K France Family Matters 2


Published on

1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

K France Family Matters 2

  1. 1. Family Matters: Are we there yet guys? Conflict, Process, Resolution(?) in training Psychologists to work with families <ul><li>Child and Family Psychology Programme, University of Canterbury </li></ul><ul><li>Karyn France, Helen Butler, Michael Tarren-Sweeney </li></ul><ul><li>The Child and Family Psychology Programme is contributed to by the Health Sciences Centre, the School of Educational Studies and Human Development and the Psychology Department . </li></ul>
  2. 5. Structure <ul><li>From 2010: </li></ul><ul><ul><li>MA or MSc in Child and Family Psychology (fixed curriculum)- 4th and 5th years </li></ul></ul><ul><ul><li>Limited entry PGDipChFamPsyc (27 months) starts concurrent with 5th year </li></ul></ul><ul><ul><li>Includes 5th year placements and 6th year 1500 hour internship </li></ul></ul><ul><ul><li>Final exam: External academic and professional examiners </li></ul></ul>
  3. 6. The beginning of our journey: <ul><ul><li>Number 8 wire and a search for identity? </li></ul></ul>
  4. 7. Our name: <ul><li>“ Child and Family Psychology” </li></ul><ul><ul><li>chosen under the 1981 Act </li></ul></ul><ul><ul><ul><li>vexatious issue in the literature </li></ul></ul></ul><ul><ul><ul><ul><li>La Greca & Hughes (1999): “clinical-child, pediatric, school, family and counselling psychologists….(need) to work collaboratively … for the training of all psychologists who specialise in... children, youth and families.” </li></ul></ul></ul></ul><ul><ul><ul><li>Roberts et al (1998; 1999) in the same discussion </li></ul></ul></ul><ul><ul><ul><ul><li>clinical-child name merely semantics to fit APA categories </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>and this is where we place ourselves now </li></ul></ul></ul></ul></ul>
  5. 8. Vision <ul><li>To prepare psychologists to work with children and families across settings </li></ul><ul><li>“ Multilingual psychologist” able to work within </li></ul><ul><ul><li>Mental Health*, Paediatrics *, Group Special Education*, School Psychology* NGOs*, Private settings* </li></ul></ul><ul><ul><ul><li>* new internships or positions established in response to the programme </li></ul></ul></ul><ul><li>Children often pop up in more than one setting concurrently, or over time </li></ul><ul><li>Whanau approach </li></ul>
  6. 9. Guiding principles <ul><li>Jericho Principle: Service </li></ul><ul><ul><li>Culbertson (1993), Melton (1989) </li></ul></ul><ul><ul><ul><li>child and family services are most likely to be effective when “walls (between disciplines and services) come tumbling down” </li></ul></ul></ul><ul><ul><ul><li>training has exacerbated the separation between services by preparing students to work in particular settings (Power, Shapiro & DuPaul, 2003) </li></ul></ul></ul><ul><li>Jericho Principle: Training </li></ul><ul><ul><li>Black (1991), La Greca & Hughes (1999), Roberts et al (1998; 1999) </li></ul></ul><ul><ul><ul><li>need for clinical child, pediatric, educational/school, and developmental training to merge … to meet the needs of children and families </li></ul></ul></ul><ul><ul><ul><li>not a grafting-on of child components to an adult clinical programme </li></ul></ul></ul>
  7. 10. <ul><li>Not narrow or over-specialist </li></ul><ul><ul><li>competence in clinical child psychology requires a broader perspective and facility to interact in interdisciplinary ways than does competence in traditional clinical psychology (Roberts, 2006) </li></ul></ul>
  8. 11. Our curriculum <ul><li>Much of our curriculum is difficult to distinguish from any other psychologist training </li></ul><ul><ul><li>our graduates need to deal with presentations across the spectrum </li></ul></ul><ul><ul><ul><li>moderate presentations within relatively intact families </li></ul></ul></ul><ul><ul><ul><li>distressing severe and unusual psychopathology of our most vulnerable children in care, and their families </li></ul></ul></ul><ul><ul><li>so we </li></ul></ul><ul><ul><ul><li>do psychometrics and DSM diagnoses, </li></ul></ul></ul><ul><ul><ul><li>write reports and do formulations </li></ul></ul></ul><ul><ul><ul><li>practice interviewing </li></ul></ul></ul><ul><ul><ul><li>think about the scientist-practitioner and Vail models </li></ul></ul></ul><ul><ul><ul><li>learn the theory and practice of CBT. </li></ul></ul></ul><ul><ul><ul><li>do the Treaty Workshops and reflect on the meaning of being bicultural </li></ul></ul></ul>
  9. 12. Curriculum: Distinctive aspects <ul><li>We also have some more distinctive (but not necessary unique) aspects to our students’ socialisation and skills building </li></ul><ul><li>Models </li></ul><ul><ul><li>Ecological Systems Theory </li></ul></ul><ul><ul><li>Inclusion </li></ul></ul><ul><ul><li>Positive Behaviour Support (Functional Analysis) </li></ul></ul><ul><ul><li>Positive Psychology </li></ul></ul><ul><li>Overarching question ”what is a child and family psychologist?” </li></ul>
  10. 13. Curriculum: Skills <ul><li>Skills </li></ul><ul><ul><li>assessment and therapeutic interviewing of adults, families, children and other professionals </li></ul></ul><ul><ul><li>Child Study Video </li></ul></ul><ul><ul><li>Behavioural Family Interventions training </li></ul></ul><ul><ul><li>working with relationships </li></ul></ul><ul><ul><li>shadow Family Court assessment </li></ul></ul>
  11. 14. Curriculum: Teaching structures <ul><li>Problem-Based Learning </li></ul><ul><ul><li>skills for assessing and conceptualising complex and ambiguous human problems </li></ul></ul><ul><ul><ul><li>unique features i.e. 'context' dependent, </li></ul></ul></ul><ul><ul><ul><li>regular didactic learning is ill-equipped to describe </li></ul></ul></ul><ul><li>Systems Analysis </li></ul><ul><ul><li>psychologists should be able to analyse and influence, in positive ways, the environment in which they are working </li></ul></ul><ul><ul><ul><li>includes everything; atmosphere, colleagues, processes and procedures, ‘culture’, aims and goals </li></ul></ul></ul>
  12. 15. Teaching structures cont. <ul><li>Application of EST to case formulation </li></ul><ul><ul><li>Bronfenbrenner (1979) via Belsky (1980) and Cicchetti et al (2000) </li></ul></ul><ul><ul><ul><li>separation of the ontological system from the microsystem </li></ul></ul></ul><ul><ul><ul><li>inclusion of the mesosystem within the exosystem </li></ul></ul></ul><ul><ul><ul><li>chronosystem implied, not directly addressed </li></ul></ul></ul><ul><ul><ul><li>no sense of psychologist as part of the systems </li></ul></ul></ul><ul><ul><li>useful grid with levels of systems on one side and risk/resilience factors on the other. </li></ul></ul><ul><ul><li>useful as a basis for a formulation exercise </li></ul></ul>
  13. 16. Advantages <ul><li>Herbert (2001) formulation is like a funnel containing a series of filters </li></ul><ul><ul><li>an ecological analysis widens the mouth of the funnel </li></ul></ul><ul><li>Gives a framework to the conceptualisation of complexity </li></ul><ul><ul><li>multiple systems across multiple individuals. </li></ul></ul><ul><ul><ul><li>e.g. mother’s depression resides within her ontogenic system but influences the child within the microsystem </li></ul></ul></ul><ul><li>Allows a close explication of proximal process in the microsystem. </li></ul><ul><ul><li>everything must percolate down through the microsystem in order to affect ontogeny </li></ul></ul><ul><ul><ul><li>e.g. beliefs about beauty and eating disorders </li></ul></ul></ul>
  14. 17. Cont <ul><li>Takes the focus off the individual and onto the context (Annan, 2005) </li></ul><ul><ul><li>interpersonal problems are considered as imbalances, not deficits </li></ul></ul><ul><li>Allows a perspective of the social construction of the problem </li></ul><ul><li>Allows some perspective on our own place in the systems and in socio-cultural history </li></ul><ul><ul><li>e.g.inclusion policies </li></ul></ul>
  15. 18. Solicited comments from ChFamPsyc graduates <ul><li>“ Usefulness or otherwise of this grounding now you are out there as practitioners?” </li></ul><ul><ul><li>general positive comments and specific examples </li></ul></ul><ul><ul><li>military family </li></ul></ul><ul><ul><ul><li>“ having some insight into this world view and the impact on parenting and extended family expectations …led to new literature” </li></ul></ul></ul><ul><ul><li>behaviour problems? </li></ul></ul><ul><ul><ul><li>Sarah had two friends who led her around and told her what to do next…Sarah's friends' behaviour had meant that her difficulties were not exposed at school. Led to the diagnosis of a Specific Learning Disability </li></ul></ul></ul><ul><ul><ul><ul><li>changed the intervention </li></ul></ul></ul></ul>
  16. 19. Cont: Reflection exercise <ul><li>Baird (2005) intern intensive weeks (2 hours) </li></ul><ul><ul><li>case presentation to 5th and 6th years with discussion to follow </li></ul></ul><ul><ul><li>next day interns only, class conducted in the following manner: </li></ul></ul><ul><ul><ul><li>i) presentation of 3 strengths and 3 challenges, class silent </li></ul></ul></ul><ul><ul><ul><li>ii) class responds with active listening skills </li></ul></ul></ul><ul><ul><ul><li>iii) class gives positive feedback, student responds </li></ul></ul></ul><ul><ul><ul><li>iv) class poses questions, student writes and clarifies only </li></ul></ul></ul><ul><ul><ul><li>v) 15 minute student preparation time </li></ul></ul></ul><ul><ul><ul><li>vi) student returns and responds to questions, class is silent </li></ul></ul></ul><ul><ul><ul><li>vii) open discussion </li></ul></ul></ul>
  17. 20. Benefits <ul><li>Allows discussion of the intricacies of very complex situations </li></ul><ul><li>Allows reflection on personal impact of cases involving children </li></ul><ul><li>And impact of working in multiple systems. </li></ul><ul><li>Practice in active listening and emotion-labelling skills </li></ul><ul><li>Slows down the pace </li></ul><ul><li>Removes competitive jostling </li></ul><ul><li>Provides often challenging feedback in a manner which is warm and positive throughout </li></ul><ul><li>Knitting of personal and professional growth in these sessions is palpable. </li></ul>
  18. 21. Are we there yet? <ul><ul><li>We have covered an incredible distance </li></ul></ul><ul><ul><ul><li>children and families have access to 34 more psychologists </li></ul></ul></ul><ul><ul><ul><li>we have psychologists working where there were no psychologists before </li></ul></ul></ul><ul><ul><li>Challenges on list has changed </li></ul></ul><ul><ul><ul><li>lack of “conflict” </li></ul></ul></ul><ul><ul><ul><li>university, professional and employment challenges resolving </li></ul></ul></ul>
  19. 22. References <ul><li>Annan, J. (2005). Situational analysis: A framework for evidence-based practice. School Psychology International , 26 (2), 131-146. </li></ul><ul><li>Baird, B. N. (2005). The internship, practicum and field placement handbook: A guide for the helping professions (4th ed) . Prentice Hall. </li></ul><ul><li>Belsky, J. (1980). Child maltreatment: An ecological integration American Psychologist 35, 320-335. </li></ul><ul><li>Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, Massachusetts: Harvard University Press. </li></ul><ul><li>Cicchetti, D. Toth, S. L., & Maughan, A. (2000). An ecological-transactional model of child maltreatment. In A. J. Sameroff, M. Lewis, & S. Miller (Eds). Handbook of developmental psychopathology (2nd ed., pp. 689-722) </li></ul><ul><li>Herbert, M. (2001). Clinical formulation. Chapter 2 in T. Ollendick, A. S. Bellack, & M. Herbert (Eds), Children and adolescents: Clinical formulation and treatment. </li></ul><ul><li>La Greca, A., & Hughes, J. (1999). United we stand, divided we fall: The education and training needs of clinical child psychologists. Journal of Clinical Child Psychology, 28 , 435-447. </li></ul><ul><li>Power, T., Shapiro, E. S., & DuPaul, G. J. (2003). Preparing psychologists to link systems of care in managing and preventing children’s health problems . Journal of Pediatric Psychology, 28 (2), 147-155. </li></ul><ul><li>Roberts, M.C. (1998). Innovations in specialty training: The clinical child psychology program at the University of Kansas. Professional Psychology: Research and Practice, 29, 394-397. </li></ul><ul><li>Roberts, M. C., Carlson, C. I., Erickson, M. T., Friedman, R. M., La Greca, A. M., Lemanek, K. L., Russ, S. W., Schroder, C. S., Vargas, L. A. & Wohlford, P. F. (1998). A model for training psychologists to provide services for children and adolescents. Professional Psychology: Research and Practice, 29 , 293-299. </li></ul><ul><li>Roberts, M. C. & Sobel, A. B. (1999). Training in clinical child psychology: Doing it right . Journal of Clinical Child Psychology, 28, 482-489. </li></ul>