Fostering Personal Growth for Counsellors through Transformative Pedagogy and the Learning of

289 Pages·2017·13.62 MB·English

Fostering Personal Growth for Counsellors
through Transformative Pedagogy and the
Learning of an Experiential Play-Based Therapy
by
Madeleine De Little
M.Sc., Cranfield Institute of Technology, 1985
B.Ed., University of London, 1975
Thesis Submitted in Partial Fulfillment of the
Requirements for the Degree of
Doctor of Philosophy
in the
Arts Education Program
Faculty of Education
 Madeleine De Little 2017
SIMON FRASER UNIVERSITY
Fall 2017
Approval
Name: Madeleine De Little
Degree: Doctor of Philosophy
Title: Fostering Personal Growth for Counsellors through
Transformative Pedagogy and the
Learning of an Experiential Play-Based Therapy
Examining Committee: Chair: Cher Hill
Professor of Professional Practice
Susan O’Neill
Senior Supervisor
Professor
Yaroslav Senyshyn
Supervisor
Professor
Celeste Snowber
Internal/External Examiner
Associate Professor
Andrea Rose
External Examiner
Professor
Faculty of Education
Memorial University of Newfoundland
Date Defended/Approved: November 15, 2017
ii
Ethics Statement

iii
Abstract
The impact of learning a new experiential play-based therapy on the personal growth of
counselling students and qualified counsellors is explored in this study. Extensive
research exists on personal growth opportunities for practicing counsellors within the
context of group work, personal therapy, supervision and ongoing professional
development. However, few studies focus on the integration of personal growth
opportunities afforded through the learning of counselling strategies and approaches in
counsellor education programs at the graduate level. Addressing this gap, the study
draws on transformative pedagogy theory and practice as a way of understanding and
fostering personal growth opportunities among both practicing and student counsellors.
A qualitative action research methodology was used which draws upon the researcher’s
own experience as both counsellor and counsellor educator. Participants, aged 22 to
over 65 years, included three students in a full-time master’s counsellor education
program, one in a full-time master’s in art therapy program, three students in a part-time
master’s counsellor education program, and 10 qualified counsellors at master’s or
diploma level working with children and youth in the field. The workshop component of
the research, which was based on the principles of transformative pedagogy, involved a
training course in Neuroscience and Satir in the Sand Tray (NSST). The interview
component consisted of individual in-depth interviews with participants using NSST to
elicit responses plus a follow-up questionnaire after the course was completed. The
process and the emergent outcomes of the participants' experiences were examined
using an interpretative phenomenological analysis (IPA). Each interview was video-
taped and photographs were taken to document the participants’ process of engaging
with NSST. IPA provided insights into how personal growth was experienced and how
this in turn emerged as personal growth opportunities, which were both fostered and
interpreted through a transformative pedagogical approach. There were two main
findings. Most participants reported experiencing personal growth opportunities and
these were manifested in a variety of ways. Further, the majority of participants reported
experiencing one or more of the many aspects of the transformative pedagogy which
foregrounded and afforded their personal growth. Implications for counsellor education
are discussed.
Keywords: transformative pedagogy, transformative learning, transformational
change; counsellor education; personal growth, experiential learning;
play-based therapy, sand tray therapy; neuroscience; Satir
iv
Dedication
To all the children
who have been harmed at the hands of adults.
v
Acknowledgements
My Participants:
Without your willingness to be vulnerable and open to change, this research
could not be possible. I am indebted to you.
Suzie O’Neil:
Thank you for trusting in me from the very beginning that I could complete this
enormous undertaking. I appreciate every piece of advice, direction and
commitment that you have shown me.
Jim Edmondson:
Thank you for the commitment you have shown me and willingness to read out
loud the whole theses several times, to comb through the cross-references to
ensure exactness, the endless cups of tea, the walks. I can’t thank you enough.
My life is even richer because of your love.
Susan Wood:
To my dear friend. I can’t thank you enough for being behind the scenes helping
me to clarify my thinking as I struggled to put pen to paper
Molly, Chloe and Lucy:
To my three wonderful daughters. You three gave me inspiration and
encouragement to work hard, to struggle, to be the best I can be.
Janine, Shannon, Sharon, Dylan, Beth, Tim, April:
We started this academic journey together and it has taken us to new places
personally and professionally. I wish all of you the best in your new adventures.
Jim Sparks:
Thank you for giving me the courage and inspiration to start this journey and to
continually to be able to refer to your masterpiece.
Joanie Wolfe:
Thank you for faithfully helping me to create a beautiful, clean, APA document.
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Table of Contents
Approval .............................................................................................................................ii 
Ethics Statement ............................................................................................................... iii 
Abstract .............................................................................................................................iv 
Dedication ......................................................................................................................... v 
Acknowledgements ...........................................................................................................vi 
Table of Contents ............................................................................................................. vii 
List of Tables ................................................................................................................... xiv 
List of Figures.................................................................................................................. xiv 
List of Acronyms ............................................................................................................. xvii 
Glossary ........................................................................................................................ xviii 
Chapter 1.  Introduction ............................................................................................... 1 
1.1.  Where Words Can’t Reach: Neuroscience and Satir in the Sand Tray:
The Researcher’s Story ........................................................................................... 1 
1.2.  What Does Personal Growth Look Like and
How Is It Promoted and Integrated in Counsellor Education? ................................. 5 
1.3.  Transformational Change, Transformative Pedagogy, and Learning ...................... 9 
1.4.  Structure of the Thesis ........................................................................................... 11 
Chapter 2.  Transformative Pedagogy and Transformative Learning in
the Context of this Study........................................................................ 14 
2.1.  Transformative Learning ........................................................................................ 14 
2.2.  Mezirow: Critical Reflection and Reflective Discourse in
Transformative Learning ........................................................................................ 15 
2.3.  Freire: Personal and Social Empowerment through Conscientization in
Transformative Learning ........................................................................................ 17 
2.4.  Dirkx: Spirituality and Soul Work in Transformative Learning ................................ 17 
2.5.  Taylor: Emotions and Implicit Memory in Transformative Learning ....................... 19 
2.6.  Hoshmand, Lawrence, Marks-Tarlow, Schön, Wong-Wylie:
Reflection in Action and Intuition ............................................................................ 20 
2.7.  Freiler: Transformative Learning within the Body ................................................... 22 
2.8.  Clark, Cranton, Daloz, Taylor: The Relationship between
Teacher and Student in Transformative Learning .................................................. 23 
2.9.  McGilchrist: Neuroscience Ends the Rational versus the
Emotional Debate in Transformative Learning ....................................................... 23 
2.9.1.  Right brain versus left brain ...................................................................... 24 
2.9.2.  Reason versus rationality .......................................................................... 25 
2.10. Papastamatis and Panitsides:
A Holistic Approach to Transformative Learning .................................................... 25 
2.11. Key Issues in Transformative Learning for the Context of this Study .................... 26 
2.12. Transformative Pedagogy ...................................................................................... 28 
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Chapter 3.  Neuroscience and Satir in the Sand Tray (NSST),
Play Therapy, Sand Tray Therapy, and the Importance of Play ......... 32 
3.1.  What Does the Research Tell Us about the
Efficacy of Play Therapy with Children? ................................................................. 32 
3.2.  Using the Sand Tray in the NSST Approach .......................................................... 34 
3.3.  The Importance of Play .......................................................................................... 35 
3.4.  The Play Circuitry in the Brain ................................................................................ 37 
3.5.  The Origins and Development of Sand Tray Therapy ............................................ 39 
3.6.  Non-verbal Communication through the Sand Tray ............................................... 43 
3.7.  Imagination, Creativity, and the Power of the Metaphor in the Sand Tray ............. 44 
3.8.  Transformational Systemic Therapy (TST) ............................................................ 45 
3.8.1.  The 14 basic tenets of the Satir model ..................................................... 45 
3.8.2.  The five essential elements of the Satir model
required to bring about transformational change .................................. 46 
3.8.3.  The elements of the Satir iceberg metaphor as a
model for being human ......................................................................... 47 
Feelings. ................................................................................................... 50 
Feelings about feelings. ............................................................................ 50 
Perceptions. .............................................................................................. 51 
Expectations. ............................................................................................ 51 
Yearnings. ................................................................................................. 52 
Congruence. ............................................................................................. 52 
Spirituality. ................................................................................................ 53 
The iceberg in summary. .......................................................................... 53 
3.9.  Other Elements of the Training in NSST ................................................................ 54 
3.9.1.  Therapeutic attachment and attachment between
children and caregiver in relation to mirror neurons ............................. 54 
The attachment relationship of child and caregiver. ................................. 54 
The role of mirror neurons in attachment. ................................................. 57 
The therapeutic attachment of right-brain to right-brain is
critical to transformational change in therapy. ...................................... 60 
3.9.2.  The fear response: The drive for safety and the
underlying defence patterns of coping .................................................. 62 
The fear response in the NSST approach. ............................................... 63 
3.9.3.  Awareness of shifts in body states ............................................................ 64 
Clients body awareness. ........................................................................... 64 
The therapist’s awareness of their body. .................................................. 65 
3.9.4.  Personal growth of the self ....................................................................... 65 
3.9.5.  The role of intuition in the NSST approach ............................................... 66 
3.9.6.  Enactments ............................................................................................... 67 
3.9.7.  Epigenetics ............................................................................................... 68 
3.10. Summary of the Chapter ........................................................................................ 68 

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Chapter 4.  Literature Review of How Personal Growth Is
Facilitated during Counsellor Education .............................................. 69 
4.1.  What does the literature tell us about counsellor education course planning
that has an intentional personal growth component where counselling skills
are learned incidentally? ........................................................................................ 70 
4.2.  What does the literature tell us about intentional skill training programming
in counsellor education where personal growth is incidental? ............................... 72 
4.3.  What does the literature tell us about counsellor education programming
that intentionally integrates personal growth promotion concurrently with
teaching skill development? ................................................................................... 73 
4.4.  What Does the Literature Say about Transformative Pedagogy in
Counsellor Education? ........................................................................................... 79 
4.5.  What Does the Literature Tell Us about Play Therapy Training for
Counsellors in Relation to Their Personal Growth? ............................................... 84 
4.6.  Research on How Using the Sand Tray Impacts the Personal Growth of
Students in Counsellor Education .......................................................................... 87 
4.7.  Summary ................................................................................................................ 89 
Chapter 5.  Research Methodology .......................................................................... 91 
5.1.  Overview ................................................................................................................ 91 
5.2.  The Workshop Component .................................................................................... 92 
5.3.  Recruitment of Research Participants .................................................................... 92 
5.4.  Location and Welcome ........................................................................................... 93 
5.5.  Weekend Schedule ................................................................................................ 94 
5.6.  The Workshop Content .......................................................................................... 95 
5.6.1.  Theoretical subject matter outline ............................................................. 95 
5.6.2.  The core focus of the weekend work ........................................................ 96 
5.6.3.  Teaching modalities .................................................................................. 97 
5.7.  Participant Responses ........................................................................................... 98 
5.7.1.  The interview component .......................................................................... 98 
5.7.2.  Post-training questionnaire ....................................................................... 98 
5.8.  Ethical Issues: Confidentiality and Personal Safety ............................................... 99 
5.9.  Description of the Analysis ................................................................................... 100 
5.9.1.  Phenomenology ...................................................................................... 100 
5.9.2.  Hermeneutics .......................................................................................... 101 
5.9.3.  Idiography ............................................................................................... 102 
5.9.4.  Social constructivism .............................................................................. 102 
5.10. Interpretation ........................................................................................................ 102 
5.11. Data Compilation and Analysis ............................................................................ 103 
5.11.1.  Stage 1 .................................................................................................... 104 
5.11.2.  Stage 2 .................................................................................................... 104 
5.11.3.  Stage 3 .................................................................................................... 104 
5.11.4.  Stage 4 .................................................................................................... 105 
5.11.5.  Stage 5 .................................................................................................... 105 

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5.12. Researcher’s Reflections of the Messiness of Qualitative Research ................... 106 
5.12.1.  Self as designer ...................................................................................... 107 
5.12.2.  Self as teacher ........................................................................................ 107 
Relationship of care in the workshop component. .................................. 107 
Modelling of a therapeutic relationship. .................................................. 107 
5.12.3.  Self as interviewer ................................................................................... 109 
5.12.4.  Self as researcher ................................................................................... 109 
Chapter 6.  Findings ................................................................................................. 113 
6.1.  Theme 1: Becoming Aware of Personal Issues ................................................... 114 
6.1.1.  Self-exploration, shame, acceptance ...................................................... 115 
6.1.2.  Personal growth leads to being a better counsellor ................................ 116 
6.1.3.  Family of origin ........................................................................................ 116 
6.1.4.  Professional growth goals ....................................................................... 117 
6.1.5.  Comment ................................................................................................ 120 
6.2.  Theme 2: Deep Sense of Connection to and Freedom for Self ........................... 120 
6.2.1.  Intuition ................................................................................................... 121 
6.2.2.  Soul work ................................................................................................ 123 
6.2.3.  Self-love .................................................................................................. 127 
6.2.4.  Imagination and magic ............................................................................ 129 
6.2.5.  Peace and freedom ................................................................................. 130 
6.2.6.  Comment ................................................................................................ 133 
6.3.  Theme 3: Richer Choice of Feelings, Perceptions, and Expectations for Self ..... 133 
6.3.1.  Choice in feelings about self ................................................................... 134 
6.3.2.  Choice of perceptions of self and others ................................................. 136 
6.3.3.  Choice of expectations of self and others ............................................... 138 
6.3.4.  Comment ................................................................................................ 140 
6.4.  Theme 4: Body Awareness and Freedom from Physical Pain ............................. 140 
6.4.1.  Positive physical changes ....................................................................... 141 
6.4.2.  Negative physical changes ..................................................................... 144 
6.4.3.  Comment ................................................................................................ 144 
6.5.  Theme 5: Powerful New Insights about Past Self ................................................ 145 
6.5.1.  Clarity about negative feelings and perceptions ..................................... 145 
6.5.2.  Clarity of potential ................................................................................... 148 
6.5.3.  Clarity about unmet expectations ............................................................ 152 
6.5.4.  Comment ................................................................................................ 154 
6.6.  Theme 6: Being Effective, Competent, and Confident
Personally and Professionally .............................................................................. 154 
6.6.1.  Personal confidence in their private lives ................................................ 155 
6.6.2.  Personal confidence in their professional lives ....................................... 157 
6.6.3.  Comment ................................................................................................ 160 
6.7.  Theme 7: Feelings of Being Nurtured and Safe ................................................... 161 
6.8.  Post-Training Questionnaire ................................................................................ 163 
6.8.1.  Post-Training Questionnaire returned after three months ....................... 164 
6.8.2.  Post-Training Questionnaire returned after 20 months ........................... 167 
6.8.3.  Summary ................................................................................................. 168 

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