How to Create Positive Outcomes in Play Therapy: Following the Child’s Lead

I’m an over-preparer. I want to be prepared for whatever happens. Not just in life, but in the therapy room too. I want to be prepared when a client doesn’t have anything to say. I want to pull out that worksheet and be like “No worries! Let’s work towards your therapeutic goals!” (Not in those words, but you know what I mean.) I do come prepared, no doubt, but I think my desire to be prepared can come from a deeper place of needing to feel in control. In a sense, I want to control what happens in the session. I think as therapists we all desire some control within our therapy space. Think about it. We tend to think we know it all; the perfect theory, the perfect worksheet, the perfect intervention for our clients.

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But I often stop long enough to ask myself, “Is this really what my client needs right now?” I think this desire for control can become especially hard to ignore when I work with child clients. This desire for control could be due to many different things such as pressure from parents to “fix my kid” or my assumption that child clients don’t know what they need, and I think I do know what they need. I am the expert after all…right?

But I also have to ask myself what happens if I let go of my assumptions, my agenda, myself, what could happen? What if I listened to that tiny voice in the back of my head saying, “Just go with it”? Letting go of myself and my desire to control was a difficult lesson to learn. However, I discovered that when I did let go, when I did listen to that voice saying, “Just go with it,” incredible things happened. And I learned this all from a 6-year-old boy I’ll call Adam.

What a Therapist Learned from her Young Client

Adam was having some emotional regulation difficulties in his first-grade classroom, so he was referred to me, the school counseling practicum student. As I got to know Adam, I learned that he loved video games. And that was all he would talk about. I was very aware, thanks to the elementary school counselor, of all of the difficulties Adam was having at home. Yet, when I would ask Adam about how home was, he would always say “Good,” and change the subject to…you guessed it…video games.

I tried many different interventions with him including sandtray, creative art, and as a last resort, talk therapy. Nothing worked. I was beginning to get discouraged because I felt that I wasn’t “helping” him, and he was still having the same issues in his classroom. I was not seeing progress.

When I brought this up to my practicum supervisor, she suggested an intervention based on Adam’s love of video games. The intervention was to create a video game controller and to create buttons based around coping skills and his difficulties. Then, the child would use this controller to “control” the therapist. The therapist would follow the child’s instructions and act out the buttons the child was pushing on the controller. This intervention was to give the child “control” of a scenario based around his issues. To my relief, Adam agreed to participate in the activity. However, when I tried to steer him in the direction I thought he needed to go, such as creating buttons based around coping skills and emotional regulation, Adam was quick to turn me down. Instead, he created buttons for running, jumping, fighting, and throwing erupting cupcakes at an invisible perpetrator.  

Throwing erupting cupcakes was not what I had in mind for this intervention. However, there was a voice in the back of my mind saying, “Just go with it.” So, I did…despite my other thoughts saying, “Nope, this isn’t going to work. He’ll never get better if you keep this up.”

But listening to this voice in the back of my mind would become imperative to what happened next.

Before my next session with Adam, the elementary counselor informed me that someone had tried to rob Adam’s home. She said that he had briefly mentioned it to her in passing and she wanted me to know just in case it came up in our next session. Well, during our next session when I asked Adam if he needed to talk about anything, Adam simply said, “Nope,” and continued to eat his lunch. I could feel tears welling up in my eyes. I simply wanted to help Adam, and I could tell there was still some resistance. However, I tamped down my desire to pry and to push and moved on to explain the plan for our session.   

“So, Adam,” I said, “Remember the controller we made together during our last session?” Adam nodded. “Well, we’re going to use it today.” I reviewed the button meanings with Adam and when we were finished, I said, “Okay, here’s what’s going to happen. You’re going to give me a problem and using the controller, you’re going to control me to help me solve the problem.” Adam began jumping up and down excitedly. “So,” I continued, “What’s the problem you want to use?” Now you should know that my idea of the type of problem I wanted Adam to come up with was “A friend beat me at a game” or “I got a bad grade on a test”. I wasn’t prepared for what came out of his mouth next.

Adam thought for a minute and then finally said, “You’re being robbed.” Without thinking, I said, “Well, let’s think of a different problem…maybe one that happens in everyday life.” Adam looked disappointed but started to think. Suddenly, an alarm went off in the back of my head and I realized what Adam was trying to tell me: He knew exactly what he needed; he needed to process the break-in he had experienced. The voice in my head was shouting: “Alicia, JUST GO WITH IT.”  

So, I listened and I pivoted. I said to Adam, “You know what? Yeah, let’s go with that. I’m being robbed.” Adam began jumping up and down excitedly. And then fun ensued. Adam pushed the “jump” button, and I jumped around the room. Adam pushed another button, and I threw erupting cupcakes. I ran and hid, I fought my perpetrator, all the while Adam was jumping up and down and laughing his little head off. Finally, after I was completely exhausted, Adam said, “You did it! You fought him off! He’s gone forever!” With relief, I plopped down in my chair as Adam erupted into applause for my performance.

As I reflect on this session, I notice how close I was to missing what Adam was trying to tell me. I was blinded by my own agenda. I thought I knew what was best for him. But in that session, Adam was trying to process something that was very real and scary in his world. And I almost missed it.  

Since then, I’ve learned to use my intuition and to listen to that little voice in my head saying, “Just go with it,” particularly when it comes to working with children. I listen to the child when I introduce an intervention, and they say “No,” I let them pick up the sandtray to play with because I understand that that is what they may need in the moment. I let them do my interventions in their own way. I allow them to control what happens in the therapeutic space because there’s a good chance that they don’t get that anywhere else.

All I can say is that I’m glad I let go of my agenda and my desire to control during my session with Adam because when I did, healing took place. And I want more of that. I want more than anything to help children process things they don’t understand. I want to be the conduit they use to control what is outside of their control. I want more laughter, more fun, more silliness. And overall, I want more healing to take place in the therapy room. Adam taught me a valuable lesson: To let go of myself and just go with it.  

Questions for Reflection and Discussion

How does the author’s reflections on her play therapy work resonate with you?

What do you appreciate about the author’s clinical work with Adam?

What might you have done differently with this particular child?  

Addressing Bullying in the Classroom: Undercover Anti-Bullying Teams

“I know I’m weird,” she said slowly, tossing her multi-colored hair around her shoulders as she sat down heavily in the chair in my office, “but I can’t help it!” Tears welled up in her dark eyes, and she shuddered involuntarily. The smell of sweat and fear filled the air in my small room. Her eyes, heavy with cheap mascara looked as if they had withdrawn into her pale, blotchy face. She shifted her long body from side to side. “I feel like a dumb goose,” she sobbed. “I don’t belong in this school or even this world. I know they all hate me.”

I sat back gently to give her space and listened with interest to what she was saying. I had seen her on the school campus many times, usually alone, looking stressed and unhappy, walking quickly from place to place, carrying her heavy school bag and not looking at anyone. Other kids seemed to avoid her and whispered about her as she walked past.

“It’s not fair, I’ve done nothing but be myself, but nobody can accept that. I am starting to think that it’s true what they say. Why do they want me to change? I don’t ask them to change who they are!” she blurted out.

“I don’t belong here,” she reminded me. “I want to stay home and never go to this stupid school.”

She paused for a moment, then she said, “But I hate home as well, I don’t belong there either, my parents are losers and never get out of bed. I don’t know what to do. I really hate my life.”

The sound of her pain seemed to hang like a sword in the air. I was stunned by this stream of painful emotions that surged like a tornado in my room.

“No,” she said emphatically, “It’s not fair because I have done nothing.”

“Would you mind if I asked you some questions about what’s been happening?” I asked. “I’ve seen something like this before,” I added, “and I have some ideas about what we can do.” She shifted slightly in the chair, her long legs looking for a place to hide and her sobs began to slow down. She shrugged her shoulders and said, “I guess…Go ahead then.”

I paused again for a brief moment, then I asked gently, “Where does this kind of thing happen most?”

“It’s everywhere but mostly in my classes. It’s the story of my life. They gang up on me and shut me out deliberately and they talk about me behind my back. I can’t take much more of it,” she said. “They bully me and make me feel stupid. One kid even made up a song about me. Everyone laughed, even my so-called friends,” she said with disdain.

She lifted her head slightly and looked out at me from under her tousled hair. I handed her a tissue and she dotted the black lines of mascara that had made streaky tracks on her face. I had been carefully listening for a way to talk about what she had been experiencing and I had a number of choices including “bullying,” “ganging up,” “shutting me out deliberately,” “talking about me behind my back,” “making me feel stupid,” but I chose “bullying” because it seemed to sum up all the other things she had been going through and it was, after all, a description that she had chosen.  

“Is it bullying that you’ve been the target of?” I asked. When I used this word, she looked up at me and her face winced at the sound of the word. I felt that I had struck a chord with her.

“Yes, it’s bullying plain and simple,” she said sadly.

“I would like to tell you my ideas about how we can get rid of it, would you like to hear them?” I ventured. “It may take a few minutes and if there is something you don’t understand, please ask me. Is that alright?”

She didn’t answer, and looked bored, but I persevered.  

Planning an Undercover Anti-Bullying Team

“I have seen problems like this one and even some worse ones solved with ‘Undercover Anti-bullying Teams,’” I continued. “They are a group of students from your class that we select together, and they come up with a plan to eliminate the bullying. Once they find out how much the bullying is affecting people, they usually are happy to do whatever they can to bring some happiness back into the class. It’s my guess that they are looking for a chance to do something right. I think they know about the bullying but don’t know what to do about it. They hate it as much as you do.”

“Yeah, sometimes some kids have stuck up for me and the bullying has stopped, but it doesn’t last. I wish they could keep it up because that’s when I think they accept me.”

I paused for a moment, thinking about what she had just said. I could see that there had been moments when there was no bullying, that there had been exceptions to the story that she was telling me.

“On your team,” I continued, “must be the two kids who are the biggest bullies together with four others who are kids that the teachers and other students look up to.”

She looked startled when I mentioned the bullies being on the team.

“That’ll never work,” she said, “Why should they want to help me when all they do is bully me?”

“Well for one thing, they are outnumbered,” I smiled, “and the other more important reason is that, in my experience, sometimes even the bullies get sick of bullying, but they don’t know what else to do. They almost think that’s who they are. For some reason, they like to think that they know how everyone should be and when they come across someone who they think is different, they try to get them to be like them! That’s the part I am still trying to figure out, why they think they should do that.

“I’ve found through doing this Team idea for over 50 times now, that once they are introduced to a better way and the other kids on the team get behind the plan, they always seem to change the way that they speak and act, and in some teams, they have become the leaders of the team! In many cases, the bullies have become friends of the ones they had been bullying, but we don’t expect them to.”

“It could work….” she said cautiously. “50 times? How many failures have you had?” she cheekily asked, and I thought I detected the hint of a smile.

“I know it sounds ridiculous, but there have been no failures. Every team has been successful in eliminating bullying, and what’s more,” I said with pride, “it hasn’t returned!

“There are two other important parts to this way of dealing with ‘bullying’.” I continued. “Firstly, the teachers of your classes are told what has been happening to you in their class and that an ‘undercover anti-bullying team’ has been set up to eliminate it. They are usually quite surprised, and some teachers have even told me that I’m mistaken. They say that there is no bullying in their class! Just goes to show how clever kids are. The kids who bully certainly don’t want the teachers to know about it.”

“The teachers are told the names of the team members including those doing the bullying, but without mentioning the names of the students who are doing it. They are invited to make suggestions about who they think should be on the team. Sometimes we add their names as well, but most often you will know the ones best suited to help you. It’s not just your friends, but ones who you think could really make a difference. So now the teachers know about what was previously kept hidden from them. They become like extra team members!

“Secondly, when you are sure that the bullying has gone for good, the team members receive a certificate of recognition from the Principal and a canteen voucher from the school. We have a special ceremony in my office where we hand out the certificates to the team. We talked about how the team went and what they have done and what they can keep doing to make this school safe from bullying. Sometimes the Principal hands out the certificate, sometimes the dean, and sometimes teachers and even parents will come to show their appreciation. Sometimes, the ex-victim likes to give out the certificates!” Like I said, I’ve done this over 50 times now and it has worked every time.”

“I guess…” she said tentatively. “It’s better than nothing being done which is how it’s always been.”

“Once the team is set up,” I continued, “They make a plan that details how they are going to make the changes. I don’t tell them what to do, it’s better if it comes from them.”

“Then I wait a couple of days for the team to begin their plan and the next step is to call you out of class, and we talk about what has changed and what remains to be changed. I write all this down on my form. Then I call the whole team together and I share with them what you have told me. We talk about the same things that I talk about with you, such as: How is the plan going? Should they add to the plan? Is it enough? Have they been able to stick to the plan? What have they noticed about your reactions to their efforts? Have other kids said anything? Have they been able to keep it undercover? Etc.

“You don’t have to meet the team or do anything special, but it does help if you recognize the efforts the team is making. I also ask your teachers to tell me what changes they have noticed, and I share these observations with the team and with you each time we meet. We keep going with this process until you decide that the bullying is over. In most cases it takes at least a couple of weeks for the changes to become permanent, but I am sure you agree that’s not much compared to how long this has been going on for.”

She was starting to show some real interest by now. She brushed back her hair and stood up and looked at her eyes in my mirror. She used the tissue I had given her earlier to dab the corners of her eyes. She is quite tall, I thought, as she stood beside me.

“Well, to get this started I need to carefully write down the story of the bullying. This will be what I read to the team. Then we select the team members and then I email your teachers to let them know what we are doing. The next day, I call the team members from classes where they will not be obvious and give them their instructions.”

“One more thing,” she interrupted me, “why is this ‘undercover?’”  

“I was hoping you would ask that,” I said. “As I explained earlier, I have found that when people feel that they have been caught out bullying, they are more than likely to blame the person they think has exposed them. Then they try to get revenge on that person, and it usually makes things worse. If they are invited to solve the problem of bullying without being exposed as the bullies, they respond positively. It’s a way of protecting you from retaliation. They become part of the solution, whereas before they were part of the problem. It gives them a fresh chance to do what is the right thing to do. Punishment never works in cases like this.”

“Also, the other students who have been observing the bullying and have done nothing to stop it usually feel ashamed of their inaction. By being anonymous, they also get a chance to make the changes they have wanted to do without it being a big deal.”

“But the main thing though, is that this kind of bullying survives because it is undercover or under the radar. Teachers rarely see it. We must use the same kinds of tricks against it, and who better to do it than students themselves? It is a job that no teachers or other adults can do; it’s going to need some special strategies to expose it and to get rid of it.”

I paused for a while to let all this information be absorbed by her. She seemed to understand what I was saying.

“What I have noticed happening with these teams, is that sometimes the friends of the team members notice the changes and ask if they can be on the team. It’s often hard for the team members to keep it a secret because they enjoy the new job and things in the classroom change pretty quickly. I believe that the kids who bully are not bullies by nature. Often, they don’t even realize they are bullying. They think they are having a joke. Hardly ever do they think that bullying is their only job in life.  

“Are you ready now to tell me your most recent experience of bullying?” I enquired as I took out the forms I use to record her story.

“Well,” she began, “It’s been going on for most of my life. It wasn’t as bad at primary school, but it’s gotten much worse as I’ve gotten older.”

This is what she told me. I carefully recorded her own words, checking every now and then to make sure I had written down exactly what she said.

“Well, in social studies, we had to get into groups around tables and I was late to class because of my rowing training. The only place left was right by the door where no one was and everyone who was around were saying things like ‘goosey girl,’ ‘loner,’ and ‘O.T.L.’ (Only the Lonely) and stuff and laughing so the teacher couldn’t hear. I was sitting by myself, and it made me feel horrible, like I was dead meat.

“Another time last week was when I walked into the library, a group of the boys were lined up against the wall on both sides and they were yelling stuff at me and saying stuff to me. They were calling me names and saying that I made up an account on Facebook just to have friends and stuff and why did I bother coming to this school because nobody wants me here. A while ago in P.E (Physical Education), we had to get into groups, and nobody wanted to be in my group. The leaders put me in a group, and they were all going, ‘why do we have to have her in our group and stuff?’ This kind of thing happens to me a lot when we have to get into groups.”

I wrote it down as she spoke, checking with her to make sure I heard her clearly. Then I asked her how this incidents affected her and made her think and feel.

“I feel like I can’t cope, and I want to be able to relax like everyone else. It’s OK for them but they don’t realize what they are causing me because I don’t get any support at home. I don’t feel at home even at home. It makes me want to run away. Sometimes I want to leave but I can’t. Sometimes I want to leave and never come back. I hate coming to school early for rowing because kids are saying horrible things and stuff but if I am late, everyone draws attention to it. They look at me and act in a shaming way. It makes me hate school. I used to love school and now when I wake up, I just want to lie there and not move. I hate it so much. Sometimes I wish I was not even alive.”

I let that powerful expression of her emotions hang in the air. I had heard similar stories many times but each of these moments are so moving, so important. Following the questions on my form, I gently asked her, “Ideally, how would you like things to be?”

She paused for a while and looked at me. My guess was that it was hard for her to relive those painful moments, but this question seemed to shift her thoughts.

“Well, I want to feel comfortable here to relax and forget about everything else, to be comfortable at school. I want to be able to say what I feel, not being scared of everything I say and do. I don’t want to be bullied anymore. I want to have friends, good friends that I can trust and not laugh at me or put me down. I feel like I must defend myself to show that they are not hurting me,” she added.

“Thanks for letting me write it all down,” I said. “Can I read it all back to you to make sure that I have got it down correctly? Remember that this is the story I will read out to the Undercover Anti-bullying Team once they are assembled.” She nodded her head. I read the story to her just as she had told it to me. She listened carefully to my reading of her story and looked sad. “Are you OK with me reading this out to the Team like that?” I asked.

“I hope this works,” she said, “and that they don’t use it as a reason to bully me more,” she said with a worried look on her face.

“You know, in all the Teams I have run, that has never happened. Most times the team is shocked to hear the story and is ashamed that it has got to this stage. In some cases, students have cried when I have read their story out. One time, the bully confessed! It was him that eventually became the leader of the team.”

She seemed reassured by this, and I said to her, “Now we must select the Team before I let the teachers know about it. Let’s look at your class list and we can go through each student one-by-one and you can tell me what you know about them and we can select the Team.” I printed off the list and we discussed each student. I explained that apart from the two students who were responsible for the most bullying, the other four people would be students that the rest of the class and teachers looked up to. Students with status in the eyes of their peers. I recorded these names on my form.

Once the composition of the team was decided, I thanked her for her bravery in coming forward with this and I sent her back to her class.

Building the Anti-Bullying Team

Then I sent this email to her teachers:

Hi Teachers,

Candice has told me a story about some bullying of the continual teasing, name calling, mocking family, excluding from group work type, what others might think as “low level,” but to her its big and causing her to switch off school. Together we think that an Undercover Team might work well to eliminate the bullying.

She has selected:

Michelle, Josephus, Mario, Alayah, Yanet and Carlos as students she wants to support her. Remember that in this group are the two “worst” bullies. Considering what you know about these students and others in the class, can you suggest any others that may be more suitable?

If you think this is a good team to go about doing anti-bullying work, don’t reply. If you have any suggestions, please let me know asap as I need to call the team together tomorrow.

There is nothing extra you need to do but it would help if you notice the activities of the team and feed your observations back to me by email. I will pass them on during the monitoring process. You may decide to take some actions yourself with the class, but please do not let the existence of the team be known to the class.

On the side of a bullying free school, Mike.  

Sending such an email to the teachers is a risky business and I have only recently begun to do that. It is my belief that this undercover bullying needs to be exposed, and the widest audience possible recruited, to eliminate it. By informing teachers about activities that have been happening in the lives of their students, they become part of the Team and become more aware of the relational climate in their classes. Knowing what I know about each teacher, I predicted a variety of responses.

1.Dear Mike

Thank you for the email regarding the bullying of Candice. I was quite surprised to read this because I thought she was doing very well. Are you sure you have the right person? I struggled to detect the two worst bullies though. Except for Mario who makes the occasional smart comment to everyone, not just Candice, they all seem to be nice kids. I won’t allow any negativity in my class though and it is important for me that kids feel safe enough to learn.

It must be pretty low level as you say because I haven’t seen much of it. Still, I will take your word for it and keep my eyes open for the positive actions of the team members. She has selected a good Team because the ones she has chosen are students that I think have leadership potential. Who are the bullies again?

I will keep you posted, George.

2.Mike

I thought as much! She is strange and the kids find it hard to accept her. She should get her hair cut and not put so much make up on. She mucks around quite a bit and draws attention to herself. She doesn’t do much work in my class and is absent a lot. She doesn’t make it easy for herself though as she sometimes says some pretty harsh stuff back to them. I wonder if she deliberately excludes herself from whole class activities.

She does need to harden up and not be so sensitive.

I will keep my eyes open for any kids who might be acting differently towards her, but I can’t see them making much of a difference.

Most of these kids on her “Team” are pretty hard workers when they want to be so I wouldn’t make any changes.

Andrea

3.Dear Mike

This is clever! I have seen this kind of thing in my last school but it was more obvious. The counsellor took the kids who were bullying aside and had a talk with them. There was a small change but it didn’t really last because my guess is that they did it for the counsellor, not because it was the right thing to do.

As you know, I do my best to have the best environment for learning. Happiness is important to me, and I want my kids to have fun learning. But if any one kid is unhappy in any way, I want to know about it.

I will call a class circle tomorrow and we will all talk about how we can make our relationships the best that they could be. I will not draw attention to Candice but talk about good relationships in general.

In agreement with you about having a bully free school, Jenny.  

I was predicting a more unsupportive response from one teacher who I knew wouldn’t email me but would talk to me face to face.

I was sitting in the staffroom with my friends during morning break when he came over to me. The room was filled with colleagues drinking coffee and enjoying the respite from teaching. There were lots of warm conversations around tables and some people had gone outside to enjoy the early summer sun.

“Can I talk to you?” he asked.

I knew what this would be about and I steeled myself for what I knew was going to be a difficult conversation. “Could we go somewhere else and discuss this outside?” I asked.

We found a quieter corner of the courtyard and he started telling me his ideas.

“I am not happy about this ‘Undercover Team’ in my class,” he said. “It’s bollocks. I won’t tolerate bullying. I have high standards. If I knew who they were, I would make them stand up in front of the class and apologize to everyone for what they are doing. Then I would give them a detention or lines, and I would ring their parents and tell them what they are doing.

“Going soft on these bullies is a waste of time,” he continued. “They need to be held accountable for what they are doing and be punished. That’s how it was in my day, and I haven’t changed my opinion.”

I struggled to find a way to address his concerns.

“Kids in my class don’t dare bully each other. If I catch them, they know what to expect. If it was my kid who was bullied, I would want those kids excluded from school.”

I took a deep breath and tried to be calm.

“I know that this is not how you might do things, " I said, “but I have found over many years that when kids are punished, especially for bullying, they will somehow try to get their revenge back on the person that has told on them. If they don’t, then they will get their friends to. It always makes things worse. Besides, they spend time thinking about revenge and then they don’t learn. In my experience, students who are bullied don’t want the bullies to be exposed or punished. They just want it to stop.

“We both want the same thing, for kids to learn and to treat each other well. I am not asking you to change anything in any way, but just see if you can notice when the students on the team are doing positive things to support Candice.

“There may not be bullying while the students are in your lessons,” I explained, “but if all teachers can be on the lookout for any kind of unpleasantness, then our school is going to be a much happier and purposeful place, wouldn’t you agree?”

“Well, I’d be surprised if it was going on in my class, but I will keep an eye out for Candice as I do anyway.”

“Thanks for telling me about your concerns,” I added and went back with a pounding heart to my friends.

The Anti-bullying Team Convenes

Two days later I called up the team members. They shuffled into my office looking anxious and worried. I suspected that although they were classmates, they were not friends. They looked at each other suspiciously and began to ask why they were called out of class.

“Welcome,” I smiled and said as they looked uncomfortably for a chair to sit on. “You must be wondering why you have been called out of class and I will tell you why in just a moment and you may be surprised. But you may not be as well.

“Yesterday, one of your classmates told me a sad story of bullying in your class. I made sure she didn’t mention any names because as I explained to her before she started, the best way to eliminate bullying is for everyone to work together. Sometimes people get caught up in bullying and want to change because they know it’s wrong and they would not like it if it was done to them. Sometimes, people don’t even know that they are bullying and just think they are having fun. Other times, people see and hear the bullying and don’t know what to do about it. Many times, it seems as if even friends are in on it”.

“Who is it?” one student said. “Why us?” another said.

The room went silent, and some students began shifting nervously in their seats. I let the silence sit for a while and then I continued, “She has personally selected you as the students best able to eliminate the bullying. Not only that, but your teachers have endorsed her selection and are going to do what they can (without exposing the team) to make their classrooms safe from bullying. If you agree to be on the team, and when you have eliminated the bullying for good, you will receive a Principal’s Award in recognition of your anti-bullying activities and a canteen voucher from the school at a little ceremony to celebrate your success. He could even present it to you if you like,” I added cheekily.

“The important thing about this is that it is undercover. Nobody would know of your existence but myself, your teachers, the Principal, and of course the student who has been bullied. You can tell your parents if you like as I am sure they will be proud of your selection in this really important matter.”

They laughed uncomfortably and looked at each other sideways.

“I am going to read out the story and then I will tell you who it is and ask you if you would like to be involved. Are you ready to hear her story?” I asked.

“Yes,” they all nodded in agreement.

“I think I know who you are talking about,” one of the boys ventured.

“I will read the story exactly as she told me. I have added nothing and taken nothing out. You may know of the incidents she describes, and you may have seen it differently, but this is her story; this is how it is for her,” I added. “I am telling you in this way because I want the focus to be on the bullying, not so much on who was involved. You will notice that she doesn’t name anyone. That is not important to me. No one is being blamed or singled out.”

“This is her story,” and I read out her story, including how it made her feel and think.

There was silence as I read Candice’s story to the group, and some students said quietly, “that must be horrible.”

“I think I know who it is,” one boy said. “I didn’t know she felt like that. That’s sad.”

When I mentioned her name, I noticed looks of surprise on the faces of some students. Some were clearly embarrassed, but all the students listened without interruption to her tale.

“Would you all like to be on her undercover team?” I asked.

They all said they would be, including the ones she has identified privately as the two worst bullies.

“What do you want us to do?” Josephus asked.

“We make up a plan. I call it our ‘five point plan.’ On it, we list simple ideas that will turn things around for her. Who would like to start?”

I went over to the whiteboard with my marker in my hand. “If the same things were happening to you, what would you like people to do?” I asked.

“Offer her help when she needs it and offer for her to come into our group. I will do that,” Alayah said.

“That’s great!” I exclaimed.

“I could remind her that she doesn’t need to go ‘all stupid’ in a gentle way. I will do that because I think she will listen to me,” Michelle said.

“Stick up for her when people tease her,” said one boy and the others all nodded in agreement. “Would you all like to sign up for that?” I aske

Successful Use of Haleys Strategic Model of Family Therapy

As a marriage and family therapist, I often find myself drawn to the road less traveled. In a field dominated by well-known approaches like Cognitive Behavioral Therapy and psychodynamic therapy, I’ve discovered the beauty and power of a model that, while rarely discussed in contemporary literature, possesses a distinctiveness that sets it apart: Haley’s Strategic Model.

Challenging the Traditional Model of Therapy

At first glance, this approach might seem unconventional, even daring. Its directive nature challenges the traditional therapeutic stance of non-directiveness, opting instead for a proactive, solution-focused approach. This alone makes it a rarity in today’s therapy landscape. But it’s precisely this departure from the norm that makes it so intriguing and, in my experience, incredibly effective. This therapeutic method stands out for its bold departure from traditional therapeutic approaches as it challenges the status quo of non-directiveness and passive exploration. Numerous clients shared with me the allure of a solution-focused approach, which they did not think was possible given the passive exploration they had come to expect from psychotherapy. What truly sets this model apart is its emphasis on strategic interventions. Rather than probing into the depths of past traumas or exploring abstract concepts, this model is all about pinpointing the problem, devising a plan of action, and executing it with precision. It’s like a finely crafted puzzle, where each intervention is strategically placed to unlock the path to change. But make no mistake — this approach isn’t for everyone. It takes a certain type of therapist, one who isn’t afraid to roll up their sleeves and dive headfirst into the complexities of family dynamics. It requires a keen eye for patterns, an intuitive understanding of systems, and a willingness to challenge conventional wisdom. More importantly, it takes a deep sense of empathy and compassion. Despite its directive nature, Haley’s model is rooted in collaboration and understanding. It’s about meeting clients where they are, acknowledging their struggles, and empowering them to take control of their own narratives. Using this therapeutic method isn’t just about following a set of techniques; it’s about embodying a mindset — a mindset that sees problems not as obstacles, but as opportunities for growth and transformation. It’s about embracing the uncommon, the unconventional, and the uncharted territory. In this model, two key techniques stand out: strategic interventions and paradoxical techniques, each serving as powerful tools in the therapist’s toolkit. So, what does it take to steer the ship in Haley’s Strategic Model? Effective implementation hinges on a blend of qualities and skills that go beyond the traditional therapist toolkit. Patience, creativity, and adaptability are essential, as is a keen understanding of family dynamics and systems theory. Being able to think on your feet and pivot strategies as needed is crucial, especially when faced with complex and ever-changing family dynamics. Balancing the directive nature of Haley’s approach with collaboration and empathy requires finesse. While strategic interventions are at the core of the model, it’s equally important to create a safe and supportive environment where clients feel heard and understood. I’ve found that taking the time to build rapport and establish trust lays the foundation for successful therapy. It’s about finding the delicate balance between guiding clients toward change and empowering them to take ownership of their journey.

Clinical Application of Haley’s Model

Strategic interventions are precisely targeted actions designed to disrupt dysfunctional patterns and facilitate change within the family system. I recall a client, let’s call her Sarah, who sought therapy for her strained relationship with her teenage daughter. Sarah felt overwhelmed by her daughter’s rebellious behavior and constant defiance. During our sessions, I introduced a strategic intervention by prescribing a specific communication exercise for Sarah and her daughter to complete together. This task aimed to improve their communication skills and foster a sense of understanding and connection. As they engaged in the exercise, Sarah and her daughter began to open up to each other in ways they hadn’t before, leading to a breakthrough in their relationship dynamics. Paradoxical techniques, on the other hand, are seemingly counterintuitive strategies used to evoke change by embracing resistance or amplifying symptoms. In another case, a couple, let’s call them Mark and Lisa, sought therapy for their constant arguing and power struggles. Despite their initial reluctance, I introduced a paradoxical technique by prescribing a “fight schedule” where they were only allowed to argue at certain times of the day. This approach initially seemed absurd to Mark and Lisa, but as they adhered to the schedule, they began to realize the futility of their constant arguing and started to communicate more effectively outside of their designated “fight times.” Of course, navigating the directive approach isn’t without its challenges. Resistance from clients can arise, whether it’s skepticism about the effectiveness of strategic interventions or discomfort with the idea of change. In these moments, patience and perseverance are key. I’ve learned to approach resistance with curiosity rather than confrontation, exploring the underlying fears or concerns that may be driving it. One striking example of overcoming resistance involved a young boy, let’s call him Max, who was brought to therapy due to behavioral issues and defiance at school. Max had a history of pushing back against authority figures and was initially resistant to the idea of therapy. He viewed it as just another attempt by adults to control him. Instead of adopting a traditional authoritarian approach, I decided to honor Max’s self-determination and autonomy. I engaged him in collaborative discussions, allowing him to voice his opinions and preferences. Together, we set goals for therapy that aligned with Max’s interests and values, empowering him to take an active role in his own treatment. As therapy progressed, I introduced strategic interventions tailored to Max’s unique needs and preferences. For example, instead of prescribing specific behaviors for Max to follow, I invited him to brainstorm alternative solutions and encouraged him to take ownership of his choices. Over time, I witnessed a remarkable shift in Max’s attitude towards therapy. His resistance softened, and he became more open to exploring new perspectives and strategies for managing his behavior. By honoring Max’s self-determination and empowering him to be an active participant in his therapy, we were able to achieve meaningful progress and foster a sense of agency and empowerment within him.

***

From its directive nature and emphasis on brief interventions to its strategic focus on systemic change, Haley’s model has provided me with a refreshing alternative to traditional therapy approaches. By harnessing the power of strategic interventions and paradoxical techniques, I have been able to navigate complex family dynamics with precision and creativity, fostering meaningful change and empowering my clients to lead more fulfilling lives. While a bit intimidating earlier on in my career, I have enjoyed, and my clients have benefitted from embracing the innovative and the unconventional and daring to explore new horizons in my practice. With this therapeutic method as my guide, and of course, my clients’ willingness to trust me and enter into new territory with me, new opportunities for growth and transformation have revealed themselves. Questions for Reflection and Discussion In what ways have you traveled unfamiliar roads as a therapist? What model of family therapy works best for you and why? What do you find most rewarding and challenging in doing family therapy?

Julie Bindeman on Reproductive Mental Health Care, Dobbs, and Beyond

Lawrence Rubin: Hi, Julie. Thanks so much for joining me today. You describe yourself as a reproductive psychologist whose specialty centers around reproductive challenges related to fertility, pregnancy, and abortion. Did I get that right, and can you elaborate a bit on what this professional identity means?
Julie Bindeman: Reproductive Psychology is not the kind of specialty you’ll find in graduate school departments. In fact, I’m working with some colleagues to look at what is the curriculum around reproductive health in graduate programs these days. Thus far, it’s not as encouraging as I would hope it would be.
The reproductive time period actually can be anywhere from the time somebody begins to menstruate or begins the ability to produce sperm, all the way to—for men and cisgender men—more so end of life, and for cisgender women into the early 40s-ish (from perimenopause through menopause). So, it’s several decades of a person’s life.
For so many of those decades, cisgender women in particular, spend time trying to avoid pregnancy. It becomes very interesting when everything that we’ve been taught about preventing pregnancy gets turned on its head when we want to become pregnant. We have a lot of conversation in our schools about sex ed, but we don’t have any about fertility and what that means and what that looks like.
So it’s the whole gamut between the attempts at getting pregnant, even deciding, “Do I want to have a family,” and considering that; “Do I want to have a family now with this person, do we feel like we’re compatible;” all the way to, “We’re struggling to get pregnant and we need to seek out a reproductive endocrinologist for infertility,” which is a very specialized doctor.
So, I think, because there’s a specialty in the medical world, and because psychology is a little bit slower to catch up, historically speaking, the idea of a moniker of a reproductive psychologist provides some clarity about what I do, which is different than other psychologists, but also is a very particular niche that involves a lot of study.   
LR: This reminds me of a cartoon I once saw of two girls sitting on a park bench, reflecting on their lives ahead. One of them says, “Well, I think after my second divorce, I will…” It makes me think, Julie, that although the reproductive age physically starts around puberty, people’s ideas of reproduction and parenting and maybe even fertility—probably begin before they were born. Perhaps, a reproductive legacy.
JB: There’s a concept called the “reproductive narrative.” It encapsulates the idea that we all start having a reproductive story early in life, and that story changes, and it’s just as valid of a story if someone is not interested in parenting as it is if someone is very interested in parenting. And when we meet potential partners, we have to see how our reproductive stories mesh, and sometimes they mesh really well, and sometimes there needs to be some negotiation.

Reproductive Mental Healthcare in the Era of Dobbs

LR: If part of the reproductive narrative entails a chapter on the act of becoming pregnant either willingly or unwillingly, then I would think that part of that narrative, from the perspective of a reproductive psychologist, would include discussions around abortion.
JB: Here, let me assist you with it. One of the big concerns for some clients who come to me about deciding whether they should get pregnant or not, is, “Is it safe for me to carry a pregnancy in the state in which I live, and if it’s not, do we need to move?” They explore concerns like, “Do we need to move just for our pregnancy?” In certain states, people are really putting their lives on the line just to have a family.
LR: I’m not going to hide the fact that part of my intent for this interview was my interest, as I hope it will be the interest of many of our readers, in how the Dobbs ruling has impacted mental health clinicians working in the area of reproductive health. In that context, and first, how has Dobbs impacted Julie, the person of the therapist? We’ll get to Julie the therapist later.
JB: I wasn’t surprised. When the leak came in terms of what the ruling was going to be, there was already so much talk about. People were saying, “this can’t be it,” and “they’ll never do that,” and “we’re talking about established precedent for 50 years.” Unfortunately, I was sitting there saying, no, this is it, this is what the intention is. It’s only going to get worse from here.
I remember even having a conversation with my dad, who said, “No, that’s just like hysterical thinking.” Looking back to when the Dobbs decision was finally released, I wish I could say I was surprised. I was not! I had been seeing this coming since Trump was elected, quite honestly. That was the reason that I marched the day after the inauguration. I could see it coming. It was very clear to me that they were going to use whatever mechanisms of power that were available to restrict reproductive rights. So that was one part.
As a mom of someone who was born a cisgender female, I was and am also worried because my child has their whole life in front of them, and you know, I’m not sure if they’ll have a family or not. They might. They might not. That’s yet to be seen. So, I’m concerned for what their choices might look like and what is available.
I have two kids that were born cisgender male, and I worry about them and their potential partners. I knew this was going to impact IVF too. So, when the ruling in Alabama came down, people were like, “Oh my God,” and I was like, “Yeah, no, of course it’s going to IVF next, because the logical conclusion is personhood and personhood being conferred to an embryo.   
LR: The second part of my original question is, “How has Dobbs impacted the way that you are in the room with clients who are thinking about it or going through the abortion process, and what advice springs from that for other clinicians doing it or thinking of doing it?
JB: I happen to live in a state (Maryland) that is very protective of reproductive rights and, in fact, has a shield law. I submitted a letter to the committee that was reviewing it when it was a bill to say that in addition to physicians, let’s protect mental health professionals, because I think that’s an important inclusion that we have, in terms of what we might know.
When I think about worst-case scenarios, I think about people connecting the idea of personhood or person status to a fetus, and then connecting it to laws that already exist. So, if you don’t realize you’re pregnant and you have some wine, is that now endangering the welfare of a child or child abuse? Or if you have an abortion, is that considered child abuse, feticide? I think they will go after women. Even though right now they’re going after physicians, I think they will go after women eventually. It just makes logical sense to me. So that’s sort of my catastrophizing, but again, I don’t think it’s that far off.
As a therapist, I think there have been several weeks of my career that have been indelibly difficult, and nothing I learned in graduate school has been helpful. I was a grad student during September 11th in Washington, DC. That was tough because how do you process an experience with someone when you’re living it too?   
And I would say that for my clientele, the next time I had that experience was the 2016 election. I had clients, who, like me, were grieving, because we saw what the implications could look like.
And then I would say that the third time it happened in my career was the Dobbs decision. I had people calling who were panicked about it. “Are my embryos safe?” was a question I got asked a lot by clients, and I would be like, yeah, for now they are—you know, again, depending upon where you live.
Many of my clients were feeling helpless and angry, and of course, I shared that sense of anger and righteous indignation. I think it’s really challenging to be a clinician when you’re experiencing in real-time exactly what your clients are experiencing too, when you don’t necessarily have the perspective that often we are able to bring to our clients, when we’re not living what they’re living. When we do live what our clients are living, it’s so hard to have that sense of perspective, because our fear centers get activated, or at least mine does.
For clinicians who are either practicing or considering practicing in this domain, it’s important to know your state laws and how they apply to you. If you’re a clinician in Texas, for example, where they have that SB8—which is the bounty hunter laws that it’s so lovingly referred to as—clinicians are in danger under what that law is, and it is a civil penalty. So, anyone can rat you out for any reason, especially if they’re motivated by money. It’s a $10,000 fine. That’s not nothing! Most of us might not have that lying around to pay. So that becomes a very real risk.   
There are other states that are starting to look at that. There are other states that are looking at assisting minors in having abortion care. So as clinicians, I think for the time being, HIPAA protects us, but it’s really important that we are careful about what we say in our notes because notes can be subpoenaed. And so, if I’m talking to a client about an abortion they are planning or an abortion they had, I’m not going to come out and write, “… spoke about abortion.”
I might say something like, “spoke about family planning” and have it be really vague. I think those of us that are practicing in PSYPACT states also need to be aware of what are the other laws in the states where our clients might be sitting in that we don’t necessarily know because they’re not necessarily connected to the statutes that relate to psychology.   
LR: Would you say there is a dividing line/light switch moment between the way you walked into the room pre- and now post-Dobbs? On the morning after, pun fully intended, did you walk in more nervous, more fearful, and aware of having to be far more conservative or careful with your words?
JB: As a clinician who is very up to date on the laws of my state, which I know most others may not be, I’ve been an advocate for many years. I’ve helped to lobby to get some of those laws passed. And so, I wasn’t concerned, because I knew my state legislature—and in a lot of ways, I know many of them personally—that they were going to protect reproductive rights, and that is what they have done the last couple of years too. So, they did not disappoint.
Our state has done some really great things. As I said, they passed a shield law, they’ve expanded who can perform abortions. So instead of it having to be only a physician, it’s been expanded to physician assistants, nurse practitioners, and midwives, which is awesome. More care, we like it! Our Governor has gotten our own sort of storage of mifepristone and misoprostol— ‘mife’ and ‘miso,’ as it is.
So, I didn’t feel that light switch. One of my best friends who lives in Texas did feel that light switch. She had also been living under SB8 two years prior, so she was not surprised. She had had some time too, to be like, okay, now we’re really going to do this because we don’t have the Supreme Court protections. What’s happening in Texas is legal versus legally dubious.   
LR: It sounds like one doesn’t even have to identify as a reproductive psychologist or work in concert with physicians to experience these issues, because anyone who practices couples therapy or family therapy might find themselves thrown into this reproductive ring. As such, it’s just smart to know your state laws, to connect with advocacy resources, and to be very, very careful of what you’re saying and how you say it. And based on your writing, you don’t bring up abortion explicitly but talk in hypotheticals.
JB: One of the things I do as a reproductive psychologist is to conduct third-party evaluations for prospective gestational carriers. And as part of that conversation, we talk about abortion and because they are not pregnant, there’s no concern. I can talk about abortion till I’m blue in the face. They are not pregnant. Everything is a hypothetical.
But I may talk hypothetically, if they live in Texas and there is a problem with the pregnancy. I may say something like, “You are now eight weeks pregnant. You cannot get care in Texas. Let’s talk about where you can go to get care? You know that your doctor is not going to be able to save your life should your life be on the line unless it’s really dire and, you would have to ask yourself if this is something I want to risk?” It’s about looking at each client’s risk profile, which has changed since Dobbs.   

Abortion Counseling as Mental Health Care

LR: But, outside of these specific evaluations, you also do what you might call generic psychotherapy, where the issues may, but most likely will not come up. We are traditionally taught not to bring up religion or politics unless the client does, so is it the same when it comes to reproductive health and abortion if a client doesn’t broach the subject?
JB: Of course I bring it up. I bring it up because everyone thinks that once you get pregnant, it ends with a baby, and that’s just not the case. Not that I’m trying to freak my clients out that are newly pregnant and excited and whatnot, but we talk about, “Hey, have you had a conversation with your partner, should this pregnancy go in a way that you don’t expect? What might that look like? And, you know, it’s a hypothetical because it’s a very rare occurrence. And, I’d rather you have this conversation before it happens than have to have that conversation for the first time as it is happening because it’s just too much to unpack in that moment as you have to make a critical decision about the pregnancy.”
LR: You describe abortion as healthcare. Would you say that the kind of counseling that you do considers abortion as mental health care?
JB: Absolutely. I come at this from the side of the law of my state, which is specific in saying that mental health is a reason for someone to obtain abortion care past 24 weeks. I also come to it from a religious perspective, which may sound kind of odd, but in the religion that I grew up in and that I practice, which is Judaism, one of the tenets is that you save the existing person at all costs. My religion doesn’t see a developing fetus as an existing person. It sees it as a potential person. So, unless that fetus is basically sticking out of someone’s vagina—sorry to be so graphic—and has taken a breath, it is not a person.
LR: I just want to draw reader’s attention to a chapter in your new book that has a comprehensive table called, “Religious Points of View about Abortion.”
JB: When people think about this, and they’re like, “oh, but I don’t see people who are having babies because I work in geriatrics, or I work in pediatrics. This isn’t important to me. I don’t need to know this stuff.” And to that, I say, “actually you do, because how are you talking to your parents of the kids you work with about, what was the reproductive story that that child was born into? Were there losses before that child was born? After that child was born? Was it a long journey? Was it an uncomplicated journey? Was it fraught, and you weren’t sure this baby would ever get there? This is in addition to, was the baby in the NICU or anything like that, that you’re going to want to know about your patient.”
I also think it’s important because if we’re seeing young kids, their parents are often trying to expand the family, and sometimes it doesn’t work as easily as the first time. And so, how do you support a young child who knows there’s something happening with their parents but doesn’t know what it is and doesn’t have that understanding of what infertility might be or pregnancy losses might be? How do you help the parents talk to their child about it? How do you help, as a therapist, talk to the child about it, give them a place to have their own thoughts and expressions?   
For those that work with an older population, and I’ve had older clients who have been still traumatized by the Dobbs decision, because of the abortion they had in the 70s, either pre-Roe or post-Roe. Or even talking about how this is going to impact so many people and having that empathy for it. And that sadness of what I thought I knew, what I thought I could trust, that 50 years of precedent went down the drain.
So, it’s come out in lots of different age groups, and I think it’s really important. I’ve had male clients talk about it too, their concern about abortion and it not being an option—and not in that kind of cavalier, like, I don’t want to deal with that kind of way, which I think we often ascribe to men when we’re talking about abortion. That doesn’t seem to be the case, but somebody I care about might be very impacted by this.   
LR: What are some of the myths around abortion that clinicians—whether reproductive clinicians or not—need to consider when abortion enters the clinical frame?
JB: So let me first dispel a couple of myths that have existed about abortion. Abortion does not cause future infertility. Although I can’t tell you how many of my clients who had abortions when they were younger, and then as they wanted and were ready to have a family, struggled with infertility, how they made that causal. But I’m like, nope, there is nothing causal to that.
Abortions don’t cause cancer, so that’s really important to know. Also, there is no such thing as post-abortive syndrome. That is not a thing. I appreciate the American Psychological Association for a deep dive that they did in 2008. And one of their conclusions was, nope, there is no need to add something to the DSM about post-abortive syndrome. It is not a thing.
What I think is important for clinicians to think about is what research tells us, which is that most people with access to abortion feel relief. Now, there are some circumstances like terminating for medical reasons—I’m not lumping that into that. That’s a very different, specialized circumstance. But the majority of people who are seeking out mostly first-trimester abortions experience relief—95% of them!
In that 5% who might not, they might experience regret. And where this gets confabulated is the idea that regret becomes mental illness versus regret is a feeling just like lots of other feeling experiences a human can have. And it is a feeling that will come and go. And so, we don’t need to pathologize regret!   

A Reproductive Psychologist’s Personal Journey

LR: For those among our readers who have read some of your other work, can you give us—and I don’t mean to diminish it in any way—a little bit of the experience you had as Julie, the mom, along your own challenging reproductive journey?
JB: When people ask me how I found this work, I tell them I came to it honestly. My early grad school experiences centered on teens and kids. That’s what I was really interested in, and so I worked at a high school, where one of my seniors was pregnant. The way the school managed it was incredible. They threw her a baby shower, and when the baby was born, different people watched the baby so she could still go to class so she could graduate on time. What an incredible community to circle around her and help her. It was amazing.
As I continued, I worked at another school that was Catholic, and one of my seniors got pregnant. That was a very different experience. It was interesting in that conversation where we had to sit with the mom and tell her what was going on, and the mom was like, okay, cool, we’ll get an abortion. And the kid was like, nope, I don’t want that.
At the time, I didn’t make much of those experiences. I later had my own kid. When he was about 18 months old, my husband and I reflected on how great he was and decided we needed another one because the world needs another one just like him—since all children, of course, are carbon copies of one another, right?!
We did not have an issue conceiving the second time, although I had in my mind it would be a little harder because I anticipated it would take six months. In retrospect, I guess I was ambivalent, thinking I would have more time than one month. I wasn’t quite ready to have another kid, but there it was.
That pregnancy was over just as soon as it started, when at eight weeks, the ultrasound showed that I had had a miscarriage. It’s called a “missed miscarriage” because it was shown on ultrasound and I had no knowledge of it. I had a D&C. Interestingly, I had begun specializing in postpartum health after my son was born, so after the miscarriage, I wanted to learn the difficulties of the postpartum experience.
We don’t talk about postpartum and how hard it is. We really don’t talk about pregnancy losses which seem to be shrouded in secrecy. So, it wasn’t until my own miscarriage that I realized how insensitive I had been when my friends had had miscarriages. I didn’t know what to say, and so I went to the platitudes, that I think most people go to because we want to be helpful. Rarely are platitudes helpful!
My doctor was optimistic and encouraged us to try again, which we did. I became pregnant very quickly, and while everything seemed to be progressing in those early weeks, I was bleeding. Our anatomy scan at 20-weeks suggested that we have a second opinion. We were referred to a maternal fetal medicine specialist (MFM), where we learned that our baby had hydrocephalus, and ventriculomegaly, in which the brain ventricles were measuring much larger than they should have.
We were told that the best-case scenario was that our baby could live into his 40s with the developmental quality of life of a 2-month-old. That was not a best-case scenario for me! That was not the life I would want to bring into this world, and it was not what I would want to do to my son, not what I wanted to do to my marriage.
We called our clergy and talked about options, one of which was labor and delivery, and the other was that we could drive to New Jersey for a surgical abortion. I was confused because I knew abortion was legal in my state, so why did we have to go somewhere else for surgery? I later pieced together that six months before, a physician named George Tiller, who had performed an abortion in Kansas, was shot to death. His death created so much of a chilling effect that the doctors in my area stopped performing abortions. I ended up having to labor and deliver a little boy who died. It was awful, and both very different, and compounded by my miscarriage. We were later told that this was a lightning-strikes-once situation, a one in a million, and that we should try again when we were ready.
It took me about four months before my cycle came back and my story gets redundant in this way. We tried for one month and got pregnant. I was very nervous during that pregnancy, which we learned was with a girl. I was getting scanned all the time and found out at 18 weeks that the also had ventriculomegaly, hydrocephalus, and partial agenesis of the corpus callosum. Because I was 18 weeks, I was able to access a surgical abortion with one of the kindest doctors to whom I was, and am, very grateful.
We tried again quickly because I didn’t know if I would have the courage to keep trying. And we got pregnant immediately, and this was a pregnancy where I didn’t feel any symptoms, and I was disconnected from it.
At 18 weeks, the MRI showed that we were having a girl and that she was healthy. I was excited and terrified. I asked them to show us the pictures of the last baby we lost and the baby I was carrying, and the differences were so clear. The brain of the baby I was carrying had all sorts of contrasting grays and whites, compared to the blackness in the image of the baby we had lost, which represented fluid. It was a beautiful picture. I went through the rest of that pregnancy fairly terrified, and I think my MFM probably had some vicarious trauma because she had been with me from the beginning.
We went back for my checkup at 36 weeks, and she asked me, “how do you feel about having a baby this week?” I had four more weeks so I said, “I’m good.” She half-joked, “it wasn’t really a question. You’re going to have a baby this week. When would you like to have your baby?” She just didn’t want anything to happen to this child. So, my daughter was born weighing 5 lbs. even. She was fierce. We had a “normal” stay in the hospital, and then they let us go.
When she was about 14 months old, I said to my husband, “hey, so, you know we always talked about three.” He looked at me like, “are you effing crazy?” I said something like, “I must be, but I really want to try for three. If it works, great. If it doesn’t, that’s fine.” And, again, we got pregnant the first time we tried. When we got an MRI at 18 weeks—and this pregnancy just felt so different to me because I was in a place where whatever happened, happened— and my husband was really excited because it meant we could get a minivan. I remember saying something like, “I will not get a minivan unless we have the number of children we might need for a minivan.” He was like, “okay!”Our son was born healthy, and now I have an 11, 13, and an almost 17-year-old. We are very, very done.

LR: I certainly appreciate the depth of your sharing, Julie. when you first started talking about it, I thought, “She’s probably told this many, many times, and it’s going to be very matter of fact.” But you told the story as if it was so fresh, and it just suggests to me that this part of your narrative will always be alive for you, as it problably is an will be for others who have had challenging reproductive journeys.
JB: Can I read you something as you say this?
LR: Sure.
JB: In the acknowledgement section in my book, I write about my story and actually dedicate the book, to the two babies we lost. “…I am grateful for these two babies I said goodbye to before I could say hello to, as they awoke me to the passion for reproductive mental health, and, primarily, the intersection of abortion and mental health.”

Ethics, Competency, and Advocacy in Reproductive Mental Healthcare

LR: This begs the question, “Are there limits to self-disclosure in reproductive psychology, reproductive psychotherapy?”
JB: It’s a really interesting question that I look at from two different vantage points. So, one vantage point is if you’re a therapist with just sort of a normal population, whomever that normal population might be, and you become pregnant, the pregnancy itself is a disclosure, isn’t it? Like there’s a point in pregnancy where you just can’t hide it, and so it’s a disclosure, and I think it’s useful for patients to know so that they can plan, and they’re not surprised.
And then, you know, there can be a lot that might come out in the transference around maternity and nurturance, and things like that. So, I think it can actually lend itself to a lot of really useful therapeutic material. I think if you’re working with the population that I’m working with, I didn’t have a choice but to disclose because I wanted to give my clients an opportunity to change therapists if they needed to. I wanted to acknowledge, “Hey, seeing me pregnant could be really triggering, and I don’t want you to feel like you have to stay with me. Because I get it, and it can be really, really hard.”
It also came out in other ways, like with a client for whom it took months to disclose that, as a child, she had experienced terrible sexual trauma committed by a relative. She was with me through my losses, and she was with me through the birth of my daughter. After my daughter was born, she was able to say she felt like her “badness” and “evilness” contributed to my losses. She felt responsible for them.

LR: That’s very sad.

JB: Yeah! We did some good work around that. Without the disclosure, that work couldn’t have happened. I didn’t show up at my office Friday afternoon after that first ultrasound. So, you know, I had to have someone tell my clients something. And again, lots of interesting things came out from it.

LR: a lot of my resources is through an organization called the American Society for Reproductive Medicine, and within it, a professional group called the Mental Health Professional GroupDo the APA, ACA, and NASW have resources for clinicians who are finding themselves in this therapeutic arena, or who are considering or looking for guidance through live contact?

JB: Not so much within the larger professional bodies. Perhaps NASW. I couldn’t tell you specifically. Where I get a lot of my resources is through an organization called the American Society for Reproductive Medicine, and within it, a professional group called the Mental Health Professional Group. Thats where a lot of the research and work is being done. APA has had more since the Dobbs decision. Sorry to be pitching my book, that wasn’t my intent, but the reason I decided to edit this book was because there wasn’t anything for the mental health professional that had a client that was now experiencing or considering abortion.

You can’t refer someone out when we’re talking about days or weeks to decide to have an abortion. You have that ethical obligation not to abandon our clients, and we have an ethical obligation to not practice outside of our competency. And so, this book is to fill that gap in between competency and not abandoning clients.

LR: Could you recommend a couple of potential paths for advocacy for clinicians who want to get into it and make a difference that way?

JB: I think it depends on how much you want to do. There are lots of advocacy opportunities such as volunteering for a state delegate campaign in your district and talking directly to them, I found that useful and interesting. Or, talking about it at a City Council meeting where you can go on the record. You can talk about healthcare in that kind of way. These are sort of smaller things that people can do.

There’s organizations like the National Abortion Foundation. They not only have abortion funds through them, but also provide a warm line to people. I don’t think it’s a hotline. They train people so that they can help talk to people that are struggling. So that’s a great organization.

There are lots of local abortion funds. That’s a great way to get involved again, you know, depending upon how involved you want to be. So, for a birthday fundraiser one year, I’m going to pick out an abortion fund. This is where I want my contributions to go, like, contribute to this in my honor.

I have lobbied at the state level, even not in my state. I’m happy to talk to anybody. And my husband had the opportunity to go to the City Council meeting, which is where our delegates were going to talk about what happened in session. He said, “I was going to share our story, but do you want to do it? I can give the time to you.” And I said, “Oh honey, they have heard it from me. They need to hear it from you.” I was really, really proud of him.

LR: It sounds like part of what got you through your pregnancies was you and your husband moving together as a unit. I probably should have asked this question earlier on, but “Have you had the experience of working with any women or families who have been denied abortion?” I know this was addressed in the “Turnaway Study” and is very state-specific.

JB: In my state, that is not an issue for people because it’s so protected here. That being said, I’m part of PsyPact, and was working with someone in a restricted state who had gotten a poor prenatal diagnosis and who was trying to decide what to do. Part of our worked centered around getting more information. A lot of her wait-and-see was about getting further along to get more information about the pregnancy. And every piece of information she got was like adding crap to the pile. There was never good news that she was given. It was just bad, bad, bad, bad, bad.

They got to the point where they felt, “our baby is not going to survive, and this is awful, and I think we’re both ready to terminate the pregnancy.” But she lived in a state where accessing that kind of healthcare was really challenging. She had resources, she was smart, and she had people that she could connect to that could help her connect to other people.

So, initially, her abortion was denied by the hospital. They’re like, nope, we’re not going to do it. And then it was denied by insurance, they’re like, nope, we’re not going to cover it. And the hospital is like, well, if your insurance says we can’t do it, we can’t do it. So, it was sort of this merry-go-round.

She was finally able to get connected to the vice president of her insurance company and shared with him what she had gone through, and what was happening, and what she needed in terms of healthcare. He pulled the strings he needed to pull so that she could have an abortion. But otherwise, she would have had to travel.

And we do see that a lot. We’re seeing more and more people that have to carry to term because they don’t have the luxury of traveling. And while abortion funds are great, they can’t fund the entire expense of traveling and procedures, particularly later in pregnancy.

LR: On that note, I want to alert readers to the importance of the Guttmacher Map, which lists the levels of abortion restrictions by state. Julie, are there any questions I should have asked, or that you would have liked me to have asked?

JB: I don’t know if it’s a question per se, but just something to leave people with. My abortions defined what I do and defined how I work and gave me purpose in terms of the scope of practice. However, they don’t define who I am. They are just a part of who I am, but they are not the defining measure.

And I think when some people experience trauma related to their abortion or traumatic abortions, it doesn’t mean that all abortions were traumatic, are traumatic. But when people experience that kind of trauma, it’s so easy to have it define them, that they become defined by their trauma. We see them all the time in our patients, regardless of what kind of trauma it was. Or they’re trying to run from it so much that they—so they’re not defined by it. Through a lot of work that I’ve done, I feel like it’s a part of me. It’s one aspect of me. It is not the whole description of me, but there was a time where it was—like it was all I was doing.

LR: This ties into your earlier mention of the reproductive narrative and how we are born into reproductive narratives that sometimes define the entirety of our reproductive journey. I’m reminded of clients who bring with them the legacies and trauma of their ancestors, such as slavery, the holocaust, and other atrocities.

JB: Well, if you’re thinking about Norma, who was the original plaintiff in Roe versus Wade, she was the third generation of people who had unintended pregnancies but had no recourse, and she wanted a recourse. What ended up happening in that pregnancy—she had already had two other babies who had gone into foster care and then eventually were adopted—and so this third one, she adopted out because the courts were (are) are really slow.

There is a fantastic book called The Family Roe. The way it is written, and how it weaves it all, is just incredible. I think you asked earlier, too, about what resources are available for clinicians. There is an email that you can subscribe to. It’s a Substack you can subscribe to, and the journalist’s name is Jessica Valenti, and her Substack is called Abortion Every Day. She is really keeping tabs on what is happening on a granular state level, not just federal, but she’s been keeping tabs about like, what is the status of getting abortion on the ballot in different states, and what are the shenanigans that some representatives are trying to do to prevent it.

LR: Clearly, we’ve only scratched the surface, so I’ll simply end by saying thank you so much, Julie.

JB: Thank you, Larry.

©2024, Psychotherapy.net

Bringing Art (Therapy) to Life: An Interview with Judith Rubin

 
 
Victor Yalom: Welcome Judy. I wanted to start out by saying how grateful I am that you’ve recently trusted psychotherapy.net to publish the vast video library you’ve created, containing over 100 expressive arts therapy titles. It’s truly an honor for us to be the caretaker of this unique and incredibly valuable library. So, thanks for that, and before we talk about the collection, I want to get some context. I understand that through some interviews you’ve given, that you were there when art therapy was just starting as a field of study and practice. I know there’s not just one art therapy, but to get us going, how would you define art therapy or art therapies? What does that really mean? 
 
Judith Aron Rubin: People get caught up in trying to define it, but it’s simple in my mind. Art Therapy is using an art form, in my case, the visual arts, to help people through therapy. And yes, there are many variations; but in its essence, it’s art plus therapy.
 

The Therapeutic Value of Art

VY: Why introduce art in therapy?
 
JR: As it turns out, and I guess we all know that we don’t start out having words as infants, but we do start out having visual experiences. Other art forms like movement, drama, and music also depend on some of the other basic sensory inputs babies have. So, these are simply ways we learn early on of taking in information about the world and then expressing experience.
 
To not take advantage of these natural and inborn languages in trying to help people get better seems almost foolish. Cooing, babbling, dramatizing, pretending, and making marks seem universal in higher primates. When given art materials to make marks, chimpanzees and apes like to draw and paint. So, it’s a natural activity that can be used to help people — another avenue to reach people and to help them find out about themselves.  
 
VY: Art Therapy is using an art form, in my case, the visual arts, to help people through therapy. It makes a lot of sense when you think of it that way because one of the things we’re always trying to do in therapy is to get people to explore new things and come to new understanding about themselves — although not necessarily to a non-verbal place. I know you were trained as an analyst and that in analysis, the clinician uses techniques like free association to help people discover new things about themselves by exploring their unconscious or preconscious. This sounds similar to your way of describing the use of art in therapy, although it’s probably more expansive.
 
JR: That’s one way of looking at the value in people expressing themselves freely like free associating with words. Free association and images is actually quite fun. And you can do it with mental images. You don’t have to draw or paint them. And in fact, there were a lot of psychologists in the 60s and 70s and 80s who were quite interested in mental imagery as a way of understanding, but also helping people.
 
VY: creating something visually, or moving or dramatizing, are all ways of cutting through those defenses. So, it’s tapping into these other ways of experiencing and seeing the world. How is that helpful to clients?
 
JR: Because they can get in touch with things that they are unable to articulate in words. It’s obvious with people who are not very verbal, or who are communicating to us through a second language, or who have hearing or expression problems. But it’s also very helpful with people who intellectualize, who use words defensively to cover up. They’re not aware that they’re doing that, but that happens. Creating something visually, or moving or dramatizing, are all ways of cutting through those defenses, allowing something to become part of someone’s awareness that they couldn’t otherwise access.
 
VY: There are two interesting points that I hear you making. One is that art therapy can be very helpful. It seems that it has historically been used quite a lot, and probably still is. I think non-art therapists think of art therapy being used more frequently with these populations who aren’t as verbal, and who may be in hospital settings with psychotic patients or others with other disabilities.
 
What I also hear you say is that it’s very helpful for people who intellectualize, which is a large percentage of the clients we see, especially higher-functioning ones. That can be a real limitation in therapy. People can talk about themselves; they can theorize and intellectualize about themselves; they can tell stories and come up with intellectual and rational explanations. But that doesn’t necessarily lead to anything happening therapeutically.
 
JR: Yeah, it’s interesting because using art in therapy seems to help people not only get to a kind of awareness or insight, but also to feelings that they aren’t aware of that are often evoked by using art material or seeing what they’ve created with the material. This can be incredibly powerful.

And the Children Shall Draw

VY: I’ve just had a chance to look at a few of the videos in the vast library that you’ve created. One image that struck me was when you were working with a young girl who was non verbal. People thought that she was “retarded,” which was the term used at the time. She drew this incredible image of going to see the dentist. Do you remember that?
 
JR: I do. That was 1967 — three years before the American Art Therapy Association was formed. You’re right that it was in the beginning years, and that was exciting. Actually, it was fun. I feel lucky to have entered the field at a time when it was essentially unformed. It was about ideas and passionate people. But there hadn’t been any kind of intellectual framework developed yet.
 
VY: I feel lucky to have entered the field at a time when it was essentially unformed. It was about ideas and passionate people. This is perhaps an example of the power of art that I can refer to one image someone created in 1967, and it can immediately evoke that same image in your mind.
JR: I not only remember the image, I remember the little girl who came into the art room in her wheelchair. I remember watching her create it and thinking, “God, this kid is not only not retarded, she’s saying something that needs to be expressed.”
 
VY: But she’s saying it through a picture.
 
JR: Yes. We were assessing children in a place then called the Home for Crippled Children, meaning it was all children with disabilities, some of whom were residents and some of whom came during the day. They had about 200 kids and had invited me to start a pilot art program because they had never offered art for the children. I met with the coordinators who presented me with a list of 10 eligible children. I remember saying, “only 10 out of all these children?!”
 
They were so anxious about what these kids could or could not do, so they picked only the 10 highest functioning children with the most mobility and fine motor skills. I asked if it would be alright if we assessed everybody, which they agreed to. As a result of this assessment and this drawing, this little girl was moved back into the classroom that she had been taken out of.
 
VY: Many therapists may think, “I’m not artistic, so this isn’t for me.” Is that a common thing you find?
 
JR: Oh, sure. Many patients and adults too. Except for children. Most children don’t say that. But adolescents? Adults? Sure, but then you explain.
 
VY: That’s interesting that kids don’t say “I can’t draw, I can’t dance, I can’t sing.” It’s something they do naturally. And then what happens? How do they go from there to this idea that I can’t draw, I can’t dance, I can’t sing.
 
JR: It happens developmentally around puberty, where they become much more self-conscious in the general sense about the way they look, the way they move, the way they dress and how they draw. They become self-critical. It isn’t simply their artistic talent or lack of it, because until a certain age, most kids are un-self-consciously able to create.
 
There are little children of all ages who are blocked, who are unable to play. These children really need creative arts therapy because it’s a kind of play therapy. I think the creative arts therapists in their training, in their experience, are used to helping people who can’t create, to be able to create, if that makes any sense. It’s part of the job.

Bringing Art into the Room

VY: Let’s get into what art therapy is, and how you use these natural, innate abilities in a therapeutic context to help people. That’s a big question.
 
JR: It is a big question. With different age groups, you present it in a different way, so I’ll just stick to art therapy for the moment because that’s what I know best. But, as I said, older children, adolescents, and particularly adults are inhibited. You explain that this isn’t about being an artist.
 
In fact, artists are some of the hardest patients in art therapy because they’re so aware and self-conscious about their art, and they want to make it pretty, good, and attractive. But that’s not the purpose of art in therapy. The purpose essentially is to help people express and find themselves.
 
VY: Some of the people reading this interview may be art therapists or know something about art therapy, and want to hear from you as a renowned figure in the field. But many others are therapists who have had no exposure to art therapy, so I’m wondering how, if you’re not trained as an art therapist, can you still start incorporating some of this into your work.
 
JR: I believe you can. It’s an issue, a political issue within the field, because it’s been difficult for art therapists to be recognized as clinicians. But in actuality, the training is at least as rigorous, if not more so than the training that LMFT’s and social workers and other masters-level clinicians receive. I believe it’s at least as good as, if not better than, the training that mental health counselors get. And many people go on for PhD’s these days in art therapy or related fields like psychology, which actually is what I did my doctorate in. So, I’m licensed as a psychologist, although I don’t think of myself as primarily that.
 
There’s some anxiety about sharing techniques and activities with people who aren’t trained in the art form or who don’t know how to help people to use clay or the paint or whatever, and may not understand what they’re unleashing. The truth is that you can get to buried material that can be quite disruptive unless you know what you’re doing as a clinician or therapist. That’s the political aspect of helping others to use art. But I personally believe that everybody should be incorporating it. I wrote a book called, Artful Therapy for Non Art Therapists.
 
VY: I think giving people choices is one way to help them overcome some of the inhibitions around using art in therapy. Whether someone is trained as an art therapist or not, can you say a little bit about how to introduce some artistic activity, whether painting, clay, drawing, or whatever into the therapy?
 
JR: That’s a whole chapter in a book, and a bit hard to put into words. One way is to help it be a non-threatening activity, because a blank piece of paper is pretty threatening to most adults. What has worked for me is to give people choices, to have options. I’ll say something like, “You can use clay, or you can use chalk; or if you prefer to use markers or colored pencils, that’s fine. You can use a little piece of paper or a big piece of paper, whatever suits you.”
 
I think giving people choices is one way to help them overcome some of the inhibitions around using art in therapy. It’s about explaining to an adult or adolescent that this is a way of getting at stuff that we might not otherwise be able to get at by talking. Another way is to ask people what they remember about their dreams, because dreams contain many visual images, so in a sense, they are already thinking as an artist.
 
VY: So, you give people a choice by starting out with some of the materials in your office or encourage them to have some of these materials available if you’re working online with them. What kind of instructions do you then give them?
 
JR: These can range anywhere from open-ended to a starter. A starter is an easy and non-threatening way to begin because it doesn’t push the person in one direction or another. You can put a blot of paint on paper, fold it, and then ask the person what it reminds them of. People also like to doodle or make squiggles, so you can ask them to do that with their eyes closed and then look at it, and then turn it around as you ask them, “what does this remind you of?”
 
Each time, it’s like a Rorschach as you ask them what they see. You can get a lot of projective material from this very simple exercise. Then you can say, “OK, now take all the other colors and make it look like what you saw in it.” Because it starts with the scribble that doesn’t require people to think of making something realistic, they’re liberated.
 
VY: The idea is that you want to reduce the resistance people have to drawing, or to art in general. And whether it’s an inkblot or a squiggle, you’re priming the pump.
 
JR: Yes, because just starting with a line or a shape doesn’t give you much. But when people start to develop an image, they can begin to see something, like an image in the clouds. That’s another common experience that you can remind people of to let them know that they don’t have to be an artist to be artistic. Or you can give them clay to fiddle around with and then ask them similar questions to those you asked about the doodle, squiggle, or ink blot.
 
VY: I’m sorry to interrupt here, but this reminds me of the walk I just took with my 92-year-old father, who was looking up at clouds and seeing faces in them. In an earlier stage of his life, he was not a visual person — he was a very word-and-intellectual person. In that moment, I saw him opening up to a different world in that way, which perhaps is something that happens with the elderly. Just an aside!
 
JR: That’s fascinating because he’s not the first person I’ve heard that about. I think it’s uncommon that people who were mostly word people begin to pay attention to sounds, images, and the nonverbal when they get older.
 
VY: Getting back, you started describing the process of helping people go from a doodle to filling it in. From that point, how do you do more? How do you work with that therapeutically?
 
JR: Well, let me give you another kind of example of helping people get started, one that’s very valid, and a bit different from that other making-and-creating exercise. We used to have more magazines for selecting and cutting out pictures to paste into a collage. You certainly don’t have to be an artist to do that. You just find the images you like — or even just projectively looking at postcards or small reproductions of artwork and saying something like, “pick the one you like or the one you don’t like and let’s talk about that.” You can use art as a stimulus and find non-threatening ways of helping people to get started creating.
 
VY: How do you connect that with the therapeutic issue that someone comes in with like a relationship breakup, or if they’re feeling depressed, or not sleeping well. These are some of the bread-and-butter issues that therapists deal with. How do you relate to that?
 
JR: If it’s a grown-up, you have to listen to them first. You don’t throw the art at them right away unless they say, “I’ve come because I want art therapy,” which sometimes happens, right?
 
VY: there are many ways of hooking into what they’ve talked about and asking them to think of it visually. If you’re an art therapist, it’s more likely to happen.
 
JR: But if they’ve been in verbal therapy and they’ve hit a block and they hear somebody say, “Oh, you can past this in art therapy,” they might then ask you, “Can I do some artwork?” But most of the time, people want to tell you what’s troubling first. You know, you don’t even have to ask, why are you here? They tell you pretty fast while they’re here. And so, you listen to that and sometimes you can say, “could you make a picture about that?” or, “what color would that be?” or, “what shape would that be, that issue you’re talking about?” or, “if that person was a color or a shape, what would they be?”
 
In other words, there are many ways of hooking into what they’ve talked about and asking them to think of it visually. And then you might say, would you like to make some art to see if that would help us? When I had adults in private practice, I would give them a choice of working at the table or the easel, or while sitting looking at me, in which case I would give them a sketchbook and they would sketch. I didn’t have to look at what they were sketching.
 
Sometimes, they want you to see it and sometimes they don’t. There’s a million different ways and I think one of the advantages of being in different positional relationships is also interesting. It’s not something you do in therapy as often, although some people like August Aichhorn went for walks with his patients. Some people do, but mostly people are sitting looking at each other, and if you’re an analyst, they’re not looking at you. But anyway, in the creative arts, there’s much more flexibility about how you are in space with one another.
 
VY: Even though we may think of ourselves as progressive, liberal, or open-minded, therapists like everyone else are creatures of habit who get locked into specific ways of interacting with their clients. Analysts traditionally didn’t look at their clients, and that progressed to primarily weekly, face-to-face, 50-minute sessions. And suddenly we had Covid and online therapy, before which most therapists would have said, “oh, no, you can’t do that, you’re going to lose everything!”
 
But the field, and most therapists adapted and realized that yes, you can do good work without being in the same physical space as the client. One thing I hear you saying is the importance of encouraging therapists to be flexible, whether it’s doing art, or standing next to them, or as in the case of “responsive art” where therapists draw along with their clients. However, I can see one challenge in teaching this is encouraging therapists to question their own preconceived ideas of what therapy needs to look like.
 
JR: I worked in a psychiatric hospital and child guidance center for many, many years, which were part of the University of Pittsburgh psychiatry training program where we trained a lot of social workers, psychologists, and psychiatrists. We discovered that the best way to train people was to get them involved in doing something themselves, even briefly, and then talking to their colleagues about how to use it in their work — just to get a feel for it making something and talking about it. This is the most powerful tool to convince people that it’s useful.
 
VY: I think of group therapy and how important it is for therapists to have the experience of being part of a group to really understand the power of group therapy.
 
JR: Same thing with art. I heard this again before the association was founded, from the woman who started art therapy at NIMH, which was one of the earliest places where they were trying it out. She said that whenever you train the staff, to make sure you get them working with materials. That way they will understand what you’re trying to tell them. And I think that’s why I started making films. There’s a limit to what you can tell or say about the arts in therapy with words.
 
I want to go back to the question you asked earlier about how to help people connect what they’ve done with what’s important to them. You need to be very open and explicit about that. In fact, you can get farther if you work with the symbol, rather than making or asking for any kind of obvious connection, like, “tell me a story about that picture, or what do you think is happening in the picture?”
 
You can instead ask them questions like, “If you were that person, what would you be thinking? What would happen next? What do you think happened before?” You get them to elaborate on whatever image they’ve created, and then after you’ve explored what they can understand creatively from their own creation, imaginatively, then you say, “gee, so what do you think this has to do with you?” or, “Does this have anything to do with you?
 
VY: interpreting what their drawing means is an old myth about how art therapists tell the patient what their work means. So, you get them to elaborate on it and tell stories before jumping too quickly to interpret the meaning?
 
JR: Interpreting what their drawing means is an old myth about how art therapists tell the patient what their work means.
 
VY: Well, it’s an old myth about therapy in general that the therapist would be the expert and be able to interpret for the client or tell the client what’s happening with them, or worse, tell them what they should do with that.
 
JR: Exactly! It’s a similar myth. Making the connection themselves is certainly necessary and helpful with older clients and adolescents. I’m not always necessarily explicit with children if you see progress.
 
VY: Presumably, the clients will often make those connections themselves.
 
JR: For sure. Once they learn that it’s something connected with them, you don’t need to ask those questions. They just become curious.
 
VY: I was never trained as an art therapist, but I would keep some drawing materials in my office and occasionally would have the impulse, for whatever reason, to offer that to my clients. And I recall one client drawing with some type of tropical fruit from the country she had come from. She explained that it had this kind of thick, even prickly skin. But inside, there was this sweet, tender, meat of the fruit. And it didn’t it take interpretation on my part to understand that she was talking about herself.
 
JR: That’s the other thing. The woman who told me to never try to teach psychiatrists without materials, believed, after decades of doing it, that the first drawing is usually a self- representation, even if people don’t realize it. That may never have been tested, and I’m not sure I agree, but it’s often true.

It’s an Artistic Day in the Neighborhood

VY: Changing direction a bit to before you began making videos, you said that you were the Art Lady on Mister Rogers Neighborhood. Can you say a little bit about that, and how that led to you becoming an art therapist?
 
JR: I was indeed. I was becoming an art therapist while also becoming a child development expert. Fred and I both had the same teacher at the Child Development Center where we worked with the same children. We were colleagues, and students, and workers at the same time. One day he came to me and said, “I’m going to be doing this television program next year and I’d like you to be on it.”I remember saying that I didn’t know anything about being a television performer. He said, “that’s why I want you to be on it, because I don’t want performers — I want real people.” I initially said no because I was going to have another baby and take some time off to nurse. Fred said, “oh, you can nurse before and after the tapings.” He was a little pushy, but I continued to refuse until he said, “don’t you have a grandmother in New Jersey?”
 
When I told him that I did, he said, “well, the show is going to be shown in New Jersey” — it was only going to be shown on the eastern seaboard in the first couple of years. Then he said, “well, it’s going to be shown twice a day in New Jersey and your grandmother in the nursing home can see you.” I finally and was on about once a month for three years. It was an interesting experience.
 
VY: What did you learn?
 
JR: I learned how to adlib (laughs). No, I learned how to figure out what he wanted me to have children do that was related to the theme of his program. But I guess that reminds me that being an art therapist means that you really have to be flexible and creative and figure out ways to work in different environments with whatever sort of person or group you’re confronted with. I ended up liking doing the shows because it was fun and because I was learning a lot.
 
Around the time I was taping shows with him, I was starting a pilot program at the School for the Blind in Pittsburgh. These were the multiple handicapped blind children, or premature blind babies as they were called at the time. They were being saved in incubators on neonatal units where they had better equipment. They were premature babies who had more than one disability. They were different from “normal” blind children. Sadly, there was a lot of hostility around introducing art with these children — similar to the situation at the Home for Crippled Children, but even more so, because they already had an art program, and said, “oh, you’ll never be able to do anything. These kids won’t be able to do anything.” Of course, it turned out they were. I assessed each child, and of course, they had to be different for blind children. We used a lot of sensory materials.
 
I said to Fred, “nobody’s ever going to believe how creative these kids are. They are amazing. But there’s such skepticism about them. Even in the school with people who know blind children.”He said, “well, you’ll have to make a movie. I said that I didn’t know anything about making a movie, and he said, “well, you must know somebody with a camera.” That was our conversation. I said that I would ask the people at Children’s Hospital who were already making slides of artwork. They had just gotten a black-and-white 16mm camera and said, “We’d love to go to the school for the blind. We don’t have sound, but we’d love to do it.” It was all very spontaneous, and that was my first film.
 
Although I hadn’t yet written my first book — I had written articles, one with the director for the Journal of Education for the Blind who said you couldn’t really convey in words how creative these children were. You had to see it. He was right! With seven volunteers, we started a seven-week pilot program, in which we incorporated the artwork with the children. So, we shot on a 16mm and edited on an old Moviola. That was old-fashioned filmmaking, which was fun. That was a new creative process for me, putting the images, sounds, and narration together.

An Art Therapy Film Collection is Born

VY: From there, you went on to create art therapy videos and eventually to curate and build a collection with some of the greatest people in the field, as well as the people who were up and coming.
 
JR: It was a powerful learning experience, and one that people responded to so emotionally and intellectually, from which they started programs with children like these. It made a difference. I was convinced, and I did get into filmmaking as a way of teaching.
 
VY: This story certainly resonates with me because it parallels what I did a few decades later. As you may know, I studied with a mentor of mine, James Bugental, who was 80 years old at the time. We kept saying that we needed to capture his work on film, because even though he’d written some brilliant books, it wasn’t the same as seeing someone actually work. He would often demonstrate his therapy through role plays.
 
I ended up filming him doing a few sessions and released a video, which was the beginning of my journey of creating a vast library of my own. One thing that strikes me about both of our stories is that they start with saying “yes,” and being willing, as you were with Fred Rogers, to then act on the suggestion. That’s the creative process of life — doing something and not knowing how it’s going to work, and seeing what happens. When you’re lucky and it works well enough, you can continue to take another step.
 
JR: It was for me, as I’m sure it was for you too; it’s another creative process. I found editing films that I created, one of which was about Fred Rogers and his teachings, to be great fun. I would have a hard time separating from it to do my wifely, motherly duties. Putting together image and sound was a way of teaching. Having written a bunch of books, it was a completely different teaching process.
 
VY: that’s the creative process of life — doing something and not knowing how it’s going to work, and seeing what happensIn addition to creating a number of films yourself, you also put out a call for other art therapists and creative types to send you films that you then curated into the library which you recently handed over to Psychotherapy.net. Hopefully, people reading this interview will be intrigued and want to look. It’s a very impressive and sizeable collection — well over 100 titles. Are there any that stand out or are there even a vignette or scene or two that pop into your mind that you can share with viewers just to entice them? This might give them a sense of some of the riches in the library.
 
JR: Well, I think for non-art therapists, one of the films that might be most helpful is about children who grieve. I’m trying to remember the title now.
 
VY: I think that was one that I just watched called “A Child’s Grief.”
 
JR: It was made in Canada. I got it because I gave a talk at the Toronto Art Therapy Institute where a guy came up to me and said, “I just made a film about people doing art therapy and music therapy; are you interested in seeing it?” He turned out to be a successful documentary filmmaker, but most of the people in that film doing the work were psychologists and social workers. There were also a few art and music therapists who used very clever kinds of instructions to help children deal with the loss of a parent or a sibling. But it was more structured than what I was describing that I would do.
 
VY: I just watched that and one of the messages I got was how children grieve in different ways. And using art therapy and creative approaches allows them to express that. And obviously, it’s not just children. We all grieve, and live, and emote in different ways.
 
JR: There’s another film from Canada which I think is inspiring. It’s called “A Brush with Life.” It shows some of the work at a Canadian hospital that had a good art therapy program. It also follows a little bit of a case study of this one woman, who I believe was probably borderline and was having terrible problem. You see her laying down talking to her analyst, but you also see her painting. You also see her in and out of the hospital, and you get a sense of how art played a big role in her recovery. As a case study, it’s inspiring.
 
I also think that of the two films you decided to distribute, “Art Therapy Has Many Faces,” is a good introduction to the field and is still used a lot. Many people have made subtitles in different languages because it’s an overview and provides a nice history. The other one, “Creative Healing in Mental Health,” shows different art and drama techniques that anybody can use with people of different ages.

Tapping into Creativity in Therapy

VY: Just to be clear, those are two of your films that we had previously incorporated into our collection with your generous cooperation. That was prior to you turning over your entire collection to us, which we’ve published.
 
So, for folks who are reading this interview and are inspired to learn more about art therapy and bring creativity into their work, are there other general pointers or guidelines or inspiring thoughts you have to encourage them?
 
JR: To inspire others to explore art therapy, I offer what Fred Rogers said to me about being on television — “Try it, you’ll like it. You’ll be surprised that you’ll find something of value in it.” Maybe start out with mental imagery by saying, “Is there an image that goes with that thought, or that statement, or that idea? After all, mental imagery is something that’s going on all the time and we don’t always paint it, right?!
 
VY: And that can help unfold inner exploration. Another thing I found is that it can also tell you something about the client that you wouldn’t know through typical verbal conversations. I recall a client of mine who was artistic but worked in commercial art or advertising.
 
One day, for whatever reason, I asked her, “What goes on in your mind, what do you think about when you’re walking down the street?” It was an unusual question in a sense. What she told me, I’ll always remember. She said, “I’m not really thinking, I’m just observing. I’m seeing patterns of light. I’m seeing colors. I’m seeing shapes.”
 
It struck me that her inner world was so unique, so different from mine. Most clients, most people for that matter, would never answer that way. Someone else might be thinking or planning about what they were going to do and be excited about it.
 
Some other clients’ minds might be constantly filled with ruminations or worry about what they had to do or what bad thing could happen. It just always stayed with me to be curious about that, and really drove home the point that every person’s inner world is so unique.
 
JR: That’s the beautiful thing about art. Whenever I’ve done a workshop with any group, whether it’s teaching or therapy or some combination of the two, the consensus is to use materials in a non-threatening way that are likely to come out looking pretty.
 
They suggested oil-based clay in different colors — plasticine, which you can get at the drugstore. It’s about fiddling around, warming it up, shaping it without even thinking about what you’re making, or picking three colors, and making something out of it. It’s a kind of doodling it, which reduces anxiety. And when you ask people to place what they’ve made in front of them, it’s as true with clay as it is with doodling, if you haven’t given the topic. The uniqueness of each person is so dramatically illustrated — it’s incredible.
 
As a side thought, I used to be an art teacher, so for a while I taught some art education classes to people working in elementary and secondary education. I would go to visit them to see how they were doing. For the teachers who were really good at it, their children’s work was engaging and unique. The teachers who were imposing, either consciously or unconsciously, or had their own aesthetic, had children whose work was very similar to each other’s.
 
VY: In my experiences, many adults don’t think of themselves as being creative, and believe that creativity is about being artistic or being able to do representational drawing. I grew up in an academic family, and was always a little interested in business, but it didn’t seem like a particularly creative field.
 
But when, kind of by happenstance, I started making videos and then creating Psychotherapy.net, it dawned upon me that the ultimate creativity is about having an idea and creating something out of nothing. There are many types of creativity, but it’s an act of creation, and a conversation like you and I are having.
 
I may have started with some questions I wrote out just to give me some structure, but as you and I are talking, I don’t know what I’m going to be saying, or certainly how you’re going to respond. I may have some ideas.
 
It’s going to be entirely unique, but hopefully capture the tension or the distinction we have between wanting to explain and categorize something, versus looking at that same something as a unique or individual expression. Specifically, I’m thinking of the diagnostic process because we are updating our DSM series which contains a variety of clinical diagnostic interviews. It’s been quite an interesting discussion and exploration.
 
We are exploring the uses, benefits, and the downsides of diagnosis and the diagnostic interviewing process. There’s some benefit to having a common language for communicating with other clinicians. And because there is this common diagnostic language, you can describe someone who is borderline, or depressed, or anxious to someone else, and they will have a clear sense of what you are saying — or at least, that’s the hope. But you also don’t want to get stuck limiting someone by saying something like, “this is your typical depressed patient who has sleep problems with accompanying anxiety. That doesn’t tell the whole picture.
 
If they do a drawing and you describe the drawing, you’re not going to put it into a category. You’re not going to say, “well, this is a typical, monochromatic scribble with jagged edges.” It doesn’t make sense to think about it that way.
 
JR: In the early days of art therapy, there was a great hunger for that kind of diagnosis derived from a patient’s artwork. Can you tell this is schizo or manic depressive? And of course, it turned out you couldn’t. Projective drawings were very big in psychology. Maybe you don’t know because maybe it was before you studied.
 
VY: in the early days of art therapy, there was a great hunger for that kind of diagnosis derived from a patient’s artworkActually, I did my dissertation on the Rorschach.
 
JR: The Rorschach is different because you’re projecting onto an ambiguous stimulus.
 
VY: Actually, there is a scoring system which is empirically validated, so I’d say that both are valuable. We need to have some explanations and some common language. But we also don’t want to put our clients’ inner experiences and creativity into a box.
 
JR:  This is my problem with what I call the acronym generation; the art therapists who are now certified in EMDR and CBT. Many of the young art therapists are learning these specific approaches, and they tend to use terms like directive art therapy, which makes me shudder, but that’s a common term. To me, it’s kind of anti-creative, but giving people a theme or a task that’s not bad. Inviting is OK, prompting even, but response art is very tricky. That’s one of the hazards in art therapy, that you have to train the therapists not to project their own ideas onto what they’re seeing, and to know themselves well enough so that they can separate their perception from what is actually being said or created by the client.
 
VY: And that’s the common issue in all therapies — how to be fully engaged with the client while also being aware of your own feelings and then using awareness of your feelings in a way that’s helpful for the client.
 
JR: Same idea. Response art has wonderful potential to do good, just like AI, but there are hazards as well.
 
VY: Just to be clear, can you define what response art is?
 
JR: I’m not sure who started the term, but Barb Fish recently did her dissertation on it, and it’s become very popular. I’m currently helping my friend, Millie Chapin, a fabulous artist, to sell her artwork online through a mutual friend. A lot of art therapists are actively practicing artists. She worked with Kohut and actually became a self-psychologist who then developed an interesting technique.
 
She would talk to the patient for a while to find out what was going on, and then she’d say, “Okay, let’s draw about that. I’ll draw and you draw and then we’ll talk.” It was her response to whatever the person told her and then they would talk about both drawings together. When she first had the idea, I remembered commenting that I thought it was dangerous for people who didn’t know themselves as well as she knew herself. But this technique has been embraced by many art therapists because they love using their artist-selves as part of what’s happening. So, it’s not always responding in the sense of actually responding to what somebody’s talked about. That’s Natalie’s technique.
 
VY: Natalie Rogers, right.
 
JR: Yes! It’s literally working alongside, which can be quite helpful. I did some of that while I was working with groups of children to inspire a kind of Pied Piper kind of thing. I call that the Pied Piper Effect, because I would start working with the material then they would all start wanting to work with the material. It has an impact when the therapist becomes an important person in the process. And no matter how they try to pretend that they are on equal footing, and that the activity is a collaborative process, clients hope the clinician knows a heck of a lot more than they do.
 
VY: As we end, Judy, I know we’ve only been able to tap into a small percentage of the stories of your life and your professional development. And as our readers know, or hopefully now understand, you were right there at the beginning of the creation of the entire field of art therapy. You’ve been working since the early 60s, so have had an illustrious career, but clearly, your passion, interest, and curiosity, as far as I can tell, remain as high as ever. And that’s inspiring. I hope that those reading this interview will, by osmosis, feel a little bit of that. And hopefully this will encourage them to learn more about the field, especially by watching the videos you’ve created as they continue their own journeys through life and therapy.
 
JR: Well, I hope so, too, and that they look at the titles and trailers. It’s much like choosing the art material because there are case studies. There’s work with individuals, groups, families, and couples. So, for me to choose for somebody else what they should watch when you asked earlier, “what stands out,” is hard for me too, because I think it has to appeal to them, and then they’ll get something from us.
 
VY: Thank you, Judy, for taking the time to share your journey.
 
JR: Thank you, Victor, for asking.
 
 

About Judith Rubin

Judith Rubin, a pioneer in the field of art therapy, is on the faculty of the Department of Psychiatry, University of Pittsburgh and the Pittsburgh Psychoanalytic Society & Institute. She is a Registered, Board-Certified Art Therapist and a Licensed Psychologist. Dr. Rubin is the author of five books, including: Child Art Therapy, The Art of Art Therapy, and Art Therapy: An Introduction. She was the “Art Lady” on Mister Rogers’ Neighborhood in the 1960s

Integrating Generative AI and Digital Play Therapy into Clinical Practice

The Chicken Lady

When my now almost 30-year-old son and his brother were in elementary school, I took on a new role—the Chicken Lady. I didn’t intend to achieve that title, but it is one I hope I always remember because it symbolizes a pivotal moment in my time as a mother and a therapist. May we all have our own Chicken Lady experiences.  

AI generated image of a chicken in armour
Image created by Photoleap

The Chicken Lady was born soon after I realized my children were speaking a language I didn’t understand in the backseat of the car on the way home from school. They were having a very in-depth conversation about a game they had recently started to play—RuneScape, which is classified as an MMORPG (Massively Multiplayer Online Role-Playing Game). It is essentially an expansive fantasy world where players can engage in interactions, quests, combat, and skill-building activities. 

RuneScape emphasizes problem-solving and social interaction within a richly detailed environment. Typically, we would all chat together on the way home from school, discussing things that had happened during the day, what we would be doing over the weekend, and other such family-type things. When I began noticing that the conversations had shifted and I no longer understood the content, I felt a bit of sadness. To be clear, I am quite aware that kids will have their own interests and conversations. Individuation is an important developmental process.

In that moment, I thought about whether or not I would just leave this to them as their brotherly bond. I asked them questions about the game and one of them said, “You should just play it, mom.” And so, I did. This was the birth of my exploration into discovering the therapeutic value within all things digital. I witnessed the connection, the interaction, the executive function engagement (and more) within the play for my children, and I knew there had to be value within my work as a therapist as well.

Artificial Intelligence: A Brief Overview

Artificial intelligence (AI) is a very broad field of computer science focused on creating systems capable of performing tasks that typically require human intelligence, such as learning, reasoning, organizing, problem-solving, and understanding language. The term is attributed to John McCarthy and the Dartmouth Summer Research Project in 1956. As an aside, many people disagree with the term “artificial intelligence,” as they feel it does not accurately describe what this tool and process is. It is unfortunate because the connotation of intelligence that can mimic human processes often diverts conversations in ways that can be distracting. Science fiction writer Ted Chiang offers Applied Statistics as a very viable alternative. I am inclined to agree with him and his proposal of the term. 

Generative AI

Generative AI refers to a type of artificial intelligence designed to create new content such as text, images, stories, and more—to generate content through programs such as ChatGPT. Unlike traditional AI systems that follow predetermined rules, generative AI uses complex algorithms, often based on neural networks, to learn patterns from large datasets. This allows it to generate original and unique outputs that can mimic creativity and problem-solving skills.

It can be used for numerous day-to-day administrative (letters, session notes, treatment plans) and training tasks (learning objectives, quiz questions, slide decks, presentations) to create personalized therapeutic content (images, storytelling) and a variety of interventions and exercises. By integrating generative AI into therapeutic practices, therapists can offer more tailored and personalized experiences for their clients. In this regard, I offer the following table.

Aspect Description Therapeutic Application
AI Learning Process AI learns from large datasets including therapy concepts, psychology texts, articles, and more  Reading and collating large volumes of data 
Text Generation AI creates written content for therapeutic use  Writing personalized stories about overcoming anxiety 
Image Creation  AI produces images based on descriptions  Visualizing a client’s experience 
Language Understanding  AI analyzes and interprets context in communication  Grasping underlying emotions in client responses 
Customization for Therapy  Adapting AI for specific mental health applications  Training on therapy techniques, adjusting vocabulary 
Prompt Creation  Therapists and clients learn to craft effective questions for AI  Components and iterations inform the client’s conceptualizations 
Continuous Improvement  AI refines outputs based on feedback over time  Learning over time provides improved responses 
Multimodal Integration  Advanced AI systems work with text, images, and audio  Combining written responses with generated images 
Ethical Considerations  Prioritizing client privacy and data protection  Ensuring the use incorporates confidentiality, secure data storage, and client protections 

Administrative Uses

AI provides a way to complete administrative tasks quickly in therapeutic practices, streamlining processes such as letter writing, case notes, treatment planning, and business analyses. For instance, AI-powered tools can draft and format professional letters, saving therapists valuable time while ensuring consistency and accuracy, or even help finding a synonym as I have done in this paper from time to time using ChatGPT. APA has even addressed how to cite the use of ChatGPT.

AI can transcribe session case notes, summarize key points, and organize information, allowing therapists to focus more on their clients and less on paperwork. This can also assist in treatment planning, creating templates and formatting documents as desired. Additionally, AI can assist in creating personalized, evidence-based, formatted plans by analyzing sanitized client aspects and suggesting potential interventions. 

For therapists who provide trainings, AI can assist in the creation of required proposal content. If the trainer inputs a description of the training, the slide deck, or any other details, AI can generate elements such as training descriptions of specific lengths, trainer bios, learning objectives, quiz questions, and more. By providing the desired format (APA, multiple choice, true/false), prompts can guide AI to provide the information in ways that will minimize necessary alterations. All material should be evaluated and edited for accuracy. This is an area where the therapist’s expertise is critical to alter, amend, and/or add information. AI is here to format and collate information for the user, not to replace the therapist’s experience, expertise, or knowledge.

The Many Uses of AI in Therapy

Generative AI is transforming therapeutic practices by enabling the creation of personalized and vivid representations of a client’s experiences, narratives, hopes, dreams, fears, and visions. Generative AI can turn descriptive narratives (prompts) into detailed creations, providing a tangible representation of a client’s inner world. These aids are incredibly beneficial in therapy, helping clients articulate and explore complex emotions and thoughts that might be difficult to express verbally. By depicting their personalized experiences, clients can gain new insights and perspectives, facilitating deeper self-understanding and emotional processing.

Images

Visual representations can both represent and communicate important components of a client’s life. AI image generation allows for the creation of personalized images based on descriptive prompts provided by the client or therapist. These images can depict complex emotions, significant life events, or abstract concepts that might be difficult to express verbally. For instance, a client might struggle to articulate feelings of isolation, but an AI-generated image can visually convey their personalized essence of this experience.

By providing a tangible representation of a client’s inner world, these images serve as powerful therapeutic tools. They facilitate deeper emotional exploration and understanding, enabling clients to gain new insights and perspectives. This visual aid not only enhances the therapeutic process but also empowers clients by giving them a new medium to express and process their emotions.

Stories  

AI can create powerful therapeutic stories; it can craft personalized narratives based on a client’s experiences, dreams, or visions, creating rich and immersive stories that resonate deeply. These AI-generated stories can serve as powerful therapeutic tools, allowing clients to see their personalized situations from different angles, have a more objective view of representation, identify patterns in their behavior, and/or explore alternative outcomes. Narrating their experiences through AI-generated stories helps clients externalize and reframe their thoughts, leading to potentially greater clarity and emotional relief. 

Interventions

Generative AI can be invaluable in discovering interventions tailored to individual clients. By analyzing a client’s unique experiences and responses, AI can suggest personalized therapeutic strategies and interventions. These AI-driven recommendations might include specific therapeutic exercises, coping mechanisms, or behavioral techniques that align with the client’s needs and preferences and the therapist’s theoretical foundation. This tailored approach ensures interventions are highly relevant, enhancing the overall therapeutic experience and outcome. Integrating generative AI into therapy not only personalizes the treatment process but also empowers clients by providing them with tools and insights uniquely suited to their personal journey. 

Prompt Creation with AI

Creating effective prompts is arguably the most crucial aspect of integrating generative AI into therapeutic practices, particularly when exploring a client’s experiences, emotions, self-concept, identification, and representation. In the context of generative AI, a prompt is a carefully crafted input or question that guides the AI to produce relevant and meaningful output/responses. These prompts serve as catalysts for AI to generate content that mirrors the client’s inner world, whether through prompt creation, image generation, or narratives.

A prompt can capture the essence of a client’s priorities, experiences, perceptions, thoughts, and feelings. Depending on the client and the therapeutic needs, the client or the therapist could create the initial prompt with iterations and changes guided by the client. Prompts act as powerful projective tools, revealing underlying therapeutic material. As the process unfolds, subsequent iterations allow for deeper understanding for the client and therapist. By refining the initial prompt to more accurately represent their internal landscape, clients engage in a valuable process of self-discovery and expression. 

The iterative nature of prompt creation significantly enhances its therapeutic value. Each refinement can unveil new facets of a client’s self-representation, offering a fluid, dynamic, and evolving view of their inner world. As clients fine-tune their prompts, they embark on a journey of self-reflection, identifying and articulating aspects of their experiences that may have previously been unconscious or difficult to express. This process not only helps clients gain clarity but also allows therapists to track changes in the client’s self-perception and emotional state over time. By engaging with the AI-generated output—accepting, modifying, or rejecting it—clients further refine their self-understanding, benefiting both themselves and the therapeutic process.

The therapist or client, or a combination of both, can lead the prompt generation process. For example, to help a client visualize a calming environment, a therapist may ask the client to “describe a place that feels safe.” This can include colors, items, people, animals, weather, and many other aspects. A client-driven image may include a request for something which depicts “a sad little boy with brown hair, brown skin, and brown eyes who is all alone in a storm.” Aspects which do not fit the criteria can then be changed through iterations, thereby revealing the client’s experience or desired depiction.

Prompt creation can serve as a projective exercise along with the desired creation. Each version of the creation, whether initial or refined, holds valuable insights. The evolving nature of prompts encourages ongoing dialogue between client and therapist, fostering a collaborative and exploratory therapeutic environment. When used skillfully and ethically, it can significantly enhance the therapeutic process, providing both clients and therapists with tools to advance the treatment plan forward.

The Ethics of Using AI in Therapy

The integration of generative AI in therapy presents significant ethical considerations, particularly regarding the protection of personal health information (PHI) and maintaining client confidentiality. Therapists must ensure that any data input into AI systems omits identifiable information as a safeguard of a clients’ privacy. This involves adhering to strict guidelines for data anonymization and being vigilant about the types of information shared with AI tools. Ensuring that all generated content complies with privacy regulations, such as HIPAA in the United States or GDPR in the United Kingdom, is essential to maintaining trust and ethical standards in therapeutic practice.

As mentioned earlier, of key importance is the therapist’s expertise, experience, and training. While AI can provide valuable insights and tools, the therapist must have the final say in what is included and presented to the AI tool, and the decision regarding what type of output is generated within the therapeutic interaction. Therapists need to explore programs in advance and critically evaluate AI-generating programs, ensuring they align with therapeutic goals. This requires an understanding of both the technology and the therapeutic context, emphasizing the importance of ongoing education and supervision regarding the use of AI applications within therapy.

Case Example

Emily is a 16-year-old transgender girl who presented for play therapy treatment during the transitional process of altering her gender identification and representation. She utilized generative AI to explore and articulate her experiences through image and story generation. Emily was assigned male at birth but discovered her identification as female. Among other approaches and interventions, her therapeutic process was enriched by the use of generative AI. She was able to visualize and narrate her journey of self-discovery, family acceptance, and social representation.

Emily began her therapeutic gen AI journey by creating representative therapeutic images. She crafted complex prompts and many iterations that helped her create images which depicted her true identity as a female. Despite being born with male anatomy, these images allowed Emily to see herself in a way that felt authentic and congruent with her internal sense of self. The visual representations were a powerful tool in helping her recognize and affirm her identity, providing a sense of validation and clarity.

“Gay Pride Event Many Happy Teenagers”
(Created with Photoleap, numerous prompt iterations -representations of Emily’s Work)

Therapeutic Outcomes

Through the use of image and story generation, Emily achieved several therapeutic outcomes: 

1. Self-Representation: She was able to see a visual representation of herself that was congruent and customized to her experience.

2. Narrative Creation: Emily created a narrative that represented her journey, helping her process and make sense of her experiences.

3. Sharing with Others: She produced content that could be shared with others, both known and unknown, fostering understanding and support.

4. Prompt Iteration: Emily learned to determine the important components of her experience and represent them accurately through prompt creation and iterations.  

A Beginner’s Guide to Generative Artificial Intelligence

Generative AI is a type of artificial intelligence that creates new content, like text and images, based on patterns it has learned from data. Unlike traditional AI, which follows set rules, generative AI uses complex methods to generate original outputs.

Key Concepts of Generative AI:

1. Neural Networks:

  • Think of neural networks as layers of connected “nodes” that process data, similar to how our brain works.
  • They help the AI learn patterns in data, enabling it to create new content. 

2. Training Process:

  • AI learns from large amounts of data, such as texts and images.
  • AI goes through the data multiple times, adjusting its internal settings to improve accuracy.  

3. Generative AI in Action:

  • Text Generation: AI models like GPT can write coherent text based on a given prompt. They are used in chatbots and content creation.
  • Image Generation: AI tools can create images from descriptions, helping visualize concepts.  

4. Applications in Therapy:

  • AI can create personalized narrative content, like personalized storytelling.
  • AI-generated images can help clients visualize their emotions and experiences.  

Important Considerations:

5. Data Quality: The AI’s performance depends on the quality of the data it learns from.

6. Privacy: It’s crucial to keep client information private and secure.

7. Understanding Limitations: While powerful, these AI models have limitations and can sometimes produce biased and incorrect results.  

Concluding Thoughts

Integrating generative AI into Digital Play Therapy™ marks a significant evolution in the field of mental health care. Through blending advanced technology with psychotherapeutic expertise, therapists can enhance their practice in multiple ways—from creating personalized therapeutic content to streamlining administrative tasks and discovering tailored interventions that resonate with each client’s unique experiences.

Just as I embraced the world of Rune Scape to connect with my children, therapists today can embrace digital tools, including generative AI, to form deeper connections with their clients. This technology offers unparalleled opportunities for creating vivid visual representations, crafting personalized narratives, and developing customized therapeutic strategies that cater to individual needs.

However, the integration of AI into therapy must be approached with careful consideration of ethical responsibilities. Ensuring client confidentiality, maintaining rigorous training standards, and critically evaluating AI-generative programs are essential practices that uphold the integrity of therapeutic work. Therapists must balance innovation with ethical responsibility to protect clients' privacy.

Thoughtful and ethical use of AI can allow therapists to enhance their practices by offering clients more options for engaging, insightful, and effective therapeutic experiences. The future of therapy is bright with the possibilities that generative AI brings. As we continue to learn and adapt, we can utilize these technologies to transform the therapeutic process in profoundly positive ways.  

The Secret to Forming Powerful Relationships that Spark Change

The very best paper on how psychotherapy works was also one of the earliest (written in 1936) – Saul Rosenzweig’s “Some Implicit Common Factors in Diverse Methods of Psychotherapy.” It made the bold prediction that the psychotherapy relationship is much more powerful than specific psychotherapy techniques in promoting change. Hundreds of studies comparing different forms of psychotherapy (mostly done during the last forty years) confirm Rosenzweig’s brilliant intuition. Although a given specific technique may occasionally score a small win over another specific technique, the overwhelming number of randomized clinical comparisons result in tie scores. It’s remarkable how little this robust finding from psychotherapy research has impacted on psychotherapy training and practice. Most training programs focus on teaching just one narrow- gauge technique and their graduate practitioners tend to identify themselves for life by the school of therapy in which they trained. Paradoxically, then, most psychotherapy training pays least attention to what matters most in clinic practice — forming a powerful healing relationship with the patient. And psychotherapy training also often ignores the most important practical issues that help determine the nature of that relationship. If and when should a therapist give advice? What if any is the place of humor in therapy? Is it OK ever to self-disclose? What kind of contact makes sense outside of sessions and after treatment ends? We will briefly touch on these issues.

Forming A Relationship

The first session with any new patient is by far the most important — if it doesn’t get off to a good start toward a strong relationship, there may not even be a second session. And first impressions do have a very strong impact on the later ones. The patient will always regard the first meeting with a therapist as an important life event and it is important that the therapist never treat it as routine. I loved first meetings — the chance to be helpful; getting to see the world through another person’s eyes; the excitement of a new relationship; the challenge to my empathic and relating skills. Getting information is, of course, an important goal of every first visit, but getting the patient’s attention and confidence is even more important. The patient must leave the session feeling understood, that you care, and that you know what you are doing; Diagnosis and psychoeducation are part of establishing an empathic relationship. It is a great relief for patients to learn that their previously puzzling symptoms fall into a well-recognized pattern, with a fairly predictable course and well recognized, effective treatments. They are not uniquely damned; not hopeless, not alone. Treatment plans are negotiated between patient and therapist — never delivered from on high. Options are offered with an explanation of the pros and cons of each- and the patients get to choose what best fits their goals, needs, and resources. Decisions made early can always be revised as more is learned and the relationship deepens. The patient should leave the first session much more hopeful than before they arrived. This must be based on realistic hope encouraged by the developing new relationship and a sense that presenting problems have been understood and are manageable. But note; there is no room at all for phony reassurance or underestimating the work that must be done. I would often end a first session saying something like: “if you really put your heart into this, and I put my experience, I think that together we can accomplish a lot.”

Is It Ever OK Ever to Give Advice?

Many training programs, and their graduates, teach and preach against ever giving patients advice. This is based on the theory that advice always reduces patients’ autonomy and ability to figure things out on their own. In support of this view is the ancient Chinese proverb, “If you give a man a fish, you feed him for a day. If you teach a man how to fish, you feed him for a lifetime.” This is sometimes good advice, especially for very healthy patients — but never say never. For contrast, my commonsense rule of thumb is to titrate advice — the more advice the patient needs, the more advice you should give. This applies especially to patients with more severe psychological problems who sometimes lack the judgment to make good decisions on their own and often don’t have other people to turn to for help. Trainers and therapists who preach most vociferously against offering advice must treat only the healthiest of patients.

When Is Self-Disclosure OK?

Many training programs also preach against therapists ever telling patients anything about their feelings, lives, or experiences. This is partly based on the notion that therapists should be a “blank screen”, partly on the fear that therapist self-disclosure may be self-servingly exploitive and impede patient progress. I agree up to a point, but less dogmatically and categorically. Therapist self-disclosure is indeed rarely necessary, carries risks, and should be reserved for special situations and specific purposes. But again, this is another case of “never say never.” With grieving patients, I’ve often revealed what my own feelings were on the loss of a loved one — as an expression of empathy and indication that exquisitely painful loss is an inevitable and normal part of our shared human condition. I have also on occasion shared work, child rearing, and marital experiences as a way of role modeling methods of dealing with life situations that have worked for me and might work for the.patient. Self-disclosure must be rare and to the point lest it lose impact and risk being done more for the therapist’s benefit than for the patient’s. I have occasional seen self-disclosure become a boundary violation in itself and on three occasions it evolved into therapists committing even worse Boundary violations. So, handle with care!

Can Therapists and Patients Share a Laugh?

Some, apparently humorless therapists claim that humor has no role in therapy — that, in one way or another, the joke is always at the patient’s expense or a distraction from real therapy. This attitude strikes me as being sad for the therapists who hold it and harmful to the patients who are subjected to their prim austerity. Charlie Chaplin said it best: “Life is a tragedy when seen in close-up, but a comedy in long-shot.” Seeing life in a longer shot is an essential part of any good therapy — and shared humor is an essential part of gradually gaining greater perspective. Rarely will shared humor take the form of telling a predigested joke; almost always the wisdom of humor comes from seeing the comedic in everyday situations. This is not to ignore that the patient is also suffering, but rather to achieve respite, distraction, and distance. A piece of advice I give to almost every patient is to find more good minutes into every day — and recapturing the ability to smile or laugh is a great step toward more good minutes and better days. Psychotherapy, like life, is a very serious thing, but both can be much brighter if leavened with a tincture of humor and the benefit of comic distance. Evolution surely built in the universal human capacity for fun because it has tremendous survival value. All work and no play makes therapy very dull for both patient and therapist.

What’s Appropriate on Social Media?

Here I am very strict; perhaps hypocritically so. I don’t think therapists should display their personal lives on any form of social media. Unlike occasional and specific self-disclosure during sessions that is directed to the patient’s specific needs at that moment, social media self-disclosure is generic; self-not-patient centered; and has many risks with no benefit. My hypocrisy: I do often express my fear and loathing of Trump on Twitter and even wrote a book about it. Here I felt my responsibility as a citizen trumped my role as a therapist. Others may disagree with this choice — I don’t apologize for it but can’t argue against their view.

When Is It OK to Have Contact Outside Sessions?

Some severely ill and/or suicidal patients definitely need out of session contact — either by phone or (I think preferably) by text. Behavior therapists routinely do sessions out of sessions- accompanying phobic patients when they are beginning to enter previously forbidden territory or situations. And I had a psychoanalyst friend who combined his usual quite traditional practice with doing runs with more seriously ill and demoralized patients who needed behavioral activation. All in all, though, I strongly discourage out of session contact except in special circumstances like these or to help patients experiencing emergencies.

Is Contact OK After Treatment Ends?

I think any close nonprofessional contact after therapy ends is a bad idea and should always be off the table no matter how much therapist and patient like each other. It is just too subject to exploitation and the possibility it could ever happen is too likely to influence the therapy before it ends. In contrast, I do recommend having occasional email or text follow up exchanges with patients after therapy ends. My longest such contact has extended for 56 years since the end of our treatment — it consists of brief but mutually satisfying emails exchanged every few months. Follow-ups help me learn what works, and what doesn’t in therapy and are encouraging because most people do much better than I expected.

***

As in all useful human relationships, therapy is a two-way street. We usually help our patients. They almost always help us become better people and expand our knowledge of human nature; ourselves; and how the world works. I loved the wonderful opportunity to do psychotherapy and am forever grateful to the patients who shared their lives with me. Questions for Thought and Discussion Which of the author’s points resonate most with you? Which of the author’s points are very different from your own, and why? What would be the top of your list of key elements of therapy?

The Bad and Good Ghosts: A Story of Reauthoring in Narrative Therapy with Children

“There’s a boy, there’s a kid always living in my heart every time the adult shivers he comes and gives me his hand.” Brant and Nascimento [1]  
 

My childhood has been a never-ending playground of theoretical and practical knowledge that has influenced my own evolution as a therapist working with children. In my work with children, I bring my own valuable child-within who leads me through the paths and crossroads of therapeutic work and inspires my imagination and curiosity toward a world to be discovered. Favored by being born into a family where other children arrived year after year, older siblings like me were taught to take care of the younger ones. I was privileged to be raised in a generation where neighborhoods were populated with children and playing in open spaces was imperative. Thus, in my consultations, echoing the lines of Brazilian composer and musician mentioned above, there is a child always living in my heart. 

From this particular cultural heritage, I assumed positions that today I consider foundational for my personal relationships, and fundamental for my clinical practice. I understand that the therapeutic relationship with children requires letting oneself be carried away by playful and creative coexistence, and the belief in a collaborative relationship that transforms unhappy ways of living.

This article was produced because I felt invited to share a reflection on everyday clinical practice, understanding it as a written dialogue between me, the author, and other authors or readers. It involves the work I did with a family consisting of parents and two children ages eight and four. The consultations were mostly made involving the mother and her eldest son, whose main issue was the indomitable spirit that appeared whenever he was contradicted by her, with an abundant flow of anger, accusations, and dissatisfactions arising on his part and paralyzing her. These are therapeutic conversations that took place during the year 2020 and were crossed by the COVID-19 pandemic, which brings as a challenge the development of resources to maintain the therapeutic process.

In the dialogue with the reader, I intend to report fragments of the practice, seeking to give visibility to: 1) externalizing conversations as a ludic dialogical resource and promoter of preferable changes, 2) the production of therapeutic documents in the format of therapeutic chronicles (1, 2), a useful resource for pointing out remarkable moments in the participants’ reauthoring process, and 3) to the share of moments in which the use of online technology helped the co-construction of generative therapeutic relationships, making it possible to move forward in the conversational process.

Chatting with Some Textual Friends Before Entering the Therapy Room

Michael White (3), despite the expressive systematization capacity of his work as a whole, privileged the developments of his practice so that the spirit of narrative therapy could be expanded, without letting it be tied down by any preponderant discourse of this or that therapeutic school. David Epston, echoing this plurality of meanings in narrative therapy, points out both the irreverence, improvisation, and imagination present at the center of everyday life and the indignation with the injustice that generates human suffering (4). Thus, narrative therapy actively questions the individual centralization of human problems and invites one to think about their insertion into the dominant social discourses that configure people’s lives.

As a therapeutic stance, this questioning promotes an egalitarian relationship between therapist and client and denies norms that subject people to standards on how they should be, feel, and act. Such a decentered position of the therapist facilitates a joint construction of choices that clients wish to assume about their problems and difficulties, based on the values and beliefs that guide their lives. Thus, change is built from new shared meanings toward the dissolution of the problem (5).

Narrative therapy discusses the deconstruction of the therapist’s power from a Foucauldian perspective that emphasizes power not as an institutional implementation from the top-down, but as one that develops and refines itself at the local level of culture (6). In other words, people are products and producers of relationships, concepts, and dogmas that shape dominant and socially constructed cultural discourses. Thus, in the therapeutic encounter, we are faced with problem stories that are saturated by culturally-sanctioned master narratives, which objectify people and describe them as problematic, paralyzed, and incompetent in promoting change.

To face the dominant stories that produce this deficit and limited identity construction, the externalization of the problem — later renamed externalizing conversations — was an ethical and creative response developed by Michael White (3,6,7) to counter the power of uniform descriptions about people, which engulfs all the uniqueness that each individual has in facing their difficulties. Such conversations, as a dialogical resource, invite participants to understand that the problem is the problem and not the person; an approach that encourages people to question the oppression that problems acquire over them, as well as to weave the reauthoring of their lives. Michael White says:
 

There is a sense in which I regard the practice of externalizing to be a faithful friend. Over many years, this practice has assisted me to find ways forward with people who are in situations that were considered hopeless. In these situations, externalizing conversations have opened many possibilities for people to redefine their identities, to experience their lives anew, and to pursue what is precious to them.  


This fascinating spirit that rests on what is unique in each person and is so present in working with children is reflected in the enthusiasm of another young client: “I said to my father: ‘There must be some magic here! That cry that I used for everything disappeared!’”

With the inspiration of “as if it were magic,” I will present below the report of the family care on which this article was based. The meetings were mostly attended by the mother (Aurora) and her eldest son (Daniel) since the difficulties described brought many misunderstandings and a feeling of hopelessness in the relationship between them. Since problems organize the system, Leo, the youngest brother, was included when conflicts between children intensified with the social isolation imposed by the pandemic; the father could participate in only a few sessions, when we managed to schedule appointments after his work shift. In these meetings, where the whole family got together, playing freely was the main objective (8).  


A Cry for Help

Even in the first days of the January 2020 holidays, Aurora, the young mother of Daniel (eight years old) and Leo (four years old), was very distressed at not achieving a balanced relationship with her eldest son, who “throws himself at the television” and does not commit to his obligations, from taking care of personal hygiene to school obligations during class time. Born at 7 months of pregnancy, he was assessed during the literacy period and received a diagnosis of Attention-Deficit Disorder (ADD), in addition to living with an uncomfortable dysgraphia and psychomotor immaturity, which forced his mother to follow up on school tasks, correct spelling, and “correct the ugly handwriting.” Always complaining, he got irritated when his mother pressured him: he screamed, cried, and accused her of being a bad mother. It left her “out of her mind,” since she did the best she could. In those moments, anger also dominated her, from which words emerged that she would never have used if she could think before speaking. She therefore felt very guilty and convinced herself that she really wasn’t a good mother.

Aurora was also concerned about her younger son. Like his older brother, he was born prematurely, but perinatal complications and the effects of early birth were more invasive in his development. The parents began to protect him, offering him little encouragement in the autonomy of daily life activities: “He is our baby,” “required a lot of care,” “was always weak,” and “cries to get everything he wants and I end up giving in so as not to get angry anymore,” said Aurora. A kind of vicious circle was established, where Daniel’s defiant attitudes and Leo’s insistent crying resulted in a joint explosion of irritability. In this way, by giving in to her children’s demands, Aurora obtained a moment of peace: “I end up giving them what they ask to put an end to the complaints,” to soon after, be taken by guilt and the uncomfortable feeling of impotence in the face of the conflicts.

The family had moved to the city of the maternal grandparents two years before, in the hopes of receiving family support for the care and treatment of their children. They left behind schools, relationships, friendships, leisure, and professional stability. They faced professional and financial obstacles and the expected help from their family members did not materialize. The couple underwent a reorganization of their responsibilities as family providers, with the children’s father expanding his professional activities, while Aurora saw hers reduced due to the care and education of her children. Thus began a lasting period of frustration, overwhelm, and exhaustion.

“Hello, May I Come In?”: Expanding the Meaning of the Problem

Aurora and Daniel attended the first meeting. Daniel was a silent and observant boy apparently uninterested in participating in the conversation that concerned his failures in everyday life. Aurora spoke about all her disappointments with her son, such as: watching too much television, complaining about everything although she was always helping him, lacking autonomy for schoolwork, avoiding physical activities, and being uncooperative and disobedient to his parents’ expectations. His greatest difficulty, however, concerned the inability to control himself before exploding into fits of rage when contradicted. Uncomfortable, Daniel silent and sad, slowly walked away and disappeared from the room. Another environment was more interesting to him: the playroom. 

I invited the mother to accompany him and, looking for a way to involve him in the issue that brought them to the consultation, I said that many children suffer from all sorts of problems, and that, as if that were not enough, these problems also interfere with the lives of their families. Curious to know the face of the problem, I asked if we could take a picture of it; problems that haunt children’s lives are invisible and we can only get to know them by drawing them. Continuing, I said that a camera has not yet been invented to register the existence of these beings that disturb people so much. The mother looked open and curious; Daniel looked incredulous at what he had just heard. Aurora took the initiative and soon the two of them found themselves sitting on the floor, dealing with paper, brushes, paint, and enthusiasm.

While planning what could be drawn, a different conversation took place. New vocabularies sprouted from a much more collaborative mother-son relationship: “Is it a monster or a ghost? It’s quite big, so it needs a larger paper. It has a skirt, and many teeth in the mouth; the hair is spiked.” Daniel started to see the image of the problem: “Mom, the monster will be red, because red is the color of anger.” The boy, encouraged by the change of direction of the conversation, busied himself in coloring with care and the mother patiently accompanied him in the dance of the brushes. By photographing with paints and brushstrokes, the problem takes on form: “Wow! It’s nice! Mom, you look mean!”


Ghost of Fury

Satisfied with the reproduction, Daniel says: “It is a giant of Fury that torments a lot, attacks the head, and keeps hitting it.” The part of the conversation below illustrates the dialogue that is being woven around the externalized problem (the acronyms T, D, and A, refer respectively to Therapist, Daniel, and Aurora):
 

T: I think he has a jackhammer in his hands and drills holes in your head to get in! (I paint a tool in the hands of the giant). Could we come up with something to let you know when he’s turning on the jackhammer? (I paint a radar that says “No,” when it notices that the giant is approaching).

D: No… it crosses your mind… It’s a ghost.

T: Oh! We are getting to know him better! He looked like a giant, but he’s a ghost!

D: Yeah, he doesn’t drill holes; it goes through the head (erases jackhammer drawing with white paint).  
 

I understand that this attitude of Daniel concerns his authorship, and he gradually builds on his relationship with the problem. It’s like he’s saying, “Hey! This is my problem!” There is a significant change in how he relates to exploring the difficulties that brought him to therapy.

The separation between the person’s identity and that of the problem does not exempt them from facing the damage that this has brought to their lives. According to Michael White, it enables them to assume this responsibility, and, in this way, they are encouraged to establish a more clearly defined relationship, in which a range of alternative possibilities becomes possible. And continuing…

T: And does he take advantage of some “little windows” to get inside your head?

A: I think it’s when he gets jealous of his brother and when we go against him.

An alternative way of talking about the difficulties that permeate family relationships is under construction without, however, pointing out the child’s deficits, and blaming him. Externalizing conversations, by objectifying the problem, offers an antidote to internal and essential understandings of an individual.   

Building an Identity for the Problem

The problem, now named Ghost of Fury, is gradually discovered through a curious investigation where I learn from the clients about their experience. The Ghost of Fury is 1,000 years old and lives in every child’s house for one year. It arrived when the family moved from the city where they lived two years ago, leaving the loving paternal grandparents. He feeds on people’s anger and his favorite food is “rage burger.” He lives in hell and other evil ghosts also live there.

Upon hearing Daniel’s vibrant description, Aurora reported that the parents and children lost their friends. The children separated from their schoolmates, from the playground in the old house, and from the paternal grandparents’ beach house. She says: “Daniel always says it was my fault we moved here. He doesn't like it here.”

D: Yeah, we had to come here because she got a job here…(notices the mother’s tears) Mom, are you crying??!!!!  

T: I think you were all very sad to have moved to another city. Nothing happened as you expected…

A: He says I'm not a good mother, I feel very guilty. I do everything for them, I can hardly even work…

T: Yeah… one of these evil ghosts’ tricks is to make mothers feel guilty. They disrupt the whole family’s life.

D: Not my father’s life! He works and comes home late and just sits on the couch watching TV, right mom? (Aurora laughs).  

Looking for the influence that the problem has on the life of Daniel and his family, I highlight the following excerpt:

T: What does he want for your life?

D: That I become evil? He wants me to be mean!!! (His eyes are wide open, pointed at his mother).

It is important to note here the change in the child’s expression that seems to reflect on the influence the problem has on his life and suddenly discovering his real purpose. And continuing:  

T: And what does he want for your family?

D: He wants us to fight, stay in front of the TV alone, without talking to our mother, without playing… He doesn’t just disturb the family; he also goes to my (maternal) grandparents’ house. The most nervous is my grandfather. He drives my grandfather crazy.

D: Mom, grandpa needs to come here too!  

Michael White says that this type of conversation, through influencing questions, compares to investigative journalism and its first objective is “to develop an exposition of the corruption associated with abuses of power and privileges,” imposed by the problem. Like investigative journalists, therapists are not involved in the domains of problem-solving or engaging in conflict, but, again referring to White, “Rather, their actions usually reflect a relatively ‘cool’ engagement.” In contrast, clients also assume an investigative reporter position, reflect on their experience, and contribute to exposing the character of the problem. They denounce its objectives, purposes, and activities.

This posture reveals the importance of the narrative therapist’s decentered position. It paves the way for the clients to identify and build other plans for their lives, what they value, and contradict the threatening voices of the problem. In other words, externalizing conversations offer a shared island of safety for people to engage in the reauthoring of their lives.

A Story About the Externalized Problem Inspired by the Idea of Poetic Documentation

For White and Epston, the written word is an ideal path for discoveries made during therapy which, like documents, can be evoked, read, and recreated. Written tradition, through “making visible,” highlights extraordinary events, giving prestige to an alternative narrative (9). Still, according to Campillo Rodriguez (1), writing as a therapeutic resource opens up many paths through which people can see themselves through the eyes of the other.

During clinical consultations, therapeutic poems build, in a special way, an opening to new stories, which play with the imagination and give clients the freedom to experience their own images, sensations, and new meanings.

Discussing the usefulness of therapeutic poems in her work, Sanni Paljakka (2) writes:
 

Due to their unusual form (the lack of requirement for the shiny completeness of sentences and ideas in prose text), these poems have opened up a unique way for me to play with ideas. Writing in poetry form allows me to pit the horrors and hauntings of a problem story against a confection of possible counter-story ideas with no regard to orderly sequencing of life experiences or the flow of a therapy conversation.


So, at the opening of the session following the revelation of the Ghost of Fury, I asked Daniel and his mother to sit down comfortably and listen to a text that I wanted to present to them (Although the authors point out that poetic documents should be written exclusively with the words expressed by the client, I took this therapeutic tool as an inspiration, adding a personal way of narrating, to what I preferred to name therapeutic chronicles.):  

It was a problem and it was a gigantic

A giant that was so gigantic, it tormented everyone

It tormented the boy even more
The boy was a child

And he did the worst for the child Just for the kid, he had a jackhammer

He made little holes
In the boy’s head

When he was a child and the boy was a child

Clever
Thoughtful
Observer
And the boy had an artist mother
The child boy had an artist mother!!!
The smart boy and the artist mother took a picture of the giant
Click, Click, Click
Red he was
With funny hair and there was the jackhammer Making holes in the head
And making everyone nervous and quarrelsome and then… Sad
And found out the giant was all Rage Aha!!!
Now we know you!!!

And the smart boy and the artist mother didn’t notice…

The Giant of Rage, that was his name, was very intelligent

In a brush step, zas!!!
Changed to Ghost of Fury
What the hell!!!
Ghosts don't need little holes to get into the heads and families of smart boys and nice moms

Ghosts walk through walls

The smart boy figured out the trick. He found that the ghost goes through his head

And lo and behold! He knows many tricks to do bad things

He is 1,000 years old.  


I recited the chronicle, dramatizing it in such a way that the emphasis fell on the resources and extraordinary events subjugated by the problem (the boy was a child; he was smart, thoughtful and observant; the child had an artist mother; the smart boy and the mother artist took a picture of the giant), as well as the perverse purposes fueled by the problem (the giant that especially affects the boy, who is a child; his evils are preferably directed at him; a very intelligent giant, who magically transforms into a ghost to cross heads). 

As an externalizing conversation, listening to your experiences coming from another person, written in a poetic way, promotes a sense of legitimacy and centers authorship on the person. Afterward, Daniel said he liked it and thought it was funny: “He doesn’t even look that bad!” He still prefers to maintain his version of the problem as a ghost that enters his head without making small holes: “Hey tía, he doesn’t have a jackhammer.” Aurora was touched by the understanding that her son is “just a child” and that, due to so many turbulences in the family, her impatience could be harming him, in addition to expecting him to know how to renounce his place in the family in favor of his younger brother.

It was surprising to her to be perceived as an artist and she reported other craft skills, inherited from her mother. Daniel praised his maternal grandmother’s skills, attentive and creative, and discovered that his mother resembles her. The externalized problem, re-narrated, allowed the emergence of a narrative not subdued by the history of conflicts in the period between the meetings. Aurora says:

A: The giant isn’t showing up much there… he’s only showing up with strength when he’s with his brother. They fight, Leo gets in the way, and Daniel loses his temper (the words giant and ghost will alternate during the course of therapy, as meanings of an entity/problem separate from the child).

T: I think it’s the Giant of Fury’s tricks to keep taking advantage of the fights in your family.

A: He (Daniel) is better than me, calmer than me, he obeys when I speak.  

Despite the influence of the problem having diminished in the family, this meeting addressed many conflicting moments between siblings and between mother and children. Daniel suggests painting the Giant/Ghost again. Very excited, he announces:

D: Now I’m going to do it! It will have two colors. Half angry and half calm.”

The new image of the problem in metamorphosis was made with four hands, and the child tried to reproduce with his own lines the first form almost entirely created by Aurora (the Giant of Fury). This was explored in its finest details within a loving and respectful dialogue, mostly coming from the child. Everyone looked proud at the end.


Ghost of Fury in Transformation

The letters C and A were added to signify the initials for Calm and Angry, English vocabulary learned by the boy at school. Descriptions and facts previously mitigated by the problem populate the conversations, allowing the child to be perceived through his resources (learns another language, likes to paint, collaborates with the mother). Immersed in a dialogical and horizontal relationship, instigated by conversations fueled by painting, I outlined Daniel’s hands on a blank piece of paper, with the letters F (Fury) and C (Calm) to be taken home. They could help them remember that when they manage to stay calm, the Giant weakens.


Drawings of Daniel’s Hands as signalers of emotions in the house

The session that followed this one focused on efforts to distinguish the influences of the Giant/Ghost in the family’s life and the family’s in the Giant's life. The rage attacks are less intense; frustrations are expressed with lamentations. Aurora says:

A: Daniel is more loving, more understanding, helping me to calm down faster. It was a lot of just complaining, now it’s like this, more smiling. Sometimes he is more patient with his brother.

D: I didn’t get angry with Leo crying. I say: ‘Caaaalm down, Leo’.

A: We put the Hands in the room. In a place where everyone can see.

T: If the house is calmer, how is the family?

A: I bought paints, they are painting.

T: It’s a family of artists!  

At this time, they review the contributions of their maternal grandmother, skilled in manual arts. Daniel speaks proudly of his grandmother who draws house plans for engineers. Aurora has the opportunity to reframe her relationship with her parents, with whom she feels hurt by for not receiving the expected support: “My parents are very active, they have a life of their own…”

Daniel is attentive and praises his grandmother’s kindness but claims that his grandfather is very nervous: “The ghost must be living there now.” and continues… “Hey tía, I think next time the Giant of Fury will be all blue!”

From these conversations, another poetic document was presented to them at the next meeting.
It was a giant
Giant?
Not anymore

It wasn’t even a giant. It shrunk

And in its shrinking, OH! Would it also be changing color?
And the giant asked for help

Help! Somebody help me!

I’m shrinking and I’m not even red! Help!
And nobody listens

The artist mother and the smart boy continue their task of transforming him

Now the little giant is red and blue
Half bad, half good. Half angry, Half calm

The smart-mother and the artist-boy continue their work of painting the new little giant red and blue

The Giant of Fury is sneaking out

It no longer fits in that room. It no longer fits in those lives

At the door, already saying goodbye, he looks back and takes with him an image that bothers him. He sees the boy-artist calmly walking around the room, talking to his smart-mother, deciding together on the last brushstrokes.

The image has changed. And the Giant of Fury, sad, decides to leave in search of another place to live.  


“The Fired Ghost of Fury,” Made by an Artist Upon my Request

When presented with the new image, this time taken by me, the mother laughs at the ghost and its “Fired” sign. Daniel says: “Poor guy,” and, “Mom, we’re firing him from home too!”

With a social constructionist sensibility, narrative therapy assumes that the self is relational. Within the plasticity of relationships, we build reciprocal identities, shaped by contextually-situated linguistic descriptions. Thus, Daniel’s interest and initiative, in a safe and inclusive environment, transform him into a boy-artist, now accompanied by a smart mother who, less confused by her feelings of incompetence and guilt, becomes someone who knows how to take action (welcoming, encouraging, believing, hoping). Therefore, the Giant who abandons that relationship is one of misunderstanding, impotence, and pain.

The self-confident artist-boy prepares to paint another ghost: “I do. It will be all blue. Blue is the color of calmness, right mom?” 


Ghost of Calmness

Since we were at that moment on the verge of social isolation due to COVID-19, we suspended face-to-face meetings and sought to build communication via WhatsApp, through messages and audio, since the video camera sessions proved to be unproductive for the participation of the children. Contacts were more frequently aimed at supporting Aurora’s concerns regarding Daniel’s growing lack of interest in online classes. Still, mother and son agreed that the Ghost of Fury was still diminishing. In this period of confinement, the interaction between the two children deteriorated, slipping easily into conflict. I suggested that Brother Leo be invited to participate in a face-to-face meeting, and we all committed to this meeting, respecting the health standards for disease prevention.

The dialogue below illustrates a remarkable moment from this meeting, where many disputes took place, with Daniel asking for his mother’s interference to calm down and hold his brother who “only gets in the way” an

Breaking Down Obsessive-Compulsive Disorder: The Heart of the OCD

The Legacy of OCD

When I was in third grade, I was gripped by the fear that my mother would be killed if I didn’t follow orders. From whom and where these orders were coming wasn’t entirely clear, but I quickly learned to obey. Like the main character, John Nash, in the movie, A Beautiful Mind, I was being watched, and everything I thought was monitored for loyalty to the sinister totalitarian state of which I had now become a new citizen. There was no way out.

Every day at the religious school I attended, it whispered in my ear, “She’ll be dead when you arrive home if you think something bad.”

Living each day with a pure heart became a new curse it threw in my face, a way to trap and punish me in the most painful way imaginable. It would take away the person I loved and needed most in the world: the single mother who protected me and the flame of sensitivity within me which the world seemed all too eager to snuff out.  

When the neighborhood kids dared me to throw away my Winnie the Pooh bear all too soon, I foolishly gave in and was heartbroken. The next night, Paddington Bear in his blue duffle coat and red bucket hat appeared on my bed. When we returned from the movies, my mother asked about the hopes and fears of the characters because she could see it still percolating in me. Like a music conductor, she’d encourage me to allow every section of the orchestra of my mind and heart to play out just a little louder, strengthening a confidence in an invisible capacity I could not yet name.

I adored my mother and knew that without her, my sensitivity would be swept away. So, as Abraham did with God in the story of Sodom and Gomorrah, I negotiated with the amorphous all-powerful entity controlling my fate. If I read every word in the prayer book, it might be appeased. If I had an evil thought, I could cancel it out, and if done right, the entity might be mollified, but in the end, the charges kept returning. No sooner was I absolved of a crime I didn’t know I committed when a new trial restarted. The world was full of impossible binds. Death and doubt resurfaced at every turn.

It wasn’t surprising that I developed OCD. My mother had an identical fear of losing her mother at the same age and struggled with contamination OCD, opening doors with tissues and ever ready with rubbing alcohol. “It’s just my craziness,” she’d confess.

One day, a red futon tied to the roof of our car fell while driving along the highway. Pulling over to the side of the road, 10-year-old me peered into my mother’s eyes expecting to find terror there.  

“This stuff, Michael, the big stuff doesn’t scare me. It’s the little things that get me, remember?”

And with a smile, I helped reattach our precious cargo.

My mother was familiar with living an existence as paper-thin as the tissues she carried with her everywhere to ward off germs. Her parents’ marriage fell apart shortly after their arrival in New York from the Middle East via Panama, when her mom — my grandmother — became the main breadwinner and caretaker of the family of four young children. Sensing her fragility, my mother stepped in to minister to her. A highly educated woman now working behind the counter at a department store to make ends meet, and my mother easily noticed the pain — the unspoken sadness, longing, and fear that others hardly detected. Even my mother’s siblings mistook their mother’s desire to have joyful holiday dinners as just another form of control, instead of what it really was: a cry for help. Please eat and show me, not only that you love me, but that somehow God hasn’t abandoned me like my husband. 

My mother stayed close to home, learning to fear rather than crave independence. Without the freedom to disagree or feel anger, her sensitivity became the emotional suture for a constantly bleeding family. In doing so, she lost much of the thread holding herself together. She doubted her own instincts and confidence, even though she had a sixth sense of empathy few recognized as her hidden superpower. English professors noticed it and called on her regularly for her insights in class, but in the real world, she felt unmoored.

OCD emerged as an expression of how precarious the world felt to her. It offered her a blameless way of seeking the boundaries and guidance she couldn’t ask for directly. When OCD dictates something — when it says, “please tell me everything is going to be okay, please wash your hands, please help me right now!” — it allows for an aggressive urgency that’s otherwise forbidden.  

Sound and Fury

As a psychologist, I’ve treated individuals struggling with OCD since my graduate school days. Then, you could find me on the streets of Manhattan touching tissues to doors and diluting them before doing exposure exercises with clients. You’d find me in the library turning over every stone in my dissertation research on what did and didn’t work for OCD.

These days, I get calls and emails from clients around the world who fail OCD treatment and say they’re not encouraged to talk — even with their own therapists — about the deep feeling and fire they experience within their OCD. To attribute any meaning to OCD, they’ve been taught, is to enable reassurance. To envision OCD as anything other than a bio-behavioral glitch is dangerous and foolish. “It takes seventeen years on average to arrive at appropriate OCD treatment, why would you jeopardize that,” say their therapists. But what if, instead, we listened to what burns so brightly inside OCD?

My perspective on OCD is likely to be dismissed as misguided and anachronistic, even taboo. In the OCD community, talk therapy is believed to be unhelpful at best and regressive at worst. A widely circulating meme in the recovery world echoes the mainstream view, inspired from a passage in Macbeth: OCD is “just sound and fury, signifying nothing.” But what if the meaning at the heart of OCD is there and we’re just not talking about it? What if these clients aren’t failing treatment but treatment is failing them?   

OCD is as much about feeling as it is about thought, as much about meaningful self-expression as distracting noise. Hardwired by nature and stoked by nurture, our brains repeatedly throw an unsolvable dilemma that’s trying to communicate something valuable. OCD is both friend and enemy, but we tend to view it only as an enemy because by the time people get help for it, it’s a five-alarm fire. If you look at it with the right eyes — ones attuned to the sparks of sensitivity within it — you see raw potential in it that’s inspiring, sensible, and bold.

I’ve long been one of the few therapists who espouses this unpopular view. When I questioned CBT orthodoxy in training and experimented with integrating meaning-centered approaches, I was asked to turn in my badge. When I suggested that OCD had an upside in a recent Christmas blog — and foolishly called it a superpower — I was as welcome as the Grinch. Recently, though, I’ve been heartened by two exciting developments: Internal Family Systems as a new OCD treatment and John Green’s book, Turtles All the Way Down, an OCD-inspired story recently made into a movie by the same name.   

Meaning Matters

Internal Family Systems is an evidence-based therapy that helps sufferers befriend their OCD protectors. These parts nurture the sides of the self that have been cut off due to trauma like my mother’s or the intergenerational trauma I inherited. The overactive OCD mind perpetually anticipates dangers and buffers feelings of rejection, hurt, sadness, and terror. If these managers don’t succeed, firefighters take over with compulsions. Running the gamut from checking, washing, counting, or reassurance, compulsions provide visceral instant gratification. They comfort with a cost; repetition is the only way to satisfy, though not for long. Any satisfaction you achieve doesn’t last, and it’s never enough.

My mother’s compulsions to wash her hands were frequently triggered after being recruited into carrying too much of other’s emotional mess. With no relationship to help verbalize her profound empathy and disgust for being placed in such an impossible role, her protectors took over. My own terrors were touched off by the adult world coming for my bear again, only this time it replaced the bear with my mother. I’ve worked with clients whose OCD took away their freedom to sing, to take the subway, or to trust their own goodness. Each of them found unexpected ways to link their OCD to a fuller, more coherent story.

In Green’s book, one of the characters questions a scientist who has given a detailed history of earth and life on it. She insists that the entire world is resting on the back of a giant turtle. When he challenges her about what that turtle is standing on, she replies “it’s on another.” Flummoxed about what that turtle is standing on, she replies, “Sir, you don’t understand. It’s turtles all the way down.” This image doesn’t just capture the repetitive and elusive nature of OCD, it speaks to a hopeful afterimage. What if everything you think of as the random chaos of OCD is held up in more creative ways than you ever imagined?

In recovery from OCD himself, Green crafted Turtles All the Way Down to showcase OCD’s characteristic thought spirals and the methodically masterful ways it wears down its main inhabitants and robs them of their agency. OCD is a nuisance to be rid of, not exalted. As an OCD advocate, Green wants us to feel that. And yet, his characters tell another story, centering OCD around its existential heart, a profound sensitivity hardly ever discussed. 

Teenage protagonist Aza Holmes is haunted by the sudden death of her father from a heart attack and OCD jumps in to protect her — IFS style — from overwhelming fears over the precariousness of life. Is Aza really just a fictional character without any volition of her own? Is the 50 percent of the bacterial microbiome that makes up the human body in true control of her? Aza constantly digs her thumbnail into her middle finger to see if she really exists. But no sooner than she is found, she is lost again, spiraling about the possible infection she’s now unleashed.

Aza’s OCD finds an ingenious way of expressing her existential dilemma. Her scab is a brilliant metaphor of the ever-present wound of her father’s death and all of our deaths. Like my own childhood terrors, the relentless question — to be or not be — constantly buzzes in the OCD sufferer’s ear, a fly always just out of reach. As for Hamlet, a broken heart — not a worried mind — is at the center of OCD. Or as Aza puts it: “When you lose someone, you realize you’ll lose everyone. And once you know, you can never forget it.” A broken heart — not a worried mind — is at the center of OCD.


***

It’s been more than 15 years since my worst nightmare came true and I lost my mother to cancer. And yet, in the aftermath, something shocked me in ways my early fears never prepared me for: instead of falling to pieces, I discovered something new in conversations with my mother in my dreams.

I finally get what you meant that day on the side of the highway. Like those turtles, you were carrying the world on your back. The big stuff. You saw that I could do it too and protected that power every step of the way. You knew how to celebrate it as a gift never to be taken or lost. I realized that gift was life itself, and it was the mysterious heart of OCD. It was holding me up better than any of those turtles ever could, and with it, I could carry everything.

Questions for Thought and Discussion

What methods have you found to be most effective in addressing OCD with your clients?

How have you used metaphors in the treatment of OCD?

What do you find to be the greatest challenge in working with OCD?  

Effects of Social Media on Child Development: Healthy Strategies

Positive Effects of Social Media on Child Development

As a marriage and family therapist, I have found it essential to recognize the positive — and negative — effects of social media on child development in my therapeutic work with families. Social media platforms offer opportunities for young clients to connect with peers, access educational resources, and explore diverse perspectives. Through online interactions, they can develop social skills, empathy, and cultural understandings, enriching their social development.

Additionally, social media provides a platform for creative expression and self-discovery, allowing them to explore their interests and talents. By engaging with educational content and participating in online communities, children and teens can enhance their knowledge and skills in various areas, fostering intellectual growth and curiosity.

Furthermore, social media can facilitate communication and connection within families, especially in today’s fast-paced world. Platforms such as Facebook and WhatsApp enable families to stay connected, share experiences, and support one another across distances. For families undergoing transitions or facing other challenges that put distance, both physical and emotional, between members social media can serve as a valuable tool for maintaining bonds and strengthening relationships.

By acknowledging these positive aspects of social media, I have successfully incorporated them into my therapeutic work with families, leveraging digital resources to promote healthy development and resilience. Through psychoeducation, communication skills training, and family interventions, I have helped to empower families to harness the benefits of social media while mitigating potential risks.

Here are a few practical strategies I have found to be highly useful:

  • Digital storytelling- encouraging families to use social media platforms as a tool for sharing their stories and experiences. By creating digital narratives, families can express their thoughts, emotions, and challenges in a creative and engaging format. This process can foster self-expression, promote empathy, and strengthen family bonds.
  • Psychoeducational resources- sharing informative articles, videos, and infographics on social media platforms to educate families about child development can provide parenting strategies, and useful mental health guidance and information. Providing accessible and relevant information can empower families to make informed decisions and adopt healthy practices in their daily lives.
  • Online support groups- facilitating virtual support groups or forums on social media platforms can help parents to support their children’s connection with peers, the sharing of experiences, and receipt of support. These online communities provide a safe space for families to discuss challenges, seek advice, and build solidarity in navigating the complexities of parenthood and family life.
  • Collaborative goal-setting- using social media platforms to engage families in collaborative goal-setting exercises and activities can encourage them to set specific, measurable, achievable, relevant, and time-bound (SMART) goals related to their parenting practices, family dynamics, and child development goals. By sharing their progress and achievements on social media, families can celebrate their successes and inspire others to pursue their goals.
  • Digital mindfulness practices- integrating digital mindfulness practices into therapy sessions can help families cultivate awareness and intentionality in their social media usage. Encouraging families to practice digital detoxes is a powerful process that includes setting screen time limits and engaging in activities that promote offline connection and presence. By fostering a mindful approach to social media usage, families can develop healthier relationships with technology and prioritize meaningful interactions with each other.

By incorporating these practical strategies into therapeutic practice, I have helped families to harness the positive potential of social media to support them in productively impacting their child’s or children’s development. Through collaboration, education, and mindful engagement, I have empowered families to navigate the digital landscape with intentionality, resilience, and well-being.

Negative Effects of Social Media on Child Development

While social media offers various benefits, it also presents significant challenges and risks to child development, necessitating careful consideration and intervention in my therapeutic work with families. Research has consistently shown that excessive use of social media is associated with increased rates of anxiety, depression, and low self-esteem among children. The pressure to maintain a curated online persona and the constant comparison with peers can contribute to feelings of inadequacy and insecurity.

Moreover, social media platforms can serve as breeding grounds for cyberbullying and online harassment, posing serious threats to children’s emotional and psychological health. Children may experience harassment, ridicule, or exclusion from their peers, leading to significant distress and trauma. Additionally, exposure to harmful content such as violent imagery, explicit material, and misinformation can negatively influence children’s attitudes, beliefs, and behaviors.

Furthermore, social media can contribute to the erosion of face-to-face interactions and family dynamics within households. Excessive screen time and digital distractions can disrupt communication and bonding among family members, leading to feelings of disconnection and isolation. In some cases, parents may struggle to set boundaries around screen time and monitor their children’s online activities, further exacerbating these issues.

To effectively address these negative effects of social media on their child’s or children’s development, I have implemented targeted strategies and interventions with them. These strategies include:

  • Psychoeducation- providing families with information about the potential risks of social media and how it can impact child development.
  • Communication skills training- helping families develop effective communication strategies for discussing social media use and setting boundaries around screen time.
  • Family interventions- facilitating family sessions to address issues related to social media usage, cyberbullying, and online safety.
  • Collaborative goal-setting- working with families to establish clear goals and guidelines for healthy social media usage within the household.
  • Referral to specialized services- connecting families with additional support resources, such as mental health professionals or digital wellness programs, when necessary.

Strategies for Supporting Healthy Social Media Usage

I have also found it essential to equip myself with practical strategies for supporting healthy social media usage among my clients. These have included:

  • Promoting digital mindfulness practices- integrating digital mindfulness practices into therapy sessions to help families cultivate awareness and intentionality in their social media usage. Teaching mindfulness techniques such as breath awareness, body scans, and mindful scrolling has helped my clients develop a balanced and mindful approach to technology use. By practicing digital mindfulness, they have enhanced their ability to regulate their emotions, manage stress, and maintain healthy boundaries with technology.
  • Encouraging offline activities and face-to-face interactions- emphasizing the importance of offline activities and face-to-face interactions in promoting family bonding and well-being. I typically encourage families to prioritize offline activities such as outdoor play, family meals, and creative projects that foster connection and presence. By balancing screen time with offline experiences, relationships have been strengthened and resilience has been cultivated in the face of digital distractions.
  • Modeling healthy social media usage- leading by example by modeling healthy social media usage in my own professional and personal life. I demonstrate responsible online behavior, such as respectful communication, thoughtful content sharing, and mindful engagement with social media platforms. By modeling healthy habits, I have hoped to inspire families to adopt similar practices and create a positive digital environment within their own households.
  • Providing ongoing support and guidance- offering ongoing support and guidance to families as they navigate the challenges of social media usage. I am available to address concerns, answer questions, and provide resources to help families navigate difficult situations online. By offering personalized support and guidance, I have empowered families to overcome obstacles and thrive in the digital age.

Case Application

Recently, I had the privilege of working with a family who were grappling with the challenges of social media use in their household. James and Keisha, the parents, expressed concerns about their teenage daughter, Jasmine, spending excessive time on TikTok and the toll it was taking on her mental well-being. Jasmine, like many teenagers, was drawn to TikTok for entertainment and connection, but often found herself feeling anxious and inadequate after scrolling through her feed.

During our therapy sessions, we delved into the ways TikTok was shaping Jasmine’s thoughts, emotions, and behaviors. We discussed the importance of digital literacy and critical thinking in evaluating online content, especially on platforms like TikTok where trends and challenges can quickly go viral. Together, we established clear guidelines for healthy TikTok use within the household, including designated screen-free times and open discussions about online experiences.

As part of our therapeutic work, we integrated digital mindfulness practices into our sessions to help Jasmine and her family develop a more mindful approach to TikTok usage. We practiced techniques such as mindful scrolling, deep breathing, and engaging in offline activities to promote presence and connection within the family.

In addition to their digital mindfulness practices, the family began implementing a weekly family game night as a routine offline activity. They set aside one evening each week to gather and play board games, card games, or engage in other fun activities that didn’t involve screens. This allowed them to bond as a family, laugh together, and create cherished memories outside of the digital world.

Over time, I witnessed significant progress within the family as they implemented the strategies and interventions we discussed in therapy. Jasmine became more mindful of her TikTok usage, learning to recognize when she needed to take breaks and engage in offline activities. James and Keisha became more involved in their daughter’s online experiences, providing guidance and support as she navigated the complexities of social media.

During one of our therapy sessions, Jasmine shared a digital story she had created about her journey to finding balance with TikTok. Through a series of videos, photos, and captions, Jasmine expressed her thoughts, emotions, and reflections on her relationship with TikTok and the impact it had on her life. It was a powerful moment of self-expression and growth for Jasmine and her family, as they realized the importance of open communication, empathy, and mindfulness in navigating the challenges of the digital age.

As we concluded our therapy work together, I felt grateful to have had the opportunity to support the Thompson family in their journey towards healthier TikTok usage. Through collaboration, education, and support, we were able to empower them to navigate the digital landscape with confidence, compassion, and resilience. It was a testament to the transformative power of therapy and the positive impact it can have on families in today’s digital world.

***

As a marriage and family therapist, I have found it crucial to advocate for positive digital citizenship and support healthy child development. I have also remained vigilant in educating families about the risks and benefits of social media, while providing them with the tools and resources needed to navigate this complex terrain.

Questions for Thought and Discussion

In what ways do you (or don’t you) resonate with the author’s experiences?

How do you address this issue in your clinical work with teens and families?

Can you think of one particular clinical experience around social media that challenged you?