Amanda Lappin and Julie Lloyd, 2013. BOOK REVIEW. Reformulation, Summer, p.50.
This book offers double value; an interesting description of how to integrate various therapeutic models and an account of working with seriously dangerous personality disordered offenders in which attachment issues are pivotal. Edited by a CAT psychotherapist and music therapist, these therapeutic models include psychodynamic, dialectical behavioural and CAT. Approaches include both individual and group work, long term and planned time limited therapies.
All this takes place within the demands and constraints of both high secure and medium secure settings. When working at the highest level of security, musical instruments have to be passed through a hatch to where the patient is segregated for their own and other people’s safety. This book offers powerful and reï¬‚ective descriptions of what working in such an environment involves. An equal amount of thinking was applied to working with staff teams including actively building close networks for the exchange of information. Writers discuss how good staff communication is not only about containing such challenging patients, but also exploring the parallel processes that would otherwise occur unnoticed. Mapping out Reciprocal Roles offered a vital and non blaming tool to help this awareness.
In looking at the role of music therapy, Stella Compton Dickenson writes, “Patients in high secure settings are frequently verbally ï¬‚ uent and articulate; however they cannot link their inner feelings to their ï¬‚ ow of words. Music, like words, can be treated mindfully in a dialogic exchange and yet this non-verbal form of expression is different to language because multiple events are occurring at the same time: for example, rhythm, melody and harmony.” P 172. The case studies give a ï¬‚ avour of the range of approaches and techniques through which Music Therapists may engage their clients. Throughout all there are references to the importance of liaising with the MDT and how important it is to be clear about the aim of the intervention and give feedback on progress and any risk issues. Understanding the many layers of dynamics within the work, the MDT and the institution is emphasised and the insights made have relevance for Music Therapists in other work settings.
As an aside, from the case studies I (Amanda) was struck by the vivid description of the use and usefulness of the Sounding bowl and will be investigating if it would be a positive addition to my own music therapy practice.
One of the issues that some CAT readers may wonder about, is how much of the music therapy uses the structured approach and tools found in mainstream CAT. Stella Dickenson describes the protocol she developed which covers treatment stages, built on scaffolding from the therapeutic process as described in DBT, but with the relational focus from CAT. Maps, prose Reformulation and Target Problems are used to inform the dialogic aim of the music therapy. The relational focus is worked on via client (s) (both individual and group CAT) and therapist learning how to hear and respond to each other. CAT offers this music therapy relational concepts and structure in which the aim is to support patients to be more able to be in dialogue with others and with themselves.
Readers do not simply have to rely on the viewpoint of the authors; there is an audit using a semi structured interview to explore what was least and most effective in this approach. The ethically approved pilot studies showed that in the latter stages of the 12-session intervention, “the patients were able to move on to the exploration of CAT reciprocal roles in interpersonal effectiveness and recognition of their relating styles improved” SCD p 202. …The study demonstrated that a time-limited form of music therapy, delivered to a structured manual, could be integrated into the treatment pathway of this kind of overarching treatment approach.” P 203. G-CAMT was more than a structured psychodynamic approach and different from the constrained taught skills of DBT, as relational phenomena was facilitated by the interaction between participants as well as by instruments enabling creative and safe conditions.
Remembering Tony Ryle: Roots, re-formative experiences and a relational tale
Stella Compton-Dickinson, 2018. Remembering Tony Ryle: Roots, re-formative experiences and a relational tale. Reformulation, Summer 2018, pp.28-30.
A Call For Papers On The 3rd International ACAT Conference
Elia, I., 2009. A Call For Papers On The 3rd International ACAT Conference. Reformulation, Winter, p.25.
The 4P’s model: A Cognitive Analytic Therapy (CAT) derived tool to assist individuals and staff groups in their everyday clinical practice with people with complex presentations
Phyllis Annesley and Lindsay Jones, 2016. The 4P’s model: A Cognitive Analytic Therapy (CAT) derived tool to assist individuals and staff groups in their everyday clinical practice with people with complex presentations. Reformulation, Summer, pp.40-43.
A Reformulation of ACAT Code of Ethics and Practice and Equal Opportunities Policy?
Helen Jellicoe, 2013. A Reformulation of ACAT Code of Ethics and Practice and Equal Opportunities Policy?. Reformulation, Summer, p.6,7,8.
â€œWe need decent people as well as decent lawsâ€:
Beth Greenhill, Amanda Roberts and Rebecca Swarbrick, 2013. â€œWe need decent people as well as decent lawsâ€:. Reformulation, Summer, p.18,19,20,21,22,23,24,25.
Clarifying an ethical dilemma with CAT in work with children and adolescents
Marie-Anne Bernardy-Arbuz, 2013. Clarifying an ethical dilemma with CAT in work with children and adolescents. Reformulation, Summer, p.28,29,30,31.
Integrating Art Psychotherapy and Cognitive Analytic Therapy (CAT)
Rose Hughes, 2013. Integrating Art Psychotherapy and Cognitive Analytic Therapy (CAT). Reformulation, Summer, p.44,45,46,47,48,49.
Reformulating Futh, the â€˜heroâ€™ of the â€˜The lighthouseâ€™ by Alison Moore
Jonathon Strauss, 2013. Reformulating Futh, the â€˜heroâ€™ of the â€˜The lighthouseâ€™ by Alison Moore. Reformulation, Summer, p.26,27.
The Awkward Silence - Ethics of Withholding Information
Oliver Oâ€™Mara, 2013. The Awkward Silence - Ethics of Withholding Information. Reformulation, Summer, p.9,10,11,12,13.
The ethical implications of social class in the practice of CAT
Lucy Howe, 2013. The ethical implications of social class in the practice of CAT. Reformulation, Summer, p.36,37,38,39.
When the obvious solution may not be as simple as it seems
Harriet Winstanley, 2013. When the obvious solution may not be as simple as it seems. Reformulation, Summer, p.15,16,17.
This site has recently been updated to be Mobile Friendly. We are working through the pages to check everything is working properly. If you spot a problem please email email@example.com and we'll look into it. Thank you.