Play Nice with ‘Mindlight

Posted by: Dawn Schell on September 1, 2015 9:55 am

 

The name “Play Nice Institute”[1] conjures up images of extremely polite children playing on a playground – taking turns on swings and slides, no whining or complaining or blaming. Everyone being, well, Nice.

A lovely image but that’s not what the Play Nice Institute (PNI) is all about. They are “an organization that focuses on the design and development of games that promote emotional resilience through skills acquired while children are immersed in games they love to play.”

Recently, PNI has created a neurofeedback video game called ‘Mindlight”. Aimed at children 8 – 12 years of age, Mindlight is a video game designed to help children learn how to face and overcome anxiety and fear. The child wears an EEG headband. An electrode in the headband reads brainwaves – alpha, beta, and theta waves.   The game uses the child’s mindset and brainwaves to advance the action in the game.

Mindlight starts with Arty who arrives at grandma’s house only to discover the house is covered in darkness. He has to rescue grandma. There are a number of obstacles he has to overcome, progressively scarier encounters, and puzzles he has to solve in order to save his grandmother. In the game Arty wears Teru, a magical hat that shines whenever the child playing the game feels relaxed. As soon as the child playing the game becomes anxious or fearful the game turns dark and they have to relax themselves in order to generate light again.

As the PNI says, “Using the neurofeedback headset to play the game, the environment, threats, and puzzles all respond to how a player is allocating his/her attention and, thus, how he/she is feeling. Relaxation allows for a light bubble to shine on the surroundings and focused concentration unlocks hiding spaces and allows the player to solve attention bias modification puzzles.”

MindLight uses several evidence-based strategies through which children learn to manage and overcome anxiety symptoms. Continue reading →




*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Helping Young Clients Transition From Post-Secondary School

Posted by: Andrea Cashman on August 26, 2015 5:00 am

 

sad-505857_1280Many of the young clients that come into my office seem to be struggling with making the transition from post-secondary school into the real world. They are the young adults who have just successfully graduated from their College or University programs but struggle to make the next step. The reason behind their hesitation is not what you may think it is initially. Many of them struggle to even get past putting in applications for job postings. The job search terrifies them not because there is a lack of jobs necessarily but because they do not feel good enough or they completely feel lost on what career is for them. Struggling with self-identity or self-esteem issues is what holds them back. I’ve even seen clients who have entered into programs that their parents have picked out for them. These young adults feel trapped in a world that doesn’t hold true to themselves. Regardless, the question remains the same: why are these young adults suffering a transitional crisis so early on? We mostly hear jokes and passings about mid-life crises. We hear frequently about empty nest transition crises. However, we rarely hear about young people suffering a crisis in their 20’s. This is often referred to as a quarter life crisis. Continue reading →




*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Focus on the Positive

Posted by: Jennifer Morrison on August 25, 2015 3:30 pm

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As the summer winds down I am beginning to think of all I must do to prepare myself for a new school year and a new job. We all go through those transitions where we must get to know our new clientele, our communities and our colleagues. These tasks are a new and exciting challenge for me and ones I look forward to. However that excitement comes with some anxiety. We all know what the fear of the unknown can do to one’s mental health. Lack of sleep, restlessness, stomach issues along with a whole host of other symptoms often prevent people from making transitions in their lives. Perhaps they feel that dealing with the status quo is easier than dealing with change. Continue reading →




*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Choosing a university program

Posted by: Mike Peirce on August 24, 2015 3:10 pm

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Over the past month, I have spent a great deal of time reviewing Canadian university programs as I updated the material for the 2015-16 edition of “For Grads Only”. This publication is near and dear to my heart as I believe it is a useful tool for students beginning their search for their ideal university and program. During my research, the program searches on the University Canada website made me think about what a student goes through as they decide their course of action for university application. Did you know that if you simply search for Bachelor degree programs taught in English in Canada, there are almost 6,400 possibilities to consider? There is no wonder students are often overwhelmed by deciding what to study. The importance of this decision can never be underestimated as a student needs to know what the program they will enroll in before they can decide which university to apply to. After all, if the university doesn’t teach the program, no sense in going there. Over the years, I have realised that students researching undergraduate university degree programs fall into one of three groups: 1) those who know what they want to study, 2) those who have some idea and 3) those who haven’t a clue. The neat thing is I believe there is no problem being in any one of these three categories. The process of choosing just needs to be adjusted a little. Continue reading →




*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Inside Out: Using Pop Culture to Engage and Educate Youth

Posted by: Anna Coutts on August 24, 2015 1:08 pm

How good is your knowledge of pop culture? If you’re working with teens and children, being pop culture savvy can greatly enrich your work. While being up on the latest trends isn’t a job requirement, it certainly helps with building rapport and relating important skills to clients in a way that sticks. It’s for this reason that I’m always on the lookout for positive popular media I can incorporate into my work. Recently, I found a new favourite in the Pixar film Inside Out.

Even if pop culture isn’t for you, Inside Out is still worth checking out. The film is like a dream come true for therapists: it’s a perfect teaching tool and a great way to build rapport all wrapped up in one entertaining film. The messaging is amazing and the film is engaging.

The film has so much potential to be used therapeutically. It externalizes emotions in concrete, fun ways that kids can understand. It teaches them about the importance of different emotions, the difference between these emotions and the reason why we need to experience all of them in order to function effectively. It shows kids the negative impact of ignoring feelings. It even offers kids strategies for effectively managing emotions and educates them about the science of the brain.

Given it’s popularity at the box office, almost all my clients have seen this film. Every time I use it in session, even the shyest, most disengaged kids noticeably brighten up. Its numerous positive messages makes it an extremely versatile tool. I’ve used it to teach clients everything from how to identify positive and negative self-talk to how to effectively communicate emotions to parents.

If you work with youth and haven’t seen yet indulged in this delightful film, don’t delay it any longer. Catch it before it leaves theatres! I promise, you won’t regret it.




*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Practical Considerations of Relational Work With Adolescents

Posted by: Barry D'Souza on July 17, 2015 2:48 pm

For those who work relationally, that is, for those who employ in therapy sessions, their experience of the client and the ‘work’ together, sharing personal details or stories is something you do from time to time, whether it is elicited or not.   Modeled early on during the first number of sessions, as part of how they ‘sit’ and are present with clients, the therapist’s disclosures may be said to help create the safe and collaborative ‘third space’ of therapy. But, what about when the client is an adolescent? What about when three sessions into the work, the young client exhibits great pride for the kinds of manipulations they successfully ‘use’ with their parents, making you wonder briefly if they might employ this art with you. When the subject matter turns to illicit drugs and the adolescent’s use of them and they enquire as to whether you (who for them at the moment is an adult, a therapist, and someone he/she is considering trusting) use them, the therapist’s disclosure in this instance speaks to issues of the therapist’s trust of the client, interest in authenticity and ultimately an unspoken equality in honesty in portraying personal experience.

Answering truthfully to a question that comes out of the natural flow of the exchange can mean a ‘powering down’ before the youth can make the therapist-client relationship more human. Feelings of being exposed to someone younger might arise making you feel uncomfortable. Knowing yourself and what is the source of this discomfort seems important. Telling a lie, even when the likelihood of the youth ever knowing different might undermine the authenticity of the emerging connection from the therapist’s perspective. If this tricky moment were later in the work with the client, it’d be a question of maintenance of the connection.

people-438827_640 Continue reading →




*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Back To Basics: Using Distress Kits for Simple Self-Care

Posted by: Anna Coutts on June 16, 2015 12:34 pm
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Where’s your wellness toolbox? This was question that was recently posed to me while attending a Youth Engagement meeting. A few child and youth workers had created a smorgasbord of simple coping tools so the youth could create customized distress tolerance kits.box-335442_640 copy

I was heartened to see my push for putting such kits into practice at our residential programs was paying off. It was inspiring to see both the work the staff put into preparing the event and the youth’s delight in making the kits.

Then one of the staff prompted the clinical team to start making our kits. The suggestion threw the team off-guard. Our kits? Everyone seemed a bit puzzled by the suggestion. And in that moment, I was reminded just how few of us practice what we preach.

Sure, we all have self-care strategies we use, whether it’s yoga or traveling or personal therapy. Yet due to our busy work days, we often dismiss using the simple yet solid strategies we recommend to our clients. This applies not just to therapists as individuals, but mental health organizations in general.

Continue reading →




*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

5 Issues in Elementary Counselling

Posted by: Jennifer Morrison on June 1, 2015 9:01 am
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In my last blog I wrote about 5 things to consider when looking at elementary school counselling (http://www.ccpa-accp.ca/blog/?p=4194). This time I would like to look at what I consider 5 main issues that children deal with in elementary school. These issues (in no particular order) would be Bullying, Anxiety, Disruptive Behaviour, Friendships and Family problems. This is not an exhaustive list by any means, but I have found them to be fairly predominant in all schools I have worked in.

lonely-428380_640We all know that bullying is a huge issue in public education and the early elementary years is often where it starts. We all know the reasons why kids bully but what we have to do is work with the child to help them understand positive and negative behaviours and how they affect others. Telling a child they are being a bully makes no sense as they often don’t see themselves in that manner. Instead, work on positive behaviours and showing respect.

Anxiety, whether diagnosed or not, has become one of the biggest issues in school today, leading to low self-esteem, depression and sometimes school refusal. If we can work with student early on and help to develop positive coping techniques for students and parents we may be able to help decrease the likelihood of anxiety becoming overwhelming for students, staff and parents. Allowing students to stay home or have parents pick them up can cause serious and negative effects such as avoidance and school refusal.

Continue reading →




*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Adult Bullying: The Aftermath

Posted by: Jonathan Delisle on May 29, 2015 8:19 am
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Living under the influence of a bully is no walk in the park, as we’ve seen in my last post. To add insult to injury, the battle doesn’t end with the realization of what’s happening or the desire to put an end to the abusive influence. There are consequences to deal with in the aftermath of the abuse. In her book Le harcèlement moral: la violence perverse au quotidien, Mrs. Hirigoyen lists four steps to the aftermath of bullying.

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Shock: There is a crucial turning point in abusive relationships when the victim realizes what the bully was doing all this time. While being the first step towards liberation, that moment of enlightenment hits the victim like a tidal wave. From this point on, the victim relives every bullying moment in his/her mind, seeing for the first time the extent of the abusive nature of the relationship. This experience can be quite traumatizing. With it comes turbulence of emotions: hurt, helplessness, humiliation, and eventually anger when the shock wears off. Continue reading →




*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Elementary Guidance Counselling: 5 Things to Know

Posted by: Jennifer Morrison on May 26, 2015 8:00 am
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Have you ever considered working as an elementary school counsellor but were not sure how to implement your program? How do I connect to 5 to 11 year old? How do I go about making the biggest impact I can? Here are 5 things to think about if you want to work with younger children in the school setting.

Kids do not always know or understand why they need to see you. Many students get referred to the counsellor by family and/or staff members. Perhaps it is for bullying, friendship issues, disruptive behaviors, or personal issues at home. Whatever the case, not all students will understand and so it becomes your job to work on the specifics, and do not assume anything.

Class lessons work very well for larger school issues. Bullying, friendship, respect, listening are all areas in which students can use a little extra support. Rather than pointing out the few in the class that need attention in this area, it works effectively to implement classroom lessons that all students can participate in. Classmates get to see other children’s points of view and help each other when they see issues arising. Also, class lessons can build into bigger class rules and incentive programs that can be used for everyone.
Continue reading →




*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA