Thursday, October 12, 2006

Journeying thru ECTA 06



Responses to CRP questionnaire

My clients of a mix of Chinese, Malay & Indian are mainly local but I do see immigrants from Malaysia, China, Taiwan, Indonesia, Philippines & India.
They are mainly from lower income group & are lowly educated. During counseling, English & mandarin are the main languages used. My clients are from different religious background. Most times I see couples and occasionally minors.

Some men I see strongly believe that wives are to be domesticated and accept whatever the former can provide. They abuse their right as master of the home in the way they order their wives around. There are some who expect & insist that their working wives contribute equally towards family expenses. Often I encounter men who think that they have every right to ‘discipline’ their spouses/sisters/daughters by inflicting pain on them. They believe that the solution lies within their `fists’.

It is also common to find Muslim men exercising their right under the Muslim law to set up new family despite a struggling financial outlook. Another issue I deal with involves pathetic Indian women who will not call it quit despite being victimized by their spouses.

The more unique issues include local men who view and treat their foreign wives strictly as domestic helpers/care providers and pay them a nominal wage to take care of the elderly/invalid parents or young nephews and nieces. They neglect their function as husbands, i.e., not meeting the sexual need of their so-called wives. On the other hand, there are foreign women who use marriage as the means to attain PR status in Spore. Also, Taiwanese women abuse their right to `direct access’ of their husband’s paycheck. And men who passively endure violence inflicted on them by their partners.

Counselling per se is not looked upon keenly in the local context as only people who are perceived as ‘dysfunctional’ need help. As clients in Singapore are very time-conscious & BUSY people, the important factor that determines the kind of models to use will be that of TIME. SFBT can be brief and solution-focused; it seems to work on most of the clients I see.

There is also the gender issue of male clients preferring not to go back in time to address the painful past - They are more passive and less in touch with their feelings. They may also be selective in sharing their personal concerns.

The use of `hot-seat’ fantasy technique to help clients express their feelings where there is unfinished business may not be favoured by the more `conservative & traditional’ clients as unleashing negative emotions towards the deceased is considered a taboo.

MFT encourages the therapist to look into the Family of Origin to examine the interlocking relationships. This can present itself negatively as in-laws or family members may not be forthcoming when it comes to talking about sensitive & conflicting issues, esp to strangers. This has to do with the `face’ issue.

For me, the difficulties I encounter counseling culturally-different client will be to stay sensitive & working on interventions that are congruent with their values. Very often, I see Indian wives who have no courage to put a stop to their spouses’ acts of violence esp after many drinks. (Drinking seems to be an issue for the Indian men.) The more traditional Indian wives who treat their husbands as if they are gods, will suffer in silence for years before they seek protection from the court to deter them. Divorce is the last thing on their mind. The act of walking out of their husband is unpardonable in the eyes of their family of origin. It will be unwise of me to advise the wives to leave the husbands knowing they are in danger of being ostracized by family & community. In such cases, remaining sensitive and working on interventions that are congruent with the values of the wives can be a challenge.

It may help to confess to the clients of my ignorance of their culture and to request for their understanding and time for me to learn from them as the counselling session goes.
By considering the social & cultural context of clients, I learn to appreciate the nature of clients’ struggles. I will be better able to give unconditional positive regard and remain non-judgmental through out. And hopefully, the clients will be more open and co-operative during the change process.

I suppose acquiring an inquisitive mind about the different culture inherent in the Spore society will help me to broaden my perspective. Reading articles & books on multicultural counselling will also provide me with greater insights. Last but not least, having the courage as well as humility to take on clients with different culture will certainly strengthen my multi-counselling competency in the long run.

Final Exam

The Clinical Director of ECTA met up with the graduate diploma students and briefed us on the Final Exam. Personally I felt that she did a fine job because I came away feeling rather re-assured. Incidentally, in my experience as a student of ECTA, I observe that all my concerns have been addressed to in the timeliest manner.

I have good words to say about the administrative staffs too, notably Audrey and Terra. They are about the coolest people I have met. They have contributed their professional, warm, sincere and unfailing support to facilitate my learning.

The week leading to the Final Exam was a tough patch in my life. Mid-way through the preparation, I received the bad news that an older sister of mine and her family have come under spiritual attack. They were getting disturbances in the night and my sister was not eating and sleeping well. The next day I received a call from another sister informing me of the medical finding of a breast lump. My mind threatened to go into disarray. I had to consciously and with great effort stay focus on the exam preparation at hand. Thankfully and by God’s grace, I managed to get some revision done.

Now that exam is over and course is coming to a closure, I am glad I can devote some time for my two sons whose O & A levels are round the corner. What I have gone through in the last 5.5 months has in effect helped equip me to cope better with the demands and unpredictability of life.

We will be told the result of the Final Exam this coming Sat during the Course Review/Closure session at the East Coast Training Centre. I do hope all of us will sail through and head for the next level of learning. By now, I am prepared to take up the Master level. I believe the 12-month program will do me much good as I go deeper into the subject. I hope to continue clocking my practicum at the Family Court and if possible, to provide counseling support at the Women’s Prison.

Wednesday, October 11, 2006

Journeying thru ECTA 06



Individual Clinical Supervision

To my delight, A Tan agreed to my proposal to meet for 2 hours each time. That works out to 5 sessions over 5 months and hopefully all the sessions will end by Oct, 2006, as planned.

A Tan was at his office waiting for me when I arrived 5 minutes to 2 pm. I brought 3 cases with me but we had time only for one case. As this was our first meeting, we spent some time sharing about our background, current pre-occupation & future plan (in my case). I learnt that A Tan is a REBT practitioner. He was analytical and skilful as he helped me with my queries. I was impressed by his sincerity, warmth and humility.

The case we discussed during this session was on CL who is having problem coping with her husband’s drinking habit. Although this has been an issue for years, CL finds it increasingly difficult to accept it, especially after having gone through a rough patch recently when her husband had a mild heart attack. She is losing respect for her husband whom she looked up to in the past for moral support. Presently her husband has returned to his old drinking routine of 6 cans of beer nightly (Monday to Friday) and coming home near midnight, tipsy & talking incessantly.

CL has planned to draft a legal letter to demand her husband to quit drinking right away or she will leave him. She admitted that such thought arose as a result of frustration and anger. I acknowledged her emotion and led her to examine the underlying emotion, that of anxiety she is experiencing each time her husband returns home late.

I have learnt that CL’s dad was a heavy drinker. CL was devastated when her dad passed away suddenly as she was close to him. It is likely that she is afraid of losing her husband in the same manner. I have encouraged CL to articulate her anxiety to her husband rather than getting angry or having cold wars. I have also explained to her our functional ego states and how she could communicate to her spouse more effectively.

A Tan and I deliberated on CL’s value system and what she wanted to see change. At this point in time we are not certain if he has an addiction issue. To CL’s spouse, it is merely social drinking. I gave CL information on CAMP @ IMH. It is a programme to help rid addiction. CL will need to convince her spouse the need to seek help. A Tan has helped me expand the therapeutic horizon and I learnt new things each time I came away from the interactive supervision.

Cognitive Behavioral Therapy

Some basic CBT knowledge acquired while pursuing a Counselling Psychology Diploma previously prepared me to some extent what to expect from Dr Irit. I found the history & evolution part of CBT rather interesting. Surely the name Pavlov rang a bell because his Classical Conditioning kicked off my previous endeavour in Counselling Psychology studies.

Being a stay-at-home mother, I employed Operant Conditioning on my children all the time to elicit desired outcomes. Personally I believe that understanding my children’s individual functioning has helped me to approach them with the appropriate stimulus.
In the earlier years my approach was in the order of Positive punishment (Canning on the walls more than on their legs, tho’), Negative reinforcement (Nagging), Negative punishment (No ice-cream),) or Positive reinforcement (Praises). I believed this could be the pattern I was brought up with and came to accept it as the way to go.

However, as the children grew up, I perceived that a varied approach towards them have to be adopted to sustain positive and effective outcomes. It was a complete reshuffling to Positive reinforcement (monetary incentives), Negative punishment (No computer), Negative reinforcement (Nagging), or Positive punishment (reserved for capital offences).

I find the Cognitive Model helpful in helping me understand why my child behaves the way he does. The main issues we grappled with centered around their academic performance and at one point, computer game addiction of my younger son. He turned moody, teary & upset when the computer was disabled. He chose to just idle or sleep instead of studying when he had no access to computer. Physiologically he seemed lethargic & listless.

On probing further, his Negative Automatic Thoughts consisted of `I have lost my only recreational activity’, `My gaming friends may not play with me in the future’, `my parents fail to recognize my prowess in computer gaming’ etc etc.

To be able to access his `internal dialogue’ and to sort out the series of unproductive thoughts that flowed through his mind requires timely intervention in a gentle and loving manner.

Solution-Focused Brief Therapy

Mr Edwin attributed his successful approach in SFBT to 15% in the model, 15% on hope in Client, 30% on rapport with Client & 40% on the extra-therapeutic factors the Client brings into the session.

The focal point I observed from Mr Edwin’s sharing is that resilience in Client makes SFBT work. The therapist serves as the therapeutic tool - the resourceful person. In order to shrink the problems in Client’s life, the strategy is to acknowledge the problems but talk about the strengths, qualities & possibilities – essentially a therapeutic dance in communication. The process is akin to bringing him/her with what he/she has to where he/she wants to go.

As a counselor, the `play with language’ will certainly determine the level of rapport I can established with Client. Even in my dialogues with my significant others, I believe by re-framing & re-phrasing my words, I can help reinforce certain qualities in them.
For e.g., instead of using the descriptive word `stubborn’ which is negative, I can choose to use `persistent’ or `determined’.

I had the opportunity to apply what I learnt from Mr Edwin the therapist on a teenaged boy by the name of Ed recently. Although the latter’s prominent problems were obesity & online game addiction, I did not focus on his problems. (Incidentally, his obesity is being monitored by a medical doctor.) Due to a low level of confidence, he was unable to accept how his problems could be resolved in a miraculous manner. So I devoted more time looking for exceptions by asking about times when he chose not to play games.

In an attempt to elicit more positive behavior, I emphasized on what Ed is already doing to solve the problem, e.g., his ability to stay away from online gaming if his friends do not call.

I encouraged Ed to take charge of his life by keeping time when playing. For this will also stop his parents from nagging at him.

These days I find myself adopting Exception Finding Questions, Scaling Questions & Coping Questions in my mediation/counselling sessions at the court too. And when clients are made to reflect, they are more likely to continue what has worked for them in the past and to try new strategies as well.

Mental Disorders

I always count it a joy to be under the pupilage of Dr C T Tan, irrespective of how brief the session may be. He exudes a fatherly figure and is blessed with intelligence, wisdom, grace & lots of warmth. With years of experience as a psychiatrist, he has much to offer. And I was glad he did it simply and in good digestible portion, & nearly always illustrated with relevant cases.

Once again, I learnt to distinguish the differences between Neurosis (SAD), Psychosis (MAD) & Personality Disorder (BAD). The neurotic exhibits symptoms such as Anxiety, Depression, Phobias, OCD & PTSD. On the other hand, a psychotic may be deluding, hallucinating or loss of touch with reality (DHL).

I was surprised to learn that Qi-Gong practitioner who becomes overly involved may experience psychotic symptoms. Although I have never attempted such sport, I was rather regular in my yoga pursuit some years back. I decided to come out of it when I experienced much unease during meditation and disturbed by the unpleasant sound of chants.

DSM IV was heard of for the first time & I was glad Dr Tan gave the wise & timely admonition that I should refrain from being an idolater of it. Also for the first time I met a Schizophrenia sufferer who looks as normal as anyone of us in the class. He is the good-looking Harris Ng. Dr Tan demonstrated how to communicate with a mental patient such as Harris. There was a lot of gentleness & affirmation.

Harris’ books entitled `Recovered Grace: Schizophrenia’ were autographed by the writer most willingly. I found the time to read the book days later and was enlightened by his frank sharing and tickled by his sense of humor. After reading the book, I felt a burden being lifted off my chest. More aptly the fear of being in the presence of schizophrenia is now a thing of the past. Through Harris, I have learnt to recognize the human-ness in schizophrenia & have willed to stop 'dehumanizing' them in future.

Anxiety

One in every 10 Singaporeans is ANXIOUS! Wow! The pleasant news is ANXIETY is non-existent in Dr Ang’s class. Under the spell of his wit & humour, we learnt about ANXIETY with much ease.

When Dr Ang was describing about Social Phobia, I felt to some extent the relevancy of it in my life at some point. Although my parents are friendly & warm, they are not vocal but reserved by nature. Their children have, by and large, inherited their nature. We are a brood of shy and quiet people who avoid at all costs the limelight & of being the centre of attention.

I recall being informed by the court last June to anticipate an interview by the press for having won the Individual Award in The Subordinate Courts Benchmark Awards for Volunteerism 2005. My heart missed many beats as anxiety welled up within me. The thought of opening up my inner self to the public was a discomfort, to say the least. The ‘saving grace’ came when our family trip to Perth was confirmed by the airline. So relieved I was to avoid successfully the situation that would have generated some panic attacks. Being the center of attention can be very unpleasant for me, indeed.

What I encountered at court yesterday was memorable for me. For the first time I had an OCD sufferer for a client. I recalled what I learnt in class and looked out for her tell-tale signs. She was stunned and extremely anxious when I picked up a document from the floor. I offered her some money for lunch as she claimed she had spent her last dollar. But she had to turn me down because my money was full of germs and she could not bear the thought of handling it. She even refused to accept a new bottle of mineral water from me when she said she would just drink some water instead.

I felt really sorry for her homeless state. Her family admitted her to the IMF due to her medical condition. She was subsequently discharged due to default in payment. She has been sleeping on the bench at Changi Airport in the past one week, happy with the clean & air-conditioned environment, away from the mosquitoes, flies & insects.

Her husband explained that the maintenance money given to his wife was spent on soaps, detergents, etc. He & family members could not take her washing ritual anymore. He could be in a denial state when he commented that she was merely putting up an act. I was glad when he indicated the need for further counseling support.

Attachment to Mt E-Charter Behavioural Health Services

There were 60 of us showed up at the Mt E-Charter on the 10th level of Mt E hospital. After signing the Patient Rights & Confidentiality Agreement, we were divided into 2 groups led by 2 young professional staff on a ward tour. I was expecting to witness an ECT procedure. Even the patients were no where in sight.

We were briefed on the Treatment Team Core members & approaches of Mt E-Charter. The professional conduct of the Counsellors were being stressed – boundaries, confidentiality,….

I find the assessment of client @ Mt E-Charter rather comprehensive and thorough – leaving no stone un-turned:

- Observation of behaviour & presentation
- Background behaviour
- Current functioning (work, social, family)
- Self-report of problems (verbal or checklist)
- Caregiver perspective of problems
- Formal assessments (eg IQ, suicidal..)
- Evaluating whether referral to another is appropriate or indicated

The counselor is expected to acquire the knowledge of the symptoms, the natural history of a disorder and the effective treatments. The client has to be educated to help them adhere to the treatment plans. The acquisition process of such knowledge will serve as ongoing learning and skill development.

I enjoyed the art therapy session thoroughly. It was a journey-in and self-discovery adventure. I discovered the artistic side of me.

First Intake Interview

The new Training Centre was not difficult to locate as we had 77 year old Vincent with us. He is very familiar with the Katong area. The steps leading up to the classroom were many and quite a challenging climb for some of us. To my surprise, Vincent took it in good strides. He has the `material’ to take on the Masters Program, indeed! I am about 80% keen on furthering to the next level.

Jessica shared with us gems related to first intake interview. One of the goals of a counseling assessment is to give hope. I will have to be mindful that I don’t make promises that the distressful circumstances will definitely improve, although that may be what the clients want to hear. Rather, I am there as a counselor to offer support and encouragement that change is possible if the client tries.

The 6 Cs of counseling are Contact, Connect, Contract, Content, Change & Closure.
Contact & Connect form the therapeutic alliance. Client then Contracts with self to renew self, behaviorally &/or emotionally. I am reminded that Content of contract has to be clear & achievable to promote Change. And the treatment plan is fluid, constantly being reviewed. Finally a Closure – an understanding insight, an `aha’, some `hope’ of sort.

Richard Nelson-Jones (1993)’s Helping Model:

D eveloping relationship
A ssessing problem
S tate goals
I ntervene
E nd

Suicide Prevention Crisis Management

We spent two interesting Sundays with Mr Soh who is a seasoned life-saver.
It was indeed a privileged learning experience to be coached by him on this `life & death’ subject.

I have not been exposed to crisis of a massive nature therefore am not able to imagine how I can handle one. One course mate had gone on medical mission trip to treat survivors of natural disaster and returned to share about her experience. It was enriching to listen to how she was enabled to cope with the devastation and sorry sights by the resilience of the victims!

The class was asked to do a survey on suicide ideation/thoughts by Mr Soh. The Score for ‘No such thought’ was rather high. I put down ‘Sometimes’ because I do think of it whenever I miss my father too much. Ironically, when I was growing up and unable to cope with father’s constant shelling, I too had attempted suicide.

Most of the time I agree that suicide is irrational and cannot be justified. For when I commit suicide, I am telling my Creator God He has created me in vain. And that His Son Jesus has died on the cross in vain too. This belief has kept me from taking the pre-matured exit.

I learnt that suicide is a coping mechanism; one cannot take it away without replacing it with something else.

I learnt also that the 3 most important factors to look into when assessing suicide risk are:

1. Current suicide plan
2. Prior suicidal behavior
3. Resources.

It can be really dramatic & draining to try to dissuade someone from taking his own life. I salute Mr Soh for his untiring effort and great passion in the work he has been doing for many years. I am impressed by his devotion and zeal.

Ventilation & New Development

I have been thinking about my mediation & intake interview involvement at court. Undeniably, it has been enhanced by new knowledge & skills acquired at ECTA.

I have even begun to view my technique at FC as mediative-counselling. If I can resolve a financial issue at an one-off mediative-counselling session, that's to me a success. And when the need arises, the clients are offered the choice to have other issues in their lives addressed outside the court premise.

I was cautioned as I might appear to be soliciting for clients at FC. I was somewhat baffled. I am not paid by ECTA nor FC nor the clients who are mainly from low income group. (Even the $20 per hour at free clinic @ ECTA is a burden to them.) So if client is not made to pay for counseling, how can it be deemed unethical?

As a volunteer, I am not in a capacity to dictate a change in the way clients are being handled at the court, in terms of time & manner. Very often I come across clients who struggle with their daily functioning. I wish I could do more, at the very least, offer more time for them to ventilate and reflect, & hopefully derive at some positive outcomes based on the limited resources they have.

Since early August, I have been helping out at the FTPU of Family Justice Court to interview/counsel victims of family violence. I have to

a) assess the history of the case and the risk of family abuse to the Complainant and/or the children;

b) inform the Complainant of the court procedures and processes involved in the application for a protection order;

c) educate on safety measures and the effects of family violence on the Complainant and the children;

d) assess the case for suitability for counselling; and

e) refer the Complaint to other relevant services such as crisis shelters and welfare organisations.

(The above interview is supposed to take 20 minutes per case. I feel strongly the victims in crisis should be given at least 30 to 45 minutes during their first visit to court as the trauma is most intense at this point for some.)

Counselling Research Project (CRP) 1st round Meet

Our group met to discuss on the project which is due end of Sept. At the end of the first session, and having made sense of the requirements, we were a picture of relief.

We started off trying to define Culture. I liked this one:

It is said that culture is a human necessity and a way of life. It is the core of internal ways in which human beings develop their sense of self, including values, beliefs, thought patterns, perceptions, and worldview. All these qualities help determine and shape one’s external culture; in other words, the way(s) in which one establishes and maintains a relationship with the environment and others through implicit norms, language, traditions, rituals, and loyalties that influence attitudes, behaviours, and customs (Gushue, 1993).

Effectively, I am a culture on my own which makes up the sum total of a culture of a group. I am unique to the core as my worldview is shaped by my upbringing, environment, significant others..... so much so when I interact with another human being, we will need to `enter' the other person's `world' to fully understand each other. This is certainly challenging - until and unless I am `invited', I can only know a person to the level of his/her comfort. Some men may avoid revealing the vulnerable side of them, as a Counsellor, my focus will have to shift from targeting their emotions to `what can be done' to improve the bleak situation.

'Family culture' refers to rules that we abide by in our own little family unit, for e.g. mummy will be the first to discipline the child, when it doesn't work, the dad will step in... etc. I recalled the case of the Chinese couple from China seeking PPO at court. The husband was viewed as `inferior' by his wife from a different province in China. His wife was `chastised' (beaten up) for behaving uncouthly, typical of the province where she came from. As a Counsellor, I was at a lost as to know what's deemed acceptable by both. Taking on the case will mean learning from them as the session goes.

Culture in Counselling

To me, culture takes centre-stage in counselling. What both counsellor & counsellee bring into the counselling session are two sets of unique cultures. The quality outcome of the counselling session depends much on the interaction and inter-connectedness of the therapist & client. As the helping profession requires that the counsellor establishes a therapeutic alliance with the client so as to empower him to make positive changes to his life situation, the onus is on the counsellor to align himself culturally with the client. It is therefore of paramount importance & a primary task for the therapist to be able to embrace the client coming from a diverse culture unconditionally in order to win the latter’s trust & acceptance.

I am familiar with the Chinese culture but having exposed to the clients at the court, I realised that Chinese in Spore, Msia, HK, Taiwan…. even China itself are culturally diversed. During counselling, from time to time, I find myself `stepping back’ and learning about Chinese culture unique to e.g. Taiwan or a certain province in China.

I am propelled as a Christian to imitate Christ – to regard others positively & unconditionally. I believe that all men are basically good. We do falter from time to time but if God the Creator has provided the redemption for the fallen nature of men, who am I to judge and condemn? Also, I believe in the embodiment of Christ as detailed in Matt 25: 34 - 40

34 Then the King will say to those on His right hand, ‘Come, you blessed of My Father, inherit the kingdom prepared for you from the foundation of the world: 35 for I was hungry and you gave Me food; I was thirsty and you gave Me drink; I was a stranger and you took Me in; 36 I was naked and you clothed Me; I was sick and you visited Me; I was in prison and you came to Me.’

37 “Then the righteous will answer Him, saying, ‘Lord, when did we see You hungry and feed You, or thirsty and give You drink? 38 When did we see You a stranger and take You in, or naked and clothe You? 39 Or when did we see You sick, or in prison, and come to You?’ 40 And the King will answer and say to them, ‘Assuredly, I say to you, inasmuch as you did it to one of the least of these My brethren, you did it to Me.’

I `see’ Christ embodied in my client & Christ that’s embodied in me gives rise to the compassion I have for him. Helping is therefore motivated by a personal spiritual conviction.

I grew up in a small town sharing compound with Malay (the ethnic majority in Malaysia) & Indian neighbors. My experience living side by side with them was pleasant. There was racial harmony, neighbourliness, & strong bonding. My parents’ whole-hearted acceptance of them resulted in me having an Indian christian bro-in-law & a Malay muslim bro-in-law. As an ethnic majority in Spore, my worldviews towards the other ethnic groups remain unchanged. My view of them is again spiritually inclined. We are but sojourners travelling through this world together.

Saturday, September 30, 2006

The Influence of Culture on the Practice of Professional Counselling




Preamble

Culture is the core of internal ways in which human beings develop their sense of self, including values, beliefs, thought patterns, perceptions, and worldviews. All these qualities help determine and shape one’s external culture - the ways in which one establishes and maintains a relationship with the environment and others through implicit norms, language, traditions, rituals, and loyalties that influence attitudes, behaviors, and customs (Gushue, 1993). While it is true that Singapore is a mix of different ethnic groups, each group has retained much of its individual unique cultural character. This is because Singapore’s policy has always been geared towards multiculturalism, where every ethnic group is allowed to preserve its own culture while peacefully interacting with others. In the light of this, counselling and intervention is always presented within the cultural context and constraints inherent in our cosmopolitan society. The understanding of a client’s unique culture is necessary in order for a counsellor to effectively help the former behave and feel differently in a trusting relationship so as to achieve their goals.

This paper is a qualitative inquiry by the research group to explore the impact of culture during our training as counsellors. The following discussion includes our views on the importance of cultural influence in our counselling work, our personal values, prejudices and motives for helping people as well as our worldviews as a major ethnic group. As we identify various cultural issues encountered when applying western counselling models in the Singaporean context, our constructivist’s approach would be to unlearn our negative cultural conditioning, and re-construct and adopt more meaningful models. The benefits of a multicultural perspective would be examined and ideas on ways to acquire greater multicultural counselling competency would be presented.

Methodology

In the social sciences, qualitative research is often a broad term describing an in-depth research that focuses on how individuals and groups understand the world and construct meaning out of their experiences and the reasons that govern it. The why and how of decision-making will be investigated. It is essentially narrative-oriented and uses the methods of content analysis. The researchers are explicitly a part of the data gathering process. The need is for smaller but focused samples to make meaning of culture in their counselling practice. (Retrieved from http://en.wikipedia.org/wiki/Qualitative_research#References on 12th September, 2006.)

Our group of six members met once before the workshop to make sense of the research project handouts we received earlier. During the workshop, we formulated a questionnaire (included as Appendix A) to be responded individually by members of the group. At subsequent meetings, we presented our individual responses (data) in transcripts. The process of open coding, axial coding and selective coding (Neuman, 1997) were adopted.

In open coding, the individuals’ transcripts were scrutinized for common and salient points. They were highlighted using colored code labels for themes that emerged. For axial coding, connections between categories and sub-categories of the earlier coded themes were derived. In so doing, we expanded our knowledge of the categories and identified the axis of key concepts. Finally, in selective coding, we revisited the data and earlier codes to analyze and elicit further evidence to validate and support the major themes.


Key Dimensions of the Group


Gender M F F F F F
Age 53 53 45 37 30 48
Race Chinese Chinese Chinese Chinese Chinese Chinese
Religion F/Thinker X'tian X'tian Catholic X'tian X'tian
M/Status Married Divorced Married Married Single Married
Academic MBA BSc (Hons) Diploma BBA BSc Diploma
OccupationManagerAdministratorRealtorDirectorProgram ExecutiveCourt Volunteer
(Figure 1)

As can be seen in (Figure 1), our group is quite homogenous with similar demographic profile. All are of Chinese decent; therefore belongs to the dominant ethnic group in Singapore. Majority are Christians, professional and bilingual, i.e., English and Mandarin speaking. Age and academic qualification are the prominent diversities in the group. By and large we share similar cultural heritage in the Chinese community.

Participants’ Perspectives

There is a group consensus that culture is an important component of counselling as Magdalene puts it:
Culture moulds one’s identity which is expressed in terms of core belief, value system and thought processes. The ability of the counsellor to connect with the client at his core beliefs, value and thought processes would determine the level of bonding in this helping relationship. The counsellor’s level of sensitivity towards the client’s cultural identity has an impact on the counselling process and its success thereafter.

According to Juliet:
In diagnosis, psychological judgments are never free from the influence of therapist’s own cultural values. In intervention, counsellors need to be knowledgeable of the culture of their clients because each culture holds different ideas about what constitutes problems in living.

As we have grown up in a cosmopolitan environment, we are immersed in various orientations of different ethnic groups. Our awareness of our own culture only increases when we go to places where our culture is not the norm. Similarly in a counselling room, when we are with our client from a different culture, our awareness of our own culture tends to increase too. We are aware too of the diversity existing within the same culture as people may communicate and interact in a whole range of ways.

Our worldviews as ethnic majority are highly correlated with cultural upbringing and life experiences. There is a tendency to take for granted that the ethnic minority has full knowledge of our culture since it is pervasive in the society. On the other hand, some of us harbor tinted views of the ethnic minority that cause us to unwittingly impose upon them stereotypes and preconceived notions. Annie shared her notion: ‘It is typical of Indian men to drink and abuse their spouses.’

Jennifer shared on what being sensitive to ethnic differences entails:
My sensitivity includes respect and acceptance of who they are, the way they are and their beliefs. I choose to treat people of the minority race fairly and equally. I do not feel the need to treat them with sympathy; otherwise, it would only remind them that they are being differentiated. I learned from my Indian and Malay friends at school about their feelings as minority races in Singapore and that they prefer to be seen as equals.

To be more effective counsellors, we have to first examine ourselves or be aware of our personal values, beliefs, prejudices and motives for helping people. For instance, Peter’s own cultural beliefs that men should be stronger and be able to take on the world and solve their problems rationally and efficiently make him more sympathetic toward his female clients. While some of us in the group who are Christians may be motivated by the teaching of Christ and our spiritual conviction to help people, Peter has this to say, ‘My motives for helping people is firstly for some sort of spiritual maturation. It is my way of building a better world for the future.’

On the whole, there is a recognizable appreciation of our own culture in our group. The curiosity to explore the deeper meaning of our own cultural behavior will certainly enlighten and make us more sensitive to the differences or similarities existing in different cultural groups. ‘A wise counsellor would always try to transcend such barriers and enter into the frame of reference of his client and operate from there.’ (Yeo, 1993)

The first theme that emerged was therefore
the need to be self-aware
as we approach clients from different cultures.


Common Cultural Challenges

The clients we see include students from as young as 6 years old, elderly patients at Nursing Homes/hospital. We also have couples with marital, family and financial issues. Their age group ranges from early 20s to the 70s. They are a mix of Singaporean Chinese, Malay, Indian and some immigrants. Our clients are mainly from low to average income group with basic education. English and Mandarin are the main languages used. Dialects are used when counselling the elderly folks.

Each member in the group shared both common and unique cultural issues they face in counselling. The sexism issue Annie regularly encounters involves female victims of domestic violence in Indian family whose men predominate in positions of power. Most oppressed Indian women inevitably choose not to react for fear of being ostracized by their own family and community. According to Yeo (1989), Asian derives their identity from membership in a family and a community and focusing on the individual might well alienate the person from the family.

Peter and Juliet shared about the common gender issue where parents think they must stay with sons only, while conflicts with daughters-in-law are common issues too. Some parents choose to stay on their own to avoid humiliating their sons. Medical and emotional problems may result from loneliness, poor self care and diet.

Jennifer related her early experience:
I’ve encountered difficulties on many occasions with clients of a different race, particularly Malay clients, in dealing with issues on pregnancy crisis. My early impression was that they were either not willing to share nor receptive to explore other options and alternatives pertaining to their decision to terminate their pregnancy. The session became more fruitful only after I acquired greater understanding of the Malay culture.

For Magdalene, while she is competent in conversational skills with some dialects, attempting to apply counselling techniques or skills present a real challenge. Majority of the counselling approaches are western in origin. The concepts and explanation are all in English. It is easy to miss the deeper nuances when she attempts to apply or translate them into dialect or language which she is not fully competent in.

Both Magdalene and Ruth observed that it is culturally the norm of the older generation to attribute crisis to some external causes and to seek help from temple mediums. The words of the mediums will then be accepted as truth. It can be a real challenge to counsellors from a different faith.

Ruth, the youngest member in our group, perceives age as a stumbling block to effective counselling when her clients are much older. In the Asian context, age is a sign of maturity and wisdom. With elderly clients, we are expected to show respect and humility, not as someone to solve their problems.

Annie faced the social-economic issue when she encountered Singaporean men who resorted to increase their socio-economic status by taking wives from the poorer ASEAN countries. The wives function more as domestic helpers or care providers to the elderly/invalid parents or young nephews and nieces within the extended family. The relationship is further strained by language barrier and other cultural issues.

Western Counselling Models in Singaporean Context

The group is pragmatic in our counselling approach, integrating different therapy models to meet the client’s unique needs. With cross-cultural interaction comes the possibility that the client’s intentions and actions may be misperceived, misinterpreted, and misjudged notably, when we employ the western counselling models on culturally different clients. We are aware that some of these models may not even fit people from western cultures due to within-culture diversity and other diversity factors beyond culture. (Egan, 2005)

The second theme that emerged was the need to understand the worldview of culturally different clients in order to know how best to
integrate the western counselling models in our counselling work.


Magdalene commented that the concept of individuation in Bowen Theory is culturally not in tandem with many elderly Chinese clients, who come from an environment where the family, community, or clan takes precedent over self; hence differentiation of self can be alien to them.

A person’s identity is formed and continually influenced by his or her context. Working effectively with clients requires an understanding of how the individual is embedded in the family, which in turn requires an understanding of how the family is affected by its place in a pluralistic culture. (Sue, Ivey & Pedersen, 1996).

Bowen Theory encourages the therapist to look into the Family of Origin to examine the interlocking relationships. This can present itself negatively as in-laws or family members may not be forthcoming when it comes to talking about sensitive and conflicting issues inflicting the family. Juliet presumed Bowen Theory will be better understood and accepted by the English-educated clients, but she found out to her dismay that some concepts contradict their cultural beliefs.

Peter found Rational-Emotive Behavioral Therapy (REBT) to be too confrontational in style. Telling a client that he is “horriblising” and “catastrophising” his life issues when he is seeking understanding from a counsellor in his moments of anxiety is not going to be welcomed. Asians generally seek familial help when they have problems. The concept of going to a counsellor who is a stranger is already a major deviation from their social norms. Facing a challenging counsellor may pose as a humiliating experience for some.

Annie’s observation:
Solution-focused Brief Therapy (SFBT) focuses on what clients want to achieve through therapy rather than on the problem(s) that made them seek help. The approach does not focus on the past, but on the present and future instead. This goes down well with the clients she sees who are pragmatic and time-conscious.

However, Magdalene observed that asking the miracle question to a pragmatic elderly client may pose a challenge. Some of them have mindsets that have been deeply entrenched in their being; they do not see the need to change. Similarly, to challenge the Irrational Beliefs (Cognitive Behavioral Therapy) of the elderly whose sense of self has been conditioned to adopt a resigned disposition can be an uphill task.

The use of `hot-seat’ fantasy technique to help clients express their feelings where there is unfinished business may not be favored by the more ‘conservative and traditional’ clients as unleashing negative emotions towards the deceased is considered a taboo.

Magdalene related her encounter:
Using Gestalt approach, I encouraged him to imagine that the mother was present at the moment, and for him to tell her what was on his mind. He responded, ‘she is already dead, what is there to say?’ I realized later that while he might be bad mouthing and blaming her for his current plight, it was culturally not appropriate for him to confront her.

Ruth felt incompetent when she encountered elderly people who often interrupted her during conversation to correct her. Her age and lack of knowledge in dialects made it difficult for her to express herself aptly. But she found Carl Roger’s Person-Centered therapy useful when working with clients who question her abilities.

Multi-cultural Competencies

The challenges we face as counsellors in a multicultural environment require that we know and understand the client’s culture so as to be congruent with the frame of the world that the client is in during counselling, i.e., individuals are best understood by taking into consideration salient cultural and environmental variables. Regardless of the therapist’s orientation, it is crucial to listen to the clients and determine why they are seeking help and how best to deliver the help that is appropriate for them. (Corey, 1996) In this pluralistic and post-modern age, no one helping approach has all the answers for the clients we see due to the complexity of human beings, as expressed by Sue, Ivey and Pedersen (1996).

The third theme that emerged was the need for therapists to create therapeutic strategies that are congruent with the range of values and behaviours
that are characteristic of a pluralistic society.

Jennifer had this to say:
Without a deeper understanding of the Malay culture and religion, my counselling sessions with the Malays would certainly be unfruitful. There are family and social pressure to learn within the context of religion and culture. The Malay clients who are pregnant out of wedlock find themselves opting for abortion as the only way to avoid violating family tradition. I have to work on interventions that are congruent with the values of the clients.

It is a sign of respect that counsellor refrains from deciding what behaviour should be changed. Through skilful questioning on the counsellor’s part, ethnic minority clients can be helped.

The process of internalizing a new culture is an on-going undertaking. Generally the group is willing to be exposed to all kinds of clients so as to open up our own world views of the different cultures in our society. This includes interacting with people of different races at social events and festive celebrations. We recognized that with the culturally-constraint client we have to go slow during the first counselling session. The clients can be invited to teach the therapists about the significant parts of their cultural identity.

We all acknowledged the importance of supervision and guidance when we are unsure and need clarification. We also will be seen as more professional if we master the basic terminologies of counselling approaches in other languages/dialects.

Having an enquiring and inquisitive mind about the different cultures will help broaden our perspectives. Formal education on the multicultural aspects of counselling will help to hone our skills. We can also gain insights by reading articles and books related to multicultural counselling. There are hefty handbooks offering the theoretical background, practical knowledge, and training strategies needed to achieve multicultural competence. (Pope-Davis, Coleman, Liu, & Toporek, 2004). In addition, there are highly detailed research studies offering further insights in multicultural competence. (Darcy, Lee, & Tracey, 2004). The greater our depth and breadth of knowledge of culturally diverse groups, the more we can be effective practitioners (Corey, 2001).


Conclusion

In summary, the qualitative inquiry has promoted self-awareness of our own personal culture as we develop a sense of the world. Courage, openness and humility are some important elements we identified to secure trust and acceptance by our clients of different cultures. Our group will certainly strive to integrate appropriate counselling approaches to create therapeutic strategies that are congruent with the client’s range of values and behaviours, without abdicating our own deepest beliefs and values.
(2,991 words)


Appendix A

Questionnaire

1. What kinds of people do you see in your practice?

2. What are some common cultural issues that you face in your
counselling?

3. What kinds of issues can you identify in applying western
counselling models in the Singaporean context?

4. What are the difficulties that you find in working with clients
from a different culture? You may illustrate with a case.

5. What are some of the ways you adopt during counselling to effectively
overcome the difficulties you find working with clients mentioned in question 4.

6. How has your multi-cultural perspective benefited you in your
counselling work?

7. What would you do about your training as a counsellor to acquire greater
multicultural counselling competency?
Reference

Gushue, G. V. (1993). Cultural-identity development and family assessment: An

interaction model. The Counselling Psychologist, 21, 487-513.

Neuman, L.W. (1997). Social research methods: Qualitative & quantitative

methods (3rd ed.). Boston: Allyn and Bacon

Yeo, A. (1993). Counselling A problem-solving approach. Sg:Armour

Yeo, A (1989). State of the art: Indigenous/indigenized counselling practices in

Asia. Social Dimension, 1989:2. Singapore: Singapore Association of

Social Workers

Egan, G. (2005). Skilled helping around the world. USA:Globus Printing

Sue, D.W., Ivey, A.E, Pedersen, P.B. (1996). A theory of Multicultural Counselling &

Therapy. U.S.A.: Brooks/Cole.

Corey, G. (1996) Theory & practice of counselling & psycho (5th ed.). Pacific Grove,

CA: Brooks/Cole

Pope-Davis, D. B., Coleman, H.L.K., Liu, W.M., Toporek, R. L. (2004). Handbook of

multicultural competencies in counselling and psychology. Thousand

Oaks, CA:Sage

Darcy, M., Lee, D., Tracey, T.J.G. (2004). Complementary approaches to individual

differences using paired comparisons and multidimensional scaling:

Applications to multicultural counselling competence. Journal of counselling

psychology, 51, 139-150.

Corey, G. (2001). Theory & practice of counselling & psycho (6th ed.). Belmont,

CA:Wardsworth/Thomson Learning.

Monday, September 11, 2006

"Life is not worth living.."




Anxiety & its main symptoms

Unlike the relatively mild, brief anxiety caused by a stressful event such as attending a job interview, anxiety disorders are chronic, relentless, and can grow progressively worse if not treated Anxiety disorders are the most common of emotional disorders, affecting 9.3% of the general population in Singapore, i.e. 1 in every 10 Singaporeans. (Ang, 2006) Each anxiety disorder has its own distinct features, but they are all bound together by the common theme of excessive, irrational fear and dread. (Refer to Appendix A for a list of anxiety disorders.) Anxiety disorders disrupt the daily functioning (social & vocational) of the people.

Anxiety produces physical symptoms such as rapid or irregular heartbeat (palpitations), stomach problems (gnawing feeling, nausea, "butterflies," diarrhea, irritated bowel syndrome), sweating, or feeling cold and clammy, body tension, fatigue or shortness of breath, shaking, & sleep disorders.
Emotional symptoms of anxiety include a general sense of apprehension and dread, nervousness, irritation & fear that you are dying or going crazy.
(http://www.anxiety-guide.com/symptoms-of-anxiety.htm Retrieved on 26 Aug, 2006.)

Depression & its main symptoms

Depression is a medical condition that affects a person’s thoughts and feelings as well as the body. t differs from normal sadness in intensity, duration, and interferes with one’s daily functioning. Depressive disorder is common & highly treatable. It is an internal “stress state.” To an outsider, the symptoms seem to represent a form of either agitation or withdrawal. The symptoms of depression may be inappropriately dismissed as understandable reactions to stress or an attempt to receive attention from others. (Albrecht A.T. & Herrick C, 2006.)

The DSM-IV-TR defines a major depressive episode by the following symptoms: Depressive mood, loss of pleasure or interest, insomnia, agitation/retardation, fatigue, increased sense of worthlessness, decreased concentration & recurrent thoughts of death and suicidal ideation. If these have been experienced for more than two weeks it is essential to seek help. (Chia, 1999) Treatment consists of medications, psychotherapy, cognitive therapy, electro-convulsive therapy or combination of these treatments. With treatment, 80-90% of people with major depression disorder will recover. (http://www.depression-guide.com/symptoms-of-depression.htm Retrieved on 26 Aug, 2006.)

Therapeutic Intervention on Depressive/Suicidal Client

Depression plays a large role in suicide. The warning signs include thoughts or talk of death or suicide, or harm to others; or giving away of prized possessions. When the client says `life is not worth living’(an indirect verbal clue of suicide idea), as a therapist, I have to avoid rushing blindly into the suicidal problem as one of the first things to be assessed. My first priority will be to gain insight into his life by obtaining his medical history and to ascertain if he is presently on any medication, such as anti-depressant. If he is not, I will ask about his current mental & physical state to determine if he is experiencing symptoms of depressions (as stated in the previous paragraph) in the last two weeks. If found to be so, I will explore with client possible reasons for the severe depression, namely:
- A medical condition that is debilitating, painful, or life-threatening;
- physically, emotionally or sexually abused; drugs or alcohol abuse;
- mental illness like schizophrenia or bipolar disorder;
- homosexuality (especially teens) because they feel misunderstood or rejected by their families
- anti-depressant medications can worsen depression or cause the emergence of suicidal thoughts. (http://www.helpguide.org/mental/suicide_prevention.htm Retrieved on 27 August 2006)
- Stressors (examinations, NS training, marital & family conflicts) (Chia, 1999)
- In the west, family, twin & adoption studies have shown that there are genetic factors in suicide involving the transmission of mental illness. (Roy, 1989)
- Shaffer & Gould (1987) believe that one has to consider the effect of imitation or contagion. Fortunately in Singapore, contagious suicide is uncommon. (Chia, 1978)
At some point during session, I will trust my instinct & ask if he is feeling suicidal. I do not think by doing so, I am putting ideas into his head, but instead may bring out a topic that has most likely been thought of already. As a therapist, I have to be prepared to hear suicidal thoughts and feelings & not be frightened by the expression of such wishes. (Chia, 1999) If the client admits he is feeling suicidal, I will acknowledge his feelings of hopelessness & pain. For the client suicide might seem like the way to end the pain since he may have trouble imagining another way to relieve the extreme suffering. This could partially be due to errors of thinking, such as overgeneralization, catastrophic thinking, Jump-to-conclusion or personalization. (Albrecht A.T. & Herrick C, 2006.)
As suicidal people are often afraid that trying to get help may bring them more pain, I will need to show unconditional acceptance & warmth in order to re-establish a sense of hope. If the client is young, he may not be willing to provide reliable feedback nor co-operate with treatment. I will need to be ‘warm, caring & responsive without being familiar.’ (Cantor, 1977)
If the client’s suicidal ideation is motivated by pathological reasons, his lethality level will need to be assessed, and hence hospitalization may be necessary for the protection of the client. However, the benefits of intensive interventions such as hospitalization must be weighed against their possible negative effects (e.g. disruption of employment, financial and other psychosocial stress, and social stigma).
There is neither a reliable & valid screening instrument nor a psychological test which can predict with any degree of accuracy whether a person will commit suicide. (Chia, 1999) Beck’s Suicide Intention Scale (Beck et al., 1974) taken in isolation would be of limited value but in combination with clinical findings, it can be useful. Beck et al (1975) found a person’s subjective expectations about the future (Hopelessness Scale) were highly correlated with the seriousness of his suicidal intention.
More importantly, I will ask
 if client has a plan for suicide. Having a plan means he is that much more serious about intending suicide. (For example, sleeping pills have been collected.)
 if he has a history of prior suicide attempts? The more times a person has already attempted suicide, the greater the risk of succeeding.
 what kind of resources are available to him? (Risk will be higher if client has marital woes, very few relatives and has only one close friend.)
 What are his cultural & religious beliefs relating to death & suicide.
Suicide is a coping mechanism & a form of communication – saying something to someone. Here is where I introduce the concept of Ambiguity as part of the client is oriented toward self-destruction yet another part is strongly life sustaining. (Hipple, Ph.D) Berne (1972)’s inviolable rules of death will be explained to the client at the opportune time, `No parent is allowed to die until all the children are over 18 & no child is allowed to die while either of his parents is still living.” I will ask the client: “Who needs to know… about your pain?” I need to recruit the family and significant others into the intervention as suicide do not exist in a vacuum. “You think that you are a burden to your family, can I talk to your family…?” I need to seek permission to contact client’s social support network so as to forty it. This goal can be accomplished without revealing client’s suicide intent. However, in clinical circumstances in which sharing information is important to maintain the safety of the patient or others, it is permissible and even critical to share such information without the client’s consent. (APA, 2003).
Before ending the session, I will tell the client i care about him and want to help develop contingency plan so that he knows who to contact in time of crisis. I would presume he has not been told that he is important and deserve to stay alive by providing him the permission to live – “I want you to stay alive.” He will be reminded to keep his part of the Stay-Alive contract, i.e. to call me before he does anything to harm himself. (Hipple, Ph.D)
I will encourage him to go on an exercise routine as exercise releases chemicals called endorphins which will lift the mood, make one feel energized and sleep more soundly. I will explore with him the possibility of taking breaks – naps, movies, a short holiday with his family/friends to enhance interpersonal relationship. He will also be told the benefit of journalling his thoughts and feelings.

Summary

Psychotherapies and other psychosocial interventions play an important role in the treatment of individuals with suicidal thoughts. Interpersonal Psychotherapy (IP) and Cognitive Behavior Therapy (CBT) have been found to be effective for the treatment of depressions. The goal of IP is to improve communication skills and self-esteem. Areas of social functioning that may be addressed are interpersonal disputes, role transitions, grief, and interpersonal deficits. CBT may be used to decrease two important risk factors for suicide: hopelessness & suicide attempts. The automatic thoughts and behavior of a self-defeating quality in the client will be focused in order to make him more conscious of them and replace them with more positive thoughts and behaviors. (Albrecht A.T. & Herrick C, 2006.)
I will follow up with the client especially on missed appointments. I will also re-establish the Stay Alive Contract by tightening loopholes in the contract and looking into contingency plans for new stress & crisis. In the stress of the immediate crisis, I may have to be active and directive. If the client is hospitalized, it will be safer to be there for him immediately following hospital discharge, especially if his family members are not available. (Hipple, Ph.D)

Appendix A
List of Anxiety Disorders
Anxiety Disorder Short Description
Obsessive Compulsive Disorder (OCD)

Obsessive-Compulsive Disorder, OCD, is an anxiety disorder and is characterized by recurrent, unwanted thoughts (obsessions) and/or repetitive behaviors (compulsions).

Acute stress disorder
Acute Stress Disorder is a anxiety disorder that develops within one month after a severe traumatic event or experience.

Separation Anxiety Disorder
It is normal for toddlers and preschool children to show a degree of anxiety over real or threatened separation from people to whom they are attached.

Social Anxiety Disorder
Social anxiety disorder is an excessive, persistent fear of social or performance situations.

Phobic Disorders
A phobia is an anxiety disorder in which the affected person experiences an excessive or irrational fear of a specific situation, object or activity that disrupts their ability to function in normal daily activities. Specific Phobia, Social Phobia, Agoraphobia.

Post Traumatic Stress Disorder (PTSD)
Posttraumatic Stress Disorder is a complex health condition that can develop in response to a traumatic experience - a life-threatening or extremely distressing situation that causes a person to feel intense fear, horror or a sense of helplessness.

Panic Disorder (Also see Panic Disorder with Agoraphobia)
The Panic Disorder usually makes the person believe that they are either seriously ill or about to die, and can leave the person feeling distressed or shaken for quite a while afterwards.

Tourette's Syndrome
Tourette Syndrome is an inherited, neurological disorder characterized by repeated and involuntary body movements (tics) and uncontrollable vocal sounds.

Anxiety Due To A Physical Disorder Or A Substance
Due to the direct physiological effects of intoxication or withdrawal from a substance.

Generalized Anxiety Disorder (GAD)
Generalized Anxiety Disorder (GAD) is when persistent worry and anxiety about your health, work, money or family last for at least six months, even when there are no signs of trouble in your life.

(http://www.depression-guide.com/anxiety-disorders.htm Retrieved on 26 Aug, 2006.)

Reference

Ang Y.G. Dr. (2006). Lecture notes on Anxiety.

Albrecht, Ave T. and Henrrick, C. 100 questions & answers about depression. Sudbury, MA: Jones & Bartlett Publishers, Inc.

Chia, B.H. (1999). Too young to die. SG: Times Books International

Roy A. (1989). Genetic & suicidal behaviour. In: Report of the Secretary’s Task Force on Youth Suicide Vol2: Risk factors of youth suicide. Washington, DC: U.S. Government Printing Office.

Shaffer D, Gould M. (1987) A study of completed & attempted suicides in adolescents. Progress Report, Rockville. MD:NIMH

Chia, B.H. (1978). Suicide in Singapore. MD thesis. University of Singapore

Beck AT, Schuyler D, Herman I. (1974). Development of suicide intent scales. In:Beck AT. Resnick HLP, Lettieri DJ,eds. The prediction of suicide. Maryland:Charles Press

Beck AT, Kovacs M, Weissman A. (1975) Hopelessness & suicidal behaviour: An overview. Journal of the American Medical Association.

Berne, E. (1972). What do you say after you say hello? New York:Grove Press

American Psychiatric Association. Practice guideline for the assessment & treatment of patients with suicidal behaviours. Arlington (VA): American Psychiatric Association; 2003, Nov. 117 p.

Hipple, J. Ph.D. Suicide – the preventable tragedy. Adapted from Mr Benson Soh’s note.

Monday, September 04, 2006

Ashweek

SF BRIEF Therapy



Introduction of Henry & Eng

Henry (aged 49) was `shocked’ when his wife, Eng (aged 46) filed for a spousal maintenance order at the Family Court. He felt that he has always been very consistent in providing for the material needs of his wife & 3 children aged 19, 15 & 12 . Henry & Eng are no longer functioning as husband and wife sexually for some 3 years now. They sleep in separate room albeit under the same roof. Henry maintained that their marriage is irreconcilable as they are no longer able to talk to each other calmly. He thinks that Eng is irresponsible and irrational. Occasionally he would issue threat of divorce. Eng is thus plagued by a nagging sense of insecurity. Nevertheless, the couple has opted to stay put for the sake of their children.

Henry focuses on all his three children especially his eldest daughter whom he thinks takes after him in many ways. The youngest son was born pre-matured & a slow learner but the parents are satisfied with his academic progress at this point in time.

Area of Concern

The couple is barely coping with their 2nd child, Ed (aged 15), whom they claimed defiant and out of control. Ed’s obesity became a great concern when he was found to develop breathing difficulty at night when he sleeps. He was placed under a weight control programme at a local hospital. Henry ferries Ed to the doctor for regular medical reviews. Ed is perceived to be addicted to the computer games and the school is after his parents for the poor academic performance. Henry & Eng are not happy with each other’s disciplining methods. Henry has on many occasions ended up in physical fights with Ed while disciplining him. Eng is warned by Henry not to interfere and to leave the disciplining to him solely. Eng thinks that Henry’s methods will not work.

Prior to meeting Ed, I aimed at establishing a respectful relationship with the couple on separate sessions by finding out their individual expectations of Ed, and giving credence to their concerns and goals. At the same time, they were helped to view themselves as caring parents and as experts on their own children. I sensed that although Ed is better able to describe his problems at age 15, he also might be more defensive and reluctant to do so. He would probably be self-conscious and vulnerable when being asked to disclose things he felt confused and uncomfortable about. Therefore when Henry conceded that Ed was an unwilling client of mine, I did not take offense.

Constructing the genogram of Henry & Eng (Appendix 1) during the counselling process help they and I discover the unique pattern of interaction between individuals in the family. I would discuss next how I approached Ed’s case using Solution Focused Brief Therapy based on the 8 basic assumptions, solution-building stages & questioning techniques found therein. (DeJong & Berg, 1998) Lastly, I would state the strengths and limitations of this approach.

Approach based on Solution Focused Brief Therapy (SFBT)

SFBT is guided less from a theory & more from a curiosity to learn what works. (de Shazer, 1985)
My mission as a therapist is to empower Ed to live a more productive & satisfying life. If I focus on his obesity or addiction, he may become discouraged & feel that he is a victim of some disease or dysfunction. Saleebey (1997) “People are always working on their situation… As helpers, we must tap into that work, elucidate it, find & build on its promise.”

The SFBT approach has developed a useful set of assumptions about clients, therapists and the helping process. Its practice proceeds from the following assumptions (Simon and Berg, 1999). I would like to illustrate them by incorporating them into my conversation with Ed using relevant questioning techniques.

Upon meeting Ed, I reassured him that I understood how awkward he must feel being brought to the session. I informed him that I would at some point into the session take a short break to give some thought to the conversation (Campbell, Elder, Gallagher, and Simon, 1999).

Therapist: Ed, I was told you have been regularly going for your weight-control review. Can I say you do care about having a better future?
[SFBT therapists ask pre-session change questions to identify what useful actions clients take before they see a therapist. For many clients, the very act of thinking about how therapy will make a difference for them raises possibilities (Miller, Duncan and Hubble, 1997). In Ed’s case, I affirmed him of his positive behaviour despite noticing a certain degree of unwillingness.]

From onset, I took the posture of not knowing in exploring Ed’s concern by inviting him to describe himself from his own perspective.

T: Ed, in order to help me understand you a little, how about describing yourself in just 2 words.
Ed: Er… Moody, Peace-loving …
T: U huh, peace-loving. Now, could you recall the happiest day you have spent with your father?
Ed: Er….. I must say it was the one NAG-free day we spent together.
T: That does explain your peace-loving nature, huh? How would you like to make NAG-free day a permanent feature in your family life?
Ed: If only I can be left to do things all by myself, with no nagging from my parents or anybody.

T: You attended the medical review for your weight-control programme this morning and now you are here wishing for NAG-free day. These are positive changes that can make a difference in your life & such change is already happening by you doing the above.
[Assumption 1 – Change is constant and inevitable.]

Ed: I have no choice but to listen to my father & do what the doctor asked me to do. I will just finish the slimming pills and see what happen next.
T: You are sensible enough to set small goals.
[Assumption 2 - Small change leads to bigger changes.]

Ed: Actually I have lost some weight already.
T: Wow! What did you do apart from taking those pills?
Ed: Sometimes I forgot to take so I have to try to remember to take them regularly to help suppress my hunger pangs...
T: Great, what will you keep doing to lose more weight?
[Assumption 3 – The past cannot be changed. Steve de Shazer (1985), a co-developer of the solution-focused brief approach, quoted Erickson: Emphasis then should be placed more on what Ed does in the present and will do in the future. It will help for me to dwell on the details of Ed’s past successes.]

Ed: My father nags at me every day to get me to jog. He pays me $5 an hour if I do so.
[Assumption 4 - People have the resources necessary for change and they are the experts on themselves.]

T: Your father is applying positive reinforcement to keep you motivated in losing more weight. What will it be like for you to have your father jog with you?
Ed: He won’t jog with me, lah. I think he will be too embarrassed to be seen jogging with me…
But I think it will be nice if he jogs with me…
[Assumption 5 - What people do has an impact on other people. The meteorologist, Edward Lorenz, coined the term “The Butterfly Effect” (Butz, Chamberlain and McCown, 1997.]

T: Do you think your father is embarrassed to be seen with you at the Weight-control clinic too?
Ed: I don’t know. May be. May be not. I think he is worried about me too.
T: Do you also sense your father’s care in other areas of your life too?
[Assumption 6 - Every problem has at least one exception. At this point, the focus of the therapy shifted from the description of the problem to details of exceptions. It was this shift that moved the therapy from problem management to solution development.]

Ed: He nags at me when I don’t study. You can say he cares for me but I just can’t stand it.
T: How do you think your father will stop nagging at you?
Ed: He allows me to play on the computer for one and a half hour. But when I exceed it, he will get upset and start to nag.
T: And that upset you ….
Ed: He does not understand there are days I don’t play because no one invites me to play. I hate it when he hides the computer cable ..
T: I hear you say you stay away from the computer if no one invites you to play. It shows that you do have a good amount of self-control and will-power. What did you do instead?
[I asked Exception Questions to allow Ed to reflect on his positive behavior.]
Ed: I read a book.

T: Thank you for your input and feedback. What do you think you need to do to stop him from nagging again?
[I moved on to ask future oriented questions. These questions move the conversation from details of the problem to possibilities of how Ed’s life will be better in the near future.]
[Assumption 7 - Every human being, relationship and situation is unique. Erickson designed his therapy differently for each client (O’Hanlon, 1987). This process of fitting the therapy to the client requires client input and feedback.]

Ed: I guess I’ll have to stick to the one and half hour play time lor.
T: Does it make you feel in control of your life too?
Ed: I don’t like to be told to stop playing.
T: How do you keep yourself from exceeding the one hour and half?
Ed: It is very difficult but I have to try lah.
T: If you stick to the one hour and half, your dad will not say a word. How would this change in your dad make a difference in your life?
Ed: It would be like heaven on earth!
[I would at this juncture pose the Miracle Question to further encourage conversations about a better future.]
T: I’m going to ask a strange question. [pause]
Let’s suppose that after our conversation, you go home tonight and go to sleep. [pause]
While you’re sleeping, a miracle happens. The miracle is that the problems that we talked about are gone. [pause]
You can’t know about the miracle since you’re asleep.
When you wake up in the morning, what will tell you that the problem is gone?
Ed: I don’t know….perhaps I have lost all the excess weight when I look into the long mirror. And the dark ring around my neck disappears.
T: What else has changed?
Ed: I felt elated and eager to step out of the house.
T: Uh huh?
Ed: I was relieved the computer is still around…. [smile]
T: What else would you be eager to do?
Ed: Er…. I think I would do the things I have not done for years, like a visit to the national library or to catch a movie with my friends. Even to the gym to keep fit.
T: Wow, these are wonderful activities you can enjoy to make your life better!
[Assumption 8 - Changes come from many directions. Therapy is not the only way people change. According to Miller, Duncan and Hubble, (1997): “Research shows, in fact, that improvement between treatment sessions is the rule rather than the exception.” Ed is encouraged to take advantage of the many resources he can utilize by focusing on what makes his life better between sessions.]

Taking the Break
[As I did not work with an observing team behind a one-way mirror, I formulated the feedback on my own.]

After the break, I invited Ed & his father back into the room for feedback.
T: Ed, it is perfectly understandable that your parents reacted to the current situation you are in.
And they are not alone. I would like to reflect on your preference, dreams, interest, ability, resources… that we spoke about during the conversation… [The feedback is taken directly from what Ed has said. His key words are used as much as possible.]

At the end of the session I posed a Scaling question to expand on both exceptions and future visions.
T: I would like at this juncture for you to rate yourself on a scale from zero to ten where your determination level is to tackle the problems you are facing.
Ed: Err… It was at 2 before I came...
T: How did you stay above zero?
[I asked coping questions to elicit anything Ed has that implies that he has done something positive toward solving the problem. This reminds Ed that he has been successful in achieving small tasks.]
Ed: I think my father’s helping me a lot. May be without him, I could be at 1.
T: Uh huh. That still exceeds zero. How about now?
Ed: May be 2.5 ..
T: Great, that is a good 1.5 points increase. And you are already on the way toward a 10.
How did you know that you have moved to 2.5 and how that will make a difference in your live?
Ed: I think my dad needs help. He is tired of nagging … I will try my best … the difference is now I am no longer upset with my father for bringing me here…
T: [To Henry] What do you know about your son that tells you that he can learn to follow the rules?
Henry: I know he can. He had done so in the past.
T: Uh huh..

Strengths & Limitations of SFBT
Strengths

The focus is on the future instead of the past. It is a solution talk instead of dwelling on problems.

By allowing the Client to self-intervene, we can expect him to take ownership of solutions.

The approach is less prescriptive therefore good for mandated client as solutions are developed collaboratively.

The client is empowered to take charge of his own life. (De Jong & Berg, 2002)




Limitations

During the questioning phase, the challenge is for the therapist to avoid asking closed questions which can shutdown curiosity as such questions invite “yes” or “no” answers. (http://www.subud-britain.org/journal/article.html?article_id=79 retrieved on 23, August, 2006.) Some feel that the Brief model, with its emphasis on brevity and focus on finding solutions, do not take enough time to explore the causes, affective states, and experiences of the client. There is limited opportunity for catharsis. Emotions are respected but not fully addressed due to little insights into client’s struggles. The next question is therefore: can lasting change happen – briefly?

Another downside, poorly motivated & hostile clients will require therapist who have the skills of handling resistance and know something about “motivational interviewing” to get them going. In another instance, clients who have a history of poor relationships will need a helper who is able to establish a collaborative working alliance. The third group of clients who can pose as a challenge will be those who are passive, of low IQ as they may not be able to derive solution by themselves.
(Egan, 2002)

Summary
Research has shown that brief interventions can produce substantive & lasting changes. Brief therapy can be brief but comprehensive (Lazarus, 1997). The SFBT conversation helped me to focus on developing with Ed a well-formed goal & simultaneously, leading to solution-building. Such conversation can be described as individuals engaged in the process of meaning-making. (de Shazer, 1991) Recounting the past mistakes & poor performance would have turned Ed off. Educating or enlightening Ed would be redundant as his teachers & parents are already doing it. SFBT approach inherently fosters a respect for Ed while working on resources, success & solutions.

References

DeJong, P., Berg, I. (1998). Interviewing for solutions. California: Brooks/Cole Publishing.
De Shazer, Steve (1985). Keys to Solution in brief therapy. New York: W.W. Norton & Co.

Saleebey, D. (Ed.).(1997). The strengths & perspective in social work practice. (2nd ed.). New York: Longman

Simon, J. and Berg, I. (1999). Solution-focused brief therapy with long-term problems. Directions in Rehabilitation Counseling. Vol.10, Lesson 10, pp. 117-127

Campbell, J., Elder, J., Gallagher, D. and Simon, J (1999). Crafting the ‘tap on the shoulder.” A compliment template for solution-focused therapy. The American Journal of Family Therapy. 27;(1):pp.35-47

Miller, S., Duncan, B. and Hubble, M. (1997). Escape from babel: toward a unifying language for psychotherapy practice. New York: W.W. Norton & Company

Butz, M., Chamberlain, L and McCown, W. (1997). Strange attractors: chaos, complexity, and the art of family therapy. New York: John Wiley & Sons.

O’Hanlon, William (1987). Taproots: underlying principle of Milton Erickson’s therapy and hypnosis. New York: W.W. Norton & Company.

Egan, G. (2002). The skilled helper. California: Brooks/Cole Publishing

Lazarus, A.A. (1997). Brief but comprehensible psychotherapy: The multi-modal way (Springer series on behavior therapy and behavioral medicine). New York: Springer.

De Shazer, Steve (1991). Putting difference to work. New York : W.W. Norton & Company

Sunday, August 06, 2006

Kristine Undifferentiated



Introduction

KRISTINE (aged 39) & SUNNY (aged 45) are the clients in the case I will be writing on. For a start, I will construct a 3-generational genogram of Sunny & Kristine’s family. Then I will employ the Bowen’s Systemic Family Therapy to analyse and formulate my systemic hypotheses of Kristine’s family. I will identify certain roles & relationship pattern as well as the interlocking factors in the relationship. Next I will examine the areas of concern so as to discuss them with the couple in my next session with them. Lastly, I will address the difficulties I might encounter in this case & how I will manage them.

Analysis based on Bowen Family System Theory (BFST)

Eight interlocking concepts make up Bowen’s theory. The main goal of Bowenian therapy is to reduce chronic anxiety by facilitating awareness of how the emotional system functions; and increasing levels of differentiation, where the focus is on making changes for the self rather than on trying to change others. (Retrieved on 6 August, 2006 from http://www.thefsi.com.au/papers/bowen_theory/ )

A genogram depicts graphically the relationship in a family with at least a 3-tiered generational diagram. (Nichols & Schwartz, 2001) Constructing a genogram with Sunny & Kristine (Figure A) during the counselling process help them discover the unique pattern of interaction between individuals in the family. As a couple, Sunny & Kristine must renegotiate their relationships with parents & siblings. When Sunny & Kristine begin to understand their family systems, i can invite part or the entire family to be involved in the counselling process.


Triangulations

Triangulation occurs when anxiety in a dyad is increased beyond a comfortable level. This involves a third person in an attempt to achieve some kind of resolution for anxiety. (Brown, 2002) If Kristine is differentiated, she does not need to bring in a third party to reduce tension. Kristine’s decision to medicate Charles with Chinese herbs is largely prejudiced by her mother, Yvette.

The growing emotional & sexual distance in the marriage is balanced by Sunny getting overly involved with Charles’ poor eating habit & asthmatic condition. Spreading the tension can stabilize a system but triangles can contribute significantly to the development of clinical problems as well.

Differentiation

A differentiated person is able to keep his/her emotional system & intellectual/rational system separate. He/she has a strong sense of self, is comfortable with that self, and can make choices based on reasoning rather than emotions. (Brown, 2002) Kristine’s relationship with her parents during childhood & adolescence primarily determine how much `self’ she develops. If Kristine is well-differentiated, she will be able to strike a balance between her feelings & cognition. She will be able to express her emotional-self spontaneously and will not be seeking acceptance & approval all the time.

Deeply fused with her family of origin, the impact her parents have on her functioning is making her control actively the functioning of Sunny & Charles. That explained why she was upset when her brother-in-law did not attend her wedding. Kristine tries to control Sunny’s functioning by arranging lunches & get-together for the latter to win approval & acceptance from his siblings. Kristine’s dependence on Yvette for approval to medicate Charles & her pressure on Sunny to conform is also indicative of a poorly-differentiated self.

Sunny, on the other hand, is confident in his thinking. He is well-differentiated and did not take his brother’s absence from his wedding as a personal attack. He managed to make himself less at the mercy of the feelings of the moment. He seemed clear-headed when he assessed Kristine’s lack of quality time spent to nurture a closer relationship with Charles & ensuring that he eats better.


Nuclear Family Emotional System

The concept of the nuclear family emotional system describes four basic relationship patterns that govern where heightened tensions develop in a family. Bowen (1978) would say that even when the therapist works with a couple, the extended family are very much a part of the process because the couple has to deal with all the emotions, beliefs and images that he or she brought to the current relationship. The four basic relationship patterns are:

Marital conflict - As family tension mounts, Kristine & Sunny become more anxious and they externalize their anxieties into the marital relationship. Each focuses on what is wrong with the other, each tries to control the other, and each resists the other’s efforts at control.

Dysfunction in one spouse - Kristine pressures Sunny to think & act in certain ways.

Impairment of one or more children - Both Kristine & Sunny focus their anxieties on Charles. This may lead to Charles acting out or internalizing family tensions. His reaction to his parents’ emotional over-involvement with him could have led to his immature demands on his parents by way of poor eating habit.

Emotional distance – As Sunny grew critical of Kristine’s functionality, he distanced himself from her to reduce the tension in the relationship. The latter felt isolated when Sunny went ahead to buy a car without getting her involved.




Family Projection Process
The projection process describes the primary way parents transmit emotional problems to a child. Both Sunny & Kristine participate equally in the family projection process, in different ways & its intensity is unrelated to the amount of time they spend with Charles individually. In fact, their marital distance accentuates their individual need for their only child, Charles.

The projection process in Kristine & Sunny’s case follows three steps:

a. Both parents focus on Charles’ poor eating habit & asthmatic condition.
b. Sunny interprets Charles’ intake of potato chips an unhealthy behaviour and is fearful this will lead to deterioration of health condition.
c. Kristine felt that Sunny constantly over-reacted & over-medicated Charles.


Multigenerational Transmission Process (MTP)

The concept of the MTP describes how small differences in the levels of differentiation between parents and their offspring will, over many generations, lead to marked differences in differentiation among the members of a multigenerational family. The information creating these differences is transmitted across generations relationally & genetically

Marcus' habit of showing Kristine off and sending her to expensive school might have been passed on to Kristine as reflected in her handling of Charles. Having used to being basked in the approval of others & coming from a family that fawned over her, Kristine felt Sunny’s disapproval & rejection.

Yvette came from a well-to-do family and Kristine may have modelled after her in lifestyle. She too experienced Yvette as competent and caring. She entrusted Charles to her care & control Playing a large influence in Kristine’s life, Yvette’s over-functioning has promoted Kristine’s under-functioning. The relationship pattern that dominated Yvette’s nuclear family - that of over-involvement with a child is now played out by Kristine with Charles.

Sunny modelled after his thrifty & traditional parents. That explained why he was upset with Kristine’s spending pattern and angered by her disbelief in Chinese medicine.


Emotional Cut-off

The concept of emotional cut-off describes people managing their unresolved emotional issues with parents, siblings, and other family members by reducing or totally cutting off emotional contact with them. By cutting off from his family of origin, Sunny is made vulnerable to pressure Kristine & Charles to be certain ways for him so as to meet his needs. The striking parallel now is Sunny is also emotionally distancing himself from Kristine


Sibling Position
Bowen theory incorporates the research of psychologist Walter Toman as a foundation for its concept of sibling position. The basic idea is that people who grow up in the same sibling position predictably have important common characteristics. Sunny & Kristine are both younger in ranking and not complementary (Toman, 1993), & Kristine did not grow up with a sibling of the opposite sex. Growing up, both were focused on by their parents. Sunny was expected to perform academically by his thrifty parents he might have experienced considerable family anxiety that led him to put pressure on himself. This makes Sunny a somewhat demanding leader in his nuclear family. He wants Kristine to function better and that comes across as disapproval to the latter. Kristine grew up dependant on her family doing things for her & approval-seeking.




Societal Emotional Process (SEP)

The concept of SEP describes how the emotional system governs behaviour on a societal level, promoting both progressive & regressive periods in a society. Bowen’s first clue about parallels between familial and societal emotional functioning came from treating families with juvenile delinquents. Two parents intensely focusing on what’s wrong with a child can over time trigger serious rebellion in the child. The child feels controlled and is adept at sensing the uncertainty of their parents’ positions. The current societal regression is characterized by an increased child focus in the culture. With increase in affluence, meeting the material needs of children is easier than meeting their emotional needs. Kristine left Charles to the care & control of domestic helpers instead of nurturing a closer relationship with him. Over time Charles may feel alienation from his parents and their values. A loosening of standards in society will also make it difficult for less differentiated parent like Kristine to hold a line with Charles. Importantly, the constructive direction for Sunny & Kristine to take now would be to work on their marital downslide rather than focusing on improving the future generation.

Areas of Concern
When I meet up with the Sunny & Kristine next, I will explain the main goal & concepts of the Family System Theory with emphasis on self-differentiation & reducing chronic anxiety.

The connectedness and reactivity promoted by Kristine’s doting parents make her family of origin a closely-knitted one. Obviously, Kristine & her sister know who to turn to for immediate support in times of distress. As a result there is less individual autonomy & problem-solving. Hence the only antidote is resolution through differentiation, the process by which Kristine learns to chart her own direction rather than perpetually following the guidelines of her parents & others.

The intense focusing on what’s wrong with Charles can over time trigger serious rebellion in him. Sunny & Kristine have to learn to see Charles as a separate and distinct person to reduce the anxieties chronically.

Difficulties I might Encounter

First and foremost, I must find way to engage Sunny & Kristine if they are to be effective in altering the situation. I will need to `reframe’ their behaviors as `caring’ towards Charles so that they will feel my support & understanding. My focus is to be on the Process rather than Content of the therapy. In a nutshell, I have to put across the Systemic Family Therapy as a way of thinking rather than any specific behaviour. Hopefully that will help them to view themselves as differentiated individuals as well as marital partners.

Another challenge I might encounter is to stay detriangled - “neutral” & detached as in staying emotionally connected with both Sunny & Kristine but not emotionally entangled. partners.

As a change in one person’s functioning is predictably followed by reciprocal changes in the functioning of others. I reckon Kristine’s change will affect her parents & sister in the process, therefore such change has to be initiated at a good pace to avoid arousing unnecessary anxiety.A sample of my dialogue with Kristine may be: (Corey, 2001)

I: What will it be like for you to invite your parents & sister into therapy with you?

K: It’ll be very difficult. My family find Sunny aloof & suspect he is disapproving of them.

I: Who in your family genogram here can you really count on?

K: I think my sister would want to help if she could.

I believe the difficulties & challenges can be overcome once Kristine’s significant others come to grasp the roles they play in the structure & workings in the family system.

(1967 words)


REFERENCES

Nichols, M.P., & Schwartz, R.C. (2001). Family therapy: concepts & methods (5th ed.). Needham Heights, MA: Allyn & Bacon

Brown, J., Brown, C. (2002) Marital Therapy: Concepts and skills for effective practice. Canada: Brooks/Cole.

Bowen, M. (1978). Family therapy in clinical practice. New York: Aronson.

Toman, W. (1993). Family constellation: its effects on personality and social behaviour (4th ed.). New York: Springer Publishing Company

Corey, G. (2001) Theory & Practice of Counseling & Psychotherapy (6th ed.). USA:Brooks/Cole