Counselling and Therapy (pages 236-245) - Mind Resources

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COUNSELLING AND THERAPY Common Ties Living Together in a Multicultural World Patricia del Valle, Ph.D., NCC, Maria Gondra, Psy.D., and Raysa Richardson, Ph.D. Ages 8 to 12 When children enter a new culture, they often experience fear, anxiety, and stress. These children and their native-born peers are engaged in a socialization process — the former learning to navigate in a new environment, the latter learning to welcome children from unfamiliar cultures. Common Ties eases this process by helping children find shared feelings and experiences and accept differences in a non-divisive way. To start, each player is given a “passport.” The goal is to travel around the colorful game board, visiting seven geographic regions and answering questions posed on game cards. Appropriate answers are rewarded with tokens that players can insert in their passports. Game cards address friendship, emotions, customs, responsibilities, family traditions, holidays, favorite activities, and more. To introduce a bit of geography and stimulate discussion about other cultures, some cards ask players to identify countries based on clues provided. In addition, blank cards are included so that you can create questions relevant to your particular group. Common Ties helps newcomers learn and internalize the traditions, behaviors, and values of their new culture without losing their identities or respect for their original cultures. In a parallel process, it helps native-born children understand cultures different from their own. For 2 to 4 players or teams. MR #050221 Common Ties $ 55.95 Use Your I’s Donna L. McGoff, M.S. Ages 5 to 10 Learning to be assertive instead of aggressive can be very effective in reducing anti-social behaviors. And one of the best ways to teach children assertiveness skills is by training them to use “I-Messages.” An I-Message is a way to express your feelings in a nonthreatening manner, by structuring statements in a specific way. When children use I-Messages to express themselves, they are more likely to be heard and less likely to get into conflict. Use Your I’s is a board game that teaches children how to express their feelings without jeopardizing the rights of others. Game cards provide realistic situations that provoke emotions such as anger, guilt, humiliation, happiness, and embarrassment. Players learn to verbally describe their feelings to others and explain why they feel the way they do. Use Your I’s also helps children become comfortable using the first-person pronoun to share their feelings. MR #050267 Use Your I’s $ 45.95 Help kids discover their strengths. The Self-Concept Game Berthold Berg, Ph.D. Ages 8 and up The Self-Concept Game is an excellent tool to improve self-esteem. This appealing board game is an excellent way to engage—and treat—children who are too old for puppets and toys, but too young to express themselves readily in therapy. It improves self-esteem by giving children a clearer, more realistic picture of themselves in five areas: Scholastic Competence; Social Acceptance; Physical Appearance; Athletic Competence; and Behavioral Competence. It helps them discover their strengths and teaches them strategies for maintaining and enhancing self-esteem. To focus discussion, you can choose appropriate game cards based on the child’s responses to the Self- Concept Inventory and the Cognitive Orientation Inventory, both included in the game manual. Generally played by a therapist and one or more children, the game can also be used by parents or used in the classroom. MR #050272 The Self-Concept Game $ 56.95 The Self-Concept Workbook Berthold Berg, Ph.D. This workbook reinforces self-esteem by encouraging a realistic evaluation of strengths and weaknesses. The child learns to apply nine different kinds of self-talk: Accepting Compliments, Making Realistic Comparisons, Not Overreacting to Failure, Minimizing Criticism, Recognizing Strengths, Expecting What’s Reasonable, Expecting Success, Praising Self, and Taking Credit. Using self-talk, the student can improve his or her selfconcept and sense of competence in relation to school, friends, sports, behavior, and physical appearance. MR #050273 The Self-Concept Workbook $ 22.95 Self-Concept StoryCards Berthold Berg, Ph.D. Here is the answer for client-centered therapists who want to add some structure to counseling sessions. Children’s responses to the illustrations and your story prompts reveal needs and conflicts. You can then help youngsters revise their stories to express more adaptive values. This process fosters a transfer of learning to the child’s own experience. MR #050274 Self-Concept StoryCards $ 33.95 Self-Concept Thinking Skills Puppet DVD Berthold Berg, Ph.D. This most engaging component of Berg’s self-concept program clearly demonstrates the nine cognitive-behavioral principles taught by the game, workbook, and story cards. The DVD presents two vignettes for each skill and two scenes (positive and negative models) for each vignette. An accompanying manual provides scripts, so you can easily present the skits yourself if you prefer. Best used in tandem with at least one of the other self-concept tools by Berg, this is an ideal introduction to game playing or storytelling sessions, especially for younger children. MR #050275 Self-Concept Thinking Skills Puppet DVD $ 56.95 The self-esteem game that draws from the child’s own world Exploring My Self-Esteem Arley Loeffler, LCSW Ages 5 to 12 Exploring My Self-Esteem is a nonthreatening game that draws on each child’s experiences and emotions, revealing for the therapist how children see themselves and how they typically deal with their feelings. Sentence completion cards deal directly with selfesteem issues, while other game elements elicit clinical information indirectly. Players have the opportunity, for example, to tell stories about various aspects of their world, thereby giving the therapist a chance to examine feelings, relationships, and responses to the events presented in the stories. The therapist can select meaningful material from the child’s stories and incorporate it in the child’s treatment. As the game is played, the therapist can tell stories, too, modeling self-expression and showing children that feelings are normal and that the impulses resulting from strong feelings can be managed. This is an exceptional tool for improving self-esteem. The game can be played by a therapist and up to 5 children. MR #050276 Exploring My Self-Esteem $ 55.95 Feeling Good Crystal Barber Ages 9 to Adult Sometimes we need a little help to feel good about ourselves, whether it’s a compliment from a friend or a kindly gesture from a neighbor. And, now there’s another source of help: All you have to do is play the Feeling Good game. “Feeling Cards” get players thinking positive thoughts and help them recognize what makes them feel bad. “Doing Cards” give players the opportunity to act out feelings through role playing and drawing. Originally developed to help people recover self-confidence and optimism after a traumatic event or situation, Feeling Good encourages players to feel good about themselves by recognizing, understanding, and expressing their emotions. Up to 4 individuals or teams. MR #050277 Feeling Good $ 55.95 PHONE 877-414-6463 (TOLL FREE) FAX 877-585-2992 (TOLL FREE) www.mindresources.com MIND RESOURCES 130 SHOEMAKER STREET KITCHENER, ONTARIO N2E 3G4 241
COUNSELLING AND THERAPY Help at-risk students succeed in school Handbook of Individualized Strategies for Building Resiliency in At-Risk Students W. George Selig, Ed.D., Alan A. Arroyo, Ed.D., Louis P. Lloyd-Zannini, Ph.D., and Hope Jordan, Ph.D. This Handbook shows teachers how to build resilience in at-risk students who are in danger of educational failure. By assessing a student’s needs, behavior style, and current level of resilience, teachers can create an individualized plan to help the student respond to the adversity and environmental stress that places him at risk. The Handbook is intended for teachers with the following populations: • Students who are classified as at risk, or who may lack social competence, communication skills, or a sense of purpose • Students who have a history of failure and are no longer willing to try • Students who come from environments that offer little support or encouragement • Special education students who are being mainstreamed into regular classrooms It is particularly helpful to first-year teachers and school personnel who have not been trained to provide encouragement and support for at-risk students. Parents, social workers, probation officers, and juvenile correctional officers will also find this Handbook helpful, especially when it is used in conjunction with the Handbook of Individualized Strategies for Classroom Discipline (see the description on page ###). The strategies presented can be used with students from kindergarten through high school, regardless of gender, cultural background, or ethnicity. Teachers can adapt, modify, or combine these strategies to increase their effectiveness. A reproducible Resiliency-Building Worksheet is included in this spiralbound handbook. MR #050244 Handbook of Individualized... $ 59.95 The Drugs and Alcohol Game Berthold Berg, Ph.D. Ages 10 and u p Because children are exposed to drugs and alcohol at earlier ages, it’s more important than ever that they acquire the skills necessary to resist the internal and external pressures to experiment with these substances. This game familiarizes children with the situations that often lead to substance use and, through discussion and role playing, teaches them how to successfully refrain from using drugs and alcohol. Acknowledging that certain attitudes and emotions—not just peer pressure—underlie the decision to use drugs and alcohol, the game addresses the complex circumstances that lead to drug use in the real world. Game cards present realistic scenarios in which characters confront alcohol, crack, marijuana, and pills. Players identify the characters’ motivations to use drugs, and then they role play responses that reject drug use. An accompanying self-report inventory helps you identify each child’s potential incentives to use drugs and alcohol. MR #050247 The Drugs and Alcohol Game $ 56.95 The Relapse Prevention Game Berthold Berg, Ph.D. Ages 13 and up Here is a cognitive-behavioral relapse prevention program for adolescents and adults recovering from alcohol and drug abuse. The game systematically prepares them to deal with the many threats to sobriety by identifying subconscious urges to use and countering them with conscious and rational arguments. By playing the game, individuals acquire the cognitive and behavioral skills necessary to sustain abstinence. A self-report inventory is included to help identify individual needs. Professional counselors can use this game with individuals or groups of up to 6 players. Because it requires minimal training, this game is also excellent for self-help groups. It can serve as the core of a cognitive recovery group, an adjunct to Alcoholics Anonymous, or an alternative for those who don’t benefit from the AA approach to recovery. The structured format helps groups stay on task, and game cards assure that discussions touch on a wide range of issues. The game can be played with adolescents, who will enjoy its chance elements, or with adults, who may prefer to forego game play in favor of concentrating on the game cards. MR #050248 The Relapse Prevention Game $ 56.95 The Relapse Prevention Workbook Berthold Berg, Ph.D. An ideal supplement to group work, this workbook gives recovering users the opportunity to prepare for myriad situations in which they might be tempted to use drugs or alcohol. Can be used alone or in addition to The Relapse Prevention Game. MR #050249 The Relapse Prevention Workbook $ 28.95 Open the door to improved behavior using positive reinforcement. Doors to Rewards The Creative Way to Encourage Positive Behaviors and New Skills Pamela Gerke; illustrated by Joe Madden Ages 4 to 12 To learn new behaviors or skills, children need lots of positive reinforcement. Doors to Rewards provides plenty of opportunities to reward progress in school, at home, or in therapy. Four appealing scenes—Undersea Adventure, Tiny Town, Magical Forest, and Space Colony—each include 16 little doors. Using forms provided, you make a behavior contract with the child, then specify rewards—a trip to the library or a family outing, for example. When the child completes a step toward fulfilling the behavior contract, he or she gets to open a door and pull out a reward. Doors to Rewards actively involves children in the learning or behavior change process. It enlists their input at the beginning and rewards their efforts at regular intervals. In addition, it isolates skills or behaviors, helping children focus on each step needed to reach a goal. And, of course, children look forward to opening the tiny doors to find their rewards. Each scene (11” x 17”, on sturdy card stock) folds for convenient storage in a file folder. Scenes can be used repeatedly—Just fill out a new contract and new reward slips. MR #050250 Doors to Rewards $ 45.95 Change student behavior by changing thinking patterns. The Conduct Management Game Berthold Berg, Ph.D. Ages 8 and up This game helps reduce conduct problems and oppositional behavior in children and adolescents. As they move around the game board, players learn how to evaluate hostile intent, how to reinforce appropriate behavior, how to use self-statements and problem-solving skills to control inappropriate behavior, and how to understand the point of view of those in authority. Game cards address common oppositional behaviors and conduct problems. Please note: Several game cards address sensitive subjects such as rape, physical abuse, and animal abuse. We recommend that you review all of the cards prior to using the game and remove any that you feel are inappropriate for your particular group. A Conduct Checklist for Children and Social Conduct Inventory (included) help you select the cards that focus on problems relevant to a particular child. MR #050245 The Conduct Management Game $ 56.95 The Conduct Management Workbook Berthold Berg, Ph.D. This workbook is full of engaging exercises that help children and adolescents learn to manage their behavior. These “homework” assignments help you structure therapy sessions—and they encourage parental involvement as well. MR #050246 The Conduct Management Workbook $ 22.95 Let’s Talk Coloring Books Jean Mundy, Ph.D.; illustrated by Sally Bell, M.A., M.S. Ages 4 to 9 Help children become more comfortable and communicative in therapy. This series of four coloring books makes it easier to interview and treat troubled children. Especially helpful in dealing with difficult subjects such as child sexual abuse, these appealing coloring books encourage expression-without leading the child. They address four different aspects of the child’s life: School, Friends, Family, and Self. The drawings in each book are designed to pull for central childhood themes. As the child colors a picture, he or she can be asked to make up a story about it or comment on it. An accompanying Manual provides four sets of questions-one for each coloring book-which the therapist can use to encourage communication and establish rapport. The Manual also includes basic interpretive guidelines. MR #050257 Let’s Talk Coloring Books $ 45.95 242 MIND RESOURCES 130 SHOEMAKER STREET KITCHENER, ONTARIO N2E 3G4 PHONE 877-414-6463 (TOLL FREE) FAX 877-585-2992 (TOLL FREE) www.mindresources.com
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Counselling and Therapy (pages 236-245) - Mind Resources

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