The Idiots Guide to ACT in Groups

Workbook Contents
1. How to Use this Workbook 2. In the beginning 3. Introduction to Model 4. Polk Protocols 5. Tr ining !tr tegies ". Ther #ist Issues $. Theor% &. 'onger Module (escri#tions

1. How to Use this Workbook

This workbook is not designed to be used on its own in the s )e w % th t ) nu lised #rotocol )ight be. It is designed si)#l% to c rr% the #rinci#les o* this ##ro ch into wide r nge o* settings where he lth #ro*ession ls )ight w nt to de+elo# grou#s b sed on the ,-T ##ro ch. We would e.#ect th t this workbook will be used s b sis *or %ou to design %our own #rotocols/ nd to *it within e.isting go+ern nce nd legisl ti+e structures ccording to loc l conditions. 0e*ore beginning this te.t we reco))end th t %ou h +e * )ili rised %oursel* with ,-T b% re ding the ) in re*erence books nd ttending worksho#s. We do not co+er this ground here nd ssu)e th t %ou h +e this b sic knowledge nd these b sic skills. We will lso ssu)e th t %ou h +e so)e * )ili rit% with the #rinci#les o* ,##lied 0eh +ior ,n l%sis/ nd these will not be e.#l ined either. The techni1ues in the Workbook will need to be t ilored to %our own setting nd re #resented without n% s#eci*ic re*erence to how %ou )ight use the)/ lthough these re dr wn *ro) our own e.#erience. The w % in which the inter+entions re #resented here re*lects the # rticul r st%le o* the uthors nd suits their indi+idu l #erson lities. We re not reco))ending th t this st%le is the one th t should be do#ted but r ther e.#ect th t e ch ther #ist will d #t the )odel to suit their own st%le.

2. In the beginning
How did we le rn to t lk be*ore we could t lk2 This ##ro ch st rts *ro) the #l ce th t e+er%one is whole/ co)#lete nd #er*ect. ,l)ost ll hu) n beings le rn to #er*or) ) n% t sks be*ore c1uiring l ngu ge. With the de+elo#)ent o* l ngu ge it is e s% to *orget this nd get c ught u# in our Minds. 3ur )odel is *und )ent ll% bout hel#ing clients reg in cont ct with this e rl% #re4 +erb l st te/ nd we tr% to conduct the grou#s with the le st )ount o* l ngu ge #ossible. 3ur + lued direction is to deli+er si)#le ##ro ch which is stri##ed o* n% unnecess r% technic l 5 rgon. 3*ten clients re stuck when the% *irst eng ge in ther #eutic work/ s their li+es h +e beco)e co)#le. nd *ull o* unwork bilit%. Here we i) to under)ine the +erb l ent ngle)ent th t kee#s the) stuck with n ##ro ch th t is so si)#le the Mind c nnot gr s# it. The workbook is #resented s set o* cti+ities th t need to be #r cticed. We lw %s begin with e.ercises nd then #rocess the e.#erience. ,ll ro ds le d b ck to e.#erience in the #resent )o)ent. The #rinci#le is si)#le nd the #r ctice is h rd. The workbook is org nised like this too. 6ro) the outset we #resent si)#le )odel nd e.#l in the techni1ues we h +e de+elo#ed *or deli+ering it. This workbook is n ccount o* our own e.#erience s we h +e sh #ed u# the *or) t o+er ti)e. ,t the end we h +e tte)#ted to ) ke sense o* our e.#erience using theor%.

3. Model Introdu tion

The )odel is b sed round two discri)in tions which we c ll (1 nd (2. (1 is the discri)in tion between -ontent nd Process. 0% -ontent we re describing beh +iour th t is indic ti+e o* -ogniti+e 6usion/ o*ten *ro) the #ers#ecti+e o* !el*4 s4 -ontent. 0% Process we )e n beh +iour th t is indic ti+e o* n ongoing cont ct with !ensor% 7.#erience/ usu ll% *ro) the #ers#ecti+e o* !el*4 s4Process. !o)eti)es this discri)in tion c n be re*erred to s Mind + 7.#erience. The Pen The *irst inter+ention in the 8rou# Protocols is c lled 9the Pen: nd it te ches (1 to the clients; To begin this discri)in tion tr ining %ou *irst re*erence the di**erence between 54 !enses <!ensor%= 7.#erience nd Ment l 7.#erience b% dr wing the *ollowing on whitebo rd. !ensor% 7.#erience

>ou

Ment l 7.#erience

Then h +e clients e.#erience the di**erence with The Pen e.ercise; The Pen is si)#l% routine in which %ou h +e the grou# )e)bers e.#erience so)e kind o* writing i)#le)ent with their *i+e senses. Therapist: Ple se get out #en or #encil nd e.#erience it through %our *i+e senses. 0% th t I )e n seeing/ he ring <b% t ##ing or clicking on it=/ nd touching the #en. >ou c n lso s)ell nd t ste the #en i* %ou would like. 8i+e the) se+er l seconds to e.#erience the #en with the *i+e senses. Therapist: ?ow set down the #en/ close %our e%es nd e.#erience the #en within with )ent l e.#erience. <W it 1@ seconds= ,sk the)/ AIs there di**erence between %our 54senses nd )ent l e.#eriences o* the #en2B Most #eo#le s %/ A>es.B I* #erson s %s/ A?o/B then h +e th t #erson do The Pen g in. 7+entu ll% ll grou# )e)bers will s %/ A>es/ there is di**erence.B Therapist: AWho noticed the di**erence2B !o)e grou# )e)bers will s %/ AIB or A)e.B

I)#ort nce o* the Pen e.ercise With the Pen we h +e returned to origin l sensor% e.#erienceC the b seline o* ll e.#eriencing since birth. Derb l #eo#le c n r #idl% notice the di**erence between these two e.#eriences. In ddition/ we h +e in+oked the sel*4 s4conte.t >3U to notice the di**erence. 6ro) this #osition grou# )e)bers re )ore likel% to deri+e new res#onses during ll o* the *ollowing e.ercises. The 8rid !o now we )o+e on to (2. This is the discri)in tion between beh +iour th t is work ble/ or tow rds D lues/ nd beh +iour th t is unwork ble/ or tow rds 9!u**ering: s we s % in this )odel. This is introduced str ight *ter the Pen; !i)#l% dr w (2 *or %our clients nd e.#l in th t to the right re beh +iors or ctions toward + lues/ i)#ort nt things like he lth/ rel tionshi#s/ etc. To the le*t re beh +iors w % *ro) unw nted e.#eriences like n.iet% nd de#ression. 7.#l in th t ll hu) ns do both kinds o* beh +iors. Write the *ollowing/ s i* *or horiEont l .is th t runs through 9>ou: to cre te the 8rid; I FFFFFFFF *or FFFFFFFFFFF. ction su**ering !to the le"t# I FFFFFFFF *or FFFFFFFFF. ction + lue !to the right#

H +e the clients *ill in the ction bl nks with the s )e ction/ but the su**ering bl nks re *illed with n unw nted )ent l e.#erience nd the + lue bl nks re *illed with + lue. 6or e. )#le; one )ight slee# *or de#ression or slee# *or he lth. 3ne )ight w lk *or n.iet% or w lk *or he lth. 3ne )ight t lk *or nger or one )ight t lk *or *riendshi#. 3nce the #erson h s *illed in the bl nks sk4 is there di**erence between doing th t ction to move away from su**ering nd doing th t ction to move toward + lue2 Most #eo#le will i))edi tel% notice the di**erence between )o+ing tow rd nd )o+ing w %. I* not/ kee# tr ining until the di**erence is noticed. !o there it is4 the whole )odel c n be #resented in *ew )inutes/ lthough so)eti)es %ou h +e to re#e t the tr ining *or longer until the clients 9get: it. The *inished 8rid looks like this;

Sensory Experience

Suffering

YOU

Values

Mental Experience

The clients c n be oriented to the )odel *urther through the ,uto#ilot Met #hor; Imagine that your life is like a ship (or other craft), and it is being controlled by an Autopilot. This is great so long as the ship is going in the right direction. Our Minds are like this Autopilot. Minds allow us to do all sorts of complicated actions without ha ing to think. In fact if we didn!t ha e this facility life would be really hard. "or instance think of all the things you had to do to get here today, and then think about how long it would take if you had to think about all those things# Minds are really useful. $owe er, if the ship is heading for the rocks then the Autopilot could be a bit of a problem. %ometimes you need to disengage it and take the wheel yourself so that you can change course. %o that is what this program is about& you learn to disengage the Autopilot (show the 'en) through noticing, and then change course so that your life goes in a direction that matters to you. This is the choice that noticing can gi e you. Gight *ro) the st rt the )odel is #resented in nutshell/ nd *ro) now we *ocus on tr ining these discri)in tions in s ) n% w %s s #ossible until the clients st rt deri+ing these rel tionshi#s *or the)sel+es.

$. %&si 'roto ols !'olk &nd H&(bright#

.k. . ,n Idiot:s 8uide to ,-T in 8rou#s We #resent the ) teri l s *our b sic grou#s. !ubse1uent grou#s c n be dded to incre se #r ctice nd enh nce gener liE tion.

8rou# 1
Introduction/ li)its o* con*identi lit%/ res#ect*ul beh +ior/ etc. In*or)ed -onsent Therapist: ,cce#t nce nd -o))it)ent Ther #% <,-T= is ther #% th t e)#h siEes e.#erienti l o+er +erb l le rning. 7.#erienti l is si)#l% the le rning th t %ou used to le rn how to w lk/ t lk nd ride bic%cle. Derb l is le rning how to do so)ething through +erb l instructions/ such s getting directions on how to tr +el so)ewhere. 0oth re used/ but ,-T e)#h siEes e.#erienti l le rning. The go l o* ,-T is to incre se + lued li+ing nd decre se the struggle with su**ering. The Ther #ist begins b% sking the grou# these 1uestions; 1. 2. 3. 4. 5. ,re n% o* %ou interested in li+ing + lued/ +it l li*e2 (o n% o* %ou su**er with things like de#ression nd n.iet%2 (o %ou struggle with those things %ou su**er with2 ,re %ou interested in less struggling nd )ore + lued li+ing2 ,re %ou willing to do so)e e.#erienti l e.ercise to le rn incre sed + lued li+ing nd less struggling with su**ering2 <8et e ch grou# )e)bers willingness.=

8re t4 let:s do our *irst e.#erienti l e.ercise... Initi l Tr ining. We begin the grou#s with the (1 nd (2 tr ining routines th t re in the #re+ious section/ nd dr w the 8rid on the whitebo rd; 7.# nding the Tr ining o* (1 nd (2 To *urther tr in the di**erence between )o+ing tow rd su**ering nd )o+ing tow rd + lues/ we re+iew the 'i*e M nu l nd ssign ho)ework. The li*e ) nu l *or) t is gi+en below nd is co#ied onto the *ront nd b ck o* single #iece o* ,4 # #er. When re*erring to (2 we o*ten use the ter)s 9*ront nd b ck: nd use our h nds to indic te the di**erence between + lues/ being on the *ront o* the # #er/ nd su**ering/ being on the b ck. The use o* the h nd to indic te the rel tionshi# is use*ul #ro)#t/ si)#l% turning the h nd *ro) # l) u# to # l) down dr ws ttention to work bilit%.

'ife Manual for _________________

D lues 'ist 6 )il% <not ) rri ge or # renting= P renting Work Gecre tionH6un -itiEenshi#H-o))unit% 'i*e M rri geH-ou#leHInti) te Gel tions 6riendsH!oci l 'i*e 7duc tionHTr ining !#iritu lit% Ph%sic l !el* - re <He lth=

FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF !olutions 'ist 8o lsH,ctions tow rd D lues. Pl nned ,ctions <8o ls= I I I I I I I I I I I I I I I I I I -o)#leted ,ctions

Proble) 'ist <Thoughts/ *eelings/ )e)ories/ sens tions or other he lth4rel ted issues th t %ou do not w nt.=

!olutions 'ist <,ctions w % *ro) intern l su**ering.=

Therapist: The *ront o* the li*e ) nu l h s list o* ten + lues. There re )ore th n these/ but this is good st rt. 'et:s re d through the list o* + lues.8re tJ ?otice th t t the botto) o* th t # ge there is solutions list. These re the things %ou do to )o+e in + lued li*e directions. ?otice th t on the b ck side o* the 'i*e M nu l there is !u**ering 'ist t the to#. ?e.t grou# %ou will be listing the things %ou su**er with. ,bout h l*w % down the # ge %ou see the !olutions 'ist/ those re the things th t %ou do with %our bod% in order to tr% nd control/ or e+en not h +e/ %our !u**ering 'ist ite)s. The two sides o* the 'i*e M nu l re*er to >3U in The 8rid )o+ing tow rd D lues or w % *ro) !u**ering. <Ge)e)ber th t ,-T is bout incre sed + lued li+ing nd decre sed struggling with su**ering.= Ho)ework; (oes e+er%one like ho)ework2 >e / I don:t like it either. Howe+er/ this ho)ework is the ho)ework %ou wished %ou h d in school. In this ho)ework/ %ou c n either do the ho)ework/ or ...2 <, grou# )e)ber will s %/ A3r not do itJB= >es/ %ou either do the ho)ework or don:t do it. The gre t thing bout this ho)ework is th t it works e1u ll% well i* %ou do it or don:t do it/ 5ust notice i* %ou do or don:t do it. I* %ou do choose to do the ho)ework/ here it is; ?otice the world through %our *i+e senses nd then %our )ent l e.#erience o* the *i+es4senses. Whene+er %ou get ch nce/ t ke )o)ent to notice the di**erence between %our !ensor% 7.#erience o* the World nd %our Ment l 7.#erience o* the World. >ou )ight ccident ll% notice )o+ing tow rd D lues nd )o+ing tow rd !truggling with !u**ering. Th t:s ok % we will t lk )ore bout th t ne.t ti)e. ,n% 1uestions2 ?otes When nswering client 1uestions si)#l% re)e)ber th t e+er%thing re*ers to >3U noticing (1 nd (2. !o)e clients re 1uite stuck in their )ent l e.#erience nd would like *or %ou to e.#l in until underst nding t kes #l ce. ?o deri+ed res#onding will co)e *ro) underst nding. !i)#l% re*er to noticing (1 nd (2 *or %our nswers. Wh t %ou re i)ing to do with client res#onses is to ssist the client in Sorting hisHher words into the *our 1u dr nts o* The 8rid. >ou c n dis#l % genuine curiosit% bout this #rocess. >ou )ight s %/ A8ee/ I wonder where th t 1uestion goes on the grid4 !ensor% 7.#erience o* Ment l 7.#erience2 Is it bout )o+ing tow rd + lues or )o+ing w % *ro) )ent l e.#erience2B

8rou# 2
In grou# 2 %ou will *ocus )ore on (2/ but will re*er to (1 s needed. Therapist: 'et:s re+iew the ho)ework. (id n%one notice the di**erence between their 54senses e.#erience nd )ent l e.#erience2 KGe+iew (1 *or *ew )inutes.L Therapist: ?ow let:s work with the 'i*e M nu l. (id e+er%one re)e)ber his or her 'i*e M nu l. I* not/ th t:s ok %/ I h +e )ore. D lues 'ist Turn to the *ront side o* the 'i*e M nu l nd look t the D lues words listed there. 'et:s de*ine wh t we )e n b% 9+ lue: in ,-T. In ,-T + lue is chosen direction/ 5ust like co)# ss h s e st/ west nd so on. >ou c n )o+e e st ll d %/ nd then get u# the ne.t d % nd )o+e e st ll d %C e st is 5ust direction th t %ou c n w lk/ dri+e/ swi)/ or *l% tow rd. Th t:s wh t + lue is/ it:s chosen direction *or %our li*e th t %ou c n t ke ) n% di**erent ctions tow rd. 6or e. )#le/ %ou )ight choose Ph%sic l He lth *or + lue nd w lk *or %our #h%sic l he lth. >ou c n o* course do ) n% other things in the ser+ice o* %our he lth. !o + lues re directions %ou )o+e tow rd. I* %ou re willing #le se choose one o* those + lues on the list th t %ou could )o+e tow rd. Would n%one be willing to sh re one o* their + lued li*e directions th t I would write u# here on the bo rd2 ?ote; Write the + lued li*e directions in the lower right 1u dr nt o* The 8rid. 8re tJ ?ow let:s go b ck nd #l n so)e ctions %ou could do to )o+e %ou in the direction o* the chosen + lues. Would so)eone be willing to sh re the + lue %ou chose to )o+e tow rd in the ne.t %e r2 8re tJ Wh t could %ou do to )o+e %ou in th t direction2 ?ote; Must ) ke sure the ctions re obser+ ble b% other #eo#le. W lking/ t lking/ e ting/ etc. ,s long s nother #erson could obser+e the beh +ior/ it counts. Write the + lued ctions in the u##er right #ortion o* the 8rid. Therapist: - n n%one tell )e wh t he or she is doing now *or chosen + lued li*e direction2 ?ote; The entire grou# is o* course sitting *or + lued li*e direction. !i)#l% t lk bout th t * ct. H +e the >3U notice th t the bod% is sitting *or + lued li*e direction.

The !u**ering 'ist Ther #ist; ?ow let:s turn o+er the 'i*e M nu l to the b ckside nd do the !u**ering 'ist. Must t ke *ew )inutes nd write the things th t %ou su**er with. The things th t brought %ou into ther #%... Ther #ist; Would n%one be willing to sh re one o* %our su**ering list ite)s so I c n write it on the whitebo rd2 ?ote; (o this nd *ill u# the lower le*t 1u dr nt o* The 8rid with the grou#s su**ering list ite)s. !olutions 'ist Therapist: ?ow let:s turn our ttention to the !olutions list. These re things th t %ou do with %our bod% to control or +oid the things on %our su**ering list.... Therapist: Would n%one be willing to sh re one o* the things he or she does to )o+e w % *ro) su**ering list ite)s2 ?ote; Put the !olutions 'ist ite)s in the u##er le*t 1u dr nt o* The 8rid. Therapist: 8re tJ <#ointing t the grid= these things in the lower le*t re the )ent l e.#eriences %ou don:t w nt to h +e nd the things bo+e it re the things %ou do to )o+e w % *ro) the unw nted )ent l e.#eriences. Then there re the )ent l e.#eriences we c ll + lues o+er here/ nd the things %ou #l n to do <or re doing now= to )o+e %ou in the direction o* the + lues. !o %ou h +e the 54senses u# here th t includes sensing wh t %our bod% is doing in the )o)ent/ nd the )ent l e.#eriences down here which include e.#eriences %ou don:t w nt to h +e here/ nd e.#eriences %ou w nt to h +e o+er here. We ll do ll o* this stu**. Ho)ework; Ge)e)ber th t %ou c n do or not do this ho)ework nd either w % works. Must notice i* %ou do or don:t do it. Howe+er/ i* %ou choose to do it/ the do the *ollowing; ?otice i* %ou re )o+ing %our bod% in the direction o* D lue <#oint to the right side o* the grid= or i* %ou re )o+ing %our bod% tow rd struggling with su**ering <#oint to the le*t side o* the grid=. >ou )ight lso notice 54senses e.#erience nd %our )ent l e.#erience/ but the ) in # rt o* the ho)ework is noticing the di**erence between )o+ing tow rd + lues or )o+ing w % *ro) unw nted )ent l e.#eriences. 0% the W % Therapist: (oes n%one think th t the% )ight h +e unw nted )ent l e.#eriences between now nd the ne.t grou#2 8re t/ th t would gi+e %ou the o##ortunit% to tr% so)ething th t ) n% clients h +e told us is n interesting e.#erience. >ou do ?3T h +e to do this. It is #urel% o#tion l nd %ou onl% do it i* %ou h ##en to re)e)ber to do it while h +ing n unw nted )ent l e.#erience.

!o let:s s % %ou re )o+ing through li*e nd suddenl% this unw nted )ent l e.#erience <like tr u) )e)or%= shows u#. >ou )ight e+en notice %oursel* h +ing the urge to do beh +ior to get rid o* it. Howe+er/ i* %ou think o* it/ %ou )ight tr% MINI?8 %our *i+e senses e.#eriencing with the unw nted )ent l e.#erience. Gec ll the Pen2 <Ther #ist holds u# #en=. >ou st rted th t b% noticing %our *i+e senses o* the #en. !o %ou could do the s )e when %ou h d n unw nted )ent l e.#erience. >ou gr b #en nd notice it with %our senses/ nd then %ou )i. those with %our )ent l e.#erience *or )o)ent. This I! ?3T distr ctionC in * ct %ou re holding the unw nted )ent l e.#erience *or 5ust )o)ent while %ou )i. in the 54senses e.#erience. It onl% t kes second nd %ou re done. ,s I s id/ ) n% #eo#le h +e tried this nd st ted th t the e.#erience is Ainteresting.B !o i* %ou get the o##ortunit% nd %ou h ##en to rec ll/ Adoing the )i./B then %ou )ight do it. ,g in/ this is not necess r% *or %ou to doC it:s 5ust n interesting thing %ou )ight do.

8rou# 3
More (1 tr ining Therapist: 'et:s re+iew the ho)ework/ noticing the di**erence between )o+ing tow rd + lues nd )o+ing tow rd struggling with su**ering. <Pointing t *reshl% dr wn grid.= Mind Power Therapist: 8re tJ ?ow let:s #r ctice noticing )ent l e.#erience. ,s hu) ns it:s e s% *or us to get in our he ds nd e.#erience the world th t w %. I w nt %ou to i) gine %ou h +e lo+el% #iece *or *ruit in %our h nd. , #er*ectl% ri#e/ 5uic% #iece o* *ruit. ?ow I w nt %ou to i) gine th t %ou h +e kni*e nd cut th t #iece o* *ruit in h l*/ nd then h l* g in until %ou h +e #er*ect wedge o* *ruit. ?ow i) gine %ou re bringing th t #iece o* *ruit to %our )outh. >ou o#en %our )outh nd bite into th t wonder*ull% ri#e #iece o*...le)on. ?otice how %ou winced2 ?ow would so)eone #le se show )e his or her le)on2 Th t:s right/ no le)on/ but e+er%one ) de sour * ce s i* the% bit into one. Isn:t th t coolJ Th t:s the #ower o* )ent l e.#erience. !o)ething does not h +e to be here *or us to e.#erience itJ K(iscussion bout (1.L Therapist: 'et:s do nother one. Would e+er%one #le se i) gine ch ir right here in the )iddle o* the roo). 8et the best #icture o* ch ir th t %ou c n. Would so)eone be willing to sh re wh t kind o* ch ir is being i) gined right here in this s#ot2 8re tJ <get se+er l=. ?ow who would be willing to co)e u# here nd sit in the ch ir2 <h h = Th t:s right/ we c n ll h +e )ent l e.#erience o* ch ir/ but we c n:t sit in the ch ir/ th t would re1uire the 54senses/ nd there is no ch ir there to sense. KMore discussion bout (1.L Mell% (oughnuts Therapist: 'et:s do nother cool )ind de)onstr tion/ get out #encil nd write nu)ber down *or )e. How ) n% ti)es h +e %ou thought bout Mell% (oughnuts in the l st week2 Write th t nu)ber down. ?ow I would like *or %ou to h rness ll o* %our )ent l #owers...re ll% *ocus the). ?ow use ll o* %our )ent l #ower to ?3T think bout Mell% (oughnuts *or the ne.t )inute...8re t/ how ) n% #eo#le ) n ged to not think bout Mell% (oughnuts2 8re t how did %ou do th t2 <The% lw %s nswer with thinking bout so)ething else.= 8re t nd wh% were %ou thinking bout th t so)ething else2 >u#/ to ?3T think bout Mell% (oughnuts. 6 ct is/ s soon s I told %ou ?3T to think bout Mell% (oughnuts/ ll o* %our thinking w s tied to Mell% (oughnuts. Gule o* World + Gule o* Mind This brings u# +er% cool rule; The Gule o* the Mind 44 I* %ou don:t w nt it/ %ou got it. In order to tr% nd not h +e so)ething in the )ind/ %ou inst ntl% h +e it in the

)ind. It:s the s )e with so)ething like de#ression. I* %ou don:t w nt de#ressed/ %ou got de#ressed. This is di**erent th n... The Gule o* the World; This is the rule o* 54senses e.#erience. I* %ou don:t w nt so)ething in the world/ like Mell% (oughnut/ %ou get rid o* it. The rule o* the )ind nd the rule o* the world co)e into #l % ll o* the ti)e in li*e. It:s gre t to notice the). 7+ lu tion Therapist: 'et:s do one )ore e.#erience with the )ind. Here is ch ir. <!et ch ir in *ront o* the grou#.= ?ow #le se describe this ch ir *or )e using words bout %our *i+e senses. Wh t %ou see/ he r/ touch/ t ste nd s)ell bout the ch ir. 3nl% describe the ch ir...8re tJ ?ow I would like %ou to 5udge or e+ lu te the ch ir. The si)#lest is th t %ou like or don:t like the ch ir/ but let:s h +e so)e *un 5udging this ch ir. (id %ou notice the di**erence between describing the ch ir with %our *i+e senses e.#erience nd 5udging the ch ir with %our )ent l e.#erience. Isn:t th t coolJ ?oticing th t di**erence2 Hooked Therapist: 'et:s do one )ore; H +e %ou e+er been cut o** in tr **ic. Must i) gine th t/ getting cut o** in tr **ic/ but it:s e+en worseJ ,*ter the dri+er cuts %ou o**/ the dri+er looks t %ou/ l ughs nd ) kes n obscene gesture t %ou. The other dri+er then s#eeds w % nd %ou c n:t c tch the). Twent% )inutes go b% nd %ou get ho)e nd so)eone is in the dri+ew % to greet %ou. When %ou get out o* %our c r wh t do %ou t lk bout2 Th t:s right/ the OPQRS who cut %ou o**. We c ll th t/ Ahooked.B >ou re hooked on the )ent l e.#erience o* re4e.#eriencing the 54senses e+ent. We ll do it. KMore discussion bout hooks until the grou# is bout to end.L Ho)ework; Ge)e)ber/ %ou c n do or not do this nd both work *ine *or the ther #%. This ti)e go out nd notice i* %ou get hooked. (oes n%one think the% )ight h +e the o##ortunit% to notice getting hooked between now nd the ne.t grou#2 8re tJ I* %ou do notice getting hooked/ notice wh t %ou do ne.t. 'iter ll% notice i* %ou st nd/ sit/ w lk/ dri+e/ etc. Must notice getting hooked nd wh t %ou do ne.t.

8rou# 4
The 0us/ (1 nd (2 Therapist: 'et:s re+iew the ho)ework *ro) l st ti)e. ,n%one notice the rule o* the )ind 4 i* %ou don:t w nt it/ %ou got it/ or the rule o* the world2 How bout noticing the di**erence between describing nd 5udging2 8re tJ K(iscuss (1 ho)ework < nd (2 i* th t co)es u#=.L Introducing the 0us e.ercise Therapist: Tod % we re going to do n e.ercise th t let:s us e.#erience the di**erence between 54senses nd )ent l e.#eriencing while lso noticing the di**erence between the e.#erience o* )o+ing tow rd + lues nd )o+ing tow rd struggling with su**ering. This e.ercise is c lled; The 0us. 6irst let )e describe the bus. This bus h s steering wheel/ but it:s weird steering wheel...it onl% steers tow rd + lues or struggling with su**ering. This bus h s no br ke #ed l/ g s #ed l or ge r shi*t. Th t:s bec use the bus onl% )o+es t one s#eed nd ne+er sto#s. It )o+es t the s#eed li*e. This bus h s one )ore interesting thing bout it...once # ssenger gets on the bus/ the # ssenger ne+er gets o** the bus. 0us Gole Pl % !o wh t we need is bus dri+er. ,n%one willing to be our bus dri+er2 <W it until so)eone +olunteers.= 8re t now wh t + lue would %ou like to dri+e tow rd2 8re tJ We will write th t down nd #ut it o+er here. ?ow wh t ction )ight %ou t ke to )o+e %ou tow rd th t + lued li*e direction2 8re tJ I will write th t down nd we will #l ce it here/ tow rd the + lued li*e direction. ,re there n% A# ssengersB who )ight show u#2 >ou know/ n% )ent l e.#eriences th t would rise th t %ou )ight )o+e w % *ro) inste d o* going in the + lues li*e direction2 <,s the #erson list the) o**/ write the) down nd h +e )e)bers o* the grou# +olunteer to #l % the # ssengers.= When ll the # ssengers re identi*ied/ grou# the) together/ ne.t to the + lued ction. KH +e the dri+er AdirectB the # ssengers in the #ro#er w % to #l % unw nted )ent l e.#erience like de#ression/ n.iet%/ nger/ etc.L Therapist: ?ow #le se st rt to )o+e tow rd the + lued ction. ?ow which o* the # ssengers shows u# *irst2 8re t/ h +e th t # ssenger sound o**. Which one shows u# ne.t2 8re tJ <Tee# going until ll # ssengers h +e sounded o**.= ?ow which one o* the # ssengers hooks %ou the )ost2 <8et out ro#e nd string it *ro) the # ssenger to the dri+er.= !o i* %ou were to )o+e w % *ro) this # ssenger/ which w % would %ou go2 Th t:s right/ the other w %C do th t little bit nd notice the ro#e tighten. ?ow )o+e tow rd the + lued ction bit. Wh t h ##ens to the ro#e2 <less tension= (oes the # ssenger go n%where2 <?o#e= Wh t # ssenger sounds o** now2 <-ontinue this ##ro chH +oid nce until the #erson decides to h +e the # ssengers ,?( )o+e tow rd the + lue.

6urther 8rou#s
This would end *our4session grou# #rotocol. Howe+er/ )ore grou#s c n be scheduled. T%#ic ll% in *uture grou#s clients t lk bout/ AWhere I h +e been dri+ing )% bus nd wh t # ssengers h +e been showing u#.B AP ssengersB re sorted onto the le*t/ lower 1u dr nt o* The 8rid/ while + lued ctions re sorted onto the right side o* The 8rid. Th t is/ *uture grou#s o**er )ore discri)in tion tr ining nd discussions nd new nd + ried + lued res#onses grou# )e)bers h +e deri+ed.

). Tr&ining *tr&tegies
8ener l The )odel o* discri)in tion tr ining sits within the o+er ll u)brell o* G6T. 8i+en th t (1 nd (2 re bstr ct/ int ngible nd h +e no *or) l #ro#erties then the *und )ent l tr ining str teg% is to use Multi#le 7.e)#l r Tr ining <M7T=. In other words we i) to #resent the e. )#les s ) n% ti)es s #ossible nd in s ) n% di**erent *or) ts s #ossible. 7.ercises/ writing/ i) gin l work/ )et #hor/ stories/ ho)ework nd # r do. re ll )i.ed u# to #ro+ide the bro dest #ossible r nge o* le rning o##ortunities. G6T sits within the o+er ll u)brell o* 'e rning Theor%/ so during grou# tr ining it is # rticul rl% i)#ort nt to # % ttention to indi+idu l sh #ing when res#onding to clients. Positi+e rein*orce)ent str tegies re gener ll% #re*erred in est blishing new beh +iours. !t%le o* Present tion The grou#s re co)#rised o* nu)ber o* )odules th t incre)ent ll% de+elo# the ) in discri)in tions. We i) to #resent these within the o+er ll )et #hor o* the grou#s being like g%)/ not uni+ersit% nd continu ll% e)#h sise the i)#ort nce o* #r ctice nd re#etition. The )odules re highl% inter cti+e nd e.#erienti l/ so th t the grou# le der will #resent the content 1uite brie*l% nd usu ll% on whitebo rd. ?e.t will co)e so)e *or) o* #r ctice *ollowed b% *eedb ck/ which will t ke u# )ost o* the ti)e. The w % the *eedb ck is #rocessed *ocuses on sh #ing the e)erging skill b% res#onding in w % th t the #icks out the skill th t is being le rned in this # rticul r )odule. !o de*usion te ching would *ocus on de*usion skills in the *eedb ck/ where s *or cce#t nce the cce#t nce skills would be *ocused on/ nd so on. More co)#le. *eedb ck is h ndled through the use o* the 8rid. Whene+er eliciting *eedb ck the grou# le der orients the client tow rds #rocess <(1= b% sking 1uestions th t direct ttention. These c n t ke ) n% *or)s nd %ou will he r these being re#e ted const ntl% o+er the course o* the #rotocols4 What do you notice when What shows up for you as Where is your attention now How do you experience that Etc These orienting 1uestions re the bre d nd butter o* the grou# le der:s work.

8rid use !eeing th t we re seeing/ nd es#eci ll% thinking th t we re thinking see)s to be di**icult skill to c1uire. When using words to underst nd words it beco)es *r ught with the #otenti l *or *urther *usion. The 8rid works on the s )e #rinci#le. When we see the client is *used with -ontent/ or is in Mind/ then we w nt to hel# the client shi*t into Process nd see the -ontent *or wh t it re ll% is4 #roduct o* thinking <l ngu ge=. The techni1ue t kes thinking itsel*/ which is Process/ nd turns it into -ontent b% sking the client to loc te it on the 8rid. In using the 8rid the Process beco)es the -ontent/ nd when this h ##ens the client is shi*ted into Process *ro) -ontent. We belie+e th t it is e sier to le rn the skill like this initi ll% nd then le rn to res#ond to +erb l cues/ or e+en si)#le non4+erb l #ro)#ts such s the Pen. (eri+ed Gel tion l Ges#onding <(GG= see)s to h ##en )ore 1uickl% i* this *or) o* tr ining is used. P rticul r ttention is gi+en in ll res#onses to the use o* non4+erb l cues s w % o* directing ttention to the 8rid. Usu ll% l rge +ersion is ke#t on the w ll in the roo) or on the b ck o* the whitebo rd. When the grou# le der notices th t the client is res#onding *ro) content/ or is looking to e+ lu te work bilit% then #h%sic l )o+e)ent ne.t to the ##ro#ri te tool with the use o* h nds/ bod% or * ce to direct ttention would be the *irst )o+e. Unsur#risingl% clients will not get it like this t *irst nd so words o*ten will be brought into #l % to co ch the le rning. !o)eti)es clients will be so stuck in -ontent th t the grou# le der will need to si)#li*% it *urther nd *ocus on (1 with the Pen. ,s (GG de+elo#s we use the 8rid less nd less nd st rt using the bbre+i ted cues th t re #ro+ided in the #rotocols such s 9*ront nd b ck:/ or 9le)on: which re )ore inclusi+e. ,g in we will be i)ing to use non4+erb l cues *irst. -ontent nd the Pen It is * irl% co))on in our e.#erience *or clients to be so *used with -ontent th t the% re un ble to work out the 8rid. In these situ tions we re+ert b ck to the Pen nd work with th t until the client gets it. This will in+ol+e re#e ting the Pen e.ercise g in nd g in in di**erent w %s until the client is ble to #l ce it on the 8rid. !o)e clients get this 1uicker th n others/ nd it is our o#inion th t ) n% clients who re stuck see) to h +e )ore di**icult% with (1. Ho#e*ull% *ter so)e tr ining ll it is necess r% to do is to hold the Pen u# nd let the clients do the work *or the)sel+es. >es ,nd When working with -ontent we h +e *ound th t it is better not to neg te or ch llenge it in n% w %/ sh #e or *or). Inste d we tr% to *ind w % to + lid te initi ll%/ which c n be h rd. !o)eti)es it is too h rd to *ind n%thing s#eci*ic so we )ight 5ust use gener l word like 9%es: or 9th t:s cool: or 9ok: be*ore doing the 9 nd: #iece. I* there is

n% o##ortunit% to + lid te sensor% e.#erience then we will usu ll% choose to go with th t. The 9 nd: #iece is bout tr%ing to *ind w % b ck to the #resent )o)ent/ nd then to cre te new conte.t *or the e.#erience. The 8rid is w % o* doing this/ s is the Pen. ,nother 9 nd: )o+e in+ol+es shi*ting *ro) the thereHthen to the hereHnow. 3*ten with stories we *ind th t #eo#le will be t lking bout e+ents th t ctu ll% took #l ce in nother #l ce nd t nother ti)e. In these inst nces where we see th t there is ctu l e.#erience to *ocus on we will st rt b% sking thereHthen 1uestions st rting with the 5 senses. 6or e. )#le4 when you were there then doing that what did you see. and what was being said. and what were you feeling and what were you thin ing 3nce this e.#erience h s been cont cted then we would tr% to work b ck into the hereHnow4 so as we tal about that there and then what do you notice right here and now. Then we )ight #ush *or new conte.t b% using work bilit% 1uestions <(2= such s4 So when you were there!then doing that was it on the front or the bac <w it *or nswer or co ch to nswer=. "nd now you are here!now what is wor able for you in this moment# Whene+er n% e.#erience shows u# it would be our #re*erence to use this t%#e o* routine to co)e b ck into the #resent )o)ent. !el*4 s4-onte.t <!,-= 3nce we h +e gone through n inter+ention routine s tis* ctoril% we tr% to end with the 1uestion4 and who noticed all of that. To enh nce the !,- #iece %ou could list so)e or ll o* the e.#erience th t the client h d 5ust noticed. Then it is ti)e to )o+e onJ

+. Ther&pist Issues
This workbook w s de+elo#ed out o* our own e.#erience with the inter+entions nd so the w % we deli+er the) h s been sh #ed u# o+er long #eriod. The contents here re #resented s st rting #oint *or others to sh #e u# their own st%le nd ho#e*ull% i)#ro+e on the beginnings th t h +e been ) de. ?e+ertheless we h +e *ound so)e i)#ort nt t sks th t the ther #ist needs to tr ck c re*ull% nd we would like to bring ttention to these. Present tion !t%le In gener l we *ollow the #rinci#les o* clinic l st%le th t re nor) l in n% ,-T work. 6irst o* these is the use o* )et #hors nd stories/ second is the use o* # r do. nd third is the i)#ort nce o* e.#erienti l e.ercises. 8ener ll% s#e king we w nt to +oid #resenting in w % th t would elicit -ontent nd we would w nt to #ursue )ethods th t elicit Process. ?oticing -ontent Perh #s the core cti+it% *or the Ther #ist is to tr ck client res#onses th t re -ontent. ,n% ti)e th t -ontent shows u# is n i)#ort nt ther #eutic o##ortunit%/ nd i* #ossible the Ther #ist would bring the client:s ttention b ck to Process. ,t ti)es this decision needs to be b l nced with the wider needs o* the grou#/ lthough in gener l we would tend to go with noticing (1 bo+e )ost other routes. This is the core o* the )odel/ nd the nu)ber o* e. )#les is wh t we i) *or. Using the 8rid nd Pen It c n be h rd *or ) n% clients to 5ust notice -ontent *ro) single #ro)#t. I* so)eone c nnot notice * irl% i))edi tel% then we d+oc te shi*ting to the 8rid nd seeing i* this works. I* th t is too di**icult then go b ck to the Pen nd re#e t this in s ) n% *or) ts s #ossible until (1 is recognised g in. Pro)#ts When #ro)#ting clients to notice we would le n in the direction o* using non4+erb l #ro)#ts. 6or inst nce i* we h +e s#otted so)e -ontent then we )ight 5ust hold u# #en or #encil. I* it is work bilit% we )ight 5ust #ick u# the 'i*e M nu l nd *li# it b ck nd *ront without s#e king. 6or other #ro)#ts we )ight 5ust use single words/ such s 9is th t 'e)on2: -o ching Working with clients t their own le+el is essenti l when the% re res#onding to the ) teri l th t is being #resented. 0ec use o* the #resent tion *or) t it is i)#ort nt *or the ther #ist not to get c ught u# in 9te cher: role but to re) in s 9co ch:. ,t e ch inter+ention we w nt to st % within client + lues nd sh #e s#eci*ic beh +iour incre)ent ll%. This c n be one o* the )ore di**icult skills to ) ster.

-re ti+e -on*usion Ironic ll%/ one o* the )ost co))on res#onses in grou# is *or clients to tr% nd underst nd the content th t we #resent. This is n tur l res#onse to the setting nd c n *re1uentl% #roduce con*usion nd desire to underst nd )ore. ,t this #oint the nor) l ther #ist res#onse c n o*ten be to tr% nd e.#l in. Howe+er when con*usion shows u# it is n i)#ort nt sign l o* the ch nge #rocess nd #i+ot l o##ortunit% *or the ther #ist to st rt de+elo#ing willingness. 'inking con*usion to D lues t this #oint c n turn it into -re ti+e -on*usion.

,. Theor3ur )odel is grounded on the #rinci#les o* Gel tion l 6r )e Theor% <G6T= cou#led with the #hiloso#h% o* 6unction l -onte.tu lis). -ollecti+el% we re*er to it s ,##lied 6unction l -onte.tu lis) <,6-= Gel tion l 6r )e Theor% Gel tion l 6r )e Theor% <G6T= is theor% o* l ngu ge nd cognition. We will not tr% to describe it *ull% here/ but will onl% e.#l in the conce#ts th t directl% rel te to the grou# work t h nd. ,ll hu) ns begin with sensor% <54senses= e.#erience. G6T sets out to e.#l in how those sensor% e.#eriences re e+entu ll% tr ns*erred into l ngu ge. Initi ll% b bies re dil% e.#erience ll ob5ects with ll *i+e senses. <,s we h +e ll seen/ b bies will t ste n%thing.= Howe+er/ s the sti)ulus #ro#erties o* ob5ects <color/ te.ture/ s)ell/ t ste/ etc.= get tr ns*erred into l ngu ge/ less direct e.#erience is necess r%. ' ngu ge st rts to re#l ce sensor% e.#erience. ' ngu ge lso st rts to t ke on ) n% o* the *unctions o* ob5ects. !o hu) n c n think bout hitting so)ething with h ))er r ther th n hit so)ething with #h%sic l h ))er. ,s hu) n grows l ngu ge co)es to re#resent ) n% other *unctions/ including rules. Within G6T se+er l t%#es o* rel tionshi#s re described such s s )eness/ coordin tion/ co)# rison/ o##osition/ di**erence/ hier rch% etc. These # tterns o* rel ting things with other things <including #eo#le= re one o* the core *unctions o* l ngu ge. 6or our #ur#oses we note th t b b% st rts with s )eness nd coordin tion/ nd then le rns )ore nd )ore co)#le.it%. Th t is/ b b% *irst le rns th t Ath t #erson is )other/B Ath t #erson is * ther/B Ath t thing is c lled dog/B etc. ,*ter thous nds o* e.e)#l rs )ore co)#le. *r )es such s Adi**erenceB rise. Th t is/ Athose two things <e.g./ dogs= look the s )e/ but the% re di**erent.B 7+entu ll% #erson g ins the bilit% to rel te things in ter)s o* hier rch%/ such s list o* ten liked ob5ects/ r nked on Alike bilit%B sc le *ro) one to ten. (eictic 6r )es There is s#eci l kind o* rel tion l *r )e in which there is growing interest. ,lthough usu ll% studied *or children with le rning dis bilities/ we h +e co)e to the o#inion th t it c n be *und )ent l *or the dult #o#ul tion with reg rds to Ment l He lth *unctioning. (eictic *r )es re concerned with wh t h s been tr dition ll% know s the sense o* 9sel*:. 9(ei.is: )e ns #ers#ecti+e nd so these *r )es re bout the kind o* #ers#ecti+e we hold. Pers#ecti+e t king in children *or)s initi ll% t #h%sic l le+el/ le rning to tell the di**erence between whether wh t I ) seeing belongs to )e or %ou. 6or inst nce 9I ) we ring blue 5u)#er nd %ou re we ring green shirt: is si)#le deictic discri)in tion. 3+er ti)e the de+elo#)ent o* #ers#ecti+e beco)es )ore #s%chologic l/ nd )ore bstr ct. ,s child grows older sHhe beco)es )ore +erb ll% co)#etent %et the #rocess o* l ngu ging beco)es )ore nd )ore hidden. 6r )es o* #ers#ecti+e re

inherent in l)ost ll +erb l cti+it% b% dulthood/ nd b% dulthood l)ost indi+isible *ro) the #roducts o* l ngu ge. (eictic 6r )es in ,dulthood In G6T deictic *r )es re usu ll% described s co)bin tion o* te)#or l nd s# ti l rel tions re#resented s IHHereH?ow or >ouHThereHThen. Whilst this l ngu ge works well *or rese rch ##lic tions nd *or) l tr ining #rotocols with children we h +e de+elo#ed slightl% si)#ler *or) t *or the #ur#oses o* clinic l work with dults <e.cluding those with 'e rning (i**iculties=. 6or our #ur#ose we t ke -ontent to re*er to deictic *r )e where 9I: is in rel tion o* coordin tion with the #roduct o* thinking. 6or e. )#le in the st te)ent 9I ) b d: the words 9I: nd 9b d: re on the s )e le+el/ or e1ui+ lent nd so the *unctions tr ns*or)ed into the sense o* sel* will be closel% ssoci ted with 9b d:. This c n lso be re*erred to !el*4 s4-ontent. In contr st we reg rd Process to re*er to deictic *r )e where 9I: is in rel tion o* hier rch% to the #roduct. 6or e. )#le in the st te)ent 9I ) noticing the thought th t I ) b d:/ the word 9b d: is cont ined in hier rchic l structure to n 9I: th t c n cont in ) n% other #roducts. The *unctions cont ined in 9b d: re now diluted nd less h r)*ul so stronger sense o* sel* c n de+elo#/ b sed on e.#erience. This c n lso be re*erred to !el*4 s4Process. , sense o* sel* b sed on rel tion o* hier rch% is )ore robust nd llows #eo#le to #ursue + lued li*e directions. Peo#le cting *ro) !el*4 s4Process re less likel% to ct in w % th t is do)in ted b% 7.#erienti l ,+oid nce. We reg rd deictic *r )es s the #l t*or) on which ll dult #s%chologic l *unctioning rests/ nd so the *und )ent l discri)in tion. Gule 8o+erned 0eh +ior nd 7.#erienti l ,+oid nce Gule 8o+erned 0eh +ior is one o* the *und )ent ls o* hu) n l ngu ge. Th t is/ we le rn to use l ngu ge in #l ce o* direct e.#erience to in*luence our own beh +ior nd the beh +ior o* others. The si)#lest re/ A(o th t/B nd A(on:t do th t.B ,s we grow older we de+elo# co)#le. s%ste)s o* directions nd rules to li+e b%. M n% o* these directions nd rules re # ssed on b% the culture. Hu) ns end u# with long list o* A(o:s nd (on:tsB bout beh +iors. While ) n% o* these rules re +er% use*ul/ so)e c n ser+e to kee# #erson stuck in # tterns o* beh +ior th t don:t work *or the situ tion. 6or e. )#le/ when #erson *eels de#ressed sHhe )ight use the rule/ AI ) de#ressed/ there*ore I need to st % in bed.B The )ore this AI ) de#ressed/ so I c n:t do .B rule gets re#e ted/ the )ore stuck #erson beco)es. These rules re neg ti+el% rein*orcing in th t the% o**er te)#or r% relie* *ro) su**ering %et cre te )ore h r) in the long run. This gener l # ttern is re*erred to s 7.#erienti l ,+oid nce. 6unction l -onte.tu lis) 6unction l -onte.tu lis) is #hiloso#h% o* science with the truth criterion o* success*ul working. !o r ther th n being concerned with de*ining or describing the world correctl%/ 6- is interested in work bilit%. In ,-T we ther #ists re cre ting

conte.t th t incre ses the #rob bilit% th t clients will *ind beh +iors th t work to )o+e the) in + lued directions. This )e ns we will not be concerned with r tion l or irr tion l thinking/ or whether or not e)otions *it or do not *it situ tion. G ther we re #ro+iding conte.t *or client to *ind beh +iors th t work *or + lues. ,-T s (eri+ed Gel tion l Ges#onding <(GG= Thus we h +e the b sic notion o* ,-T; +erb l rules th t don:t *it the current conte.t re o+erused/ t king us w % *ro) + lued li+ing. It is not th t the rules re lw %s ine**ecti+e *or + lued li+ingC it:s th t the% get used in too ) n% conte.ts such th t the% don:t work *or + lued li+ing. The ) in AengineB o* ther #eutic ch nge in ,-T is )ore *ull% cont cting both sensor% nd )ent l e.#erience so th t inste d o* blindl% *ollowing +erb l rules/ we c n inste d choose beh +iors b sed on in*or) tion bout our current conte.t <sensor% in*or) tion= nd )ent l e.#erience. The title o* !te+e H %es:s sel*4hel# book/ 8et 3ut o* >our Mind nd Into >our 'i*e su)s u# this notion o* getting out o* the AstuckB o* o+erusing )ent l e.#erience nd inste d )ore *ull% eng ging li*e through the *i+e senses. The )ost #ower*ul ch nges tow rd + lued li+ing occur within #erson in the *or) o* wh t is c lled (eri+ed Gel tion l Ges#onding <(GG=. The si)#lest e. )#le o* (GG is ,U0/ 0U-/ now wh t do %ou know2 Most highl% +erb l hu) ns nswer/ A,U-.B ,U- is deri+ed nd not directl% t ught. 3* course deri+ing new res#onses h s nothing to do with ,s/ 0s nd -s/ it si)#l% h s to do with rel ting one e+ent with nother e+ent nd deri+ing res#onse. !o sensor% e.#erience is rel ted to )ent l e.#erience nd beh +ior l res#onse c n be deri+ed. 3* course ) n% beh +iors re not deri+ed/ the% re cultur ll% t ught; AIn this situ tion/ do this.B It is e s%/ there*ore/ *or res#onses to be rule go+erned/ e.g./ AI ) n.ious/ so I will +oid #eo#le/B inste d o* deri+ed *or the situ tion t h nd. 0% tr ining (1 nd (2 we belie+e we re incre sing the #rob bilit% th t #erson c n deri+e new/ + lues b sed res#onses to the current situ tion. Gules nd D lues It is o* course not the c se th t ll +erb l rules kee# us stuck/ )ost don:t nd this is cert inl% the c se when it co)es to + lues. Gules th t in+ol+e )o+ing tow rd + lues re the +er% stu** o* + lued li*e. When we t ke ctions b sed on such rules we re #ositi+el% rein*orced in ) n% w %s/ but o*ten ti)es these re long4ter) rein*orcers nd not s enticing s the short4ter) neg ti+e rein*orcers ssoci ted with )o+ing w % *ro) unw nted )ent l e.#eriences. M n% o* the rules bout + lued beh +iors h +e been le rned nd do not need to be deri+edC the client si)#l% needs to beco)e w re o* these rules. The * ct is th t ll hu) ns do )i. o* )o+ing tow rd + lues nd )o+ing w % *ro) unw nted )ent l e.#erience e+er% d %. , + lued li*e is one in which #erson h s the e.#erience th t he or she is li+ing + lued li*e/ *ull% re liEing th t there is so)e struggling with su**ering th t is h ##ening too.

Process o* -h nge ,-T is there*ore bout incre sing the #rob bilit% th t #erson <client= will eng ge in + lued ctions th t will result in #ositi+e rein*orce)ent tow rd + lues such th t e+entu ll% the client e.#eriences the li+ing o* + lued li*e. The 1uickest w % to incre se the #rob bilit% o* + lued ction inste d o* struggling with su**ering ction is to ch nge the conte.t to incre se th t #rob bilit%. !o now we return to the b sic #rocess o* ch nge; !ensor% to Ment l 7.#erience. ,s we noted e rlier/ within )ent l e.#erience it is rule4go+erned beh +ior th t c n kee# #erson stuck +oiding sensor% e.#erience. I* we c n incre se the w reness o* th t #rocess/ we c n incre se the #rob bilit% o* ch nge in th t #rocess. Th t is/ i* one le rns to notice the di**erence between sensor% nd )ent l e.#erience it o#ens the #ossibilit% o* ch nge in th t #rocess. 0ec use this is *und )ent l #rocess th t h s been occurring since birth/ it is the *irst di**erence to notice. To *urther incre se the #rob bilit% o* + lued beh +iors/ the di**erence between )o+ing tow rd + lues nd )o+ing w % *ro) su**ering is noted. ,g in/ this incre ses the #rob bilit% o* choosing + lued ction inste d o* choosing to )o+e w % *ro) unw nted e.#erience. The Third (i**erence <(3= While we h +e so * r discussed (1 <!ensor% to Ment l (i**erence= nd (2 <!u**ering to D lues (i**erence=/ with e ch tr ining o* (1 or (2 third di**erence/ the di**erence between !el*4 s4-ontent nd !el*4 s4-onte.t <(3= is inherentl% tr ined through !el*4 s4Process. Most #eo#le co)ing into ther #% re *ir)l% entrenched in sel*4 s4content. This is )ost e sil% understood with the in* )ous sentence/ AI ) de#ressed.B 'iter ll% t ken/ this sentence indic tes/ AThe #erson th t is be*ore %ou de*ines de#ression.B Th t bod% h s no n )e other then de#ression. While we re o* course e. gger ting bit/ to gre t e.tent clients do think this w % nd co)e u# with )%ri d o* stories s the Awh% I ) de#ressed.B This AI ) FFFFFB is re#e ted *or ) n% things/ including things like/ AI ) )other/B AI ) +eter n/B AI ) n ddict/B etc. ,ll o* these describe the Asel*B s the content o* )ent l e.#eriencing. 6urther)ore/ ctions re done in the ser+ice o* this content. !o/ AI did FFFFFFF bec use I ) FFFFFFFFFFB beco)es co))on re son *or beh +ing. , client )ight s %/ AI sle#t ll d % bec use I ) de#ressed.B In ,-T l ngu ge the client is *used with the sel* s content which *urther rein*orces the sel* s content le ding to )ore *usion. 7ither (1 or (2 tr ining inst ntl% disru#ts this #rocess bec use it in+okes the use o* >3U/ the #erson noticing the di**erence. ?o * n* re is ) de o* the >3U t the centre o* the 8rid bec use we re tr ining the >3U #ers#ecti+e through )ulti#le e.e)#l rs. ,s the >3U beco)es )ore nd )ore * )ili r then !el*4 s4-onte.t < .k. ./ The 3bser+er !el*= is tr ined.

!el*4 s4-onte.t <!,-= In the center o* the grid is 9>3U:/ the >3U th t notices the di**erence. In ,-T # rl nce this is known s !el*4 s4-onte.t. !,- si)#l% re*ers to the #ers#ecti+e in which ll e.#eriences nd beh +iors re occurring nd h +e occurred. It is not thought o* s ste d% st te th t one chie+esC r ther one )erel% gli)#ses it occ sion ll% through the *og o* l ngu ge/ s one )ight see r inbow. The o##osite o* !el*4 s4-onte.t is !el*4 s4-ontent. , #o#ul r turn o* #hr se *or this is Abu%ingB thought +ersus Ah +ingB thought. ,*ter little e.#eri)ent tion client c n 1uickl% notice the di**erence between bu%ing +ersus h +ing thought. !uch e.ercises le d to (3. (1 tr ining there*ore inherentl% tr ins (3. Th t is/ to notice the di**erence between !ensor% nd Ment l e.#erience in+okes the sel* s conte.t to notice the di**erence between these two e.#eriences. In ddition/ noticing the di**erence between t king ction tow rd + lue nd t king ction to +oid unw nted )ent l e.#erience re1uires the s )e Aste# b ckB into !el*4 s4-onte.t. !o in this grou# tr ining when we h +e # rtici# nts re#e tedl% notice (1 nd (2/ the% re lso recei+ing )ulti#le e.e)#l rs o* (3. 3nce (1 nd (2 re est blished in the tr ining/ we will t ti)es re*er to (3 s#eci*ic ll%. Mi.ing <(3 tr ining= This is n e.tre)el% i)#ort nt *unction o* the >3U #ers#ecti+e. Th t is/ *ro) the #ers#ecti+e o* >3U both )ent l nd sensor% e.#eriences c n ltern tel% be noticed in 1uick succession. Th t is/ AI ) noticing )% sensor% e.#erience ,?( I ) noticing )% )ent l e.#erience t the s )e ti)e.B 6urther)ore/ I c n notice AMi.ingB the two together. In other words/ I co)e to re liEe th t I ) h +ing these sensor% e.#eriences nd I ) h +ing these )ent l e.#eriences t the s )e ti)e. This is e.#licit (3 tr ining nd see)s to gre tl% incre se the #rob bilit% o* deri+ed res#onding tow rds + lues. 6or e. )#le/ client who t%#ic ll% +oids h +ing the )ent l e.#eriences o* tr u) )e)or% )ight use the o##ortunit% o* s#ont neousl% h +ing tr u) )e)or% to notice sensor% e.#eriences t the s )e ti)e nd then consciousl% A)i. or blendB the sensor% e.#eriencing with the tr u) )e)or% e.#eriencing t the s )e ti)e. While this #heno)enon o* A)i.ingB needs to be *urther rese rched/ our co)bined clinic l e.#erience h s shown us th t clients to re#ort Adoing the )i.B lso re#ort deri+ing new res#onses tow rd + lued li*e directions. 6in l Thought ,s %ou will see *ro) the workbook/ ) n% ,-T4consistent e.ercises ne tl% *it into tr ining clients in noticing (1/ (2 nd (3. The #ur#ose *or the ther #ist in conducting e.ercises nd tr ining these discri)in tions is to incre se the #rob bilit% o* + lued ctions occurring. 3nce the client e.#eriences th t + lued ctions re occurring t *re1uenc% consistent with li+ing + lued li*e then tr ining is not re1uired n% *urther.

./tended 0outines 1ibr&r 0MW D lued 'i+ing (irections Processing 7. )#les !u**ering nd !olutions Gules o* the 8 )e 6 cing the !truggle Hooked nd Unhooked (esert Isl nd

0MW e.ercise $larify and emphasise once again the importance of noticing. Explain that you will practice noticing a lot during these groups. %ive the analogy of the classes being li e a gym &'T a university. (t is all about the reps. Wipe the board clean and then draw the word )World* in the top left corner. ./er ise 1; 7.#l in th t the world is wh t we #ercei+e through our 5 senses. Then *or 1 or 2 )inutes sk the clients to sit in silence nd notice the world in the Here nd ?ow. The worker does the s )e. ,*ter ti)e is u# sk e ch client to des ribe wh t the% noticed. 3**er ##ro#ri te + lid ting *eedb ck/ nd then sh re %our own e.#erience o* noticing in the Here nd ?ow. In pro essing this e/er ise t&ke &re to pi k out the p&rt th&t is 0IGHT &bout the "eedb& k2 with &ppropri&te pr&ise. &ext draw a large circle with the word )+ody* inside it. Then explain that we were born into the world in a body, and that this body has always been with us, even though it has changed a lot, even since the class started%ive examples of ways in which the body has changed. Then point out that we have been noticing our body for all of our life. give examples relating to +ody. illness, growth, aches, tension etc. Explain that emotions are part of the +ody. give examples e.g. anxiety symptoms, sadness. ./er ise 2; This is the s )e s 7.ercise 1/ but *ocusing on the bod% in the Here nd ?ow. 0e cle r th t this is bout I?T7G?,' sens tions. To )#li*% the e.#erience the clients re sked to #l % 9st tues: *or the ti)e. Process with e ch grou# )e)ber/ co ching i* necess r%/ nd then sh re %our own e.#erience. The e.ercise c n be done either sitting or st nding. &ext draw a smaller circle inside the body circle with the word )/ind* inside it. Then explain that our /ind came into the world a bit more slowly than our body and has developed over time, also. 0oo for examples of how the /ind has developed, and

give some yourself. 1oint out that the /ind tends to change faster than the +ody. use the +ro en 2adio metaphor and elicit types of radio station. "s what their /inds have been up to since the class started. ./er ise 3; ,g in this is the s )e e.ercise/ but with the Mind in the Here nd ?ow. Process the t sk with e ch )e)ber/ re*lecting their e.#erience onl%. Tr% to rein*orce A11 noticing/ including noticing 9not noticing:. !h re %our own e.#erience o* thought w tching. 3inally as the clients. who was noticing the world# who was noticing the body# and who was noticing the mind# Hopefully the clients will recognise the )(* that was there noticing. Then write the words )( am noticing* across all the circles as in the i4iew. 5raw an arrow to the World and give examples of historical events that have been noticed in the past, such as holidays, school, movies, T4 etc and as who was There!Then noticing that. "s if it is a fact that the person Here &ow noticing this!now was There!Then noticing That. %et examples from each group member, and as them who was noticing. See if they can identify the )(* that is noticing. 5raw an arrow to +ody and repeat with suitable examples. Then draw an arrow to /ind and repeat with suitable examples. ./er ise $; This ti)e the e.ercise is to notice the World/ 0od% nd Mind llowing the ttention to go where it will4 llow 2 )inutes. In this e.ercise the clients re being sked to see i* the% c n notice their noticing. Point out th t this is bit weird. ,sk the) to i) gine th t the% were *ollowing their ttention round with cli#bo rd 5ust recording where their ttention went/ 0od%/ Mind or World. ,*ter ti)e is u# #rocess with e ch grou# )e)ber/ nd sh re %our own e.#erience. ,sk the 1uestion 9wh t w s %our 9I: doing:.

D lued 'i+ing (irections Wipe the board and write the words 4alued 0iving 5irection under each other. Explain that these are the 6 criterion of a value. 4alued 7 important etc. %et examples of things that are important. 0iving 7 "ction, use the 5ead /an*s 2ule to contrast examples. anxiety, pain etc. +e clear that it is +ehaviour we are tal ing about, not feelings. Explain that if it is +ehaviour you can see it. 5irections 7 $ompass metaphor. Try to get examples of directions and discriminate them from goals. 1oint out that directions start from here, are always available and are about controlling the next step you ta e. $ontrast directions with %oals that are always out of reach, involve a huge amount of effort and over which you have little control. 1resent this as a choice. T; Which one is + il ble to %ou right now2 5emonstrate through )turning* that the change of directions is always available, and %oals are never available in the present moment. T; How do %ou know wh t %our + lues re2 8se this 9uestion to establish that values are part of the i4iew, they are sub:ective and personal. Emphasise the experiential nature of values by as ing for some examples of when a decision felt right. %ive an example if necessary. 2eaffirm how we already ) now* whether it is valued or not. 0in the compass to the "utopilot metaphor and emphasise that "$T is about learning to control your direction, and repeat the importance of noticing in this.

7. )#le Processing D'(s Write one example for each client on the board using the normal format ;behaviour, noticing internal, noticing external<. 1ay attention not to do any wor for the clients, but instead to ta e dictation = use the clients* words only. 0ight coaching can be used with discretion to help clarify the meaning of the terms. +e willing to tolerate some silence, and highlight the role of noticing over achieving. T&sk3 the ide& is to tr&in l&rit- in the ter(s we &re using. %e (ind"ul to &4oid su ess &nd "&ilure. 5o us on noti ing. !u**ering 8sing normal board format repeat as for values: $lients may re9uire a bit of coaching in this part. (f necessary as them to thin about the solutions that were written on the board last wee and as 9uestions li e = did you put anything off last wee # 5id you avoid anything# 5id you ruminate on anything# 5id you do any blaming# $arry on until one is found. "gain be clear about the distinction between internal and external. Ta e dictation and do not provide any answers. 8se only the client*s words.

!u**ering nd !olutions !u**ering 5o not explain anything, but draw two halves on the board and put the word )suffering* over the left half. Write the words. thoughts, feelings and physical sensations that you do not want. underneath the heading. Elicit examples of suffering, without helping or giving any of your own. $ontinue to get as many examples as is possible within time limit, focusing on feelings, thoughts, physical pain and action urges. 0abel each verbally with +ody or /ind. Ta e dictation and do not put words in the clients* mouths. When half of the board is crammed with examples then as them what they observed. Then say. T; I* I w s to go out to our loc l sho##ing centre with this list/ nd sk #eo#le whether the% e.#erience this/ wh t do %ou think would h ##en2 I* %ou sked the) how long *or/ wh t would the% nswer2 1rocess the answers so that you move towards the conclusion that this is normal and part of human life. Write the word )&ormal* down the middle of the examples after doing this. !olutions &ext write the word )solutions* over the right half of the board, and write :ust beneath it. what you have done to reduce, eliminate, avoid, or escape your suffering. Elicit examples of these behaviours. $ontinue to get examples of solutions and in particular broaden these out to include )normal* behaviours li e eating and distracting. 'nce again fill the board up and get as many as time permits. T; I* I w s to go out to our loc l sho##ing centre with this list/ nd sk #eo#le whether the% do this/ wh t do %ou think would h ##en2 I* %ou sked the) how long *or/ wh t would the% nswer2 'nce again write the word )normal* down the middle of the Solutions box. Then draw a big arrow at the top going from the Suffering box to the Solutions box. "s clients what they observe. Tease out the relationship of short.term wor ing until it is clear and then write the word )fix* over this arrow. T; !o wh t is the c tch i* this is ll so nor) l2 Wh t is the )issing bit2 "gain tease out that the difference is that if you try too hard with the Solutions then they create more suffering in the 0ong.term. 5raw another arrow at the bottom going from the solutions box to the suffering box and write the word )more* over it.

Then :oin the two arrows up ma ing a large circle and eep going creating a circle that is decreasing in si>e until after a few revolutions you are :ust left with a big dot in the middle of the board. 1oint at the dot and as : T; Wh t is the n )e *or this dot2 (t is unli ely they will answer, and so the therapist says: T; This is the siEe o* %our li*e/ *ter ll this ti)e (f you want to you can elicit some conse9uences of using at this point or :ust move on. 1resent the 1erson in the Hole metaphor and ma e digging movements. 1lay with the metaphor, and when the clients try to find ways round it remind them = you can*t tunnel your way out of our hole. Explore what the alternative might be, ()T do not pro ide the answer, merely coach. )se whiche er metaphor you are comfortable with& *uicksand or hand in the +ar or anything that works for the group. 3inish by presenting the paradoxes: 4 so it wor s and it doesn*t wor 4 the harder you try the worse it gets

Gules o* the 8 )e /a e sure the board is wiped clean, and then draw a vertical line down the middle so there are two e9ual halves. 3or the header of the right half write the word )external* for the left half write )internal*. "s the clients how to tell the difference between internal and external. %et cleat that external refers to the World ;? senses<, and internal to +ody and /ind. Write these next the headings if you want. In the ne,t piece it is important to allow space and silence as you ask the *uestions, and allow people to become a bit confused. (magine there are two columns in each half of the board. (n the external half of the board write the word )problem* as a column heading for the left hand column. T; We o*ten use the word 9#roble): to describe cert in situ tions/ but h +e %ou e+er tried to de*ine wh t #roble) is2 "t this point you may get examples of problems, in which case you affirm that these are indeed examples of problems. (n that case you can then as . T; ,nd wh t ) kes th t #roble)/ s o##osed to so)ething else2 O-, you may get pu>>led loo s and silence. (f so then try to elicit some examples of problems, or give some that you experience yourself. 'nce you have some then return to the 9uestion.) nd wh t ) kes th t #roble)/ s o##osed to so)ething else2: $ontinue eliciting examples and as ing the same 9uestion until the group starts observing that a problem is something that you do not want. "s this emerges help them to become clearer. T; Proble) is o*ten the word we use to describe things th t we do not w nt. When we use the #roble) word it is o*ten so)ething th t is 1uite big or 1uite i)#ort nt/ nd it ) % be so)ething th t we re h +ing trouble in sol+ing. Howe+er/ there is consistent stre ) o* 9not w nts: th t we encounter e+er% d %. 2ub out the word )problem* and replace it with )not want* on the board. T; These little 9not w nts: do not trouble us but we e.#erience the) ll the ti)e. T; 6or e. )#le/ when I c )e in the roo) it w s d rk. Th t w s 9not w nt: *or )e so I #ut the light on. We c ll th t solution. "s you elicit examples write them under the not want column. Write the word )solution* as a column heading on the right side of the external half of the board. Write all examples of not wants and solutions in the appropriate column.

T; ,nother not w nt )ight be n e)#t% kettle when we ) ke cu# o* te 4 n%one * )ili r with this one2 ,nd the ob+ious solution is to *ill it u#. The ne.t not w nt is the l ck o* he t in the w ter/ so we turn the kettle on. Then the cu# is e)#t%/ nd there is no )ilk or sug r. "s you are writing your own examples on the board, start eliciting examples from the group until they are clear about what you mean by not wants and solutions. /a e sure you leave a bit of room at the bottom of the board for later. Option. at this point you could ha e a short break for a cup of tea, and ask the clients to notice the not wants and solutions. If so then process erbally when you come back together. When you are finished draw an arrow from the word )solutions* to the word )not wants*. T; !o c n %ou now see wh t is the rel tionshi# between 9solution: nd 9not w nt:2 /o not help the group find the answer0 Help the group members to wor their own way towards the functional relationship that the solution fixes the not want. When they get there write the word )fix* over the arrow you :ust drew. T; - n %ou see how we re doing this kind o* *i.ing ll d %/ without noticing2 It:s 5ust nor) l beh +iour isn:t it2 0oo for further examples of how many normal not wants get fixed in this way. +e really clear how normal this is, and how often we are doing it. Try not to move on until this has been done. T; !o in %our own e.#erience this beh +iour <point< is nor) l beh +iour. It is nor) l to tr% nd *i. n%thing th t we do not w nt nd )ost o* the ti)e in the e.tern l world we re doing it success*ull% without thinking. !o it:s like there is rule th t we le rned. Write on the board under the examples on the external half of the board, and say out loud )i* %ou do not w nt it then *i. it:. (f you are luc y someone might ma e the lin to "utopilot if not you will need to explain it T; !o this rule/ which we ll see is nor) l nd done without noticing/ is the w % th t ,uto#ilot gets #rogr ))ed during our whole li*eti)e. It is the ) in rule o* our culture ,?( it is +er% use*ul. Write the word )"utopilot* beneath the rule. T; !o being on ,uto#ilot )e ns being ble to *i. not w nts without thinking. - n %ou see how th t is true *ro) %our own e.#erience2 1oint to examples on the board.

Then move over to the left hand side of the board and write the word )suffering* as the left hand column head. Elicit example of suffering, but 9uic ly, doing only ? or @ to get the gist. Then write the word solutions over the left column and elicit the solutions. 1resent is as revision. T; - n n%one re)e)ber the de*inition o* solution2 (mportant to elicit the proper definition as = thoughts, emotions and physical sensations that you do not want. Then change the word suffering to not want. Then draw the same arrow from solutions to not wants. T; !o wh t is the rel tionshi# here2 /o not pro ide the answer. Help the group members to see that the relationship is that you get more not less. 'nce they see this write the word )increases* over the arrow. 2emind them of the wor you did in suffering and solutions and of the 9uic sand ;or other metaphor, hand in the :ar etc<

6 cing the !truggle 5o the Aellow /ini, part one, for two minutes. (n the feedbac pull out the paradox, but also as clients to notice the struggle and the effort. 0oo at all the solutions they tried. "s if they can see why it doesn*t wor and not :ust that it doesn*t. 0eave the answer open. Say that you want to loo at why it doesn*t wor through another exercise. So /ary had a little 0amb, or the &umbers exercise. Stic at it until the clients can see the new rule. When they get it write the new rule on the board = if you try and get rid of it then you are stuc with it. &ame the struggle as this. trying to get rid of what you cannot get rid of. P in + !u**ering 5raw a vertical scale line in the middle of the board as large as possible and write the word )1ain* at the bottom. Explain this is the pain scale and define pain as the unavoidable, normal conse9uence of being alive. (t is what you cannot change, by definition. %ive examples. 8se your pen to show it going up and down. Then use your other hand to try and push it down ;but demonstrating the struggle<. 1i e no answers. Elicit from the group what they are seeing and write it on the board next to the scale with a se9uential number eg B. C. 6. D. (ts stuc There*s a struggle 3rustration etc

%et a few, and then draw a circle around them and write the word )suffering* next to it. T; In the intern l world there is choice between # in nd su**ering. Which one c n %ou control2 Elicit answer T; Which one h +e %ou been tr%ing to control in the # st2 /ove on, and explain that maybe the only choice in our internal world is between having pain and moving in a valued direction. extend one hand. 'r struggling with pain and having a decrease in valued living. hold out other hand. >ellow Mini/ # rt 2 e.ercise Aellow /ini is done with an acceptance condition. "s which version they preferred.

Hooked + Unhooked 1assengers on +us = present metaphor, and then lin to content on the board ;suffering examples< contrasting any willingness with any struggling. 5o as many examples as possible. Tal about the difference between listening to your mind ;passengers< versus what your experience says in relation to suffering examples. Explain the terms hoo ed and unhoo ed. 'e)on e.ercise Settle into chair and as clients to notice what happens. $lose eyes if willing. Explain what you mean by imagining. getting a sense of. Then as them slowly, allowing enough time. imagine a white plate now imagine a slice of lemon. what do you see now imagine bringing it up to your nose what does the lemon feel li e what does it smell li e now, if you are willing, imagine ta ing a bite what does it taste li enow return it to the plate and let them fade away. $ome bac to room slowly. 1rocess the exercise for each member seeing which senses they connected with. 3ocus on what they notice and ignore what is not noticed. 1ic out the physical sensations and how vivid the experience is in the absence of the ob:ect. Explain that this is :ust a harmless example, but a very powerful one that shows how we can get )hoo ed* by our minds. 0et*s loo at what happens that can be more harmful. 3.3 7.ercise "s clients to close their eyes if they are comfortable with that, if not as them to find a point to fix their ga>e. Then settle them down by bringing attention to the breath, and allow a minute for them to settle. Explain that you are going to as them to thin about something and :ust notice what happens. (f they do not want to then that is fine also, :ust notice that. When settled as them to thin about a part of their body that they do not li e. allow 6E seconds or so of silence. Then as them to thin about of something they disli e about another person in their life. allow 6E seconds of silence. 3inally as them to thin about something that they would &'T want any of the group to now about them. allow another 6E seconds. Then bring bac to the room slowly. 1rocess, focusing on what was noticed &'T the content of the thoughts. 2elate this to the 0emon exercise. 6 steps = get each client to find which thought from the previous exercise they are most hoo ed by, or are willing to wor with. Then write up on the board T ;where T 7 hoo ed thought<

( am having the thought that T ( am noticing that ( am having the thought that T 3irst run through the 6 steps with a thought of your own, out loud. Then as each client to do the same :ust silently, noticing what happens. 1rocess the exercise before moving on, allowing them to repeat if necessary. The)e tune e.ercise "s them if they can find a tune for their thought. 1oint out that it could be a silly tune li e a rhyme or :ingle. give examples and sing one of your own if you want to. 'nce they understand the exercise give the group time to find their own tune, as ing them to raise their finger when they have done it. 1rocess the exercise, loo ing for any distancing. Optional. if group is suitable and you have enough time you can do leaves on stream here. +e careful if you have any group members that are uncertain. Say that we call this process getting unhoo ed, and relate this bac to 1assengers on +us and driving with the passengers on board, ta ing them along. 2e.explain willingness and tell Foe the +um metaphor. Hold nd Mo+e Then hold your hand up with a pen ;pain< held securely and as each client in turn to push the pain away. push bac each time. "s them what they notice, and what is the alternative. When they get it then demonstrate :ust holding the pain yourself. %et the clients to put their own pens, or other symbol, and :ust hold it. "s them what they notice. Explain that Willingness is the alternative to Struggling. 1oint out that you can control your Willingness but not your pain. T; this is the choice th t we h +e in e+er% )o)ent/ how to rel te to our e.#erience. Optional. you could tell the 3ran l story here from his boo . /an*s Search for /eaning.

(esert Isl nd D lues 7.ercise Ta en from wor shop with Son:a +atten. Written4 e ch client needs #en/ # #er nd sur* ce to write on. 7.ercise done in # irsHthree in silence when writing. 6irst o* ll sk clients to i) gine th t the% h +e been str nded on desert isl nd/ s o* tod %. ,ll their *riends nd rel ti+es think th t the% re de d nd so hold *uner l. ,t the *uner l the% re d eulog% th t describes the #ersons li*e to d te nd wh t the% ctu ll% stood *or. 7 ch #erson writes this *or 541@ )inutes. ?e.t/ %ou s % th t *in ll% %ou got rescued nd li+ed *ruit*ul nd #roducti+e li*e. >ou die t ri#e old ge nd once g in *uner l is held. This ti)e %ou h +e been ble to #ut right e+er%thing *ro) the *irst one. ?ow write %our eulog% g in *ro) this #ers#ecti+e <being wh t %ou trul% w nted to be= 541@ )inutes. 6in ll% %ou sk the) to write ll the things th t re getting in the w % o* the) being this #erson. 7ncour ge #eo#le to write without thinking bout it nd 5ust to see wh t co)es out. 541@ )inutes. ?e.t the grou# #rocess the e.ercise in # irsHthree *or 541@ )inutes/ nd then *in ll% co)e b ck s grou# nd sh re. Tot l U 3@ 4 45 )inutes.