Planning Doing Reflecting/Concluding Scaling 2011 Metaphor Humanities The Learner Scaling at Oulton The Edge of Chaos Ritual


Home Up

 

Heron (types of intervention)

John Heron, a humanistic psychologist, developed a simple but comprehensive model of the six types of intervention a doctor, counsellor or therapist could use with a patient or client:


1. Prescriptive
2. Informative
3. Confronting
4. Cathartic
5. Catalytic
6. Supportive
 

Each type of intervention can be looked at separately during training sessions as options throughout the consultation.

(J Heron: Six Category Intervention Analysis 1975 University of Surrey)

Heron also developed an analysis of the modes of facilitation (with particular regard to small groups, classifying these as:

  • Hierarchical
  • Co-operative
  • Autonomous

Some groups will evolve through these modes in sequence, but things are not necessarily that simple! It can be helpful to consider what mode is operating at any given time.

These ideas can be seen as a framework to understand the types of facilitation that can be made in a range of contexts. In the table below, the six categories of intervention are re-written as follows:

  • Prescriptive = Planning
  • Informative = Meaning
  • Confronting = Confronting
  • Cathartic = Feeling
  • Catalytic = Structuring
  • Supportive = Valuing

 

 

Dimensions Hierarchical Mode

PLANNING   To do with the Programme and learning objectives also include Assessment and the Evaluation of Course/Facilitator.

 

Dilemma     “Need to guide people to freedom”.

   You plan the whole programme, including:

  • Time

  • Topics

  • Resources

  • Methods

   May consult group but not negotiate.

MEANING      To do with making sense of, and understanding what’s going on in the learning group, in the three areas of:

The task

The process of the group

The learning process

   You input the theory i.e. the concepts & images

   You interpret, and

   You assess what’s going on

CONFRONTING   Raising awareness about blocks to learning in the group.

   Anxieties, Ignorance, Limited learning Objectives, Cultural oppression,

      “Easy Street”

   The issue being avoided, the behaviour to do this and the source of the behaviour

“Tell the truth with love and not moralistic judgment, oppression or nagging”.

Don’t PUSSYFOOT or SLEDGEHAMMER.

  You interrupt things and interpret for the group

  May describe the block to the group

FEELING      The management of feelings i.e. the emotional life of the group.

You aim to identify negative emotional processes, interrupt them and change to positive emotional process.

By acknowledging that positive and negative are always present you are concerned with getting the balance right.

    You decide how the group will manage feelings you think for the group and decide on action e.g. switching dynamics with games, exercises, ceremonies for opening and closing.

    You give permission for catharsis.

STRUCTURING   To do with structuring of learning experiences:

The environment and methods.

Also the supervision of these.

There is “Here and Now” part of planning a course, i.e. details of the course design.

You take responsibility for design and supervision of exercises.

Pre-course you organise programme, rooms, resources, fee, group composition.

You set the ground rules, purpose of exercise and review them yourself.

VALUING      To do with creating a climate of respect for people.

Members feel valued and honoured.

Your actions and commitment to valuing people direct the group.

You decide ground rules that support this, and have positive regard for people.

You are actively charismatic i.e. exhibit “distress-free” authority.

Very important in early stages of a group.

 

Dimensions Co-operative Mode

PLANNING   To do with the Programme and learning objectives also include Assessment and the Evaluation of Course/Facilitator.

 

Dilemma     “Need to guide people to freedom”.

   You negotiate and co-ordinate the learning contract.

   You may present your programme and ask for their views or ….

   May ask the group to provide programme for discussion.

MEANING      To do with making sense of, and understanding what’s going on in the learning group, in the three areas of:

  The task

  The process of the group

  The learning process

   You ask neutral open questions to stimulate the group e.g.:

“What is happening now?”

   You describe events without interpretation

   You collaborate and negotiate an assessment

CONFRONTING   Raising awareness about blocks to learning in the group.

   Anxieties, Ignorance, Limited learning Objectives, Cultural oppression,

      “Easy Street”

   The issue being avoided, the behaviour to do this and the source of the behaviour

“Tell the truth with love and not moralistic judgment, oppression or nagging”.

Don’t PUSSYFOOT or SLEDGEHAMMER.

   You ask for views from group on their avoidance of:

·  Issue

·  Behaviour

·  Source

   May describe events.

FEELING      The management of feelings i.e. the emotional life of the group.

You aim to identify negative emotional processes, interrupt them and change to positive emotional process.

By acknowledging that positive and negative are always present you are concerned with getting the balance right.

  You work with the group on different ways of managing feeling.

  e.g. by getting the view of the members and then negotiating changes, new methods etc.

  You may work 1 : 1 with a member rather like a counsellor.

STRUCTURING   To do with structuring of learning experiences:

The environment and methods.

Also the supervision of these.

There is “Here and Now” part of planning a course, i.e. details of the course design.

You co-operate with the group on ground rules, exercises and review of things.

You use a range of skills here akin to counselling and consulting.

VALUING      To do with creating a climate of respect for people.

Members feel valued and honoured.

You collaborate with members as they develop, respecting self-determination.

You give the choice of doing something or not.

You collaborate with the group to create a favourable climate.

By co-operating with the other 5 dimensions, you are valuing people.

 

Dimensions Autonomous Mode

PLANNING   To do with the Programme and learning objectives also include Assessment and the Evaluation of Course/Facilitator.

 

Dilemma     “Need to guide people to freedom”.

   You delegate to the group.

   May operate as a peer, or a facilitator or even NOT AT ALL if they are you to leave.

N.B.:  The dilemma:-

“Need to guide people to freedom”.

MEANING      To do with making sense of, and understanding what’s going on in the learning group, in the three areas of:

  The task

   The process of the group

   The learning process

  You allow members of the group to reflect and reach understanding themselves.

   May delegate this to a group member.

CONFRONTING   Raising awareness about blocks to learning in the group.

   Anxieties, Ignorance, Limited learning Objectives, Cultural oppression,

      “Easy Street”

   The issue being avoided, the behaviour to do this and the source of the behaviour

“Tell the truth with love and not moralistic judgment, oppression or nagging”.

Don’t PUSSYFOOT or SLEDGEHAMMER.

   You provide a safe, supporting and trusting environment to allow the group to confront for itself.

   May delegate the confronting role e.g. have a “devil’s advocate” rule.

FEELING      The management of feelings i.e. the emotional life of the group.

You aim to identify negative emotional processes, interrupt them and change to positive emotional process.

By acknowledging that positive and negative are always present you are concerned with getting the balance right.

   You give the group space to manage its own feeling.

   e.g. by working in pairs/trios.

   You may delegate this to a member in turn.

STRUCTURING   To do with structuring of learning experiences:

The environment and methods.

Also the supervision of these.

There is “Here and Now” part of planning a course, i.e. details of the course design.

You give space to the group to devise and manage its own learning.

You delegate design, choice and review to the group.

You may become a peer member or even leave the group.

VALUING      To do with creating a climate of respect for people.

Members feel valued and honoured.

You create space for the group to exercise autonomy and self-determination.

You may delegate facilitation to a member.

Make self-disclosures about your beliefs, attitudes, feelings, anxieties and delights.