Article: Once you have completed the initial assessment and made a diagnosis, you will want to think about what interventions and goals you might want to create for treatment. Typically, clients will need some help identifying goals so it helps if you are prepared before having the discussion with your client.  For example, if your client has Major Depressive Disorder, a likely goal will be to reduce the symptoms of MDD. Think about possible goals for the symptoms the client is experiencing. Perhaps your client has insomnia, depressed mood, and recent weight gain (all possible symptoms of MDD). You could create a separate goal for each of these prominent issues. The interventions are the meat of change in therapy. Your therapeutic interventions are what will ultimately evoke change in your client.  Identify types of treatment, or interventions, you might use such as: activity scheduling, cognitive-behavioral therapy and cognitive restructuring, behavioral experiments, assigning homework, and teaching coping skills such as relaxation techniques, mindfulness and grounding. Make sure you stick to what you know. Part of being an ethical therapist is about doing what you are competent in so that you do not cause harm to the client. Don’t try to attempt a therapy you are not trained in unless you have plenty of clinical supervision with an expert. If you are a beginner, try using a model or workbook in the type of therapy you choose. This can help keep you on track. After the initial assessment is conducted, the therapist and client will collaborate to create appropriate goals for treatment. This discussion needs to occur before the treatment plan is made.  A treatment plan should include direct input from the client. The counselor and client decide, together, what goals should be included in the treatment plan and the strategies that will be used to reach them. Ask the client what he would like to work on in treatment. He may say something like, “I want to feel less depressed.” Then, you can offer suggestions on what goals might be helpful to reduce his symptoms of depression (such as engaging in CBT). Try using a form found online for creating goals. You can ask your client these questions:  What is one goal you have for therapy? What would you like to be different? What steps can you take to make this happen? Offer suggestions and ideas if the client gets stuck. On a scale of zero to ten with zero being totally not achieved and ten being totally achieved, how far along the scale are you with regard to this goal? This helps make the goals measurable. Goals for treatment are what drive the therapy. The goals are also what make up a large component of the treatment plan. Try using a SMART goals approach:   Specific – Be as clear as possible, such as reducing severity of depression, or reducing nights with insomnia.  Measurable – How will you know when you have achieved your goal? Make sure it’s quantifiable, such as reducing depression from 9/10 severity to 6/10. Another option would be to reduce insomnia from three nights per week to one night per week.  Achievable – Make sure the goals are attainable and not too high. For example, reducing insomnia from seven nights per week to zero nights per week, might be a difficult goal to achieve in a short period of time. Consider changing it to four nights per week. Then, once you achieve four you can create a new goal of zero.  Realistic and Resourced - Is this achievable with the resources you have? Are there any other resources you need before you can, or to help you, achieve your goal? How can you access these resources?  Time-limited – Set a time limit for each goal such as three months or six months.  A fully formed goal might look like: Client will reduce insomnia from three nights per week to one night per week in the next three months.
Question: What is a summary of what this article is about?
Identify possible goals. Think of interventions. Discuss goals with the client. Make concrete goals for treatment.
Article: When you're looking at one boring length of time, it can seem to stretch on forever. However, when you break your time up into smaller pieces, it may seem to go faster as get through smaller chunks. Of course, you're just doing this in your head, but this little mind game can make it seem like you're getting through school faster.   For instance, you could break up periods into "starting class," "getting information," "taking notes," "getting the homework assignment," and "preparing to leave." You could even write these sections in your notebook and cross them off as you get through them. Alternatively, you could do specified chunks of time, such as the first 15 minutes, the second 15 minutes, and so on. This is very effective when combined with distractions that will make each 15 minute period go by quickly. Write down things that you find annoying or boring about school. Maybe it's certain subjects you don't like. Maybe you just don't like sitting still for so long. Maybe you can't stand not talking for that period of time. Whatever it is, write it down. If you can't sit still for very long, ask your teachers if your class can take short stretch breaks in the middle of class, so you can move more. If you're bored by certain subjects, try to find things that interest you within that subject. For instance, you may hate history, but you may find it more interesting when you read the individual stories of people in that time period, rather than a general overview.  You can't change everything you dislike about school. However, you can change some things. Don't be afraid to talk to your teachers about things that would help you. Some teachers may not be willing to change the class up, but others will want to do everything they can to help you.  If you do approach your teacher with a request, make sure to do it when you're not in class. Try coming after school. You could say something like, "Hi, Mrs. Jones. I came here to ask you to consider a favor. I know the class is already short, but I was wondering if maybe we could take a short stretch break in the middle. Moving around a little can really help me focus better, and I think other students might feel the same. I completely understand if you don't want to do it, but I'd appreciate it if you thought about it." Sometimes you may feel a little bored because you're waiting for other students to catch up. If you are bored for that reason, it's fine to ask your teacher for something a little more challenging while you wait. They may be able to give you something that will help you use your brain and keep you entertained at the same time.
Question: What is a summary of what this article is about?
Break your classes into chunks. Figure out why you find school so boring. Try to find solutions for your problems. Challenge yourself.
Article: Your lens will accumulate dust after sitting out for a while, and it’s best to remove the dust before wiping off the lens. A few shots of air should be enough to clean off any dust on the lens. Cans of compressed air are available at most electronic supply shops and hardware stores. The can should come with a thin straw that can be inserted in the spray spout for greater accuracy. An optical lens microfiber cloth, like those used to clean eyeglasses, is ideal. Never use liquid cleaners or water on your lenses, as moisture can damage the electronic components. Use the microfiber cloth to wipe a small circle in the center of the lens. Then wipe in increasingly larger circles until you reach the outer edge of the lens. Do this 2 or 3 times if necessary. If you want to protect your lenses from dust and oils, it can be a good idea to use plastic protectors like those used on phone screens. You can do this by buying phone screen protectors and cutting them to fit the shape of your lenses. Change them whenever they become dirty, streaked or dusty.
Question: What is a summary of what this article is about?
Use compressed air to clear any dust from the lens. Wipe the lens with a dry microfiber cloth. Start in the center of the lens and wipe in a circular motion. Cut phone screen protectors to fit the lenses for extra protection.