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ERIK LARSEN Professor emeritus Specialist in clinical psychology Tartu, March , 3rd 2017 Milieu-therapy with children and youth -The organization as therapist. INTRODUCTION.
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ERIK LARSEN Professor emeritus Specialist in clinicalpsychology Tartu, March, 3rd 2017 Milieu-therapywithchildren and youth -The organization as therapist
INTRODUCTION • This lecturewillfocusontheconceptofmilieu-therapi and howthis form ofpsychotherapycan be imlimented. • Different levelsofmilieu-therapeuticworkwill be discussed and theimportanceofdefiningthetherapeutictaskwill be emphesized. • The evailableresources in milieu-therapeuticworkwill be presented, and theroleofthemilieu-therapistwill be presented.
Introduction continues • Finally the characteristics of children and youth who need milieu-therapi will be presented and commented.
THE MILIEU –THERAPEUTIC HOUSE Basic models, theories and concepts Room for investigations and reflections Conference and meetings Supervision Dialogues amongst colleagues Everyday milieu-therapeutic life The milieu –therapeutic field of power
Organizational culture - definition • Basic values and basic assumptions that are som important for the organization that new members are socialized to them. • Examples of basic values are curiousity and generousity. • Examples of basic assumption are the importance of supervision and a good dialogue among colleagues.
THE MUTUAL RELATION BETWEEN THE TASK, THE WAY OF ORGANIZING AND PROFESSIONAL KNOWLEDGE THE PRIMARY MILIEU –THERAPEUTIC TASK THE MILIEU-THERAPEUTIC ORGANIZATION PROFESSIONAL KNOWLEDGE THAT MAKES IT POSSIBLE TO SOLVE THE TASK
RESOURCES IN WORKING WITH THE PRIMARY MILIEU –THERAPEUTIC TASK
THE MILIEUTHERAPEUTIC ORGANIZATION • The formal organization • The dynamic organization
MILIEU-THERAPY IN A SYSTEMORIENTATED PERSPECTIVE Milieu –therapeutic leadership Milieu-therapists
THE ROLES IN MILIEU –THERAPEUTIC WORK • The formal roles • The dynamic roles
INTEGRATED, DESINTEGRATED AND POORLYINTEGRATED YOUTHS INTEGRATED YOUTHS • They can understand the connections between feelings, thoughts and behavior DESINTEGRATED YOUTHS • They have temporarily lost their ability to see these connections POORLYINTEGRATED YOUTHS • These youngsters do not understand the connections between feelings, thoughts and behavior • There youngsters commute between their longings for attachment and contact and their anxiety for attachment and contact • They lack concepts for „ their inner life“ • They have an unclear picture of their self-esteem • They have an unclear boundary between fantasy and reality • They have fixed „pictures of reality“ and these fixed Pictures are not investigated • They basically strive with the theme of survival
FIGHT • FLIGHT • FREEZE