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The Treasure Hunt
Written by Nick Butterworth
Illustrated by Nick Butterworth
Part of the Tales from Percy's Park Series
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The Treasure Hunt by Nick ButterworthPercy the Park Keeper surprises his animal friends in this engaging story from highly-regarded, best-selling author-illustrator Nick Butterworth. Includes a fabulous fold-out poster! Percy the park keeper is planning a treasure hunt. All his animal friends are to follow a trail of clues around the park and the first one to reach the end will find the treasure! The animals are so excited they can't wait for the hunt to begin...
'...look no further for the best present for any child from two to six.'
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32 pages
Interest Age: From 2
Nick Butterworth
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4th August 2003
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This open-plan kitchen-diner is perfect for family life and socialising. The mix of new and old materials work well to create a friendly and fun space.


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Catalogue of the Marsupialia and Monotremata in the Collection of the British Museum (Natural History)
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Catalogue of the Marsupialia and Monotremata in the Collection of the British Museum (Natural History) by British Museum (Natural History) Dept
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Get Me Bodied: Beyonce Moves Her Trainer Into Home To Help Her Get Her Bangin' Bawwwwdy Back!
We wonder what Daddy Hov thinks of this move?
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Capital Building Products
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Intelligent Design
Google an image of architect Fay Jones' masterpiece Thorncrown Chapel. The non-denominational Arkansas house of worship is one of the most famous designs from the American Institute of Architects- awarded Frank Lloyd Wright apprentice.
Bucking the tendency of successful architects to gravitate toward towering skyscraper projects, throughout his career Jones favored designing homes and churches with an intensely geometric and organic modern style.
Arizona-based architect Eddie Jones will give a lecture, The Architecture of Fay Jones, focusing on the life and work of Jones with a focus on the chapel. The talk will be followed by a screening of the documentary Sacred Spaces: The Architecture of Fay Jones.
Wed., Dec. 7, 7 p.m., 2011
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This is your resource to discuss support topics with your peers, and learn from each other.
Mabe if you hadn't annotated your images it wouldn't be taking so long!
02-08-2011 06:21 AM - edited 02-08-2011 06:22 AM
@EraserX You submitted your app December 24th. The deadline is strictly for submissions. You can't be excluded from the offer just because they lack the proper efficiency in their testing department.
jffurlan wrote:
Yes, but if your app gets rejected and you don't resubmit before the 15th are you still qualified?
I really don't think you'll ever get an official and unambiguous answer on something like that. (And the rest of this is a response in general, not directed specifically at @jffurlan in any way.)
If you think about it, you'll realize they couldn't possibly commit themselves to doing just that for all cases, as it exposes a glaring loophole. Submit a nearly non-functional app, knowing it will not be qualified at first, and then claim that because you submitted before the deadline you have the right to take as long as you want to finish it up, maybe resubmitting multiple times? No way...
And they also won't outright disqualify anyone who has submitted before the deadline but whose app, for possibly some small reason, doesn't quite qualify at first. Maybe it's one of the best apps they've seen to date, but you made the mistake of including the BlackBerry logo in a title bar, somehow thinking you've got the right to do that. They would probably reject it with a note "just remove the logo and you're good", but I really doubt they'd say "oh, and you're screwed, no free PB for you hahaha".
I wish everyone would think for a bit before posting these sorts of questions, and look at the big picture. RIM wants apps, lots of them. They've said they're happy to give away many PlayBooks. Take them at their word, but don't assume that gives you a magical right to ignore the rules, ignore quality, and ignore common sense.
They've stated the terms and conditions clearly. Several threads have covered all the nuances as best we possibly can and have shown that by and large, RIM will remain silent on almost all similar questions. Consider the big picture and remember nobody here really knows the answers (my rant not being an exception), so "your guess is as good as mine" applies, if you spend even a few minutes pondering your questions.
From MSohm:
"It has to be submitted by the end date. Approval is required, but approval does not have to be complete by the deadline"


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Tales of Phantasia
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long invest individual
I'm an Independent investor with a passion for equity research. I'm usually long term minded, but occasionally engage in short term trades.
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Welcome to Librarium Online!
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Ok guys, I am playing vampire counts this next weekend and I have never played them and I know nothing about them. What do I need to take, who do I need to focus on, and what level of magic should I bring (heavy, medium, light?)
I have a wide variety of models so that will not be a problem, just help me out if you can.
Do you know much about how your opponent prefer's to play? That or what his list is likely to include? How many points?
My thought would be to go with an archmage with Shadow or Life. I also have only limited experience against VC but the shooting phase offers a phase we can potential dominate forcing our opponent to regenerate troops, wounding heavy hitters that are slower to resurect. For this reason I would include an Rbt or two, as well as seagaurd and maybe a unit or so of archers.
Because I am trying to do as much damage before combat I think I would go with Shadow, and give the seaguard banner of flame. I think that I would use Swordmasters and Whitelions as my elite infantry giving the WLs a BSB. I don't really like PG against undead as often undead do best at static res and the massive damage SM and WLs can do is the quickest way to get through the unbreakable units.
Cavalry and chariots aren't ideal against undead although DP or WL chariot are certainly capable of controlling your flanks and supporting the infantry to tip the balance and help shorten the combats.
We won't really win protracted combats esp if their elites are able to support the skeletons and zombies in combat.
I have probably told you a heap of stuff you already know, but I hope it helps anyway. Good luck anyway.
It is a 3000 pts game. The only thing that I know is that he said he takes a named character that is pretty nasty, I think it started with a v. Beyond that I know nothing. I know how he likes to play his empire, but not his VCs. Hey, will magical attacks stop his grave guard regensaves, or is it only effected by flaming attacks?
Last edited by Furbyballer; September 11th, 2011 at 14:10.
Magic Attacks don't cancel regeneration - spells that don't allow saves do, however.
And well, you'll likely be facing one Vlad of Carstein (who is a pretty annoying bastard and 490 pt model). The good news is, he won't bring a vamp lord with the regenerating sword, the bad news is, we have a pretty hard time dealing with combat characters. You can either go for a pretty straightforward army, and hope a mix of debuffs and Elites is enough to kill the general (which you really want to do against VC) - or go unconventional - 750 point allowance means you can get Tyrion (who is a straightup better combat character then anything the vamps have, and brings flaming attacks) and an archmage (though you'll have to make him lvl 3, take something other then the book or ask for a 10 point leeway from your opponent). The good thing is, as long as you stay away from the things that pack killing blow, Tyrion doesn't even *need* a bodyguard, since neither cancelling steadfast nor protection against shooting are particularly relevant against VC (though you could still give him one and make a counter bloodbus).
The Silver Knights of Tor Adrac (He): 26/2/4
The Spears of Slaanesh (Woc): 7/2/5
Battlegroup Chalybso (GK): 7/3/3
What would be the best lores to take? Shadow and death? To debuff and then try to single out his characters and kill them? Or just take the ubiquitous life and something else. Would fire be a good lore against them? Maybe a dragon mage?
Life and Shadow, as always. And Dragon mages are never a good option, nor will they ever be, ever.
The Silver Knights of Tor Adrac (He): 26/2/4
The Spears of Slaanesh (Woc): 7/2/5
Battlegroup Chalybso (GK): 7/3/3
If you do go the Tyrion route then don't put him against a unit alone, he is too expensive to lose to static combat res.
You could take a Prince with Radiant Gem of Hoeth and take death, this should enable you to snipe his characters but I think that there are definitely better uses of the points.
My thoughts would still be shadow then life, but it is up to how you intend to play. Not a huge fan of Fire magic and I also am not a big fan of the Dragon Mage although at least there is shooting to worry about.
Does vampire magic have any offensive spells that I need to be aware of? Also, can they take any other lores of magic?
I think that they have a couple in their lore, most deadly being curse of years.
They can also take any lore using a bloodline power.
I am a VC player (whom is also just starting High Elves) and while I've never taken part in a VC vs. HE battle, I know that there are a few things to look out for when fighting VC.
#1 Vlad von Carstein DOES HAVE the Blood Drinker--I looked it up in the army book. He has the Blood Drinker, the Carstein Ring, +1 to combat res, a -1 Ld debuff for all enemies within 12" and some other things. He is a lvl 3 wizard, but seeing as how he's so combat-oriented I don't imagine he'll spend all that much time outside of a melee for his magic to do much.
#2 The Caster Bunker--Seeing as the lord is likely to spend his time mauling people, I think your enemy is likely to have a junior mage in a block of 20 or so skeletons that will act as the army field hospital--this caster will be frantically trying to keep all the other blobs in working order. The skeletons are weak and the mage is likely to also be relatively weak in combat. This unit should die.
#3 The Ghoul Blob: 40 or so ugly, smelly, nasty ghouls. They have 2 poisoned attacks each and T4 but no armour save. A horde of them is not a fun thing to get tarpitted with. Whittle it down with shooting/magic and then crush it really fast if you can.
#4 The Grave Guard Deathstar: A must have for any VC list. A blob of S4 T4 skeletons with great weapons, magical attacks, and killing blow. Shoot it, blow it up with magic, just do not let it touch you.
#5 Black Knights: Not as scary as GG, but their ability to ride through solid objects allows them to hide from shooting without losing manoeuverability. I have found that these guys can get some pretty decisive flank charges or be effective warmachine hunters. Keep an eye on them.
#6 Varghulfs: These are rather nasty buggers--they move fast, don't crumble when the general dies, regenerate, hate everything, are WS5, S5, T5, and have 5 attacks. Keep them away from your flanks and KILL THEM WITH FIRE!
#7 Wraiths: Ethereal Great-weapon wielders can be a pain to handle. Make sure you have some sort of magic meals to fight them with or else they could eat up your poor, mundane-weapon troops.
#8 Blood Knights: I see a lot of people make a big deal out of these but they're 1) Expensive, and 2) easy to bait. Just get a fast chariot or something to tease the frenzied knights and you can get them to go bounding off to someplace irrelevant.
Things you can do:
#1 Shoot everything: As a VC player I know firsthand how infuriating the shooting phase can be. Hell, Warriors of Chaos have better shooting than us! Bolt throwers and bows will greatly help trim the numbers of the undead horde.
#2 Go for the kill: Units like Phoenix Guard are nice for their ability to sit in the middle of the field and never be moved, but wars of attrition are VC's strong point. You do not want to try to outlast the undead, you want to try to DESTROY the undead. Sword Masters will tear apart the undead hordes, take many of them.
#3 Dominate the magic phase: With the enemy taking a combat lord they'll likely have a relatively weak magic phase. Do whatever you can to deny them their raised reinforcements.


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When you firmly grab a handful of belly fat on another person and shake it quickly. You must also yell "RIIIIIPLE CLUUUUUUUUTCH!"
it kind of tickles the other person. doesn't work well with skinny people.
it kind of tickles the other person. doesn't work well with skinny people.
run up to someone you know who is chubby, grip the stomach and proceed to yell ripple clutch while shaking the belly fat.
by Yourmom,yo January 10, 2009
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Jaane Tu Ya Jaane Na (2008)
Critic Consensus: No consensus yet.
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The singing was intentionally off key and the couples were adorable. This was a very funny and sweet story with a fantastic happy ending for all.
By a clear mile the best film Bollywood has ever put out, and hopefully that's not damning with faint praise. One hell of an enjoyable, sweet movie.
very enjoyable to watch, great storytelling, entertaining yet typical storyline, but fun characters, good character development and great treatment.
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SAS has been chosen by Detica to be a core technology provider for its recently announced deal with the UK's Financial Services Authority (FSA). SAS UK and Detica will deliver a new market monitoring system that will assist the FSA to identify and pursue insider dealings and other market misconduct. The new intelligence solution will detect and combat market abuse by analysing trading in a diverse range of financial instruments. It will provide the FSA with intelligence on unusual and potentially unlawful activity on UK markets. By using this new solution, the FSA aims to significantly enhance its capability to fight market abuse. SAS Enterprise Intelligence Platform has been chosen to form the data integration, BI and analytics part of the solution. The group has already begun work with the FSA with the final contract spanning over a seven-year period.
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Integrating Play Therapy Techniques Into Solution-Focused Brief Therapy
- Laureen Todd
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1 Integrating Play Therapy Techniques Into Solution-Focused Brief Therapy Donald R. Nims Western Kentucky University Solution-focused brief therapy is a recognized therapeutic approach proven effective in time-limited circumstances. This article describes the solutionfocused process and presents a framework for integrating the expressive play therapy techniques of art, sandtray, and puppets into the solution-focused model. Three case studies are used to demonstrate this process. Keywords: solution-focused, play therapy, sandtray, puppets, art The solution-building approach was pioneered with the work of Steve de Shazer (1985, 1988, 1991, 1994). In solution-focused brief therapy (SFBT), the client is seen as competent and in charge, able to visualize desired changes and build on the positive aspects of what the client is already doing (DeJong & Berg, 1998). Trebing (2000) described two reasons why a solution-focused approach was relevant: There are so many children to reach and so few child therapists to go around... because children s character structure is more flexible, their personalities are more resilient, and their outlook is more positive (p. 144). Shapiro (1994) observed that the goal of short-term therapy is to enable children to use their internal resources for growth and development within their own environment. SFBT is relevant for working with children whose cognitive ability is sufficient to comprehend and appreciate the concepts integral to the solution-focused process. In a study by DeJong and Berg (1998), it was reported that 78% of children 12 years old and younger and 89% of children years of age made progress toward achieving their goals through this process. DeJong and Berg (2002) described success with children as young Donald R. Nims, EdD, RPT/S, LMFT, LPCC, is a professor in the Department of Counseling and Student Affairs at Western Kentucky University. Correspondence concerning this article should be addressed to Donald R. Nims, TPH 417E, 1906 College Heights Boulevard, Bowling Green, KY wku.edu 54 International Journal of Play Therapy Copyright 2007 by the Association for Play Therapy 2007, Vol. 16, No. 1, /07/$12.00 DOI: /
2 Integrating Play Therapy Techniques 55 as 5 years old when making language adjustments for the children s developmental age. Considering the cognitive requirements for this model, the solution-focused approach is probably not appropriate for children younger than kindergarten age. Berg and Steiner (2003) noted that the children s nonverbal, playful, and creative habits support successful therapy based on the SFBT model. Selekman (2005) presented a model that combined the best elements of modified traditional play and art therapy techniques with a solution-oriented approach when working with children. In a study by Perkins (2006) of clients receiving treatment in an urban child and adolescent mental health clinic over 14 months, the therapeutic success with children when using a solution-focused approach was statistically significant. She affirmed that the high satisfaction level among children and parents using this approach was not surprising given its emphasis on early treatment, encouragement and increasing the sense of hopefulness in the client (Perkins, 2006, p. 223). Corcoran and Stephenson (2000) found a significant improvement between pretest and posttest scores on the Conners Parent Rating Scale and positive improvements on the Feelings, Attitudes, and Behavior Scale for Children when using the solution-focused approach. Working with adolescents using the SFBT approach, Paylo (2005) found that this process empowered families to find solutions in the future while drawing on their own expertise and strengths to promote the desired change. In SFBT, the therapist uses a variety of techniques to help the client experience positive behaviors or solutions that establish the groundwork for new thinking. The structure of SFBT has several important elements that are designed to elicit positive behaviors. (Refer to the Appendix for a list of the steps in the solution-focused process that are described in this model.) SFBT calls for creating hypothetical goals that include desired behaviors as a way to help clients see what is possible for them (Sklare, 2005). These goals need to be concrete and focused on the positive expression of a behavior rather than the absence of a negative behavior and on some specific behavior that the client has a desire to experience. Establishing and articulating goals is important because this provides the foundation for the entire solution-focused process. According to Sklare (2005), identification of a clear goal is the best predictor of effective counseling outcomes. Problems with succeeding steps in the process are usually traced to an ill-defined goal. A child s goal might be the desire for parents to come back together after a divorce. The therapist has to redirect the child by asking the child what has happened since the divorce and eliciting how the divorce has affected the child. Then the therapist turns the child s answer into a positive behavioral goal. If you weren t so sad, what would you be doing differently?
3 56 Nims In SFBT, the miracle question is used to help the child visualize a picture of reaching these goals. The child is asked to imagine that while sleeping a miracle takes place and the problem that he or she is experiencing has disappeared. The therapist asks relationship questions to help clarify what the miracle looks like, what is different, and what others would notice that would indicate that a miracle has occurred. Children often wish for a miracle that is impossible to obtain, such as the return of a loved one who has died. Although it is important to affirm and validate the child s wish, the miracle question is related to the goal of what the child would be doing differently when he or she is feeling better or less sad. Relationship questions help the child to express how other people might respond to these positive changes in behavior. The purpose is to affirm the child s visualization of these new behaviors. Another important element in SFBT is the idea of an exception. Exceptions are past occasions when the child has experienced a little bit of the miracle. It is important to explore at least two or three exceptions to subtly remind the child that past success can be repeated in the present and into the future. The SFBT technique of scaling is an attempt to objectively demonstrate the achievement of goals to provide clients with a measure of their success. The child is asked to rate success on a scale of 1 to 10, with 1 meaning no success and 10 meaning complete success in achieving one s goal. The therapist affirms the response and asks why the number is what it is and why it is not any lower. Again, this process subtly challenges the child to view life in more positive terms. The final step in SFBT is to reinforce the child s efforts to this point, remind the child of any past success, and look for ways to move up to the next higher number on his or her scale. The therapist prepares a solution message to give to the child to take as a reminder of the session and provide opportunity for growth. This message is important as a visual representation of the SFBT process and becomes the basis for the next session. This article presents a framework for integrating the expressive play therapy techniques of art, sandtray, and puppets into the SFBT model. Three case studies that describe the integration of expressive play therapy techniques into the SFBT model are included. GOAL SETTING The first and most important step in the SFBT process is establishing clear and concrete goals that fit the individual needs of the child or
4 Integrating Play Therapy Techniques 57 adolescent. The child s goals are simply stated as getting along better with a peer, doing homework, or feeling better about being with a stepparent. The goal must be concrete, positive in nature, and clearly behavioral. The important thing is that the child wants this goal to happen. The therapist and child work together to set goals and to find ways to achieve them (Haley, 2000). It is crucial that goals be relevant, meaningful, and specific to the child s situation. The more concrete, behavioral, and measurable the goal, the more potential there is for making progress toward solutions (DeJong & Berg, 2002). For example, a child who has a history of abuse may have feelings of guilt and worthlessness. The goal becomes specific things the child would be doing that would be a sign that life is better and more hopeful. A child with a disability might wish to cope more effectively. The goal then is what the child might be doing that would be evidence of coping more effectively. If a child is angry, the goal is what the child would be doing differently if the anger were not present. An adolescent wanting to be respected is asked what would be a sign to an observer of being respected. Other questions asked in this important stage are What brings you here today? What has to happen so you won t have to come and see me anymore? What would you like to be doing that would be a sign that things for you were better? If there was something we could work on together that would help you feel different, what would that be? If you were not, what would you be doing instead? Expressive play therapy techniques are an important aid in establishing these goals. My technique of the wows and hows uses statements that begin with the words wow and how. They are designed to affirm children s positive conclusions about their lives in spite of what has happened to them the wow and of asking them how they knew their behavior was the right thing to do under these circumstances the how. This helps them to discover their own capabilities and feel encouraged to use these skills in the future. Examples of this technique are Wow, you were able to control your anger that time and stay calm. I wonder how you knew to do that? Wow, you did your homework that day. I wonder how you did that? There have been so many times you didn t do your homework. What was different that time? Using Art The use of art-based therapy is a valid therapeutic modality (Kossak, 2006) and is beneficial when working with children (Malchiodi, 2005). Art is an excellent tool for helping children make a picture of what is going on
5 58 Nims in their lives right now and what they would be doing that would indicate that things were better. The therapist begins the session by saying, Draw a picture of what you would like to talk about. Draw a picture of what is going on right now. Draw a picture of something you would like to change. Ten-year-old Marty was having a problem with anger. He had recently had an incident at the tennis court where he got very angry at a call against him; subsequently, he slammed his racket on the ground and got into an argument with his coach. Marty s inability to control his emotions was jeopardizing his play. He first drew a picture of his anger that he described as a lightning bolt. He then drew a picture of being calm; he described it as a slow-moving river. Marty was asked what he would be doing differently on the tennis court if he were calm. Behaving calmly became the goal for the session. In goal setting, it is important to help the child have a clear picture of the goal that includes as many details as possible. If the child can visualize the goal, it becomes more probable that the goal can be reached. Using the Sandtray When using the sandtray, it is important to permit the child to first make a sandtray of a world. This activity helps with rapport and immediately engages the child in the process. Therapist and child then work toward setting a goal for the session. The therapist instructs the child, Using the miniatures, make a sandtray of your world right now. How would you like to make this world a little bit better? Make a sandtray of what you would like to be different in your world. Now, show me in the sandtray what you would be doing differently in this world. This new behavior becomes the goal. Jamie is 9 years old. He was referred because of issues at home. When asked what would be better for him at home, he talked about having a clean room. He used the sandtray to show what a clean room would look like. He included what he would be doing if his room was clean. Being able to do this activity became the goal for the session. Using Puppets Puppets are one of the most useful tools in working with children because they are naturally attractive and fun; they lend themselves to a variety of theoretical approaches of play therapy (Reynolds & Stanley, 2001). Behavior and learning problems that require counseling are often
6 Integrating Play Therapy Techniques 59 the result of underlying issues that involve changes in the home or school locations, divorce, loss, major illness, or abuse (Thompson, Rudolph, & Henderson, 2004). Prior awareness of these issues enables the counselor to be an active participant in the puppet play. Many young children struggle to discuss their difficulties. At the same time, these same children find it easier to act out what they cannot verbalize. Puppets serve to help those children express what they have difficulty verbalizing. This is especially helpful in the first step of goal setting in the SFBT process. Puppets facilitate role playing in therapy sessions and are particularly effective with elementary-age children; the child practices new skills with the counselor and receives ongoing feedback regarding progress (Knell, 1994). Eight-year-old Mary was referred by her teacher to a children s therapist because she was acting withdrawn in school. Her mother reported that she was increasingly uncooperative and aggressive at home. The therapist was aware that her parents were divorced. Mary was given a hand puppet made of two pieces of neutral-colored material stitched together (Blackwell, 1997). She was asked to use markers to draw a face on her puppet that represented how she was feeling at that time. She drew a sad face. Talking to the therapist through her puppet, Mary indicated that she was sad because she and her mother had to move into a new house. The therapist asked Mary s puppet what she would be doing if she was no longer sad. Mary described doing fun things with her mother like going to the park as they used to do before her mother was divorced and had to work more. Mary talked about how she would act differently when doing these fun things. These new behaviors became the goal for the session. THE MIRACLE QUESTION The miracle question helps children transition to experiencing what life would be like if the problem that brought them to therapy were magically solved. This step is not intended to minimize the multiple and complicated problems that children can experience. The child has identified a goal; the miracle question helps the child to visualize how life would be different if the goal was achieved even a little. The therapist engages the child: If a miracle happened tonight while you were asleep and you woke up tomorrow and the problem that brought you here today was solved by magic, what would be the first small thing you would notice that told you this miracle has happened? Relationship questions help to clarify and expand the miracle. What would you be doing differently now that the miracle has taken place? How would your mother or teacher respond differently to you? Picture yourself next week, next month; how will you recognize the signs that a
7 60 Nims miracle has indeed taken place, that things are different, even better? It is important to provide as much detail as possible to the miracle. Again, the more one can visualize what these positive feelings and new behaviors look like, the more likely it is that the change can take place. Berg (2005) observed the importance of experiencing the state of the miracle as well as the usefulness of the relationship questions. Using Art To facilitate the miracle question, the therapist states, Let s draw a picture of your miracle. It can be a big miracle or a little miracle; it s up to you. Draw a picture of what would be a miracle for you; even if only a little bit. Marty drew a picture of himself playing tennis in what he described as a tough match. He drew the scoreboard and the two players. The score had him behind, but the picture showed what he described as himself calmly playing the game. They talked about what his coach would do differently because Marty was playing more under control. Using the Sandtray Jamie made a sandtray of his miracle. His miracle was the clean room with all his toys where he wanted them. Because his room was clean, he could spend the day playing. His mother would compliment him on his clean room. He liked it when his mother gave him compliments. The miniatures he used in the miracle sandtray were less dark and scary and spread out in the tray rather than constricted as they were in the goalrelated sandtray. Using Puppets Puppets are used to play out the miracle; the therapist uses a magician puppet who waves a magic wand to make the miracle happen. Puppets are also used to act out examples of when some of the miracle is achieved. The wizard puppet asked Mary the miracle question of her going to sleep, waking in the morning, and discovering her sadness has disappeared. The wizard puppet waved a magic wand to make the miracle happen. When Mary wakes up, she is at home with her mom and she is happy. The wizard puppet asks her what she would be doing differently that showed she was happy. Mary said she would wake up and be thinking about the fun things
8 Integrating Play Therapy Techniques 61 she was going to do that day like going to the park or the mall or playing with her friends. When asked the relationship question about what her mother would notice that would indicate that something was different, Mary said she would smile at her mother when she came in to wake her up. When asked how her mother would respond to this, Mary answered that her mother would smile back and give her a hug, and they would go down together to the kitchen for breakfast. Mary and her mother would eat breakfast and make their plans for the day. Mary would then get dressed and make her bed without being asked. She would even clean her room. She smiled and said her mother would really be surprised. EXCEPTIONS Exceptions, the third step in the SFBT process, are little pieces of the miracle or times in the past that the problem that brought the child to therapy did not occur. It is also used to describe past occasions when the child experienced some of the goal. As clients recall the instances in their lives when the problem did not exist, they discover the details of how they avoided the problem, which provides a road map for solutions, success, and empowerment (Sklare, 2005). Children very often do not know how to appreciate the success they have had in the past. Individuals tend to minimize or dismiss the importance of their perceptions where a measure of success was achieved (DeJong & Berg, 2002). Whatever the goal is, they will give someone else the credit. My mother made me. The teacher told me I had to do it. An effective response is to remind them that they do not always do what their mother or teacher says. What was different about those times? With this positive self-awareness, the child begins to identify and access an internal locus of control and thus begins to take responsibility for his or her own behavior in the future. Using Art Let s draw a picture of a time when you had a little piece of the miracle. Again, Marty was asked to draw pictures of times when he was calm. The therapist suggested that Marty remember similar occasions when he did not get angry and processed with him what was different. The therapist asked Marty how he managed to remain calm on those occasions. He was then challenged to plan what additional behaviors he could use in the future when he felt angry to help him remain calm. Marty was able to see that he does have control over his emotions.
9 62 Nims Using the Sandtray Let s use the sandtray to show me a time when you had just a little bit of the miracle. Jamie made a sandtray to show how his world was when things were going well at home. The therapist then asked him to make a sandtray of his world at school. The therapist knew that sometimes Jamie felt pressured to do well at home and at school. The sandtray gave Jamie the opportunity to experience times when he felt happy and good about himself. Using Puppets The therapist provided Mary with the opportunity to identify exceptions or instances of success in having some of her miracle occur. Mary described how happy she was when her mother took her to the park before her parents got divorced. She remembered that afterward when her mother asked her to help with the laundry she did so willingly and even cleaned up her own room. The therapist made a point to compliment her and asked how she knew to clean her room without being asked. She said it made her happy when her mother was happy. The therapist affirmed her response. SCALING As part of scaling, clients are shown a strip of paper with 10 faces with numbers from 1 to 10. This is a pictorial technique I adapted to elicit levels of feeling in children. The faces range from one that looks extremely angry to one that looks extremely happy. This exercise is a visual representation of the scaling question On a scale of 1 to 10 with 1 being the worst and 10 the best where were you on the day the miracle occurred? Scaling is an activity that sets the tone for the client s new learning process that is active, spontaneous, relaxed, participatory, and fun (Zalter & Fiske, 2005). Once the child has identified a number on the scale, the therapist might ask, Wow! How is it a [the number identified on the scale] and not a [one number lower]? Wow, how did you know that was better? Now, what do you have to do to get to a [one number higher]? Using Art Marty drew a picture of himself at a 6 on his scale. The therapist used the wows and hows questions to process his picture. Marty was then
10 Integrating Play Therapy Techniques 63 asked to draw a picture of a 7. Marty and the therapist talked about what was different and what new skills Marty used to move higher on his scale. The therapist and Marty noted any obstacles to the scaling improvement. The client can then draw a picture of any potential obstacles and possible solutions. Using the Sandtray Jamie circled the number 7. He used the sandtray to describe what a 7 looked like. Jamie and the therapist discussed what made it this number and what Jamie would be doing differently at the higher number on the scale. Using Puppets Mary s puppet was asked to take a marker and circle the face on the scaling sheet that represented her estimate of where she was on the scale related to achieving her miracle. She circled the face at number 7. Using behavioral examples, Mary s puppet was asked to explain the reason for her rating. She said that she would be cleaning her room without being asked. Using her puppet, Mary described what she would be doing at the next level up and what her mother would be doing. She responded that she would be doing her homework with her mother and then her mother would read her favorite story with her before she went to bed. SOLUTION MESSAGE The solution message is the final step in the SFBT process. This is a concrete written summary of the session that the child can take home as a visual representation of the child s efforts toward finding a solution. This message is written in the child s presence with the child s participation. The solution message has three parts: the credits, the bridge, and the solution task. The credits are a series of compliments and affirmations about the child and the efforts the child has expressed in participating in the play therapy session. The child is given credit for taking part in the process; being vulnerable in sharing what is happening in his or her life; and for achieving past success as expressed in the exceptions. The therapist provides a written list of all these positive attributes for the child. The bridge is the connection between the credits and the solution task. The therapist
11 64 Nims indicates in the bridge the commitment and willingness of the child to work on the goal. The solution task is simply asking the child to aim for the next number on the scale. The solution task can also be to pick a miracle day and remember what is different about that day. The child is asked to report on the task in the next session. Using Art The therapist wrote out on construction paper the elements of the solution message for Marty. This message noted Marty s courage in sharing about his anger and his creativity in talking about things he could do to remain calm when playing tennis and at other times. I appreciate your talking with me today. You are a fine young man who is trying to play tennis and be calm and relaxed even when you might miss a point or even lose the match. This takes a lot of courage and confidence in your self. Therefore, because you are courageous and committed to staying calm, I want you to aim for an 8 on your scale. Perhaps at your next match you might say to yourself that today will be an 8 day, no matter what. Listed were the illustrations of when Marty had previously experienced some of this calm. Marty and the therapist each drew a picture of what that match might look like. Marty was asked to remember what happens and report at the next session. Using the Sandtray The therapist also wrote a message for Jamie that included the same three parts and the same goal to move up one number on his scale. Then the therapist said, Let s make a sandtray together of what we did today. Now, let s make a sandtray of what a miracle day might look like. Jamie was asked to remember what happened during the next week so he could make a report at the next session. On a piece of construction paper, the therapist listed Jamie s attributes: that he was cooperative, quick thinking, and willing to play in the sandtray and talk about his goal. The therapist asked Jamie to draw a picture of a target. The therapist drew an on the target and said, Aim for it and we ll talk about it next time. Using Puppets Mary s puppet was praised and encouraged for talking about her feelings about her mother and for her willingness to role-play her miracle
12 Integrating Play Therapy Techniques 65 with the puppets. The therapist s puppet complimented Mary for her success in achieving some of her miracle as indicated by the exceptions. This was particularly the case in how she cleaned her room without being asked and how important it was to Mary that her mother be happy, too. Mary s task was to pay attention to her feelings and notice the things she does at home and at school that will help her move up one number on her scale of happy faces. Together, the therapist and Mary wrote out her solution message. This message included Mary s attributes of being cooperative, helpful to her mother, and a desire to do well in school. The message also affirmed Mary for knowing that cleaning her room helped her mother. The therapist wrote a big 8 at the bottom of the piece of construction paper and asked Mary to notice when she was having a day like that. They would talk about it at the next session. FOLLOW-UP SESSIONS Subsequent sessions begin with remembering the goal as stated previously. The key is to ascertain what is different or better for the child since the last session. Relationship questions that describe who noticed this change help to provide detail as to what is different or better for the child. Scaling is used to establish a baseline of progress and what needs to happen to move to the next highest number on the scale. The miracle question is repeated if the therapist determines this step will be helpful. Using art enables the child to draw what is better or different. The sandtray is used for the same purpose. Puppets enable the child and therapist to role-play what has happened since the last session and what the child can do to move up the scale. As described earlier, a solution message is given to the child that establishes the groundwork for the next session. CONCLUSION SFBT is relevant for working with young children. Expressive play therapy techniques are effective in facilitating this process. Adjustments need to be made according to the child s developmental level. Relationship questions for the miracle need to be basic to help children visualize what they would be doing, saying, or feeling when the miracle occurs. Exceptions are a difficult concept to explain to young children, who remain focused in the present. Through consultation with significant others, the therapist is made aware of previous times when the child experienced some of his or her miracle and then acts out these incidents with the puppets as a way of
13 66 Nims modeling this concept. Special effort is made to use the child s cognitive level and language in helping describe what the miracle might look like. It is important that the behavioral goals the child chooses be understood clearly and measurable so that a degree of success is achieved. Solutionfocused play therapy note taking (see the Appendix) is an outline for the therapist to use in the solution-focused session. REFERENCES Berg, I. K. (2005). The state of miracles in relationships. Journal of Family Psychotherapy, 16, Berg, I. K., & Steiner, T. (2003). Children s solution work. New York: Norton. Blackwell, A. (1997). Create-a-puppet. In H. Kaduson & C. Schaefer (Eds.), 101 favorite play therapy techniques. Northvale, NJ: Jason Aronson. Corcoran, J., & Stephenson, M. (2000). The effectiveness of solution-focused therapy with children with child behavior problems: A preliminary report. Families in Society, 81, DeJong, P., & Berg, I. K. (1998). Interviewing for solutions. Pacific Grove: Brooks/Cole. DeJong, P., & Berg, I. K. (2002). Interviewing for solutions (2nd ed.). Pacific Grove: Brooks/ Cole. de Shazer, S. (1985). Keys to solution in brief therapy. New York: Norton. de Shazer, S. (1988). Clues: Investigating solutions in brief therapy. New York: Norton. de Shazer, S. (1991). Putting difference to work. New York: Norton. de Shazer, S. (1994). Words were originally magic. New York: Norton. Haley, T. (2000). Solution-focused counseling with a sexual abuse survivor. Guidance and Counseling, 15, 1 7. Knell, S. M. (1994). Cognitive-behavioral play therapy. In K. J. O Connor & C. E. Scharfer (Eds.), Handbook of play therapy: Vol. 2. Advances and innovations (pp ). New York: Wiley. Kossak, M. (2006). Review of principles and practice of expressive arts therapy: Toward a therapeutic aesthetics. Arts in Psychotherapy, 33, Malchiodi, C. A. (2005). Art therapy. New York: Guilford Press. Paylo, M. J. (2005). Helping families search for solutions: Working with adolescents. Family Journal, 13, Perkins, R. (2006). The effectiveness of one session of therapy using a single-session therapy approach for children and adolescents with mental health disorders. Psychology and Psychotherapy: Theory, Research and Practice, 79, Reynolds, C., & Stanley, C. (2001). Innovative applications of play therapy in school settings. In A. A. Drewes, L. J. Carey, & C. E. Schaefer (Eds.), School-based play therapy (pp ). New York: Wiley Selekman, M. D. (2005). Children in therapy: Using the family as a resource. New York: Norton. Shapiro, L. (1994). Short-term therapy with children: A multi-modal approach to helping children with their problems. King of Prussia, PA: Center for Applied Psychology. Sklare, G. (2005). Brief counseling that works: A solution-focused approach for school counselors and administrations (2nd ed.). Thousand Oaks, CA: Corwin Press. Thompson, C. L., Rudolph, L. B., & Henderson, D. (2004). Counseling children (6th ed.). Belmont CA: Brooks/Cole. Trebing, J. (2000). Short-term solution-oriented play therapy for children of divorced parents. In H. G. Kaduson & C. E. Schaefer (Eds.), Short-term play therapy for children (pp ). New York: Guilford Press. Zalter, B. (2005). The state of miracles in relationships. Journal of Family Psychology, 16, Zalter, B., & Fiske, H. (2005). Scaling in action. Journal of Family Psychotherapy, 16,
14 Integrating Play Therapy Techniques 67 Appendix Solution-Focused Play Therapy Note Taking Client: Date: CLIENT GOAL What brings you here today? What could we talk about that would make you happier? If things were better, what would you be doing? MIRACLE QUESTION If a miracle happened tonight and you woke up tomorrow and your problem was solved, what would be the first sign that the miracle has occurred? What would you be doing differently? What else would be different after the miracle? RELATIONSHIP QUESTION Who would notice the change in you? What would they notice? How would they respond to you? How would you then respond to them? (Repeat entire sequence three or four times.) EXCEPTIONS/PIECES OF THE MIRACLE When has this miracle already happened, even a little? How were you able to make this happen? (Remember the wow s and how s.) SCALING On a scale of 1 to 10, with 1 being the worst and 10 being the best, where would you rate yourself today?
15 68 Nims How did you get to a # day [Insert the number from the scale here]? When you move one number higher, what will you see yourself doing? MARK THE OBSTACLES UNFINISHED BUSINESS Is there anything else we need to discuss? SOLUTION MESSAGE Credits (3): To exhibit current success Bridge: To connect their goal and your task Task: Notice the actions and observations in moving up the scale 10%.
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Houses for Sale in Cofield, NC
|3 Listings Found
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Junior T Moody Construction Co
584 5th St Sw Arab, Alabama 35016(256) 586-1978
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AboutJunior T Moody Construction Co is located at the address 584 5th St Sw in Arab, Alabama 35016. They can be contacted via phone at (256) 586-1978 for pricing, hours and directions. Junior T Moody Construction Co specializes in Tanks, Land Development, Kitchens.
Junior T Moody Construction Co has an annual sales volume of 0 - 500K. .For more information contact Jerry Moody, Owner
For maps and directions to Junior T Moody Construction Co view the map to the right. For reviews of Junior T Moody Construction Co see below.
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- Commercial , Exterior Work , Buildings , Custom Construction , Top Soil , Kitchens , Tanks , Land Development
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DELL 452-11520. Connectivity technology: Docking. Brand compatibility: Dell, Compatibility: Precision M4700, M4800, M6700, M6800. Colour of product: Black. Width: 20 cm, Depth: 17 cm, Height: 5.37 cm. Power supply type: AC 240W
- Key Features: A space-saving port replicator suitable for home and office environment which enables connection to your desk peripherals. Supports hot docking and undocking. Digital Monitor capability.- Dimension (h x d x w): 2.11" x 6.69" x 7.87" (53.7 x 170 x 200 mm)- Weight: 1.72 lb (0.78kg)- Power Supply: 240W External AC Adapter (Dell Precision)- Video Ports:VGA, Display Port, DVI-D- Ports: USB, Powered eSATA (shared with 1 USB), RJ-45, Audio and Mic, Lock Slot, E-Monitor Stand Connector.Maximize your workspace with the Dell™ E-Port II Replicator. This E-Port Replicator gives you a comfortable work space where you can plug a keyboard, mouse and monitor to the port replicators and use your laptop like a desktop! Simplified connectivity facilitates a single interface to connect to your printer, monitor or other peripheral devices. This product is tested and validated with Dell Systems. It is supported by Dell Technical Support, when used with a Dell system.This product is compatible with the following systems:- Precision M4700- Precision M4800- Precision M6700- Precision M6800.


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Hey all, Im looking for a program for live trading, Something that will continuously and instantly update data. Im looking for something that will show me Volume, Number of buyers/sellers and charts. Im currently useing Yahoo, But the problem i have with it is its about 20 mins delayed lol. Ive looked at Comsec and Westpac, But im looking for something thats going to update as im watching it.
Thanks in advance.


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The average salary of a(n) Program Manager in Wheeling, Illinois is $95,518.
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Hyperbaric Administrative Services
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22 Oct 2016 03:17 AM EST
Last week, Bob Dylan was the recipient of the Nobel Prize in literature, but there's no mention of the prize on the "elusive" singer's official website. The 11-time Grammy winner "scrubbed the one mention of him as the "winner of the Nobel Prize in literature" from the lyrics section of his site. Dylan, who is currently on tour promoting a new album, "has made no public mention of the prestigious prize." The Swedish Academy which presented Dylan with the prize said it tried to reach out to his reps but have been unsuccessful in making contact. The board announced on Monday that it had given up confirming whether Dylan will attend "a Stockholm banquet honoring him and other Nobel winners in December."
Lady Gaga Traces Her Roots Back To A Bar
Lady Gaga has come a long way since making a name for herself but the pop songstress will never forget her roots. On Thursday night, Gaga traveled back to the past as she performed in a New York City bar, Bitter End, the same bar she got her start in when fans knew her as Stefani Germanotta. Gaga of course rocked it out, sporting a sheer Bud Light body... Read more
James Corden and Cher Perform A Classic Together
James Corden has had his share of run ins with music icons with his show 'Carpool Karoke.' However, his program The Late Late Show brought him the opportunity to meet with a music legend. Cher joined Corden on Thursday night's episode and the pair did a rendition of her famous song "I Got You Babe." There was only a minor glitch when Corden came out dressed... Read more
Adam Levine Target of Bogus Abuse Claim Against Wife and Infant Daughter
-by Laura Tucker, Staff Writer; Image: Adam Levine (Image Source: Agus060812 via Wikimedia Commons) There are so many things to think about and do as a new parent that there is no room for anything else. Nevertheless, an anonymous tipster called in a false abuse claim on Adam Levine, leaving him to have to deal with the fallout. The Maroon... Read more
Eminem's New Song, 'Campaign Speech,' is Election-Inspired
-by Laura Tucker, Staff Writer; Image: Eminem (Image Source: http://www.glenjamn.com/ via Wikimedia Commons) With everyone having an opinion on this current presidential election, Eminem is no different. But instead of hitting Twitter or Facebook with his insights, he decided to lay it all out in a long-involved rap. The new track,... Read more
Phil Collins On His Book "Not Dead Yet"
Songwriter Phil Collins has had a huge music career but his personal life suffered greatly. In a new book Collins wants to set the record straight. He discusses it in an interview with Jim Axelrod for "CBS Sunday Morning with Jane Pauley." Collins told Axelrod "There's such a lot of untruths and misconceptions about who I am, what... Read more
Salma Hayek has never been a fan of Donald Trump. According to Entertainment Tonight on Friday Hayek has appeared on a Spanish-language radio program called El Show del Mandril. She spoke about...More
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Social progress in Indonesia as women receive awards
Scheme aims to change perceptions of women as 'second class citizens'
Wilda Yanti (third from left, in black) receives an award for her environmental work (photo by Ryan Dagur)
April 23, 2014
Five women from across Indonesia were honored on Tuesday during the annual Kartini Next Generation Awards, named after Raden Ayu Kartini, an early 19th century pioneer for the rights of women in the country.
The awards, launched in 2012, commemorate achievements by women in education, business, art, culture, health and environmental protection, but also gauge progress on the integration of women in positions of impact and leadership – areas in which activists say women have consistently been denied access.
"I believe that problems we face can be resolved … putting women, as smart children of the nation, next to men … working together in developing the nation," said Linda Amalia Sari Gumelar, minister of Women Empowerment and Child Protection, which sponsors the awards along with the Ministry of Communications and Informatics.
Wilda Yanti, who was honored for her work in health and the environment, founded Xaviera Global Synergy, which works to improve waste management and to limit its impact on the environment.
"I just want to give an example to other women. Women can have a big impact on the environment and on society," she told ucanews.com.
She added that her company uses online resources to educate people in Jakarta and outside the capital on the hazards of rampant waste and on strategies to minimize the human impact on natural environments.
Other award recipients included Grace Melia Kristanto from Yogyakarta, who founded a community for mothers of children with congenital rubella syndrome.
Septriana Tangkary from the Ministry of Communications and Informatics said the awards seek both to inspire women as well as give them concrete examples of how they can pursue greater leadership roles in technology and communcations.
"It is time for Indonesian women to stand up bravely and to be agents of change that can create new innovations in the midst of a situation in which many women haven't fully realized their roles … and who are still shackled by a culture that makes them second class citizens," Tangkary said.
While the Kartini awards aim to recognize and promote the role of women in national life and leadership, some see the greater integration of women in decision-making and social development as an uphill battle. Of the country's 560 members of the House of Representatives, only 108 are women.
Yuniyanti Chuzaifah, chairwoman of the National Commission on Violence against Women, said that there were fundamental inequities in Indonesian society that have continued to marginalize women.
"At least 342 [laws] discriminate against women, how women should dress, what job opportunities they are allowed to pursue, and curfews that govern when and where women are allowed to go," Chuzaifah said.
More significantly, she said, the perception still holds in society that women have no ability to be leaders.
Mutiara Ika Pratiwi, a member of the National Committee of Perempuan Mahardhika, a nongovernmental organization that advocates on behalf of gender issues, said the award was a useful step to bring the issue of gender disparity to a wider audience but that there was much more work to be done.
"[The Kartini award] gives a kind of respect to women contributing to the national development. I appreciate what the government has done in this case," Pratiwi said.
"However, the spirit of Kartini, especially her thoughts about education, hasn't been explored properly. This should be our homework."
Chinese bishop passes away, the sixth in China for 2016
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Duterte 'holds talks' with the Almighty
After questioning His existence, Philippine president claims God warned him against cussing
Indonesia religious leaders back new anti-kickback drive
President Joko Widodo establishes task force targeting widespread extortion practices by govt, public sector officials
Philippine groups vow continuous support for tribal people
Indigenous communities end month-long march to Manila to assert their rights


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Spotify iPad app in the works, goal to be on every device possible
Spotify's UK MD Chris Maples has told Pocket-lint that the Spotify apps launch was just the first of a long line of announcements that the music streaming company has got planned and that the long awaited native iPad app isn't too far away.
Describing the apps launch as "the biggest announcement that we've ever made" Maples stated that the launch of an iPad app was "a priority" and was "absolutely in the pipeline".
Spotify has since contacted us to state: "Our goal is to have Spotify available on every device possible and we're working on new apps all the time."
The UK Spotify boss also made it clear that the streaming giant's relentless assault across multiple platforms was set to continue.
"At the moment we're absolutely not a manufacturing business but if consumers demand something cool that we should create ourselves and we think we could do it better than anyone else, who knows?" he said.
Could Spotify therefore be following Amazon down the hardware path by producing its own devices to playback the content that it's licensed for?
"We launched recently on Virgin Media's TiVo platform and our fundamental philosophy is anytime, anywhere. Consumers make no differentiation between devices and we want our service to be available on any device that people want it on."
In terms of the launch in question, Maples was keen to stress that, despite being an open platform, Spotify's app offerings will not go down the Android route with thousands of clone apps turning up and not really boosting the ecosystem.
"We've launched with services that are naturally intuitive to our business and work seamlessly hand in hand, he said.
"We've started lots of conversations with a lot of people and these were the ones that we thought were best for launch. We need to see how consumers react, see what they like and then slowly we'll release more and more.
"We realised pretty early on that being an open platform was the only way to go about this. We realise that we can't provide everything ourselves and there's a lot of great minds out there to create great stuff.
"We operate a really clean, smooth service and we want that to continue. We will, therefore, have high quality thresholds. We'll be pretty rigorous in making sure that when apps launch, that they will be adding value to our service."
The apps, of which there are no plans to start charging for at present, will remain with the Spotify desktop client for the time being with no plans to allow developers to embed Spotify in their own software or on to websites. However, Maples did confirm that the apps will be spreading across the Spotify portfolio and will eventually appear on the iPhone and Android apps.
You can try out the new Spotify apps by downloading the beta software now.
Also, check out our Spotify with apps pictures and hands-on
Monster Elements review: Bass by the bucket load
Best Headphones 2016: EE Pocket-lint Gadget Awards nominees
Denon Heos HS2 review: A true Sonos competitor
Beats Solo 3 wireless headphones review: Bass solo
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- Ditching the DAC: Audio-Technica DSR9BT Bluetooth headphones go all-digital with Pure Digital Drive tech
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- Amazon Music Unlimited or Spotify: Which is best for you?
- Best smartphones 2016: The best phones available to buy today
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- Best VR headsets to buy in 2016, whatever your budget
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- Now LG is planning to abandon modules with new G6 phone
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