RNT-FOCUSED ACT PROTOCOL FOR CHILD DEPRESSION (8-13

YEARS OLD)

SESSION 1

1. INTERVENTION RATIONALE
“As you know, this study aims to see what makes children feel happier and calmer, and how they
can develop their full potential. Does that sound interesting? We are going to have 3 sessions, the
first time we will meet is today, and we are going to have the next sessions in the following weeks.
During this time, it is very important that you answer some questions so that we can have the
necessary information to improve the help we give you. It is important for you to know that the only
thing we are seeking with these questions is to know how you are feeing, so anything that you
respond will be alright with us.”

2. SCHEMA PRESENTATION
The following schema was shown on the floor as a carpet. The dimensions of the visual aid were
160 cm x 90 cm.

“The first most important thing to understand is that we all are thinking and feeling things ALL
DAY. Sometimes, when we have those thoughts and feelings, we CHOOSE to do things that make
us proud because they are things that we want to do, because it shows how we want to be and shows
we are responsible and we develop as the person we would like to be later on (show the direction to
the right). However, there some other times when we do things that are not as WISE as the previous
ones and, instead of going in the direction of what we want to be, we do things that move us away
from that direction. When we do these things that move us away, it is normal for us to feel sad or
angry afterwards, uneasy with ourselves because we have done things that do not make us proud
(show direction to the left). This is why I’m going to show you a very cool game that will help us
understand how we always have 2 ways to respond to those thoughts and feelings we have.”

The first way we are going to see is going to the left and we will call it:
 BEING SLAVES of our thoughts and feelings:
In this case, we are letting the things we do to be ruled by anger, sadness, grief, fear, etc. And we let
these thoughts and emotions dominate us. This often does not make us feel proud and we usually
regret the things we do. So, we are being slaves and have to obey what our head and feelings
commands us to do.
For example:
▪ Francisco gets very angry because his friend Pedro has told his secret to the whole class. He
feels betrayed by his friend and, although Pedro apologizes, Francisco hits him and yells
something very ugly at him in front of other friends. Then, he feels sorry for what he did
and sad because he is no longer Pedro’s friend.

Who was in charge in this example? Francisco or Francisco’s rage?

In this scheme, on what side would Francisco’s behaviors belong?
What other things could anger and sadness make Francisco do? How would he still be a slave of
these thoughts and feelings?

▪ Beatriz loves volleyball and wants to be a professional in that sport some day. In a game at
school, she has to face the rival team. After a difficult game, Beatriz’s team loses. Beatriz is
very sad and disappointed to have lost the game of the season and decides not to train
anymore because, according to her, everything was her fault. After a few days, when
Beatriz can no longer play volleyball, she regrets having stopped playing at school.

Who was in charge in this example? Beatriz or Beatriz’s rage and sadness?
In this scheme, on what side would Beatriz’s behaviors belong?
What other things could anger and sadness make Beatriz do? How would she still be a slave
through her actions?

The second way to respond to our own thoughts and feelings is by:

BEING THE KING who has power over his life and chooses to be WISE in what he
does when having thoughts and feelings that he doesn’t like:
Even though we feel anger, sadness, sorrow, or fear, WE are always the KING who commands and
chooses what we want to do WISELY. As a Wise King, we choose to do things that are important
and valuable to us.

For example:
▪ Carlos is a 10-year-old boy who thinks it is very important to get good grades at school.
However, he is a very nervous child and is always afraid when he is going to take an exam.
Despite this, Carlos concentrates and studies all he can at home. When he comes to the test,
he chooses to do his best, even though his fear is always there and he concentrates and
focuses all his attention and energy on his test and not on his nerves.

In this example who was in charge? Carlos or Carlos’ nerves?

In this scheme, on what side would Carlos’ behavior belong?
What things could Carlos continue to do to remain the WISE KING and feel proud of himself?
 ▪ Helena is very shy and gets really nervous when meeting new people. One day, her family
moves and she has to change school forever. She does not know what the new kids at
school will think of her or what they will say about her, etc. Regardless of her fear and
nervousness, she chooses to try to make friends the first day. She chooses to ask questions,
start conversations with girls in the class, and participate whenever the teacher asks a
question. She does all this because it is important for her to make friends and get along with
people.

Who was in power in this example: Helena or Helena’s shyness?

In this scheme, on which side would Helena’s behaviors belong?
What things could Helena continue to do to feel proud of herself?

3. DISCRIMINATION EXERCISE OF THE TWO FORMS OF RESPONDING (6

SITUATION CARDS)
“Now, you are going to be the one who is going to classify some situations that can happen to
children of your age, and the idea is to tell me whether these things that the children are doing drive
them away or bring them closer to what is important for each one. The idea is for you to put the
situations on the left or right side of the scheme according to where they belong.”
The child is given 6 laminated cards with different situations of children his age and he is asked to
read each of them aloud.

“Ready? Let's read the first situation”

Card 1:
Jack is a 9-year-old boy who loves his mom very much and thinks it’s important to always tell her
the truth. One day, Jack was playing soccer on the school field. It was very hot and he decided to
take off his jacket. At the end of the game, he went back to class and forgot his jacket. When he
returned to the soccer field to look for his jacket, it was not there. Jack is very worried and thinks
about how he is going to tell his mother the truth about what happened. He feels very afraid and sad
because he thinks that by telling his mom the truth, she will love him less. It is very important for
Jack to tell the truth, but his fear and sadness are so great that he chooses not to tell her the truth.
When his mom later finds out that Jack had lied, she feels quite disappointed and sad about his
behavior.

How was Jack acting for not telling his mother the truth? A wise King or a slave?
What other things could Jack do to remain a slave to his fear? And what could he do to be the WISE
KING?

Card 2:
Luisa is a 12-year-old girl who loves to sing and dance because she is very talented. One day, in a
dance presentation at school, Luisa makes a mistake dancing and some classmates make fun of her.
For Luisa it was a very difficult situation because it made her feel very sad and humiliated. From
that day on, Luisa stopped going to dance rehearsals and did not want to dance again. She let her
feelings and thoughts take over.
In what direction does Luisa go when she chooses to stop dancing?
What other things could Luisa do to keep on being a slave to her sadness? And what could she do to
be the WISE QUEEN?

Card 3:
Antonia is 11 years old and cares a lot about getting good grades. She has a math exam in the
afternoon. Math always makes her very nervous and worried because, according to her, she could
always fail and not maintain her grades. Even though she has studied a lot for this test, she can’t
stop thinking about it. Throughout the whole day, she was thinking about the test and could not
focus on her other classes. When she gets to the test, she is so nervous that she can’t stop thinking
about how she is going to get a bad grade in the exam.

In what direction is Antonia going by not focusing on her other classes and on her test?
What other things could Antonia do to remain the slave of her nerves and insecurity? And what
could she do to be the WISE QUEEN?

Card 4:
Martin is a 12-year-old boy who loves to play soccer and have many friends. This weekend is the
most important game of the season, and his best friend also celebrates his birthday. He feels super-
nervous and worried because if he goes to the soccer game, he can’t be with his friend on his
birthday. He thinks that if he doesn’t go to the birthday party, his friend will stop liking him and
won’t want to be his friend anymore. Martin chooses to go to the soccer match and although he was
very nervous and worried, he was able to concentrate and win the soccer game. He also managed to
talk to his friend and arrange another plan later.

In what direction is Martin going when he decides to go to the game and excuse himself with his
friend?
What other things could Martin do to remain the WISE KING?

Card 5:
Emma is a 15-year-old girl who loves skating and being a good student. One day she had a fight
with her best friend, and her friend told her that she was never going to be a good skater. Emma
could not concentrate on her training again in the following days and only thought that she was
going to fail as a skater. As a result, she did not get a good grade in the first phase of her skating
competition. Emma decided to talk to her mom and, after talking to her, Emma chose to continue
practicing skating despite how she was feeling after her friend made that ugly comment. After a
month of hard practice, she won the skating championship.

In what direction is Emma going when she chooses to continue skating?

What other things could Emma achieve by being the WISE QUEEN of her thoughts of fear and
worry?

Card 6:
Pedro is a 10-year-old boy who loves camping and loves his friends very much. One night, after
camping on the beach, he has a horrible scare because he heard some strange noises. Since that day,
Pedro cannot think of anything else but the noises he heard that night. He does not sleep; his friends
no longer want to play with him because he talks about the same thing all the time. One day, Pedro
realizes that his friends are avoiding him and that he has not gone camping again like he used to.
Pedro then chooses to start ignoring his thoughts about the noises and goes back to the campsite and
talks with his friends about other things.

In what direction does Pedro go when he chooses to go back to the campsite and talk with his
friends about other things?
What other things could Pedro achieve by being the WISE KING?

4. DISCRIMINATION EXERCISE WITH DAILY ACTIVITIES OF THE CHILD

"Now, let’s think about what a normal day looks like for you. As we have seen before, we have two
options about how to react to our thoughts and feelings: Being the Wise King or being the slave.
Now, we are going to analyze different situations that happen to you on a daily basis to see what
things we could do to be kings or slaves.”

WAKING UP: Imagine that the alarm goes off or your mom wakes you up to go to school. Let’s
think about what things you could do right now by choosing to go to the left (being the slave). What
would happen when doing that? Why would that be going to the left for you, what would you be
moving away from? Why does it keep you from being the person you want to be? What could you
do instead to go to the right (be the king)? What would happen when doing that? What would it
mean for you to do that? Why does it bring you closer to being the person you want to be?

BREAKFAST: Now, imagine you're going to have breakfast. What could you do to go to the right
(be the king)? What would happen to you when doing this? What would it mean for you to do this?
Why does it bring you closer to being the person you want to be? Now, let's think about what things
we could do right now, but choosing to go to the left (slave). What would happen when doing this?
What would it mean for you to do this? Why does it keep you from being the person you want to
be?

BUS RIDE OR RIDE TO SCHOOL: Now, imagine you’re on the school bus. What could you do to
go to the right (be the king)? What would happen when doing this? What would it mean for you to
do it? Why does it bring you closer to being the person you want to be? Now let’s think about what
things we could do right now, choosing to go to the left. What would happen when you do this?
What would it mean for you to do it? Why does it keep you from being the person you want to be?

SCHOOL CLASSES: Now, let’s imagine that we are in school, imagine that you are in math class
and you have a question about a topic that the teacher is explaining to you, but it scares you because
the other children seem to understand everything and you think they will laugh at you if you ask a
question. What do you choose to do? What is this about? What could you achieve by asking the
question? Now let’s think that we are in Physical Education class. You have a friend, who makes
fun of you, and it bothers you a lot and you’re furious at the comment he made in front of the whole
class. You think you do not deserve to be treated like that and that he had no right to tell you off
like that. What do you choose to do? What is this about? What could you achieve by doing this?
BREAK: Imagine that, at school break, a classmate pushes you and hits you because you did not do
what he or she wanted you to do. What is the best thing you can do? Who would be in charge? Your
anger or you? What is this about? What could you achieve by doing this behavior?

ARRIVAL HOME: Imagine that you arrived from school. You are at home and you have to do
homework, but you feel lazy. What is the best you can do? Who would be in charge? Your laziness
or you? What is this about? What could you achieve by doing this?

All right, let’s now take a look at all of the things YOU chose to do that make you a WISE KING.

In this direction are the behaviors that reflect what is valuable for the child, for example, having a
good relationship with his or her parents, learning in school, having friends and enjoying playing
with them, etc. The therapist closes this exercise by discussing with the child why the actions that
would represent being the wise king are important to him or her.

5. CLOSING THE SESSION AND COMMITMENTS

“During the following days, I am going to ask you to do a small task: try to realize where the
actions you are doing are pointing every day and try to choose wisely in which direction you would
want to go. You can choose to go to the right and be the WISE KING or to left and be a SLAVE. If
you want to, for example at night, you can write down some examples of things that you have done
that have gone to the right, with you being the WISE KING, or to the left, with you being the
SLAVE. The next day, we will talk about these things and we will continue working on cool
exercises.
 SESSION 2

1. LAST SESSION REVIEW

“Do you remember that the other day we did some activities showing that we could either be in
charge and act like a king or a queen or we could be slaves and let out thoughts and feelings rule
us? Tell me what things have you done that have led you to be the Wise King or what things you
have done that have made you proud? How did you feel when you were doing these things? Why
were they so important? What would happen if you constantly do these things?

Now, let’s focus on some of the things that you have done that have made you a slave of your
thoughts or feelings. What things have not made you feel proud? What would happen if you
constantly do these things?”

2. GO AROUND EXERCISE #1
“In this session, we are going to do an exercise to develop skills so that you can be in charge of your
actions and not let your anger or sadness rule you. Let’s play a game to see what happens when we
feel sad, angry, etc.

Many times, when we are having a negative thought or bad feeling, we tend to let our thoughts go
round and round in our minds. Does it sometimes happen that you keep thinking and thinking about
the same thing or about how something has made you feel? When this happens, in what direction
would you be going (being a king or being a slave?)

IMPORTANT: if the child points out that he or she is going towards the valuable direction, the
therapist asks: “Is thinking over and over again about the same thing the best thing you could do at
this moment to be able to go towards what is important to you?”

“Well, now we are going to try to do a very cool exercise that will help us to see how we normally
behave in those moments when these negative thoughts come to us. Are you ready? Now let’s
imagine different difficult situations that make us have negative thoughts. What situations happen to
you?” (Ask the child for 2 situations; if he or she cannot give any situations, offer some of the
following and choose ONLY 2).
1. Not wanting to do homework.
2. Not wanting to do chores that you have to do at home to help.
3. When a friend misbehaves toward or mistreats him/her.
4. When he/she loses a game or a soccer match.
5. Being nervous about an exam or doing some task or presentation.
6. When a friend makes fun of him/her.

“Imagine that you have to take the exam at school (point at the activity that you have set up on the
table, it can be anything), but you are very nervous about the exam, and as expected, negative
thoughts come to you at that time. What thoughts can come to you at that moment?” (The child
gives an example of a thought that may appear). The first thought is written on a post-it.

IMPORTANT: if the child cannot offer a thought, the therapist can help by giving example of one.
“OK, since we just got this first thought, we are going to start walking around the chair, just as if
you were going around and around your mind.”

“What other thought could you get at this moment after going around the previous one?” (The child
expresses another thought, and the therapist gives him a post-it, and he is asked to take another turn
around the chair).

“It is important to realize that you always have two options: going around the chair or sitting down
to take the exam. Who is in charge when you choose to go around the chair? You or your fear?”

(After the child takes another turn around the chair): “What thought comes to you right now? Who
is having that thought? Realize how you can choose to act as the king and take the test or to act as a
slave and keep on thinking about how nervous you are.

This exercise is repeated until the child expresses 8 different thoughts of the chain of
worry/rumination. It is important to tell the child that he has always the option of choosing between
sitting down and doing the work or going around the chair.

IMPORTANT: if the child says that he/she prefers to sit down and do the exercise, he is told that
that is perfect, but that to practice more what happens in real life, we invite him to keep going
around the chair.

Questions after finishing the exercise:

▪ How far did you get on the exam?
▪ How much more time have you spent doing the exam by going around your chair?
▪ Do you like to go around the chair and not be able to do the exam?
▪ In which direction are you heading when you are going around the chair? What things
could you be doing at this moment instead of going around the chair?
OK, so we are now going to do this exercise again, but now we have learned which way you would
like to act. When I put a thought on the table, what is Bob going to choose to do? Be a slave or the
wise king?

JUST LETTING BE:

“Now let's try this exercise again, but you already have more information. Here is the exam or the
task you have to do (put the homework on the desk). You are still very nervous and, as usual, a
thought comes to your mind. What thought comes to your mind?” (The child expresses a thought
and the therapist writes down it on a post-it). What do you choose to do with this thought?” (See
whether the child manages to put the thought aside and continue doing the homework).

IMPORTANT: if the child cannot put the thought aside (throws the post-it away, wrinkles it, etc.),
put another thought there and ask him or her to return to the chair. The therapist tells him something
like “Bob chose to break the thought. But normally, when you try to take a thought away, another
one comes to you, so you are again choosing to go around the chair.”

COMMENTS: Pulling or breaking the thought is like wrinkling or throwing away something that is
yours. It’s like, if you don’t like your eyes and you decide to punch your eyes, to make them go
away... Could you do that?
Do this exercise for 8 thoughts in a row. The idea is to get the child to put the thought aside without
being violent and continue with the exam or homework. “Bob is having XXX thought. What do you
choose to do with the thought? Be a slave or the wise king? OK, as we have already done this
exercise, when do you think you were able to advance more in the task? When choosing to go
around the chair or when Bob is in power? When was it the most annoying? When did you take less
time? What things can you do when you stop going around the chair?

GO AROUND EXERCISE #2: “Now, let's imagine another situation that is unpleasant or sad.
What do you think it could be?” (The child gives an example of another situation; in case he or she
cannot provide another situation, the therapist takes one from the previously made list). "OK, now
let's imagine that your best friend does not want to play with you at recess. This situation makes you
angry and sad right? What thought comes to your mind at that moment? "(The child says the first
thought and is given a post-it). THE EXERCISE IS REPEATED AGAIN: THE FIRST TIME,
GOING AROUND THE CHAIR, AND THE SECOND TIME, TRYING TO LET THE
THOUGHTS BE.

3. BALL EXERCISE
“Well, now play make another game to see how we usually act when negative thoughts come to us.
So, let's think about something that you want to achieve, but it seems very difficult to reach because
it scares you or makes you feel sad (the child responds). So, you will be in this corner and I will be
in this one... The idea is that in very small steps (therapist shows child), you will come closer to
where your goal is, that is, me, in this case. But, as usual, negative thoughts will always come.
Every time a thought comes, it will come to you out of nowhere unexpectedly, let’s see what you
choose to do...” THE CENTRAL IDEA OF THE EXERCISE IS THAT THE CHILD WILL TRY
TO AVOID BEING HIT BY THE BALLS (THOUGHTS) THAT THE THERAPIST THROWS.
WHEN DOING THIS, THE CHILD WILL MOST LIKELY STOP TAKING SMALL STEPS
AND HE/SHE WILL HAVE TO START AGAIN. FOLLOWING THIS STRATEGY, THE
CHILD WILL NOT BE ABLE TO GET WHAT IS MOST IMPORTANT FOR HIM... “What can
we do to reach what is important for Bob? What would happen if, instead of running away from the
balls, you continue walking? Would you be acting like the WISE KING?” IT IS IMPORTANT TO
ATTEMPT TO ASK QUESTIONS, SO THE CHILD COMES TO THE CONCLUSION BY
HIMSELF. THE CHILD CONTINUES GOING FORWARD, LETTING THE BALLS HIT HIM
WITHOUT TURNING OR CHANGING HIS DIRECTION UNTIL HE ARRIVES AT THE
MOST IMPORTANT THING FOR HIM. “Realize how Bob always has the option to avoid the
balls or continue towards what is important for him.”

4. VISUAL CONTACT EXERCISE:

As we have been observing in the previous exercises, we often get entangled in our own thoughts
and we stop doing what is really important for us at that moment. How about playing another game?
But, this time, this game will help us understand how we function when we feel sad or afraid of
something.
Are you ready? The idea of this game is that you and I are going to be facing each other and we are
going to resist 2 minutes staring into each other’s eyes. Have you ever played this before? The rule
of the game is to make sure to keep on staring… It is important to realize the thought you are
having and choose whether you want to look away, ending the game, or maybe this time you choose
to let the thought go and continue looking into my eyes. It is the same with laughing: perhaps you or
me will begin to laugh during the exercise. If so, just note that, stop laughing and follow staring into
my eyes. The important thing is to resist 2 minutes, are you ready?
The child and the therapist stand close to each other and stare into each other's eyes. The exercise is
done for two minutes. The idea is for the child to remain at least a minute staring without looking
away and can keep up the game despite laughing.

5. CLOSING THE SESSION AND COMMITMENTS:

“Did you like the different games we played today? What things did you learn from these games we
played? What did you like the most?” The idea is for the child to say that he has learned some of the
following things:

1. To differentiate things on the right side (kings) from those on the left (slave).
2. To realize how you sometimes get entangled with your thoughts and miss opportunities
to go to the right.
3. To identify that trying to avoid the thoughts moves you away from what is important at
that time.

“So, after this, the idea is to see how your behavior goes either in the king’s direction or in the
slave’s direction. Try to do as many actions as you can that go in the king’s direction.”
 SESSION 3

1. LAST SESSION REVIEW

“Do you remember that, the other day, we learned about how we tend to react when we have
negative thoughts or feelings and how we tend to let the thoughts go around and around in our
minds? We also did several exercises to be able to practice choosing to be the king or the slave.
What things have you done this week in which you chose to be the Wise King? What things have
you done this week in which you chose to be the slave? What do you like best: being the King or
being the slave? How can you get to be the BOB who you would like to be? In this last session, we
are going to do several exercises so that BOB will continue practicing being the king of his thoughts
or being their slave.

2. MULTIPLE EXEMPLAR TRAINING IN DEFUSION

Multiple Examples with Sensations:

a) Experiencing a difficult posture. “Now, let’s make a slightly awkward posture (it’s important to
have a paper to DRAW). What do you feel? Who notices the sensation? Where do you notice the
discomfort? I would like you to realize that you can always choose to be the slave of that discomfort
or simply stay in that position, observing the sensation without doing anything about it... (Leave a
few seconds). Now, being the kings we can choose to be, we are going to draw the feeling we have
(a paper is given to draw the feeling that the child is having) and we can choose to observe that
feeling that is now drawn on the paper. We can also realize that this feeling is BOB’s feeling and
that BOB can choose what to do with it.”

b) Candy exercise. “Now I’m going to show you a candy that you love (the candy is shown) and
let’s play a game. The game is that you can choose to eat a little piece of this candy now, letting
your desire take over or you can choose to simply observe the desire that you have and you will get
to eat the whole candy at the end of the session. Now, being the kings we can choose to be, we are
going to draw the feeling we have (a paper is given to draw the feeling that the child is having) and
we can choose to observe that feeling that is now drawn on paper. We can also realize that this
feeling is BOB’s feeling and that BOB can choose what to do with it. Which one do you choose?”

c) Cold drink exercise: (similar to the previous one).

d) Exercise of holding your breath: “The goal is to hold your breath to see who can last the most
without breathing.”

THE CHILD AND THE THERAPIST DO THE EXERCISE

“Now, we are going to repeat the exercise but there will be a moment in which the sensation bothers
you. The idea is that you paint the sensation and see it on the piece of paper, remembering that is a
momentary sensation that you are having. Then, try to hold your breath for a little bit longer. Are
you ready?”

e) Push-up Exercise: “We are going to do a series of push-ups.”

THE CHILD DOES THE EXERCISE

“And now, we will do a series of push-ups and you can imagine how you can draw the sensation of
tension and being tired. You can realize that this feeling is yours and that it is momentary and
choose to do some more push-ups.”

Multiple Examples with Thoughts:

“Let’s write our thoughts to practice being the Wise King (carry post-its). Tell me, what comes to
your mind at this moment? It can be anything, it can be something dumb or something important. It
doesn’t matter, what is important is to notice what thought is popping up.” (The child expresses the
thought). Now, notice that BOB is having the thought XXX and that BOB can choose to write that
thought on paper. (The child writes the thought and, as he writes it, he is told: “Notice how BOB is
choosing to write the thought on paper”). When he has written it, he is told: “Contemplate it, like
when you look at a painting or a landscape. You just look at it without doing anything. Realize that
BOB is choosing to observe the thought on paper and realize that BOB can choose whether we
move on to the next exercise or whether he wants to keep looking at the paper all the time (leave 5
seconds to express another thought). Now let’s see what other thought is coming to BOB’s mind?
(wait for the child to express a thought). Realize that (say the thought) is BOB’s thought and that
BOB can choose to write that thought on paper… Look how BOB is writing the thought on paper…
Look at the thought and tell me: what does Bob choose to do? Start thinking about the thought or
continue with the next exercise? (Leave 5 seconds to express another thought). Notice that BOB has
been the one who has chosen what to do. Now, what is coming to BOB’s mind? (wait for the child
to express a thought). What is BOB going to choose to do: write it on paper or run around the chair
like the other day? (The child writes the thought on the paper)… Look at the thought and choose
whether you want to look at it for a longer time or keep on practicing other exercises… Let’s do the
last one... Now, what is coming to BOB’s mind? (Wait for the child to express a thought). What is
BOB going to choose to do: write it on paper or run around the chair like the other day? (The child
writes the thought on the paper). Look at the thought and choose whether you want to look at it for
a long time or keep on practicing other exercises.”

3. FREE ASSOCIATION EXERCISE

“Now, I invite you to do a simple exercise to let the thoughts be and not get entangled with them.
We are going to use a game called Looking for Wally. Have you ever played it? The idea is to look
for Wally in the pictures, but while you are looking for him, I am going to say a series of words.
The point of the exercise is for you to notice what thoughts, memories, or images come to your
mind in reaction to the words that I will say to you. OK? So, just notice the first thing that pops into
your mind. Then, you can choose to just let it be and continue to focus on finding Wally or you can
go around as with the exercise of the chair and continue thinking about it. If more than one thought
pops into your mind after the first, just realize that they are merely other thoughts that have visited
you, and that you can choose whether to let them be and focus on the task of finding Wally.
Ready?”

The child begins to do the task and after about 15 seconds, the therapist will say the following
words:
Mango (10 seconds)
Book (10 seconds)
Sadness (10 seconds)
Holidays (10 seconds)
House (10 seconds)
Study (10 seconds)
Fear (10 seconds)
Justice (10 seconds)

“How are you? How was the experience? Could you notice how thoughts and images came to your
mind? Did you notice that they are just something momentary? Did you notice whether you were
choosing to let them be, or whether you were giving them strength?”

4. FANTASY/WORRYING EXERCISE
“In the following exercise, I am going to ask you to fantasize about something nice (for example,
being on the beach or watching your favorite landscape) for a couple of minutes with your eyes
closed. Every so often, I will make a sound with my hand on the table as a signal to make you
aware that you are the one who is consciously choosing to fantasize, to realize that you have created
that fantasy and to see that only you can choose whether you continue with it or let it be.”

THE EXERCISE LASTS 2 MINUTES AND A SOUND IS MADE ON THE TABLE EVERY 20
SECONDS (6 TIMES THROUGHOUT THE PERIOD).

“Now we are going to do the same thing with a worry that you had during the past week. Simply,
try to worry and every so often I will make the same sound so that you remember that you are the
one who is choosing to worry and that you could stop if you chose.

THE EXERCISE LASTS 2 MINUTES AND A SOUND IS MADE ON THE TABLE EVERY 20
SECONDS (6 TIMES THROUGHOUT THE PERIOD).

“How did it go? Did you become aware of how you were fantasizing or worrying? The idea of the
exercise is to notice how, sometimes, we start to fantasize or worry automatically, but that we can
stop doing it when we notice that we are doing it. For example, we realize that “I am thinking again
that they are going to laugh at me” and there I can choose between remaining the slave or being the
Wise King, stop thinking that thought and do something about which I can feel proud. In the
exercise, you have chosen to remain a slave to be able to practice more, but the idea is that BOB can
choose wisely between being a slave or a Wise King when he realizes that he is giving too much
attention to his thought.

5. WRITE WITH THE NON-DOMINANT HAND

“Now, I invite you to do the following exercise. Like the other day, imagine that you have to write a
very important activity (for example, you must start by writing your name). This activity is a giant
step to go in the direction of what you want in life. However, you have to write it with your non-
dominant hand... The objective of the exercise is to notice the feeling of difficulty, any thought that
comes to your mind while you write and let it be... Simply, notice that it is not easy, notice the
discomfort... Notice that undergoing that discomfort and difficulty is part of doing something that is
very important for you, and you choose to keep trying to write without thinking and complaining
about whether it is more or less difficult.”

Review the child’s experience and highlight how he or she chose to remain focused on the task
instead of on the difficulties.

6. EXPLORATION OF VALUED ACTIONS TO BE CARRIED OUT DURING THE

NEXT WEEKS AND SPECIFICATION OF BARRIERS
“Now let’s talk about the doors that you can knock on and try to open during the next week. Those
are actions that could bring you closer to the wise BOB that you want to be. What would those
actions be? (Explore the child’s different areas). What concrete actions should you do? Where?
When?... (try to specify the actions).”

“Considering how important it would be to perform these actions, what could stop you? What
thoughts or feelings could stand between BOB and the things that are important to BOB? What
thoughts or feelings could make you act like a slave? What could BOB do when these thoughts
and/or emotions arrive? Could you apply the exercises we have done: that is, let those thoughts and
emotions be without fighting with them and focus on doing what is important?”

“With this session, we are going to finish the sessions we have done. We will call you in a while to
see how you are doing and how you have felt. During this time, it is important for BOB to practice
the exercises we have done in these 3 sessions to try to be the BOB that you want to be or the WISE
KING. Let’s make a reminder of the things that make BOB go to the right of the scheme (let the
child say a few things). Now, let’s see what things BOB does to go to the left or where BOB is the
slave (let the child say some things). And now, what is BOB going to choose to be: the Wise King
or the slave?