Therapist’s Overview

PUTTING IT INTO PERSPECTIVE

GOALS OF THE EXERCISE

1. Become aware of and verbalize feelings.

2. Identify strategies to manage frustration more effectively.
3. Become aware of the association between feelings and reactive behavior.
4. Recognize that difficulties can arise when the severity of the response does not match the
situation.

ADDITIONAL HOMEWORK THAT MAY BE APPLICABLE TO

CONDUCT DISORDER

• Anger Management Anger Control Page 31

• Anger Management Anger Management Page 36
• Anger Management Solving a Problem Page 40
• ADHD Establishing Behavioral Page 70
Plans
• ADHD Stop and Think Page 84
• Disruptive Behavior Weighing the Options Page 135
• Disruptive Behavior Communicating Assertively Page 139
• Oppositional Defiant Disorder Improved Communication Page 200
• Oppositional Defiant Disorder Another Point of View Page 207
• Oppositional Defiant Disorder Conflict Resolution Page 212

ADDITIONAL PROBLEMS FOR WHICH THIS EXERCISE MAY BE USEFUL

• ADHD
• Anger Management
• Conduct Disorder
• Disruptive Behavior
• Oppositional Defiant Disorder

SUGGESTIONS FOR PROCESSING THIS EXERCISE WITH CLIENT

Children with a history of conduct disorder frequently have exaggerated reactions to relatively
small negative events. For example, a child might interpret a glance from a peer as a threat to
fight, or an accidental bump as an intentional attempt to hit. One goal of therapy is to help the
child begin to put these situations into perspective—that is, to look at the situation more
realistically and not to jump into action.
 Therapist’s Overview

For this assignment, the child will be encouraged to identify five alternative interpretations for
specific events. The ability to consider a variety of interpretations can help the child to begin to
identify a range of responses to the situation.

Complete the first example in the therapy session. Help the child identify alternative
interpretations for the event. Encourage the child to recognize that a given event can have
multiple interpretations. Once the child understands the task, instruct him/her to identify
alternative interpretations for the other situations. Review each of the completed worksheets in
the therapy session.
 EXERCISE VII.B

PUTTING IT INTO PERSPECTIVE

Sometimes we are certain about someone’s motives or intentions and we are absolutely wrong.
For example, we might see that a friend looks angry and think that he/she is angry at us, but
instead the person is angry about something else. It is important to consider all of the alternatives
before jumping to a conclusion about a situation. For each of these situations think of five
possible alternatives for the reaction.

When this happens: It could mean:

1.
A friend in your class makes a face.
2.

3.

4.

5.

When this happens: It could mean:

1.
A classmate takes your pencil without asking.
2.

3.

4.

5.
 EXERCISE VII.B

When this happens: It could mean:

Someone with whom you do not usually get 1.
along with smiles at you.
2.

3.

4.

5.

When this happens: It could mean:

1.
A stranger bumps into you in school.
2.

3.

4.

5.

When this happens: It could mean:

1.
A person in your class looks really mad.
2.

3.

4.

5.