Read content below or click FREE Audio Download to listen
Right click to save mp3
Video Time Visualization
Next, I will outline for you two techniques
by Shurts I use specifically with children. While I am explaining the technique,
think of a child in a foster home who has suffered abuse, a child who has an illness,
a child who is acting out behavior in school, or a child with behavioral symptoms
following his parents' divorce.
This first intervention is called videotime. Here's a brief outline of what I say to the child. This may take several
sessions. I say:
"Remember when your mom and dad had that big fight, right
before dad left? What happened? Did you feel pretty sad or angry? "No, I
felt it was myfault" was the reply. After we explore this I ask, "If
you could put a number from 1 to 10 on your feelings with 10 being at the
top busting with feeling, what number would you say?
"After I explain this further
I say... Imagine you are at home and you are going to watch a video. This
is a video of the night your father got mad and left. Begin watching the video
of that night. Now rewind your video back to the beginning, just like when you
rent a video. Watch it in fast forward. Rewind it fast. Forward it even
faster. Rewind even faster. Play forward even faster still. Rewind still
faster. Continue forwarding and rewinding faster and faster until the tape "POP"
"Now wrap your arms around yourself from shoulder to shoulder. Love yourself the best you can at this moment. Now with your arms around yourself,
watch the video again. Is your feeling any less strong? Now imagine a new video showing you doing something you really like to do. How do you feel now? (Rate:
Here's an outline of video time
1. Awareness of
the feeling, situation, and habit your client wants to change. Rate: 0-10, 10
being the highest/most intense. 2. Watch movie going forward of
you with whatever you want to transform. 3.Imagine self
at home. Watch movie forward of you with what you want to transform. 4.
Rewind. 5.Faster forward. Faster rewind and forward
tape until self-destructs in smoke. 6.Hug self and love
yourself the best you can at each moment while watching movie of you with old
habit. Imagine a new future having your desired goal. 7. Notice the differences. Rate: 0-10.
8 Steps for the Picture
On The Wall
Children who are good at visualizing really like this one.
Here is what I say:
"Think back to the scene of you on the playground when
the kid pushed you down. 1. If you could put a number from 0 to
10 on your feelings with 10 being at the top busting with feeling, what
number would you say. 2. See an 8x10 picture out in front
of you with the scene from the playground. 3. In the bottomright-hand
side of this picture, see a picture the size of a postage stamp of you with
the result you desire. 4. Start bringing this whole picture intowards you. As it comes towards you, say, "Whish" very long and
drawn out. Also, as it comes towards you, the little picture grows bigger and
bigger. 5. At the end of saying, "Whish," the little picture is now the size
of the 8x10 and is near you. Faster and faster. 6. Hug and
love yourself the best you can at each moment while seeing yourself with your
desired result. 7. Notice what is different. Rate: your
feelings now from 0-10. 8. If necessary, repeat."
Outline of the Picture On The Wall Intervention. 1.Becomeaware of what you want to transform. Rate 0-10 (10
most intense). 2. See 8x10 picture of you with what you want to
transform. 3. Postage stamp size picture of you with desired results
is in bottom right-hand corner. 4. Say, "Whish," with
picture coming toward you. Little one getting bigger and bigger. Small
picture is now 8x10 size and jumps inside you. 5. Repeat steps 2-4.
Picture comes in faster and faster until you see you with only the desired result. 6. Hug and love yourself the best you can at each moment while seeing
yourself with desired outcome. 7. Notice what is different. Rate:
0-10. 8. Repeat, if necessary.
Treatment of Anxiety Disorders
Reducing Test Anxiety Among Third Grade Students Through
the Implementation of Relaxation Techniques
- Bandelow, B., Michaelis, S., and Wedekind, D. (2017). Treatment of Anxiety Disorders. Dialogues Clin Neurosci., 19. p. 93-106.
- Larson, H. A., Ramahi, M. K., Conn, S. R., Estes, L. A., and Ghibellini, A. B. Reducing Test Anxiety Among Third Grade Students Through the Implementation of Relaxation Techniques. Eastern Illinois University.
Peer-Reviewed Journal Article References:
Fehr, K. K., Russ, S. W., & Ievers-Landis, C. E. (2016). Treatment of sleep problems in young children: A case series report of a cognitive–behavioral play intervention.Clinical Practice in Pediatric Psychology, 4(3), 306–317.
McGovern, C. M., Arcoleo, K., & Melnyk, B. (2019). COPE for asthma: Outcomes of a cognitive behavioral intervention for children with asthma and anxiety.School Psychology, 34(6), 665–676.
Schaeffer, M. W., Rozek, C. S., Berkowitz, T., Levine, S. C., & Beilock, S. L. (2018). Disassociating the relation between parents’ math anxiety and children’s math achievement: Long-term effects of a math app intervention.Journal of Experimental Psychology: General, 147(12), 1782–1790.
Online Continuing Education QUESTION
17: What is an example of interventions specifically intended for children
who have an anxiety disorder? To select and enter
your answer go to CE Test.
Summary and Conclusion
We have discussed the
intervention techniques of Cognitive Model: overcoming resistance to learning,
keeping brief therapy brief, assisting your client in distancing himself from
the anxiety, guidelines for asking specific questions, techniques to explore the
questions of What's the evidence, What's another way of looking at it, and So
what if it does happen... Also, we discussed how to help your client to break
the vicious cycle of anxiety, cognitive mapping restructuring, and ways to raise
self-confidence as well as visualizations to use with children.
Four Techniques I Use
I'd like to share the 4 techniques I use the most frequently with clients. First, I find making the client aware that their anxiety may come from
thoughts which are so fast they are unaware of the cause of their anxiety. Second, to understand the difference between I am anxious and I feel
anxious. Third, pending assessment of other disorders, having the
client separate from the anxious thoughts by saying, "Mary is upset about
the expression on her husband's face." Fourth, putting the
situation in perspective and developing a cause of action if their worst fears
It is hoped this learning experience has proven to be a
valuable one for you. This is Tracy Catherine Appleton. Thank for your purchase
of this course. Talk to you in the next home study course!