This document describes an approach to cognitive therapy called "verbalizing inner dialogue" to address mental health issues like anxiety, depression, and relationship problems. The approach involves identifying different parts of the self (a knowing, confident part and a negative, doubting part) and having the client verbally express the internal dialogue between these parts with guidance from the counselor. Examples are provided for using this technique with different personality disorders by identifying the central negative belief and strengthening the positive, healthy self through questioning and affirmation.
School refusal is defined as a child's refusal to attend or difficulties remaining in school for the entire day. It is not a formal diagnosis but rather a symptom that can be associated with several diagnoses like separation anxiety, social phobia, and depression. Risk factors are multi-factorial and can be at the individual, family, school, or community level. Assessment involves interviews with the child, parents, teachers and psychological testing. Treatment goals are to facilitate the child's return to normal functioning and school attendance without distress through interventions like rewards and addressing any comorbid conditions.
The document discusses cognitive development in preschool-aged children based on the theories of Piaget, information processing approaches, and Vygotsky. It covers topics like preoperational thinking, symbolic function, conservation, egocentrism, language development, the importance of social interaction and scaffolding. Research shows preschoolers have sophisticated language and number skills, though their memories can be susceptible to suggestion. Early education programs aim to promote cognitive growth.
Examine ways to use problem solving skills to reduce distress. Identify the 4 problem solving options and techniques to implement them. Explore ways to teach theses skills in group settings to clients with mental health and addiction issues.
Eye movement desensitization and reprocessing (EMDR) is a form of psychotherapy used to treat post-traumatic stress disorder (PTSD) by processing traumatic memories. It was developed by Francine Shapiro and uses eye movements combined with recalling a traumatic memory to reduce the emotional intensity of that memory. The therapy process involves identifying a disturbing memory or event, developing negative and positive beliefs about it, and using sets of eye movements while focusing on the memory to install the positive beliefs. EMDR addresses past, present and future aspects of traumatic memories over multiple therapy sessions to fully process the memory.
Reality therapy is a cognitive-behavioral approach developed by William Glasser that focuses on taking responsibility for one's actions and meeting needs in constructive ways. The counselor's role is to keep clients focused on the present and developing specific plans to improve behavior. The ultimate goal is for clients to feel better by gaining effective control over their lives and meeting needs without depriving others. Reality therapy uses techniques like confrontation, planning, and evaluating behaviors to help clients develop a success identity based on responsible fulfillment of needs.
Autism is a developmental disorder that affects communication and behavior and appears during early childhood. It is characterized by difficulties with social interaction and verbal/nonverbal communication, as well as repetitive behaviors. Signs of autism include lack of or delayed speech, poor eye contact, repetitive movements, unusual play, and sometimes aggression. While the causes are unknown, autism is diagnosed through developmental and social interaction testing. Treatment involves medication to treat associated symptoms, as well as therapies like occupational therapy, speech therapy, and behavioral techniques.
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.
Intellectual disability is defined as below average intelligence and adaptive functioning that manifests during childhood, affecting educational performance. It is categorized by mild, moderate, severe or profound levels based on IQ scores. Intellectual disability can be caused by genetic conditions, pregnancy/birth complications, illness/injury, or in many cases the cause is unknown. Signs include delays in meeting developmental milestones as well as difficulties with problem solving, memory, and behavior.
This document discusses cognitive behavioral therapy (CBT) for adolescents. It begins by defining adolescence and discussing the psychological adjustments that must be navigated during this period. Risk and resilience factors are then examined, along with coping mechanisms like problem solving and cognitive reappraisal. The document outlines considerations for involving parents in adolescent CBT and respecting patient privacy and autonomy. It also reviews how CBT can be applied to disorders that often onset during adolescence like depression, bipolar disorder, and anxiety disorders. A case study of a 16-year-old girl experiencing depression and mania is then presented and formulated. The document concludes by discussing common CBT interventions like cognitive restructuring, coping skills training, and problem-solving training
The Bender Gestalt Test (BGT) is a screening tool developed in 1938 to assess visual-motor and visuoconstructive abilities. It involves copying simple line drawings and is used to evaluate neurological and developmental deficits. The test demonstrates good reliability, with interscorer reliability for errors ranging from .87 to .90. Validity is also good as an indicator of perceptual-motor development, with error scores decreasing with age. While brief, economical, and flexible to administer, the BGT provides only limited information about specific brain damage and lacks a universally accepted scoring system.
The Children's Apperception Test (CAT) is a projective personality test for children ages 3-10 that involves showing them a series of picture cards depicting animals or people in familiar situations. The child's stories in response are analyzed to understand their personality, maturity level, and psychological health. Specifically, the CAT aims to reveal a child's reality testing abilities, drive regulation, defenses, conflicts, and autonomy. It was developed based on the Thematic Apperception Test for adults and older children, but uses animal figures instead of humans. The CAT takes 20-45 minutes to administer by a trained professional and involves encouraging children to tell stories about what is happening in each card and what might occur. There are no right or
Teach 9 and 10 dialectical and stylistic strategies and dbt with selvesGreenWood Mentors Ltd
This document discusses dialectical strategies and stylistic strategies used in Dialectical Behavior Therapy (DBT). Some key dialectical strategies mentioned include entering the paradox, using metaphors, making lemonade out of lemons, playing devil's advocate, and activating wise mind. Stylistic strategies discussed are reciprocal style, self-disclosure, warm engagement, genuineness, vulnerability, and an irreverent style. The document also covers environmental intervention, consultation to patients and therapists, and applying DBT principles within the consultation group itself.
Psychoanalysis is based on the theory of sexual repression and traces unfulfilled infantile wishes in the unconscious. It remains the best method to discover meaning and motivation of behavior, especially unconscious elements. The psychoanalytic process involves bringing repressed memories and feelings to the surface by unraveling hidden meanings and defensive behaviors. Psychoanalysis is suitable for anxiety disorders, obsessions, compulsions, sexual dysfunction and other nonpsychotic conditions. It involves regular long-term sessions to resolve unconscious conflicts through analysis of transference and resistance.
This document discusses Carl Rogers and client-centered therapy. It provides information on:
- The key principles of client-centered therapy including unconditional positive regard, empathy, and genuineness.
- Techniques used in client-centered therapy including reflection, active listening, and not being judgmental.
- Conditions needed for success including a relationship between counselor and client and the counselor displaying empathy and positive regard.
Social Skills Training In Students With Autismrmaxwell1
The document discusses social skills training for students with autism. It outlines a 6 step process for developing social skills programs: 1) assess students' skills, 2) decide which skills to target, 3) set specific and measurable goals, 4) choose intervention methods and materials, 5) track student progress, and 6) facilitate generalization of skills. Example goals, curricula, data tracking methods and techniques for generalization are provided. The overall goal is for students to independently function socially as adults.
The document provides an overview of the Object Sorting Test (OST) and Rorschach Inkblot Test (RIBT). It describes the projective hypothesis and types of projective techniques. It outlines the scoring and interpretation of the OST, including criteria for diagnosing schizophrenia and mania. It also covers the development, phases, scoring systems, and contents of responses for the RIBT, as well as concepts for interpreting the psychogram.
Gestalt therapy focuses on increasing a client's awareness of themselves and their interactions in the present moment. Key concepts include phenomenology, experiential learning, and existentialism. Therapists use techniques like role-playing, dream interpretation, dialogue, and attention to body language to help clients address unresolved issues and develop self-support. While research supports its effectiveness for some disorders, it requires a highly skilled therapist and lacks a strong theoretical foundation.
The document discusses mental health problems in India. It begins by defining mental health and outlines some common mental health issues people face such as anxiety, behavioral disorders, bipolar disorder, and emotional regulation issues. It then lists some common reasons for mental health problems like death of a loved one, divorce, financial issues, trauma, and loneliness. Statistics about mental health in India are provided, showing many people suffer from issues like depression but there is not enough trained professionals and resources. Suggestions are made for improving employee and individual mental health through programs, education, and developing coping skills.
This is the first of my free MindBpdy hack-sheets on self care for mental health using, counselling skills, CBT, and somatic coaching tools.
If you are a professional or parent or individual struggling to find balance and set boundaries, this is for you!
More will follow shortly, I hope you enjoy reading it and that you find some of the information helpful.
The document outlines several principles of psychiatric interviewing:
1) Psychiatric assessments take time to listen fully to patients' problems and understand their feelings. Short consultations make this difficult.
2) Reassurance is generally better than bland reassurance, which can dismiss a patient's experience. Comments should acknowledge what patients are going through.
3) Effective interview techniques include listening, clarifying, asking open-ended questions, empathy, and maintaining control of the interview. Transference and countertransference should also be acknowledged.
4) Boundaries are important, and countertransference feelings should not be acted on inappropriately. Assessments should focus on impairment and plan treatment, disability prevention
Psychoanalytic counseling is based on Sigmund Freud's theories and explores how the unconscious mind influences thoughts and behaviors. The goal is to provide insight and resolution by examining early childhood experiences that may have contributed to current issues. Psychoanalytic counseling aims to create deep, long-term personality changes through techniques like free association, dream analysis, and interpretation of transference and resistance in therapy. It can be used to address concerns like anxiety, low self-esteem, relationship issues, and is a gradual process of gaining self-understanding.
Changing your thinking cognitive behaviour therapyMichel Newman
This document discusses structured problem solving (SPS) as a technique for coping with problems in a more positive way by correcting negative thought patterns. SPS is designed to help logically work through problems by recognizing causes, available support, personal strengths, and past coping strategies. It involves listing problems and the most stressful one, identifying options to deal with it, weighing advantages and disadvantages of each, and selecting and implementing the best option. Cognitive behavioral therapy (CBT) is also discussed as a way to monitor thoughts and challenge unhelpful thinking patterns with more positive perspectives.
The document discusses cognitive-behavioral therapy for treating sex addiction. It notes that according to Stoic philosophers, our perceptions and interpretations of events, rather than the events themselves, cause distress. Cognitive-behavioral therapy aims to help clients learn more adaptive patterns of thinking and acting by addressing underlying irrational beliefs and cognitive distortions that lead to addictive behaviors. The therapy focuses on stopping undesired sexual behaviors and challenging clients' dysfunctional core beliefs and cognitive schemas that perpetuate addiction through cognitive restructuring techniques.
Schema therapy focuses on early maladaptive schemas, which are broad dysfunctional patterns developed in childhood from toxic experiences. These schemas form a person's sense of self and cause dysfunctional coping styles. Therapists help clients heal the vulnerable child within, reduce the power of coping styles, build a healthy adult, and use emotive, interpersonal, cognitive, and behavioral techniques to tackle schemas. The goal is to break out of self-limiting patterns and empower clients.
Au Psy492 E Portfolio Template For Slide Share[1]z07734
1. Jeanette took an interest in psychology after her first psychology course. She realized she was passionate about gaining knowledge about human behavior and becoming well-versed in psychology.
2. She worked at LA Fitness selling personal training where she improved her communication skills by approaching gym members and correcting their techniques, gaining confidence.
3. In her reflection, Jeanette analyzed her strengths like critical thinking and communication skills, and areas for improvement like research methods. She created an ePortfolio to showcase her knowledge and skills in applied psychology, research methods, and ethics.
The document provides guidance on conducting a comprehensive psychosocial assessment in psychiatric nursing. It discusses key areas to assess including mental status, mood, thought process and content, cognition, risk of harm, relationships, and functioning. The nurse is advised to establish rapport, use open-ended and nonjudgmental questions, and assess for symptoms, stressors, strengths and risks to develop an accurate understanding of the client's situation.
This document discusses cognitive behavioral therapy and its application to treating three disorders: narcissistic personality disorder, obsessive compulsive disorder, and schizophrenia, paranoid type. It provides background on the development of CBT by Dr. Aaron Beck in the 1960s. For each disorder, it outlines the presenting problem, long and short term goals, interventions, and sample actions over the course of treatment. CBT aims to identify and change negative or distorted patterns of thinking that fuel problematic behaviors.
There are three major causes of low self-esteem in recovery: instability, insignificance, and immorality. Instability refers to feeling a lack of stability or control in one's life. Insignificance relates to feeling embarrassed or judged for past addictions. Immorality stems from feelings of guilt over past actions during addiction. To help boost self-esteem, it is important to listen without judgment, show affection, and avoid dwelling on the past. Building self-esteem also involves paying attention to one's needs, surrounding oneself with supportive people, learning new skills, and engaging in hobbies. Changing negative self-talk patterns can further improve self-image.
This document provides information on self-esteem and strategies to increase low self-esteem. It defines self-esteem as beliefs about one's own self-worth, which can be positive (high self-esteem) or negative (low self-esteem). Low self-esteem is related to poorer mental health and can be caused by negative childhood/life experiences. The document recommends identifying negative core beliefs, challenging them with evidence, engaging in positive thinking exercises, setting achievable goals, spending time with supportive people, maintaining hobbies, exercise, diet, mindfulness, and assertiveness to boost self-esteem over time.
The document discusses stigma related to mental illness and provides information about various myths and facts regarding mental illness. It includes discussions of 6 videos portraying individuals with mental health issues and how they are impacted by stigma. The document emphasizes that mental illness is common, not a personal weakness or choice, and treatment can be effective. Seeking help is encouraged.
This document discusses various psychosocial approaches and psychotherapies relevant to child psychiatry. It describes therapies such as psychoeducation, parent counseling, psychodynamic psychotherapy, cognitive-behavioral therapy, family therapy, group psychotherapy, play therapy, and others. It notes that while principles are similar to adult psychotherapy, key differences for children include their developmental level, dependence on adults, and involvement of parents in treatment. Therapies aim to improve function by addressing cognition, emotions, and underlying psychopathology through therapeutic relationships and play. Skill and understanding of child development is important for effective psychotherapy in children.
This document provides information about various mental health topics relevant to adolescents, including:
1. It defines mental health and psychological well-being, and discusses the importance of interpreting concepts of mental health in everyday observations during adolescence.
2. It identifies common mental health problems that can occur during adolescence such as depression, anxiety, and body image issues.
3. It provides strategies for adolescents to maintain good mental health, including identifying their own vulnerabilities and creating a plan to stay mentally healthy.
Self-awareness, the foundation of emotional intelligence.Hussein Ismail
This document discusses self-awareness and how to develop it. It defines self-awareness as focusing attention on oneself to evaluate current behaviors, traits, and feelings. There are two main types of self-awareness: internal self-awareness of one's values and passions, and external self-awareness of how others see you. Developing self-awareness provides benefits like improving skills, raising happiness, and strengthening relationships. The document recommends spending time in self-reflection, practicing mindfulness, listening to others for feedback, and avoiding barriers like distractions to cultivate greater self-awareness.
Phil Clothier PVA Oct 2015 - Personal Values AssessmentPhil Clothier
This document provides the results of a personal values assessment taken by Phil Clothier in October 2015. It summarizes Phil's key values based on his responses and maps them to Barrett's Seven Levels of Consciousness model. Phil's values indicate he operates across multiple levels and focuses on both self-interest and the common good. His values show qualities like kindness, empowerment, personal growth, and making a positive difference. The document encourages self-reflection on one's values and how they influence decisions and relationships. It provides exercises to further understand the most important values and potential areas for development.
This document discusses the biblical support for total immersion baptism. It argues that total immersion baptism is required for salvation based on passages like Mark 16:15-16. The document asserts that total immersion baptism involves being crucified, buried and resurrected with Christ, and washes away sins based on passages such as Romans 6:3-4 and Acts 22:16. Finally, it claims that babies were not baptized in the early church and that re-baptism was practiced for those who had not heard of the Holy Spirit based on Acts 8:12 and Acts 19:1-4.
He said to them, “Go into all the world and preach the gospel (good news) to all creation (Jew and non-Jew). Whoever believes and is baptized will be saved, but whoever does not believe will be condemned.”
– Mark 16:15-16 –
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.
This is the earliest known depiction of Yeshua crucified (200 A.D.), an early example of bullying by ridiculing the faith and worship of Alexamenos. and an early occurrence of IX referencing Iesus Xistus.
Christianity promotes high moral values that are beneficial for society. Some examples of Christian values that can strengthen culture include loving one's neighbor, preferring others' interests above one's own, being patient and avoiding rash judgment, giving to those in need and being generous, and living with wisdom, honesty, and obedience to authorities. However, the document notes that democracy should be avoided as it requires compromise of values and can create strife.
Corroborating contemporary biographers report that Jesus of Nazareth was born of a virgin, changed water to wine, made the blind see, healed the lame, raised the dead, walked on water, calmed a violent storm, fed 5,000 people with five loaves and two fishes, lived again after his execution, and ascended into the clouds. According to witnesses and contemporary biographers, this Jesus also made the following extraordinary claims:
1. This document describes a free online self-awareness course offered by the College of Mental Health Counseling. The course aims to help students increase self-awareness and make healthy choices rather than repeat unhealthy patterns.
2. The course materials will be provided and include guides on communication skills, counseling skills, feedback, anger assessment, and meaning therapy. Students must complete assignments including creating questions about course materials and filling out assessments and reports.
3. To register, students must email their contact information and state they want to enroll. The course is self-paced and may take about 4 weeks to complete. Upon completing all assignments, students will receive a certificate of completion.
This document provides arguments for converting evangelicals to the truth by highlighting passages from Acts and other books of the Bible that demonstrate baptism is necessary for salvation. It references passages where Peter tells people to repent and be baptized for forgiveness of sins. It also discusses passages where Paul baptizes believers in Jesus' name and regards baptism as integral to salvation, not a work of human merit. The document aims to show baptism, not just believing, is required according to Scripture.
Daniel Keeran wrote about attending a Christian gathering and reflecting on experiencing God's presence. He also discussed his family circumstances, with one son committing suicide and the other adopting Pentecostalism, while his wife thinks he has dementia. Keeran hopes to encourage others with his account and remain mentally active by writing. He details how he prayed for understanding of his son's suicide and God provided an answer by enabling them to find a recording of his psychotic episode on a voice recorder. Keeran also recounts getting lost in a town in Italy but praying for help and then receiving signs directing him to his destination, showing God's compassion and existence.
This document contains questionnaires for interviewing adult, adolescent, and child refugees. The questionnaires gather information about their identity, recent history, family, education/skills, finances, needs, and hopes for the future. Questions ask for their name, age, country of origin, occupation, languages spoken, health issues, what encouraged or worried them, and what they would wish for if they could have three wishes. The questionnaires are intended to help refugees open up about their experiences and assess how to support their transition and long-term needs.
Jesus of Nazareth claimed to have supernatural powers such as healing the sick, raising the dead, and performing miracles. He also made bold claims about his identity, saying he was the Son of God, the light of the world, and the only way to God. Witnesses reported many miraculous events about Jesus' life, death, and resurrection. However, Jesus' claims about himself pose the question - was he a legend, liar, lunatic, or truly the Lord?
Postmodernism refers to an absence of belief in anything that cannot be observed across various disciplines. Some key aspects of postmodern thinking include a lack of rules or traditional structures in art, literature, music, and architecture. Postmodernism also discounts intrinsic human value, spirituality, and notions requiring consciousness in fields like history, social sciences, theology, philosophy, and psychology. Government is recommended to operate through direct democracy, while education and news are distrusted.
The document discusses poetry for postmodern times. Postmodern poetry lacks traditional rules of rhyme and meter and instead alludes to postmodern ideas and implications. The poetry may also contain other artistic or enjoyable forms of expression for the author. One poem provides examples, commenting on the lack of meaning or principles in postmodernity, the fleeting nature of human existence, cultural interpretations of concepts like gender, and questioning whether transcendent meaning is necessary.
This document provides a concordance of words from the New Testament relating to Christian pacifism and nonviolence. It examines 50 key words such as "enemy", "violence", "war" and analyzes their biblical usage. The document also includes two biblical passages from Isaiah envisioning a future without war. It argues that if Jesus taught nonviolence, it would be present in early Christian writings, and provides numerous examples from the New Testament of Christians suffering violence but not engaging in it themselves.
The document discusses several biblical passages that describe interactions between Jesus and his mother Mary. It suggests that Mary may have doubted or objected to Gabriel's prophecy about Jesus being the Son of God. It also proposes that when Jesus was 12 and stayed in the temple, Mary was astonished by his understanding. Later, when Jesus was preaching and his family came to see him, they thought he was "out of his mind", and Mary and Jesus's brothers tried to take charge of him.
Central to Roman Catholicism is the belief that Peter was appointed by Christ as the head of the church and that his office was passed down to successors leading to the present pope. However, the document provides a brief refutation of this in 3 points: 1) If Peter had successors, we would expect to see evidence of it in early Christian writings but there is none. 2) Neither Peter nor early Christian writers mention Peter's successors. 3) There are no writings from alleged successors of Peter until Pope Victor I in the late 2nd century, despite early persecution not preventing writings from Peter and Paul. So the briefest refutation is the lack of evidence from the earliest church.
CHAPTER TWO (SHATKARMA AND PRANAYAMA)
Chapter 2 Verse 1 Being established in asana, pranayama should be practiced
Thus being established in asana and having control (of the body), taking a balanced diet; pranayama should be practiced according to the instructions of the guru.
Chapter 2 Verse 2
When prana moves, chitta (the mental force) moves. When prana is without movement, chitta is without movement. By this (steadiness of prana) the yogi attains steadiness and should thus restrain the vayu (air).
Prana and mind are intricately linked. Fluctuation of one means fluctuation of the other. When either the mind or prana becomes balanced the other is steadied. Hatha yoga says, control the prana and the mind is automatically controlled, whereas raja yoga says, control the mind and prana becomes controlled.
Chapter 2 Verse 3
As long as the vayu (air and prana) remains in the body, that is called life. Death is when it leaves the body. Therefore, retain vayu.
Chapter 2 Verse 4
The vital air does not pass in the middle channel because the nadis are full of impurities, So how can the state of unmani arise and how can perfection or siddhi come about?
The Interplay of Emotional Intelligence and Personality Development: Insights...Tim Han Success Insider
Discover the critical connection between emotional intelligence and personality development in this presentation. Explore how self-awareness, self-regulation, motivation, empathy, and social skills shape our personalities and influence our interactions. Learn from Tim Han, a renowned personality development speaker, and his Success Insider channel, which offers Life Mastery Achievers (LMA) courses. Gain practical strategies for personal growth and unlock your potential by mastering emotional intelligence.
It's beautiful creative expression carefully curated to revisit areas of lateral or divergent thinking with thought stimulants that's adds both VALUE and PURPOSE.
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Verbalizing Your Inner Dialogue
1. Daniel Keeran, MSW, President,
College of Mental Health Counselling
www.collegemhc.com
College of Mental Health Counseling presents:
Verbalizing Your Inner Dialogue
A Cognitive Therapy Approach
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This new generation psychological technology can improve conditions in persons with normal or average cognitive functioning. The cognitive mental functions give humans a particular advantage in terms of creative solution development.
Humans are constantly engaging in a process of internal dialogue across a variety of subject areas. Mental distress may be at least partly remedied by verbalizing, understanding, and perhaps modifying the internal dialogue.
For persons suffering from chronic dependency as well as anxiety, depression, and relationship issues, the following technique may be useful:
1. Invite the client to talk about what they know will improve their situation and what could worsen their situation.
2. Identify the parts of the self as the knowing confident self and the unknowing negative self.
3. Ask the client to verbalize each part of the self in response to the other (like Golum in Lord of the Rings).
4. Discuss ways to strengthen the knowing confident part of the self. This is also the observer will part of the self that is able to evaluate and modify the dialogue and draw a conclusion that works best.
The above technique can be easily learned, recorded through journaling, and repeated as a core process in therapy in order to make the inner dialogue most conscious and useful to the client. This psychological technology can improve conditions in persons with normal or average cognitive functioning.
The therapeutic use of inner dialogue can focus on a specific issue or area of mental distress and invite the client
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to have a conversation between the knowing confident part and the negative self-doubting or unhealthy part.
Here is an example of an exchange using this inner dialogue approach:
Client: I feel so inadequate and lacking in self-confidence.
Counselor: So, part of you feels inadequate and lacking in self-confidence. I wonder if there is another part of you, a knowing part, even a small part, that feels adequate and confident about some things.
Client: Yes, there is. I moved out here on my own. I have a job and pay my rent (client smiles).
Counselor: You are very resourceful, capable, and independent. You can strengthen the positive, capable part of yourself just by talking more about it. Tell me more.
In this example the counselor further supports the knowing supportive self by adding to the dialogue. The counselor can also invite the client to verbalize the inner dialogue between the positive knowing part and the negative doubting part.
Counselor: Now I want you to speak your negative thoughts and also your positive thoughts.
An exchange with someone suffering from depression
Counselor: If there’s a conversation inside you about the depression, how does it go? Speak the conversation out loud.
Client: I am a failure. Nothing I do is good enough.
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Counselor: So that is the negative part of you that feeds the depression. There is another part of you, even if it is a small part, that knows more and that can see the big picture. What does that part say?
Client: I have been resourceful, independent, and self- reliant. I pay my own rent, buy my own food, hold a job, moved far from home, and have travelled to Europe on my own.
Counselor: Yes. Which part of you feels better than the other part of you: the negative part or the other part?
Working with different personality disorders
The beginning of the process is to identify the central issue defining the personality disorder.
Personality disorders are understood as a pattern of behaviour beginning in childhood, causing subjective distress and affecting social and occupational functioning.
The central issue of each disorder is actually the voice of the negative unhealthy self that is larger or stronger than the positive confident self. The goal of therapy is to strengthen the positive confident self and thereby relieve mental distress. This occurs by bringing the inner dialogue into conscious awareness and by focusing attention on the positive healthy confident self by talking about, elaborating, and affirming it.
The negative unhealthy self is significantly fed by negative uncaring experiences during childhood, usually the parental relationship. A way to strengthen the positive self is to say, “What would you say or do if what happened to you happened to your own child?” and “If you were the healthy
5. 4
caring adult or parent in the situation you describe, what would you say or do for you, the child?”
This approach utilizes the person’s own cognitive ability and sense of empathy to create and define healthy choices.
Another approach is to say, “If you had power to change any three things about your childhood or family when you were growing up, what would they be?” and, “I wonder if you can imagine how you might be different today in some ways if things had been different as you describe.”
This approach helps the person use memory to identify significant unresolved issues from childhood that require healing as well as visualization in order to identify and strengthen the positive healthy self. A key to moving forward is to hold two opposite realities simultaneously, the reality of loss of parental caring or other loss and also one’s power to make healthy choices in thought and action now: “Maybe you could not choose what happened in your childhood, and you can choose what you do now.”
Paranoid Personality Disorder
Central issue: No one can be trusted because they want to harm me in some way.
Common associated major negative life experience: Loss of caring and closeness in the parental relationship during childhood. Possibly physical or verbal abuse.
Therapeutic statements supporting the healthy self:
What happened in your childhood or your past that you think has contributed most to your distrust of others?ood
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I wonder if part of you knows what someone would be like if they could be trusted.
How much is your fear and distrust based on what you think about other people? If you could allow yourself to think differently about others, how might your fear be affected?
How would you feel toward others if you could believe that people are generally sincere and well-intentioned?
Schizoid Personality Disorder
Central issue: No one understands me because I am different. I prefer to be alone.
Common associated major negative life experience: Loss of parental caring.
Therapeutic statements supporting the healthy self:
When in your life did you first start feeling alone or of being lonely?
What happened in your childhood or your past that you think has contributed most to your desire to be alone?
I wonder how you might be different today if there had been something different in your life when you were growing up.
What is your image of the person you want to be? Describe this person for me. Part of you prefers to be alone.
Another part of you has a different need or different idea about people. What does that part say?
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Schizotypal Personality Disorder
Central issue: I have odd or delusional thoughts but I may not recognize them as odd or delusional; no one can be trusted. Possible abuse or abandonment experience in childhood.
Common associated major negative life experience: Loss of parental caring; lack of social skill development in childhood.
Therapeutic statements supporting the healthy self:
Part of you thinks what you described (the odd thought) is true, and maybe you need to have those thoughts for now.
Part of you believes no one can be trusted, and everyone wants to harm you in some way.
There is another part of you that may have a different idea about your thoughts and knows what you need and who you can be. What does that part of you say?
Antisocial Personality Disorder
Central issue: I am willing to violate the rights of others to serve my own profit and pleasure.
Common associated major negative life experience: Lack of parental discipline during childhood; loss of parental caring
Therapeutic statements supporting the healthy self:
Part of you is use to surviving on your own, believes sometimes you must take advantage of other people to look after your own interest, and that the end justifies the means. Is that accurate?
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There is another part of you that feels a little guilty about taking advantage of others to meet your own needs. What does that part of you say?
Borderline Personality Disorder
Central issue: I don’t have control over my emotions. “I hate you, don’t leave me.” I am afraid of abandonment.
Common associated major negative life experience: Abuse and/or abandonment during childhood.
Therapeutic statements supporting the healthy self:
Part of you hates people, feels emotionally negative toward others, and also fears being left alone by others. Who was the first important person in your life who hurt or left you?
Another part of you, perhaps a small part, believes that you are capable of being OK and surviving even if people leave you. What else does that part know? Maybe that you can manage your emotions, especially your anger?
Histrionic Personality Disorder
Central issue: I need the attention and approval of others in order to be happy. My worth depends on my physical attractiveness.
Common associated major negative life experience: Childhood abuse and learning to believe that value is associated with sexuality or external appearance. Lack of training in healthy values and beliefs during childhood.
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Therapeutic statements supporting the healthy self:
Part of you believes your worth depends upon your sex appeal and physical appearance.
There is another wiser part, even if it is a small part of you, that knows more about you and your worth as a person. What does that part say?
Narcissistic Personality Disorder
Central issue: My ideas and abilities are superior to those of others.
Common associated major negative life experience: Parental abandonment or rejection by the father.
Therapeutic statements supporting the healthy self:
Part of you thinks your ideas and abilities are superior, perhaps far superior, to those of others.
Another part of you thinks you may be an imposter or feels very inferior to others. What does that part say?
And part of you thinks others are capable of having important ideas and abilities. What does that part say?
Avoidant Personality Disorder
Central issue: I am afraid that others will criticize me in social situations.
Common associated major negative life experience: Critical parenting during childhood or bullying by peers or siblings.
10. 9
Therapeutic statements supporting the healthy self:
There is part of you that is afraid of criticism in social situations.
Another part of you is able to reassure you or encourage you. What does that part say?
Dependent Personality Disorder
Central issue: I fear being alone and must subordinate my own needs and feelings to those on whom I rely.
Common associated major negative life experience: Dominating parenting that makes obedience and subservience a condition of caring.
Therapeutic statements supporting the healthy self:
Part of you believes you must serve others in order to be accepted by them, and you must be accepted by them in order to be happy.
Another, knowing part of you believes you are worthwhile even if others do not accept you. This part wants you to be true to yourself and to assert your own needs and feelings even if others are displeased. What else does it say?
Obsessive-Compulsive Personality Disorder
Central issue: I must control my environment and finances, because of my fear of chaos, disorder, or poverty. Things, working, and financial security are more important than people.
11. 10
Common associated major negative life experience: Poverty or financial stress or financial loss during childhood.
Therapeutic statements supporting the healthy self:
Part of you thinks you must achieve and maintain financial security even if you must sacrifice closeness and caring in your relationships with others. If that seems accurate, elaborate on this a little.
Another part of you believes people and the quality of your relationships are more important than things or even than keeping order.