This document is a workbook for teens dealing with trauma. It contains activities corresponding to the components of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT). The workbook introduces concepts like feelings identification, relaxation techniques, cognitive coping skills, creating a trauma narrative, and enhancing future safety. It provides exercises, prompts, and spaces for drawing or writing to help teens process their traumatic experiences and learn skills to feel better.
This document provides information for those working with traumatized children. It discusses the effects of trauma on children's cognition, behavior, affect, and physical health. It describes common reactions in children like repetitive play, regression, and somatic complaints. The document also covers trauma-informed care, the impact of trauma on the brain, trauma bonding, and treatment options like CBT, prolonged exposure therapy, and EMDR. Key aspects of working with traumatized children are understanding developmental stages and communicating with parents about topics like boundaries and healthy sexuality.
Course Description (From www.PESI.com):
Attend this day of training and leave with a brand new toolkit of skills, interventions, and principles for rapid success with traumatized clients. Join Jamie Marich and learn the standard of care for treatment in the field of traumatic stress – and its key ingredients. Implement evidence-based treatment protocols and interventions for establishing safety, desensitizing and reprocessing trauma memories, metabolizing and resolving grief/loss and finally, assisting clients in reconnecting to lives full of hope, connection, and achievement.
Jamie is a certified EMDR Therapist and approved consultant through the EMDR International Association (EMDR). She is additionally a member of the American Academy of Experts in Traumatic Stress, the International Association of Trauma Professionals (IATP), and has earned Certification in Disaster Thanatology.
Jamie began her career in social services as a humanitarian aid worker in post-war Bosnia-Herzegovina opening her eyes to the widespread, horrific impact of traumatic stress and grief.
Objectives:
Describe the etiology and impact of traumatic stress on the client utilizing multiple assessment strategies.
Assess a client’s reaction to a traumatic event and make an appropriate diagnosis.
Explain how grief, bereavement, and mourning are accounted for in the new DSM-5®.
Implement interventions to assist a client in dealing with the biopsychosocial manifestations of trauma, PTSD, and traumatic grief/complicated mourning.
Utilize appropriate evidence-based interventions to assist a client in dealing with the biopsychosocial-spiritual manifestations of trauma.
Explain the effects of trauma on the structure and function of the brain.
Learn how mindfulness-based stress reduction (MBSR) can help relax your body, calm your mind and spirit, and reduce overall stress. Our meditation techniques are ideal for women and men coping with chronic anxiety, illness, and pain.
Based on TIP 57: Trauma-Informed Care in Behavioral Health Services|SAMHSA A single counseling CEU course is available at https://www.allceus.com/member/cart/index/product/id/393/c/ or the complete Trauma Informed Care Training Certificate are available at https://www.allceus.com/member
Expressive therapy uses creative arts like art, music, dance, drama, and poetry as a form of therapy. The process of creation is emphasized over the final product. It allows clients to express themselves through non-verbal means which can provide unexpected insight. Different types of expressive therapy may help clients, especially children, process traumatic memories and abstract concepts in a concrete way. Therapists should be careful not to over-interpret clients' creative works and need proper training to ethically integrate expressive techniques.
1. The document discusses post-traumatic growth, which is the idea that people can experience positive psychological changes and improvements in their lives after experiencing trauma or difficult circumstances.
2. It describes five areas of growth that people often experience, including greater personal strength, improved relationships, a new appreciation for life, seeing new opportunities, and experiencing deeper spiritual or existential changes.
3. The document advocates that through positive psychology practices and an upward spiral approach, people can construct a new reality and heal from past trauma by addressing it and experiencing post-traumatic growth.
This document discusses complex post-traumatic stress disorder (complex PTSD) which results from prolonged or repeated trauma over weeks, months or years. It describes the social conditions that can lead to prolonged trauma such as child abuse, domestic violence, human trafficking, slavery, torture and concentration camps. It outlines the typical symptom profile of complex PTSD including somatization, dissociation, affect dysregulation, re-enactments and revictimization. It also discusses how prolonged trauma can distort personality, relationships and perception of the perpetrator.
This document summarizes a presentation on grief therapy given by Dr. Susan Stuber. It discusses research on normal grief versus complicated grief, assessments of complicated grief, debates around including prolonged grief disorder in the DSM-V, and additions related to grief in the DSM-5. The presentation covers critiques of Kubler-Ross's five stages of grief model, analyses of criteria for complicated or prolonged grief proposed by Prigerson and Shear, and risk and protective factors for complicated grief.
This document provides information for those working with traumatized children. It discusses the effects of trauma on children's cognition, behavior, affect, and physical health. It describes common reactions in children like repetitive play, regression, and somatic complaints. The document also covers trauma-informed care, the impact of trauma on the brain, trauma bonding, and treatment options like CBT, prolonged exposure therapy, and EMDR. Key aspects of working with traumatized children are understanding developmental stages and communicating with parents about topics like boundaries and healthy sexuality.
Course Description (From www.PESI.com):
Attend this day of training and leave with a brand new toolkit of skills, interventions, and principles for rapid success with traumatized clients. Join Jamie Marich and learn the standard of care for treatment in the field of traumatic stress – and its key ingredients. Implement evidence-based treatment protocols and interventions for establishing safety, desensitizing and reprocessing trauma memories, metabolizing and resolving grief/loss and finally, assisting clients in reconnecting to lives full of hope, connection, and achievement.
Jamie is a certified EMDR Therapist and approved consultant through the EMDR International Association (EMDR). She is additionally a member of the American Academy of Experts in Traumatic Stress, the International Association of Trauma Professionals (IATP), and has earned Certification in Disaster Thanatology.
Jamie began her career in social services as a humanitarian aid worker in post-war Bosnia-Herzegovina opening her eyes to the widespread, horrific impact of traumatic stress and grief.
Objectives:
Describe the etiology and impact of traumatic stress on the client utilizing multiple assessment strategies.
Assess a client’s reaction to a traumatic event and make an appropriate diagnosis.
Explain how grief, bereavement, and mourning are accounted for in the new DSM-5®.
Implement interventions to assist a client in dealing with the biopsychosocial manifestations of trauma, PTSD, and traumatic grief/complicated mourning.
Utilize appropriate evidence-based interventions to assist a client in dealing with the biopsychosocial-spiritual manifestations of trauma.
Explain the effects of trauma on the structure and function of the brain.
Learn how mindfulness-based stress reduction (MBSR) can help relax your body, calm your mind and spirit, and reduce overall stress. Our meditation techniques are ideal for women and men coping with chronic anxiety, illness, and pain.
Based on TIP 57: Trauma-Informed Care in Behavioral Health Services|SAMHSA A single counseling CEU course is available at https://www.allceus.com/member/cart/index/product/id/393/c/ or the complete Trauma Informed Care Training Certificate are available at https://www.allceus.com/member
Expressive therapy uses creative arts like art, music, dance, drama, and poetry as a form of therapy. The process of creation is emphasized over the final product. It allows clients to express themselves through non-verbal means which can provide unexpected insight. Different types of expressive therapy may help clients, especially children, process traumatic memories and abstract concepts in a concrete way. Therapists should be careful not to over-interpret clients' creative works and need proper training to ethically integrate expressive techniques.
1. The document discusses post-traumatic growth, which is the idea that people can experience positive psychological changes and improvements in their lives after experiencing trauma or difficult circumstances.
2. It describes five areas of growth that people often experience, including greater personal strength, improved relationships, a new appreciation for life, seeing new opportunities, and experiencing deeper spiritual or existential changes.
3. The document advocates that through positive psychology practices and an upward spiral approach, people can construct a new reality and heal from past trauma by addressing it and experiencing post-traumatic growth.
This document discusses complex post-traumatic stress disorder (complex PTSD) which results from prolonged or repeated trauma over weeks, months or years. It describes the social conditions that can lead to prolonged trauma such as child abuse, domestic violence, human trafficking, slavery, torture and concentration camps. It outlines the typical symptom profile of complex PTSD including somatization, dissociation, affect dysregulation, re-enactments and revictimization. It also discusses how prolonged trauma can distort personality, relationships and perception of the perpetrator.
This document summarizes a presentation on grief therapy given by Dr. Susan Stuber. It discusses research on normal grief versus complicated grief, assessments of complicated grief, debates around including prolonged grief disorder in the DSM-V, and additions related to grief in the DSM-5. The presentation covers critiques of Kubler-Ross's five stages of grief model, analyses of criteria for complicated or prolonged grief proposed by Prigerson and Shear, and risk and protective factors for complicated grief.
This was released as Episode 373 of Counselor Toolbox Podcast. You can find specific episodes and CEU courses based on the podcasts at https://allceus.com/counselortoolbox You can also subscribe on your favorite podcast app like Apple Podcasts, Google Play or Castbox.
The document provides 4 tips on setting boundaries: 1) Identify top 3 non-negotiables or highest priorities and schedule them daily/weekly without exception. 2) Say "no" clearly without explanation. 3) Take 24 hours to make decisions on requests to properly evaluate. 4) Determine personal limits before receiving requests to know where boundaries are drawn. The tips are for creating and maintaining healthy personal boundaries.
1. Early childhood trauma, defined as experiences before age 6 that threaten a child's well-being, can cause long-term psychological disorders like depression and anxiety.
2. Traumatized children exhibit a variety of symptoms including withdrawal, sleep issues, inability to concentrate, and re-enactment of traumatic events.
3. Trauma can permanently alter brain development and negatively impact behaviors, learning, and interpersonal relationships if not treated through therapies like trauma-focused cognitive behavioral therapy (TF-CBT).
Art therapy is a mental health profession that uses creative art making to improve physical, mental, and emotional well-being. Benefits include self-healing, personal fulfillment, empowerment, and stress relief. Many populations can benefit, such as those with eating disorders, cancer, disabilities, chronic illness, relationship problems, abuse, mental disorders, substance abuse, trauma, and loss. Studies show art therapy reduced depression in incarcerated adolescent girls by 88% and boys by 87.5%. It also helped grieving teens through creative expression and memorial activities.
When faced with a problem you can stay miserable, tolerate the distress, change how you think and feel about the problem or change the situation. Distress Tolerance Skills help you tolerate unpleasant feelings until you can think clearly and make the best choice to keep you moving toward your goals.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Most people do not enter into relationships with the intention of sabotaging it, yet that is exactly what ends up happening. In this presentation, we explore, in depth, certain behaviors that commonly sabotage relationships, how they are actually protective for the "saboteur" and what can be done to address them.
A free educational training event was being held for community leaders and members to learn about understanding trauma, its effects, and effective trauma treatment. The all-day event included keynote sessions in the morning and afternoon led by experts on topics like the Adverse Childhood Experience Study, neurobiological changes from toxic stress, and inter-partner violence. Several panel discussions were also scheduled featuring local agencies, survivors of trauma, and professionals discussing trauma in the community and approaches to building a more trauma-informed community.
The document outlines a 6 step model for managing emotions compassionately:
1. Acknowledge the presence of the emotion.
2. Label the emotion.
3. Identify the function of the emotion by understanding what it is communicating and its calls to action.
4. Normalise the experience by recognising suffering is part of the shared human experience.
5. Access compassion for the distress by taking the perspective of a supportive friend.
6. Alleviate the suffering through a wise action intended to show kindness to oneself.
The model is presented as a way to manage emotions with engagement, understanding and a commitment to reducing distress.
Full presentation on the relationship between love, anger and forgiveness. As the most powerful of the three, love pervades the other two. The greatest love can often lead to the greatest anger, and therefore the greatest need for forgiveness. Also covers these processes in terms of intimacy, empathy and grief.
DBT is a treatment for borderline personality disorder that combines cognitive behavioral therapy with mindfulness practices. It aims to help patients regulate their emotions and improve their interpersonal relationships through weekly skills training groups, individual therapy sessions, phone coaching, and therapist consultation meetings. Key aspects of DBT include balancing acceptance of patients with strategies to induce change, validating patients' experiences, and teaching skills for mindfulness, distress tolerance, interpersonal effectiveness, and emotion regulation.
DBT is a therapy model that uses skills training and a strong therapeutic relationship to help clients manage emotions and behaviors. It was originally developed for borderline personality disorder but is now used for various conditions. DBT combines individual therapy, skills training groups, therapist consultation meetings, and self-monitoring. Research shows DBT reduces self-harm, psychiatric hospitalization, and improves functioning compared to treatment as usual. DBT has been adapted for different populations and settings. It requires commitment from both clients and therapists to achieve positive outcomes.
The document defines bullying as one person making fun of, trying to beat up, or ganging up against others. It notes that bullying can make people feel alone, hurt, or depressed. The three main types of bullying are verbal, physical, and relationship bullying. Bullies often feel insecure themselves and bully to feel better. Targets may be singled out due to their appearance, abilities, or lack of confidence. The document provides advice on how to deal with bullying in the moment by staying calm and telling an adult, as well as how to avoid future bullying through confidence and safety in numbers. It also addresses why bystanders sometimes don't intervene and gives questions for self-reflection about being a bully or a target
Emotional and verbal abuse can be more difficult to identify and prove than physical abuse. While physical abuse leaves marks, emotional and verbal abuse mainly impacts one's mental health and self-esteem. Two main reasons women resist leaving these abusive relationships are economic hardship, as abusers often control finances, and emotional attachment. Over time in abusive relationships, intermittent good and bad treatment can form a traumatic bond and dependency on the abuser, weakening one's self-esteem and making leaving feel impossible. More research is still needed to fully understand how emotional attachment specifically prevents women from exiting abusive relationships.
The document discusses trauma in childhood and its effects. It notes that PTSD in children is often underdiagnosed, and children may receive multiple incorrect diagnoses before an accurate one of PTSD. Trauma in childhood can impact brain development and lead to issues with attention, hyperactivity, aggression, and oppositional behavior. The document outlines symptoms of PTSD in early childhood, school age children, and teenagers. It discusses the two main types of dysregulation—hyperactivation and hypoactivation—that can result from trauma. Building resilience and social support are important factors in recovering from childhood trauma.
This document discusses the importance of boundaries for peer leaders and educators. It provides several definitions of boundaries and explains that boundaries help define appropriate behaviors, keep relationships healthy, and clarify expectations. Clear boundaries are important for both peer educators and the students they support. The document offers tips for setting boundaries, such as limiting personal sharing, establishing rules for communication, and knowing when to refer students to counseling resources. Throughout, it emphasizes that boundaries are not easy but are crucial for building effective relationships and guiding students to seek their own solutions.
1. Reality therapy is a counseling approach based on choice theory which posits that human behavior is driven by five basic needs and that people have the ability to choose their behaviors.
2. The therapeutic process in reality therapy involves creating a supportive counseling environment, exploring a client's wants and needs, evaluating whether their current behaviors are meeting those wants and needs, and developing plans for behavior change.
3. Key aspects of reality therapy include keeping therapy focused on the present, emphasizing personal responsibility and choice over past events, avoiding non-constructive techniques like transference, and developing plans that are simple, measurable, and committed to by the client.
E book Making Friends with Difficult Emotions Via TouchMichael Changaris
Touch plays an important role in emotion regulation. Self-touch activates the parts of the brain involved in emotion regulation and produces feelings of safety and relaxation. The skills presented teach 1) applying deep pressure to the shoulders, chest, and legs to induce a relaxation response and 2) petting an animal to increase positive emotions through touch-induced release of oxytocin while distracting from negative feelings. Regular practice can help build resilience to stress over time by strengthening emotion regulation abilities.
This was released as Episode 373 of Counselor Toolbox Podcast. You can find specific episodes and CEU courses based on the podcasts at https://allceus.com/counselortoolbox You can also subscribe on your favorite podcast app like Apple Podcasts, Google Play or Castbox.
The document provides 4 tips on setting boundaries: 1) Identify top 3 non-negotiables or highest priorities and schedule them daily/weekly without exception. 2) Say "no" clearly without explanation. 3) Take 24 hours to make decisions on requests to properly evaluate. 4) Determine personal limits before receiving requests to know where boundaries are drawn. The tips are for creating and maintaining healthy personal boundaries.
1. Early childhood trauma, defined as experiences before age 6 that threaten a child's well-being, can cause long-term psychological disorders like depression and anxiety.
2. Traumatized children exhibit a variety of symptoms including withdrawal, sleep issues, inability to concentrate, and re-enactment of traumatic events.
3. Trauma can permanently alter brain development and negatively impact behaviors, learning, and interpersonal relationships if not treated through therapies like trauma-focused cognitive behavioral therapy (TF-CBT).
Art therapy is a mental health profession that uses creative art making to improve physical, mental, and emotional well-being. Benefits include self-healing, personal fulfillment, empowerment, and stress relief. Many populations can benefit, such as those with eating disorders, cancer, disabilities, chronic illness, relationship problems, abuse, mental disorders, substance abuse, trauma, and loss. Studies show art therapy reduced depression in incarcerated adolescent girls by 88% and boys by 87.5%. It also helped grieving teens through creative expression and memorial activities.
When faced with a problem you can stay miserable, tolerate the distress, change how you think and feel about the problem or change the situation. Distress Tolerance Skills help you tolerate unpleasant feelings until you can think clearly and make the best choice to keep you moving toward your goals.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Most people do not enter into relationships with the intention of sabotaging it, yet that is exactly what ends up happening. In this presentation, we explore, in depth, certain behaviors that commonly sabotage relationships, how they are actually protective for the "saboteur" and what can be done to address them.
A free educational training event was being held for community leaders and members to learn about understanding trauma, its effects, and effective trauma treatment. The all-day event included keynote sessions in the morning and afternoon led by experts on topics like the Adverse Childhood Experience Study, neurobiological changes from toxic stress, and inter-partner violence. Several panel discussions were also scheduled featuring local agencies, survivors of trauma, and professionals discussing trauma in the community and approaches to building a more trauma-informed community.
The document outlines a 6 step model for managing emotions compassionately:
1. Acknowledge the presence of the emotion.
2. Label the emotion.
3. Identify the function of the emotion by understanding what it is communicating and its calls to action.
4. Normalise the experience by recognising suffering is part of the shared human experience.
5. Access compassion for the distress by taking the perspective of a supportive friend.
6. Alleviate the suffering through a wise action intended to show kindness to oneself.
The model is presented as a way to manage emotions with engagement, understanding and a commitment to reducing distress.
Full presentation on the relationship between love, anger and forgiveness. As the most powerful of the three, love pervades the other two. The greatest love can often lead to the greatest anger, and therefore the greatest need for forgiveness. Also covers these processes in terms of intimacy, empathy and grief.
DBT is a treatment for borderline personality disorder that combines cognitive behavioral therapy with mindfulness practices. It aims to help patients regulate their emotions and improve their interpersonal relationships through weekly skills training groups, individual therapy sessions, phone coaching, and therapist consultation meetings. Key aspects of DBT include balancing acceptance of patients with strategies to induce change, validating patients' experiences, and teaching skills for mindfulness, distress tolerance, interpersonal effectiveness, and emotion regulation.
DBT is a therapy model that uses skills training and a strong therapeutic relationship to help clients manage emotions and behaviors. It was originally developed for borderline personality disorder but is now used for various conditions. DBT combines individual therapy, skills training groups, therapist consultation meetings, and self-monitoring. Research shows DBT reduces self-harm, psychiatric hospitalization, and improves functioning compared to treatment as usual. DBT has been adapted for different populations and settings. It requires commitment from both clients and therapists to achieve positive outcomes.
The document defines bullying as one person making fun of, trying to beat up, or ganging up against others. It notes that bullying can make people feel alone, hurt, or depressed. The three main types of bullying are verbal, physical, and relationship bullying. Bullies often feel insecure themselves and bully to feel better. Targets may be singled out due to their appearance, abilities, or lack of confidence. The document provides advice on how to deal with bullying in the moment by staying calm and telling an adult, as well as how to avoid future bullying through confidence and safety in numbers. It also addresses why bystanders sometimes don't intervene and gives questions for self-reflection about being a bully or a target
Emotional and verbal abuse can be more difficult to identify and prove than physical abuse. While physical abuse leaves marks, emotional and verbal abuse mainly impacts one's mental health and self-esteem. Two main reasons women resist leaving these abusive relationships are economic hardship, as abusers often control finances, and emotional attachment. Over time in abusive relationships, intermittent good and bad treatment can form a traumatic bond and dependency on the abuser, weakening one's self-esteem and making leaving feel impossible. More research is still needed to fully understand how emotional attachment specifically prevents women from exiting abusive relationships.
The document discusses trauma in childhood and its effects. It notes that PTSD in children is often underdiagnosed, and children may receive multiple incorrect diagnoses before an accurate one of PTSD. Trauma in childhood can impact brain development and lead to issues with attention, hyperactivity, aggression, and oppositional behavior. The document outlines symptoms of PTSD in early childhood, school age children, and teenagers. It discusses the two main types of dysregulation—hyperactivation and hypoactivation—that can result from trauma. Building resilience and social support are important factors in recovering from childhood trauma.
This document discusses the importance of boundaries for peer leaders and educators. It provides several definitions of boundaries and explains that boundaries help define appropriate behaviors, keep relationships healthy, and clarify expectations. Clear boundaries are important for both peer educators and the students they support. The document offers tips for setting boundaries, such as limiting personal sharing, establishing rules for communication, and knowing when to refer students to counseling resources. Throughout, it emphasizes that boundaries are not easy but are crucial for building effective relationships and guiding students to seek their own solutions.
1. Reality therapy is a counseling approach based on choice theory which posits that human behavior is driven by five basic needs and that people have the ability to choose their behaviors.
2. The therapeutic process in reality therapy involves creating a supportive counseling environment, exploring a client's wants and needs, evaluating whether their current behaviors are meeting those wants and needs, and developing plans for behavior change.
3. Key aspects of reality therapy include keeping therapy focused on the present, emphasizing personal responsibility and choice over past events, avoiding non-constructive techniques like transference, and developing plans that are simple, measurable, and committed to by the client.
E book Making Friends with Difficult Emotions Via TouchMichael Changaris
Touch plays an important role in emotion regulation. Self-touch activates the parts of the brain involved in emotion regulation and produces feelings of safety and relaxation. The skills presented teach 1) applying deep pressure to the shoulders, chest, and legs to induce a relaxation response and 2) petting an animal to increase positive emotions through touch-induced release of oxytocin while distracting from negative feelings. Regular practice can help build resilience to stress over time by strengthening emotion regulation abilities.
This document describes a woman's personal experience with stress, trauma, and mental health struggles. She was a high achiever who had it all together externally but was hiding internal feelings of anxiety, sadness, and overwhelm. Her perfect life came tumbling down with a mental breakdown. Through 8 years of trials with different therapies, she found tools like mindfulness, meditation, art therapy, and bodywork that helped her heal. Now, with her husband who is a doctor, she has created a holistic stress and trauma program to help others avoid a long difficult journey to wellness and find safe, supportive solutions. The program offers a discovery call to determine if it is a good fit and discuss payment options.
Coping with Stress in Middle and Late Adolescence.pptxChing Bonachita
The document discusses coping with stress in middle and late adolescence. It identifies common stressors teenagers face like school demands, relationships, and changes in their bodies. The document provides suggestions for healthy ways teenagers can cope with stress, such as getting enough sleep, engaging in physical activity, focusing on their strengths, and talking to trusted people.
This document provides information about psychosocial support for validating feelings and normalizing reactions during times of crisis or disaster. It includes objectives, materials, and activities for graphing emotions and discussing common student reactions to stressful events. The discussion helps students understand that their varied reactions, like feeling sad or anxious, are normal responses to abnormal circumstances. The goal is for students to learn coping skills and feel validated in their experiences.
The Benefits of Infant Massage for Parents Who Have Experienced Miscarriage o...Mary Kay Keller, MPA, PhD
Miscarriage and perinatal death are devastating events that affect a significant number of prospective parents worldwide. These experiences can result in profound grief and emotional distress, often accompanied by feelings of guilt, blame, and anxiety (Brier, 2008; Lok, 2014). While numerous support systems and therapies exist to help individuals cope with pregnancy loss, this presentation explores the potential therapeutic benefits of infant massage, a practice primarily aimed at enhancing the parent-infant bond, in the context of healing after miscarriage or prenatal death.
Infant massage is a tactile therapy involving the gentle manipulation of a baby's body, often using various oils or lotions. It has been utilized for centuries across different cultures as a means of promoting relaxation, enhancing infant development, and fostering attachment between caregivers and infants (Ferber, 2016). Infant massage may have specific applications in aiding the emotional recovery of parents who have experienced pregnancy loss.
Miscarriage and prenatal death can have a profound psychological impact on parents. Common emotional responses include grief, depression, anxiety, and post-traumatic stress disorder (PTSD) (Hughes et al., 2019; Tong, Lu, & Lee, 2012). The trauma associated with these experiences may persist long after the event itself, affecting the ability of parents to form healthy emotional bonds with subsequent children (Kersting et al., 2004).
Parents whose infant may have died post delivery have already experience pre-natal bonding (2022 IMUSA Presentation). Parents who experience miscarriage during the pregnancy experience the death of a fetus experience stages of grief.
Miscarriage and prenatal death can be emotionally traumatic events for prospective parents, often resulting in heightened levels of stress, anxiety, and depression. Infant massage, as a form of touch therapy, offers a unique opportunity for parents to bond with their newborns while potentially addressing their emotional distress.
This document discusses strategies for promoting mental health and wellness in adolescents through mindfulness and positive psychology. It provides statistics showing that depression and anxiety are common among teens. Positive psychology focuses on building individual strengths rather than remedying weaknesses. Mindfulness techniques like breathing exercises and being present-focused can help teens manage stress and negative thoughts. Practicing gratitude, kindness, and savoring good experiences can increase well-being and resilience.
The document provides information about emotional freedom technique (EFT) tapping, including how it works, its origins, and how to perform it. EFT tapping is a technique that involves tapping on meridian points while focusing on negative emotions, thoughts or issues. This helps reduce stress and cortisol levels by stimulating the body's energy pathways and calming the amygdala. It was developed from ancient Chinese medicine and refined by psychologists in the 1970s-1980s. The document explains the nine meridian points used in EFT tapping and provides instructions for how to tap.
Information and education for early childhood providers in New Mexico. Inside you will find dates for upcoming classes, tips for helping children stay healthy and happy, and contact information for UNM Cariño.
IST 309 Video ReviewGrowing Up Onlinehttpswww.youtube.com.docxdonnajames55
IST 309 Video Review
Growing Up Online
https://www.youtube.com/watch?v=jKN7ld1BGuA
or https://www.pbs.org/wgbh/pages/frontline/kidsonline/
Provide short essay answer for the following questions. Grading will be based on how well you support your answers. That is, citing the text, video, or other sources. Please submit your responses through the Turnititin.com link provided in the assignments area of BlackBoard. Submittals with a high level of nonoriginal content will be graded significantly lower.
1. The video shows students are able to circumvent traditional methods of learning such as reading a classic novel. What are the pros and cons of this? Does it have a long term effect? Specifically as it relates to the workplace.
2. There is a situation shown where a child was bullied online since students can hide behind the “anonymity of the internet”. Does this occur in the workplace? What are the ramifications of this in the workplace and what would you do to prevent it?
EFPT Psychotherapy Guidebook • EFPT Psychotherapy Guidebook
Play Therapy
Ivo Peixoto, Elona Dashi, Asilay Şeker
Published on: Jul 09, 2019
EFPT Psychotherapy Guidebook • EFPT Psychotherapy Guidebook Play Therapy
2
Brief historic overview
Historically, Play Therapy (PT) has emerged from the conceptual understandings found in
psychoanalytic and humanistic psychology, psychotherapy and child development literature. In Europe
in the early 1900s, Melanie Klein and Anna Freud (the daughter of Sigmund Freud) included play in
their psychoanalytic treatment of children.
In 1935, Margaret Lowenfeld first published Play in Childhood documenting her in-depth observations
of children whilst working at the ‘Clinic for nervous and difficult children’ in London. In the United
States, Virginia Axline focused her work on conceptualising and documenting Non Directive Play
Therapy (NDPT) by drawing from the humanistic and relational perspective of her teacher and
colleague Carl Rogers (Axline, 1969). Rogers (1951) was instrumental in establishing treatment plans
based on necessary and sufficient conditions for growth. These included therapeutic congruence,
unconditional positive regard, empathic understanding and acceptance.
From these beginnings, several different theoretical models of PT have emerged. Based on Axline’s
principles, the most well-known is Non-Directive or Child-Centred Play Therapy (CCPT) which has
been further developed by Garry Landreth and colleagues and integrated into teaching parents or
guardians the principles found in CCPT, known as Filial Play.
EFPT Psychotherapy Guidebook • EFPT Psychotherapy Guidebook Play Therapy
3
Description
PT is an effective means of responding to the mental health needs of young children and is widely
accepted as a valuable and developmentally appropriate intervention.
EFPT Psychotherapy Guidebook • EFPT Psychotherapy Guidebook Play Therapy
4
Play is the natural world of the child. Childre.
Mental distress may be at least partly remedied by verbalizing, understanding, and perhaps modifying the internal dialogue. A simple core exercise described here can utilize the strengths of the individual to transform unconscious self-defeating thoughts. The content of this volume addresses depression, communication, listening, empathy, and many other mental aspects of our lives as human beings.
The document discusses stress and resilience tools for managing stress. It defines stress as the perceived inability to control the outcome of a situation. It explains that our brain forms perceptions through frames of reference, and that reframing can help control perceptions. The document introduces three brain tools for managing stress: tactical breathing, reframing, and locus of control (ILoC). ILoC refers to the belief that life is something we can control versus something that controls us. The tools are meant to help the reader gain a sense of control over stressors.
Play therapy is a form of counseling that uses play to help children communicate and process difficult experiences. During non-directive play therapy sessions, which last 30-50 minutes, a therapist creates a safe environment with a variety of toys and allows children to freely play to express themselves without direction. Over multiple sessions, play therapy helps children develop self-confidence, independence, and healthy coping skills to resolve issues like anxiety, trauma, behavioral problems, and family/social challenges. Common techniques include pretend play, games, puppetry, and relaxation activities to help children understand and regulate their emotions.
The document discusses various issues that may prompt people to seek counseling, including abortion, anxiety, abuse, anger management, depression, post-traumatic stress disorder, and suicidal feelings. It provides brief explanations of each issue and how counseling could help people dealing with them. For example, it states that counseling gives a safe space to talk about abortion and helps identify the source of anxiety and skills to manage it. The document also provides advice on helping friends who may be experiencing problems, such as listening without judgment, offering support, and helping them access additional resources.
This document outlines an agenda and objectives for a class on anxiety and anxiety management. It discusses what stress is, including the fight or flight response, signs of stress, and common stressors. It also covers how stress can affect our health, irrational beliefs that worsen stress, and strategies for reducing stress such as relaxation exercises and challenging irrational thoughts. The class includes activities to help students identify their stressors and irrational beliefs and practice relaxation techniques like deep breathing and guided visualization.
Young children may experience difficulties like stomach aches, headaches, trouble sleeping or angry outbursts due to uncertainty and lack of ability to express emotions during the coronavirus outbreak. Providing structure, 1:1 time, mindfulness activities, play, movement breaks and learning opportunities can help support children's emotional wellbeing. Examples given include teddy breathing, playing an "anything can be anything" game, making movement cards and writing notes to teachers. Further resources on explaining coronavirus and relaxation techniques are also provided.
Young children may experience difficulties like stomach aches, headaches, trouble sleeping or angry outbursts due to uncertainty and lack of ability to express emotions during the coronavirus outbreak. Providing structure, 1:1 time, mindfulness activities, play, movement breaks and learning opportunities can help support children's emotional wellbeing. Examples given include teddy breathing, playing an "anything can be anything" game, making movement cards and writing notes to teachers. Further resources on explaining coronavirus and relaxation techniques are also provided.
Eliminate your fear, anxiety and worry with ease!!!Kimberly Reid
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1. DEALING WITH
TRAUMA:
A TF-CBT
WORKBOOK FOR
TEENS
By Alison Hendricks, Judith A. Cohen, Anthony
P. Mannarino, and Esther Deblinger
For personal/clinical use only. Please do not distribute for
other purposes without written permission from the authors.
2. 2
DEALING WITH TRAUMA: A TF-CBT WORKBOOK FOR
TEENS
TABLE OF CONTENTS
INTRODUCTION 3-4
WELCOME TO THERAPY 5
ABOUT YOU 6
ABOUT YOUR FAMILY 7
LEARNING ABOUT TRAUMATIC EVENTS 8
HOW DO TEENS FEEL AFTER TRAUMA? 9
WHAT IS RELAXATION? 10
HOMEWORK: LET’S RELAX 11
DEEP BREATHING 12
YOUR SAFE PLACE 13
ABOUT FEELINGS 14
EXPERIENCING FEELINGS IN YOUR BODY 15
FACIAL EXPRESSIONS 16
HOW STRONG OR INTENSE ARE YOUR FEELINGS? 17
COPING WITH UPSETTING FEELINGS 18
FEELINGS SURVIVAL KIT 19
STOP THAT THOUGHT! 20
THOUGHTS, FEELINGS, AND … ACTION 21
THOUGHTS MATTER 22
THOUGHT PROBLEMS 23
NOTICE YOUR THOUGHTS 24
TELLING YOUR STORY 25
YOUR STORY 26
FEELINGS 1-10 27
YOUR THOUGHTS AND FEELINGS ABOUT THE TRAUMA(S) 28
BATTLING TRAUMA REMINDERS 29
SHARING YOUR STORY 30
BEING SAFE 31
YOUR CIRCLE OF SAFETY 32
YOUR FABULOUS FUTURE 33
LET’S REVIEW 34
SAYING GOOD-BYE 35
3. 3
DEALING WITH TRAUMA: A TF-CBT WORKBOOK FOR TEENS
Introduction
This workbook has been developed for use with teenagers who experienced one or more
traumatic events. The activities in the workbook correspond to the treatment components
of the Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) model, which was
developed by Judith Cohen, Anthony Mannarino, and Esther Deblinger (Cohen,
Mannarino, & Deblinger, 2006). The intended use of the workbook is by master’s level
mental health professionals who have also had training in TF-CBT and have read the
manual on TF-CBT (cited above).
The workbook was created as a supplemental resource to assist therapists as they work
through each component of the TF-CBT model with their clients. This workbook is one
of the many resources that therapists can use in implementing TF-CBT, and the manual
cited above provides and extensive list of books, activities, and other therapeutic aids.
The workbook intends to provide a helpful framework to cover each component of TF-
CBT, but other resources and activities should also be utilized as clinically indicated (i.e.,
role plays, movement therapy, audio relaxation exercises, therapeutic board games,
music, etc). Get creative! As always, clinical judgment takes precedence. Some of the
activities included in the workbook may not be appropriate for all teens, and flexibility
needs to be balanced with fidelity to the treatment model.
The workbook activities were developed for implementing the PRACTICE components
of the TF-CBT model: Psycho-education, Relaxation, Affective regulation and
modulation, Cognitive coping and processing, Trauma narrative and cognitive processing
of the traumatic experience(s), In vivo mastery of trauma reminders, Conjoint sessions,
and Enhancing future safety and development. The teen and parent will initially need
some orientation to TF-CBT, and issues of confidentiality and sharing of the teen’s work
need to be discussed from the outset. The workbook can be completed over the course of
12-20 weeks, depending on the length of each session and the individual circumstances of
the teen and family. Keep in mind that some traumatized adolescents may require other
types of treatment before, during, or after TF-CBT. The workbook activities correspond
to the components of the TF-CBT model as follows:
Orientation to Therapy and TF-CBT, Engagement Pages 5-7
Psycho-education on Trauma and Reactions to Trauma Pages 8-9
Relaxation, Progressive Muscle Relaxation, Deep Breathing Pages 10-12
Positive Imagery Page 13
Feelings Identification Pages 14-16
Feelings Ratings and Affect Modulation Pages 17-19
Thought Stopping Page 20
Cognitive Processing Pages 21-24
4. 4
Creating the Trauma Narrative Pages 25-27
Processing the Traumatic Experience(s) Page 28
In Vivo Mastery of Trauma Reminders Page 29
Conjoint Session – Sharing the Trauma Narrative Page 30
Conjoint Session – Enhancing Future Safety and Development Pages 31-32
Goals, Review, Graduation Pages 33-35
Following the structure of the TF-CBT model, the therapist meets individually with the
teen each week to complete the above (and other supplemental) treatment activities.
Then the therapist meets with the parent individually to work with the caretaker on the
same component, to teach him/her the skills to support the teen at home and for the
caretaker to process his/her own feelings about the trauma. Sharing the activities
completed by the teen in the workbook can be a helpful way to work with the parent on
the treatment components, in addition to supplemental resources geared toward parents.
Parents usually appreciate seeing their adolescent’s artwork and writing, and sharing
these provides the opportunity for the therapist to increase the parent’s empathy and
understanding of the teen’s experience. Use your clinical judgment if the teen does not
want you to share a particular page with a parent right away or if sharing is contra-
indicated in any way. Some games or activities may be used during conjoint sessions in
which the teen and parent can practice and share together. For example, teens may enjoy
teaching their caretaker the relaxation games (Page 8) or the Feelings Charades game
(Page 12) and playing together in session. It is important to have caretakers involved in
the safety component (Pages 27-28). Again, flexibility is important!
Homework activities can be assigned each week for the teen, caretaker, or dyad at the
discretion of the therapist. The workbook includes a relaxation activity that is labeled as
homework (it can also be taught or practiced in session) and recommends daily practice
of the deep breathing techniques. You may create games for the dyad to play as
homework, assign thought logs, etc. Use your imagination, and tap into the individual
teen’s strengths and interests when planning your interventions.
For further information on TF-CBT and its components, please refer to the treatment
manual:
Cohen, J.A., Mannarino, A.P., & Deblinger, E. (2006). Treating trauma and traumatic
grief in children and adolescents. New York: Guilford Press.
An additional resource is the on-line TF-CBT training at: http://tfcbt.musc.edu/.
5. 5
WELCOME TO THERAPY
Therapy is a safe place to help you feel better about upsetting
or confusing events that you have experienced. You will get to
draw, write, and talk in therapy. You will learn many important
things about: upsetting/confusing events, feelings, relaxation,
and how to stay safe. You will also learn a lot about yourself:
your thoughts, feelings, behaviors, and strengths. Please write
about or draw a picture to show how you feel about being here
today:
Do you have any questions about therapy?
6. 6
ABOUT YOU
You are a very special and unique person. There are many
special things about you and a lot of things you are good at.
Please draw or write some of these things:
What are some things you like to do for fun?
7. 7
ABOUT YOUR FAMILY
Who do you live with? Who is in your family? What are some things
you like about your family? What do you and your family like to do
together? Please draw or write some of these things:
8. 8
LEARNING ABOUT TRAUMATIC EVENTS
Upsetting/confusing events are also called traumas. Traumatic events can
cause people to feel very afraid, upset, confused, helpless, angry, empty or
numb. There are different kinds of traumas. Let’s learn about the traumatic
event(s) that you experienced. Your therapist will help you answer some
common questions teens have about traumatic experiences. If you have
experienced more than one type of trauma, your therapist will talk to you about
how to understand these experiences.
What is it called?
What does that mean?
Who does this happen to?
Do a lot of teens experience this?
Why does this happen?
What can teens do if this happens to them?
Create your own questions here:
1.
2.
3.
4.
9. 9
HOW DO TEENS FEEL AFTER TRAUMA?
Many teens have scary memories or dreams about trauma. Some teens
also feel jumpy or nervous or angry. After trauma, a lot of teens watch
out for danger and worry about bad things happening. Some teens also
have trouble sleeping and paying attention in school. A lot of teens feel
like they DON’T want to talk about or think about the trauma(s), but
trauma memories pop into their minds anyway. When something
reminds them of the trauma(s), teens may feel upset and may have strong
reactions in their bodies (heart beating fast, stomach ache). Other teens
may feel empty and numb, like they can’t feel anything at all. They may
use drugs or alcohol to try to deal with upsetting feelings.
Please circle any of the things above that you have experienced since the
trauma (s). Then draw or write below what kinds of feelings you think
teens have after these kinds of experiences:
What can teens do about these feelings?
10. 10
WHAT IS RELAXATION?
Relaxation is about feeling calm and peaceful. After traumas happen, we
often feel tense, jumpy, and worried. We feel better when we learn to
relax our bodies and minds! This exercise teaches us how to relax using
our muscles:
Sit comfortably in your chair with your arms at your sides and your feet planted on the
floor. Close your eyes or look down at the ground while you do this exercise. Imagine
that you have a ball of clay in your right hand. Squeeze that ball of clay as hard as you
can! While you are squeezing, feel how tight the muscles of your hand and arm are.
Count to five as you squeeze, then drop the ball of clay and let your hand hang loose.
Feel the difference in the muscles of your hand and arm when they are relaxed. Repeat
to yourself, “My hand is relaxed.” Now do the same thing with your left hand. You can
do this with all the parts of your body one at a time or all at the same time (your
therapist will help you)! Which way would you like to do it? Don’t forget to include all
your muscle groups (arms, feet, legs, stomach, back, chest, shoulders, face).
Please draw two pictures of yourself below:
Tense/Tight/Stressed Relaxed
What are some things you do that help you feel relaxed?
11. 11
HOMEWORK: LET’S RELAX
Many teens have trouble calming down or falling asleep at
night. If this ever happens to you, practice this activity at
home. A family member or friend can read it to you before
bedtime or any other time when you want to relax.
Lie down or sit comfortably somewhere quiet and cozy (your
bed, a couch). Breathe in slowly and out even more slowly.
Close your eyes and imagine you are floating on a soft, fluffy
cloud. You feel very safe on your cloud as it cradles your body
like a hammock. Your whole body feels very relaxed and
heavy. Notice your feet. Your feet feel very relaxed. Your feet
feel so heavy that it would be hard to lift them if you tried.
Now notice your legs. Your legs feel very relaxed. Your legs
feel so comfortable all nestled into your cloud. That nice,
warm, relaxed feeling is slowly traveling up your body, filling it
with peace. Notice your stomach. It feels very calm and filled
with a pleasant warmth. Now be aware of your chest. Your
chest feels relaxed as it moves up and down slowly with each
breath. Notice your neck and shoulders. They feel so tranquil
and heavy. Feel the backs of your shoulders touching the
cloud below you, sinking in gently. Feel how relaxed your
head is right now. It feels very warm, pleasant, and heavy.
Your head and face are very relaxed. Your mouth and eyes are
free of stress. Allow your thoughts to come and go without
worrying about anything. Everything is okay, and you are
feeling very calm and good. Enjoy the warm, calming
sensation as it travels all around your body, filling you with
peace and relaxation.
12. 12
DEEP BREATHING
Sometimes when we are upset, we forget to breathe. Or we
take short, shallow breaths (like a puppy dog panting) that
don’t give our bodies the oxygen we need. To help ourselves
feel relaxed and calm, we can practice deep breathing.
Deep breathing is when you breathe in slowly and deeply
(counting to 5 in your head) as your lungs fill up with air (you
can watch your belly stick out as you breathe in). Then you let
the air out, EVEN SLOWER (count to 6) and watch your belly go
back in as the air is slowly pushed out. Pay attention to the air
as it moves in and out of your body as you count.
Fun games with deep breathing:
1. Breathe out to empty the air out of your lungs. Breathe in deeply and
evenly through both nostrils. Hold your breath for a count of five. Use
your left thumb to block off your left nostril and breathe out slowly
through your right nostril. Breathe in deeply through your right nostril
and hold your breath for five counts. Now block your right nostril with
your right thumb and breathe out slowly through your left nostril. Repeat
several times.
2. Put on some slow, relaxing music. Close your eyes and listen to the
beat. Take a deep breath in for 3-5 beats of the music, hold your breath
for 3-5 beats, and then breathe out slowly for 3-5 beats. Repeat, pairing
your breathing with the music.
Teach these games to someone you care about and practice at
home (at least once a day).
13. 13
YOUR SAFE PLACE
Please close your eyes (or look down) and take a few minutes to think
about a place (real or imaginary) where you feel very safe, calm, and
happy. You can tell your therapist once you have your safe place in mind.
Now draw a picture or write about your safe place below. Add as many
details as you can to show what you see, hear, smell, taste, and feel when
you are in your safe place.
You can close your eyes and imagine you are in your safe place when you
feel scared or tense. When you think about your safe place, remember all
the details that you drew in this picture.
14. 14
ABOUT FEELINGS
Feelings are what we feel in our bodies and hearts. There are
many different feelings that we have, and our feelings may
change from moment to moment. Sometimes we even feel two
or more feelings at the same time.
Please write down as many feelings as you can think of below
on the left side of this paper:
Great! Now put a color next to each feeling to describe the
feeling.
15. 15
EXPERIENCING FEELINGS IN YOUR BODY
Remember the feelings and colors you listed on Page 14? We’re going to
use those colors now to show where in your body you experience each
feeling. You don’t have to do all the feelings you listed; you and your
therapist can choose which feelings you want to include. For each feeling
you choose, close your eyes and imagine having that feeling right now.
Where do you experience that feeling in your body? Please color in the
places on your body where you experience each feeling and tell your
therapist what it feels like.
Our bodies tell us how we are feeling.
16. 16
FACIAL EXPRESSIONS
A good way to tell how we feel and how others feel is by noticing facial
expressions. Please draw the feelings in the circles to show how we
express our feelings on our faces (the last two are blank for you to draw
any feelings you want):
happy sad angry
scared nervous excited
confused shocked brave
proud
How do you feel right now? You can play a game with your therapist called
“Feelings Charades.” Take turns acting out the above feelings; the other person
tries to guess which feeling you are acting out. Then you get to tell what makes
you feel that way. You can also play this game at home or with your friends.
17. 17
HOW STRONG OR INTENSE ARE YOUR FEELINGS?
Sometimes we feel a feeling just a little bit, and other times we feel a
feeling so strongly that we feel like we might BURST with that feeling.
You can rate or measure your feelings, just like a thermometer measures
temperature. The number tells how intense the feeling is.
What feelings are you having right now? How would you rate
each of those feelings (on a scale of 1-10)?
10 VERY STRONG
9
8 A LOT
7
6
5 MEDIUM
4
3
2 A LITTLE
1
0 NOT AT ALL
18. 18
COPING WITH UPSETTING FEELINGS
When we experience an upsetting feeling very strongly, we can
DO THINGS to lessen the intensity of the feeling. For example,
if your anger is at a 10 (very strong), you can do things to
bring it down to a 1 or 2. What are some of these things you
can do? Please draw a picture of you doing something that
would help bring your anger down:
YOU’RE IN CHARGE OF YOUR FEELINGS.
19. 19
FEELINGS SURVIVAL KIT
When you feel very sad, scared, mad, or worried, what are
some things you can do to feel better? What are some things
you can tell yourself that would make you feel better? Please
make a list of things you can do and say to feel better:
Congratulations! You have just made your own personal
Feelings Survival Kit. You can cut out the items from your
list and place them in a special box, bag, or toolkit. Take it
with you so that the next time you feel very upset you will
remember what to do.
20. 20
STOP THAT THOUGHT!
Sometimes we think about bad things over and over (like a song you
don’t like that gets stuck in your head). We’ll call this a bad song,
because it can make us feel really bad! But guess what? You can stop
that bad song! All you have to do is notice when that bad song plays in
your head. As soon as you hear it, press STOP! You can also say, “Go
away, bad song!” And then you can sing yourself a happy song (one
that makes you feel good)!
How does your bad song go? You can write or draw your bad song here:
How does your happy song go? Write some of the words or draw a
picture of your happy song here:
Let’s practice! Sing your bad song right now in your head. When I say
STOP, start singing your happy song instead. Now you can decide when
to press STOP on your bad song and PLAY your happy song!
21. 21
THOUGHTS, FEELINGS, AND… ACTION
What are thoughts? Thoughts are the ideas we have in our heads (what
our brains tell us). Sometimes we say things to ourselves in our heads
(not out loud), and these are also thoughts. For example, you might
think, “I did a great job on my homework.” Can you think of some other
thoughts?
What are feelings? Feelings are the emotions and sensations we have in
our bodies and hearts (you already know a lot about feelings!). What are
some feelings you know about?
What are actions? Actions are the things we do with our bodies! For
example, we walk, dance, talk, draw, laugh, cry, etc. Can you name some
other actions?
Thoughts, Feelings, and Actions Game
This is a game to help you learn the difference between thoughts,
feelings, and actions. Put a blue X the items that are thoughts. Put a
green X next to the items that are feelings. Put a red X next to items that
are actions.
HAPPY SINGING
RUNNING LONELY
I’M SMART! SHE’S MAD AT ME
HITTING EATING ICE CREAM
THEY DON’T LIKE ME TAKING A WALK
SAD EXCITED
PLAYING I’LL BE OK
MAD SCARED
I CAN DO IT! TAKING A DEEP BREATH
IT’S MY FAULT HOPPING ON ONE FOOT
WORRIED BRAVE
HIDING TALKING TO A FRIEND
CRYING SAFE
22. 22
THOUGHTS MATTER
Our thoughts affect the way we feel and how we act. When something
happens, we form thoughts about the event that lead to feelings and
actions. The way we talk to ourselves in our heads also affects how we
feel and what we do.
Thoughts Behavior
Feelings
Let’s look at your thoughts and how they make you feel and act. List
three different thoughts you had today (or recently), how each thought
made you feel, and what you did.
Thought Feeling What You Did
23. 23
THOUGHT PROBLEMS
Sometimes we all have thoughts that either aren’t true or don’t help us to
feel better or solve problems. Some of these thought problems involve
thinking that everything has to be all or nothing (i.e. “One person made
fun of me, so that means everyone hates me”). Other thought problems
focus on the worst possible outcome (i.e. “If my mom goes out, I’m sure
something terrible is going to happen to her”). We sometimes get stuck
in negative thinking (i.e. “Nothing ever works out for me” or “I’ll never
feel OK again”). Please write or draw some problem thoughts that you’ve
had recently.
How did these thoughts make you feel?
24. 24
NOTICE YOUR THOUGHTS
When you feel bad, what are you saying to yourself in your head? It’s
probably the thought that’s making you feel bad. But guess what? If you
practice, you can change your thoughts! Try doing this below. First write
a thought that makes you feel bad and write down the feeling it causes.
Then write a different thought that would make you feel better and write
down the new feeling.
What actions might you take in the first situation? What about in the
second situation? Do these actions lead to different results? Which
results work out better for you?
25. 25
TELLING YOUR STORY
You’ve learned a lot so far about upsetting/confusing events, feelings,
coping, relaxation, and thoughts. These are all important things that will
help you as you begin to tell about the upsetting/confusing event(s) that
happened to you. You get to decide where you want to start and how you
would like to tell your story (you and your therapist can talk about all the
different ways for kids to tell their stories). As you’re telling about what
happened to you, your therapist will help you check in on your feelings
(using the “Feelings 1-10” worksheet on Page 23). If you start feeling
strongly upset, you can stop, and your therapist will help remind you of
ways to manage your feelings. Remember - you’re in charge. Please
draw or write below to describe how you feel about starting your story.
26. 26
YOUR STORY
Now it’s time for you to decide how you would like to tell your story.
Some teens like to write their own book, while other teens like to express
what happened using poetry, songs, cartoon strips, puppet shows,
radio/talk shows, etc. You and your therapist can talk about creative
ways to tell about the traumatic event(s) that happened to you. You get
to decide what form you want your story to take. Don’t forget to use the
“Feelings 1-10” worksheet (on the next page) for each session.
The title of my story is:
This is how I will create my story:
27. 27
FEELINGS 1-10
Remember when you used the thermometer to measure your feelings
back on Page 17? Each time you meet with your therapist to tell your
story, you will name and rate your feelings at the beginning, middle, and
end of the session on this paper (make 1 copy of this worksheet for every
trauma story session). Please rate your feelings on a scale of 1-10 to
describe the intensity of the feeling (1=a little bit, 5=medium, 10=very
strong, etc.). You and your therapist will then come up with a plan to
help you manage any difficult feelings that may come up between
sessions (don’t forget to use your Feelings Survival Kit).
Date:
Status Feeling(s) Rating
Beginning of Session
Middle of Session
End of Session
Self-Care Plan:
28. 28
YOUR THOUGHTS AND FEELINGS ABOUT THE
TRAUMA(S)
Remember how we learned that our thoughts are important? Your thoughts related to
the trauma affect how you feel. These thoughts can help you feel better more quickly,
or they can keep you feeling upset. Let’s look at some of your thoughts related to the
trauma. Below is a list of questions and thoughts that kids often have after an
upsetting/confusing event. You and your therapist can choose which questions you will
discuss, and you can add your own questions or thoughts at the end of the list. Then,
for each question, you can write down the answer that is most helpful.
1. Why did this happen to me?
2. Who is responsible for the trauma(s)?
3. How will the trauma(s) affect me in the future?
4. How has trauma affected my family?
5. Since the trauma(s), my view of the world has changed in these ways:
6. Since the trauma(s), my view of myself has changed in these ways:
7. Since coming to therapy, I have learned these things about myself:
8. Coming to therapy has changed me and my family in these ways:
7. If I had a friend that went through a similar trauma, I would give him or
her this advice:
9. If my friend thought that talking about trauma would be too hard, I would
tell him or her:
10.
11.
12.
29. 29
BATTLING TRAUMA REMINDERS
Now that you have bravely told your story and talked about your thoughts
and feelings, let’s talk about trauma reminders. Trauma reminders are
things that remind you about the trauma(s). They can include certain
places, people, words, sounds, smells, sensations, etc. When you
experience these reminders, you may feel unsafe or as if you were living
through the trauma(s) over again. But you can use your coping and
relaxation skills to gain control over these pesky reminders. Please draw
or write a few of your trauma reminders below.
Now you and your therapist will come up with a battle plan to conquer
each trauma reminder, one by one. Then you can practice in session to
gain control over these trauma reminders in your life.
30. 30
SHARING YOUR STORY
Great job! You did it! You have been very brave in telling your story and
talking about your thoughts and feelings. It can help to share your story
or to talk about the trauma(s) with someone you trust. How would you
feel about sharing your story with a special someone? Please draw a
picture or write about sharing your story or talking about the trauma(s)
with your trusted person.
What are some questions you would like to ask your trusted person? These can
be questions you have about the trauma(s) or a quiz to test how much your
special person remembers (about your story, what you have learned in therapy,
etc.).
1.
2.
3.
4.
31. 31
BEING SAFE
We do a lot of things every day to keep ourselves safe. What are some
new things you’ve learned about safety since coming to therapy? Please
draw a picture of you doing something to keep yourself safe.
What are some things other people can do to help keep you safe?
1.
2.
3.
4.
5.
32. 32
YOUR CIRCLE OF SAFETY
There are a lot of people who care about you and your safety. These are
people you can go to if you need help or if you want someone to talk to.
Please draw a picture of yourself on the middle of this page. Then create
your circle of safety by drawing and/or writing the names of all the
people who help keep you safe around you. You can include their phone
numbers, too.
33. 33
YOUR FABULOUS FUTURE
What hopes, dreams, and goals do you have for your future?
Please draw or write some of them in the space below.
You can achieve anything you set your mind to.
34. 34
LET’S REVIEW
What have you learned in therapy? What was your favorite
part? What was your least favorite part? Please write or draw a
picture to show a special memory or lesson you want to take
with you from therapy.
35. 35
SAYING GOOD-BYE
How do you feel about saying good-bye? How do you feel
about graduating? You can use this final page to show all the
feelings you’re having right now, using words, art, etc., OR you
can draw a picture of you and your therapist saying good-bye.
Congratulations on all your hard work! You did it! You
finished your book!