Week 11 - Lab Day - Planning in Generalist Practice

Location: CBC Campus - SWL 206
Time: Wednesday from 5:30-8:15
Week 11: 10/28/19 — 11/03/19
Reading Assignment: N/A
Topic and Content Area: Lab Day - Planning
Assignments Due: N/A
Other Important Information: N/A

Video clip from Sherlock Homes - Fight Scene.

We might not be fighting with our clients, but we do have to be able to do some planning (different type than this chapter) in how we will approach situations, especially crisis situations.

• Thinking distortions
• Goals & Objectives
• Keeping everything organized
• Planning process

Taken from http://www.instructables.com/id/Mathemagic/

[Whole Class Activity] Do the think of any number activity:

I want you to to think of a number, any number. I will warn you that picking complicated numbers (decimals, fractions) will yield complicated math problems.

• Multiply you number by 2
• Add 10 to your number
• Divide that number by 2
• Subtract your original number

The number you are thinking of now is 5

While that is isn’t mind reading or directly a thinking distortion… it can be easy to jump to conclusions or be difficult to realize why something is the way that it is.

The most common types of distortions and negative thinking patterns conceptualized by Beck (1976) have been summarized in the literature (Cormier, Nurius, & Osborn, 2009; Leahy & Holland, 2000; Walsh, 2006) and are as follows:

[Whole Class Activity] Discuss each of the thinking errors, what they mean and possible examples of them. Can also look at what the opposite is that you would be trying to encourage in clients.

• All or nothing thinking
• Blaming
• Catastrophizing
• Discounting positives
• Emotional reasoning
• Inability to disconfirm: blocking ideas that don’t confirm beliefs
• Judgment focus: perception of self / others is based on assessment (focused on quality not description)
• Jumping to conclusions
• Mind reading
• Negative mental filtering: singling out bad events and ignoring positives
• Overgeneralization or globalization
• Personalizing: Taking on more responsibility for things then somebody has (i.e. role or actions made it happen)
• Regret orientation: focused on the past.
• “Should” statements: self failures
• Unfair comparisons
• What ifs

[Small Group Activity] Share with a partner about some of the thinking distortions that are present in the media and then some that you have to some degree or the opposite of those.

curriculum from social thinking

• Used in my classrooms
• Lots of activities and cool things to do with kids to teach them about thinking distortions (more or less) and change how they think about things.

Grohol, J. M. (2018, Oct 29) 10 proven methods for fixing cognitive distortions. Retrieved from https://psychcentral.com/lib/fixing-cognitive-distortions/

Use worksheet: Law & Order, Psychology Edition: Fixing Your Thoughts

[Small Group Activity] Individually complete the worksheet putting your thoughts on trail for a time you remember using a thinking distortion. Share with a partner after after.

Burns, D. (2014, Sept 5) Feeling good. Retrieved from https://youtu.be/H1T5uMeYv9Q — Posted by TEDx Talks

Watch the talk. About 17 minutes from medical doctor, Dr. Burns, the author of feeling good. About his journey of deciding to use Cognitive Behavioral Therapy techniques.

We talked last week about SMART goals, we can use another acronym for thinking about objectives: RUMBA

__R__ealistic __U__nderstandable __M__easurable __B__ehavioral __A__ttainable

We can think about a specific formula for creating objectives. It would look like the following:

• Who: Jane
• Action Word: will manage anxiety
• What: by using the coping skill of deep breathing
• When: once a day in response to anxiety for six months
• How Measured: as reported by herself in the wellness self management groups

It can be difficult sometimes to be able to see the difference between a goal and an objective. Here is an example:

Goal in Client Voice: “I want to get my GED?” Treatment Goal: Jane will be able to organize her thoughts and apply her skills to be able to apply for and take her GED. Objective 1: Jane will sign up for the GED by the end of December.

[Whole Class Activity] Give some examples of client voiced goals, come up with possible specific goals and specific objectives for each one.

[Whole Class Activity] Have class think about their goals for their class while they are in the BASW program.

Create a goal, objectives, and action steps

• What do are the needs for students
• What would the longer-term vision be (e.g. goal)
• What would be some measurable steps in between (objectives)
• What would be some action steps

Working with a diverse set of clients dictates being organized.

[Discussion] How do you keep yourself organized?

• What to keep track of
  • Tasks you gave yourself
  • Tasks you gave your client
  • Tasks your supervisor has given you
  • Paperwork deadlines
  • Various resource information (who, for what, services, guidelines… etc)
• Having a set up system

David Allen discusses a Buddhist idea of mind like water. How it is calm and tranquil until it is called into action, for example throwing a stone into the water.

FRUIT NINJA IN REAL LIFE! (ft. Jade Chynoweth) // ScottDW retrieved from https://www.youtube.com/watch?v=lji0cYBVOQU

Lets talk about about what this looks like.

Always been a lists person, story about school and outlook, system is in process….

Allen describes five phases of project planning.

• Defining purpose and principles (This is the why)
• Outcome visioning (The what)
• Brainstorming (How “mechanism”)
• Organizing (identifying components and sub components, sequences, and or events)
• Identifying next actions (For both projects and planning process)

Allen talks about having to focus on all the horizons of our life…

Story about my vision statement

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

He talks about the being able to create workflow. We will talk abut each of these.

1. Capture
2. Process
3. Organize
4. Do
5. Review

He talks about that we have to be able to capture all of the tasks and demands that come up. A system that gets everything.

• Ubiquitous capture
• Mental sweep

Going through everything and organizing it

The following is a flowchart showing how to conceptualize the process.

Stuff —> “Is it actionable?” No —> trash, someday/maybe/reference Determine next action —> Projects and plans Will it take less than 2 minutes —> Do it No —> Delegate / defer it

Allen describes ideas related to

[Whole Class Activity] Discuss what each topic is.

Context, Action Step, and Project.

He describers four criteria for determining what to do.

Four-Criteria Model for Choosing Actions

• Context
• Time available
• Energy available
• Priority to make decisions

The Threefold Model for Evaluating Daily Work

• Doing predefined work
• Doing work as it shows up
• Defining one’s work

• What it is
• The importance of it…

Tools OmniFocus (task management) (Things, 2Do, TaskPaper) nvALT (Reference) Further Information David Allen - Getting Things Done Merlin Man - Back to Work