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therapy room: an
experiential learning
approach to PD
awareness
• How can we make it more likely that DSPD prisoners will use
the skills introduced in the treatment ‘classroom’, in real-world
situations and scenarios…?
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Teamwork
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(( Traits
Today’s Exercise
• This is about developing insight into needs/PD
traits.
• Other PT exercises focus on skills generalisation.
• Task considered most relevant to a PD
conference, as it specifically targets the
identification of traits.
• Intention of helping participants transfer from a
pre-contemplative state to a contemplative state
for their need areas.
Insight as the first step in the change
process
Today’s Exercise
• The PT session is delivered in the Westgate Personality
Disorder Awareness (PDA) module.
• PDA is made up of 10 Formal Therapy classroom-based
sessions and 2 PT sessions.
• The module aims to:
o Increase participants’ understanding of personality
o Explore specific traits and behaviours associated with PDs
(including psychopathy)
o Explores diagnosis, cause, effects and implications
• Having attended PDA formal therapy sessions,
participants would have some relevant PD knowledge
when going into today’s session.
• They would have had limited opportunity to share their
reflections on their own traits.
Today’s Exercise
• 8 volunteers required to actively participate
o What different groups have we got?
o We would like to get a good mix of people
o Some minor ‘roles’ will be assigned – who wants a minor role?
• By the end ….
o Participant’s should have reflected on at least one of
their PD traits.
?
• Main Exercise
o Introduce the purpose of the session
o Where will we be at the end of the session?
“Storyline”
• MTC Version
o Your team must cross to the other side of the raging river. You
have bridges, but those bridges are not stable. Your team must
manage to stay balanced as you cross the river. If the bridge dips
into the river, the river will grab the tip of the bridge, it will sink into
the river and the team will get tossed back to the river banks.
• Westgate version
o At the Westgate Unit, your group is making a transition from
needs analysis (assessment) phase to the psycho-education
(treatment) phase. You are moving forward together as a group
and as with many journeys you may encounter unknown pitfalls
and setbacks that will be destabilising for you and the group. You
need to work together as best you can to make your personal
transition go as smoothly as possible.
?
Session Rules
• Group must stay in direct physical contact
• You have 20 minutes to make it across as a group
• At least 2 people need to have feet on the bridge at any
one time
• If all the team make the safety of the mid-point, the first
part of the task is complete.
• The role of “leader” will be rotated around the group
• The next “leader” will either volunteer or be picked by
the group
• You will be notified when it is time for a new “leader”
Complete the Teeter
Totter Challenge
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Teamwork
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(( Traits
Feedback
Feedback
• The idea of the session is to help us explore personality
disorder traits. You are now going to give each other
feedback about how you got on. This means providing
feedback on things that people might want to think about
doing differently in the future. When giving feedback, we
do not want you to identify traits. In this exercise, it is
down to the person receiving the feedback to decide
whether it relates to their PD(s). Just make an
observation about their behaviour. Remember, exploring
behaviours associated with a trait, does not
automatically label that individual as having that trait.
• Respectful – help the recipient reflect
Feedback
• During the session, participants may express the power
imbalance that exists when prisoners make personal
disclosures and staff do not. Remind participants that
the aim of the session is to give them the opportunity to
demonstrate insight into their PD traits. Staff disclosures
are not relevant to this objective and are unlikely to help
participants reach this objective.
• Each participant should have at least one piece of
feedback to reflect on during the debrief.
Participant Debrief
Experiential Learning Cycle
Concrete
Experience
Plan Observe
Conceptualise
Experiential Learning Cycle
(somewhat) simplified.
Experience
Experience
Experience
Conceptualise
Experiential Learning Cycle
(somewhat) simplified.
Experience
Conceptualise
Reflect
Experiential Learning Cycle
(somewhat) simplified.
Experience
Applying new
understanding or
knowledge to one’s
Plan actions. Observe
Testing your ideas
Conceptualise
Reflect
Debriefs: Applying the ELC
Concrete Experience
PT MAIN EXERCISE
PT DEBRIEF
Plan Conceptualise Observe
Observe
• Ask the group to reflect:
o What was it about the task that made these
behaviours more likely?
o What were your impressions of feedback you
received from the group
o How accurately did your feedback describe
your behaviour during the exercise?
o What did you value about each members
contribution?
Conceptualise
• Ask the group to form more general ideas:
o What piece of feedback was most relevant to
you?
o How would this type of behaviour be unhelpful
for you before you came here?
o What events are likely to trigger the experience
of this trait?
o What PD trait/traits do you think the feedback
you received relates to?
o How can it help to have this insight?
Plan
• Ask the group to think about making
ideas work in practice:
o What can you do to get objective feedback on
PD traits?
o How can you use the knowledge that you have
gained today about yourselves (within therapy
and within interactions on the unit)?
Feedback from
observers
• What observations do observers have?
• How would you feel if you were doing this for real?
• What useful information can be gained from this
process?
• We currently don’t present the ELC model to our service
users before PT.
o Do you think we should?
o Is it more likely to confuse rather than support learning?
• What difficulties/challenges might exist in getting PT off
the ground?
Staff-Prisoner Consultation
Primary Research Question: