DiscoverCounselor Toolbox Podcast- Addiction, Counseling, and Mental Health Continuing Education | Recovery | Relationships | Clinical | Psychology | Family | Social Work | Mindfulness | CEUs | AllCEUs | By Dr. Dawn-Elise Snipes
Counselor Toolbox Podcast- Addiction, Counseling, and Mental Health Continuing Education | Recovery | Relationships | Clinical | Psychology | Family | Social Work | Mindfulness | CEUs | AllCEUs | By Dr. Dawn-Elise Snipes
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Counselor Toolbox Podcast- Addiction, Counseling, and Mental Health Continuing Education | Recovery | Relationships | Clinical | Psychology | Family | Social Work | Mindfulness | CEUs | AllCEUs | By Dr. Dawn-Elise Snipes

Author: Dr. Dawn-Elise Snipes

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Counselors, coaches and sober companions help hundreds of thousands of people affected by Addictions and Mental Health issues each year. Learn about the current research and practical counseling tools to improve your skills and provide the best possible services. Counselor Toolbox targets counselors, coaches and companions, but can also provide useful counseling self-help tools for persons struggling with these issues and their loved ones. AllCEUs is an approved counseling continuing education provider for addiction and mental health counselors in most states. Counseling CEUs are available for each episode.
305 Episodes
Pain, Moods and ManagementDr. Dawn-Elise Snipes PhD, LPC-MHSM, LMHCExecutive Director, AllCEUsHost, Counselor ToolboxPresident, Recovery and Resilience InternationalCEUs are available as part of a larger course here:–Characteristics of pain–Effects of pain–Depression–Anxiety–Guilt–Lowered Self Esteem–Lethargy–Circadian Rhythm Disruption–Understanding Your Pain–Exacerbating factors–Mitigating factorsObjectives–Medical Interventions–Tylenol–NSAIDS–Opiates–Muscle Relaxants–Nerve Blocks–Accupuncture/Accupressure–Nonmedical Interventions–Guided Imagery–Radical Acceptance–Stretching/Balancing Exercises–Ice or Heat Packs–Massage–TENS units–Stress ManagementCharacteristics of Pain–Everyone has pain sometimes–Our bodies are incredibly resilient–Knowing your pain can help your doctor/physical therapist–Acute or Chronic–Stabbing, aching, throbbing, burning…–Constant or intermittent–Stationary or radiating–Any numbnessEffects of Pain–Depression–Fatigue–Sleep Disturbances–Hopelessness/Helplessness–Negative thoughts -> Stress -> Serotonin -> Pain–Interventions–Mindfulness–Good sleep habits–Circadian rhythm maintenance–Identify the things you CAN control and that are GOOD–Eat healthfully to support Serotonin functioningEffects of Pain–Anxiety–Things wont get better–It is getting worse–Consequences of pain (lost job, relationships, fitness…)–Interventions–Avoid caffeine and nicotine–Educate yourself about the disorder and the PROBABILITY things will get worse–Keep a log of the good and bad days–Practice distress tolerance skills–Use the Challenging Questions Worksheet to address anxiety provoking thoughtsEffects of Pain–Guilt–Self anger for not being able to…–Can cause you to lash out at others—push them away so you don’t disappoint them like you disappointed yourself–Interventions–Think about how you would want your child or best friend to feel if they were in your position–Get rid of the shoulds–Focus on the things that you CAN do–Decide whether it is worth using your energy to be mad at yourself (and the world)Effects of Pain–Grief–Stages: Denial, Anger, Bargaining, Depression, Acceptance–Interventions–Work through the stages of grief for each of the losses because of the pain (Physical, self-concept, job, freedom (driving/mobility), dreams…)Effects of Pain–Self-Esteem–How you feel about the difference between who you want to be and who you are–Interventions–Make a list of the positive things about you–Identify 1 or 2 goals you can work toward–Celebrate small things–Silence the inner criticEffects of Pain–Circadian Rhythm Disruption–Not getting out of bed–Staying inside in the dark–Sleeping too much–Interventions–Get out of bed at roughly the same time eac
The Interaction Between Neurotransmitters, Thoughts & EmotionObjectivesLearn about your central control center, the brainWhat role does it play inEmotionsThoughtsPhysical ReactionslSensationsHow things can go wrongHow to fix those thingsSummaryAfter a hard day, you often want to relax and “veg” This is the brainsending out the “all clear” message and “inhibitory” or calmingchemicals to balance out the stress of the day.When the brain does not get the “all clear” it recognizes that it needsto conserve the “excitatory” chemicals for a true emergency so itturns down the sensitivity of the threat response system (basicallysaying if you wont conserve energy, I will force you to)By addressing those old, unhelpful thoughts and interpretations youcan reduce physical and mental stress and anxiety.This in turn helps your body have some “down time” to recoverybetween stressors.Recovery involves not only helping your mind and thoughts becomehealthy, but also your body
Internal Family Systems TheoryDr. Dawn-Elise SnipesPurchase CEU class for this podcast at: Internal Family Systems Theory~Identify when it is used~Explore guiding principles~For more information and training programs in IFS, go to was developed in the 1990s by family therapist Richard Schwartz, Ph.D.,~It is based on the concept that an undamaged core Self is the essence of who you are, and identifies three different types of sub-personalities or “families” that reside within each person, in addition to the Self.~Wounded and suppressed parts called exiles (lost child)~Managers, that keep the exiled parts suppressed (enabler)~Firefighters, that distract the Self from the pain of exiled parts. (hero/mascot/scapegoat)~The Internal Family Systems Center for Self-Leadership conducts training programsBasic Assumptions~The mind is subdivided into an indeterminate number of subpersonalities or parts.~Everyone has a Self which can lead the individual's internal system.~The non-extreme intention of each part (exile, manager and firefighter) is something positive for the individual.~There are no “bad” parts~The goal of therapy is not to eliminate parts but instead to help them find their non-extreme roles.~As we develop, our parts develop and form a complex system of interactions among themselves~When the system is reorganized, parts can change rapidly.~Changes in the internal system will affect changes in the external system and vice versa.Parts~Subpersonalities are aspects of our personality that interact internally in sequences and styles that are similar to the ways in which people interact. (exile and the manager or the firefighter and the Self)~Parts may be experienced in any number of ways — thoughts, feelings, sensations, images, and more.~All parts want something positive for the individual and will use a variety of strategies to gain influence within the internal system.~Parts that become extreme are carrying “burdens” — energies that are not helpful, such as extreme beliefs, emotions, or fantasies.~Parts can be helped to “unburden” or recognize their role and return to their natural balance.~Parts that have lost trust in the leadership of the Self will “blend” with or take over the Self.Exiles~Young parts that have experienced trauma and become isolated or suppressed in an effort to protect the individual from feeling the pain, terror, fear, and so on, of these parts~Exiles are often young parts holding extreme feelings and/or beliefs that become isolated from the rest of the system (such as “I’m worthless,” “I must be successful to be lovable,” “I am a failure”)~Exiles become increasingly extreme and desperate as they look for opportunities to emerge and tell their stories~Want to be cared for and loved and constantly seek someone to rescue and redeem them~Can leave the individual feeling fragile and vulnerableManagers~Managers are proactive and try to avoid interactions or situations that might activate an exile’s attempts to break out or leak feelings, sensations, or memories into consciousness.~Different managers adopt different strategies controlling, perfectionism, co-dependency~The primary function of all mangers is to keep the exiles exiled….~Common managerial behaviors: controlling, perfectionism, high criticism, narcissism, people pleasing, avoiding risks, being pessimistic, constantly striving to achieve~Ask…What would trigger the exiles and how can that be prevented?~Common managerial symptoms
Understanding Anxiety Through a Child’s EyesDr. Dawn-Elise Snipes PhD, LPC-MHSP, LMHCExecutive Director, AllCEUs Counselor EducationPurchase CEUs at: Counselor Toolbox PodcastObjectives~ Identify symptoms of anxiety in children~ Review common misdiagnoses~ Explain how children’s developmental stage impacts their fears~ Propose interventions to help children deal with anxietySymptoms of Anxiety in Children~ Emotional Signs of Anxiety~ Is extremely sensitive~ Irritable~ Is afraid of making even minor mistakes including test anxiety~ Panic attacks~ Has phobias (about bees, dogs, etc.) and exaggerated fears (about things like natural disasters, etc.)~ Worries about things that are far in the future~ Has frequent nightmares~ Gets distracted from playing by his worries~ Has compulsive, repetitive behaviorsSymptoms of Anxiety in Children~ Behavioral Signs of Anxiety~ Starts having meltdowns or tantrums.~ Asks “what if?” constantly.~ Avoids participating in group activities.~ Remains silent or preoccupied during group work~ Refuses to go to school.~ Avoids social situations with peers after school or on weekends~ Becomes emotional or angry when separated from parents~ Constantly seeks approval~ Low self-esteem and efficacy~ Overly concerned about negative evaluationsSymptoms of Anxiety in Children~ Physical Signs of Anxiety~ Frequently complains of head or stomachaches~ Refuses to eat snacks or lunch at school~ Can become restless, fidgety, hyperactive~ Difficulty concentrating~ Starts to shake or sweat in intimidating situations.~ Dizziness~ Frequent urge to urinate~ Constantly tenses muscles~ Exaggerated startle response~ Has trouble falling or staying asleep~ Falls asleep in school~ Repetitive activities (tapping, leg shaking…)~ Nail biting / skin picking~ Rigid routinesNot Little Adults~ How do children think differently~ 0-2: Object permanence; personal agency (crying, “Uh Oh,” Ask for drinks)~ When you are overtired, startled, too hot/cold, or have low blood sugar, the HPA-Axis is activated  Threat Response (Anxiety)~ 2-7: Egocentric, personalized, concrete/dichotomous, mystical~ Daddy yelled at me. Daddy left. Daddy hates me. It is my fault.~ I told Mommy I hated her. She got sick. It is my fault.~ I didn’t say my prayers last night. We got into a car accident because God is mad at me.~ The neighbor’s dog always charges the fence and wants to bite me. This makes me scared. Dogs are dangerous.Not Little Adults~ How do children think differently~ 7-11: Inductive (Start making global attributions from specifics)~ I didn’t make the team. I got a C on my spelling test. I must be a failure~ 11+: More advanced reasoning but little life experience and often have not questioned prior faulty schemaWhat is Anxiety~ Anxiety is fear which is the flee part of the fight or flight (stress) response~ What do we/children fear~ Death (Biological Needs/Safety(self & others))~ Rejection/Isolation/Abandonment (Biological Needs, Safety, Love and Belonging)~ The Unknown (Biological Needs, Safety, Love)~ Loss of Control (Parental, older children)What is Causing the Anxiety~ Cognitive~ Unhelpful thoughts~ Lack of knowledge~ Physical~ Lack of sleep~ Poor nutrition or hunger~ Hormones (sex, thyroid)~ Emotional~ Highly sensitive child~ Environmental/social~ Bullies~ Teacher pressure~ Parental enmeshment or
FacilitatingOpen-Ended GroupsDr. Dawn-Elise Snipes PhD, LPC-MHSP, LMHCExecutive Director: AllCEUs Counselor EducationHost: Counselor Toolbox PodcastObjectives~Define closed, open and single-session groups~Explore the benefits and challenges for each~Identify the developmental phases for open groups~Discuss necessary skills for managing open-ended groupsDefinitions~Closed groups are those which begin with a group of people and do not add anyone else (i.e. a 12 week anxiety management group)~Single session groups are stand-alone groups in which participants are not expected to return (i.e. A 4 hour grief workshop)~Open groups are those which do not have a set number of sessions and participants regularly rotate in and out.Closed GroupBenefits~Participants all begin at the same time and learn the same material~When all begin together, the developmental process occurs in a predictable way: Forming, storming, norming and performing (Tuckman 1965)~Participants form more intimate bondsDrawbacks~As people leave, there is no replacement~There is often a waiting period for people to get into groups which is not ideal for emergent issues.~When people drop out, they usually cannot returnSingle Session GroupBenefits~Uses a brief intervention model during a longer session.~Available like a “menu”~Does not require the participant to return another dayDrawbacks~Requires the full development of the group in one session~Does not typically help participants translate knowledge into practice~Typically more psychoeducational in natureOpen Ended GroupsBenefits~Available on-demand for emergent concerns~Meets the guidelines for co-occurring disorder treatment of episodic care~Provides a gentle transition back into careDrawbacks~A certain amount of forming and norming happens each time a new member arrives or rejoins~It is harder to develop a deep level of trust with client rotations~Requires clinicians to be highly structured, able to foster cohesion between old and new members and~Facilitators must be able to develop a clear and specific purpose~Facilitators must thoroughly research expected needs to be able to facilitate “on the fly”Forming in an Open Ended Group~Facilitator Planning~Divide the topic into stand-alone groups~Someone who was not there last week should still be able to benefit this week.~Consider a cyclic rotation (every 8-16 sessions w/new information )Forming in an Open Ended Group~Pre-group orientation~Explain the expectations and the rules for group~Attendance and how to withdraw~Participation~Reasons for discharge~Review what will be covered in group (weekly schedule)~Provide introductory information (handouts, videos)~Develop personal goals for group~Before group starts~Buddy up the new member with an existing memberForming in An Open Ended Group~The first (or only) session~Goals: Create cohesion, provide a useful nugget~New people introduce themselves and identify what they hope to get out of group (5-10 minutes)~Have current members share if they have similar goals~Tom: I am just so tired of being tired and depressed all the time. I want to find a way to get some pleasure back.~Jim Responds: I hear you. When I joined the group life almost didn’t seem worth living, but each week I learn more about the reasons I feel this way and small changes that have made a big difference.~Go around the group and have members share how they are doing, one way they dealt with their [issue] since the last group and one challenge the
Building Positive Self Talk for Confidence and Self-EsteemDr. Dawn-Elise SnipesExecutive Director: AllCEUs Counselor EducationHost: Counselor Toolbox PodcastCEUs for this podcast are available at: Identify the function of negative self talk~ Explain the benefits of positive self talk~ Describe 15 methods for teaching positive self talk to people of all agesFunction of Negative Self Talk~ Protection from threats and failure~ I can’t do this.~ I’m not smart enough to…~ I cannot find a decent partner~ Nobody wants to be my friend~ I am ugly~ I could lost my job at any moment~ Attention (See UFD Game…)Ugly, Fat and Dumb Game~ The ugly, fat, and dumb game is a method of attaining attention by the individual in any given group whom needs the most attention (not necessarily the individual with the lowest self-esteem).~ An individual draws attention to their own (perceived or real) flaws in order to get others to announce their own in an attempt to make the first person feel better and subsequently, lowering their own self-esteem~ For example:~ While eating dinner, Sally announces her weight to the table and calls herself fat causing all the other girls at the table (who nearly all clearly weigh more) to announce their weight in an attempt to make Sally feel better about herself.~ If someone at the table isn’t of lower weight, they find another deprecating thing to say about themselves– “But you are so pretty. I would kill to have your hair. Mine is like a rats nest.”Benefits of Positive Self Talk~ Reduced cortisol and HPA-Axis activation~ Reduced pain~ Improved physical health (Less stress-related disease)~ Increased energy~ Greater life satisfaction~ Improved immunityUnconditional Positive Regard~ From attachment figures who teach positive talk~ From self~ Encourage the use of the phrase~ “I love you even if…”Self Awareness~ Who you are~ I have the ability to… (things you do)~ I am… (inner qualities)~ Keep a daily journal or account of your successes, good qualities and accomplishments~ What you say to yourself~ JournalingMantras~ Don’t wait until you are stressed. Practice positive self talk throughout the day—Every day (Positive Thinking Apps)~ Mantras~ I am capable.~ I am lovable.~ Today is going to be an awesome day.~ I choose to be present in all that I do.~ I feel energetic and alive.~ I can achieve my goals.~ I love challenges and what I learn from overcoming them.~ I’ve got thisVisualization~ Visualization helps people’s brains “see” how they can succeed (or fail)~ Negative self talk “teaches” the brain that negative things will happen which increases anxiety and distress, reduces concentration and increases a sense of helplessness.~ Positive self-talk helps people’s brains “see” that~ Success is possible~ Happiness is possible~ The person has powerVisualization~ Visualizations combined with desensitization help reduce anxiety and distress around…~ Public speaking~ Tryouts or job interviews~ Driving~ Starting a new school/job~ Taking a test~ …~ Have people watch others who are successful and/or role play then use that data to visualize.Environments~ Surround yourself with positivity~ Parents model positivity~ Listen to positive songs~ Have family members bring a positive quote or song (lyrics) with them to dinner once a week and put it on the fridge.~ Give yourself a pep talk every morning.~ Keep a success wall/scrapboo
20 Ways to Nurture Children’s Mental HealthCEUs are available for this presentation at AllCEUs 25 ways to nurture children’s mental healthChildren’s Mental Health~Children need to feel~Safe~Emotionally~Physically~Competent (efficacy)~Able to succeed in school~Able to succeed in managing emotions~Able to succeed at …~Confident (esteem)~Lovable for who they are~That they belongHow does NOT feeling these contribute to mental health issues?Physical~Sleep and Sunlight~Help set your circadian rhythms and vice versa~Circadian rhythms regulate (feeding, sleeping, stress) hormones~Lack of sleep  fatigue, irritability, low distress tolerance, poor concentration~Sunlight produces far more bioavailable vitamin D~How much?~3-6 Years Old: 10 – 12 hours per day (8p-6a)~7-12 Years Old: 9 – 11 hours per day (9p-6a)~12-18 Years Old: 8 – 10 hours per day (10p-6a)~Create a sleep routine~Evaluate sleep hygiene Caffeine~Caffeine stimulates the HPA-Axis leading to a perpetual state of stress~Caffeine has a half-life of 5-8 hours~Chronic caffeine intake~Has been shown to increase serotonin and acetylcholine and inhibits the release of GABA, which contributes to our feeling of alertness.~Reduces the number of active receptors (tolerance)~When it is stopped, the brain’s abundant supply of happy chemicals is abruptly cut off and the person feels depressed.~Reduces cofactors necessary for neurotransmitter synthesis~Inhibits the absorption of iron and B-vitamins involved with the synthesis of serotonin, dopamine and GABA~People often use caffeine to compensate for inadequate sleepPhysical~Nutrition~Provides the building blocks to make neurotransmitters responsible for mood, motivation, libido, concentration and energy.~Maintains a healthy gut microbiome to help produce 80% of the neurotransmitters and prevent leaky gut ( of specific nutrients (i.e., vitamins A, B6, B12, C, folate, iron, zinc, and calcium) are associated with lower grades (CDC)~Interventions~Involve youth in creating a weekly menu~Encourage maintenance of an online food diary~Eat colorfully (Yellow, Red, Green, Blue/Purple/Black, Brown)~Start a hydroponic (or regular garden)~Keep fruits and chopped vegetables easily accessiblePhysical~Exercise~Higher physical activity and physical fitness levels are associated with improved concentration and memory.~Time spent in recess has been shown to positively affect students’ attention, concentration and classroom behaviors~Consider the motivation of behaviors~Brief classroom physical activity breaks (i.e., 5-10 minutes) are associated with improved attention, concentration, on-task behavior, and educational outcomes~How much~Children and adolescents ages 6 through 17 years should do 60 minutes (1 hour) or more of moderate-to-vigorous physical activity daily. (moderate=50-70% of max HR, vigorous =70-85% max HR)Physical~Relaxation and Recreation~Many youth get up, go to school, come home, do homework until 8 or 9 o’clock then go to bed with little time for true relaxation.~Relaxation is the state of being free from psychological and muscle tension~Techniques to calm the HPA-Axis and Teach Self-Regulation~Guided Imagery (even to space)~Yoga, Tai Chi~Progressive Muscular Relaxation~Deep breathingPhysical~Screen for~Autism: 1:59 (CDC)~Develo
Forming a Foundation that Nurtures Secure Attachment at All AgesInstructor: Dr. Dawn-Elise SnipesExecutive Director: AllCEUs Counselor EducationHost: Counselor Toolbox PodcastCEUs are available for this presentation at AllCEUs the CARES approach to creating secure attachment~Explore the needs of children in infancy, early childhood and middle and high school to identify~Challenges~Ways to promote secure attachment in an age-appropriate mannerAttachment–CARES~Requirements~Consistency~Attention~Responsiveness (mirror and up-regulation (soothing))~Empathy and validation~Solutions (generate)Attachment~Effects~They are lovable and worthy of support~Others are available and responsive~They have good emotional regulation skills~They have frustration/distress tolerance~They have self-efficacy~They can tolerate ambiguity in life~They can deal effectively with others~They can effectively problem solve and elicit assistance when neededInfants (Maslow)~Biological Needs~Food when hungry~Shelter/Physical comfort~Protection from overstimulation~Sleep when sleepy~Contact~Safety~Consistent presence vs. Abandonment (no object permanence)~Startle / loud noises / pain~Love and Belonging~Caregivers provide attention, affection and nurturance~Unconditional positive regardErickson's Stages Psychosocial Development: TrustSuccess~Ability to interpret, trust and act on own feelings (self-confidence)~Belief that others will help fulfil needs (hope)~Self reliance~Comfortable with attention~Ability to be “alone”~ContentmentFailure~Inability to trust own instincts/urges/feelings~Reliance on others to tell them what they need~Inability to trust others will be supportive~Discomfort with and craving of attention (Abandonment fears)~Irritability/anxietyPiaget– Cognitive Development~Sensorimotor:~Children do not yet have object permanence~Children do not yet have much of a frame of reference so they rely on parental feedback~Schemas formed during this time rely heavily on~Were needs adequately met (empowered vs. powerless)~Parental reaction (stress-level/attentiveness/consistency)~Think about the impact of adverse childhood experiences during this time. (Abuse/neglect, addiction, absence, mental illness)Mindful Parenting~Be attentive to the baby’s cries and cues before they become hysterical~Accept the baby’s needs as they are to create a validating environment~Be consistent~Calm yourself~Stressed parent  stressed baby~Keep a routine to help set baby’s circadian rhythms~Feeding~Sleeping~View the world from baby’s eyes (esp. children with autism, FASD or sensory impairments)Toddlers and beyond (Maslow)~In addition to biological, safety and love and belonging needs…~The toddler is now developing~Self-Esteem~I am lovable for who I am~I am loveable even when I make a mistake~Self-Efficacy~I am capable of trying new things~If I make a mistake, my caregiver is there to help meEarly Childhood: Psychosocial Development~Will: Autonomy vs. Shame & Doubt (Toddlers, 2 to 3 years) “Can I do things myself or am I reliant on others?”~Purpose: Initiative vs. Guilt (Preschool, 4 to 6 years) Children begin asserting control and power~Interferences~Overly permissive or overly strict parents~How does this prevent chil
Creating Psychological Flexibility in Childrenwith Dr. Dawn-Elise SnipesExecutive Director, AllCEUsHost: Counselor Toolbox PodcastCEUs are available at Define Psychological Flexibility~ List the Main Principles of Psychological Flexibility~ Identify the Components of Psychological Flexibility~ Describe How to Teach Psychological Flexibility~ Explain the Short Cut QuestionPreventing Vulnerabilities~ When people are tired, malnourished, hungry, stressed, sick or in pain, they tend to have more difficulty dealing with life on life’s terms.~ Sleep~ Set a bedtime routine and teach about good sleep hygiene~ Help them learn the value of sleep~ Point out that they will have a better day if they get a good nights sleep and when they are having a bad day because they didn’t get enough restPreventing Vulnerabilities~ Nutrition~ Help children learn good eating habits~ Participate in cooking~ Help create menus with 3 colors at each meal~ Keep prepared fruits and veggies available~ Minimize refined foods for stable blood sugar~ Make sure lunches have sufficient protein and complex carbohydrates~ Talk to them about why nutrition is importantActivity: Food Art~ Tell children to build a Mr. Potato Head but take out one set of pieces.~ When children cannot complete the project, explain that just like they need all the pieces to make Mr. Potato Head, for them to be healthy and happy their body needs all the different types of food building blocksPreventing Vulnerabilities~ Positive Health Behaviors (Model it. Do it with them.)~ Relaxation~ Ergonomics (backpack, desk, bed)~ Hand Washing (sing Baby Bumble Bee 2x)~ I’m washing up my baby bumble bee~ Won’t my mama be so proud of me~ I’m washing up my baby bumble bee~ Scrubba scrubba scrub scrub scrub scrub scrub~ ExerciseBattery or Money Metaphor~ If you get a good nights sleep, eat a healthy diet and learn to relax, then each day you start with (a fully charged cell phone battery/ $100)~ If you don’t get a good nights sleep, eat a healthy diet and learn to relax then you may not fully recharge (your phone/bank account)~ Throughout the day each time you do something you are (draining your battery / spending money). The more intense the activity or emotion or the longer it lasts, the more (battery is used/money spent)~ Eating, walking, exercising etc.~ Worrying~ Getting angryQuestions…~ Think about a day you didn’t sleep well. Did you run out of (battery/money) earlier in the day?~ What about a day you were really stressed about a test coming up?~ How much easier do things seem when you are rested and relaxed?Clarifying the DestinationValues & Goals~ A lack of clarity about values can underlie much of people’s distress or keep them “stuck.”~ Help children identify what is really important in their life and become willing to focus their energies on those thingsClarifying Values & Goals~ Clarifying~ Who is most important, deep in your heart?~ Which people?~ What do you want those relationships to be like?~ Note: Help small children create a collage of people who are in their life (family, higher power, pets)~ What events, things, experiences are important to you?~ Getting on the ___ team/club~ Getting good grades~ Going to college to be a _____~ Being good at ______~ My health (without that you can’t do the others as easily)~ Note: Small children may not have anything hereClarifying cont
Moving from Supportive to Solution Focused InterventionsObjectives~Differentiate between supportive and solution-focused interventions~Identify the function of each~Explore interventions to facilitate transition into problem solvingWhat’s the Difference~Supportive interventions are grounded in empathy and helping the person survive the moment.~Plugging a hole in the hull of a ship until you can get to port~Solution focused interventions aim to help the person move from surviving the moment to thriving.~Repairing the ship and figuring out how to avoid the reef the next timeSupportive Interventions~Establish rapport~Validate the person’s feelings~Can help the person return to baseline/wise mind~Examples:~Active listening~Radical acceptance~Distress toleranceWhy People Get Stuck~Supportive interventions are like removing boiling rice from a hot stove.~When the rice starts to boil, it often boils over~The cook removes the rice from the heat and the bubbles go down.~The rice still needs to cook (the problem is still there) but the immediate crisis (boiling over) is past~The cook returns the rice to the stove to try and get it to finish cooking.Solution Focused Interventions~Help people identify~The problem~Their hoped-for resolution of the problem~Ways they have solved similar problems~Exceptions~Other possible solutions~Require a clear head and the ability to concentrate (a little)~Require that the person feels heard and understood~Require motivation to make a changeDecisional Balance (Increase Motivation)Maintain Motivation~Use assignments to keep people on task between sessions~Have daily check-ins to complete the problem log~Use scaffolding to develop a game plan~Provide reinforcement for successful completion of tasks~Highlight improvements~Try to avoid rewarding backsliding~Consider all factors that may enhance or impede motivation~Emotional~Mental~Physical (sleep, nutrition, pain, hormones)~Social (friends and family)~Occupational (school/work)Remember~Everything people do serves a purpose and is generally more rewarding than the alternative.~Why does Sally seem to shut down or yes-but any suggestions?~Why does John insist on taking an excessive load even though he knows it will stress him out?~Why does Jane continue to use social media if it upsets her so much?Cognitive Processing Cont…~Can help therapists identify and address~Cognitive distortions~Emotional reasoning~Faulty goal setting and problem solving skills~Can help clients~Gain a different perspective~Identify what parts are within their control~Set SMART goals and increase efficacyCognitive Processing~Tell me the problem (or write it down)~What are the known facts for and against your beliefs about the problem?~What other factors and people are involved?~Are you assuming things about other people or the future?~Are you confusing high and low probability events?~Which parts can you control? Which part’s can’t you control?~What is your hoped for resolution?~Is this realistic? Why or why not?~What are possible steps to a solution?Problem Solving~Use authenticity to communicate how much you want to help the person find a way to stop hurting.~Look for exceptions~Identify ways the person or someone else has solved the problem in the past~Set small, achievable goals~Follow up regularly.Narrative Therapy~Have people write down~What is going on
Comments (8)

Alyssa Guardiana

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May 1st

Mail U

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Apr 4th

Joe Sznicer

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Mar 11th

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Dec 9th

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Nov 22nd

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Oct 8th

Jacob Bacinski

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Aug 30th

Kristine Hughes

As a Recreation Therapist, I could not love the content of this podcast more than I do.

Jul 25th
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