NOTICE ACCEPT DISMISS RETURN REPEAT
Another easy way to remember this process is with the acronym SOLAR: Stop. Observe the thought without judgment. Let the thought go without engaging in it. And Return your attention to your chosen target.
S top
O bserve L et It Go
A nd
R eturn
DOING THE EXERCISES WITH YOUR CLIENT
Tool 4-2: Find an Opening to Introduce Concept in Session
THEORY: Mindfulness practice may be quite new to most clients. Knowing when and how to introduce mindfulness skills to the client in session so that they embrace them can be tricky. This tool provides guidance on how to comfortably and appropriately introduce mindfulness concepts.
IMPLEMENTATION: First and foremost you need to practice mindfulness yourself before teaching it to your clients. Your own practice will ensure that you recognize when issues that could benefit from mindfulness practice present themselves in session. Let clients know how mindfulness practice has helped you or other clients with issues like theirs. See Tools 4-9 through 4-14 for information on how to get the client to “buy into” using mindfulness.
With individual clients, simply integrate mindfulness skills into your work with them. Look for an opening to present itself during a session where you can suggest that mindfulness skills might help the client with a particular condition. For example, if a client is experiencing anxiety, tell them you would like to show them a way to help them lower and gain control over their anxiety and then teach them to belly breathe (Tool 5-2). Or lead them in a progressive relaxation meditation or recommend they listen to a meditation CD. If they have trouble concentrating, teach them the SOLAR concept to train themselves to stay on task (Tool 4-1). Mindfulness skills will help clients with most issues so you will find plenty of opportunities to introduce it. Review Section IV for ideas on how to use mindfulness to treat specific disorders.
Depending on the client, you may tell them you think they could benefit from learning mindfulness skills, or you might just teach them individual skills without necessarily calling it mindfulness or meditation. The word “meditation” often puts people off as they picture sitting still for long periods and feel they could never do that. They may not realize that they can incorporate mindfulness right into their day as they walk, work, or do their chores.
Obviously it’s easier to introduce mindfulness if you are facilitating a “mindfulness or meditation”
group as the clients already know the focus of the group. Other types of groups also benefit from mindfulness. Talk to the group participants about incorporating mindfulness skills into the group sessions.
PROCESSING: How did your client react when you introduced mindfulness? Did they object? If so, review the section on how to overcome obstacles and resistance (Tools 4-6 through 4-8). What did they like about it? How was it helpful? Are they willing to learn more skills? Will they agree to practice at home or only in the session? Were you able to explain the benefits?
Tool 4-3: Assign Mindfulness Skill Practice
THEORY: In order to achieve the benefits of mindfulness, the skills must be practiced and incorporated into daily life. This tool reviews the process for encouraging clients to practice them at home.
IMPLEMENTATION: Explain that mindfulness skills need to be practiced and incorporated into the client’s daily routine in order to work. After teaching any specific skill in session, encourage the client to practice it at home, work, or at school. Ask them when they think they might do it and help them find time if they don’t know. Discuss what might get in the way and options for overcoming obstacles.
teaching Mindfulness of Surroundings (Tools 6-1 and 6-2), suggest they might stop, breathe, and notice their surroundings every day when they first arrive at work. Or if you are teaching Mindfulness of Tasks (Tools 11-1 and 11-2), pick a specific task during which they will practice mindfulness. This might be as simple as while brushing their teeth or loading the dishwasher. Choose something they do every day.
PROCESSING: Did the client understand how to do the skill? Were they willing to practice at home?
Were you able to help them find a time and place for practice? How did you feel assigning them
“homework.” Think about how you will feel if they don’t follow through. How might they feel if they don’t practice?
PROCESS WHAT HAPPENS WITH YOUR CLIENT
Tool 4-4: What Happened During and After Practice?
THEORY: After assigning a specific skill for home practice, it is important to explore what happened when the client tried it. This helps them overcome obstacles and ensures they will find skills that work best for them. It will help their practice become more effective as you help them fine-tune it. It also provides opportunities for helping them explore their feelings and for helping them therapeutically.
This tool provides guidance on how to help the client process their experience.
IMPLEMENTATION: Ask the client, “So, were you able to practice the skill?” If they were, then ask them: When did you do it? What happened when you did it? How did it go? Did you feel like you were able to do it like we discussed or did you do it differently? How did you feel? Were you comfortable doing it? Did anything negative happen? What got in your way? How did it help? Do you have any questions about it? How can you adjust it to work better?
Sadly, many clients will say, “No, I forgot to do it,” or “I didn’t have time,” or any number of other excuses. That’s okay. Use the next tool, Tool 4-5, to handle this situation.
PROCESSING: Help your client examine their overall experience doing the practice. Answer questions. Help them fine-tune their practice depending on how it went. Suggest other skills that might work better for them.
Tool 4-5: What to Do if a Client Didn’t Practice?
THEORY: Sadly, many clients will not follow through on their practice. They will say, “I forgot to do it,” or “I didn’t have time,” or any number of other excuses. That’s okay. This tool helps you handle the situation when the client didn’t practice.
IMPLEMENTATION: If the client did not practice the assigned skill, say, “That’s okay. When might you have practiced the skill?” Then help them identify a time they might have done it. Explore why they didn’t practice and what got in their way. If they forgot, ask them what they could do this week to remember. If they raised other objections, see Tools 4-7 and 4-8 for how to handle common objections. Be sure to do it with them in session.
PROCESSING: Ask your client what prevented them from practicing. Explore how they are feeling about trying this skill. Explore their objections. Address their fears or concerns. Remind them of the
benefits. Help them identify when they might have practiced and also when they were being mindful without realizing it.