I am seeing clients today, and I thought I'd share these whimsical illustrations of a therapist's brain: and heart: Enjoy!

GoodTherapy.org was founded in 2007 by Noah Rubinstein, a licensed marriage and family therapist who wanted to prevent abuse and harm in therapy.

Learn the best exercises for scoliosis and which scoliosis exercises to avoid. These two workouts share the best scoliosis stretches and strengthening.

Rational emotive behavioral therapy (REBT)—a form of CBT—uses the ABC model to explain the interaction between thoughts, emotions, and behaviors. Because...

As part of my summer reading this year I read the recently published book, “The Art of Coaching: Effective Strategies for School Transformation” by Elena Aguilar. Elena writes a great blog over at edweek that I enjoy reading so I knew her book would be a good one to spend some time with. She offers […]

During the first day(s) of school I try to design activities to get to know my students and their parents, offer opportunities for them to get to know each other, build a safe, risk-free community,…

Cognitive Behavioral Therapy (CBT) worksheets are tools that can be used by therapists and individuals seeking self-help to facilitate the practice of CBT techniques. By providing a structured format, these worksheets help individuals identify and challenge negative thoughts, emotions, and behaviors, ultimately promoting positive changes in their lives. Whether you are a therapist looking for effective tools to support your clients' progress or an individual seeking self-reflection and personal growth, CBT worksheets can be a valuable resource to enhance the therapeutic process.

Acceptance and Commitment Therapy (ACT) is a behavioral therapy all about creating a rich, full and meaningful life whilst accepting the pain that inevitably goes with it. Officially, when written …

Assertively refusing or making a request is a useful skill to set healthy boundaries and to take care of your emotional needs in a situation. Learning when to say no and when to say yes is an essential part of feeling comfortable in interpersonal relationships, and creating boundaries leads to feeling safe, loved, calm, and respected. The DBT Determining Intensity Of Asking Handout discusses 10 factors to consider when making or refusing a request. It includes things like preparation, timeliness, priorities, and capability. Each category has a question clients can ask themselves to determine if their request is appropriate or not, or if they feel that their rights are being violated. Using this handout helps kids and teens to practice their assertiveness skill by not being too worried about other people’s opinions and increasing their confidence. They can always go back to this handout as a guide in case they are having a hard time refusing or making a request. Parents can remind them that having boundaries is okay and encourage them to practice that often. Our Intensity Options Handout can complement this handout by illustrating the level of intensity from low intensity to high intensity when asking for what you want or saying no. *This item is an instant digital download. A link to download your files will be emailed to you once payment is confirmed. Want more resources like this? Check out our full catalog of DBT worksheets and handouts. References: Hamilton, E. (2011). Dialectical Behavior Therapy (DBT): Building Bridges in Public and Global Mental Health. https://doi.org/10.17615/hxqq-b891 Schlund, R., Sommers, R., & Bohns, V. K. (2024). Giving people the words to say no leads them to feel freer to say yes. Scientific Reports, 14(1). https://doi.org/10.1038/s41598-023-50532-3 Tawwab, N. G. (2021). Set boundaries, find peace: A Guide to Reclaiming Yourself. Hachette UK.

What is narrative therapy? Find its approach, examples & key concepts.

Signs You Are Being Manipulated: • Everything feels conditional • Your words are frequently twisted out of context. Mental health quotes.

Whether you're new to Internal Family Systems, or well-versed in the work of 'going inside', this bundle is for you! Included are the following: -Making Self-Led Decisions -IFS Firefighters Cheat Sheet -IFS Unburdening Cheat Sheet -IFS Managers Cheat Sheet -IFS 101 -IFS Parts Mapping -IFS Parts Work Mantras -IFS Parts Profile -IFS Journal Prompts: Getting To Know A Protector's Role -IFS The Inner Conference -Getting To Know Your Inner Critic -IFS Cheat Sheet -The Burdened System in IFS -The Burdened & Unburdened System in IFS -IFS Parts Inventory -Parts Tracker For IFS Therapy Sessions -8 Cs of Self-Leadership -IFS Daily Parts Tracker -IFS Daily Parts Check-In -IFS Bus Driver Activity

This is part two of a very occasional series of posts about my take on different psychological theories. Earlier this year I took a look at Urie Bronfenbrenner's ecological approach to life. Who knew this would be my most popular post? As of this evening, over 4,430 people have viewed that blog entry. I'm thankful that the post is so popular: my human met him once and found him to be a very kind man. Children love and want to be loved and they very much prefer the joy of accomplishment to the triumph of hateful failure. Do not mistake a child for his symptom. -- Erik Erikson Today we draw our attention to Erik Homberger Erikson. Please note, this is someone radically different from the conservative commentator Erick Erickson. The two would have very little in common in their world views. Erik was born on June 15, 1902 in Frankfort am Main, Germany. After graduating from high school, he moved to Florence Italy to study art. By 1927 he was teaching a a psychoanalytically informed school for children in Vienna that was started by Dorothy Burlingham and Anna Freud. Deeply influenced by this work, Erikson earned a certificate from the Maria Montessori School and later did psychoanalytic training at the Vienna Psychoanalytic Institute. After graduating from the psychoanalytic institute in 1933, Erikson and his wife fled the Nazis who had come to power in Germany. His long career included positions at Massachusetts General Hospital Judge Baker Guidance Center, Harvard Medical School, and University of California Berkeley. While in California Erikson studied children on a Sioux reservation for a year as well as children in the and Yurok tribe. Erikson left Berkeley when professors were asked to sign a loyalty oath. He returned to Massachusetts first working at the Austen Riggs Center for a decade and finally returning to Harvard. He remained a professor of human development at Harvard University until he retired in 1970. Erik Erikson's highest academic degree was a high school diploma. In 1973 the National Endowment for the Humanities selected Erikson for the Jefferson Lecture, which is the US government's highest honor for achievement in the humanities. His lecture was entitled "Dimensions of a New Identity." Enough background information. Onto the good stuff. This chart is the most commonly learned distillation of Erikson's work. Sorry his name is spelled wrong in the chart. It seems there is a lot of confusion about the proper spelling of his name. The spelling I'm using, Erik Erikson, is the correct way. So when you think about it, puppy development and human development isn't all that different. I'm not so sure dogs really ever get past adolescence. That's okay though, I think you all like us just the way we are. Here is Erikson's theory, as it applies to humans, in a nutshell: The infant's first social achievement, then, is his willingness to let the mother out of sight without undue anxiety or rage, because she has become an inner certainty as well as an outer predictability. -- Erik Erikson Early in life both babies and puppies face a crisis: trust versus mistrust. If the world is safe enough, and we are cared for well enough, we develop a sense of stability and security. If we work through this well we approach the world with a confident curiosity. If problems happen (abuse, neglect, deprivation) we learn the world is unsafe, we lose our curiosity, and become closed off and hidden. We learn to hope. Always moving forward, our next crisis is autonomy versus doubt. Ever spend time with a two year old that constantly says no? Play a game with a very young child who insists on controlling every dimension of the game? Early on, youngsters learn a delicate balance between autonomy and interdependence. How many parents, in a demand for discipline, demand complete obedience from their children at all times? Too much of a demand for a child to bend to the will of an adult can create deep feelings of shame, incompetence, and out of control behaviors. Striking a successful balance creates creatures who remain curious, have built in self control, and have a certain degree of autonomy. We learn will. Children must eventually train their own children, and any impoverishment of their impulse life, for the sake of avoiding friction, must be considered a possible liability affecting more than one lifetime. -- Erik Erikson Next up comes initiative versus guilt.Young ones busy themselves learning about the world around them. Square pegs fit in square holes. Round pegs fit in round holes. Sugar spilled on the floor makes mom crabby. We learn to count, speak, and ask for things with ease. We start to engage in activities. We want to play with that game. We want to walk in this direction. We start to take risks and learn how to keep ourselves safe (look both ways before we cross the street!). Good enough parents encourage and support children's efforts toward their own goal directed activities in realistic ways. When things go wrong and parents actively discourage children's independent activities (or belittle their activities), children can develop guilt about their needs, desires, and activities. We learn purpose. The next crisis we all face is industry versus inferiority. During these years, our primary years of school, we find our self confidence. Now having developed goal directed activity, our activity becomes productive. We create the things we need. Words come together to form sentences. Sentences come together to form paragraphs. Paragraphs come together to form stories. Good enough parents share a sense of excitement in what their children create. When things go wrong, and children are ridiculed or unable to meet adult expectations, children internalize a sense of inferiority We learn competence. Every adult, whether he is a follower or a leader, a member of a mass or of an elite, was once a child. He was once small. A sense of smallness forms a substratum in his mind, ineradicably. His triumphs will be measured against this smallness, his defeats will substantiate it. The questions as to who is bigger and who can do or not do this or that, and to whom—these questions fill the adult's inner life far beyond the necessities and the desirabilities which he understands and for which he plans. -- Erik Erikson As childhood rolls into adolescence, we face the crisis of identity versus role confusion. Having built confidence in our abilities, we start to look for our place in our world. We ask the question "Who am I and where am I going?" In this time of development we find ourselves at a crossroad of development where we consolidate the rapid development of childhood and walk across the bridge to adulthood. Given enough time and space to explore the different roles society has to offer us, a young person can freely experiment and explore many different kinds of identities. A good enough parent will let their adolescents stretch and reach into all sorts of different identities while also offering some loose protective boundaries. Restrictive and domineering parents can clip the experiences of an adolescent and prevent them from finding a sense of identity that can haunt them long into their adulthood. We learn our identity. As our adolescence grows into young adulthood, we grapple with issues of intimacy versus isolation. Having found our identities we no longer need to destroy things that threaten our sense of self. We ask of ourselves if we are loved and wanted, and whether we will share our life with someone or live alone. Done well we find ourselves forming long-term commitments to others through intimate and reciprocal relationships. Done poorly, we find ourselves isolated. We learn love. As young adulthood moves into middle adulthood, we face the crisis of generativity versus stagnation. We ask of ourselves, "Will produce something of real value?" We find our way to contribute to society developing a sense of generativity, productivity, and accomplishment. Through our work we provide something toward the betterment of society and future generations. Done poorly we feel stagnated, dissatisfied, and disconnected from a sense of purpose. We learn care. As adults grow into elders, we face the crisis of ego integrity versus despair. Our work gradually slows and our attention turns inward toward contemplating our accomplishments. Done well, we see ourselves has having created a successful life. Done poorly we review our lives and feel we haven't reached our goals and we despair. We learn wisdom. Healthy children will not fear life if their elders have the integrity enough not to fear death. -- Erik Erikson

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Guidance, access to resources and accountability are key components of success. Case management is the core of how our shelter program operates to provide these tools. Our case managers provide structure, guidance and support to help families address their needs. From changing destructive patterns to gaining new life skills, every family works to rebuild their […]

Writers Write is a resource for writers. In this post, we share links to fun comics illustrating 8 personality disorders.

When a person feels that they are being blamed—whether rightly or wrongly—it’s common that they respond with defensiveness. “I” statements are...

This is my “Dopamenu” which is a list of activities you can do to help boost and support your dopamine levels. This can be to help you complete a stressful task or just to keep up with the general stress of your life. I made this after my therapist suggested it and, I went all the way to creating a laminated version to keep at my desk. Most of the 'prices reflect the amount of time in minutes that an activity might take you to complete. STARTERS- The starters are small, very achievable tasks that help boost dopamine. MAIN COURSE- Main course items are things to do regularly that aid in your overall dopamine levels. SPACIALS- Specials are things that are bigger events to look forward to that you don't do super often. SIDES- The sides are things you can do while completing a stressful task to help you along. DESERTS- The desserts are similar to starters in that they're quick, but keep in mind that they're sweet treats to indulge in every so often.

The best Dialectical Behavior Therapy resources, activities and assignments all in one place

"We are not slow... We are as smart as anyone else."

What therapist doesn’t love Polyvagal Theory? Since 2009, when Dr. Stephen Porges first publicly shared his theory of how trauma affects the nervous system, it has been widely embraced by not only…