SOCIAL SKILLS TRAINING FOR SEVERE MENTAL DISORDERS BASED ON THIS TRAINING HOW THE PSYCHIATRIC PATIONTS IMPROWING IN THEIR BAHAVIOUR ETC COVERD, THIS PRASENTAION WAS MADE BY MPhil STUDENTS IN CIP RANCHI ,SOCIAL SKILLS TRAINING FOR SEVERE MENTAL DISORDERS PLACE AIMPORTANT ROLE IN MENTAL ILLNESH PATIONTS
This ppt presentation discusses about the various models of mental illness. I found it useful to download as it gives a fair idea about various models which are generally not found in books.
Psychosocial rehabilitation is the process that facilitates opportunities for persons with chronic mental illness to reach their optimal level of independent functioning in society and for improving their quality of life.
SOCIAL SKILLS TRAINING FOR SEVERE MENTAL DISORDERS BASED ON THIS TRAINING HOW THE PSYCHIATRIC PATIONTS IMPROWING IN THEIR BAHAVIOUR ETC COVERD, THIS PRASENTAION WAS MADE BY MPhil STUDENTS IN CIP RANCHI ,SOCIAL SKILLS TRAINING FOR SEVERE MENTAL DISORDERS PLACE AIMPORTANT ROLE IN MENTAL ILLNESH PATIONTS
This ppt presentation discusses about the various models of mental illness. I found it useful to download as it gives a fair idea about various models which are generally not found in books.
Psychosocial rehabilitation is the process that facilitates opportunities for persons with chronic mental illness to reach their optimal level of independent functioning in society and for improving their quality of life.
The PowerPoint Presentation entitled 'Critical History and Future of Psychotherapy' provides viewers with a brief outline of the history and possible futures of this interesting area of inquiry and practice. Owing to the fact that psychotherapy has become in the last decades a vast area with hundreds of often competing approaches and ways of thinking about mental health issues, the presentation does not pretend that it can do the diversity of the field and its ways of thinking and inherent problems justice. Other presentations focusing on particular key aspects will follow. Please share your feedback with the author at slse@bigpond.net.au.
Transference is often manifested as an erotic attraction towards a therapist, but can be seen in many other forms such as rage, hatred, mistrust, parentification, extreme dependence, or even placing the therapist in a god-like or guru status.
Brief therapy, sometimes also referred to as short term therapy (usually 10 to 20 sessions) , is a generic label for any form of therapy in which time is an explicit element in treatment planning.
The PowerPoint Presentation entitled 'Critical History and Future of Psychotherapy' provides viewers with a brief outline of the history and possible futures of this interesting area of inquiry and practice. Owing to the fact that psychotherapy has become in the last decades a vast area with hundreds of often competing approaches and ways of thinking about mental health issues, the presentation does not pretend that it can do the diversity of the field and its ways of thinking and inherent problems justice. Other presentations focusing on particular key aspects will follow. Please share your feedback with the author at slse@bigpond.net.au.
Transference is often manifested as an erotic attraction towards a therapist, but can be seen in many other forms such as rage, hatred, mistrust, parentification, extreme dependence, or even placing the therapist in a god-like or guru status.
Brief therapy, sometimes also referred to as short term therapy (usually 10 to 20 sessions) , is a generic label for any form of therapy in which time is an explicit element in treatment planning.
Role-playing is the spontaneous acting out of a clearly-defined situation by two or more persons for subsequent discussion by the whole class.
Role-playing is a teaching method where a group of participants act out the assigned role to deliver the content of topic to be taught to the participants.
In a role playing group, the members play the assigned role the way they think the character would act in reality which helps in arousing feelings & elicit emotional responses in learners where cognitive & affective domain learning may be achieved.
Role-playing is an educational method in which people spontaneously act out problems of human relations & analyze the enactment with the help of other role players & observers.
1.PURPOSES OF ROLE-PLAY
2. PRINCIPLES OF ROLE-PLAY
3.STEPS IN ROLE PLAY
4.ADVANTAGES OF ROLE-PLAY
5.DISADVANTAGES OF ROLE-PLAY
DEFINITION field trip :
Field trip is an educational procedure by which the learners obtain first hand information by observing
places, objects, phenomena and processes in their natural setting.
PROJECT METHOD
BACKGROUND HISTORY JOHN
• John Dewey a father of Pragmatism School of Philosophy, Promoted this school of Method in
his BOOK, “My Pedagogical Creed”(1897)He projected Idea that, “Learning by doing” is a the
Best method of Learning and Teaching. Markham (2011) describes that, “Project based
Learning(PBL) integrate Knowing and Doing”
COGNITIVE LEARNING METHOD:
It is a part of two broad methods:
1. SOCIO DRAMA.
2. PSYCHO DRAMA
SOCIO DRAMA:
It Deals with the interactions of people with other individuals or groups like mother, nurse
and leader.
It always involves situations of more than one person and deals with problems related to
majority of the group.
PSYCHO DRAMA:
Is practised in group setting, and is mainly concerned with unique needs and problems of a particular
individual.
The audience identify with roles in a role playing or critical observations brings about learning.
PURPOSES:
To present inter personal problems.
To provide emotional and affective stimulus for solving problems.
To provide awareness about social and psychological issues.
To develop a situation for analysis.
To prevent alternative courses of action.
To prepare for meeting future situations.
To develop an understanding of other points of view.
To convey information to develop specific skills.
PRINCIPLES:
Role play is based on the philosophy that meanings are in people and not in words or
symbols.
If philosophy is accurate, one must in the first place share the meanings, then clarify our
understanding of each other's meanings & finally if necessary change our meanings.
Role play has to do with the self concept.
The self concept is best changed through direct involvement in a realistic and life related
problem situation rather than hearing about such situations from others.
Creating a teaching situations that lead to change of self concept requires a distinct
organization pattern
Facilitation Skills for Train the Trainer (TTT) Programme
Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.
The way we communicate with others is such a habitual part of us that we rarely stop and think about it. This translates into business communication too. Organizations, after all, aren’t faceless entities, but groups of real people.
Effective communication affects processes, efficiency, and every layer of a company.
This presentation will help the language teachers, teacher-educators and student teachers to know about role play and its impact on teaching. This technique highlights the characteristics of learners
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
HOT NEW PRODUCT! BIG SALES FAST SHIPPING NOW FROM CHINA!! EU KU DB BK substit...GL Anaacs
Contact us if you are interested:
Email / Skype : kefaya1771@gmail.com
Threema: PXHY5PDH
New BATCH Ku !!! MUCH IN DEMAND FAST SALE EVERY BATCH HAPPY GOOD EFFECT BIG BATCH !
Contact me on Threema or skype to start big business!!
Hot-sale products:
NEW HOT EUTYLONE WHITE CRYSTAL!!
5cl-adba precursor (semi finished )
5cl-adba raw materials
ADBB precursor (semi finished )
ADBB raw materials
APVP powder
5fadb/4f-adb
Jwh018 / Jwh210
Eutylone crystal
Protonitazene (hydrochloride) CAS: 119276-01-6
Flubrotizolam CAS: 57801-95-3
Metonitazene CAS: 14680-51-4
Payment terms: Western Union,MoneyGram,Bitcoin or USDT.
Deliver Time: Usually 7-15days
Shipping method: FedEx, TNT, DHL,UPS etc.Our deliveries are 100% safe, fast, reliable and discreet.
Samples will be sent for your evaluation!If you are interested in, please contact me, let's talk details.
We specializes in exporting high quality Research chemical, medical intermediate, Pharmaceutical chemicals and so on. Products are exported to USA, Canada, France, Korea, Japan,Russia, Southeast Asia and other countries.
Factory Supply Best Quality Pmk Oil CAS 28578–16–7 PMK Powder in Stockrebeccabio
Factory Supply Best Quality Pmk Oil CAS 28578–16–7 PMK Powder in Stock
Telegram: bmksupplier
signal: +85264872720
threema: TUD4A6YC
You can contact me on Telegram or Threema
Communicate promptly and reply
Free of customs clearance, Double Clearance 100% pass delivery to USA, Canada, Spain, Germany, Netherland, Poland, Italy, Sweden, UK, Czech Republic, Australia, Mexico, Russia, Ukraine, Kazakhstan.Door to door service
Hot Selling Organic intermediates
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
MANAGEMENT OF ATRIOVENTRICULAR CONDUCTION BLOCK.pdfJim Jacob Roy
Cardiac conduction defects can occur due to various causes.
Atrioventricular conduction blocks ( AV blocks ) are classified into 3 types.
This document describes the acute management of AV block.
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
2. • Social skills Training- The term social skills denote that the technique for
facilitation of survival in the social world can be learnt. They are based on
predominately learning experiences.
• Training- It utilizes behaviour therapy principles and techniques for teaching
individuals to communicate their emotions and requests so that they are more
likely to achieve their goals and meet their needs for affiliative relationships
and roles required for independent living.
3. • Skills are the raw material of social competence and comprise the full range of
human social performance: verbal nonverbal, and paralinguistic behaviors;
accurate social perception; effective processing of social information.
• reasonable expectations of situations, and rules of society; assertiveness;
conversational skills; skills related to management and stabilization of one's
mental disorder and expressions of empathy, affection, sadness, and other
emotions that are appropriate to the context and expectations of others
4. • Problem identification” is made in collaboration with the patient in terms of
obstacles that are barriers to a patient's personal goals in his/her current life.
5. Where is the problem?
• Eye contact
• Expression on our face
• Tone & volume of our voice
• Body language
6. Goal setting-generates short-term approximations to the patient's personal goals
with specification of the social behaviour that is required for successful attainment
of the short-term, incremental goals. The goal-setting endeavour requires the
therapist or trainer to elicit from the patient detailed descriptions of what
communication are to be learned.
7. • Role play-Through “role plays” or “behavioral rehearsal,” the patient
demonstrates the verbal, nonverbal, and paralinguistic skills required for
successful social interaction in the interpersonal situation set as the goal.
• Clearly indicate the beginning and end of a role play
• The goals are broken down into easier steps to manage objectives, the
learning and understanding of social skills are enhanced when individual
steps are introduced.
• The steps could be given in handouts to practice and also written on a white
board for practice.
8. • Positive and corrective feedback-“Positive” and “corrective feedback” is given
to the patient focused on the quality of the behaviors exhibited in the role play
Elicit positive feedback from the group participants.
Feedback should be helpful and be specific.
Elicit suggestions for improvement in subsequent role plays
• Limit feedback to one or two suggestions
• Communicate in positive, optimistic manner
A beneficial format for providing corrective feedback includes being:
short, non-fault-finding, and behaviour specific.
9. • A useful manner for providing corrective feedback includes:
For this role play that [name] did, what did you like about the way they did it?”
“For the [name of social skill] social skill, which steps of the skill did you see
[participants name] doing?
10. Repeat supervised Practice-
• inquire into the understanding of suggested change
• Focus on important (to client)and changeable behaviours.
• involves incorporating the corrective feedback-
I would like you to try another role play of this same situation. What I would
like you to do a little bit differently this time, however, is to
include….[corrective feedback]
11. • Homework assignment-
The homework items should begin with easier assignments and
progressively increase in difficulty and complexity as the group members skill
and confidence increases. The homework should follow the theme in the
session and should be attainable to present a challenge. The task must be in
line with the theme of the session
12. Basic theories that come from the laboratory-
• operant conditioning
• social learning theory
• social cognition
13. The need-
• Personal Problems or Needs Utility of Skills Training for Learning
• Persistent positive symptoms Coping skills to manage symptoms and
interpersonal communication to challenge psychotic symptoms in cognitive
behaviour therapy.
• Negative symptoms Verbal and nonverbal communication and emotional
expressiveness.
• Erosion of skills from understimulating environments Countering effects of
institutionalism.
• Social anxiety and avoidance-Incremental steps for communicating with others
in varied situations; modeling and role plays in training situation desensitize
anxiety.
14. • Stressful emotional climate in family or group home or at work Verbal and
nonverbal de-escalation skills, assertiveness rather than passivity or
aggressiveness; social problem-solving skills.
• Cognitive deficitsWork or social problem- solving skills through procedural and
active teaching.
• Acceptance and stabilization of illness; partner in treatment; achieving insight.
Disease management skills; reliable use of medication; negotiation skills with
psychiatrist and other service providers; empowerment and hope through self-
management skills in “getting a life”.
• Stigma-Assertiveness in dealing with discrimination; judicious self-disclosure,
advocacy through peer support and self-help organizations.
• Social isolation-Pleasantness of conversation increases likeability.
15. • Employment Job-finding skills, communicating with employers and co-
workers.
• Independent living Skills in obtaining housing; social problem solving with
roommates
16. • The training takes the form of special education and precision teaching.
Repeated practice or overlearning is essential to ensure assimilation and
durability of interpersonal skills.
• Skill training can be done with individuals, families, and groups.
• There are advantages of each of these modalities; eg, the training process and
acquisition of skills by individuals is more rapid
• Conducting skills training with family members present can directly influence
family communication and problem solving that, in turn, results in reductions in
the stress-inducing “emotional temperature” of the family.
• group therapy is the principal modality for doing social skills training.
17. The Setup for the social skills –
• Instruction- Introduce sessions focus on specific social skills
• Rationale-the reason for learning the skill
• Discussion of the components- step by step of the process.
• Model- a planned roleplay for the session.
a) Supervised practice- begin with compliant or better skilled participant
b) Group leader and client to engage in the role play
c) Client should understand the goal of roleplay
d) Other members should observe the role play/
• Review- The effectiveness of the role play
• Positive feedback- Elicit positive feedback from group participants.
a) Feedback should be specific
18. • Corrective feedback- Elicit suggestions for improvement in the next role plays
a) Limiting feedback to one or two suggestions
b) Communicate in positive, optimistic manner.
• Collaboratively assigned homework and review sessions-
The homework items should begin with easier assignments and progressively
increase in difficulty and complexity as the group members skill and confidence
increases. The homework should follow the theme in the session and should be
attainable to present a challenge. The task must be in line with the theme of the
session
The level of difficulty of the items presented to the client should based on the
observation of the client. And also the successful completion and failure of the
clients in completing the assignments
19. • initiating conversations,
• responding to initiations of others,
• taking turns talking during conversation,
• changing topics during a conversation,
• asking questions during a conversation,
• strategies for what to do when you disagree during a conversation,
• inviting a third person into a conversation,
• leaving a conversation, and
• ending a conversation.
20. Prototype-
The first session might be a little anxiety provoking since most of the
participants might not know each other. Include an “Ice breaker” to build
familiarity.
Activity- ‘My Shoe Ice-Breaker'
21. This involves asking everyone to look down at their shoes and think of how they
would describe them (colour, fit, age, etc.), including a brief storywhich directly
relates to them (e.g. where they were purchased, an unfortunate accident
encountered whilst wearing them) . The therapists begin this ice-breaker, first by
stating their names and then commenting on their shoes. Subsequent participants
then participate by following the therapists examples.
22. • The session can also focus on getting the participants feedback on the type
of rules that would govern the session-
• Use language everyone can understand.
• Sessions are tape recorded —optional.
• All members are respectful and helpful to each other.
• Commitment to therapy.
• Breaks within each session.
• Attend each session and arrive on time.
• Buddy system
23. • Self-Disclosure :In order that participants become accustomed to the process of
self-disclosure, it is important to ensure this is occurring in a safe environment.
• Why Change handout-Upon completion, they are asked to pair up with one of
the other members of the group. At times the therapist may make the pair
assignments. Includes reasons for change.
• Pair the Participant with another in the group and ask them to exchange their
notes and make them interact 3-5 minutes talking about their problems and what
they would like to improve.
• Explain the need to practice the skills taught outside the sessions. Home work
assignments will need to be practiced outside the sessions. Could be reading ,
thinking through their head, and doing the behaviour.
24. role play session-
Activity-You Have It & I Would Like It
The desire to make a request implies that someone wants something from another
person. In order to demonstrate how individuals request items from others, the
following group activity can be used to illustrate how this is done.
25. • Have group members form pairs, with one member of the pair pretending they
have something and want to keep it. The other person attempts to persuade
the first person to give ‘it’ to him or her, by speaking to them.
• After the pair has finished their interaction, a different pair of individuals
should be formed.
• You can make the same pairs, shift their tasks.
26. • Instructions-” Usually, the speaker looks directly into the listener’s eyes, and
the listener moves his or gaze around the speaker’s face. If you are listening, it
is important to be mindful not to stare at one single spot on the speaker’s face.
This could result in the other person becoming uncomfortable . When the
speaker pauses, the listener then has an opportunity to speak, and they usually
‘break off’ eye contact. As opposed to ‘butting-into the conversation‘, the
listener wanting to speak tries to ‘catch’ the speaker’s eyes to signal the desire
for a chance to talk. This is sometimes called correct turn-taking.”
27. • Say exactly what you would like the person to do, and why you need/want it.
• Instructions-A clear and direct request is much more likely to be successful
since it states what is wanted from the other person. An example of a direct
request would be, “I understand that you like to have milk in your tea, but if
you would put the milk back in the refrigerator after using it, the milk would
stay fresher longer, and I would appreciate it.” This statement indicates
precisely what is wanted (putting milk back in fridge after using it). A much
different way involves saying things in an indirect way. An example of this
would be to say, “put things away.” Saying it this way does not help and gives
incomplete information.
28. • Tell the person how you would feel, if your request is carried out.
• Phrases-
“I would like you to ____, and I would
feel……….”
“I would really appreciate it if you would do ___,
and this would make me feel………..”
“It’s very important to me that you help me with
____, as this would make me feel……....”
Break-
Feedback