eunice lerma, ph.d, lpc, csc richard j. ricard, ph.d, lpc-intern courtney heard, m.a., lpc-intern...
TRANSCRIPT
Eunice Lerma, Ph.D, LPC, CSCRichard J. Ricard, Ph.D, LPC-InternCourtney Heard, M.A., LPC-Intern
Troy Tillmon, M.S
Teen Talk Program Partnership between DAEP and Texas A&M
University-Corpus Christi; Department of Counseling Education & Psychology; Counseling and Training Clinic.
Students meet twice a week in same gender, small group or individual counseling sessions to discuss topics relating to teenagers of today.
These counseling sessions are conducted by counseling interns and counselor education doctoral students from Texas A&M University-Corpus Christi.
Overall Program Objectives1. Create a positive counselor/student relationship
that emphasizes the role of the counselor as a helper interested in each student’s overall health and wellness.
2. Mental health counselors in training will have the opportunity to work with at-risk youth while building an understanding of the school system.
3. Students will receive appropriate responsive counseling services specifically based on their needs
Group and Individual Topics Determined during the first initial meeting by the
student and counselor.
Topics often include: anger managementconflict resolution coping skills date violence building healthy relationships social skills griefteam building self-efficacy/self-esteemenhancing intrinsic motivation
Dialectical Behavioral TherapyA goal of DBT is to enhance client coping skills and
facilitate an awareness and acceptance that change is constant.
DBT aims to replace maladjusted emotional and behavioral responses to change with behaviors that will reinforce non-emotionally and behaviorally charged adaptation.
DBT is shown to be effective in treating a variety of clinical diagnoses included eating disorders, substance abuse, and emotional and behavioral problems (Feigenbaum, 2007; Nelson-Gray et al., 2006; Rakfeldt, 2005).
Session 1:Group goals and guidelines; norms and individual goals; validation of members
PurposeGroup goals and
guidelineNorms and ind.
GoalsValidation of
members
Activities Confidentiality Group normsEstablishing
counseling relationship
Building Group Cohesiveness
Skittles Game Red…What is your favorite
color?
Orange…If you can travel anywhere where would you go?
Yellow…Name one thing people may not know about you?
Green…Who is your favorite artist?
Purple…Name two things that help you relax?
Validating Conversational PartnersStudents practice listening and responding to
conversational partners using appropriate ParaphrasingClarifications and questionsReflection of feelings
Students participate in structure role plays with counselor and group members act as coaches.
Session 2: Being Responsible; Knowing my thoughts, feeling my feelings and choosing my behaviors
PurposeAcceptance of my
thoughts, feelings and behaviors
Activities Exercise in mindful focus
of attentionValidation of student
perceptionsPsychoeducation on the
distinction of thoughts, feelings and behaviors
Practicing in choice of behavioral response
Radical Acceptance
Thoughts/Feelings/Behaviors/Events
Robot
Session 3: Describing how I feel
Purpose Learning how to
contact, describe, express emotions
Emotional regulation
ActivitiesGlossary of feeling
wordsTalking about our
internal states Awareness of body
sensations
Mood Charades
Mood Jenga
Mind your own business…1. Interpersonal sense? Individual Sense?2. We have internal business.*
What we think What we feel What we believe How we each make sense of the world
Session 4: Dealing with powerful feelings
PurposeLearning to manage
difficult emotional experiences ( distress Tolerance)
ActivitiesMindful coping
strategiesRiding the wave of
emotional experiences
Riding the Emotional Waves Tolerating difficult or
overwhelming feelings involves accepting that Emotions Ebb and Flow
Ride out emotional highs like waves. Crashing waves are followed by flow of calm and recovery.
Resist the temptation to fight emotional experiences. Metaphors of Rip tide and negotiating currents at the beach are introduced.
Session 5: Interacting with others. Working for what you wantPurpose
Learning how to communicate effectively with others
ActivitiesCollect Social
Interaction questionnaire
Social Interactive Questionnaire1. Have you had conversations or contacts, more than a quick hello, with any of the following people that were
encouraging or discouraging during the week? Bubble in one letter closest to your answer for each person or persons.
Conversation with others: Family Members Best Friend
(a) mostly encouraging (a) mostly encouraging(b) mostly discouraging (b) mostly discouraging(c) no contact or not much contact (c) no contact or not much contact
Friends Teacher(a) mostly encouraging (a) mostly encouraging(b) mostly discouraging (b) mostly discouraging(c) no contact or not much contact (c) no contact or not much contact Staff/Counselor Girlfriend/Boyfriend(a) mostly encouraging (a) mostly encouraging(b) mostly discouraging (b) mostly discouraging(c) no contact or not much contact (c) no contact or not much contact(d) don’t have a boyfriend/girlfriend (d) don’t have a boyfriend/girlfriend
Social Interactive Questionnaire2. Think about this week compared to last week. Bubble in one letter closest to
how you feel. (a) this week is better than usual(b) this week is typical (c) this week is worse than usual 3. Happiness Rating: How happy have you been this past week? Select one. (a) very happy (b) mostly happy (c) mostly unhappy (d) very unhappy 4. Think about the most significant event that occurred to you this past week.
Please write at least 2-3 sentences about it and how it affected you.
Role Playing Parent/ChildScenario
Your friend invited you to a party where there is going to be illegal activity. You have to report the next day to probation. What do you do?
Teacher/Student Scenario
The teacher tells you to sit down and do your work. Your friends turn around and say “She just punked you.” What do you do?
Session 6: Practicing Positive Interaction skills/conflict management
PurposeHealthy
interpersonal skills
Activities DBT Dear Man
practiceSong Lyrics
DEAR MANDescribeExpressAssertReinforce
MindfulAppear ConfidentNegotiable
Song Lyrics “Never mind what haters say, ignore them 'til
they fade away.” Live your life by TI
“My, shoulders are strong I prove 'em wrongI ain't doing nothing but moving on…” Tie my hands by Lil Wayne
“Don’t forget that impossible is nothin’, your environment is irrelevant. Just don’t let your emotions over power your intelligent. Refuse to give up, your mistakes will define you” TI featuring John Legend Slide Show
Session 7: Coping with difficultiesPurpose
Distress Tolerance
Activities DBT Self-Soothing;
Improve the moment
Session 8: Figuring out what I want and committing to SMART goals in life
PurposeBehavioral Planning
based on valued goals
Close Groups
Activities Committed action
worksheetSound Track of your
life
Committed Action Worksheet(Olerud & Wilson, 2002)
A part of my life that I value is ______________.My intention for this part is _________________.The committed actions that I’m willing to take
include the following (be sure to note when you’ll begin these actions): ______________________________________
Soundtrack of your life My life now
Kobe Bryant—Lil WaynePicture World Up—Lil
WayneHeat—Lil Wayne
In the futureWho said I couldn’t
make it—TIRolling in the Deep—
AdeleI’m the boss—Rick Ross
SMART GoalsSpecific—not too big or smallMeasurable— “I know when I have met
them.”Agreed/Accountable/Attainable– “I will make
myself accountable.”Realistic– “Do I really have a chance to meet
this?”Timely– “Can I do this in the near future?”
Evaluation of Intervention Impact on Student Behavior
Number of participants: 63
Total number of sessions: 340 (average 5 per group/individual)
Assessment: The Youth Outcome questionnaire (YOQ) (Burlingame, Wells, Lambert, 1996)—Pre and post test
Preliminary analysis (fall semester): Students participating in the counseling groups are benefiting from the intervention.Students experienced statistically and clinically significant
reductions in reported conduct problems (F(1,57)= 6.1, P<.017 and hyperactivity (F (1,57)= 5.6,p< .022).
Students benefit was directly related to the number of sessions they attended
While these results are preliminary, they suggest that our intervention is having the intended impact on student behavior. The lessons learned from our efforts to organize and conduct clinical groups on DAEP campuses seems easily generalizable to other DAEP settings and include:
1. Obtaining and maintaining administrative support for the intervention.
2. Securing a workforce that is manageable ( and no cost to campus) because of university collaboration.
3. Investment in a theoretical model that has empirical validation ( DBT) with typical presenting issues of students at DAEP campuses.
Questions?
Contact InformationDr. Eunice [email protected]
Courtney [email protected]
Dr. Richard J. [email protected]
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