International Journal of Choice Theory® and Reality ... - CTRTJournal

Before beginning the WDEP drawing activity, it is imperative that a positive relationship is
established between the counselor and the child. In most instances, this activity would not
be initiated immediately in the session. Rather, the WDEP drawing activity would be
introduced once the relationship has been developed to ensure an appropriate and
comfortable counseling environment exists for the counselor and the child. Reality therapy
begins by building a relationship with the child by staying in the present, creating a safe and
warm environment, avoiding coercion and punishment, expressing genuine concern and
empathy, and being positive and optimistic (Wubbolding et al., 2004).
Once this relationship is created, the counselor and child can explore a potential situation
that is of concern to the child. The next step is to review the situation to make sure it is one
of the child‘s choosing to ensure he/she is invested in the issue and potential solutions
(Wubbolding, 2000). Following the review, the counselor can begin by relating the issue to
what the child wants to happen regarding the situation. It is important for the counselor to
remember that wants are driven by the child‘s desire to meet one or more of the five basic
needs of survival, love and belonging, power, fun, and freedom (Glasser, 1998;
Wubbolding, 2000). This information can assist the counselor in helping the child explore
the situation with greater insight and meaning.
At this point the counselor would introduce the WDEP concept to the child, making sure to
address it in a developmentally appropriate manner to maximize understanding. The
counselor will want to explain each of the WDEP aspects and provide or ask for examples
from the child to ensure appropriate understanding. When the counselor feels that the child
has a solid comprehension of the concepts, the drawing materials can be provided to the
child. The counselor will then instruct the child to create drawings that relate to the WDEP
model. For example, the child could divide the page into four quarters and label the four
sections as wants, doing, evaluation, and plan.
It is essential to focus on the problem identified by child, asking what he/she wants to see
happen, and drawing it on the paper. The counselor must be open to exploring potentially
creative ideas (i.e. the student making the problem disappear or become a bird and flying
away). If such scenarios occur, the counselor can discuss them with the child to understand
the feelings and thoughts behind such ideas and help the child develop more realistically
achievable options.
The next step would involve discussing what is being done by the child to achieve this want
and drawing it on the paper. At this stage, it is important to focus on what the child is
doing rather than what others around the child are doing. By doing this, the counselor can
help the child maintain responsibility for his/her choices and actions related to the situation
versus blaming the issue(s) on others (Glasser, 1998; Wubbolding, 2000).
The counselor would then have the child evaluate the doing aspect that did or did not work
to get what is wanted. It is vital that this process is done with the counselor, but that the
child makes the final decisions on the effectiveness of the actions. The drawing aspect of
this step can be one of the more creative and insightful opportunities as the child can
provide a plethora of possible reactions and behaviors that may have occurred as a result of
the doing behavior failing or succeeding. The counselor may also have to explore some of
these reactions to assess the appropriateness and ethical concerns (i.e. child abuse) that
may arise.
Finally, the counselor and child discuss and develop new plans to address the wants with
different thoughts and behaviors. Again, it is important for the counselor to be aware of
unrealistic or fantastic plans made by the child. At this stage, it is vital that a discussion
take place between the counselor and child to produce a suitable and measurable plan that
International Journal of Choice Theory and Reality Therapy • Fall 2011 • Vol. XXXI, number 1 • 50