Therapy To Go: Gourmet Fast Food Handouts for Working With Child, Adolescent and Family Clients

258 Pages·2008·2.04 MB·English

by  Clare Rosoman

Therapy To Go
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Therapy To Go
Gourmet Fast Food Handouts for Working with Child,
Adolescent and Family Clients
Clare Rosoman
Jessica Kingsley Publishers
London and Philadelphia
Firstpublishedin2008
byJessicaKingsleyPublishers
116PentonvilleRoad
LondonN19JB,UK
and
400MarketStreet,Suite400
Philadelphia,PA19106,USA
www.jkp.com
Copyright©ClareRosoman2008
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Allpagesmarked(cid:2)maybephotocopiedforpersonalusewiththisprogram,butmaynotbereproducedforany
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Libraryof CongressCataloginginPublicationData
Rosoman,Clare.
Therapytogo:gourmetfastfoodhandoutsforworkingwithchild,adolescentandfamilyclients/Clare
Rosoman.
p.cm.
ISBN978-1-84310-643-2(pb:alk.paper)
1. Child psychiatry--Problems, exercises, etc. 2. Adolescent psychiatry--Problems, exercises, etc. 3.
Familypsychotherapy--Problems,exercises,etc.4. Patienteducation. I.Title.
RJ499.32.R672008
618.92'89--dc22
2008014823
BritishLibraryCataloguinginPublicationData
ACIPcataloguerecordforthisbookisavailablefromtheBritishLibrary
ISBN9781843106432
ISBNpdf eBook9781843108388
PrintedandboundinGreatBritainby
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Menu
APPETISERS 7
How to use this book 7
Why worksheets? 8
Clinical issues 9
About the author 10
Acknowledgements 10
Starters
SECTION 1 – GETTING STARTED 13
1.1 Rapport building 13
1.2 Boundaries and goals for therapy 20
1.3 Unfolding the story 29
SECTION 2 – THERAPY BASICS 37
2.1 Exploring and expressing emotions 37
2.2 Monitoring 46
2.3 Cognitive behavioural therapy (CBT) 52
2.4 Emotional regulation 64
2.5 Goal-setting 70
2.6 Problem-solving 77
Main Course
SECTION 3 – ANXIETY ISSUES 85
3.1 Psycho-education and increasing awareness 85
3.2 Anxiety reduction strategies 93
3.3 Cognitive behavioural strategies for anxiety 101
SECTION 4 – DEPRESSIVE ISSUES 107
4.1 Psycho-education 107
4.2 Behavioural strategies for depression 113
4.3 Cognitive strategies for depression 119
SECTION 5 – ANGER ISSUES 122
5.1 Psycho-education 122
5.2 Motivation for managing anger 129
5.3 Anger management 135
SECTION 6 – COMMUNICATION SKILLS 140
6.1 Friendships 140
6.2 Assertiveness 160
6.3 Safety and empowerment 172
Dessert
SECTION 7 – FAMILY ISSUES 189
7.1 Family story 189
7.2 Connectedness 197
7.3 Parenting 204
7.4 Problem-solving 219
SECTION 8 – RESILIENCE 227
8.1 Building self-esteem 227
8.2 Body image 233
8.3 Staying on track 243
APPETISERS
How to use this book
This book is designed to be a quick and easy ‘fast food’ resource for all kinds of
therapists working on a professional level with children, adolescents or families.
Whether you trained as a counsellor, psychologist, social worker, family therapist,
psychiatrist, child worker or psychotherapist there are activities in this book that
can help all therapists to work towards their therapeutic goals with their clients.
This book provides fast ‘take-away’ activities that cover a wide variety of present-
ingproblems.Eachactivityispresentedinworksheetformatandcanbephotocop-
ied for therapists’ use with their clients.
The worksheets intend to compliment or expand upon the treatment plan that
has already been determined by the client and the therapist. This book is not
designedtobeatreatmentmanualandthesheetsarenotdesignedtobeusedinany
particular sequence. Rather, it aims to be a stimulus for ideas and creativity in
therapy. It is intended that the therapist will pick and choose amongst the
worksheets,selectingthoseactivitiesthatwillhelpthemtobestmeetthetherapeu-
tic goals.
It is assumed that the professionals using this book have a sound grounding in
counsellinganddiagnosticskills.Thebookaimstoofferawealthofideasforactiv-
ities and techniques to use with clients, so reducing the preparation time for
sessions.Fortherapistsofalllevelsofexperience,itofferssuggestionsfordifferent,
creativeapproachestodifficultclientissuesandcanhelpavoidtheneedtodevelop
therapy resources, which can be time-consuming.
To receive the most from this resource, it is helpful to peruse the worksheets to
becomefamiliarwiththem,thentoselecttheactivityorarangeofactivitiesthatare
likelytosuittheclient’spresentingconcerns.Thismeansthatthetherapistcantake
7
THERAPYTOGO
aflexibleapproachtoeachsessionbyhavingavarietyof exercisesavailabletouse,
and can therefore allow the client to determine the direction of discussion. This is
especiallyusefulforyoungerchildrenwhoneedavarietyof activitiestoholdtheir
attention and an assortment of formats to convey a point.
At the start of each section there is an explanation of each activity, including a
description of how the sheet could be used in therapy and which age group it is
recommended for (children or adolescents). For the purposes of these guides,
children are defined as 5–12 years of age and adolescents are between 13 and 18
years. However, this serves as a rough guide only and the therapist will know best
which activities will be appropriate for each individual client.
Why worksheets?
Worksheetsareavaluabletherapeutictoolbecausetheyarevisual,directandstruc-
tured. They vary the process of therapy and can provide a framework for the
content of a therapy session. This book aims to compile a large amount of
commonly needed therapy tools in order to save the therapist time and to provide
immediate ‘take-away’ ideas to be used with their clients.
Forthechildandadolescentclient,worksheetsareeasytoreadandarevisually
appealing. They are non-threatening because they contain limited amounts of in-
formation and they can be worked through to the client’s self-determined level of
comfort. They provide a sense of safety because the client can see the activity or
questionsbeforetheycommenceandcanfeelincontrolofhowdeeplytheyexpose
themselves.
Worksheetscanguidethecontentandprocessoftherapybyopeningupdiscus-
sion and exploring deeper issues that the client may feel happier writing down or
thinkingaboutfirst.Thesheetsinthisbookaimtoprovideavarietyofideastohelp
therapists to guide their client’s discovery.
One of the values of worksheets is that they can be taken home by the client.
Thismeansthattheinformationcontainedontheworksheetscanbedigestedover
timeandtakenoutofthetherapyroomtobereadandre-read,stuckuponthewall
as a visual prompt, or can be shown to friends and family members. This may
encourage the generalisation and inter-contextualisation of therapeutic progress.
8