􀆅􀆅􀋊 LAB DAY PLANNING AND IMPLEMENTING CHANGE-ORIENTED STRATEGIES SOWK 486W WEEK 11 JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY
􀆅􀆅􀋊 AGENDA PLAN FOR WEEK 11 Talk about cognitive distortions and cognitive restructuring The planning process in crisis Practice doing the planning process Task Management FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY
􀆅􀆅􀋊 THINK OF A NUMBER, ANY NUMBER FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY
AKA… COGNITIVE DISTORTION, THINKING ERRORS All or nothing thinking Judgment focus Regret orientation Blaming Jumping to conclusions “Should” statements Catastrophizing Mind reading Unfair comparisons Discounting positives Negative mental iltering What ifs Emotional reasoning Overgeneralization or globalization Inability to discon irm Personalizing f FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY f 􀆅􀆅􀋊 THINKING DISTORTIONS (Beck, 1997)
COGNITIVE RESTRUCTURING WHAT YOU DO Intervention techniques in CBT are designed to help clients modify their beliefs, faulty thought patterns or perceptions, and destructive verbalizations, thereby leading to changes in behavior. Assist client in accepting that their selfstatements, assumptions, and beliefs determine emotional reactions to events Assist clients in identifying dysfunctional selfstatements, beliefs, and thought patterns that underlie their problem. Assist clients in identifying situations that engender dysfunctional cognitions Assist clients in replacing dysfunctional cognitions with functional self-statements Assist clients in identifying rewards and incentives for successful coping e orts (Hepworth et al., 2017) ff Brain Process - Human Resource Vector Png Clipart
SUPERFLEX AND THE UNTHINABLES
Defense Mechanisms What is a defense mechanism? Situation • Disrespected • Yelled At • Put Down • Laughed At Choice Who chooses the defense? How do you protect your feelings? How do you respond (act) when: • Mad At Parent • Embarassed • You Lose • Feel Pressure • You’re Hit • Make A Mistake • Confronted • Frustrated • Blamed • Get Caught • Hurt • Angry Four Steps to Control Your D.M. Feeling Recognize the situation. When you are in a pressure situation, these are the signs: You feel angry, frustrated, nervous. e v i t a Neg Positi ve What outward behaviors can you use to help control the pressure? 2. Identify the situations where you can practice step 1. What are the situations you need to practice this? 3. Don’t let other people control how you will respond. You know that someone is trying to control you if they are yelling at you, physically attacking you, or putting you down. “Easy” “Hard” This gives you self-respect. Why? Select a positive solution. What would motivate you to do the tougher (harder) thing? What might happen if you stay in control? Defense How do you know when you’ve selected a positive defense mechanism? © WhyTry LLC 2013 “When you are helping, not hurting, yourself and others.” www.whytry.org
􀆅􀆅􀋊 PUTTING YOUR THOUGHTS ON TRIAL (Grohol, 2018) FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY
􀆅􀆅􀋊 FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY TEDx Reno - Feeling Good by David Burns
􀆅􀆅􀋊 WHAT WOULD YOU DO? THE CRISIS INTERVENTION MODEL: PROCEDURES OF CRISIS INTERVENTION P. 386 Review the 6-step procedures of crisis intervention A 34-year-old mother of three, aged, 5, 9, and 11 has been hospitalized following a violent confrontation with her boyfriend. In addition to her physical condition, she is depressed and concerned about her children. During the period of her hospitalization, the children lived with an aunt. As the hospital social worker, you meet with her to complete a psychosocial assessment. During the brief session, she stated, “I never want to see him again (the boyfriend). If it weren’t for my children, I would hang it all up. I seem to always end up choosing the wrong men in my life. I don’t want my kids to see me as a loser but it is true, I am. I just want to get out of here and live my life with my children in peace.” FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY
SIX STAGES Determine clients’ readiness Explain the purpose and function of goals Formulate client-driven goals Increase goal speci icity Determine barriers and bene its Rank goals according to priorities (Hepworth et al., 2022) f FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY f 􀆅􀆅􀋊 PROCESS OF GOAL FORMULATION
SIX STAGES Determine clients’ readiness Explain the purpose and function of goals Formulate client-driven goals Increase goal speci icity Determine barriers and bene its • It is important to assess readiness early in the process • Consider using summaries or scaling • Recognize that their might be reluctance Rank goals according to priorities (Hepworth et al., 2022) f FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY f 􀆅􀆅􀋊 􀁣 PROCESS OF GOAL FORMULATION
SIX STAGES Determine clients’ readiness Explain the purpose and function of goals Formulate client-driven goals Increase goal speci icity • Spend time educating clients about goals • Help recognize the match between their goals, program goals, and referral mandates Determine barriers and bene its Rank goals according to priorities (Hepworth et al., 2022) f FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY f 􀆅􀆅􀋊 􀁣 􀁣 PROCESS OF GOAL FORMULATION
SIX STAGES Determine clients’ readiness Explain the purpose and function of goals Formulate client-driven goals Increase goal speci icity Determine barriers and bene its Potential Methods to Obtain • Solicit quotes or client description •O er tentative suggestions It becomes our job to help shape and give focus to their goals Rank goals according to priorities (Hepworth et al., 2022) f f FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY ff 􀆅􀆅􀋊 􀁣 􀁣􀁣 PROCESS OF GOAL FORMULATION
SIX STAGES Determine clients’ readiness Explain the purpose and function of goals Formulate client-driven goals Increase goal speci icity Help clients to call out all of the parts of a good goal… e.g., make it SMART Determine barriers and bene its Rank goals according to priorities (Hepworth et al., 2022) f FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY f 􀆅􀆅􀋊 􀁣 􀁣􀁣 􀁣 PROCESS OF GOAL FORMULATION
SIX STAGES Determine clients’ readiness Explain the purpose and function of goals Formulate client-driven goals Increase goal speci icity Determine barriers and bene its Rank goals according to priorities • Use scaling questions about goal commitment • Anticipate future barriers • Discuss intrinsic bene its • Provide incentives and rewards when possible • Explicitly link short and longterm goals (Hepworth et al., 2022) f f FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY f 􀆅􀆅􀋊 􀁣􀁣 􀁣 􀁣􀁣 PROCESS OF GOAL FORMULATION
SIX STAGES Determine clients’ readiness Explain the purpose and function of goals Formulate client-driven goals Increase goal speci icity Your job is to help the clients sort out their priorities to help keep them from being overwhelmed and frustrated. Determine barriers and bene its Rank goals according to priorities (Hepworth et al., 2022) f FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY f 􀆅􀆅􀋊 􀁣􀁣􀁣 􀁣􀁣 􀁣 PROCESS OF GOAL FORMULATION
􀆅􀆅􀋊 CREATE A GOAL PLAN FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY
Is it linked to the de ined target concern? Is it de ined in explicit and measurable terms? Is it feasible? Is it stated in positive terms that emphasize growth? f FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY f 􀆅􀆅􀋊 CREATE A GOAL PLAN
Date 11/02/22 Progress Note (D) This writer met with Johnny and discussed his goal progress. Johnny reported that he has been attempting to use deep breathing when frustrated. He described a situation last week with client 13452, and the incident where he was getting into other students belongings and handling them without permission. Johnny reported taking deep breaths instead of punching 13452. This writer encouraged this positive behavior and reflected experience back to concept of “If Then Thinking.” (I) Johnny appeared cooperative. He appeared to be encouraged by the positive feedback from staff. (P) Follow up with Johnny about progress next week regarding using deep breathing. ———————— Jacob Campbe FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY ll 􀆅􀆅􀋊 EXAMPLE DOCUMENTATION , LICSW
I am here because God told me to come. How is a goal going to help me? I trust God to guide me in what to do. Do you believe in God? What do you know about my situation? You are so young and it’s hard for me to see how you can help me. The court will take my children no matter what I do, so how is having a goal going to help? You need to be clear; I don’t want to be here. I’m only doing this stu with you because the judge said that I had to come. My family didn’t want me to come see you again. They worry that you will put too many American ideas in my head. Don’t waste our time. She got herself pregnant. You want her father and me to be involved because you must think that it is okay to be unmarried and pregnant. Well, you’re wrong! How will having a goal help me? I’ve never been able to accomplish anything before. FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY ff 􀆅􀆅􀋊 DEVELOPING RESPONSES
􀆅􀆅􀋊 “OUR PRODUCTIVITY IS DIRECTLY PROPORTIONAL TO OUR ABILITY TO RELAX; ONLY WHEN OUR MINDS ARE CLEAR AND OUR THOUGHTS ARE ORGANIZED CAN WE ACHIEVE RESULTS AND UNLEASH OUR CREATIVE POTENTIAL.” DAVID ALLEN FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY
DEVELOPING EFFICIENCY OUTLOOK, LISTS, AND ULTRA ORGANIZED
PROJECT PLANNING FIVE PHASES De ining purpose and principles 2. Outcome visioning 3. Brainstorming 4. Organizing f Identifying next actions
SIX HORIZONS OF FOCUS RUNWAY: CURRENT ACTIONS 10,000 FT: CURRENT PROJECTS 20,000 FT: AREAS OF RESPONSIBILITY 30,000 FT: ONE-TO TWO-YEAR GOALS 40,000 FT: THREE- TO FIVE-YEAR VISIONS 50,000+ FT: LIFE
􀆅􀆅􀋊 MASTERING WORKFLOW 1. Capture 2. Process 3. Organize 4. Do 5. Review FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY
CAPTURE: THE COLLECTION HABIT • UBIQUITOUS CAPTURE • MENTAL SWEEP
PROCESSING YOUR INBOX “A PLACE FOR EVERYTHING, EVERYTHING IN ITS PLACE.” - BENJAMIN FRANKLIN
GTD Work Flow
􀆅􀆅􀋊 SETTING UP THE RIGHT BUCKETS ORGANIZING A A A Action Step Project A Context FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY A A
􀆅􀆅􀋊 MAKING THE BEST ACTION CHOICES DOING Four-Criteria Model for Choosing Actions Context Time available Energy available Priority to make decisions FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY
DOING The Threefold Model for Evaluating Daily Work Doing prede ined work Doing work as it shows up De ining one’s work f FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY f 􀆅􀆅􀋊 MAKING THE BEST ACTION CHOICES
REVIEWING KEEPING YOUR SYSTEM FUNCTIONAL
􀆅􀆅􀋊 RESOURCES Tools Things (task management) (Omnifocus, 2Do, TaskPaper) Obsidian (Reference) Further Information David Allen - Getting Things Done Merlin Man - Back to Work FALL 2022 FOR SOWK 486W WITH JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY