Results of the Naglieri Scoring Exercises for Figure 1, 2 & 3

Naglieri Scoring Exercises - ALS  Group Scores in comparison to reference scores

Online Group Tutorial 2 080910

To download the mp3 of the tutorial recordings right button click here and use 'Save As' from the drop down menu

Testing your Competence in Using Naglieri Scoring System

Testing your Competence in Using Naglieri Scoring System

The group should practise applying it by marking the three typical drawings of children. Please compare the scores you have given to the correct scores shown together with the drawings that will have been provided to you. If there are differences, please look at the comments to understand why this individual point was given or not given.

Fig 1 - Female Child 6 years 2 months - Drawing of a Female

Fig 2 - Male Child 6 years 5 months - Drawing of a Male

Fig 3 - Female Child 7 years 2 months - Drawing of a Male

• Please score each of the following drawings without looking at the model scores on a blank sheet of paper.

• Check your scoring by looking at the comments for each drawing and identify the points of disagreement.

• Count the number of items (1 to 14) in each picture where you have the identical score as the model rating.

• For all three drawings you should have no more than 19 items (categories 1 to 14) in which you disagree with the model scoring to achieve a competency level of 90%.

• If you have not achieved this, please practise again

PROVIDE YOUR TOTAL SCORES FOR FIGURE 1, 2 & 3 IN THE COMMENTS

Group Art Therapy - Making group dynamics & group processes visible

What you are seeing below is recording of evolving processes of group image creation by the ALS through Scriblink. What do you see and how would such a process in group art making help you to formulate some hypothesis about your group processes and dynamics? Try generating the 5-H Socratic questions of What, Who,  Where, When and How as you explore and become acquaint with understanding the dynamics and processes of the group through the image making processes. How would it help you to understand your own processes through observing and reflecting the different emotions experienced whilst engaging, reacting and responding, in the group art making process in relation to the 'Self' & 'Others'. You can enlarge it to full screen for detailed viewing.

Thank you Shirley for recording this.

Please do add your thoughts and views in the comments below.

Online Group Supervision 180810 Recording

You can download the mp3 file by clicking here

The url to the http://childart.indstate.edu/default.asp I will post the summary of our discussion in another entry.

DAP

DAP

Compilation of the ALS Draw-A-Person pictures. 

Click on image to take you to Picasa to look at the folder that contains your pictures.

ALS Mid-Point Progress Report

Progress Summary - Therapeutic Use of Art & Image Making

The above data (which I have sent as an attachment) will provide you some idea as to how the ALS group is doing.  I was, still am hoping that the additional fortnights extension will give some of you the time to catch up on your learning. It is very relevant and critical that you do engage yourself with your ALS colleagues through your interactions by visiting and commenting on their blogs. This  can only happen if there are contents in your Personal Learning Journals, so you may need to keep your PLJ up-to-date. The pair exercises is intended to provide you with opportunity to developed your relationships amongst your own peers and to enhance the social interaction which is critical for group learning. I cannot overemphasise the importance of developing group relationships to utilise the full potential of learning in this way. This is also relevant as it challenges you to think about your role as a therapist/helper in the area of engagement with your own clients or those who you intend to help.

I do appreciate that for some, the group cultural norms and group relationships may have been established through familiarity with each other as some of you have been together in previous ALS groups over the duration of the CPPD programme whilst others may have join in latter and some may not have the benefit of the initial "Learning to E-learn" module. I wanted to let the group know that I appreciate it may make some feel difficult to 'break' or integrated into this existing 'group' and at the same time without taking some risks to engage with the ALS, this difficulty becomes reinforced. I hope and I know that the sensitivity and awareness of the rest of the group to be accommodating and be inclusive is a feature  which is crucial in being a therapist / helper. It is never incorrect to enquire about your ALS members if you have not heard how one is doing with a simple non-invasie enquiry of ..... How are you? How are you doing with the task, I wonder if you care to share what you think of my latest effort? etc. etc.

I look forward to our next phase of the module where you will be engaging as a group to address the Mission Impossible task, group art and image making. I have forward to all of you a very relevant resource book which I hope you will invest some time to read it. Chap 4. 5, 6 would be useful to have a quick look if don't have much time available. We will be having supervision on Wednesday and you may wish to bring some of the art/image work you may be working on with a client etc. Please ensure you do not breach confidentiality. Failing that you may use your own work like the DAP and be supervised on it. We will explore more on facilitating and understanding when and how to make timely therapeutic intervention. Do come with questions, the more you ask the more you learn. I am hoping for the session to be a dialogue in contrast to it being a monologue.