Category Archives: Therapy with Adolescents

Cool Counseling, Happiness, Personal Reflections, Therapy with Adolescents, Writing

Let’s Do the “Three-Step” (Emotional Change Trick)

Leave a comment

This morning’s weekly missive of “most read” articles from the Journal of the American Medical Association included a study evaluating the effects of high-dose “fluvoxamine and time to sustained recover in outpatients with COVID-19.” My reaction to the title was puzzlement. What could be the rationale for using a serotonin specific reuptake inhibitor for treating COVID-19? I read a bit and discovered there’s an idea and observations that perhaps fluvoxamine can reduce the inflammation response and prevention development of more severe COVID-19.

To summarize, the results were no results. Despite the fact that back in the 1990s some psychiatrists and pharmaceutical companies were campaigning for putting serotonin in the water systems, in fact, serotonin doesn’t really do much. As you know from last week, serotonin-based medications are generally less effective for depression than exercise.

For the happiness challenge this week, we’re touting the effectiveness of my own version of what we should put in the water or in the schools or in families—the Three-Step Emotional Change Trick. Having been in a several month funk over a variety of issues, I find myself returning to the application of the Three-Step Emotional Change Trick in my daily life. Does it always work? Nope. Is it better than feeling like a victim to my unpleasant thoughts and feelings? Yep.

I hope you’ll try this out and follow the instructions to push the process outward by sharing and teaching the three steps. Let’s try to get it into the water system.

Active Learning Assignment 9 – The 3-Step Emotional Change Trick

Almost no one likes toxic positivity. . . which is why I want to emphasize from the start, this week’s activity is NOT toxic positivity.

Back in the 1990s I was in full-time private practice and mostly I got young client referrals. When they entered my office, nearly all the youth were in bad moods. They were unhappy, sad, anxious, angry, and usually unpleasantly irritable. Early on I realized I had to do something to help them change their moods.

An Adlerian psychologist, Harold Mosak, had researched the emotional pushbutton technique. I turned it into a simple, three-step emotional change technique to help young clients deal with their bad moods. I liked the technique so well that I did it in my office, with myself, with parents, during professional workshops, and with classrooms full of elementary, middle, and high school students. Mostly it worked. Sometimes it didn’t.

This week, your assignment is to apply the three-step emotional change trick to yourself and your life. Here’s how it goes.

Introduction

Bad moods are normal. I would ask young clients, “Have you ever been in a bad mood?” All the kids nodded, flipped me off, or said things like, “No duh.”

Then I’d ask, “Have you ever had somebody tell you to cheer up?” Everyone said, “Yes!” and told me how much they hated being told to cheer up. I would agree and commiserate with them on how ridiculous it was for anyone to ever think that saying “Cheer up” would do anything but piss the person off even more. I’d say, “I’ll never tell you to cheer up.* If you’re in a bad mood, I figure you’ve got a good reason to be in a bad mood, and so I’ll just respect your mood.” [*Note to Therapists: This might be the single-most important therapeutic statement in this whole process.]

Then I’d ask. “Have you ever been stuck in a bad mood and have it last longer than you wanted it to?”

Nearly always there was a head nod; I’d join in and admit to the same. “Damn those bad moods. Sometimes they last and last and hang around way longer than they need to. How about I teach you this thing I call the three-step emotional change trick. It’s a way to change your mood, but only when YOU want to change your mood. You get to be the captain of your own emotional ship.”

Emotions are universally challenging. I think that’s why I never had a client refuse to let me teach the three-steps. And that’s why I’m sharing it with you now.

Step one is to feel the feeling. Feelings come around for a reason. We need to notice them, feel them, and contemplate their meaning. The big questions here are: How can you honor and feel your feelings? What can you do to respect your own feelings and listen to the underlying message? I’ve heard many answers. Here are a few. But you can generate your own list.

  • Frowning or crying if you feel sad
  • Grimacing and making angry faces into a mirror if you feel angry
  • Drawing an angry picture
  • Punching or kicking a pillow (no real violence though)
  • Going outside and yelling (or screaming into a pillow)
  • Scribbling on a note pad
  • Writing a nasty note to someone (but not delivering it)
  • Using your words, and talking to someone about what you’re feeling

Step two is to think a new thought or do something different. This step is all about intentionally doing or thinking something that might change or improve you mood. The big question here is: What can you think or do that will put you in a better mood?

I discovered that kids and adults have amazing mood-changing strategies. Here’s a sampling:

  • Tell a funny story (“Yesterday in math, my friend Todd farted”)
  • Tell a joke (What do you call it when 100 rabbits standing in a row all take one step backwards? A receding hare-line).
  • Tell a better joke (Why did the ant crawl up the elephant’s leg for the second time? It got pissed off the first time.)
  • Exercise!
  • Smile into a mirror
  • Talk to someone you trust
  • Put a cat (or a chicken or a duck) on your head
  • Chew a big wad of gum

I’m sure you get the idea. You know best what might put you in a good mood. When you’re ready, but not before, use your own self-knowledge to move into a better mood.

Step three is to spread the good mood. Moods are contagious. I’d say things like this to my clients:

“Emotions are contagious. Do you know what contagious means? It means you can catch emotions from being around other people who are in bad moods or good moods. Like when you got here. I noticed your mom was in a bad mood too. It made me wonder, did you catch the bad mood from her or did she catch it from you? Anyway, now you seem to be in a better mood. I’m wondering. Do you think you can make your mom “catch” your good mood?”

How do you share good moods? Saying “Cheer up” is off-limits. Here’s a short list of what I’ve heard from kids and adults.

  • Do someone a favor
  • Smile
  • Hold the door for a stranger
  • Offer a real or virtual hug
  • Listen to someone
  • Tell someone, “I love you”

Step four might be the best and most important step in the three-step emotional change trick. With kids, when I move on to step four, they always interrupt:

“Wait. You said there were only three steps!”

“Yes. That’s true. But because emotions are complicated and surprising, the three-step emotional change trick has four steps. The fourth step is for you to teach someone else the three steps.”

Here’s a youtube link to me doing the 3SECT: https://www.youtube.com/watch?v=ITWhMYANC5c

If you want to chase down an early version/citation, here’s a link for that: https://www.tandfonline.com/doi/abs/10.1300/J019v17n04_02

Cool Counseling, Therapy with Adolescents, Tough Kids, Tough Kids Cool Counseling

News Flash: Four FREE CEUs Coming Up This Saturday, August 26

Leave a comment

As a part of a virtual symposium offered by Texas A&M University – Corpus Christi, this coming Saturday, August 26, I’m doing a 2-hour free continuing education workshop from 12-2pm Mountain time (2pm-4pm Eastern). The cool thing is that the CEUs for this workshop are FREE. The less cool thing is that the workshop is on a Saturday.

My talk is: Tough Kids, Cool Counseling: Strategies for Engaging and Influencing Youth. Even better, I’ll be preceded by Dr. Russ Curtis and Dr. Katie Goetz (9am-11am Mountain time), who are presenting a 2-hour workshop on The Mindset and Clinical Skills Needed to Thrive in Integrated Care. . . and that’s 2 more FREE CEUs.

Below, I’ve pasted the blurbs and Zoom information for these online workshops.

You are invited to join Tex-Chip Virtual Symposium on Saturday, August 26, 2023, at 10am – 3pm (CST). 

Dr. Russ Curtis & Dr. Katie Goetz is scheduled to present from 10am – 12pm CST on “The Mindset and Clinical Skills Needed to Thrive in Integrated Care.” In this interactive presentation, participants will learn how to integrate clinical skills with enlightening philosophical premises to expand their understanding of providing inclusive whole-person care. Attendees will develop their clinical voice through lecture, case examples, and discussions to begin asking the right questions about how to provide next-generation integrated care.

Dr. Sommers-Flanagan is scheduled to present from 1pm – 3pm CST on “Tough Kids, Cool Counseling: Strategies for Engaging and Influencing Youth.” Engaging “tough kids” in behavioral health can be immensely frustrating or splendidly gratifying. The truth of this statement is so obvious that the supportive reference, at least according to many teenagers is “Duh!” In this 2-hour workshop, participants will learn, experience, and practice several strategies for engaging and influencing youth. Several cognitive, emotional, and constructive brief counseling techniques will be described and demonstrated. Examples include acknowledging reality, positive questioning, wishes and goals, the affect bridge, the three-step emotional change trick, what’s good about you?/asset flooding, and more. Essential counseling principles, countertransference, and cultural issues will be included. 

Join Zoom Meeting

https://tamucc.zoom.us/j/96049300393?pwd=V1VDSlVmY1c1RFVFTEhJN3ZFODJKQT09

Meeting ID: 960 4930 0393

Passcode: 625101

For more information, please contact Ada at auzondu@islander.tamucc.edu   

Boys and Men, Cool Counseling, Parenting, Therapy with Adolescents, Tough Kids Cool Counseling

Tough Kids, Cool Counseling Visits Eastern Michigan

2 Comments

In 1990, when I moved back to Missoula, Montana to join Philip and Marcy Bornstein in their private practice, my goal was to establish a practice focusing on health psychology. I believed deeply in the body-mind connection and wanted to work with clients/patients with hypertension, asthma, and other health-related conditions with significant behavioral and psychosocial components.

Turns out, maybe because I was the youngest psychologist in town, all I got were referrals from Youth Probation Services, Child Protective Services, local schools, and parents who asked if I could “fix” their children’s challenging behaviors.

I’d say that I made lemonade from lemons, but it turns out I LOVED working with the so-called “challenging youth.” There were no lemons! The work led to our Tough Kids, Cool Counseling book (1997 and 2007), along with many articles, book chapters, and demonstration counseling videos. Over the years I’ve had the honor of working extensively with parents, families, youth, and young adults.

In about 10 days, I’ll be in Ypsilanti, Michigan doing a full-day professional workshop on “Tough Kids, Cool Counseling.” If you’re concerned about the title, don’t worry, so am I. In the first few minutes of the day, I’ll explain why using the terminology “Tough Kids” is a bad idea for counselors, psychotherapists, and other humans.

Just in case you’re in the Eastern Michigan area, the details and links for the conference are below. I hope to see you there . . . and hope if you make the trip, you’ll be sure to say hello to me at a break or after the workshop.

What: Tough Kids, Cool Counseling: Cognitive, Emotional, & Constructive Change Strategies

When: Friday, March 10, 2023, 8:30 AM – 5:00 PM EST

Where: Eastern Michigan University Student Center, Second Floor – Ballroom B Ypsilanti, MI 48197

Counseling so-called “tough kids” can be immensely frustrating or splendidly gratifying. The truth of this statement is so obvious that the supportive reference, at least according to many teenagers is, “Duh!” In this workshop, participants will sharpen their counseling skills by viewing and discussing video clips from actual counseling sessions, discussing key issues, and participating in live demonstrations. Attending this workshop will add tools to your counseling youth tool-box, and deepen your understanding of specific interventions. Over 20 cognitive, emotional, and constructive counseling techniques will be illustrated and demonstrated. Examples include acknowledging reality, informal assessment, the affect bridge, the three-step emotional change trick, asset flooding, empowered storytelling, and more. Four essential counseling principles, counselor counter-transference, and multicultural issues will be highlighted.

The link: https://www.eventbrite.com/e/tough-kids-cool-counseling-cognitive-emotional-constructive-change-tickets-470275485637

Register on Eventbrite
Clinical Interviewing, Counseling and Psychotherapy Theory and Practice, Personal Reflections, Research, Therapy with Adolescents, Writing

The Efficacy of Antidepressant Medications with Youth: Part II

Leave a comment

After posting (last Thursday) our 1996 article on the efficacy of antidepressant medications for treating depression in youth, several people have asked if I have updated information. Well, yes, but because I’m old, even my updated research review is old. However, IMHO, it’s still VERY informative.

In 2008, the editor of the Journal of Contemporary Psychotherapy, invited Rita and I to publish an updated review on medication efficacy. Rita opted out, and so I recruited Duncan Campbell, a professor of psychology at the University of Montana, to join me.

Duncan and I discovered some parallels and some differences from our 1996 article. The parallels included the tendency for researchers to do whatever they could to demonstrate medication efficacy. That’s not surprising, because much of the antidepressant medication research is funded by pharmaceutical companies. Another parallel was the tendency for researchers to overstate or misstate or twist some of their conclusions in favor of antidepressants. Here’s the abstract:

Abstract

This article reviews existing research pertaining to antidepressant medications, psychotherapy, and their combined efficacy in the treatment of clinical depression in youth. Based on this review, we recommend that youth depression and its treatment can be readily understood from a social-psycho-bio model. We maintain that this model presents an alternative conceptualization to the dominant biopsychosocial model, which implies the primacy of biological contributors. Further, our review indicates that psychotherapy should be the frontline treatment for youth with depression and that little scientific evidence suggests that combined psychotherapy and medication treatment is more effective than psychotherapy alone. Due primarily to safety issues, selective serotonin reuptake inhibitors should be initiated only in conjunction with psychotherapy and/or supportive monitoring.

The main difference from our 1996 review was that in the late 1990s and early 2000s, there were several SSRI studies where SSRIs were reported as more efficacious than placebo. Overall, we found 6 of 10 reporting efficacy. An excerpt follows:

Our PsychInfo and PubMed database searches and cross- referencing strategies identified 10 published RCTs of SSRI efficacy. In total, these studies compared 1,223 SSRI treated patients to a similar number of placebo controls. Using the researchers’ own efficacy criteria, six studies returned significant results favoring SSRIs over placebo. These included 3 of 4 fluoxetine studies (Emslie et al. 1997, 2002; Simeon et al. 1990; The TADS Team 2004), 1 of 3 paroxetine studies (Berard et al. 2006; Emslie et al. 2006; Keller 2001), 1 of 1 sertraline study (Wagner et al. 2003), and 1 of 1 citalopram study (Wagner et al. 2004).

Despite these pharmaceutical-funded positive outcomes, medication-related side-effects were startling, and the methodological chicanery discouraging. Here’s an excerpt where we take a deep dive into the medication-related side effects and adverse events (N.B., the researchers should be lauded for their honest reporting of these numbers, but not for their “safe and effective” conclusions).

SSRI-related medication safety issues for young patients, in particular, deserve special scrutiny and articulation. For example, Emslie et al. (1997) published the first RCT to claim that fluoxetine is safe and efficacious for treating youth depression. Further inspection, however, uncovers not only methodological problems (such as the fact that psychiatrist ratings provided the sole outcome variable and the possibility that intent-to-treat analyses conferred an advantage for fluoxetine due to a 46% discontinuation rate in the placebo condition), but also, three (6.25%) fluoxetine patients developed manic symptoms, a finding that, when extrapolated, suggests the possibility of 6,250 mania conversions for every 100,000 treated youth.

Similarly, in the much-heralded Treatment of Adolescents with Depression Study (TADS), self-harming and suicidal adverse events occurred among 12% of fluoxetine treated youth and only 5% of Cognitive Behavioral Therapy (CBT) patients. Additionally, psychiatric adverse events were reported for 21% of fluoxetine patients and 1% of CBT patients (March et al. 2006; The TADS Team 2004, 2007). Keller et al. (2001), authors of the only positive paroxetine study, reported similar data regarding SSRI safety. In Keller et al.’s sample, 12% of paroxetine-treated adolescents experienced at least one adverse event, and 6% manifested increased suicidal ideation or behavior. Interestingly, in the TCA and placebo comparison groups, no participants evinced increased suicidality. Nonetheless, Keller et al. claimed paroxetine was safe and effective.

When it came to combination treatment, we found only two studies, one of which made a final recommendation that was nearly the opposite of their findings:

Other than TADS, only one other RCT has evaluated combination SSRI and psychotherapy treatment for youth with depression. Specifically, Melvin et al. (2006) directly compared sertraline, CBT, and their combination. They observed partial remission among 71% of CBT patients, 33% of sertraline patients, and 47% of patients receiving combined treatment. Consistent with previously reviewed research, Sertraline patients evidenced significantly more adverse events and side effects. Surprisingly and in contradiction with their own data, Melvin et al. recommended CBT and sertraline with equal strength.

As I summarize the content from our article, I’m aware that you might conclude that I’m completely against antidepressant medication use. That’s not the case. For me, the take-home points include, (a) SSRI antidepressants appear to be effective for some young people with depression, and (b) at the same time, as a general treatment, the risk of side effects, adverse effects, and minimal treatment effects make SSRIs a bad bet for uniformly positive outcomes, but that doesn’t mean there won’t be any positive outcomes. In the end, for my money—and for the safety of children and adolescents—I’d go with counseling/psychotherapy or exercise as primary treatments for depressive symptoms in youth, both of which have comparable outcomes to SSRIs, with much less risk.

And here’s a link to the whole article:

psychotherapy-or-meds-for-youthDownload

 

Cool Counseling, Counseling and Psychotherapy Theory and Practice, Suicide Assessment and Intervention, Therapy with Adolescents, Writing

A Sneak Peek at Our Upcoming Suicide Assessment and Treatment Book with the American Counseling Association

Leave a comment

Spring Sunrise and Hay

Rita and I are spending chunks of our social distancing time writing. In particular, we’ve signed a contract to write a professional book with American Counseling Association Publications on suicide assessment and treatment planning. We’ll be weaving a wellness and strength-oriented focus into strategies for assessing and treating suicidality.

Today, I’m working on Chapter 6, titled: The Cognitive Dimension. We open the chapter with a nice Aaron Beck quotation, and then discuss key cognitive issues to address with clients who are suicidal. These issues include: (a) hopelessness, (b) problem-solving impairments, (c) maladaptive thinking, and (d) negative core beliefs.

Then we shift to specific interventions that can be used to address the preceding cognitive issues. In the following excerpt, we focus on collaborative problem solving and illustrate the collaborative problem-solving process using a case example. As always, feel free to offer feedback on this draft content.

*************************

Collaborative Problem-Solving

Though not a suicide-specific intervention, problem-solving therapy is an evidence-based approach to counseling and psychotherapy (Nezu, Nezu, & D’Zurilla, 2013). Components of problem-solving are useful for assessing and intervening with clients who are suicidal. As Reinecke (2006) noted, “From a problem-solving perspective, suicide reflects a breakdown in adaptive, rational problem solving. The suicidal individual is not able to generate, evaluate, and implement effective solutions and anticipates that his or her attempts will prove fruitless” (p. 240).

Extended Case Example: Sophia – Problem-Solving

In Chapter 5 we emphasized that clinicians should initially focus on and show empathy for clients’ excruciating distress and suicidal thoughts. However, there often comes a moment when a pivot toward the positive can occur. Questions that help with this pivot include:

  • What helps, even a tiny bit?
  • When you’ve felt bad in the past, what helped the most?
  • How have you been able to cope with your suicidal thoughts?

In response to these questions, clients who are suicidal often display symptoms of hopelessness, mental constriction, problems with information processing, or selective memory retrieval. Statements like, “I’ve tried everything,” “Nothing helps,” and “I can’t remember ever feeling good,” represent cognitive impairments. Even though your clients may think they’ve tried everything, the truth is that no one could possibly try everything. Similarly, although it’s possible that “nothing” your client does helps very much, it’s doubtful that all their efforts to feel better have been equally ineffective. These statements indicate black-white or polarized thinking, as well as hopelessness and memory impairments (Beck et al., 1979; Reinecke, 2006; Sommers-Flanagan & Sommers-Flanagan, 2018).

Pivoting to the Positive

Picking up from where we left off in Chapter 5, after exploring the distress linked to Sophia’s suicide ideation in the emotional dimension, the counselor (John) pivots to asking about the positive (“What helps?”) and then proceeds into a problem-solving assessment and intervention strategy. One clearly identified trigger for Sophia’s suicidal thinking is her parent’s fighting. She cannot directly do anything about their fights, but she can potentially do other things to shield herself from the downward cognitive and emotional spiral that parental fighting activates in her.

John: Let’s say your parents are fighting and you’re feeling suicidal. You’re in your room by yourself. What could you do that’s helpful in that moment? [The intent is to shift Sophia into active problem-solving.]

Sophia: I have a cat. His name is Douglas. Sometimes he makes me feel better. He’s diabetic, so I don’t think he’ll live much longer, but he’s comforting right now.

John: Nice. My memory’s not perfect, so is it okay with you if I write a list of all the things that help a little bit? Douglas helps you be in a better mood. What else is helpful?

Sophia: I like music. Blasting music makes me feel better. And I play the guitar, so sometimes that helps. And volleyball is a comfort, but I can’t play volleyball in my room.

John: Yeah. Great. Let me jot those down: music, guitar, volleyball, and being with your cat. And volleyball, but not in your room! I guess you can think about volleyball, right? And how about friends? Do you have friends who are positive supports in your life?

Although the fact that Douglas the cat has diabetes includes a depressive tone, the good news is that Sophia immediately engages in problem-solving. She’s able to identify Douglas and other things that help her feel better.

Throughout problem-solving, regularly repeating positive coping strategies back to the client is important. In this case, John summarizes Sophia’s positive ideas, and then asks about friends and social support—a very important dimension in overall suicide safety planning.

Sophia: Yeah, but we’re all busy. My friend Liz and I hang out quite a bit. I can walk into her house, and it will feel like my house. But we’re both in volleyball, so we’re both really busy. But our season will end soon. Hopefully that will help.

John: Ok, the list of things that seem to help, especially when you’re in a hard place with your parents fighting: Douglas the cat, music, guitar, and volleyball, and friends. Anything else to add?

Sophia:  I don’t think so.

Often, the next step in collaborative problem-solving is to ask clients for permission to add to the list, thus turning the process into a shared brain-storming session. At no time during the brainstorming should you criticize any client-generated alternatives, even if they’re dangerous or destructive. In contrast, clients will sometimes criticize your ideas. When clients criticize, just agree with a statement like, “Yeah, you’re probably right, but we’re just brainstorming. We can rank and rate these as good or bad ideas later.”

Overall, the goal is to use brainstorming to assess for and intervene with mental constriction. During brainstorming, Sophia and John generated 13 things Sophia could do to make herself feel better. Sophia’s ability to brainstorm in session is a positive indicator of her responsiveness to treatment.

 

Clinical Interviewing, Cool Counseling, Counseling and Psychotherapy Theory and Practice, Therapy with Adolescents, Tough Kids, Tough Kids Cool Counseling

Free Video Links for Online Teaching

12 Comments

JSF Travel

This past week I’ve been grateful for the many professionals and organizations (including my publisher, John Wiley & Sons) who are providing free guidance and materials to help with the transition from face-to-face teaching to online instruction. In an effort to contribute back in a small way, I’m posting 10 counseling- and psychotherapy-related videos that can be integrated into online teaching. These videos are free and posted on my YouTube channel. The links are all below with a brief description of the video content.

Some of these videos are rough cuts and all of them are far from perfect demonstrations; that’s partly the point. Although many of the videos show reasonably good counseling skills and interesting assessment processes and therapeutic interventions, none of the videos are scripted, and so there’s plenty of room for review, analysis, critique, and discussion. You can show them as efforts to do CBT, SFBT, Motivational Interviewing, administration of a mental status examination, etc., and prompt students to describe how they would do these sessions even better.

These videos are meant to stimulate learning. In an ideal world, I would include a list of discussion questions, but I’ll leave that to you. If you like, please feel free to use these videos for educational purposes. Here’s the annotated list with video links:

  1. Counseling demonstrations with a 12-year-old.
    1. Opening a counseling session: https://www.youtube.com/watch?v=rHHrMC8t6vY
    2. The three-step emotional change trick: https://www.youtube.com/watch?v=ITWhMYANC5c
    3. John SF demonstrates the What’s Good About You? informal assessment technique: https://www.youtube.com/watch?v=MUhmLQUg_g8
    4. Closing a session: https://www.youtube.com/watch?v=GpuH80tf2jM
  2. Demo of assessment for anger management with a solution-focused spin with a 20-year-old client: https://www.youtube.com/watch?v=noE2wMMNLY4
  3. Demo of motivational interviewing with a 30-year-old client: https://www.youtube.com/watch?v=rtN7kEk0Sv4
  4. Demo of the affect bridge technique with an 18-year-old: https://www.youtube.com/watch?v=fEtiGuc914E
  5. Demo of CBT for social anxiety with a graduate student: https://www.youtube.com/watch?v=jfVeeGJHFjA
  6. Demo of an MSE with a 20-year-old: https://www.youtube.com/watch?v=adwOxj1o7po
  7. A lecture vignette of a demonstration of psychoanalytic ego defense mechanisms: https://studio.youtube.com/video/E818UlgHMXY/edit
  8. The University of Montana Department of Counseling does a spoof video of The Office: https://www.youtube.com/watch?v=eM8-I8_1CqQ

Good luck with the transition to online teaching and stay healthy!

John S-F

Clinical Interviewing, Personal Reflections, Therapy with Adolescents, Tough Kids Cool Counseling

Apple Core, Baltimore, Who’s Your Friend? #NASP2020

1 Comment

 

Camden

I’m in Baltimore this week for the annual meeting of the National Association of School Psychologists. Although I’m not a school psychologist, I’ve been invited the past 5+ years to offer workshops on “Tough Kids, Cool Counseling.” I’ve also had the good fortune of being invited to present professional workshops for state school psychology associations in California, Montana, Ohio, South Carolina, and Washington.

I’ve worked many different professional groups (clinical psychologists, mental health counselors, school counselors, teachers, childcare workers, and more). All of these groups are amazing, but every time I work with a group of school psychologists, I walk away thinking that maybe school psychologist are my favorite professional group of all.

Notice I said “maybe.” I don’t want to start an inter-disciplinary competition for my official endorsement.

NASP in Baltimore was typical NASP. An intense group of very smart people who are dedicated to the psychological and intellectual well-being of K-12 students everywhere. They swarm the exhibition hall looking for resources and at my workshop they asked incredibly good questions and made insightful comments.

To be honest (not a bad policy), maybe the fact that I got a standing ovation from 300+ school psychology attendees in Columbus, Ohio (after 6.5 hours of presenting) is part of the reason I love school psychologists. For minor league professionals like me, that’s about as good as it gets . . . and that was pretty fantastic.

The links that follow include my presentation powerpoints and handouts for my workshop sessions in Baltimore. If you were there, thanks for your commitment to improving the lives of children and teenagers. If not, I hope to see you next time around.

NASP Workshop I 2020 for Handout

NASP Workshop II Advanced 2020 for Handout

NASP 2020 Extra Handout Introductory

NASP 2020 Extra Handout Advanced

By the way, the next big gig is March 1 in Richmond, Virginia with the Virginia School Counselor Association . . . which is just another chance to spend some time with another fabulous group of very cool people.

 

Clinical Interviewing, Cool Counseling, Therapy with Adolescents

Upcoming Webinars (without Spiderman)

Leave a comment

Spiderman II

As a Marvel Comics fan since 1963, I’ve always felt uncomfortable doing webinars without mentioning Spiderman. Now that I’m on record for my Spiderman-influenced childhood, I feel my comfort-level returning to normal.

Somehow, in the next month or so, I’ve gotten myself involved in a plethora of webinars, as long as you define “plethora” as five.

Although it’s sticky business, the purpose of this blog post is to gently promote said webinars. You might be interested. I think they’re mostly free, or accessible through a particular professional association (e.g., WSASP).

Here’s the line-up (starting tomorrow!), along with webinar titles and links.

  1. Wednesday, March 13 – 2pm EDT (12pm MDT):

Transforming Therapeutic Relationships into Evidence-Based Practice: Practical Skills for Challenging Therapy Situations

Sponsored by TherapySites. To register, go to:    https://register.gotowebinar.com/register/2888908924358696194?source=Association

Many counselors and psychotherapists deeply believe in the therapeutic power of relationships, but feel mandated to practice using empirically-supported technical procedures. In this presentation, John will illustrate how relational approaches to counseling are also specific treatment methods.

Specifically, in this webinar, Dr. Sommers-Flanagan will be discussing:

– 9 different evidence-based relationship factors with practical examples of how to use these factors in challenging situations

– Using self-disclosure effectively and how to respond to difficult questions

– Recognizing relational ruptures and make repairs

– How to respond to clients who are not cooperating with the counseling process

– What to say when clients have suicidal thoughts and feel hopeless

All participants will have access to a handout describing and illustrating how to use evidence-based relationship factors to enhance counseling and psychotherapy practice.

  1. Friday, March 15, 2019, from 1pm-4pm PDT (12pm to 3pm MDT):

Tough Kids, Cool Counseling: Part I, Assessment and Engagement

Sponsored by the Washington State Association of School Psychologists (WSASP). To participate, you’ll need to be a WSASP member. https://www.wsasp.org/event-3158525?CalendarViewType=1&SelectedDate=3/12/2019

Counseling adolescent students can be immensely frustrating or splendidly gratifying. To address this challenge, participants in this workshop will refine their skills for managing resistance and implementing specific brief counseling techniques. Using video clips, live demonstrations, and other learning activities, the workshop presents four essential principles and 10 assessment and engagement strategies for influencing “tough students.” Group discussion, breakout skill-building, and other learning activities will be integrated.

  1. Thursday, April 4, 2019, from 12pm to 1pm (somewhere, TBA).

Adlerian Psychology and Cognitive-Behavioral Therapy

Sponsored by Adler University. To participate, go to: https://www.adler.edu/page/community-engagement/center-for-adlerian-practice-and-scholarship/calendar/upcoming-events

Most Adlerian theorists view Individual Psychology as the foundation for modern cognitive-behavior therapy. But most modern cognitive-behavior therapists rarely credit Adler or know much about his theory. In this webinar, John Sommers-Flanagan, author of Counseling and Psychotherapy Theories in Context and Practice (Wiley, 2018) will present two short case vignettes, while engaging in a lively debate with himself over the similarities and distinctions of Adlerian therapy and CBT.

  1. Thursday, April 18, 2019 – 1pm EDT (11am MDT): “Breathing New Life into Your Dead, White Counseling and Psychotherapy Theories Course”

Sponsored by WileyPlus. To register, go to:  https://www.wileyplus.com/wiley-webinar-series/

Teaching traditional counseling and psychotherapy theories courses can feel dull and boring. In this webinar session, John Sommers-Flanagan will share pedagogical strategies for integrating culture into theory, and engaging students with here-now activities that bring the dusty old theories to life. This webinar will include specific recommendations for how to integrate culture and feminist ideas into traditional theories. Learning activities will be demonstrated, including: (a) early intercultural memories; (b) sex, feminism, and psychoanalytic defense mechanisms; (c) empowered narrative storytelling; and (d) spiritual and behavioral forms of relaxation. Handouts for each activity will be available on https://johnsommersflanagan.com/.

  1. Friday, April 19, 2019, from 1pm-4pm PDT (12pm to 3pm MDT):

Tough Kids, Cool Counseling: Part II, Specific Counseling Techniques and Strategies

Sponsored by the Washington State Association of School Psychologists (WSASP). To participate, you’ll need to be a WSASP member. https://www.wsasp.org/event-3158525?CalendarViewType=1&SelectedDate=3/12/2019

In this advanced workshop, participants will learn 10 (or more) specific counseling techniques designed to promote positive change in middle and high school students. Using video clips, live demonstrations, and role-playing practice, participants will refine their skills for implementing change strategies with students. Techniques include problem solving, empowered storytelling, cognitive storytelling, cognitive–behavioral therapy for anger management, the three-step emotional change trick, early interpretations, and the fool-in-the-ring. Diversity-sensitive approaches will be highlighted.

In closing, I randomly selected the words of Spiderman (from 1966, #36, p. 20). “You’ll have to make it a solo the rest of the way down, Lootie! This is where I get off!”

Wow! I never realized Spiderman was a quotation machine or that he used so many exclamation points!

Have a great week!

John

 

 

Cool Counseling, Therapy with Adolescents, Tough Kids Cool Counseling

#NASP2019 Extra Handout

Leave a comment

20150313_141701

Hello NASP Workshop Participants (and other interested people). Below I’ve pasted an “extra” document to go along with the workshops you attended today in Atlanta. As always, I’m amazed and humbled by the dedication of all School Psychologists to the well-being of your students. I hope you know how important your work is to the students. They don’t often say “Hey. Thanks for working with me!” But, I’m confident that you’re making a crucial difference in the lives of many students across the U.S. And so, on behalf of students everywhere, let me say: Thanks for being a fabulous School Psychologist!

Here’s the extra handout: NASP 2019 Extra Handout