Scott Adams, Creator of Dilbert 2012 pp 3-1.pdf · Your Brain and Business – The Neuroscience of Great Leaders -By Srinivasan S. Pillay BATA 09/07/2012 7 . BATA 09/07/2012 8 Kiin

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The Power of Words to

Promote Change

Creating Taglines

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“Remember there is no such thing as a small act of kindness. every act of kindness creates a ripple with no logical end.”

- Scott Adams, Creator of Dilbert

The Beginning…

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The Power of Words

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Every thought / memory / word has an emotion attached to it.

What you believe about your thoughts determines what emotion you will create. Every emotion has a chemical associated

with it that attaches to every cell in your body.

Your thoughts / words / emotions are energy which affect yourself

and others.

This is the POWER OF WORDS.

• "The tiniest change in energy, no more than a few words, can lead to massive physical disruptions."

• A single traumatic event alters your awareness immediately...much faster than physical conditioning. Once imprinted, trauma repeats itself obsessively through images, thoughts and feelings.

• The highest correlation for reaching 90-100 years of age is emotional resilience.

- Deepak Chopra "Reinventing the Body, Resurrecting

the Soul“

• Genes and DNA do not control our biology. -"The Biology of Belief" by Dr. Bruce Lipton

• According to Dr David Suzuki “The Sacred

Life”, your words can physically affect others.

• A study of Tibetan monks revealed that mental activity alone can alter the brain.

• Positive thoughts /emotions calm down amygdala.

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Data on the Power of Words

Why Art Therapy & Counseling? Taglines as Group activity:

• Love has an immediate affect on the body. (Harvard study) • Compassion for ourselves and others affects the brains sensitivity to emotional information. • Social pain is as real and intense as physical pain. • Lonely people notice distress more. • Peer rejection and conflict have been linked with increased rates of depression.

Data on Creativity:

• When left frontal cortex is stimulated, depression is alleviated. • Creative processes create greater frontal lobe activity. • Using verbs when constructing goals stimulates the frontal lobe. • Creative people have a high degree of connectivity that joins even seemingly disparate brain

regions. • Movement stimulates insight and thought. • For change to be successful, must involve imagination / visual aids. • Observation and imagery (visualization / imagination) stimulate action towards goals. Your Brain and Business – The Neuroscience of Great Leaders -By Srinivasan S. Pillay

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Kiin

- Ryunosuke Satoro

9

(2009) . Wang, Iannotti, & Nanseel., Journal of Adolescent Health.

Direct Forms

Indirect Forms

Bullying Includes:

Persistent

bullying

can =

Anxiety Depression Low self-esteem Shyness Lack of confidence Humiliation Poor concentration Poor academics Rejection / isolation Self harm or suicide

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Similarities and differences of victim and bully

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• Not wanting to go to school • Avoiding certain activities • Not wanting to talk about school • Cuts and bruises unexplained • Falling out with previous friends • Spending more time alone • Unusually quiet or withdrawn • Loss of appetite • Bedwetting • Doing less well in school • Insomnia • Aggression with siblings

Reasons for Bullying

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Being rewarded in some way with material or psychological rewards A strong need for power and negative dominance Antisocial behavior, satisfaction in causing injury and suffering to others

www.olweus.org/publicbullyingpage

Theory of Bullying Behaviors

• Direct Bullying: Both focus on deficits of Bully

– Social Skills Deficit Model

– Social Blindness Model

• Indirect Bullying :Both focus on social strengths of bully

- Social Intelligence Model

-Theory of Mind Model

(Safran & Safran, cited in Malchiodi 2008)

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Resiliency is the ability to cope with, adapt to, and recover from challenges. Having a higher level of resilience makes it easier to maintain poise and a healthy level of physical and psychological wellness in the face of challenges. Having less resilience may result in overwhelming feelings resulting in using unhealthy coping skills like anxiety, depression and self harming behaviors. Resiliency becomes a way of thinking and being. It is about hope and possibility.

Art Therapy in Counseling

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Trauma and Resiliency

Children and youth who experience trauma display increases in stress hormones comparable to those displayed in combat veterans. Potential outcomes for children exposed to trauma: Attachment Mood regulation Dissociation Self-concept challenges Behavioral, cognition, and biological changes Both victims and perpetrators of bullying are at a higher risk for suicide & depression than their peers. Children who are both victims and perpetrators of bullying are at the highest risk for suicide

Art Therapy in Schools

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• Collaboration. • Creativity: empowers, promotes, bridges and heals. • Prosocial behaviors increased. • Peace psychology. • Conflict resolution promotes: mutual respect, empathy, and security.

(Gibbons, 2010. Journal of the American Art Therapy Association.)

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• Schools • After School Programs • Family • Community • Building resilience • Identifying strengths • Mastery of skill • Building relationships • Exploring emotions and reactivity

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Art Therapy and Bullying

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In counseling: treating mental health, improving

self-esteem and creating adaptive strategies

through improving perception of problems

(resiliency, mindfulness, etc.).

In schools: focusing on prevention and

resiliency skills through conflict resolution

programs.

In communities: promoting strength-based

workshops increasing awareness like

“Taglines”, “PeaceBuilding” or “Peace Action

League”.

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Art Therapy and Bullying

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Art Therapy in Communities

Promoting strength-based

workshops increasing awareness.

Healing Arts Workshop

Ortonville, MI July 20, 2012

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Hope

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With help from families, friends, providers, and other Heroes of Hope, children and youth can be resilient when dealing with trauma.

Art Therapy

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Art Therapy

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www.TaglinesForChange.com

References

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Bully Bounce Ball: www.palossports.com Behrends, Muller, Dziobek. (2012) Moving in and out of synchrony: A concept for a new intervention fostering empathy through interactional movement and dance. The Arts in Psychotherapy, 29, 107-118. Crick, N. (1996). The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children’s future social adjustment. Child Development, vol.67, no. 5, pp. 2317-2327.

Chopra, D. (2009). Reinventing the body, resurrecting the soul. (1 ed., Vol. 1, p. 277). New York: Harmony Books. Dingsor, S. (2012). Bullying: A creative approach-attacking the problem, not the individual. New Jersey Art Therapy Association newsletter, (Spring, 2012). pp. 11-14. Eaton, L. G., Doherty, K. L. & Widrich, R. M., (2007). A review of research and methods used to establish art therapy as an effective treatment method for traumatized children. The Arts in Psychotherapy, 34, 256-262. Forest, M. (2006). Children Who Bully: A School-based intervention using cognitive behavioral art therapy. Spectrum.library.concordia.ca/8960/.

References Cont.

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Gibbons, K. (2010). Circle Justice: A creative arts approach to conflict resolution in the classroom. Art Therapy: The Journal of the American Art Therapy Association; 27(2): 84-89. Lyznicki, J. M., McCaffree, M. A.., & Robinowitz, C. B., (2004). Childhood Bullying: Implications for Physicians. Am Fam Physician. Nov 1;70(9):1723-1728. http:/pridesource.com/article.html?article=53122.

Malchiodi, C. (2010). Using art therapy to address bullying. Retrieved November 28, 2010, from http://tlcinstitute.wordpress.com/2010/11/28/using-art-therapy-to-address- bullying/.

Kahn, Beverly B. (1999). Art Therapy with Adolescents: Making it work for school counselors. Professional School Counseling, 2(4), 291-298.

Kapitan, L. (2007). Mobilizing compassion to counteract denial and despair. Art Therapy: Journal of the American Art Therapy Association, 24(4) pp. 154-155.

Lipton, B. H. (2004). The Biology of Belief: Unleashing the power of consciousness, matter & miracles. Carlsbad, CA: Hay House.

Lonnquist, Donald C. ( 2008). Treatment of the Bullying Phenomenon: A survey of the Art Therapy Community.

http://idea.library.drexel.edu/bitstream/1860/3611/1/Lonnquist,%20Donald.pdf

References Cont.

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Mak, W., Ivy, S, Wong, C. (2011). Resilience: Enhancing Well-Being Through the Positive Cognitive Triad. Journal of Counseling Psychology, 58, No 4, 610-617. Olweus D. (1994). Bullying at school. Basic facts and an effective intervention pro-gramme. Promote Education; 1(4):27-31, 48.

Pillay, S. S. (2011). Your Brain and Business: the Neuroscience of Great Leaders. Upper Saddle River, N.J.: FT Press.

Prince-Embory, S. (2007). Resiliency Scales for Children and Adolescents’ Manual: A Profile of

Personal Strengths. San Antonio, TX: Pearson Clinical Assessment.

Rosal, M. (1993). Comparative group art therapy research to evaluate changes in locus of control in behavior disordered children. The Arts in Psychotherapy, 20, 231-241.

Ross, C. (1996). Conflict at School: The use of an art therapy approach to support children who are bullied. In Liebmann, M. (Ed.), Arts Approaches to Conflict. London, England: Jessica Kingsley, Pub. Safran, D. & Safran, E., (2008). Creative approaches to minimize the traumatic impact of bullying behavior. Creative Interventions with Traumatized Children, Malchiodi, C. Guilford Press: New York, NY pp.132-166.

Wang, J., Iannotti, R. J. & Nansel, T. R. (2009). School bullying among adolescents in the

United States: Physical, verbal, relational, and cyber. Journal of Adolescent Health, 45(4), 368-375.

Reflections

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1. How do you envision the knowledge of the ripple effect / power of words

/creativity in your life? 2. How will you utilize your knowledge of bullying and resiliency in your

community? 3. How can you incorporate measurable outcomes in your practice to help promote the benefits of art therapy? 4. In what ways could taglines be made better?

5. What information was new to you and how will it impact your work?