Individuals think, feel and act according to their lifestyle. We shall try to raise the awareness of the participants to the personal goal towards which they strive and to their mistaken assumptions that lead them to that goal. Open to Youth.

Learning objectives:

1. Be able to pinpoint the elements of the partners’ life styles that attracted them to each other. Lay people will be able to tell what attracted them to each other.
2. Practice eliciting the hidden Psychological contract of a couple, using a specific technique.
3. Identify three typical situations in which the original contract of couples often does not work any more.
4. Be able to apply principles of bringing the relationship back with a new contract based on more equality.
5. Professionals will be able to create a therapeutic relationship with both partners even when they are involved in a power struggle.
6. Through demonstrations participants will analyze the structure of couple therapy.
7. Lay people will be able to understand their own relationship in terms of their contract.
8. Lay people will be able to improve their couple relation.

   

As Caregivers, we must be alert to signs of distress and ‘compassion fatigue’ as we juggle time, priorities, personal and professional expectations. This course will present the latest brain research on self-nurturing and self-soothing, the warning signs of symptoms which require our active intervention for self-care, as well as strategies to ensure we live more balanced and boundaried daily lives. Open to Youth.

Learning objectives:

Participants will be able to:

1. describe the signs and symptoms of compassion fatigue for caregivers.
2. apply the latest brain research on compassion fatigue to create options for self care
3. assess stress levels to determine vulnerability to dealing with compassion fatigue
4. create a self care plan based on strategies to balance and reduce stress/distress
5. integrate techniques for balance and equilibrium in daily routines, eg. mindfulness, energy management
6. describe the impact of negative thinking/feelings on the coping ability of caregivers
7. use stress reduction techniques in daily life to increase wellbeing and enhance supportive relationship
8. utilize encouragement of self and others to increase equilibrium in caregiving roles.
   

John Sommers-Flanagan said that “parents constitute a unique clinical population and deserve individually tailored educational and therapeutic approach.”In this course the participants will learn why and how parent counseling is different, explore ways to use encouragement with parents, practice assessing parent-child interaction through art and play. Participants will focus on techniques and strategies for parent counseling, discuss different ways to provide guidance and advice and explore their own unique way of being with parents.

Learning objectives:

1. Explain specifics of parents as clients in counseling
2. Name at least three ways to use encouragement in parent counseling
3. Be able to assess parent – child interaction through play and art activities
4. State the connection between parents’ behaviour and the child’s issues in a non-judgmental and supportive way
5. Identify the parents’ self-diagnosis of the child’s issues
6. Name criteria of an efficient recommendation for parents
7. Practice providing recommendations and advice for parents
8. State at least one personal strength in parent counseling.
   

Die Anforderungen der Arbeitswelt nehmen laufend zu. Ein bewusstes Stressmanagement hilft, mit den Belastungen besser umzugehen – und die beruflichen Ziele erfolgreich zu erreichen. Stress ist eine komplexe, wichtige körperliche und psychische Reaktion. Sie sorgt dafür, dass wir bei geistigen und körperlichen Herausforderungen besonders wach und handlungsfähig sind. Problematisch wird es, wenn die erzeugte Anspannung zum Dauerzustand wird, sei es durch familiäre oder berufliche Belastungen oder auch nur durch ständige kleine Ärgernisse. In diesem Kurs gehen wir den Fragen nach wie kann ich Ballast abwerfen, Abschalten, mir einen Durchblick schaffen, Gelassenheit erlangen und inneres Gleichgewicht finden? Stressbewältigung durch Achtsamkeit.

Learning objectives:

1. Die Teilnehmer analysieren ihr eigenes Verhalten.

2. Sie kennen mindestens 3 Möglichkeiten wie sie eine “Pause” einschalten können .

3. Sie achten während des Tages auf positive Erlebnisse.

4. Sie können ihre Problem äussern, ohne Anschuldigungen zu machen.

5. Sie vergleichen ihre Ansichten wertungslos mit den Ansichten ihres Gegenübers.

6. Sie helfen sich gegenseitig ihre Probleme besser zu verstehen.

7. Sie verwenden einen Kommunikationsstil, der ermutigend ist.

As humans we are both ‘a part of’ and ‘a-part from’ the world we live in. We have our own psychological inner world (including private logic and lifestyle), with psychological boundaries that separate us from the outside world and others. In this experiential course we examine our inner movements and the way we handle (own/ other) boundaries by using a dynamic attention-based model. Healthy self-boundary awareness enhances the quality of our relations, improve equality and social interest.

Learning objectives:

1. Participants will be able to describe 4 functions of psychological boundaries in social life.
2. Participants will be able to describe the 3 locations of attention: their own intrapersonal space, the intrapersonal space of another person and the extra personal space between (i.e. the interpersonal space).
3. Participants will be able to describe and analyze their own movement between the 3 locations of attention based upon an experienced situation.
4. Participants will be able to describe the relationship between private logic and the concept of psychological inner world and psychological boundaries by using an example.
5. Participants will be able to demonstrate the differences between compassion and empathy by using the 3 locations of attention (as part of the Attention based model).
6. Participants will be able to use the metaphor of ‘the inner garden’ for the inner psychological world and ‘garden fence’ for the psychological boundaries by using colored wool felt figures.
7. Participants will be able to use and practice the 3-dimensional boundary projective method using the wooden sticks and basic wooden figures in dyads.
8. Participants will be able to explain how they will use the metaphor of ‘the inner garden’ and corresponding psychological movements in their own private and working life.
   

Adlerian coaching is a process designed to create significant results, emphasizes individuals’ strengths, and highlights the intersection between personal vision, values, goals, and contribution. Focusing on commitment to community development, participants will explore an initiative/ project they wish to implement in their community, create a plan that transforms their vision into reality, and present their plan to the group for encouragement and constructive feedback.

Learning objectives:

1. Describe how personal coaching based on Adlerian principles works
2. Create a vision for a project
3. Compile a personal value compass
4. Practice active listening, asking powerful questions and encouragement
5. Create goals based on social interest
6. Create an action plan
7. Practice presenting vision and goals to others
8. State how coaching skills will be integrated in personal and professional life
   

There are many definitions of family, ranging from a marital couple, a traditional parent-children family, to highly complex blended and intergenerational families. These constellations can be a source of support and joy, but also of conflicts. On the basis of the Adler-Dreikurs model, a systemic family perspective is introduced to understand the difficulties and to elaborate an attempt at a solution. Problem situations presented by the participants will serve as examples for experiential learning by means of the sculpting technique as well as others. Open to Youth.

Learning objectives:

1. Participants will be able to demonstrate their knowledge about the Adlerian-Dreikurs approach of dealing with difficult situations in the family
2. Participants will be able to use techniques of intervening in family conflicts
3. Participants will be able to use the sculpting technique when working with families
4. Participants will be able to identify the mechanisms of projection, transference and countertransference
5. Participants will be able to reflect on their own past and present family situation
6. Participants will be able to integrate the sculpting technique into Adlerian theory
7. Participants will be able to integrate a horizontal (systemic) view into a vertical (Adlerian) approach
8. Participants will be able to relate the basic tenets of system theory to Adlerian theory
   

Freundschaften werden aus verschiedenen Gründen immer wichtiger, teilweise übernehmen sie Aufgaben, die früher Familien getragen haben. In dem Kurs beschäftigen wir uns mit der Bedeutung und dem Wert der Freundschaften. Wir lernen verschiedene Arten von Freundschaften kennen. Wir setzen uns mit unseren Freundschaften und unserem Freundschaftsnetz auseinander, sowie der Pflege von Freundschaften und dem Gewinnen neuer Freunde. Wir stellen uns die Frage, was macht eine gute Freundschaft aus und wie können wir selbst gute Freunde sein. Wir wollen Freundschaften als wichtigen Teil der Lebensaufgabe Gemeinschaft begreifen. Zu erkennen, welche tiefe Befriedigung wir aus geglückten Freundschaften ziehen können rundet den Kurs ab. Offen für Jugendliche.

Learning objectives:

1. Freundschaften als Teil der Lebensaufgabe Gemeinschaft verstehen.
2. Arten der Freundschaft zu kennen und zu identifizieren
3. Den Zusammenhang von Gemeinschaftsgefühl und gelungenen Freundschaften verstehen
4. Das eigene Freundschaftsnetz reflektieren und darstellen können
5. Die Grundlage von guten Freundschaften zu kennen
6. Die Anleitung zur Pflege von Freundschaften zu kennen
7. Zu wissen, wie normalerweise Freundschaften entstehen und zu wissen, was ich tun kann, um Freundschaften bewusst zu gewinnen und zu gestalten
8. Freundschaften in verschiedenen Lebensphasen zu verstehen und zu fördern
   

The style of attachment is formed in the very early beginning of our life and has an important influence on how we relate to other people (especially in close relationships and in our own parenting style). In this workshop we will see how attachment influences our lifestyle and how understanding our attachment style can help us to improve our close relationships developing an earned secure attachment.

Learning objectives:

1. Participants will know the different children’s attachment styles
2. Participants will know the different adult’s attachment styles
3. Participants will know the (long term) effects of failure of childhood attachment
4. Participants will know the new challenge for the secure attachment due to the new technologies
5. Participants will know the different types of parenting styles and their influence on the attachment – and the influence of their attachment patterns on their own parenting style
6. Participants will understand how the attachment influences the lifestyle
7. Participants will know how to understand the attachment patterns through lifestyle analysis
8. Participants will know how to improve their close relationships developing an earned secure attachment
   

This program is designed to teach coping strategies in daily stressful situations. Using Adlerian encouragement principles in various creative ways, enables us to deal with daily life pressures.

Learning objectives:

1. Demonstration of the model of BASIC PH 
2. Comparison of the model of BASIC PH with the principles of encouragement 
3. Practice of meditation as a principle of encouragement 
4. Invent creative tools to deal with stress 
5. Usage of imagination to deal with stress 
6. Discussion as a tool to ease stress 
7. Usage of games as a way to cope 
8. Practice the choice of feelings as ways to deal with stress 
   

Motivational Interviewing (MI) is an encouraging counseling approach that helps to elicit and strengthen motivation for change in counseling, coaching, and education settings. This counseling approach is highly compatible and consistent with the philosophies that are articulated by Adlerians. Over 200 controlled clinical trials have demonstrated the effectiveness of Motivational Interviewing among clients with various presenting issues. This course will include various MI demonstrations and counseling practice opportunities.

Learning objectives:

1. Define Motivational Interviewing as a counseling style that compliments Individual Psychology.

2. Define 4 core principles of Motivational Interviewing.

3. Identify key areas of overlap in the principles and practice of Motivational Interviewing and Individual Psychology.

4. Summarize the empirical support of the Motivational Interviewing counseling approach.

5. Demonstrate MI skills, OARS: open ended questions, affirmations, reflections, summarizations.

6. Demonstrate the decisional balance technique.

7. Demonstrate the use of MI in dyads.

Early Recollections (ERs) play a central role in Adlerian therapy. In ERs we uncover strengths and resources alongside nonverbal messages and descriptions of how we view ourselves, others and life (Private Logic). We might also gain insight, including about our movement and priorities in life

Learning objectives:

1. To be able to explain three theoretical aspects of the importance of working with ERs in Adlerian therapy
2. To be able to describe the individual components within an ER
3. To be able to work in pairs as therapist and client to elicit ERs
4. To be able to identify strengths within an ER
5. To be able to elicit a key focus and associated feelings within an ER
6. To be able to identify the movement and social interest within an ER
7. To be able to work with the client to identify links to and contrasts with current life situations
8. To summarize how to use or develop the use of ERs
   

This course offers a space for participants to learn basic mindfulness practices. Mindfulness is the practice of present moment, non-judgmental awareness of one’s experiences. Through group discussions, experiential practices and sharing of experiences, participants will learn strategies for self-care and managing stress in order to enhance emotional balance, resilience and well-being. Participants will also tap into their intuition and wisdom to develop healthy habits of the mind, and work with the group in promoting community well-being. Open to Youth.

Learning objectives:

1. Apply key principles of mindfulness practices

2. Employ self-care techniques to promote personal well-being

3. Increase ability to flow with the ups and downs of everyday life

4. Develop and share strategies for managing stress

5. Cultivate emotional balance and personal resilience

6. Promote happiness and connection through healthy habits of the mind

7. Foster a culture of mutual respect, collaboration and concern for each other

8. Utilize self and group wisdom in promoting community well-being