Counselor Toolbox Podcast

Anger Management 2 Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Counseling Continuing Education Course can be purchased for this at https://www.allceus.com/member/cart/index/product/id/581/c/ Objectives ~    Explore multiple skills necessary for Anger Management ~    Mindful self-awareness ~    Distress tolerance ~    Values clarification/Goal setting ~    Motivational enhancement skills ~    Cognitive behavioral skills ~    Cognitive processing skills ~    Communication skills ~    Compassion focused skills ~    Self-esteem building skills ~    Wellness skills (Vulnerability identification and prevention) Mindful Self-Awareness ~    Becoming aware of your physical, emotional and mental state in the present moment by ~    Doing regular mindfulness minutes ~    Identifying your vulnerabilities and adjusting accordingly ~    Learning to identify the components of your feelings’ ~    Emotional ~    Thoughts ~    Physical sensations ~    Behavioral urges Distress Tolerance ~    Distract don’t react ~    Ride the wave ~    Positive coping thoughts or affirmations ~    Mindful breathing ~    Do the opposite ~    Sublimation Values Clarification/Goal Setting ~    What are your values…things you want to be known for? (compassion, creativity, loyalty, patience, tolerance, determination, honesty, faithfulness, courage, optimism, integrity) ~    In your relationships with others ~    In your work ~    What is important to you… ~    In 5 years what do you need to have to be content? ~    Alternate exercise:  What 20 things do you need to be happy…  Eliminate until 2 things at a time until there are 6 left Acceptance and Commitment Interventions ~    Ask why does client consider anger to be a problem? ~    Determine if anger is part of experiential avoidance ~    Determine if anger is ‘instrumental’ – ie to manipulate others ~    Distinguish feeling angry from acting aggressively ~    Increase body awareness: mindfulness of physical sensations that indicate anger is rising. ~    Defusion around unhelpful cognitions that feed anger or justify aggressive behavior. ~    Increase awareness of anger triggers ~    Learn to ‘surf’ anger. ~    Connect with values: what sort of partner/parent/ friend/ worker do you want to be? ~    Imaginary and in vivo rehearsal of values-consistent responses Motivational Enhancement CBT ~    Cognitive Distortions and Unhelpful Thoughts ~    All or Nothing ~    Feelings are facts ~    Tunnel vision ~    Personalization ~    Magnification ~    Fallacy of fairness ~    ABCs ~    Activating Event ~    Beliefs ~    Consequences ~    Dispute unhelpful beliefs ~    Evaluate the best use of your energy CPT ~    Play out the tape… ~    X happened and I got angry because…. which is related to which threat (rejection, failure, loss of control, the unknown) ~    What is the evidence for and against ~    Do I have tunnel vision/focused on just one aspect ~    How might I have caused or contributed to the event ~    What else might have contributed to the other person’s reaction ~    Am I using all or none terms ~    Am I confusing something that is possible with something that is likely? ~    Are your reactions based on feelings or facts? Communication ~    Stay seated or both people go on a walk side by side ~    One person talks at a time ~    Person 1 states her position ~    Person 2 listens and paraphrases what she think she heard ~    Person 1 con

Anger Management 1 Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Counseling Continuing Education Course can be purchased for this at https://www.allceus.com/member/cart/index/product/id/581/c/ Objectives ~    Explore the function of anger ~    Identify the costs and benefits of anger ~    Identify anger triggers ~    Rejection/Isolation ~    Failure ~    Loss of control ~    The unknown What is Anger ~    Half of the fight or flight reaction ~    Based on prior learning, the brain interprets a threat to person, property or self-concept ~    Norepinephrine/adrenaline is secreted to prepare to fight or flee ~    Heart rate and respiration increases, focus becomes singular (tunnel vision), sweating begins ~    Urge to lash out verbally and/or physically ~    Feelings: More than just anger Costs of Anger ~    Social ~    Pushes people away / Increases isolation ~    Intimidates people (Respect vs. Intimidation) ~    Perceived by children which increases their anxiety ~    Physical ~    Uses a ton of energy for what is often not a major threat ~    Causes injury from others & self (ulcers, self harm, heart attack, high cholesterol) Costs of Anger cont… ~    Emotional ~    Reduces the amount of time to be happy (anger + time nurturing anger + time recovering from anger) ~    Can lead to depression ~    Environmental ~    Broken stuff (hands, windshields, plates) ~    Jail time ~    Reduces your options (relationships, work, housing) ~    Loss of employment ~    Anger episodes at work ~    Reduced productivity and increased illness due to anger Benefits of Anger ~    Power:  Pushes away or dominates a threat ~    Punishment/revenge to make others feel the same pain ~    Save face/reputation ~    Hide emotional pain ~    Get attention (alarm people, make a scene) ~    Change other people’s behavior Origins of Anger ~    Feeling of a Threat ~    Society is less interdependent but we still need people  (Barn Raising to Capitalism) ~    Valuing power and success above compassion ~    Harsh or disengaged parenting ~    Primitive coping skills ~    Low self-esteem / External validation ~    Threat Categories ~    Rejection/Isolation ~    Failure ~    The Unknown ~    Loss of Control Origins of Anger ~    Threat Categories ~    Rejection/Isolation ~    Failure ~    The Unknown ~    Loss of Control Anger Triggers Anger & Irritability Vulnerabilities ~    Lack of sleep ~    Low blood sugar ~    Too many stimulants ~    Being sick or in pain ~    Being mindless and letting little things build up (think dirty laundry or weeds) ~    Depression ~    Too much estrogen or testosterone ~    Anxiety/stress (Bridezilla; Being spread too thin) Addressing the Anger ~    Develop skills to tolerate distress and self-soothe ~    Distract don’t react ~    Journaling ~    Urge surfing ~    Develop mindful self-awareness for ~    Vulnerabilities ~    Anger warning signs ~    Anger triggers ~    Goals (make a goals card) ~    Eliminate as many anger triggers as possible Emergency Anger Control ~    Stop ~    Breathe slowly ~    Repeat your confidence phrase 3 times ~    Take a walk ~    Identify your courses of action ~    Choose the course of action that is most in alignment with your goals card ~    Better relationship with kids/family/friends ~    More energy ~    Less desire to use drugs/alcohol

Emotion Efficacy Therapy A Brief, Exposure-Based Treatment for Emotion Regulation Integrating ACT & DBT Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Continuing Education (CE) credits can be earned for this presentation at  https://www.allceus.com/member/cart/index/product/id/580/c/ Objectives ~    Define EET ~    Explore the underlying theory ~    Identify techniques used in EET and their rationale ~    Theorize about how EET might be helpful to your clients What is Emotion Efficacy Therapy ~    An 8-Session protocol ~    Targets the transdiagnostic drivers of low emotion efficacy in people with emotion dysregulation, anxiety, depression, stress, and impulsivity ~    The philosophical premise of EET is that while pain is unavoidable, suffering is not. ~    EET skills focus on increasing distress tolerance and decreasing emotion avoidance. Using five components— emotion awareness, mindful acceptance, values- based action, mindful coping, and exposure-based skills practice ~    Because learning and memory are created through the encoding of experiences, it follows that utilizing all sensory and perceptual components (cognitive, somatic, and affective) is essential for new learning. ~    In EET, transemotional learning occurs through the activation of all emotional components— thoughts, sensations, feelings, and urges— to build neural pathways around new behaviors. ~    EET leverages state- dependent learning through exposure, which facilitates new learning in emotionally activated states by increasing learning, retention, and recall of EET skills Summary of the Foundation ~     EET is based on research of three foundational ideas for its treatment structure and content ~    A transdiagnostic approach is the most effective way to treat clients with emotion problems ~    Transemotional learning, which involves all four components of emotion, is essential to learning ~    New learning is enhanced in an activated state Why ~    There are more commonalities than differences across diagnostic disorders, underscoring the need for transdiagnostic approaches to treatment (McEvoy, Nathan, & Norton, 2009). ~    Transdiagnostic formulation identifies and targets the mechanisms driving the symptoms (as opposed to the symptoms themselves) as a focus of intervention. ~    Transdiagnostic approaches allow for a single therapy for clients who present with a wide range of symptoms Goals of Treatment ~    Power to experience themselves as distinct from their emotions ~    Power to experience intense emotions, instead of reacting and avoiding ~    Power to choose values- based action, even when emotionally triggered ~    Power to choose strategies to downregulate emotion and keep from making difficult situations worse ~    Apply to the following ~    Anger ~    Addiction ~    Self-harm Vulnerabilities for Low Emotional Efficacy ~    Biological predisposition/sensitivity causing high levels of reactivity ~    High emotionality or experiential avoidance of uncomfortable sensations, emotions, and cognitions triggered by internal or external cues ~    Significant levels of distress intolerance ~    Significant lack of emotion- shifting/downregulate skills ~    Consistent and significant socially invalidating environments ~    Lack of understanding of their emotional experience ~    Ineffective tools to either tolerate difficult emotions, make values- consistent choices, or regulate their emotions. 5 Components of EET ~    Emotional Awareness ~    Thoughts, feelings, sensations, urges ~    Mindful Acceptance ~    Nonjudgmental acceptance ~    Values-Based Act

Compassion Focused Therapy Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Continuing Education credits can be earned for this course at: https://www.allceus.com/member/cart/index/product/id/578/c/ Objectives ~    Define CFT ~    Explore the underlying theory ~    Identify techniques used in CFT and their rationale ~    Theorize about how CFT might be helpful to your clients Compassion ~    The healing properties of compassion have been written about for centuries. ~    The Dalai Lama stresses that if you want others to be happy, or to be happy yourself – focus on compassion ~    Compassion can be thought of as a skill that one can train in. ~    Focusing on and practicing compassion can influence neurophysiological and immune systems ~    Compassionate mind training refers to specific activities designed to develop compassionate attributes and skills, particularly those that influence affect regulation Observations About Compassion ~    Compassion-focused therapy and compassionate mind training arose from a number of observations. ~    First, people with high levels of shame and self-criticism can have enormous difficulty in being kind to themselves, feeling self-warmth or being self-compassionate. ~    Psychological consequences? ~    Physical consequences ~    Social consequences? Observations About Compassion ~    Second ~    Problems of shame and self-criticism are often rooted in histories of abuse, bullying, high expressed emotion in the family, neglect and/or lack of affection ~    Imagine growing up in this family ~    What do you, the child want? —But you don’t get it. ~    What does this teach you about the world ~    Individuals subjected to early experiences of this type can become highly sensitive to threats of rejection or criticism from the outside world and can quickly become self-attacking (egocentric child) or defensive and aggressive Observations About Compassion ~    Third, it has been recognized that working with shame and self-criticism requires a therapeutic focus on memories of such early experiences (similar to trauma work) ~    Fourth, some clients become skilled at generating alternatives for their negative thoughts and beliefs, but still do poorly in therapy. ~    I identify the logical fallacy, but it doesn’t make me feel any better Key Element ~    Individuals prone to high levels of shame and self-criticism can find it very difficult to generate feelings of contentment, safeness or warmth in their relationships with others and themselves. ~    Psychological consequences? ~    Physical consequences ~    Social consequences? Brain Systems ~    Threat and protection ~    All living things have evolved with basic threat-detection/protection systems (survival) ~    The behavioral outputs include fight, flight and submission ~    Sensitized schemas and strategies for threat detection and protection can become major influences on the ways in which a person perceives and navigates their world. ~    The clinician will identify, historically plot and validate the functions and origins of safety strategies (partly to de-shame them) ~    In compassion-focused therapy the focus is on understanding the functions of a person’s symptoms and difficulties in terms of safety strategies Brain Systems ~    Drive and excitement ~    Animals need emotion and motivational systems that direct them towards important rewards and resources. ~    The function of the drive and excitement system in humans is to give us positive feelings that energize and motivate us to seek out things (e.g. food, sex, friendships) ~    If people take cocaine

Happiness Isn’t Brain Surgery: Mindfulness and Relaxation For the Family Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Continuing Education (CE) credits can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/577/c/ Objectives ~    Review the concept of mindfulness, and how to incorporate it into daily life ~    Learn about the history, benefits, cautions and methods of incorporation into practice of ~    Aromatherapy ~    Meditation ~    Guided Imagery Mindfulness ~    Being aware of your current state ~    Emotionally ~    Mentally ~    Physically ~    Spiritually ~    MindLESSness allows people to ignore “minor” stress until it adds up to a meltdown ~    What discriminative stimuli can you put in the environment to remind you to do a mindfulness scan? Mindfulness Activities ~    Body scan ~    Mindful Breathing ~    Mindful Observation ~    Mindful awareness – Think before you act ~    Mindful appreciation: Random Acts of Kindness Aromatherapy ~    History ~    Hippocrates, known as the father of modern medicine, maintained 2,500 years ago that “the key to good health rests on having a daily aromatic bath and scented massage’. ~    Some of the plant materials Discorides wrote about in his Materia Medica 100 AD include many of the herbs and essential oils we use today including cardamon, cinnamon, myrrh, basil, fennel, frankincense, juniper, pine, rose, rosemary, and thyme. ~    Scented ointments and oils were recognized as having great benefit on both the physical and psychological level. ~    One of the principle aspects of ayurvedic medicine is massage with aromatic oils. ~    Distillation of essential oils is credited to the Persians in the 10th century ~    1887 French physicians first recorded laboratory tests on the anti-bacterial properties of essential oils. Aromatherapy ~    History ~    In 1910, Rene Gattefosse discovered the healing properties of lavender after severely burning his hands in a laboratory explosion. He later used the wound healing and antiseptic properties of essential oils in the care of soldiers in military hospitals during WWI. ~    Gattefosse coined the term “aromatherapy” with the 1937 publication of his book, of the same name. Translated into English as Gattefosse’s Aromatherapy (1993). ~    Dr. Jean Valnet, a French army surgeon used essential oils in the treatment of war wounds during the French Indochina War and wrote the book, Practice of Aromatherapy, which was translated into the English in 1964. ~    Marguerite Maury, a French biochemist and nurse, lectured and gave seminars in the early 30ies throughout Europe on the rejuvenating properties of essential oils and resulting overall sense of well being they provided. Aromatherapy ~    The inhalation of aromatic molecules affect us on a variety of levels – physical, emotional and spiritual. ~    When inhaled ~    Aromatic molecules enter the nasal passages ~    Stimulate olfactory receptor sites and trigger messages to the limbic center which stimulates physiological responses within the body via the nervous, endocrine or immune systems impacting pleasure, pain, emotions, memory, sleep, appetite and sex. Aromatherapy ~    A 2009 study found that pre-operative patients who received aromatherapy with lavandin oil were significantly less anxious about their surgery than controls. ~    A 2007 study in the Journal of Alternative and Complementary Medicine suggests that women who used aromatherapy during labor reported less pain overall and were able to use fewer pain medications. Aromatherapy ~    Benefits ~    Anger ~  

Happiness Isn’t Brain Surgery: Multiple Dimensions of Motivation Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Continuing Education (CE) credits can be earned  on the topic of motivational enhancement at:  https://www.allceus.com/member/cart/index/product/id/40/c/ Objectives ~    Define motivation ~    Review the concepts of motivation ~    Identify the types of motivation and ways to enhance them What is motivation ~    Motivation is doing something to get a reward ~    Assumptions about the nature of motivation: ~    Motivation is a key to change. ~    Motivation is multidimensional. ~    Motivation is dynamic and fluctuating ~    When the going gets tough, motivation gets going ~    Motivation can be modified. ~    Additional rewards can be added to make the new behavior more rewarding, even in the face of adversity Enhancing Motivation ~    The PIES Approach ~    Proximity: Provide intervention in the natural environment ~    Immediacy: Intervene as soon as the problem or loss of motivation is noticed. ~    Expectancy: Expect the intervention to be successful and emphasize self-efficacy. ~    Simplicity: Listen, show empathy, and demonstrate understanding works best. Tips ~    The more types of motivation involved, the stronger the motivational force ~    Signs of decreasing motivation ~    Failure to attempt change ~    “Resistance” ~    Excuses and “yes, buts” ~    Lack of enthusiasm ~    Have client’s rate their motivation on each target behavior (not goal) each day. ~    Goal: Lose 15 pounds ~    Target behavior: Go to the gym ~    Target behavior: Drink 8 glasses of water… Apply It ~    Goals & Target Behavior ~    Goal: Improve happiness (address depression) ~    Target Behavior: Take medication ~    Target Behavior: Walk 30 minutes ~    Target Behavior: When I feel sad, write in my journal ~    Goal: Improve Stress Management (reduce anxiety) ~    Target Behavior 1: Get adequate sleep ~    Target Behavior 2: Delegate unnecessary stressors ~    Target Behavior 3: Reduce caffeine Types of Motivation ~    Emotional:  Makes the person happy ~    Mental: Is the logical choice ~    Physical: Improves physical health, energy or reduces pain ~    Social: Improves relationship with self or others, elicits positive feedback from self and others ~    Spiritual: Is in alignment with values ~    Financial: Increases financial independence ~    Environmental: Makes the environment more comfortable Emotional Motivation ~    Things that make the person happy ~    Decisional Balance: Identify all the reasons ~    Increase these ~    The new behavior makes the person happy (Positive reinforcement) ~    The old behavior adds distress (Negative reinforcement) ~    Decrease these ~    The old behavior makes the person happy ~    The new behavior adds distress ~    Especially useful with people who have more of a “Feeling” temperament Mental Motivation ~    Things that the person sees as logical ~    Available information to support desired behavior ~    Decisional Balance: Identify all the reasons ~    Increase these ~    The new behavior is logical and helpful to achieving goals ~    The old behavior is unhelpful to achieving goals ~    Decrease these ~    The old behavior is logical and helpful to achieving goals ~    The new behavior is unhelpful to achieving goals ~    Especially useful with people who have a “Thinking” temperament. Social Motivation ~    Things that increase the person’s self-e

Happiness Isn’t Brain Surgery: Mindfulness and Relaxation For the Family Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Continuing Education (CE) credits can be earned for this presentation at  https://www.allceus.com/member/cart/index/product/id/576/c/ Objectives ~    Review the function of mindfulness and a variety of mindfulness techniques ~    Explore the concept of relaxation ~    Identify different methods of relaxation Mindfulness ~    Being aware of your current state ~    Emotionally ~    Mentally ~    Physically ~    Spiritually ~    MindLESSness allows people to ignore “minor” stress until it adds up to a meltdown ~    What discriminative stimuli can you put in the environment to remind you to do a mindfulness scan? Mindfulness Activities ~    Body scan ~    Mindful Breathing ~    Mindful Observation ~    Specific object ~    Environmental awareness ~    Mindful awareness – Think before you act ~    Mindful appreciation: Notice 5 things in your day that usually go unappreciated. More Mindfulness Activities ~    4+4 ~    4 Senses plus 4 stimuli: Sight, Sound, Touch, Smell ~    What are 4 things that I see ~    What are 4 things I am hearing ~    What are 4 things I am feeling ~    What are 4 things I can smell ~    Tactile Mindfulness ~    Pinch or ice cube ~    Helps tune in to how you deal with pain and what emotions rise More Mindfulness Activities ~    “I” and “You” Exercise ~    Pay attention to how often you use the word I in a sentence ~    I feel ~    I am ~    I will etc… ~    Pay attention to how often you use the word “you” ~    In a blaming, directing or accusatory fashion ~    In an inquiring, compassionate fashion More Mindfulness Activities ~    Cause and effect ~    Play out the story for everything that you do for a given period of time ~    I got out of bed because…. The effect of this is… ~    Devil’s Advocate ~    Act as if you believe the opposite of what you believe about something.  Make a note of how you feel and new perspectives you gain. Relaxation ~    Relieving the mind and body of stress, tension, anxiety and restoring equilibrium ~    Emotional ~    Increase pleasant cues in your environment ~    Sound: Music, birds, silence, waterfall, ~    Sights: Pictures, colors, organization, safety ~    Feel: Temperature, texture ~    Smell: Crisp air, aromatherapy Relaxation ~    Cognitive ~    Don’t think…just be (meditation) ~    Guided Imagery ~    Reading something enjoyable/nonstressful ~    Learning a new hobby is often not relaxation in it’s truest sense because it takes a fair amount of energy, however, it does distract from other stressors Relaxation ~    Physical—Relieve pain and muscular imbalances and regulate bloodflow ~    Stretching ~    Massage ~    Hottub ~    Progressive muscular relaxation ~    Breath work Relaxation ~    Social ~    Social environments that promote calm, tranquility and happiness ~    Laughter is an excellent relaxation technique. ~    Extroverts may be more comfortable around a group of people, interruptions are welcomed ~    Introverts may find a gathering of one or two others without interruptions is optimal ~    “Judgers” do not like surprises and need to plan for the event (the unknown or unpredictable is stressful) ~    “Perceivers” love surprises and prefer not to exert the mental energy of planning everything out Relaxation ~    Environmental ~    What makes an environment relaxing for

Happiness Isn’t Brain Surgery: Hardiness and Resilience Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Continuing Education (CE) credits can be earned for this presentation at  https://www.allceus.com/member/cart/index/product/id/576/c/ Objectives ~    Define resilience ~    Identify characteristics that make people more resilient and ways we can enhance those characteristics ~    Define Hardiness ~    Examine what hardiness is important to resilience Resilience ~    Resilience is the capacity to bounce back ~    Characteristics of resilient people: ~    Awareness of and minimized vulnerabilities ~    Healthy self-esteem ~    Strong social support system ~    Self-awareness ~    Self-Efficacy ~    Problem Solving Skills ~    Practice acceptance ~    Can tolerate distress ~    Have an optimistic viewpoint Awareness of Vulnerabilities ~    Emotional Distress ~    Emotional Eustress ~    Mental Distress ~    Mental Eustress ~    Physical Distress ~    Nutrition (poor nutrition, dieting, too much caffeine) ~    Sleep ~    Exercise (pain, exhaustion) ~    Pain ~    Illness Vulnerabilities cont… ~    Social Distress ~    Social Eustress ~    Environmental Distress ~    Environmental Eustress Self Esteem ~    Ability to provide validation and acceptance of self ~    Identify personal strengths and positive characteristics ~    Separate who you are from what you do ~    Explore cognitions about: ~    Why other people’s opinions matter ~    Attributions Strong Social Support System ~    Social supports are our greatest buffers against stress ~    Relationships can be one of the greatest causes of stress ~    Identify characteristics of healthy vs. unhealthy relationships. ~    Explore ways to nurture and enhance healthy relationships. ~    Identify ways to deal with unhealthy people ~    Learn about temperament and complimentarity Self-Awareness ~    Temperament ~    Needs ~    Wants ~    Values (Truly important, driving forces) ~    Goals ~    Is what I am doing getting me closer to or further away from what is important to me ~    Physical and emotional state in the present ~    Triggers (positive and negative) Self-Efficacy ~    Believing in one’s own capacity to accomplish goals (effectiveness) ~    Identification as a survivor not a victim (Locus of control) ~    Hardiness ~    Commitment: Motivation ~    Control: Realistic understanding of what is within one’s control ~    Challenge: Not too easy, but not overwhelming.  Exciting opportunity Problem Solving Skills ~    Ability to conceptualize problems ~    Willingness to seek out help ~    Motivation to actually take action ~    Don’t bring me a problem unless you have an idea for at least one realistic solution. Acceptance ~    Sometimes things just are… ~    Unfortunate ~    Inaccessible ~    Unchangeable ~    Willingness to accept life on life’s terms without ~    Judging ~    Trying to change the unchangable Distress Tolerance ~    Ability to feel a feeling without having to react ~    “I am angry” ~    “I am having a feeling of being angry” ~    “I am angry but can choose whether or not to stew in it” ~    Note ~    There are no “You made me” (victim stance) ~    There is no active attempt to change it at this point ~    Feelings are there to tell us something.  Fighting them or nurturing them only prolongs them. Optimism ~    Finding the silver l

Happiness Isn’t Brain Surgery: Behavior Modification Basics/Part 3 Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Host: Counselor Toolbox Continuing Education (CE) credits for addiction and mental health counselors, social workers and marriage and family therapists can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/575/c/ Objectives –    Continue to explore the usefulness of behavior modification –    Review basic behavior modification terms: –    Unconditioned stimulus and response –    Conditioned stimulus and response –    Discriminitive stimuli –    Learned helplessness –    Reinforcement –    Punishment –    Extinction Burst –    Premack Principle New Term –    Shaping –    Rewarding the successive approximations of the target behavior –    Punishing or ignoring non-target behaviors –    Ignore if negative attention is better than no attention –    Solidify gains –    Withhold reward for a higher level of target behavior –    Goal: Brewster meet me at the door quietly and sitting –    Target behavior 1: Not jumping –    Target behavior 2: Sitting on command –    Target behavior 3: Sitting when I walk in without command Apply It –    Shaping –    Cutting Behavior –    Target Behavior #1: Ice cube or ink pen –    Target behavior #2: Alternate self-soothing behavior –    Stress Eating –    Target behavior #1 Fruit on a plate + mindfulness exercise (premack) –    Target behavior #2 Drink + mindfulness exercise –    Target behavior #3 Mindfulness exercise New Term –    Chaining –    A cascade effect leading to a behavior –    Behaviors, stimuli, reinforcements and punishments that lead up to a positive or negative result New Term –    Chaining –    Mouse –    Mouse is put into a maze –    Mouse smells cheese (behavior + Rewarding Consequence) –    Mouse seeks out cheese –    Mouse turns left and there is a wall (behavior  + punishment) –    Mouse tries to climb over wall and fails (behavior + punishment) –    Mouse turns right and there is a corridor and the cheese smell gets stronger (behavior + reward) –    Mouse happens upon another crossroad —choice? –    Process repeats until mouse gets cheese (Big Reward) Apply It –    Example 1: Car problems –    Get up on time (Monday morning) –    Get ready for work –    Eat breakfast –    Start driving to work and the car breaks down –    “Get Irritated” –    Call for assistance –    Example 1a: Car problems (over reaction) –    Get up late(Monday morning) –    Get ready for work –    Eat breakfast and spill coffee on your shirt –    Start driving to work and the car breaks down –    “Get Angry” –    Cannot think straight Apply It –    Example 2: Stress Eating –    Bad day at work –    Come home –    Start eating –    Feel better –    Example 2a: Not Stress Eating –    Good day at work –    Come home –    Change clothes –    Feel better Apply It –    Example 3: Panic Attack –    Didn’t sleep well –    Get up –    Drink 2 cups of coffee &

Happiness Isn’t Brain Surgery: Behavior Modification Basics/Part 2 Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Host: Counselor Toolbox Continuing Education (CE) credits for addiction and mental health counselors, social workers and marriage and family therapists can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/575/c/ Objectives –    Continue to explore the usefulness of behavior modification –    Review basic behavior modification terms: –    Unconditioned stimulus and response –    Conditioned stimulus and response –    Discriminitive stimuli –    Learned helplessness –    Learn additional modification terms: –    Reinforcement –    Punishment –    Extinction Burse –    Premack Principle Why Do I Care –    Change means doing something different or modifying a response –    While stimuli prompt a behavior, reinforcement and punishment are associated with motivation –    Understanding these principles will help you –    Elicit a behavior –    Increase the likelihood it will happen again –    Decrease the likelihood of unwanted behaviors Review basic behavior modification terms –    Unconditioned stimulus and response –    Loud noise / startle –    Bright light / squinting –    Conditioned stimulus and response –    Doorbell / answer the door –    Yellow light / slow down –    Discriminitive stimuli –    Set the occasion for the behavior (reminder stickies, pictures, alarms, –    Learned helplessness –    Lack of responsiveness to a stimulus when all options have been exhausted New Terms –    Positive Reinforcement –    Providing something positive in order to increase the likelihood a behavior will occur again –    Examples –    Food –    Money (Paycheck) –    Validation –    Promotion –    Power (Choosing activities) –    What can be added that is rewarding AND helpful for the person New Terms –    Negative Reinforcement –    Removing something negative in order to increase the likelihood a behavior will occur again –    Examples –    Reducing mandatory counseling sessions –    Dropping restitution or additional charges upon completion –    Can leave the table once vegetables are eaten –    What can be eliminated that would be considered rewarding AND helpful for the person New Terms –    Positive Punishment –    Adding something negative to decrease the likelihood that a behavior will recur –    Examples –    Antabuse –    Spanking –    Additional sessions –    Rubberband snaps –    What can be added that would be considered unpleasant for the person New Terms –    Negative Punishment –    Removing something positive to decrease the likelihood that a behavior will recur –    Examples –    Grounding/priviledges –    Money (Fines) –    Jail –    Relationship/Setting boundaries –    Control/power –    What can be eliminated that would be considered undesirable Types of Rewards and Punishments –    Rewards and Punishments can be: –    Emotional (Happiness) –    Mental (Improved decision making, cognitive clarity) –    Physical (Appearance, health,

Happiness Isn’t Brain Surgery: Behavior Modification Basics/Part 1 Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Host: Counselor Toolbox Continuing Education (CE) credits for addiction and mental health counselors, social workers and marriage and family therapists can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/575/c/ Objectives –    Define behavior modification –    Explore how behavior modification can be useful in practice –    Learn basic behavior modification terms: –    Unconditioned stimulus and response –    Conditioned stimulus and response –    Discriminitive stimuli –    Learned helplessness Why Do I Care –    Change means doing something different or modifying a response –    That response can be a neurochemical one (stress response) or an overt behavioral one (smoking) –    Behavior modification principles will help you understand some of the reasons people act/react the way they do –    By understanding what rewards(causes and motivates) people’s behavior we can better address their issues –    The focus on observable, measurable conditions to the exclusion of cognitive interpretation underscores the mind-body connection Definition –    Behavior modification in its truest form is concerned only with observable, measurable behaviors, stimuli and reinforcement –    Emotions, interpretations and mental processes have no bearing How can this be useful in practice –    Traditional (strict) behavior modification can be quite useful in simplifying stimulus/reaction –    Integrating the cognitive interpretations (labels) can help people in identifying and addressing what is causing their “distress” (Behaviorists would refer to excitatory response) –    Understanding what causes feelings can also give people a greater sense of empowerment. Example –    Puppies learn appropriate behavior through reinforcement and correction –    Puppy 1 tackles puppy 2 / threat –    Puppy 2 responds by tackling puppy 1 / counter threat –    Both puppies get a surge of adrenaline –    The puppy that dominates receives a dopamine surge that reinforces the prior behaviors — do that again. –    If Puppy 1 plays too rough, then puppy 2 will either become more aggressive or leave. –    Either way, puppy 1s behavior is punished. Example 2 –    Humans have learned to label certain internal experiences with feeling words (angry, scared, happy) –    Sally goes to a pet store –    A puppy comes out, sits in her lap and puts is head on her leg –    This contact (we know from studies) usually causes the release of dopamine and oxytocin –both reward chemicals –    Sally calls this “happy” –    If Sally had previously had a threatening experience with a dog, when she saw it, her body would likely respond by secreting adrenaline, kicking off the fight or flight reaction.  Sally would label this as “fear” Points –    The brain receives signals and, based on prior learning (conditioning), responds with either: –    Fight/Anger or Flee/Fear (adrenaline/norepinepherine) –    No reaction/neutral –    Pleasure/Happy/Do this again (Dopamine/norepinephrine/Serotonin/GABA/Oxytocin?) –    Humans label these different chemical responses with feeling words. –    The same response can be labeled differently by two different people (fear vs. exhilaration) Points –    People with anxiety, anger or resul

Mindfulness for Happiness and Relapse Prevention Dr. Dawn-Elise Snipes PhD, LPC-MHSP, LMHC Executive Director, AllCEUs Host: Counselor Toolbox Continuing Education (CE) credits for addiction and mental health counselors, social workers and marriage and family therapists can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/379/c/ Objectives –    Define Mindlessness –    Define Mindfulness –    Differentiate between Mindfulness and Purposeful Action –    Identify how mindfulness can be useful in practice –    Explore several different mindfulness techniques and activities What is MindLESSness –    Mindlessness –    Auto-pilot –    Go-with-the-flow –    What has always been done –    Examples –    Getting home and not remembering the drive –    Eating without realizing it or when you are not hungry –    Having intense feelings (or relapses) come from “out of the blue” What is Mindfulness –    Mindfulness –    Awareness in the present moment –    Stop-Look-Listen-Feel-Interpret –    What is going on –    Inside you –    Around you What is Purposeful Action –    Purposeful Action –    Becoming mindful in the present moment –    Acting intentionally instead of reacting emotionally –    Intentionally choosing behaviors and actions that will –    Make effective use of your energy –    Help you achieve your goals How Did We Learn Mindlessness –    Messages –    Because I said so  = Don’t ask why –    Suck it up = Don’t feel, just do –    Nobody cares/ignore it = Don’t trust –    That’s what everyone does = Don’t think How Can Mindfulness Help –    Transition from reacting to acting (Be proactive) –    Makes more efficient and effective use of energy by making the right decisions the first time. (Begin with the end in mind) –    Encourages self-awareness and compassion (Seek first to understand yourself, then understand others) How Can Mindfulness Help –    Reduce inefficiency through planning and prioritizing –    Balance and renew your resources, energy, and health to create a sustainable, long-term, effective lifestyle. –    What do I need right now –    What options do I have to meet those needs in the present, while still moving toward future goals? Mindfulness Activities –    Head-Heart-Gut  Honesty –    How do you feel –    What do you want –    What do you need –    Attitude of Gratitude (a.k.a. Don’t Crap on the Present) –    Self –    Family –    Job –    Life Activities cont… –    5 Minute Focus –    Go into a room for 5 minutes (At first it will seem like an eternity) –    Write down … –    Everything you see –    What you smell –    What you hear –    How you feel (Emotionally and physically) Activities cont… –    Vulnerability Checklist –    Vulnerabilities are things that—when unchecked– can cause low grade stress, making you more vulnerable to stronger reactions. –    Emotional –    Physical –    Social –    Environmental Activities cont… –    Three Minute Thoughts –    Take three minutes and write down (or record) all of the thoughts you have –    Review what you wrote down

Happiness Isn’t Brain Surgery SNAP-T: Strengths, Needs, Attitudes, Preferences & Temperament Dr. Dawn-Elise Snipes PhD, LPC-MHSM, LMHC, NCC Executive Director, AllCEUs Host, Counselor Toolbox President, Recovery and Resilience International CEs can be earned for this presentation at:  https://www.allceus.com/member/cart/index/product/id/574/c/ Objectives –    Explore the concept of SNAP-T –    Review the different learning styles –    Identify the characteristics of each dimension of temperament –    Discuss the levels of Maslow’s heirarchy –    Identify other characteristics which may yield specialized needs. SNAP –    Strengths –    Needs (Accommodations) –    Attitudes –    Preferences (learning style, temperament) Strengths –    Things the client is good at… (transferability) –    How the client… –    Learns best –    Has coped in the past –    What gives the client hope –    What the client already knows about –    The condition –    Recovery methods –    What does and does not work for him/her Needs –    Emotional –    Happiness –    Contentment/Efficacy –    Mental/Cognitive –    Learning preferences –    Learning needs to understand the condition and interventions –    Physical –    Assistive devices –    Frequent breaks –    Medications Needs –    Social –    Friendships –    Understanding of healthy relationships –    Environmental –    Safety –    Temperature –    Comfort –    Time of Day –    Transportation –    Child Care Learning Styles Review –    How you best take in information –    Auditory –    Kinesthetic –    Visual –    How you process information –    Active –    Reflective –    Conceptualization –    Sequential –    Global Attitudes –    Self –    Others –    The Condition/Target Issue –    Willingness to learn and try new things –    Interventions/Recovery I will not call myself an addict every day I will not go to “those meetings” Everybody relapses I have to have Suboxone to achieve recovery Decisional Balance Preferences –    People’s temperament impacts their Strengths, Needs, Attitudes and Preferences –    Temperament is: –    Comprised of 4 dimensions –    Environment and Energy –    Mental Conceptualization –    Motivation and Meaning –    Time Management and Structure –    An overarching concept that is on a continuum. –    One end of the continuum is not better than the other, it is just different. –    Most people are somewhere in the middle, having characteristics of both “ends” Application –    Improving Communication –    Increasing Motivation –    Effective Interventions –    Relapse Prevention Planning Temperament Extrovert –    Are expansive and less passionate –    Are generally easy to get to know –    Like meeting new people, have many close friends –    Would rather figure things out while they are talking –    Often enjoy background noise such as TV or radio –    Know what is going on around them rather tha

Happiness Isn’t Brain Surgery: How Do You Learn? Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Continuing Education (CE) credits for addiction and mental health counselors, social workers and marriage and family therapists can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/574/c/ Objectives –    Learn why it is important to understand learning style –    Identify the three components of learning –    Explore the multiple facets of learning –    Synthesize the components and facets of learning to understand how you most effectively learn Why Do I Care? –    You learn every day: –    Reading/watching the news –    Developing a new skill or hobby –    Watching people and life –    To change a behavior you need to: –    Learn the function of the old behavior –    Learn why the old behavior is not meeting your needs –    Learn about alternate behaviors –    Develop that knowledge into skills Learning Theory –    Client-Partnership Model –    Client and coach identify learning goals and methods –    New information is linked to prior learning –    Client undergoes an unlearning process before new information is implemented –    Information is given over time –    Information is tailored to the needs of the individual –    Learning is affective, cognitive, social and behavioral Assumptions about Learners –    Want to know why they should learn it (Motivation) –    Intro story you can relate to… –    Define how this will help you… –    Are active, responsible, self-directed learners –    Identify what you might be able to get out of this? –    Identify how you can apply the material? –    Bring experience to learning –    Knowledge of primary and related topics (i.e. depression and treatment) –    Biases primary and related topics (i.e. depression and treatment) Assumptions cont… –    Are ready to learn when the need arises –    How can you make mandatory learning more relevant? –    How can you increase rewards for learning? –    Provide Task/Problem-Oriented Learning –    Identify something you need to learn about in order to improve your recovery or happiness. Context of Learning –    Positive learning climate –    How do you create that in your setting? –    Does it differ for other people? –    What are some examples of negative learning climates you have been in? –    Personal characteristics –    Self-efficacy –    Expectations –    Vulnerabilities/confounding issues (crisis, MH, detox) Context cont… –    Peers –    Stage of readiness for change –    Co-occurring issues –    Culture –    Community –    Stigma/attitudes –    Availability of peer support –    Significant Other Expectations –    Identified patient/why aren’t you fixed –    It’s not me, it’s him Motivating the Adult Learner –    6 factors that motivate adult learning: –    Social relationships: –    To make new friends and socialize –    To improve current relationships with friends and family –    External expectations: –    Job/School –    Other authority’s requirement (Doctor, probation officer) –    Social welfare: –    To improv

Self-Esteem Instructor: Dr. Dawn-Elise Snipes, PhD, LPC-MHSP, LMHC, NCC Executive Director, AllCEUs Host: Counselor Toolbox Continuing Education (CE) credits for addiction and mental health counselors, social workers and marriage and family therapists can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/587/c/ Objectives •    Define self-esteem •    Explore why self-esteem is important •    Examine ways to improve self esteem Why I Care/How It Impacts Recovery –    In order to form healthy relationships it is important to first be okay with yourself. –    People with strong self esteem do not need others to validate them, or tell them they are good enough. –    Self-esteem means recognizing your worth as a person What is Self Esteem –    Self-esteem is the way you feel about yourself. –    It is your evaluation of your real-self compared with your ideal-self. –    Your ideal self is who you believe you should be. –    Your real-self is who you are with all of your inherent strengths and imperfections. Where Does Self-Esteem Come From –    Children form their concept of the ideal-self at an early age based upon conditions of worth –    When they do something right and get praise, they feel proud. –    Too often we forget to praise children for who they are, and not just what they do. –    Due to children's immature reasoning, many things are overgeneralized and made into global, stable and internal attributions, creating an unrealistic ideal-self. –    Often, parents use the term “bad boy/girl” which says to the child I am bad if I…. What is Self Esteem –    Activity: –    On a sheet of paper, describe your ideal self –    Review the qualities –    Mark out any of those that are not important to you. –    Highlight the ones you already have. –    The rest are ones that you want to develop to the best of your ability –    Step 1: Define it. –    Example: “Successful” means what to you? –    Step 1a: Examine why it is important to you –    Example: What would be different if you were successful? –    Step 2: Make a plan –    Step 3: Do it Improving Self-Esteem –    To improve self-esteem, you must –    Change the way you feel about yourself (i.e. change your feelings about your self-evaluation) –    Focus on your strengths –    Aim for effort, not perfection –    Decide if some of the “ideal” characteristics are important to you –    Change yourself –    Likely there are some areas in which you want to improve –    Make a plan to tackle them ONE at a TIME Improving Self-Esteem –    Make a list of positive affirmations and add one new one each day –    When you find a fault in yourself, remind yourself of three positive qualities –    Do not minimize your accomplishments.  Take credit where credit is due. –    Surround yourself with people who are positive and encouraging –    Instead of complaining about faults, take positive action Improving Self-Esteem –    If there is something you feel “bad” about that is impossible to change, then add a new, positive quality. –    Do a good deed every day –    Make changeable, specific attributions for negative events –    Patience– changes do not happen overnight –    Accept your fears and work with and through them.  Nobody is perfect. Improving Self-Este