PLAY

THERAPY
WITH TEENAGERS

DR RINDA BLOM
RED SHOE TRAINING
 2

PLAY THERAPY WITH TEENAGERS

1. Developmental and other issues to take into account

• Complex mixture of regressive needs and striving for independence are confusing
• Regressive play is an opportunity for the teenager to make up for missed experiences in
their lives.
• Important to respond to both types of needs of adolescent.
• Parents and therapists must NEVER tease teenagers or make sarcastic comments about
their play or possible regressive behavior in the playroom.
• Be careful not to interpret play themes too early in the therapeutic relationship, as it
can result in them feeling overwhelmed and vulnerable. In these instances the therapist
can keep on working in the metaphor, without making interpretations.
• Allow playing to be a matter of choice
• Playing is not always “cool” unless it is done on their own terms
• Therapist’s attitude must be inviting
• Do not refer to therapy as play therapy
• It is better if they decide for themselves they want to be engaged in the healing process
• Toys can be kept beside the chairs, to give the adolescent the option of talking or
playing or both
• Suggested toys and material are the same as with younger children, with some
modifications e.g.
ü Arts and crafts material
ü Sand tray and sand miniatures
ü Board games and cards
ü Dollhouse with people and furniture
ü Puppets
ü CD player and music
ü Camera
ü Sport equipment (jumping rope, cricket set, sponge-ball tennis, Frisbee)
• Sometimes it is better to start with directive play first – non-directive play might be
overwhelming. If it is difficult for the teenager to engage, non-directive play therapy might
be more effective at first.
• It is extremely important to respect the teenager’s confidentiality. They need to be ensured
that the therapist will not talk to anyone about their play activities, without their
permission.
 3

• Include the teenager in setting up the boundaries of therapy. It can be written out and also
signed by the child, the therapist and the parents.

2. PLAY TECHNIQUES THAT CAN BE USED

Three phases can be distinguished, namely relationship building and assessment, the
working phase and termination

2.1 Techniques for relationship building and assessment

During this phase, the goal is to build a relationship with the teenager and to do a holistic
assessment of the problem.

2.1.1 Checklists and questionnaires

After a short conversation, it often works well to have the adolescent complete an
incomplete sentence test, or life experience questionnaire. This is normally more non-
threatening than starting off with projective techniques immediately. Adolescents are often
more honest on a checklist like this. (See annexure 1 for example). After completing the
checklist, the responses can be discussed in more detail.

2.1.2 Guided imagery

Guided imagery can be used as non-threatening technique during the assessment phase.
Examples are as follows:

• Climbing a mountain

I want you to imagine that you are about to begin a journey up a mountain. It does not have
to be a mountain you have visited; it can be real or imagined. You are at the bottom of the
mountain. Be aware of how you feel about going on this journey. Do not observe yourself in
the imagery, actually be there, looking at the scene through your own eyes. Now, as you set
off the mountain, be aware of what you are wearing. Feel the textures of your clothes against
your skin. Are you carrying anything on your back? What is the weather like? Smell the air
around you and listen for any sounds you hear. Describe aloud what is happening…..

You can also ask the client to find a way to explore inside the mountain.

(Hall, Hall, Stradling and Young)

 4

• Exploring a house

I would like you to build up the sense that you are going to go into a house to explore the attic.
It does not have to be a house you know. Take the first image that comes to you of a house and
stand outside, describe the exterior in as much detail as you can.

(Hall, et al.)

• Going through a gate or door

I would like you to imagine that you are approaching a wall and that there is a door or a gate in
the wall. It might be a wall inside a building or outside in the open air – the first wall that comes
into your head. At the moment you are some distance away from the wall and I want you to
describe what is happening and how you feel as you walk closer to the wall. Describe your
experience as you approach the gate or door.

(Hall, et al.)

• Bird in a cage

I would like you to summon up an image of a bird in an cage….Take the first image that come to
you…What is the bird like? What sort of cage is it in?.....How do you feel about this bird in the
cage? In imagination now, become the bird in the cage and experience what it feels to be the
bird….Do not see yourself there……Look through your own eyes as the bird…..How does it feel
right now to be the bird in the cage?....What is your cage made of and what sort of texture is
it?....How do you feel about your cage?....How much space for you is in the cage?....Is it large or
small?....Are there any other birds or are you alone?....Now become the cage and experience
what it feels like to be the cage…..How do you feel about the bird you contain?.....Now, in
imagination, notice if there is anything you would like to say to the bird….Say “bird”….and just
come along with anything that comes. Now become the bird again and see how you feel about
what the cage has said. Reply to the cage saying: “cage…..”Now, if you want to, see if you can
find a way of getting out of the cage….If you manage to get out, just go anywhere you like….Just
allow the image to emerge…Go wherever you wish to go…See if you can find a way back to the
cage…When you are ready, allow the images to fade and the feelings to subside and begin to
come back gently to the room.

(Hall, et al.)

• Rosebush

Ask the child to shut his or her eyes and to imagine that he or she is a rosebush. Then give the
child the following suggestions:
ü What type of rose bush are you - strong or weak?
ü What does your root system look like - deep or shallow? Maybe you do not have one?
ü Do you have any flowers on your bush? If so, are they roses?
ü How many roses do you have - a lot or a few?
ü What colour are your roses?
ü How many thorns do you have - a lot or a few?
ü What do your leaves look like?
ü What does the environment look like?
ü Where are you standing - in a garden, in town, in the desert, in the middle of the sea?
ü What is around you? Are there other roses or flowers, or are you standing there alone?
ü Are there any people or animals around you?
ü Do you look like a rosebush?
ü Is there something like a fence around you?
ü What does it feel like to be a rosebush?
ü How do you survive - who looks after you?
ü What is the weather like around you?

The teenager is then asked to draw his or her rosebush and to describe to the therapist in the
present tense as if he or she is the rosebush. The therapist writes down the child’s
descriptions. The descriptions are read out to the teenager and he/she is asked how each one
of them can fit into his or her life.

2.1.3 Family drawing

Ask the adolescent to make a drawing of his/her family, as he/she experience them at this
stage and then another drawing of his/her ideal family (how he/she wish they could be).
Have a discussion on this and what need to happen for the situation to change, if necessary.

2.1.4 Obstacle drawing

Ask the teenager to make a drawing of all the obstacles created by themselves, others or life
circumstances that are present in their life at this stage. Ask them to label each one and then
have a discussion on the different obstacles and the consequences of these. Discuss the
purpose of therapy as finding solutions for these and (if possible) formulate goals as solutions
to these obstacles.

An alternative to this activity is the following:
 6

Ask the teenager to lie down and close his/her eyes and then think of thoughts, feelings or
actions that historically or currently hinder him/her from what he/her really wants. Following
this activity, ask the teenager to design “bricks” using paper, scissors and other arts and crafts
material. The teenager is then asked to evaluate the thoughts, feelings or actions identified
in the visualization and to express these in the size, color and drawings on each brick.
Important aspects to bring in include the following: colour as a means to express thoughts,
feelings and actions, brick size to express relative intensity and simple geometric shapes, as
a means to express relationships. Following this the teenager gets the opportunity to paste
the different bricks on a blank wall and explains its significance. This wall of obstacles is then
discussed and goals formulated. (Adapted from Gass: 1995).

2.1.5 Drawing of inner feelings

Ask the teenager to make an abstract drawing using different colours and shapes to indicate
how he/she feels inside. Then let he/her discuss the drawing.

2.1.6 Sand story

Introduce the adolescent to the sand box and sand miniatures and ask him/her to build a
story in the sand that illustrates their life at this stage. After building the scene, they can
explain it to the therapist.

2.1.7 Wish you were here (Gass: 1995)

Collect magazine pictures that depict people engaged in various aspects of daily life. Let the
teenager look through it for about two minutes. Then ask the teenager to select several
pictures that has personal meaning to him/her e.g. events from childhood, a positive
experience, a desired experience. Have a discussion on the event and feelings involved.

2.2 Techniques for the working phase in therapy

The purpose of the working phase is to strengthen the teenager’s ego, give opportunity to
project and own unfinished emotions and life situations, to acquire handling skills for
difficult life situations and to deal with deep seated inner blame.




 7

2.2.1 Working with metaphors

• Ask the teenager what metaphor comes in his/her mind when he/she thinks about
him/herself. Built it with clay. Draw it. Make a collage. Paint it.
• As soon as themes become apparent, the therapist and client can create metaphors to
explore the matter further e.g. ask the teenager to write a story about the aggressive and
vulnerable part in him/herself.
• Provide the adolescent with several large and small balls of clay. Instruct the child to pick
a ball of clay that represent himself and to put it on the floor. The therapist then list the
various events the child has been through and allows the teenager to pick a ball of clay
that represent each event. This is placed around the adolescent. This activity often helps
the teenager to understand why they are feeling overwhelmed, especially when the
therapist ask where the real “you” is.

2.2.2 Story writing

• Write a fairy tale about their childhood with themselves as the main character e.g.
“Long long ago…”
• Think of a fairy story or myth which you remember from childhood. Draw what you
have found to be the most powerful or most clearly remembered aspects of the story in
the picture. Discuss the drawing. Are the similarities between this story and your own
life?
• Imagine someone is writing a newspaper about your life. Create this newspaper with
different boxes, where the most important events in your life become different articles
in the newspaper. You can also put in applicable photographs. (This technique can be
done over several sessions)

2.2.3 Drawing of important places in your life

Ask the teenager to think of about six places that had been important in his/her life and to
draw each of these. Then let them pick miniatures to play out what happened in each of
these. Discuss the feelings they have getting back to each place as well as what need to
happen to feel better about the place (if applicable) or how they can re-visit this place (even
in imagination (if necessary). Empty chair work can also be use to put people with whom
they have unfinished business in the empty chair and talk to them.



 8

2.2.4 Music

Listening to music together is a nonthreatening way of engaging. Ask the adolescent to bring
his or her own favorite music and discuss how the themes might be applicable to their lives.
Ask the teenager to bring a song that describes him/her best.

2.2.5 Creating symbols

Discuss with the teenager their favorite games when they were younger. Encourage the
teenagers to make something for themselves that they would have liked to have received when
they were a child.

2.2.6 Body movement and clay

The following exercise can be done individually or in a group context:

“What I would like you to do is to find a comfortable place on the floor and just settle yourself.
Work from a position of maximum support. Allow your body to be fully supported by the ground
so that you do not waste energy pushing against yourself. Close your eyes and concentrate on
your breathing. If you are experiencing any kind of tensions – in your neck or shoulders or back
– see if you can move that part a little. Make yourself aware of the air entering your body. Now
check your body by asking yourself: “Where is my energy? Where I am generating energy at the
highest level? Where am I frozen? Where I am tight? If you are frozen in a particular place, think
of some action, some way in which you can exercise the muscles where the tightness lives. You
may want to stretch, to kick, to jump or to rotate your head. Remember – all movement is good.
Whatever you do, do not rush it. Slow yourself down enough so that you can let your awareness
catch up with your movement. Imagine the energy that you have located is spreading all over
your body.”

The energy derived from the activity can now be directed to the more specific activity of making
something with your hands – to create something visual. I want you to think about the feelings
you have inside you. Imagine what shapes, colours and textures your feelings are and begin to
shape something with the clay which would reflect this inner feeling. Stay with your energy and
breathing. You can sit or stand while doing this. (Zinker)

Oaklander’s steps for handling projections

• Motivate the persons to share their experience when they were drawing as well as the way
in which they tackled the task.
• Let them share the projection with the therapist, by describing it in their own way.
 9

• Motivate the person to expand in more detail on various parts of the drawing by describing
shapes, colours and objects.
• Ask the person to describe the drawing as if they are the drawing, by using the words, for
instance: “I am the picture - I have red lines all over me”.
• Choose specific aspects in the picture with which person can identify, for example: “Be the
blue square and describe yourself”.
• Ask the person to carry on a conversation between parts of the drawing such as between the
car and the road.
• Pay attention to client’s tone of voice, posture, facial expression, breathing and silences.
• Help the client to own their drawing or parts thereof. Ask questions: “Have you ever felt this
way?” “Does this fit in with your life?”
• Pay attention to the unfinished business that comes to the fore from the projection.
The above can be summarised in the following steps:

1. Imaginery experience
2. Sensory experience (draw it, built it with clay)
3. Narrative (Become it)
4. Sense-making phase (How does this fit for me?)

2.2.7 Dream work

Ask the client to draw a dream/build it in the sand-box

Afterwards, make use of Oaklander’s steps and focus specifically on the following:

• Describe the dream in the present tense as if it is happening now

• Group members can be asked to act out the dream
• What do you do in the dream?
• How do you feel in the dream?
• How are your relationships with others in the dream?
• What is the message of the dream?

2.2.8 Increased awareness of the link between the body and emotions

• Ask the teenager to repeat, with awareness, what they are doing anyway e.g.:
ü Are you willing to say that again in the same way, only this time listen to your
voice. What does your voice sound like to you?
ü You are talking about such a sad thing and yet you are smiling. Would you be
willing to tell the story again, but this time adds after every sentence….And I am
smiling. Are you willing to feel your smile?
ü Would you wring your hands some more? What are your hands saying? Are you
willing to let your hands talk?
ü Breathe like that again, would you?
 10

ü Would you continue to rock back and forth like that, and describe yourself as you
do it? You might begin with: “I am rocking and I feel…”
ü Ask the teenager to exaggerate what is happening already e.g. “Could you make
that gesture again, a little bigger this time? What is your hand saying as you do
it?”
ü Would you be willing to fold your arms around your chest even more tightly? You
might even let the rest of your body respond as well. What happens to you if you
allow this? What do you feel? Now would you try opening your arms instead of
holding yourself like that, and see what you feel in that position? Find out what
happens if you shuttle back and forth between opening and closing, would you?
ü Are you willing to see what will happen if you put your hand more firmly over your
mouth as you speak?
ü A teenager is says she feels “going around in circles” might be invited to do that
or a person who reports “feeling jumpy” might be willing to actually jump around.
ü Ask the teenager to make a sound her tense stomach would make if it could make
a sound.
ü Would you be willing to let your anxiety make a sound?
ü You say you would like to hide right now? How would it be if we covered you up
with a blanket, so that you can really hide. Would you be willing to see how you
really feel?

2.2.9 Animal cards

Collect photographs from magazines, depicting animals either alone or in groups. The teenager
must then pick a picture based on the following:

• Pick a picture that describes how you act around your friends
• Pick a picture that describe how you act around your family
• Pick a picture that describes how you feel about your father/mother/ brother/sister
• Pick a picture that describes how you really feel about yourself.
• Pick a picture that best describe your relationship with………..

(Kottman in Riviere)

 11

2.2.10 Dealing with loss through creative media

The following exercise can be done over several sessions, depending the teenager’s needs

Part 1

• Imagine a situation of loss that you have gone through

• Tell it to your therapist
Part 2

• Identify if there are any feeling of rage

• Become aware of it in your body
• Express this feeling by pounding, throwing or shouting
Part 3

• Identify feelings of sadness

• Become aware of it in your body
• Express these through creative media provided
Part 4

• Create a ritual for final farewell and burial

Part 5

• Celebrate your new identity

• Make use of the empty chair and/or prayer

2.2.11 Working with polarities/shadow parts

If I do not allow myself to be unkind, I will never be genuinely kind.

If I am in touch with my own unkindness and stretch that part of myself, when my kindness
emerges, it will be richer, fuller and more complete.

The less a person is aware of negative aspects of himself, the more he will act out these parts.

It is easier to see the evil in another than in oneself.

When we suppress our dark side, we will keep on projecting it on others.

Explain to the teenager that all people keep parts of themselves in the dark. This is normally
because they believe that if they reveal these aspects of themselves they will be rejected or
 12

something awful might happen. Such denied and neglected aspects are not necessarily bad. It
might also be qualities which the person has not learned to bring out into the open because of
fear of people’s reaction. The healthy person is aware of most of the polarities within himself;
including those feelings and thoughts which society disallows and is able to accept him this way.
The disturbed person has massive holes in his awareness and has a rigid, stereotyped view of
him; thus cannot integrate polarities.

• Make use of the empty chair technique to have conversation between two opposites e.g.
the kind and the cruel parts of you.
• Provide the teenager with a cake box, magazines and crayons. Ask them to create a
collage with pictures and drawings on the outside on how they think the world see them.
Then ask them to create a collage with pictures and drawings on the inside on how they
feel. They can start on the inside with their inner child. Also provide them with a scissor,
so that they can cut through the box if there are inside issues that are visible on the
outside as well.
• Let the “top dog” (you should) and the underdog (I want) have a conversation with each
other.
• Let the teenager complete the following several times: I want……My father want…….My
mother want………….
• Would you let the part of you that learned that tears are weak, talk to the part of you that
is almost crying? Would you let those tears that are stuck in your throat talk back?
• Ask the teenager to make a drawing of their worst nightmare about their life and then
another drawing of a dream about their life where everything is as they want it to be.
Talk about what to do to prevent the worst nightmare from happening and help the
teenager to identify irrational ideas about life and how their “inner persecutor” might
keep on confirming this.
• Provide the teenager with two balls of clay. Ask him/her to build an image of how he/she
feels inside with one piece of clay and with the other piece how the world would
experience him/her. Give each part a “voice” and let it describe itself. Have a
conversation between the two and discuss the role/function of the different parts.
• Give the teenager the opportunity to explore the different sand miniatures. Then ask
him/her to pick to objects: one that represent how he/she see himself/herself and one
that depicts how others see him/her.
• Collect objects and materials that have specific tactile significance (fabrics, sandpaper
etc). Spread these items on the floor and ask the child to pick up the objects to feel the
various textures. After two minutes, ask the child to select two objects: one that
represent his/her feeling about him/herself (real self) and one that represent how he/she
feel he/she portrays him/herself to others (public self).
• Ask the teenager to make a drawing of themselves where they write down parts of
themselves that they show to the world and then part that remain hidden. Ask them to
colour the “dark” parts with black and then discuss the reasons why they keep this hidden,
as well as possible consequences of this.
 13

• Ask the teenager to make a drawing of the best thing about………………..(the traumatic
event) and then the worst thing about………………………………………(the traumatic event).


2.2.12 Identifying the inner critical voice

It is common in traumatised children to have an inner persecuting voice. Normally this
contributes to invalidated guilt feelings. Explain to the teenager that we often have a
conversation of two different voices in our head, namely the persecuting inner critic and the
inner victim. Ask the teenager to make a list of all the things he/she feels guilty about. Distinguish
between congruent and incongruent guilt feelings. Ask him/her to pick a puppet that could
represent the inner critical voice and another that could represent the inner victim. Ask the
teenager to play out a discussion between these two with the puppets. Then both of them have
to answer the following questions:
• “what I resent about you”
• “what I like about you”
• what I can offer you”
• what I want from you is”

Ask the teenager what he/she want to do with both puppet voices e.g. get rid of the critical voice
or nurturing the victim part. Discuss strategies for this for example: Make a list of good things
you can say to yourself when the inner critical voice comes out again. Discuss ways of being more
kind nurturing towards yourself.

A variation is to provide the teenager with clay to model both the inner nurturing parent and the
inner critical voice. Give each one a voice, let them speak and reshape them if you want. Talk to
them if you want to say something to them. Discuss ways in which the teenager can become
more self-nurturing e.g. what you can do to make yourself feel better.

2.2.12 Climbing out of shame (Adapted from Gass: 1994)

Explain to the child the difference between shame and guilt. Guilt normally is when you have
done something wrong or think you have done something wrong. Shame is when you think you
are wrong. The difference therefore is that shame has to do with you and guilt with behaviour
or action. Shame has to do with messages such as: You are not good enough, not worthy enough
etc. Ask if the teenager has ever felt this way before. Explain that the more shamed you are, the
more shame you will pass on. A shame blackout is when you feel more shame that you are
capable of handling. Sometimes we numb ourselves from our bodies not to feel the shame.

Ask the teenager to close his/her eyes and to think of all the messages of shame that he/she has
received. Give examples like: “I did not think you were that dumb.” Ask the teenager to write
the messages down. After finishing this, asks the teenager to close his/her eyes and read this
shame one by one to the teenager. Ask the teenager to become aware of his/her bodily reaction
while you read this. Then encourage the teenager to “shake out the shame”. Demonstrate how
 14

this can be done by shaking his/her arms and legs, shouting etc. This can be done several times.
After this, prayer can be used to ask the Lord to speak truth to these shameful messages. After
this was done with all the shameful messages, repeat the message to the teenager and ask
him/her to reply with a personal affirming message, such as: “I am learning from all my
experiences in a growthful way” or “making this mistake does not mean that I am bad.”

2.2.13 Letter writing

Think of all the unexpressed feelings you have for other people which you are still carrying with
you. The energy it takes to suppress these, can lead to constant feelings of exhaustion. Ask the
teenager to write a letter to each of these persons expressing his/her feelings. This can be done
as homework. Then discuss what they want to do with the letter e.g. mail it to the person, read
it to the person in the empty chair, and destroy it.

2.2.14 Setting appropriate boundaries

Explain the concept of boundaries and that they have the right to be respected and treated well.
They may therefore choose to keep out of their world the people whom they feel have hurt or
abused them. Ask the teenager to draw a castle with people outside the castle that they do not
want inside and also people inside the castle that they will allow inside. If they will allow some
people inside conditionally, discuss these conditions.


2.2.15 Techniques for evaluation of progress in the working phase

• Provide the teenager with animal cards with different animals on it. Ask him/her to pick
an animal which represent how he/she was at the beginning of therapy, then one animal
that represent how he/she feels now, and lastly an animal which represent to where
he/she still would like to grow to. Give each animal a voice and discuss what to do to
become like the third animal.
• Provide the teenager with a picture with four squares. Ask him/her to draw in one square
the “view” of the past, in another the “view” of how things are now, and in the other two
squares the views of the future – what they wish it might be and what they fear it might
be.

2.2 Techniques for termination

• Ask the teenager to draw a picture of all the meaningful people in his/her life who has
added value to them. Then ask them to write down one thing next to each person that
they have learned from this person, that they can take with them after therapy has ended.
If possible, these people can be invited to a session where the teenager can share this
with them.
 15

• Ask the teenager to create a diploma for him/herself to recognised what have been
achieved through therapy.
• Have a party with the teenager where he/she can choose from a “menu” what he/she
wants to eat and also set up a guest list of who needs to be invited.
• Provide the teenager with art and craft material and use the last session to make a
handmade gift/card to one another.






List of sources
Clarkson, P. 1989. Gestalt counseling in action. London: SAGE.
Gallo-Lopez, L. & Schaefer, C.E. (Ed.) 2005. Play therapy with adolescents. New York: Jason Aronson.

Gass, M.A. 1995. Book of metaphors: Vol 11. United States of America: Association of Experiential
education.

Oaklander, V. 1988. Windows to our children: A gestalt therapy approach to children and adolescents.
New York: The gestalt journal.

Hall. E., Hall, C. Stradling, P. & Young, D. 2006. Guided imagery: creative interventions in counselling
and psychotherapy. London:
SAGE.

Sunderland, M. & Engleheart, P. 1993. Draw on your emotions: Creative ways to explore, express and
understand important feelings. United Kingdom: Speechmark
Yontef, G.M. & Simkin, J.S. 1989. Gestalt therapy. In Corsini, R.J. & Wedding, D. (Eds). Current
psychotherapies. 4th edition. Illinois: Peacock.
Yontef, G.M. 1993. Awareness, dialogue and process: Essays on Gestalt Therapy. New York: Gestalt
Journal Press.
Zinker, J. 1977. Creative process in gestalt therapy. New York: Vintage Books.

 16

 17

Annexure 1

LIFE EXPERIENCE QUESTIONNAIRE

1. What is your most precious experience you remember as a pre-schooler?

______________________________________________________________________________
______________________________________________________________________________

2. What is the worst experience you remember as a pre-schooler?

______________________________________________________________________________
______________________________________________________________________________

3. What is the best experience you had in the primary school?

______________________________________________________________________________
______________________________________________________________________________

4. What is the worst experience you had in the primary school?

______________________________________________________________________________
______________________________________________________________________________

5. What characteristics did you have as a younger child that has remained?

______________________________________________________________________________
______________________________________________________________________________

6. What characteristics have you lost or have changed now that you are a teenager?

______________________________________________________________________________
______________________________________________________________________________

7. What event or circumstances in your in your childhood up to now had the biggest
influence on who you are now?
 18

______________________________________________________________________________
______________________________________________________________________________

8. Have you ever deliberately lied about a serious matter to your parents?

______________________________________________________________________________

9. What were you most criticized or punished for when you were younger?

______________________________________________________________________________
______________________________________________________________________________

10. Have you ever been tempted to kill yourself, or had thoughts about this?

______________________________________________________________________________
______________________________________________________________________________

11. Do you often feel tired, listless and cry a lot?

______________________________________________________________________________

12. Do you have trouble concentrating in school or when doing your homework?

______________________________________________________________________________

13. How do you feel about crying in the presence of others?

______________________________________________________________________________
______________________________________________________________________________

14. What do you think about God, religion and the church?

______________________________________________________________________________
______________________________________________________________________________

15. Do you think there are times when cheating are justified?

______________________________________________________________________________
______________________________________________________________________________
 19

16. Is there anything you sometimes pretend to be that you are not?

______________________________________________________________________________

17. Have you ever disliked anyone to the extent of plotting things against him? If so,
explain.

________________________________________________________________________

18. What is the biggest challenge(s) in your life right now?

______________________________________________________________________________
______________________________________________________________________________

19. What emotions do you find most difficult to control?

______________________________________________________________________________
______________________________________________________________________________

20. How do you feel about rules and specifically the rules in your house?

______________________________________________________________________________
______________________________________________________________________________

21. If you had one year to live with no restrictions, how would you like to spend the year?

______________________________________________________________________________
______________________________________________________________________________

22. How do you feel about school?

______________________________________________________________________________
______________________________________________________________________________

23. How is your relationship with peers?

______________________________________________________________________________
______________________________________________________________________________

 20

Complete the following sentences

When I think about the future, I see myself___________________________________

When I am feeling anxious in a new situation, I normally________________________

When I am rejected, I normally_____________________________________________

Breaking rules that seems unimportant, makes me feel_________________________

I feel most affectionate when______________________________________________

When I am alone I usually_________________________________________________

I am rebellious when_____________________________________________________

I am afraid of___________________________________________________________

I am ashamed of ________________________________________________________

One thing I would like to improve in my life is________________________________

My biggest fear in meeting people is _______________________________________

 21