Topic: How do competencies for becoming an adventure therapist compare and contrast with a different method of experiential treatment?
Gass, Gillis, and Russell provide a detailed chapter on the competencies held by adventure therapists in Adventure Therapy: Theory, Research, and Practice. The authors explain how a true adventure therapist is competent in three areas, holding the knowledge and skills of an adventure leader, a counselor or therapist, and a client specialist. Possessing an exemplary level of competency in each of these areas would take a substantial amount of time, therefore, I feel such individuals are extremely valuable.
Another form of experiential therapy that has a similar method for competency development is equine assisted psychotherapy. This website discusses the EFPL (Equine Facilitated Psychotherapy and Learning) Certification. Similar to AT, there are different areas of competency that come together to form a true equine therapist or a complete treatment team. These include a licensed counselor or therapist, an education specialist, a horse specialist, and a riding instructor. As seen here, according to the EAGALA Certification information, they require a treatment team of a mental health specialist and equine specialist as opposed to allowing one individual to perform both roles.
The Certification Board for Equine Interaction Professionals website provides information on this organization and the training programs they provide. This organization came together with the purpose of creating a knowledge base for best practices in this field as well as standards for excellence. The website expresses the concern felt when equine programs began to spring up and there were no such standards or certification boards. A few incompetent programs or services could catch media fire and potentially ruin the whole profession. AT professionals have also recognized the need to create standards and best practices as well as conduct research to inform the public as to the benefits of AT.
One thing is clear from the text and from both of the websites discussed here; in both fields, professionals are expected to continuously build their knowledge, skills, and overall competencies throughout their career. This not only means keeping up to date certifications and attending the latest training seminars, but also simply having an open outlook and always making room for growth.
References:
Certification Board for Equine Interaction Professionals. Retrieved from: http://www.cbeip.org
EAGALA. Certification Program. Retrieved from: http://www.eagala.org/Certification_Program
Gass, M. A., Gillis, H. L., & Russell, K. C. (2012). Adventure therapy: Theory, research, and practice. New York: Routledge/Taylor & Francis Group.
HEAL: Equine-Facilitated Psychotherapy and Learning. EFPL Certification. Retrieved from: http://humanequinealliance.org/the-heal-model/efpl-certification/
Showing posts with label Learning. Show all posts
Showing posts with label Learning. Show all posts
Tuesday, March 12, 2013
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
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/
Wednesday, January 30, 2013
Week 3: Comparing Approaches
Topic: Compare and contrast the approach to AT treatment presented in Chapter 3 to at least 3 different approaches to mental health treatment.
In Adventure Therapy: Theory, Research, and Practice, Gass, Gillis, and Russell explain an integrative approach that is used in the field of AT (2012). This approach is termed the ABC-R model, which stands for Affect, Behavior, Cognition, and Relationships. The text explains how adventure therapists are able to use this model to adapt to the client’s needs. The therapist will recognize where to start with a client, utilizing the client’s affect, behavior, or cognition as an initial way to make a connection. Once the therapist has made it this far, the text explains how important the building of quality relationships is in the ability for the therapist to access the other two components. The relationship between the therapist and the client is definitely the highest priority, but other relationships, like with the family or field staff are important as well.
Group therapy is closely related to the AT therapeutic approach due to the fact that they both utilize a combination of the foundational psychotherapeutic schools of thought, like psychoanalytic, interpersonal, behavioral, and cognitive psychology among others. Here is the American Group Psychotherapy Association website.
In Adventure Therapy: Theory, Research, and Practice, Gass, Gillis, and Russell explain an integrative approach that is used in the field of AT (2012). This approach is termed the ABC-R model, which stands for Affect, Behavior, Cognition, and Relationships. The text explains how adventure therapists are able to use this model to adapt to the client’s needs. The therapist will recognize where to start with a client, utilizing the client’s affect, behavior, or cognition as an initial way to make a connection. Once the therapist has made it this far, the text explains how important the building of quality relationships is in the ability for the therapist to access the other two components. The relationship between the therapist and the client is definitely the highest priority, but other relationships, like with the family or field staff are important as well.
Group therapy is closely related to the AT therapeutic approach due to the fact that they both utilize a combination of the foundational psychotherapeutic schools of thought, like psychoanalytic, interpersonal, behavioral, and cognitive psychology among others. Here is the American Group Psychotherapy Association website.
Art Therapy is quite similar to AT. Other than the fact that
one utilizes adventure and the other art, both share the common approach to
meet the client where he or she is. According to the American Art Therapy
Association’s website, art therapists are trained to bring out clients' inherent art producing abilities to access their thoughts, feelings, and behaviors.
Another approach to mental illness treatment is Dialectical Behavior Therapy (DBT). According to Behavioral Tech, LLC, DBT was first created for patients with Borderline Personality Disorder in response to problems that surfaced when applying the Cognitive Behavioral Therapy (CBT) approach. Essentially DBT is a form of CBT with three significant added, or more focused strategies; validation of feelings and thoughts, desire to change, and dialectical strategies which serve as the means to balance acceptance (validation) and change. Practicing mindfulness is essential to this process. This approach is extremely client driven and requires the therapist to meet the client where he or she is, just like the AT approach.
It seems clear that all of these approaches have in some way come about due to a recognized need for psychotherapy to be more adaptable to clients' needs as opposed to applying a specific and rigid approach that leaves little room for sufficient adjustments. All of these can be used individually (other than group therapy) or in a group setting or can utilize a combination of the two. It seems as though the more flexible an approach can be without jeopardizing the integrity of the treatment.
References:
American Art Therapy Association. Retrieved from: http://www.arttherapy.org
American Group Psychotherapy Association. Retrieved from: http://www.agpa.org
Behavioral Tech, LLC. DBT Resources: What is DBT? Retrieved from: http://behavioraltech.org/resources/whatisdbt.cfm.
Gass, M. A., Gillis, H. L., & Russell, K. C. (2012). Adventure therapy: Theory, research, and practice. New York: Routledge/Taylor & Francis Group.
Another approach to mental illness treatment is Dialectical Behavior Therapy (DBT). According to Behavioral Tech, LLC, DBT was first created for patients with Borderline Personality Disorder in response to problems that surfaced when applying the Cognitive Behavioral Therapy (CBT) approach. Essentially DBT is a form of CBT with three significant added, or more focused strategies; validation of feelings and thoughts, desire to change, and dialectical strategies which serve as the means to balance acceptance (validation) and change. Practicing mindfulness is essential to this process. This approach is extremely client driven and requires the therapist to meet the client where he or she is, just like the AT approach.
It seems clear that all of these approaches have in some way come about due to a recognized need for psychotherapy to be more adaptable to clients' needs as opposed to applying a specific and rigid approach that leaves little room for sufficient adjustments. All of these can be used individually (other than group therapy) or in a group setting or can utilize a combination of the two. It seems as though the more flexible an approach can be without jeopardizing the integrity of the treatment.
References:
American Art Therapy Association. Retrieved from: http://www.arttherapy.org
American Group Psychotherapy Association. Retrieved from: http://www.agpa.org
Behavioral Tech, LLC. DBT Resources: What is DBT? Retrieved from: http://behavioraltech.org/resources/whatisdbt.cfm.
Gass, M. A., Gillis, H. L., & Russell, K. C. (2012). Adventure therapy: Theory, research, and practice. New York: Routledge/Taylor & Francis Group.
Tuesday, January 22, 2013
Week One: AT Compared
Topic: Compare and contrast the definition of Adventure Therapy with at least three (different) approaches to mental health treatment.
According to Gass, Gillis, and Russell, “Adventure Therapy is the prescriptive use of adventure experiences provided by mental health professionals, often conducted in natural settings that kinesthetically engage clients on cognitive, affective, and behavioral levels.” This definition has three main elements. First, the definition calls for "prescriptive use. . .provided by mental health professionals." This means that AT is utilized by professionals to conduct intentional therapy based on client needs. Second, the adventure activities are "often conducted in natural settings." This is the main unique element that sets AT apart from other approaches to mental health treatment. Finally, AT is meant to "kinesthetically engage clients on cognitive, affective, and behavioral levels." These three elements are the basis of psychology and therapy. AT claims to engage patients thoughts, feelings, and actions through the use of active experiences. As aforementioned, the primary aspect of the AT approach that sets it apart from others, is the utilization of adventure activities as the means to asses the patient and bring about positive growth and change.
According to Gass, Gillis, and Russell, “Adventure Therapy is the prescriptive use of adventure experiences provided by mental health professionals, often conducted in natural settings that kinesthetically engage clients on cognitive, affective, and behavioral levels.” This definition has three main elements. First, the definition calls for "prescriptive use. . .provided by mental health professionals." This means that AT is utilized by professionals to conduct intentional therapy based on client needs. Second, the adventure activities are "often conducted in natural settings." This is the main unique element that sets AT apart from other approaches to mental health treatment. Finally, AT is meant to "kinesthetically engage clients on cognitive, affective, and behavioral levels." These three elements are the basis of psychology and therapy. AT claims to engage patients thoughts, feelings, and actions through the use of active experiences. As aforementioned, the primary aspect of the AT approach that sets it apart from others, is the utilization of adventure activities as the means to asses the patient and bring about positive growth and change.
Other approaches to mental health treatment include psychoanalysis, cognitive behavioral therapy, and group therapy. Here are definitions of each:
“Psychoanalytic treatment
explores how. . . unconscious factors affect current relationships and
patterns of thought, emotion and behavior. Treatment traces theses patterns
back to their historical origins, considers how they have changed and developed
over time, and helps the individual to cope better with the realities of their
current life situation” (About Psychoanalysis).
"Cognitive behavioral therapy (CBT) is a form of treatment that focuses on examining the relationships between thoughts, feelings and behaviors. By exploring patterns of thinking that lead to self-destructive actions and the beliefs that direct these thoughts, people with mental illness can modify their patterns of thinking to improve coping" (Duckworth & Freedman).
"Group therapy is a type of psychotherapy that involves one or
more therapists working with several people at the same time" (Cherry).
Overall, AT is similar to these treatment approaches do to the fact that they all have the same underlying goal, which is to help the patient grow cognitively, affectively, and behaviorally. Psychoanalysis focuses on the unconscious and the past in discovering patterns associated with these three elements. CBT also focuses on these patterns and the negative, destructive connections between the elements. The thing about AT is that it can utilize psychoanalysis, CBT, group therapy, and an array of other treatment approaches but other approaches cannot utilize AT, for then it would be AT.
References
Cherry, K. (2013). What is Group
Therapy? Retrieved from: http://psychology.about.com/od/psychotherapy/f/group-therapy.htm
Duckworth, K., & Freedman, J. L.
(2012, July). Treatment and Services: Cognitive Behavioral Therapy (CBT)?
Retrieved from: http://www.nami.org/Template.cfm?Section=About_Treatments_and_Supports&template=/ContentManagement/ContentDisplay.cfm&ContentID=7952
Gass, M. A., Gillis, H. L., & Russell, K. C. (2012). Adventure therapy: Theory, research, and practice. New York: Routledge/Taylor & Francis Group.
About Psychoanalysis. (2013). http://www.apsa.org/About_Psychoanalysis.aspx#What
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