Therapeutic Approaches

Uses prayer as a tool for realignment rather than just petition, focusing on 'not my will but thine' as a release of unrealistic burdens.

Identifies and provides tools to counter common scrupulous cognitive distortions like overestimating demands and underestimating grace.

Focuses on the transformation of our nature (becoming) rather than the tallying of individual deeds.

Shifts focus from fear-driven checklist religion to the Savior’s model of invitation and lack of condemnation.

Discusses the reality of imperfect leaders and institutions as a reflection of the divine pattern of working with flawed individuals.

Explores the divine purpose of weakness as taught in Ether 12, reframing struggle as a tool for humility rather than evidence of failure.

Addresses the clinical cycle of religious OCD, focusing on how hyper-monitoring and fear distort our self-perception and spiritual experience.

Reframes the command to 'be perfect' using the Greek 'teleios,' shifting the focus from 'flawless' to 'whole' and 'complete in Christ.'

A deep dive into the doctrine that God expects persistence and Christ-centeredness rather than flawless performance in mortality.

Identifies the three layers of expectations—what we think God wants, what we want, and what God actually wants—to find the source of religious distress.

Explores how our internal expectations act as filters for our reality, using Alma 32 to reframe growth as a gradual process rather than immediate perfection.

A comprehensive introduction to Cognitive Behavioral Therapy (CBT) through the use of the 7-column thought record. This lesson helps adult learners identify, challenge, and reframe automatic negative thoughts to improve emotional well-being.

A comprehensive 10-page theory and intervention paper on Person-Centered Therapy in APA 7th edition format.

A comprehensive case conceptualization of Howard Hughes using a Behavioral Therapy framework, including a clinical presentation and a formal research paper.

A comprehensive training module for clinical staff focusing on the intersection of Social Awareness and Cognitive Behavioral Therapy (CBT) across diverse diagnostic populations.

This lesson provides a deep dive into Adlerian Therapy as applied to various group counseling contexts, focusing on social interest, purposeful behavior, and the four phases of the group process for graduate-level school counseling students.

A high-level exploration of Cognitive Behavioral Therapy (CBT) specifically tailored for group settings, focusing on the unique therapeutic factors and structured protocols used in master's level clinical practice.

This lesson explores the importance of theoretical orientation in group counseling, drawing from Corey's frameworks on cognitive-behavioral and integrative approaches. Students will analyze why embedding theory is essential for professional practice and participate in a practical CBT activity tailored for college-aged populations.

A clinical session focused on identifying and understanding cognitive schemas, their impact on depression, and their role in substance use recovery. Includes a presentation, matching activity, and reflection worksheet.

A therapeutic tool for patients to analyze their behavior patterns, identify triggers, and develop healthier alternative responses using the ABC model.

Students synthesize their learning by constructing a Professional Resilience Manifesto and practicing cognitive rehearsal to prepare for future academic challenges.

Participants distinguish between adaptive excellence and maladaptive perfectionism, exploring the 'law of diminishing returns' in academic work and its anxiety cost.

This lesson focuses on detaching self-worth from academic critique, practicing objective responses to harsh feedback and adopting a growth mindset toward evaluation.

Students learn to identify common cognitive distortions like catastrophizing and all-or-nothing thinking using CBT frameworks to provide a vocabulary for cognitive restructuring.

Students analyze the Impostor Phenomenon (IP) in higher education, identifying the five types of 'impostors' and normalizing their experiences within the academic community.

Develops clinical judgment for managing resistance, impasses, and the potential for thought records to become ruminative or safety behaviors.

Teaches the downward arrow technique to connect surface-level automatic thoughts to deeper intermediate assumptions and maladaptive core schemas.

Critically evaluates the use of cognitive restructuring in the context of systemic oppression and cultural diversity, distinguishing between distortions and valid perceptions.

Addresses the practical application of thought records as homework, assessing client readiness and using motivational interviewing to navigate resistance and barriers to compliance.

Focuses on meta-cognitive analysis of serial thought records to identify systemic patterns and 'signature' distortions in client thinking.

Teaches students how to guide clients toward constructing balanced, realistic alternative thoughts that acknowledge the grain of truth in negative thoughts while reframing the conclusion.

Explores the phenomenon of 'rational-emotional dissonance' and introduces experiential techniques to bridge the gap between cognitive understanding and emotional shift.

Uses the defense attorney metaphor to help students gather factual evidence for and against hot thoughts, practicing Socratic questioning to differentiate facts from interpretations.

Targets the skill of distinguishing between thoughts and feelings and identifying the specific 'hot thought' driving emotional distress through transcript analysis and intensity scaling.

Students practice the initial clinical setup of explaining the relationship between thoughts, feelings, and behaviors to a novice client, using metaphors and simple diagrams to illustrate interpretation's influence on emotion.

Covers the longitudinal analysis of thought records to identify recurring core beliefs and the ethical implications of cognitive restructuring.

An intensive role-play session focused on real-time facilitation skills. Students practice pacing and interpersonal effectiveness in a simulated clinical setting.

The final stage of the thought record cycle, focusing on re-rating emotional intensity and assessing behavioral impact.

Explores strategies for handling emotional reasoning and therapeutic resistance. Students learn to validate feelings while gently challenging cognitive distortions.

Teaches the synthesis of realistic, balanced alternative thoughts that incorporate evidence while avoiding toxic positivity.

A therapeutic lesson designed for telehealth sessions to guide young adults in managing social anxiety. It teaches emotion labeling, grounding, deep breathing, cognitive reframing, and structured role-play.

A comprehensive 10-page theory and intervention paper on Person-Centered Therapy in APA 7th edition format.

A comprehensive case conceptualization of Howard Hughes using a Behavioral Therapy framework, including a clinical presentation and a formal research paper.

Introduces mindfulness practices and relaxation techniques to help clients ground themselves in the present moment and manage physiological arousal.

Utilizes behavioral experiments and structured activity scheduling to test anxious predictions and increase engagement in rewarding activities.

Guides clients through the process of systematic desensitization and exposure therapy to reduce avoidance behaviors and build courage.

Focuses on identifying, challenging, and restructuring maladaptive thought patterns and cognitive distortions associated with anxiety.

Critically evaluate the ethical considerations of inducing distress in clinical settings and identify contraindications for exposure therapy.

Apply theoretical knowledge to fictional client profiles, identifying safety behaviors and proposing initial exposure targets.

Distinguish between habituation and inhibitory learning models, analyzing how exposure builds 'safety' memories alongside fear memories.

Introduction to the Subjective Units of Distress Scale (SUDS) and its role in therapeutic assessment and exposure planning.

Explore the physiological 'fight or flight' response and how the brain's fear circuitry (amygdala and PFC) reinforces anxiety through avoidance behaviors.

Visualize 'habituation' through data analysis. Interpret graphs showing SUDS levels over time to determine when a client is ready to progress to higher hierarchy rungs.

Identify 'safety behaviors' that hinder progress during exposure. Use role-play simulations to recognize and prevent these behaviors to allow for effective response prevention.

Brainstorm and sequence exposure activities into a 'ladder' hierarchy. Focus on creating manageable intermediate steps to bridge comfort zones and anxiety-inducing goals.

Introduce the Subjective Units of Distress Scale (SUDS) to quantify anxiety levels. Practice assigning numerical values to stressors through a norming workshop.

Investigate the relationship between anxiety triggers, avoidance behaviors, and temporary relief. Map out the 'anxiety loop' to visualize how avoidance prevents learning.

Synthesis lesson where students design a detailed behavior modification plan addressing attention, retention, and motivation for a complex case.

Evaluates systemic modeling in organizational and educational contexts, including mentorship and leadership replication.

Explores the selection of coping versus mastery models to maximize observer self-efficacy through vicarious experience.

Students synthesize their knowledge to create a personalized physiological safety plan for high-stress periods. They identify triggers, early warning signs, and pre-planned somatic interventions.

Students evaluate somatic bottom-up processing techniques like diaphragmatic breathing and thermal regulation. They learn to choose the right physical strategy for their specific physiological profile.

Learners practice interoception—the sense of the internal state of the body. They test their accuracy in detecting heart rate and tension, connecting poor awareness with high anxiety.

Dives into Polyvagal Theory to distinguish between fight/flight mobilization and dorsal vagal shutdown. Students analyze behaviors like procrastination and isolation as biological responses.

Focuses on the anatomy of the stress response, the sympathetic and parasympathetic branches of the ANS, and the role of the vagus nerve. Students map their own physiological 'early warning signs'.

Students synthesize all prior learning to create comprehensive, hierarchy-based safety plans for high-risk clients. These plans integrate sensory grounding, social support, and professional intervention steps.

Clinicians explore why clients may resist self-soothing (e.g., feeling undeserving of comfort, fear of letting guard down). Students develop motivational interviewing strategies to address these barriers.

Students analyze how certain self-soothing techniques (e.g., deep breathing, weighted blankets) can act as triggers for abuse survivors. The lesson emphasizes assessment of sensory history before prescribing interventions.

This lesson distinguishes between healthy self-soothing and dissociative checking out. Students practice 'eyes-open' grounding techniques specifically designed for dissociative identity disorder (DID) or depersonalization.

Students learn to identify subtle signs of hypoarousal and hyperarousal in complex trauma clients. The lesson focuses on mapping a client's specific window of tolerance to determine appropriate intervention timing.

Execute real-time coaching protocols for clients in active crisis, focusing on de-escalation and skill deployment.

Design sensory-based interventions and environment modifications to support client self-soothing through the five senses.

Apply cognitive distraction techniques (ACCEPTS and IMPROVE) to bridge high-distress moments without relying on maladaptive avoidance.

Master the facilitation of TIPP skills (Temperature, Intense exercise, Paced breathing, Paired muscle relaxation) as immediate physiological interventions.

Differentiate between immediate distress tolerance and long-term emotional regulation, establishing clinical criteria for deployment.

Develops strategies for habituating new cognitive patterns and creating robust relapse prevention plans for long-term clinical success.

Covers the design and implementation of behavioral experiments to gather real-world data that challenges long-standing negative schemas.

Explores the construction of believable, evidence-based alternative thoughts and 'bridge thoughts' to move clients away from maladaptive internal dialogue.

A clinical workshop on applying the Socratic method to challenge automatic thoughts, emphasizing evidence-based inquiry over direct contradiction.

Focuses on the clinical nomenclature and identification of cognitive distortions within client transcripts, analyzing the link between thought patterns and emotional affect.

A comprehensive lesson designed for adult learners to master assertive communication techniques including I-Statements and the DBT DEAR MAN framework to effectively express personal needs in a mental health context.

Synthesis of skills through 'Walking the Middle Path'—balancing the pain of loss with the necessity of moving forward.

Applying the FAST skill to maintain self-respect and values when navigating the secondary losses associated with maternal death.

Using the DEAR MAN skill to communicate needs and boundaries to family and friends during the grieving process.

Implementing 'Opposite Action' and 'Building a Life Worth Living' by intentionally engaging in activities that honor the relationship.

Applying 'Check the Facts' to common grief-related emotions like guilt, shame, and regret.

Using the five senses to create a self-soothing ritual for times when the absence of a mother is felt most acutely.

Teaching the TIPP skill to manage acute, overwhelming moments of distress during the mourning process.

Exploring the balance between the 'Emotional Mind' of grief and the 'Rational Mind' of daily life to find 'Wise Mind'.

Introduction to Radical Acceptance and the concept of 'Mindfulness of Current Emotion' as it pertains to the initial stages of grief.

An interactive scenario-based session for clients in MH/SA or forensic settings to practice communication styles. Participants evaluate their responses using color-coded styles and SFBT scaling to identify patterns and areas for growth.

A 60-minute group session focused on empowering adults in PSR programs to understand their personal rights and practice assertive communication in real-world situations.

A comprehensive 3-hour workshop exploring the physiological and psychological impact of stress on interpersonal relationships, featuring practical strategies for individual and co-regulation.

Examine truthfulness as a skill versus a moral failing. Formulate comprehensive treatment plans for clients with chronic self-respect deficits.

Integrate ACT values clarification with DBT self-respect skills. Navigate ethical challenges when client and clinician values diverge.

Investigate the etiology of over-apologizing and its function as a safety behavior. Learn behavioral coding for trauma-informed assessment.

Explore the 'Fairness' component of FAST through a dialectical lens. Address cognitive distortions and the 'zero-sum' trap in clinical scenarios.

Differentiate between Objective, Relationship, and Self-Respect effectiveness. Analyze clinical markers for self-respect deficits using case transcripts.

Students engage in a complex role-play scenario where they must negotiate a support plan with a skeptical 'professor' or 'manager.' Peers observe and provide feedback on tone, clarity, and persistence.

Focusing on real-time interactions, this lesson teaches verbal scripts for setting boundaries in group projects or meetings. Students practice 'I' statements and the DEAR MAN technique from DBT to assert needs effectively.

A comprehensive training package for volunteers entering the juvenile justice system, focusing on trauma-informed care, mentorship, boundaries, and conflict resolution.

A one-hour group session designed for clients in trauma recovery, SUD, and anger management to identify internal and external triggers and understand the 'alarm system' of the brain.

A comprehensive case conceptualization of Howard Hughes using a Behavioral Therapy framework, including a clinical presentation and a formal research paper.

A sophisticated workshop for clinical professionals and graduate students to navigate secondary traumatic stress using a 'Compass' framework for emotional recalibration and sustainable empathy.

A psychoeducational lesson designed for clinical staff to help clients understand their physiological responses to stress and trauma through the metaphor of a 'Body Alarm System'.

Students synthesize their knowledge to create a personalized physiological safety plan for high-stress periods. They identify triggers, early warning signs, and pre-planned somatic interventions.

Students evaluate somatic bottom-up processing techniques like diaphragmatic breathing and thermal regulation. They learn to choose the right physical strategy for their specific physiological profile.

Learners practice interoception—the sense of the internal state of the body. They test their accuracy in detecting heart rate and tension, connecting poor awareness with high anxiety.

Dives into Polyvagal Theory to distinguish between fight/flight mobilization and dorsal vagal shutdown. Students analyze behaviors like procrastination and isolation as biological responses.

Focuses on the anatomy of the stress response, the sympathetic and parasympathetic branches of the ANS, and the role of the vagus nerve. Students map their own physiological 'early warning signs'.

The sequence culminates with students mapping local community resources that support the PLEASE skills for low-income or marginalized clients.

Students learn to adapt movement recommendations for mood regulation for clients with physical disabilities or chronic pain, focusing on 'building mastery'.

This lesson addresses sleep hygiene for clients in crowded or noisy environments, focusing on environmental adaptation and behavioral modifications.

Students modify nutritional advice for clients with limited budgets or access, developing realistic harm-reduction strategies for 'Eating Balanced'.

Students critique standard PLEASE skills through a socioeconomic lens, identifying how food deserts, shift work, and environment impact emotional regulation.

The sequence concludes with students designing protocols for collaborating with medical professionals. They create workflows for ensuring clients are treating physical illnesses to support their mental health.

Students apply Motivational Interviewing (MI) techniques to help clients reduce substance use or seek medical treatment. The lesson focuses on rolling with resistance regarding physical health behaviors.

Focusing on the 'A' (Avoid Mood-Altering Substances), students analyze how alcohol, caffeine, and non-prescribed drugs alter emotional baselines and interfere with therapy. The lesson distinguishes between judgment and clinical observation.

This lesson addresses the behavioral aspects of treating physical illness, specifically sticking to prescribed regimens. Students practice problem-solving strategies for clients who struggle with consistency.

Students learn to conduct intake assessments that identify untreated physical illnesses contributing to emotional distress. The lesson focuses on the 'PL' (Treat Physical Illness) component and the ethics of medical referrals.

A 2-hour psychoeducational session for domestic violence survivors focused on emotional awareness, body signals, and identifying secondary emotions below the surface.

A lesson designed to empower clients in recovery to understand and write their own narrative progress notes, focusing on self-evaluation of group participation, behavior, and future goals.

A comprehensive clinical treatment framework for geriatric OCD focused on pathological doubt, utilizing Acceptance and Commitment Therapy (ACT) and Narrative Therapy to bypass traditional ERP.

A 90-minute workshop on navigating feedback anxiety, responding with composure, and managing everyday stress through practical tools and frameworks.

A comprehensive 10-page theory and intervention paper on Person-Centered Therapy in APA 7th edition format.

A comprehensive case conceptualization of Howard Hughes using a Behavioral Therapy framework, including a clinical presentation and a formal research paper.

A comprehensive training module for clinical staff focusing on the intersection of Social Awareness and Cognitive Behavioral Therapy (CBT) across diverse diagnostic populations.

This lesson introduces the fundamentals of somatic tracking, a technique used to re-train the brain's response to physical sensations by observing them through a lens of safety and curiosity. Students will learn the four-step process of anchoring, noticing, describing, and reassuring to build foundational body awareness.

A comprehensive lesson for graduate students on DBT skills: Check the Facts and Problem Solving, using school-based scenarios to prepare them for K-12 implementation.

A concluding hour session for PSR groups focusing on balancing Emotion Mind and Reason Mind to find Wise Mind, concluding with a scenario-based game.

A sophisticated workshop for graduate students and clinical staff focused on navigating complex ethical dilemmas during the high-stress end-of-year school transition using a maritime-themed framework.

A comprehensive session on Radical Acceptance for adult counseling groups, focusing on the DBT concept of accepting reality without judgment to reduce suffering. The lesson includes a facilitator guide, visual slides, a participant worksheet, and a reference anchor sheet.

An exploration of Person-Centered Approach (PCA) applied to various school counseling group formats, focusing on core conditions and growth.

A graduate-level training lesson for school counseling students focused on moving beyond surface-level complaints to identifying core themes and underlying emotional drivers.

An art therapy session focused on exploring self-identity, navigating emotional transitions, and building distress tolerance through creative expression and mindfulness.