Four M s of Impact Therapy: Multi-sensory, Motivational, Marketing, Maps

Transcription

1 I T A IMPACT THERAPY ASSOCIATES Ed Jacobs, PhD, Drctor 457 Broadway Av Fax Star Cty, WV djacobs@mpactthrapycom wwwmpactthrapycom IMPACT THERAPY CREATIVE COUNSELING TECHNIQUES Four M s of Impact Thrapy: Mult-snsory, Motvatonal, Marktng, Maps THE DEPTH CHART (most sssons should go blow 7) IMPACT RCFFC (for ndvdual, coupl, and famly counslng) RAPPORT (connctng wth th clnt and undrstandng hs/hr world) CONTRACT (oftn ths s mpld; absolutly ncssary for productv counslng) FOCUS (oftn us cratv tchnqus) FUNNEL (thory drvn) CLOSE (zp prson back up) EIGHT COMMON MISTAKES OF COUNSELORS 1 Rflcts much mor than ncssary 2 Lstns to too many stors 3 Rarly ntrrupts th clnt 4 Dos not focus th ssson 5 Wats too long to focus and funnl th ssson-- dawdls 6 Dos not us thory--uss th "hop" mthod of counslng 7 Maks counslng borng--rarly uss cratv tchnqus 8 Dos not pay attnton to clnt s and hs/hr voc and fac An ffctv mpact thrapst s cratv and couragous THE FIVE "Ts" OF IMPACT THERAPY Thory, Tmng, Tachng, Tranng, Thnkng 1

2 1 Al lb ha v o r spur po s f ul P o pl us t h ro wn pr v a t l o g c 2 Tho ug ht sc a us f l ng s 3 G ty o ur x p c t a t o ns nl nw t hr a l t y 4 Yo ut a c hp o pl ho wt ot r a ty o u 5 L f sas r so fc ho c s 6 Yo uc a n' tho l do na ndmo v o n

3 Cratv Tchnqus and Impact Thrapy REASONS FOR USING CREATIVE TECHNIQUES To focus th ssson To mak concpts mor concrt To hghtn awarnss To dramatz a pont To spd up th counslng procss To nhanc larnng, bcaus popl ar vsual larnrs To nhanc larnng, bcaus popl ar xprntal larnrs FIVE KINDS OF CREATIVE COUNSELING (for focusng and funnlng) USE OF PROPS USE OF CHAIRS USE OF MOVEMENT USE OF WRITING AND DRAWING USE OF ANALOGIES AND FANTASIES Props Shld Fltr Cups Fus Br Bottl Blocks Plat Hammr Tggr/Eyor $1 bll Explodng Cok Bottl Post t pads Cards Taps Rubbr bands Stackd dolls In Fac/Bhnd You Rarvw mrror Chars Small chld's char Tryng to dcd btwn two thngs Rprsntng othrs Goals Dstanc Ego stats Holdng on to char 3

4 Movmnt Standng on th char Far of changng Standng n th cornr Out th door Flng pulld Evaluaton of progrss Movmnt btwn chars Gong n crcls Wrtng and Drawng TA drawngs Egograms Strok conomy Lsts REBT dsputng Board of drctors Enmshmnt 1-10 ratngs Safty Growth small box bggr box Analogs and Fantass Pot bound (plants nd bggr pot) Plot lght (on a gas stov) Larnng a nw languag (daly practc) Anmal you would lk to b Hot ar balloon Gardnng (wd rgularly) Skng (start on asy slop) Dtng (taks tm and focus) Pck an objct n th room Mov Progrsson of Mntal Halth Unconscously Incomptnt Conscously Incomptnt Conscously Comptnt Unconscously Comptnt Chrladr vs Fan Modl for Effctv Lvng Chrladrs nvr boo th playrs! 4

5 USE OF VOICE AND FACE IN COUNSELING A GOOD COUNSELOR IS ALWAYS PAYING ATTENTION TO HIS OR HER VOICE AND FACE AND THE VOICE AND FACE OF THE CLIENT I Common mstaks wth us of voc and fac: Only on voc pattrn Too nc Too much lk a counslor II Bnfts of good us of voc and fac I car I am wth you I can hlp I am confdnt I can hlp you I can fl your pan I am puzzld or confusd or don t blv you Ths s srous III Lstnng to voc pattrn of your clnts 1 What go stat Parnt, Adult, or Chld 2 Pac of th voc 3 Vry xctd 4 Vry dprssd 5 Vry angry 6 Vry confusd IV Chocs of voc pattrns of th counslor basd on th clnt s pattrn 1 Match 2 Go hghr 3 Go lowr 4 Nurturng 5 Adult 6 Loud, frm, confdnt 5

6 RATIONAL-EMOTIVE BEHAVIOR THERAPY 1 THOUGHTS CAUSE FEELINGS Sustand ngatv flngs ar causd by what w tll ourslvs 2 What w tll ourslvs about stuatons s what upsts us not th stuaton! 3 REBT counslors us an ABC approach to hlpng A = th stuaton or prson or vnt B = th blfs or slf-talk about A C = flngs and bhavor th consqunc of th slf-talk B causs C but most popl blv that A causs C 4 REBT counslors oftn us a Not Tru Tru Not Tru/Tru grd whn dsputng It s awful that I don t lk h acts ths way t but I can I can t stand t! stand t 5 REBT counslors wll tach and confront thr clnts about thr slf-talk 6 REBT counslors lv halthy lvs and thnk n ratonal ways 7 REBT counslors us phrass lk It would b dsrabl or It s unfortunat Clnts us words lk awful, trrbl, or horrbl 8 REBT counslors look for shoulds, musts, dmands, commands 9 Blam s th ssnc of most dsturbancs Popl ar th way thy ar 10 Popl ar Popl xst 11 Popl s problms cntr around thr musts: I must You must Th world must 6

7 ELLIS S 15 IRRATIONAL IDEAS 1 It s a dr ncssty for an adult human bng to b lovd or approvd by vrtually vry othr prson n on s lf 2 On should b thoroughly comptnt, adquat, and achvng n all possbl rspcts f on s to consdr onslf worthwhl 3 Crtan popl ar bad, wckd and vllanous and thy should b svrly blamd or punshd for thr vllany 4 It s awful and catastrophc whn thngs ar not th way on would vry much lk thm to b 5 Human unhappnss s xtrnally causd and that popl hav lttl or no ablty to control thr sorrows and dsturbancs 6 If somthng s or may b dangrous or farsom on should b trrbly concrnd about t and should kp dwllng on th possblty of ts occurrng 7 It s asr to avod than fac crtan lf dffcults and slf-rsponsblts 8 On should b dpndnt on othrs and nds somon strongr than onslf on whom to rly 9 On s past hstory s an all-mportant dtrmnr of on s prsnt bhavor and bcaus somthng onc strongly affctd on s lf, t should ndfntly hav an ffct 10 Thr s nvarably a rght, prcs and prfct soluton to human problms and that t s catastrophc f ths prfct soluton s not found 11 On should bcom qut upst ovr othr popl s problms and dsturbancs 12 Th world should b far and just and f t s not, t s awful and I can t stand t 13 On should b comfortabl and wthout pan at all tms 14 On may b gong crazy bcaus on s xprncng som anxous flngs 15 On can achv maxmum human happnss by nrta and nacton or by passvly and uncommtdly njoyng onslf 7

8 COMMON IRRATIONAL BELIEFS OF KIDS 1 I must b lkd by vryon and f I am not t s awful and I can t stand t 2 If somon calls m nams, t must b tru and I can t stand t 3 I should b th bst at vrythng I do and f I am not, I am worthlss 4 Som popl ar bad and I hav to dwll on how to gt back at thm 5 It s awful whn thngs ar not th way I would vry much lk thm to b 6 My unhappnss s causd by othrs and I hav no ablty to control my unhappnss and hav no ablty to mak myslf happy 7 It s asr for m to avod crtan troublng stuatons than to fac thm 8 I cannot dpnd on myslf I hav to dpnd on othrs for my strngth 9 My past causs m to b th way I am and thr s nothng I can do about t 10 Thr s a prfct soluton to vry problm and t s trrbl f I cannot fgur out th prfct soluton 11 I must bcom upst and stay upst ovr othr popl s problms 12 Thngs should b far and f thy ar not, t s awful and I can t stand t 13 I should nvr b uncomfortabl or nconvnncd and whn I am t s awful and I can t stand t 14 I can achv and b succssful vn f I do nothng and hav no plan of acton 15 It s my fault f my parnts fght (drnk, ar gttng dvorcd) 16 Bcaus I am adoptd (n fostr car, hav lss mony), I am lss than othr kds ar 17 Bcaus h/sh dd that to m (physcal, sxual, motonal abus), thr s somthng wrong wth m and I don t dsrv to b happy 18 If I lov my stpdad (stpmom), t mans I don t lov my dad (mom) 8

9 Common Irratonal Blfs of Parnts 1 Tachrs/Counslors don t know what thy ar dong 2 Counslors ar tryng to turn my chld aganst m 3 Tachrs and admnstrators should b abl to control my chld and f thy can t t s th thr fault and thr problm 4 I hav no rsponsblty for how my chld acts at school It s your problm 5 If my chld s not dong wll, t mans I am a falur and a trrbl parnt 6 My chld must b vry succssful n school and f h/sh s not, t s awful and I can t stand t COMMON IRRATIONAL BELIEFS OF TEACHERS 1 I must rach vry chld and f I don t t mans I am a bad tachr 2 Kds should lstn to m and f thy don t t mans thy ar bad and thy should b svrly punshd 3 Kds should lstn to m and f thy don t, t mans I am a trrbl tachr 4 Kds should want to larn and f thy don t want to, t mans thy ar bad 5 Evry parnt must approv of what I am dong and f thy don t, that s awful and I can t stand t 6 I must b lkd by all th tachrs and staff n th school and f I am not, t s trrbl KEY SENTENCES TO HEALTHY LIVING: Sustand ngatv flngs ar causd by m and I can chang my flngs I can chang th way I fl f I chang what I am tllng myslf and only tll myslf thngs that ar tru I can spar myslf lots of hurt, frustraton, and angr f I kp my xpctatons n ln wth ralty 9

10 REBT and Cratv Tchnqus Taps: Cards: Nd to mak nw taps wth tru thoughts on th nw tap Nd to throw away th old tap that s flld wth ngatv thoughts (Irratonal sntncs: I m no good I am worthlss I am bad) Don t hav to play th hand you ar dalt Can gt a bttr hand wth th hlp of th counslor (Irratonal sntncs: I can t chang ths s th way I am My parnts mad m ths way I can t chang) $1 bll: Nothng can tak your worth a way (Irratonal sntnc: Bcaus h/sh dd ths to m, I am worthlss) LFT: Blocks: Irratonal sntnc: I can t stand t (Low Frustraton Tolranc) Irratonal sntnc: Ths must ft!! I hav to mak ths ft Con flp: Irratonal sntnc: I can t dcd Chars: Shld: Cups: Fus: Thnkng and non-thnkng char; st n both chars at th sam tm far of movng to othr sat Dflct th ngatv commnts drctd at you Allowng somon to smash your worth; hols n slf-stm Nd to lngthn a short fus (good for dalng wth angr) Hammr: Nd to qut batng yourslf wth ngatv slf-talk Bhnd You: What do you nd to tll yourslf to gt t bhnd you THREE R S Poor Way to Handl Stuatons Ract Rtrat Rthnk Bttr way to handl stuaton Rtrat Rthnk Rspond Assgn Homwork wrt down ngatv slf-talk; do somthng dffrnt and obsrv your slf-talk; analyz a stuaton usng th ABC modl or tru/not tru grd 10

11 TA (PARENT, ADULT, CHILD) ASSESSMENTS 1 Egograms Crtcal Parnt (slf/othrs), Nurturng Parnt (slf/othrs), Adult, Fr Chld, Not OK Chld (Hurt/Plasng Chld) CP CP NP NP Adult Fr Not OK Othr Slf Othr Slf Chld Chld 2 Chars st (stand) n th dffrnt gostats (chars small char) 3 Scrpts you ar lvng Evryon s lvng out a scrpt Tarng up th currnt scrpt 4 Drama Trangl Prscutor Rscur 5 Four (4)-Lf Postons: I m not OK You r OK I m not OK-You r not OK Vctm I m OK You r not OK I m OK You r OK 6 Early Dcsons You Mad At what ag dd you mak your arly dcsons about yourslf and lf? Why dd you mak thm? What data dd you us? What nw data do you now hav to mak bttr dcsons? Contamnaton Cross Transactons/Chld to Chld Transacton=No Adult P A P P C A C C A 11

12 EGOSTATE DESCRIPTIONS CRITICAL PARENT SAMPLE WORDS AND PHRASES Should, must, ought, don t, always, nvr, now what, bcaus I sad so, don t ask qustons, b good, what wll th nghbors thnk t dosn t hurt, don t cry GESTURES AND POSTURES Fngr pontng, rollng ys, tappng ft or wrngng hands n mpatnc; shakng had to mply no; arms foldd across chst wth chn st, fac tltng up lookng down nos FACIAL EXPRESSIONS Scowl, furrowd brow, st jaw, frown TONE OF VOICE Snrng, puntv, condscndng, harsh, btng, gratng NURTURING PARENT SAMPLE WORDS AND PHRASES You can do t; you dd your bst; I ll hlp you; I ll tak car of you, hr s somthng that wll mak you fl bttr; hony; dar; I know that hurts; I ll gt through ths; I mad a mstak and I can larn from t; GESTURES AND POSTURES Pat on th back, consolng touch, holdng or rockng somon FACIAL EXPRESSIONS Sympathtc, lovng, proud look; sml TONE OF VOICE Encouragng, supportv, sympathtc, carng, warm, knd 12

13 NOT OK CHILD (ADAPTED CHILD; ANGRY CHILD) SAMPLE WORDS AND PHRASES I m worthlss; nobody lovs m; I can t do anythng rght; I can t stand t; I m bad; I must b prfct; I m no good; Look at m! Mn s bttr than yours; I hav to plas vryon; I hat you! You r no good! GESTURES AND POSTURES Slumpd, djctd, tmpr tantrums, battng ylashs, curlng up, nal btng, squrmng, fst poundng, FACIAL EXPRESSIONS Tary yd, poutng, ys lookng away, ys lookng down, tght jaw TONE OF VOICE Whnng, swt talk, sulln slnc, talkng fast and loud, swarng OK CHILD (NATURAL CHILD) SAMPLE WORDS AND PHRASES Gosh, wow, g whz, lt s play, can I try t, I wondr how that works, ths s fun GESTURES AND POSTURES Joyful or xhlaratd posturs FACIAL EXPRESSIONS Smlng, wd-yd, xctd TONE OF VOICE Exctd, joyful, laughng ADULT SAMPLE WORDS AND PHRASES Lt s talk, My obsrvaton s, Lt m shar my thoughts, Hr s how I s t, how do you s t? No, and hr s why GESTURES AND POSTURES Rlaxd, uprght, unhurrd FACIAL EXPRESSIONS Rlaxd, srous, dp n thought, good y contact TONE OF VOICE Calm, drct, slf-assurd 13

14 LIFE STYLE Th Brth Ordr Factor ADLERIAN THEORY How dd you fnd your plac n th famly? Who was mom and dad s favort? How dd you vw th world? Early Rcollctons Prvat Logc Mstakn Goals Gudng Fctons Socal Intrst Motvaton Modfcaton Fndng Your Gudng Fctons, Mstakn Goals and Prvat Logc 1 What s your famly constllaton? (Sblngs and thr ags rlatv to your own, and othrs lvng wth you btwn th ags of 0 10) and how dd t ffct you? 2 What was your mothr lk? Your fathr? Othr adults n th hom? 3 Dscrb your thr arlst rcollctons usng th prsnt tns 4 What dd you larn about mn and womn? 5 What dd you larn about work? 6 What dd you larn about mony? 7 What dd you larn about food? 8 What dd you larn about school? 9 What dd you larn about authorty fgurs? 10 Dscrb how you and your sblngs (or parnts f no sblngs) ntractd: (Who took car of whom? Who was most dffrnt and most smlar? Who was Mothr s Favort, Fathr s favort?) 14

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16 Radng Lst REBT Albrt Ells Insttut A practtonr s gud to ratonal-motv thrapy (2 nd d) Waln, S, DGuspp, R, & Wsslr, RL A Gud To Ratonal Lvng, Ells and Harpr Ratonal Counslng wth School Agd Populatons: A Practcal Gud, J Wld Mnd Ovr Mood Grnsbrgr and Padsky TA, Ralty Thrapy, Adlran wwwta-tutorcom Excllnt TA ct Introduc Yourslf to TA, Campos (916) Introduc Your Rlatonshp to TA, Campos TA for Kds, Alvyn Frd Usng Ralty Thrapy, R Wubboldng Tactcs n Counslng and Psychothrapy Mosak, H & Manacc, M P (1998) Addcton Addctons Counslng Pta, DD (1994) Nw York: Crossroads Addctv Thnkng (2 nd d) Twrsk, AJ (1997) Stag II Rlatonshps: Lov Byond Addcton, Larsn, E Chocs and Consquncs Schafr, D (1987) Marrag, Famly, Dvorc, Grf, OCD, and Panc Th Fv Lov Languags--Chapman Makng t as a Coupl, Alln Fay Th Parnts Handbook, Dnkmyr Th Lost Boy, Davd Plzr Rbuldng, Bruc Fshr xcllnt for dvorc rcovry Grf Counslng and Grf Thrapy, J Wllam Wordn Don t Panc, R Rd Wlson wwwanxtscom Bran Lock Jff Schwartz Frng Your Chld from Obsssv-Compulsv Dsordr: A Powrful Program for Parnts of Chldrn and Adolscnts Tamar Chansky 16