Working with DIVERSITY Dr Caryl Sibbett Kairos Consultancy

Working with DIVERSITY Dr Caryl Sibbett, Kairos Consultancy (c) 2019 1

Developmental theory Dr Caryl Sibbett Art Psychotherapist (HCPC Reg. ) Reg. MBACP (Senior Accredited) Counsellor/Psychotherapist. Fellow BACP. Ret’d Senior Lecturer. Fellow Higher Education Academy. www. kairosconsultancy. net MSc Art Psychotherapy

METAPHOR / SIMILE § “At its most profound, the meaning of human life is carried in metaphor. ” Ø “For few of us are the metaphors we live by explicit; we do not usually have any conscious awareness of living out anything beyond what seems to be our literal experience. Yet ultimately, it is the metaphorical sense we make of our living that gives the journey its direction, its sense of progression or development, its turning points, changes and passages, the meaning of its beginning and its end. (Salmon, 1985)” (Sugarman, 2004: 5) § Your metaphors? 2019 Dr Caryl Sibbett 3

Life is … ? § https: //www. youtube. com/watch? v=ZV 5 q. PU 7 hdx 8 Dr Caryl Sibbett, Kairos Consultancy (c) 2019 4

JUNG: Course of the Sun? § “Our life is like the course of the sun. In the morning it gains continually in strength until it reaches the zenith-heat of high noon. Then comes the enantiodromia: the steady forward movement no longer denotes an increase, but a decrease, in strength. ” § “Thus our task in handling a young person is different from the task of handling an older person. In the former case, it is enough to clear away all the obstacles that hinder expansion and ascent; in the latter, we must nurture everything that assists the descent. ” (Jung, 1912/1992: 114; and partly cited in Walker, 2002: 44) 2019 Dr Caryl Sibbett 5

(Jung, 2001) NOON Conscious problems MORNING AFTERNOON Not yet conscious of own problems Less conscious Childhood EAST 2019 Dr Caryl Sibbett Old Age 180 degrees WEST 6

Course of the Sun? § “The one hundred and eighty degrees of the arc of § § life are divisible into four parts. ” “The first quarter, lying in the east, is childhood that state in which we are a problem for others, but are not yet conscious of any problems of our own. ” “Conscious problems fill out the second and third quarters; ” “while in the last - in extreme old age - we descend again into that condition where, unworried by our state of consciousness, we again become something of a problem for others. ” “Childhood and extreme old age, to be sure, are utterly different, and yet they have one thing in common: submersion in unconscious psychic happenings. ” (Jung, 2001: 116) 2019 Dr Caryl Sibbett 7

JUNG: TREE? Family tree… “An image which frequently appears among the archetypal configurations of the unconscious is that of the tree or the wonder-working plant. ” (Jung, 1981, CW 13, para. 304) Yggdrasil 2019 Dr Caryl Sibbett 8

JUNG: TREE? “When these fantasy products are drawn or painted, they very often fall into symmetrical patterns that take the form of a mandala. If a mandala may be described as a symbol of the self seen in cross section, then the tree would represent a profile view of it: the self depicted as a process of growth. ” (Jung, 1981, CW 13, para. 304) 2019 Dr Caryl 2011 Dr Sibbett C. Sibbett 9

§ A mandala as a cross section of the tree / a snapshot of our life course 2019 Dr Caryl Sibbett Mandala by Jung 10

LIFE COURSE PHASES? § “If you were to divide the life course into a § § series of stages: Where would you place the boundaries between stages? What would mark the boundaries between different stages? What would you call each stage? What are the key features of each stage in terms of: – main tasks and priorities for the individual; – societal expectations; – major roles? ” (Sugarman, 2004: 23) 2019 Dr Caryl Sibbett 11

ERIKSON (1902 -1994) Germany USA § Artist, teacher. § German; left 1930’s USA. § Influenced by Anna Freud (had analysis with her) & Freud etc. § Influenced Berne & Transactional Analysis. § Identity. Stages, tasks: Childhood and Society Ø Concept of ‘Identity crisis’ (Carol Gilligan was an assistant) 12 2019 Dr Caryl Sibbett

Art § German expressionism § Emphasised emotional expression & artist's inner feelings, rather than technicality or reality § § The Madmen III, Ernst Ludwig Kirchner, between 1 Die Brücke (The Bridge) led by Ernst Ludwig Kirchner, & Der Blaue Reiter (The Blue Rider) led by Kandinsky & Marc Hitler: “creations of a diseased imagination” (Hogan, 2001, p. 63) § Erikson’s own identity: § Artist, Art teacher (kids) , Psychoanalyst § Artist Psychoanalyst § Development: children’s picture books & development of superego; play; spontaneous creativity; symbolic. § Joan Erikson: visual art studio at Austen Riggs Center, Massachussetts Dr Caryl Sibbett, Kairos Consultancy (c) 2019 13 Franz Marc, Blue Horse I, 1911

Play play configurations § “to use objects endowed with special and symbolic meanings for the representation of an imagined scene in a circumscribed sphere” (Erikson, 1977, p. 43) Pay attention to the spacing, the person’s body in relation to the objects Ø ‘Spielraum’ “free movement within prescribed limits”; play space (Erikson, 1987, p. 315) Ø Microcosmic (miniature) & macrocosmic (life sized) play Ø Use of objects as extensions of body zones Ø Catharsis; work out problems; move stuckness where client is repeatedly projecting problem Dr Caryl Sibbett, Kairos Consultancy (c) 2019 14 Ø

regression in the service of the ego Ernst Kris § “As the ego regressed, Kris argued, it could find direct access to id energies for its own purposes. Kris felt that such regression in the service of the ego was especially evident when an artist made a cultural product” (Friedman, 1999, p. 94) Ø Erikson: “I began to perceive how important visual configurations were, how they actually preceded words and formulations: certainly dreams are visual data, and so is children’s play, not to speak of ‘free associations’ which are often a series of images, pure and simple- only later put into words. ” Dr Caryl Sibbett, Kairos Consultancy (c) 2019 (Coles, 1970, p. 23) 15

Art Therapist Norman and Mollie Rockwell with Erik and Joan Erikson in his Dr Caryl Sibbett, Kairos Consultancy (c) 2019 Stockbridge Studio, 1962. 16

Art Psychotherapist § Role-hybridisation (Ben-David & Collins, cited in Waller, 1991) Ø If one is perceived as higher then the person can identify with that more. “art therapy” reportedly coined in 1942 (Hill), 1966 BAAT Ø Your identity as an ART PSYCHOTHERAPIST? Ø Dr Caryl Sibbett, Kairos Consultancy (c) 2019 17

Psychosocial Development Useful in art therapy (Kuri, 2006) Erikson (1963, 1959): § Eight stages of life: development unfolds throughout life course (epigenesis) Ø Psychological and environmental factors influence the development of personality Link to theory? § People have a natural tendency towards growth / maturation if environmental conditions are favourable Link to theory? § Influence of culture and society § Importance of child’s interaction with social world 2019 Dr Caryl Sibbett 18

Developmental Crises § Each stage involves resolution of contradictory tasks / crises – to gain particular ego quality § Crisis: point at which a person is most vulnerable to the demands of the stage and has the most potential to gain the particular ego strength or quality § Each crisis prepares for the demands of the next stage § Resolution: is not the triumph of one polarity over the other – rather the effective moderation of both 2019 Dr Caryl Sibbett 19

Psychosocial development Healthy personality Trust, Respect, Support. Approx age (Erikson, 1977: 222 -247) “reflective moratorium” (Erikson, 1976, p. 98) Crise s “Basic V Promote trust, hope, faith <2 yrs Relational quality Oral-sensory “baby”, “infant” Are world, people, self trustworthy? HOPE // fear, suspicion Consistency, needs met Choice, control, voice 2 -4 yrs confidence, dignity strengths, success “muscularanal” Exploration, ‘no’, shaming, willpower, choice, self-control WILL Maker, not audience Comparisons, power plays, power/ 5 -8 yrs fear “locomotor. Oedipal / Electra dynamics; initiative genital” Plans, imagination, super-ego PURPOSE // inadequacy Conscience thus self-management. Own pace. play & work, Mastery, skills, Balance purpose, ofgoals, aims 9 -12 yrs support / challenge “latency” Peers, world doesn’t bend to our desires, anxiety COMPETENCE Focus on strengths, 12 -19 yrs not diagnosis; “puberty and Community rites adolescence” Formation of identity, congruency, commitment, letting go FIDELITY // rebellion I “Basic trust” 2 “Autonomy” V “Shame and doubt” 3 “Initiative” V “Guilt” 4 “Industry” V “Inferiority” 5 “Identity” V “Role confusion” 6 “Intimacy” mistrust” V “Isolation” Relational capacity LOVE Relational skills Mutuality, reciprocity, boundaries 20 -39 yrs “young adulthood” 7 V “Stagnation” “Generativity” Caring for, taking care of or destructive rejection CARE // unproductive 40 -59 yrs “adulthood” 8 Existential, V “Ego Integrity” “Despair” transpersonal Hope, faith, acceptance, peace or obsessing on failures, mortality WISDOM 60+ yrs “maturity” 20

Psychosocial development Healthy personality Trust, Respect, Support. Approx age (Erikson, 1977: 222 -247) “reflective moratorium” (Erikson, 1976, p. 98) Crise s “Basic V Promote trust, hope, faith <2 yrs Relational quality Oral-sensory “baby”, “infant” Are world, people, self trustworthy? HOPE // fear, suspicion Consistency, needs met Choice, control, voice 2 -4 yrs confidence, dignity strengths, success “muscularanal” Exploration, ‘no’, shaming, willpower, choice, self-control WILL Maker, not audience Comparisons, power plays, power/ 5 -8 yrs fear “locomotor. Oedipal / Electra dynamics; initiative genital” Plans, imagination, super-ego PURPOSE // inadequacy Conscience thus self-management. Own pace. play & work, Mastery, skills, Balance purpose, ofgoals, aims 9 -12 yrs support / challenge “latency” Peers, world doesn’t bend to our desires, anxiety COMPETENCE Focus on strengths, 12 -19 yrs not diagnosis; “puberty and Community rites adolescence” Formation of identity, congruency, commitment, letting go FIDELITY // rebellion I “Basic trust” 2 “Autonomy” V “Shame and doubt” 3 “Initiative” V “Guilt” 4 “Industry” V “Inferiority” 5 “Identity” V “Role confusion” 6 “Intimacy” mistrust” V “Isolation” Relational capacity LOVE Relational skills Mutuality, reciprocity, boundaries 20 -39 yrs “young adulthood” 7 V “Stagnation” “Generativity” Caring for, taking care of or destructive rejection CARE // unproductive 40 -59 yrs “adulthood” 8 Existential, V “Ego Integrity” “Despair” transpersonal Hope, faith, acceptance, peace or obsessing on failures, mortality WISDOM 60+ yrs “maturity” 21

Psychosocial development Healthy personality Trust, Respect, Support. Approx age (Erikson, 1977: 222 -247) “reflective moratorium” (Erikson, 1976, p. 98) Crise s “Basic V Promote trust, hope, faith <2 yrs Relational quality Oral-sensory “baby”, “infant” Are world, people, self trustworthy? HOPE // fear, suspicion Consistency, needs met Choice, control, voice 2 -4 yrs confidence, dignity strengths, success “muscularanal” Exploration, ‘no’, shaming, willpower, choice, self-control WILL Maker, not audience Comparisons, power plays, power/ 5 -8 yrs fear “locomotor. Oedipal / Electra dynamics; initiative genital” Plans, imagination, super-ego PURPOSE // inadequacy Conscience thus self-management. Own pace. play & work, Mastery, skills, Balance purpose, ofgoals, aims 9 -12 yrs support / challenge “latency” Peers, world doesn’t bend to our desires, anxiety COMPETENCE Focus on strengths, 12 -19 yrs not diagnosis; “puberty and Community rites adolescence” Formation of identity, congruency, commitment, letting go FIDELITY // rebellion I “Basic trust” 2 “Autonomy” V “Shame and doubt” 3 “Initiative” V “Guilt” 4 “Industry” V “Inferiority” 5 “Identity” V “Role confusion” 6 “Intimacy” mistrust” V “Isolation” Relational capacity LOVE Relational skills Mutuality, reciprocity, boundaries 20 -39 yrs “young adulthood” 7 V “Stagnation” “Generativity” Caring for, taking care of or destructive rejection CARE // unproductive 40 -59 yrs “adulthood” 8 Existential, V “Ego Integrity” “Despair” transpersonal Hope, faith, acceptance, peace or obsessing on failures, mortality WISDOM 60+ yrs “maturity” 22

Psychosocial development Healthy personality Trust, Respect, Support. Approx age (Erikson, 1977: 222 -247) “reflective moratorium” (Erikson, 1976, p. 98) Crise s “Basic V Promote trust, hope, faith <2 yrs Relational quality Oral-sensory “baby”, “infant” Are world, people, self trustworthy? HOPE // fear, suspicion Consistency, needs met Choice, control, voice 2 -4 yrs confidence, dignity strengths, success “muscularanal” Exploration, ‘no’, shaming, willpower, choice, self-control WILL Maker, not audience Comparisons, power plays, power/ 5 -8 yrs fear “locomotor. Oedipal / Electra dynamics; initiative genital” Plans, imagination, super-ego PURPOSE // inadequacy Conscience thus self-management. Own pace. play & work, Mastery, skills, Balance purpose, ofgoals, aims 9 -12 yrs support / challenge “latency” Peers, world doesn’t bend to our desires, anxiety COMPETENCE Focus on strengths, 12 -19 yrs not diagnosis; “puberty and Community rites adolescence” Formation of identity, congruency, commitment, letting go FIDELITY // rebellion I “Basic trust” 2 “Autonomy” V “Shame and doubt” 3 “Initiative” V “Guilt” 4 “Industry” V “Inferiority” 5 “Identity” V “Role confusion” 6 “Intimacy” mistrust” V “Isolation” Relational capacity LOVE Relational skills Mutuality, reciprocity, boundaries 20 -39 yrs “young adulthood” 7 V “Stagnation” “Generativity” Caring for, taking care of or destructive rejection CARE // unproductive 40 -59 yrs “adulthood” 8 Existential, V “Ego Integrity” “Despair” transpersonal Hope, faith, acceptance, peace or obsessing on failures, mortality WISDOM 60+ yrs “maturity” 23

Psychosocial development Healthy personality Trust, Respect, Support. Approx age (Erikson, 1977: 222 -247) “reflective moratorium” (Erikson, 1976, p. 98) Crise s “Basic V Promote trust, hope, faith <2 yrs Relational quality Oral-sensory “baby”, “infant” Are world, people, self trustworthy? HOPE // fear, suspicion Consistency, needs met Choice, control, voice 2 -4 yrs confidence, dignity strengths, success “muscularanal” Exploration, ‘no’, shaming, willpower, choice, self-control WILL Maker, not audience Comparisons, power plays, power/ 5 -8 yrs fear “locomotor. Oedipal / Electra dynamics; initiative genital” Plans, imagination, super-ego PURPOSE // inadequacy Conscience thus self-management. Own pace. play & work, Mastery, skills, Balance purpose, ofgoals, aims 9 -12 yrs support / challenge “latency” Peers, world doesn’t bend to our desires, anxiety COMPETENCE Focus on strengths, 12 -19 yrs not diagnosis; “puberty and Community rites adolescence” Formation of identity, congruency, commitment, letting go FIDELITY // rebellion I “Basic trust” 2 “Autonomy” V “Shame and doubt” 3 “Initiative” V “Guilt” 4 “Industry” V “Inferiority” 5 “Identity” V “Role confusion” 6 “Intimacy” mistrust” V “Isolation” Relational capacity LOVE Relational skills Mutuality, reciprocity, boundaries 20 -39 yrs “young adulthood” 7 V “Stagnation” “Generativity” Caring for, taking care of or destructive rejection CARE // unproductive 40 -59 yrs “adulthood” 8 Existential, V “Ego Integrity” “Despair” transpersonal Hope, faith, acceptance, peace or obsessing on failures, mortality WISDOM 60+ yrs “maturity” 24

Psychosocial development Healthy personality Trust, Respect, Support. Approx age (Erikson, 1977: 222 -247) “reflective moratorium” (Erikson, 1976, p. 98) Crise s “Basic V Promote trust, hope, faith <2 yrs Relational quality Oral-sensory “baby”, “infant” Are world, people, self trustworthy? HOPE // fear, suspicion Consistency, needs met Choice, control, voice 2 -4 yrs confidence, dignity strengths, success “muscularanal” Exploration, ‘no’, shaming, willpower, choice, self-control WILL Maker, not audience Comparisons, power plays, power/ 5 -8 yrs fear “locomotor. Oedipal / Electra dynamics; initiative genital” Plans, imagination, super-ego PURPOSE // inadequacy Conscience thus self-management. Own pace. play & work, Mastery, skills, Balance purpose, ofgoals, aims 9 -12 yrs support / challenge “latency” Peers, world doesn’t bend to our desires, anxiety COMPETENCE Focus on strengths, 12 -19 yrs not diagnosis; “puberty and Community rites adolescence” Formation of identity, congruency, commitment, letting go FIDELITY // rebellion I “Basic trust” 2 “Autonomy” V “Shame and doubt” 3 “Initiative” V “Guilt” 4 “Industry” V “Inferiority” 5 “Identity” V “Role confusion” 6 “Intimacy” mistrust” V “Isolation” Relational capacity LOVE Relational skills Mutuality, reciprocity, boundaries 20 -39 yrs “young adulthood” 7 V “Stagnation” “Generativity” Caring for, taking care of or destructive rejection CARE // unproductive 40 -59 yrs “adulthood” 8 Existential, V “Ego Integrity” “Despair” transpersonal Hope, faith, acceptance, peace or obsessing on failures, mortality WISDOM 60+ yrs “maturity” 25

Psychosocial development Healthy personality Trust, Respect, Support. Approx age (Erikson, 1977: 222 -247) “reflective moratorium” (Erikson, 1976, p. 98) Crise s “Basic V Promote trust, hope, faith <2 yrs Relational quality Oral-sensory “baby”, “infant” Are world, people, self trustworthy? HOPE // fear, suspicion Consistency, needs met Choice, control, voice 2 -4 yrs confidence, dignity strengths, success “muscularanal” Exploration, ‘no’, shaming, willpower, choice, self-control WILL Maker, not audience Comparisons, power plays, power/ 5 -8 yrs fear “locomotor. Oedipal / Electra dynamics; initiative genital” Plans, imagination, super-ego PURPOSE // inadequacy Conscience thus self-management. Own pace. play & work, Mastery, skills, Balance purpose, ofgoals, aims 9 -12 yrs support / challenge “latency” Peers, world doesn’t bend to our desires, anxiety COMPETENCE Focus on strengths, 12 -19 yrs not diagnosis; “puberty and Community rites adolescence” Formation of identity, congruency, commitment, letting go FIDELITY // rebellion I “Basic trust” 2 “Autonomy” V “Shame and doubt” 3 “Initiative” V “Guilt” 4 “Industry” V “Inferiority” 5 “Identity” V “Role confusion” 6 “Intimacy” mistrust” V “Isolation” Relational capacity LOVE Relational skills Mutuality, reciprocity, boundaries 20 -39 yrs “young adulthood” 7 V “Stagnation” “Generativity” Caring for, taking care of or destructive rejection CARE // unproductive 40 -59 yrs “adulthood” 8 Existential, V “Ego Integrity” “Despair” transpersonal Hope, faith, acceptance, peace or obsessing on failures, mortality WISDOM 60+ yrs “maturity” 26

Trust, Respect, Support. quotient order reversed a bit “reflective moratorium” Approx age Eight Ages stages of again “Eight Man”: (Erikson, 1977: 222 -247) (Erikson & Erikson, 1998) 9 Healthy personality Crise s “Basic V (Erikson, 1976, p. 98) Promote trust, hope, faith <2 yrs Relational quality Oral-sensory “baby”, “infant” Are world, people, self trustworthy? HOPE // fear, suspicion Consistency, needs met Choice, control, voice 2 -4 yrs confidence, dignity strengths, success “muscularanal” Exploration, ‘no’, shaming, willpower, choice, self-control WILL Maker, not audience Comparisons, power plays, power/ 5 -8 yrs fear “locomotor. Oedipal / Electra dynamics; initiative genital” Plans, imagination, super-ego PURPOSE // inadequacy Conscience thus self-management. Own pace. play & work, Mastery, skills, Balance purpose, ofgoals, aims 9 -12 yrs support / challenge “latency” Peers, world doesn’t bend to our desires, anxiety COMPETENCE Focus on strengths, 12 -19 yrs not diagnosis; “puberty and Community rites adolescence” Formation of identity, congruency, commitment, letting go FIDELITY // rebellion I “Basic trust” 2 “Autonomy” V “Shame and doubt” 3 “Initiative” V “Guilt” 4 “Industry” V “Inferiority” 5 “Identity” V “Role confusion” 6 80 s-90 s yrs “Intimacy” mistrust” V “Isolation” Relational capacity LOVE Relational skills Mutuality, reciprocity, boundaries 20 -39 yrs “young adulthood” 7 V “Stagnation” “Generativity” Caring for, taking care of or destructive rejection CARE // unproductive 40 -59 yrs “adulthood” 8 Existential, V “Ego Integrity” “Despair” transpersonal Hope, faith, acceptance, peace or obsessing on failures, mortality WISDOM 60+ yrs “maturity” 27

Freud, Erikson <2 2 -4 5 -8 Can I trust the World? Is it ok to be me? Is it ok for me to move, act, do? 9 -12 Can I manage in the world of peop 12 -19 Who am I, what can I be? 20 -39 40 -59 60+ 2019 Dr Caryl Sibbett Can I love? Can I make my life count? Is it ok to have been me? 28

§ Art therapy life review with elderly woman (Ravid-Horesh, 2004) § Life story § Life map Dr Caryl Sibbett, Kairos Consultancy (c) 2019 29

“The Life Cycle of Images” (Hinz, 2013) the Ethical Treatment of the Art Therapy Image § “A developmental view of images encourages art therapists to see art images as living entities that undergo a natural life cycle. The birth process adds meaning to the image and encourages the careful tending of images newly born. An “adolescent” image might challenge its creator, whereas images in “middle age” or later may be revisited to offer new perspectives. A developmental view of images supports the integration of meaning derived from all stages of the life span. ” (Hinz, 2013: 46). 2019 Dr Caryl Sibbett 31

“The Life Cycle of Images” (Hinz, 2013) § § § “Labor and Birth of Images: Process and Product. ” Infant Images: Careful Tending Images at Adolescence: Challenging Changelings Images at Middle Age: Messengers of Integration Elder Images: Integrity and Inspiration” (Hinz, 2013) § “As art therapists I believe that our ethical approach can be more proactive and positive, encouraging reverence for images as ‘living, ensouled entities, ’ as proposed by Moon (2006, p. 58). ” (Hinz, 2013: 46) 2019 Dr Caryl Sibbett 32

§ “Moon’s (2006) emphasis on images as living things was in part a caution to art therapists to avoid reducing images to simple sign–symptom pictographs for interpretation. Such a reductionist view promotes what Moon called imagicide in reference to the tendency of interpreters to settle on one fixed meaning—often unaware of their own projections—while killing other potential meanings. Too often the assigned significance of an art image is equated with psychopathology. This practice not only kills alternate views of the image but also destroys the potential for perceiving client strengths as well as the ability to learn and grow from the innate wisdom contained in the image. A more ethical treatment of images would embrace a dialogue among client, therapist, and artwork (Moon, 2006). ” (Hinz, 2013: 46) 2019 Dr Caryl Sibbett 33

MARCIA: Identity Status § Marcia (1966, 1980, 1994, 2002) explored identity development; suggested a person could develop one of 4 ego-identity statuses: 1. Identity achievement – “those who made their own choices”. (Marcia, 1984: 22) 2. Identity foreclosure – “those who had merely followed parental dictates”. (Marcia, 1984: 22) 3. Identity diffusion – those who were floundering and unconcerned. 4. Identity moratorium – those who were struggling and concerned. § Based on original initial study of 20 male 34 college students. Does it apply to females etc? 2019 Dr Caryl Sibbett

James Marcia: Identity Statuses (1966, 1980, 1994, 2002) § § Marcia developed Erikson’s theories. Identity Statuses - determined by 2 principles: 1. Exploration Ø (late adolescence) “period of re-thinking, sorting through, and trying our various roles and life-plans. … actively involved in choosing among meaningful alternatives. ” (Kroger & Marcia, 2011: 33) Ø Exploration in Depth; Exploration in Breadth (Luyckx, Goossens, Soenens & Beyers, 2006) 2. Commitment Ø “the degree of personal investment the individual expressed in a course of action or belief. ” (Kroger & Marcia, 2011: 33 -23) Ø Commitment Making; Identification with Commitment (Luyckx, Goossens, Soenens & Beyers, 2006) 2019 Dr Caryl Sibbett 35

MARCIA (1966, 1980, 1994, 2002; Von der Lippe, 2006) Higher self-esteem, autonomy, reasoning re moral values Exploration IDENTITY High / is present 1 Commitment High / is present Achievement exploration present, commitment present “those who had made their own choices” (Marcia, 1984: 22) Constructed identity (Kroger & Marcia, 2011: 34). 4 Commitment Low / is absent 2019 Dr Caryl Sibbett Moratorium exploration currently taking place, commitment delayed (absent / vaguely present), torn between alternatives Lower self-esteem, autonomy, reasoning as per moral values Exploration Low / is absent 2 Foreclosure exploration absent, 1) Negative identity ‘commitment’ 2) “exclusionary”present. identity No appear identity yet. May OKcrisis so long as “thosebut who had/ fragile merely comply, brittle & followed can feel parental shame anddictates” self & (Marcia, 1984: 22) family rejection if. Marcia, stray. Conferred identity (Kroger & 2011: 34). 3 Diffusion exploration absent or partly present, commitment absent; No identity crisis yet. Easily swayed. Extreme: schizoid 37

James Marcia: IDENTITY? § Von der Lippe cites Marcia’s metaphor of identity as snowflakes 2019 Dr Caryl Sibbett (2006: para. 16) (2002) 38

REFLECT… § “What has been the age range of clients § § you have worked with? How does the age of the client influence the way that you work? What varies and what remains the same? …what ages of clients would you feel happy working with, even if you do not currently do so? What ages of clients would you not want to work with? Why? “ (Sugarman, 2004: 36) 2019 Dr Caryl Sibbett 40

§ Existential psychotherapy: Ø Ø “existential phenomenology also stresses that the very possibility of unique expressions and experiences of being and reflections upon being arise from an over-arching set of universal ‘givens’…” (Spinelli, 2007: 10) “A useful analogy here might be that of ‘the snowflake’. Each snowflake, it would appear, is entirely unique… At the same time, however… Each unique snowflake is also a universal snowflake in that it contains and exhibits all the necessary invariants required in order ‘to be’ a snowflake. ” (Spinelli, 2007: 10) § Principles of equity and equality? 2019 Dr Caryl Sibbett 41

EQUITY & EQUALITY § “Equity, equality and social justice are the linchpin values of public health practice. ” § “Equity is not the same as equality although the terms are often used interchangeably. ” § “Equality is about ‘sameness’ whereas equity is about ‘fairness’. ” Ø “Achieving equality in service provision does not necessarily translate into equity of access or equitable opportunities for health gain. ” § “Social justice is the collective expression of the principle of equity. ” (Talbot and Verrinder, 2005: 44) 2019 Dr Caryl Sibbett 42

Core principles Trauma Informed Care (TIC) Adapted from (Sweeney et al, 2016; SAMHSA, 2014) 1. Trauma awareness Ø recognise prevalence, types, levels & impacts of trauma; 2. Eliminating retraumatisation Ø managing power & avoiding retraumatising practices; 3. Cultural awareness / competence Ø recognising historical & community-specific trauma, impact of intersectionalities, cultural healing potential, gender responsive, prizing diversity; 4. Trustworthiness, transparency Ø fidelity, building trust, openness; 5. Collaboration, mutuality Ø power aware & sharing, shared decision-making, respect, connection, hope; Dr Caryl Sibbett, Kairos Consultancy (c) 2019 cont’d 43

Core principles of trauma informed care Adapted from (Sweeney et al, 2016; SAMHSA, 2014) Cont’d 6. Empowerment, choice, control Ø strengths-based approaches, building strengths & skills, individualised approach, promoting voice & autonomy; 7. Safety Ø physical psychological, moral & cultural safety; 8. Partnerships Ø survivor self/peer help; 9. Pathways to trauma-specific care Ø signposting, referral, co-ordination. Dr Caryl Sibbett, Kairos Consultancy (c) 2019 44