Schema Therapy With Children

5th ISST World Conference
New York (2012)
19.05.2012
New Approaches
for Schema
Therapy with
Children
Dr. Christof Loose
Clinical Psychologist
Therapist for Children and Adolescents
University of Düsseldorf - Institute of Exp. Psychology - Clinical Psychology - Director: Prof. Dr. Pietrowsky
New Approaches for Schema Therapy with Children ISST Workshop (NYC 2012) by Dr. C Loose
2 19.05.2012
Objectives of the Workshop:
 The workshop’s purpose is to introduce

and describe various approaches of how to
treat children with Schema Therapy (ST).
3 19.05.2012
Goals of ST with Children ...

to focus on and validate the children‘s
emotional needs and help to get them met,
 to avoid, weaken, reduce and/or heal early
maladaptive schemas and modes,
 to learn how to flip out of self-defeating
schema modes
 to put emphasis on the therapeutic
relationsship („limited reparenting“-Concept)
19.05.2012
4
Goals of ST with Children ...

 to educate and support caregivers (parents,
teacher, child/youth care worker etc.)
 to promote parents in getting rid of
dysfunctional, maladaptive emotional and
behaviour patterns caused by their own
schemas („Schema Coaching“)
5 19.05.2012
Def. Schema
J.E.Young defined a Schema as …
broad, pervasive themes regarding
oneself and one's relationship with others,
 developed during childhood and
 elaborated throughout one's lifetime,
 and dysfunctional to a significant degree.
19.05.2012
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Def. Schema
J.E.Young defined a Schema as …
broad, pervasive themes regarding
oneself and one's relationship with others,
 developed during childhood and
 elaborated throughout one's lifetime,
 and dysfunctional to a significant degree.
Early Maladaptive Schemas (EMS)

19.05.2012
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ST for children: important
ISST Workshop (NYC 2012) by Dr. C Loose
19.05.2012
New Approaches
for Schema
Therapy with
Children
8
Schema Pedagogy
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Schema Pedagogy
Schema Therapist is linked/connected to the

 parents and family (home-“[re]parenting“)
 teacher (school-„[re]parenting“) and
 caregivers, nurturer, social workers etc (social
„network-[re]parenting“)
10 19.05.2012
Schema Pedagogy
Note: Caregivers should know their own
schemas. The „limited reparenting“- Concept
or „network-reparenting“ does only work if the
caregivers are able to distinguish between the
own (unmet) needs from those of the child.
Therefore, a certain set of self-awareness/self-
disclosure is inevitable (e.g. as a member of a
self-awareness group).
19.05.2012
New Approaches
for Schema
Therapy with
Children
11
Schema Coaching
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Schema Coaching
Objectives:
 In the centre of Schema Coaching stands

the parents‘ maladaptive schemas and
modes
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Schema Coaching
The steps of Schema Coaching are ...
 to investigate the parents schemas (e.g.
exploration, YSQ-questionnaire, partner interview)
 to define which modes exist and to figure out
how they get activated by the child‘s behaviour
(“emotional buttons” of the parents)
 to go back into the own childhood in order to
clarify which needs were unmet when the parent
was a child (e.g. chair work, imagery)
14 19.05.2012
Schema Coaching
 EMS:
„I am
„ .... be the best!“
tired“ Unrelenting
Standards /
Hypercritical-
ness
Mother Father
„Why are you

not better?“
YSQ-S3R Sum (parents)
EM
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New Approches for Schema Therapy with Children
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Schemas in Parents and Child - Family-Overview
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14.07.2012
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Sum Child
Sum Father
Sum Mother
19.05.2012
New Approaches
for Schema
Therapy with
Children
16
Mode Work for Ch.
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Mode Work for Children

What are schema modes?
Schema modes are moment-to-moment
emotional states, that are triggered by day-to-
day-events the child is oversensitive to ("emotional
buttons").
18

Why is mode work so important?
 First, the mode concept helps to understand the
own behavior and feelings
 This understanding enables the child to build up
an ego-dystonic unterstanding of the
problematic behavior
 Goal: Change from an ego-syntonic into an
ego-dystonic understanding („mental change“)
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Why is the mode work so important?
 Second, it enables the child to change his
behavior because now it has an idea or a
„scientific model“ of how the problematic
behavior und feelings arise. And that again
strengthens the feeling of control that is
necessary to stop old dysfunctional patterns,
modes and schemas (behavioral change)
20

Important questions are ...
 How can I explain children what modes are?
 Which modes/sides/emotions/feelings does the
child already know?
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Before you start with modework strengthen the

relationship, find the child‘s positive sides and so
on (usually that takes about 2-4 sessions).
How can I explain children what modes are?
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 How can I explain children what modes?
An Example:
Therapist: „Let‘s talk about Dolly: Do you know
Dolly?“
Child: „No“.
Therapist: „Dolly is a wonderful animal. Dolly is …
(use assumed attributes of the child)
23
Demo
24

Hi, I am Hi, me too!
Dolly
trouble
Sometimes I do not know who I am, a

sheep or a wolf; do you know that?
www.parapluesch.de/
25

[Re]parenting-
Concept
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Pingi & Pongi
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28
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I like to be
I am lazy; that is
totally great
happy … I am sooo hurt!
I like
to be
silly
I dream and
I could cry, I
dream, it is
am so sad
fantastic
New Approches for Schema Therapy with Children ISST Workshop (NYC 2012) by Dr. C Loose
30
31
Exercise1:
“Find the
right mode
–> coming
throne
to the
throne“
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Exercise
Find the right mode- Game
 3-6 persons per group, in every group there are
one therapist and one child with a specific
problem(e.g. ADHD-like, OCD-like), the others
are advisers
 Create a mode assembly: We need a mode for
happyness, anger, sadness and anxiety („every
human has that“); than we need the „clever
mode“ and a mode that represents the
symptom (e.g. hyperactive mode for ADHD,
compulsive mode for OCD)
 additionally, find 2-3 positive modes (the child is
proud of)
33
Exercise
Find the right mode- Game throne
 Set up a circle
 Use the smiley-cube
 Think about a typical situation that made you
feel like the particular smiley on the cube
 Talk about your goal in this particular situation;
and the best fitting mode you want to set on the
throne; what are the pros and cons of this mode?
 All discuss if there is a better solution (i.e.mode). If
desired install a reward system (gummy bears (;-))
 Next situation; use the smiley-cube, and so on.
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35
Inner House
1. Mode level
3. Schema level
2. Experience level
36
Mode and Schema Work

Modes: here as animals
1. Mode level
throne
Picture frame; representing

the upper floor / level of the
Inner House
37
Telling a conret experience to a

2. Experience level
particular mode; resembles an
imagination exercise;
Ground-floor of the Inner House
38
The mode (here: tiger e.g. impulsive mode) has been there
when the child was …years; in the school class .. at the
board, he failed to solve the problem, the children laughed,
and he reactet in a impulsive way, and gained respect.
39
Find a symbol/sign/ an
icon for that very
experience (~ schema)
Demo Decoder
glasses: What
happens with the
colour?
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detect
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What
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happens with the

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colour? Can you

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read the message?
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


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 Central question: Are the
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
 Decoder-glasses good or bad?

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 Why?

ölkfhgaökldjgfölaskjgdföalfsakljdföihasodfihjöaslkdjföaslkjdfoasdiufpoiashdfjlkashd C. Loose

Demo: Heart
glasses
43
44
45
Exercise 2:
“Inner House“
1. Mode level
3. Schema level
2. Experience level
46

Exercise 2:
“Inner House“
start exercise
47
Mode Work for Adolescents
48
49
50
51 14.07.2012
Summary
for ST with
Children
52
Thank you for your attention

I am also very grateful for support from
 Petra Baumann-Frankenberger,
 Claus Lechmann, and
 Andreas Hager
 Peter Graaf (Hamburg)

 Dr. Gerhard Zarbock (Hamburg)
 Prof. Dr. Pietrowsky (Institute of Exper.

Psychology, University of Düsseldorf)
Contact: Christof.Loose@hhu.de
www.schematherapy-for-children.de

Schema Therapy With Children

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Schema Therapy With Children

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5th ISST World Conference

New York (2012)

Objectives of the Workshop:

 The workshop’s purpose is to introduce

Goals of ST with Children ...

Goals of ST with Children ...

Early Maladaptive Schemas (EMS)

ST for children: important

Schema Therapist is linked/connected to the

 In the centre of Schema Coaching stands

„Why are you

Mode Work for Children

Mode Work for Children

Mode Work for Children

Mode Work for Children

Mode Work for Children

Before you start with modework strengthen the

How can I explain children what modes are?

Mode Work for Children

Mode Work for Children

Mode Work for Children

Sometimes I do not know who I am, a

Mode Work for Children

Mode Work for Children

Pingi & Pongi

Mode Work for Children

Mode Work for Children

Mode Work for Children

Mode Work for Children

Mode Work for Children

Mode Work for Children

Mode and Schema Work

Picture frame; representing

Telling a conret experience to a

Mode and Schema Work

Mode and Schema Work

Mode Work for Children

Mode and Schema Work

Mode and Schema Work

Mode Work for Adolescents

Mode Work for Children

Mode Work for Children

Mode Work for Children

Thank you for your attention

 Peter Graaf (Hamburg)

 Prof. Dr. Pietrowsky (Institute of Exper.

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