This is for graduate school student in school psychology in the class Therapeutic Interventions in Schools. This is a writing assignment. See instructions below:
This is for graduate school student in school psychology in the class Therapeutic Interventions in Schools. This is a writing assignment. See instructions below:
Review Chapter 3 in Shapiro (2015) for background information (log into my perlego account below)
Please view one session of the Ellis Institute’s Friday Night Live: (https://albertellis.org/product/friday-night-live-aei/).
Select one of the following options:
1. View a live session at the Ellis Institute ($20) – great experience! Check date of next session: https://albertellis.org/product/friday-night-live-aei/
2. View a free session online on youtube at https://www.youtube.com/watch?v=akEtQKtXzFs (pick one of the two sessions in the video)
3. View a session of your choice ($10) at https://vimeo.com/user38239091/vod_pages
After viewing a session, please write a 1 or 2 page reflection that includes the following:
Brief summary (one paragraph) of the session
Discussion of specific REBT/CBT skills you observed
Reactions to session and therapist’s style of counseling
The perlego account for access to the reading: (I will send privately once you have accepted doing the assignment)
SEE POWERPOINTS ATTACHMENT FOR REFERENCE ON CBT
FOR REFERENCE, HERE ARE 2 STUDENTS RESPONSES FOR THIS ASSIGNMENT: DO NOT USE THIS AT ALL!!!!
STUDENT 1:
Summary of Session with Dr. Doyle
The client had stress and anxiety around work, and Dr. Doyle worked on reframing these cognitive distortions positively and sharing coping strategies with the client.The client has stress and anxiety about work, and the therapist (Dr. Doyle) started off by having them talk about a recent instance of anxiety about going to work or around work. She asked if the anxiety was consistent and if it was impacting their life. The client shared that it is frequent and impacts their work life. The therapist asked about the worst-case scenario for going to work. The therapist identified that they could focus on the possibility of getting fired or co-workers. “You have not cried yet,” and the client said no, “but you could.” She asked the client how they would like to feel instead of being anxious, and they said “confident.” The therapist probed by asking, “Confident about what?” She then asked the client to connect this desire for confidence to their anxiety about work. Dr. Doyle identified that being viewed negatively may be the aspect the client is the “most” anxious about. The target is the client’s anxiety towards their coworkers and how the client looks at the client, and anxiety about being perceived as anxious or having anxiety. She focused on an example where the client felt anxious when they dropped the keys at work. She asked him to identify what was going through his mind when he dropped the keys. He mentioned a fear of being written up by his boss, and Dr.Doyle asked, “What if you did get written up?” he identified that nothing really bad would have happened (positively reframing the cognitive distortion). She identified “What if I get sent home, it would be…” and asked the client to fill in the blanks. She made the connection between how he feels and thinks and how emotions can influence thinking. Dr. Doyle asked the client to identify a possible alternative emotion instead of anxiety (ex., concerned about being sent home). Then, she asked him to think about how he would think differently if he felt concerned instead of anxious. She helped guide him through the reframing of this thought. She asked the client to “prove” that it would not be “horrible” if his boss looked at him negatively. Then, they discussed what the client can and cannot control. Dr. Doyle asked him what would happen if his work friend came to him with the same worries or anxiety that he has. “It probably won’t happen, but if it did, it wouldn’t be the end of the world.” Then, they discussed the action plan for the next day.
STUDENT 2:
Summary of Session with Dr. Doyle and Courtney
Courtney begins the session by stating that she has difficulty forming romantic relationships because of her guardedness. Courtney explains that it gives her anxiety to be vulnerable and that she believes that she is “weak” when she lets her guard down. Courtney also says that the worst thing that could happen if she lets her guard down is that she could get hurt. Dr. Doyle begins to question Courtney’s thought patterns in order to establish a series of truths, such as the fact that one must be vulnerable in order to engage in a fulfilling relationship and that it is possible that Courtney could get hurt by exploring relationships. Dr. Doyle explains that Courtney’s anxiety is coming from her thought that she “absolutely must not be hurt,” and Dr. Doyle leads Courtney in examining why this thought exists. Dr. Doyle later explains that the next step is to change how Courtney thinks about the possibility of being hurt in order for Courtney to cope better. Courtney ultimately develops the goal of reframing her belief that she “absolutely must not be hurt” to the belief that “if I get hurt, it’s not the end of the world.” They end the session with Dr. Doyle asking Courtney what she can do as a homework assignment, and Courtney says that she will practice entering relationships with caution instead of anxiety and that she will rehearse her new mantra to help her be more willing to be vulnerable.
Discussion of REBT/CBT Skills Used in Session
Dr. Doyle employs REBT and CBT skills throughout the session. Initially, Dr. Doyle utilizes Socratic questioning to develop insights into Courtney’s thought patterns. Dr. Doyle asks Courtney why being vulnerable gives her anxiety, and Courtney answers that her main fear is that she will possibly be taken advantage of if she exposes herself. Dr. Doyle then asks what the worst thing that could happen is if this did happen, and Courtney answers that she would get hurt. Dr. Doyle then asks what would happen if Courtney does get hurt, and Courtney ultimately answers that she would be able to tolerate being hurt and that it wouldn’t be the end of the world. Through this process, Dr. Doyle challenges Courtney to modify her dichotomous thinking to prevent her maladaptive behavioral patterns from continuing. Through this, Dr. Doyle was also able to conclude that Courtney’s relationship anxiety is being caused by her thought that she “absolutely must not be hurt.” This example of Socratic questioning also upholds its underlying belief that the client usually possesses the knowledge that’s necessary for developing more adaptive understandings, as Courtney herself comes to the conclusion that it wouldn’t be the end of the world if she were hurt (Shapiro, 2015).
Dr. Doyle and Courtney also engage in a role-play to help Courtney identify her negative thought patterns. Through this process, Courtney challenges her belief that she must not be hurt and instead advises Dr. Doyle to proceed with caution instead of avoiding dating situations entirely. Dr. Doyle then invites Courtney to engage in a cost-benefit analysis, which ultimately helps Courtney to organize her thoughts and recognize which behaviors will allow her to reach her goal of being in a relationship. Courtney concludes that she is willing to practice being uncomfortable in the short-term in order to potentially realize her goal.
Reactions to Session and Therapist’s Style of Counseling
Dr. Doyle successfully guided Courtney through challenging her reasons for avoiding vulnerability. Together, they evaluated the truth of Courtney’s beliefs and ultimately helped Courtney create more adaptive thinking patterns. Courtney seemed to respond well to Dr. Doyle’s directive therapeutic style, and Dr. Doyle’s friendly and relatable personality strengthened their collaboration. This directive style may be most useful when the client is ready to take steps to overcome her fear. Dr. Doyle also validates Courtney throughout the session, even when simply acknowledging that it would not be good or comfortable if Courtney were to get hurt. I think that this may have made Courtney more willing to share more and keep engaging in the session.
NO PLAGIARISM!!!!
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