Differences
This shows you the differences between two versions of the page.
Both sides previous revisionPrevious revisionNext revision | Previous revision | ||
developments:matthewhudson:modelling [12/11/2015 13:04] – [Get the Client to do the Work] admin | developments:matthewhudson:modelling [05/04/2018 16:14] (current) – [Introduction] admin | ||
---|---|---|---|
Line 1: | Line 1: | ||
====== Emergent Modelling – The Next Iteration ====== | ====== Emergent Modelling – The Next Iteration ====== | ||
===== Introduction ===== | ===== Introduction ===== | ||
- | Since the original development of Emergent Knowledge (EK) processing by David Grove and Steven Saunders circa 2007 it would be appear that not much has changed in the field. As the website owner and maintainer the “Powers of Six” and “Self-Alignment”, | ||
- | |||
What follows here is part of my research and development – in this work I have focused upon how the client represents their thoughts, ideas and confusions etc. in a session of EK. To do this I am taking information from ' | What follows here is part of my research and development – in this work I have focused upon how the client represents their thoughts, ideas and confusions etc. in a session of EK. To do this I am taking information from ' | ||
* A3 / A4 / A5 / Letter / Legal Paper / Flip or Easel Chart Paper / Index Cards / Post It notes | * A3 / A4 / A5 / Letter / Legal Paper / Flip or Easel Chart Paper / Index Cards / Post It notes | ||
- | * Blue tak / Poster Putty / Scissors / Sellotape or Scotchtape | + | * Blue Tak or Poster Putty / Scissors / Sellotape or Scotchtape |
* Pencils / Crayons / Coloured Markers / Pens | * Pencils / Crayons / Coloured Markers / Pens | ||
* A selection of good dictionaries | * A selection of good dictionaries | ||
In ' | In ' | ||
- | <code> | + | <WRAP round todo 80% center> |
- | ' | + | ' |
- | landscape, which has the effect of objectifying an internal phenomena into a | + | </WRAP> |
- | real geographic | + | |
- | the client write or draw then place the pieces of paper in space around them.' | + | |
- | </code> | + | |
and: | and: | ||
- | <code> | + | <WRAP round todo 80% center> |
- | 'The functional component of the client’s problem is their story, that which is | + | 'The functional component of the client’s problem is their story, that which is contained in the context of the words and the issues that are defined by the client. |
- | contained in the context of the words and the issues that are defined by the | + | |
- | client. | + | |
- | It is the structural components of the client’s world that are given form, when | + | It is the structural components of the client’s world that are given form, when the client puts their world on paper, the form of the writing and drawings, where they are placed in space begin to illustrate the structure. The size of the paper chosen, the colours, shapes, scales, scope and empty spaces are all |
- | the client puts their world on paper, the form of the writing and drawings, | + | |
- | where they are placed in space begin to illustrate the structure. The size of | + | |
- | the paper chosen, the colours, shapes, scales, scope and empty spaces are all | + | |
aspects of how this problem is constructed.' | aspects of how this problem is constructed.' | ||
- | </code> | + | </WRAP> |
Beginning with these fundamental points, experiments with alternatives to writing and drawing were performed; as it was noticed when working with some clients there was no clear delineation between the structure and form of their inner worlds and the associated meanings. | Beginning with these fundamental points, experiments with alternatives to writing and drawing were performed; as it was noticed when working with some clients there was no clear delineation between the structure and form of their inner worlds and the associated meanings. | ||
Line 37: | Line 27: | ||
===== Emergent Modelling ===== | ===== Emergent Modelling ===== | ||
- | | + | Follow these links to learn more about the theory and application of this new form of processing. |
+ | | ||
* [[developments: | * [[developments: | ||
* [[developments: | * [[developments: | ||
Line 45: | Line 36: | ||
* [[developments: | * [[developments: | ||
* [[developments: | * [[developments: | ||
- | |||
- | |||
- | |||
- | |||
- | ===== Emergent Modelling Materials ===== | ||
- | ==== Table ==== | ||
- | The modelling table is any platform at which a client, standing or sitting, can work comfortably. It should be a minimum of 3 feet by 3 feet. The top surface where the work is done should be covered by a smooth, oil resistant material. | ||
- | |||
- | The facilitator' | ||
- | |||
- | ==== Clay ==== | ||
- | Plasticine is perfect – note that Play-doh dries out and is not recommended. There should be about 500g of about 6 to 10 colours of clay available, this is sufficient for a client session or a training room. A container with its own stand, is also valuable; it should have subdivisions in it for the different coloured clays. | ||
- | |||
- | Small sculpting tools are also beneficial, these can be found online at reasonable prices. | ||
- | |||
- | ==== Labels ==== | ||
- | Clients make their labels with small pieces of paper or card written on with a pen. | ||
- | |||
- | ==== Room ==== | ||
- | Care must be taken to keep students and particularly clients clean, and if not clean during, cleaned up afterwards. The facilitator should provide a supply of cleaning tissues and bins or baskets for the used tissues. | ||
- | |||
- | As clay is messy and can easily get on clothes and carpets; it is recommended that students and clients using it provide themselves with an old shirt; and the floor around the table should be protected by a mat. | ||
- | |||
- | ==== Additional Items ==== | ||
- | It is recommended that a selection of good dictionaries, | ||
- | |||
- | ===== Emergent Modelling Fundamentals ===== | ||
- | |||
- | ==== Important Points ==== | ||
- | The client creates in clay the ideas, thoughts and images that emerge when being asked the processing questions. Usually the client will choose colours of clay which are significant to him, these are to have no significance to the facilitator and the discussion of such is not to occur. | ||
- | |||
- | Make sure you do not touch, move or take away the client’s clay. | ||
- | |||
- | Everything is labelled that is made in Emergent Modelling, no matter how bad the label is. The correct procedure is to make one object then put a label on it. This maintains the separation between form and significance. | ||
- | |||
- | ==== Stick to the Process ==== | ||
- | Stick to the process and if the session deviates, manage the client' | ||
- | |||
- | The facilitator should not be wandering off the course of the session, asking questions or disturbing the client' | ||
- | |||
- | You keep the steps of the process separate. | ||
- | |||
- | ==== Run to a Positive Result ==== | ||
- | A positive result would be when the client is experiencing some or complete relief from their issue, with a noticeable improvement in physical and emotional well being, also known as Good Visual Indicators (GVI). | ||
- | Never leave a process until the original condition is in a better state than it was at the beginning. Always let the client finish the step they are on, before moving on to the next step. | ||
- | |||
- | Once the original condition vanishes, then begin again with a new focus or stop the session. | ||
- | |||
- | ===== Emergent Modelling and the Facilitator ===== | ||
- | |||
- | ==== Use the Communication Cycle ==== | ||
- | Full understanding and use of the communication cycle is vital to working with a client. It should be noted that when the client is in the middle of their session, the facilitator may actually acknowledge more often than she instructs; this is because at some point during the session the client begins to run the session themselves and the facilitator virtually becomes an observer of the process and is just there to keep the session rolling along smoothly. | ||
- | |||
- | The facilitator uses the communication cycle every time the client originates something he wants them to understand. | ||
- | |||
- | ==== Understanding the Client ==== | ||
- | If the client can represent his issue in clay he understands it. If he can’t, then he really doesn’t understand what it is. Thus it follows, that if the facilitator can’t understand it, neither can the client as it is not clearly represented. | ||
- | |||
- | It is particularly important that the facilitator understands what the client' | ||
- | |||
- | Also, the facilitator never asks a question to 'teach the client something' | ||
- | |||
- | ==== Commenting / Evaluating ==== | ||
- | * Never comment on the client or his work. | ||
- | * Never evaluate for the client. | ||
- | * Never tell the client what his models or difficulties are all about. | ||
- | * Never tell the client what is wrong with him. | ||
- | * Never contradict the client. | ||
- | * Never set goals for the client or tell the client what he should be doing in life. | ||
- | * Never suggest how it can be done. | ||
- | |||
- | ==== Limit Two-Way Communication ==== | ||
- | Under the facilitator’s brief questioning or voluntarily the client tells the facilitator about each and every object he or she makes as it is made and labelled. Long winded discussions about the issue are not to be entered into. A good facilitator takes it easy, is interested and acknowledges when it is expected. The facilitator always acknowledges the client’s ideas, comments and protests. | ||
- | |||
- | No client progress occurs when the facilitator takes up too much time with non-process related activities. If the client is sarcastic or critical, acknowledge the communication and have the expressed emotions and comments represented in clay with labels. | ||
- | |||
- | ===== Emergent Modelling and the Client ===== | ||
- | ==== The Basic Points ==== | ||
- | * The client does the work. | ||
- | * The client should be given a dictionary to look up terms and definitions before representing them in clay. | ||
- | * The client handles all the forms and significances. | ||
- | * The client sits on one side of the table and the facilitator sits opposite or to the side as per the client' | ||
- | * The client should be trained as to what is expected of him in Emergent Modelling including the meaning of ' | ||
- | * The client must be satisfied that the information they give and their representations are true expressions of their predicament. | ||
- | |||
- |