Exam prep Worksheet one PDF

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Exam Preparation Worksheet One: October/November Examination 2018

In preparation for your exam you need to cover the following content. I have prepared the scope of the exam by providing you with specific study tasks for you to complete and create your study notes for the exam. Do not skip any of these tasks. One completed refer to old exam papers and check your ability to complete them. 1. Carter and Mc Goldrick’s Family Life Cycle Model Page 44 to 79 Complete the following table by filling in the missing data referring to the pages 44 to 79 in your study guide. The Life Stage The unattached young adult

The Key Principles 2 points

The Second Order Changes 3 points

The newly married system

2 points

2 points

The family with young children

1 point

3 points

The family with adolescents

2 points

3 points

The launching and empty nest

2 points

4 points

The family in later life

2 points

5 points

Complete the following questions: 1. How many stages are there in Carter and McGoldrick’s Family Life Cycle Theory? 2. In which order do they occur? 3. What is the difference between key emotional transitions and second order changes as stated in the Family Life Cycle? Some important points to remember about the FLC:

  

      

The family life cycle is a process that the three generations of a family move through Families have to master the milestones of each stage if they are to be able to address the developmental tasks of the next stage successfully Culture interacts with the family life cycle at each stage; influences the definition of what a family is; impacts on the timing of each of the developmental phases; influences the definitions of the tasks for each phase Stress is increased when a family has to deal with a new developmental stage, a cultural issue or an idiopathic stressor at the same time The FLC is not a linear process- There are progressions and regressions The model is strengths based Every family’s life cycle is unique The life stages are estimates and are not accurate because each family is different and things don’t flow in a neat orderly way as projected in the model The FLC is influences by social, economic and political factors. 3 to 4 generations may be linked to one another through the FLC model- so for example the changes that an adolescent has to go through comes at a time that the parents are undergoing their own changes such as the mother experiencing menopause and at the same time the grandparents need more care as they are becoming frail. The developmental changes of each generation intersect and so the family have to shift and adapt accordingly to accommodate the changes across three generations.

4. Refer to the youtube clip to make sure that you understand the concepts: The Family Life Cycle- https://www.youtube.com/watch?v=9GPmloxtC3U

2. Wallerstein’s Psychological Tasks of Couple in Long-Term Relationships Page 34 to 39 Complete the following table by adding the missing data from the pages listed above in the relevant cells. Psychological Task Consolidating psychological separation and establishing new connections with the family of origin Building togetherness and creating autonomy Establishing a sexual identity Establishing the relationship as a zone of safety and nurturance Negotiating parenthood Building a relationship that is fun and interesting Maintaining a dual vision of each other that combines early idealisation with reality perception

Characteristic behaviours of the Task 5 points

6 points 5 points 4 points 7 points 4 points 4 points

1. How many psychological tasks are there?

2. Do couples need to achieve the psychological tasks in any particular sequence? 3. Do you think couples achieve all of them or is this a process that they work towards over time? 4. Find a fellow student, friend or family member to explain these 2 tables to. Make sure you can explain the different theories in plain language without using conceptual jargon. 3. Stressors as explained by Carter and Mc Goldrick Pages 41 to 43 11 Complete the following table by adding the missing data to complete the cells Type of stressor

Definition of the stressor

Provide four different examples for each

Vertical Horizontal Idiopathic/unpredictable System level 12 Review your family experiences and identify at least three different stressors that you or other family members have experienced in each of these categories and reflect how the stressors were resolved. 13 What happens when a person or family experiences more than one type of stressor at once? 4. Are horizontal stressors all bad? 5. What determined whether in-law issues are vertical stressors or system-level stressors? Some important points to remember about family stressors according to the FLC Vertical stressors are those primarily linked to the couple’s families of origin. These are the skeletons, unresolved issues; things that were not necessarily true that were instilled in them whilst growing up. These stressors potentially create friction in the couple relationship as partners have to bring them out into the open and discuss how they will be managed. They may also be behavioural patterns or tendencies. An example of this is a father’s tendency to have affairs which is repeated by his son. The families we grow up in influence us greatly in terms of what we value, believe and how we conduct our roles in our families. These values, attitudes and beliefs have to be renegotiated or redefined when we start our own families because they create stress until the couple realise the impact that they have on the decisions they make. Genetic illnesses fall into this category as it may be assumed that these are handed down from previous generations. Examples are alcoholism, cancer, heart disease, diabetes. Illnesses generate stress for the family as a whole. Horizontal stressors are stressors that the couple experience together as they move through time. They are the events that affect them both. The horizontal stressors include normal developmental crises and unexpected crises. Normal developmental crises include such things as getting married, having babies, having teenagers in the home. Unexpected crises are those events such as accidents, infertility, unplanned pregnancy, retrenchment, illness, migration etc. When they are normal we refer to them as normative and when they are unexpected or unanticipated we refer to them as idiopathic.

System level stressor is the term used to refer to stress caused by wider social influencesculture, politics, and economic trends. In many instances couples are affected by these and have little power over them. E.g. crime and the poor economy affect us all. Culture is a system level stressor that influences the way women and children are treated in society It becomes a stressor if a culture fails to recognize and protect the rights of women and children. If there is a very interfering family or a circle of friends that do not respect the boundaries of the couple’s relationship then these should be categorised as system level stressors. A husband’s company’s work ethic that requires him to put work before family may also be considered as a system level stressor too. A couple can be affected by a multiple stressor for example apart from the partners being influenced by their families of origin (vertical stressor), if the in laws become very involved by taking sides and trying to force their child’s spouse to behave in a certain way then the couple will also experience this as a system level stressor. Think of the influence that discrimination and marginalization have on people who are HIV positive. This creates stress in their couple relationship too. So it is a system level stressor and a horizontal stressor as well. 5. The continuum of counselling available to couples Pages 139 to 166 1. Complete the following table by adding data from the pages listed above. Your assignment should help you with this. See the announcement about Assignment 01 Feedback. Premarital

Marriage Enrichment

Couples Counselling

Divorce Counselling

Divorce Mediation

Definition Purpose Helper’s Tasks Core conditions for the relationship Professional Values of Counselling Degree of structure Different Formats Some important points to remember about the different types of counselling: There are two big divisions in couple counselling: preventive and remedial. Preventive types of counselling usually are characterized as marriage guidance. Marriage guidance incorporates premarital counselling and marriage enrichment, and to some extent, divorce mediation. Remedial counselling consists mainly of couple counselling and divorce counselling.

Preventive counselling tends to be more structured and the helper becomes more directive. The worker chooses the topics and educates the couple about aspects of marriage that he or she believes the couple needs to prepare themselves for as well as communication tools that will enhance their relationship. Remedial counselling is mostly directed by the couple’s expressed needs, particularly when the helper adopts the person centred approach. The helper mostly irrespective of his or her theoretical orientation, remains flexible, focusing on the themes that the couple presents in sessions. The helping process remains democratic and a range of therapeutic techniques are selected to enhance the individualized needs of the couple. The purpose of counselling is to increase the individualized contentment of members and reduce the high level of stress within their relationship. Choices are weighted and the couple is assisted to visualize a future different from the conflict being experienced. The helper assists the couple to define their expectations and weigh up the extent to which these can be fulfilled within the relationship. If one person is not willing to compromise or address the needs of his or her partner, the counsellor may assist the couple to separate. 2. Explain the differences between: 1. 2. 3. 4. 5. 6.

Marriage Guidance and Couples Counselling Divorce Counselling and Divorce Mediation Premarital Counselling and Marriage Enrichment Marriage Enrichment and Couples Counselling Divorce Counselling and Couples Counselling Marriage Guidance and Marriage Enrichment

3. List the different themes that need to be addressed in each type of counselling: 1. premarital counselling 2. marriage enrichment 3. couple counselling 4. divorce counselling 5. divorce mediation 4. Decide whether each type of intervention is preventive, remedial or both. 1. premarital counselling 2. marriage enrichment 3. couple counselling 4. divorce counselling 5. divorce mediation 5. What types of intervention formats are best for each type of counselling? You may choose form the following options: individual counselling; joint counselling; group counselling; self-study manuals/books; encounter groups; on-line courses/ assessments. 1. premarital counselling 2. marriage enrichment 3. couple counselling 4. divorce counselling

5. divorce mediation 6. Consult previous exam paper case studies and identify the type of counselling that the couples received.

6.The counselling relationship. Study pages 177 to 227 1. What is the purpose of counselling? 2. Consider the ways in which the role of the professional helper differs from a senior family member or member of the community, particularly the manner in which they apply core conditions and professional values. 3. What professional values are helpers meant to demonstrate in their relationships with their clients? 4. Describe the four core conditions needed to facilitate openness and trust during counselling. Some important things to remember professional values and core conditions Professional values (pg 158 to 165) Helpers operate from a clearly defined set of professional values. These values protect the clients from the helper imposing his or her personal values on them or their situation. By integrating these values in the helping process the integrity and dignity of clients are protected which encourages them to start to trust themselves and make decisions in line with their own personal values because they have made it safer for them to examine their previously unsymbolised experiences (the real issues that have affected them which they have previously ignored or failed to see because they are considered as a threat to the way the person sees his/herself. Respect- prizing, believing in the good of all, having unconditional positive regard for people, treating people without judgement, assuming that all people have innate wisdom. These ideas flatten the helper and client relationship, making it more of an equal relationship that is characterised by participation, democracy, sharing. It is free from coercion or reliance on expertise. Individualisation – is a deep acknowledgement that all people are different, that we cannot generalise, that each intervention has to be adapted for the couple’s unique needs. This diversity makes life interesting and diversity is a positive aspect of living. Self-determination – is the deep respect that we show people by acknowledging that they have the power within to make their own decisions. If we create a non-threatening environment they will have insight to make the right decision for them and will be committed to keeping to those decisions. Those decisions are likely to be self-sustaining and in their interests, more significant and appropriate than the ones I would make for them. When people are in a relaxed state they invariably will make decisions that are in their best interests.

Confidentiality- respecting the privacy and inner world of another by not divulging what they have shared with you without their permission and consent. However, there are problems when you work with a couple and the one person shares something with you that they don’t want the other to know. Many helpers will not choose to break the confidentiality rule but will try to get the person who has the secret to be more open and honest.

Core conditions (Page 155-156 and 162 which explains why the helper promotes the couple’s confidence to make their own decisions) The difference between them being…. Core conditions are respect/ acceptance/unconditional positive regard; empathic understanding; worker’s sincerity/genuineness/ transparency; belief in the couple’s personal power to make their own decisions. They are important to allow the couple to be open, congruent and willing to reflect honestly about their relationship and what they want. The helper models these and encourages them to use them in the sessions as well. Professional values are similar: respect; individualization; self- determination; confidentiality that are expected by the helper and must be applied under almost all circumstances that do not circumvent the law or place others and the client in any danger. They prevent the helper from imposing their personal views, attitudes and advising the couple in terms of what they should do. Core conditions enable the helper to create the helping climate. Professional values regulate the conduct of the helper to protect the client systems from the helper’s personal value system and attitudes. 5. Follow this link on You Tube: https://www.youtube.com/watch?v=h5dFoPbS_kA 7. 1. 2. 3. 4.

Love and relationships Study pages 1-28) What level of happiness should a couple strive towards in their relationship? What are the four important ideas that Hauck presents about love? What are the differences between love and infatuation? List the different variables that each person’s expectations in their relationship (Study pages 11-18) 5. Identify the characteristics of happy couples (See page 26) 6. Identify the characteristics of healthy couple behaviours (See page 27-28)

7. What is complementarity? (See page 122)

8. Different therapeutic approaches 8.1 Psycho analysis/psychodynamic approaches 1. Describe the assumptions of which psycho analysis rests (See page 92) 2. Explain the id, ego and super ego and make a drawing to help you to memorise the differences of each (See pages 83-84)

3. Identify other theoretical approaches that are strongly associated with psycho analysis and therefore are considered psycho dynamic in their approach (See pages 86-92). 4. Describe each of the following key concepts  The therapeutic alliance  Transference  Counter transference  Resistance  Defence Mechanisms  Interpretations of dreams Some important things to remember about this section: The emphasis is on the influence that childhood and unconscious desires have on a person’s behaviour. Symptoms such as anxiety, hysteria, and depression are caused by unconscious experiences. Therapy tries to bring these unconscious experiences that are often repressed traumas or unresolved issues to the fore. It is assumed that by doing so this insight of what is really the issue is a means of reducing suffering. The person who discovers the patterns and themes of past influences on current behaviour and relationships will then be able to deal with matters consciously. Freud developed a way of understanding the complexity of people. He referred to the three psychological states of a person  

The id- the impulsive child-like part of the individual that reacts and wants immediate gratification The ego- the more rational, thinking part of the individual who makes decisions on rational reasoning and reality The super-ego- the moral, controlling, parental side of one that has interjected important values from others.

https://www.youtube.com/watch?v=7vFf5CS27-Y This link explains these three states Orthodox psychoanalysts propose that the human being experiences psychological tension because of the conflict caused by society’s expectations of the person and his or her individual drives. Transactional Analysis proposes that there are reciprocal responses between people in interaction and these are directly motivated by the parent (super ego), adult (mature reasoning ego) and the child (impulsive id). https://www.youtube.com/watch?v=nKNyFSLJy6o This link explains TA states Both Orthodox and Transactional Analysts have expanded upon the theoretical concepts of Freudian Psycho Analysis believing that additional theories have to be added.

A person carries over “unfinished business” from his or her early life experiences into his or her relationship. The helper is the expert who interprets these issues and makes the client aware of the defence mechanisms he or she uses in the relationship. The helper sees the person individually and uses techniques to uncover the unconscious thoughts/experiences. The helper is quite interpretive and that is why we say that he adopts a deterministic perspective. A defining characteristic of this approach to helping is that in order to free the person from psychological tension one has to rework the life experience by promoting insight first and foremost. Techniques that are most popular are: Free association- the helper encourages the patient to talk about whatever comes to mind and interprets associations with thoughts and ideas, highlighting patterns and themes that the patient is unaware of. Transference- the patient directs emotions towards the therapist that is actually felt for someone else. The therapist helps the patient to observe and analyse the emotions in therapy and then see how they relate to other major figures in the clients’ life. Dream- analysis- dreams are full of symbolism and meaning and give expression to unconscious thoughts. Patients describe their dreams to the therapist who looks for symbols and patterns that reveal unconscious processes. Catharsis is the process of releasing, and thereby providing relief from, strong or repressed emotions. Making patients aware of their defence mechanisms is an intervention. ...