She adapted and applied the individually focused mri

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She adapted and applied the individually focused MRI model of change to fit her clubs (Becvar, Canfield, & Becvar, 1997). "All clubs are run with the basic MRI problem-solving approach, which means students are receiving the same problem-solving method in different formats and settings," Vangstad reported. Initially, she began six topic-focused clubs for specific audiences. The following group names and descriptions of three such dubs are taken directly from information Vangstad provided parents: 1. Colors of Invis-ABILITY--What we see is not what we get. Children come in many sizes and colors and often have invisible strengths. This club is for students who need time to be accepted for who they are and the confidence to develop their own unique strengths. 2. Bear University Club--Some students can "bearly" pay attention! Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder students who are on or off medication would be appropriate for this club. Students learn how to use their minds to picture what they want to remember. 3. Achievers Club--Students who get everything done and want to do more. These students learn to develop their organizational skills and practice working together as a group. This group organizes projects to help the school or community. Her clubs were designed to make a difference to students and their worlds. Once when we were visiting her school, Vangstad had organized, with support from a gender-equity grant, a day where all of the student clubs concentrated on beautifying their school--"so they can be proud of it." Under her guidance the children attacked overgrown and neglected shrubbery and landscaping with rakes, hoes, pruners, and shovels. Capability 7: Counseling individuals. What accounts for change in counseling? Empirical evidence from numerous studies supports a common-factors approach to counseling/therapy (Hubble, Duncan, & Miller, 1999). This evidence strongly suggests that four factors account for all outcome variance: 40% of the variance for the factor of Client and Extratherapeutic Events (e.g., accenting clients' strengths, supportive elements in the environment, and even chance events); 30% for the factor of Relationship (e.g., caring, empathy, warmth, acceptance); 15% for the Counseling Theories, and Techniques factor (e.g., MRI approach); and 15% for the Hope, Expectancy and Placebo factor These four common factors found expression in Vangstad's work with individuals. Counseling Theories and Techniques, for example, were clearly evident in Vangstad's application of the MRI approach and its accompanying techniques (Amatea, 1989; Molnar & Lindquist, 1989). Relationship received consistent attention through use of basic attending skills (Ivey & Ivey, 1996). Client and Extratherapeutic Events were emphasized by deliberately accenting client's strengths. Finally, Hope, Expectancy, and Placebo were addressed in a straightforward manner in her belief that students can be successful at solving problems.
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  • Fall '10
  • Vangstad

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