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Instructor’s Manual for



from the series




and hosts Jon Carlson, PsyD, EdD and Don Keat, EdD


Randall C. Wyatt, PhD


Erika L. Seid, MA




The Instructor’s Manual accompanies the DVD Reality Therapy with Children (Institutional/Instructor’s Version).

Video available at www.psychotherapy.net.

Copyright © 2008, Psychotherapy.net, LLC. All rights reserved.

Published by Psychotherapy.net 4625 California Street San Francisco, CA 9411t8 Email: contact@psychotherapy.net Phone: (800) 577-4762 (US & Canada) Teaching and Training: Instructors, training directors and facilitators using the Instructor’s Manual for the DVD Reality Therapy with Children may reproduce parts of this manual in paper form for teaching and training purposes only. Otherwise, the text of this publication may not be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the publisher, Psychotherapy.net. The DVD Reality Therapy with Children (Institutional/Instructor’s Version) is licensed for group training and teaching purposes. Broadcasting or transmission of this video via satellite, Internet, video conferencing, streaming, distance learning courses or other means is prohibited without the prior written permission of the publisher.

Wyatt, Randall C., PhD & Seid, Erika L., MA Instructor’s Manual for Reality Therapy with Children With Robert Wubbolding, EdD Cover design by Sabine Grand

Order Information and Continuing Education Credits:

For information on ordering and obtaining continuing education credits for this and other psychotherapy training videos, please visit us at www.psychotherapy.net or call 800-577-4762.



4 Psychotherapy.net Instructor’s Manual for



with Robert Wubbolding, EdD Table of Contents Tips for Making the Best Use of the DVD 7 Group Discussion Questions 11 Reaction Paper Guide for Classrooms and Training 15 Suggestions for Further Readings, Websites and Videos 17 Session Transcript 19 Earn Continuing Education Credits for Watching Videos 53 About the Contributors 55 More Psychotherapy.net Videos 57 5


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Tips for Making the Best Use of the DVD

1. USE THE TRANSCRIPTS Make notes in the video Transcript for future reference; the next time you show the video you will have them available. Highlight or notate key moments in the video to better facilitate discussion during the video and post-viewing.


Pause the video at different points to elicit viewers’ observations and reactions to the concepts presented. The Discussion Questions provide ideas about key points that can stimulate rich discussions and learning.

3. LET IT FLOW Allow the session to play out some so viewers can appreciate the work over time instead of stopping the video too often. It is best to watch the video in its entirety since issues untouched in earlier parts often play out later. Encourage viewers to voice their opinions; no therapy is perfect! What do viewers think works and does not work in the session? We learn as much from our mistakes as our successes and it is crucial for students and therapists to develop the ability to effectively critique this work as well as their own.


Assign readings from Suggestions for Further Readings and Websites prior to viewing. You can also time the video to coincide with other course or training materials on related topics.

5. ASSIGN A REACTION PAPER See suggestions in Reaction Paper section.

6. ROLE-PLAY IDEAS After watching the video, organize participants into pairs. Assign each group to role-play a therapy session with a child or an adolescent, applying a Reality Therapy approach. The client can be like the teen 7


in the video or you can develop other scenarios. You can have players switch roles if time permits. After the role-plays, have the pairs come together to discuss their experiences. First have the clients share their experiences, and then ask the therapists to talk about their experiences in the session. Finally, open up a general discussion on what participants learned about Reality Therapy with children.

An alternative is to do this role-play in front of the whole group with one therapist and one client; the entire group can observe, acting as the advising team to the therapist. Before the end of the session, have the therapist take a break, get feedback from the observation team, and bring it back into the session with the client. Other observers might jump in if the therapist gets stuck. Follow up with a discussion that explores what does and does not work in therapy with this population.

7. WATCH THE SERIES This video is one in a series portraying effective approaches to therapy with children of different ages. Each video in the series presents a master therapist working with real clients, just as you see here. By showing several of the videos in the series, you can expose viewers to a variety of approaches, allowing them an opportunity to see what fits best for their own style and orientation.

Key Aspects of the Reality Therapy Model: Reality Therapy with children and adolescents is a practical approach geared to the appropriate developmental stage and decision-making capacity of the young client. Using a specific set of interventions, Reality Therapy helps clients establish, formulate and enhance their relationships with others. Reality therapists work with child and adolescent clients to increase their self-awareness, as well as their understanding that their behavior originates inside of them instead of being thrust upon them from the outside. The focus is on helping clients take practical steps to get their needs met for belonging, power, freedom and fun, without infringing on other people’s rights to fulfill their own needs.

Based on the “WDEP” system, Reality Therapy includes the following components: (W) asking the client about his wants and helping him to clarify his goals for therapy and for himself, (D) asking the 8 Psychotherapy.net client what he is doing now, (E) encouraging the client to conduct a self-evaluation about the effectiveness and appropriateness of his behaviors, and (P) focusing on a commitment to a plan of action.

Wubbolding offers the following examples of Reality Therapy questions that therapists might ask their adolescent clients. These can provide ideas about how the WDEP system is applied in a real

interaction with a client:

Belonging: Are you happy with the relationships you have? Are other people in your life happy with the relationships you have?

Power: Are you happy with the way you are satisfying your need for achievement and accomplishment? Are you getting what you want from the world around you? Are you getting the internal satisfaction, the sense of pride at doing something you can really succeed at? Is what you’re doing getting you what you want? Tell me about a time when you did something you were really proud of.

Fun: When was the last time you did something you really enjoyed, without getting in trouble?

Freedom: What choices can you make on the outside that will help get you where you want to go?

Overall: If you had what you wanted, what would you have?

Child Therapy Models: Other videos in the series use different therapeutic models. We can reflect upon the differences among these

models by exploring the following questions:

• How does the model explain the therapeutic process?

• What assumptions does the model imply about the purpose of therapy with children and teens?

• How is theory translated into practice in real-life situations?

• What is the role of the therapist?

• What outcomes are associated with successful therapy?

• How does the therapist work with other family members besides the child?

• What kinds of research support the approach?





Psychotherapy portrayed in videos is less off-the-cuff than therapy in practice. Therapists or clients in videos may be nervous, putting their best foot forward, or trying to show mistakes and how to deal with them. Therapists may also move more quickly than is typical in everyday practice to demonstrate a technique. The personal style of a therapist is often as important as their techniques and theories.

Thus, while we can certainly pick up ideas from master therapists, participants must make the best use of relevant theory, technique and research that fits their own personal style and the needs of their clients.


Because this video contains an actual therapy session, please take care to protect the privacy and confidentiality of the clients who have courageously shared their personal lives with us.

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Group Discussion Questions Professors, training directors and facilitators may use a few or all of these discussion questions keyed to certain elements of the video or those issues most relevant to the viewers.


1. WDEP: What do you think about Wubbolding’s WDEP model? Does it make sense to you? What do you like about it? What don’t you like about it? Why?

2. Self-Evaluation: Wubbolding describes self-evaluation as the heart and soul of Reality Therapy. What do you think about selfevaluation in working with young people? How much do you think that children and teens can evaluate themselves and the effectiveness of their behaviors in terms of getting what they want?

3. “Normal Issues”: What do you think about the idea of psychotherapy with young people around the “normal issues” of adolescence, rather than some of the more dramatic reasons kids find themselves in therapy, like trauma, abuse or conduct problems? Does it make sense to you to treat these typical adolescent issues in the context of therapy? How so?


4. Fights: How do you react to the discussion between Wubbolding and Greg about Greg’s fighting? What did you notice about how Wubbolding approached and handled this issue with Greg? Was it a worthwhile discussion? If you had been Greg’s therapist, would you have explored the issue as thoroughly as Wubbolding did? How might the conversation have gone differently if you had been involved?


5. Algebra: What did you think about how Wubbolding engaged Greg’s motivation and commitment to improving his algebra grade? How was Wubbolding’s use of the baseball analogy helpful to the process? Observing this session, did you find your feelings about Greg and his academic success shift at all? What might be challenging for you as the therapist in working with a client like Greg around this issue?

6. Relationships: What did you notice about the character or quality of Greg’s relationships with others outside the therapy?

How do you see the relationship issues that Greg has impacting his efforts to get his needs met? What stood out for you about the conversation regarding conflict with his sister? If you were going to be Greg’s therapist over many sessions, what aspects of his relationships with other people would you want to focus on?

7. The Therapeutic Relationship: How would you characterise the therapeutic relationship between Wubbolding and Greg? Was a working alliance formed? How significant do you think the therapeutic relationship was in this particular course of therapy?


8. WDEP Questions: What questions did you hear Wubbolding ask in this session that helped identify Greg’s Wants, what he is Doing, his self-Evaluation and his Plan of action? Which questions stood out for you as particularly strategic, stimulating, insight-oriented, or otherwise effective in helping bring about a shift in this young man’s behavior? Were there any questions Wubbolding asked that made you uncomfortable or seemed not to work with Greg? How so? If you had been the therapist in this session, what other questions would you have wanted to ask?

9. Choice: What are your thoughts and feelings in response to Wubbolding’s statement that the basis of Choice Theory is that people choose their behavior? What about the idea that the job of the Reality therapist is to extend a hand to the client - and to do whatever is needed to learn how to do that - but it is up to the client to choose whether or not to take that hand?

12 Psychotherapy.net

10. The Model: What do you think about using the Reality Therapy model with adolescent clients? Does it make sense to you? Do you see yourself using any parts of it in your work with this population? What in particular would you do differently from Wubbolding’s model?

11. Studio Audience: What lingering questions do you have about this session or about the theory? If you had been in the studio audience, what would you have asked Wubbolding??

12. Wubbolding’s Style: What was it about Wubbolding that allowed Greg to feel comfortable enough to engage in the therapy? How did Wubbolding join with him?

13. Personal Reaction: How would you feel about being Wubbolding’s client, or about bringing your child to see him for therapy? Do you feel an alliance could be made and that he would be effective with you? How so?

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