THE USE OF NARRATIVE THERAPY IN COUNSELLING
BRIDGING PARTICIPANTS

By Andrea McKenzie
B.A., University ofBritish Columbia 1970
Diploma in Public Sector Management, University of Victoria 1989

A project submitted in partial fulfillment
of the requirements for the
Degree Of Master Of Education Counselling Specialty

©Andrea McKenzie 1998
University of Northern British Columbia
April1998

c

All rights reserved. This work may not be
reproduced in whole or in part, by photocopy or
other means, without the permission of the author.

3

TABLE OF CONTENTS
CIIJ\J>TEFl ONE - ~TFlOI>lJCTION ------------------------------------------------------------4
CIIJ\J>TEFl TWO- LITEFlATlJFlE FlELATEI> TO THE PFlOJECT -------------------------7
Constructivism------------------------------------------------------------------------------------7
Constructivism in Career Counselling ----------------------------------------------------------12
CIIJ\J>TEFl - THREE BFliDG~G PFlOJECT ----------------------------------------------------17
I>escription of Transitions ----------------------------------------------------------------------17
Flationale ------------------------------------------------------------------------------------------18
Client Participation Profile----------------------------------------------------------------------18
Selection Criteria --------------------------------------------------------------------------------19
Project Activities---------------------------------------------------------------------------------19
Module 1- 2 - 3 - 4 -------------------------------------------------------------------------------20
CIIJ\J>TEFl FOlJFl- EV ALlJATION PFlOJECT -------------------------------------------------24
Flesearch Question -------------------------------------------------------------------------------24
Subjects--------------------------------------------------------------------------------------------25
Procedures ----------------------------------------------------------------------------------------29
Measures ------------------------------------------------------------------------------------------30
Flesults---------------------------------------------------------------------------------------------36
Bridging Flesults ----------------------------------------------------------------------------------3 6
Evaluation Flesults--------------------------------------------------------------------------------39
CIIJ\J>TEFl FIVE- CONCLlJSIONS--------------------------------------------------------------50
Program I>esign ----------------------------------------------------------------------------------51
Client Fleadiness ---------------------------------------------------------------------------------- 52
Flecommendations --------------------------------------------------------------------------------53
Fleferences----------------------------------------------------------------------------------------- 55
APPENI>ICES
A: Letters ofPerrnission
Adult Consent for Own Participation
Consent from the Ministry to Conduct Effectiveness Evaluation
B: Work Schedule
C: Student Questionnaire
I>: Letters from Students
E: Student Letters Flegarding Addition of Job Fleadiness Group to Bridging

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CHAPTER ONE - INTRODUCTION
Our economy is changing from an industrial base to an information base - a change so
profound that one career writer has compared this shift to a "Workquake" (Bolles, 1993). The
very nature of work as we have traditionally viewed it has shifted. Not only the nature of
"work" and the definition of "worker" has changed, but our traditional view of job security has
also drastically altered. No longer can we count on having full time positions with benefits and
long term security, but rather we must concentrate on entrepreneurial activities where
consulting, term project work, and part time positions are increasingly the norm. In addition to
the change we have experienced by moving from an industrial to information economy with its
corresponding job losses, the stability of families, jobs and occupations have disappeared
(Peavy, 1992). Because job security as we have traditionally viewed it is disappearing, job
search and career planning skills become increasingly important. The first step in this process
is being able to articulate the transferable skills acquired through life experience. As well, one
must have a well developed sense of self to effectively compete in today' s dynamic labour
market. Traditional career counselling methods have relied heavily on psychometric evaluation
to measure values, interests I aptitudes and temperaments. In this information economy,
however, using psychometric assessments alone will not allow individuals to identifY their
strengths. Rather, their life experience and accomplishments must be identified in order for a
life work planning process to begin. Career planning is no longer a simple and singular project
but rather a life-long process.
Adjusting to a dynamic and competitive labour market is difficult as higher levels of
education are required to find knowledge or information based work. As well, adaptability and

5

a strong sense of self esteem are required in order to manage a career as if it were an
entrepreneurial project, and constantly cope with change. If this era of transition is difficult for
the well educated, flexible and confident individual, how then does a woman who has been
involved in an abusive relationship compete? For the most part, women who have been
involved in long term, abusive relationships often suffer from limited self esteem and
consequently find competitive work environments very difficult.
Walker (1979) described a three stage model of domestic violence, commonly referred
to as "the cycle of violence" which includes a first stage of conflict escalation, followed by a
second stage where the actual physical violence occurs and a final or third stage of
reconciliation where the battering spouse begs for forgiveness and promises that the violence
will not occur. A typical pattern of such an abusive relationship is that the battered wife
blames herself, tries to see her own guilt and looks for ways to change to prevent the violence
from re-occurring (Dobash & Dobash, 1979). As a result ofthis cycle, she may have low self
esteem and limited coping responses. She may sometimes withdraw from other sources of
stress thus becoming more dependent on an abusive partner, an effect termed as "learned
helplessness" by Walker (1997) who coined this phrase from psychological research completed
in the 1960' s.
Using traditional career counselling methods which include assessments to help identify
strengths and interests could be quite destructive as the abused women will often approach the
interpretation of the results with a self-defeating attitude or a negative set of expectations.
This would simply reinforce an already negative self image rather than encourage growth.
Constructivist counselling techniques however, empower a client and can promote self

6

knowledge, feelings of adequacy and confidence as well as facilitating interactive skills because
of their focus on the clients ability to rewrite her dominant narrative. As the client begins to
identify real life accomplishments and recognize the validity of these experiences she begins to
understand that she is the expert in identifying her strengths and constructing appropriate
solutions. As the expert in identifying strengths she can change her life story and replace it
with a more positive approach.
Traditional career counselling techniques have often been utilized in Bridging projects,
which are designed to encourage abused women who wish to re-enter the labour force, to
enter school, or to find work. As constructivist career counselling techniques are relatively
new, I felt that it would be interesting to design a Bridging program for abused women which
included constructivist counselling techniques in both the career and personal counselling
portions of the program. Consequently the idea for Transitions' first Positive Choices
Bridging program was conceived. A proposal was sent to the Ministry Of Education, Skills
and Training outlining a Bridging Program that outlined not only the traditional bridging
curriculum of life skills, academic upgrading, computer literacy and career planning but also
advocated the use of a narrative or constructivist approach for the careers and personal
counselling portion of the program.

7

CHAPTER TWO- LITERATURE RELATED TO PROJECT
Constructivism
Mahoney (1991), states that constructivism was first mentioned in 1621 when Frances
Bacon wrote that people rewrite their experiences in order for them to "fit" with their memory
of an event. In 1725, Giambattista Vico wrote that people categorize unfamiliar experiences
by using familiar categories to provide order thus being the first to discover that "to know" is
"to make" (Mahoney, 1991). Mahoney states that later, Imrnunual Kant wrote in his Critique
of Pure Reason ( 1781) that individuals re-order experience according to their own personal
frameworks or background. Mahoney (1988a) described individuals as "proactive" rather
than "anticipatory" in creating personal constructs which interact with reality. (Also see Kelly,
1955; Neimeyer, 1987).
Some constructivists believe that human beings construct the agreement on reality
based on their own mythological framework. Mahoney (1991) states:
For critical constructivists, the individual is not a self-sufficient, sole producer of his or
her own experience. Rather, the individual is conceived as "co-creator" or "coconstructor of personal realities; co-emphasizing interactive interdependence with their
social and physical environment. (p.11)
Neimeyer (1993) describes constructivists as differing from simple pluralists in their insistence
on a view of knowledge as invented and evolving, "validated" through internal consistency and
subjective viability more than by the correspondence with objective truth. Neimeyer' s (1993)
reality is thus subjective and variable.
White and Epston (1990) write about constructivism in Literate Means to Therapeutic
Ends, a collection of letters which exemplifies storied therapy, a stance utilized by both
therapists in their practices. Storied therapy contends that people develop problems when their

8

life stories are not congruent with lived experiences. Therapy then becomes a process of restorying or re-writing the dominant narrative. In their re-edited book, Narrative Means to
Therapeutic Ends (1990), a more thorough discussion of narrative systemic therapy has been
added. White and Epston (1990) discuss Bateson' s influence on their work. Bateson, an
anthropologist, introduced White to the "interpretive method" where:
The occurrence of any new event in the world of the living should be considered a
response to information about difference where nothing can be understood until
differences and distinctions are evoked. (Bateson, 1980, p.8).
Consequently, knowledge becomes subject to interpretation and is subject to context,
or patterns which allow us to map our world and events through temporal dimensions. White
and Epston cite Foucault (1979), an historian, as adding the idea of knowledge/power as
inseparable and the concept that techniques based on knowledge disempower persons thus
empowering problems. An example of this is in the use of psychometric testing which results
in the psychologist or counsellor becoming the expert in a person' s career rather than
empowering the person to write his or her own story.
As constructivists, White and Epston (1990) believe that people construct their own
reality consistent with the cultural mores from which they operate. Problems occur when the
stories that people write contradict the dominant narrative. Consequently, the aim of therapy
is to assist clients in storying or restorying their life script. Through externalization, a
mechanism which allows the therapist to separate the problem from the dominant narrative of
the people involved, the therapeutic process then allows the clients to concentrate on
previously ignored stories and re-script their lives. "Unique outcomes" (which are those

9

aspects of our experience not pertaining to the dominant narrative) are identified, and
questioning that encourages the construction of an alternative story then ensues.
Externalization sometimes, for the first time, allows clients to see that it is "not the
person who is the problem, [rather; it is the] problem that is the problem" (O 'Hanlon, 1994 p.
23). As well, the on-going existence of the problems and failure to correct them is not a
reflection on themselves or their family. Consequently, externalization enables the family to
work together to combat their difficulties rather than isolating the member of the group viewed
as responsible for the dysfunction. Because the person is no longer identified with the
problem, it also encourages them to take more responsibility for combating the difficulty in a
lighter, less stressed atmosphere.
In his "therapy of literary merit", White proposes that the therapist externalize the
problem using "relative influence questioning" a method which maps the extent of the problem
and the relationship ofthe family to the problem (1988, p. 8). Using this questioning technique
the therapist maps the influence of the problem in every aspect of the clients life.
As well the influence of persons and their relationships to the continuation of the
problem is identified. Using an historical review process which encourages people to identify
when the problem was not present, unique outcomes are identified which break the influence of
the problem and encourage future unique outcomes which ultimately destroy the problem' s
support system (White, 1988, 1989).
The major strength of this therapy is that it allows people to re-articulate their life
stories. They become persons without labels who are encouraged by the heroic view that they
are battling "temper" or "manic depression" as any knight searching for the Holy Grail would

10
do . As a result of the externalization and re-frarning of their problem they are no longer
identified as victims but conquerors, and every small triumph is celebrated along the way. It is
a positive therapy and has been effective with many individuals who have felt their lives were
hopeless. They are given responsibility for combating their problem and because they can view
it in a different context, a major paradigm shift seems to occur which then gives them strength
to continue their personal battle. The therapy is thorough and sequential, building on any small
success the client demonstrates along the way. Because the problem is externalized, this
therapy can be used with difficult clients as there is an assumption of responsibility; this
encourages clients to work constructively towards a solution. O'Hanlon (1994) however
warns that if externalization is used simply as a technique without a strong narrative belief that
people are not the problem, then these changes will not occur.
As well journals, letters and certificates can be utilized in this therapy to redefine the
person' s relationship with the problem. Letters cast the therapist in the role of "amanuensis; a
scribe" that copies down the life stories heard and adds a therapeutic perspective (Epston,
1994). Epston describes his role as being
Like a butterfly catcher waiting for the metaphor to rise up so I can net it and then
display it to the clients, who if not gratified by the first attempt to have a concrete way
to describe the concerns that are plaguing them usually satisfy themselves with some
revision. (p. 33).
Epston and White (1990) feel that the letters must not be reviewed as an intervention that
occurs outside of the therapeutic setting, but rather as a necessary part of the whole.

11

For example, Epston says:
My advice to therapists starting out using letters is not to think of the letters as an
intervention apart from the therapy session; but to see the two as completely and
organically intertwined, the one following from the other like the drawing in and letting
out ofbreath. I ask my clients questions and write down their answers and then read
them aloud, which sparks off further inquiry, becoming the stuff of the letter. It is all
part of the same therapeutic dialogue, all I am doing differently is using the medium of
written language to continue to enrich the conversation. (Epston, 1994, p. 33).
In addition to acting as the clinical file, letters invite reluctant clients to attend therapy,
celebrate achievements, declare independence from oppression and contractually end
redundant clinical roles. The letters enable the therapist to summarize the session and ask
additional questions that he or she might not have thought of when writing up the session. In
addition, difficult questions that are easier for the client to read than listen to within the session
itself can be included in the client summary. Another strength of this technique, as Epston
states, is that the very act of note taking within the session, slows down the question and
answer intervals giving the therapist time to strategize. After the session, when the letters are
written, the therapist has time to reflect on the conversation, identity which areas are cloudy
and ask questions that clarity or crystallize, as spoken language is fleeting whereas written
language freezes thoughts for analysis and distribution. Letters also collapse both temporal
and spatial dimensions. In a sense, they bring the therapist into the home between sessions and
through the increased interest of the therapist, seem to promote progress.
White and Epston ( 1990) refer to their use of constructivist therapeutic techniques as
narrative therapy, storied therapy or therapeutic conversations.

12

In our work we do not construct problems in terms of disease and do not imagine that
we do anything that relates to "a cure" . There have recently been some attempts in the
literature to address concerns of this nature and the notion of "therapeutic
conversations" has been proposed [and has appeal] "because" the terms "therapy" and
"conversation" are contradictory by definition and conversation goes some way
towards challenging the realities constructed by, and the mystification introduced by the
term "therapy". (p.14).
As a result of utilizing conversations rather than therapy for client/counsellor discussions the
focus moves towards strategizing to overcome present obstacles and moves away from "client
illness".
Constructivism in Career Counselling
Richardson (1993) proposes that a constructionist approach be utilized by career
counsellors as she feels the field was dominated by personality and developmental
psychologists. In her estimation, career development models are unchanging and do not adapt
well to life span development theories or the post modern concept of life I work as a career.
Richardson contends that career counsellors, in consequence, emphasize individual career
development instead of separating career issues from their clients' needs.
Savickas (1993) contends that as a result ofthe dramatic changes engendered by the
post modern era, individuals are feeling a sense of insecurity about the future as well as
corporate betrayal as companies "downsize" or "rightsize" with little regard for the number of
years spent loyally serving the company. Consequently, career counselling for post modem
clients will be impacted by six career development innovations. These include an emphasis on
the client as expert, client enablement, client/job fit emphasis, personal career development
theory rather than counsellor theory and examining the grand narrative (client stories instead of
test scores) Savicks, 1993 . Savickas feels that the role of counsellor as "expert" will

13

disappear and be replaced with the role of "facilitator" to enhance change and remove
roadblocks. Diversity will flourish and individuals will be empowered to design their life plans.
As well, life designs will replace the traditional outlook of occupational decision making. The
emphasis on life/work planning has already been demonstrated in Savickas' estimation, by the
increasing use of Values and Salience Inventories which measure the importance of life roles.
As the idea of career will become increasingly personal when work roles and life roles are no
longer dichotomized, career counsellors will begin to reassess and rewrite their roles as
life/work planning counsellors. This shift in emphasis also causes a shift in assessment
techniques, for, if clients are empowered to design their life/work plan then their life stories
must also be addressed.
Peavy (1993) also identified constructivist theory as an innovative framework which
would assist career counsellors in addressing some of the challenges faced by their clients in
our post modern world. In Peavy' s estimation, the theory celebrated client differences,
recognized the impact of context on life style choices and promoted empowerment.
Conversely, career testing and assessment techniques disempowered clients as the career
counsellor remained the expert. Peavy felt that career counselling techniques that promoted
client empowerment would encourage client decision making, action plan formulation and self
evaluation.
Peavy (1993) also uses the term, "story" or "life storying" to describe a person' s self
identity and refers to client problems as stories that have deviated from the dominant narrative.
From Peavy's perspective career counselling techniques must enable clients to restory or co-

14

author narratives that will promote success. Once clients become actively involved in rewriting
the script of their life stories they become personally responsible for change.
According to Peavy, the principal tenets of constructivism that should apply to
counselling include an individualized client orientation based on client past experience,
perceived meaning, values/assumptions and constraints. As success in daily living is dependent
on how we respond to change and uncertainty, career counselling should also be non-linear
and include chance as well as developmental life stages and formal planning as factors . Peavy
also felt that individual traits or "selves" were dynamic and could be best described through
stories told by the individuals themselves.
Selves do not have a trait basis, they have a narrative basis. Self assessment in
counselling needs to be shifted from testing of personality traits, interests and abilities
to assessment oflife stories, personal projects and activities. Self observational ability
is promoted by counsellor education and is a method to be used in counselling with
clients. (1993 , p.16)
Peavy (1992) began to apply Constructivist counselling techniques to career
counselling as he felt that "word sculpting", (similar to doodling, where the client makes free
hand gestures with a pen, allowing their imagination free rein) letters, journals and life stories
would provide clients with enhanced self-knowledge, better critical thinking skills and
increased feelings of self-esteem. Peavy ( 1993) developed the dependable strengths articulation
process as a counselling tool which encourages clients to use life stories in order to identify
transferable skills. Peavy defined a "dependable strength" as a quality that has been developed
throughout life which, when combined with other talents, enables one to perform exceptionally
well. A "good experience" was further defined as a time when you completed a task in which
you could take pride or in which you had fun participating. This process is similar to the Life

15
Story exercises identified by Bolles (1990) in the New Quick Job Hunting Map. In this
exercise Bolles asks his readers to :
Look at your accomplishments. Whether they were early in your life, or more recently,
whether they were in your leisure life, or your learning life, or your labor/work life,
does not matter. Just be sure also that it deals in turn with TASK, TOOLS and
MEANS, and OUTCOME or RESULT. See the example that follows here:
A TASK. Something you wanted to do, just because it was fun or would give you a
sense of adventure or a sense of accomplishment. Normally there was a problem that
you were trying to solve, or a challenge you were trying to overcome, or something
you were trying to master or produce or create.
1. TOOLS or MEANS . You used something to help you do the task, solve the
problem, overcome the challenge. Either you had certain Things to help youobjects, materials, tools or equipment, or you had other People to help you, or you
got a hold of some vital Information . Tell us what tools or means you used, and
how you used them.
2. AN OUTCOME OR RESULT. You were able to finish the task or solve the
problem, overcome the challenge, master a process, or produce or create
something. You had a sense of pride, even if no one else knew what it was you had
accomplished. (Bolles, 1997 p. 28)
Both Peavy (1993) and Bolles (1990) ask their clients to relate a personal story
detailing an accomplishment to others which outlines the task, tools and results achieved. As
the client narrates the story the counsellor probes for more information in order to ensure
complete understanding. Once the narration is completed the client is asked to describe the
dependable strengths that he or she felt were demonstrated in the story. The counsellor then
describes any strengths and assets that must have been overlooked by the client. Amundson
(1995) has developed an exercise similar to Peavy' s dependable strengths model which he
entitles the pattern identification exercise which again encourages a client to identify an
enjoyable activity then describe positive and negative incidents surrounding the occurrences.
These experiences are then transferred to a work situation so that the counsellor and client can
identify patterns and expand awareness of client motivation, values, feelings and behaviour.

16

Amundson also uses metaphor to identify how clients view themselves and their progress often
incorporating client drawings to understand pre and post counselling attitudes.
The assumption behind this process is that the stories of our achievements are far more
relevant in identifying transferable skills for career choice program participants than using
psychometric assessments which can categorize or label clients. While the use of testing was
promoted in our industrial age when trait factor views of individuals were dominant, in our
post industrial age the world of work has changed dramatically. Workers are now defined in
terms of their competencies rather than careers, and career planning encompasses all life roles.
In this era where "the triumph of the individual" is increasingly promoted, client empowerment
and participation in the career counselling process must be correspondingly articulated. The
life story process provides such a tool. It is a dynamic process that empowers the client,
emphasizes the construction of personal meaning and increases self-esteem as the client begins
to re-author her life and create new life work possibilities.

17

CHAPTER THREE - BRIDGING PROJECT
Transitions
After researching the new narrative counselling techniques and attending a two week
workshop with Bolles in 1993 where he taught the use of seven life stories to identify
accomplishments for career planning purposes, I became increasingly interested in utilizing
these tools in a group counselling format. My firm, AMS Consulting Ltd., doing business as
Transitions - Career Consultants, has been in business since 1991, and has specialized in
providing individual and group counselling services. Transitions also provides counselling, job
search and career planning assistance to unemployed workers. As well, the firm administers
and interprets career related psychometric tests for individual clients and for other employment
counselling services within the Prince George Employment Counsellors Network.
Consequently, administering a Bridging program for abuse survivors would be a unique project
for Transitions for two reasons - it would incorporate group personal counselling as well as
career counselling, and would utilize a narrative format.
As the principal for Transitions, I am responsible for the management of any projects
for which the company has contracted. As an experienced career counsellor I also carry a full
counselling load. As projects are negotiated, I hire various consultants to participate in
selected functions. For the purpose of this contract, Dr. Ron Lehr, a counselling psychologist,
was hired to provide 20 sessions of narrative/solution focused counselling with myself as cocounsellor. In addition, I delivered the career counselling component ofthe project using a
narrative approach. During the time frame allocated for the project, participants were asked to
narrate seven life stories which exemplified accomplishments that they had experienced.
Utilizing the "life story" process, the group identified transferable skills and individual

18

strengths increasing self esteem. In addition, a trained adult educator, Patricia Anne Duncan,
taught academic upgrading, job search skills, lifeskills and job-specific skills to program
participants.
(a) Rationale
Lone parent families headed by women have the lowest incomes of all family types in
Canada. Poverty profile (1995) indicates that 57.2% offemale lone-parent families fall below
the poverty income cut-off In addition to the issue of poverty, many of these women have left
abusive relationships and are dealing with the dynamics of abuse, low self esteem and family
functioning problems. Consequently, the objective of this contract was to provide eight to
twelve women who were poor, victims of abuse, suffering from low self esteem and lack of
career focus with the counselling support and interventions necessary to succeed in the
development and implementation of a personal action plan. Personal counselling was provided
in both group and individual settings using a narrative I solution focused approach. Following
the seven week Bridging component, an additional 13 weeks of Job Readiness training was
added for the Bridging participants and for an additional 12 clients who were facing similar
barriers to employment. This component included the teaching of skills necessary to succeed
in a retail environment.
(b) Client Participant Profile
The clients selected for this project had multiple employment barriers and challenges. All had a
history of abuse (either childhood, adulthood or both). As a result of the abuse suffered, all
had limited self esteem, and most suffered from drug and alcohol problems, mental health or
emotional issues. Many had dropped out of school early and had limited formal education

19

and/or literacy problems. Because of the lack of positive role models and a limited support
network most clients had extreme anxiety about joining the workforce or returning to school.
In addition to these concerns the women had limited or no work experience, inappropriate
work wardrobes, outdated job skills and inadequate daycare.
c) Selection Criteria
The women were selected for this project if they had been on social assistance for at least ten
months and had a history of abuse. Almost all were heading lone parent families and had shaky
support systems, as well as limited self esteem. Because the objective of the contract was to
provide the participants with further training or employment we also looked for a minimum
Grade 10 reading level, a sincere commitment to return to work or school and a wish to make
some positive changes in their lives. Finally, because both career and personal counselling was
to be provided within a group setting, all the women had to be willing to participate in this
process.
(d) Project Activities
The Bridging project comprised four modules. The first module concentrated on personal and
career planning issues and utilized a narrative counselling approach. Module two included
academic and self development skills taught in a classroom setting, while the third module
taught job readiness. Module 4 included a four week on-the-job work experience as well as
specific skills training. An overview of the various modules follows.

20

Module 1 - Personal Career Development and Planning - 8 weeks
The goal of this module of the program was to assist the learner in identifying personal
and coping skills and generating a personalized action plan. A variety of self-assessment tools
were used to assist participants in identifYing personal strengths and interests and establishing
congruent employment goals. Goal-setting, action planning, and the importance of lifelong
learning was emphasized.
Narrative group counselling interventions used in all phases of the program included
journal writing, discussion, story telling, relaxation techniques, use of the medicine wheel,
small group discussion, interviewing and sharing in dyads and triads, drawings, use of family
albums and use of ritual.
The following topics were addressed: group and individual counselling using a
Narrative I Solution focused approach to address personal issues and career planning needs;
personal assessment utilizing the Myers Briggs Type Indicator and Bolles workbook - Create a
Picture of Your Ideal Job or Next Career to identify temperaments, aptitudes and interests; and
action planning/goal-setting; to establish educational and employment goals (short term and
long term goals).

21

Module 2- SelfDevelopment and Academic Reinforcement Skills- (8 weeks)
The goal of this module of the program was to assist the learner in developing the
foundational skills necessary for personal, academic and employment success. The textbook
"Becoming a Master Student" by Ellis was utilized extensively in the development of
communication, personal management and lifelong learning skills.
The development of desirable work habits and attitudes (e.g. punctuality, reliability,
ability to follow directions and respect workplace rules and procedures) were stressed.
Computer training focused on fundamental computer literacy and the development of
keyboarding skills.
The following topics were addressed: computer training (keyboarding skills; basic and
intermediate computer skills); workplace communication skills (communication theory; active
listening skills; conflict resolution skills); critical thinking skills (tools for creative thinking;
decision-making strategies); lifelong learning skills such as learning styles; memory techniques;
reading and note-taking skills; test-writing skills; managing change in the "new economy";
information management; positive attitudes and behaviour (identifying self-defeating
behaviour; understanding and enhancing self-esteem; identifying values; healthy lifestyle
choices); teamwork and appreciating group diversity; managing personal resources (time;
money and community support); and academic reinforcement and upgrading (initial assessment
using CAAT (Canadian Adult Achievement Test) with upgrading activities as required on an
individual basis to meet post-secondary institution prerequisites and/or industry hiring
requirements) .

22
Module 3 - Employment Skills - Job Readiness - (4 weeks)
The goal of this module of the program was to provide participants with an opportunity
to acquire the skills necessary to work in the retail industry. Participants would become well
acquainted with career opportunities in industry and understand their related skill levels and
academic prerequisites. Labour market information was examined and guest speakers from
industry were invited to discuss post secondary educational options; employment opportunities
and entrepreneurial ideas.
The following topics will be addressed : workplace performance with an emphasis on
employers expectations regarding work habits and attitudes. Certificates in: Superhost , Food
Safe, Serving It Right, WHMIS, and Standard First Aid were provided. As well a three day
course in Cashier training was provided which introduced the participants to the electronic
cash register, crime prevention, (shoplifting fraud), tax peripheral equipment (scanners, scales,
slip printers, screens), responsibility and liability.

23

Module 4 - Employment Transition Skills - Job Readiness - (4 weeks)
The goal of this module of the program was to provide participants with an opportunity
to acquire meaningful work experience in the retail industry. Work placements were an
effective means of supplementing classroom instruction and assisting in career orientation as
they provided the participants with an opportunity to verify interests and aptitudes and
determine more precisely which jobs were congruent with career goals. Properly planned and
structured, they also served as a means of acquiring new skills and industry recognized
credentials. Work placements were organized for those students who identified an
employment goal or required a pre-training practicum and was structured to meet their specific
needs. Employers feedback was obtained through an evaluation questionnaire.

24

CHAPTER FOUR-EVALUATIVE PROJECT
The purpose of this research project was to evaluate the Bridging project activities that
had been contracted by the Ministry ofEducation, Skills and Training. For the purposes of this
descriptive study, the Bridging program that was implemented between January 13th and
March 7th, 1997 was evaluated using the results from a cohort of nine clients. Throughout
this study, "Bridging study" refers to this cohort.
The components that were added strictly for the evaluation project included changing
the curriculum so that 20 narrative group counselling sessions were offered and the utilization
of seven life stories as a means to access accomplishments or skills in career counselling. In
addition, three assessment instruments were administered to the clients at the beginning and
end of the project. The assessments included the Coping Responses Inventory, the Life
Stressors and Social Resources Inventory and the Multidimensional SelfEsteem Inventory.
The remainder of the Bridging curriculum follows a Bridging format or template suggested by
the Provincial Government and includes academic upgrading, life skills, basic computer literacy
and career planning using traditional assessment instruments.
Research Questions
The Evaluation Project addresses the following question:
Does the use of narrative therapy for a group of abused women re-entering the work force
increase their self esteem? The other question that I wished to ask was whether the use of a
narrative focus (the seven life stories used to identify career options) would enable the women
to complete a concrete action plan that identified new career possibilities. While eight project
participants did complete a specific action plan relating to a new career identity, the question
was clouded because traditional career assessments were also used. Consequently, it was

25
impossible to determine whether the career focus happened as a result of the seven life stories,
the traditional assessments or a combination of the two . The Myers Briggs Type Indicator
(Myers, 1993) was utilized to identify personality or temperaments, the Holland SelfDirected
Search (Holland, 1994) was administered in order to identify interests and CHOICES (1997)
(a computerized career counselling tool) was also available for those who wished to better
understand the career choices to which they were ultimately being asked to commit. I feel that
the career choices made were probably a result of synthesizing all of the information obtained
about themselves and the career planning process, however this cannot be verified as action
plans were simply identified at the beginning and end of the process. Therefore, this question
will not be considered further. The discussion that follows addresses only the question about
the role of this intervention with respect to changes in self-esteem
METHODS
Subjects
The bridging participant sample n = 9 was extremely diverse across a variety of
characteristics. Ages range 23 to 54 years old with a median age of34, although most women
were in their 30' s. While one participant had completed some university, and one other had
completed grade 12, seven ofthe nine had educational levels below grade 12. (i.e. they had
dropped out of school). All were single parents although not every woman had her children
living with her.

26

51- 55
46-50
41-45
36-40
31-35
26-30
21-25
0

2

3

4

5

6

Figure 1. Participant age
As well education levels ranged from Grade 7 to second year university with the majority of
Bridging participants having educational levels below grade 12.

Figure 2. Education levels.

27

The group contained one landed immigrant, two First Nations and six Canadian Caucasian
participants.

Canadian

Figure 3. Ethnicity.
Upon entry to the program the participants reported various employment barriers
including limited self esteem, substance abuse problems, depression, suicidal ideation and
issues resulting from being adult children of alcoholics. All of the program participants
identified limited self esteem and personal issues that required outside counselling as being
major barriers to employment. Because the pre-requisite for attending a Bridging program is a
history of abuse, 100% of the program participants had been abused physically and emotionally
as adults. This pattern seemed to repeat a childhood pattern of abuse as all participants
reported childhood emotional abuse, 60% reported childhood sexual abuse and 40% reported
childhood physical abuse. As one program participant so aptly described her childhood
situation - "Every time we moved, the first thing that I did was look for a place to hide."

28

Indentified
Problem
Adult Physical Abuse
Adult
Emotional/Psychological
Childhood Sexual Abuse
Childhood
Emotional/Psychological
Sexual Abuse Of Own
Children (By Others)
Physical Abuse Of Own
Children (By Self)
Negative Contact or
Harassment By Abusive

0

20

40

60

80

100

Percent of participants
Figure 4. Abuse history Reported by participants.
Most participants were single parents, although some of them had living arrangements
with male partners who had not fathered their children. The one married participant was reexamining her marital status. All had a very limited support network and low socioeconomic
status, reporting incomes below the poverty level. This increased the life stressors with which
they had to cope. As well, many of the single parents had difficulties with parenting which
increased their stress levels as well. All of the participants indicated that at this point in their
lives they were ready to commit towards change. Consequently, the personal counselling
sessions utilizing a group format were identified by all as an item of interest in the program
curriculum. Figure 5 graphically represents the self reported personal and social barriers to
employment reported by this cohort.

29

Identified Problem
Lack Of Self
Esteem
Substance Abuse
Problems
Adult children of
alcoholics
Parenting
Problems
Eating Disorders
Mental Health
Problems
Suicidal
Inadequate
Education
Counselling
Required
0

20

40
60
Percent of participants

80

100

Figure 5. Personal and social barriers to employment
Procedure
Four instruments were administered to the group at the beginning ofthe project. At
project end these instruments were completed again by the same clients and discussed with
them in order for them to develop a greater understanding of their progress. The results were
compared to those previously obtained in order to have a pre/post test comparison. In order to
evaluate the change in career focus, initial intake interview notes were also compared with exit
interview material in order to determine whether a clearer career focus was obtained. A three

30
month and six month follow up of all project participants was conducted in order to ascertain
whether the changes that occurred during the project were maintained.
Measures
The first of three self report instruments given to the students to complete was the
Coping Responses Inventory (CRI) which identifies the following adult coping strategies
Approach coping responses were: cognitive ( logical/analysis and positive reappraisal) and
behavioural (seeking guidance/support and problem solving).
The avoidance coping strategies include: cognitive (cognitive avoidance and acceptance
or resignation) and behavioural(seeking alternative rewards and emotional discharge) Moos,
RH, 1993, p. 2.

This inventory was designed to measure the coping responses of adult populations. For
normative purposes the CRI test was administered to 1800 adults (drinkers and non-drinkers),
1100 men and 700 women with an average age of 61. In the field trial studies conducted it
was found that both the less well educated and problem drinkers were more likely to use
cognitive avoidance, acceptance, resignation, emotional discharge or positive reappraisal which
are all avoidance coping responses. The coping scales were found to remain moderately stable
over a 12 month interval, average r = .43 for women (Billings & Moos, 1985; Fondacaro and
Moos, 1981 , 1989; Holahan & Moos, 1987). As the majority ofthe norm group was married
(69%) and of average to above average socioeconomic status however, the generalizability of
the inventory to the current subject group is questionable. The average age of the subject
group is 34 years old, almost all ofthem are single parents and all are oflow socioeconomic
status having incomes below the poverty levels. Appropriate populations designated for usage
include adults over the age of 18, who are healthy, and who have medical problems or

31
psychiatric issues or have dealt with issues of substance abuse. (Moos, 1993). The CRI
Professional Manual (Moos, 1993) states that the studies conducted to validate this test found
that approach coping responses were associated with better stressor resolution and functioning
outcomes, where as avoidance coping responses were associated with worse outcomes. A
similar pattern of relationships between the predictors and functioning outcomes in the nondrinking group was also found (Moos, 1993, p. 24).
The second instrument used was Life Stressors and Social Resources Inventory
(LISRES Adult), which provided an overview of an individuals life context, relationship to
mental health and temporal stability. Eight Life Stressors and Social Resources are identified.
These included: physical health, housing and neighborhood, finances work, relationship with
spouse or partner, relationships with children, relationships with extended family, relationships
with friends and social groups. (Moos, & Moos, 1988 p. 1).
As with the CRI, the LISRES - Adult is designed for healthy adults over the age of 18,
with psychiatric, substance abuse or medical concerns. (Moos, & Moos 1988; 1992; 1994).
The initial norm group was a sample composed of 80 adults who were depressed, alcoholic,
arthritic or healthy. The second follow-up study was of normal and problem drinking adults
with an average age 61 (1181 men and 703 women). Internal consistency ofthe life stressor
scales ranges from .64 (moderate) to .93 (high) while those for the social resources scales
ranges from .50 to .92, (low to high internal consistency) (Moos, & Moos 1988, 1992, 1994,
p.18, 19). Test I retest reliability over one year ranges from .38 (low) to .90 (high) and over
four years from .26 (low) to .79 (moderate). Further technical information can be found in the
LISRES -A Life Stressors and Social Resources Inventory. Adult Form Professional Manual
(Moos, & Moos 1988; 1992; 1994).

32
In terms of generalizability, this inventory also might be problematic as the average age
of the norming participants is far higher than the Bridging cohort, as is the educational level for
the norrning sample, (two years post secondary). As well the socio-economic status of the
norrning sample was average, while the average age was 48 (Moos, Moos, 1988, 1992, 1994).
The Multi Dimensional SelfEsteem Inventory (MSEI) is based on Epston' s (1980)
theory that self evaluative elements are structured hierarchically. The highest element is global
self esteem, the second highest includes self esteem components such as competence or
lovability, and the lower elements concentrate on situation specific components such as specific
task performance. The MSEI provides the following scale:
A) Global SelfEsteem
B) SelfEsteem Components
- Lovability
- Competence
- Personal Power
- Likeability
- Self Control
- Moral Self Approval
- Body Appearance
- Body Functions
C) Identity Integration
D) Defensive Self Enhancement (Validity measures)
(O'Brien & Epstein, 1983, 1987, 1988)
The MSEI requires a grade 10 reading level and is appropriate for individual and group
administration. During the development of the MSEI seven studies were conducted with
university undergraduate students over a seven year period. The various studies included an
item analysis study with the original MSEI conducted in a university setting with 264 students;
a cross validation study using the MSEI and Guildford-Zimmerman temperament survey for
comparison using 3 81 students; a scale revision study using 391 students from a large
university as subjects; an internal consistency study which included subjects from the cross
validation study and students from a private university for a total of 849 students who were

33
surveyed; a stability study (test/retest) using 225 students; a validity study in which 288
students from a state university were tested; and finally a factor analysis study which included
subjects from the scale revision and internal consistency studies as well as students from a
private university (1086 students in total). (O'Brien, & Epstein 1983, 1987, 1988).
Reliability studies of the MSEI indicate that the test scales are internally consistent,
ranging from .78 for defensive self enhancement to .90 for global self esteem and body
functioning . The test/re-test reliability of this MSEI ranges from .78 for identity integration to
.87 for global self esteem. The MSEI scales were also compared to various instruments to
determine correlation between the scales. Further technical information can be found in the
MSEI, the Multidimensional SelfEsteem Inventory Professional Manual (O'Brien, & Epstein,
1983, 1987, 1988).
According to a review of the MSEI by Joseph G. Ponterotto in the Eleventh Mental
Measurements Yearbook (Kramer, & Conoley 1992), the reliability studies were quite
satisfactory ranging from .78 for Defensive SelfEnhancement to .90 for Body Functioning and
Global Self Esteem. As well, an analysis of gender differences recorded no significant
differences. Test/re-test reliability was also felt to demonstrate short term stability. It was felt
that a high level of convergent and discriminant validity was also demonstrated within the
MSEI construct of self esteem when compared to other tests that also measured this construct,
e.g. (Eagly (1967) and Rosenberg (1965) self esteem scales).
The author concludes by stating that the MSEI has high internal consistency, reliability
and moderate test/re-test reliability which makes it an excellent self esteem measure for college
students. However, as the MSEI was normed with a normal college population (no validation
studies have been done yet on minorities, re-entry students or non-students), its generalizability

34

to our Bridging cohort, which consisted of mostly women in their 30's with low
socioeconomic status, limited education levels and a history of spousal assault, may be
questionable.
The fourth measure that was used to indicate student progress from program start to
finish is one which was devised by the researcher. Students were asked to identify their
knowledge or understanding of a variety of curriculum items by rating their skill level on a
scale from 1 - 5; 1 indicated a limited skill level; 3 indicated a moderate skill level, and; 5
delineated excellent skills.
The Questionnaire included the following items: self esteem, counselling (Group) and
(Individual), life management skills (budgeting, such as wardrobe planning and nutrition).
Identifying career goals and utilizing conflict resolution (getting along with difficult people),
team work, and job search skills. The local labour market information provided by guest
speakers from education and industry as well as the Specific Skills Training Certificates (e.g.
GED, WHMIS, Superhost, Computer Skills) were also rated (see Appendix C).
At the end of the course students were also asked to write letters in which they
described their progress, as well as what they liked and did not like about curriculum elements.
When asked to write these letters, students were assured that their comments would be taken
seriously and that their suggestions would be incorporated into the next program.
Procedure
The four instruments were administered to the group at the beginning of the project.
At project end these instruments were completed again by the same clients in order for them to
develop a greater understanding of their progress. The results were compared to those
previously obtained in order to have a pre/post test comparison of self esteem. In order to

35

evaluate the change in career counselling aspirations the initial intake interview notes were
compared with exit interview material in order to determine whether a clearer career focus was
attained. A checklist identifying skills before and after and career aspirations before and after
the project, was also be used to identify progress. A six month follow-up of all project
participants was conducted in order to see if the changes that occurred during the project were
maintained.

36
RESULTS
Bridging Results
In order to meet ministry contractual requirements, at project end the agency requires
that students complete a document entitled the Program Completion Report. In part two of
this report students were asked to state their employment status or school plans. The
contractual requirements for Transitions included the following :
83% of participants to graduate from the Bridging Program
83% of project graduates will then move to next step oftheir career plan (either school,
work or other programming)
A three month and six month program follow-up was also to be conducted to
determine long term student success. The Bridging results (at three and six month follow-up)
follow
Table 1 - Bridging Results at program end and at follow up .

Completed

Placement in Work, School or

Bridging

Program at follow up

Subgroup

Program End

3MONTHS

6MONTHS

Women

100% (100%)

100%

100%

First Nations

22% (20%)

11%

11%

Persons with Disabilities

11% (50%)

11%

0%

Youth

22% (50%)

22%

22%

Total Completion Rate

88% (83%)

88% (66%)

55% (66%)

Note: Target figures are in brackets

37

Figure 6 Program Results 3 Month Follow up
At the three month follow up, only one program participant was not involved in
training or work. Struggling with issues brought on by an alcoholic partner, she seemed to
find it difficult to focus on career. Once the spouse was readmitted to jail, however, her life
became much more stable. She returned to her band on the reserve and found work as an
archeologist ' s assistant.

38

Figure 7 Program Results - 6 Month Follow up
At the six month follow up, career placement results had decreased. Two of the three
participants who had been employed had lost their jobs, while one of the students had found
work. As well, a program participant who was working on issues resulting from a car accident
had declared herself to be disabled and unemployable. However, it is important to note that six
months after completion the Bridging program, five of the nine women were either employed
or in school despite their low educational levels and their difficult histories of life experiences.

39

Evaluation Results
Given the nature ofthe evaluation (small group, non inferential) effect size (Glass &
Hopkins, p. 290) was used. As Glass & Hopkins (1996) suggest, effect size can be used when
the nature of the dependent variable is arbitrary and there is a need to convey the magnitude of
difference between two groups (usually a control and experimental group). Effect size is
calculated by subtracting the mean ofthe experimental group from the mean of the control
group then dividing the result by the standard deviation of the control group. Glass and
Hopkins (1996) prefer the standard deviation of the control group to be used as in some
experimental groups the heterogeneity and mean of the treatment group can be affected.
However, since T scores have been used for all three instruments the known standard deviation
of ten has been employed. Consequently the formula used to calculate effect size was d =
(Mpost- Mpre) + 10. Cohen (1988) cited in Glass & Hopkins (1996)
uses the following cutoff scores to calculate power for effect size; small (.2°), medium (.5°)
and large (.8°)

40
CRI - Coping Response Inventory
Eight CRI forms were completed in the pre-test phase, however, only six forms were
completed for the post test phase as one participant had dropped out due to drug and alcohol
problems while the other had found work in Quesnel. For the six clients who completed
inventories for the pre and post test phase, the results were as follows:
Table 3- CRI

T Scores

Pre/Post Test Results
Pre

Post

Cohens d

Approach Responses

Cognitive
Behavioural

Logical Analysis

58

57

-.1

Positive Reappraisal

54

54

0

Seeking Guidance & Support

58

61

.3

Problem Solving

59

57

-.2

Cognitive Avoidance

67

67

0

Acceptance or Resignation

60

54

-.6

Seeking Alternative Rewards

60

61

.1

Emotional Discharge

75

76

.1

A voidance Responses

Cognitive
Behavioural

Moos, 1993
The reader is reminded that T scores are standardized scores with a mean of 50 and a
standard deviation of 10. Therefore average scores are in the 40- 60 range. A score higher
than 60 indicates a higher than average use of this coping strategy while a score below 40
suggests a below average use of the response. For the following analysis Glass and Hopkins'
power for effect size parameters will be used .

41

Overall the cognitive approach responses remained the same for both the pre and post
test phase. The behavioural approach response of seeking guidance and support increased by
.2cr (small effect size)however problem solving decreased by .2cr (small effect). For the

avoidance responses again most categories remained constant except for acceptance or
resignation which decreased by .5cr (medium effect). It is interesting to note that the changes
that occurred were in seeking guidance and support with a decrease in individual problem
solving as well as acceptance and resignation all of which could be a direct result of the
personal group counselling component that was offered to the participants. In the classroom
as well, a constant program theme that was articulated was "if you want to keep on getting
what you're getting, keep on doing what you' re doing."
Life Stressors And Social Resources Inventory - LISRES - A Adult
Although this inventory was also administered at the beginning of the Bridging project
as well as at the end, it was not expected that there would be any significant change as neither
life stressors nor social resources could be immediately influenced by the course curriculum. In
the event, however, that some participants might leave the course early due to employment the
inventory was administered pre/post. The inventory gives a very good picture of the types of
Stressors with which this cohort has to contend and relates well to the CRI which shows their
stress resolution mechanisms. A score above 50 on the Life Stressors Profile indicates a higher
than average experience of this type of stressor while scores above and below 50 in the Social
Resources profile indicate salient resources and resource gaps respectively.

42
Inventories were administered pre and post with the following results:
Table 4 - LISRES - A Pre/Post Test Results
T Scores
Life Stressors Profile

Pre

Post

Cohens d

l. Physical Health

57

52

-.5

2. Home and Neighborhood

57

54

-.3

3. Financial

70

70

0

4. Work

30

30

0

5. Spouse or Partner

30

36

.6

6. Children

67

68

.1

7. Extended Family

56

49

-.7

8. Friends

55

57

.2

9. Negative Life Events

57

72

1.5

1. Financial

42

42

0

2. Work

~

~

0

3. Spouse or Partner

30

26

-.4

4. Children

48

46

-.2

5. Extended Family

48

47

-.1

6. Friends

49

48

-.1

7. Positive Life Events

59

58

-.1

Social Resources Profile

It is interesting to note that the life stressors are all rated at or above the mean except

for "work" and "spouse" which were not an issue as none of the participants were employed
and only one was married. As well social resources mean scores are all at or below the mean
of 50, except for the rating given to "positive life events". As a group, it became evident that
they had a limited support network on which to rely and very chaotic lives with which they had
to cope.

43

A comparison of pre and post test results show that mean scores on life stressors such
as physical health decreased by O.Scr (medium effect) as one participant was coping successfully
with physical conditions and emotional trauma caused by a car accident. Home and
neighborhood as a stressor decreased by -.35cr (small effect) while extended family decreased
by -.75cr (medium effect). However spouse or partner as a stressor increased .6cr (medium
effect) as one participant began to seriously question her marital relationship. Negative life
events also increased dramatically to l.Scr. This again might be attributed to the focus of the
personal counselling received by the group. Throughout the project issues ofwellness and
spouse/partner abuse, child abuse, child attempted suicide and negative past events such as
incest, rape and physical assault were disclosed and discussed. Events that had been buried
were brought to the forefront in order to begin a healing process that would ultimately assist
these women in making healthier choices and moving on to more positive living environments.
Spouse or partner as a social resource decreased by -.4cr (small effect) and children by -.2cr
(small effect) as these women began to acknowledge that their relationships with spouse and
children were often not healthy and could be major contributions to the life style in which they
had become immersed. In some instances decisions were made to discontinue these
relationships in order to begin a more positive life/work plan.

44
MSEI- Multidimensional SelfEsteem Inventory
Seven MSEI inventories were administered at program beginning and end. Both the
pre-test and post-test results follow
Table 5- MSEI Pre/Post Test Results
T Scores
Pre

Post

Cohen d

Global SelfEsteem

41

49

.8

Competence

45

50

.5

Lovability

45

50

.5

Likeability

49

51

.2

Self Control

47

56

.9

Personal Power

Self Esteem

53

53

0

Moral Self Approval -

Component

48

56

.8

Scales

54

55

.1

Body Functioning

48

53

.5

Identity Integration

44

50

.6

Defensive SelfEnhancement

54

63

.9

Body Appearance

A score above the mean on the global self esteem and identity integration sub-scales
represents moderate to high self esteem while a score above the mean on the defensive self
enhancement represents defensiveness and an inflated sense of self. Low scores for global self
esteem or identity integration would be a concern as they point to a lower sense of self esteem.
Global self esteem increased .8cr a large effect while the components of self esteem varied from
0 increase to an increase of .9cr. Identity integration which measures global self concept
increased by .6cr (medium effect). However the validity measure, defensive self enhancement,

45
which was designed to measure whether the person is defensively increasing their scores or is
biased in their selfpresentation increased by .9cr (large effect). The defensive self enhancement
increase between pre and post test scores forces the question "has global self esteem actually
increased or are the scores inflated due to a defensiveness by the test respondents?" In the
MSEI professional manual, (O 'Brien & Epstein, 1998) compare the defensive self
enhancement scale (DSES) with three alternative defensiveness scales. For the Epstein
defensiveness scale the correlation with the MSEI DSES scale is .85 (perhaps due to the fact
that the scale content between the two inventories is quite similar). When DSES compared to
the Crowne-Marlowe social desirability index the correlation is .77 (moderate) while with the
Eysenck lie scale the correlation derived is .33 (low) . All correlations quoted were for female
only samples. The number of subjects used for the Crowne-Marlowe I MSEI correlation were
78 females while for the Eysenck Lie Scale (MSEI correlation 180 females were used (O'Brien
& Epstein, 1988). The small sample size for the Crowne-Marlowe correlation limits result
confidence while the larger sample size for the Eysenck Lie scale increases the confidence in
the results. Consequently, the defensive self enhancement measure is not a good indication of
validity.

46
Student Questionnaire
A student questionnaire was also administered to the participants both at the beginning
and end of the course. In the questionnaire students were asked to rate their skills and
development in a number of areas on a five point Likert type scale. The scale was designed so
that one indicated limited skills, three denoted moderate skills and five measured excellent skill
levels. Six student questionnaires were completed before and after the bridging project.
Table 6- Student Questionnaire Pre/Post Results
Pre

Post

Cohen d

Self Esteem

2.6

4.2

3.3

Personal understanding as a result of Group counselling

2.4

4.0

3.3

Personal understanding as a result of Individual counselling

3.2

4.0

1.6

Life Management Skills

3.4

4.0

1.2

Career Goals

2.2

4.0

3.8

Conflict Resolution

3.2

4.2

2.1

Team Work

3.6

4.6

2.1

Job Search Skills (resumes, interviews, etc)

2.8

4.4

3.3

Labour Market Information

2.6

4.6

4.2

In all training areas students reported a large effect size with self esteem, personal
understanding as a result of group counselling, career goals, job search skills and labour market
information receiving higher scores. As Cohen states that +.8 is a large effect size, the massive
changes reported from the student questionnaire are quite dramatic. Letters from students also
indicate that they felt that the group counselling had increased their personal growth and
enhanced self esteem (see appendix D). Letter one talks about the fact that acceptance to the
group made her feel "really good" and that the program has given her "a purpose to get

47

motivated everyday." Letter number two talks about gaining "a clear understanding of my
goals and the confidence to achieve them."
In the third letter, the writer talks about starting "to feel more confident in my abilities"
and feeling "hopeful too" adding that today she feels more "positive, assertive and (has) a
better outlook on life." The fourth writer adds that Bridging has been "every beneficial for
me" and mentions that although the group counselling was very difficult for her she "made the
right choice and struggled with my self to be here. " Writer number five mentions that "I am
doing much better today. I feel a sense of purpose, I feel hopeful. I feel more up than not and
I'm not depressed." The sixth writer concludes that the course has "helped me more than I
have realized. I am getting closer to completing my education, I am not blaming myself for the
things that happened to me when I was little."
Career Focus- Changes From Intake To Exit Interviews
During the Bridging project assessment interviews were completed at the beginning and
the end of training in order to assess career goals and formulate action plans. The following
table shows pre and post project career goals. Each row comprises one student's goal.

48

Table 6 - Pre and Post Program Goals
Exit Status

Initial Goal
Employment

Found work in a fiberboard plant

School and needs to explore career

Enrolled in adult basic Education at the College

alternatives

ofNew Caledonia as a prerequisite for the two
year diploma in Marketing and Management

Employment

Found work in Greenhouse (seasonal position)

Needs to explore career alternatives,

Enrolled in part time studies at the College of

and find Employment

New Caledonia- Social Services Foundation
Program

Needs to explore career alternatives,

Enrolled in part time Entrepreneurial studies at

and find Employment

Community Futures.

School

Enrolled in full time studies at the College of

Needs to explore career alternatives

New Caledonia- Social Services Foundation
Program

Employment

Left the program due to drug and alcohol
problems. Later returned to us and asked the
psychologist for a letter referring her to a Drug
and Alcohol program

Employment

working for a drug store and a health support
group (both part time positions)

Employment

Still looking for work and dealing with past
Issues

49

CHAPTER FIVE - CONCLUSIONS
In the inventories where questions relating to self esteem were asked it was clear that
the participants felt their confidence had risen. As well, in their letters written to the Provincial
project officer it also became evident that the students felt the career and group counselling to
be beneficial. Although the participants often found group counselling to be very emotional
and draining, they persisted in attending the sessions and used the moral support to implement
some very dramatic personal changes. It is reasonable to compare the Bridging project results
at three and six months in order to determine whether the enhanced feelings of self esteem
contributed to long term success in attending school or finding work.
At the three month follow up all but one of the program participants were actively
engaged in following through on their action plan. These outcomes were not maintained
across all participants over time, however, at the six month follow up those who had found
seasonal or temporary positions had again became unemployed. Those enrolled in school also
changed, as one had been enrolled in a short term program and had herself classified as
disabled while another re-entered the workforce. However, even after six months, more than
half of the participants were still engaged in either work or school. While this might not look
like "success", keep in mind that this is a very true result for these five women considering the
multiple barriers with which they have had to contend. As can be seen from the MSEI global
self esteem arose to demonstrate a large effect size. With the increase in self esteem the
participants began to make much more positive choices e.g. leaving an abusive spouse, moving
to a different town for employment, returning to school after a long absence, entering a drug
and alcohol program. As a result of the narrative therapy group sessions the clients seemed to
feel more empowered and less willing to be accepting or resigned to their fate. The sharing of,

50

often horrendous stories created a strong bond between group participants and counsellors.
As well, the support derived from the group gave all participants the strength to make some
very positive life style changes. Once the support was removed however, (at the six month
stage) the clients seemed to lose their forward momentum.
It became evident while following the post Bridging program activities of this cohort

that personal changes occur rapidly. They move to different homes or towns; telephones are
disconnected; they are laid off from their jobs because the work is seasonal or they have limited
education and skills to offer. As well, the life stressors with which they continually have to
cope intervene causing temporary or long term set backs. Consequently, a Bridging program
of four months, while helpful in increasing self esteem and creating a positive climate for better
life choices can only point the way. Longer term interventions and support mechanisms are
needed in order for the women to achieve long term success.
Because many of those who are employed or in school seem to have a very tenuous
hold on the world of work or academic world it also becomes necessary to reevaluate how we
define program success. Is a bridging program successful if the course participants find long
term employment or attend and graduate from an academic program? Or should success be
redefined encouraging smaller more achievable steps towards a long term action plan?
Program Design
Based on the experience gained from the first group of participants reported on here,
the curriculum has been altered. During the first Bridging project our negotiated contractual
agreement stated that Bridging would run for two months and would then be joined by an
additional group of twelve women for the assisted job readiness portion of the project. At the
end of six weeks we realized that our initial group required more time alone as a group before

51
being joined by the second intake and consequently we requested a two month extension from
our Project Officer. The two month extension was granted and consequently the first group
worked as a cohesive whole for four months to resolve personal issues and provide support to
other program participants.
At four months, however, the second group of twelve participants joined the Bridging
cohort in order to work on job readiness issues, obtain certification in Food Safe, Superhost,
Serving-It-Right and other workplace skills and work in Job Shadow/Work Placement
opportunities. When the second group was added our cohesive Bridging team seemed to
disintegrate. The participants became very territorial arguing about "their chair," "their place"
or "their teacher" (see letter in appendix E). Conflict resolution activities had to be increased
and despite all attempts to mold a cohesive larger group, this never happened. To program
end we found that we were working with two different groups, with their own dynamics and
objectives.
Work placement activities also caused difficulties as many of the women had not felt
ready to go out into the workplace. As well, clothing was an issue for them as they usually did
not have an extensive wardrobe and were more comfortable in jeans. When work placements
were initially organized many of the women did not arrive at the workplace at which they were
scheduled to attend. Consequently the actual placements had to be re-evaluated with each
participant and a stringent follow-up system implemented with the employer. Forms were
drafted for the employers use which allowed us to get written feedback from each work
placement host as well.

52

Client Readiness
Another difficulty that we encountered with this group was having clients perceive
themselves as "ready" to attend and work on the issues when in reality they had not come to
terms with drug and alcohol problems. Clients that identified themselves as "dry" during the
screening process were in reality still grappling with drug and alcohol concerns. As a result of
this problem, one of the women arrived at Monday class after a weekend ofbinge drinking and
after discussions with the psychologist agreed to admit herself to the detox centre. After
completing the treatment she dropped out of the program as she was not ready to deal with her
personal issues at that point in time.

53
RECOMMENDATIONS
As a result of the evaluative project implemented within our first Bridging program a
number of recommendations have been developed.
1. The Bridging program offered by Transitions will continue to be four months in length and
will offer traditional Bridging components such as life skills, computer literacy, career
planning and academic reinforcement as each of these components contribute to skill
enhancement which builds self esteem.
2. Group counselling using a narrative approach will continue to be offered within the program
using both male and female counsellors as co-facilitators. Minimum educational standards
for counselling staff will continue to be a Masters or Ph.D . level because the program
participants are extremely fragile and their stories must be debriefed by competent
therapists.
3. Career counselling using a narrative approach (Bolles seven life stories) will also continue
to be incorporated into the program because it is necessary to celebrate individual life
accomplishments and due to the low literacy levels of some program participants aptitude
testing could destroy rather then enhance self esteem.
4. None ofthe measures used in the evaluation portion ofthe initial project will be retained
because they were only added to this curriculum for the propose of this evaluative project.
However, individual assessment interviews will continue to be used at program beginning,
middle and end to determine student progress and complete action plans.
5. Clients will be carefully screened for drug and alcohol issues as well as psychological
problems. Only those who demonstrate their commitment and readiness toward resolving

54

their issues will be admitted. Standards relating to class attendance and participation will be
developed on Day 1 when group norms are established.
6. Because ofthe apparent importance of maintaining a supportive, cohesive group, at no
point will the Bridging group be joined by an assisted job readiness group. If a second
project is to be offered which offers specific skills training this project will stand alone with
a separate curriculum and client intake.
7. One week work placements will continue to be arranged for those Bridging participants, but
only when they feel they are ready. Those who are not ready to reenter the workforce
could work on their individual action plan during job shadow week.
8. In order to enhance maintenance of their gains in self esteem and to expand their support
time into the placement phase, weekly group support meetings will be initiated to provide
encouragement to students after program completion.
The recommendation for program length and curriculum were written into our second
proposal which was accepted by the Ministry for the 1997 - 1998 fiscal year. Two Bridging
programs will be offered by Transitions (winter/spring and fall intakes). As well, it has been
suggested by one of the Ministry Program Officers that we examine the possibility of running a
Bridging program for males. During this year our programs again will be evaluated against
successful outcomes. As well, participants will be encouraged to comment on course content
in order for us to further refine our program and better assist these resilient survivors in their
voyage toward self confidence and a more positive life story.

55
REFERENCES
Amundson, N .E. (1988). The use of metaphor and drawings in case
conceptualization Journal of counselling development. 66, 391-393 .
Amundson, N .E . (1989). A model for individual career counselling, Journal of
employment couselling. 26, 132-138.
Amundson, N .E. (1995). Pattern identification exercise, ERIC Digest, EDDGG- 9569, Greensboro, NC : ERIC/CASS .
Bolles, R.N. (1990). How to create a picture ofyour ideal next career. The quick job
hunting map Berkeley, C.A. ; Ten Speed Press.
Bolles, R.N. (1997). The 1997, What color is your parachute? Berkeley, CA; Ten
Speed Press.
Briggs, K.C . & Myers, I.B. (1993). Myers-Briggs Type Indicator (Form G Self
Scorable) (Test) Palo , Alto: Consulting psychologists press.
Canadian Test Centre, Educational Assessment Services, (1994). Canadian
achievement survey tests for adults. CAT/2 Series Level 3 (Test).
CHOICES (CT), 1997 (computer software) (1997). Ottawa, ISM information
systems management corporation.
Dobash, R.E. & Dobash, R. (1997). Violence against wives: A case against the
patriarchy, New York: Free Press.
Efram, J.S ., Lukens R.J. & Lukens M.D. (1988). Constructivism: What's in it for
you? Networker. (9/10), 27-36.
Ellis, D.B. (1991). Becoming a master student (Sixth Edition) Rapid City: College
Survival Inc.
Epston, D. (1994). Extending the conversation Networker. 11/12, 31-63 .
Glass, G.V. & Hopkins, K.O. (1996). Statistical methods in education and
psychology. (third edition). Boston: Allyn and Bacon.
Holland, J.L. (1994). SDS Self directed search (Form R- 1994 edition) (Test).
Odessa, Psychological assessment resources, Inc.
Kelly, G.A. (1955). The psychology of person constructs. New York: Norton.

56

Kramer, J.J. & Connoley, J.C. (1992). The eleventh mental measurements yearbook,
University ofNebraska: Lincoln.
Madanes, C. (1990). Sex, love and violence strategies for transformation. New York:
W.W. Norton.
Mahoney, M.J. & Lyddon, W.J. (1988). Recent developments in cognitive
approaches to counselling and psychotherapy. The counselling psychologist.16 (2), 190-234.
Mahoney, M.J. (1988a). Constructive metatheory 1: Basic features and historical
foundations. International journal of personal construct psychology 1. 299-315.
Mahoney, M.J. (1988b). Constructive metatheory II: Implications for psychotherapy,
International journal of personal construct psychology 1. 299-315 .
Mahoney, M.J. (1991). Human change processes New York: Basic Books.
Mahoney, M.J. (1989). Participatory epistemology and the psychology of science. In
B. Gholson, W. Shadish, R. Neimeyer, and A. Houts, (Eds) The psychology of science 138164 Cambridge, England: Cambridge University Press.
Poverty Profile 1995 (1997). A report by the National Council ofWelfare. Ottawa:
Ministry of Supply and Services.
Moos R.H. (1993). CRI. Coping responses inventory professional manual, Palo Alto :
Psychological assessment resources, inc.
me.

Moos R.H. (1993) CRI Adult (Test). Odessa: Psychological assessment resources,

Moos R.H. & Lisres B.S. (1994). LISRES- A. Life Stresses and Social Resources
Inventory Professional- Adult Form 1, Palo Alto : Psychological assessment resources inc.
Moos R.H. & Lisres B.S. (1994). LISRES-A (Test). Odessa: Psychological
assessment resources inc.
Neimeyer, R.A. (1987). An orientation to personal construct therapy in R.A.
Neimeyer and G.J. Neimeyer (Eds) Personal construct therapy casebook 3-19, New York:
Springer.
Neimeyer, R.A. (1993). Constructivism and the problem of psycho therapy
integration, Journal of psychotherapy integration 3 (2) 133-157.
Neimeyer, G. (Ed) (1993). Constructivist assessment: a casebook, Newbury Park:

57
Sage Press.
Nicarthy, G. , Merrian, K. & Coffman, S. (1984). Talking it out- a guide to groups
for abused women, Seattle: Sea Press.
O'Brien, E.J. & Epstein, S. (1988). Multi dimensional self esteem inventory
professional manual, Odessa: Psychological assessment resources inc.
O'Brien, E.J. & Epstein, S. (1988). MSEI profile (test). Odessa: Psychological
assessment resources inc.
O'Hanlon, W. (1994). The third wave, Networker (11/12) 19-29.
Peavy, R.V. (1993). Constructivist career counselling and assessment, Guidance and
counselling, 8-14.
Peavy, R.V. & Gary, B. (1993a). Constructivist perspectives on career counselling: a
complete learning package University of Victoria.
Peavy, R.V. (1993). Constructivist counselling: a prospects, Guidance and
counselling. 9. 3-12.
Peavy, R.V. (1992). Constructivism, existential themes and counselling; A paper
presented at the international conferences on intercultural counselling and therapy, UBC.
Peavy, R.V. (1993). Constructivist counselling- a participant guide pacific institute
for career development, Victoria.
Peavy, R.V. (1993). Envisioning the future : worklife and counselling. Canadian
journal of counselling. 27 123-139.
Richardson, M.S. (1993). Work in peoples lives: a location for counselling
psychologists, Journal of counselling psychology. 40. 425-433
Savickas, M .L. (1993). Career counselling in the postmodern era, Journal of
cognitive psychotherapy: an international quarterly. 7. 205-215 .
Walker, L.E. (1979). The battered woman New York, Harper & Row.
Wells, A (1994). Building bridges. a guide for setting up an employability project for
women abuse survivors in your community. Victoria: Bridges for women society.
White, M. & Epston, D. (1990). Narrative means to therapeutic ends, New York:
Norton.

58

White, M . (1988/89). The process of questioning: a therapy ofliterary merit? Family
therapist Winter 8-18 .
White, M. (1989). Selected papers, Adelaide: Dulwich centre publications.

59

APPENDIX A
Letters ofPermission
Adult Consent for Own Participation
Consent from the Ministry to conduct Effectiveness Evaluations

ADULT CONSENT l'Olt OWN l'AHTICII'ATJON
We would like you to participate in a research study entitled "Dl!_/\ssess1ncnt or the Ellcd yJ

Narrative Counsclliug 011 Self Esteem ami Career Focus".
The purpose of this study is to gain a ueller umlerstanding or the cllcctiveuess or thi s ClJUIISclling
approach. If you decide lo participate in the sludy, your involvement will nul take any mltlitiunal
lime as the questionnaires that will be evalualeu have been built into the p1 ojcd cun iculwn . Yuu
will be asked to complete the same assessments at the beginning of the prujecl allll then agaiu at
the end of the project in order to determine if nny change hns occurred . I r you wish, your juurual
may also be analyzed to ascertain any changes that might occur. Your participation is completely
voluntary and you are fi·ee lo reH.1sc or slop the evaluative portion of this p1 ojed withuul peuall y.
Your class standing for the Dridgiug project will not be allccted in auy way if yuu c hoose uol lu
volunteer for the assessment component of the project. All information will be nu1uber coJeJ anu
strictly conlidenlial. Your identity will not be revealed without your wrillen consent.

Do you have nny questions?
If so, please feelli·ee to contact us:
Dr. Peter MacMillan
Dr. Judith Lapadat
Dr. Ron Lchr
University of Northern Dritish Columbia- (250) 960-5555
A.mlrca McKenzie - (250) 562-0202
Please read the following paragraph and if you agree to participate, please sign below :

I umlersland that any information about me obtained from this rcscurdt will ue kept strictly
con.lidenlial and that my identity will not be revealeJ wilhoutmy wrillen consent.

Date

,.

Province of

Rriflsh Columbia

' ' ' """ uJ

'-' J.

Education, Skills
and
/ Training

l

.Jhll:) IJ~

i i lllll

lll

\illll I:

) #I 02-1577 7th Avenue

Prince George, B.C. V2L 31'5

Phone: 565-6020

December 18, 1996
Andrea McKenzie
AMS Consulting Ltd.,
995 Heritage Crescent
Prince George, B.C.

V2M 6X2

I

Dear Andrea,

I

I'

In response to your !equest, this letter · is•to formally
consent to you condu ting an effectiveness evaluation of the
Bridging/Job Readine a program which has been contracted
with your company.
his consent is dependent upon your
receipt of the infor,ed
~
of the Positive Life/Work
Planning participant1.
Yours sincerely,

~~ ~~i

Andie Bennison
Training Consultant

·•

I
I

I

···

.
and Training

60

APPENDIXB
Work Schedule

-

- overvtew
- module 1 schedule
- confidentiality
- trust building
- rapport building
- creating a safe atmosphere
for discussing feelings and
expenence
- complete: self esteem
stress inventories conflict
tactics scale

- thankfulness exercise
PM
DR RON I ANDREA
- group counselling

- group norms
- barriers to employment

- Action Plan
- Register GED
participants for Mar 8/97
test date at CNC

PM
PAT/ANDREA
-as above

- getting acquainted

TUESDAY
JAN 21/97
AM
ANDREA/PAT/ JIM
DR. RON
- Introduction
- client duties I
responsibilities
- schedule for six weeks

- Constraints

-Strengths

- Assessment
- Interviews

MONDAY
JAN 20/97
AM
PAT/ANDREA

PM
BOLLES/PAT
- Life Story # 1
"My Ideal Island"

- exploring safety issues

- sharing of stories

- 3 phase violence cycle
- myths and facts about
family violence
- continuation of goals of
sesswn one

WEDNESDAY
JAN 22/97
AM
ANDREA I DR. RON

PM
ANDREA /DR RON
- learning about impact
of violence on their life
and choices
- sharing of stories
- exploration of
destructive attitudes
about family violence
- introducing resiliency
- safety issues continues

- Master Student
"Truth is a key to
Mastery"

- CAA Test
- GED Prep

THURSDAY
JAN 23/97
AM
JIM

PM
JIM/PAT
- Team Building
Exercise
"Lost at Sea"

- GED Prep
-Master Student
"Diversity"

FRIDAY
JAN 24/97
AM
JIM/PAT

-as above

-Exploring resiliency and
survival
-Enhancing personal support
systems
-Learning how to express
feelings constructively

- group counselling
-Exploring fears and anxieties

PM
DR RON I ANDREA

- attitude
- Behaviour Breeds
Behaviour

- human resolutions

PM
PAT/ANDREA

-attitude

TUESDAY
JAN 28/97
AM
PAT

-attitude

MONDAY
JAN 27/97
AM
PAT/ANDREA

Bolles
- Life Story # 1
"My Ideal Island"

PM
PAT

-Exploring alternative role
models

-Exploring the issue ofloss
and change associated with
grief

-Exploring Marital
dependency

WEDNESDAY
JAN 29/97
AM
ANDREA I DR RON

PM
ANDREA

Bolles
- Life Story #3
"Towards a
recovery of
enthusiasm within
all ofus

FRIDAY
JAN 31/97
AM
PAT I JIM

-Team Building
-Improving self esteem
and trust
Exercise
-Increasing awareness of "Dancercise (Marengi)"
rights and
responsibilities
-Empathy
communication

PM
ANDREA I DR RON

- Dream school

- GED Prep
- 9:00 Andie

THURSDAY
JAN 30/97
AM
PAT JIM

62

-Improving self esteem and
trust
-Relieving feelings of
responsibility for family
problems
-Dealing with criticism
-Empathy/Communication
continued

- Sexual stereotyping and
possible career options

- Self esteem and
employability

PM
DR RON I ANDREA

- Master Student
Memory

- Master Student
Time Management

PM
DR RON I ANDREA

- GEDPrep

TUESDAY
FEB 4/97
AM
PAT I JIM

- GED Prep

MONDAY
FEB 3/97
AM
PAT

-Keyboarding skills

- introduction to
computers

PM
PAT I JIM

- self esteem and
employability

-sexual stereotyping and
possible career options

WEDNESDAY
FEB 5/97
AM
ANDREA I DR RON

- Decision Making
-Exploring future
possibilities

PM
ANDREA/PAT

- Master Student
Reading

- GED Prep

THURSDAY
FEB 6/97
AM
PAT I JIM

- Look Smart and
Live on a Shoe
String (part 1)

PM
ANDREA

-Assertiveness

FRIDAY
FEB 7/97
AM
JIM/PAT

63

- Developing alternative
problem solving skills
- Developing alternative
problem solving skills
(continued)

PM
DR RON I ANDREA

- Master Student
Notes

- Working relationships
- Productivity
Bolles
- Life Story #3

PM
DR RON I ANDREA

-GED

TUESDAY
FEB 11/97
AM
PAT I JIM

-Attitude

MONDAY
FEB 10/97
AM
PAT

- attitude and stress

-stress map
- life stress
indicator

- winning combination
- working relationships
Bolles
- Life Story #5

PM
ANDREA/PAT

- Master Student
Test

-GED

THURSDAY
FEB 13/97
AM
PAT I JIM

- attitude

PM
PAT I JIM

- Exploration of personal
agendas and possible
roadblocks to preferred
goals

WEDNESDAY
FEB 12/97
AM
ANDREA I DR RON

-Mary Kay
make up demonstration

- book nutritional
shopping tour for
Overwaitea
-Fit or Fat
PM
ANDREA

- nutrition workshop

- Master Student
W ellness Health

FRIDAY
FEB 14/97
AM
JIM/PAT

64

-Developing
"Best strategies"

- Exploration of strategies to
preferred goals

- - - - --

- Exploration and review of
strategies to achieve valued
outcomes

- Development of personal
commitment to preferred
goal

PM
DR RON I ANDREA

PM
DR RON I ANDREA

- Master Student
"Writing"

- Master Student

-Critical Thinking

- GED

TUESDAY
FEB 18/97
AM

-GED

MONDAY
FEB 17/97
AM
PAT

-Keyboarding skills

- introduction to
computers

PM
PAT I JIM

- Exploring roadblocks to
desired outcomes
- Developing a plan to
achieve valued outcomes

WEDNESDAY
FEB 19/97
AM
ANDREA I DR RON

- "Look Smart and
Live on a Shoe
String"
part 2

PM
PAT I JIM

- Master Student
"Money"

-GED

THURSDAY
FEB 20/97
AM
PAT I JIM

~

-Resources
Library Tour
Volunteer Network
PG Regional
Development Centre

- Master Student

PM
ANDREA

- Master Student
"Conflict Resolution"

- GED

FRIDAY
FEB 21/97
AM
JIM/PAT

65

~

- - - - - ··- ·- - - - - -

- implementing a plan to
achieve valued outcomes
- Commitment
- Reviewing individual action
plan
- Group support

PM
DR RON I ANDREA

Bolles
- Life Story #5

PM
DR RON I ANDREA

- John Cleese video
"IfLooks Could Kill"

- success as a team
player

TUESDAY
FEB 25/97
AM
PAT I JIM
- Master Student
"What Next?"
-Workplace
communication skills

-attitude

MONDAY
FEB 24/97
AM
PAT

Bolles
- Life Story #6

-GED

PM
PAT

- Exploration of
contingency plans
- Reviewing isolation and
social support

WEDNESDAY
FEB 26/97
AM
ANDREA I DR RON

- individual interviews
to determine
student progress
and action plans

- Planning and preparing
for future obstacles

PM
ANDREA I DR RON

- Strengthening social
support
- Working out feelings
of ambivalence towards
new direction

THURSDAY
FEB 27/97
AM
ANDREA I DR RON

CLOSURE

- Certificates of
Achievement

- catered lunch

PM
ANDREA I DR RON
PAT I JIM

Bolles
- Life Story #7
- completion of skills
keys

FRIDAY
FEB 28/97
AM
JIM/PAT

66

67

APPENDIXC
Student Questionnaire

lldurc ( :uur·sc Talu:n

Alll' l' Cm11·sc Cunrpktiun

(I) Sclr-Estcem

(I) (2) (J)

(4)

(I) Sclr-Esteem

(I) (2) (J)

~

(4)

~

(2)1'ersonal UcvcluJHnent Issues
(l'crsunal Counselling, Gruupl
(I) (2) (J) (4) ~

(1)1'ersum•l Uevclnpmcnt Iss ues
(l'crsunal Counselling, Gruup)
(I) (1) (J) (4) (5)

(J)I'crsonal Counselling, lmlivhlunl
(I) (2) (J) (4) (5)

(J)I'cr·sonal Cuunsclling, lndi\·idual
(I) (1) (J) (4) (5)

-

{4)Lire Management Skills
(e.g. IJutlgeting, Wnrtlro!Jc l'l:mninJ!,
Nutrition)
(I) (2) (J) (4) (5)

(4)Lirc Mnnngcmcnt Skills
(e.g. Um.lgcting, Wnrtlro!Jc
!'Ianning, Nutrition)
(I) (1) (J) (4) (5)

{5)Carcer Goals
(Myers Uriggs, Holland CHOICES
anti Dulles)

(5)Cnrcer Gonls
(l\lycrs Uriggs, lloll:mtl CHOICES
and Uollcs)
{I) (2) (J) (4) ~

(I) {2)

(J) (4)

~

(6)Connicl Hesulutiun Skills
(Gelling along with tliHicult 1•eoJ1h:)
(I) (2) (3) (4) (5)

(6)Cunnict Hcsululiun Skills
(Gelling nlung n·ilh dirficult Jll'OJllc)
(I) (1) (J) (<I) ~

(7)Tcam Work Skills
(I) (2) (J) (4) (5)

(7)Tcnm Work ill~
(I) (1) (J) (4) (5)

(li)Jub Scan:h Skills
(HcsurnC's, inlcn·icws)
(I) (2) {J) (<I) (5)

(II)Ju!J Sl·:m:h Shills
(Hc:o;unu!':o;, intcn·ic11's)
(I) (2) {J) (·I) (5)

(9)Lucnl LAbor 1\lnrhctlnrurmntiun
(Guesl S11e11kers)

{!I)Lucnl Lnbur 1\lndccl lnl'unnaliun
lnfunnnliun
(Gucsl
~
(I) (2) (.I) (·I) ~

(I) (2) (J) (•I) (5)
( IO)SJICcific Skills Trnining
Ccrtilicnlcs (Chcdl here)
( )WIII\IIS
( )Supcrhusl
( )Cnshic•·
( )Cum1mlc•· Sldlls
( )Jiuotl Safe
( )Sen•e it right
( )Jiirsl Ait.l
()Gim

(I O)Spccilic Slcills Tn1ininl!
Ccrtilh:alcs (C hcdc I letT)
( )\\'111\IIS
( )Supcrhust
•( )Cnshicr
( )CcunJmln Shills
( )Foud Safe
()Sene il right
( )Fir:o;l Aid

()t;EU

lln•·ing Suttusrnlly tumult lui l'usilil·c Lllc:/Wurk l'lnnning 1111' nul slcu is:

68

APPENDIXD
Letters From Students

69
Feb. 24/97
Since the first time I came to Positive Life work planning. I was surprised that I was
accepted, I felt really good. As the weeks went by I got to know some of the girls, (oh this is an all
woman program). There are 9 girls here. I enjoy the afternoon counselling. I feel like some of the
girls aren't taking this course too seriously because some of the girls have a beer at lunch time and
that bothered me a lot, but I realized that I don't have to focus on what their doing but what I can
get out of this program. So far I feel like I'm juggling with my GED. I just can't get into my GED
and that really bugs me. Because nobody can do it for me.
I feel I can get my GED, with a lot of work. This program has given me a purpose to get
motivated everyday. I enjoy coming to this program. Thanks to all the staff I hope this program
will continue for other women to gain confidence and self respect.

70

April 14/97
My opinion of Bridging with Pat, Andrea, Jim & Ron has been very beneficial for me.
Counselling with Ron has been touch & go . We hit in some areas in my life where I felt like giving
up & review on my decision about the program. But over all I made the right choice & struggled
with myself to be here.
I enjoyed the cashier training program, Super Host & Food Safe. Hopefully it will come in
handy in the future. Looking forward to WHMIS & First Aide. I would also like to add the
instuctors & staff have been wonderful to me. Thanks a million.

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02/2/97

Exercise
Before I came into this program, I was feeling very sad, lonely, very hurt (physically too)
and depressed. I was going nuts without a job and I was isolated in my pain and disappointment.
At the beginning of this program, I felt confused, unfocused, not knowing what to do to
deal effectively with painful issues.
So I started attending "school" every day. I decided to open up and share my stories and
my feelings with the other women in the group.
I started feeling better. I was very tired- (emotionally, mentally) - after every counselling
session we had. But I kept on corning and continued to gain insight into myself During the
program I saw more of a routine for me - I like that - knowing what was to come gave me direction
and structure.
I made friends through "school" and some have become part of my support network. I am
doing much better today. I feel a sense of purpose. I feel hopeful, I feel more "up" than not, and
I'm not too depressed. All in all I feel I'm well on my way to recovery.

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May 7, 1997
ANDIE BENNISON:
I loved this course and found it very beneficial to me, because I added more certificates to my
resume. I am fairly new to Prince George, after raising my daughter at home for two years I
needed to network and get going again. With all the new training and networking, I have a clear
understanding of my goals and the confidence to achieve them. The guest speakers that came in
(including yourself) were very helpful and I found out many things I otherwise would have not
known without this class. I've realized how important it is to have a support network around me.
Developing an action plan is the first step to success and for years I hummed and hawed about what
I was going to do . Goal setting, support and positive reinforcement is very important to me now,
to stay on track. In the job placements, I gained experience and knowledge of who is hiring and
when. The teachers are supportive and understanding, which made them easy to talk to and get the
help I needed. Pat and Jim left room for flexibility in the classroom which each and everyone of us
needed because we were all working on different levels.
Yours sincerely,

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Last January, I entered the program Positive Life Changes that Transitions Career Consulting
Agency was running for women on assistance or unemployed. When I started, I was suffering from
Clinical Depression, I was in an unhealthy relationship, I had just taken off a cast I had on a broken
leg, and I was feeling quite overwhelmed by the very traumatic and recent experiences I had gone
through. In the beginning, I felt a bit anxious, but as soon as I figured out how understanding
everybody was, I felt relaxed and able to start trusting again-perhaps because there were more
females working with us than there were men. As time passed, I took part in Computers classes,
Cashiers course, Super Host by Tourism, Serving It Right, etc. I started to feel more confident in
my abilities and I felt hopeful too. Having a chance to have a professional Psychologist come in
and facilitate a counseling group was an invaluable addition to the program, because it gave us a
chance to talk about our most pressing issues in a safe environment.
Today, I feel more positive, more assertive, and I have a better outlook on life thanks to the
program and to the people facilitating it. I think that more women will benefit tremendously from
taking part in a similar program and I would recommend it very highly.
I take this opportunity to thank the Government of British Columbia for offering this program, and
for having the insight to identify barriers to employment other than just lack of skills.
Sincerely yours

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When I started this course I wasn't sure ofwhat I was going to accomplish, if it was going
to be another course that was just a waste of my time. As it turned out, it has helped me more than
I have realized. I am getting closer to completing my education, I am not blaming myself for the
things that happened to me when I was little.
Most of my life I have blamed myself because it was drilled in my head that "this is your
fault why this happened to you." I wanted to just end my life, didn't feel wanted, there are times I
still wish I had killed myself, then everyone would be happy. No more worry' s, it feels like they are
making it out to be a big deal ifl would of What for, they didn't seem to care before, with me out
of the way they wouldn't have anyone to blame there bullshit and lies on. I want to better my life
and just disappear, I want to be free to live my life, I want to live at being happy instead of sad.
I have found someone who makes me happy but I can't seem to make him happy. I feel like
I have to always look over my shoulder because he doesn't TRUST ME and it hurts more than
anything in the world even though he can't understand I don't know what to say or do . He has
changed my outlook on life so much that he doesn't even realize it.
I sometimes wonder if I am really what he wants or just a rebound or something. I want to get my
schooling done but I want to get married to him soon (hopefully) and have his children.
Ever since I was little that is what I wanted to do, find the man I love, have children and be happy.
Give the love that I never got. I do not want to be like my mother, don't get me wrong, if
it wasn't for her I wouldn't be here but I want things done differently. Who knows, maybe, I am
grasping at straws, it is a nice fantasy, though, but I know it won't happen. Wishes don't come
true, not for me anyway. Maybe this will be a new start and change for my life, who knows,
maybe, dreams will come true.

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APPENDIX£
Student Letter
Regarding Addition of Job Readiness
Group to Bridging

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How I feel about the program:
How I feel about the program. I feel that there' s too many people not enough time. We
don't spend enough time on GED. I wish that you would offinished with us before bringing more
people in, but that's too late. When is Ron corning back? I hope to get back to counselling. I hope
you don't bring new people to our group counselling if we're still continuing with it. I have
enjoyed all the programs given to us. Keep up the good work. Don't target the small group # one.
Can't wait for more computer training

Love always
big mouth