Using a session framework

Over the years I must have developed an instinctive approach with my clients, and - until a student asked me a year or so ago about what models we used in career development - I had not stopped to think about how useful an underlying model might be to help new practitioners in selecting practice interventions. Not only does it help those new to the profession to learn how to practice, but it can help those of us who are old hands as well. 

When we see clients, using a framework to guide us in how our session evolve can help us to select - or to discount - different tools for use with our clients, instead of us doing a rinse repeat on our current favourite practices. I have written about some of these before, and link to them in the bullet points following. 

• the Zunker Model for integrating assessment results (Osborn & Zunker, 2016, p. 4) (here)
• SOAP (Weed, 1970), also known in New Zealand as SOTAP (Evans et al., 2022) (here)
• the Calgary-Cambridge guide (Kurtz & Silverman, 1996) (here)

However, there are also another couple of models which I have come across recently which I have not yet written about. Those are the Choose–Get–Keep Model (Anthony, Howell, & Danley, 1984; Rogers et al., 2006); and the review, overview, presentation, exercise, and summary method (aka ROPES; Carkhuff & Berenson, 1976).

Choose–Get–Keep Model

Vocational rehabilitation services are more likely to use the psychiatric rehabilitation approach (Rogers et al., 2006) which springs from the choose, get, keep model of Anthony, Howell, and Danley (1984). The practitioner supports the client goals - to develop skills and/or to achieve satisfaction in their chosen role - by working through the model to diagnose any issues, to plan actions with the client, and to assist the client to action their chosen interventions (Rogers et al., 2006). These processes, the "diagnostic, planning, and intervention process (DPI process) is grounded in the philosophy and principles of physical rehabilitation (Wright, 1960) and is integrated with various elements of the psychotherapeutic approach (Carkhuff, 1969)" (Anthony et al., 1984, p. 218).

ROPES

Additionally, the framework also includes a directed skills teaching style where we educate our clients through lessons that are prepared through listening, observing, and engaging in performance (Nemec, et al., 1992). Practicing and repeating the skill is also beneficial in the clients' learning. The lesson plan incorporates five key parts called the “ROPES” format, this includes the review, overview, presentation, exercise, and summary (Nemec, et al., 1992).

These frameworks are very interesting: I will continue to collect them!

Sam

References:

Anthony, W. A., Howell, J., & Danley, K. S. (1984). Chapter 13: Vocational rehabilitation of the psychiatric disabled. In J. A. Talbott, M. Mirabi, L. Feldman (Eds.), The Chronically Mentally Ill: Research and services (pp. 215–237). Spectrum Publications, Inc.

Carkhuff, R. R., & Berenson, B. G. (1976). Teaching as treatment: An introduction to counseling and psychotherapy. Human Resource Development Press.

Evans, M., Sykes, C., Hocking, C., Siegert, R., & Garratt, N. (2022). Inter-rater agreement when linking stroke interventions to the extended international classification of functioning, disability and health core set for stroke. Disability and Rehabilitation, 44(25), 8022-8028. https://doi.org/10.1080/09638288.2021.2008525

Farkas, M., & Anthony, W. A. (2010) Psychiatric rehabilitation interventions: A review. International Review of Psychiatry, 22(2), 114–129. https://doi.org/10.3109/09540261003730372

IPS Employment Center. (2024). What is IPS?. https://ipsworks.org/index.php/what-is-ips/

Kurtz, S. M., & Silverman, J. D. (1996). The Calgary—Cambridge Referenced Observation Guides: an aid to defining the curriculum and organizing the teaching in communication training programmes. Medical Education, 30(2), 83–89. https://doi.org/10.1111/j.1365-2923.1996.tb00724.x

Nemec, P. B., McNamara, S., & Walsh, D. (1992). Direct Skills Teaching. Psychosocial Rehabilitation Journal, 16(1), 13–25. https://doi.org/10.1037/h0095731

Osborn, D. S., & Zunker, V. G. (2016). Using Assessment Results for Career Development (9th ed.). Cengage Learning.

Rogers, E. S., Anthony, W. A., & Farkas, M. (2006). The choose-get-keep model of psychiatric rehabilitation: A synopsis of recent studies. Rehabilitation Psychology, 51(3), 247–256. https://doi.org/10.1037/0090-5550.51.3.247

Weed, L. (1970). Medical records, medical education and patient care: the problem-oriented record as a basic tool. Case Western Reserve University Press.