Tuesday, February 26, 2013
Week 7: Metaphors
Topic: Examine psychological support for using metaphor in language to facilitate change.
In his article, The Law of Metaphors, Thomas R. Hersh discusses very interesting findings on the use of metaphorical language in the field of psychology. He mentions, "something like 97% of all talk about psychological phenomena is metaphor." He discusses the fact that psychological talk likens individuals with objects because there is no other way to describe mental phenomena in an interesting and understandable way. Hersh concludes the article explaining that metaphorical thinking requires imaginative thinking and the knowledge created through metaphorical and imaginative thinking is different than plain physical knowledge.
It seems as though metaphors provide an opportunity for clients to look at themselves in a novel way and create new knowledge of themselves and their ability to handle life on life's terms. With Hersh's mention of the need for imagination, I wonder if clients with broader or more creative imaginations will be more successful or gain the most out of their experiences.
It appears psychologists recognize the benefits of utilizing metaphorical language in therapy. Goodtherapy.org provides information on an interesting therapist training program called "Mining Your Metaphors" by Gina Campbell; "Clean Language and Symbolic Modeling are largely language-based therapeutic processes that engage a client experientially with his/her internalized metaphors to foster clarity, enhance resources, and promote lasting change at the mind/body level." The description highlights the strong bond and trusting relationship that is created with this form of therapy. It mentions how this form of therapy promotes the client as the expert.
This type of therapist training and other forms of 'metaphor therapy,' appear to provide a wonderful opportunity for the co-creation of meaning by both client and therapist. Like I mentioned before, this element appears critical to successfully facilitating any sort of change in the thoughts, feelings, and behaviors of clients. So, how can Adventure Therapists ensure that they have the tools necessary to properly facilitate such experiences? Should Adventure Therapists rely on their own experience or would it be helpful to develop a therapy training program like Gina Campbell's specifically for AT? I definitely feel this is the type of skill where practice makes progress, but how can professionals promote a speedy progression?
References:
Gass, M. A., Gillis, H. L., & Russell, K. C. (2012). Adventure therapy: Theory, research, and practice. New York: Routledge/Taylor & Francis Group.
Goodtherapy.org (2013). Metaphor Therapy- Training. Retrieved from: http://www.goodtherapy.org/training-courses/clean-language-symbolic-modeling-metaphor-therapy.html
Hersh, T. R. Clinical Psychology: Psychological Thoughts. The Law of Metaphors. Retrieved from: http://www.psychological-observations.com/psychological-laws/law-of-metaphors
In his article, The Law of Metaphors, Thomas R. Hersh discusses very interesting findings on the use of metaphorical language in the field of psychology. He mentions, "something like 97% of all talk about psychological phenomena is metaphor." He discusses the fact that psychological talk likens individuals with objects because there is no other way to describe mental phenomena in an interesting and understandable way. Hersh concludes the article explaining that metaphorical thinking requires imaginative thinking and the knowledge created through metaphorical and imaginative thinking is different than plain physical knowledge.
It seems as though metaphors provide an opportunity for clients to look at themselves in a novel way and create new knowledge of themselves and their ability to handle life on life's terms. With Hersh's mention of the need for imagination, I wonder if clients with broader or more creative imaginations will be more successful or gain the most out of their experiences.
It appears psychologists recognize the benefits of utilizing metaphorical language in therapy. Goodtherapy.org provides information on an interesting therapist training program called "Mining Your Metaphors" by Gina Campbell; "Clean Language and Symbolic Modeling are largely language-based therapeutic processes that engage a client experientially with his/her internalized metaphors to foster clarity, enhance resources, and promote lasting change at the mind/body level." The description highlights the strong bond and trusting relationship that is created with this form of therapy. It mentions how this form of therapy promotes the client as the expert.
This type of therapist training and other forms of 'metaphor therapy,' appear to provide a wonderful opportunity for the co-creation of meaning by both client and therapist. Like I mentioned before, this element appears critical to successfully facilitating any sort of change in the thoughts, feelings, and behaviors of clients. So, how can Adventure Therapists ensure that they have the tools necessary to properly facilitate such experiences? Should Adventure Therapists rely on their own experience or would it be helpful to develop a therapy training program like Gina Campbell's specifically for AT? I definitely feel this is the type of skill where practice makes progress, but how can professionals promote a speedy progression?
References:
Gass, M. A., Gillis, H. L., & Russell, K. C. (2012). Adventure therapy: Theory, research, and practice. New York: Routledge/Taylor & Francis Group.
Goodtherapy.org (2013). Metaphor Therapy- Training. Retrieved from: http://www.goodtherapy.org/training-courses/clean-language-symbolic-modeling-metaphor-therapy.html
Hersh, T. R. Clinical Psychology: Psychological Thoughts. The Law of Metaphors. Retrieved from: http://www.psychological-observations.com/psychological-laws/law-of-metaphors
Wednesday, February 20, 2013
Week 6: Nature's Benefits
Topic: Pick one of the therapeutic benefits of nature and link them to research in one or more of the following areas: Abnormal, Behavioral Neuroscience, Cognitive, Developmental, Learning, and Social.
The therapeutic benefit of nature that I found most interesting in chapter 5 of Adventure Therapy: Theory Research, and Practice, is the idea of soft fascination originally theorized by Kaplan and Kaplan (Gass, Gillis, and Russell, 2012). According to the text, "Soft fascination occurs when involuntary attention is engaged and demands on a depleted direct attention are diminished, thus making restoration possible" (p. 106). An example of this is watching a butterfly flutter from flower to flower. This does not necessitate a great deal of attention on the part of the onlooker, but its ability to fascinate the onlooker is ever-present nonetheless. The text explains how cognitive reflection can take place during such experiences because the onlooker is fascinated and stimulated.
References:
Faregreen, C. Project-Meditation.Org. Meditation Psychology. Retrieved from: http://www.project-meditation.org/a_bom1/meditation_psychology.html
Formica, M. J. (June 10, 2010). Psychology Today. Enlightened Living: Mindfulness practice in everyday life. Research Suggests Meditation Increases Gray Matter. Retrieved from: http://www.psychologytoday.com/blog/enlightened-living/201006/research-suggests-meditation-increases-gray-matter
Gass, M. A., Gillis, H. L., & Russell, K. C. (2012). Adventure therapy: Theory, research, and practice. New York: Routledge/Taylor & Francis Group.
Rinchen-Wongmo, L. (2009). Threads of Awakening. Environment, Meditation, & Soft Fascination. Retrieved from: http://threadsofawakening.com/environment-meditation-soft-fascination
The Meditation Society of America presents Meditation Station. 108 Meditation Techniques. Retrieved from: http://www.meditationsociety.com/108meds.html
The therapeutic benefit of nature that I found most interesting in chapter 5 of Adventure Therapy: Theory Research, and Practice, is the idea of soft fascination originally theorized by Kaplan and Kaplan (Gass, Gillis, and Russell, 2012). According to the text, "Soft fascination occurs when involuntary attention is engaged and demands on a depleted direct attention are diminished, thus making restoration possible" (p. 106). An example of this is watching a butterfly flutter from flower to flower. This does not necessitate a great deal of attention on the part of the onlooker, but its ability to fascinate the onlooker is ever-present nonetheless. The text explains how cognitive reflection can take place during such experiences because the onlooker is fascinated and stimulated.
In this entry of her Blog entitled, Threads of Awakening, Leslie Rinchen-Wongmo discusses research on direct attention and soft fascination. She provides an interesting comparison between these two types of attention and two types of meditation. She links direct attention to breath work and visualization techniques. She links soft-fascination to sky gazing and simple resting meditation. She sums up her insight suggesting, "With directed-attention meditation methods, one pulls the attention back from its wanderings and places it on the object of meditation. In what I’m now viewing as soft-fascination methods, the task is to notice, to open, to include, and to rest – in fascination."
In relation to Adventure Therapy, I feel that mediation techniques similar to this idea of soft fascination could be extremely useful tools. I think AT practitioners could build on soft fascination to teach participants meditation methods which they can utilize once they leave the wilderness. It would be extremely beneficial for participants who are to return to homes where they will not experience significant time with nature to learn a mediation practice that utilizes soft fascination but does not necessarily require a remote natural setting.
In a Psychology Today article, Michael Formica discusses research on meditation and the brain. Results demonstrate long term meditators as having larger areas of the brain that deal with emotion regulation. "Meditators displayed a significantly larger volume of hippocampal tissue, as well as a similarly increased volume of tissue in the orbito-frontal cortex, the thalamus and the inferior temporal gyrus." Formica goes on to explain that while meditation has been long recognized to reduce stress and aid cognitive functioning, this research highlights significant evidence of such occurrences in brain structure.
As seen here, there are many different recognized forms and styles of meditation. Some of this could be considered "directed-attention" methods and some "soft-fascination methods," and they may all have the potential for positive effects on brain structure and cognitive functioning. Project Meditation even provides meditation techniques for specific mental illnesses and overall psychological issues.
All in all, there is a great deal to be learned about the benefits of meditation and soft fascination in the world of Adventure Therapy. I wonder what methods of meditation will provide the best results for participants. I also wonder in what ways soft fascination type practices will be beneficial and in what ways direct attention practices will be beneficial. Most importantly, how can AT professionals ensure that participants leave programs with such skills so that they can reap the benefits back home?
References:
Faregreen, C. Project-Meditation.Org. Meditation Psychology. Retrieved from: http://www.project-meditation.org/a_bom1/meditation_psychology.html
Formica, M. J. (June 10, 2010). Psychology Today. Enlightened Living: Mindfulness practice in everyday life. Research Suggests Meditation Increases Gray Matter. Retrieved from: http://www.psychologytoday.com/blog/enlightened-living/201006/research-suggests-meditation-increases-gray-matter
Gass, M. A., Gillis, H. L., & Russell, K. C. (2012). Adventure therapy: Theory, research, and practice. New York: Routledge/Taylor & Francis Group.
Rinchen-Wongmo, L. (2009). Threads of Awakening. Environment, Meditation, & Soft Fascination. Retrieved from: http://threadsofawakening.com/environment-meditation-soft-fascination
The Meditation Society of America presents Meditation Station. 108 Meditation Techniques. Retrieved from: http://www.meditationsociety.com/108meds.html
Tuesday, February 12, 2013
Week 5: AT Research
Topic: Pick one
of the outcome areas of AT research and link them to research in one or more of
the following areas: Abnormal, Behavioral Neuroscience, Cognitive,
Developmental, Learning, and Social.
In Adventure Therapy: Theory, Research, and
Practice, Gass, Gillis, and Russell include the results of a few studies
that showed a decrease in client substance abuse after an AT experience (2012).
The key word here is ‘few’. The authors make it clear that more research with
greater significance must be obtained to understand the relationship between AT
and clients with substance abuse. With much time and attention, AT researchers
will better understand this relationship, the AT elements that impact substance abuse reduction most, and how to best implement this
knowledge and form programs that consistently report significant research results.
In chapter 13,
the authors mention the “black box effect in AT research.” Essentially, clients
enter an AT program, the “black box,” and exit a changed person. It is clear
that the client has been transformed, however placing a finger on the exact
elements of the AT experience which facilitated the transformation proves
difficult.
In a best-case
scenario: a client enters a program with a drug abuse problem and exits with
the skills necessary to abstain from drugs, live a fulfilling life, and become
a positive force in society.
In a best-case scenario: the AT program
providing this experience knows the exact aspects of the experience that
facilitated the transformation and knows how to adapt them to other clients to produce positive results time and time again.
AT has great potential for clients with substance abuse problems due to the fact that the population with the greatest need for treatment falls in the age range of most AT programs. According to the
National Institute on Drug Abuse, “Drug use is
highest among people in their late teens and twenties. In 2011, 23.8 percent of 18- to 20-year-olds reported
using an illicit drug in the past month (Drug Facts, 2012).”
From much research, the National
Institute on Drug Abuse also reports “Principles of Effective Treatment”. The nature of substance abuse and its effects on the individual are explained in regard to effective treatment. The various principles are easily linked to each of these schools of psychology:
- Abnormal:
- Principle 9. "Many drug-addicted individuals also have other mental disorders."
- Behavioral Neuroscience:
- Principle 1. "Addiction is a complex but treatable disease that affects brain function and behavior."
- Cognitive:
- Principle 3: "Treatment needs to be readily available."
- When individuals think they may want help, it needs to be available because before long, the individual may reconsider.
- Developmental:
- Principle 8: "An individual's treatment and services plan must be assessed continually and modified as necessary to ensure that it meets his or her changing needs."
- Learning:
- Principle 5. "Remaining in treatment for an adequate period of time is critical."
- Three months or longer is advised for substance abuse treatment.
- Social:
- Principle 6. "Behavioral therapies—including individual, family, or group counseling—are the most commonly used forms of drug abuse treatment."
Overall, it is clear that AT research has a long way to go in determining the magic inside the black box. Multiple schools of psychology and respective research need to be in constant consideration and regularly utilized in the ongoing development of AT research and program development. It seems clear that the major difficulty will be determining the most successful practices and treatment programs for varied individuals. Between client factors of age, drug(s) of choice, co-occuring mental health diagnosis, family, education, and other demographics and AT therapeutic factors of instructor, therapist, location, activities, and discussion AT researchers have many variables to take into account and twiddle around with in the black box until the box turns crystal clear.
Picture done by me in Paintbrush
Picture done by me in Paintbrush
References:
Gass,
M. A., Gillis, H. L., & Russell, K. C. (2012). Adventure therapy: Theory,
research, and practice. New York: Routledge/Taylor & Francis Group.
National Institute on Drug Abuse (December 2012). Principles of Drug Addiction Treatment: A Research-Based Guide (Third Edition). Retrieved from: http://www.drugabuse.gov/publications/principles-drug-addiction-treatment-research-based-guide-third-edition/principles-effective-treatment
National
Institute on Drug Abuse (December 2012). Drug Facts: Nationwide Trends.
Retrieved from: http://www.drugabuse.gov/publications/drugfacts/nationwide-trends
Tuesday, February 5, 2013
Week 4: Outward Bound process Model
Topic: How might The Outward Bound Process be used in psychology other than treatment?
The Outward Bound process Model, which was developed by Walsh and Golins in 1976, is presented by Gass, Gillis, and Russell “because it represents a foundational model from which many AT programs have theoretically evolved” (2012). After analyzing the various components of the model as they relate to therapy, I found it difficult to think about ways in which the OB Model could be utilized in the field of psychology for anything other than therapy.
The Outward Bound process Model, which was developed by Walsh and Golins in 1976, is presented by Gass, Gillis, and Russell “because it represents a foundational model from which many AT programs have theoretically evolved” (2012). After analyzing the various components of the model as they relate to therapy, I found it difficult to think about ways in which the OB Model could be utilized in the field of psychology for anything other than therapy.
Upon greater
reflection, I stepped away from thinking about patients and focused on
professionals in the field of psychology. I began to think about the
possibilities of utilizing the OB Model for special training programs for
psychologists. Taking this idea further, I thought about the potential outcomes
of various groups completing an actual course together; a group of first year
students in a psychology graduate program, a group of therapists at a
residential treatment center, or even a group of professional psychologists
from various locations who want to take part in such an experience. I feel that
specific curriculum could be incorporated into a program that is based on the
OB Model.
I am left with questions:
How such a course would benefit psychologists?
Would the primary outcome be to teach specific skills related to psychotherapy?
Would participants walk away with some sort of certification?
Could the focus simply be on creating an opportunity for professionals to participate in experiential, problem based, group oriented learning?
Could such an experience be advertised and framed in a way that offers the professional psychologist a first hand opportunity to understand the benefits and potential of group work and experiential learning?
Here is a link to a Psychotherapy Training Program at the Washington School of Psychiatry that utilizes six intensive weekends to conduct the training. Participants are assigned to groups where they do experience some of the training material first hand. I think that a week long, or even weekend, adventure experience based on the OB Model could be amazingly beneficial for a program like this to utilize. I feel it would give participants first hand group development and group dynamics experiences to process and refer to throughout the course that simply cannot be simulated. This is just one example of how this could play out.
As an aside, Adventure Therapy: Theory, research, and practice offers a cooking metaphor in explaining the Outward Bound process Model and its relation to AT (Gass, Gillis, & Russell, 2012). I found this on the Outward Bound page of the wilderdom.com site and wanted to share it:
How such a course would benefit psychologists?
Would the primary outcome be to teach specific skills related to psychotherapy?
Would participants walk away with some sort of certification?
Could the focus simply be on creating an opportunity for professionals to participate in experiential, problem based, group oriented learning?
Could such an experience be advertised and framed in a way that offers the professional psychologist a first hand opportunity to understand the benefits and potential of group work and experiential learning?
Here is a link to a Psychotherapy Training Program at the Washington School of Psychiatry that utilizes six intensive weekends to conduct the training. Participants are assigned to groups where they do experience some of the training material first hand. I think that a week long, or even weekend, adventure experience based on the OB Model could be amazingly beneficial for a program like this to utilize. I feel it would give participants first hand group development and group dynamics experiences to process and refer to throughout the course that simply cannot be simulated. This is just one example of how this could play out.
As an aside, Adventure Therapy: Theory, research, and practice offers a cooking metaphor in explaining the Outward Bound process Model and its relation to AT (Gass, Gillis, & Russell, 2012). I found this on the Outward Bound page of the wilderdom.com site and wanted to share it:
Outward Bound Recipe
Select: 10 strangers
Remove: Social dependencies - tobacco, spouses, friends, wristwatches, alcohol
Place on the edge of a pan: filled with unusual and stressful circumstances
Give a slight push: and watch to see that all are fully immersed
Add: the opportunity to learn and master skills
Shake: a sprinkling of natural grandeur
Stir in: a soupcon of skilled instructors
Simmer: carefully for 26 days. Skim off the fat and deep-freeze until needed.
Derek Pritchard, Director
Minnesota Outward Bound School
Minnesota Outward Bound School
References:
Gass, M. A., Gillis, H. L., & Russell, K. C. (2012). Adventure therapy: Theory, research, and practice. New York: Routledge/Taylor & Francis Group.
Neill, J. (March 8, 2007). Outward Bound: History, Philosophy, Theory, Research, and Evaluation. Retrieved from: http://www.wilderdom.com/obmain.html
Washington School of Psychiatry (2013). Group Psychotherapy Training Program. Retrieved from: http://www.wspdc.org/education/group-therapy/
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