ÉisteachÉisteachA Quarterly Journal of Counselling and Psychotherapy

Volume 13, No. 2 • Summer 2013 •

A Perspective On Working With Survivors of Child Sexual Maria Dowling

Therapeutic Work with Children who have Experienced Monica Murphy

How or what is considered effective treatment/intervention when working with individuals who have sexually offended? Eileen Finnegan

Self-Care and the Wounded Healer Pam Patchell

Irish Association for Counselling and Psychotherapy Éisteach - Summer 2013

Firstly I would like to introduce myself and say how excited I am to be editing my first edition of Eisteach. My name is Donna Bacon (née Hayes) and I have been a Contents member of the Editorial Board since summer 2012. We are now coming to the end of a spring that quite honestly seemed more like an extended winter. How lovely it is to see the sun shining, the brighter evenings, and hear the 4 A Perspective On Working With birds singing again. It’s as if we are finally moving out of Survivors of Child Sexual Abuse the darkness and into the light. It is on that note that I wish Maria Dowling to introduce the theme of this edition, sexual abuse. My hope for this edition is to bring some much needed light to an issue that can easily be described as containing much darkness. It is said that 10 Therapeutic Work with Children summer is a time of peace and infinite potential. I believe that we as counsellors who have Experienced Sexual and psychotherapists can bring both of these qualities into our therapeutic Abuse relationships with individuals affected by this issue, be they victims or offenders. I have chosen this theme as abuse has been a topical issue lately following the Monica Murphy release of the Magdalene Laundries report in February. This was followed by the declaration by One in Four’s Colm O’Gorman stating that the appointment 16 How or what is considered of Pope Francis in March evoked a spark of hope for survivors of sexual abuse. effective treatment/intervention In addition, the ANU (A New Understanding) campaign was launched in April which aims to change how the justice system treats victims of sexual abuse and when working with individuals sentences offenders. So, no better time than now to further open the door of who have sexually offended exploration and discussion into this contentious area. Eileen Finnegan Despite our unorthodox cold snap during the spring, it is thought that nature has a way of balancing itself out. It is this notion of balance that I hope I have incorporated into this edition. I believe it is important that we as professionals 21 Self-Care and the Wounded look at this issue from all angles and all perspectives involved ensuring we Healer uphold a sense of balance to give us stability when working with this issue. It Pam Patchell should encourage our profession to build and strengthen our understanding and awareness of how to work effectively with those who are affected by sexual abuse. I want to acknowledge that this is in no way meant to dismiss behaviour Workshop Review which is regarded as a criminal offence or the ongoing debate about sentencing 25 for offenders. This edition however is written from a therapeutic perspective as opposed to a judicial systems standpoint. While it is imperative to be aware of the 26 Poetry latter in our work, our work is therapeutic and therefore the perspective which this edition will be adopting. Book Review I am honoured to share some fantastic articles with you from professionals 28 working across the various facets of sexual abuse; from working with survivors and offenders, to the experience of the therapist. Maria Dowling has provided 30 Letters to the Editor us with a fantastic piece about what it is to work with adult survivors of sexual abuse based on her breadth of experience in the field. Following this, Monica Therapist Dilemma Murphy has offered us an excellent insight into what she has found to be effective 32 and necessary when working with child survivors of sexual abuse. Thirdly, Noticeboard Eileen Finnegan has provided us with some extremely important information on Regulars 33 evidence-based approaches to offender programs in our Irish culture. Finally, we have a very enlightening piece by Pam Patchell which discusses the personal and professional importance of self care when working with offenders. Editorial Board: Geraldine Byrne, Donna Bacon, Mike Kelly, Alison Larkin, Keeping with the theme, I am delighted to offer you two stimulating pieces Maureen Raymond McKay, Antoinette Stanbridge, of poetry by Luke Devlin inspired by the Magdalene Laundries. Our workshop Eithne Doherty review is about a holistic approach to addiction. While interesting in its own right, Design and layout: Mary Fleming, Design Production this is also relevant to the theme. Many will have witnessed individual cases where Co-ordinator: Deirdre Browne. addiction has been used as a means of coping with one’s experience of sexual ISSN: 1393-3582. Advertising rates and deadlines: Contact abuse. I hope you enjoy reading this edition and can gain something positive from IACP for details. (Early booking essential.) what is on offer around this ever challenging theme of sexual abuse. Scripts: Each issue of Éisteach is planned well in advance Donna Bacon of publication date and some issues are themed. If you are interested in submitting an article for consideration or wish to contribute a book or workshop review or letter to the editor, please see ‘Author’s Guidelines’ on the IACP website, www.iacp.ie.

Irish Association for Counselling and Psychotherapy Éisteach - Summer 2013

A Perspective On Working With

Survivors of Child Sexual AbuseBy Maria Dowling

Image courtesy of Kozzi.com

Introduction I have worked as a counsellor and psychotherapist with adult survivors of childhood sexual abuse for twenty years now. In that time, my understanding of sexual abuse has deepened, informed primarily by my own journey with my clients.

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In the last two decades, I have expansion of the definition of What is Child Sexual Abuse? noticed positive changes where sexual abuse also raises concerns In her book, Counselling Adult child sexual abuse is concerned, for me. Are we more comfortable Survivors of Childhood Sexual both in the therapeutic field and focusing on what sexual abuse Abuse, Christiane Sanderson in society in general. There is looks like and still struggling with defines child sexual abuse as now an unquestioning acceptance a recoil response from the source follows: that sexual abuse is enormously from which it emanates? Do we “Child sexual abuse is the damaging to a victim on many instinctively agree that sexual involvement of dependent levels. In my view, confusion abuse is children and regarding the impact of sexual terrible In every survivor, no matter adolescents in abuse on a child was born out and sexual activities of a lack of understanding and succumb how shut-down, repressed, or with an adult, exploration of its effects. I believe to a or any person this was partly due to a natural cultural deceived, one can find evidence older and bigger, human propensity to recoil agreement where there is a from the issue of sexual abuse. I that it is of the authentic core self; a difference in age, believe that the sexual abuse of harmful, size, or power, children is deeply abhorrent to yet in so unique, vibrant and passionate in which the us as human beings. A part of doing child is used as a the psyche, the soul registers the release individual. No matter how sexual object for impact of hearing about it in the ourselves the gratification life of another, and the potential from the damaging the abuse may be, of the older for feeling overwhelmed and question person’s needs recoiling, is very strong. I believe of why? the soul can never be ‘snuffed out’. or desires and it is tremendously important that to which the we become aware of the part of Over the years, I have child is unable to give informed us that is impacted, as this is to encouraged myself to explore consent, due to the imbalance of me the key to understanding and the place in me that finds power, or any mental, or physical helping survivors. sexual abuse intolerable; that disability. This definition human core that resonates with excludes any consensual sexual Over the years the very definition the needs of any soul and is activity between peers.” of sexual abuse has broadened. pained by their exploitation. I Any study of the definitions from have been surprised and deeply While I would see this as a the early 1990s to today, shows a encouraged by the hope this comprehensive and helpful deepening of the understanding work has brought to me, not definition, the propensity is for of what constitutes sexual abuse. just as a therapist, but as a the sexual activities to be the I welcome that sexual abuse is human being. The of this focus. In my view, grooming is no longer determined by touch work has been the discovery what defines sexual abuse. alone; that severity is no longer that within every soul is an evaluated in terms of violence innate, passionate and powerful Grooming is Sexual Abuse and . I welcome that propensity towards health; a Most of what I have read on the psychological impact of non- desire to ‘be’. In every survivor, grooming describes it as a process contact forms of abuse e.g. the no matter how shut-down, initiated by a perpetrator with pursuit of a child relationally, repressed, or deceived, one can a child that precedes sexual is now readily recognised as find evidence of the authentic contact/sexual activity. The powerful and harmful in effect. core self; a unique, vibrant and impression is that once a child passionate individual. No matter is groomed, the abuse then It appears to me that within how damaging the abuse may be, starts and the grooming deters the definition of sexual abuse the soul can never be ‘snuffed the child from getting help. I descriptive lists are growing to out’. In finding this individual have come to see grooming as encapsulate the full spectrum and unique human core, we much more powerful than a of behaviours and relational find the survival energy and the stage leading up to abuse proper. dynamics between a perpetrator seeds to recovery. If the natural I see grooming as central to and victim. I think these propensity to ‘be’, is unshakled, sexual abuse; as defining it. In descriptions are helpful, as given nourishment and space, understanding grooming, we they enable us to grow in our it ‘grows up’ within the survivor know what is sexually abusive awareness and understanding of and leads them to freedom. and what is not. this difficult issue. However, the 5

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Grooming is the establishment of a relationship controlled public persona. Success, competency whereby one person disempowers, objectifies and reputation compensate for, and hide a and uses a more vulnerable person to meet not developmentally needy and desperate core. I believe just sexual but core human needs. I believe two abusers resonate, identify and seek connection with things take place in grooming process. The abuser children because of the immaturity of their own subsumes the child into his/her core self and an core self needs. identity is imposed on the child by the abuser. Beneath a controlled public persona, this Subsuming the child: unregulated desperate self reveals itself to the To subsume is ‘to take under’, ‘to take over’, ‘to child. Abusers do not censor how much of the include in something larger’. Grooming is the child they seek for themselves and children are uncensored, unboundaried enveloping of one developmentally unable to evaluate how much person by another. This is often consciously or of themselves should respond emotionally and unconsciously facilitated by the child’s family. cognitively to the abuser. The immaturity and An abuser may have infiltrated the family of a innocence of the child is manipulated to evoke child and have groomed the family to believe soothing responses relationally to a starving more certain things both about the abuser and the powerful person. What solidifies the alliance is the child. A culture may already be in place in the fact that the child may be needy too. Children may family that does not question the development be hungry for acceptance, love, value, protection of the exclusive alliance with the perpetrator. and in meeting these needs the abuser locks the Families may be desensitised or distracted by crisis child into a torturous ambivalence about their part (addictions, violence), or inter-generational sexual in the abuse. abuse and be vulnerable to exploitation. The Imposition of an Identity on the Child: The abuser grooms the child to meet his/her The child is being enticed into the world of the needs. To groom is ‘to train’, ‘to prepare for a abuser and being trained to respond and indeed position’. This is done through and exist in terms of the vast needs of a more powerful dominance. person. At the same time, the child is being groomed to believe certain things about himself/herself. In seduction, the child may be made aware of the A belief system about who the child is is slowly needs of the abuser as a human being. Stories may being imposed by the abuser. be shared about the abuser’s childhood, or current unhappiness. What is key is that empathy for the abuser is evoked in a child. There is What is key is that empathy for the abuser is an enticement into the inner world of the abuser, their pain and unmet needs, which evoked in a child. There is an enticement into the evokes emotional and cognitive responses in the child. This empathy is soothing to inner world of the abuser, their pain and unmet the abuser and actively encouraged. needs, which evokes emotional and cognitive In dominance, the child experiences the abuser as unwilling to heed their desire responses in the child. to move back from the intensity of the relationship. The child may be chided as uncaring, There may be collusion with family and others, cruel, unloving. In extreme cases, threats are made depending on the extent to which the context in to keep the child locked into the relationship. The which the child receives care and protection has child senses the abuser’s focus on them and need been compromised and manipulated. These beliefs of them. often emanate out of how the abuser sees the child, or needs to see the child. Ultimately, they attend to The needs of the abuser are vast and unregulated. the core self needs of the abuser. In essence a false In many ways I have come to see abusers as self is being imposed on the child. starving human beings; men and women who have not had their own core developmental and One can easily speculate here on how innocent relational needs met. They appear to have an children can be manipulated into believing they intuitive sense of their own inner hunger and caused the abuse or even wanted it, because they emptiness and often have a well constructed and may have wanted attention, affection, appreciation 6

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etc. Intuitively the child One powerful effect that often emerges from the grooming senses the wrongness of what is taking place, yet may be process is a confusion regarding the survivor’s evaluation confused because they don’t want to lose the relationship. of their own value and potency/power in the world. This ambivalence can be easily manipulated into the abuser’s need of them. on all aspects of personhood. and about the self. It They are encouraged to believe There is a wealth of literature is common to hear survivors that what they do and say has on the physical, emotional, questioning if they were the enormous effect. However, the cognitive, sexual, relational and aberrant party in the abuse, if needs of the abuser remain spiritual effects of sexual abuse. they were the seducers. Many unsatiated. The child may also We must look to why the effects survivors suffer from chronic be experiencing anxiety, fear and are so extensive. In this regard low self esteem and indeed self- confusion in the alliance with we must go to the fulcrum upon hatred. the abuser, as well as natural which all the other effects rest – developmental needs of their the harm to the developing core One powerful effect that often own. The child may sense their self. emerges from the grooming isolation and inability to cope process is a confusion regarding with all they are experiencing I believe the principal damage the survivor’s evaluation of their and fear being overwhelmed of child sexual abuse is in the own value and potency/power and disintegrating. Many starvation and of the in the world. Abusers project survivors do not know if they are development and emergence onto the child the impression strong or weak; competent or of the authentic core self. The that they alone can soothe them incompetent. true self is not sensed and is and meet their needs. In this, Ambivalence regarding personal not lived. Survivors may admit the child is of enormous value, is power and value is akin to core to a fear that behind a carefully tremendously special. However doubt. The self is wrenched at the same time, the child apart, uncertain, destabilised. experiences shame and guilt Survivors often struggle with regarding the relationship and polarised experiences of what is taking place in it. This feeling valuable and worthless; leads to an ambivalence and immensely strong and a failure/ confusion in the developing self weak; safe/connected and of the child regarding their value incredibly vulnerable and alone. as an individual. The Core Effect of Sexual Where personal power is Abuse concerned, the child experiences In my view, sexual abuse impacts 7

Irish Association for Counselling and Psychotherapy Éisteach - Spring 2013

constructed presentation of self, the survivor is. It is all this and Whatever brings a client into they have no core. They do not more. Shame is an intuitive sense therapy, I see my primary goal know who they are and fear that of not being who one naturally is. is to listen and watch for the beneath the surface, there is It is a profound sense of having true self and give it expression, nothing there. Others are acutely betrayed one’s natural being. a voice. This may be a voice aware of being performers, At the heart of shame is an they alone have heard and chameleons who can adjust to inner life force that pulls the been with, but it has not been situations, but they have no sense survivor into unrest, returns witnessed or shared. In this of a real inner person holding memories and torments the regard, it may have strength it all together. They may fear survivor in their coping strategies. and but need validation and fragmentation, as they have not Shame testifies to a unique encouragement in being visible experienced a solid inner self that inner soul that seeks individual and integrated into how the can respond to life should their expression and life. It is hidden, client lives. Sometimes the self usual coping strategies fail. They undeveloped, unknown, yet that is found is very immature, may also fear the shame of being sensed in many of the survivors unnourished and it takes time unveiled as a fraud. I have worked with. It is often for clients to have the courage what propels them into therapy. to let it speak. There may be In my view, the healthy confusion, anxiety and indeed development of the self Recovery shame in the emergence of necessitates the freedom of The word recovery sits well with responses from a place inside an individual to be oneself me in working with sexual abuse themselves they don’t feel they and explore one’s uniqueness in the lives of my clients. To know. Fear may be evoked, as of thought and emotion. If a recover is ‘to find again’, ‘to bring internalised threats or are young person is taken prisoner back’, ‘to revive’, ‘to succeed in remembered as gate-keepers to unconsciously and defined by reaching’. These terms describe clients ever having their own another, they sense intuitively a process of redemption where perceptions or feelings. that something within them has determination may bring pain not developed. They may fear and struggle in the unshackling I believe that the relationship that who they really are is gone of a soul, but also delight, beauty with the therapist supersedes and the only self they can have and peace in what is won. What all therapeutic models as the is a shell of a public persona is won is the restoration of a single most healing factor in the that feels fragile and may not person’s natural design; the recovery process, because it is withstand scrutiny. emergence of a self that meets the in the therapeutic alliance that world in its own unique way. the grooming process is undone. The grooming process of engulfing a child into another Our work as counsellors/psychotherapists is in seeking and projecting onto them false identity beliefs, ultimately robs and enticing the natural self to break through and the child of the ability to attend to their natural propensity to become visible in the therapeutic relationship. be who they are. The ability to think, feel, choose in life and the natural evolution of a Clients often seek therapy Sexual abuse survivors were person’s personality in terms of because something has ceased to harmed and imprisoned in the formation of belief systems work. They may be experiencing the context of a relationship about the self, world and others is difficulties in their lives. They censored and directed by another. may feel unable to continue with how they present themselves I believe the natural response of in their relationships at home, any being to the of work or socially, because they who they were uniquely made are burned out, heartbroken, to be, is shame. Shame cannot discouraged or indifferent. be explained away simply as the Something may have happened self’s sense of and that has exposed them as other degradation in sexual abuse. than they are normally known, Nor is shame a response to the or they have just become tired of internalisation of lies about who trying to be something/someone. 8

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and it is in a redemptive relationship that they experience healing and freedom. Survivors construct defensive and coping selves in response to what they experienced in the abuse and what they were led to believe. In the therapeutic relationship, clients are brought into an awareness of this construction and invited to allow what they experienced to have expression. This begins with small, courageous steps and develops as the inner self grows in its hunger to live. In working with survivors, we are searching for the self On the surface, clients are facilitated in taking ownership of and we are using the fullness of ourselves to do this. their thoughts, perceptions and feelings and allowing them to important in this therapeutic We must know experientially be visible in their relationships process. In working with what it is we are seeking for our and choices in daily life. On a survivors, we are searching clients. When we have done deeper, more unconscious level, for the self and we are using core work on ourselves, a deeply over time, profound changes the fullness of ourselves to do refined intuitive sense tells us that are wonderful to witness this. We must ‘be’ what we when a client is authentically take place. Peace and indeed are seeking for our clients. We present, or absent. I believe self-confidence comes in being must be grounded, authentic/ that we must be committed to a congruent being. Longings, true, congruent, self-aware and our own personal process in capabilities, talents/ are honest. By being anchored working with survivors, not stirred and explored that may in who we really are in the only in addressing the impact direct a survivor to a fuller life. therapeutic alliance, survivors of working with trauma, but in learn how to attune to developing our self-awareness Conclusion themselves. and presence. Child sexual abuse is a dysfunctional relationship, which takes a vulnerable person Maria Dowling has worked as an integrative counsellor and hostage to serve the needs psychotherapist for twenty years, having graduated with her of another. This necessitates M.A. in 1993. She initially worked in a centre providing the neglect of the victim’s counselling and training to long-term unemployed own needs and responses and people, where issues of depression, addiction and abuse the projection of a self-view were addressed. She then worked for eleven years as a where they are locked into psychotherapist with survivors of childhood sexual abuse ambivalence, doubt and silence. and adult in the Dublin Crisis Centre, Our work as counsellors/ where she was also a Team Leader. psychotherapists is in seeking Maria is currently in private practice in Sutton, north and enticing the natural self Dublin, where she works with a wide range of issues, to break through and become notably depression, anxiety, , sexual abuse and visible in the therapeutic violence recovery, relationship issues and domestic abuse. relationship. Once this process She is an Accredited Supervisor with the I.A.C.P and begins, it cannot be quelled, as provides training workshops on working with survivors of the natural order of the core self childhood sexual abuse. is passionate and vibrant. Maria Dowling, B.A.(Mod.) Soc.(Hons.), M.A. Who we are as counsellors/ Mariadowling-therapy.com psychotherapists and the [email protected] connection we offer is extremely 086 810 8642 9

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Therapeutic Work with Children who have Experienced Sexual Abuse

By Monica Murphy Image courtesy of Kozzi.com

Child Sexual Abuse Sexual abuse occurs when a person uses his/her power over a child, and involves the child in any sexual act. The power of the abuser can lay in his/her age, intellectual or physical development, relationship of authority over the child, and/or the child’s dependency on him/her. Sexual abuse can include acts such as touching, fondling, genital stimulation, mutual masturbation, oral sex, using fingers, penis, or objects for vaginal/anal penetration, , exhibitionism, as well as exposing a child to, or . The offender may engage the child in the sexual activity through threats, bribes, force, misrepresentation, and other forms of coercion. The majority of the time, the offender is someone well known to the child and trusted by the child/family. (SAVI 2002)

Dynamics of Child Sexual Abuse Systemic Approach to Working with Children The majority of children who experience sexual who have Experienced Sexual Abuse abuse are victimised by people they know: In therapy the welfare of the child is paramount. parents, guardians, relatives, teachers, etc. In my experience I believe that working with However, there are a number of sex offenders the child’s family – the non-abusing parents and who are willing to exert a great amount of effort siblings – is the best way in order to effect any to gain access to organisations or activities that real change for the child. I am fortunate enough associate with children so that they are given a to work in a therapy centre where we have the chance to abuse them. Most sex offenders are facilities to work systemically, providing a therapist anonymous to the public, working alongside for the child and a separate therapist for the colleagues and neighbours who accept them as parent/carer. Children rely on their parents/ harmless. carers and need their support and help. If a child is in the care of a Health Service Executive, I find 10

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it beneficial to work with the foster parents, for the primary carer(s). residential care staff, social worker, and other • There is serious instability in family relevant professionals, responsible for the child. circumstances. The focus of the work is always child centred. • The child does not want to attend. This approach and ethos is focused on the well • There is serious conflict between the parents. being of the child. I do not believe in assigning • The child does not have a supportive ally diagnosis or labels e.g. “victim” but respect outside of therapy. the strength and resilience of children and design my work to build on these strengths, Parents/Carers children to grow into adulthood not In my practice I consider that it is important to defined by their abusive experiences but by establish a working alliance with parents, so that their individuality and creativity. The systemic we work together in order to help the child. The approach of working with parents maximises work with parents focuses on how to best support the strengths in the child’s home environment and protect the child who has been sexually which better enables the child achieve their full abused and the siblings. They may need: potential. I discovered working with children in isolation can create difficulties, as children are • More positive and effective ways of parenting dependant on their parents until they become the child. independent, so I believe looking at the needs of • To find ways of protecting the child. the child within their family context needs to be • To explore behavioural difficulties which may considered before therapy begins. have arisen or increased since the disclosure of the abuse, the reason for the behaviours I believe that an effective therapeutic response and what the child may be trying to express. to children and their families cannot be made • To find ways of positively managing these unless action has behaviours. been taken to protect Working with the child’s family – the non- • To explore how the children who they responded to the have been abused abusing parents and siblings – is the best way initial disclosures and or who are at risk of facilitation in effective abuse. Childhood in order to effect any real change for the child. responses to children’s is a precious time disclosures where the and children need to be protected from abuse. initial reaction may have been negative. It is imperative to empower parents to report • To learn how to set positive limits and their concerns, suspicions or knowledge of boundaries, e.g. where the child may be abuse or risk of harm to a child, to the Health acting out sexually. Service Executive and/or the Gardai in line with • To understand the dynamics of the child’s Children First Guidance. (2011) experiences and accept the child’s perception of the abuse. Contraindications to therapy • To explore ways of empathising, reassuring Therapy cannot provide a protective function; the child, responding to the child (e.g. further protection must always come before therapy. disclosures). Therapy may not always be appropriate and may • The parents may need the space and not be in the best interests of the child. The opportunity to explore their feelings of grief, following are some of the reasons that therapy self-, horror, , injustice, disgust, may not be appropriate for the child: guilt and betrayal. • Child is at ongoing risk of sexual, physical, emotional abuse or neglect. Play Therapy • Ongoing contact with an alleged offender. In the past it was believed that play had no real • The CSA assessment has not been completed. purpose other than to use up excess energy. There • Ongoing Garda investigation and the are many developed theories now which relate authorities advise against the child attending. play to the development of children. The Play • There is a lack of commitment to engaging Therapy Dimensions Model has been developed and/or attending by the parents. by Lorri Yasenik and Ken Gardner, certified play • There is active alcohol or therapy supervisors and co-directors of The Rocky within the family. Mountain Play Therapy Institute. • There are active serious mental health issues 11

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Principles the experience. The distancing through play is The principles of the model are directiveness and crucial for the safety of the child. Appropriately consciousness. distanced from the pain, the child can explore “Directiveness” takes account of the degree the experience and come to resolution and of the therapist immersion and the level integration. of interpretation by the therapist. The “The high value our culture places on rational, “Consciousness” considers the child’s logical, scientific thought often leaves me, like representation of consciousness in play and the many other child therapists, feeling vaguely play activities and verbalisations. guilty when our time with children is spent ‘just The four quadrants derived from the two playing.’ And yet, in case after case, although the principles are shown below: so-called real issues that led the child’s family to bring her to therapy are rarely addressed directly, Consciousness and although we spend our working hours High consciousness, unprofessionally crawling around on all fours, Low immersion, therapist child expresses feelings, primarily follows child’s thoughts and behaviour growling, or hiding under tables, the child gets direction related to problem better. There is genuine communication going on, in a medium native to the child, although all Non-Directive Directive but forgotten by most adults.” (Birch, 1997).

Low consciousness, child High immersion, therapist plays in a symbolic and is more active and Therapeutic Relationship with Children metaphorical manner directive The primary role of therapy is to provide a safe Unconsciousness environment in which healing from trauma can be facilitated. The therapeutic relationship is This approach integrates both non-directive and central to healing. The therapist’s congruence, directive approaches to play therapy. Therapy intuition and use of themselves, are more should be developmentally appropriate for each important than any skills or techniques. The child; it should work from where the child is, not techniques evolve from the relationship and need from a theory. to be used appropriately. Most approaches agree that the quality of the therapeutic relationship is a crucial determinant of treatment outcomes. The Gestalt approach of Violet Oaklander (1978) to Consciousness working with children stresses the most essential 1. Active 2. Open aspect of working with children is the therapeutic Utilisation discussion & relationship. Bugental (1992) emphasises the exploration presence of the therapist is crucial. Yalom (1995) Non-Directive Directive also stressed the importance of being there for the 3. Non- 4. Co- client during the session. “Therapy is a journey intrusive facilitation taken by therapist and client, a journey that responding delves deeply into the world as experienced and perceived by the client” (Corey, 1996) Unconsciousness Initial Session In my work I often find that children are anxious Children must be approached and understood at the initial session. The aim of this session is to from a developmental perspective. The natural connect with and engage the child. I talk about medium for children is play activity. Their world the reason the child is coming to therapy in an and their experiences are communicated through age appropriate way. This is done in a matter play. Child sexual abuse may impact on the of fact way, avoiding going to a tragic level. The child’s overall development. The child may need traumatic experiences and behavioural problems to rework key developmental stages disrupted by are all explicitly named. It is important to use the the abuse. Therapy provides the child with the same words the child used to disclose. This can opportunity to process and clarify distortions on a sometimes be difficult but it also removes the cognitive, motor and affective level. Symbolic play burden of telling, from the child. I reassure the is a way the child can explore their experience child that they don’t have to talk about the issue. of abuse, safely distanced from the reality of I explain to the child about what we do in therapy 12

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and reassure the child that a lot of children come for the child are vital and help provide the space to therapy because when something like that to allow the child make sense of their experience happens, children often get mixed up and therapy and come to terms with what has happened. is where they can sort all that out. This reassures the child that they are not alone. I explain to Some children present with little understanding the child that we can sort out all these mixed up of , which may leave them feelings through play and explain that they are in open and vulnerable to further abuse. It is charge of the play and that I am in charge of the imperative that as therapists we set the limits and safety and the time. establish consistency and safety with very clear boundaries around safety. The child often feels Children who have experienced sexual abuse vulnerable and powerless to protect themselves may be very mistrustful of adults. As therapists and in reassuring the child that it is the adult’s working with children we need to be aware of this job to keep them safe enables them to feel safer. and realise that children will not instantly see us Referring back to the safety rule if the child as different from abusive adults. In the playroom is acting out or engaging in high risk play, or the child is allowed to play freely and explore the sexualised behaviour or attempting something room. The child’s leads and I follow, only joining that may not be safe for the child is imperative. the child when invited or directed. The child If a child continues with risky behaviour during is the expert of his or her experience, not the a session, consistency is essential and sometimes therapist and in my work with children, they have it requires explaining to the child that if the taught me to be extremely cautious when making behaviour continues the session will have to interpretations about the child’s subjective world. finish because it is not safe. The child may also test the boundaries by refusing to finish a session. Children have the right to respect and dignity Remaining consistent with the boundaries of and the space for healing intervention to occur. safety and time creates a safer space for therapy I contract directly with the child, having firstly to happen. In this work boundaries are often an explored that the parents are committed to this. issue because the child’s personal boundaries In the contract the issues of confidentiality, the have all been broken by the offender, so it is time and frequency important for us to of sessions are Symbolic play is a way the child can explore their remember containment addressed. This can be a big part of the is all done in a experience of abuse, safely distanced from the process. friendly child centred way, reality of the experience. The distancing through Children may sometimes encouraging the attempt to physically child’s active play is crucial for the safety of the child. hurt the therapist. It is participation. necessary to explain the safety rule and attempt Play Sessions to redirect the anger, allowing the child the The parent always attends the session with the opportunity to express the anger in a safe way for child. The sessions begin together and issues that example towards a bean bag, explaining it is okay may have emerged during the previous week are to be angry but it is not okay to hurt somebody. addressed and named. In the playroom the child This modelling provides the child with healthy directs the sessions and my role is to be fully ways to express their anger without hurting present and responding appropriately. Children themselves or others. respond differently and some immediately engage in the playroom, directing the work. Other children are much more reserved and anxious and find it difficult to engage and may need some encouragement and reassurance. As therapists we need to go delicately as the resistance needs to be respected. Working through resistance is very subtle and trusting our own intuitive sense and also trusting the child’s own sense of knowing that the therapist is someone they can trust. This may be a slow process. Acceptance and respect 13

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It may be appropriate also to talk to the child • On disclosure, there may be removal from about ways of avoiding getting into trouble when homes and families, the community, and they are feeling angry, such as, setting up an angry other caregivers. corner at home where they can go when they are Destructiveness feeling angry. Children often have difficulties • Self-Harm expressing anger. Hurt or fearful feelings are • High risk play often buried beneath anger. • Frightening displays of rage • Involvement in criminal activity, substance Common issues that emerge in therapy: abuse, prostitution Self-Blame • Eating disorders • Some children feel they are responsible for • Suicidal or homicidal tendencies what happened to them, they often blame themselves. Hopelessness • Some children feel guilty because they did not • Children who have been abused may lose try to stop the abuser. Many children tried to faith in themselves, others and their future. protect themselves, but failed. As a result they • Having experienced the world as unsafe and do not try anymore. This is a type of learned unloving, they fall into despair and give up helplessness. hope that their needs will be met. • Children may experience a deep sense of shame, feel “different or damaged”, and Final Stage of Therapy alone. The length of therapy cannot usually be Fear determined ahead of time, but the decision to • Children who have been abused are often left continue or not, is discussed with the child and in fear of those they know and trust. the parents. Once the child has reached the point • The world is no longer a safe place. of resolution therapy will no longer be required. • They may be afraid that the threats the abuser Children in long term play therapy generally has used will come true. indicate when they are ready to finish. The child Powerlessness and Vulnerability begins to revisit earlier themes; the play is less • Children feel powerless to protect themselves; repetitive and becomes more focused. The play they were unable to stop the abuse. is less chaotic and appears to be more about the • If no-one believes them or helps, they are left child’s day to day experiences. The child is ready powerless. to move on when they are functioning adaptively. • The feelings of powerlessness and 1. The therapist will have noticed the child’s vulnerability often result in children being functioning is adequate with peers, at home, fearful, depressed and at risk of abuse in school. happening again, even as adults. 2. Many of the presenting issues and behaviours Betrayal will have ceased or improved. • Children learn that a trusted person has hurt 3. The child is demonstrating an ability to them causing them to feel angry, betrayed, experience and tolerate feelings. confused and depressed. 4. The child has integrated the abusive • Children often feel confused because they love the abuser. experience into a wider view of the self. • Children who have been betrayed often have 5. The abuse is seen as part of the history that trouble trusting others and forming healthy influences, but does not define the child. relationships. • Children who have been sexually abused may Since therapy relies heavily on the therapist’s have difficulty with normal sexuality and sex relationship with the child, ending therapy in a relationship. may signify a change and a loss for the child. In Loss keeping with the therapeutic process, this stage • The innocence and trust of childhood is an opportunity for the child to work through • Normal patterns of growth and development how they feel about ending therapy. Regression is common at this stage. In allowing time for • The ability to develop healthy relationships closure, it makes it less likely that child will feel 14 with others

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rejected. Children may often invite the parent acceptance is a lesson for any of us as therapists. to the playroom for a number of sessions before I personally feel privileged in my work with finishing. This is often a very positive way for the children and I have learned so much from them, child to disengage from the therapist and engage the experience of working with children has been the parent in a safe healthy way. Encouraging the one of my greatest learnings. parent to take over enables affective attunement with the child. This gives the child enough time “We cannot make a world in which children to end appropriately and the opportunity to will not experience loss, but we can offer them review all the work they have done. support as they do so” (Monroe 2003).” Children have shown me their innocence, strength and resilience and their ability to process their trauma and move forward not defined by their experience of child sexual abuse. Their authenticity, ability to be present, creativity and REFERENCES Birch, M. (1997) Land of counterpane: Travels in the The therapeutic relationship is central to realm of play. The Psychoanalytic Study of the Child, 52, p57-75. healing. The therapist’s congruence, intuition Bugental, J. (1992) The Art of the Psychotherapist. and use of themselves, are more important Norton and Co.

than any skills or techniques. Corey, G. (1996) The Theory and Practice of Counselling and psychotherapy. Wadsworth. California.

Monica Murphy is a Humanistic and Dept of Children and Youth Affairs (2011) Children Integrative Psychotherapist. She is an accredited First Guidance. Government Publications Dublin. psychotherapist and supervisor with the Irish Association for Counselling and Psychotherapy Jennings, S. (1995) Playing for Real. International Play (IACP). Journey, 3, p132-141.

She holds a Master of Arts in Humanistic Mc Gee, H. Ganavan, R. De Barra, M. Byrne, J. Conroy, and Integrative Psychotherapy (University R. (2002) The SAVI Report. Liffey Press. of Limerick) and a Bachelor of Arts in Counselling and Social Studies (Cork Institute Monroe, B. (2003) Introduction. In Rowling, L. (2003) of Technology). She also holds a Diploma in the Grief in school communities: effective support Psychology of Counselling (University College strategies. Buckingham: Open University Press. Galway). She is also qualified as a Reality Therapist by the William Glasser Institute. She Oaklander, V. (1978) Windows to our children: A has a Certificate in Therapeutic Work with Gestalt approach to children and adolescents. Utah: Children, as well as numerous other courses Real People Press. and trainings. She has previously worked in pre- school education, private practice and a family Piaget, J. (1972) Play, dreams and imitation in childhood. resource centre. London: Routledge.

She currently works with the C.A.R.I. and has Weininger, O. (1978) Play and the education of the worked with children and families, affected by young child. Education, 99 (2) p127-135. child sexual abuse, for 17 years. She has a wide range of experience in the area of trauma and Yalom, I. (1995) Theory and practice of group child sexual abuse. She also has experience in psychotherapy. : Basic Books. working with children who act out sexually. Yasenik, L. Gardner, K. (2012) Play therapy dimensions model. Jessica Kingsley. 15

Irish Association for Counselling and Psychotherapy How or what is considered effective treatment intervention when working Image courtesy of Kozzi.com with individuals who have by Eileen sexually offended? Finnegan How or what is considered effective treatment/intervention answer the latter question but when working with individuals who have sexually offended? possibly hope that one day it Especially as we consider the stigma attached to this client group would be true. and how do those who offer treatment /intervention convince the My wishes are that after you have general public and other clinicians as to what is meant by effective read this article that you will have treatment/intervention? more of a professional/academic understanding of the dynamics When I was asked to write an all of the above I came to the in delivering this work. That article for Éisteach many thoughts place of it being ‘good enough’. you will have more information emerged about this, such as ‘it was I thought the words ‘good about treatment/intervention about time I wrote something’ enough’ also had relevance with and what is considered effective rather than just reading articles the content of what this article’s from the current research and that others had taken the time title and indeed question wishes literature available. That you will to write. Then the usual issues to address, will there ever be an have an understanding of what emerge, how and when will I effective treatment/intervention I consider personally as effective find the time and would it be of ‘good enough’ to break the cycle treatment/intervention, based interest to others. Having (as we of offending behaviour. The on my professional and personal 16 therapists do best) ‘processed’ purpose of this article is not to experience that I have gained

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through working in this area. My the research point of view and much in the research discussion final wish is that you are left with not the specific suggestions of arena at present. I do appreciate more questions than answers so how to do this. However I will for most individuals that offending we can begin a dialogue about endeavour to give more specific is seen as perpetrated by one group this work, especially from an suggestions in the section where and one group only: ‘paedophiles’ Irish Perspective, and indeed how I will give a personal view of what who are described as monsters, Mandatory Reporting informs/ has been effective in my working evil people etc. Considering impacts on this work and also the with this group of individuals. anything other than that is not many families and friends who I will begin with the question, an option for most individuals. I are impacted by someone else’s what have they ‘done’ that they may have taken a similar position behaviour. need treatment/intervention? in the past - before I began The definition of what they have the current work I undertake, Acknowledging families in all of ‘done’ from the UK’s Department which includes working with all this I am constantly reminded of Health (2003) is described individuals impacted by sexual of the film Sophie’s Choice as ‘forcing or enticing a child violence - including the victims, and realise that I did not fully or young person to take part offenders, and families that understand the choice she in sexual activities, whether or support both groups. To state the had to make - that is until I sat not the child is aware of what is obvious, the reason the majority of with parents of a victim and an happening. The activities may individuals engage in treatment/ offender and the choices they involve physical contact, including intervention programmes in had to make. I would have felt penetrative (e.g. rape or buggery) the first instance is due to them previously it was clear one child and non-penetrative acts. They either acting out in a sexually was harmed the other perpetrated may include non-contact activities, offending way or having fantasies the harm, what was the choice. such as involving children in of doing so. However treatment/ Then as I considered all the looking at, or in the production intervention is never mandatory factors that would follow the of, pornographic material, or as most research informs that the disclosure and I looked at the watching sexual activities, or motivation to attend a programme parents’ devastation as they had encouraging children to behave needs to begin with the individual to choose between their children. in sexually inappropriate ways’. themselves. When they reminded me of the All of the above definition has beautiful child they had and what been described to me from the The aim of treatment/intervention went wrong and what we can do experience of the victim and the is to reduce recidivism which to make sure it never occurs again; offender, both with a desire in ultimately means we are protecting tall order, yet good motivation for wanting it to stop. If we are to our children and vulnerable adults. the work as we endeavour to break consider the definition described The current developments are this cycle of offending behaviour above, the offender is the moving towards risk management or even make attempts to do so. individual who has carried out as opposed to risk assessments, Believe me, this work challenges those acts of violence against a as a way to manage the ongoing me deeply, especially considering child. To intervene effectively and risk of recidivism. In order to some of the core conditions: protect our children and young offer treatment/intervention, honesty, unconditional positive people, we want to understand we first need to understand the regard, empathy, etc. It’s not why the individual has chosen this motivations and factors that led to always easy to find them amongst behaviour. the offending behaviour to reduce the details I gather regarding recidivism. the specifics of the offending What is effective behaviour. according to the literature The aim of treatment/intervention and research in this area? What is considered effective There is much to write about is to reduce recidivism which ultimately treatment/intervention when this question, however for working with individuals who the scope of this article I means we are protecting our children have sexually offended? suggest that we focus on two To attempt to answer this groups or types of offenders, and vulnerable adults. question, within the limits of adult sex offenders and this article, I will do so by giving offenders. I consider this There are developments from an overview or outline of what important as discussion about single aetiology theories to multi are considered effective ways each group requiring different factors theories. For example, the treatment interventions is very to work with offenders from knitting together of theories such 17

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as Ward and Siegert’s pathways victim empathy, relapse such as grooming, manipulating, model and Wards Unified prevention. The suggested way of and distorted thinking become theory of sexual offending, and doing this is by using instruments familiar to those working or Finkelhor’s (1994) preconditioning such as STATCI 99r, STABLE indeed reading about this model, to name just some. and ACUTE 2007 (Hanson and group of individuals and how These theoretical models support Harris) and structured clinical they behave. What becomes us with the empirical evidence to judgement gathering tools that evident during the interview inform the treating and managing are underpinned by the theories taking stages is how they seek of the offending behaviour. The named earlier. out and plan the offending, the developers of the sexual preoccupation. There above theories, who is much evidence to support suggest the influence If relationship and intimacy deficits individuals who work in this of multiple factors on area, and over time common offending, as listed are a common variable with themes are emerging that mirror above including Ward most of the theories mentioned. and Siegert’s (2002), offenders then the therapeutic According to Quayle (2009) Ward (2006), and ‘unlike other paraphilias Internet Finkelhor (1984), alliance is paramount in this work. sexual offenders cannot be also suggest the easily diagnosed according to importance of the single factors The therapist’s characteristics are criteria set out in categorical theories such as those of Ward also considered a major factor models such as DSM’. It is very (1995) and Wolf’s (1985), which in how the individual engages give descriptions of offence cycles or does not engage. Scott (1989) and are still considered to be of contends that the therapeutic great value in the work. interventions with criminals ‘are the most demanding task in the All of the theories identify entire arena of mental health’ and certain factors that have been Ellerby (1998) informs that the empirically validated as those impact of working with offenders that have motivated individuals is ‘generally neglected’. If to offend. Factors such as low relationship and intimacy deficits self-esteem, neglect, violence, are a common variable with poor self-regulation, etc., which offenders then the therapeutic difficult to even understand or have been gathered by recording alliance is paramount in this work. keep up-to-date with some of information on the individual’s the terminology used in relation background, early attachment, I stated earlier that the to Internet Offenders. Terms relationship and intimacy deficits, information gathered to inform such as the Internet applications social background, etc. The factors treatment/intervention as a way used - which refer to (what I themselves have not led to the to reduce recidivism for adult now know as) email, peer-to-peer offending; it is the internalised sex offenders differs from the networks, social networking beliefs or impacts of these factors information gathered for those sites, IRC (Inter Relay Chat), that the individual has developed who are Internet offenders. The ICQ (I Seek You) chat rooms, in a negative way. While we can difficulty that emerges when the storage medium used, the argue that many individuals could working with Internet offenders nature of image organising have had similar difficulties in is the small amount of literature and cataloging, and electronic their lives and not be motivated available, and most of the attempts to hide activities. This to offend, we therefore need literature has little or no focus is the terminology needed before to also look at the function of on assessment. So what, or is we even begin to understand the sexual behaviour for the there, a difference with the two the function of the Internet individual which will inform groups? While I certainly would in the sexual preoccupation treatment/intervention plans. not claim to have all the answers of the individual. What is also The empirical evidence suggests to this question, I can certainly important to understand is that the best way to evaluate offenders give my understanding of the Internet offending is further is by evaluating the risk and then differences. When we discuss the broken into different types the management of this risk by nature of adult sex offenders there such as: the downloading of identifying treatment targets. is much research with specific , the trading Examples of treatment targets focus on assessment, treatment or exchange of images, the 18 include cognitive distortions, and intervention goals. Terms production of images and the

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child grooming and soliciting The information from these which we will for the purpose of through the Internet. I think it informed the treatment plans and this article refer to as ‘support’ would be fair to assume that an the work began. This information individuals. The engagement entire article could be written on is invaluable from a child of the ‘support’ individuals this group and their offending protection aspect and I gained began once the individuals had behaviour alone. new insights into how a child is completed all three modules sexually abused. Offenders spoke and had identified static and What is effective from my of how easy it was to offend - in stable risk factors that needed own personal experience of fact for some, they did not have to be managed in the future to to leave the comfort of their own ensure they did not re-offend. working in this area? house or even their own beds. The support individuals were My place of employment was Harrowing to hear that when then met, firstly by themselves originally set up to support one considers that the one place to inform them of the risk individuals who had experienced a child should feel safe is in their management required if they sexual abuse; however as part of own home. The treatment/ were staying in a relationship their own journey they began intervention began with initially with the individual and this is asking the questions of how meeting the individual on a where my ‘niggle’ was answered. and why individuals offended one-to-one basis, and then once I was and still am horrified as I against them. They felt that as they met the criteria for the initially meet with the support long as they did not understand treatment/intervention they individuals as they tell me with these questions they were not began group work. The criteria great clarity and honesty how fully aware of how to protect were based on: motivation for either they or the victim are the themselves, or indeed their engaging in the programme, reason the offender offended. children, in the future. It was taking responsibility, the financial from this that my work to develop and time commitments treatment/interventions with required. All individuals What I consider to be effective offenders began. I will now were attending voluntarily, consider what has been effective in that they had not been treatment/intervention is to say where from my own experience and mandated to attend and all give more specific details of how financed by themselves. The there is an offender there is a family, a the theory has been delivered in treatment/intervention was practice, and what has worked delivered in three modules community and all individuals impacted and what has not. The one sure followed by aftercare. The factor is that the learning and modules focused on early by the offending behaviour need to be development in this work is life history, offending cycle ongoing. and healthy living plan included in the treatment/intervention. (relapse prevention), as One of the first things I decided suggested by the empirical I listen to mothers describe to do when I began this work was evidence from research. This how their child came onto to educate myself, beginning with appeared to be effective in that their husband and in one case the Assessment and Treatment the individuals were beginning described a three year old child of offenders. Five years later, I to take some responsibility for a ‘slut’ who was born a ‘flirt’. am still educating myself and I their offending behaviour, and There were wives and partners find this to be a huge support in to identify possible factors that who blamed themselves for not developing programmes in this motivated them to offend, etc. sexually fulfilling their partner’s work. needs thus causing them to From this learning, we engaged However, something did not offend. One woman informed an external supervisor who was add up for me and I felt ‘I have a me that she had told her considered an expert in the field, niggle and it won’t go away’, yet husband that if she discovered having worked for many years what is familiar in this work is that he offended because of her with this client group. This has waiting and knowing all will be then she would apologise and he proved to be hugely valuable in revealed. politely said that he would accept the efficacy of the treatment/ her apology. I had to remind intervention we deliver, and as As I stated earlier, the work myself what century and country a personal support. We began included working with family I lived in, and maybe realise that developing gathering tools that members or other support some things have not changed. sought the information the individuals which included wives, knitted theories had suggested. All of the above informed me mothers, siblings and friends, 19

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that what I had originally thought find it very difficult to understand what is all the big fuss about the was going to be effective risk Internet offenders; they ‘touched nobody’, the only harmed person is management by including the themselves. support individuals was very far To conclude this article by stating what I consider to be effective from the reality. treatment/intervention is to say where there is an offender there is a family, a community, and all individuals impacted by the offending behaviour need to be included in the treatment/intervention. The stigma attached to knowing or being in relationship with an offender is often what silences individuals into not disclosing. There is a fear of being ostracised by friends and communities, or worse, being burnt out of their homes or terrorised by others. While this may appear to be an understandable response from society and the inability to understand why this occurred, it is important to note that most offenders use these very statements to silence their victims. I end with noting that the challenge is inclusion of this client group So the realisation that whilst rather than exclusion or how else can we consider what is effective? the individual had in some ways If we are to seriously consider breaking the cycle of offending begun to take responsibility for behaviour and protecting, then we must move from our preconceived their offending behaviour, they judgements of the individual in order to challenge the behaviour. were in an environment that not It has not been an easy journey including offenders by offering only minimised their behaviour treatment/intervention. I am daily challenged as to why I would even but further traumatised the consider to do this and the only answer I have for now is that the victim and reinforced what they victims informed me of what they needed and asked me support them had done as being not their in finding the answers. fault. So this was not considered effective treatment/intervention Eileen Finnegan is the Clinical Director in One In as there were people missing in Four. The work she undertakes is in developing and the picture that could support delivering the Clinical Programme at One In Four, the breaking of the cycle. working with victims, offenders and families of both. These people were the support She has been in this field for over 20 years. She has individuals who needed a been actively involved with her European colleagues in programme for themselves and compiling research in how to manage offenders in the that is what has occurred. The community . support individuals also have Her recent studies are with the Justice Institute of British Columbia three modules and aftercare. where she has now acquired the licence to use the Actuarial instruments The modules are educative STATIC 99r, STABLE and ACUTE 2007 and is currently training in case and supportive; they focus formulation using these instruments. on attachment and how they The legacy she would like to leave to this field is working towards formed relationships, they are ‘breaking the cycle of offending behaviour ‘and creating a safer world for educated about the cycle of our children. offending from the grooming to the sexual act, and they form part of the Healthy Living Plan. REFERENCES For many, there is devastation as they realise they too have been Ward T. Devon L.L. Polaschek and Anthony R.Beech, (2006) ‘Theories of sexual groomed and manipulated by the offending’, John Wiley & Sons Ltd, London offender. Many of the support Calder M.C. (2009) ‘Sexual abuse assessments’ (chapter edited by David Briggs) Russell individuals begin their own House Publications U.K. therapeutic journey and discover Department of Health U.K. (2003),’Safeguarding Children’ Christians Sanderson who they really are in the world, ‘The Seduction of Children’ (2004) as opposed to what the offender Beech A.R., Craig L.A. and Browne K.D. (2009) ‘Assessment and Treatment of Sex has told them. Highlighting Offenders’ once again the two different Quayle et.al. (2009) Calder M.C. (2009) ‘Sexual Abuse Assessments (chapter edited by offender groups or types, where Quayle) Russell House Publications U.K. this is also evident is in the work Scott (1989) ‘School of Psychology - Forensic Section Module 3 Practice Assessment with support individuals who and Clinical Skills’ (2007) 20

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Self-Care

and the Wounded Healer by Pam Patchell

“Change is a tool of evaluation”, Patricia Hill Collins, Lecture UCD, 2013.

I used to think that anyone changed radically. I began my self-care, in relation to offender who offends was a monster, training as a psychotherapist treatment, both on a personal incapable of change and with a seed of an idea that I and professional level that I want unworthy of anyone’s wanted to work with people to talk about here. who engaged in physically and compassion or understanding. sexually offending behaviours. There is plenty of general I believed that prison was However, the decision to explore psychotherapeutic literature the answer for them and the and seek training in ‘offender encouraging and supporting the tougher the time, the better. treatment’ (Marshall, 2006) was fact that therapist self-care is of Then, like the poem says, ‘I a difficult one to reach and I paramount importance to the struggled to fully understand therapist and the therapeutic learned some more.’ it right up to recently, when all relationship, such as Norcross I had learned was put to the (2007) and Owens et al (2010). This learning began years test. One of the key elements Bond, (2005) takes an ethical ago when a series of life of psychotherapeutic work standpoint and discusses the experiences accumulated in that helped me through my “obligation” counsellors have one life-changing moment and struggles was self-care. And it is “to exercise care of themselves”. as a result, my opinion has 21

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In relation to the offender My time on the diploma One afternoon, while out on treatment Marshall et al (1998) course encouraged this a run in my neighbourhood, I combine the two, discussing realisation. After a deeply witnessed an unprovoked violent how self-care of the therapist moving meditation in my first attack on someone I love. forms an important and ethical year, I felt I had discovered my Witnessing the assault ignited requirement of the work. I purpose and that I had what an internal personal conflict in would become aware of the truth it took to become a therapist me between the trauma of the in this just as I began to think who would work with people experience, my personal belief and feel that I had what it took who chose to offend. I set about that we need to see the person to become an offender therapist. becoming educated on the full behind the behaviour and my purpose and ethos of Offender professional goal of training The year before I became a Treatment Programmes and in ‘offender treatment.’ The student of psychotherapy, I raised my understanding of their predominant feeling in the stood in a court and observed as importance. I was thrilled to aftermath was fear. I felt unsafe a man was sentenced for child find a couple of dozen ethical in my community, and as a sexual offences. The room was theorists and practitioners who result, my predominant mindset silent as he pleaded guilty to wrote books and articles, on not during that time was to see the numerous charges and I thought just their theories, but who also perpetrators punished. However ‘what a monster, I hope he gets published volumes of ethical this desire brought me no comfort. what he deserves.’ When the research on their judge passed sentence I thought theories in practice. ‘good enough for him.’ Then as Of all of the ethical Witnessing the assault ignited an he was led away, the anguished practitioners I came cries of the man’s child pierced across, two stood internal personal conflict in me between the silent court room and it out for me here affected me profoundly. To me in Ireland: Esther the trauma of the experience and my (and most people in the court) Lonergan and the person was a monster but Eileen Finnegan. personal belief that we need to see the to the young person, he was The works of ‘Dad’. The cries had a profound Marshall et al person behind the behaviour... effect on me. I began to wonder (1998, 2006) and how different the lives of those Ward et al (2003, 2006) appear I kept telling myself that I knew affected would have been if the as a collaborative community better than this, as did friends sentenced man had have had of therapists, working towards and family but still, the conflict an opportunity to heal either one goal – developing and raged. I was overwhelmed during or before he’d begun maintaining successful offender with feelings of fear, anxiety, harming other people’s children. treatment. I spent much of my anger, horror, helplessness, I’d no answer then, but I figured time on the course studying powerlessness and doubt. it couldn’t have been any worse the subject and using the Everything I thought I knew was than this. I believe, although learning to inform my academic thrown up in the air, and for a it went unacknowledged in assignments. brief time, I lost the will to try to the court that day because the catch any of it. I felt stuck. My law does not deal in emotions, Life was going well. I’d been creativity ebbed away and I was that the events that conspired effectively using ‘Choice too tired to find the meaning it to bring these two families to Theory’ (Glasser, 1998) and this experience, preferring to get court had ripped them apart ‘the Living Wheel System,’ I washed away in the horror of it. and left everyone involved with was approaching the deadlines I felt so naïve for ever believing I a feeling of loss. There just had for my final assignments and could sit with someone who had, to be a better way than this but I was ready to start meeting in any way, violently assaulted what? I decided training as a clients. I felt confident that I another person and attempt to psychotherapist was a start. I was personally ready, to begin treat him/her therapeutically. could not have articulated it to prepare professionally, to back then, but I realise now that work with people who engaged In his book, “The Power of I had begun to ‘see the human in offending behaviours. Little Ted,” David Emerald (2006) being behind the behaviour’ did I know, I was about to be talks about how we can assume (Row, 2010). personally affected by violence. one of two orientations in the 22

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world: that of a victim or of a character Simon, in the the opportunity to target the creator. The victim orientation movie ‘As Good as it Gets,’ therapist with their ability to views everyone as helpless. telling him, “I’m feeling so deceive. For these reasons, damn sorry for myself, I’m self-care, both personally and The provision of psychological finding it difficult to breathe.” professionally is of paramount Ironically, and in true Rogerian importance for the offender services to sexual offenders style, that compassionate therapist and the integrity acknowledgement of where I was of the work. Professionally, presents therapists with many at that time was the moment “countertransference issues when all I’d learned began to must be addressed vigorously challenges, including exposure to flow back and fit for me on a in supervision and ample time deeper level than before. The is provided after group for vivid descriptions of sexual shift in mindset from victim to therapists to “decompress.” creator had begun. I started to Personally, therapists are violence and trauma. choose self-care practices that encouraged to be “vigilant were empowering as opposed to for signs of burnout” and “to misery-perpetuating. It flowed protect against burnout” by We switch between our role as from that acknowledgement pursing “activities that promote victim, and that of a persecutor into simple things like getting self-care” (Marshall, 1998). The or a rescuer. I believe I suffered dressed and going to personal personal self-care is ultimately from ‘victim orientation’ in the therapy and progressed to more up to the individual and the aftermath of the assault and it courageous acts like processing professional self-care is the pit itself against my belief that my fears and best of all, putting responsibility of the sector as a I could be a creator with the my runners on and going for a collective. One feeds into the power to facilitate change and run again. other. healing. As the victim I judged the assailant from the position It was difficult and I learned on of ‘persecutor.’ I believe there is a very personal level the reason a pitying inherent in thinking why offender therapists consider Our self-care practices are the that people who offend are self-care as an ethical and vital incapable of change and in component of the work. We things that balm us in the work and believing, as a result, that we are deeply affected by violence, cannot do anything about it. whether it is perpetrated facilitate our own growth and It perpetuates the false and against us or not, whether we damaging belief that ‘victims’ are therapists or not. Ennis healing. Therapist self-care minds are powerless, that ‘perpetrators’ and Horne state that, “the are powerless and that society provision of psychological us, the client and the work. is powerless. I was not aware services to sexual offenders of Emerald’s work at the time, presents therapists with many In a personal sense, my idea but I think it is a useful way of challenges, including exposure of always seeing the human looking at it. Emerald posits to vivid descriptions of sexual being behind the offending that if we live as a Creator, we violence and trauma.” Marshall behaviour was put to the become challengers and coaches, et al (1998) describe how “the ultimate test when my loved seeing in others an inherent treatment of… sexual offenders one was assaulted. What I and strong capability of dealing makes its own unique demands learned from it, was I needed far with life’s traumatic experiences. on therapists.” They say that more robust self-care practices. This is linked to the practice offenders “often present with a Developing those, as I think, of compassion, cited by Brown long history of manipulativeness, all therapists know, is a work (2010), Chödrön (2001), and and their sexual offences are in progress. Research on self- Owen’s et al., (2012), as being of frequently characterised by care of the offender therapist is paramount importance to devious strategies for setting not extensive and is on-going, self-care. up or grooming their victims.” but the benefits are clear. Our Salter (2004) talks about how self-care practices are the things I remember, under the guise they may not show remorse, that balm us in the work and of humour, while chatting or worse, may delight in the facilitate our own growth and with a friend, I quoted the retelling of their crimes, or in healing. Therapist self-care 23

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minds us, the client and the work. Pam recently qualified as a Counsellor and Psychotherapist and is currently working towards “When we practice generating accreditation in three placements: counselling compassion, we can expect to adults in the Village Counselling Service, experience the fear of our pain. Tallaght, and young people in the VCS outreach Compassion practice is daring. in St. Michael’s Youth Project, Inchicore and It involves learning to relax and Deansrath Community College, Clondalkin. She is currently completing a Professional Certificate allow ourselves to move towards in Counselling Children in IICP, Tallaght and what scares us.” (Brown, 2010) works with YAP Ireland as a youth advocate in the midlands, where she lives with her husband and two sons.

REFERENCES (Self-Care and the Wounded Healer)

Bond, T. (2005) Standards and Ethics for Counselling in Action, London EC1Y 1SP: Sage Publications Ltd. Bond, T. (2010) Standards and Ethics for Counselling in Action, (3rd edition). London EC1Y 1SP: Sage Publications Ltd Brown, B. (2010) The Gifts of Imperfection – Let go of who you think you’re supposed to be and Embrace Who You Are. Minnesota 55012: Hazelden Chödrön, P. (2001), The Places that Scare You. Boston, Massachusetts 02115: Shambhala Publications, Inc. ] Emerald, D. (2006) The Power of Ted, The Empowerment Dynamic. 321 High Rd NE – PMB 295: Polaris Publishing Glasser, W. (1998) Choice Theory A New Psychology of Personal Freedom. New York: Harper Collins Publishers. Hill Collins, P. (2005) Black Sexual Politics – African Americans, Gender, And the New Racism. New York: Routledge Holland, J. (2006) A Brief history of Misogyny, The World’s Oldest , London: Robinson Marshall, W.L. et al (2006) Treating Sexual Offenders, Hove, East Sussex BN3 2FA: Routledge – Taylor Francis Group Marshall, W.L., et al, (1998) Sourcebook of Treatment Programs for Sexual Offenders, USA: Plenum Press. Norcross, J.C. and Guy Jn. J.D. (2007) Leaving it at the Office, A Guide to Psychotherapist Self-care, New York NY 10012: Guilford Press Owens, P. et al (2012) Creative Ethical Practice in Counselling and Psychotherapy London: Sage Publications Ltd.# Rogers, Carl R. (1989). On Becoming a Person; A therapist’s view of Psychotherapy. New York: Houghton Mifflin Company. Salter, A.C. (2004) Predators, Pedophiles, Rapists, & Other Sexual Offenders – Who are they, How they operate, and how we can protect ourselves and our children Basic Books; USA Ward, T. et al, (2006). Theories of sexual offending. : John Wiley & Sons Ltd. Ward, T. et al, 2003. Sexual Deviance, Issues and Controversies, California 91320, USA; Sage Publications Ltd. Yalom, Irvin D. (2001) The Gift of Therapy, Reflections on being a Therapist. London: Piatkus Books; Little Brown Book Group. (2008)

Electronic Articles: Ennis, L. & Horne, S. (2003) Predicting psychological distress in sex offender therapists. National Center for Biotechnology Information, 149–57. Available from: http://www.ncbi.nlm.nih.gov/pubmed/12731149 [Accessed: 23/04/2013] Scheela, R.A., (2001) Sex Offender Treatment: Therapists’ Experiences and Perceptions. National Center for Biotechnology Information, 22 (8): 749 – 67. Available from: http://www.ncbi.nlm.nih.gov/pubmed/11881178 [Accessed: 23/03/2013]

Websites: http://www.livingwheelcoaching.com/ [Accessed 03/02/12]

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Workshop Review

A HOLISTIC APPROACH TO ADDICTION Presenter: Maura Russell Reviewed by: Michelle Maguire Date: 09/06/2012 Venue: St Michael’s Family Life Centre, Sligo

This workshop was presented by Maura Russell who is a substance that we liked and what feeling did it give us? supervisor trainer that specialises in the field of Addiction The most common substance that the participants and is a member of IAAAC, ICPC and IAHIP. enjoyed was tea/coffee and chocolate. Then we were asked to think about what the substance The workshop was attended by 25 participants. gave us? Examples given were Mother, warmth, comfort, pleasure, soothing and many more. We were then asked Maura explained what addiction is: to say; “I don’t care if I ever have any more. E.g. chocolate. • Reliance by an individual on a mood altering What I really want is… e.g. comfort. A mantra that can substance in expectation of a rewarding then be used is: “I bring complete acceptance to you, my experience. desire for e.g. comfort, then I notice… then I feel… • Consistent and regular use of an addictive Addiction camouflages vulnerability, helplessness and substance despite adverse consequences in any or powerlessness. The client may not know how they will all areas of the user’s life. cope with these feelings. • Created by: regular and consistent use of an The client may transfer their sense of powerlessness addictive substance, which leads to physical onto the Therapist. It is important to separate what dependency. part of it belongs to the client, to mirror back what it is • Sustained by the emotional dependence on: and to enable the client to reflect to get this insight for • The high/buzz of taking the drug. themselves. • The release/relief of pain experienced Maura felt that addiction comes up because of a • The fear of the feelings when not in a drugged of something else that is needed, e.g. comfort. state. A possible question that a Therapist could ask a client as a way of helping the client to gain insight into their Dependence is further sustained by: denied need “why is it so important for you to feel • Fear of the physical withdrawals soothed/excited ? “ • Fear of feeling the feelings Maura felt that a good holistic approach would involve • Fear of not being able to cope without drugs using an integration of cognitive behaviour therapy, information to help the client to make a choice, a reason Addiction is also driven and sustained by: to give up the substance, implementing mindfulness to • Boredom. help the client become aware. • Peer pressure. Meditation and Acupuncture have been found to be • Trauma, 50% of which is caused by childhood helpful as physical/sexual abuse. The person may need to withdraw from the substance • Social deprivation. safely under medical supervision. • Distressed family situation, inadequate and The client will need to relearn how to be in a normal inconsistent care throughout childhood. state of being through breath work, nourishment and connecting with people. Maura shared an old Chinese proverb with us: Overall I found the workshop informative and “A man takes a drink, the drink takes a drink; the interesting and I would recommend it to any practising drink takes the man.” counsellor and psychotherapist. Maura stated that it is the memory of the substance; take for example chocolate and its pleasurable experience that brings us back for more of the substance, e.g. chocolate. Maura went on to explain that on a scale of 1-10 we are all addicted to something! Maura asked us to think of a 25

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POETRY

INTRODUCTION

As part of my studies for my Diploma I undertook a research assignment into the area of effective counselling interventions for survivors of . This research developed into a particular focus on Institutes that have become widely known as “The Magdalene Laundries”. The nature of the research involved listening to and reading first hand accounts of the suffering of the survivors of these places and I was drawn to write both of these pieces as a way to both understand and articulate the emotions and experiences I felt.

“The Penitent” although a pejorative term to some survivors, attempts to tell the story of the brutality of not just violence, but of a silence and a cold disconnection from family, identity, compassion and any right to use your own name. A lot of women died whilst held in these places and were buried anonymously with the word “Penitent” marked on a simple headstone.

“The Light” was born out of my need to stay focussed on the purpose of my research. Many emotions were coming up for me during this project and I wrote this piece as a way of keeping focus on the survivor of these places. I placed a copy of this poem at the top of my ever-growing pile of research to ensure that it would be the last and first thing I read every time I worked on the project. I keep a copy of this poem on display in my private practice.

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The Penitent The Light

Say my name. I am the child that is frightened. Say it so the silence hears it. I am the cry never heard. Say it so that the leering, sweated walls can hear it, And I am the loneliest of wanderers. Then say it again so I can hear it. Taken in, on a word.

I am the penitent. I have a heart that’s been stolen. The enemy of the state. I have soul battered blue. The question on a familiar conscience, And I will struggle for reasons. And still the fuel for every hushed village conversation. Sometimes, I won’t make it through.

But I am only a child. I have had a lifetime of questions. And I am a woman. The silence of at night. And I am a mother, How could they have trampled my innocence. Yet I am nobody. Why I never put up some fight.

All things taken from me with a blessed savagery. But I have a brightness that’s hidden. In the name of charity. It’s safe from where a demon can see. In the guise of protection. And if you can help seek that light out. In the name of a penance. Then that’s where I’ll be.

Did you not whisper your lord’s name in my ear as your belted, beatified fist redeemed my soul. Did you not pray for my shop-soiled innocence as your angry razor removed my dignity. Did you not stand any closer to your creator as you ABOUT THE mocked my nakedness and my shame. AUTHOR And did you not once, just once, see past your pains and passions and love me. Luke Devlin is a graduate of the I am your daughter. Institute of Integrative Counselling I am your sister. and Psychotherapy’s Professional I am your lover. Diploma programme. He works from But I am none of these things, anymore. his private practice in Blessington, Co. Wicklow and also as a placement counsellor with The Village Counselling Service in Tallaght.

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Irish Association for Counselling and Psychotherapy Éisteach - Summer 2013

Book Review

Philosophy for Life and Other Dangerous Situations By Jules Evans Publisher: Rider Books U.K. 2012

There is no time for playing around. You have been retained by counsel for the unhappy. You have promised to bring help to the shipwrecked, the imprisoned, the sick, the needy, to those whose heads are under the poised axe. Where are you deflecting your attention? What are you doing? Seneca

The above quotation is the author’s rallying cry of invitation to his dream school with a faculty that includes 12 of the greatest philosophers from the ancient world. The book owes its genesis to the author finding himself as a young man diagnosed with social anxiety, depression and trauma, and who The author does not describe himself as a found relief by joining a self-help Cognitive philosopher but as a freelance journalist who is Behaviour Therapy (CBT) group. In his first year curious about how people apply the ideas of the at university he relates that “out of nowhere I was ancient Greek philosophers in modern life. He suddenly beset with panic attacks, mood swings, interviewed soldiers, psychologists, gangsters, depression and anxiety I was a mess and I had astronauts and anarchists and the book is not shy no idea why”. His dons recognised that there about telling us how the wisdom of the ancients can was something amiss but didn’t seem to know be used to help us live a good life but also how the what questions to ask. His academic work was same ‘wisdom’ can be used for political and cynical excellent so Jules soldiered on. He graduated ends. with a first and to “celebrate I had a nervous breakdown”. In researching this book Evans interviewed people from all walks of life with a view to finding out what As a young graduate, he joined a self help influence if any the ancient philosophers have on Cognitive Behaviour Therapy (CBT) group their own theory or theories of how to live a good using an audio tape one of their numbers had life. Included were Albert Ellis and Aaron Beck two downloaded from the internet. Bearing in mind of the founders of CBT. Albert Ellis told him that he that focusing too narrowly on a person’s thinking had been particularly impressed by a saying of the might ignore the environmental stressors that Stoic philosopher Epictetus: ‘men are disturbed not are harming them, he found the experience very by things but by their opinions about them”. This useful for helping him to challenge his irrational sentence inspired Ellis’s ABC model of the emotions beliefs about what others were thinking about which is at the heart of CBT: we experience an event him and which were leading to his becoming (A), then interpret it (B) and then feel an emotional depressed. The ideas and techniques of CBT response in line with our interpretation. Aaron Beck e.g. the Socratic self-questioning technique, was also influenced by the Stoic philosophers and reminded him of what little he knew about his reading of Plato’s Republic. ancient Greek philosophy so in 2007 he set about exploring the antecedents of CBT and indeed The book is set out in the form of a one day class or other modern day psychotherapies born out of workshop with ‘a rowdy faculty that includes 12 of the wisdom of the ancient Greek philosophers. the greatest philosophers from the ancient world, 28

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sharing their lessons in happiness, resilience and conscious-reflective system. But the latter is more much more’. There are three questions for each energy intensive so we use it a lot less. But they philosophy: agree with Plato that we can train our rational ‘neo- 1. What self-help techniques can we take from this mammalian’ system to over-ride the other systems philosophy and use in our lives? to enable us to make more rational decisions. 2. Could we embrace this philosophy as a way of Unlike Plato Aristotle did not believe that life? philosophy was just for a Platonic elite but should 3. Could this philosophy form the basis of a be taught to every citizen. Well that is except community or even a whole society? women and children it seems. He did not consider The class starts of in the morning session with roll we were up to it! However once I forgive him that call and Socrates the headmaster of the school tells I find he was and still is a very influential person. us why philosophy can help us and speak to our Like Freud ‘Aristotle rests his ethics on a biological own age. We then learn about the Stoics such as theory of human nature; he too suggests that Epictetus and Rufus. The word Stoics comes from our psyche has both a rational and irrational the word stoa Poikile or ‘painted colonnade’ where component’. However he also held that the psyche the original Stoics gathered to teach their street is also social, political and spiritual. Unlike the philosophy to anyone who wanted to listen. As Stoics Aristotle didn’t think that humans should already mentioned above in regard to the principles use their rationality to completely conquer their of CBT - ‘Stoics claimed that you could use your irrational mind and free themselves from passions... reason to ‘overcome attachments or aversions to our true happiness comes from fulfilling what is external conditions’. We then go on to learn about highest and best in our nature. Aristotle’s political the Epicureans and the art of enjoying the moment, vision – that we all become philosopher-citizens the Sceptics, the Mystics. The penultimate session is - so that we can reason our way to the common about politics and the most interesting class as far good, according to Evans, asks a lot of us. ‘At the as I am concerned. I was particularly enlightened moment that does not happen, only the Platonic by the influence of ancient philosophy on modern elite run our society’. At the time of the Renaissance politics. the Aristotelian philosophy was the official philosophy of the whole of Christendom. But Philosophy teaches us the art of psychotherapy “because it became the official philosophy of the which comes from the Greek ‘taking care of our Catholic Church, it calcified into religious dogma. souls’. We do not achieve this sitting in an ivory If you disagreed with Aristotle you were a heretic, tower or from the comfort of our armchairs. For the and would be burnt”. ancients by contrast philosophy was taught and practised in a gymnasium. Cleanthes the Stoic was a I would strongly recommend this book. It is a boxer and Plato was a famous wrestler. The ancients fount of information, well researched, well laid also journalled. At the end of the day the trainee out, honest, and amusing. But it also caused a chill philosopher wrote an account of their behaviour to run down my spine on reading about some of that day. They considered how they spent the day, our modern day ‘philosophical’ movements e.g. what was done well and what they could do better. the Landmark Forum and Positivism. Read it. See However Stoicism speaks to the intellect rather than what you think, if nothing else as a former tutor also speaking to the emotions. of mine used say ‘at least know your enemy’. No matter what school(s) of psychotherapy you align Plato suggested that we don’t have one self yourselves with as therapists you will find that but several. Like Freud one of our best known the theorist(s) were standing on the shoulders of Renaissance philosophers our psyches are made up many of the ancient Greek philosophers. Having of different competing systems each with their own said that there is a least one or two of them who agenda. There is rational reflective system; a spirited to-day would probably be diagnosed with a mental or emotive system; and a basic system of physical illness. appetites. There is a dynamic interplay between these structures each fighting for supremacy. Maureen Raymond-McKay Modern neuroscience and cognitive scientists also holds with this theory of competing impulses and systems. Contemporary psychologists like the Nobel Maureen Raymond-McKay is an accredited laureate Daniel Kahneman suggest that we have counsellor and psychotherapist with the IACP, ‘dual processor’ brains – an automatic system and a email: [email protected] 29

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letters to In contrast to O’Farrell’s rigid insistence on “consistency” there is an evolving theoretical edifice that the editor sees no practical purpose for such cornerstones. Éisteach welcomes members’ letters or emails. If you wish to have your say on either “With respect to counselling the contents of Éisteach or on an issue that concerns you or you feel strongly about, and psychotherapy, a pluralistic please send your views to: standpoint holds that a multiplicity of different models of psychological e-mail: [email protected] or distress and change may be ‘true’ Éisteach, IACP, 21 Dublin Road, Bray, Co Wicklow. and that there is no need to try and reduce these into one, unified We hope the ‘Letters to the Editor’ section will become a regular feature in each model.” (Cooper and McLeod, ‘A edition of Éisteach. For that to happen we need your comments and views. Pluralistic Framework for Counselling We look forward to hearing from you. and Psychotherapy: Implications for Research’ Counselling and INTEGRATIVE CBT: “following unanticipated riverbeds” Psychotherapy Research, 7 (3). pp. A response to Ursula (Yalom, The Gift of Therapy, 2010, 135-143) O’Farrell’s thoughts on Eoin p.34) involves, is there not the following danger? Moreover, clinging to a single Stephen’s article And when Truth met him and put “philosophy and value system” was out her hand not the vision of Carl Rogers, who Dear Editors, He clung in panic to his tall belief believed that it is impossible not to It was with some surprise that And shrank away like an ill-treated find oneself altered by an immersion I read Ursula O’Farrell’s rather child. (W. H. Auden, The Quest) in the waters of another human unbalanced critique (Eisteach, being’s perceptual and emotional Autumn 2012) of Eoin Stephens’ O’Farrell refers only to herself reality. This is surely what he meant article (Eisteach, Spring 2012) when cautioning, “I need to remain by the counsellor also being in presenting a model of integrative grounded within some theoretical process. CBT. She disputes that Stephens’ framework, or I will like a “When I am thus able to be in approach could be both integrative weather-vane”, but implies that it process, it is clear that there can and based on a “core theory of is undesirable for any counsellor’s be no closed system of beliefs, no therapeutic change”, positing an fundamental beliefs to be continually unchanging set of principles which I inherent contradiction within his modified. Thus her meteorological hold.” (Rogers, On Becoming a Person, proposed form of synthesis. O’Farrell image of chaotic response serves 1979, p.27) does acknowledge “commonalities to caricature the mobility of a truly of skills and techniques”, but integrative and pluralistic approach. The modern therapist needs to be warns that that a highly malleable As Professor John McLeod has available in a manner that is adaptive approach would be at the expense outlined, the client’s perspective and appropriate to diverse cultural of essential “consistency”. offers a means of mitigating potential milieux and numerous professionals confusion when assimilating are striving for a more reciprocal, She propounds that “a therapist’s diverse bodies of theory (Cooper reflexive and dynamic method. choice of theory is based on her and McLeod, ‘Pluralism: Towards a Exponents of more pluralistic basic belief as to why people New Paradigm for Therapy’ Therapy approaches show a commendable behave as they do, and how her Today, Vol. 21, Issue 9, Nov. 2010). willingness to incorporate the client’s own philosophy and value system Stephens should be applauded for world, values and preferences into fits into that theory”. However, a incorporating “perspectives the their thinking. To spin like a weather counsellor’s effectiveness might be client finds helpful [my italics]”, a vane may not always be a pleasant limited if they are not prepared to responsiveness consonant with experience - dizzying even, perhaps have their “centre of volition shifted” Yalom’s recommendation to “create a - but it is sometimes the only way to (W. H. Auden, The Quest). If we are new therapy for each patient” (Yalom, find the true direction of the wind. not receptive to all that a search 30 2010, pp.33-38). O’Farrell also misconstrues one of

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Stephen’s statements, objecting REPLY FROM URSULA vociferously that counselling is O’FARRELL In such a debate it is equally “NEVER easy”. Stephens had not important to allow for, and be Dear Editors, said that it was. She then criticises respectful of, professional differences I find it difficult to reply to this his reference to empathy as a ‘skill’ of opinion – whether expressed from ‘argumentum ad hominem’ letter, before presenting a somewhat a place of experience gained through where Ramesh Ramsahoye’s condescending lecture on this many years of research, teaching and theoretical responses are lost among concept to an experienced CBT publishing, or from a position with a plethora of personal and hurtful counsellor clearly in no need of one. fewer years of experience. comments such as ‘unbalanced’, ‘condescending’, ‘obviously distorted’, When therapists take part in the It is said that attack is the best ‘objecting vociferously’, etc. debate over possible directions for form of defence, and I truly regret counselling it is vital that the old that my comments appear to have I would like to reassure Ramesh that guard does not shoot them down. caused such a defensive reaction. Is my letter was in no way intended Furthermore, their meanings should it Ramesh who is clinging ‘in panic to to be the ‘old guard’ shooting down not be so obviously distorted as was his tall belief’? other therapists, and I utterly refute apparent in Ursula O’Farrell’s letter. Yours etc., that accusation. On the contrary, I greatly enjoyed O’Farrell’s superb URSULA O’FARRELL I had hoped to attract balanced books on counselling, hence my comments perhaps leading to a surprise upon reading her comments. dialogue about the future of the Yours etc., counselling profession. RAMESH RAMSAHOYE PRE-ACCREDITED MEMBER IACP

Invitation to submit an article for

Éisteach We would like to invite you, the Members, to submit an article / letter / therapist dilemma for inclusion in Éisteach.

We welcome articles that promote improvement in clinical practice, research and that provoke thinking on the wider issues, to include the social, cultural and philosophical relevant to counselling and therapy. We also welcome letters to the Editor, therapist’s issues and questions, book and workshop reviews.

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To submit an article to Éisteach, please send your manuscript electronically by e-mail attachment to: [email protected]. 31

Irish Association for Counselling and Psychotherapy Éisteach - Summer 2013

Therapist Dilemma

It may be a surprise to see the return of the Therapist Dilemma but here is why we have decided to bring it back. The editorial board introduced Chiron’s Corner with the hope of encouraging more involvement from readers and to generate discussions about topical and relevant issues. Unfortunately this vision wasn’t fully realised. Research with our readers showed that one of the main sections you enjoyed was our Therapist Dilemma. So it is now officially back by popular demand. Nonetheless, we are still eager for your involvement, your ideas and thoughts, and replies to these dilemmas. Let’s hear about what you think about this particular scenario...

Dear Editor, I have worked as a counsellor for a number of years. I provide individual counselling and until now have always felt confident in my ability to deal with any issue raised by a client, until recently that is. I accepted a referral for a period of short term counselling; the presenting problem, I was told, was anxiety. I made contact with the client and arranged their first session. The client arrived for the session. We looked at the issue of anxiety and the possible reasons the client might be experiencing anxiety. Send your Throughout the session I found the client non-communicative. Dllemma and / When I brought this up with the client they responded by saying or replies to this they were concerned for their safety. The client said they did not issue’s Dilemma get on with the police but did not go into detail. When I asked to: about the area they lived in and what support networks were available to them they were extremely vague. The session ended Dialogue, and another appointment was arranged. Éisteach, Since then I reviewed the session and looked at the answers the 21 Dublin Road, client gave me. For reasons that are unclear to me I have become Bray, more and more apprehensive about our next meeting and am Co Wicklow or uncertain what to do. I am now becoming concerned for my own safety and cannot figure out the reason why. I have never found [email protected] myself in a situation like this before and I don’t know what to do...

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Irish Association for Counselling and Psychotherapy Éisteach - Summer 2013 NOTICEBOARD

Dear Members, Again I am honoured and privileged to take on the role as Cathaoirleach for another year after the IACP AGM, which was held on Saturday the 23rd of March 2013 at the Heritage Golf & Spa Resort, Killenard, Co Laois. The event was a great success with over 270 Members attending. I would like to thank the outgoing Members of the Executive for all of their hard work and welcome the new Members. Séamus Sheedy Cathaoirleach It is the combined efforts of Members, the Executive, Sub- Committees, Management, Staff and all the auxiliary services such as our accountants, legal advisors, website advisors, that enables IACP to lead the way in the development of Counselling and Pychotherapy in Ireland. My sincere thanks for the support and guidance I have received in the past year as Cathaoirleach, without which it would not be possible to be representing the IACP Membership during this exciting time in our Association’s development. We have a real opportunity to progress the aims and objectives of IACP, in line with the wishes of you, the Members, and in all decisions we make, we need to remember we hold at our core the protection of the public. As we begin our next year, Governance is top of our agenda and something we must keep in mind in all we do. ‘Governance’ refers to how an organisation is run, directed and controlled. Good governance means an organisation will design and put in place policies and procedures that will make sure the organisation runs effectively. Good governance is not about rules alone. It is an attitude of mind. It is about the ethical culture of the organisation, protecting and promoting the reputation of IACP. Our aim is to continue the commitment to excellence. This includes work on the formulation of IACP’s strategic plan for 2014 to 2017/18 which will commence soon. Also, a major focus is to locate and purchase a new premises. I invite and encourage more of you, our Members, to be involved. Details of committees needing Members are on the website. ‘We discover new oceans when we lose sight of the shore’ Anon.

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Irish Association for Counselling and Psychotherapy Éisteach - Summer 2013

Dear Members, University, School of Psychology, (Brisbane, ) and has been in private practice as a The IACP Co-hosted the psychotherapist throughout his career. His teaching prestigious 2013 BACP includes classes in psychotherapy, psychotherapy Research Conference ‘Synergy supervision, and clinical research methods. He is in Counselling & Psychotherapy the editor of Bergin and Garfield’s Handbook of Research’ in Birmingham this Psychotherapy and Behavior Change (5th & 6th May. It was a significant step Editions). His current program of research focuses forward in the development on reducing treatment failure and non-response Naoise Kelly of the IACP’s research strategy through the use of advanced statistical methods National Director and a great opportunity for and computer applications outlined in: Prevention IACP Members to become more of treatment failure: Measuring, monitoring, & involved with research. feedback in clinical practice.

The Research Conference Professor Lambert’s Keynote Speech was entitled ran over two days, Friday ‘How to Double Client Outcomes in 18 Seconds: and Saturday (10 & 11 Using Mental Health Vital Signs feedback and May 2013) with a pre- problem-solving tools’. He stated that therapists conference workshop on are so optimistic about their effects on clients, that the Thursday evening they overlook negatively responding clients. Using prior. The event was a a measure of mental health functioning, along with huge success with over 200 knowledge of typical patterns of change, enables delegates attending from all therapists to focus their attention on negative over the world, including treatment responders to these patients’ benefit. Malta, USA and Ireland. Once negatively responding clients are identified, IACP had a large stand on display at the conference, therapists notified, and possible reasons for failure which generated a lot of interest. A mixture of IACP are identified (alliance, social supports, motivation, Staff and Volunteers interacted with delegates, and life events), suggestions are made for changing sharing information on IACP and discussing interventions. Such procedures take advantage of a Counselling / Psychotherapy. therapist’s ability to problem-solve and thereby allow for a synergistic combination of clinical skill and It was a great opportunity to network with delegates research methods aimed at ongoing treatment in from all over the world and lots of contacts were real time. The objective of the keynote was to make made and shared. IACP Volunteers and Staff therapists aware of the advantages of tracking client Chaired some of the research Breakout Sessions treatment response in relation to typical response, on a wide variety of topics including ‘Research with alerts for predicted treatment failure. on counselling skills and embedded counselling: review of methods and findings’ and ‘Exploring The Saturday Keynote Speaker was Professor Roz Counsellors’ experiences of working with suicidal Shafran. Professor Shafran is Professor clients with particular focus on the issue of of Clinical Psychology at the University responsibility’. of Reading and founder of the Charlie Waller Institute of Evidence On the Friday night, the BACP hosted a dinner Based Psychological Treatment. She dance with a wonderful ceilidh folk band providing is a former Wellcome Trust Career the entertainment. Development Fellow at the University of Oxford. Her clinical research interests include The quality of the speakers at the event was extremely cognitive behavioural theories and treatments for high and we are exploring the possibility of bringing eating disorders, obsessive compulsive disorder and some of the speakers to Ireland for potential future perfectionism across the age range. IACP events. Professor Shafran is the scientific co-chair of the The Friday Keynote Speaker was British Association of Behavioural and Cognitive Professor Michael J. Lambert, a Psychotherapies, associate editor of ‘Behaviour Professor of Psychology at Brigham Research and Therapy’ and Chair of the Research Young University, USA. He is an Committee of the British Association for Honorary Professor of Queensland Counselling and Psychotherapy. 34

Irish Association for Counselling and Psychotherapy Éisteach - Summer 2013

Professor Shafran’s Keynote Speech was entitled The objective of the keynote had two aims: firstly, ‘Psychotherapy for perfectionism: Research and to present the latest research on the understanding Clinical Practice’. She stated that Perfectionism and treatment of perfectionism, and secondly, can be a problem that affects clients’ functioning to provide useful clinical information for directly and is associated with a variety of mental counsellors and psychotherapists who come across health problems including depression, anxiety, perfectionism in their practice. chronic fatigue and eating disorders.

IACP Present: “An Introduction to Counselling & Psychotherapy Research” in association with BACP

Professor John McLeod Professor of Psychology, University of Abertay Dundee Professor McLeod is author of Qualitative Research in Counselling and Psychotherapy, Doing Counselling Research, Case Study Research in Counselling and Psychotherapy, and books and articles on a wide range of topics in counselling and psychotherapy. Professor McLeod is committed to promoting the relevance of research as a source of knowledge for practice, and in the development of methods of research that are The Irish Association for Counselling & Psychotherapy (IACP) consistent with the aims and values of therapy. in association with the He is convinced that learning about research has the potential to make students and trainees more effective practitioners. British Association for Counselling & Psychotherapy (BACP)

Presents Dr Andrew Reeves Editor of the BACP’s Counselling and “An Introduction to Counselling & Psychotherapy Research” Psychotherapy Research Journal (CPR), University Counsellor, Supervisor With Special Guest Presenters, Dr Andrew Reeves is a BACP Senior-Accredited Practitioner Prof John McLeod and Dr Andrew Reeves who has worked at the University of Liverpool Student Venue: The Radisson Blu St. Helen’s Hotel, Stillorgan, Co. Dublin Counselling Service for several years. Date: Saturday 12 October 2013 Prior to this he worked in psychiatric services as a counsellor Time: 10am – 4pm and Approved Social Worker. Dr Reeves was based within a multi-disciplinary mental health team undertaking Cost: €40 (This is a special subsidised event which includes full lunch statutory and non-statutory mental health assessments in addition to providing and refreshments) individual and group therapy. Limited to 150 places He also worked within a mental health crisis team offering out-of-hours intervention Bookings accepted via the IACP website www.iacp.ie to people experiencing acute mental health distress. As a Social Worker he has also worked in child protection and with vulnerable adults (he continues to be a Registered Social Worker). As a researcher, Andrew’s interest lies in counselling and psychotherapy interventions with people who are suicidal.

Venue: The Radisson Blu St. Helen’s Hotel, Cost: €40 Stillorgan, Co. Dublin (This is a special subsidised event which includes full lunch and refreshments) Date: Saturday 12 October 2013 Limited to 150 places Time: 10am – 4pm Bookings accepted via the IACP website www.iacp.ie 35

Irish Association for Counselling and Psychotherapy Éisteach - Summer 2013

Annual General Meeting REPORT 2013

The 2013 IACP AGM was held on Saturday 23rd March 2013 at the Heritage Golf & Spa Resort, Killenard, Co Laois. The event was a great success with over 270 members attending. A brief overview of the event follows:

A Social Evening was held on Friday 22nd at the Seve Ballesteros Suite in the Clubhouse of the Heritage Golf & Spa Resort. It was a highly enjoyable evening for the 100 attendees. Many thanks to Christine Moran and Liz Sugar, from the Midlands Committee, for hosting the event so successfully.

The 2013 IACP AGM was officially opened by the Mayor of Portlaoise, Catherine Fitzgerald.

Dr Harry Barry Elections Motions Guest Speaker Following the AGM Election, the Motion 1: A fascinating talk was given by Executive Committee for The following motion was carried: Dr Harry Barry. Dr Barry is a best- 2013 / 2014 is: The membership hereby ratify selling author and medical doctor Séamus Sheedy – Cathaoirleach the revised IACP Memorandum, based in Drogheda, County Louth. Bernie Darcy – Leas Cathaoirleach Articles of Association, He has a particular interest in the Keith Brennan – Company Secretary Regulations and Bye Laws of the area of mental health. Michael Chambers – Treasurer Association as put before the Dr Barry’s presentation is available Olive Bourke members. to view or listen to on the IACP Angela Corcoran Mahon Proposed by: Bernie Darcy. website at www.iacp.ie/member- Eileen Finnegan Seconded by: Séamus Sheedy resources-area Attracta Gill Marianne K Gurnee Denis O’Connor Moira Sharkey Counselling / Psychotherapy & The Law – Free Seminar

IACP presented a Free Seminar for Members on Counselling / Psychotherapy & the Law, in the Gibson Hotel, Dublin on Friday 19 April 2013. The seminar was a huge success with twice as many people registering to attend than there were places. Due to the strong demand for, and success of this seminar, I am pleased to announce that IACP will hold this Free Seminar again for Members in the Autumn of 2013 - date to be confirmed. The notes from the seminar are available to view and download from the ‘Member Resources’ section of the IACP website www.iacp.ie 36

Irish Association for Counselling and Psychotherapy ÉisteachÉisteach - -Summer Spring 2009 2013

NEW IACP WEBSITE making good progress

The new IACP website was launched in March of this year and has proved to be very popular.

It has been designed to be more User-Friendly and enhance the experience of the IACP Members and the public who use it.

It has a much more intuitive layout with different distinct sections developed specifically for the professional practitioner and the general public.

Over the past few weeks we have received extremely valuable feedback from Members, which we very much appreciate, and have made several changes and improvements to the website based on this feedback. We encourage Members to try out the website and relate your experience to us, so that we may improve the ‘User’ experience.

Some of the new features on the website include the facility for Members to pay Yearly Membership and Renewal Fees online.

We have also designed a new ‘Events’ section where it is possible to book and pay online for all IACP seminars and workshops. This is a fully automated system which provides the User with an instant receipt and event details.

Another significant facility which we have re-designed for the Members’ convenience is a new Online Directory of Accredited Members. Accredited Members are now be able to log on to their individual Online Directory Profile and change / update Contact Details and Services and even include a photo. This gives Members more flexibility and accessibility to their own Online Profile.

This new website is Phase One of the redesign and development of the IACP website. We will launch Phase Two of the new website in the coming months. Phase Two will also have new extra features and capabilities including videos and an integrated Online Application System, which will enable members to renew their Accreditation online.

We look forward to your continued feedback on the website. To view the new IACP website please log on to www.iacp.ie. We hope you find the new website helpful and useful.

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Irish Association for Counselling and Psychotherapy Éisteach - Summer 2013

The Children First National Guidelines and their Implications for the Work of IACP Members

In 2010, the National Executive of the IACP during his / her childhood. The section places an adopted the Children First Guidelines of the onus on the member to consider whether a child is Department of Health at risk currently and if so and Children (1999) as to act upon that concern. part of the organisation’s The guidelines state that policy. “If any risk is deemed to exist to a child who The guidelines are on the may be in contact with IACP website and are an alleged abuser, the widely available. It is the counsellor / health responsibility of all IACP professional should members to familiarise report the allegation to themselves with them. the HSE Children and Family Services without This article deals only delay.” with the reporting responsibilities by which It is important to note members are expected that these guidelines to abide. It deals only concern not only sexual with what is stated in the abuse but also neglect, guidelines.The guidelines and are non-mandatory under emotional abuse. As the law at present, but it mentioned above, the is now the policy of the Children First guidelines IACP that members act are non-mandatory in a in accordance with them. legal sense, at present, For IACP members, but this is expected the key provisions to change in the near of the guidelines are future. However the those regarding the formal adoption by the reporting of concerns National Executive of the to the authorities. IACP of the guidelines These provisions deal with concerns that a child places an obligation on members to act in may currently be experiencing abuse; and with accordance with those guidelines. Members would disclosure by adults of abuse experienced when be wise to ensure that their contracts with clients they themselves were children. refer to these obligations under the Children First Guidelines. Current Abuse A member who has concerns that children with IACP members should also make themselves whom they are in contact may have been abused, familiar with the Child Protection and Welfare may be suffering abuse or may be at risk of abuse Practice Handbook published by the HSE. should report these concerns to the HSE child The handbook incorporates the Children First protection services. If the child is in immediate National Guidelines and is a user-friendly danger and the HSE cannot be contacted, a report document. It is strongly recommended by the should be made to the Gardaí. Department of Children and Youth Affairs. Retrospective Disclosure by Adults IACP has a formal agreement with One in Four For most counsellors / psychotherapists this may to assist IACP Members regarding any abuse / be the most relevant section. This issue arises reporting issues they may experience in their when an adult discloses abuse that occurred practice. 38

Irish Association for Counselling and Psychotherapy Éisteach - Summer 2013

If you need further advice or guidance in relation to the above or any area of Child Protection / Abuse / Reporting, you can contact One in Four on 01-6624070 or www.oneinfour.ie

One In Four can assist you with understanding the information and also guide and assist you with the reporting mechanisms if necessary.

Both the Children First: National Guidelines for the Protection and Welfare of Children and the Child Protection and Welfare Practice Handbook can be viewed and downloaded from the IACP website www.iacp.ie

Student’s Voice

Éisteach hopes to begin publishing an article in each issue of specific interest to counselling students.

If students wish to tell us what they would Dublin Rape Crisis Centre Continuing Professional Development like to see covered, they can do so by Training Programmes emailing [email protected] Venue: DRCC, 70 Lr Leeson St, Dublin 2 9.30am – 4.30pm

Issues of Sexual Violence: The Counselling Process November 2013 to February 2014 IACP Annual Fees 2013 Reminder This long established intensive 12 day in-service course is run once a year, in six two day modules on Wednesdays and Thursdays, for those working, or beginning Dear Members, please be aware that 2013 to work, as counsellors and psychotherapists who wish to enhance their Annual Fees are now past due. understanding and skills in working with issues of sexual violence. If you still have not paid your fee you can Dates: contact IACP directly on 01 2723427, or at 6th and 7th November; 20th and 21st November; 4th and 5th December 2013; 22nd and 23rd January; 5th and 6th February; 19th and 20th February 2014. [email protected] to make payment. Only fully paid up members can continue The course explores issues arising in working with adolescent and adult clients who have experienced childhood sexual abuse, rape, and sexual to be members of IACP. . It is intended to enhance the capacity of participants to work therapeutically with clients who have experienced sexual violence, and to maintain their own well being while doing so. The course, while including theoretical inputs, is participative and experiential in nature. The sensitive nature of the issues being addressed and their capacity to resonate with participants IACP is taken into account in the approach. The training methods include the use of video and audio materials, lectures, role-plays, experiential exercises, case studies is on and small group work. This course is recognised by the Irish Council for Psychotherapy for CPD purposes. Comprehensive written notes are provided with all training programmes to support the learning and to act as an ongoing resource IACP is on Facebook, please view our Training programmes are also provided on request throughout Ireland for page by logging onto: agencies or groups, designed to meet their specific needs.

Further information and application forms are available on www.facebook.com/ our website www.drcc.ie IACP.CounsellingPsychotherapyIreland or contact: Leonie O’Dowd or Jane Baird 01 6614911 [email protected] 39

Irish Association for Counselling and Psychotherapy Éisteach - Summer 2013

Accreditations

First Time Accreditation

Abby Wynne Dublin 24 Emma Murphy Co Cork Michael O’Shea Co Cavan Aisling McGroarty Co Meath Grainne Hand Dublin 8 Myra Beirne Walshe Co Roscommon Ann Margaret Tuthill Dublin 20 Jane McCarthy Co Wicklow Orlaith Kingston Co Dublin Anna Clarke Co Dublin Johanne DeLagrave-Kenny Co Wicklow Patricia Browne Co Tipperary Annemarie Moran Co Dublin Kathleen Gibbons Co Meath Paul O’Grady Co Waterford Anthony Keane Dublin 8 Lisa Marie Gannon Dublin 5 Shane Cannon Co Galway Antoinette Stanbridge Co Waterford Lisajane Fitz-Simon Dublin 6W Sheelagh Lennon Co Wexford Cáit O’Keefe Co Kildare Louise Doran Co Wicklow Sheila O’Malley Dublin 11 Christina McDermott Co Galway Mary Carbery Co Kildare Stefan Green Co Waterford Edel Quinn Dublin 8 Mary Doddy Dublin 14 Stephen Keogh Co Dublin Elizabeth Slattery Dublin 4 Mary J Brennan Co Dublin WeiSim Ho Co Dublin Ellen Sheehy Co Cork

5 Year Renewal of Accreditation

Alan Furlong Co Dublin Gerard Phillips Cork Mary Rosenfarb Co Wicklow Ann Blackburne Co Cork Grazyna Fylan Co Laois Maureen Brady Dublin 9 Anne Lavelle Co Galway Helen McGowan Co Kerry Michael Shane McGuire Co Mayo Anthony O’Neill Co Kildare Ignatius Clarke Co Galway Niall Hickey Co Kildare Aoife Graham Co Carlow Jean Barrett Dublin 4 Nora Grogan Co Dublin Caroline Kennedy Dublin 8 John Francis Quearney Dublin 5 Nora Knapp Co Kerry Catherine Clements Dublin 9 Laureen Taylor Dublin 5 Patricia Anne McHale Co Westmeath Catherine Tierney Co Dublin Mairead Fagan Co Mayo Patrick Coughlan Dublin 22 Claire Counihan Dublin 2 Margaret Quinn Co Dublin Paula Buckley Dublin 22 Daphne Hunt Co Kilkenny Margaret Wasz Co Tipperary Pauline Macey Co Wexford Deborah O’Neill-Fearon Co Cork Maria Duignan Co Sligo Rosemary Fitzgerald Co Wicklow Deirdre Farrell Dublin 13 Marian Staunton Co Mayo Sharon O’Leary Co Cork Denis O’Connor Co Wexford Marie Blythe Duggan Co Kildare Sandra Palmer Co Roscommon Edward Egan Co Cork Mark O’Gorman Co Wexford Susan Shipp Co Wicklow Eithne Cody Co Kilkenny Martina Fannon Co Galway Terence Herron Co Dublin Eta Danaher Co Limerick Mary Clare Flynn Dublin 6 Tim Hannan Co Mayo Gabrielle Browne Co Kerry Mary Rose Crowe Dublin 18 Tony Carey Wicklow

newly accredited supervisors

Joy Winterbotham Dublin 6W Antoinette McKeogh Dublin 24 Eleanor Shortt Co Leitrim Liam Cannon Co Donegal Audrey Henshaw Co Westmeath

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Irish Association for Counselling and Psychotherapy Éisteach - Summer 2013

Accredited SUPERVISORs—dates for your diary!! Supervisors’ Forum Meetings 2013

Dublin: 15th June 2013, 10am – 2.30pm. Facilitator: Maria Dowling

Venue: All Hallows College, Drumcondra, Dublin 8. (Room 4, Purcell House) (maximum attendees 45)

“The Responsibilities and Dilemmas of the Supervisor / Supervisee in the mandatory reporting of child sexual abuse, from a social worker’s perspective.”

Update – Supervisor Forum, June 15th, All Hallows College, Dublin 8.

The plan for this forum has been changed. We are unable to have the facility of a social worker on the day to address our questions on reporting child protection concerns. However, we wish to proceed with a brief presentation on the “Children First Guidelines” and update members on new developments within the IACP that will assist us as Supervisors/Counsellors in working with the current guidelines. The IACP have been working to provide support to members who find themselves or their supervisees in a reporting situation regarding child protection concerns. We wish to inform all supervisors of these supports.

Questions and concerns from Supervisors are welcome. Please submit any questions you would like to put to this forum to [email protected] before Monday 3rd June 2013. These will be passed to the presenter who will try to answer all questions on the day.

Dublin: 28th September 2013 - National Supervisors’ Forum Day: Venue: Ashling Hotel, Dublin. Facilitator/Agenda to be confirmed.

Cork: 12th October 2013. Venue: Gresham Metropole Hotel. Facilitator: Geraldine Sheedy/Patricia Walsh.

Wexford: 2nd November 2013. Venue: Brandon House Hotel, Wexford. Facilitator: Noeleen Murphy.

Bookings for Supervisor Forums must be done online at www.iacp.ie/events

Unless otherwise stated, Meetings will begin at 10.30am and finish at 3.30pm. CPD certificates will be sent out to participants after attendance at the Forum. (Tea/Coffee and Biscuits will be served from 9.45am). Please refer to the IACP Web Page under “Events” for the updated list of all Supervisor forums being held in the Autumn. This is updated weekly and all forthcoming Supervisor Forums will be listed thereon. If you have any queries in relation to supervision, please email: [email protected] or contact Jackie at 01 2735 007 (Tuesday and Wednesday 9am - 5pm).

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Irish Association for Counselling and Psychotherapy Éisteach - Summer 2013

Workshops dublin workshop COMMITTEE Presents a Workshop on Bullying//Power Struggles in the Workplace, Home and School: What the Counsellor Needs to Know Presenter: Dr Brendan Byrne Dr Brendan Byrne has taken a particular interest in the subject of bullying behaviour and has carried out extensive research in this area. He is an accredited member of the IACP. His work as a psychotherapist has brought him in contact with people who have been bullied in the workplace. He was a member of the Government Working Party, which drew up guidelines for Primary and Post Primary schools on countering bullying behaviour. He has been invited to present workshops on the subject of bullying behaviour at conferences in Ireland, Europe, India and Australia. He is the author of three books on the subject: ‘Coping with Bullying in Schools’ (Columba Press, 1993), ‘Bullying: A Community Approach’ (Columba Press, 1994), ‘Bullying in the Workplace, Home and Schools, Questions and Answers’ Brendan Byrne with Tony Byrne and Kathleen Maguire, (Blackhall Publishing, 2004) Bullying has been described as ‘the breaking down of a person’. This workshop will focus on the role of the counsellor in helping the client to repair the damage caused by bullying. The focus will be on: • Risk Factors / Vulnerability - personal and situational • The effects of bullying - short term and long term • Strategies for dealing with bullying • The Law with Regard to Harassment, and Bullying The workshop will consist of short information inputs /case studies /discussion. The counselling experiences of participants in relation to bullying will be central. The approach will be interactive.

Date: Saturday, 29th June 2013 Time: 10am - 4.00pm. Registration: 9.30am Venue: Clarion Hotel IFSC, Dublin 2 Cost: €80 members, €100 non-members, Students €50. Limited to 5 IACP students. All places must be booked and paid for online at www.iacp.ie/events

southern REGION COMMITTEE Presents a FREE one-day Workshop on Addiction: the Affect on Families and Children Presenter: Pat Coughlan, MIACP, MIAAAC Pat Coughlan is a Qualified Counsellor, Psychotherapist, Career and Life Coach working in the caring profession for over 25 years. He holds an Honours degree in Psychotherapy and Counselling, from Middlesex University, London. Pat is a Qualified Addiction Counsellor working with addicts and their families for 15 years, helping the cycle of addiction in healing for all the Family. Pat is also a Qualified Guidance Counsellor/Coach and has worked in schools as a trained coach working with adolescents and adults, helping them in their path in life. Pat is also a trained Supervisor, Tutor for accredited Counsellors and Counsellors in training. Pat is accredited with the Irish Association of Alcohol and Addiction Counsellors (IAAAC) and the Irish Association Counselling and Psychotherapy (IACP). Please check Pat’s website for further details www.eastcorkcounselling.com Focus: • Models of Addiction • Awareness about addiction and its affect on the family • Effects on the Whole Family: roles each member take • Exploring our own personal attitudes to addiction to support the defunction of addiction • Information on the Addiction Process, Symptoms, Stages • Intervention, Debriefing, Question time, Evaluation and phases of addiction, Interventions Training is a blend of didactic lecture, group discussion, and PowerPoint. The day will cater for all levels of experience.

Date: Saturday June 8th June 2013 Time: 10am - 4pm. Registration: 9.30am Venue: Mardyke House, The Mardyke, Cork Cost: Free (39 places) All places must be booked and paid for online at www.iacp.ie/events 42 In the event of an attendee cancelling their participation of a Workshop/Seminar the following cancellation fee policy applies: 1 month’s notice — full refund; 1 to 4 weeks’ notice — 50% refund; less than 7 days’ notice — no refund Irish Association for Counselling and Psychotherapy Éisteach - Summer 2013

Workshops North EASTERN Regional Committee Presents a hands-on Workshop Art Therapy - Knowledge of Art Therapy is beneficial not only for those who work in the helping professions but for individuals wishing to examine their own lives. Presenters: Dr Philip Cheifetz and Sharon Cheifetz Dr Philip Cheifetz is a psychiatrist, a child psychiatrist and a psychoanalyst, and member of the Canadian Psychoanalytic Society. Sharon Cheifetz is an art therapist with a diploma and master’s degree in Art Therapy from Concordia University. She teaches art therapy to adults at the Ottawa School of Art. This hands-on workshop will involve art assessments, guided imagery, relaxation and the creation of your own “life box’’. This will cover where you are coming from, your present and your future. Today’s skills can be transferred to your own practice. The day will start with a Power Point lecture by Dr. Philip Cheifetz called “The Dreamer as Artist in Psychoanalysis’’.

Date: Saturday, 8th June 2013 Time: 10am - 4.30pm. Registration: 9.30am Venue: Dundalk Youth Centre, Roden Place, Dundalk, Co Louth Cost: €80 members, €100 non-members. Limited to 25 participants

All places must be booked and paid for online at www.iacp.ie/events

NORTHERN IRELAND REGIONAL COMMITTEE Presents a Workshop on Psychiatry and Psychotherapy in Ireland Today: An Uneasy Alliance Presenter: Professor Ivor Browne Professor Ivor Browne is respected both for his personal compassion and his consistent opposition to orthodox psychiatry. A fellowship recipient from Harvard University in Public and Community Mental Health, Dr Browne was Professor of Psychiatry at UCD and Chief Psychiatrist of the Eastern Health Board until his retirement. The author of many academic articles, Professor Browne conceived and established the Irish Foundation for Human Development and set up the first Community Association in Ballyfermot. An offshoot of this had successful outcomes in the City of Derry working with rebuilding a Community encountering conflict. Professor Browne’s bestselling autobiography Music and Madness gives a deeply moving account of his life, work and professional development

This interactive workshop will: Explore and discuss the somewhat uneasy relationship between orthodox psychiatry and the application of the main psychotherapeutic models in Ireland today

Date: Saturday, 5th October 2013 Time: 10am - 4.30pm. Registration/coffee: 9.30am Venue: City Hotel, Derry City, Co. L/Derry Cost: £68 / €80 members, £85 / €100 non-members, £43 / €50 students. All monies will be paid in Euro on the IACP website. Limited to 5 IACP students.

Further information from Catherine: 07749058952, Brenda: 07775947991

All places must be booked and paid for online at www.iacp.ie/events

43 In the event of an attendee cancelling their participation of a Workshop/Seminar the following cancellation fee policy applies: 1 month’s notice — full refund; 1 to 4 weeks’ notice — 50% refund; less than 7 days’ notice — no refund Irish Association for Counselling and Psychotherapy Counsellors - Psychotherapists - Psychologists – Psychiatrists Training to alleviate children’s social, emotional, behaviour and mental health problems Become a Certified Play Therapist!

! Post Graduate Certificate in Therapeutic Play Skills 5 modules each of 3 days Starts 11/01/2013 ! Post Graduate Diploma in Play Therapy 5 modules each of 3 days Starts 01/02/2013 ! Introduction to Play Therapy 1 day 4 times a year — please enquire ! Post Graduate Certificate and Diploma Summer School in France starting 27th July 2013

PQ Certificate in Clinical Supervision for Play and Creative Arts Therapies 7 days PQ Certificate in Filial Play Coaching 4/7 days – All Hallows – Dublin (Please enquire for dates)

The only play therapy courses validated by clinical research. All courses will be held at All Hallows College, Dublin, as a part of the APAC MA in Practice Based Play Therapy programme run in a collaborative partnership with Christ Church Canterbury University. The Certificate and Diploma Practice certification is by Play Therapy International. Full details and application form from: Linda Bradley – Course Administrator APAC – The Coach House – Belmont Road – Uckfield – TN22 1BP – UK +44 (0) 1825 761143 email: [email protected] www.playtherapy.ie

The appearance of an advertisement in this publication does not necessarily indicate approval by the IACP for the product or service advertised. The appearance of an advertisement in this publication does not necessarily indicate approval by the IACP for the product or service advertised. Super.Vision Training Jungian Perspectives in Counselling and Psychotherapy

Cross professional training in A one-year (Certificate) or two-year (Diploma) Course which aims to give participants insights into both classical Humanistic & Integrative Supervision. and contemporary Jungian theories, looking at how these may be incorporated into both practice and ordinary Suitable for psychotherapists, counsellors, life everyday life. coaches, community workers & other health care It will be of interest not only to those already working as professionals. The course focuses on the skills, counsellors or psychotherapists and others in the helping theory and practice of supervision and fulfills the professions, but also those in the areas of education, health, community and voluntary organisations, personnel and training requirements for supervisor accreditation human resources. Areas covered will include personality with IACP & IAHIP. types, dreams, sexualities, feminism, meaning and symbolism, alienation, loss.

Training takes place in Limerick city and runs from (Each course year carries October 2013 to May 2014, over 8 weekends, 58 ICP-approved points) (including a weekend facilitated by Robin Shohet). Venue: All Hallows’ College, Drumcondra, Dublin 9 Time: 10am–4pm on eleven Saturdays throughout the Places limited, applications now being accepted. academic year beginning in September. Fee: €1,095/year For details and to apply please contact: Annie Sampson MSc Supervision & Reflective Practice Application forms: jungstudies, 22 Fairyhill Blackrock, Co. Dublin, Tel 01-278 3369 087 2320525 or [email protected] www.jungianstudies.com www.super-vision.ie

The appearance of an advertisement in this publication does not necessarily indicate approval by the IACP for the product or service advertised. The appearance of an advertisement in this publication does not necessarily indicate approval by the IACP for the product or service advertised. Professional Play TheraPy INTEGRATIVE PSYCHOTHERAPY raining cTc PRACTICE T 143 Upper Rathmines Road, Dublin 6 IRELAND’S ONLY COMPLETE CORE TRAINING IN Person Centred Approaches PLAY THERAPY & PSYCHOTHERAPY MA Humanistic & Integrative Psychotherapy and Play Therapy ROOM SPACE CURRENTLY AVAILABLE TO RENT (Level 9 NQAI) Starts August 2013 Postgraduate Diploma in Play Therapy (Level 9 NQAI) REASONABLE RATES Awards are recognised in 47 countries COMFORTABLE ENVIRONMENT Training Accredited by IAPTP and IAP PC CENTRAL LOCATION ADvANCED TRAINING fOR QuALIfIED THERAPISTS CHILD PSYCHOTHERAPY & PLAY THERAPY Tel: 01 4982408 email: [email protected] ACCREDITED CERTIfICATE & DIPLOMA COuRSE Website: www.ippireland.com 3rd Annual Play Therapy Conference: 21st June Dublin Essential Training for all child and creative therapists! Enquire now for Foundation Training in Art Therapy (Dublin) Gestalt Centre Belfast 5 DAY INTENSIVE TRAINING WORKSHOPS: €500 EACH TRAINING FOR CLINICAL Play and the Expressive Arts: 15th – 19th July 13 Therapeutic Work with Children: Power of Play 19th – 23rd Aug 13 SUPERVISION Creative Therapy with Adolescents and Adults: 16th – 20th Sept 13 - An 18-month programme beginning Sept 2013 - 6 day Certificate in Creative Care course (€600): 8th – 13th July 13 EXPERT MASTER CLASS SERIES Year One: 8 tutor-led workshops Play Therapy Dimensions Model: RMPTI Certificate course, Year Two: 4 x 3-hour sessions of group supervision of 19th & 20th June, Avila Centre, Dublin supervision, and 1 one-day assessment workshop. CTC now offers blended learning: THERAPEUTIC PLAY TRAINING Faculty: Dr Seán Gaffney, Bríd Keenan, Joëlle Gartner and http://on.fb.me/CTC-facebook www.childrenstherapycentre.ie Marie Quiery Eileen Prendiville: 087 6488149 [email protected] For full details incl. dates and costs, contact: Registered QQI (HETAC and FETAC) Provider [email protected] International Recognition APT Approved Provider 11-294 Tel: 0044 (0) 7803169174 or 0044 (0) 07974683509

The appearance of an advertisement in this publication does not necessarily indicate approval by the IACP for the product or service advertised. The appearance of an advertisement in this publication does not necessarily indicate approval by the IACP for the product or service advertised. CORK CITY

Counselling and Psychotherapy

Practice Rooms available part-time

Very central location

Very reasonable rent

021 4278591

The appearance of an advertisement in this publication does not necessarily indicate approval by the IACP for the product or service advertised. INTEGRATIVE PSYCHOTHERAPY PRACTICE 143 Upper Rathmines Road, Dublin 6. Tel: 01 4982408 Person Centred Approaches Integrative Bodywork Course September 2013 to May 2014

The course provides a concrete set of tools for any psychotherapist with a desire to understand and include body process awareness with clients. It is grounded in an integration of the theories of Wilhelm Reich and Alexander Lowen, both of whom were forerunners in developing awareness of the body in the therapeutic relationship, within the humanistic approach developed by Carl Rogers.

Content: Theory and techniques — Reich, Lowen, Rogers Character Structures — Formation & Purpose Bioenergetics — Choreography of bodywork Applied Skills in Practice — Facilitated and directed work Supervision & Case Study — Developing Clinical Presence Ethical dimensions — Client care and self-care Participants must hold a qualification in psychotherapy and be in practice.

Brochure and enquiries: tel. 01 4982408, email [email protected]

Online brochure & application form available on the IPP website: ippireland.com To retain the quality of communication course places are kept within a fixed limit

66 Lower Leeson Street, Dublin 2 01 6619231 www.gestalt.ie

INTENSIVE ONE YEAR DIPLOMA COURSE IN GESTALT THERAPY

Nine Fridays and Saturdays between September 2013 – June 2014

It is 20 years since the first intensive course started training counsellors, psychotherapists and related health professionals in Gestalt therapy. This experiential course provides a comprehensive theoretical framework and an in depth experience of the co-creation of the therapeutic relationship. No previous knowledge of Gestalt is necessary. Max number of participants: 12

WORKING WITH THE GESTALT PROCESS

September 2013 – May 2014

A certificate course starting with a weekend at the end of September 2013 plus seven Saturdays monthly to May 2014. This is a well- established experiential course which highlights the therapist’s own process in the therapeutic relationship. Max number of participants: 10

For all details of courses including costs and dates: www.gestalt.ie/01-6619231

The appearance of an advertisement in this publication does not necessarily indicate approval by the IACP for the product or service advertised. UCD School of Medicine and Medical Science

MSc. CHILD ART PSYCHOTHERAPY

This postgraduate 2 year part-time course commences in September 2013. It is designed to develop skills in theory, research and the clinical practice of Child Art Psychotherapy in a multidisciplinary setting.

Psychiatrists, Psychologists, Social Workers, Psychotherapists, Counsellors, Child Care Workers, Teachers and Nurses are among those who will find the Excellent COUNSELLING/THERAPY ROOMS course useful. Specific training in the visual arts is not a available to rent in Rathgar, Dublin 6. prerequisite. A third level degree or equivalent is required and experience of working with children is an advantage. Quiet, purpose-built rooms in professional, . serviced office setting, decorated to very high Further Information: standard with privacy and confidentiality assured; available seven-days for hourly, daily, Contact: Maureen McCormack weekly or sessional rental. Email: [email protected] Reasonable rates. Apply on line at www.ucd.ie/apply Referral work may also be provided by centre.

Shortlisted candidates will be called for interview. All enquiries to Elaine by email [email protected]

INDIVIDUAL GESTALT THERAPY TRAINING WORKSHOP FOR THERAPISTS with Bob Resnick, Ph.D. & Rita Resnick, Ph.D.

Internationally Renowned Psychotherapy Trainers Gestalt Associates Training Los Angeles A Contemporary Dialogic / Process Approach

The Relationship In Psychotherapy – The Engagement of Two Phenomenologies BACP ACCREDITED • A two-day experiential / didactic training workshop. NB: BACP and IACP hold reciprocal accreditation • Live demonstrations and mini theory lectures. • Opportunities to work as therapist (optional) with live and supportive supervision. 2 YEAR P/T P/G DIPLOMA IN CBT • All clinical work will be related to theory - enriching both. • Comments, questions and comparisons encouraged. Closing Date for Applications: 1st August An exquisitely process-oriented and profoundly dialogic therapy, Gestalt Therapy emphasizes the relationship between client and therapist as Interviews: 5th – 9th August the (“freshest fish”) crucible from which awareness can emerge. 28th & 29th of September 2013 Training Information Seminar: Fee: €280 payable in full by 30th August 2013 Tuesday 2nd July 6 - 8 p.m. Early bird fee €250 if paid in full by 31st July 2013 Cheques payable to The Well Enquiries: www.belfastctcentre.com For further info or to book a place contact: The Well in East Cork on 021 2340205 or 087 7545787 www.thewell.biz [email protected]

The appearance of an advertisement in this publication does not necessarily indicate approval by the IACP for the product or service advertised. BRONAGH STARRS in conjunction with Dundalk Counselling Centre:

2-Year Advanced Post-Qualifying Diploma in

Humanistic & Integrative Adolescent Psychotherapy Course Director: Bronagh Starrs MIAHIP Venue: Dundalk Counselling Centre

Commencing: October 2013

Full course description and application forms are available by contacting Dundalk Counselling Centre www.dundalkcounsellingcentre.ie or by emailing Bronagh directly: [email protected]

level I: Aff ect Dysregulation, Survival Defenses, LeLveevle Il: IT: rTarianininingg f oforr t hthee T Trreeaattmmeent of Trraauummaa Leandvel TraumaticI: Traini nMemory:g for t hStartinge Trea 28tm - e30n tJune of T2013rauma DuDbulbinli,n I,r Ierlealnandd ( M(Maarrcchh 2222nndd 2013) Th e SensorimotorD uPsychotherapyblin, IrelTMan Trainingd Starting(Ma rforch theon 2 2 Treatment28-30nd 20 June1 3of) Trauma2013 (12 days spread over 4 modules) Traditional psychotherapy addresses the cpresentsognitive a nsimpled emot ibody-orientedonal elements of tinterventionsrauma for tracking, naming and safely Traditional psychotherapy addresses the coexploringgnitTivrea daintdi otrauma-related enmalo ptisoyncahlo etlheemrae somaticpnytsa odfd trreas uactivation,sems athe cogn itcreatingive and e mnewotio ncompetenciesal elements of t rauma but lbauctk lsa ctekcsh tencihqnuieqsu tehsa tth wato wrko rdki rdeicretlcyt lwy withit hth the ep phhyysisoiolologgicicaall eelleements, dessppiittee t thhee f afacctt that trauma profoundly affects the body andand thab trestoring usto l macakns yt esc yahm nsomaticpiqtoumess tohfa tsensetr awuomrk aof tdisi reself.edctly Studentswith the p hwillysio llearnogical effele mective,ents, d eaccessiblespite the fa ct that trauma profoundly affects the body and that so many symptoms of traumatised individuals are somatically driven, inaccessiinterventionsble itnh at t tarlakuinmga t forhperro afidentifyingopuy ncdonlyt eaxffte. c tsand the workingbody and twithhat so disruptive many symp tsomaticoms of tr apatterns,umatised individuals are somatically driven, inaccessible in a talking therapy context. TM disturbedindivid ucognitiveals are som andatica emotionallly driven, in processing,accessible in aand talk itheng t hfragmentederapy contex tsense. of self The Sensorimotor PsychotherapTyM Training for the Treatment of Trauma presents The Sensorimotor Psychotherapy Training for the Treatment of Trauma presenTtMs simple body-oriented interventions for trackexperienceding,T nhaem Sienngs ao bynridm ssoaofte omanylyr Pexspylc ohtraumatisedrointhg etraaupmy a- T individuals.raining for th eTechniques Treatment of areTra utaughtma pre swithinents a simple body-oriented interventions for tracking, naming and safely exploring trauma- related somatic activation, creating new comphase-orientedpetseinmcpielse abnod yr-eo streatmentrtoiernintegd a i nsotem rapproach,vaetinct sioense f oor ffocusing tracking, nfia mrstin gon a nstabilisationd safely explo riandng t rsymptomauma- related somatic activation, creating new competencies and restoring a somatic sense of self. Students will learn effective, accessible reduction.interveelantteido ns soSensorimotor mfoar tiidce ancttiifvyaintigo na Psychotherapyn, cdr weaotrinkgin ngew co mcanpet ebenc ieasilyes and andresto effrin gectively a somat iintegratedc sense of self. 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Techniques are taught within a phase-oriented treatment appAttachmentroach, focusing fir srepair:t on stabilis aSeptembertion and 13, 2013 - September, 2014 taugshymt wptiothmin r ead puhctaiosen-.o Sreiennsoterdim troetaotrm Pseyncth aopthperroaaptcayhu c,g afhontc buwes iietnhagsini lf yiar a spnth doa nese fsf-etoacrbtiieivlneistlyea dtiin ottrneeg aartnamtdednt approach, focusing first on stabilisation and symipnttoom p sryecdhuocdtyionnam. Siecn, csoogrnimitiovteo-br ePhsayvcihooutrhale aranUppdy sE ycMma DtonpR tbo -ef15%mo ec aruessdieludyc tadiscountstrineoadnt .me Sffeenctstsoi.vrei mlavailabley ointotre gPrsayctehdo tonher abothpy can courses,be easily a n25%d effec tidiscountvely integra tfored into psychodynamic, cognitive-behavioural and EMDR-focused treatments. into psychodynamic, cgraduatesognitive-beha vofio uHakomiral and EMD TrainingR-focused treatments. Andrew Harkin, M.D. is a ChristinaChristina Di cDickinsonkinson, CAC, ICACI, is a Tony Buckley, holds a Andrreegwist eHreadr kMined, iMca.lD D. oisc taor, CChristinaII,fohur nAisisdn tiaidnn grfoundingae t wrD aDickinson iiHcnkaeirn kosifno Strainer,n PM,I ,C. Da,A .cCACC eisr ItaofIi,fii e sII,d a CBachelorhrTonyistina DBuckley, ofick iArtsnson degree,holds CAC I Ia, is a regias tPesryecdh Motehdeircaapli sDt oacntdo ri,s fisSPI,aod uadn rifoundingcde tgiainoi sgcertifiednt estr ceaodiun Mn etrainersree doli lfco addictionsaSr,lP cD Ieof,o ratc i SPI,tcfoieerrd,t ii fna ie d fwithounBachelordi nHonorsg train ofer inoArtsf S CounP Idegree, a ce-rtif withied Honors in Counseling and a PsCyecrhtioftiehde rina pSiesnt saonrdim isotor acertificounsellor,Hdadkiaoc tmPi osiedyn Tcs h addictionscoeort haucertifiedpenyrsa eaplnliosdtr t,a r cncounsellor,ae idninr tiesidf i eind in aselingddictio nands co uisn sae lcertifiedlor, certifie d in is a certifi ed Sensorimotor CertPisfiyecdh ointh Seernapsoy.r Hime otor Hcertifiakom ied T hiner apy and trained in Sensorimotor Psycho- HakomiFocuCseerdti fEixe dpTherapy riens sSievnesor imandoto trainedr HakPsychotherapistomi Therapy and tandrain eTrainer,d in Psychurortehnetrlya psye.r vHees as an SPI FHakomiinPoscy uFocusedcPhsseoydcth Ee oxThrtpahpre eyrserapy.a sCpihvye.r iHs teandina teaches Ftherapistocused Exp andressi vTrainer,e an trained in Focused Expressive an experienced teacher currfaecnutlyty s merevmesb aers and SPI PExpressiveinsyteccrhunoratrtheionenrtlayp l Psychotherapy.lsye. roCvnhe tsrh iasest i sanunab jSteePcaItsc ho efs Pexperiencedsychotherapy. Cteacherhristina tandeach es Psychotherapy. Christina teaches supervisor.and supervisor. Tony Tonyhas also has facutletayc mheesm inb Nero ratnhdern iChristinatnrtaeurfmancaaut laitonyn dma teachesaleldymd oibtncetr it oha neinternation dasnudbjects of - intealsornat iearnedonally o na tCertifihe subj ecatects o fof internationally on the subjects earned a Certificate of Education, Diploma Ireland, Irelandt,e Caacnhaedsa i,n t hNeo UrtKh,e Erunrope and allyma ionnta ithens a subjectsprivatter paru aoftmecat aictrauma hae neinsd i Bnaod Nud olandidtrcetthri,oe C rnon laanraddo. Education, Diplomatraum ain a nGestaltd additc Thtion erapyand and a of trauma and addiction and maintains a private in Gestalt Therapy and a Certificate in IrelanAuds, tIrraellian. Adn, Cdraenwa dmaa, itnhtea iUnKs a, E purrivoapte parnadctice maddictionSahineI trhaeailnas nsta da u, and pgIrrheitlv aa nmaintainstt edS ,Bp CGraIn catati dcEeas ,ai tnalhe nBeprivate ,oU NuKal,dr oEepur, ar practiceCo Uponelai avrenardsoit .y mCertifiaintain scate a p riniva teAdvanced practice i nStudies Boulde r,Supervision. Colarado. He practice in Boulder, Colarado. She has taught at Advanced Studies Supervision. He is the Austrinal Ciao. .A Mnadyroe,w Ir emlaanind.tains a private practice Sinhae nBoulder, dhA atuessa tcrahauleigsa h .i nColarado.tA tanetrd nSreBawtGio Imn aaatl iElShenyst faoliren nhasSs ,Pa NI .p ataughtrriovaptae Uprn aaticvt eircseity Sishe the has manager taught at SofBG theI at CounselingEsalen, Narop aand Un iTraumaversity SBGI at Esalen, Naropa University and teaches manager of the Counseling and Trauma in Co. Mayo, Ireland. aSBGInd tiena Ccatho.e Esalen,Ms ianytoe,r Inrae Naropaltaionnda. lly f oUniversityr SPI. and ServiceaServicend teac hfor fores iTransportn Transportternationa lforly fo Londonr SPI. and and is is the the internationallyteaches internationally for SPI. for SPI. chairchair of of the the UK UK AssociationAssociation ofof Sensorimotor Sensorimo- Contact:For all questions relating to the training including registration, accommodations torPsychotherapists. Psychotherapists. Contact:For aanlld q luoceastl iionnfosr rmelaattiionng, ptole tahse ctroanitnaicntg A inCnnocelnu Ktdaiircnwtg:a Frnoe,r gD aiusltlb rqlaiuntie oSsntPi,oI anOcsrc groaemlnaitmsienorg da ttaot itohne straining including registration, accommodations andi nlofoc@al aisnhfoehrmouastei.oien. , please contactContact: AnContact:ne KirwanaForn, DdFor ul ofurtherbclain l further iSnPfoIr O minformation,ragtai oninformation,nis,e prl eaatse co npleasetact Apleasen ncontacte Kir wcontactan Anne, Dubl iAnnen Kirwan, SPI O rKirwan,gan i ser at infoP@haosnhee: h+o3u5s3e .8ie7. 205 4524 Web: www.sensorimiSPInofotSPIo@ rOrganisera.osrh gOrganisere,h wouwswe..iae sIreland,. heh Ireland,ouse .iate [email protected] at [email protected] Phone: +353 87 205 4524 Web: www.sensorimPphone:ohtoophone:nre.o: r+g 3+353, 5w3 w +3538w7 87.2a0sh5 2054524, e874h5o2 u2054524,4s eW.ieb: w+ w353w .+se 1353ns 8437359ori m1o 8437359tor.org, www.ashehouse.ie Web:Web: www.sensorimotor.org, www.sensorimotor.org, www.ashehouse.ie www.ashehouse.ie

The appearance of an advertisement in this publication does not necessarily indicate approval by the IACP for the product or service advertised. Cork Counselling Centre Training Institute

B.Sc. (Hons) Counselling & Psychotherapy (Top-Up Programme) (1 year full-time or two years part-time) Validated by Coventry University (Subject to contracts)

As a degree student, you will train in a supportive environment which offers: • Over 25 years of experience in training and in counselling practice • The opportunity to upgrade your qualifications in preparation for future statutory regulation of the profession • The opportunity to achieve your Degree while continuing to accrue hours towards professional accreditation • Unique in-house placement opportunities including access to clients with a wide range of counselling issues. • Flexible study time which provides the option of - enhancing your qualifications while continuing to work, or - dedicating yourself full-time to the Degree and completing sooner • An experiential and applied approach enhancing academic learning • Highly qualified trainers both from Ireland and abroad providing inclusive and internationally relevant practice ALSO ENROLLING Part time Diploma in Counselling (IACP-accredited) Part time Foundation in Counselling Skills

Enquiries and application forms: Email: [email protected] Phone: 021 4274951 7 Father Mathew Street, Cork City, [email protected] Phone: 021 4274951.

The appearance of an advertisement in this publication does not necessarily indicate approval by the IACP for the product or service advertised. The appearance of an advertisement in this publication does not necessarily indicate approval by the IACP for the product or service advertised. w100 hour Professional Up-skilling Module in Addiction, Intervention and Professional Skillsw w3 Years of Professional Development hours in 3 Modules – Accredited by the IAAACw

Colleagues, Are you a professional counsellor, psychotherapist or Counselling Psychologist who wishes to upgrade your professional skills in a dynamic and secure peer grouping? Is Addiction entering your Practice/ Centre / Organisation / Home? Are you interested in learning effective Intervention skills? Do you need to complete your professional development and upgrade your skills? Who is this Course For? Our Professional Upgrade Module in Addiction, Intervention and Professional Skills is fully accredited by the IAAAC This 3 Module course is recognised and fulfils the criteria for accreditated by IAAAC. It is offered to practicing Counsellors, Psychotherapists or Counselling Psychologists or if you hold a Degree or Diploma in counseling or if you are accreditated or are working towards accreditation. Venue: Croi Nua Counselling Centre Orchard House, Banshane, Midleton, Co. Cork Course Times: Fridays 7pm to 10pm, Saturdays 9.30am – 5.30pm Dates: Two weekends of every month from October 2013 – (dates will be decided by the group and are flexible to group requirements). Lunch Included! On Saturdays a Light Lunch will be part of the overall cost (Soup & Sandwich) Cost of Course: 1200 Euro Early Bird: 950 Euro for secured places on or before June 20th 2013 To apply for this course email Pat Coughlan with details of your qualifications, name, contact details and preferred date. More details on Pat’s website www.eastcorkcounselling.com

Additional Workshops to be Added For further details, check out the website at www.iicp.ie For further details, check out the or contact: website at www.iicp.ie Triona on 086 0499154 or contact: Marcella on 086 2609989 Triona on 086 0499154 Marcella on 086 2609989

The appearance of an advertisement in this publication does not necessarily indicate approval by the IACP for the product or service advertised.