Lact - Palo Alto School Representative


Palo Alto School Representative

Center for training, intervention and research

Strategic systemic approach and hypnosis

 01 48 07 40 40  | 

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      • Joana Mindziak Cornali is a Master 2 student in clinical psychology, psychotherapies course. She participates in individual interviews, conducts interviews for the research dissertation, and leads photo language and writing workshops for young adults with psychotic or high-risk symptoms. She participated in Emmanuelle Piquet’s “collective brain” initiative.

      A mother's story describes the journey of her son, a victim of school bullying. Through therapeutic follow-up with an effective strategic approach, Pierre will manage to regain self-confidence and the tools to awaken his ability to change his reality and feel stronger.


      ONLINE OPEN HOUSE

      ONLINE OPEN HOUSE

      August 28, 2024
      from 6:30 p.m. to 8:30 p.m.

      MEET US

      Come and discover our training courses in strategic systemic approach, hypnosis and systemic coaching. You will meet the trainers and be able to talk with them!



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      An in-depth look at school bullying

      An in-depth look at school bullying

      School bullying remains a major challenge in the educational context, causing growing concern within society. Faced with this phenomenon, various intervention approaches have been considered, among which brief systemic and strategic therapy , in particular through the treatment model developed by Emmanuelle Piquet in 2017. Let us observe the effectiveness of strategic therapy in the support for children who are victims of school bullying and explore the influence of parental posture on the therapeutic process.

      The problem revolves around two fundamental questions: how can strategic therapy contribute to helping bullied children get out of this delicate situation, and to what extent does parental posture impact the treatment of school bullying?

      To answer these questions, the theoretical-clinical hypothesis postulates that the use of systemic therapy tools facilitates the change of perception in the bullied child, while the operational hypothesis explores the role of parental posture in this process. .

      Support and methodology

      The methodology adopted is based on immersion within a strategic therapy center, where the intervention rigorously follows the model of the Palo Alto school . Particular attention is paid to the unique “collective brain” system, where several therapists observe and intervene during sessions.

      The treatment of child victims of harassment underlines the importance of first equipping the parents before initiating direct intervention with the child. The reasons for this approach, explained by the center's practitioners, aim to preserve the authenticity of parental emotions, to avoid an overload of specialists for the child and to prevent "Super Nanny syndrome" where changes do not persist afterward. the intervention.

      We are in the world of strategic therapy, exploring its concrete application in the treatment of school bullying and highlighting the decisive role of parental posture in the therapeutic process.

      Beyond hardship, hope and resilience

      Pierre's difficulties

      Pierre, a 12-year-old boy, was brought in for consultation due to relationship problems at school. He was regularly bullied by his peers, which had a negative impact on his emotional well-being. Throughout the sessions, Pierre expressed his feelings of loneliness and fear in the face of aggression from other children. Thanks to adapted therapeutic support , Pierre was able to express his emotions and develop strategies to deal with harassment. He also learned to identify his own inner resources to strengthen his self-confidence. Over time, Pierre showed signs of improvement in his self-esteem and his ability to manage conflict situations at school.

      Family background

      Christine, a teacher and mother of three boys, shares her concerns during the first consultation. She emphasizes that Pierre, a young 12-year-old teenager, has always been isolated from others, despite medical follow-ups since kindergarten. Pierre, diagnosed with dyspraxia, benefits from various educational supports, but Christine reveals that he encounters significant problems in his relationships with his peers. Worried about her son, she talks about the abuse she suffered at the hands of her friends Léo and Estéban. Faced with this worrying situation, Pierre's follow-up begins with the objective of understanding his reality and providing appropriate solutions.

      Communication and socialization problems

      Pierre presents communication disorders and atypical behavior. Recent test results indicate uncertainty about possible Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADD) . Despite participating in social skills therapy, relationship problems persist.

      Past and current experience

      History reveals that Pierre was already confronted with harassment in CM2, but the situation was resolved quickly. In 6th grade, he experienced a period of happiness by bonding with three classmates, but this friendship broke up in 5th grade, deeply affecting Pierre. Through discussions, the issues are identified and strategies developed to help them overcome this ordeal.

      Peter's perspective

      Pierre reveals the details of his daily experience with two friends, Estéban and Léo, who regularly bother him. Pierre avoids all contact with them and prefers to stay alone. He describes specific scenes, notably in sports and technology classes, where he is the target of mockery and criticism. Currently, he expresses his difficulties and his discomfort in the face of his attackers and the desire for a class without friends, revealing inner suffering.

      Identification of suffering

      A well-being scale reveals that this situation with Estéban and Léo deeply affects Pierre, marking a high level of suffering. The therapists offer a metaphor to illustrate the power dynamic, emphasizing the importance of changing Pierre's avoidant posture.

      Development of psychological weapons

      Development of psychological weapons

      Aware of the need to provide Pierre with tools to deal with his harassers, the therapists together develop verbal "arrows", symbolizing Pierre's capacity. In the specific context of therapy and management of harassment, “arrows” as described by Piquet (2018) are strategies directed towards the leaders of the group of harassers. These strategies are designed to specifically respond to the attacks most often launched by harassers, using the same words or phrases used by the harassers themselves.

      Transformation and autonomy

      By using these verbal "arrows," bullied children can hope to effectively counter bullies' attacks by confronting them with their own words, which can help dismantle bullying dynamics and promote a more healthy and respectful environment.

      The therapeutic team offers Pierre tasks aimed at modifying his response to harassment. The goal is to help him confront rather than avoid, thereby strengthening his resilience in the face of verbal attacks. The different verbal “arrows” proposed aim to give Pierre a variety of possible answers, to defend himself mentally, helping him to choose the one that suits him best. He is encouraged to train and integrate these new resources into his daily life.

      Subsequent monitoring will aim to evaluate the impact of these interventions on Pierre's well-being and to adjust the strategies according to his evolution.

      Pierre’s responsibility

      Pierre, in preparation for this new reality, had trained at home with his mother, using the symbolic tools that the therapist had developed with him. However, despite this preparation, he ultimately did not need to practice these defense techniques.

      The therapist guided Pierre toward understanding that change comes from his actions, inviting him to recognize his own power over the situation. This empowerment served to strengthen confidence in his abilities to overcome challenges.

      Pierre is no longer bothered

      Surprisingly, during the third consultation, Pierre announced that his harassers no longer bothered him. He recounts peaceful weeks, attributing this change to different activities of his attackers. Both boys were busy elsewhere, focused on their current project during technology class. The playground had become a space where everyone stayed in their own corner. For the first time in a long time, Pierre felt good at school. The metaphor of the warrior emerges, highlighting the psychological transformation of Pierre who now feels ready to face his fears. Social dynamics have changed, and Pierre describes how this transformation took place.

      Pierre, with an air of relief, announces that Léo and Estéban have not harassed over the last two weeks.

      During the sessions, light is shed on Pierre's active role in his positive change. His different posture and preparation helped deter his harassers. The notion of responsibility for the success of this process is crucial to strengthening Pierre's self-confidence.

      Envision the future

      To reinforce positive changes, therapists discuss with Pierre his current well-being on a scale of 0 to 10. Pierre expresses a high level of satisfaction, noting his improvement. The discussion aims to consolidate the progress made and to prepare Pierre for possible similar situations. It is essential that he understands how to maintain this new posture. The metaphorical use of "arrows" as a superpower gives him a positive image of his abilities and reinforces his emotional autonomy. In order to consolidate progress, the therapists discuss possible relapses with Pierre.

      Positive feedback

      The session ends with encouragement. The therapists remind Pierre that they are there to support him when needed, thereby reinforcing his sense of autonomy and control over his own life.

      Ultimately, Pierre's case illustrates not only his ability to overcome harassment, but also how internal change can positively influence his relationships and overall well-being.

      Pierre's mother, surprised by the speed of the transformation, confirms that her son no longer suffers harassment. This external validation reinforces Pierre’s positive perception of his efforts.

      The power of strategic intervention

      Pierre's case highlights the complex dynamics of bullying and the capacity of adolescents to transform their reality. The combination of a targeted therapeutic approach, individual empowerment and effective consolidation of changes can lead to rapid and positive results. It is important to involve loved ones, such as family, in the therapeutic process to enhance long-term benefits.

      The sessions highlight the positive impact of Pierre's mental and emotional preparation, symbolized by the "arrows" that he developed with the help of his therapists. The warrior metaphor highlights Peter's transformation into a more confident and resilient individual, ready to face challenges rather than avoid them. This development reflects the power of empowerment and self-efficacy, key concepts in understanding positive change in children.

      Peter's apparent detachment during the session suggests emotional improvement, reinforced by his assertion that he no longer needs help with other problems. The reassessment of his well-being on a scale of 0 to 10 highlights a marked improvement, emphasizing the role of the child in his own healing process. Exploring the possibility of relapse strengthens Pierre's understanding of behaviors to avoid to maintain his well-being.

      Finally, Pierre's mother confirms the tangible reality of the change. The speed of transformation may be surprising, but it highlights the effectiveness of approaches focused on action and emotional experience. Children's ability to adapt and find resources within themselves when guided appropriately is emphasized. Thus, Pierre's case illustrates the potential of targeted interventions to strengthen children's resilience in the face of social and emotional challenges.

      Where to train in the systemic and strategic approach?

      LACT offers several live certified web training courses with 50 international trainers.

      To find out the prices, select the training that interests you

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      AND STRATEGIC APPROACH

      Prerequisites
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      general

      Bachelor's degree
      with or without

      clinical experience

      clinical

      Bac +3
      with

      clinical experience

      Bac +5
      with

      clinical practice

      education

      Bachelor's degree
      with or without

      teaching experience

      Bac +3
      with

      teaching experience

      BUSINESS

      Bachelor's degree
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      coaching experience


      AND STRATEGIC APPROACH

      general

      Bachelor's degree
      with or without

      clinical experience

      clinical

      Bac +3
      with

      clinical experience

      Bac +5
      with

      clinical practice

      BUSINESS

      Bachelor's degree
      with or without

      coaching experience

      education

      Bachelor's degree
      with or without

      teaching experience

      Bac +3
      with

      teaching experience

      Resources and training on systemic management of harassment

      A team of more than
      50 trainers in France
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      of our students satisfied with
      their training year at LACT *

      International partnerships

      The quality certification was issued under
      the following category of actions: Training action

      A team of more than
      50 trainers in France
      and abroad

      of our students satisfied with
      their training year at LACT *

      International partnerships

      The quality certification was issued under
      the following category of actions: Training action

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