DiscoverCounselor Toolbox PodcastUsing Groups to Address Anger, Anxiety, Depression and Addiction
Using Groups to Address Anger, Anxiety, Depression and Addiction

Using Groups to Address Anger, Anxiety, Depression and Addiction

Update: 2019-06-082
Share

Description

Using Groups to Address

Anger, Anxiety, Depression and Addiction

Dr. Dawn-Elise Snipes, PhD, LPC-MHSP, LMHC

Executive Director: AllCEUs.com

Host: Counselor Toolbox Podcast


Purchase CEUs at: https://www.allceus.com/member/cart/index/product/id/1112/c/


Objectives

– Review the benefits of groups

– Identify the modalities for group

– Discuss goals for psychoeducational and skills groups addressing anger, anxiety, addiction and depression

– Explore activities that can be used to enhance group engagement

Benefits of Group

– Cost effective

– Peer feedback and support

– Development of interpersonal skills

– Reduce isolation and “uniqueness”

– Many observers


Modalities for Group

– Face-to-face

– Web-meeting

– Video with or without breakout rooms

– Chat

– Asynchronous

– Psychoeducational/skills video

– Group participation by responding to questions on a discussion board and receiving feedback from group members and the clinician

– HIPAA, HITECH and 42 CFR Part 2 all apply

Commonalities

– Low self esteem

– Cognitive distortions

– Emotional dysregulation

– Poor Interpersonal Skills

– Fear of isolation, rejection, failure, loss of control, the unknown

– Poor lifestyle behaviors


Awareness (2)

– Learn about anger, anxiety, depression and addiction and their symptoms

– Learn about the Mind-Body Connection (Jeopardy)

– Potential causes of symptoms

– Effects of symptoms

– Interventions for symptoms

– Have clients identify (Worksheet/Beach Ball or Jenga)

– Symptoms

– What changed which causes or worsens the symptom

– How they have dealt with the symptom in the past

– Impact of the symptom on them

Awareness (1)

– Negative Triggers

– Those things that cause or worsen the symptom

– Hungry Angry Lonely Tired (HALT)

– False Evidence Appearing Real (FEAR)

– People Places Things

– Times (of day, anniversaries, holidays)

– Small Group Activity/Presentation

– Which ones can be avoided or prevented-

– Which ones are unavoidable-

– Identify three ways to deal with the unavoidable ones to mitigate their impact.


Awareness (1)

– Positive Triggers (Flip chart stations)

– Those things that remind you to use your new tools

– Sights

– Sounds

– Smells

– Touch

– Those things that trigger positive emotions

– Sights

– Sounds

– Smells

– Touch

– How can you add those to your environment-


Awareness (1)

– Vulnerabilities

– Explain the concept of vulnerabilities

– Identify the most common vulnerabilities: What causes them and how to prevent and mitigate them

– Emotional (anger, jealousy, envy, depression, anxiety, guilt, grief)

– Mental (Poor concentration, rigid thinking, poor problem solving)

– Physical (Sleep, nutrition, pain)

– Social (lack of supportive relationships, presence of unsupportive relationships)

– Environmental

Awareness (1)

– Mindfulness and Vulnerability Prevention

– Learn about mindfulness

– Purpose

– Benefits

– Difference from meditation

– Methods

– 5 minute exercise

– 5,4,3,2,1

– Color focus: Find all the things that are blue

– What are my thoughts, urges, sensations when I feel stress, anger, fear, depression, happiness, excitement


Awareness (1)

– Goal Identification (Top 3s) What is most important to focus your energy on so you can be happy- // What does happiness/recovery look like to you- (Collage)

– What 3 things are most important to you-

– What 3 relationships are important to you and what do you want them to look like-

– What 3 personal growth goals are important to you-

– What are your values that support your goals (Top 3)

Distress Tolerance (1)

– Clients with mood or addictive disorders tend to

– Get stuck in the unpleasant emotion

– Impulsively act to eliminate/escape from distress

– Distress tolerance skills help them learn that urges and feelings:

– Come in waves

– Do not have to be acted upon

– Can be tolerated


Distress Tolerance (1)

– Distress tolerance skills help them learn that urges and feelings:

– Can help them practice the pause to make choices which will keep them using their energy to move toward their goals.

– Bee metaphor

– Rewrite the lyrics to Stop In the Name of Love by the Supremes

– Stop, step back, observe, then proceed mindfully

– Stop, step back, observe, then proceed mindfully

– Think it over

– Think it over …and so on…


Distress Tolerance (1)

– Address Distress Intolerant Thoughts using the ABCs

– Activating Event (brainstorm triggers)

– Beliefs (D.I.T) (Beach ball, hat, eggs)

– Consequences

– Dispute DITs with alternate statements

– Evaluate which outcome represents a more effective use of energy and helps get the client closer to goals.

Distress Tolerance Skills (2)

– The wave metaphor

– The cloud metaphor (Actually watch clouds)

– Discuss the concept of radical acceptance

– Differentiate from agreement or powerlessness

– Use the house metaphor

– Have clients brainstorm ways and create an action plan to:

– IMPROVE the moment (T-shirt/Water Bottle/Mug (picture))

– ACCEPT reality (Button Pins)

Cognitive Distortions (1)

– Educate about CDs and help clients learn to identify them (Game—Clients read a statement and identify which CD it is.)

– Arbitrary Inference (What is the evidence)

– Availability Heuristic (What does history say)

– Negative Mental Filter / Minimizing the Positive (Dialectics)

– Overgeneralization (Exceptions)

– Mind-Reading (Facts)

– Magnification (Probability)

– All-or-Nothing (Exceptions)

– Personalization (Alternate explanations)

– Clothes pin game

Challenging Questions (1)

– Activity: People’s Court

– Plaintiff, state your belief

– Defendant, state your belief

– Plaintiff, what are the facts supporting your belief- (Object to feelings) How reliable is the source of the evidence-

– Defendant, what are the facts against the plaintiff’s belief- How reliable is the source of the evidence-

– Judge highlights all or nothing thinking. “So I hear the plaintiff saying that this always happens. Defendant…Are there any exceptions-”

– Plaintiff, what is the evidence that [The belief] is probable-

– Defendant, what is the evidence that your belief is probable

– Plaintiff: Help me understand the big picture. Who else was/is there- What else was/is going on that is contributing-

– Defendant: What else do you have to add to what the plaintiff said-

Locus of Control (1)

– Internal: I have the ability to control everything

– External: Destiny and fate are in total control

– Serenity prayer

– Grant me the serenity to accept the things I cannot change

– The Courage to change the things I can

– The Wisdom to know the difference


Locus of Control cont…

– Explore

– How it feels/what it means to not be able to control something

– What powerlessness represents in that person’s life

– Ways to cope with those things that are out of personal control

– What stressors are within and outside of personal control (Envelope with elements:

– My relationship with… (What he says. What he thinks. What he does. How he reacts. What I say. What I think. What I do. How I react. My exposure to him.) How do you feel when you see which parts are in your control-

– Smoking (How it makes me feel. Urges. How I react. Exposure to smoking triggers. Exposure to nonsmoking triggers. Engagement in relapse prevention strategies)

Attributions (1)

– Explain what attributions are.

– You do something nice or You get a promotion

– Internal vs. External

– Stable vs. Changeable

– Global vs. Specific

– You wipe out on the sidewalk or Your new BFF comes over and your house is a disaster.

– Internal vs. External

– Stable vs. Changeable

– Global vs. Specific

– Come up with 6-10 scenarios. Have one group create an internal, stable, blobal attribution and the other create an external, changeable and specific attribution.

– Discuss how changing attributions changes how people feel about a situation-


Purposeful Action Pathway (1)

– Starting Point

– Dysphoric Feelings

– Mind-set (Distress Intolerance, Cog. Distortions)

– Physical health (Poor sleep, pain, nutrition)

– Relationships

– Self-Esteem

Self Esteem (1)

– Self esteem is the relationship with yourself

– What qualities do you look for in a friend-

– Activity: “Order a friend”

– Have participants complete their orders

– Tally up requests to identify characteristics most people are looking for

– Ask participants, which of those qualities do you have-

– How can you be your own best friend-

– Do you hold yourself to a higher standard than you hold anyone else to-


Self Esteem (1)

– Describe who you think you should be, and who you are right now.

– Similarities-

– Differences-

– Are those differences important-

– If so, make a plan to start achieving one

– If not, how can you let that go-


Interpersonal Effectiveness (3)

– Being able to ask for what you need and get it

– Asking for help and saying “no.”

– Win/Win

– Make a list of needs: Call if you are going to be late. Drop off dry cleaning. Tell me you are busy instead of just stopping responding. Help me move this weekend.

– Have group members brainstorm how to create a win-win

– Being able to set and maintain healthy boundaries

– Emotional. Handling someone who is unhappy.

– Mental. Handling someone with different points of view.

– Physical. Handling someone who invades your space.

– Skits

Interpersonal Effectiveness (3)

– Being able to develop and maintain supportive relationships.

– Communication skills

– Listen-Confirm-Respond. Practice sharing about their day. (Give prompts: So what you are saying is… It sounds like when that happened… It must have been [frustrating] when…

– Objective “I” statements (Hat with “you” or incorrectly formed “I” statements– You make me so angry when… I get so angry when you are disrespectful…)

Problem Solving (1)

– Using all skills learned thus far, have clients identify triggers or problems in a small group and choose/explain how to:

– Stay miserable and three effects

– Tolerate distress and three effects

– Change how they feel and think about the situation, and the three effects

– Change the situation and three effects

Summary

– Groups are extremely cost effective

– This series of 24 groups provides the foundation for clients to begin living a happier life.

– It is recommended to use written/visual material in addition to lecture and interactive application to help clients fully acquire knowledge and skills

Comments 
loading
00:00
00:00
1.0x

0.5x

0.8x

1.0x

1.25x

1.5x

2.0x

3.0x

Using Groups to Address Anger, Anxiety, Depression and Addiction

Using Groups to Address Anger, Anxiety, Depression and Addiction

Dr. Dawn-Elise Snipes