COMPILATION OF PSYCHOTHERAPIES

ART THERAPY
Art therapy is a form of expressive therapy that uses the creative process of making art to improve a persons physical, mental, and emotional well-being. Purpose The purpose of art therapy is much the same as in any other psychotherapeutic modality: to improve or maintain mental health and emotional well-being. But whereas some of the other expressive therapies utilize the performing arts for expressive purposes, art therapy generally utilizes drawing, painting, sculpture, photography, and other forms of visual art expression. Materials: Crayons Bond paper Water colors - pastels - scissors

Indication: Art therapy practice is based on knowledge of human developmental and psychological theories which are implemented in the full spectrum of models of assessment and treatment including educational, psychodynamic, cognitive, transpersonal, and other therapeutic means of reconciling emotional conflicts, foster self-awareness, developing social skills, managing behavior, solving problems , reducing anxiety, and increasing self- esteem. This therapy is an effective treatment for the developmentally, medically, educationally, socially, or psychologically impaired and is practiced in mental health, rehabilitation, medical, educational and forensic institutions. Art therapists in individual, couples, family and group therapy formats serve populations of all ages, races, and ethnics backgrounds. Mechanics/ Procedure: Art therapy is defined as human service profession that uses art media, images, the creative process, and patient/client responses to the created products as reflections of individuals development, abilities, personality, interest, concerns and conflicts. Theories from psychoanalysis and art education are the foundations for two poles of the field, which are termed art psychotherapy and art as therapy. Whether the therapeutic process is inherent in talking about a work of art and in expressing oneself or in the specific act of creation has been a subject of considerable debate. Most art therapist find that they draw from both approaches, modifying what they do or emphasize according to the population which they are working. The Art-Therapy-Process works because the simplicity of merely picking upa paintbrush or crayon can bring up feelings from childhood. Why? because many people have not allowed themselves the freedom to play or engage in any type of art since they were very young. -Clear your mind as best you can and just paint. Paint Anything! Just put colors on the canvas. Going through the motions is what is important! You are so brave! -As you paint, keep a notebook at your side to write down the emotions you feel as they occur.

MUSIC THERAPY
Is an interpersonal process in which the therapist uses music and all of its facets-physical, emotional, mental, social, aesthetic, and spiritual-to help clients to improve or maintain their health. In some instances, the client's needs are addressed directly through music; in others they are addressed through the relationships that develop between the client and therapist.

Purpose: Is used with individuals of all ages and with a variety of conditions, including: psychiatric disorders, medical problems, physical handicaps, sensory impairments, developmental disabilities, substance abuse, communication disorders, interpersonal problems, and aging. It is also used to: improve learning, build self-esteem, reduce stress, support physical exercise, and facilitate a host of other health-related activities. Materials Needed: Indication: Music therapy is the most frequently used to help the mentally or physical disabled. For example is a patient suffering from speech difficulty or autism, may be enabled to express themselves more effectively by making musical sounds and music can help people with physical disabilities to develop better motor control. Mechanism/ Procedure: Use of music as an addition to relaxation therapy on in psychotherapy to elicit expression of suppressed emotions by promoting patients to dance, shout, laugh or cry in response. What makes music therapy different from every other form of therapy is its reliance on music. Thus, every session involves the client in a musical experience of some kind. The main ones are improvising, re-creating, composing, and listening to music.

cassette/s Cd / s Tape / s Stereo/s

In those sessions which involve improvising, the client makes up his or her own music extemporaneously, singing or playing whatever arises in the moment. The client may improvise freely, responding spontaneously to the sounds as they emerge, or the client may improvise according to the specific musical directions given by the therapist. Often the client is asked to improvise sound portraits of feelings, events, persons, or situations that are being explored in therapy. The client may improvise with the therapist, with other clients, or alone, depending on the therapeutic objective. In those sessions which involve re-creating music, the client sings or plays precomposed music. This kind of music experience may include: learning how to produce vocal or instrumental sounds, imitating musical phrases, learning to sing by rote, using musical notation, participating in sing-alongs, practicing, taking music lessons, performing a piece from memory, working out the musical interpretation of a composition, participating in a musical show or drama, and so forth. In those sessions which involve composing, the therapist helps the client to write songs, lyrics, or instrumental pieces, or to create any kind of musical product, such as music videos or audiotape programs. Usually the therapist simplifies the process by engaging the client in easier aspects of the task (e.g., generating a melody, or writing the lyrics of a song), and by taking responsibility for more technical aspects (e.g., harmonization, notation). In those sessions which involve listening, the client takes in and reacts to live or recorded music. The listening experience may focus on physical, emotional, intellectual, aesthetic, or spiritual aspects of the music, and the client may respond through activities such as: relaxation or meditation, structured or free movement, perceptual tasks, free-association, story-telling, imaging, reminiscing, drawing, and so forth. The music used for such experiences may be live or recorded improvisations, performances or compositions by the client or therapist, or commercial recordings of music literature in various styles (e.g., classical, popular, rock, jazz, country, spiritual, new age). In addition to these musical types of experiences, music therapists often engage clients in verbal discussions. Clients may be encouraged to talk about the music, their reactions to it, or any thoughts, images, or feelings that were evoked during the experience. Clients may also be encouraged to express themselves through the other arts, such as drawing, painting, dance, drama or poetry. Music therapy sessions for children often include various games or play activities which involve music.

PSYCHODRAMA
Psychodrama is a therapeutic discipline, which uses action methods, sociometry, role training, and group dynamics to facilitate constructive changes in the lives of the participants. Psycho-dramatist provide service to diverse groups from children to the elderly, from the chronically ill to those seeking understanding and learning their works settings. Purpose: Psychodrama facilitates insight, personal growth, and integration on cognitive, affective, and behavioural levels. It clarifies issues, increases physical and emotional well being, enhances learning and develops new skills. . Employs guided dramatic action to examine problems or issues raised by an individual. Materials Needed: Video Camera Stage Props

Indication: The vast majority of conditions in psychiatry and therapy are accessible to psychodrama. Common examples are affective disorder (including drug resistant depression), phobias, post-traumatic stress, eating disorders, self-harm, alcohol and substance abuse. Long term problems in life-styles or relationships, including marital and family stress, can be addressed through psychodrama whether or not they have resulted in mental illness. Mechanics/ Procedure: By closely approximating life situation in structured environment, the participant is able to recreate and enact scenes in a way. Which allow both insight and an opportunity to practice new life skills. In psychodrama, the client focuses on a specific situation to be enacted. Other members of the group acts as auxiliaries, supporting the protagonist in his or her work, by taking the parts or roles of the significant others in the scene. This encourages the group as a whole to partake in the therapeutic power drama. The trained director helps to recreate scenes that might otherwise not be possible. The psychodrama then becomes an opportunity to practice new and more appropriate behaviors, and evaluate its effectiveness within the supportive atmosphere of the group. Because the dimension of the action is present, psychodrama is often empowering in a way that exceeds more traditional verbal therapies. There are several transitional branches of psychodrama. Sociometry is the study and measures of social choices within the group. Sociometry helps bring the surface patterns of acceptance or rejection and fosters increased group cohesion. This surfacing of the value systems and norm of the group allows fro restructuring that will lower conflicts and foster synergistic relationships. Sociometry has been used in schools and corporations as well within the mental health field. Sociodrama is a form of psychodrama that addresses the groups perception in social issues. Rather than being the drama of a single protagonist, this is a process that slows the group as a whole to safely explore various perception. Members might address problems such as teenage pregnancy or drug abuse, and together arrive at understanding and innovative responds to these difficult issues. Psychodrama seeks to use persons creativity and spontaneously to reach or his highest human potential. With its perspective on the social network lives, it promotes mutual support and understanding.

DANCE/ MOVEMENT THERAPY

Is the therapeutic use of movement to improve the mental and physical well-being of a person. It focuses on the connection between the mind and body to promote health and healing. Dance therapy can be considered an expressive therapy. Purpose:

Is to help people achieve greater self-awareness and a positive sense of well-being. The idea is that through authentic movement, one can express oneself and come into contact with the conscious and unconscious parts of their personality. This contact leads to accepting one's self for who they are. Materials Needed: chairs, green and red card

Indication: Dance therapy is based on the premise that the body and mind are interrelated. Those individuals with eating disorders, adult survivors of violence, sexually and physically abused children, dysfunctional families, the homeless, autistic children, the frail elderly, and substance abusers. More recent approaches to dance/movement therapy emphasize disease prevention and health promotion and treat many people with cardiovascular disease, hypertension, chronic pain, and breast cancer. Dance therapist believe that mental and emotional problems are often held in the body in the form of muscle tension and constrained movement patterns. Conversely, they believe that the state in the body can affect attitudes and feelings, both positively and negatively Mechanics/ Procedure: Dance movements promote healing in a number of ways. Moving in a group brings people out of isolation, creates powerful social and emotional bonds. And generates that good feelings that come from being others. Moving rhythmically eases muscle rigidity, diminishes anxiety, and increases energy. Moving spontaneously helps people learn how to recognize and trust their impulses, and to act on or contain them as they choose. Moving creatively encourages selfexpression and opens up new ways of thinking and doing. On a purely physical level , dance therapy provides the benefits of exercise, improved health, well-being, coordination and muscle tone. On an emotional level, it helps people feel more joyful and confident, and allows them to explore such issues as anger, frustration, and loss that may be to difficult to explore verbally. On mental level, dance therapy seeks to enhance cognitive skills, motivation and memory. Your dance therapist can also address specific problems in a ways. For example to help a patient reduces stress, a dance therapist would first identify how the persons body reacts to stress, and then explore specific movement techniques to increase circulation, deepen breathing, and reduces body tension. Our dance therapy experience will depend on your ailment. Generally speaking, however, for the initial consolation, you will meet the dance therapist in a dance studio. You should wear a comfortable clothing for this and all subsequent sessions.

GROUP THERAPY
A type of psychotherapy that involves one or more therapists working with several people at the same time. This type of therapy is widely available at a variety of locations, including private therapeutic practices, hospitals, mental health clinics and community centers. Purpose: Group therapy attempts to give individuals a safe and comfortable place where they can work out problems and emotional issues. Patients gain insight into their own thoughts and behavior, and offer suggestions and support to others. In addition, patients who have a difficult time with interpersonal relationships can benefit from the social interactions that are a basic part of the group therapy experience. Is to promote the personal growth and psychological health of its members. Objective: after the group therapy the client will gain inspiration or hope at the end of the group therapy the client will feel or become aware that one is not alone and that others share the same problems. Provide safety and protection for all the client who attended the group therapy.

Materials Needed: Couple of chairs.

Indication: Individuals that share a common problem or concern are often placed in therapy groups where they can share their mutual struggles and feelings. Groups for bulimic individuals, victims of sexual abuse , adult children of alcoholics, and recovering drug addicts are some types of common therapy groups. For many clients with mental disorders, who often have difficulty with interpersonal skills. Mechanics/Procedure: In a group therapy approximately 6-10 individuals meet face face with a trained group therapist. During the group meeting time. Members will decide what they want to talk about. members are also encouraged to give feedback to others. Feedback includes expressing your own feelings about what someone says or does. Interaction between group members are highly encouraged and provide each person with an opportunity for learning more about the way they interact with others. It is a safe environment in which members work to establish a level of trust that allows them to talk personally and honestly. Groups members make a commitment to a group and are instructed that the content of the group sessions are confidential. It is not appropriate for a group members to disclose events of the group to an outside person. A psychologist, psychiatrist, social worker, or other healthcare professional typically arranges and conducts group therapy sessions. In some therapy groups, two co-therapists share the responsibility of group leadership. Patients are selected on the basis of what they might gain from group therapy interaction and what they can contribute to the group as a whole. Therapy groups may be homogeneous or heterogeneous. Homogeneous groups have members with similar diagnostic backgrounds (for example, they may all suffer from depression). Heterogeneous groups have a mix of individuals with different emotional issues. The number of group members varies widely, but is typically no more than 12. Groups may be time limited (with a predetermined number of sessions) or indefinite (where the group determines when therapy ends). Membership may be closed or open to new members once sessions begin. The number of sessions in group therapy depends on the makeup, goals, and setting of the group. For example, a therapy group that is part of a substance abuse program to rehabilitate inpatients would be called short-term group therapy. This term is used because, as patients, the group members will only be in the hospital for a relatively short period of time. Longterm therapy groups may meet for six months, a year, or longer. The therapeutic approach used in therapy depends on the focus of the group and the psychological training of the therapist. Some common techniques include psychodynamic, cognitive-behavioral, and Gestalt therapy. In a group therapy session, group members are encouraged to openly and honestly discuss the issues that brought them to therapy. They try to help other group members by offering their own suggestions, insights, and empathy regarding their problems. There are no definite rules for group therapy, only that members participate to the best of their ability. However, most therapy groups do have some basic ground rules that are usually discussed during the first session. Patients are asked not to share what goes on in therapy sessions with anyone outside of the group. This protects the confidentiality of the other members. They may also be asked not to see other group members socially outside of therapy because of the harmful effect it might have on the dynamics of the group. The therapist's main task is to guide the group in self-discovery. Depending on the goals of the group and the training and style of the therapist, he or she may lead the group interaction or allow the group to take their own direction. Typically, the group leader does some of both, providing direction when the group gets off track while letting them set their own agenda. The therapist may guide the group by simply reinforcing the positive behaviors they engage in. For example, if a group member shows empathy to another member, or offers a constructive suggestion, the therapist will point this out and explain the value of these actions to the group. In almost all group therapy situations, the therapist will attempt to emphasize the common traits among group members so that members can gain a sense of group identity. Group members realize that others share the same issues they do.

Preparation: A psychologist or psychiatrist typically refers patients for a group therapy. Some patients may need individual therapy first. Before a group sessions begin, the therapist leading the session may conduct a short intake interview with the patient to determine if the group is right for the patient. This interview will also allow the therapist to determine if the addition of the patient will benefit the group. The patient may be given some preliminary information on the group before session begins. This may include guidelines for success ( like being open, listening to others. Taking risks), rules of the group ( like maintaining confidentiality), and educational information on what group therapy is about.

PLAY THERAPY
A technique whereby the child's natural means of expression, namely play, is used as a therapeutic method to assist him/her in coping with emotional stress or trauma. It has been used effectively with children who have an understanding level of a normal three to eight year old, who are; distraught due to family problems (e.g., parental divorce, sibling rivalry), nail biters, bed wetters, aggressive or cruel, social underdeveloped, or victims of child abuse. It has also been used with special education students whose disability is a source of anxiety or emotional turmoil. Purpose: To serve as a tool for growth and maturation and to help determine the Childs behavioral problem and ways it is interfering with development. Objectives: to work out problems situations to learn to trust to learn to complete, cooperate and collaborate to gain mastery over new experience to play creatively

Materials needed: Indication: Behavioral: Social: Lack of Social Contacts and initiatives Inability to communicate emotional experiences Specific Maladaptive behaviors. crayons bond paper/ cartolina colored papers paste pencils colored pens story books puppet

Emotional: Inability to handle/ differentiate emotions

Manifest Anxieties Lack of basic acceptance/ trusts

Cognitive: Inability to cope with emotional (traumatic) experiences in life history. Inability to deal with daily experiences/ low self- regard/ low confidence.

Developmental: Others: Problems with parents, sexual problems, no pleasure in life, and so on. Developmental Blocks.

Mechanism: drawings story telling puppets make- believe play Formal games

Mechanics/ Procedure: This procedure is for a "non-directive" version of play therapy. There are many variations on the practice, but the materials typically remain the same. 1. Identify a youngster who might benefit from play therapy. 2. Decide if you will have a separate session with this child or whether you will sit near the student during your class play period or recess. 3. Obtain materials for the session. Recommended items include: -manipulatives (e.g., clay, crayons, painting supplies) -water and sand play containers - toy kitchen appliances, utensils, and pans - baby items (e.g., bottles, bibs, rattles, etc.) - dolls and figures of various sizes and ages - toy guns, rubber knives - toy cars, boats, soldiers, and animals - blocks, erector sets - stuffed animals (other suggested items can be located at the resource posted here 4. Place the materials in specific places where they can be located for each session. 5. Meet the student and introduce him/her to the play area. 6. Inform the student of limitations and how long the session will last (usually 30-60 minutes).

7. Allow the student to choose the materials with which to play. Do not suggest materials or activities. If the youngster wishes to leave before the session ends, that is allowed. However, in most cases the student is not allowed to return that day. He is informed of the time of the next scheduled session. 8. Use the "reflection" technique (see the filed named "Non-Directive Counseling) to respond to the student's comments. If the student is not speaking or is non-verbal, your role will change; you will be describing what the student is doing. Just make a report on the actions. DO NOT offer interpretations or judgements of the actions. ("He's a nice boy." "It's wrong for children to hit.") Some supervising adults ask probing questions to get the child to speak or investigate a situation further. ("I wonder why the grown up is doing that.", "What do you think that the girl is thinking right now?") 9. As the end of the session nears, inform the student of that fact, stating the number of minutes left. This procedure helps with transition back to other activities. 10. Upon reaching the time limit, inform the student in a manner similar to the following: "Our time is up for today. We'll have to stop now and put the toys back where we found them." The student is not allowed to continue playing if you deem that s/he must return to other activities. 11. Inform the student as to when the next session will be held.

NARCOTHERAPY
To disable the body or one part temporarily by drugs or acupuncture, which is usually used in surgical operations. Purpose/ Objectives: Is the intravenous administration of sedatives or stimulants to produce a psychological state conductive to therapeutic change. To reduce the level of physiological arousal experienced by the very distressed patient as a preparation for other forms of psychotherapeutic interventions. Materials Needed: - drugs: sodium penthotal, ambarbital, methylphenidate, etc. - needle and syringe Indication: Post-traumatic stress disorders, Mechanics/ Procedure: An intravenous infusion of 5% solute on in water is started to make a vein accessible for injection. A physician administers the drugs in the amount required to facilitate the clients responsive to interview. During the procedure traumatic events are experienced, and the unconscious emotions associated with the events are the treatment teams as they formulate appropriate intervention strategies.

REMOTIVATION THERAPY
A therapy of very simple group therapy of an objective nature used in an effort to reach the unwounded areas of the patients personality and get them moving back into the reality. Purpose: Used to orient reality for community living. The focus is present oriented. Remotivation therapy is useful for the long term chronically ill psychiatric in nursing home or extended care facility.

Objectives: to focus on the world outside to assist in coping with the present situation to provide some university (holiday, homes, dreams) to stimulate sensory input ( feeling, seeing, touching, hearing, tasting) to stimulate latent abilities to provide sense of meaning or purpose

Materials Needed: book, pen, props, etc.

Indication: Can be used in a ward situation regardless of the length of time the patient has been hospitalized, his age, or the reason of his illness and sex. Mechanic/ Procedure: A climate or warm friendliness and acceptance are essential, reading ,poetry ,and current events from bridges to reality, props are used to promote discussion of topics. 1. Climate Acceptance (5mins.) a. The leader who is at the center of the group introduces him and the rest of the group. b. Leader must ask the patient to introduce themselves. c. After the introduction, the leader may comment on the weather, the patients appearance, or may give a pleasant compliment. d. The objective: Create a pleasant and relaxed atmosphere. 2. Bridge to reality (15 mins.) a. Ask bounced questions, questions should be short and easy to answer. b. Then ask for anybody knows a poem about the topic of discussion. c. Questions are from General- Specific. d. Try to read your poetry to the group and later ask the patients to read it, show your visual aid. 3. Sharing the World we live in (15 mins.) a. Stimulating question leading to the topic. b. Leader should try to explore the topic under discussion. 4. Appreciation of the works of the world (15 mins) a. The step is blended with step 3. b. Be sure to relate the patient so he will be able to think of himself in relation into certain job. 5. Climate of Appreciation (15mins) a. Leader should try to ask a summary about the topic which has discussed. b. Express your appreciation to the patient for coming to the sessions and tell them about the next session and what topic to be discussed.

COGNTIVE THERAPY
Cognitive treatment focuses on the thoughts that a youth has. It is important to identify if these thought are distorted or inaccurate and how they contribute to maladaptive behaviors. Youth are educated on how their thoughts have an impact of feelings and behavior. A cognitive therapist incorporates contingency management and reinforcement techniques to teach self-regulation and new ways of coping and problem solving. Youth are thought alternative ways of solving interpersonal conflict and problems through modeling, practice rehearsal and role-play. ( Kazdin, et. Al., 1989) Purpose/ Objective:

The primary goals of cognitive-behavioral therapy are to change any distorted perceptions that individual have the world and of themselves and to change their behavior accordingly. Using specific tasks and self-observation, patients gradually shift their fixed ideas that the helpless against the pain that dominates their life to the perception that pain is only one negative factor and to a degree a manageable experience among many positive. Cognitive therapy is particularly helpful in defining and setting limits behavior that is extremely important for these patients. Many fibromyalgia patients live their lives in extremes. They first became heroes and martyrs, doggedly pushing themselves past the point of endurance until they collapse and withdraw. This inevitable backlash reverses their selfperception and they then view themselves as complete failures unable to cope with the simplest task. One important aim of cognitive therapy is t helps such patients discover a middle route, whereby they can prioritize their responsibilities and drop some to the less important tasks or delegate them to others. Such behavior will eventually lead to a more manageable life and to less of an absolutist perspective on themselves and others. Materials Needed: Self-help CBT material including books, CD-ROMs and websites.

Indication: CBT suits individuals with all sorts of problems including depression, anxiety, phobias, difficult relationships, obsessive-compulsive disorder and eating disorders, especially bulimia nervosa.Studies have shown that cognitive therapy is an effective treatment for depression. It is comparable in effectiveness to antidepressants and interpersonal therapy or psychodynamic therapy. The combination of cognitive therapy and antidepressants has been shown to be effective in managing severe or chronic depression. Cognitive therapy has also proven beneficial to patients who have only a partial response to antidepressants. There is good evidence that cognitive therapy reduces relapse rates. In addition, some evidence has shown that cognitive therapy is effective in treating adolescent depression. Clients who are comfortable with introspection, who readily adopt the scientific method for exploring their own psychology, and who place credence in the basic theoretical approach of cognitive therapy, may find this approach a good match. Clients who are less comfortable with any of these, or whose distress is of a more general interpersonal nature such that it cannot easily be framed in terms of an interplay between thoughts, emotions and behaviours within a given environment may be less well served by cognitive therapy. Cognitive and cognitive-behavioural therapies have often proved especially helpful to clients suffering from depression, anxiety, panic and obsessive-compulsive disorder. Procedure: Cognitive therapy may be expensive and not covered by insurance, although it is usually of short duration, typically six to twenty-one- hour sessions. Patients are also given homework, which usually includes keeping a diary and attempting tasks that they have avoided because of negative thinking. A typical cognitive therapy program may involve the following measures: - keep diary. The patient is almost always asked to keep a diary and it is usually a key component of cognitive therapy. The diary serves as a general for setting limits and planning activities. The patient uses the diary to tract any stress factors such a job or a relationship that may be making the pain worse or better. - confront negative or discouraging thoughts. Patients are thought to challenge and reverse negative beliefs (e.g. Im not good enough to controls this disease, I am a total failure) to using statements (where is the evidence that I can control disease?). - set limits. Limits are designed to keep both mental and physical stress with a manageable into a framework so that patients do not get discouraged by forcing themselves into situations in which they are likely to fail. For example, tasks are broken down into incremental steps and patients focus on one at a time. - seek out pleasurable activities. List a number of enjoyable low-energy activities that can be conveniently scheduled.

- prioritize. Patients learn to drop some of the less critical tasks or delegate them to others. - accept relapses. Over coping and accomplishing too much can often cause a relapse of symptoms. Patients should respect these relapses and back off. They should not consider them a sign of treatment or self-failure. After Care: Following discharge, aftercare may be conducted in several ways. When travel distance permits, follow-up is conducted by the program staff. Aftercare consists of initial weekly meetings followed by less frequent meetings until treatment goals are met. Follow-up also may be conducted using The Obsessive-Compulsive Disorder Centers videoteleconference system, phone system or a referral to a trained clinician in their area.

RATIONAL EMOTIVE BEHAVIOR THERAPY

Is built on the belief that how we respond emotionally at any moment depends on our interpretations, views, beliefs, thoughts, etc. of the situation. To phrase it differently, the things we think and say to ourselves, cause our positive or negative emotions. The principle of this Rational-Emotional therapy is the relationship between thinking, feeling and action. It is an analysis model: what is going on? It has self-control procedures. This helps you in becoming able to easily influence the situation. You can gain insight in certain way of thinking. First the therapist identifies irrational beliefs by talking with the client about his her problems. Examples of the irrational beliefs, according to Ellis, include the idea of that unhappiness is caused by external events, the idea that one must be accepted and loved by everyone, and idea that one must always be competent and successful to be a worthwhile person. Purpose/ Objective: Helps individual or groups examine one irrational thoughts and behavior through verbal discussion and written assignments, followed by activities that allows individuals to challenge their faulty beliefs by directly confronting the feared situations and nothing that the results are not devastating. Individuals can thus rid themselves of irrational thoughts and selfdefeating behavior and replace them with rational beliefs and healthy behaviors. RET especially useful in mild to moderate anxiety states, when insight the reasoning can overcome the physiologic symptoms of anxiety. This form is useful for high functioning individuals. Materials Needed: Chairs

Indication: Clients who have profound difficulties sharing therapeutic time with other clients. Also indicated for negative reasons. Obsessive compulsive disorder Mechanics/ Procedure: Preparation Before a client begins RET, he or she may undergo an assessment with the therapist. This assessment is called a biopsychosocial assessment, consisting of a structured interview. The questions and information-gathering during this assessment typically cover areas such as past medical and psychological history, family and social history, sex and drug history, employment and education history and criminal history. The interview provides information for a diagnosis or a tentative diagnosis that requires further testing or consultation. The basic process of change which REBT attempts to foster begins with the client acknowledging the existence of a problem and identifying any meta-disturbances about that problem (i.e., problems about the problem, such as feeling guilty about being depressed). The client then identifies the underlying irrational belief which caused the original problem and comes to understand both why it is irrational and why a rational alternative would be preferable. The client challenges their irrational belief and employs a variety of cognitive, behavioural, emotive and imagery techniques to strengthen their

conviction in a rational alternative. (For example, rational emotive imagery, or REI, helps clients practice changing unhealthy negative emotions into healthy ones at (C) while imagining the negative event at (A), as a way of changing their underlying philosophy at (B); this is designed to help clients move from an intellectual insight about which of their beliefs are rational and which irrational to a stronger gut instinct about the same.) They identify impediments to progress and overcome them, and they work continuously to consolidate their gains and to prevent relapse. Aftercare Aftercare may or may not be indicated. This is usually decided on between the patient and mental health practitioner. Aftercare follow-up may be recommended if the affected person is at risk of relapse behaviors (returning to old behaviors that the client had sought to change).

CARL ROGERS: CLIENT-CENTERED THERAPY

Client-centered therapy, also known as person-centered therapy, is a non-directive form of talk therapy that was developed by humanist psychologist Carl Rogers during the 1940s and 1950s. Today, it is one of the most widely used approaches in psychotherapy. Carl Rogerss theory, however, had subtle differences in that he suggested that the process of self-actualisation was an ongoing process or a self-actualizing one. It is from this that he developed a form of psychotherapy called Person Centered Therapy or, now commonly known as, Client Centered Therapy. Purpose/ objective: Climate of safety and trust so that client becomes aware of blocks to growth Client needs to move toward openness, greater self-trust, more willingness to evolve, and living by internal standards Aim of therapy is to assist in the growth process which enables clients to cope with present and future problems.

Clients are in the best position to know their own experiences and make sense of them, to regain their self-esteem, and to progress toward self-actualization. Through this non-directive approach to therapy a therapist is able to relay back to the patient what they have expressed so that the patient can identify the changes they would like to make in life.

Greater ability to trust oneself Decrease in anxiety and feelings of panic Healthier relationships Open to new ideas and experiences Depression recovery Increased self-esteem Ability to express personal feelings and opinions Lessened guilt over past mistakes Decreased feelings of stress Overall healthy sense of change

Indication:

Depression (beneficial to people enrolled in depression treatment facilities) Poor relationships Schizophrenia Anxiety Substance abuse (for anyone enrolled in a treatment for drug abuse center) Personality disorders Feelings of panic

Stress Eating disorders (helpful to anyone seeking bulimia help, anorexia treatment or assistance for binge eating) Phobias

Mechanic/ Procedure: Mental health professionals who utilize this approach strive to create a therapeutic environment that is conformable, nonjudgmental and empathetic. Two of the key elements of client-centered therapy are that it:

Is non-directive. Therapists allow clients to lead the discussion and do not try to steer the client in a particular direction.

Emphasizes unconditional positive regard. Therapists show complete acceptance and support for their clients.

Client Centered Therapy is about counselling where both the client and the therapists relationships are based on equality. They work in partnership, toward developing skills, identifying all things relevant and important to the client so he can realise a process of achieving his potential or self actualising this potential. The therapist, therefore, is there as a guide whilst the client must consciously and rationally decide for himself what is wrong and what should be done about it.

GESTALT THERAPY
Is a phenomenological-existential therapy founded by Frederick (Fritz) and Laura Perls in the 1940s. It teaches therapists and patients the phenomenological method of awareness, in which perceiving, feeling, and acting are distinguished from interpreting and reshuffling preexisting attitudes. Explanations and interpretations are considered less reliable than what is directly perceived and felt. Patients and therapists in Gestalt therapy dialogue, that is, communicate their phenomenological perspectives. Differences in perspectives become the focus of experimentation and continued dialogue. Is a type of therapy used to deepen our awareness of ourselves and our feelings in a less intellectual manner than the more traditional forms of therapy. "Gestalt" means the whole; it implies wholeness. In any experience or interaction there are feelings in the foreground and in the background. Purpose: In Gestalt therapy (from the German word meaning form), the major goal is self-awareness. Patients work on uncovering and resolving interpersonal issues during therapy. Unresolved issues are unable to fade into the background of consciousness because the needs they represent are never met. In gestalt therapy, the goal is to discover people connected with a patients unresolved issues and tries to engage those people (or images of those people) in interactions that can lead to resolution. Gestalt therapy is most useful to tolerate the intensity of this type therapy. Materials Needed: Empty Chairs

Indication: Eating Disorder

Mechanics/ Procedure: Preparation: Gestalt therapy begins with the first contact. There is no separate or assessment period. Instead, assessment and screening are done as part of the ongoing relationships between patient sand therapist. This assessment includes determining the patients willingness and support for work using Gestalt methods, as well as determining the compatibility

between the patient and the therapist. Unfortunately, some encounter groups led by poorly trained individuals do not provide adequate pre-therapy screening and assessment. After Care: Sessions are usually held once a week. Frequency of sessions held is based on how long the patient can go between sessions without losing the momentum from the previous session. Patients and therapist.

FAMILY THERAPY
Involves a whole family, or several family members, all meeting with a therapist. Family therapy can be helpful if a family is having problems getting along. It can also be used with one family member has a problem, and family relationships may be copntributing to or maintaining the problem. In many cases the problem may be exhibited by a child, but this is not always the case. Purpose/ objectives: To remove family system pathological factors and to improve the functioning of the family as an interdependent group. This is accomplished according to the theoretical orientation of the therapist- behavioral, communication, interaction or structural. Materials Needed: Couple of chairs

Indication: Used effectively in the full range of human dilemmas; there is no category of relationship or psychological problem that has not been addressed with this approach. Mechanism/ Procedure: The focus on the here and now families are helped to enact, in the therapists presence how they usually resolve conflicts, support each other, enter into alliances and coalitions and relieve stress. Dysfunctional behavior is related or reframed Pararodoxial intervention is used to help families resistive to change Family sculpting, a process in which relationships between family members are recreated to symbolize the emotional position of each family member.

Preparation In some instances the family may have been referred to a specialist in family therapy by their pediatrician or other primary care provider. It is estimated that as many as 50 percent of office visits to pediatricians have to do with developmental problems in children that are affecting their families. Some family doctors use symptom checklists or psychological screeners to assess a family's need for therapy. For children and adolescents with a diagnosed psychological disorder, family therapy may be added to individual therapy if family issues are identified as contributing factors during individual therapy. Family therapists may be either psychiatrists, clinical psychologists, or other professionals certified by a specialty board in marriage and family therapy. They usually evaluate a family for treatment by scheduling a series of interviews with the members of the immediate family, including young children, and significant or symptomatic members of the extended family. This process allows the therapist(s) to find out how each member of the family sees the problem, as well as to form first impressions of the family's functioning. Family therapists typically look for the level and types of emotions expressed, patterns of dominance and submission,

the roles played by family members, communication styles, and the locations of emotional triangles. They also note whether these patterns are rigid or relatively flexible. Preparation also usually includes drawing a genogram, which is a diagram that depicts significant persons and events in the family's history. Genograms include annotations about the medical history and major personality traits of each member. Genograms help uncover intergenerational patterns of behavior, marriage choices, family alliances and conflicts, the existence of family secrets, and other information that sheds light on the family's present situation.

SENSORY THERAPY
Attempts to treat Sensory Integration Dysfunction.[1] Some of these treatments (for example, sensorimotor handling) have a questionable rationale and no empirical evidence. Other treatments have been studied, with small positive outcomes, but few conclusions can be drawn due to methodological problems with the studies.

Purpose: Is to engage children in fun activities which will help them integrate the sensory information. The therapy involves deep pressure, brushing, massage, vibration, and the use of play equipment such as inclines, balls, swings, and tunnels. This way they learn to get more control over their bodies and their environment. Its a creative fun way to interact with children and has shown some amazing results. Materials Needed: Rooms are designed to create a feeling of comfort and safety, where the individual can relax, explore and enjoy the surroundings

Indication: Stimulation, which is produced in the sufficient frequency, intensity and duration excites the brain, improves the organization of the brain and permits increased functional activity. Usually takes place in a dedicated room where patients experience a range of unpattern visual, auditory, olfactory and tactile stimuli. Mechanism/ Procedure: Designing a program for severely brain-injured children in a clinical or school setting is extremely difficult. At maximum, there are six hours a day, and five or six days a week to work with a child, which is not enough time for a severely involved child. A severely brain-injured child should be worked with virtually every waking moment, seven days a week, every day of the year. In a clinical setting, there is the problem of staff. Staff, which must be paid. At U.C.P., I had three children for each staff member on a good day, when there were also volunteers, and five children per staff member on a bad day. The children we were working with could not provide their own stimulation. If left alone for two minutes, they would fall into an almost sleep-like state. With a maximum of six hours per day, we could not afford to waste even a minute of their time. The next morning I called a staff meeting and made an announcement. No child shall be without stimulation for a single minute; from the time he enters the building until he leaves. Within a week, what had been rather normal looking clinical rooms, were transformed into maximum sensory environments. The floors became a series of ramps and platforms covered with padded mats and textured carpets, as well as vinyl surfaces. Mounted on two walls and the ceiling of each stimulation room was the most exotic light show equipment I could find, so we could produce vivid moving visual images in every corner of the room. We also mounted slide projectors, which were synchronized with tape recorders that played into cordless headphones, so we could supply different auditory stimulation to different children at the same time, while allowing them movement throughout the room. Each room also had dozens of sponge balls scattered around the floor, which the staff would throw toward, and at the children. In addition, two staff members would constantly move throughout the room changing body position, increasing movement, masking, stimulating taste and smell, and in general, creating as much

disturbance as humanly as possible. This is where the children would stay when they were not being taken into one of the many individual therapy rooms where they received their specific individual programs in mobility, language, vision, auditory competence, manual competence, tactility or academics. The children thrived in this new environment, and progressed at a rate that amazed me. The stimulation provided to the children in these high stimulation environments was great enough to get through even the poorest sensory channel. The children were being provided with specific stimulation delivered with the greatest frequency, intensity, and duration possible within the economic and social parameters afforded.

MILIEU/ COMMUNITY THERAPY

A scientific structuring of the environment in order to effect behavioral changes and to improve the psychological health and functioning of the individual (Skinner, 1979). Purpose: To increase responsibility for therapy on the part of both client and staff. This is best achieved through a consciously incorporated plan, client autonomy is the goal. Objectives 1. Establish satisfying interpersonal relationship during the therapy session. 2. Be able to provide a correct interpersonal relationship for the client. 3. To give the patient the opportunity to respond correspondingly to current problems in a variety of differentiated situations and to discover and develop the constructive parts of his personality in various groups and situations Indication Ones personality involved more than individual characteristics, inadequate or unsatisfying relationship or and schizophrenia. Materials Needed 1. Couple of chairs Mechanics/Procedure: Individual psychotherapy is the modality with one patient and one therapist. This form offers the most attention to the patients individual concerns however it can be limited in that it cannot directly study family or social relationships. There are many different styles or theoretical orientations of therapists such as psychodynamic, cognitive and behavioral. Family psychotherapy is conducted with all or as many members as possible of a family. The work may all be done with the entire group or involve various combinations of family members. The process helps identify and modify maladaptive or destructive interaction patterns as well as foster group communication and problem solving skills. Preparation Patients stay at a residence where they lead a highly structured life. This approach can be used for substances abusers, or people with severe disorders that impair their ability to function in normal living. After Care The end of long-term group therapy may cause feelings of grief, loss, abandonment, anger, or rejection in some members. The group therapist will attempt to foster a sense of closure by encouraging members to explore their feelings

and use newly acquired coping techniques to deal with them. Working through this termination phase of group therapy is an important part of the treatment process. Mechanics of the Therapy This therapy involved patients interaction with each other, practicing interpersonal relationship skills, giving each other feedback about behavior, and working cooperatively as a group to solve day-to day problems.