Zurich resource model

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The Zurich Resource Model (ZRM) is a psycho-educational self-management training. It was developed by Maja Storch and Frank Krause for the University of Zurich in the 1990s . Findings from psychoanalysis and motivational psychology based on neuroscientific findings on human learning and action are integrated.

Different applications are used within the training, such as systemic analyzes, coaching, knowledge transfer and self-help techniques in the group. The training should address people in this development process systematically on the intellectual / cognitive, emotional / emotive and physical / physiological level.

With the help of the ZRM, people should become clear about their own (life) issues, develop goals, discover their own resources and acquire the skills to activate the necessary resources that enable goal-oriented action. This should lead to the development and expansion of one's own self-management skills.

Emergence

The Zurich Resource Model was developed at the Chair of Educational Psychology and Didactics at the UZH Institute of Educational Science with the aim of providing prospective teachers with a collection of self-management methods for burnout prophylaxis, which should be both practice-oriented and theoretically secure.

On the basis of their previous professional activities, the developers dealt with the controversy between psychological and psychoanalytic schools. Maja Storch brought in training knowledge from the field of behavior therapy , psychodrama and analytical psychology according to CG Jung , Frank Krause from the field of client-centered psychotherapy according to Carl Rogers and psychodrama, as well as experience as a trainer, supervisor and coach as well as experience from a research project at the University of Konstanz .

They intended to integrate different approaches in their training model and not to build on a specific school direction. The integration efforts are also based on specialist publications which appeared at the same time as the development of the Zurich Resource Model and which also represent integrative approaches. Antonio Damasio , for example, in his books integratively describes the connection between feeling and the psychological view of the mind on a neuroscientific basis. In 1998 Klaus Grawe presented a school-integrative draft for psychotherapy with his “Psychological Therapy” and in 2001 Julius Kuhl presented an integrative model of human personality in his work “Motivation and Personality”.

Basic principles

Rubicon process

The expression “crossing the Rubicon” is a metaphor for irrevocably engaging in a risky act.

In terms of motivational psychology, the Zurich Resource Model is based on the Rubicon model of the phases of action , but not in its original form with four phases, as developed by Heinz Heckhausen and Peter M. Gollwitzer , but in a further development presented by Klaus Grawe , which the psychoanalytic theories to the unconscious through a preceding further phase.

The Rubicon process - so called to distinguish it from the original four-phase Rubicon model - describes the following five phases for the development of an action:

  1. Need: An often unconscious desire or a vague discomfort with the current situation. "Something is there, I'm not sure what."
  2. Motive: a formulated wish that is not yet effective. "It would be nice if..."
  3. Intention: an effective goal. "I want!"
  4. Pre-action preparation: enabling yourself to act in a goal-oriented manner. "I want and I can!"
  5. Action: Act in such a way that one realizes the set goal. "I'll pack it."

The step from motif to intention is called the step across the Rubicon , since this is where the weighing up is over and a clear goal is striven for.

Somatic markers

A somatic marker is an automatic body reaction as a signal of emotional well-being.

For example, it acts as a start signal for an action or, on an unconscious level, as an alarm signal and advance warning. This term was introduced by Antonio Damasio and describes the body's own system for evaluating predictions. Somatic markers are used throughout the ZRM training. Positive somatic markers, a so-called felt sense - colloquially a “good gut feeling” - can bring unconscious needs to light, increase motivation and intensify the learning effect.

For the step across the Rubicon, a strong emotional impulse is necessary for the desired goal. The ZRM training trains the participant to pay attention to positive somatic markers in themselves and in other participants in order to recognize this emotional impulse, which makes it easier for them to step across the Rubicon.

Action-effective goals

A goal that is effective for action is a goal which, through the way in which it is defined, favors that people want to approach it on the path of action.

The Zurich Resource Model has developed certain criteria for formulating self-management goals. A goal here is a short sentence that describes the attitude (not behavior ) that the participant is striving for. This approach is based on the belief that with a posture goal you can create a stronger emotional bond that provides more energy to help you step across the Rubicon. An attitude goal can be adapted and applied to new situations, it is not limited to certain pre-considered situations as a certain behavior would be. The behavior is not a topic of the formulation of goals, but concerns the transfer of what has been learned (the so-called transfer ) to the personal life of the participant.

In addition, ZRM training places value on the following three criteria for target formulation:

1. A goal should be an approach goal , not an avoidance goal .

It is formulated positively, as a person wants to be, not negatively, as he does not want to be. Avoidance goals mean that the brain is constantly reminded of what it should n't be doing. Also means approaching target that there should be pinned up quiet as long as man is aware that he is this very objective approach wants and no claim has yet to it to the umpteenth reach . A popular example in the ZRM course for approach and avoidance goals are New Year's resolutions, which often fail precisely because of this: “I don't want to smoke anymore” is an avoidance goal. "I allow myself a free breath" is an approach goal and, from a ZRM perspective, is much better suited as a New Year's resolution.

2. A goal should be completely under one's control .

The achievement of goals should not depend on whether someone else or the circumstances change first. This relieves the burden of ascribing a failure that was beyond one's own sphere of influence to one's own failure. But it also allows you to ascribe success wholeheartedly to yourself, which plays an important motivational role. According to this criterion, in ZRM training a goal of the type “the others listen to me when I have a good idea” to “I take my point of view with conviction” or something similar would be transformed.

3. The goal should make whoever is pursuing it feel good .

This is in turn determined on the basis of self-observation and external observation of positive somatic markers. A goal that is not associated with a positive feeling can only be much more difficult to act, as there is a lack of motivation and there is a risk of giving up the goal, which is emotionally only half-heartedly, at the first resistance. The target formulation is reworked in the ZRM until it fits. Unpleasant goals (“I should hand in my diploma thesis by the umpteenth”), for example, are reformulated in such a way that the focus is on a positive state to be achieved, an overarching goal (“I'm taking a big step forward in my training”).

Methodological peculiarities

Theory information

As part of a ZRM training, the theoretical background of the training model is also discussed. The aim of the training is to create transparency and avoid manipulation. ZRM is based on the conviction that it has a motivating effect for the participants if they know about the theoretical basis behind a certain work step.

Resource activation

In the Zurich resource model, “resources” are understood in the neuroscientific sense as the totality of those neuronal connections that put a person in a state in which goals can become effective.

In phase 1 of the Rubicon process, the client's resources are activated in that the client chooses from a given set of images (beautiful landscape photos, etc.) those that are associated with positive somatic markers .

In later phases the client chooses other means of working with them, for example with linguistic target formulations, with musical or conceptual symbols or with body-related features.

A resource pool is developed in phases 3 to 5 . This resource pool includes:

  • a personal goal, formulated as an effective goal (from phases 1 and 2)
  • personally effective reminder aids and triggers (from phase 3)
  • personal physical resources that facilitate the achievement of goals (from phase 3)
  • Knowledge of the warning signals that indicate the activation of unfavorable neural connections (from phase 4)
  • effective stop mechanisms to interrupt the activation of unfavorable neural connections (from phase 4)
  • Knowledge of the most important personal social resources (from phase 5).

Meditative elements

An important goal of ZRM training is to include the unconscious in self-management. This applies both at the beginning of the training, where unconscious needs are to be made aware in order to clarify possible motive conflicts, as well as in the further course, when it comes to practicing goal-realizing action as an automatism . Methodologically, meditative elements such as relaxation exercises or a fantasy journey (guided imagination ) serve this goal .

Basket of ideas

The idea basket is a collection of posture and action options for a specific participant, for possible application to a specific problem situation.

It is carried out with the help of a special kind of brainstorming that is used in many places in ZRM training. The basic idea is that a participant receives as many constructive suggestions as possible from the group (or, in the case of individual coaching, from the coach).

According to the rules of the game of the idea basket method, there is a main person who receives the idea basket. She formulates a task for the group, if the task does not already result from the training process. The other participants (in the ZRM they are often called “foreign brains”) contribute ideas that must absolutely be resource-oriented, ie support the main character's concerns and not question them.

A person other than the main character keeps a record of the ideas expressed. It is the main character's task to hold back during the conversation and to focus on which of the ideas expressed appeal to them, i.e. which of them produce a positive somatic marker. She can specify the task more precisely or, in the case of certain expressed ideas that appeal to her, stimulate deepening without otherwise actively intervening in the conversation. At the end of the idea basket session, she receives the minutes.

An idea basket is usually carried out in a small group of three people and lasts ten to fifteen minutes, with a subsequent change of the main character so that each group member has the opportunity to get an idea basket. However, the process can also be used in a larger group.

See also

literature

  • Maja Storch, Frank Krause: Self-management - resource-oriented. Basics and training manual for working with the Zurich resource model. 3., corr. Edition. Huber, Bern 2005, ISBN 3-456-84172-8 .
  • Maja Storch, Astrid Riedener: I pack! - Self-management for young people. A training manual for working with the Zurich Resource Model . Huber, Bern 2005.
  • N. Bruggmann, M. Storch: The Zurich Resource Model ZRM® in Social Practice: Designing change processes in a pleasurable and effective way. In: V. Begemann, S. Rietmann (ed.): Social practice. Orientations for successful action. Kohlhammer, Stuttgart 2011, pp. 87-103.
  • M. Storch, J. Gaab, Y. Küttel, AC Stüssi, H. Fend: Psychoneuroendocrine effects of resource-activating stress management training. In: Health Psychology . Volume 26, Number 4, July 2007, pp. 456-463, ISSN  0278-6133 . doi: 10.1037 / 0278-6133.26.4.456 . PMID 17605565 .

Web links

Individual evidence

  1. ↑ When connecting these psychological considerations with neuroscientific findings on somatic markers, as ZRM does, the strong positive feeling that reveals a somatic marker is indicative of self-concordance and intrinsic motivation. It is reasonable to assume that the so-called “felt sense” that plays a central role in the focusing technique (GENDLIN, 1998) also describes the appearance of somatic markers. It is through this third criterion that ZRM Training seminar participants learn to continue to develop their goals until a good feeling is generated that is clearly observable to themselves and others. In: M. Storch: Resource-activating Selfmanagement with the Zurich Resource Model (ZRM). In: European Psychotherapy. Vol. 5, No. 1. 2004. Link: http://www.majastorch.de/download/ResourceStorchK2.pdf (accessed on March 3, 2011)
  2. ↑ Maja Storch: Resource-activating Self-Management with the Zurich Resource Model (ZRM). In: European Psychotherapy. Vol. 5, No. 1, pp. 27–64, p. 28: "Resources in this sense are all those neural networks that when activated, put the person in the state required in order to put the goals in action."
  3. ↑ Maja Storch: Resource-activating Self-Management with the Zurich Resource Model (ZRM). In: European Psychotherapy. Vol. 5, No. 1, pp. 27-64, p. 32: "ZRM Training implements two measures to ensure that important resources in the client are activated from the very start of the therapeutic work. For one, the training works with a special selection of visual material . [...] Secondly, the clients are given special instructions on how to work with the pictures. Clients are instructed to select from the collection those pictures that trigger positive somatic markers [...]. "
  4. ↑ Maja Storch: Resource-activating Self-Management with the Zurich Resource Model (ZRM). In: European Psychotherapy. Vol. 5, No. 1, pp. 27-64, p. 49.
  5. ↑ Maja Storch: Resource-activating Self-Management with the Zurich Resource Model (ZRM). In: European Psychotherapy. Vol. 5, No. 1, pp. 27-64, pp. 48, 52, 54, each section The Resource Pool .