Practice models to move a client session forward

How do we determine our process with a new client: to assist them to meet the goals they set for themselves? It is an interesting question to pose, and those of us who are experienced in field will probably simply say we will talk together. In the course of exploring the client telling us about what they want to achieve, we will start to get an idea of how we might proceed together. What we are hearing will start to slot into place, we will feel echoes of previously experienced patterns and solutions in what the client is sharing with us, and, if we listen carefully, and ask enough questions, a range of options will begin to present themselves.

However, what happens if a way forward does NOT present itself? What if we meet a totally new experience, and are at a loss? This is where using a practice model as a frame may give us some ideas to progress. For example, we could use any one of the following:

1. The Calgary-Cambridge guide (Kurtz & Silverman, 1996) (here)
2. The Choose–Get–Keep Model (Anthony et al., 1984) (here)
3. The Fonofale model (Pulotu-Endemann, 2001) (here)
4. The Kakala framework (Fono, 2014) (here)
5. The ROPES model (Nemec, et al., 1992) (here)
6. The SOAP framework (Weed, 1970), also known in New Zealand as SOTAP (Evans et al., 2022) (here)
7. Te Whare Tapa Wha (Durie, 1985) (here)
8. The Zunker Model for integrating assessment results (Osborn & Zunker, 2016, p. 4) (here)

Getting familiar with these frameworks ahead of time, reflecting upon how they may have assisted when we were working with previous clients, mentally experimenting with the components, may assist us when we are feeling short of options. 

It is always good to have some alternatives to try. 

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.

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

Durie, M. H. (1985). A Māori perspective of health. Social Science & Medicine, 20(5), 483-486. https://doi.org/10.1016/0277-9536(85)90363-6

Fono, T. L. (2014). Setting the scene: Working with pacific families [slide deck]. https://ana.org.nz/wp-content/uploads/2016/10/mafi-tino-lelei.pdf

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

Pulotu-Endemann, F. K. (2001). Fonofale: Model of Health. Pacific Models for Health Promotion Workshop at Massey University, Wellington Campus, 7 September 2009. https://www.nelsontasmankindergartens.com/uploads/1/4/4/2/14426744/fonofalemodelexplanation.pdf

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

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