ELF-C RE: A PO ITIVE P Y HOLOGY PPROA H TO VICARIOU TRAUM TIZ TION AND PER ONAL GROWTH by Patricia (Tri h) B W n1 r ity f . Pilotte o1ihem Briti h Jumbia 2007 PROJE T BMITT D IN PARTI L FULFILLM NT TH REQ IREMENT OR TH D GR F MA T R OF EDU ATION IN OUNSE LING TH UNIV RSITY OF NORTH RN BRlTISH pri l 2010 © Patricia (Tri h) Pilotte, 2010 F OLUMBIA 1:.- ARE VT&P R NAL .. R W H TABLE OF 11 ONTENT Table of Content II Acknowledgment lV Dedication v Introduction 1 Chapter One- Purpo e and Rationale 3 Pw-pos 3 Rati nal 4 Chapter Two- A Literature Rev iew 7 What Vicariou Traumatization i 8 ol ountertran ference 8 ompassion fatigue 8 Burnout 8 Vicarious Traumatization 9 Symptoms of VT 11 Susceptibility to VT 11 VT strategies 12 Choice Theory and the Personally Accountable Person 15 Positive Psychology 16 Positive States 18 nhancing Positive States 20 Positive . . motions 22 Positive Psychotherapy , VT & P ~ R Th "V alu A R WTH in Acti n (VIA cia sification 111 25 ore virtue 26 hara t r trength 27 Chapter Three - Foundational Per pective 38 pirituality 38 elf- ar 39 P rsonal rowth 43 Chapter Four - The elf- are Work hop 47 Work hop 48 al Work hop tructure 48 Conclusion 63 Appendix A - Core Virtue 65 Appendix B - Character Strength 68 Appendix C- Workshop Worksheets 78 Appendix D - Self-Care Plan 83 Appendix E - PowerPoint Slides 87 Appendix F- Workshop Evaluation Form 112 References 114 R WTH lV Acknowledgments Th ucc ful c mpleti n fthi pr ~ t w uld n t hav b n p s ibl without the upp 1i f n1any pe pl . Th r :D r , I wi h t a kn wl dg and pre my heartfelt i tant Pro£ r, r. inda ' eill with ut whos calm, gratitud t n1y up rvi r, pati n and invaluable guidance and c mpa si nat demean ur and helpfuln upp rt thi d gr e uld h r main d ju t a dr am. Deep t gratitud and much appre iati n i al lu o iat Profe s r, Dr. orinne Ko hn a memb r fth up rvi ry mmitte who un elfi hly acrific d h r pers nal timet edit thi rk in a tim 1 fa hi nand who through ut 1ny time at B , ncow·aged m to pand and hon 1ny public peaking abilitie to wher I mn n w c ntemplating w rk h p delivery. Wanne t regard and heartfelt thank ar a rded to the Acting hair of the P ychology ciate Pr fl r and m mber of the upervi ry committe , Dr. herry D partm nt e perti e in th real1n ofpo itive p ychol gy and wilJingn ss Beaumont with ut wh to go above and b yond the mere imparting of that kn wlcdge t a sharing of li£1 philo phie planting th eed 6 r thi work and fo tering its growth. The standards of excellence and c llaborative en rgies of this supervis ry committee wa stellar and that, when combin d with the humour, hard work, and humanity of each member propelled this work to be all that it i and for that, I will be eternally grateful. An extra-special thank you and a heart full of gratitude is extended to regory John Brown for his endless pep talk , ense of humour, supportive offerings, and linear way of looking at life that kept me on track and rea onably sane during my entire academic journey. His numerous contribution , friendship and unyielding faith in my abilitie will always be fondly remembered and forever cherished. Last, but by no means least, I wish to extend deep appreciation and heartfelt love and gratitude to my family, friends, and colleagues. To 1ny sister Leona for her perseverance in our Word Twist games; Thoma , for listening to my rant , raves and for his companionship; Mellhina, for her uplifting phone calls from Heaven on Earth; Duncan, for opening the academic doorway; Chrissie, Barb, WayWay, and Bob for their friendship and continual belief in 1ny ability to do the ' do ' and to the 1nany others whose words ofwisd01n, humour, and never-ending encouragement helped when all felt insurmountable and unachievable. _, VT & P R NAL R W I--I v Dedication I would lik t d di at thi w rk t m daught r, a andra, and my n Jean-Franc 1 fi r wh m life i ju t beginning and t my parent , h ila and Tony wh e lives sadly ended b for it compl ti n. A allli b gin all live will end· thi i indi putabl . R membering that it i what we do with th tim in b tween the e vent that matt r m t and h w we cho se to orch trat ur journey that r ally mak the diffi r n e fi reach f us. Kn w that it i n v r t late t tart n the path t fulfilling lifi time dr am - a vid n ed by thi final ubmis ion . 1 VT &P -- R NA 1 RW H elf- are: A Po itive P ychology pproach to Vicariou Tramnatization and Personal Growth rawing nth c n tantly u d m taphor that d pi t rna k fir t b cau e unl pa ng r Ip n i abl t breathe ne putting n the xyg n n cann t b fa sistanc t other it that h lping pr fe i nal mu t n t ju t a knowl dge the self-care m v ment but mbra it and tati li ing it. H lping profe ional e pe ially coun ellor and m r p cifi all u eptible t mental tudent and train e , are mor and em ti nal di - a e. ' I beli v that 'kn wing' of s lf-care is quit imply not enough and that 'd ing' s Jf- are i a personal and profes ional obligation. By taking care of our mental and emotional well-being and living a healthy and balanced life, helping profes ionals really are taking care of tho en ar and d ar a well as tho e with whom we work. ontinually faced with personal and professional challenges to world views, healthy ways of being and ability to sustain positivity, the helping professional must take all available precautions to minimize the likelihood of permanent damag to their psyches. The focus ofthis project is to provide a unique way of protecting oneselfwhile fostering the opportunity for personal growth not only before, but also during and after experiencing vicarious traun1atization (VT). A counsellor's ability to be e1npathic and to de1nonstrate empathy, genuinene , warmth, and trust for a client is paramount in establishing a safe therap utic environment, which in tu1n i necessary for a succe sful interv ntion (S ligman, Rashid, & Park , 2006 ; Sexton, 1999). mpathically bearing witn ss to heart-wrenching nanative and participation in re-enactm nts, vi ualizations, and th recalling of tramnatizing vent ~ RWII LFmay increa e th vulnerability f aakvitn 2002· un 11 r t th nppany Whit Kr s & Wile 2 ffl ct fVT (Jenkin & Baird 2002; n 2004). Defin d a inv 1 ing profl und and permanent change in the c r f the coun 11 r lf ( dam & Rigg , 200 · J nkin & Baird, 2002 · a pect aakvitn 2002 · rippany t al. 2004 VT r with r p ct to inad quaci o cupational hazard ( t on n ith r th th rapi t nor the client imply tated, it i be be t cone ptualized a an mmer 2008). L - A RWH V &P RONA hapter One- Purpo e and Rationale Purpose The purp e f thi pr ~ ct i t pr vide a ben ficial pr h lping profi by which tho e in th ions can de el p a p r nally ustomized elf- are plan ( Through de el ping and maintaining th ir P f VT but al mitigating th r c v ry to an awar n e n m re e f P P). pportunity i pr vided £ r not only in tran c nding p r nal gr wth beyond mere lf that will ben fit the c unsell ing stud nt, trai ne , and a oned profe i nal in their lived e p ri nee. ounsellors at allle el f p rience may ch o t arm thems lves with a mechani m that convert adv r ity into opportunity thr ugh rcfl ctive 1neaning making that may re ult in per onal growth. Although VT can happen to any counseJlor working with trauma survivors, current re earch indicates that student in a counse}Jjng program and counselling trainees may be more susceptible to the effects of vicari us trauma (Adams & Riggs, 2008; Cunningham, 2004). Adams and Riggs (2008) also found that higher levels of VT symptoms correlated with participants having les than two em esters of applied experience. To address this potentiality, I believe it is cn1cial that counselling students, trainees, and other helping professionals initially invest in preventative trategies such a a personally customized self-care plan (PCSCP) that 1nay help to create a protective buffer (Neummm & Gamble, 1995 ; Sommer, 2008). Creating a P S P during the earlier stages of their helping careers practitioners may also experience enhanced s Ifawareness resulting in personal growth. - A V &P R hrough the 1 n of p with th iti p mpiri ally r earch d Valu r Vi1tues ' and "24 mitigat th 4 RWH N P c nstructed ch logy I will c nn ct how a P in ction' (VIA) urv y, which in haracter tr ngth ' in it r ult rporate may pr v nt and/or ffect ofV . Furth rm re thr ugh participati n in didactic c mponent f acti n- ri nted, hand -on' e erci and lf- 1 cting fr m a th r participant rna b apt t a ep t elf- ar a m re than just s m thing to talk n r reating about and m re of a "mu t ha e in th ir th rap utic t olkit . By creating their own If-care plan and by participating in educational opp rtunitie n what VT i and i n t, beginning coun ellor e pecially may dev lop the knowl dge ba n ed d to identify the ympt 111 of VT in themselves and th ir D llow practitioner . Participants would be encouraged to explore how it may affect their ability to be present with their clients, and to "mine for the personal growth opportunities that may transpire should one experience V . The propo ed process utilizes a tri-dimensional approach catered specifically to tudent/trainee counsellors. Rationale A crucial element of this process expands the students' /trainees' knowledge ba e with respect to understanding what VT is while honing their ability to recognize the symptoms in themselves and fellow practitioners. In a literature review of counsellors who had and were enduring vicarious traumatization, Sexton (1999) put forth four recommendations. Firstly, Sexton recommended that therapist develop the ability to recognize salient themes and self-reactions that could re ult in counte1iransference. Secondly, he suggested th rapists under tand when their individual somatic igns of di stre s become evident. hirdly, Sexton reconm1ended therapists become attuned to 5 RWI early indication of the on et of VT in them el e . 's lf-con£ fe ling and p n nc a tly he recom1nended therapists pertaining t their wn trauma-relat d lifl events. the ability f tudent/train e couns llor t invest in the 1 g n ration fa per nally crafted and cu t mizable elf-c ·e program integral with the con truct f p rsonal growth. h primary elem nts of the P p y h logy interventi n [! cu d n utilizing p 'po iti ubjective tat iti P incorp rate p sitiv haracter trait ,' e p riencing and ngaging with ' enabling in tituti n ' (Peter on 2006). long with the p cho- ducati nal comp nent, a pam hlet that allow patiicipants to el ct and e peri nee numerous hand -on action-oriented' exerci swill be availabl . Whil each ex rei e addre s s pecific core virtue and character strength , the proposed p ycho-educational c ur e will provide th opportunity forth exerci es to be compl ted framed within an approach directed solely from the participant's perspective. I believe that working through the ex rcises will significantly enhance the learning experience and may not only provide the opportunity for participant "buy-in' and an acknowledgement of the i1nportance of self-care in their personal and profe ional lives, but may also motivate the participants to generate their own PC CP. The final element of the process, a continuance of the student/trainee counsellors ' personal growth, anticipates the developn1ent of confidence to accept that one is uffering from vicarious traumatization, recognize its influence on client-counsellor interaction , and work towards mitigating its effects. The underlying motivation for electing to utili ze this particular process rests in positing that personal growth may transpire at some point prior to, during, or after VT. F- A It i V &P R nticipated that by A 6 RWH pl ring a p ct f po iti e periencing the p iti e impact f im lementing a P p y hological thinking, P early in on able t id ntify th on et of VT and exp riencing befl r hand s 1n p ychoth rap utic interv nti n trategi care r being f the p itive tudent/traine coun ll r will become in est dine ta li hing and adh 1ing to th ir own cu tomiz d elf-car plan. V & R 7 RWH N hapter Two- A Literature Review Wh ther a first r p nd r t a natural disa t r an etn rg n y w rk r, an intermediat car gi er r a car pr vid r tting all have th p t nti 1 t traumatic tr (Trippan rking in ith r an outpatient or inpatient uf£ r fr m ndary trauma r ec ndary traumatic tre s, t al. 2004 . fr qu ntly lab l d a compa f the diagno tic crit ria fi r P 1 n fatigu r fer t a t raumati r Dis rder a laid ut in th Anxiety me fonn f ec ndary trauma r econdary tr t f ymptom that parall l those Di rd r (PT D) or Acut tres i rd r section f th Diagnostic and tat is tical Manual ofMental Di order -IV- TR ( merican P ychiatric Association, 2000). In general trawnatic e periences are defined a an "e p sure to a situation in which a per on i confronted with an event that involves actual or threatened death or seriou injury, or a threat to self or oth rs' physical well-being" (Trippany et al. 2004, p. 31). Encountering client whose e1notional narrative may include dome tic violence, physical or sexual assault, chool or work-related violence, childhood sexual abu e, and natural disasters is a frequent occurrence for counsellors although they n1ay never work in an environment where crisis is the primary focus (Sommer, 2008; Trippany et al., 2004). Frmn being thought of as an unconscious infection to a contagion labeled soul sadness, McCann and Pearlman ( 1990) assert that for some therapists, doing psychotherapy with trauma survivors can result in a pe1n1anent dis1uption to their "cognitive manifestations of p ychological needs" known as cognitiv chen1as (p. 13 7). Me ann and Pearlman (1990) in their seminal re earch on trauma coined th phrase "vicarious traumatization" (VT) to identify the altering ef£1 ct to cognitiv - A V &P -. R chema that may b 8 R WT I N p ri need b th rapi t wh orked with trauma victin1 . Re arch into th c n tru t fVT initiall r fi rr d t c untertran fer nc r acti n compa i n fatigue r veal dhow uch trauma a a r burnout. ub quent re ar h r ignificant difference b tw nand amon th ab ve-n1enti n d n tructs and VT dam & Rigg 20 Vicariou trawnatizati n · Je m Baird, 2002; Trippany et al., 2004). hen di tingui h d from uch c nstru t may b n1ore ea ily under to d. What Vicariou Traumatization i Not Countertrao ference. n imm diate emotional response by the counsellor to a client's issue or concern re ultin g from the lived e peri nee of the counseJlor, countertransference i specifically related to eli nt/counsel1 or interaction during the counselling ssions (Trippany et al., 2004) and although it need to be addressed, it is not likely to alter the coun ellor's worldview. Research indicates that if a counsellor j suffering from VT, "the related disruptions in cognitive schemas become part of the counsellor s unconscious personal material that may then result in countertransfer nee reactions toward the client" (p. 32). Compassion fatigue . First acknowledged in the nursing profession, compas ion fatigue is identified as the cumulative buildup of primary traumatic tress over ti1ne and can be debilitating in that it affects the counsellor's ability to be empathic (Sommer, 2008). Primary, secondary, and vicarious traumatization can actually add up to or be very much a part of the overall spectrum of compassion fatigue. Burnout. Identified as a gradual and cumulative buildup that r ult in emotional exhaustion and chronic tedium in the workplac , burnout is linked to workplace VT&P R 9 RWH A condition (J nkin & Baird, 2002 . Inc un lling burn uti r lat d p cifi ally t a fl eling of being v rl ad d econdary to eli nt pr blem f chronicity and c01npl ity and ultlinat 1 1 ad t dep rs nalizati n f th client inad quat eli nt suppoti, inferi r rvic deli r , da n the ervic w rker (J nkin d per nal accompli hment and job sati fa ti n by Baird 2002· Trippany et al., 2004). di tingui h d fr m a h ther thr ugh a con ideration urn ut and V of s v ral dim nsi n . f redu ymptom ar bservable reacti ns v rs s 1n re c vert changes in thinking, whil the amount of exp ure t trauma urviv r vari gr atly. In addition, th relevant p pulati n inv lved in the service pr vi i n ar n t aligned, and the former focus son ymptom while th latter fl cuse on theory (Jenkin & Baird, 2002). However both V and bwnout hare similar behavioral, emotional, and physical ymptoms, are frequently characterized by a commonality in work-related issues, interpersonal problems, and a general decrease in esteem, as well as concern for clients. Burnout can occur in persons within many profe ions builds gradually and cmnulatively as a result of emotional exhaustion, relates to chronic tedium in the workplace, and is linked to workplace conditions. VT on the other hand, occur within professions dealing specifically with trauma victims and is characterized by an abrupt and sudden onset of symptoms. Vicarious Traumatization A counsellor's ability to be ernpathic and to demonstrate empathy for clients i paramount in establishing a therapeutic relationship. Establi hing good rapport with a client is also necessary for a successful intervention. ounsellors, who en1patheti all bear witness daily to heart-wrenching narratives and participate in re-enactment and V i ualization of traumatizing 'The client or ur IV r R W A &P R 10 I nt ar parti ularly ulnerabl t the effect ofVT. p ri nee th trauma· h w · r VT is not ab ut the surviv r, it is about th coun 1 r [and] it i best c nc ptualized a a rt f ccupati nal hazard" (Jenkin & Baird, 2002, p. 52 . VT rna be defined a the tran [! rmati r ult tn hang cognitiv t th chema , id ntit f£ t up nth helping pr £ s ional that f th th rapi t 1n mor (Me ann & P arlman, 1990· ' If. ' ignificantly challenged, and b lief y t ms oft n b com nppan et al. 2004 ). ev rely changed h therapi t' per onal balance i l t and inva ive and intru iv horr r penetrate and take hold. Waves of agony and pain bombard th therapi t s spirit and eep in draining strength, confidence, de ire, fri ndship, calmne , laught r and good health. sadn onfu ion, apathy isolation, anxiety, , and illne s ar often the result ( aakvitne, 2002). McCann and Pearlman (1990) not only coined the term vicarious traumatization but also developed the constructionist self-development theory ( DT) founded in the premise that individuals understand and rationalize their surrounding life experiences by constructing realitie based upon the development of cognitive schemas including "beliefs, assumptions, and expectations about self and the world" (p. 13 7). Counsellor , who are subjected repetitively to a client's re-enactlnent and re-telling of traumatic experiences, may alter perceptions as a mechanism of self-protection against the effect of interacting with the clients traun1atic experiences. rippany et al. (2004) posit the onset of vicariou traumatization to be a nom1al adaptation by the cotmsellor. I believe that the recognition and enhancement of th points of positivity in one's life (by focusing on an individual ' core virtue and character , VT &P_.R trength ) 1 ad to a r duction in th (the f01mati n f fal 11 L R W H on ntration n then gati e asp ct in ne's ljfe p rc ption a th ir reality). This I interpr t to be a form f positive psych th rap mbedded in an indi idual' per nally cu tomized elf-care plan. y mptoms of VT. In the coun lling arena, VT i related t a pe ific client's traumatic the lifl peri nee e t nd b y nd th f the c uns 11 r. cc rding t si ns, and ub equ ntly affe ts all a p cts f dam and Rigg (2008), th ympt m of VT includ a pr occupati n with the client' traumatic e ent, av idance and numbing f v nt an 1n r a in n gati v arou al, and 1 wer d frustrati n and tol ranee levels. ther VT ymptom include intru ive thought f eli nt ' material, a dread of working with certain client a decrease in a ubjective en e of afety a feeling f therap utic impotence a dimini bed sen e of purpose, or a decreased functioning in a number of areas in both personal and profe ional realms. Susceptibility to VT. An important component to preventing VT is acknowledging individual susceptibility and personal vulnerabilities. Unrealistic expectations for oneself as a professional and/or the unfounded beliefs about the value of stoicism or non-responsiveness that leave the individual feeling ashamed and silenc d about her/his feelings may contribute to increased risk ofVT. Student/trainee counsellor will also often undergo feelings of shan1e at their sense of incompetency and will be reluctant to seek appropriate supervision and support (Adams & Riggs 2008). Disregarded self-care plans or other personal coping strategies that do not help or cany heavy costs (e.g., addictions, numbness, and isolation) may also increase one's vulnerability to VT. Sommer (2008) fmih r supported the importance of elf-car wh n VT&P -. R h c nclud d AL 12 R W H lf-car i a in1p rtant t th pr theoretical ori ntati n and t chnical applicati n i nal practic (p. 8). Recently Adam and Rigg (200 ) con lud d that th traumatization in tudent and traine training penenc s. trauma a es in th ar unnin gham (2004) ymptom of vicariou rr lated heavily with personal i u sand plored the ri k a m, and ffer d rec mmendati n for l arning nvir nm nt to minimize the p tential [i r V . imperati f counselling a ciated withe po ur t tablishing a safe iv n thi s re earch, it i that n t onl b gim1ing c un 11 r team t identify, pr vent, or mitigate the effects of V but that sea oned oun ell r practicum uperv1s r , educators, and administrator be just as inform d. Not having sp cifically researched the gender or cultural implications for tho e who uffer from VT, I suspect that th re may be a differ nee, not only in the symptomology, but also in the interv ntions chosen. For example, helping professionals from astern culture 1nay not identify with depression or cognitive distortions and may choose to address their vicarious trauma with different interventions and exercises that are more in alignment with their worldview. Adult males may not be as concerned for their personal safety as won1en and hence may be affected differently under the duress of VT. Perhaps future research will shed more scientific knowledge on correlations between vicarious traumatization and gender, culture, or other ocioeconomic considerations. VT strategies. Individual. In their study of issu s faced by psychotherapist in their profe sional development, Neumann and m11ble (1995) po it that pro-active trategie utiliz d by n th ir mpl an b h lpful in mainl ining n1pathy h p in the c un ell r/ li nt relati n hip. tud nt/train might h t mpl mi tur edu ali nal and rganizali nal tral gi ne lral g n w uld anticipat that [ trat gi maintaining lf- ar plan i that in lude indi idual n their individual un Bryn , 200 ). en a pmg wa l i nal fr nl. ) [! und th m eek ad quate em ti nal and hypothe iz that a P Educational. P anal reating and in an individual ' a il ily l c pc f param unt imp rtan ith th da -t -da chall ng haub nand razi r (19 unselling mpli h j u l that. that rna a fl n u d b pra ti mg r ativily and llh ugh t c mmonly utilized p iti vc coping lralegy cial upp rt a w ll as appr prialc supervi si n, I beau eful additi n lo any c ping lratcgy. mn1 r (200 ) in h r tudy fvicari u trauma and ducati n con i tently ummariz d educati nal trat gi wherein she tated ,' ducat r have an ethical obligation lo inform counsellors regarding the danger inherent in working with client who are traumatized' (p. 65). oing one tep further, ommer concluded, 'coun ellor educator have an thical r ponsibilily to provide pecific training in thi s area (VT) to prevent potential harm to clients and coun ellors" (2008 , p. 62). ducational trategie are not confined to the realm of acad mic in titution . mployers of counsellors and tho e who supervis coun ellor al have a two-fold responsibility. Fir t they mu t provide the training specific to th understanding, recogniti n and mitigation ofvicariou traumatization. them elve mu 1 enhance their individual knowl dg qual in importance, they fVT through the am training. Both th APA and th A A ' d of Ethics ha rccogniz d thi pc ifi c rili ·al need F- ARE VT&P R 14 LRWH ral tandard t addr re ulting in the impl m ntation f thi d ficiency ( e A ode of -< thi , 200 ). 0 cupational. ft n ag ncie unpr nal and ha mploy e d ing' and not £1 ling.' rk ut f th misguided b lief that feeling are n plac in th w rkplace, and coun ell r are merely the vuln rability fthe helping pr fi hi h01i ighted and unJ ali ti v1ew 1n rea e i nal within the rganizati nand £1 r th organizati n a a wh le. Th e im ractical way profe ional th client and th f thinking ndang r the helping rganization truough empl yment attrition, ab nteeism, and pr fe ional mi c ndu t. Ri hards n, in her guidebo k n vicarious traum peculated that the p ychol gy and phy ical state of th people w rking in any organization could be severely influenced by the culture of the organization (2001 ). The individual s working en ironment has a profound effi ct on her or his vulnerability to VT. Agency policies and expectations significantly influence a helping professional s ability to prevent or at the very least, mitigate the effects of VT. A working envirornnent that contributes positively to this goal provides " clear guidelines, structures, well-defined roles, and policies that enhance practitioner well-b ing" (Richardson, 2001, p. 25). A mutually respectful culture that the practitioner feels a pmi of, with time-related benefits such as self-care days, enhanced holidays and an extended healthcare plan, encourages those who are cognizant of vicarious trauma and its ymptoms to exerci e more care in their day-to-day responsibilities. Supportive supervi ion, peer con ultation, debriefmg and personal therapy may support a couns llor through difficult period . 15 R WTI V &P R that £ rmulating a P I b li may pre r e empathi abiliti cr ati ity and h p while£ tering per nal gr wth. boice Theory and the Per onally ccountable Per on th r i £ und d in an und r tanding f th mind while it c n1pl m nt r alit th ry, 6 u cogniti w rking th ry, in pra ti w rkings of the n the kill for int rfacing with the fthe mind (Wubb lding & n k 11 2007). Whil com le in I int rpr t the e th ori t n1ean that individuals are resp nsibl :D r their emotional attitudinal and b ha i ral reacti n t cv nt in their liv s. Th mann r in which one manage th ir m ti n , and hence their attitud behavior. gniti i refl ted in th 1r positiv appr ach t c ntrolling one' behavi r permits a rational r pon e regardless of the ituation. In thi cont t tho e individual wh live by thi con truct I will refer to a "Personally Accountable Persons." Choice theory i a construct that can b utilized in th th rapeutic combat again t emotional dependency i.e. relying on another for emotional security and stability (Hoogstad, 2008). Contrary to the belief that an external motivation can "make you do something,' behavior is a' self-choice." Although we may not be able to control our physiological or subsequent emotional responses to events, we are capable and accountable for making a conscious choice of what behavior or action we will take and how long we will feel the emotional response we experienced. When one re orts to blame of others for how they are in this world, they enter into a victim m ntality. In this mode, identifying the perpetrator, ituation, or circumstance for what went wrong is of initial importance. Subsequently, blame is assigned culpability is verified, the victim is exonerated, and an exp ctation that things will be made right result . The LF- VT&P R 16 R WTH ictim mentality ju tifie being up et and r t th nu ut id th lf for th con qu n e thereby c ndoning an gativ attitud and b havi r. Thu any thought, tat n1ent r a tion d nying accountability re eal th victim m ntality. Being awar i ting in thi r alm and making a c n ci u choi n m ti n attitude t ac and beha ior i fundam ntal to f pt ersonal ace untability for i ting a a p r onally accountable per on. Th p r onally a c untable p rs n li happ n, i happ ning, or ha happ n d g n rat by th cr do that ev rything that may an opp rtunity D r personal growth. ne 1nay choos th n t dw ll in th po itive end f the pectrum ppo ite to the victim pole even though in r ality one is con tantly fluctuating back and forth al ng the continuum. implistically, if one is aware of being negativ , one ha the choice to be positive. Awarene permit choice; choice permits not nly determining one' reaction or behavior, but al o the opportunity for per onal growth. I believe that the construct of choice theory is in alignment with many of the elements of positive psychology interventions, and that personal growth after traumatization can happen when cognitive thinking and acceptance of accountability have been transformed into concrete actions. In this way, self-awareness, choice theory, and personal accountability may be additional comple1nentary elements of a self-care program that may counteract smne of the effects ofVT. Positive Psychology According to Seligman, Steen, Park, and Peterson (2005), positive psychology i the scientific research-based study of human flouri hing by di cov rin g what make life most worth living. It uses an applied pre criptive approach to optimal hun1an functioning AL LF- R WTH 17 l p1n nt and enhanc m nt f elf and ncompa s thr ugh p r nal gr wth i. . th d br adly the tudy of p itiv m tion , "po iti instituti n ' ( hri toph r & Hickinb H m, 200 what i right with indi idual a well a building trengths and wellne re ear h r ar urr ntly charact r trength ," and "enabling P itiv p ychol gy hat i g ing wr ng. !though it[! u es on rath r than n r m d ing weakne kino t und r tand both happine ek t di cov r and path 1 gy, and suffering, th ir interacti n , and t alidate thr ugh r ar hint rv nti n that minimize uffering and rna irnize happin (J 2006; eligman et al., 2005 . Po itive p psych logi ts ph & Linl ch 1 gy ha it root founded in the w rk f humani tic arl Rogers and Abrahan1 Maslow who both strov t under tand th full range of the human experi nee. They recognized that applying the medical mod 1 was restrictive in that although it provided b n fit to th client at th same time could prove to be detrimental to the eli nt in a different aspect (Joseph & inley, 2006). Within the medical model, the full experience of humans is dichotomized into negative and positive elements with the traditional focus being on resolving one's problems in life through interventions focused primarily on the negative. Rogers and Maslow presented an alternate paradigm to the medical model that theorized that people are "intrinsically motivated towards development, growth, and socially constructive behavior" (Joseph & Linley, 2006, p. 333). Viewing the human experience in a unitary sense with both negative and po itive experiences lying on opposing sides of a continuum brought validity to the hypothe i that decreasing the negative affects increased positive affects, and the counter-intuitive hypothesis that increasing positive affects would d crease n gative one . F- A V &P R According to P t r n (200 ) p ubjective tat uch a hap ine po iti in tituti n that ar mbodied in the 't r 1 vant t e uch a r day p p itiv p ych l gy ha three maj r £1 ci: po itive iti e trait uch as character str ngth chool r bu ine e . lb fp iti p and pplying the practi al application all d mains f life i h therapy a r pl ind pendent f rae , cultur , g nder age, ocial or c nomic tanding, r any other d m graphi . indicat 18 RWH NA urr nl r that utilizing tr ngth and mining p arch in th fi ld of p sitive p ychol gy itivity in the bu in , educational organizati nal coaching, and therapy d main r ul t in larger gains than by n, & con ntrating on re olving pr blems (Park eligman, 2006; Peter n& eligman, 200 ; eligman V rauil, & Kang 2001; taat Hupp & Hagl y, 2008). Positive State It is my understanding that positiv tates of b ing can be defined as tho e times that "we are one with all things and are totally "into" what we are doing without thought to time, effort, or reward. I believe that by creating and maintaining a self-care program, counselling students/trainees have an increased likelihood of enjoying such states more often. Examples of such states are flow, joy and savouring and I believ that when we become "centered on self' and self-reflect to the point where we are self-aware, we may have more opportunity to experience positive states of being. Flow. The model of flow is centered in the experience of self, as opposed to being motivated by external stimuli providing future reward, and its value lies in doing something for its own sake. Defined by sikszentmihalyi and sikszenmihalyi (1998), flow is a tate in which "all the contents of consciousness ar in harmony with ea h other, and with the goals that define a person's self. Thes tates are the subjective conditions V &P R w all plea ur happin ati facti n, and enjo m nt (p. 24). of s If- hallenge, elf-ab orpti n elf. The ch ice tat of fl 1 NAL R W H f flow is on lf-enj yment and the fulfillment of g al of and for n make betw n alt rnati r ati fi he tat ith r ati fie the goal f the If (the th g n tic/ ultural goal I an1 d thr ugh v Iuti n. During £1 w on fr qu ntl 1 e the n f tim , ne b liev tl at th utc me of the activit i under ne' c ntr I and th m ti ati n [i r c ntinuance orr p titi n i enj ym nt. Fl w i r lat d t per nal well-being in that it i centered within the self; it maintains a hannoniou tate f c n c1 u n a an xp ri n e of enjo menta and inv lv kill and knowledge. Flow ciat d with per nal gr wth, a an nhanc ment of ego str ngth , and a the fulfillment of intrinsic needs plays an imp rtant r l in establi hing one' positiv subjective tate. Joy. Individually ubj ctive the state of joy usually arises in contexts apprai ed as secure, afe, and familiar, and i frequently accompanied by physical components uch as a flushed face, alertness laughter, and a ense of bodily well-being. Joy is defmed as the high arousal positive emotion of aliveness, or the communication of being alive, in the psychological sense (Fredrickson, 1998). Joy can at times be a tonic for restoring emotional wellness. Joy may reach its highest level during the proces of becon1ing human. The process of transcendence through self-actualization provides a multitude of the feelings delineated under the domain of joy. I can testify that the sense of inner-pride (intrinsic joy) associated with the various facets of personal growth i ju t a satiating, sustainable, and long lasting as the enjoyment derived during play. Savouring. It is evidentiary that both thoughts and behavior are elicited befor , during, and after partaking in a po itive experienc . Savow·ing, d rived from the Latin VT&P R w rd ' ap r or t ta te 1 appreciativ fthe ti e ubj a the capacity t attend t appreciat th p iti e e pen nc and nh uring deal Br ant and Ver ff 2007) al andaclively ryant and V r ff (2007) defined avounng p n nc r ognition and reflecti redricks n fbeingawar of att ntiv t th pr c Whil not an m ti nit lf a gniti 20 RWH L- A ith p f on life. itive m tion and £i ling and the di ernm nt f th p ulat d that a m tion and £i ling . unng a rei ted to (1998) broad n-and-build the ry rna be them tivating tate to enhanc n ' cognitiv r p rtoir und r th ndition 1nay b refl ction with re pect to m marie fa po itive e1noti nal event. avounng th pa t), an occurring event (the pr sent), or an anticipation (the future) but in all ca e deal with the enjoyment and length ning of the po itive e p ri nee. In their rec nt tudy of the progr of positive p ychology eligman et al., (2005) propo ed that the enhanc ment of po itive subj ctive tate lies in three distinct but interr lated routes: the "meaningful life' or meaning the "engaged life" r engagement, and the "plea ant life' or positive emotions. While in agreement, I believe that attaining meaning and engagement in life are the precursors to truly attaining a pleasant life. Enhancing Positive States The meaningful life. Seligman et al. , (2006) proposed the meaningfullifl as a route to enhancing positive subjective states and posit that it is accomplished by believing in something bigger than the self and utilizing one's "Signatur Strength " and tal nts to serve that belief. In their exploration of what makes the good life po ible, and what i right about people, Peterson and Seligman (2004) concluded that virtues ar indi ativ of V mor 1 &P R A 21 RWH c 11 n e in th w y p opl 1 ad their li e and the c ntral charact ri tic of th e virtu s ha e be n valu d by moral phil Po itive in titution uch a ph r and r ligi u thinker tlu·oughout hi t ry. orrununity famil abundanc a h in tituti n rna pr that tran nd mer l b n fit t th c untry, r ligi n, or politic ar id th m an t a hi lf but alidate po iti 111 am aning in on ' life m ti nal r p n e thr ugh a b n fit pr vided t a gr at r purp The engaoed life. cond r ute pr p ed by (200 ) a am an to nhancing p itiv ' ngag d Jife. ubjectiv tat Iigman and his coll ague i that achiev d through the hi portray a lifl filled with j y and xcitement sustained by involvement and ab orption in on work and relationships bol tered by one' creativity. eligman and colleague also uggested that further increased inv lvement in activiti closely aligned with one signature trength promote the engaged life. It is through the exi tence of the consciou self or consciousness that permit one to choose to transform physiological proces es of an instinctual nature into po itive subjective experience representing goals of the seJf (Csikszentmihalyi & Csikszentmihalyi, 1998). Csikszentmihalyi and CsikszentmihaJyi have constructed consciousness into three components of attention (which makes one alert to information), awareness (which interprets the infom1ation), and memory (which stores the information for recall). They further expand this construct into psychic entropy and negentropy state in which the conscious mind is making decisions between what genetics and culture tell us we should do and what the self wants to do. The choices one 1nake between alternative either satisfies the goals of th self, which i the tate of flow, or sati fie the L F- A g netic/ ultural goal 1 amed thr ugh peri n e r ach m an t tat ti fp 1 itiv nt and the future and th l a1n d kill and durati n. ati facti n ligman tal. (200 ) pr p s d a a third rout that nhancing p iti e ubj ubj ctiv f fl w i u uall y e p ri n ed. tat entr nch din th height ned d gre pr oluti n. Wh n b orption in th an int n e 1 The plea ant l'fe. T 22 R W H th con tru t f the 'plea ant life' m ti n with resp t to the pa t, the o iat d ith in r a ing their int n ity nt ntment fulfillm nt pri 1 and serenity are all p itive m tion r flective fth p t. ali facti n derived frmn imm diat plea ur motion occurring in th pre nt. H pe po iti ve ptimi m, faith, tnlst and confidence are all positive em tion utilized t define a future tat . Fr qu ntly, many of these emotions ar vi wed from their mirror-image negative tate during the course of negative interventions aimed at resolving existing problems. raditionally, therapy focusing n overcoming negativi m is ai1ned ultimately at increasing the intensity of positive emotions through the modulation of the negative. Positive p ychotherapy however aims its focus directly on accentuating and heightening the positive emotions as the mechanism for decreasing negativism. Positive Emotions Positive emotions result from experiencing positive effect and thereby often precipitate a continuation of engagement of that particular event or situation (Fredrickson, 1998, 2001). Emotions can be thought of as contagious en rgy in motion being the displays of one's feelings to any particular event or ituation. They are sy1nbols of the tate of mind cmnmunicating knowledge of feelings to the self and others. They bring about understanding, both internally and e ternally through their connection to pe pl and th r al w rld. N gati u t thriv . Negativ ~ or control. 23 RWH -ARE V1&P R emoti n h lp u t moti n ar fi ling urv1 e; p itive e1 otion h lp f x lu i nand are n1 tivated y fear and xample w m y feel £ ar and appr h nsion wh n ur a.G ty i thr atened and ur fright and flight r pon ha b n a tivat d. Po iti e rnoti n , which are few in number and diffu e in natur ar fe ling th want f inclusion and ar g n rally m tivated by f njo m nt and unity. Wh n w fi 1 alidated and/ r our ef.G 1is are appre iated, w 1nay fi cl m r c nfid nt and e p ri nee p r d1icks n (1 itive m ti ns. 200 1) and Fredri k n, Tugade, Waugh and arkin, (2003) in Fr drick n s 'broaden-and-build' theory contended that negative emotion initiate specific action tendencies uch a fear vok s flight and ang r evokes aggression, while at the same time restricting one' thought-actions. ontrarily, positive emotions expand the attention focu often demon trated in flow, increasing cognitive and intellectual proces es by enlarging one 's expert knowledge and intellectual complexity as well a enhancing action re ponses. Contributing to the development of one's physical resource (physique, physical skills, health, and longevity), positive emotions also strengthen social resources through alliances, friendships, fatnily, and social support networks, and bolster psychological resources such as resilience, optimism, and creativity. Postulating an "undoing hypothesis" that positive emotions act as an efficient countermeasure to the after affects of negative emotions, redrickson (1998) went on to suggest that by inc rea ing the amount and level of positive e1notions, the effect of negative emoti ns n1ay be di minj shed or neutTalized. VT&P R coun ll r w n d t 24 R WTH mbrac ngaging in ev nt that generat po itive e1n ti ns and acknowledge th b n fit . We and thi by mbracing a new way of 1ng thereby nj ying th b n fit fa P P whil mod ling a h althy way of being forth c01nponent fp iti e p ch log c mbined with r p n ibility and a commit1n nt to d ing' lf-awar nes pers nal l -care, coun elling tudent /trainees, and other helping profe i nal will n t nly arm them lve again t th efD cts of VT but will al xpen nee p rs nal gr wth thr ugh p itiv p y hotherapy. Po itive P ychoth erapy Positive psychotherapy i founded in the belief that building and heightening po itive emotional affect , utilizing primary character trengths, and confirming meaning of life, may be succes ful countermeasures to treat negativity. Leading positive p ychology re earcher , eligman, Ra hid, and Parks (2006) have validated positive psychotherapy as an effective treatment intervention in treating depression and have shown it may also prevent its reoccuiTence. Given Seligman and colleagu 'findings, I posit the notion that when it comes to vicariou traumatization, positive psychotherapy can be useful in not only mitigating or n1inimizing the level to which one experiences VT and shorten its duration, but may also prevent it from occulTing. Similar to the "strengths-based" approach used in social work and other helping arenas, the underlying principle of positive psychotherapy is to look for what is working in an individual's life, have them acknowl dge their individual character str ngths, reinforce these individual positive aspects, develop ways of doing it more oft n and lean1 to enjoy the po itive emotions accompanying the utilization. impli tically, th goal of AL VT&P R p itiv p 25 R WTH h therap i t k p th p iti a pect ofth ir mind , t t a h b ha i r that b1ing p iti tr ngth n alr ad n gati liv in th [i r front :fl dback fr m th r , and t a pect , rather than i a hing the re-interpretati n f i ting p iti a p ct . p iti 1 h th ra y re ar bing a happin in the a pect exp ctation 199 f th client rdyc in th lat 70 whil 'int rv nti n fram din th f meaningful f a fir t utiliz d b rk ly being involv d ial and p r nal r lati n, hip , r a onable lf and lifl and th pur uit f being happy Fa a and c 11 agu [ acti eligman et al. 2006). In ub equ ntly d v 1 ped a well-b ing intervention based on mast ry f one' environment, enhancing p itiv r lati n hips, ace ptance f lf, and maintaining meaning and purpose in life ( eligman et al., 2006). Frisch posited a quality of lifi intervention in 2006 founded on blending cognitive interventions with the outlook of a satisfying life ( eligman et al. 2006). Despite the modem negative com1otation frequently given to being happy, in essence it merely imp lie the phenomenon of pleasant feelings including joy, excitement, engagement, enthusiasm, and peace. The "Values in Action" (VIA) classification . In their recent publication, "Character Strengths and Virtues," Peterson and Seligman (2004) established the "Value in Action (VIA) Classification of Strengths and Virtues" in order to provide psychologists with a universally accepted common language for discourse on ego strengths. The VJ A classifies 24 character strengths within the don1ain of the six cor virtues. In their quest to discover what makes the "good' life po sible and what i "right" about people, Peterson and Seligman (2004) concluded that virtue , a central _. V &P R chara t ri tic 26 RWH A alued b m ral hilo oph r and religi u thinJ er , portray 1noral cell nee in peopl an th li e they lead. Core virtue . Peters n and elign1an (2004 h poth i br ad categ ri f human b ha i r d ri pit mizing th ap f what ha be n hi t ri all alu d a r n to ugge t that th virtu ar uni r al tim and ulture . that lh virtu d thr ugh c n id ration ter on and ligman go and p rhap r ilectiv of evolutionary haracteri tic r quir d D r the urvi al f th human peci s. A a way of c nnecting th irtu to th hara l r str ngth , I have in luded ad finiti n of the virtu and li t d th corr ponding lr ngth . Wisdom and knowledge. Fir t n the li t fvirtue is that of"Wisd m and Knowledge' defined as cognitiv trength portraying the gaining, retainjng, and utilization of collect d knowl dge, which include such charact r strengths a creativity, curiosity, judgment and open-mindedness love of lean1ing and perspective. Courage. Defined as the ability to summon emotional strength to ov rcome internal anc!Jor external opposition, and adversity, Courage highlights such character strengths as bravery, perseverance, honesty, and zest. Humanity. Defined as interpersonal skills and character strengths directed at the care of others, Humanity encon1passes the capacity to love and be loved, lGndness, and social intelligence. Justice. Defined as the willingne s to serve for the bettem1ent of comn1unity, Justice incorporates such concepts as temnwork, fairness and leader hip. Temperance. Defined a the avoidance of e ce ses of the elf t n1perm1c lo forgiveness and mercy, mode ty and hun1ility pruden e, and self-regulation. peak V &P--R 27 RWH N Transcendence. Rounding out the i virtu i that of "Tran cendenc d fined a th tr ngth that l nd m aning t lifl thr ugh a beli fin the human conn ction t mething larg r than th and exc 11 nc gratilud , h p hu lthough I agree with 1 a um er ality f irtu manner. Although we all p lfand i e hibil d by an appr ciali n fbeauly r r ligi u ne and pirituality. lign1an (2004) wh n th y taled that ther nand I belie e virtu ' and it i t nd t b p rienced in an individualiz d irtue we "p ses ' dj fil r nt levels f each virtu ; we di play them diffl r ntly and d pl y th m al varying tages f lifl pan development and under diffi ring c ndition . I beli that by providing hands- n, action- riented e ercises that incorp rat individual character strength via the virtue in which it lies the individual practitioner will more likely 'buy-in' to the relevance and value of a personalized lf-care plan. Character strengths. Charact r strengths define the virtu s through psychological proces es and mechanisms manifested by people in response to situational themes and events. "Character strengths are the bedrock of the human condition and that strength-congruent activity represents an i1nportant route to the psychological good life" (Peterson & Seligman, 2004, p. 4). To be of' good character' is to be recognized as having strength of character; having character strengths is the activity-based process of personal development over time and situations. A conscious dedication to develop nurture, maintain, and enhance character strengths is the hmnan function in the journey of living, and their attaimnent promotes intrinsic and e trinsic cont ntment which is the singular determinant of one living a good life. V Phil &P R A 28 RWH pher and p ychol gi t hav p tulat d th value of character trength for many, many y ar . Aristotl beli ved that a life w lllived, in accordance with particular character trength wa a life of sati facti n. intr du rik n s epigenetic principle d the one pt of ight equential, in ariant, and hierarchical ego virtu (or eg tr ngth ) b ing d el p d a a r ult of balan ing p o ing dispo ition during the tag cial cri e . of psych hi impli one reacts to ad er ity d termin n that haracter i built n ad ersity and how character (Boeree 2006). Mark trom and Mar hall (2005) developed a y t m for th mea ure1nent f the indi idual ego trength a well a pr viding an overall cor as an indicator of one' p ychosocial health and maturity. trengths (PI he elf-r port P ycho ocial Invent ry f go ) was admini tered in several studies by Mark trom, abino, Turner, and Berman (1997) confmning its validity reliability and utility to measure psychosocial maturity. The studies supported the belief that higher cores in ego strengths are reflected in identity achievement, self-esteem, and internal locus of control, empathy, and positive coping. Character strengths associated with the core virtue of wisdom and knowledge. Creativity (originality,· ingenuity). The process of using one's cognitive abilities and/or physical talents aimed at positively enhancing the lives of self and other , creativity is unbounded in the don1ains to which it is applied. reative people use their cognitive abilities to conceptualize original and imaginative method of discovery in all fields of endeavor from science to everyday problem solving. reative people u e their talents in inn vative and self-satisfying artistic expression or for devi ing unique way of doing mundane tasks. As one of the character str ngths, creativity an b applied to all -- • •' ._._.. 1 , o • ~ ,I 'f 1 , ~. l '' •' '> PI ~ F- AR _. V & P R R WTH , 1 • ,t , ,0, QUESTIONS TO BE ASKED SELF-CARE: I )' ' J' 1\ ,j e \ • ; 1 ' ' • ~I '-....,, l ~ , , : , "1 92 A SELF- CARE WORKSHOP Psycho-Education 9 VICARIOUS TRAUMATIZATION IS NOT: •!• COUNTERTRANSFERENCE •!• COMPASSION FATIGUE ,.: ' ~ 1 1 • • '~ 0 • 1 l I , _ "' I I ~ I • •!• BURNOUT: t j • I' ;1 '. • I ~ ... ''.,• • ...... ;,.:__. I '·. • .• ~I. • , , 'J 94 VICARIOUS TRAUMATIZATION SYMPTOMS: ~IC~RIOUS TRAUMATIZATION STRATEGIES: • I ! , • I I ; .. • , ' ~' ,~ ~ • ' • • ' " • I , , - ' • ._,,"" ~~· ~ o • o't f 0 ~ LF- RE, VT & P R A R WTII 95 CHOICE & PAPs ... • : ' ' .. ' ' • '" J • • POSITIVE PSYCHOLOGY '~ .. ' ' I I I r •, • ' ( ·:' ! ' ' • • ' •, l ' ' • \ ' J ' F- R ~, Y P ~R N L R WTII 96 POSITIVE PSYCHOTHERAPY .,. • • .. "< I ~ l I • I 1 PERSONAL & ~POSTTRAUMATIC GROWTitt I ' .. ' 'I J '" "., , I • , 1 ,._ ~ 0 t I, I ,0 • 'o '' "t '' • "' F- R .. , VT P _. R N R WTH 97 PERSONAL & ~. .>.J. ;) POSTTRAUMATIC GROWTid ' ·~· ' 1 • • < J • ,. !"' • , , • ; ' • 1 < >, , , • SPIRITUALITY \ • ' \~ ' • ' 'I' I ' ~ o! • .~ ~• ' ,__. i.f~ - l '• ' J • t I I i R ~ VT & P , R ' ~ LF - A 98 R WTII SELF-CARE - • j •• ... '. ' ' ""'. t' • . . l ' t ... • • ..- ' ' .... • ... SIGNATURE STRENGTHS 1~ , • ... ' I '. • ~· ' .., J lol 4 ' ! i.• I M •• 1 ....... ~~ .... ~-"' l .. 1 • \ • ' IJ • •• 99 R WTH EXERCISING YOUR CHARACTER STRENGTHS . '~ ~er~oMlly_ Custom~ed Self::Car.e Progr_am Utilizing ~ WISDOM & KNOWLEDGE EXERCISES CURIOSITY: ' I ' 'I I ' ' " ~ I t ' ', ' •,.- ,, ! ' '~o.(' \ t, ' I ' J ' I L R WTH 100 WISDOM & KNOWLEDGE EXERCISES CREATIVITY: C ~ • f ··• • ' ' I • I ' "'01 • l .,..,. • WISDOM & KNOWLEDGE EXERCISES OPEN-MINDEDNESS: • I t' • , _ " ' , • ~ ~ ~ ~ -..'' ' • f • • 4 t ..- 0 ~ .. · F- - R ~ VT P.R N AL R WTT-I 10 l WISDOM & KNOWLEDGE EXERCISES LOVE OF LEARNING: WISDOM & KNOWLEDGE EXERCISES PERSPECTIVE: .•:• . Collect-Ctiinese fortune Coo~ie~ anct see tiow many. . different "fortunes" you -can connect to your life . R NAL R WTli 102 COURAGE EXERCISES BRAVERY: COURAGE EXERCISES PERSISTENCE: ' I '' •, I • f • • ' ~ 1, • • ' I , , R -< LF- NLRWTH ' lO COURAGE EXERCISES INTEGRITY: COURAGE EXERCISES VITALITY: ~' • • I J t.l, '" I t ,• ,-,- o' I ')'"""' • - ' , -·) t , ' 1 L R WTH l04 HUMILITY EXERCISES LOVE: • • ~ ..., ~ 11.- ~ ' -f • ' t> • • • 1.. I o - I. ' <' I HUMILITY EXERCISES KINDNESS: , , • • , .· ·l • ' · · , • ~ ~ , ... • • 11 • , ~ 'r • .!!!.;;;; • L,; • •. • R , VT & P -; R N L R WTH 105 HUMILITY EXERCISES SOCIAL INTELLIGENCE: -appropriate manner in wtlictl you coula tlave gotten your message across · JUSTICE EXERCISES CITIZENSHIP: ' ' ' • • < • ' I I' • ,. ~ t' : • ~ ~:._,~ ' ' ' ,. ' ' ' ' I ' -. F- AR _, VT P R L R WTH 106 JUSTICE EXERCISES FAIRNESS & EQUITY: JUSTICE EXERCISES LEADERSHIP: 0 ' ,,.. ,' ., ' ' ' ' I • t" I ~ ..0 , . < - ' ; 1 "" • I 1 "',• F- R V P -- R N L R WTH 107 TEMPERENCE EXERCISES FORGIVENESS & MERCY: I ,' "' ' ll • ..1 I I .,. • > ~ 'f ' •" ' J ' TEMPERENCE EXERCISES HUMILITY: • • , -< f ' J • , olt , , 1. ~ I , ...., , I' • , 'I' •• ' - • ..-, - • • , ' 108 TEMPERENCE EXERCISES PRUDENCE: • . ..... .. .., ). • ',.. ' . 'l;• ' • TEMPERENCE EXERCISES SELF-REGULATION: • ' ' • . L R WTII 109 TRANSCENDENCE EXERCISES APPRECIATION OF BEAUTY & EXCELLENCE: . .· tlig~ l.~~,el_ of!c.~l!lP.~.t~_nce an.~ ~~}b,!~~l!' tl_ o w ru.,~~tl ~~~~ appreciate·their ability · · . . ,. , .. · TRANSCENDENCE EXERCISES GRATITUDE: r • ." • ' • ~"" • ; ;' ' f>!. • • ~ • • I , ..... , , . • , ' . _. F- R -- V & P R R WTH ' ll 0 TRANSCENDENCE EXERCISES HOPE: ' , ' ' I • I , ~ , t •• • • ,. ; •' • • io .._ , , _ TRANSCENDENCE EXERCISES HUMOUR: ' • '·' I • ' ' ' > I ' • • ·:1 ., I tl - : I - • _., ., ~ 't' ~ F- R ~ , VT & PER NAL R WTH 11 l TRANSCENDENCE EXERCISES SPIRITUALITY: • .t::_ 'T ~ • • • - - ' • • •• ~ ,• •, • • , • • • { • • • • R -. V 11 2 N L 1R WTH Appendix F - Workshop Evaluation Form Ratin g the " Po itive P ychology M eet elf-Ca re Worl