Saturday, May 30, 2009
Sunday, May 24, 2009
On the introduction day of the SWP module we each created our own worlds and shared them with our neighbour. To my amazement I found some very clear visual parallels between my world and my partner Seok Binn's.
Seok Binn's world was split into two clear halves. One was the ocean and the other the rain forest. In the rain forest area was her family, 2 dinasaurs and a gorilla to represent her children along with a smaller zebra type animal which she said represented her. They were all standing squarely on the ground, safe in the forest where she had kept them near lots of food and shelter. On the other side of her world was the ocean, which was full of colours and interesting things. Though the trees in this world are very tall and almost bar the way to the ocean Seok Binn said that this was somwhere she would like to be able to explore more independently.
My world was also split into two parts though these worlds were more merged and it is less clear where one ends and the other begins. Mine also represented the ocean and land! Mine also had all of the colour and interesting things to look at placed in the sea with me represented as a log appearing to be pulled between the two worlds. This was deliberate on my part. I'm a keen diver and as a diving instructor in my spare time chose to come to Malaysia originally mostly due to the great diving opportunities here. My life has changed a lot since then and I don't actually go diving much at the moment but I still feel the pull of the sea and if free to choose that's where I'd be. While making this world I tried numerous times to add water to the ocean side but it kept drying out as it soaked into the sand on the land area. [ like my diving opportunities drying up!!]
I'm also aware of the parallel this creates with my living as a foreigner in Malaysia. I'm half and half here - resident but not permanent. I see and hear and experience the culture but don't always understand it or integrate it into my own life.
Having noticed the parallels I couldn't help but also notice the differences and their cultural relevance. In Seok Binn's world [ as in most of my peers' worlds on this workshop day] the family is very strongly represented. In mine there is no reference to family at all. In Asia the family unit is much stronger and plays an important part of everyone's world. This is much less the case in Europe. Even in Ireland where our families would be considered closer than in England, Scotland and Wales, it's not unusual for indiviual family members to be travelling the world independently.
Kick off questions for small world play
The class's collective questions first:
1.What is SWP?
2.What client goups [ children?] could SWP be appropriate for?
3. How to get a withdrawn child to engage with SWP?
4. Is it only relevant to children?
5. Who, where and when can SWP be applied?
6. When do we apply these skills as opposed to other therapies?
7. How do we 'sell' the rationale of this therapy to parents/primary care givers who expect visable results from traditional medical based models of therapy?
8. Can SWP be useful with special children - particularly those who have under developed cognitive skills?
9. How /when do I determine whether to use SWP on a 1:1 basis or with a group? [ what is the goal?]
10. What do I bring into the SWP? The intersection of two worlds.
11. To enter into a child's world you need to understand their world langauge and symbolism. Get into their collective unconscious world. If it is figurative representation - is what happens in the sand tray world real?
12. How long might the therapeutic process take?
13. Do we judge children on their behaviour?
and a few more of my own.....
1.To what extent is play actually containing feelings and for how long after the play is over?
2.How do we facilitate movement between the container and the 'real world'?
3.Is it usually enough for the experience to take place solely in the container?
4.What do we do when there seems to be no movement and we can't see an obvious reason for this.
1.What is SWP?
2.What client goups [ children?] could SWP be appropriate for?
3. How to get a withdrawn child to engage with SWP?
4. Is it only relevant to children?
5. Who, where and when can SWP be applied?
6. When do we apply these skills as opposed to other therapies?
7. How do we 'sell' the rationale of this therapy to parents/primary care givers who expect visable results from traditional medical based models of therapy?
8. Can SWP be useful with special children - particularly those who have under developed cognitive skills?
9. How /when do I determine whether to use SWP on a 1:1 basis or with a group? [ what is the goal?]
10. What do I bring into the SWP? The intersection of two worlds.
11. To enter into a child's world you need to understand their world langauge and symbolism. Get into their collective unconscious world. If it is figurative representation - is what happens in the sand tray world real?
12. How long might the therapeutic process take?
13. Do we judge children on their behaviour?
and a few more of my own.....
1.To what extent is play actually containing feelings and for how long after the play is over?
2.How do we facilitate movement between the container and the 'real world'?
3.Is it usually enough for the experience to take place solely in the container?
4.What do we do when there seems to be no movement and we can't see an obvious reason for this.
Friday, May 15, 2009
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