Hostname: page-component-cd9895bd7-gbm5v Total loading time: 0 Render date: 2024-12-18T16:16:09.345Z Has data issue: false hasContentIssue false
  • English
  • Français

The development of a parent–child activity based on the principles of perceptual control theory

Published online by Cambridge University Press:  01 July 2020

Anamaria Churchman Open the ORCID record for Anamaria Churchman [Opens in a new window] ,
Warren Mansell  and
Sara Tai
Anamaria Churchman*
Affiliation:
Division of Psychology and Mental Health, School of Health Sciences, Faculty of Biology Medicine and Health, CeNTrUM (Centre for New Treatments and Understanding in Mental Health), Manchester Academic Health Science Centre, University of Manchester, Manchester, UK Mode Rehabilitation, Phoenix House, Bredbury, UK
Warren Mansell
Affiliation:
Division of Psychology and Mental Health, School of Health Sciences, Faculty of Biology Medicine and Health, CeNTrUM (Centre for New Treatments and Understanding in Mental Health), Manchester Academic Health Science Centre, University of Manchester, Manchester, UK
Sara Tai
Affiliation:
Division of Psychology and Mental Health, School of Health Sciences, Faculty of Biology Medicine and Health, CeNTrUM (Centre for New Treatments and Understanding in Mental Health), Manchester Academic Health Science Centre, University of Manchester, Manchester, UK
*
*Corresponding author. Email: [email protected]; [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Problems most frequently reported by young people in school counselling relate to family difficulties. During adolescence, conflict between parents and young people increases as young people move towards independence whilst still being reliant on parents. The quality of communication during this period has implications for young people’s well-being. The current study explored how the principles of perceptual control theory (PCT) could be used to develop a structured activity aimed at helping young people to talk to their parents about their goals and goal conflicts.

PCT proposes that individuals function well when they are able to control things that are important to them. Every individual has numerous goals/wants and if two or more are incompatible, conflict arises. The current study focused on supporting young people to explore conflict that might arise due to incompatible goals held by them and their parent. Six families (child and parent/carer) were recruited to try a goal-setting and monitoring activity. The activity was facilitated by a Method of Levels researcher over a 10-week period. There were two follow-up appointments at 2 and 4 months. Two families were retained for the entire study. On completion, four families provided qualitative feedback. On the basis of participants’ feedback, the activity was modified to incorporate discussions on incompatible goals. Two families piloted the modified activity and provided feedback. Both families completed the study. Results suggest that a parent–child activity using the principles of PCT is feasible and acceptable among parents and young people.

Key learning aims

  1. (1) To understand how the principles of PCT can be used to support young people in communicating with their parents.

  2. (2) To understand how talking about important goals/wants impacts young people and their parents.

  3. (3) To understand how the principles of PCT can be used to resolve parent–child conflict.

Keywords

communicationconflictgoalsparent–childperceptual control theory
Type
Case Study
Information
the Cognitive Behaviour Therapist , Volume 13 , 2020 , e20
Copyright
© British Association for Behavioural and Cognitive Psychotherapies 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Further reading

Churchman, A., Mansell, W., & Tai, S. (2020). A school-based case series to examine the feasibility and acceptability of a PCT-informed psychological intervention that combines client-led counselling (method of levels) and a parent–child activity (shared goals). British Journal of Guidance & Counselling, pp. 1–16. Routledge. https://doi.org/10.1080/03069885.2020.1757622CrossRefGoogle Scholar
Churchman, A., Mansell, W., & Tai, S. (2020). Experiences of adolescents and their guardians with a school-based combined individual and dyadic intervention. British Journal of Guidance and Counselling (in press).Google Scholar
Griffiths, R., Mansell, W., Carey, T. A., Edge, D., Emsley, R., & Tai, S. J. (2019). Method of levels therapy for first‐episode psychosis: the feasibility randomized controlled Next Level trial. Journal of Clinical Psychology, pp. 1–14. John Wiley & Sons Ltd. https://doi.org/10.1192/bjo.2018.44CrossRefGoogle Scholar
Griffiths, R., Mansell, W., Edge, D., Carey, T. A., Peel, H., & Tai, S. J. (2019). “It was me answering my own questions”: experiences of method of levels therapy amongst people with first-episode psychosis. International Journal of Mental Health Nursing, 28, 721–734. https://doi.org/10.1111/inm.12576CrossRefGoogle Scholar
Jenkins, H., Reid, J., Williams, C., Tai, S., & Huddy, V. (2020). Feasibility and patient experiences of method of levels therapy in an acute mental health inpatient setting. Issues in Mental Health Nursing. Taylor and Francis Ltd. https://doi.org/10.1080/01612840.2019.1679928CrossRefGoogle Scholar

References

Abu-zidan, F. M., Abbas, A. K., & Hefny, A. F. (2012). Clinical ‘case series’: a concept analysis. African Health Sciences, 12, 557–562. Retrieved from: http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=3598300&tool=pmcentrez&rendertype=abstractGoogle Scholar
Akhlaq, A., & Malik, N. (2013). Family communication and family system as the predictors of family satisfaction in adolescents. Science Journal of Psychology. Retrieved from: https://www.sjpub.org/sjpsych/sjpsych-258.pdfGoogle Scholar
Baker-Ericzén, M. J., Jenkins, M. M., & Haine-Schlagel, R. (2013). Therapist, parent, and youth perspectives of treatment barriers to family-focused community outpatient mental health services. Journal of Child and Family Studies, 22, 854–868. https://doi.org/10.1007/s10826-012-9644-7CrossRefGoogle ScholarPubMed
Barkham, M., Bewick, B., Mullin, T., Gilbody, S., Connell, J., Cahill, J., Mellor-Clark, J., Richards, D., Unsworth, G., & Evans, C. (2013). The CORE-10: a short measure of psychological distress for routine use in the psychological therapies. Counselling and Psychotherapy Research, 13, 3–13. https://doi.org/10.1080/14733145.2012.729069CrossRefGoogle Scholar
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. https://doi.org/10.1191/1478088706qp063oaCrossRefGoogle Scholar
Brooks, F., Zaborskis, A., Tabak, I., Granado Alcón, M. D. C., Zemaitiene, N., De Roos, S., & Klemera, E. (2015). Trends in adolescents’ perceived parental communication across 32 countries in Europe and North America from 2002 to 2010. European Journal of Public Health, 25, 46–50. https://doi.org/10.1093/eurpub/ckv034CrossRefGoogle ScholarPubMed
Byles, J., Byrne, C., Boyle, M., & Offord, D. (1988). Ontario Child Health Study: reliability and validity of the General Functioning Subscale of the McMaster Family Assessment Device. Family Process, 27, 97–104. https://doi.org/10.1111/j.1545-5300.1988.00097.xCrossRefGoogle ScholarPubMed
Carey, T. A. (2006). The Method of Levels : How to do Psychotherapy Without Getting in the Way. Living Control Systems Publishing. Retrieved from: https://books.google.co.uk/books?hl=en&lr=&id=Da9lPEDayPMC&oi=fnd&pg=PR9&dq=The+method+of+levels:+How+to+do+psychotherapy+without+getting+in+the+way.&ots=4HIkpzxc7F&sig=ZBGWLypQ2Nw0JG0JdQSlDYmp_9g#v=onepage&q=The method of levels%3A How to do psychotherapy without getting in the way.&f=falseGoogle Scholar
Carey, T. A. (2008). Hold That Thought: Two Steps to Effective Counselling and Psychotherapy with the Method of Levels. https://doi.org/10.1017/S1352465810000755CrossRefGoogle Scholar
Carver, C. S., & Scheier, M. F. (1982). Control theory: a useful conceptual framework for personality – social, clinical, and health psychology. Psychological Bulletin, 92, 111–135. https://doi.org/10.1037/0033-2909.92.1.111CrossRefGoogle ScholarPubMed
Children’s Society (2018). The Good Childhood Report 2018 Summary. Retrieved from: https://www.childrenssociety.org.uk/sites/default/files/usoc-mental-health-briefing-2018.pdfGoogle Scholar
Churchman, A., Mansell, W., & Tai, S. (2019a). A qualitative analysis of young people’s experiences of receiving a novel, client-led, psychological therapy in school. Counselling & Psychotherapy Research, March, 1–10. https://doi.org/10.1002/capr.12259CrossRefGoogle Scholar
Churchman, A., Mansell, W., & Tai, S. (2019b). A school-based feasibility study of method of levels: a novel form of client-led counselling. Pastoral Care in Education, 3944, 1–16. https://doi.org/10.1080/02643944.2019.1642375Google Scholar
Churchman, A., Mansell, W., & Tai, S. J. (2019c). A process-focused school-based intervention aimed at giving young people control over their attendance and therapeutic goals. [submitted].Google Scholar
Cocklin, A. A., Mansell, W., Emsley, R., Mcevoy, P., Preston, C., Comiskey, J., & Tai, S. (2017). Client perceptions of helpfulness in therapy: a novel video-rating methodology for examining process variables at brief intervals during a single session. Behavioural and Cognitive Psychotherapy, 45, 647–660. https://doi.org/10.1017/S1352465817000273CrossRefGoogle ScholarPubMed
Cooper, M. (2013). School-based counselling in UK secondary schools: a review and critical evaluation. University of Strathclyde (January), 1–34. Retrieved from: https://www.bacp.co.uk/media/2054/counselling-minded-school-based-counselling-uk-secondary-schools-cooper.pdfGoogle Scholar
Department of Health and Department for Education (2017). Transforming Children and Young People’s Mental Health Provision: A Green Paper. Retrieved from: http://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/Google Scholar
DfE (2016). Counselling in Schools: a Blueprint for the Future; Departmental Advice for School Leaders and Counsellors. Retrieved from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/497825/Counselling_in_schools.pdfGoogle Scholar
Dowell, K. A., & Ogles, B. M. (2010). The effects of parent participation on child psychotherapy outcome: a meta-analytic review. Journal of Clinical Child & Adolescent Psychology, 39, 151–162. https://doi.org/10.1080/15374410903532585CrossRefGoogle ScholarPubMed
Emmons, R. A. (2004). Personal goals, life meaning, and virtue: wellsprings of a positive life. Flourishing: Positive Psychology and the Life Well-Lived, pp. 105–128. https://doi.org/10.1037/10594-005Google Scholar
Epstein, N. B., Baldwin, L. M., & Bishop, D. S. (1983). The McMaster Family Assessment Device. Journal of Marital and Family Therapy, 9, 171–180. https://doi.org/10.1111/j.1752-0606.1983.tb01497.xCrossRefGoogle Scholar
Griffiths, G. (2013). Helpful and unhelpful factors in school-based counselling: clients’ perspectives. Scoping Report (December). Retrieved from: https://www.bacp.co.uk/media/2049/counselling-minded-helpful-unhelpful-factors-school-based-counselling-griffiths.pdfGoogle Scholar
Gopalan, G., Goldstein, L., Klingenstein, K., Sicher, C., Blake, C., & McKay, M. (2010). Engaging families into child mental health treatment: updates and special considerations. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 19, 182–196. Retrieved from: https://europepmc.org/articles/pmc2938751Google ScholarPubMed
Hanley, T., Frzina, J., & Nizami, N. (2017). Counselling psychology for children and young people. In Murphy, D. (ed), Counselling Psychology: A Textbook for Study and Practice (pp. 171–184). Wiley.Google Scholar
Headey, B. (2008). Life goals matter to happiness: a revision of set-point theory. Social Indicators Research, 86, 213–231. https://doi.org/10.1007/s11205-007-9138-yCrossRefGoogle Scholar
Hooley, J. M., & Parker, H. A. (2006). Measuring expressed emotion: an evaluation of the shortcuts. Journal of Family Psychology, 20, 386–396. https://doi.org/10.1037/0893-3200.20.3.386CrossRefGoogle ScholarPubMed
Hooley, J. M., & Teasdale, J. D. (1989). Predictors of relapse in unipolar depressives: expressed emotion, marital distress, and perceived criticism. Journal of Abnormal Psychology, 98, 229–235. https://doi.org/10.1037/0021-843X.98.3.229CrossRefGoogle ScholarPubMed
Ingoldsby, E. M. (2010). Review of interventions to improve family engagement and retention in parent and child mental health programs. Journal of Child and Family Studies, 19, 629–645. https://doi.org/10.1007/s10826-009-9350-2CrossRefGoogle ScholarPubMed
Ingrid, B., Majda, R., & Dubravka, M. (2009). Life goals and well-being: are extrinsic aspirations always detrimental to well-being? Psihologijske Teme, 18, 317–334.Google Scholar
Jacob, J., Edbrooke-Childs, J., Holley, S., Law, D., & Wolpert, M. (2016). Horses for courses? A qualitative exploration of goals formulated in mental health settings by young people, parents, and clinicians. Clinical Child Psychology and Psychiatry, 21, 208–223. https://doi.org/10.1177/1359104515577487CrossRefGoogle ScholarPubMed
Jaffe, L. (2014). How Talking Cures: Revealing Freud’s Contributions to All Psychotherapies. Rowman & Littlefield Publishers.Google Scholar
Johnson, E., Mellor, D., & Brann, P. (2008). Differences in dropout between diagnoses in child and adolescent mental health services. Clinical Child Psychology and Psychiatry, 13, 515–530. https://doi.org/10.1177/1359104508096767CrossRefGoogle ScholarPubMed
Kelly, R. E., Mansell, W., & Wood, A. M. (2015). Goal conflict and well-being: a review and hierarchical model of goal conflict, ambivalence, self-discrepancy and self-concordance. Personality and Individual Differences, 85, 212–229. https://doi.org/10.1016/j.paid.2015.05.011CrossRefGoogle Scholar
Law, D. (2013). Goals and Goal Based Outcomes (GBOs). London, UK: CAMHS Press. Retrieved from: https://www.researchgate.net/profile/Duncan_Law/publication/277868914_Goals_and_Goals_Based_Outcomes_GBOs_Some_useful_information_Third_Edition_CAMHS_Press_London/links/55757bf808ae753637500c86.pdfGoogle Scholar
Mansell, W., Carey, T. A., & Tai, S. J. (2012). A Transdiagnostic Approach to CBT Using Method of Levels (1st edn). London, UK: Routledge. https://doi.org/10.4324/9780203081334CrossRefGoogle Scholar
Marken, R. S., & Carey, T. A. (2015). Controlling People – the Paradoxical Nature of Being Human.Google Scholar
Martin, L. L., Tesser, A., & McIntosh, W. D. (1993). Wanting but not having: the effects of unattained goals on thoughts and feelings. In Handbook of Mental Control (pp. 552–572). Retrieved from: https://psycnet.apa.org/record/1993-97355-025Google Scholar
McIntosh, W. D., Harlow, T. F., & Martin, L. L. (1995). Linkers and nonlinkers: goal beliefs as a moderator of the effects of everyday hassles on rumination, depression, and physical complaints. Journal of Applied Social Psychology, 25, 1231–1244. https://doi.org/10.1111/j.1559-1816.1995.tb02616.xCrossRefGoogle Scholar
Miller, G., Galanter, E., & Pribram, K. (1960). Plans and the structure of behavior. Retrieved from: https://psycnet.apa.org/record/2004-16335-000CrossRefGoogle Scholar
Olson, D. H. (2004). Family Satisfaction Scale (FSS). Life Innovations, 2, 1–9. Retrieved from: www.facesiv.comGoogle Scholar
Powers, W. T. (1973). Behavior: The Control of Perception. Chicago, USA: Aldine Publishing Co.Google Scholar
Powers, W. T., Clark, R. K., Mcfarland, R. L., & McFardland, R. L. (1960). A general feedback theory of human behaviour: Part I. Perceptual and Motor Skills, 11, 71–88. https://doi.org/10.2466/pms.1960.11.1.71CrossRefGoogle Scholar
Prout, H. T. (2007). In Counselling and Psychotherapy with Children and Adolescents: Theory and Practice for School and Clinical Settings (pp. 1–31). Hoboken, NJ, USA: John Wiley and Sons Inc. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.474.9710&rep=rep1&type=pdfGoogle Scholar
Renshaw, K. D. (2008). The predictive, convergent, and discriminant validity of perceived criticism: a review. Clinical Psychology Review, 28, 521–534. https://doi.org/10.1016/j.cpr.2007.09.002CrossRefGoogle ScholarPubMed
Shearman, S. M., & Dumlao, R. (2008). A cross-cultural comparison of family communication patterns and conflict between young adults and parents. Journal of Family Communication, 8, 186–211. https://doi.org/10.1080/15267430802182456CrossRefGoogle Scholar
Tai, S. J. (2016). An introduction to using the method of levels (MOL) therapy to work with people experiencing psychosis. American Journal of Psychotherapy, 70, 125–148.CrossRefGoogle ScholarPubMed
Twigg, E., Cooper, M., Evans, C., Freire, E., Mellor-Clark, J., Mcinnes, B., & Barkham, M. (2016). Acceptability, reliability, referential distributions and sensitivity to change in the Young Person’s Clinical Outcomes in Routine Evaluation (YP-CORE) outcome measure: replication and refinement. Child and Adolescent Mental Health, 21, 115–123. https://doi.org/10.1111/camh.12128CrossRefGoogle Scholar
Vyas, N. S., Birchwood, M., & Singh, S. P. (2014). Youth services: meeting the mental health needs of adolescents. Irish Journal of Psychological Medicine, 32, 13–19. https://doi.org/10.1017/ipm.2014.73CrossRefGoogle Scholar
Walsh, F. (2016). Strengthening Family Resilience. Guilford Press. Retrieved from: https://books.google.co.uk/books?hl=en&lr=&id=RY1_CgAAQBAJ&oi=fnd&pg=PP1&dq=Strengthening+Family+Resilience&ots=ZkyuA1MAF3&sig=fdXtGP_w6GYjbibecIASC9C7BbY#v=onepage&q=Strengthening%20Family%20Resilience&f=falseGoogle Scholar
Welsh Government (2011). Evaluation of the Welsh School-based Counselling Strategy: Final Report, www.cymru.gov.uk. Retrieved from: https://strathprints.strath.ac.uk/34096/1/2011_Wales_SBC.pdfGoogle Scholar
Submit a response

Comments

No Comments have been published for this article.