17,92 €
Mehr erfahren.
- Herausgeber: Future Horizons
- Kategorie: Geisteswissenschaft
- Sprache: Englisch
Winner of a 2008 Teachers’ Choice Award! Many children, especially those with developmental delays, have trouble understanding or expressing their feelings. This can result in difficulty with anger management. Listing possible responses to situations—and the likely outcome of each one—allows the child to make informed decisions about which responses to choose (e.g., walking away vs. hitting). This book provides a guide for caregivers along with a workbook portion that asks children to identify situations that trigger their anger, and helps them find appropriate ways to respond.
Helpful topics include:
• Overview of the Exploring Feelings Program
• Introduction to Cognitive Behavior Therapy
• The Emotional Toolbox
• Social Stories
• Research Evidence on the Effectiveness of Exploring Feelings
• and more!
Das E-Book können Sie in Legimi-Apps oder einer beliebigen App lesen, die das folgende Format unterstützen:
Seitenzahl: 58
Veröffentlichungsjahr: 2019
Ähnliche
EXPLORING FEELINGS
Cognitive Behaviour Therapy To Manage ANXIETY
DR. TONY ATTWOOD
EXPLORING FEELINGS: Cognitive Behaviour Therapy To Manage ANXIETY
All marketing and publishing rights guaranteed to and reserved by
721 W. Abram StreetArlington, Texas 76013 800-489-0727 817-277-0727 817-277-2270 (fax) www.FHautism.com
© Copyright 2004, Tony Attwood, Ph.D.
All rights reserved.
Printed in the USA.
No part of this book may be reproduced in any manner whatsoever without written permission of Future Horizons, Inc. except in the case of brief quotations embodied in reviews.
ISBN 10: 1-932565-22-1
ISBN 13: 978-1-932565-22-5
TABLE OF CONTENTS
Introduction-Overview of the Exploring Feelings Program
Introduction To Cognitive Behaviour Therapy
Modifications to Conventional Cognitive Behaviour Therapy
Affective Education
Cognitive Restructuring
Comic Strip Conversations
The Emotional Toolbox
Additional Tools for the Toolbox
Social StoriesTM
Research Evidence on the Effectiveness of Exploring Feelings
References
Session 1
Session 2
Session 3
Session 4
Session 5
Session 6
Trainers Notes
INTRODUCTION
Overview of the Exploring Feelings program
The Cognitive Behaviour Therapy program Exploring Feelings was designed by the author to be highly structured, interesting and successful in encouraging the cognitive control of emotions. Every child participating in the program has a workbook for the six two-hour sessions that includes activities and information to explore the specific feelings of being happy, relaxed, anxious or angry. There are sections in the workbook to record individual comments and responses to questions. At the end of each session, a project is explained to the child, which is to be completed before the next session. At the start of the next session the project is discussed with the person implementing the program or the group of participants using the program. The Exploring Feelings program is designed to explore the mental world from a scientific perspective. There are two Exploring Feelings programs, one is designed to explore and manage anxiety, the other to explore and manage anger.
The original program was designed for small groups of two to five children between the ages of 9 and 12 years, with two adults conducting the program. However, the Exploring Feelings program can easily be modified so that it can be used with just one child. The activities can also be modified to be age appropriate for an adolescent or adult. The program was designed as a treatment for an anxiety disorder or anger management problem in children with Asperger's syndrome but the program can be equally applied to children with High Functioning Autism and Pervasive Developmental Disorder, Not Otherwise Specified (PDDNOS). The author also designed the program so that it does not have to be implemented by a qualified psychologist. A teacher, speech pathologist, occupational therapist or parent could implement the program without having training in Cognitive Behaviour Therapy.
The first session of the program explores two positive emotions, happiness and relaxation, with a range of activities to measure, experience and compare positive emotions in specific situations. The second session is an exploration of the feelings of anxiety or anger and recognition of the changes that occur in physiology, thinking, behaviour and speech. The concept of a toolbox with different types of tools to 'fix the feeling' is explained, with a focus on physical tools that provide a constructive release of emotional energy (e.g., going for a run or bouncing on the trampoline), and relaxation tools that lower the heart rate (e.g., listening to music or reading a book). In session three, social tools are explored; for example, how other people can help restore positive feelings through words and gestures of reassurance and affection or how avoiding social contact (solitude) can be one of the most effective emotional restoratives for children and adults with Asperger's syndrome. Also explored in session three are thinking tools, a category of activities or thoughts that test the reality and probability of feared or frustrating situations or outcomes. In session four the program uses the concept of a 'thermometer' as a measuring instrument for the 'temperature' of an emotion. Discussion with the person implementing the program then explores how the child can borrow or share strategies or tools to successfully manage his or her anxiety or anger. In session five Social Stories TM, originally developed by Carol Gray, are adapted to be a means of improving social and emotional knowledge and strategies for emotion management. Session five also includes the concept of creating an 'antidote' to poisonous or negative thoughts. In the final session, the child or children work on designing a Cognitive Behaviour Therapy program for themselves and (if the program is being used in a group context) other members of the group, to improve the management of anxiety or anger. The course also includes a before and after program activity or test, to demonstrate the child's increase in knowledge and ability to manage emotions.
Introduction To Cognitive Behaviour Therapy
Research studies, clinical experience and autobiographies have confirmed that individuals with Asperger's syndrome have considerable difficulty with the understanding and expression of emotions and are at risk of developing an anxiety disorder or problems with anger management. However, we are only just beginning to learn how to modify effective psychological treatments such as Cognitive Behaviour Therapy (CBT) for children and adults with Asperger's syndrome.
Asperger's syndrome and related conditions such as autism, High Functioning Autism and PDDNOS are considered as part of the Autism Spectrum Disorders (ASD) or Pervasive Developmental Disorders (PDD). The theoretical models of Autism Spectrum Disorders developed within cognitive psychology and research in neuro-psychology provide some explanations as to why such individuals are less able to understand and manage emotions.
Extensive research by cognitive psychologists on Theory of Mind skills, that is, the ability to perceive and understand what someone may be thinking or feeling and the ability to reflect on one's own thoughts, confirms that children and adults with Asperger's syndrome have considerable difficulty identifying and conceptualizing the thoughts and feelings of other people and themselves. The interpersonal and inner world of emotions appears to be uncharted territory for people with Asperger's syndrome. This became the basis of the Exploring Feelings program.
Research on Executive Function and Asperger's syndrome suggests characteristics of being dis-inhibited and impulsive with a relative lack of insight that affects general functioning. Impaired Executive Function can also affect the cognitive control of emotions. Clinical experience indicates there is a tendency to react to emotional cues without careful thought or cognitive reflection. Research using new neuro imaging technology has also identified structural and functional abnormalities of the amygdala of subjects with an ASD or PDD such as Asperger's syndrome. The amygdala is a part of the brain known to regulate a range of emotions including anger, fear and sadness. Thus we also have neuro-anatomical evidence that suggests there will be problems with the perception and regulation of emotions.
