i need someon do my homwork

read chapter 5 of the text answer the questions and complete the exercise at the end of the chapter pleas put questions with answer after that write complete the exercise ,

one page 

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Chapter 5

Using The Strengths Of The Client and Indirect Suggestions

In these two cases I show how using the strengths of the client and indirect suggestions can be powerful means of assisting the client to heal herself.

In brief therapy, it is important to find the client’s strengths and to help the client employ these strengths in resolving the problem. Chevalier explains, “It is easier to build on strengths and past successes than to try to correct past failures or mistakes” (Chevalier, 1995, p. 16). The following story illustrates this point.

Observing Panic Attacks

Mary came to see me because of panic attacks. Currently in her senior year of college and looking toward Law School, she was scheduled to take the LSAT in a few weeks. Though she had no history of panic attacks, she was suddenly having them frequently. As Mary and I talked, she indicated that she was a very analytical person, approaching life from an intellectual perspective rather than an emotional perspective.

Based on this information, how might you use Mary’s analytical ability to assist her in healing herself of the panic attacks? Write down as many ways as you can create.

I began to talk about the advantages of looking at things objectively. I mentioned a storm, suggesting that it would be much more beneficial to understand how a storm forms, and to understand how to protect oneself from a storm, than it would be to simply be afraid of the storm. Continuing this line of thought, I mentioned other things such as academic classes and flat tires. With each one, I pointed out the advantages of looking at things objectively, determining how they worked and deciding what to do about them rather than merely having feelings about them. I never mentioned panic attacks.

The next week she reported that she had two panic attacks during the previous week. She said that she observed the panic attacks “as if she were a scientist studying blood or something.” She said it was really strange because the panic attacks did not bother her, and they quickly went away as she observed them.

I saw her two more times, and she reported no more panic attacks. In our last session, she said that she never imagined that she could control her panic attacks and ultimately eliminate them by studying them. She was confident that her panic attacks were a thing of the past.

This session with Mary is an example of using the client’s strengths. She was exceptionally proficient at studying things objectively and keeping her emotions out of it. I indirectly suggested to her, through the examples, that she use the same strategy with her panic attacks.

Everyone who comes to see you has strengths and skills that most likely can be used to help resolve the issue. It makes sense to utilize these strengths rather than asking the client to do something that is outside the range of comfort or ability.

This next case shows the power of metaphor. Metaphor is only one way of giving indirect suggestions. There are other ways such as saying, “I wonder what would happen if you did such and such.” You can also give the suggestion as if you were giving it to someone else. You might say, “I had a client once who had a similar problem to yours and I said to her, ‘When you are in the situation where you experience the problem, you should do such and such.’”

As I stated in Chapter 1, when you tell the client what to do, you potentially set up two negative consequences. First you create the opportunity for resistance from the client. Secondly, if your command is unsuccessful, the client may lose confidence in you. With indirect suggestions, there is no possibility for resistance because there has been no command, and the client has the power to choose whether or not to take the suggestion.

Nardone and Watzlawick (2005, pp. 81-82) state that the use of metaphor, anecdotes, and stories minimize resistance because patients are not requested to do anything, nor are their opinions or behavior criticized. Because metaphors are a language of the unconscious mind, they can be powerful indirect suggestions. By speaking metaphorically you give the client the freedom to interpret the metaphor and apply it in the most effective way.

In the following story, I use a metaphor to help the client cure herself of a phobia.

Phobia of flying

Ouida had a fear of flying and had to make a trip in a couple of weeks that required going by plane. When she came to see me, the thought of flying set off a reaction of wringing her hands, crying, and gasping for breath. I talked with her calmly until she regained her composure.

If you were Ouida’s therapist, what are some metaphors you might have used? Write these down before reading further.

I told Ouida a story of a Native American boy who lived with his family in a village on the plains near a mountain range. As a boy, he listened to his parents and grandparents tell stories of a monster that would come out of the mountains and ravage the village. The boy had never seen the monster, but he lived in fear that the monster would come again to his village. One day, as he was walking to school, he heard a giant roar and knew immediately that it was the monster. He looked toward his school, and standing between him and the school was this giant monster. His heart began to pound; he began to sweat, wring his hands, cry and gasp for breath. (Notice that I used the same symptoms that Ouida had exhibited.) How would he ever get safely past the monster?

Stopping the story at this point, I began to build her confidence by reminding her of difficult things that she had learned in her life such as driving a car, writing, and walking. I broke these down into parts. Regarding the skills required to drive a car, I suggested that she had to learn how much pressure to put on the gas pedal to go a certain speed, how much pressure to put on the brake to slow down or stop, and how much to turn the steering wheel to go around a corner or curve. On the topic of writing, I suggested that she had to learn so many different shapes, such as how many humps the “M” had, where the bubble was on the b, p, or d, crossing her “T’s” and dotting her “I’s”. Discussing the skill of walking, I suggested that she had to learn to shift the muscles in her body to balance herself—picking up her foot at just the right height, moving it forward at just the right speed, and putting it down while picking up the other foot at just the right time. I also suggested that as she had learned these things, and thousands of others, she could also learn new things and perform these new behaviors as easily as she performed old behaviors.

Then I continued the story. The boy decided that he would attempt to sneak past the monster by hiding behind a building, then a tree and finally a shrub. As he sneaked closer and

closer toward the monster, he noticed that the nearer he moved toward the monster, the smaller the monster became. By the time the boy was only a few feet away, the monster was only three inches tall. No longer frightened, he decided to take the monster to school with him to show his friends so the villagers’ fear would end.

Then I deliberately turned the conversation toward her trip because I wanted to see if her reaction would be the same as before. With a strong voice and no indication of fear, she calmly talked about her trip and making the flight out there and back. Later, Ouida made the trip without any problems and reported that she actually enjoyed the experience.

I am indebted to Steve and Carol Lankton for not only the story upon which I based the metaphor (1989, pp. 106-110), but also for teaching me how to imbed other work into a story (1983, pp. 247-255). Their method is more complicated than what I did, but this simple version was enough to help Ouida overcome her fear of flying.

This is an example of using indirect suggestion through metaphor. While I did not mention her phobia throughout the session, she took the story and applied it to her situation the way she needed to apply it.

Exercise: Practice creating metaphors for particular problems. As you go through your day and talk with people, try to create metaphors relevant to the conversation. The more you practice, the more effective you will become at creating metaphors that produce change. Also, think of some issue in your life that you would like to change. Assess your strengths, asking yourself if you can use any of these strengths to create this change. The more you practice this, the better you become at seeing strengths and connecting them to the resolution of the problem. Listen to your clients to learn their strengths and then assist them in applying these strengths to the problems.