher and

do my school work properly. When I am finished with my school work I can play with my friends.

SW; It seems as you have lined up how you are going to become a business man.