Give Therapy a try with your friends and family today! Be the first player to get one peg from each of the six stages of life onto your couch and then get to the Final space. Please keep in mind that the official Therapy rules and instructions could be different depending on the game version you have.
The rules below are some of the exact directions that came in the original packaging. Aside from these benefits, some games lend themselves to teaching and practicing specific skills, such as impulse control, self-expression, communication skills, scanning and processing, using rules and strategies, organizing information and objects, developing better working memory skills, learning not to give up, and planning.
My focus here is to share some of the games I use, therapeutically, for dealing with patients who have specific diagnoses and needs. Since an important reason for using games in therapy is to create a space where the relationship can develop and grow, it is essential that the games selected be interesting and acceptable to patients.
I will discuss a few of the games that have universal appeal and address multiple issues. He was polite enough but did not really participate in the therapeutic process, only giving monosyllabic answers and being guarded about opening up.
This game consists of rolling two little rubbery pigs onto the table and scoring points for the different positions in which they land. The pig out position occurs frequently. Players have the option of stopping their turn at any point and banking their points toward the winning goal of before they lose their turn and points.
This game can be won in one turn, and Tim gambled on this option nearly every time. I won more games than he did, but he still persisted with his gamble. I spoke to my supervisor about how all Tim seemed to want to do was play this game and was told to be patient. Then one day Tim came in upset and said he did not want to play any game.
He cried as he told me that he had disappointed his grandfather by breaking one of the rules. For the first time, we explored his experience and feelings and talked about his plans. I realized that if I had not played all of those games with him, he would not have felt comfortable opening up to me. We continued to play the game each week, and we talked more as we played. One day, I asked him what rule he used to play. He said he had not used any rule and asked what rule I used.
I told him that I went for 20 points in a turn and then stopped my turn. He decided to take 5 chances in a turn before stopping and did much better than before.
We talked a little about how rules can be helpful, and I believe he began to see rules differently, as a way of winning rather than as a restriction to be defied. Several months later, Tim graduated from the group home and went back to live with his grandfather. He called me a few months after our termination to let me know how well he was doing. Instead of thinking of playing a game as being an adjunct to therapy or a method just to establish a relationship, I realized that playing well-selected games with patients can also be therapy.
This is a card game in which each card has one, two, or three items of the same shape on it. There are three kinds of shapes possible, three possible colors, and three possible types of shading. I present the rules to patients in a way that helps them activate and use working memory. Then I show them cards with each color, number of items, shapes, and shadings on them.
I tell them that a set consists of three cards that either are all the same or all different in color, number, shape, and shading. We then look at examples of sets. The cards are shuffled and 12 are laid on the table face up. The players are required to pay attention, scan the layout, apply the rules and relevant set definition, and curb their impulses until they find a set.
The player with the most cards at the end wins. This game addresses visual attention, scanning, working memory, processing speed, impulsivity, and the social skills involved in winning and losing—and it is fun! I have played this game with children as young as four years old. We talk about strategies for finding sets, and I often give hints to younger children about what a set I see on the table looks like. Dorothy was a six-year-old first grader when her parents brought her to therapy to deal with her ADHD symptoms, which were beginning to cause her problems in school.
The results of testing indicated that she was bright, but had significantly lower scores on tests of working memory and processing speed, a typical pattern for those with ADHD.
She received accommodations at school to help her deal with slow processing speed and working memory issues. Her school performance improved steadily, and I had the opportunity to test her again several years later. Her working memory scores improved, and her processing speed scores improved by more than one standard deviation. Clearly, this is only anecdotal evidence and does not constitute a valid research study, but it was encouraging to me.
Currently, Dorothy is a good student in middle school and is able to finish her work on time. It seems that practicing the skills she needed to improve helped Dorothy to master them and generalize them outside of therapy.
In addition to helping to establish and enhance the therapeutic relationship , Catch Phrase also helps some children who seem to have trouble expressing themselves, such as some of those whose diagnoses fall on the Autism Spectrum. Once these children get used to talking in order to play the game, they seem to be more comfortable talking in sessions in general.
It also serves as a structured and fun way to address taking things literally, since we always talk about what the phrase that is guessed actually means as opposed to its literal meaning. Frequently, players can guess syllables in the word or phrase if they are not familiar with the whole word or parts of the phrase; this encourages flexibility in thinking.
Usually, I turn off the timer, because as the timer ticks away faster and faster it seems to make the clue-giver more anxious. I also seldom keep score for this game, unless with a larger group or family; the guessing and giving of clues is inherently fun. This game offers the therapist an excellent opportunity to observe family dynamics and for some troubled families to have fun with each other.
This activity is designed to provide an indirect means of disclosing challenging life experiences. The front and back of the bag are places to display important life events. The folded sides of the bag that are only visible when the bag is completely unfolded are spaces to document painful or challenging experiences. The bottom of the bag is reserved for those things that are the most difficult to express.
Social Media Profile — This activity leverages the familiarity with social media. Each section prompts the teen to describe some important belief they have about their life. For example, the profile photo section may contain a prompt to draw a vision of their future self, imaging what the future may look like for them. In the intro, the template may ask them to describe how they see themselves and how they believe other people see them.
The talk meter activity provides a way for them to indirectly express how willing they are to engage. Wrap up by discussing the barriers they face to opening up during therapy. On the first day of therapy, ask them to write on the front of a blank piece of paper how they feel about therapy.
Celebrate the progress! When working with teens, therapists are most effective when they take the time to build a strong sense of rapport early on, building trust in the therapy process. Terms Privacy Notice. Toll Free: info myclientsplus. Free Trial. Share on facebook. Share on twitter. Share on linkedin. Building Rapport with Teenage Clients. Share Decision-Making Power — Most teenagers prefer to make their own decisions. Capitalize on that desire by involving them in planning their treatment.
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