FLEX Psychotherapist and Wellness Blogger Jessica Danilewitz looks at the many competing demands we need to balance each day and how one can integrate self-care into their journey to help maintain that balance. Another great and simple read that can add to all of our wellness journeys. CLICK HERE to visit Wellness Wednesday and help compliment your own self-care regime.

FLEX Psychotherapist Jessica Danilewitz has another #WellnessWednesday post up on her blog. This week Jessica looks at some of the smallest things we can do to really turn around a negative day or moment. It is certainly true that some of the littlest things we do can have the biggest difference in any particular moment. A good read and an easy opportunity to turn your day around. CLICK HERE to read Wellness Wednesday.

FLEX Therapist and Blogger Jessica Danilewitz shared a timely Wellness Wednesday post this week that dug in to the experience of travel anxiety. While we often long for time away from our daily grind, it is not unusual for the first steps towards that vacation to bring on a whole new set of anxieties. CLICK HERE to see Jessica's thoughts on why travel anxiety occurs and how you can reframe it to have a better start to your time away.

This #WellnessWednesday has FLEX therapist Jessica Danilewitz looking at why tears can come out in treatment and why that is ok. While some people will be fearful of crying, this is usually a fear of embarrassment that is definitely not warranted in therapy. CLICK HERE to visit Jessica's Wellness Wednesday blog to learn about some of the benefits of crying and why it is also alright if those tears never arrive.

FLEX Therapist and Blogger Jessica Danilewitz returns for another #WellnessWednesday Book Club entry. This month Jessica shares The Ripple Effect by Greg Wells. The Ripple Effect explores how our actions and behaviours overlap to contribute to a pattern of wellness or struggle. It also discusses how a series of small changes can compound for impressive benefits in our daily lives.

CLICK HERE to read the latest Wellness Wednesday posting!

This week FLEX's Jessica Danilewitz looks to the summer ahead and how we can do a little mental spring cleaning when are spirits are up. There's no need to wait until New Years, spring and summer is the season of growth. CLICK HERE to read Jessica's newest tips at Wellness Wednesday.

Last week, FLEX therapist Jessica Danilewitz explored how her readers could find a therapist to fit their needs if they felt they could benefit from a bit of support on their wellness journey.

On this #WellnessWednesday, Jessica discusses the next step and looks at what readers can expect in their first treatment session. Jessica provides some valuable insight that may reduce the inherent anxiety that nearly everyone who decides to take this next step will feel. CLICK HERE to learn a little more and better prepare yourself as you move forward.

While the goals of Wellness Wednesday is to engage readers in ways they can persronally enhance their wellness journey, it is important to recognize that this journey is rarely a success without a helping hand along the way. That hand may come from friends or family, but, at times, a professional ear and voice can be valuable in overcoming hurdles or providing unique insight into a situation.

This week FLEX therapist Jessica Danilewitz discusses how her readers can find a therapist that fits their needs. CLICK HERE to learn where to first look for a therapist and what to keep an eye out for.

​This week FLEX therapist Jessica Danilewitz introduces the Wellness Wednesday Book Club. Her first Book Club looks at the collection of writings and available speaking engagements of Brene Brown, a US based therapist who is working to make self compassion and embracing vulnerability the next step on your wellness journey.

CLICK HERE to learn about Brene's work and see how you can integrate her work into your daily life.

FLEX therapist Jessica Danilewitz returns for #WellnessWednesday to discuss one of the most common complaints we hear in the clinic: Difficulties with concentration and distraction. In reality, while the exact cause is unique from person to person, nearly all emotional and learning concerns result in difficulties in attention. Regardless of the cause, Jessica highlights a number of strategies that can assist anyone with staying on task and getting things done. CLICK HERE to view this weeks Wellness Wednesday and see what strategy may work for you.

On her inaugural #WellnessWednesday post, FLEX therapist Jessica Danilewitz shares her thoughts and strategies on tackling issues with sleep. CLICK HERE to visit her Wellness Wednesday blog to learn what you can do to have a better rest tonight.

Members of the FLEX team are always working to find new ways they can support their clients and the community as a whole. We are excited to share the newest initiatives from FLEX therapist Jessica Danilewitz, who is launching her Wellness Wednesday blog tomorrow.

Wellness Wednesday is a weekly checkin on how individual's can introduce a few steps forward on their journey towards improved mental health and wellness. Join Jessica each week as she introduces some great ideas, reviews books and online resources, and pulls back the curtain on therapy to give readers insight on when a little outside assistance may be helpful.

Each Wednesday you can review Jessica's latest guidance by visiting Wellness Wednesday.

FLEX is excited to offer a focused training on exam preparation, study techniques, and test-taking strategies. Anchored in the neuro-science of how we acquire and retrieve memories, students will leave with an understanding of how early they should start preparing for exams, how to design and implement effective study schedules, and how to work strategically during examinations to show all that they know. Test anxiety will also be discussed, with a demonstration of techniques to resolve anxiety and keep your brain "online".

Date: January 7, 2018, 1pm to 3pm

Location: Cornerstone Clinic - Suite 313C - 1 Promenade Circle (Promenade Mall), Thornhill, ON

Cost: $50
(This session is a education lecture and is not covered by insurance plans for psychology)

Presenter: Jessica Danielwitz

Did you know that on top of all the individual workshops and seminars that our team members attend, the FLEX team completes in-house continuing education sessions each month to advance our practice and to support our clients better?

Septembers session was hosted by FLEX's neonatal and paediatric consultant Esther Decaire, BScN, MN, NP-Paeds. Esther provided a comprehensive workshop for our assessment and treatment teams in order to expand their knowledge of how complications during pregnancy and birth can impact a child's development and self-regulatory capacities. These trainings assist our team in considering the multitude of factors that may contributing to the challenges are clients are experiencing.

The session was a huge success and we would love to share it with our clients, treatment partners, and peers. We hope to announce the workshop as an on-demand webinar soon.

FLEX’s founder Michael Decaire recently sat down with Michael Lander, MSW, RSW, to discuss his and role at FLEX and the services he has been providing to our clients over the last year. Michael [Lander] is a registered social worker and specialist in supporting those with Autism Spectrum Disorders (ASD). Michael helps adolescents and young adults identify and work towards their goals and, more generally, to move towards a life of increased wellness, successes, and happiness.

MD: There is a misperception that therapy for those with Autism Spectrum Disorder is narrowly focused on social skills training, sensory, and behavioural interventions. While there is an obvious place for these supports, in my experience it is important to recognize that those with Autism are experiencing the exact same range of wellness and mental health concerns as any other client we see. The difference is that this population may come to those problems with some unique perspectives and needs. I was hoping you could discuss some of this uniqueness and how your work in this area has shaped you as a therapist.

Michael Lander: I agree with you Michael. I think that there is a misperception out there that therapeutic interventions for individuals with Autism Spectrum Disorder (ASD) should only be oriented towards social skills, sensory, and behavioural interventions. However, as you say, people with ASD experience the exact same range of mental health and wellness concerns as neurotypical people. It should follow, then, that evidence-based therapeutic approaches used in treating common conditions such as anxiety disorder among neurotypical individuals should also be utilized in treating those with ASD. For example, there is a high prevalence of comorbid anxiety disorders with ASD. But there is a lack of empirically supported anxiety-specific interventions for the ASD population. What is needed is the modification of effective therapeutic approaches that are adapted to the unique needs, styles of thinking, and perspectives of individuals with ASD.

Working closely with people with ASD for over ten years has given me the chance to understand ASD as being expressed and experienced uniquely by every individual. However, there are a limited number of common characteristics of ASD that I believe are keys to developing and implementing effective therapeutic practice for those with ASD. People with ASD often experience executive functioning deficits, problems with ‘central coherence’ (the ability to see the “the big picture”) and procedural learning skills. Combined, these different ways of thinking often cause barriers to generating alternative thoughts, beliefs or solutions, difficulties judging the potential usefulness of alternative strategies, or speculating on the outcome of various courses of action. Integrating these core characteristics of ASD into my therapeutic approach, I have shaped my practice around working collaboratively with clients to work through the relational and social emotional issues they face daily, and to develop concrete alternatives to disordered, or self-destructive thinking.

MD: It strikes me that the therapeutic relationship with clients with Autism Spectrum Disorders can pivot from therapist, to advisor, to coach or mentor. Could you discuss the fluidity of that relationship and your role in providing the type of support that our clients need when they need it?


Michael Lander: I believe that a strong therapeutic alliance between a therapist and client with ASD is tantamount to providing effective therapy, and can be cultivated by fostering an environment and relational style that is driven by the communication styles, competencies, and needs of every individual client. Due to the varied and unique characteristics of individuals with ASD, my therapeutic practice is flexible and adaptive, largely driven by a solution-focused approach which holds that all clients have knowledge of what would make their life better, but often need support in achieving these solutions. Therefore, my role is constantly adapting and changing to provide every individual with tailored supports in setting and achieving goals, and in developing the tools and skills necessary for cultivating a better future, and achieving their goals. Sometimes, this calls for me to be an advisor, and mentor – one who can work collaboratively with the client to untangle the meanings of complex social interactions and relationships. Sometimes, I can take on the role of a career counsellor or life coach – working with clients to better conceptualize short-terms and long-term educational and employment goals, and put strategies in place to achieve these goals. No matter what role I take on – my priority is always to tailor the supports that I am giving to the unique needs, goals, perspectives, and thinking styles of every individual.

MD: Early in my career I worked extensively with clients with Autism Spectrum Disorder during their transition to College or University and then into the workforce. At the time, the education system was making leaps in bounds in supporting those with ASD to be met with success in school. At the same time, it felt like we were not preparing them well for the transition into the work force, and unemployment was rampant with my clients despite their obvious skills and ability to contribute towards their areas of professional interest. I was wondering if you could discuss how this sort of transition looks today, what types of supports are available, and what kind of assistance you are able to provide through your work at FLEX.

Michael Lander: I believe the reality today is much like what you recall, in that supports are offered to individuals in school and throughout teenage-hood, but when high school is over, these supports largely dissipate. The transition into the workforce, then, with the goal of being an independent and self-sustaining person, becomes a transition and a task that many people with ASD struggle with, and is a primary concern for almost all of my clients.

There are many agencies within the General Toronto Area (GTA) which provide employment supports to individuals with ASD. Most of these agencies operate through the Ontario Disability Support Program, which many individuals who I meet rely on for income – despite obvious skills, abilities, and training in various professional fields. Unfortunately, most of the employment support agencies in the city which support individuals with ASD are cross-disability serving. Meaning that the supports put in place are not specific or adapted to the needs of individuals with ASD, but are the same supports provided to anyone with a disability accessing employment supports. This means that there is an alarming lack of ASD-specific employment support services in the GTA.

I believe that effective employment support for individuals with ASD looks quite different than the employment support that is most commonly offered to individuals with ASD, in that what is required is more relational and social emotional support rather than job task oriented. Most of the individuals I meet are more than capable of doing their job tasks successfully, but often face social and relational barriers to success, both in the hiring process and on the job.

Through my work at FLEX, I am able to offer supports related to employment which are specific to people with ASD, working with individuals to collaboratively set and achieve goals in regards to many aspects of employment, often focusing on the relation between person and environment. I provide supports in developing strategies for dealing with anxiety in the workplace, pre-employment skill building, self-esteem and confidence building, developing strategies for disclosure of diagnoses, and developing self-advocacy skills. I also provide supports in terms of communication with co-workers/managers, and the collaborative process of understanding, deciphering, and sometimes re-framing social emotional communication, cues, and unwritten rules that exist at work and in the job search. Through these supports and others, I am able to provide assistance to individuals with ASD to tackle the most common barriers to success which are faced in the crucial transition into the world of employment and independence.

MD: Conversations about gender and sexuality have exploded in public forums and the media. It feels like this is an area that had been swept under the rug with the ASD population for many years, but is finally becoming a part of the conversation. Given the role relationships and partnerships have on one’s wellness, it is exciting that this is an area our clients are now tackling. Could you speak a little about how we support clients in exploring these areas, understanding themselves better, and moving forward in a manner that promotes happiness and wellness.

Michael Lander: Despite discussions concerning gender and sexuality exploding in public forums and in the media, widespread social stigma and misunderstandings surrounding the intersection of gender, sexuality, and disability makes it hard for people with ASD to have a platform to talk frankly about their thoughts and feelings concerning gender and sexuality, even though these are primary concerns for many clients who I see. Part of my work involves confronting this stigma, speaking literally, acceptingly, and with verbally expressed non-judgement about sexuality, relationships, and gender if these are concerns brought forward by the client.

One of the lynchpins of my practice is supporting individuals to address and engage with stage-specific social emotional desires, strengths, and competencies. For many young adults who I see, romantic relationships and dating are a primary social emotional priority – and I support my clients in setting and achieving goals in this area of their life, one which is commonly overlooked by loved ones and professionals involved in the lives of those with ASD. Whether pursuing a passion in relationships, education, or employment, I work collaboratively with clients to set and achieve short-term and long-term goals in the areas of their life which promote happiness, wellness, and fulfillment.

MD: Thank you for taking the time to chat with me today about your work within the ASD community. I look forward to seeing more success stories with your clients at FLEX!

Michael Lander: Thank you for the chat! I look forward to my ongoing work with the FLEX team.

People are starting to hear about FLEX's use of the Muse brain sensing headband with patients to develop mindfulness and accelerate gains in treatment.

Muse is a portable and low-cost EEG device that uses neurofeedback when paired with your phone or tablet to teach you how to meditate and become more attuned to your moment to moment experience. That state of mindful awareness has been shown to lead to a variety of wellness gains, mental and physical health growth, and improved attention. Many of FLEX's clients have been using Muse for over a year and our director Michael Decaire has spoken to professional audiences on its use at conferences across the province and the world through online webinars.

Last month, Dr. Cody Rall from YouTube's TechForPsych did a lengthy interview with Michael about his use of Muse and where he sees the future of psychotherapy going over the next decade. It's an exciting hour for clinicians, but also has some additional tidbits for Muse users.

Members of the FLEX team are available now to introduce Muse as your primary course of treatment or as an add-on to traditional talk therapies.

Michael Decaire is available for in-person, online, or institutional trainings for implementing Muse in treatment. He is presenting on Muse at Leading Edge Seminars in Toronto this October and as part of his Future of Psychotherapy Series in November.

After nearly a decade of success in supporting bright and gifted high schoolers and post-secondary students, FLEX is excited to announce our updated and expanded fall-prep learning group. This year we are adding a co-facilitator, meaning students will benefit from working with both FLEX's founder Michael Decaire and our new learning intervention specialist and therapist Jessica Danilewitz. We are also expanding our year long offerings, with all group attendees getting free access to our monthly tips and tricks training videos, support newsletters, and webinars.

This group fills up every year, so do not hesitate to book your spot soon and take your first step to Start Fresh with FLEX.

You can CLICK HERE to learn more about the Start Fresh group, view our group schedule HERE, or CONTACT US to reserve your spot right away.

It was an exciting week at FLEX, as we had a full film crew in doing a shoot with our Clinical Director Michael Decaire. Michael has been working closely with health start-up InteraXon, creators of the mind-sensing headband Muse. Following a successful professional training webinar a few weeks ago, the Muse team asked to visit FLEX's Thornhill office to film a Q&A with Michael and to see a demonstration of the Muse headband in action during a mock therapy session.

Word has gotten out about FLEX's use of Muse to help our clients live life a little more FLEXibly. Michael will be presenting on Muse this fall for Leading Edge Seminars and has been approached for some exiting additional projects regarding this exciting tool. More news soon!

Learn more about Muse: http://www.choosemuse.com

The FLEX team is excited to welcome back Katelyn Boersma, who trained with us for over half a decade before heading out east to complete her pre-doctoral internship. Katelyn is now wrapping up the final research component of her Doctoral studies.

​Katelyn has many years of experience working with our assessment and treatment teams, as well as various work placements in university counselling/treatment centres, community mental health organizations, and mental health inpatient/outpatient programs.

Katelyn had an opportunity to complete a small Q&A with FLEX’s Founder and Clinical Director, Michael Decaire, in order to discuss her treatment interests and what she hopes to bring to the FLEX team.

MD: Can you discuss a bit about how your diverse training placements have prepared you for supporting clients in a private practice setting?

KB: Working in private practice completing in-depth assessments under your supervision has provided me with a solid foundation in test administration and interpretation, diagnostic interviewing, detailed yet accessible report writing, and delivering feedback in an engaging and understandable manner. My assessment experience has grown through my more recent work with personality disorder and early psychosis assessments, as well as providing consultation on a hospital inpatient unit.

Extensive training in emotion-focused, cognitive-behavioural, psychodynamic, and integrative therapeutic approaches has provided me with a broad knowledge base to draw from in order to meet client needs in private practice. I have worked with adolescent and adult clients with a wide range of presenting problems across many settings, ranging from clients with psychosis in a residential care setting, to refugee clients seen through the assistance of a translator, to undergraduate students presenting with anxiety and depression. This generalist training has prepared me to adapt my approach to respond effectively to diverse clients with many different concerns.  

​My training has also allowed me to pursue specific interests in the assessment and treatment of eating disorders and trauma. Throughout my training I have sought out opportunities to expand my knowledge and skill in these areas through focusing my masters and doctoral research on body image, completing a placement at a community-based organization for clients with eating disorders, receiving additional supervision in emotion-focused therapy for trauma, and consistently ensuring a portion of my caseload includes clients with these concerns. I look forward to continuing to support individuals with these difficulties, among others, in a private practice setting.

MD: You have an interest in emotion focused therapy. We are starting to see this treatment become an increasingly popular branch of psychotherapy. Can you talk a little bit about the focus of this therapy and how it can promote change and wellness?

KB: Emotion-focused therapy (EFT) is an evidence-based approach grounded in emotion theory and research. A fundamental assumption of this approach is that emotions are connected to a network of information, including our bodily sensations, our thoughts, and our beliefs. Discrete emotions are associated with information that contributes to adaptive functioning. They can alert us to our needs and guide our actions (e.g. anger at violation promotes self-defense, sadness at loss promotes grieving and moving on). However, emotional processes can also go awry. 

EFT focuses on activating emotional experience in-session to gain entrance to associated networks of meaning, which in turn allows for exploration and change of maladaptive cognitive-affective processes. As a therapist I remain attuned and responsive to each client’s moment-to-moment processes, identifying markers for specific therapeutic interventions (e.g. self-criticism, unresolved trauma or feelings towards significant others, internal confusion, experiential avoidance).  Interventions allow for the generation of new adaptive emotional experiences in-session. Information linked with adaptive emotion is used to transform maladaptive emotional meaning, and to increase awareness of unmet needs, thereby promoting adaptive behaviour outside of therapy. 

MD: I know that psychological assessment is an important part of your practice. Can you discuss how experience as a diagnostician assists you in therapy even in cases where a lengthy formal assessment is not part of the current treatment plan?

KB: Assessment is always the initial starting point for working with any client, even if it’s not in the form of lengthy formal assessment. When I meet with therapy clients for the first time our initial task is to develop a mutual understanding of difficulties. To gather and make sense of this information accurately and efficiently I draw upon diagnostic interviewing skills and knowledge of psychopathology to arrive at a working diagnosis. This provides the basic framework for conceptualizing difficulties, serving as a guidepost for areas that are likely to require further exploration in order to arrive at a clear understanding of processes that are contributing to ongoing difficulties. This in turn informs collaborative decision making about the best therapeutic modality to address concerns, and which tasks and goals will be the focus of our work together. I also draw upon my experience as a diagnostician to identify any gaps in our understanding of difficulties, and to inform my selection of supplementary measures that will help us clarify concerns.   

MD: In the other direction, how do you think your experiences as a therapist has influenced your approach to assessment?
​
KB: Creating a safe and collaborative environment where everyone is on equal footing is central to my therapeutic work. In a formal assessment setting there is some power imbalance inherent in the situation itself because I’m asking the questions and have access to all of the answers. This can be quite anxiety provoking for some clients, resulting in impaired performance. 

I draw on my therapy training to establish the same kind of safe and supportive environment in the assessment context. In particular, my training in being attuned to moment-to-moment client processes allows me to identify emotional shifts in clients, and to respond empathically and explore these occurrences when there is a natural break in the testing.  This can assist clients in regulating their emotions (e.g., decreasing frustration or worrying) allowing for more accurate assessment of the individual’s true capacity. Exploring these cognitive-affective processes also helps with diagnostic clarification, yielding explanations for inconsistencies in performance across tests, and at times identifying the need to investigate previously unarticulated mental health concerns. Additionally, it opens a dialogue wherein clients feel comfortable immediately disclosing when they’re struggling with anxiety, perfectionism, etc., allowing us to adjust the pace and sequence of tests to best fit their needs.

MD: We are excited to have you back as a permanent member of the FLEX team. Thank you for sharing some of your thoughts about the assessment and therapeutic process with me today.

KB: Thank you for having me! I'm thrilled to be returning to the team.

Katelyn is available for treatment and assessment services Monday - Wednesday (days and evening), Fridays (days), and Sundays (days). Call 647-494-3173 or CLICK HERE to electronically get connected with Katelyn.

Author: Michael Decaire

I have worked with many College and University students who have struggled to show their full abilities on final exams. They believe they simply need to study harder or earlier, but attempts to do so are met with limited success.

​In my experience we see four common problems that are contributing to poor performance on final examinations:

​(1) Not studying in an organized fashion. Our memory is like a filing cabinet. It relies on good categorization or "labels" in order to properly store and access information. File it incorrectly and it will not be accessible on an examination.

(2) Not doing enough rehearsal. There is a lot going on inside our brains. Neuro-pathways connect information and create a complex set of forks in the road that may not be easy to navigate. Rehearsal increases the likelihood the right pathway is taken and the speed at which one can traverse it goes up.

(3) Taking the test wrong. I have seen students use every strategy in the book while studying only to abandon their strategic approaches once in the exam. What part of the test do you do first? Most students start with multiple-choice. That's a mistake. This increases the amount of less-than-usefull information active in your short term storage and will only lead to confusion once you get to the more focused work (e.g. short answers or essay). Leave multiple-choice for the end.

(4) Poor sleep hygiene. If you are not getting enough sleep your memory becomes compromised, your attention span drops, and you are more sluggish. Too bad you are now about to go into a memory test where you need to be focused and work really really quickly. Go take a nap.

The FLEX team offers workshops to boost academic performance. Our College/University exam workshop runs November 9th at 6pm. Only $40! Click here to learn more.

There is a misperception that bright and gifted students should be met with academic success with very little effort and that exceptional results should be well within their grasp if they try hard enough. Parents often perceive that giftedness programming is a place for accelerated and enriched learning and that keeping their children in a “normal” stream will stunt their potential. In reality, giftedness programming often exists to prevent bright students from floundering or underachieving in a more traditional stream, where their logical talents may be both a blessing and a curse.

During the early elementary years, being “smart” can lead to a great deal of success. Bright students see the big picture or the end goal quicker than many of their peers and they may very well be able to get to a solution in one single brilliant step. Rightfully so, these successes are praised, but could this have a negative impact on one’s learning style?

When you reward a child for their successes the brain does not necessarily associate that reward with the fact that they produced a high quality result. Instead, you may unintentionally be encouraging a manner of responding that favours how quickly and seamlessly they can resolve the problems they are facing. Unfortunately, this may promote a manner of responding to test questions and projects that promotes rushing towards task completion and keeping track of all aspects of a task in one’s head.

The most strategic students I have met are those who have faced the greatest challenges. They had to develop countless alternative strategies to simply keep up with the pace of their peers or to show all that they are capable of. I have observed some remarkable techniques and outcomes from students with the most severe physical or learning disabilities imaginable. Many of these strategies I now teach to each student I work with.

In contrast, the least strategic students I have worked with are the bright and gifted population. It’s not laziness. It’s not disinterest. Instead, it typically a consequence of having been met with great success for many years by rushing into problems and completing tasks in one step or at the very last minute.

This approach can work quite well in the early and middle grades. The first signs of difficulty may emerge in the senior elementary years or during the transition to high school. Teachers begin to expect students to coordinate each stage of their approach more and projects begin to require work that spans many nights or a weekend of homework. Even the most talented thinkers can’t keep track of all of these steps in their heads. They may, however, be able to envision the end result, which can reinforce old strategies that promote an attempt to get there in one fell swoop.

High school begins and the tendency to perceive work as being completable in a single step or with low efforts may continue. They may also begin to underestimate the amount of time necessary to complete work, which then leads to procrastination. Eventually marks start to take a hit and a student may: begin to believe they are less capable, lose interest in school, or begin to experience academic anxiety.

The anxious student may show a sudden increase in effort. Unfortunately, working hard and working smart are two different things. We have also learned that working smart and being smart are also not always related.

A little over a half-decade ago I began looking for programming for these students. School based learning strategy courses did not always meet their needs, tutor centres focused on content more than the process, and I had yet to meet more than a handful of adolescents who were willing to work with their parents to develop these skills. So I created a learning therapy program targeting these exact needs.

I learned that bright students are more likely to connect with strategies if they make logical sense to them. My focus is to help them understand how the brain works and how they can “hack” their brains to meet its full potential. We then demonstrate practical ways to take advantage of this knowledge during note-taking, reading, project and time management, studying, and test-taking. Not every student will jump on board with every strategy, but everyone tends to find a few things that really work for them.

In the end, my goal is to teach bright and gifted students to think strategically. To pause and reflect on “what” they are being asked to do and “how” they should respond to that expectation. It can be quite remarkable how much can change by simply thinking about how to work smart rather than just being smart.

At FLEX Psychology we offer an ever expanding slate of workshops and group trainings. We are also available to support our students as they implement these strategies into their workflow. Keep an eye on our websites www.flexpsychology.ca and www.studentstrats.ca for more information or contact us to talk about how we can help your bright or gifted teen be met with increased success.

The FLEX Psychology team is excited to welcome Jennifer Marcus to our assessment and treatment team. Jennifer is a doctoral candidate who has worked closely with our clinic director (Michael Decaire) since her first placement in graduate school. She has always proven to be a quick learner, highly skilled, and engaging clinician who will hopefully bring each of these assets to our team for years to come.

Jennifer will be an integral member of our contract assessment team, a role she has seasonally held in the past, and she will now also be offering psychotherapeutic services at a group and individual level. Jennifer brings forth a wide-scope of therapeutic knowledge, which allows her to adapt to each clients needs, rather than trying to fit individuals into a single "type" of psychotherapy.  This makes Jennifer the perfect fit for our team and just one more way that we can help you live FLEXibly. 

In honour of Star Wars day (May the 4th be with you!), FLEX is featuring a look at mindfulness trainings in popular culture throughout the month of May. And the series continues ...

Fear is the path to the dark side. Fear leads to anger. Anger leads to hate. Hate leads to suffering. - Yoda (The Phantom Menace, 1999).

Like a true teacher,  Yoda provides us with a few different ways to interpret this statement. In essence, there is more than one lesson here.

Lesson One

The first is the idea of "autopilot" or as I like to refer to it the "chain of thoughts and emotions". As human beings we are surprisingly unattuned to how our behaviours, thoughts, or emotions arise. Most of the time we are swept up in a chain of events, where the previous moment dictates the next one and the current moment dictates the next. At very few points do we step out of this chain and simply observe what is truly going on in this moment and make an informed decision on how to proceed on the basis of that information alone. This is one of the anchors of mindfulness training and is also the primary component of many other successful psychotherapies (e.g. CBT & REBT are text book chain breaking exercises for you therapist folks).

An example: A student who has exhibited poor behaviour at school tells me that he "hates" his teacher. We explore why he feels this way and he relays that he is "angry" that his teacher has given him several lower than expected marks of late. That anger is further explored and is connected to a "fear" that he will not make the honour roll this year. This is in turn linked to another "fear" regarding overall performance and then eventual success. In the end, we have a lot of actions, interpretations, emotions, and behaviours that are connected to each other with very little conscious examination of this "chain" having occurred prior to therapy.

Mindfulness practice provides an opportunity to do a couple of things here:

(1) Observe the chain - Simply observing one's thoughts as they arise during either a formal mindfulness practice (e.g. sitting and meditating) or an informal one (e.g. mindful moments throughout the day) can provide valuable insight into what preceded the current moment and what resulted from that thought, behaviour, or emotion. This insight can be quite valuable as it may allow us to recognize when these "triggers" happen in the real world and then we can ...

(2) Break the chain - Being aware of the chain may allow us to step outside of this previously unconscious series of events. Simple awareness of the triggering events, thoughts, or behaviour can provide the opportunity to make a deliberate decision to act or respond in a different manner. It does not mean that we will always make that choice or that we will not experience a strong emotion, but the likelihood that we can act in a manner that reflects our own decisions (and not the chain's) is higher.

Recognizing the chain is the first step. It is my hope that you will choose to return here in a few days to pick up the next lesson from this great Yoda training. Who ever said there was nothing redeeming about The Phantom Menace!

- Michael

Art Credit: Navdeep Raj (San Jose, CA - http://bit.ly/1ewNXSJ)

In honour of Star Wars day (May the 4th be with you!), FLEX is featuring a look at mindfulness trainings in popular culture throughout the month of May. And the series continues ...

No. Try not. Do or do not. There is no try. - Yoda (The Empire Strikes Back, 1980).

Pretty much everyone has heard this quote. At the same time, most have probably assumed it is synonymous with saying "don't accept defeat" or that persistence will pay off in the end.

While I do not claim to have the inside scoop on Yoda's motivations, I suspect that the intention here was not to infer the concepts of effortlessness and non-judgement. Effortlessness is not synonymous with laziness, but instead relates to a lack of narrow intention during mindfulness practice. If you anchor yourself on "trying" to do something there is a possibility of failure. Either way, the result of trying is undoubtedly that it worked or it did not work. An opposing way to look at this would be to simply acknowledge or observe that this happened, it did not, or something in between occurred. There is no judgement here, this is simply an observation or reflection of what happened.

An example: If my mind is busy and I am finding the thoughts overwhelming or distracting I may choose to do a sitting meditation where my attention is at least part of the time on my breath. If I "try" to keep my attention on my breath the entire time I will undoubtedly fail and may very well perceive the meditation practice as a failure as well. If I simply "do" a mindfulness of breath practice I will be sometimes have my attention on my breath and I will sometimes not. This exact example is one of the first barriers I observe when training my clients mindfulness (e.g., "I tried that, it did not work").

When conceptualized in a framework of "try", the fact that I was not always able to sustain my attention on my breathing inherently implies that I failed. When conceptualized within a framework of "do or do not", I am simply acknowledging what happened in the present moment. Now, some of you are likely saying this is simply an argument in semantics and that what I'm really doing is choosing to not judge myself (which is also an important mindfulness lesson), but the key here is effortlessness versus intention. If I simply "do" something and observe what happened there is no possibility of failure. If I "try" to do something and I do not succeed then I have undoubtedly failed.

In the end, I'll admit there is a bit of a semantics argument going on here.  Still, we examine and describe our world and experience in words. A shift in how we interpret these experiences is the anchor of many therapies and is undoubtedly part of a mindfulness practice. I have personally found that having a good "vocabulary of mindfulness" is one of the keys to my personal training and is often how I transmit these tools to my clients. This can come from a mindfulness teacher, therapist, or a self-help book, but as you will see over the rest of this month, it can also come from the world around us (and from a galaxy far far away). Do or do not return in a few days for another pop culture mindfulness training.

- Michael

Art Credit: Navdeep Raj (San Jose, CA - http://bit.ly/1ewNXSJ)