perfectionism and - Obsessive-Compulsive Foundation

More documents

Recommendations

Info

6/14/13 COLLABORATING WITH SCHOOLS Make sure teachers note student’s progress based on his/ her own behavior and achievements, without comparisons to other classmates. If student engages in anxiety/compulsive behaviors in the classroom: Help him/her postpone behavior with distraction if possible. Remind student that his/her urge to engage in behavior is “OCD Monster” playing a trick on him/her and not necessarily an actual need. Encourage student to step outside or take break to think through situation & reframe as OCD Monster’s needs rather than student’s own needs. COLLABORATING WITH SCHOOLS If student is engaged in anxiety-types of behavior in the classroom and doesn’t respond to any methods, do not put pressure on him/her to stop. Students with anxiety seek reassurances to satisfy their need to know. Can indicate need for perfection or to get things “just right”. Learn to identify when student is asking for reassurances. Respond with ambivalent answers. POTENTIAL ACCOMMODATIONS Students with severe test anxiety: Breaks during testing. Testing in nondistracting quiet location. Take tests orally. Extra time. Write directly into test booklets rather than transferring answers. Students with perfectionism or fears of getting things wrong: Having directions/instructions available on paper, whiteboard, or elsewhere lessens anxiety about getting information incorrectly due to distraction, misunderstanding, or perfectionism. Ask direct questions rather than open-ended ones. Provide time estimates for each assignment, so student can attempt to stay within 10% of the estimated time. Allow perfectionistic students to make-up work they’ve missed following legitimate absences. POTENTIAL ACCOMMODATIONS Students with reading compulsions or anxiety: Encourage student to read only once through. Break down reading assignments into shorter increments/sections. Reading material tape recorded, books on tape. Students with writing compulsions or anxiety: Tape record lessons. Photocopy teachers notes or notes from another student. Provide outline of lesson notes. Having someone else scribe while student dictates answers. Assignments and tests may be typed or submitted on tape. No deduction for sloppy hand-writing, misspelled words. -131- 8
6/14/13 POTENTIAL ACCOMMODATIONS Classroom/School Environment - Because change and uncertainty can be unsettling, anxious students perform best in a calm, supportive, and structured classroom. Seat students with anxiety away from rambunctious classmates to decrease distractions. Allow students to sit in an area where necessary breaks can be taken without being easily noticeable. Minimize competition between students in the classroom. Create ties for socially anxious students by forming small groups of shared activities (e.g., art projects, lunch bunch). Limit allowing students to choose groupings themselves with counting-off technique. Pair classroom buddies. Assign a point person for student to check in with to dispel worries, take deep breaths, and return to class. SPECIALIZED SCHOOL SERVICES For severe or persistent anxiety, request psychological evaluation or psychoeducational testing from school. Consult with the appropriate school staff to determine if the student is eligible for: IEP for IDEA (Individuals with Disabilities Education Improvement Act) special education services. Section 504 Plan (individuals with a handicap). SATURDAY -132- 9
Page 1:
-1-
Page 4 and 5:
IMAGINE THAT!: A SCRIPTING WORK- SH
Page 6 and 7:
Themes and Variations - Theoretical
Page 8 and 9:
-5- 3
Page 10 and 11:
-7- 5
Page 12 and 13:
Themes and Variations - Theoretical
Page 14 and 15:
6/14/13 -11- 3
Page 16 and 17:
6/14/13 5 -13-
Page 18 and 19:
6/14/13 -15- 7
Page 20 and 21:
6/14/13 • Subjects (N = 20) with
Page 22 and 23:
The Social Experiment 6/14/13 The
Page 24 and 25:
6/14/13 How Do We Treat Social
Page 26 and 27:
6/14/13 Exposure therapy is: A
Page 28 and 29:
6/14/13 Detailed Inves5ga5on of
Page 30 and 31:
6/14/13 Why Imaginal Exposure
Page 32 and 33:
6/14/13! Common obsessions, continu
Page 34 and 35:
6/14/13! 1# This circuit is called
Page 36 and 37:
6/14/13! -33- 6!
Page 38 and 39:
6/14/13! People with OCD experience
Page 40 and 41:
6/14/13! 1a. Behavior Therapy! •
Page 42 and 43:
ERP Exposed OCD Cycle Obsessions Re
Page 44 and 45:
OCD Definition: OCD Cycle COMPULSIO
Page 46 and 47:
Somatic Obsessions Miscellaneous Ob
Page 48 and 49:
Exposure and Response Prevention -
Page 50 and 51:
Strategic Model of Cognitive Treatm
Page 52 and 53:
Segment 3 Every step of the way, ch
Page 54 and 55:
You also have to tolerate anxiety
Page 56 and 57:
Segment 9 Segment 10 Habituation re
Page 58 and 59:
Get rapport (and get it again) Get
Page 60 and 61:
6/14/13 Example #2: “Dave”
Page 62 and 63:
6/14/13 Talking about Accommoda@o
Page 64 and 65:
6/14/13 Making Decisions about A
Page 66 and 67:
6/14/13 Dealing with Arguments
Page 68 and 69:
Ask an Attorney - What Are My Right
Page 70 and 71:
What is a major life activity Basic
Page 72 and 73:
What is Reasonable Accommodation Mo
Page 74 and 75:
Family and M edical L A eave ct IOC
Page 76 and 77:
THE SPENCER LAW FIRM 2727 Camino de
Page 78 and 79:
Importantly, the ADA requires cover
Page 80 and 81:
Some possible reasonable accommodat
Page 82 and 83:
THE SPENCER LAW FIRM 2727 Camino de
Page 84 and 85: insurance, sick leave, education be
Page 86 and 87: Protection and Advocacy The Protect
Page 88 and 89: Can’t - vs. -Won’t • If you s
Page 90 and 91: Rewards Fear Stimulus CBT Model of
Page 92 and 93: My Child-Brother-Sister Has OCD But
Page 94 and 95: I’m Afraid I’m Really Gonna Do
Page 96 and 97: Roger is a 52 year old widowed dent
Page 98 and 99: Fear of loss of impulse control: B:
Page 100 and 101: Fear of loss of impulse control ERP
Page 102 and 103: Sandra Practices walking with delay
Page 104 and 105: -101- 11
Page 106 and 107: 6/14/13 Defining the Problem- Raci
Page 108 and 109: 6/14/13 Time for ERP Separation A
Page 110 and 111: Manipulating Language to Improve Pa
Page 112 and 113: 6/24/13 SHIFT LANGUAGE TO PROMOTE H
Page 114 and 115: 6/24/13 LABEL ANXIETY AND OCD Agai
Page 116 and 117: The BDD Challenge 6/14/13 The BDD C
Page 118 and 119: 6/14/13 WHICH BODY PARTS ASSOCIATED
Page 120 and 121: 6/14/13 WHAT DOESN’T APPEAR TO WO
Page 122 and 123: 6/14/13 COGNITIVE THERAPY CONT. IDE
Page 124 and 125: 6/14/13 ERP HIERARCHY #1 BDD ISSUE:
Page 126 and 127: 6/14/13 IN CLOSING EDUCATION TREA
Page 128 and 129: 6/14/13 FAMILY ACCOMMODATION & MAIN
Page 130 and 131: 6/14/13 HMO HMO = Health Maintenan
Page 132 and 133: 6/14/13 RECOGNIZE THE SIGNS OF OCD
Page 136 and 137: Conceptualizing and Treating Hoardi
Page 138 and 139: 6/24/13 DSM-‐5 criteria for
Page 140 and 141: 6/24/13 Family Burden • Growin
Page 142 and 143: 6/24/13 Biological vulnerability
Page 144 and 145: 6/24/13 • Depression • Self-
Page 146 and 147: 6/24/13 Mo8va8on and Ambivalence
Page 148 and 149: 6/24/13 Skills Training: Objec8ve
Page 150 and 151: 6/24/13 Behavioral Experiment: C
Page 152 and 153: 6/24/13 Treatment Responders (%)
Page 154 and 155: Perfecting Perfectionism Perfecting
Page 156 and 157: Types of Perfectionism Being th
Page 158 and 159: Healthy Perfectionism In general
Page 160 and 161: The cost of perfectionism • T
Page 162 and 163: Let’s Focus on Two Problemati
Page 164 and 165: • Are we there yet • The r
Page 166 and 167: Addressing Relapse in CBT for OCD 6
Page 168 and 169: 6/14/13 Lisa’s Exposure Hierar
Page 170 and 171: 6/14/13 Is Performance During E
Page 172 and 173: 6/14/13 Frame ERP to Mismatch
Page 174 and 175: 6/14/13 Implica:ons for Psychoed
Page 176 and 177: 6/14/13 -173- 2
Page 178 and 179: 6/14/13 -175- 4
Page 180 and 181: 6/14/13 -177- 6
Page 182 and 183: 6/14/13 -179- 8
Page 184 and 185:
6/14/13 -181- 1 0
Page 186 and 187:
6/14/13 -183- 1 2
Page 188 and 189:
6/14/13 -185- 1 4
Page 190 and 191:
6/14/13 -187- 1 6
Page 192 and 193:
6/14/13 -189- 1 8
Page 194 and 195:
6/14/13 -191- 2 0
Page 196 and 197:
6/14/13 Jenny Jenny • Referred
Page 198 and 199:
6/14/13 Appraisals of intrusions
Page 200 and 201:
6/14/13 Bill • His intrusive
Page 202 and 203:
6/14/13 Response Prevenaon • D
Page 204 and 205:
6/14/13 Study Comparing Individual
Page 206 and 207:
6/14/13 Exclusionary Criteria Struc
Page 208 and 209:
6/14/13 Contact Information The OCD
Page 210 and 211:
6/14/13 Acceptance vs. Change Chan
Page 212 and 213:
6/14/13 Positive Reacting Styles P
Page 214 and 215:
6/14/13 What is P-N-P What is P-N-
Page 216 and 217:
People and Places - Emotional Conta
Page 218 and 219:
6/14/13 CASE EXAMPLE • 67 year
Page 220 and 221:
6/14/13 THE ROLE OF BETRAYAL
Page 222 and 223:
6/14/13 THE ROLE OF ACCEPTANCE
Page 224 and 225:
Challenging Kids Challenged Adults
Page 226 and 227:
Regulatory Disorders Challenging Ki
Page 228 and 229:
Tips for Non-OCD Anxiety Disorders
Page 230 and 231:
Sleep Problems Tips for Sleep Probl
Page 232 and 233:
EXECUTIVE FUNCTION “He is such a
Page 234 and 235:
Write It or Regret It! CL UE Tips f
Page 236 and 237:
Slow Processing Speed (Sluggish Cog
Page 238 and 239:
Tips for Handwriting • Reduce cop
Page 240 and 241:
Curiosity vs Judgment! © Sheryl K.
Page 242 and 243:
Prepare the child for the path….
Page 244 and 245:
How Can the Whole Family Fight OCD
Page 246 and 247:
Task Description & Reminder of spec
Page 248 and 249:
Using Scaffolding Steps in Unplanne
Page 250 and 251:
6/14/13 Examples of Behavioral
Page 252 and 253:
Assessment and Treatment of Postpar
Page 254 and 255:
Cognitive-Behavioral Strategies in
Page 256 and 257:
6/14/13 iCompulsions (OCD) or Cyber
Page 258 and 259:
6/14/13 Similarities Between HC and
Page 260 and 261:
6/14/13 C = Increased Fear and Doub
Page 262 and 263:
6/14/13 Sample Exposures For Health
Page 264 and 265:
6/14/13 The Effect of Attention (Ta
Page 266 and 267:
6/14/13 Health-Related OCD Case Exa
Page 268 and 269:
6/14/13 Treatment • Stop all comp
Page 270 and 271:
-267-
Page 272 and 273:
-269-
Page 274 and 275:
-271-
Page 276 and 277:
-273-
Page 278 and 279:
-275-
Page 280 and 281:
-277-
Page 282 and 283:
So You Expect Them to Leave Home So
Page 284 and 285:
Daniel G. Pruitt, Jr., PCC, SCAC In
Page 286 and 287:
NEEDED TRANSITION SKILLS: • Time
Page 288 and 289:
Memory Functioning CL UE Short-Term
Page 290 and 291:
Taking Medications Exercise! •Und
Page 292 and 293:
Washer and Dryer TRANSITION SKILLS:
Page 294 and 295:
TRANSITION SKILLS: Ready ! Money Ma
Page 296 and 297:
TRANSITION SKILLS: • Tell them wh
Page 298 and 299:
TRANSITION SKILLS: This Isn’t It!
Page 300 and 301:
Tigers, Too Tigers, Too: Supplement
Page 302 and 303:
• • • • • • •
Page 304 and 305:
•
Page 306 and 307:
• • • • • •
Page 308 and 309:
WHEN REASSURANCE IS HARMFUL By Paul
Page 310 and 311:
APOSTOLIC CHRISTIAN Counseling and
Page 312 and 313:
-309-
Page 314 and 315:
-311-
Page 316 and 317:
-313-
Page 318:
-315-
show all

perfectionism and - Obsessive-Compulsive Foundation

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?