Please pay special attention: The conference program follows UTC .

CHOICE THEORY AND THE IDEA OF A QUALITY COMMUNITY: PRESENTATION AND DISCUSSION ON GLASSER’S IDEA OF QUALITY COMMUNITY

Language: SLOVENE
90`

The European Institute for Reality Therapy carries out educational programmes, and in Slovenia, for the last ten years, the Institute has been organising and carrying out groups for those individuals who want to maintain their mental condition through an understanding of human behaviour as interpreted by Choice Theory. Counselling, psychotherapy, and education are important building blocks of the public mental health care model. Placing them within the society in a well-thought-out manner can make an important contribution in the pursuit of the quality of life as well as mental health of the individual and society. All the more so given the current complexity of mental health challenges. We will share our own experiences from the roles of supervisors, counsellors, and psychotherapists of Reality Therapy in the formation and implementation of the public mental health care model, as developed by Dr William Glasser. In addition, we would like to have a discussion with you about our role in co-creating a policy to improve the quality of mental health.

Barbara Krnc:

Pedagogue and sociologist, Reality Therapy psychotherapist with the European Certificate for Psychotherapy, and a member of the teaching staff of the European Institute. In the context of psychotherapy trainings, she works as a teacher-trainer, supervisor of clinical practice and a therapist for personal experience. She has therapeutic and counselling experience with families and partners dealing with educational and mental health problems. For the last 13 years she has been working in her private practice in Koper.

Mirjana Palčič Bubnič

Social worker and psychotherapist with the European Certificate for Psychotherapy, supervisor and instructor of Choice Theory and Reality Therapy, director of the European Institute for Reality Therapy and a member of the teaching staff of the Institute. She has 25 years of work experience at the Izola Center for Social Work with people with various problems. She has had a private psychotherapy practice for the past 11 years. She is a supervisor, licensed by the Social Chamber of Slovenia and a coach.

Darja Matičetova

Pedagogue and professor of Psychology, psychotherapist of Reality Therapy with the European Certificate for Psychotherapy, supervisor of WGI and member of the teaching staff of EIRT and a supervisor of the Dutch Development-Educational Model of Supervision. She has been working as a supervisor at RT for more than 20 years. She is an author of several articles in the field of RT and supervision. She is retired and still active in counselling and supervision.

Darka Verbič

Psychologist and Reality Therapy psychotherapist with the European Certificate for Psychotherapy. She is a member of the teaching staff of the European Institute for Reality Therapy and a member of the expert council of the Institute. As part of her education in psychotherapy, she works as a teacher-trainer, clinical practice supervisor, personal experience therapist and an instructor. She is retired, but still performs individual, partner, and group psychotherapy for a variety of problems.

THE ROLE OF THE TEAM IN THE DESIGN AND IMPLEMENTATION OF CHOICE THEORY FOR EVERYONE

Language: SLOVENE
90`

In the workshop we will present how we as a team created the contents of the course of Choice Theory for everyone through our own experience. Our team’s personal experience was the starting point for creating an experience (cooperation) on the TIV.

In planning the beginning of the application program, and later on in planning the contents of individual workshops, personal experience seemed to us an important experience in which we were perfectly connected and enjoyed working together. We successfully reached the market with this application program as well.

The experience of the workshop will, hopefully, also be useful for organizing and cooperating in other application programs, such as, for example, CT focus groups and other forms of application workshops.

Barbara Krnc

Pedagogue and sociologist, Reality Therapy psychotherapist with the European Certificate for Psychotherapy, and a member of the teaching staff of the European Institute. In the context of psychotherapy trainings, she works as a teacher-trainer, supervisor of clinical practice and a therapist for personal experience. She has therapeutic and counselling experience with families and partners dealing with educational and mental health problems. For the last 13 years she has been working in her private practice in Koper.

Mirjana Palčič Bubnič

Social worker and psychotherapist with the European Certificate for Psychotherapy, supervisor and instructor of Choice Theory and Reality Therapy, director of the European Institute for Reality Therapy and a member of the teaching staff of the Institute. She has 25 years of work experience at the Izola Center for Social Work with people with various problems. She has had a private psychotherapy practice for the past 11 years. She is a supervisor, licensed by the Social Chamber of Slovenia and a coach.

Darja Matičetova

Pedagogue and professor of Psychology, psychotherapist of Reality Therapy with the European Certificate for Psychotherapy, supervisor of WGI and member of the teaching staff of EIRT and a supervisor of the Dutch Development-Educational Model of Supervision. She has been working as a supervisor at RT for more than 20 years. She is an author of several articles in the field of RT and supervision. She is retired and still active in counselling and supervision.

Darka Verbič

Psychologist and Reality Therapy psychotherapist with the European Certificate for Psychotherapy. She is a member of the teaching staff of the European Institute for Reality Therapy and a member of the expert council of the Institute. As part of her education in psychotherapy, she works as a teacher-trainer, clinical practice supervisor, personal experience therapist and an instructor. She is retired, but still performs individual, partner, and group psychotherapy for a variety of problems.

CHOICE THEORY FOCUS GROUP “Today for tomorrow”

Language: SLOVENE
60`

A thematic group is a place where members of the group meet to talk about Choice Theory. It is a group for conversation and reflection where the members discover how they feel about the claims of Glasser’s Choice Theory. We do not always have to agree with everything right away. It is all just our perception, and we can exchange our opinions in the group.

In the 90-minute workshop, I will briefly present the thematic group and offer you the opportunity for a personal experience.

The materials for the meetings and discussions in the thematic group are our thoughts, dilemmas, and beliefs we obtain while reading William Glasser’s books.

The long-term goal of the thematic groups is, among other things, a learning experience that can help us to effectively take control of our lives.

Other factors I observed when working with thematic groups are that group learning can be fun; that we feel important as a member of the group; that the group offers us the opportunity to make a choice; that we can develop a sense of security in a group, etc.

Irena Pudgar

A longtime member of the Slovenian Society for Reality Therapy and its president 2011-2017. Member of the European Institute for Reality Therapy. She has 35 years of work experience in the field of personal assistance and counselling, and 15 years of experience as a supervisor with a license from the Social Chamber of Slovenia. Since 2007, she has been teaching Choice Theory and its applications in various fields of human activity (counselling, teaching, working with children and young people, group supervision).

SUPPORTING PARENTS IN RAISING THEIR CHILDREN

Language: SLOVENE, ENGLISH
90`

I will present a model I use while counselling parents who are stuck in at least one role of Karpman’s triangle.

Ksenija Centa

Psychologist, psychotherapist, faculty member of the EIRT, teacher-trainer, supervisor of the clinical practice for the students, psychotherapist for the personal experience; after 18 years of experience in the Public Health sector (working mainly with children, adolescents and parents) I am self-employed since January 2021.

CARING HABITS AND THEATRE IN SCHOOL

Language: SLOVENE
30`

In the presentation I will talk about the connecting habits which we can strengthen through the creation of various drama plays in primary school.

I will show several levels of connection: students with each other, students and teachers, students and parents, parents and teachers, teachers and other employees with each other.

In 15 years of active participation in the field of drama at school, I realised how much power theatre has as a medium through which people strengthen relationships. Through the process of finding ideas, preparation, implementation and self-assessment, many situations arise that present an excellent starting point for raising awareness of an individual connecting habit.

Over the years, I created various performances with students and colleagues: “Kekec” with 50 performers in afterschool activities – intergenerational connection, “Snow White”, a one-hour dance and singing performance of first-graders, charity concerts with 500 students performing, various mediation performances: “Viktor the Squirrel”, “Every student can succeed”, “Use words and not fists”, “Winter’s Tale”, a performance carried out by children on the ice rink, and this year’s Zoom performance for parents.

Through various stories, participants will hear the experience of a teacher in a Glasser Quality School who, using her more than a decade long work experience with students and drama, developed good relationships with students, parents and the entire school staff, and who strived to create good circumstances for students to connect and internalise internal control psychology beliefs.

Mateja Jerina

Slovene language teacher and pedagogue at the Preserje pri Radomljah Primary School. In the last year, I have completed my second year of education at EIRT. The theatre is my great passion. I have been active in this field all these years, and I continue to realise how great theatre is for strengthening connecting habits. I have created ten larger and some less extensive performances, and I will share some stories and insights in the presentation.

DON’T UNDERESTIMATE THE FEELING WHEEL!

Language: ENGLISH
60`

Choice Theory explains how we can gain best control of our lives if we put our energy into what we can control directly – our actions and our thoughts. However, this can lead to misunderstandings about the role of feelings in Reality Theory, and this presentation invites participants to engage with the challenge and the power of working with feelings within the RTCT model.

Arthur Dunne

is a Senior Faculty member of WGI and is an accredited Reality Therapy Psychotherapist. His main professional interest has been working with troubled adolescents as a school guidance counsellor. He currently teaches Counselling Practice on the PGD in Educational Guidance Counselling in Maynooth University.

GLASSER QUALITY SCHOOL: PROCESS IN ACTION

Language: ENGLISH
30`

In this presentation, Bette will outline the process being used in a large primary school in Auckland, New Zealand to influence staff to make the shift from classroom and school practices that reflect External Control Psychology to a Choice Theory Classroom. This approach reflects some of the phases outlined in the William Glasser International policy document Glasser Quality School: Process in Action. The familiarisation phase outlined in this document has led to a newly designed process that has been co-created by the presenter and the school. This familiarisation phase introduces the notion of a Glasser Quality School or Choice Theory School to all 30 staff. The principal wanted to keep her whole staff together to continue training and this desire was accommodated through means different from the traditional training process. Early indications show that many teachers are thinking and acting differently because of this approach.

Bette Blance

is from Aotearoa New Zealand, where she became a follower of Dr Glasser’s work after she read Schools Without Failure as a young teacher. As a school deputy principal, working with teacher education students at Griffith University, Australia, an education consultant, a WGI Instructor and a member of the William Glasser international Board, Bette has worked with these ideas to encourage schools to make the shift from external control practices to those based on Choice Theory Psychology. Bette has a Masters in Educational Studies from University of Queensland in Australia.

In 2014, while on the William Glasser International Board she worked as part of the team that created the Dr Glasser Tribute workshop “Take Charge of Your Life”.

Having visited both Huntington Woods in the USA and Colombia’s Colegio Rochester Glasser Quality Schools and as part of the co-verification team at Peregian Springs School in Queensland, Australia, which become a Glasser Quality School in 2019, Bette has a clear picture of what is possible and keeps the vision strong.

THE POLITICS OF CHOICE

Language: ENGLISH
60`

This presentation will examine the role of Choice Theory psychology in group decision-making as a way of eliminating external control from group choices.  It will explore the role of the Quality World and the practical implications of a shared Quality World.  We also examine the importance of consensus and how this might be achieved in a way that is practical, avoiding the extremes of majority and minority rule.  The ideas are relevant to any group decision-making, whether this be in committees or even at the level of national voting.

Brian Lennon

is a senior faculty member of William Glasser International. He is also a Fellow of the Irish Institute of Guidance Counsellors, a Fellow of the William Glasser Institute Ireland. He is Chairman Emeritus of William Glasser International, the organisation he founded with Dr. Glasser’s full approval and support.  Recently he has published “The Practice of Reality Therapy” and “The Practice of Choice Theory Psychology” as well as a book on Anger and another on Stress in the “Choice Theory in Action” Series.  He was a close associate of Dr. Glasser, who dedicated a book to him and wrote about Brian: “I have felt your mind is a mirror of mine.”

Brian Lennon`s books:  https://wgii.ie/practiceofrtct/

THIS JOURNEY IS JUST BEGINNING

Language: ENGLISH
90`

This workshop is the competency viva that finalises this journey in CTRT training. However, in describing the paths I chose, the challenges I faced and the lessons I adopted, I acknowledge that this is just the beginning of my journey as a therapist, a person who has fallen in love with Choice Theory and all its facets and all its learning curves. With every bend of the road, with every new experience, I let Choice Theory colour my views, inform my decisions and use it to harmonise myself in what I now perceive to be my quest for contentment in life. This presentation is just a snapshot, a moment in time where with a client, with loved ones and with my self-reflections, I allowed myself to ingrain this theory that has brought me so much insight and richness… And an enthusiasm to share this with others.

Deborah Keleta

has been a counsellor for 11 years. She holds a Masters of Science in Counselling from the University of Edinburgh and a PG Cert. in Clinical Supervision from the University of Derbyshire. She currently works as a counsellor with the Directorate for Educational Services where she provides counselling sessions, holds talks, organises activities related to emotional, social and psychological well-being and provides support to parents, teachers and school staff. She also provides counselling services privately to children, youths and adults. She is the vice-president of the Association for Reality Therapy Malta and the secretary of Malta Association for the Counselling Profession.

“VIRTUAL REALITY” – USING SOCIAL NETWORKS TO FULFIL PERSONAL NEEDS AMONG MALAYSIAN YOUNG ADULTS

Language: ENGLISH
30`

Social media is pervasive in individuals’ lives where they spend time on sharing, staying connected, having spare time, and getting to know people or news around the world. The purpose of this study was to examine how social networks were used to fulfil personal needs among Malaysian young adults based on Choice Theory. From the perspective of Choice Theory (Glasser, 1998, 2013), there are five basic needs that individuals need to and try to fulfil in order to feel happy and satisfied, which are the needs for survival, love and belonging, power, freedom, and fun. The research questions this study aimed to answer were (1) what the significant factor(s) for social networking usage among Malaysian young adults are; (2) what the significant factor(s) for social networking usage among male Malaysian young adults are; and (3) what the significant factor(s) for social networking usage among female Malaysian young adults are. A sample of 158 participants aged between 18 to 25 years old, Malaysian social networking site(s) users were recruited on the Internet via purposive sampling. Participants were required to answer a total of three questionnaires, pertaining to the demographic measure, the social networking usage questionnaire, and the Basic Needs Scale (BNS). A total of 128 sets of data from the participants, which comprised of 91 females (71.10%) and 37 males (28.90%), were analyzed using the backward (elimination) method multiple regression. The finding of this study showed that only the need for fun was a significant factor in Malaysian young adults’ social networking usage behaviors. Details of the findings were included in the discussion of the full paper.

Hon Ee Mun

I am a registered and practicing licensed counsellor of Lembaga Kaunselor Malaysia (LKM). I am a holder of the Masters in Counselling and the Degree of Bachelor of Psychology (Hons) from HELP University.

Currently, I am a full-time psychology lecturer in a private college, at the Department of Psychology, Raffles College of Higher Education, Malaysia. I also see clients on appointment basis. Before deciding to join the educational field, I practiced in a private mental health specialist clinic for 4 years. When I was a trainee counsellor, I did my internship in private universities, a government hospital, a vocational boarding school, primary schools, and refugee centre settings. Hence, I still often help in supervising students and communities in the execution of events (physical and virtual) on varied mental health-related topics.

Major Achievements:

  •    Registered and Practising Licensed Counsellor in Malaysia.
  •    Completed Certification in Choice Theory and Reality Therapy.
  •    Presented dissertation titled “The Role of Parental Expectation and Students’ Perceived Parental Expectation in Academic Result”.
  •    Published book chapter titled “Buddhist approaches to counselling and psychotherapy: Exploratory discussions from different traditions”.

CHANGE —WHERE TO BEGIN

Language: ENGLISH
90`

We have all heard that the only constant is CHANGE. We often struggle with the changes that occur around us, that we did not choose, that get in the way of our own plans. This workshop will look at change from the INSIDE-OUT. It is all about YOU. Together we will learn to plan for our own chosen, unique and wonderful changes in 6 dimensions of Wellness: Physical, Aesthetical, Emotional, Mental, Relational, Spiritual.

This as an awesome opportunity for each of us to spend 90 minutes with some amazing people who also love Choice Theory and what it offers us. We can share our stories and create/develop plans to help us during these challenging times. I am already excited about the possibilities… Hope to see you soon!

Ellen B. Gélinas: M.Ed., RTC, CCC
Adult Educator, Humorist, Counsellor/Mentor

Ellen B. Gélinas, is a proud member of the Senior Faculty of William Glasser International and Glasser Canada. For over 30 years, the works of Dr. William Glasser have informed the direction of her life, her relationships and her work as an adult educator, counsellor/mentor and humorist. Ellen has served on the boards of both organizations for many years and is proud of her work organizing past WGI conferences as well as her role in the development of Take Charge of Your Life. She is really enjoying facilitating this program in her local community public library in the Montreal area in Canada. There has been so much interest that she extended the program from a 6-hours to 12-hours and added an optional monthly discussion group. As always, she is experiencing much joy watching people make new and different choices that lead to so much more happiness. Ellen is delighted to be able to facilitate a workshop, Change – Where To Begin, at the 7th European Reality Therapy Conference. She looks forward to this online opportunity to share with a dynamic group of participants for the purpose of learning and interacting and hopefully experiencing the joy of both Aha! and Haha! moments!

CONNECTING NATURE AND CHOICE THEORY

Language: ENGLISH
90`

This is an exploratory session looking at linking nature connection and Choice Theory Psychology presented by Emma Davey and Moira Oliver. It will involve practical ideas for you to use with children, adults and families in your working and home environments. There will also be opportunities for you to discuss how your current practice incorporates nature as well as to try and share some of the activities with small break-out room discussions.

The nature connection activities and introduction to core routines are based on the work by Jon Yong who developed the 8 Shields Model which is an 8-direction medicine wheel or cultural map, with each direction being referred to as a shield for how it holds many different embodiments of the energy of that direction. These life maps have been used by earth-based cultures all around the world since time immemorial but have largely been forgotten in the modern era.

Nature is always there for us, whenever we need her. Nature can help our physical, mental, emotional and spiritual health. We offer these ideas as starting points, but nature is the true teacher, it has a way of leading us on journeys we never anticipated. Listen to the birds and the wind, they might be trying to tell you something! Go with your gut instincts – you are part of nature too.

Emma Davey

is the Founder of Rooted in Nature CIC based in Norfolk, UK. With a background and degree in Primary Education, Emma has spent time in the classroom as a teaching assistant and classroom teacher. Her work involves working with looked after children, foster families, alternative provision and adults with mental health and wellbeing difficulties. Emma is qualified Forest School Practitioner, Bushcraft Instructor and Nature Connection Facilitator. She qualified as a Choice Theory and Reality Therapy Practitioner in the summer of 2019 having been previously introduced to Choice Theory several years before that. Personally, the theory gave her the light bulb moment of helping understand situations/ issues in her personal life and now tries to live by choice theory every day.

Moira Oliver

Moira’s background is with Early Years children. She has a BA Hons degree in Early Childhood Studies and many years of experience in a variety of settings, including education, social services, the voluntary and private sectors. She has worked as an Early Years Advisor, inspector, and a tutor. She qualified in Choice Theory in 2007 and is a Practicum Supervisor, Take Charge of Your Life Facilitator, and a member of the WGI-UK Executive Faculty. She now works as a tutor, counsellor, and mentor. She is passionate about teaching Choice Theory to the world and to combine it with her passion for nature and the outdoors is a dream come true!

MIND MAPPING TECHNIQUES TO VALIDATE CTRT LEARNING

Language: ENGLISH
30`

“An excellent facilitation, which takes practice and planning, is nothing without an excellent Facilitator” (Ajit Kaur). Every facilitator has their individual way of imparting information; however, it has always been a challenge validating whether this information was understood and assimilated by the participant, except through competencies of their knowledge and skills.
The ongoing pandemic with travel restrictions and social distancing has brought virtual training to the forefront, bringing with it the challenges of being insightful, personal, engaging, and actionable, as well as maintaining high levels of attention. “Mind Mapping”, has now become a popular tool in my teaching methods. Participants presented a Mind Map after each day’s facilitation that not only validated the success of the previous day’s learning but also queries to be answered. The whole exercise is “FUN” and creative. This presentation will share participants’ diverse and creative “Mind Maps” during various CTRT and Faculty workshops, and their learning from day to day.

Dr. Farida D’Silva Dias

Sr. Faculty and presently Chair of the Board of WGI, has a doctorate in Clinical Psychology. Director of the Jeevan Community Centre, a Non-Profit Organization, providing social services, and collaborating with: local police for Trafficking, Goa State Juvenile Home, Women and Child Welfare Centre, and Victims Assistance Unit. The Centre for Reality Therapy India (CRTI), based in Goa, is a Regional Member Organization of WGI, since 2004. Farida has over thirty years of experience in Human Resource Management and twenty years of experience in psychological counselling and coaching. Has conducted CTRT and Faculty training in Kuwait, Qatar, Bahrain, UAE, Singapore, Malaysia, Turkey, Jordan, Egypt and India.

“ THE ANTIDOTE TO ADDICTION IS NOT SOBRIETY – IT IS CONNECTION…”

Language: ENGLISH
30`

Attitude to successful Relationships has always been an important aspect of Life-skills. However, today, as Western Civilization catapults toward… what?…, we seem to be overwhelmed by Pressure rather than being ‘’Happy in Life’’ and enjoying ‘’Pleasure’’ and ‘’Fulfillment’’, as Life moves at an unprecedented pace, and we are finding less and less time, for Family, Creativity, and development of Relationships. In this age of Instant Gratification, and quick changes to whatever suits at the time, speed, has lead us to a ‘’Tick & Flick’’ lifestyle and lack of valuing and appreciation. In this mode, Love & Belonging is put on the back burner, and Power comes to the fore, so reaching and grabbing for whatever catches the attention. Freedom comes at a fast pace without commitment, or responsibility, and Fun becomes a style of quick thrills. The problem with this style of living, is that it has little value, and leads to Soul searching, with emotions of ‘’’meaningless’’, ‘’hollowness’’, and ‘’loneliness’’, crushing valued Emotional response, destroying Creativity, so moving on to ‘’hopelessness’’.

Addiction has been noted to be an emotional escape, in a “band-aid” attempt to massage the effects of the loneliness, meaninglessness and hollowness. At the base of this “loss”, is the lack of recognition of the importance of “Love & Belonging” in the Psychological Needs Analysis, and the lack of management of this Need.This Presentation will look at the Explanations behind the “Needs Analysis Profile, and Identifying how important this fact is in looking at Relationships, and helping us to know how to be able to use this, as we navigate and work toward success with our Relationships, and developing a Stable Pathway for Process Management to Rehabilitation.

Jean Still

BHSc is a Registered Nurse/Registered Midwife, and Motivational Coach. Jean holds many qualifications – Academic, Sporting and Counselling. She holds a Certificate lV in Workplace Assessment and Training, and NCAS lll from the Australian Institute of Sport. Through the Extreme Sport of Polocrosse, she has managed representative teams,  particularly Junior Teams competing in an International Youth Exchange Program. Jean has a profound knowledge and interest in the Well-being of both Horse and Rider through Biomechanics and Emotional Intelligence. Jean is also a qualified Dressage Judge.

Since 2003 Jean has worked Full Time for Justice Health in the Department of Corrective Services, and has worked in 12 Gaols in NSW. Since 2004 she has worked Full Time at the largest Women’s Prison, being a Preceptor and holding Senior Staff positions, being responsible for the welfare of both staff and clients. Jean has always used the Intrinsic methods of Dr William Glasser, and since 2014 she has sort to enhance her qualifications by adding the WGI Certifications. In a Counselling Capacity Jean is also a Registered External Facilitator for the Department of Corrective Services, particularly running successful Programs – “Process Mapping for Rehabilitation”.

During her working situation on Full Time Night Shift, Jean has a caring responsibility for over 300 clients, covering areas such as Reception Triage, General Welfare, Inpatient Wellbeing, Drug & Alcohol Welfare/especially Drugs and Pregnancy, Drug Induced Psychosis, Mental Health Issues, Behavioural Issues, Deliberate Self Harm management, and Suicidal Ideation, following the Corrective Services Management Program of Risk Intervention Therapy.

Jean H Still:
BHSc – RN/RM – WA&T
ACA (Australian Counselling Association), PCA-NSW/ACT
AIPC – Australian Institute of Professional Counsellors
EA – Equestrian Australia – Life Member
NCAS – Level lll – Australian Institute of Sport – Polocrosse
WGI – William Glasser International

TALKING  TO CLIENTS IN RELATION TO ISSUES AROUND WITHDRAWING FROM PSYCHIATRIC DRUGS.

Language: ENGLISH
60`

December 2019 saw the publication in the UK of a document called “Guidance for Therapists”, which sought to address ways in which therapists could engage in meaningful conversations with clients around the area of prescribed psychiatric medication. 25% of the UK population was prescribed a psychiatric drug in the past year and concern has increased on how to reduce this dependence and how to address issues of withdrawal. This lead to a parliamentary group setting up a committee of experts, psychiatrists and psychologists and a professor of ethics, to see how best to address the issue.

This is a high powered publication endorsed by all the leading professional therapy bodies and by the British Psychological Society.  It summarises the available knowledge on these topics in one large document. The Guidance is not based on the “medical model” and is largely supportive of the approach taken by Dr. Glasser. It asserts that the use of “medical language”, shapes how distress is understood and managed and it proposes an alternative psychologically based understanding.

The presentation will highlight the following questions and concerns:

  •    How do drugs work?  We will look at two models of drug action (Joanne Moncrieff) – the “Disease Centred Model” and the “Drug Centred Model”.
  •    Are issues involving prescribed medication the exclusive remit of doctors and psychiatrists?
  •    What type of knowledge is needed to support clients, for example, knowledge on the effects of medications and knowledge about withdrawing from drugs?
  •    Ethical issues – distinguishing between “medical information” and “medical advice”. Should I consider signposting the client to further relevant information or evidence about the drugs they are taking or considering taking or withdrawing from?
  •     Which general ethical principles might guide therapists in addressing these issues.

Jimmie Woods

(M.S. Family Counselling) is a  Senior Faculty member of the William Glasser Institute and  holds the European Certificate in Psychotherapy.

He has worked as a Guidance Counsellor with adolescents in a school setting for over 30 years and as a supervisor with school based Guidance Counsellors. He also works with adults in a drop-in centre.   He has presented at previous national and European conferences.

BEYOND CHRONIC PAIN

Language: ENGLISH
90`

Chronic Pain is seen by the majority of people, both professionals and clients, as treatable rather than fixable.  Swami Kalikamurti Saraswati Suich, a specialist counsellor in chronic pain, will combine her 36 years of counselling, her skills and training in Choice Theory and Reality Therapy, along with her 40 years of yoga practice and teaching, to present a dynamic workshop exploring the assumptions of chronic pain, and ways to go beyond this so as to work with clients who wish to heal their injury or illness.

Swami Kalikamurti Saraswati Suich

I am a faculty member of William Glasser Institute (WGI) and currently hold the position of treasurer on the WGI board. I am an accredited Australian Association of Social Work Mental Health Accredited counsellor and human services consultant with approximately 36 years of experience sustaining a private practice.

As a practitioner, I aim to provide services to enable my clients to not only manage their situation, but, where possible, either heal or become free of the shackles of their previous way of being.

I have personally studied and practiced yoga now for 42 years.

In both my personal and professional experience yoga has provided me with the tools and the language, the discipline and the theory to overcome any obstacle that has been placed before me. I often use yoga psychology in working with my clients.

At the later end of my counselling career, I work largely with clients who have diagnoses that are largely seen as treatable, but no significant improvement is expected. Instead, I work specifically from a wellness model.

I also supervise Social Workers and in particular social workers working to gain accreditation as a mental health accredited social worker.

CHOICE THEORY IN A PRIMARY SCHOOL

Language: ENGLISH
30`

A presentation on the use of choice theory in a primary school in East London, featuring short interviews from members of staff at the school.

Katie Kendrick – Deputy head of Manorfield Primary School, Poplar, East London.

USING METAPHOR AND STORY IN COMMUNICATING, COUNSELLING, AND TEACHING.  GLASSER’S HIDDEN LEGACY.

It is possible that Glasser was not even aware of the skill with which he instinctively matched his communication style to that of the person sitting in the chair across from him. Others were certainly aware of this crucial skill and taught it, wrote about it, and developed it further. This lecture, in a light hearted and entertaining way shows that everybody can enhance  their communication skills by entering the magic world of therapeutic metaphor and story.

Ken Lyons

has been involved with RT/CT since 1989 and has presented on Choice Theory topics both in Ireland and at oversea’s conventions. Though he has thoroughly enjoyed instructing, particularly training new faculty, the memories he most enjoyed were the times spent role playing clients with Doctor Glasser, of whom he says: he could see into your very soul.

COACHES AS HOPE WARRIORS

Language: ENGLISH
60`

A comparison and contrast of coaching and counseling will be discussed. While Reality Therapy is rightly used as a counseling and psychotherapy mode, there is also great opportunity to use it in the field of coaching. The coach’s role of hope warrior will be explored. We often have to have hope, and serve as a cheerleader, when our clients’ hope is waning, while also holding clients accountable for the things they commit to doing. It’s in the accountability and success that hope begins to build again.

Kim Olver’s

mission is helping people manage relationships at home, at work and with themselves. She is a licensed clinical professional counselor, a nationally certified counselor and a board certified coach. After studying Choice Theory over 30 years, she has developed her own process she calls Mental Freedom based on it. Mental Freedom helps people overcome victimization, depression, anxiety and anger, while building self-worth, self-determination and resilience. Kim is a highly sought-after international speaker and an award-winning author. Her books include: Choosing Me Now (2019) and A Choice Theory Guide to Relationships (2019), Secrets of Happy Couples (2010) and Leveraging Diversity at Work with Sylvester Baugh (2006). Kim is the author of The Relationship Center blog; the producer of the podcast, Life = Choices; Choices = Life; and owner of Academy of Choice, a BCC (Board Certified Coach) coaching program. Kim started her company, Coaching for Excellence, in 2005. She is a model of what she teaches and believes responsibility, trust and appreciation are the keys to a happy, peaceful, satisfying life.

MENTAL FREEDOM

Language: ENGLISH
60`

When you ask most people whose behavior can they control, they all know the answer is their own. But when you follow up with the question, “Whose behavior do you try to control all day long,” those same people will answer, “Everyone else’s.” I have developed Mental Freedom as a psychoeducational approach to operationally define and implement Choice Theory and beyond in your life. Mental Freedom is built on a strong foundation of Choice Theory. I discovered the six main pillars of Mental Freedom through using them in the many challenges of my own life for maximum peace and satisfaction. I want to share them with you so if you find value in them, you can use them, too.

Kim Olver’s

mission is helping people manage relationships at home, at work and with themselves. She is a licensed clinical professional counselor, a nationally certified counselor and a board certified coach. After studying Choice Theory over 30 years, she has developed her own process she calls Mental Freedom based on it. Mental Freedom helps people overcome victimization, depression, anxiety and anger, while building self-worth, self-determination and resilience. Kim is a highly sought-after international speaker and an award-winning author. Her books include: Choosing Me Now (2019) and A Choice Theory Guide to Relationships (2019), Secrets of Happy Couples (2010) and Leveraging Diversity at Work with Sylvester Baugh (2006). Kim is the author of The Relationship Center blog; the producer of the podcast, Life = Choices; Choices = Life; and owner of Academy of Choice, a BCC (Board Certified Coach) coaching program. Kim started her company, Coaching for Excellence, in 2005. She is a model of what she teaches and believes responsibility, trust and appreciation are the keys to a happy, peaceful, satisfying life.

EMBODIMENT IN REALITY THERAPY

Language: ENGLISH
30`

This presentation will explore the concept of basic needs, focusing on how they manifest and how they are situated in our bodies. A simple, yet meaningful exercise will enable participants to dig deeper into the meaning and the role embodied basic needs play in their lives. The western concept of basic needs (as something that needs to be individually satisfied in pursuit of happiness) will be enhanced with concepts of ancestral wisdom, sovereignty, ability to instigate change, connection to the planet and creativity.

Ksenija Napan

PhD, Associate Professor, Master of Applied Social Work Coordinator, Massey University, Aotearoa, New Zealand,  Senior Faculty Member William Glasser Institute
Ksenija is a curious scholar keen to explore seemingly opposing polarities and figure out how to live in harmony with a planet and still enjoy the benefits technology of the 21st century brings. Ksenija lives choice theory and applies it in her personal, professional, political and spiritual life. She got endorsed by William Glasser himself when completing her instructor’s training at the end of the last century.

IDENTITY – A KEY TO DEEP TRANSFORMATION

Language: ENGLISH
90`

This time of change is a powerful opportunity for people to grow and transform, challenging people to shift in major ways, perhaps more fundamentally than ever before. Evolution at the identity level is the most transformative and the most difficult to address. Historically, a person’s identity was considered sacred and not something to be interfered with. Unfortunately, this is exactly where many people are stuck, locked into roles, expectations, and conditioning. How do we help people evolve their identity into one that is more fulfilling and expansive? What skills are needed and what stages do we go through in this journey? Having guided many people in this process, we’ve discovered it’s essential to have a map of the terrain and clarity of where a person is in their journey. Join us as we share our map of the terrain – “The Identity Continuum”, the stages of growth and how to help people move forward, intentionally, and effectively.

Lynn Sumida and Jeff Brown

will present some of their latest work on a creating the world we all want to live in. For our world to evolve we each need to grow beyond what is familiar. Lynn is a Senior instructor and Jeff is certified in CT/RT/LM. Jeff is a life coach and entrepreneur, and Lynn holds a master’s degree in Social Work, is a Trainer in NLP and a specialist in trauma work. Lynn has been in Private Practice since 1980 and is the founder of Miruspoint Facilitators Inc. Together they have combined their years of experience in helping people break free from victimhood into a thriving life of authenticity. Their work empowers people to be more open-hearted, internally grounded, and unshakably resilient.

APPLICATION OF CHOICE THEORY AND REALITY THERAPY TO COMMUNITY BASED MENTORING WITH VULNERABLE YOUNG PEOPLE

Language: ENGLISH
60`

Hear how Choice Theory and Reality Therapy has informed the approach to train 335 sports coaches in the last year to become mentors in community settings. The main focus for this mentoring is to tackle social problems such as the rise in serious youth violence and the impact of the COVID-19 global pandemic.

Graham Helm (project-lead) from Street Games and Ruth Bradbrook (training-lead) from Developing Youth Practice will share how their 2 organisations partnered to develop the sports-based mentoring approach underpinned by Choice Theory and Reality Therapy. We will also hear directly from 2 of the community mentors about how they have been putting the ideas into practice and the impact on the young people.

They will also describe how they have successfully converted the face to face 2-day training workshop into the virtual world initially as a response to lock down but will now continue this way of working.

Ruth Bradbrook

is the Founding Director of Developing Youth Practice (DYP). DYP is a social enterprise delivering training based on Choice Theory and Reality Therapy to youth practitioners across the UK, especially those working with the more vulnerable. Ruth has 20 years experience of working face to face with vulnerable young people in the outdoors and 15 years of training practitioners. Ruth is an Instructor with the WGI UK.

Graham Helm

is a National Doorstep Sport Advisor with the charity Street Games. Street Games harnesses the power of sport to create positive change in the lives of disadvantaged young people right across the UK. Graham Helm progressed to Choice Theory and Reality Therapy Certification in 2017 and has successfully taken the theory and techniques back into Street Games to inform their work with young people.

LEAD MANAGEMENT AND GLASSER QUALITY SCHOOL PRINCIPLES IN OUTDOOR DEVELOPMENT TRAINING WITH VULNERABLE YOUNG PEOPLE

Language: ENGLISH
60`

Ruth will share her use of Glasser’s Lead Management and Quality School principles in her leadership and training style in leading groups of young people into adventurous and wilderness settings on day trips and extended self-supported expeditions. Ruth worked at a national youth development charity Fairbridge. Fairbridge had many urban bases around the UK offering personal development programs to vulnerable young people aged 14 to 25 using outdoor adventurous activities and residentials as a vehicle for personal and social skills development. Fairbridge adopted Choice Theory and Reality Therapy as its main delivery model, with all delivery staff and many admin staff completing the Basic Workshop early on in their employment.

Ruth has teamed up with Chris Brain and Emma Davey to deliver the Basic Workshop in the Outdoors as a residential experience using direct knowledge and experience. These have proved highly successful and will be relaunched after lockdown.

Ruth Bradbrook

followed her passion for adventure and being in the outdoors with her degree in Environmental Science and then training as a teacher in Outdoor Education. She has worked for over 30 years in outdoor settings with vulnerable young people and also training groups of practitioners. This has included urban adventure and also expeditions into remote wilderness settings, using the direct experiences as a rich ground for personal development with principles from Choice Theory and Reality Therapy. Ruth completed her CTRTC in 2001 and is now an Instructor with WGI UK. Ruth has also undertaken a number of personal adventures around the world, including river kayaking in Nepal, climbing in the Andes and sea kayaking from Scotland to Northern Ireland.

“I DIDN’T KNOW”

Language: ENGLISH
30`

I strongly believe that the teenage/adolescent years are the hardest , it should be a time of fun and new found freedom.  More often than not it turns into a time of self doubt, worry and a fear of getting it wrong. When working with teens and as they start to tell me their stories, I am always amazed how a simple question like:

“Do you know what you are feeling is normal? ”

“How would you like to feel? ”

seems to interest them, puts them at ease and reassures them. This reaction led me to the title of my presentation: “I didn’t know”.

Sarah Lindley Parker

I work as a counsellor in West Suffolk, UK,  both privately and for companies as part of their staff well being programmes. My background includes working for Victim Support , working with victims of crime and many years running Youth Clubs for ages 13 to 17.

This experience along with gaining my certification in CT/RT over 10 years ago, has put me in good stead in my  work with teenagers, supporting and encouraging them to start seeing their own potential and to take control of their lives.

CHOICE THEORY, REALITY THERAPY AND LEAD MANAGEMENT IN AN ACEAWARENATION

Language: ENGLISH
60`

My lecture/presentation is on how we can understand trauma, and in particular adverse childhood experiences, using the Choice Theory psychology and how we can use Reality Therapy  and Lead Management to help ourselves and others to recover from psychological and physiological problems associated with trauma.

I will talk about my experience of working with people in Scotland as part of the ACEAwareNation Movement to develop trauma informed approaches to counselling, education, the workplace and other settings and what I see as being the way forward as a society as we try to negotiate our way in a world full of challenges and experiences that lead to us needing to activate out stress response regularly.

Sean Humphreys – Basic Instructor, Basic and Advanced Practicum Supervisor based in Scotland and part of WGI UK Faculty since 2015.

Mental Health and Wellbeing Consultant: Counsellor, Coach and Designer and Facilitator of training for personal and professional development. NowCounselling.org.uk

20 years experience of working with people for organisations including Scottish Association for Mental Health (SAMH), The National Agency for Youth Work; YouthLink Scotland, Apex Scotland, Edinburgh and Lothians Council on Alcohol and Venture Trust.

I have enjoyed conferences and Faculty Retreats together in Scotland, Malta and Finland before and enjoy learning with my colleagues from Europe and the world.

DIAGNOSIS: PERFECTIONISM

Language: ENGLISH
30`

Perfectionism is not the same as striving to be your best. It is not self-improvement. Perfectionism is a self-destructive, self-sabotaging and addictive belief system that fuels a core thought:
‘I am not … enough’. This presentation will look into exploring perfectionism, its origins in our life, the relationship we hold with this belief and what it requires to let go of perfectionism to allow for the cultivation of self-compassion, authenticity and the empowerment that transcends from owning Love, Belonging and Being Enough. Letting go of that ‘voice’ picked along the way from childhood to adulthood to leave space to cultivate resilience to overcome that which no longer serves us to thrive in life.

Sharon Caruana

Registered Psychologist, EMDR Therapist and RTP psychotherapist under supervision. She is a founding member and the current president of the Maltese Association For Reality Therapy. Her area of interest started in the forensic field where she spent over 15 years working as a psychologist in various sectors of the Maltese criminal justice system in both intervention as well as prevention teams. For the past few years she has been in private practice focusing her therapeutic work on human potential, post-traumatic growth, resilience building and the flourishing that clients discover when they decide that they are not victims of their past irrespective how traumatic and difficult their past experiences and circumstances have been. She has a personal interest in education and has had the opportunity to participate and coordinate various experiential and working groups to support parents and educators navigating  the current Maltese educational system.

DEALING WITH LOSS THE CHOICE THEORY WAY

Language: ENGLISH
60`

Loss is an inevitable part of life and we all handle it differently. We’ll look at what coping looks like through a Choice Theory lens using different parts of the chart.

Shruti Tekwani

is a Licensed Mental Health Counselor who specializes in trauma, grief, and loss. She is also a certified coach and works as a School Counselor at the International School of Curacao. She received her masters in Counseling Psychology from Northeastern University and has 13 years of experience working with college students in crisis and in a counseling environment. Shruti is a Basic Instructor for the William Glasser Institute and sits on the board of Directors for the William Glasser International Organization, in addition to recently serving as the interim Executive Director of GIFCT-US. Shruti also serves on the conference committee for the Sibling Leadership Network, an organization that supports siblings of people with disabilities, and is on the MSSN (Massachusetts Sibling Support Network) Board of Directors. She also serves on the Board of Directors for the Indian Merchants Association Netherlands Antilles.

LOSS AND CHOICE THEORY

Language: ENGLISH
90`

The presentation is created for all participants. During the presentation, experience of loss will be linked with Choice Theory beliefs. Knowing that every person experiences loss, do we know what that loss is all about? How do people perceive and understand loss? How do we accept loss? Through which phases do we pass in order to accept changed circumstances after the loss? How do people behave, how do they learn to live with loss? How do other authors explain the loss, and how do they define phases after a loss? During the presentation, various accounts of clients who have experienced loss will be presented, as well as personal experience of “coping” with loss.

Aida Ganović

RT Psychotherapist with European Certificate for Psychotherapy (ECP), WGI supervisor and EIRT Faculty member. Since 1999 she has experience of individual and group counseling, and since 2008 she has had the supervisory status in the process of teaching Choice Theory. She has been a board member of the Association for Reality Therapy TI in Bosnia and Herzegovina from the beginning (2003). She has completed a three-year education “Philosophy and methods of psychodrama” and written several articles about the experience of counseling individuals and groups.

CHOICE THEORY AND LOVE

Language: CROATIAN
90`

“Choice Theory and Love” workshop will deal with our relationships that cause the most frustration, as well as with those that make us happy; love relationships. We will discuss how we understand Glasser’s statement that the strength of our need for love can be measured with our willingness to give, and not receive love. You will be introduced to the basic settings of partner relationships and how we understand our role in those relationships. Authors’ experience in working with persons with partnership problems will be presented and you will be guided through exercises in which you will gain experience on how to maintain quality relationships.

Ana Ivančan

is a social pedagogue and rehabilitator who gained extensive experience in the public education system, organizing training and education for teachers, headmasters and counsellors. She is a faculty member of HURT and EIRT, and has earned the EART and EAP diplomas in psychotherapy. She works with individuals and partners as a counsellor, teaches group management and organizes training for various professionals. She also received master-level certificate in Neuro-Linguistic Programming (NLP) and basic education in Mindfulness.

Leandra Miletić Činić

is a physician, a school medicine specialist and a Reality Therapy counsellor. She is a faculty member of EART and EAP. She currently works in Andrija Stampar Teaching Institute of Public Health in Zagreb. She gained considerable experience in helping children, youth and their parents with their problems. She does individual and couples counselling and helps with dealing with marital and family problems. Within the Zagreb Youth Health Centre she is heading a counselling centre for eating disorders and obesity.

MEETING ANA K.

Language: CROATIAN
30`

Ana Karenjina is a famous novel about an adulterous mother who – spoiler alert – ended her life by throwing herself under a train. We can say that it was her choice. In the presentation, we will try to get to know Ana together and see what beliefs underlie her behavior and attempts to reduce frustrations. What roles do we recognize in Ana; victim, savior or persecutor? If Ana had known the beliefs of Choice Theory, that she is a creative and free being who manages her life by herself, what behaviors would she have chosen then? What could some of the possible courses of action of this novel be if Ana had met and integrated the beliefs of Choice Theory?
We will discuss possible scenarios in our presentation.

Tina Gregorović Hlušička

psychologist, 4th year of education in Reality Therapy, 7 years of work experience.

Antonija Mijatović

psychologist, 4th year of education in Reality Therapy, 13 years of work experience.

THE REALITY THERAPY – FROM A NEW APPROACH TO PSYCHIATRY TO A RECOGNIZED PSYCHOTHERAPY MODALITY IN  EUROPE

Language: ENGLISH
60`

Reality Therapy is one of the practical applications of Choice Theory in working with people and, we can say, certaintly the most well-known and the most recognized one. During its 55-year-long history, Reality Therapy underwent a dynamic development. From a ‘new approach to psychiatry’ – as Dr. Glasser subtitled his first book »Reality Therapy«, which at that time bravely challenged traditional psychiatry – Reality Therapy became well-known and recognized psychotherapy modality in Europe.

After »Choice Theory« was published in 1998, we have significantly changed the content and method of the Reality Therapy training in accordance with our understanding of Choice Theory. This new approach is described in our book »Theory and Practice of Reality Therapy«.
This presentation aims to address the following questions: In this part of the world, what do we consider as our main contribution to the theory and practice of Reality Therapy? What is our contribution to the training of upcoming Reality Therapy psychotherapists and counselors? What did we learn over the years, following the path charted by Dr. Glasser? How are we transferring our knowledge to the new generations of professionals in this field?

Bosiljka Boba Lojk

is WGI Senior Faculty and EIRT Faculty Board member. She is also Director of Training of European Institute for Reality Therapy, Secretary General of European Association for Reality Therapy (EART) and WGI Board Member.  She is RT Psychotherapist with European Certificate for Psychotherapy (ECP) who has been working for 40 years in the field of counseling. Since 1990, Boba has been teaching the Choice Theory and its application in different fields of human activity (counseling, education, management). She is an instructor in the five-year Reality Therapy Psychotherapy Program in Croatia, Bosnia and Herzegovina, Finland, Malta and Slovenia. Boba is an author of numerous articles and co-author of several books.

THE TRUTH IS IN THE EYES OF THE BEHOLDER – CONVERSATION ABOUT PERCEPTION

Language: CROATIAN
90`

Of the world that we live in we say it is the reflection of our reality. It can be a wonderful and friendly place full of exciting challenges, or a dark, gloomy, dangerous place filled with unexpected and scary surprises. What is the secret? Do good or bad people live in that world? What is the real truth about the world in which we live and the people we meet? How do we really see, feel or sense the world around us? Is that world real or just an illusion? What is our reality made of? What contributes to our feeling of reality? What is the connection between our perception, beliefs, expectations and certainty? How is stress related to our perception? These are some of the questions which will lead our participants into the Choice Theory world and its ways of understanding the world around us and our role in it.

Davor Apostolovski – Psychologist and psychotherapist

Davor has been working as a counselor on the Choice Theory for the past twenty five years. He is a WGI Senior instructor and a certified Reality psychotherapist at European Psychotherapy Association. He currently holds the position of a school psychologist and is the head of the Advisory Centre for children, youth, marriage and family. Davor is also holding the Quality Parenting and Glasser Quality school Courses, as well as providing psychosocial treatment for domestic violence offenders. He is a member and co-founder of several non-governmental associations whose main goal is to provide help and support to families, children and youth. Davor is an innovator and author of multiple didactic games and toys.

Štefanija Prosenjak-Žumbar – social pedagogue and psychotherapist

Choice Theory has been an important part of her life for twenty five years. Štefanija is both living and teaching Choice Theory and she is a certified WGI Basic Week Instructor and a certified Reality Psychotherapist at the Europian Psychotherapy Association. She is currently working as a counselor at the Advisory Centre for children, youth, marriage and family. She holds Glasser Quality School education, psychosocial treatment for domestic abuse offenders and pre-marital courses for couples. Štefanija is a member of several non-governmental associations whose main goal is to provide help and support to families, children and youth.

UNUSUAL BEHAVIORS

Language: ENGLISH
90`

Dr. Glasser’s book »Warning: Psychiatry Can Be Hazardous to Your Mental Health« was really shocking to everyone who is not familiar with his understanding of human behavior. For me, it was a reasonable explanation of mental illness, according to Glasser’s statement that many psychiatric diagnoses do not have a proven brain pathology, and so they are not illnesses in the medical sense, but „unusual behaviors“, personal, creative ways to deal with circumstances that are not as one would like them to be. I will present my therapeutic work with clients diagnosed suffering from fibromyalgia.

Dubravka Stijacic

a social pedagogue and rehabilitator, ECP Psychotherapist, coach, mentor, and a supervisor

Work experience in a mental health hospital with adults as a rehabilitation therapist, group therapist, individual psychotherapist and a counsellor. Member of WGI and EIRT Senior Faculty since 1990. EIRT coach for Psychotherapy, Counselling and Basic RT/CT training. President of the Croatian Association for RT and Deputy President of the Croatian Chamber of Psyhotherapy.

THE ART OF  HARMONIZING

Language: CROATIAN
90`

When we experience frustration, we mobilize all our potentials to reduce it – we strive to harmonize and establish a balance with ourselves and the environment.

How do we understand harmonizing through the beliefs of Choice Theory? In what ways do we harmonize and balance our personal and professional roles?

In what circumstances and in what roles do we find it the most difficult to harmonize?

I harmonize myself and I make myself (un)happy?! What does this tell me about my beliefs?

In the workshop, we will have the opportunity to explore our ways of harmonizing and establishing balance, becoming aware of the beliefs that underlie our actions.

Irena Krajcar Kokalj

RT Psychotherapist with a European certificate for Psychotherapy (ECP). Senior Faculty of WGI. Employed in Social Services for the most of her career. For the past ten years employed in the Family Centre in Pula dealing with individual, marriage, and family counselling. Teaching Choice Theory as a Training Supervisor and Instructor, mainly organizing and leading workshops for children, adolescents, parents and other groups in different fields of human activities, such as life-parenting, marriage and education.

LIKE MOTHER, LIKE DAUGHTER? LIKE FATHER, LIKE SON?

Language: CROATIAN
30`

“Am I going to be the same as my parents?” is the question that we often hear during our work with parents. Traditionally, people may believe the expression „you`re just like your mum“ – it is sometimes believed that every parent`s trait and behavior is translated to the child (just as a family porcelain tea set is passed on from one generation to the other). The aim of our presentation is to deepen our understanding of the parenting role from a Choice Theory perspective, by looking at humans as free beings, capable of managing their own lives. Our general and specific instructions are guidelines for the functioning of our organism as a system, and the most important parts of those specific guidelines are our beliefs related to human behavior. We base our satisfaction in each of our life roles, including the role of parents, precisely on our internal beliefs. What have I picked up growing up in my family? How do I manage my parenting role? What is the meaning of this role in my life? Those are some of the questions we will address during our presentation.

Iva Luk

pedagogue and 4th year student of Reality Therapy and Choice Theory. Employed as a professional associate pedagogue in an elementary school. Involved in the work of civil society organizations in the local community, in the implementation of activities related to mental health of children, youth and parents. A mother of two, a daughter and a partner.

Neva Ljuština

psychologist and 4th year student of Reality Therapy and Choice Theory. Program manager in the association “Our Children” from Pazin and counselor in the Counseling Center for Marriage and Family of the City of Pazin. Secretary in the Youth Centre Alarm Pazin. A partner, daughter, sister, granddaughter and a volleyball coach.

PARENTS AS BOWS, CHILDREN AS ARROWS

Language: CROATIAN
90`

Throughout the workshop, we will be addressing one of our most significant life roles, parenting. Parenting is a role that comes from our need for the continuation of the species and leaving a mark in this world. In realizing this role, we should bear in mind that our children are not our children (Khalil Gibran), that we are bows and children are arrows, and that our task is to prepare them to “fly” into the world. Looking at the target as an upbringing goal, most parents will quickly agree on a few core values or specific upbringing goals. However, greater disagreement arises from understanding how we seek to approach the target. Our endeavors depend primarily on understanding behavior; both the behavior of children and their behavior and their role in the upbringing. As parents watch their children grow up for the flight, they also watch their children, listen to what they say, but also see what they do with their lives. A wise man once said: A child is a book we read and write. How we realize ourselves in this role, what we expect from ourselves, what we believe in, what we learn with the children, what we do and what we strive for in parenthood are the issues we will speak about in this workshop with the help of theory, story, metaphor and experiences.

Marija Sitar

Reality Therapy psychotherapist with the European Certificate of Psychotherapy (ECP), Reality Therapy teacher and supervisor. She is the practitioner of play therapy. She works as a social pedagogue at a primary school and has experience of both individual and group work with students, parents and teachers at school and clients outside school. In addition, she is a member of the Croatian Quality School team which works on developing a program for Quality School Training. Quality School model is the model that she believes in and she is trying to share that idea among teachers and school associates she works with, and beyond. Lately, she has been working as an expert associate in a psychological center and her clients are mostly children, youths and their parents.

THE CIRCLE OF 99 – PERFECTIONISM IN CHOICE THEORY

Language: ENGLISH
30`

„Everything I do has to be perfect.“

„If I didn’t set the highest standards for myself, I would probably end up as a second-grade person.”

„Failing at something important makes me a weaker person.”

„If I can’t do something with maximum success, there is no reason for doing it at all.”

„If I make a mistake, others will think less of me.”

„I’ve never done anything perfectly, the way I really wanted to.”

How many times have you had the following thoughts? In 1980’s David Burns defined perfectionism as a tendency to accomplish and aspire to very high standards. This workshop is intended for everyone who wants to understand themselves better and develop a healthier approach for themselves. Through personal experience and interactive activities, the goal is to re-examine how perfectionism is understood in Choice Theory. Furthermore, the intent is to explore our personal beliefs, perception and expectations we tend to set for ourselves. The million-dollar question for the participants is: What kind of influence are we on ourselves?

Josipa Vučica

is a social pedagogue, a psychotherapist and an RT supervisor. She lives and works in Split. Since 2013, she has been employed in the non-governmental association MoSt, in support programs for children with behavioral problems and their parents, as well as youth leaving the alternative care system. She works in the field of counselling and education.

Marijana Barišić

is a psychologist and a PhD candidate in psychology at the University of Zagreb. Furthermore, she is in her 5th year of education to become an RT psychotherapist and in the 2nd year of education to become a teacher of RT. Also, she is a member of the EIRT Faculty.  She works in the field of counselling and education in Mostar.

Maja Perić

is a psychologist, psychotherapist under supervision, and a member of EIRT Faculty. She has been working as a psychologist, a trainer and a counselor in the Employment Bureau in Mostar since 2016. She also provides individual and group therapy for youth in various counselling centers in Mostar.

A WARRIOR OR A HAPPY PARENT? OR BOTH?

Language: CROATIAN
60`

“Raising kids is part joy and part guerrilla warfare.” Ed Asner

Do we see ourselves as warriors or happy parents in everyday relations with our children? What do we “fight” for? When expecting, most parents can hardly wait to meet their babies, they feel anxious and are amazed by this wonder. Even then, parents have an idea about their baby’s personality, behaviour, what they want them to believe in and what they want them to be happy about. Sometimes these ideas are around, but we are not aware of them nor have we considered them. Where do these ideas come from? What is their purpose? What are my real experiences with them? Do I believe in everything my parents believed in? And, finally, is that my role? What is my role? We all love our children and do not engage in guerrilla warfare with them because of the lack of love. We do it because we have not been aware of the ideas we fight about. Becoming aware is the beginning of every path. How far have we gone on this journey? Where do we see the “traps”? How should we evaluate our success? Can we do more for ourselves?

We are going to talk about our views on parenthood through Choice Theory.

Martina Dumančić Vranješ

is a social pedagogue in an elementary school in Dubrovnik. She is also a leader of the community council for prevention programs and a member of the Horizon Association for the promotion and protection of mental health. She is in the final stage of RT psychotherapist training.

Katarina Rana Gluhan

is a social pedagogue, a Probation Office manager with the Ministry of Justice in Dubrovnik. She is a member of the Horizon Association for the promotion and protection of mental health. Her main interest is parenthood. She is in the final stage of RT psychotherapist training.

EMOTION AS INFORMATION

Language: CROATIAN
60`

Emotions and feelings are part of the total human behavior.

In this presentation I will talk about the following topics:

  •    What is their purpose, what do they inform us about and how do we deal with them?
  •    Emotions are important information that we cannot directly manage, but we can learn a lot about what we can manage directly.
  •    Every single negative emotion we can see as an arrow sign pointing towards a problem which needs our attention – unmet needs, out thoughts, our perception, our activity, etc.

Ljiljana Šupraha

RT Psychotherapist with the European Certificate for Psychotherapy (ECP). Instructor Faculty of WGI. She has worked with children and young people with behavioral disorders for 35 years. Since 2003 she has been teaching Choice Theory and its application in different fields of human activity (counseling, education, coaching). She works with the White circle NGO and with victims and domestic abuse offenders.

“IT CAN ALWAYS BE BETTER!”  (WORKING WITH A FOCUS GROUP)

Language: CROATIAN
30`

A focus group is intended for people looking to improve their lives. Glasser’s idea was to offer a form of teaching people how to be happier in life and how to improve mental health. There are people who are not so unwell as go to counseling, but they do not live their lives as contentedly as they would like. I will present the experience of working in a focus group, the experiences of people who have benefited greatly from participating in a focus group and the experience that Glasser’s idea makes sense.

Marija s. Marinela Delonga

I am a nun (Catholic Church), I work as a religious teacher in an elementary school. I have been teaching Education Theory for 20 years, and I have been a teacher-supervisor of WGI for 7 years. Choice Theory is a part of my life in all the work settings (school, choir, focus group) and it testifies to my beliefs. The motto I follow in life is “Humble love is what drives the world” in order to share my beliefs.

SANSEVIERIA TRIFASCIATA

Language: ENGLISH
90`

This workshop is intended for all present and future mother-in-laws and daughter-in-laws who aim at further self-reflection and a better understanding of their relationships as well as living harmoniously in those relationships.

Through personal experience, I have learned how different beliefs, needs and perceptions can either improve the relationship with the mother-in-law or be a stumbling block in mutual understanding. I have also realised that the beliefs of Choice Theory and the behaviour based on them can be healing for the mother and daughter-in-law relationship.

The main objectives of this workshop are to share personal experiences, and question and explore our beliefs that motivate our behaviour so that we can understand ourselves better as well as our mother-in-laws and their language. In this way, we can get in tune with our mother-in-law and become a contributing factor to her and to our partner, our mother-in-law’s son, and build a more fulfilling life with them.

Mirjana Belavić

I am a psychologist and a fifth-year Reality Therapy student. I work at Social Services as a psychologist in a team managing children, youth and family. My previous work experience includes a position as a school counsellor in an elementary school, teacher in a secondary school and an assistant at Social Work studies. I also work as an associate for an NGO, “Karika” (“The Link”), where I provide counselling and  workshops for parents.

Along with my professional work, I have gained the most valuable experience from my own family, my husband, three small children, and my father and mother-in-law who are also members of our household.

MOBBING IN A WORKPLACE – CHOICE THEORY APPROACH

Language: ENGLISH
90`

Mobbing is defined as “a specific form of behavior in a workplace whereby one person or group of individuals systematically mentally abuses and humiliates another person, with the aim of endangering their reputation, honor, human dignity and integrity, until they leave the workplace.”

This theme has become very topical, as some research suggests that every person at least once during their lifetime experiences some types of mobbing.

During the workshop participants will have the opportunity to deal with the understanding of certain aspects of this topic through Choice Theory, including direct and indirect personal experiences of participants from the roles of „victim“ and „abuser“, as well as the possibilities provided by lead management (work on the system), counseling/psychotherapy.

Mirjana Zećirević

RT Psychotherapist, has acquired the European Certificate for Psychotherapy (ECP). Senior instructor of the WGI. Psychologist, used to work in different fields of applied psychology, both at the position of team member, as well as part of the top management. Until recently, she used to be a member of the Croatian National Council for Human Resource Development, as well as the national coordinator in the European lifelong guidance network. She has many years of experience in human resources and project management, organizing and facilitating the assessment centers, trainings for managers etc. for many large companies.

As RT counsellor and psychotherapist, she gained rich experience in individual and group counselling/ psychotherapy for people facing various difficulties.

CHOICE THEORY IN PRACTICE – ITS GRADUAL INTRODUCTION IN THE FIRST THREE YEARS OF PRIMARY SCHOOL

Language: ENGLISH
30`

Abstract: In my presentation I will try to explain how I introduce Choice Theory to my class. It is a three-year-long process in which pupils gradually learn the basic concepts and terms and have enough time to embrace them and change their beliefs. It is important that Choice Theory is introduced to children through play and when specific situations arise in the class. I always start with self-relationship and later we proceed to peer relationships. »How would I like to feel? What message are you trying to convey?« are the first two questions the pupils learn. Based on their own experience, they become aware that connecting/caring habits enable better feelings and improve the quality of a relationship. Once the pupils comprehend their own Quality World and understand which needs drive them, then they are able to manage their own behaviour.

Nataša Lenarčić

I am a 45-year-old teacher in Preserje pri Radomljah Primary School. Choice Theory has been my lifestyle since 2006. I am also a mediator and I have a master’s degree in NLP.  I successfully use all my skills and knowledge in my classroom and in everyday life.

HOW TO BETTER UNDERSTAND MIGRANTS AND THE FRUSTRATIONS THEY ARE FACED WITH THROUGH CHOICE THEORY?

Language: CROATIAN
30`

A better understanding of migrants and the frustrations they are faced with by applying Choice Theory.
Over the past few years I have had the chance to work with migrants and listen to their frustrations about the prejudices they are faced with on their journey. Due to this reason, this paper is focused on my use of Choice Theory while trying to teach them how to achieve the wanted and expected life quality in the new surroundings by talking to them and working with them. During our cooperation, I taught them about self-care habits, their needs and communication while they taught me a lot about human prejudices.
In this workshop I want to put the participants in “someone else’s shoes”. I want to challenge them to look through the eyes of someone else. By using migrants’ life stories, my aim is to make the participants aware of their Quality World in the same way I tried to make the migrants aware of their Quality World and the possibility to insert new images in it that can help them reduce their frustrations. With Choice Theory I wanted to replace the external control they learned to use on their journey in order to survive.

Sandra Stipanov

a teacher with a master’s degree in Croatian and Italian language and literature and Library Science. I worked in an elementary school for 19 years and I regularly used the knowledge from Choice Theory that I first encountered in 2000. After that, I received a certificate from RT and a post-certificate, and I graduated from the Quality School with my colleagues and InsideOut Coaching, which took place in Zagreb. Since 2017, I have been employed as the head of the Red Cross Organization of the Istria County, where I gained my knowledge in working with migrants as an employee, but also earlier as a volunteer. I work at the Red Cross as an instructor of psychosocial support in crisis situations. Both in the Red Cross and in workshop work with young people and adults, I use the principles of Choice Theory.

PARENTING TRAPS – ROLE REVERSAL

Language: CROATIAN
90`

Since parenting is a role that in its realization implies responsibility for children and their life principles, we always consider the topic of parenting a desirable and inexhaustible source for reflection and awareness of our own beliefs that guide us in education. Parents are the first circumstance in which children learn about life and gain the first experiences that build them up.

But are children a product of their parents? What is the parental role? How do parents manage the parent-child relationship? Who is responsible for a child’s behavior? How to prepare children for life? How to establish the conditions for the development of children’s abilities?

Nowadays, perhaps more than ever before, we are witnessing how parents, trying to acquire parenting abilities, fall into numerous traps. When it comes to parenting, one of the most dangerous pitfalls is precisely the “role reversal”. What happens when a child takes the lead in a parent-child relationship? What happens when a parent takes on all of the child’s duties and responsibilities? Does the way of harmonising make us more competent in the parent role and why?

Through this interactive workshop, using practical examples, we will try to answer these questions.

Silvija Jurčević

a psychologist, a psychotherapist in supervision, aplay therapy practitioner.

Dominika Anica Anić

a Catholic nun and a preschool educator.

OUR JOURNEY TOWARDS A QUALITY SCHOOL: GRAMMAR AND VOCATIONAL SCHOOL JURAJ DOBRILA PAZIN, CROATIA

Language: CROATIAN
30`

Juraj Dobrila Grammar and Vocational School in Pazin has had the title of a Glasser Quality School since 2006. The school has a long history and this year marks its 120th anniversary. More precisely, it was the Imperial Royal Great State Grammar School, the first Croatian high school in Istria, which opened its doors in Pazin back then.

Today, the school has 650 students divided into 27 classes. 70 employees work with them. It is a multidisciplinary school with three different programs: grammar school, technical vocational school and a three-year vocational program. The students acquire education in five professions: a technician for electronics, administrative officer, commercialist (four-year program), electromechanic (three-year program) and a general grammar school graduate.

“Our journey towards a Quality School“ project, which is based on Dr W. Glasser’s postulates in Quality School, has been implemented in this school since 1996. Since then, the guidelines of our work have been: from good work to quality work, from evaluating others’ work to self-evaluation, from coercion and punishment to agreement and cooperation, from bossing around to leadership, from external motivation to internal motivation, from rivalry to working together, from failure to success, from demanding to helping, from individual learning to cooperative learning. An experience we truly cherish and which we all joyfully look back on is Dr Glasser’s stay in our school. He took this opportunity to say:“ I set up six criteria for a school to become a quality one… I had doubts about the last criterion, but then again, I think it is the most important one. It seems to me that you have reached it. That last criterion is joy in school. When the process of becoming a quality school succeeds, we get what I saw at Juraj Dobrila Grammar and Vocational School in Pazin, which has become the first quality high school in Europe.“

The goal of our project, “our journey towards a quality school“, is to establish quality school work. To reach that goal and the tasks set, we try to work towards keeping the image of this school a part of the Quality World of our students, teachers and parents, and to make it a place where they can satisfy their needs. We are continuously discussing what we want our school to be like, what is the most important to us in the school and what we want to hear and see about it. We base our plan for the improvement of the quality of our work on that. We decided on a school vision which we built together with our students, teachers and parents. That vision represents what we strive towards and everything we are willing to do to get there. Friendship, cooperation, creativity and competence are important to us in our vision: towards success through quality. We are continuously working on further educating our teachers in Choice Theory in school, thereby following the ideas of Dr W. Glasser in our everyday work.
Our presentation contains excerpts from our school’s everyday life and work. We will present the atmosphere and the relationships in school, our students’ and teachers’ accomplishments, the process of evaluation and self-evaluation of work quality, research results and other activities that make ours a Quality School.

Suzana Poropat-Božac

a Croatian language and literature teacher, graduated from the Faculty of Humanities and Social Sciences in Rijeka. She is employed as a principal of Juraj Dobrila Grammar and Vocational School in Pazin. She completed two years of education in Choice Theory / Reality Therapy, education in the Quality School program, one-year education in Neurolinguistic Programming (NLP), training in “Emotional Intelligence”, a series of educational programs in the field of school management, etc. She has many years of experience in managing a primary school in Rovinj and the experience of setting up a new primary school in Poreč.

Jasna Sloković

EIRT Teacher, psychologist and psychotherapist with the European Certificate for Psychotherapy. Employed as a psychologist in a high school, focusing on counselling, for the most of her professional career. Also contracted as an external associate psychotherapist in the City Counselling Centre in both Pazin and Buzet. Teaching Choice Theory as a Training Supervisor in different fields of human activities, such as life-parenting, marriage and education.

PRIDE AND PREJUDICE

Language: ENGLISH
90`

When we hear someone mention pride and prejudice, the first association is to Jane Austen’s novel of the same name. Love, misunderstanding, the search for the perfect man as well as avoiding the imperfect, are the themes of the novel Pride and Prejudice. How do we deal with pride and prejudice in our lives? Do we link them exclusively to a partnership? How do they affect our relationships? Is pride always good for us? Are we aware of our prejudices or do we believe we have no prejudices?
Einstein said, “Common sense is just a handful of the prejudices we adopted by the age of eighteen.”  What would you say?

Živana Stegić-Ivas

Teacher, RT Psychotherapist with the European Certificate for psychotherapy (ECP), Basic instructor and EIRT Faculty Board member. Works as a teacher in an elementary school and also in a private practice in Šibenik, Croatia and she has years of experience in counseling youth, parents and families.

SPIRITUALITY AND CHOICE THEORY

Language: ENGLISH
30`

Man as a physical, mental ​​and spiritual being is in the process of constantly growing towards his full realization. We could discuss this particular sentence, but we would certainly agree that the search for the spiritual is something primordial in us, an integral part of the human being. At first, I only looked at Choice Theory as a means of my mental growth, and then I realized that through CT I gained the knowledge that was missing in my spiritual development, in search of truth, love, immeasurable happiness, and, ultimately, God.

Živana Stegić-Ivas

I am a teacher and I enjoy teaching children in primary school. I am also a teacher (WGI Instructor) in Choice Theory and Reality Therapy, as well as a Reality Therapy psychotherapist.

SCHOOL – A JOYFUL PLACE

Language: CROATIAN
60`

A long time ago, someone said: “School years are the best years of our lives”. Many understand this long after they leave their schools. Actually, in the process of growing up, school is often a place of frustration, sadness and displeasure, which can be confirmed by many who went through the process. Understanding Choice Theory offers everyone in that process a chance to understand that a lot faster – students, teachers and parents. A teacher who understands beliefs of TC and who is in sync with those that he or she lives by, studies and cooperates has a chance to live and work in a school comfortably and to teach students, parents and colleagues how to do the same. In that case, each of the participating parties manages to satisfy their core psychological needs in a quality way. In the same way, all of the students are guaranteed quality work and academic success, parents and colleagues are guaranteed understanding and quality cooperation, and, despite the extra workload and effort, a teacher becomes truly satisfied, and that is usually rare. Participants will have a chance to hear and see what that is like in real life and to experience activities which make school a joyful place for all.

Ines Ivanovski

I am a primary school teacher employed as a teacher/ professional advisor in Lučac elementary school in Split.

In 2012 I became a certified CT teacher and since then I`ve been living out my beliefs and sharing them with my students, their parents, and my colleagues. I am a member of UV HURT and EIRT. Currently, I am a team leader and educator for The Quality School by William Glasser.  I am regularly improving myself professionally and occasionally hold lectures where I present my professional work and CT. I enjoy working with parents, so I organise creative and educational workshops in which they participate. I always look forward to work alongside my colleagues and love the idea of collective as a place of joy, so I initiate and coordinate a lot of different projects. Volunteer club Lučac, which I coordinate, is presently my most valuable professional achievement.

Privately, I am a happy wife, a proud mother, and a grandmother.

EAT, LOVE, LIVE!

Language: CROATIAN
90`

We will present the way we work with people who have an eating disorder. Our clients lower their frustration by behaviors we call ‘eating disorders’. They tell us that they don’t have the control of their own lives. The only control they experience is when they manage to control the needle of the weighing scale. Their frustration is amplified by thinking that they are victims of their disorder, and both the circumstances and the people that surround them. They come to psychotherapy sessions with external control beliefs, which also deepen their frustration. In this workshop, we are going to share our understanding of the behaviors we call eating disorders. It is based on the Choice Theory belief and a proven means for lowering frustration and restoring body balance. The workshop is of an experiential type because it is only through immediate experience that one can understand how the components of total behavior work.

Nikolina Essert

is a psychologist, RT psychotherapist, EIRT supervisor, member of EIRT and HURT, and employed in her own private psychotherapy practice. For the last 7 years she has worked with people who have eating disorders. Collaborates with the BEA-Center for Eating Disorders as a permanent external contributor. From 2017 to 2020, she was leading a support group for adolescents with eating disorders and a psychotherapeutic group for clients diagnosed with eating disorders in “Sveti Ivan” Psychiatric Hospital in Zagreb.

For decades, she has worked in a preschool institution as a psychologist. She has ten years of experience in the field of parenting through experiential and educational workshops as well as through individual counseling of parents. Secretary of the Chamber of Psychotherapy Croatia. Married, mother of three girls.

Cvita Vasilj Studak

is a social pedagogue, RT psychotherapist with the European Certificate for Psychotherapy (ECP), WGI supervisor, member of EIRT and HURT. For 10 years she has worked in social services with children and young people with behavioral disorders and with their parents, as well as in the Centre for eating disorders. Married, mother of two boys.

TRANSFORMING SCHOOL WITH FORMATIVE ASSESSMENT APPROACH

Language: ENGLISH
30`

Society and social norms have been changing for decades in Slovenia as well as in the world. Thus, we need a new way of teaching and learning to develop different competences from the ones in the past. We need a model of teaching and learning which provides teachers and students with more creativity and collaboration, and which offers more qualitative information about the process of learning than grades.

Based on this model of teaching, a student is included in the planning of goals and lessons. It enables students to participate actively during the lesson, which is adjusted to each individual. In this way, students are more involved in the process of self-evaluation and self-regulation so they can take more responsibility for their learning.  Students have more opportunities to show their knowledge and understanding and become more active and engaged in the entire learning process.
My model of teaching and learning includes assessment of prior knowledge, setting goals, making plans for the learning process, active learning strategies, writing and collecting proof about the progress of learning, quality student-teacher and teacher-student feedback, criteria definition, and self-evaluation. It is very important to go through the process together and, at the evaluation stage, the whole process and the goals become individual.

I introduced these changes in my teaching because of my own dissatisfaction with learning, the relationship between teacher and students, and students with other students. I always felt like a pursuer or a saviour. I wanted to get out of the vicious circle of external control and to allow students to take control over their learning and knowledge in order to become non-coercive leaders (quality management). The implementation of the above described model of intertwining formative assessment and Choice Theory has changed my beliefs and my teaching. There is a growing number of teachers from Slovenia and other countries who support my model.

3-5 outcomes participants will take away from the session:

  •    Presentation of the model of formative assessment, which participants can implement within any school subject and which is appropriate for students of different age groups.
  •    Videos of real maths lessons will show how to manage the class in the spirit of quality formative assessment and Choice Theory.
  •    Sharing experience of how to help teachers on their way to developing formative assessment and connect it with Choice Theory.

Mateja Peršolja

a maths teacher at Osnovna šola Preserje pri Radomljah (primary and secondary school). Teaches maths to 11-15-year-old pupils. From 2004 to 2009 developed a teaching model (under supervision of the National Education Institute) supported by formative assessment. The model is adapted to Slovene traditions and culture of teaching. Many Slovene teachers have introduced this model in their teaching over the past decade. The model is connected with Choice Theory and Glasser Quality School values. Mateja is an author of many articles about formative assessment and self-regulation, and a researcher in her own practice. She published a teacher’s handbook “Formativno spremljanje znanja v praksi” (Formative Assessment in Practice). Over the past ten years she has worked as a coach with teachers and principals. She is also Choice Theory certified (W. Glasser Institute).

THE PLACE OF REALITY THERAPY AMONG OTHER THERAPEUTIC APPROACHES IN EUROPE

Language: ENGLISH
90`

At the round table, we will discuss about our position among other therapeutic approaches. Where do we see our similarities with others and differences? What can we do to better connect with others? What do we lack for better promotion?

Round table leader: Danko Butorac

psychologist, psychotherapist, currently employed at the Family Center in Senj – an institution that deals with counseling and programs aimed at improving family life. He currently serves as EART’s president. Member of the EAP Board of Directors. Father of five children, cyclist, musician.

Active participants: Arthur Dunne, Ireland; Boba Lojk, Slovenia; Jimmie Woods, Ireland; Dubravka Stijačić, Croatia; Sharon Caruana Vella, Malta; Ruth Bradbrook, UK; Aida Ganović, B&H; Moira Oliver, UK

PERSONAL EXPERIENCE – THE PATH TO THE INTEGRATION OF BELIEFS OF CHOICE THEORY

Language: ENGLISH
90`

One will become psychotherapist of reality therapy only when they integrate the beliefs of choice theory. Integration takes place on two levels – cognitive and experiential. During the educational process one will accept these beliefs as their own life philosophy and act according to them. Without it, they would not be able to fulfil their role, as the goal of therapy lies in therapist creating the conditions that will allow the client to replace old beliefs with new ones. Five-year program for acquiring the title of reality therapy psychotherapist is therefore based on personal experience that allows participants to do the same. Participants of this round table are students of the 4th year of education who will share experiences offered in the educational process, as well as experiences from personal life that helped them in integrating the beliefs of choice theory. The possibility of Q&A is also provided.

MARIJA MAŽIĆ, MIRA BEK VUJIČIĆ, PETRA ĐUROKOVIĆ, SARA NOVAK, DANIJELA SOBOČANEC, ANA RENDULIĆ, LJILJANA MARJANOVIĆ, MARTA KLOBUČAR

The moderator will be MARIJA MAŽIĆ.

social pedagogue with experience of working in the state institution and NGO sector. In both systems, she focused on working primarily with children and youth, especially those with fewer opportunities. Has experience in both individual and group work. Currently a student of Doctoral program Prevention Science and Disability Study.

Participants are: Mira Bek Vujičić, Petra Đuroković, Sara Novak, Danijela Sobočanec, Ana Rendulić, Ljiljana Marjanović, Jelena Žunić, Marta Klobučar.