On these pages are a number
of handouts from workshops given on group counseling, creative counseling,
impact therapy, and putting theories into practice. Feel free to copy any of these. If you need some clarification of the
handouts, contact me at edjacobs@impacttherapy.com
TCA Keynote Power Point—send email to edjacobs@impacttherapy.com and he
will send you the power point presentation or see handout below that contain
most of what was covered in the keynote.
Multisensory Techniques To Enhance Your Counseling
What is multisensory—anything that is more than talk/listen
The Importance of being multisensory
Brain—activates other parts
Brain likes novelty
Kinds of Multisensory
Props
Little chair
Chairs
Movement
Writing
Drawing
Often we combine some of these
Props
Rubber Band $Dollar bill
Cups— Shield
Beer bottle Tigger/Eyore
Cards Hammer
In Face/Behind you Rearview mirror
Tapes (IPOD)
Small Chair
Use of Chairs
Movement
Changing chairs
Being held back
Something in between
Standing on chair
Sitting in small chair
Out the door
Writing:
Not True---True
Thoughts Cause Feelings
WDEP
Lists
Drawing:
Egogram
TA Drawings
Enmeshed
Small box—Big Box
Learning to Lead: Effective Techniques
for Group Work in Schools
Four M’s of Impact Therapy: Multi-sensory, Motivational, Marketing, Maps
1. PEOPLE
2. A
GOOD GROUP LEADER IS CREATIVE, COURAGEOUS,
FACILITATOR------------------------------|----------------------X-----------LEADER
(emphasis
on group process) emphasis on personal
issues) (interpersonal)
(intrapersonal)
THE DEPTH CHART (most sessions should go below 7)
10
9
8
7___________________________________
6 impact
5
4
3
2
1
COMMON MISTAKES OF GROUP LEADERS
1.
Not having
clarity of purpose
2.
Not paying
enough attention to the formation of the group; that is, the member composition, size, the meeting
time, the setting, etc.
3.
Not planning
the sessions
4. Allowing the warm-up phase to
last too long
5. Running out of time and not
adequately closing the session
6. Not having a dynamic opening
to the first session—having too long or irrelevant introductions or starting
with ground rules
7. Allowing the group to be
boring, superficial, or irrelevant; not deepening the focus
8. Allowing the group to focus
too long on one person
9. Not involving other
members when working with one member
(Conducting boring
one-on-one counseling)
14. Not teaching the members a theory to use in understanding their
problems
16. Using too many exercises or exercises that take too long
GROUP
LEADERSHIP SKILLS
1.
Being clear
as to the purpose
2.
Generating
and building interest and energy
3.
Varying the
format
4.
Using your
eyes effectively
5.
Setting the
proper tone
6.
Using your
voice effectively
7.
Being aware
of the focus: a) on a topic b) on a
person c) on an activity
8.
Getting,
holding, deepening and shifting the focus
9.
Asking good questions
10.
Knowing
counseling theories
11.
Drawing out
12.
Cutting off
13.
Using
exercises effectively
14. Using Rounds
For more
information see Group Counseling: Strategies and Skills 6th ed by Jacobs,
Masson, & Harvill (published by Brooks/Cole—2009)
or Impacttherapy.com for
information and order form
CREATIVE GROUP EXERCISES
Props
Shield $10
bill
Filter Cards
Cups Tapes
Fuse Rubber
bands
Blocks Coke
bottle
Chairs
Small child's chair Standing
on the chair
Empty chair Sitting
in the new “you” chair
Movement
Sculpt how you feel about
the group Feeling pulled
Value or continuum lines Evaluation of progress
Feedback lines Parent's
Chat
First Session Support Group
Writing and Drawing
Sentence completions Adjective
checklist
Lists REBT
disputing
Egograms Board
of directors
Stroke economy Enmeshment
Written feedback from members Time lines
Hot air balloon drawing TA
drawings
Fantasies
Animal you would like to be Pick an object in the
room
_________________________________________________
Also check out www.TrevorRomain.com for excellent media that can be used in
large and small group format.
________________________________________________
IMPACT
THERAPY
CREATIVE COUNSELING TECHNIQUES
Four M’s
of Impact Therapy: Multi-sensory, Motivational, Marketing, Maps
THE DEPTH CHART (most sessions should go
below 7)
10
9
8
7___________________________________
6 impact
5
4
3
2
1
RCFF (for
individual, couple, and family counseling)
RAPPORT (connecting with the client and understanding
his/her world)
CONTRACT (often this is implied; absolutely necessary
for productive counseling)
FOCUS (often use creative techniques)
FUNNEL (theory driven)
EIGHT COMMON
MISTAKES OF COUNSELORS
1. Reflects much more than necessary
2. Listens to too many stories
3. Rarely interrupts the client
4. Does not focus the session
5. Waits too long to focus and funnel the session-- dawdles
6. Does not use theory--uses the "hope" method of counseling
7. Makes counseling boring--rarely uses creative techniques
8. Does not pay attention to client’s and his/her voice and face
An effective
impact therapist is creative and courageous.
THE FIVE "Ts" OF IMPACT
THERAPY
Theory, Timing, Teaching, Training, Thinking
IMPACT THERAPISTS BELIEVE:
PEOPLE
PEOPLE
THE THERAPIST IS PRIMARILY
RESPONSIBLE FOR THE
THERAPY, but not ultimately responsible for the outcome.
COUNSELING SHOULD BE CLEAR
THERAPY SHOULD NEVER BE
BORING.
IT IS OKAY TO GIVE ADVICE when you are understanding the client’s
frame of reference and your values are not involved.
COUNSELORS'
TO BE AN IMPACT THERAPIST, YOU MUST BE MENTALLY
HEALTHY.
Stages of
Change (Norcross and Prochaska)
Precontemplation
Contemplation
Preparation
Action
Maintenance
Termination
Important
Sentences in Counseling:
1.
All behavior
is purposeful.
2.
Thoughts
cause feelings.
3.
Get your
expectations in line with reality.
4.
You teach
people how to treat you.
5.
Life is a
series of choices.
Five Needs of
Reality Therapy: Belonging, Power or Achievement,
Fun or Enjoyment, Freedom or
WDEP (WANT, DOING, EVALUATE,
Creative Techniques and Impact Therapy
REASONS FOR USING CREATIVE TECHNIQUES
To
focus the session
To
make concepts more concrete
To
heighten awareness
To
dramatize a point
To
speed up the counseling process
To
enhance learning, because people are visual learners
To
enhance learning, because people are experiential learners
USE OF PROPS
USE OF CHAIRS
USE OF MOVEMENT
USE OF WRITING
USE OF ANALOGIES
Props
Shield $1
bill
Filter Exploding
Coke Bottle
Cups Post
it pads
Fuse Cards
Beer Bottle Tapes
Blocks Rubber
bands
Plate Stacked
dolls
Hammer In
Face/Behind You
Tigger/Eeyore Rearview
mirror
Chairs
Small child's chair Goals
Trying to decide between two
things Distance
Representing others Ego
states
Holding on to chair
Movement
Standing on the chair Feeling
pulled
Fear of changing Evaluation
of progress
Standing in the corner Movement
between chairs
Out the door Going in circles
Writing and Drawing
TA drawings REBT
disputing
Egograms Board
of directors
Stroke economy Enmeshment
Lists 1-10
ratings
Safety Growth
Analogies and Fantasies
Pot bound (plants need
bigger pot) Gardening (weed
regularly)
Pilot light (on a gas stove) Skiing
(start on easy slope)
Learning a new language (daily
practice) Dieting (takes time and focus)
Animal you would like to be Pick an object
in the room
Hot air balloon Movie
Progression of
Mental Health
Unconsciously
Incompetent®Consciously Incompetent®
Consciously Competent®Unconsciously Competent
Cheerleader
vs. Fan Model for Effective Living
Cheerleaders never boo
the players!
THEORIES
INTO PRACTICE
REBT
1. THOUGHTS CAUSE FEELINGS. Sustained negative feelings are caused by what we tell ourselves.
2. What we tell ourselves about situations is what upsets us—not the situation!
3. An ABC approach to helping yourself.
A = the situation or person or event
B = the beliefs
or self-talk about A
C = feelings and behavior – the consequence of the self-talk
B causes C but most people
believe that A causes C.
4. It is often helpful to use Not True True
Not True/True grid.
It’s awful that I don’t like it
he acts
this way. I but I can stand
it!!
can’t stand it!!
TA
Egograms: Draw egogram at work and at home
Critical
Parent (self/others, Nurturing Parent (self/others), Adult,
Free Child, Not OK Child
______________________________________________________________
CP CP NP NP Adult Free Not OK
Other Self Other Self Child Child
Contamination Cross Transactions/Child to Child Transaction=No Adult
For good TA handouts go to ta-tutor.com for many good handouts!
Five Basic Needs of Reality
Therapy
Adlerian Theory
Important Sentences in Counseling
1. All behavior is purposeful.
2. Thoughts cause feelings.
3. Get your expectations in
line with reality.
4. You teach people how to
treat you.
5. Life is a series of choices.
IMPACT
THERAPY APPLIED TO GROUPS
Four M’s of Impact Therapy:
Multi-sensory, Motivational, Marketing, Maps
1. PEOPLE
2. A
GOOD GROUP LEADER IS CREATIVE, COURAGEOUS,
FACILITATOR------------------------------|----------------------X-----------LEADER
(emphasis
on group process) (emphasis
on personal issues)
(interpersonal)
(intrapersonal)
SEVEN
GUIDING QUESTIONS FOR GROUP LEADING
1. What is the PURPOSE of the group?
2. What is the PHASE of the session? Is it
the warm-up, middle, or closing phase?
3. Where is the FOCUS of the group?
A leader is always aware that the focus is either on a person, topic, or activity.
A leader is always holding, shifting,
or deepening (funneling) the focus.
4. Do I need to teach the members theories?
5. What stage of change are the
members at?
PRECONTEMPLATION, CONTEMPLATION, PREPARATION, ACTION, MAINTENANCE,
TERMINATION
6. How much do I focus on CONTENT and how much
on PROCESS?
7. How DEEP is the group?
THE DEPTH CHART (most sessions should go
below 7)
10
9
8
7___________________________________
6
impact
5
4
3
2
1
COMMON MISTAKES OF GROUP LEADERS
1.
Not having
clarity of purpose
2.
Not paying
enough attention to the formation of the group; that is, the member
composition, size, the meeting time, the setting, etc.
3.
Not planning
the sessions
4.
Not paying
attention to the stage of the group
5. Allowing the warm-up phase to
last too long
6. Running out of time and not
adequately closing the session
7.
Not having a dynamic opening to the first session—having too long
or irrelevant introductions or starting with ground rules
8. Not establishing a positive,
working tone for the group
9. Allowing the group to be
boring, superficial, or irrelevant; not
deepening the focus
10. Allowing the group to focus too long on one person
11. Not being willing to cut off members. Let one or two members dominate.
12.
Leader talks after each member’s comment. Leader/member/leader/member
13. Not involving other
members when working with one member
(Conducting boring
one-on-one counseling)
14. Not teaching the members a theory to use in understanding the
problems
15. Not using a multi-sensory approach
16. Using too many exercises or exercises that take too long
17. Not processing exercises to meaningful levels
THERAPEUTIC FORCES
A group cannot be
effective if these forces are rated low.
It is the leader’s responsibility to monitor the therapeutic
forces of a group.
1.
Clarity of purpose for both the leader and
the members
2.
Relevance of purpose for the members
3.
Size of the group
4.
Length of each session
5.
Frequency of meetings
6.
Adequacy of the setting
7.
Time of day for both the leader and the
members
8.
The leader’s attitude
9.
Closed or open group
10.
Voluntary or nonvoluntary membership
11.
Members’ level of commitment
12.
Members’ level of trust
13.
Members’ attitudes towards the
leader
14.
The leader’s attitude toward the
members
15.
The leader’s experience and readiness
to deal with groups
16.
Co-leadership harmony
Screening is essential for good groups
and should never be considered finished.
That is, it may be necessary to screen out members even after the group
starts.
GROUP LEADERSHIP SKILLS
1.
Being clear
as to the purpose
2.
Being clear
about your role as leader
3.
Generating
and building interest and energy
4.
Tuning into
the group’s energy
5.
Varying the
format
6.
Using your
eyes effectively
7.
Setting the
proper tone
8.
Using your
voice effectively
9.
Being aware
of the focus: a) on a topic b) on a person c) on an activity
10.
Getting,
holding, deepening and shifting the focus
11.
Asking good questions
12.
Knowing
counseling theories
13.
Knowing your
allies in the group
14.
Second
guessing
15. Thinking of members as individuals
(It is appropriate to meet with members privately)
16.
Dealing with
multicultural issues
17.
Drawing out
18.
Cutting off
19.
Using
exercises effectively
BEGINNING A GROUP
Things to think about
1. How to begin the group
2. How to handle introduction of members (how, how much time to spend)
3. How to set the tone (very important)
Things to do in the
first session
1. Clarify the purpose of the group
2. Explain the leader’s role
3. Explain how the group will be conducted
4. Tell members you will, at times, be looking around when they are talking
5. Tell members you will be cutting off members at various times
6. Explain the rules for the group (see comment below)
7. Explain any special terms that will be used
8. Check out the comfort level of the members (use 1-10 round)
9. Assess coping styles of the members
10. Introduce and focus on the content/purpose of the group
11. Draw out members
12. Allow extra time for closing the first session
13. Address questions members may have
14. Focus on multicultural dynamics if they exist
Helpful Hints
1. Do not start with the rules -- it sets a tone you probably don’t want.
2. Do not focus too long on one member during the first session
3. Don’t count on members to carry the first session -- have a plan
4. Watch out for members talking just to you (the leader)
5. Do not let negative or dominating members control
6. Do not be afraid to cut off members
7. Written exercises can be very helpful in drawing out members
8. Dyads can be helpful in getting members comfortable
9. Rounds can be very helpful in drawing out members
10. Use a movement exercise to generate interest and energy
if it is low
KINDS OF EXERCISES
1.
Written
2.
Movement
3.
Dyads and triads
4.
Rounds
5.
Creative props
6.
Arts and crafts
7.
Fantasy
8.
Common reading
9.
Feedback
10. Trust
11. Experiential
12. Moral
dilemma
13. Group
decision
PLANNING--AN ESSENTIAL COMPONENT
Plan 1
The first session of a parenting group consisting of
ten members
3 min. (
5 min. Discuss
the group—format, purpose (stress that it is mainly an educational and
support group and not a therapy group). Have members share their needs and any
fears or questions about the group. Have
them share cultural differences. (Sandwich in the ground rules of confidentiality,
attendance, no attacking of others.)
2 min. Sentence completion:
The thing I like
most about being a parent is__________________________
The
hardest thing about parenting is_________________________________
I
get most upset as a parent when___________________________________
10 min. Have members share these in
large group (use their examples in discussion below).
15 min. Discuss Adlerian principles
of child behavior (use charts and handouts)
All behavior is
purposeful.
Children are not
bad—they are discouraged.
Four goals of misbehavior.
5 min. (
10 min. Discuss in large group, then
continue overview of principles: Parent’s reaction to each of the four
goals of misbehavior.
20 min. Focus
on the first goal of misbehavior—attention getting
Use short
role-plays to demonstrate.
Discuss ways to
deal with situations.
5 min. Dyads—discuss
this goal in relation to their children and how parents may handle situations
differently.
5 min. Process
dyads.
10 min. Summarize—what stood
out, feelings about the group, one thing they plan to do differently.
Hand out reading
material.
Remind them of
next meeting time.
Plan 2
The second session of a
growth and support group for fourth- and fifth-graders who don’t seem to
make friends easily. There is one new member this week.
5 min. Introduce new member to
the group—have members tell their names and what they remember about last
week. Leader comments about the group and its purpose.
Also, remind members when they talk to look at others instead of the leader.
2 min. Have members
list things they can do to make friends.
3 min. Discuss lists in dyads.
15 min. List
ideas on chalkboard.
Discuss the
ideas.
Role-play some
of the ideas.
Have each member practice.
3 min. Have each member tell one
thing he or she will try this week.
2 min. Summarize—each
member completes “One thing I learned....
Plan 3
The third session of a
six-week assertiveness-training group with eight members.
10 min. Progress reports,
observations from the week, questions.
15 min. Reenact
some “assertiveness” situations from the week (this could last
longer if there are a number of situations).
5 min. Dyads—process
thoughts from the reenactments.
15 min. Present
the “broken record” technique:
Demonstrate.
Practice.
10 min. Reactions,
comments, and questions.
1 min. Round—(1–10;
10 = very much): how guilty do you feel when you are being assertive?
15 min. Discuss
their numbers and how not to feel guilty—teach REBT
Show ABC model.
Write on board
their irrational self-talk and then rational self-talk.
5 min. Dyads: discuss the use of
REBT when being assertive.
10 min. Discussion: things I plan to
try this week regarding being assertive.
5 min. Summary: what stood out for
you today? Any wishes for anyone in the group?
Plan 4
The third session of a
weekly counseling group. The group has six members.
5 min. Progress reports—ask
about Bob’s mother’s visit, Ruth’s exercise program,
Tandy’s contract to talk with two people each day.
5 min. Thoughts,
comments, reactions to the week.
10 min. Review Ellis’s ABC model—use examples from their week.
20 min. Personal work—do
yes/no round of who wants to bring up something; if all no’s, use backup
plan—
Introduce TA model if it did
not come up during the personal work or continue the personal work if others
want to work.
5 min. Share (in triads)
reactions to TA model.
5 min. Summarize -- what stood
out? How will use REBT and TA?
5 min. Write
in journals (Journals are left for the leader to read).
NOTE: Good planning is essential
for leading meaningful groups. The
skilled leader always plans the warm-up, realizing that the opening few minutes
of any session is very important. The
warm-up should never be boring or too long.
It is also important to plan for the closing phase of the session--it
should not end abruptly. The prepared
leader also has a back-up plan in case what is planned does not work.
CREATIVE GROUP EXERCISES
USE OF PROPS
USE OF CHAIRS
USE OF MOVEMENT
USE OF WRITING
USE OF ANALOGIES
REASONS FOR
USING CREATIVE EXERCISES
To focus the group
To make concepts more concrete
To heighten awareness
To dramatize a point
To speed up the counseling process
To enhance learning, because
people are visual learners
To enhance learning, because
people are experiential learners
Props
Shield $10
bill
Filter Cards
Cups Tapes
Fuse Rubber
bands
Blocks Plate
Chairs
Small child's chair Standing
on the chair
Empty chair Sitting in the new “you” chair
Three egostates Decision between
two choices
Movement
Sculpt how you feel about
the group Feeling
pulled
Value or continuum lines Evaluation of progress
Feedback lines Parent's
Chat
AA Support First
Session Support Group
Home Spot Personal
Space
Writing and Drawing
Sentence completions Adjective
checklist
Lists RET
disputing
Egograms Board
of directors
Stroke economy Enmeshment
Written feedback from members Time lines
Hot air balloon drawing TA drawings
Fantasies
Animal you would like to be Pick an object
in the room
Hot air balloon Common
object
Movie-- director, cast, crowd reaction Rosebush
Other Exercises
My wish for you Affirmation
exercise
Most comfortable/least comfortable Rounds
Most like/most different
ROUNDS
The value of rounds cannot be overstated. Of all the kinds of group exercises and activities, the round is the most useful and versatile.
USES/PURPOSES
A. Get information quickly
B. Get the members focused
C. Get the members involved
KINDS
A. Designated Word or Designated Number Round
1. Here/Not here/Getting here
2. Yes/No (something to work on)
3. 1-10 rating (comfort level, like yourself, marriage, job)
B. Word or Phrase Round
1. On a topic or issue (the week, your life, marriage)
2. Reaction to an exercise, someone’s personal work, etc.
C. Comment Round
1. What has stood out to you?
2. How has the week been?
THINGS TO THINK ABOUT
A. Where to begin and end
B. Not completing the entire round
C. Passing on the hesitant member
D. Processing or using the round
E. With kids—them write their comments
CUTTING OFF
In order to be effective as a group leader, you must be able to cut off group members.
Tell the members during the first session that you will, at times, have to cut off members. You can say something like the following:
“There will be times that I may interrupt a
member and direct the discussion elsewhere.
I will do this for any number of reasons. I may interrupt in order to get more people
in on a discussion or to shift the focus to a different topic or to a different
person. Please realize that I am
thinking about all of you and I want the experience to be valuable for everyone
so that may mean I will have to shift the focus at times. If you ever have any questions about why I
may have shifted the focus from you, please check with me.”
Four Situations That Warrant Cutting Off
1. When a member starts in on a story when you are wanting a brief comment
2. When a member shifts the focus away from a person or topic and the discussion taking place is valuable
3. When a member attacks another member or says something that is inaccurate
4. When a member has the focus of the group but is rambling
Cutting Off a Member Who Is Rambling
When
you cut off a member who is rambling or not focusing or funneling, you do one
of three things: cut and stay with the person; cut and stay with the topic; or
cut and leave the person and the topic.
1. Cut and Stay With the Person
A. Ask person clarifying questions: the leader or members can do this
B. Have person do some focused activity (use chair, drama, etc.)
C. Have person complete an in-depth round
D. Have members give person feedback
E. Have one member role-play the person working
2. Cut and Stay
With the Topic
3. Cut and Leave
the Person and the Topic
ADDITIONAL THOUGHTS
ON CUTTING OFF
1. Cut off quickly. Listen to the tone of voice.
2. Use your own non-verbal cues to cut off: your hands; your eyes
3. Use rounds as a
way to allow you to cut off.
DRAWING OUT
Although members should not be forced to talk, group members usually feel more comfortable when all members share. Also, if a member shares very little, other members are uncomfortable and misunderstand the member’s quiet behavior. Usually the quiet member is afraid to talk so using the various techniques listed below can be very helpful.
1.
Use
written exercises such as sentence completions so that you can ask the member to read his/her answer.
2. Use rounds (Quiet members will usually be willing to say one or two words during a round.)
3. End the round on the person you want to draw out.
4. Use
movement exercises as a way to draw out.
People speak with their movements.
5. Use dyads and pair yourself with the quiet
member in order to find out why the person is being quiet.
6. Gently
“nudge” the person to speak by calling on him or her but make sure
the person does not feel on the spot.
Often I do this by calling on two people.
“Joe, you haven’t said much
(pause). Nor have you Amy. Do either of you want to comment? (pause—if they
seem uncomfortable, move on).
7. DO NOT SPOTLIGHT. An example of spotlighting would be:
“Jane, what do you think?”
If Jane is uncomfortable in the group, calling on her like this often will not help. (In many instances this is an appropriate question to ask but asking this of a very quiet member can cause that member to feel like she is under a spotlight.)
IMPACT THERAPY
CREATIVE COUNSELING TECHNIQUES
Four M’s
of Impact Therapy: Multi-sensory, Motivational, Marketing, Maps
THE DEPTH CHART (most sessions should go
below 7)
10
9
8
7___________________________________
6 impact
5
4
3
2
1
RCFF (for
individual, couple, and family counseling)
RAPPORT (connecting with the client and understanding
his/her world)
CONTRACT (often this is implied; absolutely necessary
for productive counseling)
FOCUS (often
use creative techniques)
FUNNEL (theory driven)
EIGHT COMMON
MISTAKES OF COUNSELORS
1. Reflects much more than necessary
2. Listens to too many stories
3. Rarely interrupts the client
4. Does not focus the session
5. Waits too long to focus and funnel the session-- dawdles
6. Does not use theory--uses the "hope" method of counseling
8. Makes counseling boring--rarely uses creative techniques
8. Does not pay attention to client’s and his/her voice and face
An effective
impact therapist is creative and courageous.
THE FIVE "Ts" OF IMPACT
THERAPY
Theory, Timing, Teaching, Training, Thinking
IMPACT THERAPISTS BELIEVE:
PEOPLE
PEOPLE
THE THERAPIST IS PRIMARILY
RESPONSIBLE FOR THE
THERAPY, but not ultimately responsible for the outcome.
COUNSELING SHOULD BE CLEAR
THERAPY SHOULD NEVER BE
BORING.
IT IS OKAY TO GIVE ADVICE when you are understanding the client’s
frame of reference and your values are not involved.
COUNSELORS'
TO BE AN IMPACT THERAPIST, YOU MUST BE MENTALLY
HEALTHY.
Stages of
Change (Norcross and Prochaska)
Precontemplation
Contemplation
Preparation
Action
Maintenance
Termination
Important
Sentences in Counseling:
6.
All behavior
is purposeful.
7.
Thoughts
cause feelings.
8.
Get your
expectations in line with reality.
9.
You teach
people how to treat you.
10. Life is a series of choices.
Five Needs of
Reality Therapy: Belonging, Power or Achievement,
Fun or Enjoyment, Freedom or
WDEP (WANT, DOING, EVALUATE,
Creative Techniques and Impact Therapy
REASONS FOR USING CREATIVE TECHNIQUES
To
focus the session
To
make concepts more concrete
To
heighten awareness
To
dramatize a point
To
speed up the counseling process
To
enhance learning, because people are visual learners
To
enhance learning, because people are experiential learners
USE OF PROPS
USE OF CHAIRS
USE OF MOVEMENT
USE OF WRITING
USE OF ANALOGIES
Props
Shield $1
bill
Filter Exploding
Coke Bottle
Cups Post
it pads
Fuse Cards
Beer Bottle Tapes
Blocks Rubber
bands
Plate Stacked
dolls
Hammer In
Face/Behind You
Tigger/Eeyore Rearview
mirror
Chairs
Small child's chair Goals
Trying to decide between two
things Distance
Representing others Ego
states
Holding on to chair
Movement
Standing on the chair Feeling
pulled
Fear of changing Evaluation
of progress
Standing in the corner Movement
between chairs
Out the door Going in circles
Writing and Drawing
TA drawings REBT
disputing
Egograms Board
of directors
Stroke economy Enmeshment
Lists 1-10
ratings
Safety Growth
Analogies and Fantasies
Pot bound (plants need
bigger pot) Gardening (weed
regularly)
Pilot light (on a gas stove) Skiing
(start on easy slope)
Learning a new language (daily
practice) Dieting (takes time and focus)
Animal you would like to be Pick an object
in the room
Hot air balloon Movie
Progression of
Mental Health
Unconsciously
Incompetent®Consciously Incompetent®
Consciously Competent®Unconsciously Competent
Cheerleader
vs. Fan Model for Effective Living
Cheerleaders never boo
the players!
Ed Jacobs,
304-599-0109 304-472-6737
www.impacttherapy.com
USE OF VOICE AND FACE IN COUNSELING
A GOOD COUNSELOR
IS ALWAYS PAYING ATTENTION TO HIS OR HER VOICE
I. Common mistakes with use of voice and face:
Only one voice pattern
Too nice
Too much like a “counselor”
II. Benefits of good use of voice and face
I care
I am with you
I can help
I am confident I can help you
I can feel your pain
I am puzzled or confused or don’t believe you
This is serious
1. What ego state—Parent, Adult, or Child
2. Pace of the voice
3. Very excited
4. Very depressed
5. Very angry
6. Very confused
IV. Choices of voice patterns of the counselor based on the client’s pattern
1. Match
2. Go higher
3. Go lower
4. Nurturing
5. Adult
6. Loud, firm, confident
RATIONAL-EMOTIVE BEHAVIOR THERAPY
1. THOUGHTS CAUSE FEELINGS. Sustained negative feelings are caused by what we tell ourselves.
2. What we tell ourselves about situations is what upsets us—not the situation!
3. REBT counselors use an ABC approach to helping.
A = the situation or person or event
B = the beliefs
or self-talk about A
C = feelings and behavior – the consequence of the self-talk
B causes C but most people
believe that A causes C.
4. REBT counselors often use a Not True True_____
Not True/True grid when disputing.
It’s awful that
I don’t like
he acts
this way. it
but I can
I can’t stand it! stand it.
5. REBT counselors will teach and confront their clients about their self-talk.
6. REBT counselors live healthy lives and think in rational ways.
7. REBT counselors use phrases like “It would be desirable” or “It’s unfortunate.” Clients use words like “awful,” “terrible,” or “horrible.”
8. REBT counselors look for shoulds, musts, demands, commands.
9. Blame is the essence of most disturbances. People are the way they are.
10. People are . . . People exist
11. People’s problems center around three musts:
I must
You must
The world must
ELLIS’S 15 IRRATIONAL IDEAS
1. It is a dire necessity for an adult human being to be loved or approved by virtually every other person in one’s life.
2. One should be thoroughly competent, adequate, and achieving in all possible respects if one is to consider oneself worthwhile.
3. Certain people are bad, wicked and villainous and they should be severely blamed or punished for their villainy.
4. It is awful and catastrophic when things are not the way one would very much like them to be.
5. Human unhappiness is externally caused and that people have little or no ability to control their sorrows and disturbances.
6. If something is or may be dangerous or fearsome one should be terribly concerned about it and should keep dwelling on the possibility of its occurring.
7. It is easier to avoid than face certain life difficulties and self-responsibilities.
8. One should be dependent on others and needs someone stronger than oneself on whom to rely.
9. One’s past history is an all-important determiner of one’s present behavior and because something once strongly affected one’s life, it should indefinitely have an effect.
10. There is invariably a right, precise and perfect solution to human problems and that it is catastrophic if this perfect solution is not found.
11. One should become quite upset over other people’s problems and disturbances.
12. The world should be fair and just and if it is not, it is awful and I can’t stand it.
13. One should be comfortable and without pain at all times.
14. One may be going crazy because one is experiencing some anxious feelings.
15. One can achieve maximum human happiness by inertia and inaction or by passively and uncommitedly enjoying oneself.
Common Irrational Beliefs of
Kids
1. I must be liked by everyone and if I am not it is awful and I can’t stand it.
2. If someone calls me names, it must be true and I can’t stand it.
3. I should be the best at everything I do and if I am not, I am worthless.
4. Some people are bad and I have to dwell on how to get back at them.
5. It is awful when things are not the way I would very much like them to be.
6. My unhappiness is caused by others and I have no ability to control my unhappiness and have no ability to make myself happy.
7. It is easier for me to avoid certain troubling situations than to face them.
8. I cannot depend on myself—I have to depend on others for my strength.
9. My past causes me to be the way I am and there is nothing I can do about it.
10. There is a perfect solution to every problem and it is terrible if I cannot figure out the perfect solution.
11. I must become upset and stay upset over other people’s problems.
12. Things should be fair and if they are not, it is awful and I can’t stand it.
13. I should never be uncomfortable or inconvenienced and when I am it is awful and I can’t stand it.
14. I can achieve and be successful even if I do nothing and have no plan of action.
15. It is my fault if my parents fight (drink, are getting divorced).
16. Because I am adopted (in foster care, have less money), I am less than other kids are.
17. Because he/she did that to me (physical, sexual, emotional abuse), there is something wrong with me and I don’t deserve to be happy.
18. If I love my stepdad (stepmom), it means I don’t love my dad (mom).
Common Irrational Beliefs of Parents
1. Teachers/Counselors don’t know what they are doing.
2. Counselors are trying to turn my child against me.
3. Teachers and administrators should be able to control my child and if they can’t it is the their fault and their problem.
4. I have no responsibility for how my child acts at school. It is your problem.
5. If my child is not doing well, it means I am a failure and a terrible parent.
6. My child must be very successful in school and if he/she is not, it’s awful and I can’t stand it.
Common Irrational Beliefs of Teachers
1. I must reach every child and if I don’t it means I am a bad teacher.
2. Kids should listen to me and if they don’t it means they are bad and they should be severely punished.
3. Kids should listen to me and if they don’t, it means I am a terrible teacher.
4. Kids should want to learn and if they don’t want to, it means they are bad.
5. Every parent must approve of what I am doing and if they don’t, that is awful and I can’t stand it.
6. I must be liked by all the teachers and staff in the school and if I am not, it is terrible.
Sustained
negative feelings are caused by me and I can change my feelings.
I
can change the way I feel if I change what I am telling myself and only tell
myself things that are true.
I
can spare myself lots of hurt, frustration, and anger if I keep my expectations
in line with reality.
REBT and Creative Techniques
Tapes: Need to make new tapes with true thoughts on the new tape
Need to throw away the old tape that is filled with negative thoughts
(Irrational
sentences: I’m no good. I am worthless. I am bad.)
Cards: Don’t have to play the hand you are dealt. Can get a better hand with the help of the counselor. (Irrational sentences: I can’t change—this is the way I am. My parents made me this way—I can’t change.)
$1 bill: Nothing can take your worth a way. (Irrational sentence: Because he/she did this to me, I am worthless.)
LFT: Irrational sentence: I can’t stand it. (Low Frustration Tolerance)
Blocks: Irrational
sentence: This must fit!! I have to make this fit.
Coin flip: Irrational
sentence: I can’t decide.
Chairs: Thinking and non-thinking chair; sit in both chairs at the same time
fear of moving to other seat
Shield: Deflect the negative comments directed at you.
Cups: Allowing someone to smash your worth; holes in self-esteem
Fuse: Need to lengthen a short fuse. (good for dealing with anger)
Hammer: Need to quit beating yourself with negative self-talk
Behind You: What do you need to tell yourself to get it behind you.
THREE
R’s
Poor Way to Handle Situations Better way to handle situation
React Retreat
Retreat Rethink
Rethink Respond
Assign Homework—write down negative self-talk; do something different and observe your self-talk; analyze a situation using the ABC model or true/not true grid
TA (Parent, Adult, Child) Assessments
1. Egograms
Critical
Parent (self/others), Nurturing Parent (self/others), Adult,
Free Child, Not OK Child
(Hurt/Pleasing Child)
______________________________________________________________
CP CP NP NP Adult Free Not OK
Other Self Other Self Child Child
2. Chairs—sit (stand) in the different egostates (chairs—small chair)
3. Scripts you are living—
Everyone is living out a script
Tearing up the current script
Persecutor
4. Drama
Triangle
Rescuer Victim
5. Four (4)-Life Positions:
I’m not OK—You’re OK I’m OK—You’re not OK
I’m not OK-You’re not OK I’m OK—You’re OK
6. Early Decisions You Made
At what age did you make your early decisions about yourself and life?
Why did you make them?
What data did you use?
What new data do you now have to make better decisions?
Contamination Cross Transactions/Child to Child Transaction=No Adult
EGOSTATE DESCRIPTIONS
CRITICAL PARENT
Sample
Words and Phrases
Should, must, ought, don’t, always, never, now what, because I said so, don’t ask questions, be good, what will the neighbors think it doesn’t hurt, don’t cry
Gestures
and Postures
Finger pointing, rolling eyes, tapping feet or wringing hands in impatience; shaking head to imply no; arms folded across chest with chin set, face tilting up looking down nose
Facial
Expressions
Scowl, furrowed brow, set jaw, frown
Tone
of Voice
Sneering, punitive, condescending, harsh, biting, grating
NURTURING PARENT
Sample
Words and Phrases
You can do it; you did your best; I’ll help you; I’ll take care of you, here’s something that will make you feel better; honey; dear; I know that hurts; I’ll get through this; I made a mistake and I can learn from it;
Gestures
and Postures
Pat on the back, consoling touch, holding or rocking someone
Facial
Expressions
Sympathetic, loving, proud look; smile
Tone
of Voice
Encouraging, supportive, sympathetic, caring, warm, kind
NOT O.K. CHILD
(ADAPTED CHILD; ANGRY CHILD)
Sample Words and Phrases
I’m worthless; nobody loves me; I can’t do anything right; I can’t stand it; I’m bad; I must be perfect; I’m no good; Look at me! Mine is better than yours; I have to please everyone; I hate you! You’re no good!
Gestures
and Postures
Slumped, dejected, temper tantrums, batting eyelashes, curling up, nail biting, squirming, fist pounding,
Facial
Expressions
Teary eyed, pouting, eyes looking away, eyes looking down, tight jaw
Tone
of Voice
Whining, sweet talk, sullen silence, talking fast and loud, swearing
O.K. CHILD (NATURAL CHILD)
Sample
Words and Phrases
Gosh, wow, gee whiz, let’s play, can I try it, I wonder how that works, this is fun
Gestures
and Postures
Joyful or exhilarated postures
Facial
Expressions
Smiling, wide-eyed, excited
Tone
of Voice
Excited, joyful, laughing
ADULT
Sample
Words and Phrases
Let’s talk, My observation is, Let me share my thoughts, Here’s how I see it, how do you see it? No, and here’s why
Gestures
and Postures
Relaxed, upright, unhurried
Facial
Expressions
Relaxed, serious, deep in thought, good eye contact
Tone
of Voice
Calm, direct, self-assured
Reading List
REBT
Albert Ellis Institute 1-800-323-4738
A practitioner’s guide to rational-emotive therapy (2nd ed). Walen, S., DiGiuseppe, R., & Wessler, R.L.
A Guide To Rational Living, Ellis and Harper
Rational Counseling with School Aged Populations: A Practical Guide, J. Wilde
Mind Over Mood—Greensberger and Padesky
TA, Reality Therapy,
Adlerian
www.ta-tutor.com
Excellent TA cite
Introduce Yourself to TA,
Introduce Your Relationship to TA,
TA for Kids, Alvyn Freed
Using Reality Therapy, R. Wubbolding
Reality Therapy for the 21st Century, R. Wubbolding
Tactics in Counseling and Psychotherapy. Mosak, H. & Maniacci, M. P. (1998).
Addiction
Addictions Counseling. Pita, D.D. (1994).
Addictive Thinking (2nd ed). Twerski, A.J. (1997)
Stage II Relationships: Love Beyond Addiction, Larsen, E..
Choices and Consequences. Schaefer, D. (1987).
Marriage,
Family, Divorce, Grief, OCD, and Panic
Making it as a Couple, Allen Faye
The Parents’ Handbook, Dinkmeyer 1-800-328-2560
The Lost Boy, David Pelzer
Rebuilding, Bruce Fisher—excellent for divorce recovery
Grief Counseling and Grief Therapy, J.
William Worden
Don’t Panic, R. Reid Wilson www.anxieties.com
Brain Lock—Jeff Schwartz
Freeing Your Child from Obsessive-Compulsive Disorder: A Powerful Program for Parents of Children and Adolescents—Tamar Chansky
Creative Techniques and Impact Counseling
REASONS FOR USING CREATIVE TECHNIQUES
To
focus the session
To
make concepts more concrete
To
heighten awareness
To
dramatize a point
To
speed up the counseling process
To
enhance learning, because people are visual learners
To
enhance learning, because people are experiential learners
USE OF PROPS
USE OF CHAIRS
USE OF MOVEMENT
USE OF WRITING
USE OF ANALOGIES
Props
Shield $10
bill
Filter Puzzle
Cups Post
it pads
Fuse Cards
Beer
Bottle Tapes
Blocks Rubber
bands
Chairs
Small child's chair Goals
Trying to decide between two
things Distance
Representing others Ego
states
Movement
Standing on the chair Feeling
pulled
Fear of changing Evaluation
of progress
Standing in the corner Movement
between chairs
Writing and Drawing
TA drawings RET
disputing
Egograms Board
of directors
Stroke economy Enmeshment
Lists 1-10
ratings
Analogies
Pot bound Gardening
Pilot light Skiing
Learning a new language Dieting
Animal you would like to be Pick an object
in the room
Hot air balloon Movie
Kentucky State School
Group Counseling Handout
IMPACT THERAPY
APPLIED TO GROUPS
Four M’s of Impact Therapy: Multi-sensory, Motivational, Marketing,
Maps
1. PEOPLE
2. A GOOD GROUP LEADER IS CREATIVE, COURAGEOUS,
FACILITATOR----------------------------------------|------------------------------X-----------LEADER
(emphasis on
group
process)
(emphasis on personal issues)
(interpersonal)
(intrapersonal)
designated word or
number; word or phrase, brief comment
Written
Sentence completion
Egograms
Stroke economy
Board of Directors
ABC of REBT
List
Movement
Progress toward goal
Continuum
Breaking in—feeling left out
Sculpt how you feel about the group. How you see the group,
family
Props
Rubber
Band
Coke
Bottle
Shield/filter Behind you
Cups
Tapes
Small chair Fuses
_____________________________________________________________________________________________________
Common Irrational Beliefs of Kids
1. I must be liked by everyone and if I am not it is awful and I can’t stand it.
2. If someone calls me names, it must be true and I can’t stand it.
3. I should be the best at everything I do and if I am not, I am worthless.
4. Some people are bad and I have to dwell on how to get back at them.
5. It is awful when things are not the way I would very much like them to be.
6. My unhappiness is caused by others and I have no ability to control my unhappiness and have no ability to make myself happy.
7. It is easier for me to avoid certain troubling situations than to face them.
8. I cannot depend on myself—I have to depend on others for my strength.
9. My past causes me to be the way I am and there is nothing I can do about it.
10. There is a perfect solution to every problem and it is terrible if I cannot figure out the perfect solution.
11. I must become upset and stay upset over other people’s problems.
12. Things should be fair and if they are not, it is awful and I can’t stand it.
13. I should never be uncomfortable or inconvenienced and when I am it is awful and I can’t stand it.
14. I can achieve and be successful even if I do nothing and have no plan of action.
15. It is my fault if my parents fight (drink, are getting divorced).
16. Because I am adopted (in foster care, have less money), I am less than other kids are.
17. Because he/she did that to me (physical, sexual, emotional abuse), there is something wrong with me and I don’t deserve to be happy.
18. If I love my stepdad (stepmom), it means I don’t love my dad (mom).
THEORIES
INTO PRACTICE
REBT
1. THOUGHTS CAUSE FEELINGS. Sustained negative feelings are caused by what we tell ourselves.
2. What we tell ourselves about situations is what upsets us—not the situation!
3. An ABC approach to helping yourself.
A = the situation or person or event
B = the beliefs
or self-talk about A
C = feelings and behavior – the consequence of the self-talk
B causes C but most people
believe that A causes C.
4. It is often helpful to use Not True True
Not True/True grid.
It’s awful that I don’t like it
he acts
this way. I but I can stand it!!
can’t stand it!!
TA
Egograms: Draw egogram at work and at home
Critical
Parent (self/others, Nurturing Parent (self/others), Adult,
Free Child, Not OK Child
______________________________________________________________
CP CP NP NP Adult Free Not OK
Other Self Other Self Child Child
Contamination Cross Transactions/Child to Child Transaction=No Adult
For good TA handouts go to ta-tutor.com for many good handouts!
Five Basic Needs of Reality
Therapy
Adlerian Theory
Important Sentences in Counseling
1. All behavior is purposeful.
2. Thoughts cause feelings.
3. Get your expectations in
line with reality.
4. You teach people how to
treat you.
5. Life is a series of choices.
_____________________________________________________________________________________________
IMPACT COUNSELING/CREATIVE COUNSELING
Four M’s of Impact Counseling: Multi-sensory,
Motivational, Marketing, Maps
RCFF (for individual, couple, and family
counseling)
RAPPORT (connecting with the client and understanding his/her world)
CONTRACT (often this is
implied; absolutely necessary for productive counseling)
FOCUS (often use creative techniques)
FUNNEL (theory driven)
THE DEPTH CHART (most sessions should go below 7)
10
9
8
7___________________________________
6
impact
5
4
3
2
1
EIGHT COMMON MISTAKES OF
COUNSELORS
1. Reflects much more than necessary
2. Listens to too many stories
3. Rarely interrupts the client
4. Does not focus the session
5. Waits too long to focus and funnel the session-- dawdles
6. Does not use theory--uses the "hope" method of counseling
7. Makes counseling boring--rarely uses creative techniques
8. Does not pay attention to client’s and his/her voice and face
An effective impact counselor is creative and courageous.
Small
Chair Behind You Blanket
Eeyore/Tigger
1-10 scale
Cards
Hammer Beer
Bottle
Shield/filter
Whiteboard
Important Sentences in Counseling
1. All behavior is purposeful.
2. Thoughts cause feelings.
3. Get your expectations in
line with reality.
4. You teach people how to
treat you.
5. Life is a series of choices.
_____________________________________________________________________________________________________________
Association For Specialist in Group Work
Conference--Going Deeper in Groups
IMPACT THERAPY APPLIED TO GROUPS
Four M’s of Impact Therapy: Multi-sensory, Motivational, Marketing, Maps
1. PEOPLE
2. A GOOD GROUP LEADER IS CREATIVE, COURAGEOUS,
FACILITATOR------------------------------|----------------------X-----------LEADER
(emphasis on group process)
(emphasis on personal issues)
(interpersonal)
(intrapersonal)
THE DEPTH CHART (most sessions should go below 7)
10
9
8
7___________________________________
6
IMPACT
5
4
3
2
1
Mistakes That Keep Groups From Going Deeper
1. Allowing the warm-up phase to last too long
2. Allowing the group to be boring, superficial, or irrelevant;
not deepening the focus
3. Allowing the group to focus too long on one person
4. Not being willing to cut off members. Let one or two members
dominate
5. Not teaching the members a theory to use in understanding their problems
6. Not using a multi-sensory approach
7. Using too many exercises or exercises that take too long
8. Not processing exercises to meaningful levels
9. Not asking good, deepening questions
Essential Leadership Skills For Taking Groups Deeper
1. Generating and building interest and
energy
2. Using your eyes effectively
3. Getting, holding, shifting, deepening
the focus
4. Setting the proper tone /Using
your voice effectively
5. Drawing out
6. Cutting off
7. Use rounds, written, and movement exercises
Use of Exercises to Take Groups Deeper
Rounds
Kids Playing Picture
Movement--Continuums
Use of Theories in Group
Egogram
Hammer
Small Chair
Where do feelings come from?
List of Irrational Sentences
Coke Bottle
$ bill
Tapes
IMPACT THERAPY
CREATIVE COUNSELING TECHNIQUES
Four M’s of Impact Therapy:
Multi-sensory, Motivational, Marketing, Maps
THE DEPTH CHART (most sessions should go below 7)
10
9
8
7___________________________________
6
IMPACT
5
4
3
2
1
RCFF (for individual, couple, and family counseling)
RAPPORT (connecting with the client and understanding
his/her world)
CONTRACT (often this is implied; absolutely necessary for
productive counseling)
FOCUS (often use creative techniques)
FUNNEL (theory driven)
EIGHT COMMON MISTAKES OF COUNSELORS
1. Reflects much more than necessary
2. Listens to too many stories
3. Rarely interrupts the client
4. Does not focus the session
5. Waits too long to focus and funnel the session-- dawdles
6. Does not use theory--uses the "hope" method of counseling
7. Makes counseling boring--rarely uses creative techniques
8. Does not pay attention to client’s and his/her voice and face
An effective impact therapist is creative and courageous.
THE
Theory, Timing, Teaching, Training, Thinking
IMPACT THERAPISTS BELIEVE:
PEOPLE
PEOPLE
THE THERAPIST IS PRIMARILY RESPONSIBLE
FOR THE
THERAPY, but not ultimately responsible for the outcome.
COUNSELING SHOULD BE CLEAR
THERAPY SHOULD NEVER BE BORING.
IT IS OKAY TO GIVE ADVICE when you are understanding the client’s
frame of reference
and your values are not involved.
COUNSELORS'
TO BE AN IMPACT THERAPIST, YOU MUST BE
MENTALLY
HEALTHY.
Important Sentences in Counseling:
1. All behavior is purposeful.
2. Thoughts cause feelings.
3. Get your expectations in line with reality.
4. You teach people how to treat you.
5. Don’t guarantee anyone’s behavior other than your own.
6. Life is a series of choices.
Creative Techniques and Impact Therapy
REASONS FOR USING CREATIVE TECHNIQUES
To focus the session
To make concepts more concrete
To heighten awareness
To dramatize a point
To speed up the counseling process
To enhance learning, because people are visual learners
To enhance learning, because people are experiential learners
USE OF PROPS
USE OF CHAIRS
USE OF MOVEMENT
USE OF WRITING
USE OF ANALOGIES
Props
Shield
$1 bill
Filter
Exploding Coke Bottle
Cups
Post it pads
Fuse
Cards
Beer
Bottle
Tapes
Blocks
Rubber bands
Plate
Stacked dolls
Hammer
In Face/Behind You
Tigger/Eeyore
Rearview mirror
Chairs
Small child's chair Goals
Trying to decide between two things Distance
Representing others Ego states
Holding on to chair
Movement
Standing on the chair Feeling pulled
Fear of changing Evaluation of progress
Standing in the corner Movement between chairs
Out the door
Going in circles
Writing and Drawing
TA drawings REBT disputing
Egograms Board of directors
Stroke economy Enmeshment
Lists 1-10 ratings
Safety -------------------------------Growth
Analogies and Fantasies
Pot bound (plants need bigger pot) Gardening (weed regularly)
Pilot light (on a gas stove) Skiing (start on easy slope)
Learning a new language (daily practice) Dieting (takes time and focus)
Animal you would like to be Pick an object in the room
Hot air balloon Movie
Progression of Mental Health
Unconsciously Incompetent--------------Consciously Incompetent
Consciously Competent------------------Unconsciously Competent
Cheerleader vs Fan Model for Effective Living
Cheerleaders never boo the players!