Person in tree assessment: Applied Methods
ETC Level: Cognitive - Affective
MDV Level: Simple - Structured - Resistive
Materials
People in tree handoutDrawing/coloring utensils of choice
Procedures
1. Identify which person best represents how he/she is feeling right now. (Ask for clarification of how the client perceives the identified character. Don't assume that you know what the identified character represents.)2. Identify the person who client would want to be. (Again, ask for clarification of what the identified character represents.) 3. Consider what needs to happen to get to preferred place.
Rationale
This exercise is useful for very young children and first or second time visits because it is very non-threatening. It can also be used at the beginning/ end of each session. Depending on which prompt is given, the therapist can gain a better understanding of client's current perception of emotional status, family situation, and roles the client plays. In recognizing one's place in the tree, client may be able to find value of current place, or discover a place that would be more helpful to client's current situation. If the client relates to a character that is in a vulnerable position, try to redirect client toward positive supports. For example, if the client identifies with the falling person, ask who is going to catch the person or what needs to happen to "break the fall."
Adaptations
Option 1: Of all the people in the tree, who would you not want to be?Option 2: Identify family members and self in the tree.Option 3: Identify the different roles you play, i.e student, girlfriend, friend, daughter, etc.
How I am/ How I would like to be
How I am/ How I would like to be: Applied Methods
ETC Level: Cognitive-Affective
MDV Level: Fluid-Simple-Unstructured
Materials
several 5X7 pieces of cardstock or lined paperwriting utensil
Procedures
1. Write about the person you are now and the person you would like to be. 2. Processing questions may include: Compare/ Contrast/Balance: How do the two compare? How are the two different? If the two persons described differ greatly, is there a centerpoint? If so, what would that person look like? Are the two more similar than the client realizes? Put identified problematic characteristics on a scale from 0-10. Where would you want to be on the scale? Movement/ Growth: What would you have to do to move towards becoming the person you would like to be? How would your life be different if you became more like your "ideal" person? Acceptance: Are you ok with being X (shy, anxious, messy, etc.)? What are the positives that result from being X? What purpose does being X serve? What would your best friend (or someone else who therapist knows to a positive force within client's life) say about your X?
Rationale
This intervention creates the opportunity for self-expression and increases self-awareness. The activity may also help identify goals for personal growth and explore them in a more realistic and concrete context. Clients may also move towards self-acceptance through recognizing the positive consequences of a negatively-deemed characteristic. AT's role may be to shed positive light on "negative' characteristics, create a more realistic view, break down steps separating two extremes (marathoner-mentality), and help client move toward balance and contentment.
Adaptations
1. This journaling assignment could be given as homework to completed over the course of a week. Therapist could request that client write/create on the subject everyday for at least 2 minutes. 2. As a follow-up to this intervention, the client could be asked to create a depiction of what their written words would look like in line/form/color or collage. 3. Client could be given different media to depict the subject, i.e. clay, collage, pipe cleaners, etc. Client could also be given a choice in what media to use.
ETC Level: Cognitive-Affective
MDV Level: Fluid-Simple-Unstructured
Materials
several 5X7 pieces of cardstock or lined paperwriting utensil
Procedures
1. Write about the person you are now and the person you would like to be. 2. Processing questions may include: Compare/ Contrast/Balance: How do the two compare? How are the two different? If the two persons described differ greatly, is there a centerpoint? If so, what would that person look like? Are the two more similar than the client realizes? Put identified problematic characteristics on a scale from 0-10. Where would you want to be on the scale? Movement/ Growth: What would you have to do to move towards becoming the person you would like to be? How would your life be different if you became more like your "ideal" person? Acceptance: Are you ok with being X (shy, anxious, messy, etc.)? What are the positives that result from being X? What purpose does being X serve? What would your best friend (or someone else who therapist knows to a positive force within client's life) say about your X?
Rationale
This intervention creates the opportunity for self-expression and increases self-awareness. The activity may also help identify goals for personal growth and explore them in a more realistic and concrete context. Clients may also move towards self-acceptance through recognizing the positive consequences of a negatively-deemed characteristic. AT's role may be to shed positive light on "negative' characteristics, create a more realistic view, break down steps separating two extremes (marathoner-mentality), and help client move toward balance and contentment.
Adaptations
1. This journaling assignment could be given as homework to completed over the course of a week. Therapist could request that client write/create on the subject everyday for at least 2 minutes. 2. As a follow-up to this intervention, the client could be asked to create a depiction of what their written words would look like in line/form/color or collage. 3. Client could be given different media to depict the subject, i.e. clay, collage, pipe cleaners, etc. Client could also be given a choice in what media to use.
Haptic Self-Symbol
Haptic Self Symbol: Applied Methods
ETC Level: Symbolic - Sensory
MDV Level: Fluid - Unstructured - Simple
Materials
Clay or play-dough
Procedures
1. Using clay or play-do, create a self-symbol.2. Reflect on self-symbol as if speaking on behalf of the symbol. "I am..."
Rationale
Creating a self-symbol increases self-awareness and through gestalt processing, client will make personal connections to different aspects of self-symbol. Self-symbol will provide insight for client and therapist, and client may take home symbol to admire and contemplate.
Adaptations
1. Do you like your self-symbol? Does it accurately represent you? If self-symbol is negative, destroy or change creation and relate to real-life situations that would benefit from change. 2. Allow client only one color of clay initially. After processing, provide other colors to enhance areas of verbalized importance. 3. Create self-symbols toward the beginning of therapy, and then again at the end. How has creation changed? How is it the same?
ETC Level: Symbolic - Sensory
MDV Level: Fluid - Unstructured - Simple
Materials
Clay or play-dough
Procedures
1. Using clay or play-do, create a self-symbol.2. Reflect on self-symbol as if speaking on behalf of the symbol. "I am..."
Rationale
Creating a self-symbol increases self-awareness and through gestalt processing, client will make personal connections to different aspects of self-symbol. Self-symbol will provide insight for client and therapist, and client may take home symbol to admire and contemplate.
Adaptations
1. Do you like your self-symbol? Does it accurately represent you? If self-symbol is negative, destroy or change creation and relate to real-life situations that would benefit from change. 2. Allow client only one color of clay initially. After processing, provide other colors to enhance areas of verbalized importance. 3. Create self-symbols toward the beginning of therapy, and then again at the end. How has creation changed? How is it the same?
Scribble Chase
Scribble Chase: Applied Methods
Materials
18"X24" paper; 8 colored markers, crayons, etc. (pairs may choose)
Procedures
1. Choose a leader.2. Leader starts a scribble (line and color).3. Leader stops scribbling. Second person follows. Continue for X amount of time.4. Each person identifies an object in the scribble.5. Write 3 words or phrases about how this object represents you.
Rationale
"Break the Ice," Loosen up, Distraction for hands while pair talks casually
Adaptations
1. Could be used between client and therapist.2. Could use with more than 2 people.
3. Could create a story with the found objects. (adapt steps 4 and 5)
Materials
18"X24" paper; 8 colored markers, crayons, etc. (pairs may choose)
Procedures
1. Choose a leader.2. Leader starts a scribble (line and color).3. Leader stops scribbling. Second person follows. Continue for X amount of time.4. Each person identifies an object in the scribble.5. Write 3 words or phrases about how this object represents you.
Rationale
"Break the Ice," Loosen up, Distraction for hands while pair talks casually
Adaptations
1. Could be used between client and therapist.2. Could use with more than 2 people.
3. Could create a story with the found objects. (adapt steps 4 and 5)
100 Things I like about me
100 Things I Like About Me: Applied Methods
ETC Level: A - C
MDV Level: R - HC - S
Materials: 2 or 3 pieces of 8.5 X11 paper something to write with
Procedures
1. At top of paper, write "What I Like About Me..." or "I Like Myself Because I..." 2. List 100 things you like about yourself. (Items can be duplicated.) 3. Therapist checks in every 15 minutes. 4. After 100 things have been listed, look for themes, for example: personal relationships, career, things you do... 4. Ask processing questions, such as: What was number 1? What themes did you notice?
Rationale
It is good for clients to realize that listing 100 things you like about yourself is not as difficult as they would think, and is an accomplishable task. This intervention encourages clients to realize that it is okay to like things about themselves, that it doesn't make them narcissistic or conceited. 100 Things I Like About Me is good for high functioning individuals (more so than groups, because some may finish much earlier than others). Often the things that clients like about themselves may also be areas in which they have issues. This intervention helps identify conflicts clients may want to work on.
Adaptations
With cancer patients: 100 things I appreciate about having cancer OR 100 things I've learned since having cancer in one of the final sessions with a client. Start with just listing ten or twenty in one session, and then list another ten or twenty in following sessions.
ETC Level: A - C
MDV Level: R - HC - S
Materials: 2 or 3 pieces of 8.5 X11 paper something to write with
Procedures
1. At top of paper, write "What I Like About Me..." or "I Like Myself Because I..." 2. List 100 things you like about yourself. (Items can be duplicated.) 3. Therapist checks in every 15 minutes. 4. After 100 things have been listed, look for themes, for example: personal relationships, career, things you do... 4. Ask processing questions, such as: What was number 1? What themes did you notice?
Rationale
It is good for clients to realize that listing 100 things you like about yourself is not as difficult as they would think, and is an accomplishable task. This intervention encourages clients to realize that it is okay to like things about themselves, that it doesn't make them narcissistic or conceited. 100 Things I Like About Me is good for high functioning individuals (more so than groups, because some may finish much earlier than others). Often the things that clients like about themselves may also be areas in which they have issues. This intervention helps identify conflicts clients may want to work on.
Adaptations
With cancer patients: 100 things I appreciate about having cancer OR 100 things I've learned since having cancer in one of the final sessions with a client. Start with just listing ten or twenty in one session, and then list another ten or twenty in following sessions.
Safe Place
Create a Safe Place: Malchiodi, C. The Art Therapy Sourcebook. (2007) McGraw-Hill. p160-161.
Materials
Paper and drawing materials of choice (markers, crayons, colored pencils, paints, etc.)
Procedures
1. Start with a relaxation method. Once relaxed, think of all the places, real and imaginary, that have felt safe during your life. (If unable to think of an experienced safe place, try to imagine one.)
2. Make a list of all the characteristics of your safe place (for example, things that are comfortable, such as pillows, favorite clothes, furniture; things that are familiar; and things that you enjoy having around). Do so verbally if unable to write. 3. Use the art materials to draw your safe place, which may be a simple diagram or an elaborate illustration. Add any features that will enhance the safety of the place or make it more comfortable.4. Look at the image, and describe the significance and purpose of each characteristic or feature you included. Imagine yourself standing in this safe place. What would you see to the left and right of you, in front of you, and above and below you?5. Look at your image, and consider under what circumstances your safe place would be most helpful to you. Note these. 6. Develop a picture in your mind of your safe place, and practice visualizing it during the next few days. What does it feel like to visit this place in your imagination?
Rationale
This is a popular directive used by therapists to help people who are in distress. The idea is first to create an image of safety to help relieve tension and second, to discover mental images that enhance one's sense of security. The person can then return to mental image when feeling anxious, insecure, or unsafe.
Adaptations
Collage materials (magazine pictures and words, scraps of fabric and other found items, stickers, photographs, etc.) may also be incorporated.
Materials
Paper and drawing materials of choice (markers, crayons, colored pencils, paints, etc.)
Procedures
1. Start with a relaxation method. Once relaxed, think of all the places, real and imaginary, that have felt safe during your life. (If unable to think of an experienced safe place, try to imagine one.)
2. Make a list of all the characteristics of your safe place (for example, things that are comfortable, such as pillows, favorite clothes, furniture; things that are familiar; and things that you enjoy having around). Do so verbally if unable to write. 3. Use the art materials to draw your safe place, which may be a simple diagram or an elaborate illustration. Add any features that will enhance the safety of the place or make it more comfortable.4. Look at the image, and describe the significance and purpose of each characteristic or feature you included. Imagine yourself standing in this safe place. What would you see to the left and right of you, in front of you, and above and below you?5. Look at your image, and consider under what circumstances your safe place would be most helpful to you. Note these. 6. Develop a picture in your mind of your safe place, and practice visualizing it during the next few days. What does it feel like to visit this place in your imagination?
Rationale
This is a popular directive used by therapists to help people who are in distress. The idea is first to create an image of safety to help relieve tension and second, to discover mental images that enhance one's sense of security. The person can then return to mental image when feeling anxious, insecure, or unsafe.
Adaptations
Collage materials (magazine pictures and words, scraps of fabric and other found items, stickers, photographs, etc.) may also be incorporated.
Bridging Emotions
Bridging Emotions as taught by Eileen Estes
Materials
8 1/2 X 11 paper, drawing utensils
Procedures
1. Fold paper into 3 equal sections.2. Left column: choose mad, sad, or scared. Write that word at the top of the left column.3. Contemplate the opposite emotion, and write that word at the top of the right column.4. In the center column, draw a line, representing a bridge that connects the left column to the right column. At the top of center column, write, "What I do for myself."5. Above the bridge in the center column, make a list of things I do for myself to move from mad, sad, or scared state of mind into a more peaceful, glad, content, etc. state of mind.
Processing questions: Are there things that work in other situations? What works in the car? What works when waiting? Is there anything I can change right at this moment? "What is the next step?"6. Under the bridge, write, "What others do for me?" Make a list of specific supports.*As AT look for: themes in self-care and possible adaptations, effectiveness of self-care tools, who is included in support network*If client cannot think of a supporter, help him or her to understand that the process is ongoing and the list can be amended next time. "Stranger" supports count, too.
Rationale
This intervention increases awareness of client's internal and external supports and is often appropriate for second sessions. Focus is not on "why" client is experiencing mad, sad, or scared emotion, but rather on what he or she can do to move toward more pleasant emotion.
Adaptations
1. Scribble mad, sad, or scared. Then scribble opposite emotion. 2. Depict yourself feeling mad, sad, or scared. Then depict yourself experiencing the opposite emotion. (Make list first, then depict emotions.)3. Elaborately create bridge and extend to edges of page. Ask client to pinpoint where they are on bridge. Ask client what needs to happen to move toward opposite emotion. Are any of those ideas within the client's control?4. Add "homework assignment" of recording at least one act of self-kindness per day until next visit. "You are worth the time!"
Materials
8 1/2 X 11 paper, drawing utensils
Procedures
1. Fold paper into 3 equal sections.2. Left column: choose mad, sad, or scared. Write that word at the top of the left column.3. Contemplate the opposite emotion, and write that word at the top of the right column.4. In the center column, draw a line, representing a bridge that connects the left column to the right column. At the top of center column, write, "What I do for myself."5. Above the bridge in the center column, make a list of things I do for myself to move from mad, sad, or scared state of mind into a more peaceful, glad, content, etc. state of mind.
Processing questions: Are there things that work in other situations? What works in the car? What works when waiting? Is there anything I can change right at this moment? "What is the next step?"6. Under the bridge, write, "What others do for me?" Make a list of specific supports.*As AT look for: themes in self-care and possible adaptations, effectiveness of self-care tools, who is included in support network*If client cannot think of a supporter, help him or her to understand that the process is ongoing and the list can be amended next time. "Stranger" supports count, too.
Rationale
This intervention increases awareness of client's internal and external supports and is often appropriate for second sessions. Focus is not on "why" client is experiencing mad, sad, or scared emotion, but rather on what he or she can do to move toward more pleasant emotion.
Adaptations
1. Scribble mad, sad, or scared. Then scribble opposite emotion. 2. Depict yourself feeling mad, sad, or scared. Then depict yourself experiencing the opposite emotion. (Make list first, then depict emotions.)3. Elaborately create bridge and extend to edges of page. Ask client to pinpoint where they are on bridge. Ask client what needs to happen to move toward opposite emotion. Are any of those ideas within the client's control?4. Add "homework assignment" of recording at least one act of self-kindness per day until next visit. "You are worth the time!"
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