In general, praising talents can lead to two problems. First, it can make us cling to the idea of being talented. We want to be aware of how talented we are all the time, and we become afraid of doing anything that might make us think negatively about ourselves. We might even avoid challenging situations. But when we don’t challenge ourselves, we don’t grow.
It isn’t surprising that we’re under the illusion that we own our time. People tend to talk about the future as if it’s a physical thing, something promised to us. Adults tell young people that what they’re doing in the present is simply preparation for an outstanding future career. Studying helps them get into the right university, volunteer work looks good on a résumé, and extracurricular activities will show a future employer that they’re well-rounded.
In ACT, every discussion has a value behind it. Sometimes what a person cares about is explicit; other times it’s hidden. As mental health practitioners, our job is to be on the alert, always asking, “What does the client care about here?”
How do you effectively manage phone coaching with adolescents in DBT? By Britt H. Rathbone, MSSW, LCSW-C Therapists often identify phone coaching as a reason they are reluctant to implement dialectical behavior therapy (DBT) with adolescents. They fear that this necessary component of the treatment will be disruptive, unmanageable, and personally overwhelming. How do therapists avoid resentment, anger, and frustration with their clients while being available after hours?
Sometimes emotions are seen as a sign of weakness and irrationality, but this perception couldn't be further from the truth. They are essential to being rational (Ciarrochi, Chan, & Bajgar, 2001; Ciarrochi, Chan, & Caputi, 2000; Ciarrochi, Forgas, & Mayer, 2001). They’re a way of seeing how events in the world relate to our values, needs, and desires.
Therapists often struggle when they meet a teenager who is reluctant or downright refuses to engage in treatment. The self-assuredness and biting sarcasm of an angry adolescent sometimes provokes an authoritative response in the therapist that leads to a disintegrating treatment relationship. So, how do you turn this around, build a connection, and get results?