Reality Therapy Reality Therapy Glasser’s Control theoryGlasser’s Control theory

Eight StepsEight Steps– Build a good relationship Build a good relationship

– Examine the current behaviorExamine the current behavior

– Evaluate behavior-helpful or not?Evaluate behavior-helpful or not?

– Brainstorm alternativesBrainstorm alternatives

– Commit to new planCommit to new plan

– Evaluate results-no punish/excusesEvaluate results-no punish/excuses

– Accept logical & natural consequencesAccept logical & natural consequences

– Don’t get discouragedDon’t get discouraged

Therapy processTherapy process

– Five helpful questionsFive helpful questions»What are you doing?What are you doing?»Is it helping you get what you want?Is it helping you get what you want?»If not, what might be some other things If not, what might be some other things

you could try?you could try?»Which idea would you like to try first?Which idea would you like to try first?»When would you like to start?When would you like to start?

Questions for young childrenQuestions for young children

What did you do?What did you do? What is our rule about this?What is our rule about this? Was what you did against the rule?Was what you did against the rule? What were you supposed to do?What were you supposed to do? What are you going to do next time?What are you going to do next time? Do you want to write your plan for next Do you want to write your plan for next

time, or do you want me to write it?time, or do you want me to write it?

Brief counselingBrief counselingand Reality Therapyand Reality Therapy

common componentscommon components– working alliance/collaborationworking alliance/collaboration

– identify strengthsidentify strengths

– active counseling techniques: role active counseling techniques: role play, homework, confrontation, play, homework, confrontation, reframingreframing

– clear, concrete, measurable goalsclear, concrete, measurable goals

10 Step Consultation10 Step Consultation

What have you tried that does not What have you tried that does not work?work? Stop these!Stop these!

Do the unexpectedDo the unexpected Brainstorm what you could do that Brainstorm what you could do that

might help the child have a better day, might help the child have a better day, i.e. give choices, ask for child’s i.e. give choices, ask for child’s opinion, place them in helper role.opinion, place them in helper role.

Phase IPhase ITry one line approachesTry one line approaches

Ask child to stop undesirable Ask child to stop undesirable behaviorbehavior

Try “could it be” questions-goal Try “could it be” questions-goal disclosuredisclosure

Acknowledge cooperative behavior Acknowledge cooperative behavior w/o thanking child for responsible w/o thanking child for responsible behaviorbehavior

Phase IIPhase II

Emphasize rules agreed to Emphasize rules agreed to previouslypreviously– What did you do?What did you do?

– What was our rule?What was our rule?

– What were you supposed to do?What were you supposed to do?

– What will you do?What will you do?

Phase IIPhase II

Use written contract or handshakeUse written contract or handshake– What did you do?What did you do?

– How did it help you?How did it help you?

– What could you do that would help What could you do that would help you?you?

– What will you do?What will you do?

Phase III--4 StepsPhase III--4 Steps

In class time-outIn class time-out Quiet corner--make a Quiet corner--make a plan to return to groupplan to return to group

Out of class time-outOut of class time-out Make a plan to return Make a plan to return to classto class

Out of school time-outOut of school time-out Rest of the day Rest of the day Juvenile court visit, and referral to Juvenile court visit, and referral to

community agency if behavior does not community agency if behavior does not changechange

Person Centered CounselingPerson Centered Counseling Five basic techniquesFive basic techniques

– Unconditional positive regardUnconditional positive regard

– Active listeningActive listening

– ReflectionReflection

– ClarificationClarification

– SummarizationSummarization

Ready to LearnReady to Learn Combines Rogers/Carkhuff and AdlerCombines Rogers/Carkhuff and Adler Focus on the learning skills and social skills Focus on the learning skills and social skills

most predictive of long term school successmost predictive of long term school success Attending, listening, social/encouragmentAttending, listening, social/encouragment Uses story telling, student story retelling, Uses story telling, student story retelling,

and student story telling to teach skillsand student story telling to teach skills Target group is grades k-2 Target group is grades k-2

Review Play Therapy packetReview Play Therapy packet

Application of person centered Application of person centered counselingcounseling– Tracking of behaviorTracking of behavior

– Restatement of contentRestatement of content

– Reflection of feelingReflection of feeling