Recl 197 Psychoeducation Protocols

PROTOCOL (one for the educational session and one for the treatment session):  Written Outline, Activity Analysis, and Program Protocol (You will complete 2 protocols). Each protocol will be handed in prior to both below required facilitations. This will guide you in the preparation process.  Requirements for the session will be posted on D2L.

2. EDUCATIONAL SESSION: This facilitation will be the result of your investigation and research into a specific type of TR Intervention.  This will be an educational session designed by you, in order to facilitate learning that provides the consumer with both factual information and experiential regarding a specific RT intervention.  Instructions will be provided in class. Format for the session will be posted on D2L.

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PROTOCOL –Psychoeducational Session

By Donald Nguyen and Stephanie Vo

1.      Title:   5 Flags of Nonverbal Communication

2.      Rationale/Justification for facilitating this session:

Communication is key in creating and maintaining successful relationships. There are times where this communication is given through verbal means, but it is important to note that nonverbal communication plays just as much of a role in communication and at times more than verbal communication. Therefore, it is important to be able to recognize and be able to express the 5 flags of nonverbal communication.

3.      Anticipated Outcome:

The anticipated outcome of this psychoeducational session is to have participants experience nonverbal communication flags, as well learn what they are and how to recognize them.

4.      ICF CODE(s):

The four targeted ICF codes that help to explain the functional change and skill development outcomes of this treatment session are communicating with - receiving - nonverbal messages (d315), openness to experience (b1264), insight (b1644), experience of self (b1800):

·         Communicating with - Receiving - Nonverbal Messages (d315): Comprehending the literal and implied meanings of messages conveyed by gestures, symbols and drawings, such as realizing that a child is tired when she rubs her eyes or that a warning bell means that there is a fire.

·         Openness to Experience (b1264):  Mental functions that produce a personal disposition that is curious, imaginative, inquisitive, and experience-seeking, as contrasted to being stagnant, inattentive, and emotionally inexpressive.

·         Insight (b1644):  Mental functions of awareness and understanding of oneself and one’s behavior.

·         Experience of Self (b1800):  Specific mental functions of being aware of one’s own identity and one’s position in reality of the environment around oneself.

5.      Goal:

The group will:

·         Learn the 5 flags of nonverbal communication

·          Learn how to express the 5 flags of nonverbal communication

6.      Who:

The people who would most benefit from this psychoeducational session are:

·         Those who lack or struggle with appropriate social skills.  However, everyone could benefit from learning these techniques to build more successful relationships with others.

·         (Future) Professionals, who work to improve others’ quality of life, would also benefit from learning these techniques to have stronger relationships with their clients.

7.      Group size:

The recommended group size for this treatment session would be 15 to 20 people.  The techniques facilitated in this session are organized in a way so that they can be done in pairs or in small groups.

8.      Materials/equipment needed.

·         “Handout” on the topic of the session to define key terms and concepts for the participants.

9.      Environment:

Actions/information given:

·         Physical safety addressed by assuring that if any member feels the need to leave, the two exits are available to them.

·         Emotional safety addressed assuring that the participants can choose to participate and stop participating at any point they wish. If they feel they are unable to participate, they may always exit the room, and will be checked on later.

a.         Facilitator Tone:  Non-threatening, clear, calming, light

b.         Room/Environment: This psychoeducational session is best facilitated in a classroom setting with members seated in a circle facing one another. 

c.       Facilitator:  will be seated in the circle with group.

d.      The above actions will be completed to facilitate an open sharing environment

10.  Evidence Based Practice:

The literature reviewed to create this facilitation came from Jeanne Segal. Jeanne Segal, Ph.D., has been assisting individuals and families for over 40 years as a leader in the fields of emotional intelligence, holistic health, attachment, stress reduction, and relationships. She has composed five books, which have been distributed in a variety of languages. www.helpguide.org/

11.  Directed Education:

Indigenous Healing Techniques-Treatment Session Plan

Content	Time – Mins	Notes
1.  Logistics	2	A.  Taking care of "business" i.                    State the session subject :  5 Flags of Nonverbal Communication ii.                  2 learning outcomes written with behavioral objectives: ·         Learn the 5 flags of nonverbal communication ·         Learn how to express the 5 flags of nonverbal communication        iii.        Basic agenda: 1.  Logistics & Safety 2.  Teach key concepts of non-verbal communication, specifically define facial expressions, body movement and posture, gestures, eye contact, and touch. 3.  Facilitate/Experiential Learning #1-Getting Acquainted with understanding nonverbal communication; debrief and share with a small group 4.  Facilitate/Experiential Learning #2- Clearing the importance of nonverbal communication; facilitators ask probing questions 5. Facilitate/Experiential Learning #3- Learning how much communication is nonverbal; debrief and share with a partner 6.  Closure:  Share one thing learned        iv.      Safety issues: ·         Physical safety addressed by assuring that if any member feels the need to leave, the two exits are available to them. ·         Emotional safety addressed assuring that the participants can choose to participate and stop participating at any point they wish. If they feel they are unable to participate, they may always exit the room, and will be checked on later.         v.       Other logistics:  This psychoeducational session is best facilitated in a classroom setting with members seated in a circle facing one another.         vi.      Ensure that questions participants have are allowed throughout.
2.  Define 5 Flags of Nonverbal Communication	3	A.  Tell group: ·         Remind that it is challenge by choice B.  Key Concepts/Teachings Use below information to teach information: ·         What is nonverbal communication and body language? ·         Why does nonverbal communication matter? ·         5 flags of nonverbal communication: Facial expressions, body movements and posture, gestures, eye contact, and touch.
3.  Experiential Learning #1-Getting Acquainted with understanding nonverbal communication	20	A.  Teach about Nonverbal Communication: Use below information to teach information: ·         Wordless signals we exchange when we interact with one another; can appear as we are verbally speaking and/or silent. ·            Our speech communication is not consistent with our body communication ·         Much talk about body language because it is more natural, unconscious, and truthful ·         Take turns reading what are the 5 flags and their definitions are ·         “Facial expressions - the human face is able to express many emotions without saying a word. “ ·         “Body movements and posture - consider how your perceptions of people are affected by the way they sit, walk, stand up, and hold their head. ·         “Gestures play an important role in our lives.” ·         “Eye contact - since the visual is dominant for most people, eye contact is an especially important type of nonverbal communication.” ·         “Touch can communicate a number of things to others.” B.  Activity: Steps to recognizing nonverbal communication Prompt members to: 1.       Split off into groups of 4. Start by counting off “1, 2, 3, 4” 2.       Each group will be given a piece of paper with three pictures on them 3.        In each group look closely at each picture to interpret what message is being revealed 4.       Use the handout as a guide to interpret each photo 5.   Facilitator asks probing questions like what is going on in this picture? What do you see that makes you say that? What else can you find? 6. Facilitators will walk around and ask each group for one-on-one help 7.  Prompt members to share with their groups of four and then each group picks one picture out of the three to share with the class what their thoughts are      Ex: It looks as if she is mad because her arms are          crossed and her shoulders are slouched. Her nonverbal communication of the display of body movements and posture is evident in this picture.
4.  Experiential Learning #2- Clearing the importance of nonverbal communication	5	A. Teach clearing of the importance of nonverbal communication Use below information to teach information: ·         Important because when body language and verbal language match, there is a stronger sense of connection and trust made ·         Use a few ways to improve nonverbal communication   to help members understand concept of nonverbal communication: ·         Learn how to manage stress effectively ·         Learn how to be aware of emotions (emotional intelligence) ·         To further explain have a member read the quote: “The most important thing in communication is hearing what isn’t said. - Peter F. Trucker”
5.  Experiential Learning #3- Understanding how much communication is non-verbal	8	A. Activity: Steps to understanding how much communication is non-verbal 1.      Now that you’ve become familiar with recognizing nonverbal communication let’s try to demonstrate one of the five flags 2.      Prompt members to break off into pairs 3.      Each will be given a cue or a response and the person with the cue will have to guess what the person is trying to communicate with their nonverbal signals 4.      Facilitators will walk around and ask each pair for one-on-one help 5.      Prompt members to share with the class their thoughts when they are ready
6.  Conclusion	3	a.      Facilitators conclude: what are some ways you use nonverbal communication in everyday conversation and find three members to debrief by sharing with the group. b.      Also ask how can improving your skills in nonverbal communication help you out in the RT field and find two members to debrief by sharing with the group. c.       Learning prompt: Have the participants share what they experienced throughout this facilitation         Ask “Go around and please share something that you learned from this facilitation.”        d. Thank the group and congratulate them for participating.
Total Time Allotted	40 mins

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Written Protocol

1. Title: Ambiguous Loss
2. Rationale/Justification for facilitating this session:  To understand the difference between ambiguous loss and ordinary loss. Being able to recognize which loss you are going through. Doing so will make it easier to face and use certain techniques to overcome the loss.  If one can use the techniques taught to overcome their ambiguous loss than they will have more success at help others.
3. Anticipated Outcome:  The outcome of this teaching session is to have participants learn about ambiguous loss, experience activities dealing with ambiguous loss, how it affects your life negatively, and ways to cope with it. 

ICF CODE(s):

·         b1644 Insight: Mental functions of awareness and understanding of oneself and one's behavior

·         d760 Family relationships: Creating and maintaining kinship relationships, such as with members of the nuclear family, extended family, foster and adopted family and step-relationships, more distant relationships such as second cousins, or legal guardians

Goal:   The group will:

·         Learn what ambiguous loss is

·         The two types of ambiguous loss

·         Identifying ambiguous loss in their own lives

·         Participating in activities that will deepen their understanding of ambiguous loss

·         Learning coping techniques and being able to apply them in real life situations

4. Who: Anyone who has or will experience ambiguous loss will benefit from this session. This session does not exclude any type of illness everyone can relate to this type of loss. Future professionals will benefit by being able to help people who are suffering from ambiguous loss.
5. Group size:  The ideal group size for these types of session would be around 16 participants. This is an effective number for when we do activities that require partners.
6. Materials/equipment needed: Each participant will be given handouts to complete the activities given to them.  They will need to provide their own writing instruments for the activities.
7. Environment: Describe characteristics of the ideal environment (lighting, chairs, etc.)

Explain HOW you will set the tone. 

a.    Are there certain actions/information towards which you will pay attention? Facilitators will be observing participant’s body language and facial expressions during the entire session to ensure they feel safe and comfortable.  During activities facilitators will be walking around to make sure participants are on task, have any questions, and are doing ok.

b.    What will your voice tone be?  The voice tones are going to be calm, understanding, casual, and reassuring.

c.    The setup of the room?  The setup of the group? There will be 16 chairs set up in a shoulder to should circle so everyone can see each other. The lighting will also be dimmed so participants feel more comfortable and at ease.

d.    Where will you be?  We will be a part of the circle like everyone else

e.    WHY will you do it this way? This set up will encourage an open sharing environment where participants will feel comfortable expressing their thoughts and feelings.

10.  Evidenced Based Practice: We got all of our information from Pauline Boss this includes here personal website, power point and books.  We used this information to develop our worksheet and activities. The definitions that we used all came from the books and power points. All this information is relevant because it came from the founder of the theory of ambiguous loss. This whole session was based on Pauline Boss’s research.

11. Directed Education:

Content	Time (min)	Notes
Introduction to session	1 min	Introduce our selves to the group. If anyone needs to leave for any reason please use the 2 door located in the back and one of us will check on you.  This is a safe environment so please share as much as you are comfortable with.
What does ambiguous loss means to you, what do you think of when you hear this phrase?	A total of 7 min	A.   Have them think about it and write down their definition for 1 min B.   Have them share with a neighbor for 2 min C.   Go around the circle and have each individual say their definition for 3-4 min
Worksheet	6-8 min	·         Pass out worksheet to everyone ·         Go over the definitions and other information ·         Have individuals start thinking about a time when they experience ambiguous loss for 2 min
Activity 1 – cross the line	5 min	Have everyone stand in a big circle. Explain rules; remind everyone that it is their choice to participate. . Going to list different examples of ambiguous loss, and step forward into the circle if you have experience that in your life. Out of respect to everyone during this activity, please avoid side conversations.
Reflection of the game	A total of 9 min	A.   Reflect on the game and write down any thoughts you have for 2-3 min B.   If comfortable enough please share with a partner for 2 min C.   Offer for anyone who would like to share with the group for 7 min
Activity 2 – 6 guidelines of resiliency	10 min	Go over the different ways of coping. Use your personal ambiguous loss example to determine where you are with coping out of the 6 steps. Please write down your personal examples of both healthy and non-healthy ways you have coped. Leave time to share with group if comfortable
Conclusion	5 min	Now is a time to reflect on this session about ambiguous loss. We are going to go around the room and if each person please reflect on todays session.

12.   Closure – This will be a time where student’s can reflect on the whole session.  Students will have the opportunity to share with the group how they felt about this topic and what they are feeling right now.  It will be a time to just share about everything that happened in a safe environment.  Sharing everything that happened at the very end will help the students to understand the whole concept of ambiguous loss and see they are not alone.  It will be a great way to end the session by sharing what the session meant to them.

                                                What is Ambiguous Loss?

Definition: Ambiguous loss is when the state of the loved one is unclear or unresolved. This leads to the inability to cope and move on. The individual, couple, or family stays “stuck” in their grief.

Ambiguous Loss	Ordinary Loss
❏      Comes from outside influences ❏      No closure ❏      No certainty or verification of death ❏      Effects relationships with others and can prevent family from resuming daily activities	❏      More individualized ❏      Found closure through ceremony such as a funeral ❏      Know what happened to loved one ❏      Family will be affected at first, but with closure daily life is resumed

Two different types of Ambiguous Loss:

Type 1- Physical absence with psychological presence (ex: missing, disappeared, kidnapped, separated, military deployment).

Type II- Psychological absence with physical presence (ex. addictions, dementia, and chronic mental illnesses such as: autism, depression, bipolar, schizophrenia, etc.).

Ways of Coping:

1.      Finding Meaning-

What to do: Naming the problem, dialectical thinking, seeing suffering as a part of life

What not to do: Desiring for revenge, keeping secrets

     2. Tempering Mastery-

What to do: Recognizing where views of mastery comes from, externalizing the blame

What not to do: Too much or too little mastery, blaming oneself for not being able to fix problems

  

 3. Reconstructing Identity-

What to do: Redefining who family is (who plays what roles?), being flexible about gender and generation

What not to do: Discrimination and stigma, hanging onto one sole identity

4. Normalizing Ambivalence-

What to do: Being aware of one’s ambivalence, normalizing negative feelings and guilt but not harmful actions

What not to do: Ambivalence, expecting typical coping strategies for managing ambivalence

5. Revising Attachment-

What to do: Thinking dialectically, relational intervention (family/community meetings, peer support group) to build new human connections

What not to do: Over-emphasis on individualism and self sufficiency, expecting closure on a lost relationship

6. Discovering Hope-

What to do: Increasing tolerance for ambiguity, redefining justice, imagining options, laughing at absurdity, recreating family/couple rituals

What not to do: Insisting on closure, termination or end point to the stress of ambiguity and loss

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Elsie 

Adriana 

197 - 03/04

Dr. Ross

Recreational Therapy Educational Session Protocol

Background Information and Information

1.      Session Title: Cognitive Restructuring Triple Column Technique

2.      Target Population and Rationale for the Use of this Intervention:

●       The cognitive restructuring triple column technique session will be helpful for people with depression, social anxiety disorder, and post-traumatic stress disorder.

○       People with depression can benefit from cognitive restructuring by realizing that their negative emotions come from their thoughts.

○       In addition, this session will help people with social anxiety disorder learn to challenge their automatic thoughts that occur during anxiety-provoking situations.

○       Finally, people with post-traumatic stress disorder can change troublesome thoughts and reduce symptoms such as anxiety and stress through this session.

3.      Targeted Outcomes and Goals:

●       Clients will identify situations or events that produce automatic negative thoughts.

●       Clients will learn how to identify illogical thoughts and characterize them by identifying what type of cognitive distortion they fall under.

●       Clients will learn how to use Dr. Burns’ Triple Column Technique to transform negative thoughts into rational and logical thoughts.

4.      ICF CODES:

●       b1520 Appropriateness of emotion: Mental functions that produce congruence of feeling or affect with the situation, such as happiness at receiving good news.

●       d163 Thinking: Formulating and manipulating ideas, concepts, and images, whether goal-oriented or not, either alone or with others, such as creating fiction, proving a theorem, playing with ideas, brainstorming, meditating, pondering, speculating, or reflecting.

●       d177 Making decisions: Making a choice among options, implementing the choice, and evaluating the effects of the choice, such as selecting and purchasing a specific item, or deciding to undertake and undertaking one task from among several tasks that need to be done.

●       d3501 Sustaining a conversation: Continuing and shaping a dialogue or interchange by adding ideas, introducing a new topic or retrieving a topic that has been previously mentioned, as well as by taking turns in speaking or signing.

●       d3503 Conversing with one person: Initiating, maintaining, shaping and terminating a dialogue or interchange with one person, such as in discussing the weather with a friend.

●       d3504 Conversing with many people: Initiating, maintaining, shaping and terminating a dialogue or interchange with more than one individual, such as in starting and participating in a group interchange.

●       d710 Basic interpersonal interactions: Interacting with people in a contextually and socially appropriate manner, such as by showing consideration and esteem when appropriate, or responding to the feelings of others.

5. Group size:  15-20 people

6. Materials / Equipment:

●       1 page handouts with information on cognitive restructuring, Dr. Burns’ Triple Column Technique, and cognitive distortions.

●       Writing utensils

●       Chairs

●       Whiteboard

●       Dry erase whiteboard markers

7. Environment / Setting the tone:  

a.    Certain actions/information towards which we will pay attention:

●       We will pay attention to the content of what the clients will share, and provide feedback. We will also maintain eye contact and be attentive to clients’ nonverbal communication.

b.    Voice tone: 

●       During the facilitation we will sustain a calm, relaxed, and professional voice tone in order to ensure our clients will feel comfortable.

c.    Setup of the room and group:

●       Appropriate lighting; not too bright nor too dim

●       Group will sit in chairs which will be in a circle formation

d.    Where we will be:

●       Classroom setting

e.    Why we will do it this way:

●       We will facilitate the session in this ideal environment in order to create a positive and comfortable ambiance that can foster participation and learning.

8. Evidenced based practice:

●       A study was conducted to assess a treatment protocol using cognitive restructuring which was designed to address posttraumatic stress disorder, depression, coping with scarring, and community integration in adult survivors of burn injuries. After treatment, posttraumatic stress scores decreased, self-reported depression decreased, change in the community reintegration score was significant, and body image improved.

Cukor, J., Wyka, K., Leahy, N., Yurt, R., & Difede, J. (2015). The treatment of posttraumatic stress disorder and related psychosocial consequences of burn injury: a pilot study. Journal Of Burn Care & Research, 36(1), 184-192. doi:10.1097/BCR.0000000000000177

●       Community-based therapists were interviewed 3 to 5 years after being trained for cognitive-behavioral therapy in anxiety or depression. Therapists reported that they used problem-solving the most and exposure exercises the least for anxious cases, and cognitive restructuring the most for depression cases.

Chu, B. C., Talbott Crocco, S., Arnold, C. C., Brown, R., Southam-Gerow, M. A., & Weisz, J. R. (2015). Sustained implementation of cognitive-behavioral therapy for youth anxiety and depression: Long-term effects of structured training and consultation on therapist practice in the field. Professional Psychology: Research And Practice, 46(1), 70-79. doi:10.1037/a0038000

Facilitation Plan

9. Logistics and Setting the Tone:

Logistics:

●       We will address the following rules: anything that is said today should stay in this room, please be respectful and mindful of what others say, this is challenge by choice, and you can leave the room if needed.

●       Overall intended outcome: Clients will know how to use Dr. Burns’ Triple Column technique in situations that provoke negative and illogical thinking.

Setting the Tone:

●       We will initially thank everyone for taking time out of their day to be present.

●       We will grab clients’ attention by asking them to raise their hand if they can think about a particular situation that led them to think negatively. Then, we will tell the clients to hold on to that experience because they will soon learn how to deal with those negative thoughts.

●       We will then ask the clients to turn to a partner and discuss what they think cognitive restructuring is, and then ask a few clients to share their definition.

10. Facilitated Learning:

●       We will help clients learn how to use the cognitive restructuring triple column technique to transform negative illogical thoughts into positive rational facts.

11.  Content/Process Spreadsheet:

Content	Time- minutes	Notes
Setting the tone -Introduce Ourselves -Rules -Challenge by Choice -Safety of environment	0-1 minute	- Speak at appropriate volume - Appropriate body language - Make sure to make clients feel comfortable and safe
Opening Question -Raise your hand if you can think about a particular situation that led you to think negatively.	1 minute	-Clients will not share - Clients will be asked to hold on to that experience/event
(Activity #1) Cognitive Restructuring - What is it Cognitive restructuring? ·         Define	1-2 minutes	-Facilitators will ask clients to share with a partner -Clients will then be asked to share with group what they think Cognitive Restructuring is
Cognitive Restructuring Handout - Facilitators will give clients official definition	3 minutes	-Ask someone to read definition from handout -Brief intro that will lead to activity #2 ·         Remind clients what cognitive distortions are and how it relates to the Triple Column Technique ·         One client will read Cognitive Distortion definition
(Activity #2) Cognitive Restructuring Triple Column Technique -Give clients a situation or event -          Teach clients how to fill out the columns -          Draw a Triple Column on white board	8-10 minutes	-Situation= “I failed an exam” ·         1st Facilitators will ask clients to list negative thoughts for situation on far left column 2nd Facilitators will ask clients to fill out middle column 3rd Facilitators will ask clients to fill far right column * Facilitator will give clients an example before asking clients to fill out each column
(Activity #3) – Part 1 Triple Column Technique - Individual activity	5 minutes	-Ask clients to make and fill out their own Triple Column chart on the back of the handout -Go around and make sure everyone understands
(Activity #3) – Part 2 Triple Column Technique -Clients will share with other clients	2-3 minutes	-Place the clients in groups of 3
(Activity #3) – Part 3 Triple Column Technique -Clients will share with entire group	8-10 minutes	-Ask clients to come back to a circle -Have everyone share briefly ·         Remind clients they do not have to share
Closure -Thank everyone -Go around the room	5 minutes	- Have clients briefly share what they will take away from the session

12. Debriefing Questions:

1. Can you think about a particular situation that led you to think negatively?

2. What do you think cognitive restructuring is?

3. Can you give me an example of a negative thought?

4. What type of cognitive distortion is the negative thought you just mentioned?

5. How can you turn that negative thought into a more logical one?

6. What did you learn after participating in these activities?

7. How does this triple column technique make you feel?

8. How will you apply this technique in your life?

9. What will you take away from today’s session?

13. Considerations:

●       We will arrange about 19 chairs in a circle.

●       We will provide clients with a 1 page handout titled, “Cognitive Restructuring Triple Column Technique.”

●       Information on the handout will include definitions on cognitive restructuring and distortions, a visual of the triple column, and the 10 types of cognitive distortions with examples.

●       Every client should have their own writing utensil.

●       We will bring dry erase whiteboard markers for the whiteboard activity.

14. Disembark / Closure:

●       After clients share their own triple column about a situation or event in their life everyone will say a phrase about what they will take away from the session.

●       We will thank them again for being present and let them know that we hope they all learned how to change negative thoughts into more positive ones.

15. Post Session Class Discussion:

●       Diagnosis: Depression

●       Most people with depression may be helped by this intervention because they will realize that the reason why they have been feeling negative emotions is due to their negative illogical thoughts provoked by a particular situation or event.

●       People with depression can reduce their symptoms by learning how to identify negative thoughts and converting those thoughts into rational facts that do not produce negative emotions. 

            Cognitive Restructuring Triple Column Technique         

Facilitators: Adriana Covarrubias and Elsie Lara

Cognitive Restructuring Triple Column Technique: A process of identifying illogical negative thoughts about a situation or event. By using the triple column technique created by Dr. Burns, one can become more aware of those illogical thoughts (cognitive distortions) and transform them into rational facts.

BURNS TRIPLE COLUMN TECHNIQUE
1. Situation or Event: ________________________________________________________________
2. Negative Thoughts	3. Cognitive Distortion(s)	4. Rational Response (Self-defense)

Cognitive Distortions: Exaggerated or irrational thought patterns that negatively skew the way in which we see the world, ourselves and others.

Definitions and Examples of 10 Types of Cognitive Distortions:

1.      All-or-Nothing Thinking: You see your personal qualities and everything in black or white categories. Example - A straight-A student who received a B on an exam concluded, “Now I’m a total failure.” 

2.      Overgeneralization: You conclude that one negative event that happened to you once will occur over and over again.

Example -  You ask someone out and they decline, and you say to yourself, “I’m never going to get a date. No one will ever want a date with me.”

3.      Mental Filter: You pick out a negative detail in any situation, dwell on it, and conclude the whole situation is negative.

            Example - You take an exam and are certain you missed 20 so you think you failed but                                           when you get the exam back it says 80/100 and that it was the highest score of the class.

4.      Disqualifying the Positive: You transform positive experiences into negative ones.

            Example -  When someone compliments you and you mentally disqualify their                                             compliment by telling yourself, “They’re just being nice.”

5.      Jumping to Conclusions: You jump to a negative conclusion even though that are no facts to support it. 

Example - Your friend passes by you and does not say hello because they didn’t notice you, so you think “My friend doesn’t like me anymore.”

6.      Magnification and Minimization: You magnify your imperfections and minimize your good points. 

            Example - You made a mistake and think, “The word will spread and my reputation is ruined!”

7.      Emotional Reasoning: You assume your negative emotions reflect the way things are.

            Example - “I feel like a failure, therefore I am a failure.”

8.      Should Statements: You try to motivate yourself by saying “I should do this” or “I must do that.”

            Example - “I should be happy at all times.”

9.      Labeling and Mislabeling: Attaching a negative label on yourself or others.                     

Example - “I am a loser.”

10.  Personalization: You blame yourself for something that you were not fully responsible for.

Example - You give someone constructive criticism, and the person gets upset so you blame yourself. 

________________________________________________________________________________

1.    Title: Defense Mechanisms

2.    Rationale/Justification for facilitating this session:  Why is this important to experience/learn?

It is important to be aware of our unconscious behaviors that we use to protect our psychological well-being. Defense mechanisms can be healthy but some are unhealthy and need to be addressed.  By recognizing our actions, identifying which defense mechanisms we use (in any given situation), we can determine if the defense mechanism is helping us or hindering us, and if we are being hindered we can correct our actions and learn to better deal with difficult situations.

3.    Anticipated Outcome:  Why are you doing this?

Our anticipated outcome is to:

We want our clients to leave the room; educated and aware of the different types of defense mechanisms, able to recognize when they use defense mechanisms in their daily lives, if the defense mechanism is healthy or not healthy, and having a sense of  direction in changing any unhealthy behavior by:

●      Educate our clients on what defense mechanisms are,

●     Teach the client how to recognize which defense mechanisms they use

●     Have the client determine which mechanisms apply to their own lives

●      Recognize which defense mechanisms are healthy and which are unhealthy

4.    ICF CODE(s): Identify a minimum of one targeted ICF code that helps to explain how you plan to help the client in functional change and skill development. ICF CODE: 149857B. the capacity to share 1:1 with another person in a social or spiritual setting.

ICF Code F60-F69: Disorders of Adult Personality and Behavior.

Adults who have personality disorders often suffer from ‘inflexible responses to a broad range of personal and social situations.’

If an adult suffering from Dis-social Personality Disorder and has a low tolerance for frustration; they may break down screaming and throwing tantrums in public places. If this client learns about unhealthy verses healthy defense mechanisms, and connects that their tantrums are what they did as a child to get the attention of a parent that would sooth them when they felt overwhelmed, they may be able to recognize their behavior as the defense mechanism called regression.  By identifying the problem the client will have the ability to find a healthier defense mechanism to help them cope with stress and frustrations.

The codes are found in the big blue Burlingame required text. (Instructor has 2 copies in her office that you can come in and use).

5.    Goal:   This should begin with the word "Clients will…"

Clients will learn what defense mechanisms are, how we use defense mechanisms in our daily lives, and how to apply defense mechanisms to their own lives.

6.    Who:  This identifies the "type" of person that would most benefit. Describe the characteristics you target for this intervention session.

The types of clientele that would most benefit from this session is everyone.  Self defense mechanisms are used by people who are; impulsive, depressed, sensitive, stressed-out, work with other people, introverted, extroverted, and alive. Every human would best benefit from this facilitation.

7.    Group size:  What would be ideal?

An ideal group would be small and intimate.  We think it’s easier for people to open up and to feel comfortable with a smaller sized group, an estimate of 8-15 people.

8.    Materials/equipment needed. List every detail.

●     Worksheets: with defense mechanism definition, and nine definitions for defense mechanisms.

●     9 pieces of poster board (for each defense mechanism)

●     Colored pens/markers for each student-there are 16 student (so we should bring 20 pens just in case)

9.    Environment: Describe characteristics of the ideal environment (lighting, chairs, etc.)

Explain HOW you will set the tone. 

The ideal environment for our facilitation is natural light if the day is sunny and the normal room lights if the day is cloudy. The tables will be pushed up against the walls while the chairs are positioned in a circle. Each student will be in a chair, pulled in so they can see one-another. The room must be quiet for us to facilitate without distractions.  The environment we want to produce is calm, comfortable, and inviting to the participants.

a.    Are there certain actions/information towards which you will pay attention?

We will be paying attention to each person and how they respond/react to the questions.  If someone is uncomfortable and they leave we will follow them out of the classroom to check on their well-being.  We will also make sure that every person feels that we were listening to them and attentive when they shared with the circle. 

b.    What will your voice tone be? 

Our voices will be loud enough to be heard but quiet enough to not be alarming.  We will be talking to the group as if we are on their level and there to teach, listen, and learn along with them.

c.    The setup of the room?  The setup of the group?

The desks will be pushed against the walls and the chairs will be in a circle with the participants facing one another.  we need to make sure everyone can see one another so no one is left out.  We also need to make sure there are enough chairs and not too many.  The group needs to feel connected.

d.    Where will you be? 

As the facilitators we will be sitting next to one another in the circle with the participants.

e.    WHY will you do it this way?

We will be doing it this way because we want to create a comfortable environment  to do this we will be a part of the group by sitting in the circle with our clients and we will be sitting at the same eye level as the clients, so that we are demonstrating that we are equal in this experience.

10.  Evidenced Based Practice (one paragraph).  Please provide evidence or information from the literature that provides efficacy for this intervention. Describe a research study that is related to your intervention (i.e., Social skills intervention is shown by Garcia (2002) to be effective in increasing self-esteem in Adolescents). Site the research study, purpose and its outcomes in a few sentences. This may be challenging. Do your best.

            Kachman, Daniel J.; Mazer, and Gilbert E. (1990) found that rational emotive education among teenagers correlates to significant positive changes in academic performance and also in more adaptive defense mechanisms.

Kachman, Daniel J., and Gilbert E. Mazer. "Effects of rational emotive education on the rationality, neuroticism and defense mechanisms of adolescents." Adolescence (1990).

11. Directed Education: (see above pages for a more elaborate description of this)

a.   Create a Content/Process Spreadsheet –

Create a spreadsheet that educates the “Instructor/Therapist” regarding key concepts, terminology, tools (example – time management form) such that they can read your material and facilitate this educational session with no further research. Example below:

Content	Time - Minutes	Notes
Setting the tone: Introduction and discuss ‘challenge by choice’ Followed by leading two questions: 1.    What is your favorite movie or TV show? (each student answers one-by one) 2.    Turn to partner and talk about a character conflict in your favorite movie.	0-4	Ben introduces: Ciarra does leading questions.
Reading Definitions: We read definition of ‘Defense Mechanisms’ followed by each student reading definition and example. One-by-one	3 min @7min in time	Ciarra leads definitions
Group of four -Discuss your movie and character conflict. -Which defense mechanism was used? (Who used it?) -was defense mechanism healthy or unhealthy? Examples on worksheet in case team struggles with movies they have they can discuss examples.	8 min @15 min in time	Ciarra leads Ben and Ciarra walk around helping groups Suggest that students may want to write down the answers to each movie
Groups share with class: Name a movie/tv show you discusses (one per group) -What defense mechanism was used? Was it healthy or unhealthy?	3 min. @18 min.	Ben asks class to share 20 MINUTE MARK-Switch to BOAT: If at 20-25 minutes!
Role play: Groups of 2 We are all on a boat lost at sea: Make 9 groups...each a defense mechanism. Play out your response. Reflection if time: If we have time after role plays-ask for reflections:  Any comments about the way each defense mechanism handles the situation?	15 min	Ciarra Introduces Boat Ben does reflection
Group of 4: -Would you have handled the situation differently than the character? -What defense mechanism would you use?		Extra Activity
Individual: Come back into circle and journal.  Write privately (this will not be shared) A conflict you were in, and how you handled the situation.  Was it healthy or unhealthy?		Extra Activity
Groups of two: Come together and reflect any thoughts or feelings you would like to share after journaling.		Extra Activity
Closing: Each student answers one-by-one In a sentence or less how did this lesson make you feel?	3-5 min

Considerations:

1.    Will you have forms or handouts?

Yes, we will have a handout. We have posted the handout below.

2.    Dissemination of resources (include forms/facts/information/brochures).

3.    Use key terms.

12.   Closure – Briefly write how you will close the session including writing your key educational lessons. Key here is to creatively have the client’s share or express something they learned.

In our defense mechanism protocol we defined what a defense mechanism is, where defense mechanisms are used, who uses them, and we role played using defense mechanisms.  In the end we gave our clients the opportunity to reflect on what they had learned or apply defense mechanisms to their own lives.  To do this we had each person answer one-by-one an open ended question, which was; in a sentence or less how did this lesson make you feel?

                                                                                                                                                                

Our worksheet is below:

Defense Mechanisms

Facilitators: Ciarra and Ben

Definitions:

Defense Mechanisms:

Defense Mechanisms come from the Psychoanalytic Theory. The idea that the unconscious mind can influence ones behaviors (meaning we are unaware of their presence and influences).

The unconscious aspect of the mind uses these mechanisms to protect our psychological well-being.

Have you ever heard of Freud’s ID (the unconscious) and Ego (conscious awareness)? Think of the ID as the unconscious thoughts trying to keep the Ego protected. 

Definitions and examples of 9 Types of Defense Mechanism:

1.       Denial: Insisting that a source of anxiety does not exist.

Example- Denying that you have been diagnosed with a serious illness.

2.       Displacement: Taking out impulses on a less threatening target.

Example- Yelling at your children after having a day of abuse from your boss.

3.       Intellectualizing: Avoiding unacceptable emotions by focusing on intellectual aspects.

Example-Focusing on funeral arrangements to avoid loss of loved one.

4.       Projection: Attributing unacceptable aspects of you to another:

Example: Criticizing the work of others when you fail to complete the assignment.

5.       Rationalization: Using faulty logical reasoning to ignore reality.

Example-Focusing on the choices your coaches made even though you were the one who missed the winning touchdown at the end zone.

6.       Reaction Formation: Believing or acting in a manner opposite your true feelings.

Example-Laughing hysterically and joking with friends when your significant other breaks up with you.

7.       Regression: Returning to a previous developmental stage.

Example: Throwing a temper tantrum in the grocery store line.

8.       Repression: Pulling information into the unconscious:

Example: Forcing yourself to forget the witnessing of a relatives suicide.

9.       Sublimation: Expressing unacceptable impulses through acceptable behavior.

Example: Using rigorous exercise as a way to express your frustration at work.

Individual Journal: Have you ever been in a conflict with another person? How did you respond?  Which defense mechanism did you use? Was your response healthy or unhealthy?  If you could change your response what would you do differently?

Movie examples:

Movie/ TV Show:	Characters in Conflict/Conflict	Defense Mechanism:
The Lion King	Simba living with Timone and Pumba in the oasis and his feelings towards returning to Pride Rock to be King.	Denial
Cinderella	The evil step Mother and after her husband (Cinderella’s father dies) is stuck alone in a home raising three daughters.	Displacement
Batman	Batman’s parents were murdered he focuses all of his time on fighting crime in Gothem City.	Intellectualizing
Monster’s Inc., Monster’s University	Sully gives Mike a hard time saying he’s not as good at scaring Children, when Sully lacks important skills himself	Projection
Beauty and the Beast	The beast blames everyone else for being turned into the Beast.  But why was he turned into the beast? Unkindness to the witch.	Rationalization
Sleeping Beauty (Disney’s cartoon version)	Maleficent is not invited to view the new born princess.  She shows up anyways, casts a curse, and starts to laugh, no one else is laughing.	Reaction Formation
Shrek	Whenever Donkey is feeling ignored and wants attention from Shrek what is his behavior?	Regression
X-Men	Wolverine has flash backs of the experiments done on him.	Repression
Tangled	Rapunzel focuses on painting the walls (and other activities) to avoid the fact that she is stuck in a tower.	Sublimation

_________________________________________________________________________________

Jonathan 

Angelina 

RECL 197: Recreation Therapy Education Session

Topic: Emotional Intelligence

1. Title: The title for this educational session is: “Emotional Intelligence”.

2. Rationale/Justification for facilitating this session:

Emotional intelligence is important to understand and manage our emotions and those around us. Learning about emotional intelligence helps to manage relationships, navigate social networks, influence and inspire others. Emotional intelligence also is an important factor for success, influencing productivity, and efficiency.

3. Anticipated Outcome:  

We are giving an educational session on emotional intelligence in order to help people learn self-awareness, emotional management, effective communication, social awareness, and conflict resolution in order to become aware of emotional intelligence and harness its power.

4. ICF CODE(s):

ICF CODE: D7202 Regulating behaviors within interactions. Regulating emotions and impulses, verbal aggression and physical aggression in interactions with others, in a contextually and socially appropriate manner.

ICF CODE: B152: Emotional functions. Specific mental functions related to the feeling and affective components of the processes of the mind.

ICF CODE: D7504: Informal relationships with peers. Creating and maintaining informal relationships with people who share the same age, interest or other common feature.

5. Goal:

Clients will gain a better understanding of their emotions in their interpersonal relationships as well as the relationship with oneself.

6. Who:

The type of person who would benefit from this the most would be someone who has recently been lost in regards to their emotions and faces anger or depression in a similar fashion. People with sudden urges or changes in behavior may benefit the most from learning more about their emotional behaviors. We will aim to target those who are struggling with their emotional identity as well as those who want to learn more about them emotionally.

7. Group size:  The ideal group size would be 15-20 people.

8. Materials/equipment needed: Handouts, pens, chairs for each client

9. Environment:

The classroom will be set up in a circle of chairs so that, when seated, everyone can see each other. The chairs should be comfortable and the lighting in the room should be bright and inviting. Optional lighting may come from sunlight. The tone of the classroom will be inviting, calm, and reflective on the clients. The facilitators will pay special attention to those who need extra time in completing the session and be open to other needs as well. Our voice tone will convey a learning environment as well as inviting to those who speak and want to share. The two facilitators will be in the front of the room in chairs included in the group. The facilitators will sit in the front together so the clients know where to focus their attention as well as sitting together in a circle will help provide a learning space and will make clients feel included. This in turn will help clients open up and be able to speak without fear of their peers judging them.

10.  Evidenced Based Practice

Vergara, A. I., Alonso-Alberca, N., San-Juan, C., Aldás, J., & Vozmediano, L. (2015). Be

water: Direct and indirect relations between perceived emotional intelligence and

subjective well-being. Australian Journal Of Psychology, 67(1), 47-54. doi:10.1111/ajpy.12065

`           The purpose of this study was to determine whether or not emotional intelligence improves life satisfaction and factors related to improve general well-being. Well-being was noted as having three unique factors that include attention, clarity, and emotional repair. Using a structured modelling technique similar to the one we will use to facilitate, a general improvement of well-being and positive signs of clarity were noted in participants.

11. Directed Education: (see above pages for a more elaborate description of this)

a.   Create a Content/Process Spreadsheet – Create a spreadsheet that educates the “Instructor/Therapist” regarding key concepts,

terminology, tools (example – time management form) such that they can read your material and facilitate this educational session with no further research. Example below:

CONTENT	TIME/MINUTES	NOTES
Logistics	2 minutes	Introduction, tighten circle
Group Rules	1 minute	Let everyone know where the exits are and they are free to leave at any time. Also, this is an open environment where you can share as little or as much as you would like.
Introduction to topic: Emotional Intelligence	2 minutes	Ask people what they know about Emotional Intelligence. Turn to a partner to discuss. Then have someone read the definition on the handout.
Debrief	2 minutes	What does this definition mean to you? 2-3 people share.
Four Emotional Quotient Skills	5-8 minutes	Ask for Volunteer to read out loud, then discuss with partner after each definition is read. Share 2-3 people
Chart Exercise	10 minutes	Explain on board. Have them draw chart on back of paper. Groups of 3-4. Count off. Give 5 minutes, then each group shares.
Four Branches of Emotional Intelligence	5-8 minutes	Ask for Volunteer to read out loud, then discuss with partner after each definition is read. Share 2-3 people
Assessment	10-15 minutes	On handout, have them complete assessment individually and score themselves.
Closure	3-5 minutes	Get back in close circle, have each person say one thing about today’s lesson. If time, ask another question from below. If time, read quote from handout.

12.   Closure – Have each client share one word about what they thought of today’s lesson.

-How did it make you feel?

-What did you learn?

-How will this affect your life?

-How can you apply this to everyday life?

-What was your favorite part about this session?

EMOTIONAL INTELLIGENCE

Relating to Yourself and Others

Definition: The capacity to be aware of, control, and express one’s emotions, and to handle interpersonal relationships judiciously and empathetically.

The Four Emotional Quotient Skills

Self Awareness: Ability to recognize your emotions as they happened and understand your general tendencies for responding to different people and situations

Social Awareness: Understanding where the other person is coming from whether you agree or not

Self Management: Using awareness of your emotion to choose what you say and do in order to positively direct your behavior

Relationship Management: Using awareness of other persons' emotions to choose what you say and do in order to positively direct your behavior

Four Branches of Emotional Intelligence

1. Perceiving Emotions: The first step in understanding emotions is to accurately perceive them. In many cases, this might involve understanding nonverbal signals such as body language and facial expressions

2. Reasoning With Emotions: The next step involves using emotions to promote thinking and cognitive activity. Emotions help prioritize what we pay attention and react to; we respond emotionally to things that garner our attention

3. Understanding Emotions: The emotions that we perceive can carry a wide variety of meanings. If someone is expressing angry emotions, the observer must interpret the cause of their anger and what it might mean. For example, if your boss is acting angry, it might mean that he is dissatisfied with your work; or it could be because he got a speeding ticket on his way to work that morning or that he's been fighting with his wife

4. Managing Emotions: The ability to manage emotions effectively is a key part of emotional intelligence. Regulating emotions, responding appropriately and responding to the emotions of others are all important aspect of emotional management.

“The greatest barrier to self-understanding is our fear of knowing the truth within ourselves, but when we do understand ourselves, we greatly enhance what we are capable of.”  ― Carla H Krueger

_________________________________________________________________________________

Claudia & Mayra 

3/2/15

RECL 197

RECL 197: RECREATION THERAPY EDUCATIONAL SESSION

BACKGROUND PREPARATION AND INFORMATION

1. Title: Emotions Identification

2. Rationale/Justification for facilitating this session: This is important because without

identifying one's own emotions, it is impossible to live a positive and healthy life. Emotions are

part of our daily functioning and knowing how to identify emotions, creates emotional stability

throughout one’s lifespan.

3. Anticipated Outcome(s) : To raise participant awareness about emotion identification.

Develop and practice strategies that can be used to increase likelihood of identifying one’s own

emotions. This is important because we want our participants to be aware that they are able to

make choices in their own lives. This increases their quality of life and the emotion identification

will make them more aware of what opportunities they have.

4. ICF CODE(s) :

● d720 Complex Interpersonal interactions: Maintaining and managing interactions with

other people, in a contextually and socially appropriate manner, such as by regulating

emotions and impulses, controlling verbal and physical aggression, acting

independently in social interactions, and acting in accordance with social rules and

conventions.

● d7202 Regulating behaviours within interactions: Regulating emotions and impulses,

verbal aggression and physical aggression in interactions with others, in a contextually

and socially appropriate manner.

● b1520 Appropriateness of emotion: Mental functions that produce congruence of

feeling or affect with the situation, such as happiness at receiving good news.

● d3550 Discussion with one person: Initiating , maintaining, shaping or terminating an

argument or debate with or person.

● d3551 Discussion with many people: Initiating, maintaining, shaping, or terminating

and argument or debate with more than one individual.

● b1646 Problemsolving:

Mental functions of identifying, analysing and integrating

incongruent or conflicting information into a solution.

5. Goal(s) :

● By the end of this session, clients will be able to identify emotions, learning about the

diversity of emotions as evidenced by facilitators.

● Clients will be able to recognize areas where identifying emotions can be improved and

be able to discuss the topic in pairs and small groups.

1

● Clients will be able to learn at least one strategy that can be applied to increase the

likelihood of differentiating emotions in various situations

6. Who :

● Borderline Personality Disorder (BPD) – this facilitation would work well because

individuals with BPD struggle to identify emotions.

● Substance Abuse – With Substance Abuse, individuals struggle with identifying

emotions, expressing emotions, and regulating emotions.

● PTSD – With PTSD, individuals will learn to identify emotions they are feeling, and

learn how it affects their body and learn how to regulate emotions.

7 . Group size : 24

8. Materials/equipment needed .

Chairs, writing instrument, worksheets.

9. Environment : Description of the characteristics of the ideal environment.

● Are there certain actions/information towards which you will pay attention?

a. We will be looking at nonverbal communication from the participants, by keeping

eye contact with participants and being aware of their facial expressions.

● What will your voice tone be?

a. Our tone of voice will be calm and professional. We want to keep an open mind

and have safety as our number 1 priority.

● The setup of the room? The setup of the group?

a. The setup of the room will have tables to the side along with their belongings, and

the setup of the group will have one small circle, diades, and small groups

● Where will you be?

a. We will be sitting together and when we break into smaller groups, we will walk

around the classroom and provide feedback and positive reinforcement.

● Why will you do it this way?

a. We will do the things we do during this session to provide safety, awareness, and

a positive learning environment.

10. Evidenced based practice .

● Schwenck, C., Gensthaler, A., Romanos, M., Freitag, C. M., Schneider, W., & Taurines,

R. (2014). Emotion recognition in girls with conduct problems. European Child &

Adolescent Psychiatry , 23 (1), 1322.

doi:10.1007/s0078701304168

11. Directed Education

● Logistics and Setting the Tone: briefly describe how you will set up logistics and set the

tone. Use the above guide for help.

● Logistics:

○ Address 2 learning outcomes

○ Address safety issues

○ Review basic agenda

2

○ Set the tone:

○ Define perceived freedom

○ Ask questions

○ Break into 1:1, small groups, and big group

Facilitate Learning : Setting the toneHow

are you feeling today?

a. Create a Content/Process Spreadsheet –

Create a spreadsheet that educates the “Instructor/Therapist” regarding key concepts,

terminology, tools (example – time management form) such that they can read your material and

facilitate this educational session with no further research. Example below:

Content Time Minutes

Notes

Setting the tone

∙ Introduce names

∙ Safety

∙ Challenge by choice

∙ Alert participants of the exits and assure them

that should they feel the need to leave, they may,

and we will check on them.

02

Speak

with a great enough

volume for everyone to hear,

while keeping a warm and

welcoming tone and smiling

warmly

Speak

slowly and enunciate to

provide safety.

⇒ Share “WHAT CAN SODA TEACH US

ABOUT EMOTIONS?” sheet.

⇒ State topic : Emotions Identification

Emotions: a natural instinctive state of mind

deriving from one's circumstances, mood, or

relationships with others.

24

Facilitators

will ask students to

volunteer to read excerpts of the

worksheet

Opening question: How are you feeling today?

Re introduce topic: Emotions identification,

learning about the diversity of emotions,

recognizing the different emotions one may

experience.

→ Emotions are very important to our daily

functioning, they help guide our decisions, help us

35

⇒ go around group and ask to share

3

connect with other people, and keep us out of

harm’s way.

Activity #1

We will be moving along to our first activity

where we will identify emotions and learning

about different emotions.

*Facilitators will separate the individuals into two

groups and provide specific instructions as to

what they do when they receive a note card with

their role*

3

3

Students

will count off 1 through 2 and

will get into pairs

Facilitators

will provide each individual

1 notecard. Individual #1 will receive

notecard #1 with a list of topics to

discuss with individual #2. Individual #2

will receive notecard #2 with gestures

they will act out while listening to

individual #1.

Bring

pairs back into one circle and have

Individuals

who were #1 share the emotion they

felt and ask why they think so and why they felt

that way.

Individuals

who were #2 share the emotion they

felt and why they felt that way

23

→ have one individual from each pair

share ( individual #1 or #2)

Activity #2

Now we’re going to move on to our second

activity where individuals will work individually

on the worksheet titled “Emotions Identification”

and pick 5 emotions from the word bank and

think about a situation/ experience where they felt

this emotion.

→ Students will get into groups of 34

and share

58

i.e. 1) If i pick scared, my experience or

situation would be… When I went cliff

jumping for the first time I was

SCARED.

2) If I pick angry, my experience or

situation would be…. I recently locked

my car keys inside my car and felt

ANGRY.

→ Individuals will get back into the circle

have

a few volunteers share their

situations/experiences where they felt the

emotions they chose

3 Have

one individual from each group,

or few volunteers share.

⇒ Ask follow up questions if possible.

Activity #3

Go

back to worksheet #2 “Emotions

Identification” and use worksheet #3 “Emotional

Intensity Scale”

Pick

a number from 0100

that best fits how they

58

Number

can be written next to emotion

4

were feeling during situation/experience.

Break

into pairs and share.

Come

back in big circle and share (34

people)

⇒ have one person from each pair or

few volunteers.

Closing:

After this session, what are some realistic ways

you can increase your sense of identifying your

emotions in certain situations?

OR

What is one of the strategies that you can take

from this session?

3

b. Debriefing Questions : List 810

questions to help the client process their experiences. See

above guide for help.

1. After this session, what are some realistic ways you can increase your sense of

identifying your emotions in certain situations?

2. What is one of the strategies that you can take from this session?

3. How did you feel after reevaluating gestures in connection to your feelings?

4. What did you learn after completing the 1 st activity?

5. What did you learn after completing the 2 nd activity?

6. What does emotions identification mean to you after this session?

7. Have you identified areas where you would need improvement in recognizing different

emotions after this session? What are they?

8. What is one strategy that you can take away about learning to identify which feelings you are

having after this session? What is it?

c. Considerations :

1. We will have worksheets – clients need to supply their own writing utensil

12. Disembark/Closure – Briefly write how you will close the session including writing your

key educational lessons. Key here is to creatively have the client’s share or express something

they learned.

“Now it is time to bring our session to a close. I hope that you have increased your ability to

identify what your emotions, and how to apply it in your life.”

We ask them these questions: After this session, what are some realistic ways you can increase

your sense of identifying your emotions in your life? What is one of your strategies that you can

take from this session?

Activity 1

5

Directions :

Facilitators

will separate the individuals into two even groups and provide specific

instructions as to what they will do when they receive a notecard with their role.

Facilitators

will provide each individual 1 notecard. Individual #1 will receive notecard

#1 with a list of topics to discuss with individual #2. Individual #2 will receive notecard

#2 with gestures that they will act out while listening to individual #1.

NOTECARD #1

TOPICS:

What

influenced you to choose TR as a major?

What

did you learn at BATRA?

What

is your favorite season?

What

are some of your hobbies?

What

do you look forward to doing during spring break?

What

are your goals for your future career?

Where

do you see yourself in five years?

Where

do you see yourself in 10 years?

NOTECARD #2

GESTURES:

Look

around room

Look

at nails

Ask

person to repeat what was stated

Seem

uninterested

Pay

attention to something else

Look

at your shoes

Improv!

WHAT CAN SODA TEACH US ABOUT EMOTIONS?

6

Imagine a bottle of soda shaken.

When the cap comes off, there is a

rush but it is temporary and then the

soda flattens.

If you put the cap back on quickly, the

soda will retain the fizz.

Soda under pressure has fizz, but can’t keep

producing the energy after the cap is left off.

When you stop avoiding your

feelings, you may feel emotions intensely,

but it is only temporary and it lessens .

Avoidance keeps the emotions

from being processed and thus

keeps the high intensity in the

emotions.

Experiencing the emotion allows

the emotion to be processed and

allows it time to lessen in

intensity.

Activity 2

Emotions Identification

7

Directions: Choose 5 emotions and provide a situation/experience that has occurred in your life and has

evoked the emotion.

Happy

Excited

Appreciated

Proud

Optimistic

Sad

Angry

Nervous

Helpless

Scared

1. EMOTION:______________

__________________________________________________________________________

__________________________________________________________________________

2. EMOTION:______________

__________________________________________________________________________

__________________________________________________________________________

3. EMOTION:______________

__________________________________________________________________________

__________________________________________________________________________

4. EMOTION:______________

__________________________________________________________________________

__________________________________________________________________________

5.EMOTION:______________

__________________________________________________________________________

__________________________________________________________________________

1. Title: Enneagram Treatment Session

2. Rationale/Justification for facilitating this session:  This is important because it will help you understand your true identity through this personality test.

3. Anticipated Outcome:  After the facilitation you will be  able to have a practical personality profile for yourself and others that can be applied to understanding your good days and bad.

4. ICF CODE(s): b126-Temperament and personality functions

                            d140 Learning to read

                            d150 Learning to calculate

                            d1550 Acquiring basic skills

                            d163 Thinking

                            d177 Making decisions

                            d710 Basic interpersonal interactions

                            d7100 Respect and warmth in relationships

                            d7101 Appreciation in relationships

                            d7102 Tolerance in relationships

                            d7103 Criticism in relationships

                            d7104 Social cues in relationships

                            d720 Complex interpersonal interactions

                            d7200 Forming relationships

                            d7202 Regulating behaviours within interactions

                            d7204 Maintaining social space

                            e398 Support and relationships, other specified

                            e498 Attitudes, other specified

5. Goals: 

-          Clients will became self- aware and value diversity in personality and behavior

-          Clients will  maximize their potential for success

-          Clients will able to have a practical personality profile for themselves  and others that can be applied to understanding your good days and bad

-          Clients will know what personality they are

6. Who:  This can benefit everyone. In a clinical setting this can be highly recommended for patients that struggle with the lack of understanding of personal growth including mind, body and spirit.

7. Group size:  The ideal group size would be to 1-20 participants.  It is ideal to have a at least one person to discuss the concepts of the facilitation in order to get the best outcomes.

8. Materials/equipment needed:

-          Chairs

-          Participants

-          Facilitation worksheet

-          Enneagram

-          Writing utensil

-          Flashcard

-          Open Mind

-           

9. Environment: This will take place in a classroom setting. We will have chairs formed in a circle with the lights not to bright and not too low to make sure everyone is present and involved. We would also be included in the group to facilitate the activities.  We will invite everyone in the circle and mention that participation is voluntary, but it is highly encourage.  We will be looking for the “ah ha” moment and for the clients to understand and grasp their unconscious personality. Our voice tone will be calm and soothing. 

10.  Evidenced based practice. 

The enneagram is a tool consisting of nine points that depict personality styles. It is a tool that can be integrated into theoretical counseling approaches to better serve the therapeutic relationship and is adaptable to the unique personality of each client. This manuscript includes correlations between the enneagram and psychological precepts such as the diagnostic criteria found within the Diagnostic and Statistical Manual-IV. To demonstrate the enneagram's compatibility with other counseling theories, each of the nine styles is explained with corresponding theories recommended for each style. A case study and examples are provided to demonstrate effectiveness as a tool to promote awareness in the counseling relationship.

Matise, M. (Spring 2007), The enneagram: An innovative approach. Journal of Professional Counseling: Practice, Theory, and Research, 35, 45- 62 

11.  Directed Education

Content	Time-minutes
Logistics: Shannel “Before we begin I would like everyone to adjust the circle. *wait until circle is perfect* Ok thank you everyone, My name is Shannel, Diana: “And my name is Diana” Shannel: “And thank you for coming to our education session about Enneagram at the end of our facilitation you should be able to have a practical personality profile for yourself and others that can be applied to understanding your good days and bad.” Diana: “Just a reminder this exercise is challenge by choice so we highly encourage you to participate but if you do not feel comfortable answering any questions feel free to pass or decline to answer. Also, if there is ever a time that you feel the need to step out we encourage you to do so and one of us will go out there and check on you.  Just a reminder this room is a safe place so anything said during this facilitation cannot leave this room. We ask everyone to respect each other's privacy by keeping everything said here private.” Set The Tone: Shannel:  Raise your hand if you have ever taken a personality *Wait until participants raise hands any make some sort of comment like, ‘oh ok, that’s a lot ‘* So we now know those who didn’t raise your hand, did not do the first homework assignment Read over handout**** Can everyone turn to page 1 in the handout? Can we have a volunteer to read the History Another volunteer to read why it is important? Diana: Now that we know a little more about the History and importance of enneagram Activity #1  Shannel: What type of personality do you think you are? Refer to page 2 Diana: looking at pg 2 we have provided the types of personalities, so on your index card can you all please  take a few minutes to write down the type of personality that you believe you are.  ex: After reading all of the personality descriptions i believe that i am the Loyalist and write down some reasons of why you think you are that type. **Any Questions?** Shannel: Everyone about ready? So now we are going to partner up and discuss what type of personality you chose with a partner. ●       Can we have everyone join the circle once again please. Diana:  Can we have a few volunteers to share what they discussed with their partners. *Follow-up questions* Diana:  Thank you all for sharing. Activity 2 Shannel: “Open your packets and look at page 3” On this page we have an actual enneagram for you all to take and to find out  your actual personality type. Please take a few minutes to fill it out, and be as truthful as possible. After completing the test on the left, you will score your results on the right column by adding the two digit codes together. Diana :ex: the first digit code section has the letters AX therefore, i will get the number on got from section A and the number i got on section X and add them up.  Shannel: You will then realize the highest score,which may be six. Once you know your highest score you will look at the column next to it which will give you the type of personality that you are. Please look up once you're done. *Wait 5-7 minutes* (start writing activity 3 questions on board) Diana: Now that you have your accurate score, raise your hand if you were correct from your guess in the first activity. Activity #3  Topic: Was there any similarities with the people in your group? Shannel: We are going to group up with the same type of personality that you scored and discuss (write on board) -          what was your initial thought after knowing your actual personality -          Are there any similarities traits/characteristics within your group members? **:Any questions? Is everyone clear on the instructions? ** wait 5-7 mins** *Walk around to make sure that everyone is participating* Diana: Now we are going to go around and one person from each group can share what you all talked about **Come back to the circle** Closure: Shannel: I hope you all became self- aware and value diversity in personality and behavior in order to maximize your potential for success. Diana: Can we have everyone share one thing that they took away from this intervention? *Go around circle*  Shannel: Thank you all for your time and if you want more information or want to share this enneagram with your friends you can find the link in our packet.	0-4 min 2min 5-10 min 5-10 min 10-15 min 5 min

12.   Closure –  we hope you all became self- aware and value diversity in personality and behavior in order to maximize your potential for success.

Closure question:

-          Can everyone share one thing that they took away from this intervention?

Worksheet:

Enneagram

History:

-       The enneagram developed out of the psychology and behavioral science studies in the 1950’s and has roots in spiritual wisdom from many different ancient traditions.

-       Your enneagram type like all personality profiles is a function of your innate personality augmented by learned behaviors or conditioning from experiences beginning in early childhood.

-       Values and beliefs are formed throughout childhood and even into adulthood affecting behavior and as a result perceived personality.

What is Enneagram:

-       Enneagram philosophy and development models are built on the ancient wisdom of the Enneagram Personality Type and the modern-day behavioral psychology of Emotional Intelligence and Learning styles.

-       We believe that to Grow Yourself and Others- You must FIRST Know Yourself and Others

-       The pathway to Success therefore includes developing first Awareness, then Understanding, Leadership and Mastery of:

-       Personality: Enneagram Personality Types

-       Behavior: Emotional Intelligence

-       Competency: 4 Stages of Learning in 9 Core Competencies

-       Mastery: ennea 9

For more information:

-       www.enneagraminstitute.com
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5 Flags of Nonverbal Communication

Nonverbal Communication:

            Nonverbal communication encompasses the wordless signals we give each other when we interact with one another. These signals can occur while we are verbally speaking and even when we are silent we could still be communicating with our bodies. Sometimes what we communicate through our mouths might not be consistent with what we are communicating with our bodies. When this happens, we tend to choose to believe the body language because it is a more natural, unconscious response, so we believe it to be more truthful.

The 5 Flags and Their Definitions

Facial Expressions:

The human face is able to express many emotions without saying a word. And unlike some forms of nonverbal communication, facial expressions are universal. The facial expressions for happiness, sadness, anger, surprise, fear, and disgust are the same across cultures.

Body Movements and Posture:

Consider how your perceptions of people are affected by the way they sit, walk, stand up, or hold their head. The way you move and carry yourself communicates a wealth of information to the world. This type of nonverbal communication includes your posture, bearing, stance, and subtle movements.

Gestures:

Gestures play an important role in our lives. We wave, point, beckon, and use our hands sometimes when speaking—expressing ourselves with gestures often without thinking. However, the meaning of gestures can be very different across cultures and regions, so it’s important to be careful to avoid misinterpretation.

Eye Contact:

Since the visual sense is dominant for most people, eye contact is an especially important type of nonverbal communication. The way you look at someone can communicate many things, including interest, affection, hostility, or attraction. Eye contact is also important in maintaining the flow of conversation and for gauging the other person’s response.

Touch:

Touch can communicate a number of things to others. Think about the messages given by the following: a weak handshake, a timid tap on the shoulder, a warm bear hug, a reassuring slap on the back, a patronizing pat on the head, or a controlling grip on your arm.

Why Nonverbal Communication Matters

            When our verbal communication matches what our body language is expressing, a stronger sense of trust and connection can be made. If it doesn't, that same trust and connection can actually be damaged instead.

How To Improve Nonverbal Communication

• Learn to manage stress effectively- Stress can affect your ability to interpret other people's nonverbal communication signals as well as affect your ability to express your own signals.
• Learn how to be aware of emotions- Being able to recognize emotions can assist you in expressing your nonverbal signals, and reading other's signals. It helps in becoming an effective communicator.

“The most important thing in communication is hearing what isn’t said.” – Peter F. Trucker