Process mapping Representing multiple change experiences in counselling and psychotherapy Mick...
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![Page 1: Process mapping Representing multiple change experiences in counselling and psychotherapy Mick Cooper Professor of Counselling University of Strathclyde.](https://reader036.fdocuments.net/reader036/viewer/2022062516/56649dd25503460f94ac8059/html5/thumbnails/1.jpg)
Process mappingRepresenting multiple change experiences in counselling and
psychotherapy
Mick CooperProfessor of Counselling
University of [email protected]
www.pluralistictherapy.com
With thanks to John McLeod, Erin Miller, Joanna Omylinska, Vicki
Watson, and all the clients who contributed data
UKCP 3rd Annual Research Conference30th June 2012Regent’s College
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AimsTo introduce – and
illustrate – an evolving method for articulating the multiple change processes
that may take place in psychotherapy and
counselling
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1.One change process or
many?
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Therapeutic schools tend to assume just one – or a small number of – core change processes in
therapy
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CBT
Psycholog-ical distress is caused by dysfunctional thinking, and ameliorated by its correction
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Person-Centred
Psycholog-ical distress is caused by conditions of worth, and ameliorated by unconditional positive regard
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Logo-therapy
Psychological distress is caused by a loss of meaning in life, and ameliorated by its discovery
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Quantitative psychotherapy research
• Tends to focus on effectiveness of singular therapeutic practices or techniques
• Tends to assume change processes rather than exploring them: ‘black box’ approach
• Heterogeneity = ‘error’
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Dodo bird hypothesis• But research findings in counselling
and psychotherapy field consistently find that clients can be helped in multiple ways
• Suggests that there may be multiple pathways of change
• Consistent with qualitative data…
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Ashok: Helpful aspects of therapy
• Just talking (person-centred [PCA])
• Focusing on practical solutions to problems (problem-focused)
• Looking at each relationship with a man in the past and seeing what attracted me to them (relational)
• Realising that I am loved (PCA)• Deciding to look forward and
turn a corner (Existential)• Reading a letter from my
father and getting the therapist’s take on it (Technique)
• Just being allowed to go off tangent (PCA)
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Even within the same session, different activities can be very
helpful
Tanya…. (session 11, post-session form, recent crisis)• Please write down something that you did in
this session that felt particularly helpful to you: – “I let myself get in touch with how I really
felt about all this, I hadn’t up to now because I just felt disengaged.”
• Please write down a second thing (if there is one) that you did in this session that felt particularly helpful to you: – “Objective/logical thinking about the
situation.”
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Therapy is not one
thing
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Experientially-based, bottom-up psychotherapy research – contra theory-down hypothetic-deductive research -- needs to stay open to the possibility of multiple change processes: across and within clients
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2. How can we articulate multiple change
processes in therapy?
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In-depth qualitative research
• Capacity to identify, and articulate, change processes in all their richness and complexity – does not necessitate reduction down to singular, averaged processes
• But how can we analyse and present qualitative data in way that articulates multiplicity of processes?
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‘Causal networks’(Miles and Huberman, 1994)
‘A causal network is a display of the most important independent variables in a field study (shown in boxes) and of the relationships among them (shown by arrows). The plot of these relationships is directional, rather than solely correlational. It is assumed that some factors exert an influence on others: X brings Y into being or makes Y larger or smaller. A causal network, to be useful, must have associated analytic text describing the meaning of the connections among factors.’ (p. 153)
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Example causal network
Helpful effect
Therapist activity
Client activity
Talking about feelings Listening,
accepting, valuing
Reduced shame
Reduced isolation
Less overwhelmed
by feelings
Inquiring about feelings and experiences
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Evolving method
• In-depth qualitative interviews (e.g., Kvale, 1996, InterViews): dialogical, unstructured, focused
• ‘What was helpful in therapy?’– Helpful effects
• ‘How did that come about?’– Client activity – ‘What did you do…?’– Therapist activity – ‘What did your
therapist do?’• Exploring links and processes
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Analysis
• Establishing domains• Thematic analysis of responses in
each domain >> categories• Articulating/graphic representation
of links and processes across categories
• Graphic representation of prevalence of response
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3.Examples
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‘Positive’ changesIn behaviour
Expresses understanding
Doesn’t criticise or judge
Doesn’t direct
Doesn’t try tosort things out
Asks questions
Offerssuggestionsand advice
Clears head
Increases insight
Reduces tension
Explores alternative ways of behaving
Refl ects
Gets things off chest
Talks
Listens
Therapist activityClient activity
Effects Method
Change processes in school-based counselling
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Heterogeneity of helpful counsellor activities
LISTENING“Usually, when teenagers talk to, like, adults, they usually jump in mid-sentence and say, ‘No, this is happening’ or not doing what you want, but [name of counsellor] actually listened to what I had to say and then waited until I was finished to speak.”
OFFERS ADVICE“She just, sort of, looked at it from her point of view and, sort of, tried to help me along in everything, ’cause I’ve gone through quite a bit recently, with deaths in the family and big family break-up, so she just, sort of, waited until I said what I had to say and looked at it from her point of view and said what she would do and gave me options on what to do about it.”
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Impact of school-based counselling on students’ capacities to study and
learn(Nathalie Ogden, 2006)
Interpersonal/emotional problems
Ruminating on problems in class
Impaired capacity to study and
learnCounselli
ng
reduces
Poorer concentration and focus in class
Opportunity to think through problems and get things off
chest
Ruminating on problems in class
Poorer concentration and focus in class
Impaired capacity to study and
learn
reduces
Interpersonal/emotional problems
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Figure 1. Process map of therapist activities that led to the client activity of talking and subsequently to enhanced understanding
Therapist activity Client activity Helpful effect
Asking client to describe
Asking client to do task
Asking questions
Clarifying
Commenting
Directing
Giving feedback Talking Understanding
Giving permission
Giving suggestions
Identifying
Listening
Reassuring
Way of being
The
clie
nt’s
per
spec
tive
(Wat
son
et a
l., 2
012)
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4.Implications for
practice
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Implications for practice
• Process maps can identify, and articulate, range of helpful therapeutic activities:– Across client groups– Across different practices
• Do not establish what is helpful, but activities that have the potential to be of help – for a greater or lesser proportion of clients – and can be drawn on in practice
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5.Challenges/limitations
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Challenges/Limitations
• Reliant on respondents’ conscious recall• Findings dependent on practices• Not everyone thinks ‘visually’• Complexity of trying to depict multiple
processes• Loss of complexity of data: e.g., not all
change is linear• Of more value to therapists aligned with
pluralistic/integrative outlook
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6. Conclusion
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Conclusion
• To ‘return’ to clients’ experiences of therapy, useful to develop methods that are open to multiple change processes…
• And which can inform the work of psychotherapists and counsellors
• Process mapping is one attempt to develop ways of doing psychotherapy research that may facilitate this