Resource Usage
The following categories make up the coding for the client’s level of resource usage: use, qualify, consider, reject, avoid/ignore, and unknown.
We can see a client use a resource that the therapist offers in many different ways. Examples of a client using a resource are when she answers a question, elaborates on a topic after a reflection or encouragement, agrees with an interpretation or incorporates an interpretation into her understanding, follows a therapist’s directions, or participates in a role play. When a client uses some aspect of the resource, but not fully, we code this as qualify. Examples of qualify are when a client accepts part of an interpretation but modifies or limits it in some way, or negotiates the terms of the novel action that the clinician suggests in the session or for homework. When the client considers a resource (e.g. an interpretation, or suggestion for activity) she expresses doubt or uncertainty about that resource, without outright reject it. Examples of rejection are when a client declines to answer a question, denies the accuracy of an interpretation, or refuses to participate in a suggested activity. Avoid/Ignore is in a similar vein as rejection, except that in avoid/ignore, the client does not explicitly reject, but moves on as if the resource was not offered at all. Lastly, it is sometimes unclear at what level the client is or is not able to use a resource, resulting in the final category: unknown.
By examining the level of resource usage that a client demonstrates, a DAPP analysis can shed light on attunement between the client and therapist. It is unlikely that a therapist would be able to offer resources which a client is always able to use. However, it is necessary for that clinician to then be able to identify when a client is not able to use a resource, and then to adapt her further efforts in order to better meet the client where she is in her developmental process. It is not easy for a clinician to be able to attune with every client that comes to him or her, making the practice of attending to the varying levels of resource usage so helpful. Once a clinician notices that the client is unable to fully use the offered resources, she might be more inclined to figure out what is getting in the way, and to adapt the resources being offered.
Sometimes the resources offered are not from therapist to client, but from client to therapist, or client to another client. These resources are also important to track, especially when these client-offered-resources can provide important feedback for the clinician in how to adapt. For example, a client might ask a clarifying question, make an interpretation about the clinician, or elicit novel interacting from the clinician. In this way, it is important to recognize that while the clinician is in the helping position, the client can be a powerful source contributing to the clinician’s development.
We can see a client use a resource that the therapist offers in many different ways. Examples of a client using a resource are when she answers a question, elaborates on a topic after a reflection or encouragement, agrees with an interpretation or incorporates an interpretation into her understanding, follows a therapist’s directions, or participates in a role play. When a client uses some aspect of the resource, but not fully, we code this as qualify. Examples of qualify are when a client accepts part of an interpretation but modifies or limits it in some way, or negotiates the terms of the novel action that the clinician suggests in the session or for homework. When the client considers a resource (e.g. an interpretation, or suggestion for activity) she expresses doubt or uncertainty about that resource, without outright reject it. Examples of rejection are when a client declines to answer a question, denies the accuracy of an interpretation, or refuses to participate in a suggested activity. Avoid/Ignore is in a similar vein as rejection, except that in avoid/ignore, the client does not explicitly reject, but moves on as if the resource was not offered at all. Lastly, it is sometimes unclear at what level the client is or is not able to use a resource, resulting in the final category: unknown.
By examining the level of resource usage that a client demonstrates, a DAPP analysis can shed light on attunement between the client and therapist. It is unlikely that a therapist would be able to offer resources which a client is always able to use. However, it is necessary for that clinician to then be able to identify when a client is not able to use a resource, and then to adapt her further efforts in order to better meet the client where she is in her developmental process. It is not easy for a clinician to be able to attune with every client that comes to him or her, making the practice of attending to the varying levels of resource usage so helpful. Once a clinician notices that the client is unable to fully use the offered resources, she might be more inclined to figure out what is getting in the way, and to adapt the resources being offered.
Sometimes the resources offered are not from therapist to client, but from client to therapist, or client to another client. These resources are also important to track, especially when these client-offered-resources can provide important feedback for the clinician in how to adapt. For example, a client might ask a clarifying question, make an interpretation about the clinician, or elicit novel interacting from the clinician. In this way, it is important to recognize that while the clinician is in the helping position, the client can be a powerful source contributing to the clinician’s development.