Pulling-up

Managing Negativity in PrisonPsychoeducationalgroups.com, David Barry ______________________________________________________________________________

PPulling UUp:Managing negatvitiy in Prison

What “Pulling Up” is About

This manual “Pulling Up: Managing Negativity in Prison” outlines a group psychoeducation approach to teach inmates with a serious mental illness skills that will help them manage their prison experience.

Negativity can come in many forms and has many expressions in prison. Almost all inmates entering prison have a long-term history of experiencing negative messages. Their arrest, conviction and sentencing also become negative experiences. Once in prison the “pecking order” in the prison environment provides the individual with a serious mental illness numerous negative messages. Individuals frequently manifest this negativity by either withdrawing into their cells or becoming hostile and management problems.

This is an eight-session group psychoeducation program for inmates receiving mental health services. The intent of the program is to help inmates examine how their negativity can be debilitating and to help them develop skills that will enable them to more effectively manage their negative emotions, thoughts and behaviors.

The overall theme of the program supports the strategy of helping inmates successfully adjust to their prison environment rather than having them persists that the environment should adjust to them. This re-framing of their orientation to prison is no simple tasks and this psychoeducation program needs to be presented in concert with at least individual, if not individual and group psychotherapy. There are three assumptions that are the foundation to and interwoven in this manual.

A series of eight group psychoeducation sessions, using a variety of learning strategies, with a core group of individuals is enough time to develop new skills and creative a positive learning environment. The skills demonstrated in this manual are important and will be helpful for individuals. And, in learning new skills they are beginning to mobilize their strengths and taking positive action. The sessions are also structured to create a positive learning experience. This positive learning experience can also serve as an example that not all aspects of an individual’s life in prison need to be negative.

No single intervention in itself is going to work for all individuals. This group psychoeducation program will be effective when used in context with other mental health treatment interventions. In fact, many clinicians state that if there is no opportunity for patients to talk about more personal or pressing issues they will subvert the psychoeducation session to address their individual needs. Negativity is a consequence of prison not a mental health condition. This program can help individuals manage that negativity. However, once that negativity is minimized the individual will still require mental health treatment.

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Psychoeducation has been found to be effective in helping individuals understand their mental illness…and in the teaching of coping skills that helps decrease the severity of psychiatric symptoms.Muesser, et al “Illness Management and Recovery: A Review of the Research” Focus, Jan 2004; 2: 34 - 47.


The focus for change needs to be on the person not the system. Individual inmates are not going to change the prison system. If an inmate is going to learn how to better manage the negativity in prison, is he or she that need to change, not the prison system.

What is Meant by A Group Psychoeducation Approach

Group psychoeducation is an evidence based treatment intervention. The efficacy of group psychoeducation has been recognized by the Department of Health and Human Services and specifically SAMSHA.

This manual is meant to be a “semi-structured” group psychoeducation program. Each of the sessions has a clear set of goals and learning activities. The goals and learning activities are reinforced in assignments the participants are to complete between sessions.

The sessions are to be conducted much more like a class than a traditional group session. Members of the group psychoeducation program are referred to more as participants than group members. The person conducting the sessions is referred to as a facilitator not a group leader or group therapist.

The sessions are developed to be sequential and cumulative. Concepts and skills learned in Sessions 1 and 2 are helpful when learning the concepts and skills presented in Sessions 4 and 5. The sessions are also cumulative and will help develop a positive learning experience. The beginning sessions are general discussions about negativity and stressors in prison. The sessions in the middle focus on how individuals manage negativity and helping them identify strengths they have to help them manage their prison experience. The sessions at the end of the program teach new skills to re-evaluate the stressors that confront them and develop new ways of responding to those situations.

While there is a specific structure and sequentially developed set of exercises included in this manual, it is also recognized that each class will be different. Different facilitators may have additional skills and examples of exercises they want to include in their programs. And on occasion there may be such a pressing issue in the overall prison environment that those issues will “spill over” into the group psychoeducation session. Skilled clinicians conducting these sessions need to incorporate their understanding of the participants needs into the overall delivery of the program. When the clinicians have “more to bring to the table” in terms of new concepts and skills for the participants the clinicians should assimilate the learning of those new skills and concepts into the delivery of the program.

How the What you will review in the sessions:

Session1 “Don’t be surprised when you pray for rain”

In this beginning session participants review what the program has to offer and examine how negativity affects individuals physically, emotionally and behaviorally.

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Session 2 “Yin and Yang” People can often get trapped at looking at the negative aspects of many situations. This session helps individuals explore how to look at situations from different perspectives.

Session 3 “Understanding Stress” Stress plays a large role in wearing individuals down and experiencing negative thoughts. This session helps understand how stress impacts on people in different ways.

Session 4 “The Weight” It is not easy to be overcome many negative aspects of prison. In this session individuals identify resources that can help minimize the impact negativity has on them.

Session 5 “The Prisoner in the Stone” This session focuses on helping identify the positive characteristics that define the cores strengths that will help individuals survive prison.

Session 6 A “Decision Balance Worksheet”

In this session participants learn how individuals can make better decisions by more closely examining the positive and negative consequences to their decisions.

Session 7 “The Fly in the Ointment” At times no matter how much people try, negative situations and statements can still confront them. This session will provide a new skill to help minimize the impact of negative situations.

Session 8 “Do you see what I see?” In this final session group participants take inventory of the skills and resources they have and need to help manage prison life.

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PULLING UP-

OVERCOMING NEGATIVITY IN PRISON

EXERCISE: DON’T BE SURPRISED WHEN YOU PRAY FOR RAIN

INTRODUCTION: Negativity can come in many forms and has many expressions in prison. This introductory exercise gives participants a chance begin thinking about how negativity can impact on people and what are some of the ways they can minimize negativity.

GOALS- During this session individuals will have the opportunity to:

1] Compare the eight session “Pulling UP” workshop goals with their individual needs.

2] Define negativity and discuss how it can impact on the physical, social and emotional aspect of a person’s life.

3] Evaluate their potential to become “locked into” negative thinking styles.

LIST OF MATERIALS:

1. “Pulling Up” Workshop Overview.2. Individually cut “When it Rains” quotations.3. The Impacts of Negativity Worksheet.4. Negativity Checklist.

SPECIAL NOTES FOR THE FACILITATOR :

The intent of this exercise is to help participants begin to examine how negativity can impact on individuals. This session contains:

A brief “ice breaker” A general discussion about negativity A self-examination focusing on the extent to which negativity impacts on the client.

Steps

Overview to Pulling-Up Workshop: Handout the “Pulling Up” Workshop Overview and provide a brief overview of the “Pulling Up” Workshop goals and individual sessions. Reinforce that while the topic of negativity can be depressing the intent of this session is to look at it in a more general, objective sense. The in the program participants will learn “psychological tools’ that will help them not just in prison but also in life outside of prison.

2] Icebreaker- “When it Rains” – There are 15 phrases on the “When it Rains” quotation sheets. Have each of the phrases cut on individual strips of paper. Pass out different strips, with the quotations, to the group members. Have members work in dyads.

Give each member a minute to read and think about the quotation on his strip of paper. Ask the participants to talk for 2-3 minutes with their dyad partner about the quotation they

received and what they think it means.

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Go “round robin style” around the room asking each of the dyads to read their quotations and state what it means to them.

Let the other group members know they can also respond with their interpretation to the quote.

3] Keeping members in dyads, facilitate a brief discussion of what negativity is. Use some of the questions below to focus the discussion.

How do different people in the room define negativity?

What are the differences between responding negatively to a specific situation and being

negative in general?

What are some of the characteristics of negativity?

Why might it be easier to be negative all the time?

What are some of the costs of being negative all the time?

4] Following the brief discussion on “What is Negativity” hand out the Impacts of Negativity Worksheet. Let the members know you are interested in seeing who can identify the most impacts of negativity on a person.

A. Have the dyads work on completing the worksheetB. For each of the 3 categories, ask dyads which group identified the most impacts of

negativity on: A person’s health A person’s interactions with others A person’s emotional well-being

As the dyads with the most responses report out see if other dyads had additional impacts that had not been listed by the reporting dyad.

5] Take time to reinforce the participants’ involvement in the exercises. Let them know that talking about negativity is sometimes like dealing with that “500-pound” gorilla in the middle of the room.

6] Let participants know this is the final exercise of this session. It is a quick checklist designed to help theme estimate the extent to which negative thinking can impact on them.

A. Hand out the Negativity ChecklistB. Give participants 15 minutes to respond to the questions and score the checklist.C. Reinforce that participants will be asked to talk about the general impressions of the

checklist, but the decision to talk about their specific score or response to specific items it their decision.

D. Ask participants if any of them were surprised by their ratings on the sheet. Ask which items they though most represent them Ask which items they could not relate to at all or did not apply to them

Summarize Session:

Review some of the ways the group members described negativity Review the ways negativity can impact on people Ask participants to keep their Negativity checklists so they can review the checklist at the

end of this workshop.

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Briefly preview that in Session 2 participants will what will be helps exploring how to look at situations from different perspectives. And maybe talking about some ways to minimize the affects of negative messages they may receive.

Ask for questions and thank people for coming and participating.

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PPulling UUp-

Maintaining a positive attitude in prison is a large challenge. Arrest and conviction, separation from family and friends, confinement to prison all are difficult obstacles to cope with.

This program cannot change your arrest history, separation or confinement conditions. However Pulling-Up can give you some tools that will help you better manage some of the obstacles that prison life presents.

Pulling-up is an eight-session psychoeducation program to help inmates receiving mental health services. The program examines ways of minimizing negative thoughts, feelings and emotions. The program also teaches some life-skills on how to minimize the impacts of negative situations on our day-to-day functioning.

What you will review in the sessions:

Session 1 “Don’t be surprised when you pray for rain”

In this beginning session we review what the program has to offer and examine how negativity affects us physically, emotionally and behaviorally.

Session 2 “Yin and Yang” We can often get trapped at looking at the negative aspects of many situations. This session helps explore how to look at situations from different perspectives.

Session 3 “Understanding Stress” Stress plays a large role in wearing us down and experiencing negative thoughts. This session will help better understand how stress impacts on us.

Session 4 “The Weight” It is not easy to be overcome many negative aspects of prison. In this session we will try to identify some resources that can help minimize negativity.

Session 5 “The Prisoner in the Stone”

This session will focus on helping identify the positive characteristics that define who we are and the cores strengths that will help survive prison.

Session 6 A “Decision Balance Worksheet”

In this session we will study how individuals can make better decisions by more closely examining the positive and negative consequences to their decisions.

Session 7 “The Fly in the Ointment”

At times no matter how much we try, negative situations and statements can still confront us. This session will provide some “psychological tools” to help minimize the impact of negative situations.

Session 8 “Do you see what I see?”

In this final session we will work with other group participants to take inventory of the skills and resources we have and need to help manage prison life.

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WHEN IT RAINS QUOTATIONS SHEET

Listed below are a series of quotations that are often used when talking about negativity. Hand out the individual quotations to group members. Give participants a minute to think about the quotation and what it means to them individually.

Ask the group members who wants to read their quotation and discuss it’s meaning first. Let other members know they can also add to the interpretations of the quotations that have been read.

Victory has a hundred fathers but defeat is an orphan.Galeazzo Ciano

If you pray for rain, don’t be surprised if you are struck by lightening.Damien Cannon

A skeptic is a person, who when he sees the handwriting on the wall, claims it is a forgery.

Morris Bender

What causes most people to fail is that after one failure, the stop trying.Frank Burford

To expect defeat is nine-tenths of defeat itself.Francis Crawford

Use the losses and failures of the past as a reason for action, not inaction.Charles Givens

No man ever became great or good except through many and great mistakes.William Gladstone

Notice the difference between a man who says I have failed three times and the one who says I am a failure.

S. I. Hayakawa

The man who tries something and fails is better off than the one who tries nothing and succeeds.

Lloyd Jones

It is better to talk about the 500-pound gorilla in the room than to try to ignore it.

Unknown

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Most people would rather be certain they're miserable, than risk being happy. Robert Anthony

A fault is sooner found than mended.Ulpian Fulwell

Regret is an appalling waste of energy; you can't build on it; it's only good for wallowing in. Katherine Mansfield

Our greatest glory is not in ever falling, but in rising every time we fall. Confucius

Give some people a piece of pie and the want to know where the ice cream is. My grandmother

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THE IMPACTS OF NEGATIVITY WORKSHEETFollowing the brief discussion on “What is Negativity” hand out the Impacts of Negativity Worksheet.

Let the members know you are interested in seeing who can identify the most impacts of negativity on a person.

C. Give members 5 minutes to complete the worksheetD. Ask members who identified the most impacts of negativity on:

A persons health A persons interactions with others A persons emotional well-being

Ways negativity can impact on a person’s health:

Ways negativity can impact on a person’s interactions with others:

Ways negativity can impact on a person’s interaction’s with others:

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NEGATIVITY CHECKLISTWe all use score sheets and checklists to help us understand how we are doing. Being able to objectively examine how we are doing is essential in improving our performance. This principle holds true for great athletes as well as anyone who is trying to improve.

This section of the exercise gives participants an opportunity to evaluate for themselves how negative thinking can impact on their well being.

It is a “self-report”, “self scoring” checklist. By self-report we mean that you rate the items for yourself. By self-scoring we mean you can score the inventory yourself.

Please take 15 minutes to complete the checklist.You may be asked to discuss your overall impression of the inventory,

but the decision to talk about your specific score or response to the items is totally your decision.

Please use the scale below to rate your responses on the Negativity Checklist survey.1 2 3 4 5

Never applies to me

Rarely applies to me

Sometimes this happens

This often happens to me

This frequently happens to me

QuestionScore

1 2 3 4 5

Think of how bad others have treated me and get bitter, angry

Not willing to look at new ideas or accept suggestions for change

Spend much of the day thinking about what is wrong with my life

When I meet someone new try to figure what they want from me

Think I can not ever get things right

Say what “I am not” rather than what “I can be”

Would rather be myself, alone, than with others

Think critically about myself

Say “yes, but” when people suggest new ideas

Do not like to think about the future

Score

Scoring:10-15 Very optimistic16-25 A little negative but manageable26-40 Negativity can become problematic and is generalized41+ Negativity is difficult, but you are responding honestly

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PULLING UP-


SESSION 2: YIN AND YANG

INTRODUCTION: Negativity can come in many forms and has many expressions in prison. This introductory exercise gives participants a chance to examine the ways individuals either experience negativity and attempt to manage it. The key to the exercise is that individuals gradually begin to accept that there are different ways to look at any one situation. The Yin and Yang symbol and underlying principles of

that symbol are the foundation for this exercise. This introductory session also help provide an overview of some of the concepts that are more deeply examined in the following sessions of this program.


1. Compare and contrast negative thoughts and attitudes with more positive thoughts and attitudes.

2. Discuss how individuals can look at any one event and see both the positive and negative aspects of that event.

LIST OF MATERIALS:

5. Individually cut, ‘Yin and Yang’ cards. For this specific exercise it is recommended to have 4, 6 or 8 cards per individual or per small work group. More variations and options for use of the cards with various size groups are described at the end of this section.i

6. Score sheet of flip chart for keeping score.


The intent of this exercise is for participants to examine more positive approaches to their negative beliefs and attitudes. To the extent that participants discuss and examine how there are more positive ways of looking at a situation the exercise is successful.

When doing the exercise if a participant matches a card with another card that is not necessarily identified as the correct response, but he can justify his answer, the participant has succeeded and met the intent of the exercise. So give the participant the points.

BEFORE STARTING THE EXERCISE

Make sure you have the correct number of “matching pairs’ of responses for the exercise.

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Managing Negativity in PrisonPsychoeducationalgroups.com, David Barry ______________________________________________________________________________Overview to Session 2:Review what was covered in session 1.

Briefly discuss some of the impacts of stress that participants identified. Discuss participants general responses to the Negativity Checklist

Highlight what will be covered in this session. Looking at some ways to see both the positive and negative ways of thinking about an

event. Steps

1. Up to 8 participants can individually play or you can participants break into 4-6 subgroups. [You can vary the number of participants but need to pre-sort cards so there will be matching sets and they can be evenly distributed among the participants.]

2. Deal 6 cards to each of the individuals [if using small groups then 6 to the group] from the “Yin and Yang Deck” to the participants.

3. Describe the components of the deck to the participants. They are four suits of cards in the deck;

a) The Yin [black symbols] in a white circle.b) The Yang [white symbols] in a black circle.c) Blade-up, a triangle with the base facing up.d) Blade down, a triangle, with the base facing down.

There are ten [10] Yin and ten [10] Yang cards that have specific matches in the deck. There are tow additional Yang Wild Cards that can be matched with a corresponding Yin card.

There are ten [10] “Blade up” and ten [10 “Blade down” playing cards with phrases. And, two [2] “Blade Down” wild cards with out phrases.

4. Review how the participants can earn points my matching the following types of cards. 5 Points for matching the saying on the Yin card with the exact counterpart to the

saying on the Yang Card.For example: The Yin Card states-“Complaining is easy and the matching Yang card states- “Complaining rarely solves a problem”

5 points for developing your own match, using to a Yin with a Yang wild card. For example The Yin card says “Complaining is easy” and your response is something like- “Complaining is cheap but rarely gets accomplishes anything.”

5 Points for matching Blade up and Blade down cards. That is the saying on the Blade up card in the exact match to the saying on the Blade down Card. For example:

The Blade down card says- “Here I can never be a success”

The Blade up card says- “My being successful depends on what I can make of my current situation.”

3, 5 or 7 points for developing your own match to the Blade up card with a Blade down wild card.

For example: The Blade down card states-“Here I can never be a success”

The participant with the blank Blade down wild card says something like: 3 points for matching the topic “For here success is keeping out of

trouble” 5 points for a good match “Maybe I need to redefine what success is

for me here” 7 points for words of wisdom “Success is when I feel I have done the

best I can do given my situation.”

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Points can only be awarded for responses that have a matching suit. Only a Yin card can match a Yang card, and only a Blade up can be matched to a Blade down card.

5. Review the how participants can receive new cards. [The exercise can be done with either individuals or teams. This same procedure applies.]

The teams will have four opportunities to pass their cards to the members other teams.

The teams can pass any one card they want to the team on their immediate right. The object of passing cards is to get either matching Yin or Yang, Blade cards or a

wild card that they can use. A team may decline to pass a card. In this case the team passing the card passes it

to the second team on the right.

6. At the end of four passes the members show their cards to the rest of the class and the facilitator. The facilitator then scores the cards and lists the scores on a board. Teams will need to justify the rational for using wild cards. And, if a team does not have what is identified in the instructions as a correct match, but the teams their response is valid they can present to the facilitator an appeal for points.

7. The first team to get 33 points wins.

8. If there is time remaining teams can play a second round.

Summarize: Summarize the session by discussing how participants were able to demonstrate that

people can look at the same situation in more than one way. Discuss that how we look at the situations can greatly influence how they can impact on us in either a negative or positive manner.

Briefly describe Session 3: Triggering Negativity.

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Yin

Life is unfair, so why even try.

Yang

Life is unfair I need to try harder.

Yin

When people treat me bad I get bitter.

Yang

When people treat me bad, I try to get beyond it.

Yin If someone says something bad about me I cannot let it

go.

Yang

When someone says something bad about me I

think of it is more their problem.

Yin

Most of my conversations end up in complaining.

Yang

When I think there is too much complaining I try to change the

topic of conversation.

Yin

Complaining is easy.

Yang

Complaining never solves a problem.

Yin

When a problem happens I look at who is at fault.

Yang

When a problem happens I look for the solution.

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Yin

This system needs to better understand my needs.

Yang

My first challenge is to adjust to this system, and then maybe try to change it.

Yin

When anything happens I fear for the worse.

Yang

I can often find something good out of almost all

situations.

Yin

I spend much time thinking of what I could have been.

Yang

I often think of what I can become.

Yin

If people give me breakthings will get better.

Yang

To change my future I need to change myself.

Yang

Wild Card

Yang

Wild Card

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Blade Down

He really knows how to get under my skin.

Blade Up

He is someone who is always trying to irritate me.

Blade Down

I have so many problems I will never be able to break free of

this.

Blade Up

I need to try to match my strengths against my problems.

Blade Down

I have really screwed up my life and now nothing else matters.

Blade Up

Things are really tough for me but at least I have a few friends

and my health.

Blade Down

They say I am a convict so I might as well behave that way.

Blade Up

Maybe to them I am a convict but to me I am a man.

Blade Down

They say I am a screw-up so I might as well act that way.

Blade Up

Let them think what they will, I still have my dignity and no one

can take that from me.

Blade Down

He is pushing me, just waiting for me to explode.

Blade Up

He really wants me to explode. My keeping calm is getting to

him.

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Blade Down

Think the worse of people, that way you are never disappointed.

Blade Up

I need to judge individual people by their behavior.

Blade Down

It is his fault I hit him and am now in SHU.

Blade Up

I really let him get to me, and now I am the one who is paying

for it.

Blade Down

Trusting others is for suckers.

Blade Up

Trusting or not trusting someone depends on their

behavior.

Blade Down

I have tried all this @@XX! once before and it did not work then

and will not work now.

Blade Up

Last time this didn’t work, maybe I can do better this time.

Blade Up

Wild Card

Blade Up

Wild Card

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PULLING UP-


SESSION 3: TRIGGERING NEGATIVITY

INTRODUCTION: This session teaches participants how to begin to understand the difference between an event and how the person responds to that event. This session in many ways is the beginning of that process how the can choose how to respond to what is happening in their environments.

While the activity itself is a stress index scale this principle of “differentiating the event from the experience of the event” is the key learning point to the session. In latter sessions {Sessions 8 and 9] this principle will be used in examining and reframing situations that normally could produce negative emotions.

GOALS- During this session individuals will have the opportunity to:1] Discuss events\ situations they may encounter and how much stress is associated with that event.2] Compare and contrast their reactions to stressful events with the responses of the other group members.3] Identify factors that influence how an individual may experience an event and explore the “subjectivity” of individual reactions to events\situations.

SPECIAL NOTES FOR THE FACILITATOR :The intent of this session is for participants to begin to differentiate between events they encounter and their reactions to those events.

Individuals each completing a stress index scale Small groups of 4-6 completing a group stress index scale [same scale] A review of small group scores A discussion of factors influencing how individuals would react differently to the

events listed on the scale A discussion of the individual’s experience of the event is what influences his

reactions.

LIST OF MATERIALS:7. Copies of the stress index scale for each group participant.8. An extra set of copies of the stress index scale for small group experience9. A flip chart and pad for listing group responses

Overview to Session 3:Review what was covered in Session 2.

Briefly discuss how the participants were able to compare and contrasts negative and positive ways at looking at the same situations.

Highlight what will be covered in this session. Looking at how stress can impact on us and it’s potential to increase negative thinking and

emotions.Steps

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Managing Negativity in PrisonPsychoeducationalgroups.com, David Barry ______________________________________________________________________________1] Briefly discuss with participants the history of the Holmes Ray Stress Index scale.1

2] Let participants know they are going to look at 10 potentially stressful items. On the scale they will be asked to distribute 100 points amongst the various items based on how stressful they think that event would be to them. For example for some people “being transferred to another prison” might only be 5 stress points while coming up for a “parole board hearing” might be 20 stress points. Give participants 10 minutes to individually distribute a total of 100 points between those 10 items.

3] After participants have individually rated the events on the “Stress Index Scale” they will be asked to rate the same items as a group. [Small groups of 4-6 work best for this part of the exercise.] The small groups will have 15 minutes to complete the group list. SPECIAL NOTE

Participants need to reach a consensus on how much stress the average inmate would experience if he or she had any of the events identified in the scale happen to them.

If the small groups seem to be having problems reaching consensus have them identify the three most stressful events and the three least stressful events. Once this is done they can begin to distribute the values.

4] Have a flip chart prepared listing items on the Stress Index Scale with room to the right of the items to list the small groups weighting of the events. 6] Give participants 10, 5 and 1-minute warnings

5] Ask the small groups to report out their results and list results on the flip chart.

6] Ask participants which types of items they had difficulty reaching consensus on. Ask what factors influenced how they rated the different items. Review how those factors influenced the participants’ reactions to the events. Ask participants, “If the same events do not cause the same stress for everyone…. then

what is the main factor determining how an individual experiences stress?”

7] Reinforce the concept that it is not the event that causes an individuals reactions but how the individual experiences that event. Summarize Session 3:

Review how different people can experience the same event in different ways.

1 Holmes and Rayhe developed the Holmes-Rayhe Stress Index Scale were workers in a crisis clinic in Boston. After a number of years and seeing hundreds of individuals in crisis Holmes and Rayhe decided they could quantify different events in terms of levels of stress associated with those events. The listed over 50 different types of stressors and assigned a numerical value to those events. The numerical value was associated with the level of stress that even would have for an individual. Holmes and Rayhe would then interview individuals using the scale and check the various stressor the incoming client would identify. From the number of items checked, Holmes and Rayhe would then total the accumulated stress points and identify if the individual was experiencing one of 5 levels of stress. i Basically the 40 cards can be used in many different ways with groups. For example individuals or small groups can have 4 to 5 cards each. Individuals can pass cards to one another or can use the remaining cards in the deck to draw from and discard to. The next participant can then either use a card from the discard pile or pick up a new card from the remaining deck.. The facilitator just needs to calculate the number of participants in the group and how many draws for each section there will be.

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Briefly discuss that in Session 4 participants will discuss some of the negative impacts of prison and explore some resources that could help minimize those negative impacts.

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Managing Negativity in PrisonPsychoeducationalgroups.com, David Barry ______________________________________________________________________________Exercise: Stress Index Scale

Introduction: There are ten items listed below. You are to distribute 100 points to the total ten items. The number of points you assign to any one item will represent how much stress that event would have for you. For example, having your wife win $100,00 in a lottery might only be 2 stress points while finding out she is pregnant might have 50 stress points. Some of the items might not apply to you, such as the item about having a younger brother, still rate the item thinking that if that item could apply to you, how would you respond. You have 10 minutes to complete this task.

Stress Points Event

Being transferred to another prison

Find out your mother is ill

Lose visiting privileges

Parole hearing

Become sick for over a month and not know why

Younger brother gets sentenced for 4 years

The inmate in the cell next you told you he is thinking about suicide

Mother wins $100,00 in lottery

You are facing a hearing for a 3 month ticket

Your 18 year old sister is pregnant

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Managing Negativity in PrisonPsychoeducationalgroups.com, David Barry ______________________________________________________________________________Sample Exercise: Stress Index Scale

Introduction: There are ten items listed below. You are to distribute 100 points to the total ten items. The number of points you assign to any one item will represent how much stress that event would have for you. For example, having your wife win $100,00 in a lottery might only be 2 stress points while finding out she is pregnant might have 50 stress points. Some of the items might not apply to you, such as the item about having a younger brother, still rate the item thinking that if that item could apply to you, how would you respond. You have 10 minutes to complete this task.

Stress Points Event

Being transferred to another prison

Find out your mother is ill

Lose visiting privileges

Parole hearing

Become sick for over a month and not know why

Younger brother gets sentenced for 4 years

The inmate in the cell next you told you he is thinking about suicide

Mother wins $100,00 in lottery

You are facing a hearing for another 3 month ticket

Your 18 year old sister is pregnant

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Prison


PULLING UP-


SESSION 4: THE WEIGHT

INTRODUCTION: In a highly stressful environment it is often easy to solely focus on negative factors and disregard potential resources and supports. This primary function of this exercise it to have participants begin to identify and discuss potential resources.


1] Discuss negative factors in the prison environment that can cause stress and lead to a sense of futility.

2] Identify potential resources that can help balance some of the negative influences of prison.

3] Explore options for gaining additional supports and resources to help them in their environment.

LIST OF MATERIALS:

1] A weight worksheet for each participant.2] The Envelop Worksheet for facilitators

SPECIAL NOTES FOR THE FACILITATOR :The intent of this session is to have participants begin to shift their focus from looking solely at negative factors to begin to explore some potential resources. For many inmates the only resource they will be able to tap into is themselves. For some, there may be potential to re-unite with family and friends, find a greater sense of spirituality or identify some other external resource.

Overview to Session 4:Review what was covered in session 3.

Briefly review how participants discussed that they would experience similar events in different ways. Discuss how factors like values, previous experiences, relationships and supports all impact on how we experience an event.

Introduce Current Session- Facilitator briefly describes how in this session participants will examine some of negative factors in the prison environment and some of the resources they need to help overcome the “weight” of prison life.

Steps

1] Facilitator begins this exercise by briefly discussing how scales work and weights on one side of the scale are needed to counteract and thereby measure the weight on the opposite are of the scale.

2] The facilitator segues this part of the discussion into how life is similar and we often need something to give balance to our lives. It may be necessary to give a concrete example of this need for balance.

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Managing Negativity in PrisonPsychoeducationalgroups.com, David Barry ______________________________________________________________________________Example of a Story: In the movie “Cast Away” Tom Hanks is stranded alone on an Island with no one to talk with. The isolation is beginning to really bother him until one day he finds a soccerball. He paints a face on the soccerball, names it Wilson, and feels he has someone to talk with. Now the character new the soccerball was not a person but used the soccerball as an object to talk to. The point of the story is that in difficult situations we have to look hard for resources and think of things that normally would not mean a lot as things that can have value for us.

3] Tell participants you are going to ask them to begin to think about things in prison that can be stressful and result in negative thinking for them. Also let them know you are going to be asking them to think about things that can potential resources for them.

4] Hand out a copy of the “The Weight Worksheet” to each participant. Ask them to first circle the items and scores of the negative Factors on the sheet they think apply to them. Have participants feel free to add additional negative factors [i.e. their girlfriend want to stop seeing them]. Allow some flexibility in terms of the weighting [i.e. if an inmate thinks being in prison should have a weighting of 75, ask the group if they think that is true for him and go with their opinion].

SCORING OPTION: Some individuals may have difficulty adding numbers on the Weight Worksheet. At the end of the materials in this session there are several pages of “weight bars”.

The facilitator can distribute the weight bars to group participants so they can more easily score their Weight Worksheets. The weight bars with the blackened center are for negative points and those with the unfilled center are for positive points.

5] Ask participants to then circle and score the positive factors. As they do this you can bring a little humor to the exercise if some participants are beginning to despair. For example you might tell an inmate “his stubbornness” can be a positive factor, because it is a sign he has his own mind.

6] Ask participants to tally up the positive and negative factors. The facilitator will most likely need to help many of the inmates do this task. If an inmate seems very well skilled in doing the tally tell them to give themselves an extra positive 5 points.

7] Ask participants to read of the differences between their scores to the rest of the group. Have them discuss some of their reactions to the various factors. Ask how they felt about the issue of remorse being both a positive and negative factor.

8] Let participants know you are now going to see if there is some additional resources they can use to help counter the differences between the negative and positive factors.

Read off the statement and scoring options for Envelope #1. Ask participants to add the weight of importance that item has to their positive score. Have a brief discussion with participants about their perceptions of that item.


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9] Ask participants to take a second tally of their positive and negative factors. Ask if there were any significant changes for any of the members.

10] Calling in the Big Guns: Facilitator should begin to end the exercise. If participants begin to ask about the final item on the Weight Worksheet, “Calling in the Big Guns” YOU ARE MAKING PROGRESS.

This indicates the participants are beginning to think of what can do to help themselves… maybe they are even looking to explore new ideas.

Calling in the Big Guns is when we ask the audience for their opinions. Ask participants if they have ideas to help other group members overcome their negativity. Let this concept “sit’ for while with the group.

Some suggestions you can make to this section are:1. Just being able to begin to identify positive and negative factors is a positive step.2. It is probable that some participants’ scores increased from the first to the second part of

the exercise. And, that improvement demonstrates that there can be change.3. Sometimes we have to learn to establish a “new normal.” That is accept where we are now

with our life rather than what we had or wanted. In accepting some of that new normal we can begin to think of ways to improve what we now have.

Summarize Session

Discuss why it is necessary to take an honest accounting of events before your can change them.

Let participants know that he following session they will be exploring how some people get “out of touch” with themselves while in prison. How it is often so necessary to “cover up” to protect oneself that individuals can loose track of what has been important to them.

Ask two of the more oriented group members if they will do the report out next session on what was covered in today’s session.

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THE WEIGHT WORKSHEET

Negative Factors Positive Factors

Weight [lbs] Condition\Situation Weight [lbs] Condition\Situation50 Prison 20 No major mental illness

20 SMI 10 15 20 Family, friends

10 No family, friends 5 10 15 Good health

5 10 15 Enemies in prison 5 10 15 Supports in prison

5 10 15 Isolated from others 5 10 15 People to turn to when needed

5 10 15 Feel remorse about what happened

5 10 15 Feel remorse about what happened

5 10 15 Little to no money 5 10 15 Able to care for self

5 10 20 30 SHU Time 5 10 15 Have a spirituality

5 10 20 30 Illness 5 10 15 Can enjoy music

5 10 20 30 Facing additional charges

5 10 15 Can enjoy sports

Other Other

5 10 15 5 10 15

5 10 15 5 10 15

0 5 10 15 20 Envelope #1

0 5 10 15 20 Envelope #2

0 5 10 15 20 Envelope #3

0 5 10 15 20 Envelope #4

Total 0 5 10 15 20 Total

Difference between Negative and Positive Factors


Help Lines

Envelope 1:

Envelope 2:

Envelope 3:

Envelope 4:

Calling in the “Big Guns”

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Prison

Managing Negativity in PrisonPsychoeducationalgroups.com, David Barry ______________________________________________________________________________THE ENVELOPE WORKSHEET FOR THE FACILITATOR

Envelope 1: How much does the difference between the negative and positive factors bother you?Add number of points for your rating:

0Not at all

5 No big deal

10 A little

15 Bothers me

20 Really upsetting

For Facilitator: The differences between the scores can be motivating factors for participants to begin to do something about their situation. Reinforce the concept that people often change because they do like the way their life is going.

Envelope 2: How much more of yourself can you depend on to help?Add number of points for your rating:

0 All tapped out

5 Hardly anything

10 A little

15 Some reserve

20 More than I realize

For Facilitator: With this item we are asking participants to begin to think of how much they are willing to try to change their situation. We are also trying to help them feel that they need to draw strength from themselves to help overcome negativity. For many this item might be difficult to score but for some it could be beneficial.

Envelope 3: Intellectually, do you have ability to make some of this better?Add number of points for your rating:

0 All tapped out

5 Trying to figure it

out

10 A little

15 Maybe able to

do more

20 Think I can figure

out situationFor Facilitator: Hopefully this item is playing to the participants’ egos and will get some positive ratings.

Envelope 4: Are there Positive factors you can develop or increase? Which ones? Why?

0 None

5 Maybe one

10 Might be

two

15 Possible three

20 There are several

For Facilitator: Ask participants to look back on the list at the Positive Factors. Have them think are there items in the positive factors they can make more use of. For example they might have friends or family they have not contacted in a long time, they used to gain strength from religion and no longer feel spirituality.

Points Factors\Changes\Differences


Total from Lifelines

Remaining difference between Negative and Positive Factors

Calling in the “Big Guns”: Refer to Step 12 in session overview.

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Managing Negativity in PrisonPsychoeducationalgroups.com, David Barry ______________________________________________________________________________NEGATIVE Prison 50 lbs

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Managing Negativity in PrisonPsychoeducationalgroups.com, David Barry ______________________________________________________________________________Prison 50 lbs

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PULLING UP-


SESSION 5: PRISONERS IN THE STONES

INTRODUCTION: The intent of this psychoeducation group session is to help participants identify at least one positive characteristic they feel is still part of their core person and explore ways they can more effectively utilize that characteristic.


1] Participants will learn identify a “positive quality” that they believe they often exhibited as a child.

2] Participants will discuss obstacles to becoming “in touch” with that positive quality.

3] Participants will explore options they have to begin to re-develop that positive quality in their day to day lives.

LIST OF MATERIALS:Prisoners of the Stone WorksheetThe Phoenix Rising Worksheet


Overview to Session 5: Facilitator asks the two participants selected from last week to review Session 4: “The

Weight”. Try to reinforce their responses and wiliness to take on a group role. Also review the key principles that it will often be up to the individuals in the group to change the level of negativity they experience in prison.

Introduce Current Session- Facilitator briefly describes how in this session participants will try to examine some personal characteristics they might be able to use to help minimize the negative impacts of their prison experience.

Steps

1] The facilitator presents a brief lecture on how individuals start out in one direction but events, situations and even their own behaviors often change how they feel about themselves and respond to others.

2] Briefly discuss the “prisoners of the stone” story on the attached worksheet.

3] Have participants begin to think of how others, whom they had a special relationship with, described them when they were young children.

4] Hand out the Prisoners of the Stone worksheet to each of the participants.

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5] Ask the participants to briefly fill out the questions on the worksheet. Give participants about 5-10 minutes to complete their worksheets.

6] Ask each participant to describe the quality they think is hidden in the stone that they identified. Ask participants begin to describe these qualities begin to identify some common themes.

7] Ask each of the participants to then identify 2 or 3 events, situations or behaviors that they think keep that special quality hidden.

8] Ask each of the participants to then discuss some ways they can help their lost quality re-emerge.

OPTIONAL ACTIVITY:

The second activity in this session is optional. It builds on the first, but there might not be enough time to complete the exercise and it might not useful be for all patients.1] Hand out “The Phoenix Rising” activity sheet. 2] Ask participants to take 10 minutes to complete the worksheet.3] Many participants will need help thinking of things they can do know to “recover” that lost quality. This part might require some individual attention for the participants.4] After completing the tasks ask participants what is was like to think about trying some “new-old” behaviors. Ask if any of them want to describe the personal contract. But remind the participants that it is their choice to talk about this part. Summarize Session

Reinforce the positive attributes the various participants identified in themselves and maybe identified in other group participants. Acknowledge that it is difficult to think of some ways that they can change. Review some of the changes that the members stated they thought they could make.

Let participants know that he following session they will be exploring some ways of making better decisions that might help them not just in prison but also in the community.

Ask two of the more oriented group members if they will do the report out next session on what was covered in today’s session

42


Prisoners’ of the Stone: Michelangelo’s DavidMichelangelo- Painter, Sculptor and Architect(1475-1564)

When asked how he completed his sculptures Michelangelo replied, “I first start with a big block of stone and then chip away at everything in the block that is not the statue.”The artist Michelangelo believed there was a work of art in every stone.

This story also translates into how people have something buried deep inside them that is their “gift” to others. That gift is something that has grown in the person since childhood.

It is the quality that as young children, people often commented on. Statements like “he is so easy going” or “she wants to help others so much” represent those qualities.

Often growing up events happen, situations and people change. That quality of the child that was so special and remarkable becomes hidden.

That quality and the person in many ways become their own “prisoners.” Events, situations and

new ways of behaving cover the special qualities

1] What was the quality that people often used to describe you as a child?

2] What are some of the events, situations and behaviors that have hidden that special quality?

3] What are two things you can do, right now, today, to remove some of the obstacles you have from

being in touch with that special quality?

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Phoenix Rising

The myth of Phoenix Rising is a story of hope and rebirth and is a common story I many different cultures. The story of Phoenix tells of a mythical, bird- like creature that is consumed by flames and rises new from the ashes.

One of the meanings associated with the Story of the Phoenix is that of redemption, or of having a second chance. It is very much a story of a creature that was beautiful and destroyed yet was able to come back.

In an other interpretation it represents a creature that has great vision and can see what is ahead.

1] What is the quality you identified as how people often used to describe you as a child?

2] What would be some behaviors you would exhibit to show that those qualities still can exist?

PERSONAL CONTRACT:This is your contract, for yourself, in hoping to become regain a quality that has been hidden for a long time. It is a quality that others saw in you and you felt pride when others saw it in you.

Fill out the contract form below. It is yours to keep. You may or may not share it with others in the group. That is your decision.

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I was often known for my ________________________________________________ and felt that that quality was important and made me feel good about myself.

Some of the behaviors I would often do to demonstrate that quality were:

1]___________________________________________________

2] __________________________________________________

3] __________________________________________________

For the next week I want to try to see what part of that quality is left and will try the following

activities to see what can be done.

1]_____________________________________________________

2] _____________________________________________________

3] _____________________________________________________

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PULLING UP-


SESSION 6: THE DECISION BALANCE WORKSHEET

INTRODUCTION: The key principle of this unit is that if patients have some tools to help them change then they will feel less negative. It is doubtful that the prison system will change for them. If they have a serious mental illness they will have to learn how to manage their symptoms. The one thing people can change is themselves.

The intent of this psychoeducation group session is to help participants evaluate the positive and negative factors associated with changing their behaviors. The session is based largely on understanding the “stages of change” and utilizes a motivational interviewing technique. [References for background reading for both of these topics are easily accessed on the Internet. Six sources are listed below in the Special Notes for Facilitators section of this session.]

This session works best if presented as a “life skill”. As a life skill it is a skill that can be beneficial for all people to learn.

GOALS-

1] Participants will review the “stages of change” and relate how at different times they have made changes in their lives. 2] Participants will describe how an individual can effectively evaluate the options to changing a behavior by completing a “Decision-balance” worksheet.

LIST OF MATERIALS:The Stages of Change Hand-outThe Decision Balance Worksheets [1 and 2]

SPECIAL NOTES FOR THE FACILITATOR :For additional references on the “Stages of Change”:

TIP 35: Enhancing Motivation for Change in Substance Use Disorder Treatment, Referenced at http://www.samhsa.gov/centers/csat2002

http://coce.samhsa.gov/cod_resources/PDF/ ReadinessforChangeandManagingMultipleProblems.pdf

http://www.pathprogram.samhsa.gov/pdf/Motivational_Interviewing_Slides_2_11_03.pdf

For additional references on “The Decision Balance Worksheet”: Chapter 5 in TIP 35 referenced above. http://www.motivatehealthyhabits.com/pdfs/0TASK1page.pdf http://www.aodgp.gov.au/internet/aodgp/publishing.nsf/Content/tobacco-7

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http://www.aodgp.gov.au/internet/aodgp/publishing.nsf/Content/tobacco-7

http://www.motivatehealthyhabits.com/pdfs/0TASK1page.pdf

http://www.pathprogram.samhsa.gov/pdf/Motivational_Interviewing_Slides_2_11_03.pdf

http://coce.samhsa.gov/cod_resources/PDF/ReadinessforChangeandManagingMultipleProblems.pdf

http://coce.samhsa.gov/cod_resources/PDF/ReadinessforChangeandManagingMultipleProblems.pdf

http://www.samhsa.gov/centers/csat2002/



Prisoner in the Stone”. o Reinforce the members’ review of the previous session and their willingness to take

on a group role. o Review the key principles from Session 5. Frequently people have qualities that can

become lost or hidden because of their current situations. Those qualities are still there but it might take some extra efforts to have those qualities re-emerge.

o Ask if any of the patients wants to discuss how they tried using their personal action plans.

Introduce Current Session- Facilitator briefly describes how in this session participants will look at how change can happen and how participants will learn how to better evaluate big decisions in their lives.

Steps

Stages of Change:

1] The facilitator presents a brief 10 minute lecture on stage of change. Use the Stages of Change Hand-out when presenting the material.

The Stages of Change Worksheet has examples of behaviors representing each of the stages of change.

2] After your brief lecture break the group into smaller groups of 3-4 participants each. Ask the groups to come up with one example of a problem behavior someone might want to change. [These examples can range from quitting smoking, having safe sex, to deciding to take prescribed medications.] Have the participants then list out what could be some examples of behaviors the individual experiencing that specific behavior might demonstrate at each of the stages of change.3] Have the small groups report each example to the larger group of participants.

Decision Balance Worksheet:

1] Deciding to change is not easy! Discuss how the most difficult shift in going from one stage to another in the “Stages of Change” is when an individual is going from contemplation to preparation. In this shift, the individual is beginning to recognize some of the consequences of the problem behavior but does not fully want to recognize the difficulties associated with the problem behaviors. Completing a “Decision Balance Worksheet”.

2] How to objectively begin to think about changing.Explain how the Decision balance Worksheet is a way that people who are beginning to think about making a change can objectively evaluate the costs and benefits of the old behaviors in comparison to changing their behaviors.

3] Hand-out the Decision Balance Worksheet 1 and review each of the cells in the table. Have participants look at how while some of the questions at the top of each of the cells may sound the same the questions are really different.

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Managing Negativity in PrisonPsychoeducationalgroups.com, David Barry ______________________________________________________________________________4] Hand-out the Decision Balance Worksheet 2. Have participants return to same small groups of 3-4 from previous exercise. Ask the groups to review the problem behavior they identified in the earlier exercise on Stages of Change. Have the participants then complete each of the cells in the Decision Balance Worksheet. Ask each of the small groups to identify at least three “reasons” that would fit in each of the cells on the worksheet.

5] Have the small groups report each example to the larger group of participants.

Summarize Session

Reinforce how making change can be difficult but also helps people become more in control of their lives.

Discuss how this is a life skill people can use no matter what type of situation they are in. Review some of the interesting perspectives participants had on examining change. Ask participants to complete a “Decision Balance Worksheet” on a behavior they want to

think about changing.

Let participants know that he following session they will be exploring options they have for changing some of their behaviors or at the very least to have some ways so problems they encounter will not bother them as much.


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STAGES OF CHANGE WORKSHEET

Stageof Change

CharacteristicsExamples of Someone

Experiencing this Stage

PRE-CONTEMPLATION

“Ignorance is not necessarily bliss”

The person does not see his\her behavior as a problem. Others might complain about the behavior or person has gotten into bad situations because of the behavior.

Example: A person is arrested for driving while intoxicated, but continues to drink and drive. YOUR EXAMPLE:

CONTEMPLATION

“Maybe I’ll quit tomorrow”

The person begins to see the behavior as a problem. Might even think of changing…. but not necessarily right away.

Example: Well it happened to Paris Hilton, maybe it could happen to me the next time.YOUR EXAMPLE

PREPARATION

“ I’ll be giving up a lot if this works.”

The person intends to actually perform the new behavior, but first they have to get organized and everything in order.

Example: My wife and I agreed that if I need a ride home she will pick me up…. no matter what time.YOUR EXAMPLE

ACTION

“The new me!”

The person changes the behaviors that were problematic. They implement a plan, learn new behaviors and adapt new attitudes.This stage lasts from 3-6 months.

Example: “Honey, it’s me and I am at Joe’s but do want not to drive home. Can you pick me up?”YOUR EXAMPLE:

MAINTENANCE

“This is me!”

The new behaviors become integrated into the way the person behaves and thinks about him\herself.

Example: Well my wife and I just figure this is better than getting another DUI.YOUR EXAMPLE:

RELAPSE

“I should have known better”

There is great potential for relapse with any behavior that has been chronic. Relapse is a set-back, but not a sign of failure,

Example: Well it was a few blocks home and I did not really have that much to drink.YOUR EXAMPLE:

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DECISION BALANCE WORKSHEET [1]

REASONS TO STAY THE SAME

REASONS TO CHANGE

CURRENT

BEHAVIOR

WHAT ARE SOME GOOD THINGS ABOUT MY CURRENT BEHAVIOR?

Well dr inking and dr iv ing is not al l that bad.

I am not conf ined to hours dur ing the day when I need to leave to go home.

I do not have to depend on anyone else.

I have a good t ime.

As long as I do not hurt anyone i t is my business.

WHAT ARE SOME “NOT -SO -GOOD ” THINGS ABOUT MY CURRENT BEHAVIOR?

There might be some not-so-good things about dr inking whi le I dr ive.

I could get in an accident even i f i t is not my faul t .

A t icket could costs me as much as $5,000.00.

I could loose my dr iver ’s l icense.

I wi l l not be so paranoid every t ime I dr ive down the street and see a pol ice car behind me.

CHANGING

BEHAVIOR

WHAT ARE SOME “NOT -SO -GOOD ” THINGS ABOUT CHANGING MY BEHAVIOR?

There are some “not-so-good” th ings that might happen i f I stop dr inking whi le I am dr iv ing.

My buddies wi l l th ink I am a wuss.

Someone wi l l have to dr ive me home.

I wi l l not be able to f reely go from one place to the next.

Taxis are expensive.

WHAT MIGHT BE SOME GOOD THINGS ABOUT CHANGING MY BEHAVIOR?

Well some good things about changing my behavior might be:

I wi l l e l iminate my chances of get t ing arrested.

I wi l l probably not dr ink out as much and maybe even save some money.

Heck, I might even cut down dr inking a bi t .

My car won’t smel l l ike the “night before” every morning when I get in.

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REASONS TO STAY THE SAME

REASONS TO CHANGE

CURRENT

BEHAVIOR

WHAT ARE SOME GOOD THINGS ABOUT MY CURRENT BEHAVIOR?

WHAT ARE SOME “NOT -SO -GOOD ” THINGS ABOUT MY CURRENT BEHAVIOR?

CHANGING

BEHAVIOR

WHAT ARE SOME “NOT -SO -GOOD ” THINGS ABOUT CHANGING MY BEHAVIOR?

WHAT MIGHT BE SOME GOOD THINGS ABOUT CHANGING MY BEHAVIOR?

52


PULLING UP-


SESSION 7: GETTING THE FLY OUT OF THE OINTMENT!

INTRODUCTION: This session provides participants with a very concrete technique that will help them better understand their emotions before they act on them. Part of the session involves learning the technique in a very rote manner. The participants then will have the opportunity to practice using the skill in a variety of situations.

This session works best if presented as a “life skill”. As a life skill it is a skill that can be beneficial for all people to learn.

GOALS-

1] Participants will describe the “What, how and why, then what, how and decide” technique for managing difficult situations. 2] Participants will apply the What, how and why, then what, how and decide” technique to a variety of situations they might experience.

LIST OF MATERIALS:

SPECIAL NOTES FOR THE FACILITATOR :Much of the material in this session is an adaptation of Cognitive Behavior Therapy. Some references can easily by found on the Internet at the sites listed below.http://en.wikipedia.org/wiki/Cognitive_behavioral_therapyhttp://psychservices.psychiatryonline.org/cgi/content/full/53/10/1272http://www.springerlink.com/content/k641p02j62135731/

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http://www.springerlink.com/content/k641p02j62135731/

http://psychservices.psychiatryonline.org/cgi/content/full/53/10/1272

http://en.wikipedia.org/wiki/Cognitive_behavioral_therapy


Overview to Session 7:

Facilitator asks the two participants selected from last week to review Session 6: “The Decision Balance Worksheet”.

o Reinforce the members’ review of the previous session and their willingness to take on a group role.

o Review the key principles from Session 6. People are at different stages of the change process and the most critical

stage for many individuals is going from contemplation to planning to change.

Using a decision balance worksheet can help individuals objectively examine the pro’s and con’s of change.

o Ask if any of the patients wants to discuss how it they tried using a decision balance worksheet.

Introduce Current Session- Facilitator briefly describes how in this session participants will learn a technique helping them evaluating their options before they act on their emotions.

Steps

Learning the “What, How and Why then What, How and Decide” Technique

1] The facilitator, using the outline below, presents a brief 5 minute didactic presentation on how people can respond to situations in a way that can minimize negative outcomes. In many ways this exercise using the hand to count off the steps to the technique is a metaphor involving the persons briefly thinking to him\herself and then opening their hand.[PARAPHRASE PLEASE]

Almost all people, at one time or another, say or do things they regret afterward. It is part of being human and needing to respond to our environments. Most of us probably remember at some point when we have said or done something that got us in trouble.

Today we are going to examine a way to minimize those situations where we react before thinking. How we will minimize those situations is by using the “What, Why and How then What, How and Decide” technique.

At first this techniques might seem a little awkward but like learning any new technique or skill it is often something we need to practice before it becomes more natural.

Think of your hand and each of the phrases being one of the fingers on the hand or the whole hand itself. Now watch

o Thumb -Whato Index finger -Howo Middle finger -Why

Theno Ring finger -Whato Little finger -Howo Opened hand -Decide

Repeat this process several times.

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Managing Negativity in PrisonPsychoeducationalgroups.com, David Barry ______________________________________________________________________________2] Explain the technique to the participants, still using your fingers and hand as you explain.

Thumb What The Event

An event happens in our environment. Someone might say something to us, give a strange look or bumping into us as we walk along

Index Finger

How Our Reactions

We have an emotional reaction to that event. It might be anger, shame, feeling happy or alone.

MiddleFinger

Why Initial Thoughts

We try to understand that emotion and some of the assumptions we might have about what just happened to us. What are some alternative explanations to what just happened.

Then is the transition from the event and how we experience that event to how we respond.

RingFinger

WhatLooking at Options

When we think for a moment about how we feel and our assumptions it is easier to look at some of our options for responding.

LittleFinger

HowExaminingConsequences

This is time to look at the consequences of the options for responding we have identified.

OpenedHand

DecideResponding to the Situation

Having thought about our options and consequences to our actions it is time to act. Acting can range from walking away or ignoring a situation to expressing our thoughts or asserting our rights.

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Managing Negativity in PrisonPsychoeducationalgroups.com, David Barry ______________________________________________________________________________3] Hand out the “What, How and Why then What, How and Decide” Worksheet. Complete the worksheet using the example of an event where someone is “looking at you and you do not know why.”

WHAT, HOW AND WHY THEN WHAT, HOW AND DECIDE WORKSHEET

Thumb What The EventSomeone you do not know is looking at you and you do not know why.

Index Finger

How Our Reactions It makes you mad.

MiddleFinger


Maybe he is thinking something bad about me.Or, maybe he is someone I know from somewhere else.Or, maybe he is “sizing me up.”Or, …………


RingFinger


I could go over and confront him.I can ignore him.I can ask him if we know each other from someplace.

LittleFinger


If I confront him it could start a situation where I will get in more trouble than I am in now.If I ignore him maybe he will stop or maybe he will think I am weak.If I ask him if we know each other from someplace that will get him talking and I can figure out what is happening.

OpenedHand


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4] Divide the participants into groups of 3-4 each. Give them a scenario where an Event has just happened and they would feel a need to respond. Examples might be:

Someone standing to close to them in a line Getting bumped Thinking someone is saying something bad about them Someone else is sitting in their chair Having phone call to family stop in middle of the call Getting asked to do something that is not there job Not getting enough time out for ‘Rec”

5] Have each of the groups complete one example and then report their example back to the larger group. Review responses and talk about other options. Reinforce the overall concept of thinking first and then responding.

Summarize Session

Reinforce how it is often easy to make harsh and rash decisions and that these decisions frequently end up in us getting in more trouble.

Review the techniqueo Thumb -Whato Index finger -Howo Middle finger -Why

Theno Ring finger -Whato Little finger -How

Opened hand -Decide Discuss how this is a life skill people can use no matter what type of situation they are in.

Review some of the interesting perspectives participants had on examining change.

Ask participants to complete try using this technique at least once between now and the next session. Let participants know that he following session they will be working with one another to

identify potential strengths that can help them manage some of the negative aspects in their environments.


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Managing Negativity in PrisonPsychoeducationalgroups.com, David Barry ______________________________________________________________________________WHAT, HOW AND WHY THEN WHAT, HOW AND DECIDE WORKSHEET


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How Our Reactions

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Managing Negativity in PrisonPsychoeducationalgroups.com, David Barry ______________________________________________________________________________WHAT, HOW AND WHY THEN WHAT, HOW AND DECIDE WORKSHEET


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PULLING UP-


SESSION 8: DO YOU SEE WHAT I SEE

INTRODUCTION: Negativity often grows when people are unable to see strengths in themselves or feel isolated from others. This session provides participants the opportunity to share perceptions about one another and identify skills they see in the individual group members. The session is based on the Johari Window and is a feedback exercise designed to affirm the positive characteristics of the group members.

Goals-

1] Participants will discuss the uses and potential pitfalls of feedback and self-disclosure in the prison setting.

2] Participants will explore how receiving feedback can increase their understanding of themselves and how the discretionary use of self-disclosure can help others better understand them. 3] Participants will give each other feedback on skills they see that other group members have that will help them manage negativity and have the option of sharing information about themselves.

LIST OF MATERIALS:Johari Window drawing for participantsStrips of paper or small index cards [Enough cards so each person in the group can use one card for each other person in the group. If there are 6 people in the group each person will need 5 cards for a total of 30 cards for the group.]Cards can be optional if facilitator thinks the group can just do this verbally Carlson, Self-Esteem Subscale

SPECIAL NOTES FOR THE FACILITATOR :Much of the material in this session is an adaptation of Cognitive Behavior Therapy. Some references can easily by found on the Internet at the sites listed below.http://unpan1.un.org/intradoc/groups/public/documents/unssc/unpan022136.pdf http://www.mindtools.com/CommSkll/JohariWindow.htm http://www.cps.usfca.edu/324sh/johari.htm#top


What, How, Why then What, How and Decide” technique. o Reinforce the members’ review of the previous session and their willingness to take

on a group role. o Review the key principles from Session 7.

It is natural to act before thinking about the consequences of our actions. But, many times the consequences of those actions can get us in trouble.

Practicing the What, How, Why then What, How and Decide” technique may seem awkward at first but like any new skill it will become natural is used frequently.

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http://www.cps.usfca.edu/324sh/johari.htm#top

http://www.mindtools.com/CommSkll/JohariWindow.htm

http://unpan1.un.org/intradoc/groups/public/documents/unssc/unpan022136.pdf

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Shared areaKnown to self and others

Private areaKnown to self but not shared with others

Blind areaWhat others see but we do not

Hidden areaWhat neither weNot others know

The Johari Window


o Ask if any of the patients wants to discuss how it they tried using What, How, Why then What, How and Decide” technique since the last session.

Introduce Current Session- Facilitator briefly describes how in this session participants explore how receiving feedback can increase their understanding of themselves and how the discretionary use of self-disclosure can help others better understand them.

Highlight how each individual will need to evaluate with what they are comfortable sharing about themselves and giving feedback to others.

Also reinforce there are things you might say to a mental health professional, a family member or religious leader that you would not share with the general public.

Steps

Brief Lecture on Feedback and Self-Disclosure

1] The facilitator briefly reviews how there are often qualities in us that we do not see. At the same time there are things about us we want to share and have others know about us. Getting information from others is receiving feedback. Sharing information about ourselves with others if self-disclosure.

o In the prison environment the type of self-disclosure an individual provides others needs to be very carefully evaluated.

Getting feedback from others and discretionary self-disclosure are part of getting to know others and ourselves better.

This sharing of information and getting to know others better is one of the methods of combating the negativity that often a part of prison life.

2] Review the Johari Window The Johari Window is both a concept and a technique used to help people learn more about themselves and others. It is an interpersonal learning techniques used in professional settings, schools and mental health settings.

The Johari Window was developed by two psychologists Joseph Luft and Harry Ingham and came up with the name for the Johari window by using their first names.

Looking at the Johari Window we see there are things we know and do not know about ourselves and things others know and do not know about us.

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Managing Negativity in PrisonPsychoeducationalgroups.com, David Barry ______________________________________________________________________________ Shared Area: For the population in general there is a good part of our lives that we know and

share with others. Examples of this area might be favorite foods or ideas we have talked about with other people.

Private Area: All people have parts of their lives or their experiences, thoughts and emotions that they know but keep to themselves. Examples of this area might be feelings and thoughts we keep to ourselves and do not share with others.

Blind Area: There are some things about us that others see but we do not. This area is often jokingly referred to as the “bad breath” area.

Hidden Area: There are things about us that we do not know and others do not know about us. Examples of this might be motivations for certain behaviors or ideas we do not like to think about and avoid.

3] Implications for the Johari Window in the Prison Setting

Prison is a place where there are many secrets. It is a place where giving feedback to someone could have very negative consequences.

Prison is also a place where disclosing information about yourself can get you in trouble.

Consequently, the four areas of the Johari window for people in prison often is different than it is for people in the general population.

Shared Area: The Shared Area, things others and we know about us, is reduced in the prison setting. People are less likely to share information about themselves and many inmates are reluctant to give feedback to other inmates.

Private Area: The Private Area becomes expanded. On a day-to-day basis people still experience many events, have many thoughts and emotions. But, in this environment it is often difficult to share those experiences, thoughts and emotions.

Blind Area: Prison is a place where people watch and where rumors abound. While many things might be said very rarely does information go to the source of the rumor to verify fact from fiction.

Hidden Area: The Hidden Area enlarges the most in prison. Without getting feedback from others and being apprehensive about sharing information about ourselves this area expands.

4] Consequences of minimal sharing of informationAs we have talked about in many different ways in this workshop on Overcoming Negativity in Prison there are trade-offs with almost all decisions. Some of the consequences to keeping too much to ourselves are: Isolation: It is easy to become isolated from others when we do not share some of our thoughts

and feelings. When we do not talk with others about some of our perceptions we can become less interesting to talk with.

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Managing Negativity in PrisonPsychoeducationalgroups.com, David Barry ______________________________________________________________________________ Others misinterpret us: When people do not know much about us or how we perceive what is

happening and therefore why we act like we do it is easy for them to misinterpret our actions. Misinterpretations of others: When we do not share our perceptions and others do not share

their perceptions with us it become easy to misinterpret their actions. Negativity: Becoming isolated, having others misinterpret us and not being sure how to

understand others are factors that can lead to negativity.

5] What are the Options?Learning how to carefully evaluate who we say what to is a life skill. This skill is constantly being revised and modified to fit new situations, different people and different events. Sometimes starting out with smaller bits of information on carefully chosen topics is the safest way to begin. Learning whom we can trust and share with and whom we interact at a more superficial level with is a way we begin to select our friends.

Building positive relationships, learning how to better express ourselves to others and how to give others feedback on our perceptions of them are ways we can help overcome some of the negativity of the prison experience.

The Johari Window Exercise

1] The facilitator describes how getting feedback on skills or attributes we have that can help cope with negativity is a good way to conclude this workshop.

2] Facilitator ask participants to think of each of the other members of the group and identify one skill or one attribute that the person has that will be helpful in managing negativity in prison.

For example a skill might be: The person is able to clearly express himself An attribute might be: The small stuff does not upset the person.

3] Hand out strips of paper or cards. Each participant should have enough pieces of paper to write out at least one skill or attribute that he or she sees in each of the other members of the group.

4] Ask each participant to complete a piece of feedback for each of the other members of the group. Tell participants they need to put the persons name who is to receive the feedback on the paper, but not to put their own name down,

5] Collect the strips of paper for one member at a time. Until all participants have strips of paper with feedback for them.

6] Let each of the participants read off the feedback they have received from others. At the end of each persons turn they need to also identify one skill they have or one attribute they have that helps them manage negativity.

7] Continue the process until all members have had a chance to read their feedback and identify one skill.

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Managing Negativity in PrisonPsychoeducationalgroups.com, David Barry ______________________________________________________________________________For Doing Verbal versus Written Feedback-Eliminate steps 3-7 above.Alternate

1] Still give members time to think about the skills the other group members have. 2] Have one member sit in the middle of the room. Each of the other members give that person feedback and that member has to identify one skill he or she had that will help them manage negativity. 3] When that person has received all their feedback and identified a skill it is the next persons turn.4] Repeat process until all members have had their turn.

Summarize Session

Reinforce how learning how to give and receive feedback is an essential life skill. Also briefly highlight that learning who to share what information with is a critical skill that

often needs to be re-visited.

Summarize Workshop

Thank individuals for being participants in the group. Discuss how important it is to keep the lessons they learned in the workshop and to practice the skills. Ask members to identify one specific skill or concept they learned that they think will help them.Hand out and ask members to complete the Carlson Self-Esteem Survey at the end of this session.Collect the completed Carlson Self-Esteem SurveysThank the

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Managing Negativity in PrisonPsychoeducationalgroups.com, David Barry ______________________________________________________________________________THE JOHARI W INDOW

The Johari Window representing equal distribution for all four squares.

The Johari Window when self-disclosure and feedback are minimized.

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CARLSON PSYCHOLOGICAL SURVEYSELF-ESTEEM SUB-SCALE

1. My life is:1) ___ good2) ___ good, but a little mixed-up3) ___ mixed-up, but I can do O.K.4) ___ my head is all mixed-up

2. I think my future will be:1) ___ very good2) ___ pretty good3) ___ not too bad4) ___ bad5) ___ nothing ever went right and nothing ever will

3. Compared to other people, I have:1) ___ a lot less problems2) ___ less problems3) ___ about the same number of problems4) ___ more problems5) ___ many more problems

4. Most people seem to think I am:1) ___ a very good person2) ___ a bit better than others3) ___ just like everyone else4) ___ a bit worse than others5) ___ a very bad person

5. I think I do the best thing:1) ___ all the time2) ___ almost all of the time3) ___ much of the time4) ___ some of the time5) ___ once in a while

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Managing Negativity in PrisonPsychoeducationalgroups.com, David Barry ______________________________________________________________________________6. People seem to like it better when:

1) ___ I talk a lot2) ___ I talk a little3) ___ I am there but do not bother them4) ___ I just listen5) ___ I am not there

7. When I do things, I do them:1) ___ very good2) ___ good3) ___ better than average4) ___ average5) ___ poor

8. My life has been:1) ___ better than most peoples2) ___ as good as most peoples3) ___ average4) ___ as bad as most peoples5) ___ worse than most peoples

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Health & Medicine

Pulling-up