Sorenson’s Ranch School helps troubled teens learn how to change negative thought patterns. We all have that little voice inside our heads that attempts to hold us back through the use of self-despairing statements. Whether the statements are about our looks, abilities, or the core of who we are, these statements become part of who we are and keeps us from becoming who we can be. These negative self-talk statements are worse for people who have depression and for those with low self-esteem, because these statements keep the person trapped and do not allow them to move forward easily.
Replacing negative thought patterns is addressed through the use of the DBT (Dialectical Behavior Therapy) and in individual therapy. The Sorenson’s Ranch School DBT group addresses identifying negative thought patterns by introducing the idea of cognitive myths and teaching the students to challenge these myths that they say to themselves. An example of a myth that students learn to challenge is: “It will kill me if he does not talk to me.” A possible challenge is: “I won’t like it, but I will move on if he does not talk to me.” Other myths include, “It does not matter; I don’t really care.” This one is generally used to avoid sharing feelings and managing emotions. Many students challenge this one with “I really do care and this is why.” Students are then taught to identify their own myths and challenge these and use these challenges every time that myth comes to mind. They practice replacing that thought with the challenge.
The next step in the Sorenson’s Ranch School DBT group is to learn about cheerleading statements. Students are taught to make their own cheerleading statements to give themselves encouragement and to empower themselves. These statements are particularly helpful for overcoming fears and helping the student to feel better about their self and to build upon their strengths.
Learning to change negative thought patterns is a very powerful tool in learning to feel better about oneself and in turn change behaviors. Remember our thoughts are directly related to our behaviors.
Thursday, August 19, 2010
Wednesday, August 4, 2010
Anger and Therapy
At Sorenson’s Ranch School we are finishing up another 10 week course of our anger management course. Do you have angry teenagers? Here at Sorenson’s Ranch we seem to have a lot of angry teens. Why are they angry? What is anger? Our goal is for our students to understand that anger is a normal feeling or emotion, to teach them that anger is often confused with aggression, and to help students identify when anger becomes a problem.
Students work as a group in workbook. We teach that conflict has three steps that we call the ABC’s of anger. People that express their anger inappropriately have “apparent” payoffs, but long-term negative consequences outweigh the short term gains. We discuss how anger can become a habit. We also teach the correct way to make a complaint, which is our first skill-streaming skill. Students are encouraged to use the skill during the week. Students are provided a forum where they identify and share with each other their own triggers. This helps them to begin to realize that they are responsible for how they respond to different situations.
Teens at Sorenson’s Ranch School are also taught how to recognize and listen to their own warning signs that they are becoming angry. They are encouraged to listen to their own warning signs and to become more aware of what other people might be feeling. Teens are learning to express anger through appropriate verbalization and healthy physical outlets. Our goal for the teens who attend Sorenson’s Ranch School is to understand and apply the basic concepts of anger management that have been presented in the group.
Session 2
OBJECTIVE: To identify general events, and red-flag events and situations that trigger anger for each individual student. To become aware of external triggers as well as internal triggers.
INTERVENTION: Students were provided a forum where they identified and shared with each other their own triggers. Helping them to begin to realize that they are responsible for how they respond to different situations. Also discussed how to recognize and listen to their own warning signs that they are becoming angry. Teaching the steps to understand the feelings of others. Which is the 2nd skill-streaming skill. They were encourage to listen to their own warning signs and to become more aware of what other people might be feeling this week.
Session 3
OBJECTIVE: To identify anger warning signs (cues) so that the students can start to make use of anger reduction techniques and increase self control and personal power when they notice that they are getting angry.
INTERVENTION: Learning to express anger through appropriate verbalization and healthy physical outlets.
Session 4
OBJECTIVE: For students to know reminders (self-instructional statements) that can be used to help increase success in pressure situations of all types. Also to learn skills that will help them deal with someone else’s anger and to learn relaxation through breathing.
INTERVENTION: Studying a list of reminders and encouraging the students to come up with their own personal reminders that would be effective in helping them to stay calm. Discussing different techniques that can be used in dealing with someone else’s anger and teaching them how to breathe in order to relax.
Session 5
OBJECTIVE: To understand that when someone violates your rights the best way to deal with that person is to be assertive, not aggressive or passive.
INTERVENTION: To read about the differences between being assertive, aggressive, or passive and fill out a worksheet. To read about and discuss the Conflict Resolution Model, which is one method of acting assertively.
Session 6
OBJECTIVE: For students to understand that self-evaluation is a way for them to (A) judge for themselves how well they have handled a conflict, (B) reward themselves for handling it well, or (C) help themselves find out how they could have handled it better.
INTERVENTION: Reading and explaining self-evaluation and filling out a worksheet. Discussing different aspects of self-evaluation and asking students to give some examples of how they can use it in their lives.
Session 7
OBJECTIVE: For students to understand and apply the basic concepts of anger management that have been presented in the group.
INTERVENTION: The basic concepts of anger management were reviewed and summarized. Students were able to ask questions concerning what we have learned so far.
Session 8
OBJECTIVE: For students to learn how anger and other emotions are expressed in their family and analyze how past family interactions affect current thoughts, feelings, and behavior.
INTERVENTION: Students filled out a worksheet asking them different questions such as: Describe your family? How was anger expressed in your family? How did each member of your family express anger? Where you ever threatened with physical violence? Was your father or mother abusive to you or each other? How were other emotions expressed? How were you disciplined? What role did you take in your family?
Students also drew a picture expressing how anger is shown in their family.
OBJECTIVE: Continued for students to learn how anger and other emotions are expressed in their family and analyze how past family interactions affect current thoughts, feelings, and behavior.
INTERVENTION: Students filled out a worksheet asking them different questions such as: Describe your family? How was anger expressed in your family? How did each member of your family express anger? Where you ever threatened with physical violence? Was your father or mother abusive to you or each other? How were other emotions expressed? How were you disciplined? And what role did you take in your family? Students also drew a picture expressing how anger is shown in their family.
They shared with the group and talked about seeing the cycle and unless they change could continue into their own families.
Session 9
OBJECTIVE: For students to understand that anger is a normal emotion and needs to be handled in appropriate ways. Mishandled anger includes: Displacement, Passive Aggressive, Suppression, Denial, and Repression. People with chronic anger are mad most of the time and are extremely unhappy. Violence is not a solution, it only compounds the problem. Ways of managing anger includes: Expressing your feelings, Cooling down, and Being constructive. Attack the problem, not the person. When you can acknowledge your anger without resorting to destructive or aggressive behavior, you can turn your anger into a positive experience that makes life better for others and yourself.
INTERVENTION: We watched anger management video. Students were able to identify the different types of behavior they use in expressing their anger.
Session 10
OBJECTIVE: To be able to recognize what we do or say that makes other people angry and try to change these problematic behaviors that could lead to conflicts.
INTERVENTION: Students shared three ways that they anger others and we discussed how they could change these behaviors.
Session 11
OBJECTIVE: For students to understand and remember all that we have learned in group and prepare for the test next week.
INTERVENTION: We reviewed all the basic concepts of anger management that have been presented in the group.
Session 12
OBJECTIVE: For students to remember everything they have learned in-group and be able to apply it in their own lives.
INTERVENTION: Students took a final test for the group. If they don’t pass the test, they may have to repeat the group.
Special Group
Students work as a group in workbook. We teach that conflict has three steps that we call the ABC’s of anger. People that express their anger inappropriately have “apparent” payoffs, but long-term negative consequences outweigh the short term gains. We discuss how anger can become a habit. We also teach the correct way to make a complaint, which is our first skill-streaming skill. Students are encouraged to use the skill during the week. Students are provided a forum where they identify and share with each other their own triggers. This helps them to begin to realize that they are responsible for how they respond to different situations.
Teens at Sorenson’s Ranch School are also taught how to recognize and listen to their own warning signs that they are becoming angry. They are encouraged to listen to their own warning signs and to become more aware of what other people might be feeling. Teens are learning to express anger through appropriate verbalization and healthy physical outlets. Our goal for the teens who attend Sorenson’s Ranch School is to understand and apply the basic concepts of anger management that have been presented in the group.
Session 2
OBJECTIVE: To identify general events, and red-flag events and situations that trigger anger for each individual student. To become aware of external triggers as well as internal triggers.
INTERVENTION: Students were provided a forum where they identified and shared with each other their own triggers. Helping them to begin to realize that they are responsible for how they respond to different situations. Also discussed how to recognize and listen to their own warning signs that they are becoming angry. Teaching the steps to understand the feelings of others. Which is the 2nd skill-streaming skill. They were encourage to listen to their own warning signs and to become more aware of what other people might be feeling this week.
Session 3
OBJECTIVE: To identify anger warning signs (cues) so that the students can start to make use of anger reduction techniques and increase self control and personal power when they notice that they are getting angry.
INTERVENTION: Learning to express anger through appropriate verbalization and healthy physical outlets.
Session 4
OBJECTIVE: For students to know reminders (self-instructional statements) that can be used to help increase success in pressure situations of all types. Also to learn skills that will help them deal with someone else’s anger and to learn relaxation through breathing.
INTERVENTION: Studying a list of reminders and encouraging the students to come up with their own personal reminders that would be effective in helping them to stay calm. Discussing different techniques that can be used in dealing with someone else’s anger and teaching them how to breathe in order to relax.
Session 5
OBJECTIVE: To understand that when someone violates your rights the best way to deal with that person is to be assertive, not aggressive or passive.
INTERVENTION: To read about the differences between being assertive, aggressive, or passive and fill out a worksheet. To read about and discuss the Conflict Resolution Model, which is one method of acting assertively.
Session 6
OBJECTIVE: For students to understand that self-evaluation is a way for them to (A) judge for themselves how well they have handled a conflict, (B) reward themselves for handling it well, or (C) help themselves find out how they could have handled it better.
INTERVENTION: Reading and explaining self-evaluation and filling out a worksheet. Discussing different aspects of self-evaluation and asking students to give some examples of how they can use it in their lives.
Session 7
OBJECTIVE: For students to understand and apply the basic concepts of anger management that have been presented in the group.
INTERVENTION: The basic concepts of anger management were reviewed and summarized. Students were able to ask questions concerning what we have learned so far.
Session 8
OBJECTIVE: For students to learn how anger and other emotions are expressed in their family and analyze how past family interactions affect current thoughts, feelings, and behavior.
INTERVENTION: Students filled out a worksheet asking them different questions such as: Describe your family? How was anger expressed in your family? How did each member of your family express anger? Where you ever threatened with physical violence? Was your father or mother abusive to you or each other? How were other emotions expressed? How were you disciplined? What role did you take in your family?
Students also drew a picture expressing how anger is shown in their family.
OBJECTIVE: Continued for students to learn how anger and other emotions are expressed in their family and analyze how past family interactions affect current thoughts, feelings, and behavior.
INTERVENTION: Students filled out a worksheet asking them different questions such as: Describe your family? How was anger expressed in your family? How did each member of your family express anger? Where you ever threatened with physical violence? Was your father or mother abusive to you or each other? How were other emotions expressed? How were you disciplined? And what role did you take in your family? Students also drew a picture expressing how anger is shown in their family.
They shared with the group and talked about seeing the cycle and unless they change could continue into their own families.
Session 9
OBJECTIVE: For students to understand that anger is a normal emotion and needs to be handled in appropriate ways. Mishandled anger includes: Displacement, Passive Aggressive, Suppression, Denial, and Repression. People with chronic anger are mad most of the time and are extremely unhappy. Violence is not a solution, it only compounds the problem. Ways of managing anger includes: Expressing your feelings, Cooling down, and Being constructive. Attack the problem, not the person. When you can acknowledge your anger without resorting to destructive or aggressive behavior, you can turn your anger into a positive experience that makes life better for others and yourself.
INTERVENTION: We watched anger management video. Students were able to identify the different types of behavior they use in expressing their anger.
Session 10
OBJECTIVE: To be able to recognize what we do or say that makes other people angry and try to change these problematic behaviors that could lead to conflicts.
INTERVENTION: Students shared three ways that they anger others and we discussed how they could change these behaviors.
Session 11
OBJECTIVE: For students to understand and remember all that we have learned in group and prepare for the test next week.
INTERVENTION: We reviewed all the basic concepts of anger management that have been presented in the group.
Session 12
OBJECTIVE: For students to remember everything they have learned in-group and be able to apply it in their own lives.
INTERVENTION: Students took a final test for the group. If they don’t pass the test, they may have to repeat the group.
Special Group
Monday, August 2, 2010
Salt Lake Bees Game
On July 23, 2010, Sorenson’s Ranch School staff took all the Level 4 and 5 boys and girls to a Utah Bees minor league baseball game as a reward for their good behavior. The Bees played the Denver Sky Sox and lost 12-1. It was a very disappointing game, but I don’t think the teens minded much. They were just glad to be able to participate in such a fun activity away from campus.
We arrived at the ballpark in Salt Lake City at 5:00 p.m. and enjoyed a picnic lunch of all you-can-eat hotdogs with condiments, chips, beans, watermelon, and soda pop. We sat in a shaded area of the ballpark where we ate and had a great time talking with each other. This was a good time for the teenagers to relax and interact with each other in a positive way.
At 6:30 p.m. we went into the game, and our seats were perfect. We were right behind home plate and also in the shade. The first Bees batter got up to bat and on the first swing, the bat broke. It was amazing. It's not very often you get to see a bat break in a game.
After the game was over, the teens watched an outstanding fireworks show! It lasted about 30 minutes, had great music, and the adolescents’ faces were glued to the sky. They were more like little kids again, instead of troubled teens that had been sent to Sorenson’s Ranch School for intervention.
These activities are great because they reward the kids for their good behavior and hard work. It is a great motivator to keep them on the right track. They look forward to such activities here at Sorenson’s Ranch School. Special activities such as this augment our regular activities of horse riding, camping, fishing, etc. When higher level students return to campus and excitedly tell their friends what they did, it gives the lower level students incentive to keep their behavior in check so that they can get to a level to be able to go the next time.
Holly McCulla
Sorenson's Ranch School
We arrived at the ballpark in Salt Lake City at 5:00 p.m. and enjoyed a picnic lunch of all you-can-eat hotdogs with condiments, chips, beans, watermelon, and soda pop. We sat in a shaded area of the ballpark where we ate and had a great time talking with each other. This was a good time for the teenagers to relax and interact with each other in a positive way.
At 6:30 p.m. we went into the game, and our seats were perfect. We were right behind home plate and also in the shade. The first Bees batter got up to bat and on the first swing, the bat broke. It was amazing. It's not very often you get to see a bat break in a game.
After the game was over, the teens watched an outstanding fireworks show! It lasted about 30 minutes, had great music, and the adolescents’ faces were glued to the sky. They were more like little kids again, instead of troubled teens that had been sent to Sorenson’s Ranch School for intervention.
These activities are great because they reward the kids for their good behavior and hard work. It is a great motivator to keep them on the right track. They look forward to such activities here at Sorenson’s Ranch School. Special activities such as this augment our regular activities of horse riding, camping, fishing, etc. When higher level students return to campus and excitedly tell their friends what they did, it gives the lower level students incentive to keep their behavior in check so that they can get to a level to be able to go the next time.
Holly McCulla
Sorenson's Ranch School
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