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Contents

Page

Foreword
Acknowledgements
The SAOL Project

004
005
007

Introduction

008

Section 1:
Section 2:

Introduction to RecoverMe
Using the Manual

010
032

Module 1:

Introduction

042

Module 2:

The Role of Automatic Thoughts

070

Module 3:

As Simple as ABC

086

Module 4:

I Disagree

100

Module 5:

Being More Than Fine

116

Module 6:

More Than Words

130

Module 7:

Keeping the Wheels in Motion

146

Module 8:

Embracing Success

160

Module 9:

Facing Fear

172

Module 10: Becoming My Own Lighthouse

185

Module 11: The Middle Way

204

Module 12: Im On My Way

218

Bibliography

231

Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7

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239
240
241
243
244
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Attendance Sheet
Emotions Diary
Drug and Alcohol Diary
Grounding Meditations
Safe Plan
Feedback form/Evaluation Scale
Certificate

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Foreword
I am very proud to be Chair of the SAOL Project as we launch another important
manual that is going to improve the rehabilitative treatment for people in recovery
from addiction throughout Ireland and beyond. As attention turns to recovery in the
political discourse about substance use treatment in Ireland, it is timely that SAOL
presents a programme that looks squarely at this issue and offers a creative
response for projects, supporting them in helping people in the early days of their
recovery. Built around three of the best evidenced-based interventions known,
(C.B.T., Motivational Interviewing and Mindfulness) RecoverMe is a powerful tool for
recovery workers.
Recovery is often a long and difficult course with slips and relapses as part of the
process. Yet are all those slips and relapses necessary? If those in recovery knew
earlier that their thought processes were likely to be adding to their problems and
that greater awareness of their daily lives and the triggers inherent therein might lead
to quicker recovery, would their choices be different? And for workers, if they had
easily accessible tools that could help this process to occur more quickly, would that
help? SAOL and RecoverMe believe so, and that is why this manual has been
created. Inter-agency dialogue in recovery work must include sharing resources and
that is why SAOL shares RecoverMe willingly today.
Fittingly, it could not have been completed without the help and support of other
addiction services, and to them I offer my heartfelt thanks. These agencies, that
bring their skill and insights to this field, are a key resource for recovery and should
be treasured as such. The current environment in Ireland, where services are being
continually undermined due to insecure funding and threats to relationships with
funding agencies, is harmful to this resource and more particularly, to the recovery of
our clients and requires serious attention.
Continued social deprivation among our client groups also undermines recovery; this
requires immediate attention and action. As the call for greater emphasis to be
placed on recovery is made, we should not forget that rehabilitation is only one
aspect of this process; better and easier access to proper housing, good education
that supports the needs of the children and adults who require it, faster and more
supportive responses to domestic violence and equitable health care are just some
of the areas that accompany people to effective recovery. RecoverMe will help this
process but positive change is not possible without these social supports.
People in recovery are regularly blamed for creating their own situation. Of course
they must become aware of their own role in their situation and seek to change it,
and that is where RecoverMe can help; but to blame people in recovery without
reflection on the whole picture is in RecoverMe speak, limited thinking; thinking that
is narrow and unhelpful. RecoverMe encourages people to challenge their limited
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thinking, disputing their thought patterns and finding newer, more truthful
interpretations of their situations, and I encourage this for us all.
I have already mentioned the incredible help received from other projects in
completing this manual; I want now to thank the participants of SAOL for inspiring
this manual and also assisting in its compilation. Particular thanks must go to Barry
Costello for taking the original idea and creating a manual that makes the complexity
of recovery and the convolution of emotions simple to understand and make
effective. Thanks also to our inspiring Director, Gary Broderick, for guiding this work;
and to all the staff, board members, volunteers and student placements that have
had a significant part to play in this publication. My thanks also to the academics and
practitioners, from around the world, who read and guided the creation of
RecoverMe.
The SAOL Project aims to develop, responding to the changing needs of the women
who participate in our project with creativity and commitment and I am proud to
launch RecoverMe knowing that this undertaking continues in 2014.

Catriona Crowe
Chairperson
SAOL Project
June 2014

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Acknowledgments
SAOL Project would like to thank everyone who contributed to the development of
RecoverMe, particularly:

Barry Costello, the lead writer and foremost practitioner of RecoverMe. It is an

understatement to say that this manual would not have existed without you. The hours
of extra work you have put into this publication can never be repaid and we mean that,
they can never be repaid, its part of our funding agreements! Youre too young to be
leaving a legacy but if you do no more than RecoverMe, you can be very proud.

Gary Broderick, who came up with one exercise on his own and got it on the front cover.

To the participants who are the reason for this, who demanded this and who made this
manual possible by doing RecoverMe before everyone else.

To all the Board of Management, staff, volunteers and student placements who brought
their unique hope and kindness to RecoverMe. SAOL can only do what it does because
of you and is what it is because of you and the fact that the participants who come to
SAOL have a better chance of recovery by coming here is because of you and the
relationships you form with them. RecoverMe is an expression of that and you should be
almost as proud as Barry.

The team will support me in offering particular thanks to Bernie for the brillant edating
and spilling cheques as well as your amazingly positive outlook that brings happiness to
the project every day.

Joanne, who got the photocopier repaired; your timing was perfect.

To the projects who piloted RecoverMe ARAS, Ballyfermot STAR, Ballymun STAR and
Coolmine Drug Free Day Programme many thanks to the staff who worked on the pilot
and the participants who took part and gave such valuable feedback.

To Kevin Ducray, Melinda Hohman, Hilda Loughran and Josephine Lynch for your
support, encouragement and academic prowess.

To all the agencies who fund the work of the SAOL Project HSE, DSP, Probation,
NICDATF and CDETB we continue to be very grateful and hope you continue to
support what we do.

Special thanks to Unite Union, Hayworth and Hunt Office who have supported this
launch of RecoverMe; and to the Department of Health and the Office of Public Works
for sponsoring the launch at Dublin Castle conference Centre.

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The SAOL Project

Housed in Amiens Street in the North Inner City of Dublin, SAOL is Irelands oldest
and only dedicated recovery programme for women. It offers a safe environment
that welcomes women at all stages in their recovery journey, asking only for them to
have willingness to explore how their lives might be improved.
We believe in recovery as a process and not an end in itself; we know that for some,
becoming drug free will be a distant goal, whereas for others, such a goal is nearer
at hand. Whether at the start or nearing the end of your expedition, you are
welcome at SAOL.
Along with its Childrens Project, SAOL Beag, SAOL tries to create a welcoming
environment for women who regularly experience rejection and scorn. We hope that
SAOL is a place where shame and guilt are found to be unwelcome. For women
with children, we want SAOL to be a place where they can come and find support
and encouragement; child protection is very important to us and we believe that such
protection begins with the mother.
Education is central to our approach and through all kinds of courses (from technical
and vocational to practical and fun) we try to offer women a sense of what life can be
like when addiction is not the only thing that fills her day. We are creative and
political, artistic and community focused. We want everyone who comes to SAOL to
find something that they never knew was there; and we know that that will bring hope
and excitement and within such an environment, addiction will stutter. As people
learn, they grow; as they grow, they move beyond who they are right now; and it is
that, as Paolo Frere suggested, that will move them away from poverty and beyond
addiction.
SAOL wants also to reach out to our colleagues in the addiction field and share our
insights and learn from them. We (that is, staff and participants) produce manuals
and programmes and poetry and research and we hope you will read our work
(www.saolproject.ie). We hope it inspires you and gets you talking back to us,
helping us to better change the way we do things.
SAOL has been working with women in recovery for more than 19 years, from the
same street and the same building. If you have time, come and visit us.

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Introduction
When Reduce the Use 2 (RTU2), was published in 2011, we had already noted that
some of the participants, who had found it useful in their recovery, were ready for
something more. RecoverMe was born out of the need to explore the deeper issues
relating to recovery and change. One of the participants who took part in RTU2 said,
I cant enjoy drugs anymore, I have Reduce the Use in my ear !, but as a result of
that initial learning, further questions arose: What next? Who am I without drugs?
What if the fear of change takes over? What are all these new feelings?
Taking up where RTU2 finishes, RecoverMe works with people who are changing
their use of substances and/or behaviours and want to learn more about what they
are going through. It builds on the changes initiated through RTU2 but now asks
group members to consider how the new emerging feelings are affecting their
thoughts and actions; and how awareness of such new feelings is acting both as a
trigger for relapse, and a motivator for change.
Following a similar structure to RTU2, RecoverMe takes insight from Cognitive
Behavioural Therapy, Motivational Interviewing and Mindfulness, it also draws on the
12 Step Programmes, Community Reinforcement Approach and Brief Interventions
to create a programme that nudges people who are often not yet drug free 1 into
exploring their feelings and how such explorations can lead to better, more lasting
recovery.
RecoverMe, like RTU2, does not expect participants to be drug free; instead it
encourages group members in the direction of positive change and highlights the
possibility of life without substances/addictive behaviours. However, SAOL and
RecoverMe believes that lasting stability with appropriate detoxification is a better
outcome than a rush for temporary, drug-free status that regularly results in relapse
which can often be dangerous.
This manual comes in two parts:
Part one: gives a background to the manual and a detailed overview of the
programme. It notes the reasons behind the exercises, the links to RTU2 and the
skills and materials required for each session. It also informs the facilitator of the
skills required to deliver the programme.

RecoverMe can be used effectively with people who are drug free. We highlight its usefulness with
people who are not drug free because we have found that people who are still using drugs or who are
on methadone or who are active in other addictions can and do address their feelings and work for
lasting change. RecoverMe suggests that those who have been able to fully take part in RTU2 are
likely to be sufficiently stable and motivated enough to engage in this programme.

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Part two: presents each of the twelve modules, including facilitator guidelines,
outlines of each module, all the worksheets and the handouts needed for each
module.
As with RTU2, the RecoverMe manual is for the facilitator and photocopies of
worksheets and handouts should be available for each group as needed.
Finally, it is our experience that people with addictions tend not to limit themselves to
one addiction, and therefore poly drug use along with behavioural addictions is the
norm. RecoverMe works best with people who have managed to remove the chaos
from their lives and now wish to keep these initial changes going. Whether they
have addictions to alcohol or heroin, gambling or the internet is ultimately immaterial
to the process of change. However, facilitators should keep in mind that such
matters may be of immense importance to group members, with drinkers less happy
to be in groups with drug users and gamblers not feeling understood when sharing
space with people with other addictions. To this end, group composition requires
your attention.
Feedback from the Projects who piloted the programme also note that people who
are drug free benefit from RecoverMe but that the language of exercises focusing on
maintaining a reduction in drug use is a little unhelpful.
Time and financial constraints for publication mean that we will not include versions
of exercises where drug/alcohol use is not the focus of change, however we will
make such versions available on our website at www.saolproject.ie. Keep an eye on
the website for any new exercises, updates to the current manual or details on
training in RecoverMe or any of our other manuals.
Please note, RecoverMe is free to use. SAOL Project asks that you acknowledge
our role in developing this programme and you might also consider letting us know
how the programme is going, so that we might incorporate your insights into future
editions of the programme (see section 2.13 for more details).
SAOL Project is also committed to supporting you in setting up a RecoverMe group,
so contact us at [email protected] if we can be of help.

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Section 1
Introduction to RecoverMe

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Section 1: Introduction to RecoverMe

This introductory section offers an overview of the RecoverMe programme and how
it is both a natural progression from Reduce the Use 2 while also being a standalone programme that will help anyone who wants to learn how their emotions are
influencing their behaviours.
It will also note the approach of the key therapies that are used in this package,
namely Cognitive Behavioural Therapy, Motivational Interviewing and Mindfulness.
The description of the ethos of the programme will attempt to show how we integrate
these models together in this manual.
SAOL has been using RecoverMe for over two years and therefore we will include
some insights from those experiences as well as feedback from the groups in
additional agencies that have piloted the programme with us.
As we are principally focused on working with women, we will include a brief section
on women and addiction and the particular usefulness of RecoverMe with our
participants.
Finally, we will address the issue of poly drug use and working with people who are
drug free.
1.1

Building on Reduce the Use 2

1.1.1 Directing recovery
1.1.2 Key Approaches
1.1.3 RecoverMe and NDRIC Guidelines

1.2

Ethos of RecoverMe
1.2.1 Worldview
1.2.2 Wheel of change/Transtheoretical Model of Change
1.2.3 Functional analysis

1.3

RecoverMe and Dual Diagnosis

1.4

Community Education Approach

1.5

RecoverMe and Poly Drug Use

1.6

RecoverMe and Women

1.7

Feedback from pilot programmes

1.7.1 Qualitative Feedback
1.7.2 Quantitative Session Feedback

1.8

Usual self-care and caution

1.9

It Works!
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1.1 Building on Reduce the Use 2 (RTU2)

(Miller & Rollnick, 2013), in Motivational Interviewing highlight the importance of
building confidence and eliciting hope in participants. Quoting from Mary Piper, they
suggest, There is no such thing as false hope, leading us to understand that all
hope engendered with our participants will lead to something good for them. They
suggest that asking participants to describe their own strengths, good efforts and
past successes can help them to increase their confidence and hope and thereby
increase overall self-efficacy the belief that they can achieve the goals that they
have set for themselves.
It is our experience of RecoverMe that goals are achieved and change happens. As
a programme, it encourages participants to get to know themselves better and then
to make a judgement call as to what they will change. There is no demand for
radical adjustments to behaviours all change is to be decided upon by the
individual. The fact that others in the group are making similar decisions; the fact
that usually others in the group have tried and succeeded in making changes, all add
to the belief that changing behaviours is possible. By choosing achievable change2,
success is more likely to occur; by choosing the change themselves, success is
more likely to occur. Those who are resistant to change will, at the very least,
examine subtle changes that will help them to make their substance use safer.
Participants get to reflect on changes; those that they have already made,
particularly those positive changes that they hadnt really noticed, and those changes
that they have introduced while doing RecoverMe . The exercises and discussions
throughout the programme will support these positive changes. To have such
change affirmed within the group is uplifting; to identify such changes yourself can be
transformational. RecoverMe presents the opportunity for both possibilities to occur.

1.1.1 Directing Recovery:

It is interesting that in the addiction field, we use the terms recovery and relapse so
readily and yet they are not really everyday terms. The labelling we are advised to
avoid, we build into our everyday work and then use them in the titles of new
programmes! Such terms are directive. They state a purpose that is imposed.
Sometimes that is helpful. RTU2 is directive in title and approach. It actively
encourages a reduction in substance use but it collaborates with participants in
naming goals and planning such reductions.

While this is different from person to person, we have found that the initial changes are made to new
behaviours and/or new substances and that longer term behaviours/substance-use will be addressed
during a second or third engagement with RTU2.

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RecoverMe is directive in its name also. Recover Me a play on the word Recovery,
names that through addiction I have been lost, however it offers a pathway for I (or
me) to be recovered.
It does not blame the substance use/behaviour for the loss but explores how this
use/behaviour hinders recovery; it wonders about why it might sometimes feel more
preferable to get drunk or high rather than get used to the I that has been absent
for a while.
RecoverMe is simply trying to highlight that the discrepancy between who I am, and
who I want to be, compared to who I am when I use substances or engage in certain
behaviours that are different. RecoverMe wants to explore those differences in order
to fully know and want the me that recovery can bring back to the fore.
For many people who engage in problematic substance use early in life, this journey
of self-knowing is hampered. Emotional knowledge is often limited. So that when
the friendly keyworker asks, And how are you today? the monosyllabic answer that
is offered is not because there is unwillingness to answer, but is often an unknowing
as to how to answer the question. After all, what are feelings? What are they for?
What do they do? Why are they important? My substance use/behaviour has
closed them down or exaggerated them for the past number of months/years and
now I do not know how I am feeling; and I do not have a way of measuring the
difference between happy, sad, angry, lonely, and scared.
Sometimes the keyworker can forget this and can be frustrated with the participant
for being too resistant. RecoverMe will help by offering a set of tools that will take
us all back a step or two; so that we can check that the people we work with have a
lexicon of feelings/emotions available to them.

1.1.2 Key Approaches

In order to do this, RecoverMe relies heavily on the trio of approaches, Motivational
Interviewing, Cognitive Behavioural Therapy and Mindfulness. Having a good grasp
of each of these methods will make using this manual very easy. For the purposes
of this manual, we have framed their usage employing the following summary of
their style:
Motivational Interviewing is described by (Miller & Rollnick, 2013) as a
collaborative, person-centred form of guiding, with the aim of eliciting and
strengthening motivation for change. It is a shared conversation about
transformation that draws ideas for change from the participant, so that their
commitment to change is stronger. It is goal-oriented yet person-centred; and
it is compassionate throughout, even more so when addressing ambivalence.
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 Cognitive Behavioural Therapy is a time-limited, present-focused and

problem-solving set of interventions that focuses on aiding participants in
learning specific skills that are usable for the rest of their lives. These skills
centre on identifying unhelpful thinking patterns, changing beliefs, relating to
the world in different ways and modifying behaviours. It is grounded in the
understanding that the way we perceive a situation will influence how we feel
emotionally; that if we are in distress, our perceptions are likely to be
distorted and our thoughts will probably be unrealistic. As a result, our
behaviour is likely to be unhelpful in achieving our goals. CBT attempts to
help us change our thinking so that we feel differently and we can focus
attention on our stated goals, so as to bring about positive behaviour change,
(Beck, 2011)
Mindfulness is the practice of noticing the specifics of our experiences
without judgement or struggling to change them in the first instance. It
suggests that we often find parts of our lives as not being as we want them to
be and when this happens, we try to change; it highlights that the opposite is
also true, that if we like what we are experiencing, we try to hold onto it; and it
also says that if we find things to be neither good nor bad, we tune out. This
struggle leads to distress and unhappiness. Mindfulness encourages
awareness of this struggle so that we can develop awareness that in turn will
assist us in deciding how we will approach our life choices (Kabat-Zinn,
2013).
RecoverMe attempts to combine these approaches by encouraging change in an
environment where the individual is supported in increasing their own selfawareness, deciding on their own goals and engaging with the skills learning that
they find most necessary at this point in their journey.
To this end, group members and facilitators of RecoverMe need to be patient, kind
and respectful. Each person will travel on a unique path through this programme and
those who travel with them, group members and facilitators alike will be guides. We
hope you all enjoy the trip.
1.1.3 RecoverMe and NDRIC3 Guidelines
The National Drug Rehabilitation Framework in Ireland concerns itself with helping
agencies work together in providing effective, integrated, care pathways for service
users. Central to this is the role of clear assessment and development of care plans
and the role of case managers and keyworkers. It is important then, that when

NDRIC is the National Drug Rehabilitation Implementation Committee and was set up to implement
the Rehab Report (2007)

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facilitators are assessing individuals for a RecoverMe group they consider, along
with all other matters, two other issues:
1. How will the RecoverMe programme assist with the individual participants
care-plan and the work already being conducted with them? If there is any
indication that RecoverMe might interfere with such work then it is possible
that now may not be the time for the individual to take part in the programme.
The RecoverMe facilitator should consult with both the potential participant
and case-manager on this matter.
2. How can case managers and appropriate keyworkers be both informed and
utilised in the journey of learning that is RecoverMe? Participants may need
extra support in processing their learning; they may need help in completing
homework or keeping such documentation safe. Case managers and keyworkers (who will probably be working with the individual after RecoverMe is
completed) who are aware of the programme will add to its overall
effectiveness and make it a more integrated experience and set of learning for
the participant.

1.2 Ethos of RecoverMe

RecoverMe is, as mentioned, built on a foundation of Cognitive Behavioural Therapy
(CBT) (including relapse prevention), Motivational Interviewing (MI) and
Mindfulness.
The exercises contained herein are often CBT-based, asking
participants to make the links between thoughts, feelings and behaviours
(particularly triggers for relapse). These exercises however, are grounded in the
combined ethos of MI and Mindfulness.
RecoverMe encourages participants to learn about what works for them; what ways
they relate to emotions, thoughts, and gut reactions and to test them out and learn
more. It asks participants to work out their story rather than treat their initial
reactions to stimuli as fact. It also asks people to explore their values and beliefs
and to develop new flexible ideas about themselves and their lives that will help
them to achieve their goals. It is an active programme; it wants participants and
facilitators to try out new ways of doing things that are discovered as you engage
with RecoverMe.
This manual looks lovely; it looks even better if you try it on!
RecoverMe has been built on a foundation of kindness. (Miller & Rollnick, 2013 p15)
advise that the spirit of MI is based on partnership, acceptance, compassion and
evocation.

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 Partnership so that we work together, creating focus and plans primarily

based on the participants own wishes.
Acceptance that involves accurate empathy and affirmation for all that the
person is.
Compassion is described in MI as acting benevolently to promote a
participants welfare, giving priority to their needs. I stumbled on a quote from
the poet Miller Williams that captures the reason for compassion beautifully:
Have compassion for everyone you meet, even if they don't want it.
What appears as bad manners, an ill temper or cynicism is always a
sign of things no ears have heard, no eyes have seen. You do not
know what wars are going on down there where the spirit meets the
bone.

Miller Williams
Evocation is the practice of drawing things out from the participant rather
than putting things in. People do not have to be fixed they need space,
room to think and a chance to work out what they want. They need the
opportunity relate to their emotions, choices and consequences. All the
facilitator has to do is add information when appropriate and assist the
participants in processing the new ideas, drawing out from them its
implication for their life.
RecoverMe intentionally promotes change to enable the participants lives to be
better, freer and filled with hope. This happens through the ethos as espoused by MI
but also in the knowledge that the participant is in a relationship with the RecoverMe
facilitator and the RecoverMe group members. Moreover, it is these relationships
wherein change and personal growth can occur.
This then is the other key element of its ethos that the participants and the
facilitator participate in the therapeutic process. This alliance is central to both MI
and Mindfulness-based practice and is enhanced by greater self-awareness.
Therefore, Mindfulness practices as well as self and group reflection are encouraged
throughout and beyond the RecoverMe programme. Facilitators are asked to
develop Mindfulness practice for themselves; each session begins with a Grounding
Exercise for the group to come together and build an awareness of where they are
at the start of that session.

1.2.1 Worldview
A key piece in Mindfulness is expressed with the term Worldview. Everyone has a
particular way in which they view or perceive the world. Such perceptions (ontology)
and how we know them (epistemology) result in how we determine change and how
our personality develops. Mindfulness tends to suggest that the activity in the world
is like an inter-connected web; and that we construct our understanding of this inter16
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connected world, in the light of the context within which we find ourselves. In other
words, we shape our reality out of the experiences within which we find ourselves.
This is important for facilitators because the groups we work with have their own
realities and these have been formed out of their specific worldview or context.
Therefore, it is very important that facilitators get to know the worldview of the group
they are working with.
There is no absolute reality; there is no absolute interpretation of the world. There is
simply the worldview of the people we get to work with. It is our task to understand
that worldview as best as possible.
So, if your group have an aversion to tears, is there a shared interpretation given to
crying that is not the same as yours? If your group do not challenge each other, is
there a different take on what a traitor does? If people do not ask for help, is that
because to do so will be interpreted as being weak?
Worldview is not an objective take on reality; it is an interpretation of reality based on
the experiences of the participant group. Alertness to such interpretations is
essential for RecoverMe.
RecoverMe, then, can be summarised as:
A programme where new beliefs are presented, tried out and then used
to create new goals for continued recovery; this occurs in a reflective
environment of participation, acceptance, compassion and evocation where the
facilitator is as actively engaged with the learning as the participant.
RecoverMe is visualised as:

It is possible that RecoverMe would work without the ethos and approaches outlined
above. Even if it does, though, SAOL would not like to be associated with such
work. A respectful relationship for change is not too much to ask for people who
come to us for help; if you cannot provide that, then you are on your own!
1.2.2 Wheel of Change/Trans-theoretical Model of Change
RecoverMe, as with Reduce the Use2, uses the Wheel of Change as a cornerstone
for self-awareness in relation to the process of change. The Trans-theoretical Model
of Change describes the process of change in an effectively straightforward fashion
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that assists participants in identifying, without criticism, where they are in relation to
the change they want to make. As a model, its use goes beyond changing addiction
behaviour and offers a guide for change in relation to any aspect of the individuals
life. It is for this reason that we use this model as it can help people in early
recovery to identify the changes that they need to make that are not of necessity
directly linked to or arising from their recovery; it also shows them that the tools they
have learned from recovery can be adapted to everyday life
(Prochaska,Norcross,DiClemente, 2007).
In summary, the stages of the Wheel of Change are:
Pre-contemplation: Not Aware. This is the stage where the need for
change is not seen by the individual; but the need for change is often seen by
the people around them.
Contemplation: In two minds. This stage is where the individual is
particularly ambivalent about change the old activity/behaviour has not worn
out its usefulness and the new activity/behaviour does not look as enticing as
it might. Nonetheless, change is being considered.
Preparation: Getting ready. The stage where, even though there is still
ambivalence, the decision is made to change and a plan is designed to make
successful change as possible as it can be.
Action: The doing part, where the plans are activated; lots of change and
early coping strategies necessary.
Maintenance: Keep going. Once the change is made, the impact of such
change has to be adapted to, and other subtle adjustments made; this long
stage is acknowledged here.
Relapse: Sometimes the plan does not work out relapse occurs, this stage
acknowledges the return to old behaviours and encourages the individual to
reconsider contemplation.
Exit: Changed. This refers to the time when the problem is no longer a part
of the persons life; a time when the person is not going back to the behaviour
or even thinks about it very often. Technically, it is referred to as behavioural
extinction.
In diagram form, the Wheel of Change can be presented in many ways. This is one
that we find useful:

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This model can be used throughout RecoverMe; each time change is being
discussed, awareness can be improved by reminding people about it and asking
them about where they are on the Wheel of change in relation to that current issue.
1.2.3 Functional Analysis
Functional Analysis explores the antecedent, behaviour and consequence
eventuality in order to establish our understanding of our triggers for behaviour. This
work originally presented by B.F. Skinner (1938) is based on the ideas of operant
conditioning and positive and negative reinforcement. Fundamentally, it believes
that all behaviour serves a function and part of change and recovery is founded in
discovering and understanding such function(s).
Such function is summarised into four main types:
1. Attention: We need attention to survive, so our behaviour can be a way
of getting attention.
2. Escape or Avoidance: Wanting to get out of a negative experience that
makes one anxious or distressed is an easy to understand reason for
behaviour.
3. Self-Stimulation: Any behaviour designed to stimulate including relief of
boredom, creation of arousal or just physical incentive.
4. Reward: Something gained after a desirable behaviour has occurred;
such reward encourages the behaviour for the future.
When one reflects on recovery and relapse, it is helpful to explore what the function
of each action might be for an individual; should the action stop being functional, it
will not be continued.
STAR also helps with understanding the function of behaviour:
S: Setting around which all of the action relating to the behaviour takes place.
T: Trigger, the events preceding the main behaviour. This may not be the
immediate cause to the behaviour but all that happened before. For
example, meeting a friend who invites you to a party may be the immediate
cause of the substance use but the trigger may have been a row with a family
member earlier in the day.
A: Action, this is the target behaviour, which in early recovery may be
substance use or avoidance of substance using.
R: Result what are the consequences of the behaviour? Was the function
achieved? Did the individual get the attention they needed? Did they avoid
pain or escape a stressful situation? Was stimulation or reward achieved?
Functional Analysis can therefore be an excellent way of assisting participants to:
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Better identify their early warning signals of substance use

Identify other coping strategies for the triggers identified for substance use
internal or external
Explore other ways to get the positives previously provided by substances
without the negatives( i.e. functionally equivalent behaviours)
Red flag habitual or likely high risk situations that need to be handled
differently by learning new coping skills and developing greater self-efficacy
Identify those fallacious but destructive permissive beliefs

1.3 RecoverMe and Dual Diagnosis

Dual diagnosis is the term used when a person suffers from both a substance
addiction problem and another mental health issue. Best practice suggests that the
treatment of both issues together is the most effective treatment path. Many people
in recovery have concurrent mental health issues with estimates ranging from one
third to more than one half. RecoverMe works with many people with dual
diagnoses. It uses techniques that have been recorded as very effective with both
mental health and addiction. When working with someone with dual diagnosis:
Be kind.
Complete the usual detailed assessments, which will include an exploration of
a persons mental health.
As you would with all group members, conduct an appropriate risk
assessment.
With participants consent contact services already working with the individual
on their mental health issues. Where Case Management is in operation this
process is made more straightforward.
Once your assessment, the individuals assessment and input from other
professionals have been considered, you and the individual can decide
whether RecoverMe is appropriate at this time.
It should be noted that RecoverMe does not explore route causes for emotions or
ask participants to recall painful past experiences. Its focus is the present moment; it
examines how I am feeling now and in the recent past. Such work fits with good
mental health intervention. It supports people in exploring antecedents to
behaviours; this includes moods and anxieties.
If you are in doubt about the suitability of an individual for RecoverMe it is safer and
more respectful to salve those doubts before including the individual in a group. It
may be helpful to work through RecoverMe with them on an individual basis before
bringing them into a group setting.

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However, it can often be our own concerns about our ability to work with dual
diagnosis that holds us back. In such situations, you are encouraged to access
appropriate training.

1.4 Community Education Approach

In keeping with the ethos named above, we have created this programme with our
client group. The original idea for RecoverMe grew out of a need expressed in
SAOL and the core modules presented here are the ones that proved to be most
useful for the groups that have worked with us as we developed the programme.
Groups in Ballymun Star, Coolmine, ARAS and Ballyfermot Star helped with this
process and this final manual is in no small part due to the feedback and advice
gained from meeting with facilitators and groups from these projects over the past
year. For this, we are very grateful.
A practical Community Education Approach builds on this by making itself aware of
the specific needs of the community within which the group is housed, while also
providing hands-on supports for group members. As named in RTU2 successful
access to education and to programmes like RecoverMe requires:

Guidance
One to one mentoring and support
Group support
Feedback
Childcare supports
Removal of other practical blocks, such as travel and associated costs; group
start and end times; food (e.g. breakfast or lunch) and agreement from other
key-workers/agencies etc.

Knowledge about the current situation in the community (or communities) of group
members about current drug, alcohol and other addictions/practices is helpful. While
much of this will emerge during RecoverMe sessions, it is important that the
facilitator knows what is happening and is somewhat prepared for issues that may
emerge.

1.5 RecoverMe and poly drug use/drug free groups

RecoverMe requires a certain level of stability from participants for a group to run
effectively. This does not mean that participants need to be drug free; but they do
need to be able to participate in a process of learning that includes simple
meditation, group discussion and processing emotions. The individual person and
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the facilitator will need to work together to explore how ready they are for a
programme like RecoverMe.
It is important to say that drug, alcohol or poly drug use is not in itself an impediment
to doing RecoverMe. The emphasis of this programme is away from reducing
substance use; rather the focus here is on how such changes impact on everyday
life. Drug diaries are still part of the programme, so facilitators need to remember
that reductions in alcohol or drug use may occur while a person is on this
programme. Facilitators should therefore remember to check that people are aware
of the dangers of medically unsupported changes in substance use whether
prescribed or illegal and, in keeping with their own policies and procedures,
encourage medical guidance for such changes.
RecoverMe will awaken thoughts and feelings. This can be expected as normal for
people who are drug free (as it is probably happening anyway), but it will also
happen for those still using substances or involved in addictive behaviours.
RecoverMe is not about exploring the background to those thoughts and feelings
and helping the person process such experiences; that is the work of counselling or
group therapy. RecoverMe is about accurately naming thoughts, emotions and
behaviours and examining them to see if participants have beliefs about them, have
a way of processing such emotions and checking to see if there are patterns in
feelings and emotions that are unhelpful or that might lead to relapse or other
harmful actions.
For the facilitator, there are two key areas that require attention:
1. The potential for relapse exists and therefore the need for relapse prevention
throughout the programme is necessary. This can be done weekly using the
safe plan at the end of the session.
2. There is a potential for a wide range of issues and memories to emerge or to
be revealed in new ways. As mentioned, RecoverMe is not about unearthing
these experiences; but the facilitator needs to be aware that they may
emerge nonetheless. Common negative thinking is often related to loss and
mourning, guilt and shame, and of course past traumas and painful
memories. It is important for the facilitator to know what supports are in place
for each participant and to check that they are utilising such supports while on
the programme. Even better practice is to have all other professionals
working with individual participants informed and aware of the group, so that
the work being done in RecoverMe fits in with any on-going care plan.
If an inter-agency care plan does not exist for participants, facilitators might
consider putting one in place.

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1.6

RecoverMe and Women:

When SAOL published Reduce the Use2 in 2011, it was felt that there was an
important need to name the fact that women have different experiences of addiction
when compared to men. Women start, continue, relapse and recover differently from
their male counterparts. In 2014, the urgency to name this feels different. People
seem to be more aware that when they work with women that they need to be
sensitive to the gender differences. This awareness is necessary when facilitating
RecoverMe.
Still, it is an easy thing to forget when busily trying to get a group ready. Therefore,
we offer the following questions to help get your head gender aware:

hat is the gender balance in the group?

ther than the usual group rules, are there any rules than might be helpful for

women doing RecoverMe?

ight some participants be caring for children? Does this impact on the group or

even the time and setting for the group?

motions are difficult for both sexes, but are there specific emotions that you

might expect for women in recovery?

ot all men are violent, but will the women in your group have experienced

violent men in their lives?

1.7 Feedback from pilot programme

RecoverMe like Reduce the Use2 before it, was piloted before being published. We
knew it worked in SAOL; we just needed to know that it worked elsewhere too, and
that if it there were problems with it, we could adjust them before finalising the
programme.
Key agencies in this process were:

Ballymun Star
Coolmine (Day Programme)
Ballyfermot Star
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Aras (Kildare)
SAOL Project4

1.7.1 Qualitative Feedback

We are extremely grateful for their hugely valuable input; this publication would not
have been possible without their guidance. In summary, they said that RecoverMe
was great! Some of the comments made by the facilitators were:
They got good identification with thoughts and emotions; how their
thoughts can lead them into a negative space; and the group responded
really well to the session on ANTS and how their negative thinking had
become a habit and the impact that had on their recovery.
During the programme they really worked on their thought process. By
challenging their thought patterns, they began to identify what was real and
what was not. They learnt that they could take back control and had the
ability to change, all that just because they felt a certain way.
Through the goal setting sessions, the group recognised that they gained
more confidence and had a better sense of self-belief.
Not bad for a bunch of lads!
Karen Jennings, Ballyfermot Star
This Programme offers an additional stepping stone towards living an
independent life in recovery that has not been available before. It is a
programme that guides, supports and encourages participants to become
an internal source of support for themselves while at the same time
knowing when to seek external supports.
This programme promotes balance in recovery which participants
described as refreshing. It allows individuals to devise their own unique
recovery plan based on their needs so that it fits in with their lives.
The programme is based on acceptance of our experiences and an
understanding of how these experiences have played a part in how we
currently think, behave and experience emotions. The programme allows
space to dispute negative thoughts and core beliefs that may limit an
individual from reaching their full potential. It increases emotional
vocabulary amongst the participants which results in improved
communication when talking about emotional experiences and how to
manage these emotions in the present. Participants described feeling more
confident about recovery on completion of this fantastic programme.
The participants expressed a wish that they had all learned the things in
Recover Me years ago and they believe that everyone, whether in
addiction or not, should participate in these workshopsas a facilitator, I
agree!
4

Addiction Response Crumlin (ARC) were also involved in this process but did not have enough of
the programme completed to feel ready to take part in the feedback. Nonetheless, we wanted to
acknowledge their participation.

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Niamh Kavanagh, Coolmine Drug Free Day Programme

"The group that participated from STAR Ballymun in the Recover Me
programme all gave extremely positive feedback about their experiences of
the programme. They were unsure initially about completing a programme
that would involve their emotions. However, once they started the first
module, they all stated that the programme helped to break the stigma and
perception that working in any way on your emotions was a negative or
difficult thing to do. On the contrary, the whole group stated that the
programme helped them have a simple understanding of how their
emotions worked and showed them ways to deal with a subject, that up
until that point, many found very uncomfortable.
They stated that Recover Me complemented the work they were doing at
STAR and that it was something they felt should be an on-going part of the
STAR programme. They also said that the clear and straightforward way
the programme was put together made it easy to understand and put into
everyday practice.
Both the team who delivered Recover Me and the clients in STAR would
like to thank Saol for the work in putting this programme together. We are
also grateful for the opportunity to experience the programme first hand and
really hope that other projects get to deliver it to their clients. It is a
programme that we endorse completely. "
Dave Fennell, Ballymun STAR
Overall we found it absolutely brilliant. To make it even better, the time
frame would need to be looked at. The content is that good that it could be
done over 10 full days or more! Here are some of the things that clients
said, Everything will change. You can become more like yourself. And
everything will be beautiful and better than before
What I got from the Recover Me was a huge awareness as to what I am
presently feeling. My thoughts, my emotions etc., along with a whole new
vocabulary of new words to name what my current emotions are. It was
during the Recover Me that my depression was lifted as my awareness of
the darkness grew. It made me lift myself out of it. My nervousness has
certainly eased and I am more confident in myself. I wish the Recover Me
programme was just starting, as it was not long enough.
I have just finished the 10 week course on Recover Me, it was great and
the content was very good. It has shown me new skills in coping with life
and general situations. The time length to do the course material was
crazy. People were left behind not understanding and a lot of it was very
hard. Myself, got most of what was being said and the facilitators were very
good in delivering the course material. If the course ever came around
again, I would like to do it again.
At the start of the programme I was living day by day, thinking that this was
what life was all about. Living then dying. During the course, I became
confident and starting to feel good about myself. I understand I could like
people and people like me just because I am me. I realised that life doesnt
have to be hard and my life is worth living. Through my work with the group
I realise I have so much to give and so little that I need to receive to make

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me happy in life. I also understand my emotional triggers and when Im

having a bad day, I dont have to drink. I wake up happy today; I laugh
today; people around me enjoy me today. I know how to love today, when I
cry today its tears of joy, I have real friends today. Thanks to ARAS.
Paddy Maher, Abbey Regional Addiction Services

In summary, we have particularly taken these points on board in restructuring the

programme from the original, pilot RecoverMe:
i.

It is something that has been missing from the addiction recovery field.
This programme is not about the to do; rather it explores the how of
recovery. How to recognise emotions; how to integrate emotions; and
how to put words on thoughts and feelings instead of acting out on
them.

ii.

Within groups, people felt a lot more confident in relation to

understanding themselves and in naming their emotions.
The
transferability of these skills to other groups was also identified with
participants saying that they understood and partook in other groups
better as a result of taking part in RecoverMe.

iii.

In one group that was only for men, it was recorded that it allowed
them a chance, for one of the first times, to openly discuss feelings and
how they impact their lives; and that they were then able to bring that
learning home.

iv.

Women loved this process. This programme helped them to normalise

what was going on and helped them to see that just because
something was happening in one way didnt automatically mean that
that was wrong. It helped them to be more connected, to discuss and
to return to a more natural relational state for women. It helped them to
engage in problem solving instead of problem fixing; just because Im
feeling this way doesnt mean it has to be fixed. Maybe the best
solution is to sit with it.

v.

Impermanence was an important learning too. Becoming aware of the

on-going emotions of daily life helped some people to be less
swamped by their big problems. Not everything about them has to be
interpreted through a prism of recovery; sometimes I can be happy just
when I am with people I love, even if that is a momentary experience.

vi.

Facilitators enjoyed the process of running this programme. Giving

people skills about emotions while working in the here and now was
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recorded as particularly beneficial. It is working with emotions without

the burden of the event, without the story of where that emotion came
from. As Gertrude Stein said, in 1923, A rose is a rose is a rose is a
rose. It is not a romantic relationship that ended tragically four years
ago, it is not imperative to trim the hedges over the weekend, it is just a
rose (Germer et al, 2013, page 5).
vii.

Module 3 had a lot to get through. Indeed, the recurring negative was
that there was so much to get through in the programme that the
schedule was too packed. As a result, we have adjusted the running
order and increased the number of Modules from 10 to 12. We are
also emphasising that a module may take more than one session to
complete and the speed of completion is left open to facilitator. See
2.3 below for more on this issue.

viii.

Layout issues and timing were two other main concerns; some detail
on explanation about some exercises. Hopefully these issues have
been addressed more effectively in this publication5.

1.7.2. Quantitative Session Evaluations

The evaluation work was assisted greatly by an evaluation resource given to us by
Melinda Hohman, University of San Diego. Written by DiStefano, Hohman and
Barker (2013), the Group Topic Evaluation Scale assists with process evaluation, by
appraising individual group sessions and their importance for participants.
Therefore, single session evaluations can take place with reference to:
i.
ii.
iii.
iv.
v.
vi.

Relevance to my life
Increasing confidence in relation to positive skills
Help with improving relationships
Given a sense of optimism
Influences how I will communicate with others
Identifying areas of change in my life

These are measured using a five point Lykert scale (strongly disagree (1) to strongly
agree (5) and the form is available in the Appendix 6 for use at the end of each
session.

Should this not be the case, we invite people to contact SAOL so we can up-grade the PDF version
that is available for download from www.saolproject.ie

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Modules

Total
Score

Percentage

Average
score
per session

Module 1

516/625

82.56%

4.13

Module 2

441/510

86.47%

4.32

Module 3

959/1135

84.49%

4.22

Module 4

527/570

92.45%

4.62

Module 5

493/560

88.04%

4.40

Module 6

531/595

89.24%

4.46

Module 7

422/510

82.75%

4.14

Module 8

230/265

86.79%

4.34

Module 9

166/180

92.22%

4.61

4285/4950

86.56%

4.32

In summary

Please note that in the pilot there were only 10 Modules and that Module 10 used a
different form for feedback that was for the participants own use. Module 3 was
divided into 2 sessions by some of the groups, therefore it records a particularly high
number of feedback reports.
The average score for each session is high with Modules 4 and 9 scoring particularly
highly. Sub-scoring within the 6 factors that participants were asked to score say
Relevance to my life and Identifying areas of change in my life being continually
rated highly; Increasing confidence in relation to positive skills scored slightly lower
than the others, but tended to increase as the programme continued.
Process measures can also be helpful, such as feedback regarding
curriculum content, instructional strategies, group leader skills, and client
satisfaction. In designing psycho-educational content for group work, it is
useful to know how clients respond to the group as a whole as well as to
individual sessions. This helps determine what is particularly meaningful to
them. Without this information, group workers can only make assumptions
based on what they observed during the group session as to the relevance
of the group content and process in that particular session (Corey & Corey,
2006 in DiStefano, Hohman and Barker (2013))

A full evaluation of RecoverMe will include an analysis of participant feedback

sheets. We have not been able to assess matters such as facilitator skill, group size
or gender balance at this time. This is something we look forward to discovering
more about
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1.8

Usual self-care and caution

Burnout, a term regularly heard in the addiction field is described as a syndrome of

emotional exhaustion and cynicism that occurs frequently among individuals who do
people-work of some kind. A key aspect of the burnout syndrome is increased
feelings of emotional exhaustion (Soderfelt et al, 1995). Tending to occur on a
continuum, with symptoms getting worse over time, it often leads to the worker
becoming disillusioned, numb, hardened and over-whelmed with physical ill health
accompanying the psychological distress.
Compassion fatigue is also understood to accompany such work (also known as
Secondary Post Traumatic Stress Syndrome). This is where the professional
absorbs participants suffering and can experience emotional pain as a direct result
of exposure to anothers traumatic material. Usually temporary, (as opposed to
burnouts more permanent presence) this is still a harmful experience.
Long term effects of compassion fatigue and/or burnout result in reduced empathy,
diminished sense of personal safety, reduced sense of control, hopelessness,
recourse to escape activities and chronic over eating/drug or alcohol use. Impact on
work performance includes low morale, absenteeism, and lack of appreciation,
avoiding tasks, low motivation and apathy.
RecoverMe does not, in itself, cause burnout or compassion fatigue; but if you are
not engaged in good self-care, RecoverMe may provide more ammunition for the
continuation of your distress.
Therefore, RecoverMe respectfully reminds you to employ self-care practices which
may include:

Setting limits more effectively.

Stop putting everyone else's needs before your own needs.
Staying empathic without taking on your client's problems.
Learning to prevent, and work with, compassion fatigue.
Recognising your unique stressors involved in helping others.
Identifying attitudes that limit your attention to self-care.
Using resources available to you in the forms of supervision, linemanagement support and/or external supports.

1.9 It works!
When we run training sessions about Reduce the Use 2, our colleague, Ger
ORourke, describes herself as being like a Catholic convert because she has so
much fervour in spreading the word about the programme. It works and she has
seen the evidence. More so, all the feedback we receive about that programme
confirms her vigour.
We know the same is true of RecoverMe. Already every agency that has tried it has
seen the impact on groups and is building it into their yearly plan. We have seen it
change the way participants view themselves and their situations; they begin to
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question their beliefs and they start using more emotion-words other than fine, grand
or angry.
Even more gratifying is how participants describe using the grounding exercises in
their everyday life, slowing down the movement from trigger to consequence as
healthy dispute can take place.

This programme assists people in their recovery journey. We began this process
thinking that people would have to be drug free before they could engage in this
work. We were wrong; people at any stage of the journey who show a willingness to
come to groups and participate will benefit. Some groups will take longer; but this is
an expedition, not a race. Take your time, enjoy the view; running RecoverMe will
help you in all your other work too.
Up on the watershed
Standing at the fork in the road
You can stand there and agonize
Till your agony's your heaviest load
You'll never fly as the crow flies
Get used to a country mile
When you're learning to face
The path at your pace
Every choice is worth your while.
Watershed, Indigo Girls, (1995)

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Notes:

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Section 2
Using the Manual

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Section 2: Using this manual

This section is designed to give a simple over-view of some of the basic issues that
arise when running a group. Each organisation will have its own way of responding
to certain issues (e.g. attendance, time-keeping, storing confidential material) and we
encourage you to follow the policies from your own organisation. However,
forewarned is forearmed:
2.1 Target group
2.2 What will RecoverMe do for the client?
2.3 Programme duration
2.4 Commitment contract
2.5 Confidentiality
2.6 In the event of a participant leaving the group
2.7 On being a good RecoverMe facilitator
2.8 Facilitator guidelines
2.9 Managing disclosures
2.10 On Writing
2.10.1 Written work
2.10.2 Literacy issues
2.11 Session structure
2.12 Materials required
2.13 Evaluation

2.1 Target Group

The target group for this programme is anyone in recovery. People do not have to
be drug free in order to benefit from this programme. Those who are drug free will
benefit by being able to focus on the role of feelings and emotions in their lives;
those who are taking substances or engaged in behavioural addictions will have the
added challenge of managing such behaviours as they do this work.
We generally advise that someone doing RecoverMe might have completed Reduce
the Use first; but this is not essential.
Some people will require more support than others; this could be discussed prior to
starting the programme but may be something that emerges during the programme.
It is often helpful to have the persons key-worker or counsellor on-board before
starting RecoverMe in order that appropriate supports can be activated speedily.
Group size is a consideration when assessing the levels of support that can be
offered for participants. Our guiding number is 10 as this gives enough room for
group members to talk about the exercises and practice skills. Larger groups will not
have as much time for processing learning and practicing skills; smaller groups tend
to have a smaller range of experiences to apply learning to and to draw knowledge
from.
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2.2 What will RecoverMe do for the Client?

RecoverMe will help participants to go on a journey of self-discovery and give them a
new relationship with their feelings and emotions. It should help them to:

Develop their self-awareness

Better connect feelings and emotions to behaviours (particularly in
relation to their recovery)
Increase understanding of good mental health
Increase self-esteem and self-efficacy
Learn from others experiences
Gain a deeper awareness of the impact of their addictions on self
and others
Study skills for controlling and changing their responses to thought
patterns that lead to unhelpful behaviours
Set goals for their lives
Acknowledge areas of risk in their lives and develop new skills for
dealing with risk (both for recovery and life in general)
Better manage cravings
Better cope with success

The programme is informed by motivational interviewing, mindfulness and cognitive

behaviour type interventions. It is therefore structured, goal oriented and focused on
problem solving but evokes actions at the pace the participant can work at and
encourages awareness building of the here and now.

2.3 Programme Duration

Following feedback from the pilot programme, we realised that we had included too
many exercises in certain modules and needed to shorten those modules and
increase the overall number of modules in the programme. So the number
increased from 10 to 12 modules.
However, a module is like a chapter in a book, and should be treated as such. It
might take a number of sessions to work through that module (or chapter); or, as one
group from the pilot programme are doing, are running the module over a full day!
There is no time limit to how you run RecoverMe. If it takes more than 12 sessions
to complete the 12 modules, then so be it. We have found that certain modules take
longer to complete (e.g. Modules 3 and 9); and therefore the projected duration of
the programme (if run at one session per week) is fourteen weeks. But if you take
longer/shorter, so be it. This is a journey, not a race!
You might recall the guidance we offered in Reduce the Use2:

There should be a clear finish date to the programme (it is not an ongoing
piece of work). If you need to extend the programme while it is running, it is
better practice to negotiate this with the group rather than letting it run without
a beginning, middle and end.
We encourage you to cover all of the Modules
As a way of respecting and emphasising the importance of homework given, it
is good practice to start sessions with a reflection on the Emotions Diaries
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and the effectiveness of any safety plans put in place during the previous
sessions. It also brings an awareness to participants about how last weeks
learning played out in everyday life.
2.4 Commitment Contract
This course requires the following level of commitment from each group member:
o Attending regular programme workshops
o Completing homework tasks
o Maintaining a drug diary
Programme participants need to be made aware of the commitment involved in the
course.
The use of a Commitment Contract is encouraged as this strengthens the level of
commitment from the individual. An example commitment contract is provided in
Module 1.

2.5 Confidentiality
Groups require a level of confidentiality but confidentiality is never absolute and
participants need to be clear about the limits to confidentiality in your groups and
agency. You should never presume that people know what confidentiality means
and time spent on clarifying both what it is and isnt will save potential distress and
later. NDRIC note that
Service providers are responsible for ensuring that their staff understand
and comply with their responsibilities under relevant legislation when report
writing, explaining confidentiality and working with service users,
storing/securing data, and sharing information with other agencies
individuals (Data Protection Act 1988 & 2003; Freedom of Information Act
1997 & 2003; Child Care Act 1991; Children First: National Guidelines for
the Protection and Welfare of Children 2011; Information Governance: a
Guide for health and social care staff, HIQA 2011).
(NDRIC, 2011 page 15)

Therefore, we suggest that time is given to discussing confidentiality in the pre-group

meeting with participants and during the ground-rules segment of the first session.
It is also useful to return to this issue later on in the programme when reviewing with
the group that ground-rules are and group functioning is going well.

2.6 In the event of a participant leaving the group:

People drop out of programmes for varying reasons and sometimes such a decision
is a good one for the participant concerned. Good facilitation requires that we try to
find out why someone has dropped out and not just let them disappear; this allows
us to determine that the person is in a safe space and is maintaining positive
recovery rather than having relapsed etc. Good contact with the persons keyworker
will assist in this process.
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2.7 On being a good RecoverME facilitator:

The Facilitator must have training in group work and addiction in order to run this
programme. It is also very beneficial to have a good knowledge of Motivational
Interviewing, CBT and Mindfulness. It is good to be able to:

Be kind, patient and to show unconditional positive regard

Effectively manage group discussions
Be able to lead grounding exercises
Have a good level of self-awareness
Have a good understanding of group dynamics
Be able to communicate new concepts
Be able to respond to questions posed by group members
Think on your feet and facilitate unplanned group discussions
Be able to develop good, supportive relationships with group members
and be able to display empathy
Be able to handle conflict
Have experience and a good understanding of addiction work
Be able to display an awareness of cultural sensitivities
Have the ability to maintain a high level of group leader focus

It is also important to be a good team player as we strongly suggest that no

RecoverMe group takes place without at least two facilitators. This is best practice
for group work and, even where resources are limited, should be the norm for
RecoverMe.
Before embarking on delivering the programme you will need to become familiar with
the programme and fully understand the concepts being put forward. It is helpful to:

Read the manual

Understand the exercises, hand-outs and worksheets and grounding
exercises
Get clarity on any aspects with which you are unsure. SAOL will be
happy to clarify anything for you please feel free to contact us at
[email protected]. Further resources (including updates and future
training dates) regarding RecoverMe can be found at
www.saolproject.ie

2.8 Facilitator guidelines

Each module includes:
Facilitator guidelines will take you step by step through each
module/exercise, providing notes to assist you. Each Module is
made
up
of
facilitator
guidelines
and
copies
of
handouts/worksheets.
Handouts are aids to the learning and should be photocopied for
the participants retention. They are available at the end of every
module.
Worksheets are provided for the participant to write into and should
be photo-copied as needed; they too are available at the end of
every module.
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Handouts and Worksheets that are used in more than one module
are gathered in the appendices at the end of the manual (e.g.
emotions diaries and safe plan sheets are found there).

Although we have structured each module to run for 2 hours (with an average group
of 8 people) we have decided not to include timings for each exercise. We know that
each group will work through the material at different speeds and therefore
encourage you to set a start and finish date for the programme but operate session
times to suit the needs of your own groups6.

2.9 Managing disclosures

It is our experience that occasionally participants may make disclosures. You should
follow your own agencys policy in responding to such disclosures but are
encouraged to do so with kindness, great sensitivity and compassion and to have
ensured that the rules of confidentiality for the group are understood by all
participants.
The care of the individual who has disclosed is paramount and they should be given
appropriate space and support both in the group and also individually. Leaving the
group during that session may be appropriate but is not essential.
Disclosures can raise issues/memories for other group members so it is important to
give space to all group members. Individual support can usually help after the
session.
Good team-work between facilitators is essential in such situations.
RecoverMe is not designed to encourage disclosures; in fact its emphasis on the
here and now has resulted in disclosure being a rare occurrence. Nonetheless, it is
important to be prepared for such eventualities.

2.10 On writing
Two key issues are important here:
2.10.1 Written work
Written work is an essential part of RecoverMe as it allows the participant to
reflect on the group learning at their own pace. Writing has proven to give
participants new insights into themselves and their relationships. It can embed
the learning from the previous session(s), and offer the opportunity for creating
new roadmaps for change.
RecoverMe asks that some written work is completed outside of the module
attendance. Some peoples living environment may not be conducive to writing at
home and in this case a place could be made available where this can be done
privately. In addition participants with literacy difficulties may need assistance

Saol Project is very willing to receive feedback on the timing of groups and will post common
findings on our website.

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with completing this work. Consideration might also be given to providing a

private space before or after each module for anyone who needs to avail of it.
Some people may not be able to complete the written work associated with
RecoverMe outside of the group setting. This is less helpful but not catastrophic
and can be explored with the individual concerned to see if there are
opportunities for creative solutions. For example, some participants completed
this work with their keyworkers and it assisted in their work together in developing
care plan goals.

2.10.2 Literacy Issues

In your initial interview with the participant, you will have established the extent of
their literacy skills and those that need additional help with writing can be
assigned this support.
Even though there is reading and writing used in RecoverMe, people who have
literacy difficulties are still able to take part. They often gift the group with
permission to ask, What does that mean? because literacy difficulties will slow
down the pace of exercises and this is very beneficial in RecoverMe.
Nonetheless, people with literacy issues will require extra supports and we have
found the following helpful:

Offering the use of a scribe to assist the learner in the modules

Using more discussion based formats during modules as opposed
to written work
Encouraging use of symbols (like emoticons) or any personal
shorthand.
Using a buddy system with another participant in the modules to
help with writing, spelling, etc.

2.11 Session Structure

We have followed a module structure that has 8 elements. Each session should
include these 8 elements too; so that even if you need 2 or 3 sessions to cover
the material in a given module, each group will have a:
1. Grounding Exercise I
2. Check-in
3. Review of emotions diary (and drug/alcohol diaries) and any other
homework and emotions board
4. Specific content of the session
5. Review of the session and preparation for the next session
6. Grounding Exercise II
7. Safety plan
8. Feedback form
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Each of these elements is discussed in the modules, with appropriate exercises

and resources available to assist you. By following a similar path in each
session, participants will know the path of the group and become more relaxed in
knowing what is happening next.
For example, while check-ins are related to the content of that particular session
and help give the facilitator an opportunity to check the mood of the group that
day. Check-ins also gets everybody talking immediately and generate a sense of
group togetherness as well as acting as a short, separation technique from the
external environment.
The initial grounding exercise will further support the connection to the group
and the work at hand. By spending time on homework and diaries, you
communicate the value of the work and processing done outside of the group.
The check-out, safety plan and feedback form give valuable information to the
facilitator but more importantly mark the end of the session for the participants,
giving ample time for them to prepare for returning to the outside world.

2.12 Materials required

The course is designed to be simple and cost effective to run. Materials required
are basic and include:
o
o
o
o
o
o
o
o

Handouts photo-coped from this pack)

Worksheets (photo-copied from this pack)
A notebook and pen for each participant
A folder for each participant to hold their material
Flip Chart
Markers
Audio-player for music and/or meditation tracks
Print-outs for specific exercises and playing boards for RecoveMe
snakes and ladders.
o Award Certificates (photo-copied from this pack or feel free to design
your own)
o Record of Attendance Certificates (photo-copied from this pack)
2.13 Evaluation
Evaluation is an essential for any service delivery Is what we are doing
effective? Is it achieving its initial goals? Are there ways to improve what we are
doing?
SAOL Project is committed to on-going evaluation of the work we do and the
manuals we produce. Evaluation is, however, often expensive work; and
evaluations across services, more difficult.

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Requests:
1. We are asking people who are using this manual to let us know that you
are using it and whether or not you would be willing to be contacted about
a future evaluation (an email to [email protected] will suffice).
It would be helpful to know:
a. How many are in your group (including age range
and gender mix)
b. What recovery issues are presenting
c. How its going/it went

2. We have included the Session Feedback Form and encourage you to use
it at the end of every session you run. The immediate feedback from
groups provides confirmation that something is working/not working for
your current group. Saol is always open to receiving feedback about this
process and we would be delighted if you sent us any summaries of this
work. We understand that this may not be possible but anonymous
constructive feedback is very welcome.

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Notes:

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Module 1
Introduction to RecoverMe

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Module 1: INTRODUCTION TO RECOVERME

Aims:
To get to know each other
To agree ground rules
To establish commitment to the course
To explain the basic ideas behind RecoverMe
To name the links between thoughts, feelings and actions
To record current drug or alcohol use and
To affirm changes that have been made in the recent past
Materials Needed
Large notebook and pens for each participant
Folder for each participant to store handouts and worksheets
Flip chart paper & markers for recording discussions
Printed handouts and worksheets for Module 1
Large (A1) sheet of paper/card for Emotions Board
Module 1: Introduction to RecoverMe
1. Grounding Exercise I
1.1 Introduction exercise
1.2 Sign-in sheet
2. Check-in
2.1 Introduction to RecoverMe
2.2 Reflection on Overview of Course and the Commitment Contract
2.3 Group Rules
3. Review of Emotions Diary (and drug/alcohol diaries) and any other
homework
3.1 Introducing the Emotions Diary
3.2 Emotions Board
3.3 Current Drug/Alcohol use
3.4 Other New activities
4. Making the Link between Thoughts, Feelings and Actions
4.1 Group discussion on The Job Interview
4.2 Waking down the Street
4.3 The Link with Recovery
5. Review and preparation for next Session
5.1 Planning Homework: Emotions Diary
6. Grounding Exercise II
7. Safety Plan
8. Feedback Form
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1. Grounding Exercise
Note that this is usually a breathing exercise. However, as this will be taught
later in the session, an exercise that gives everyone in the group a chance to say
something is preferred at this point.
Ask participants how they feel about starting the course. Name any worries
they have about the programme and write up comments.
Send around the sign-in sheet (See Appendix 1).
Ask each person to introduce themselves, say why they are here and what
they hope to get from the programme.
2. Check-in: Introductions, Commitment Contracts and Group rules
2.1 Introduction to RecoverMe
Group members should already have a good understanding of what
RecoverMe is about. The specific modules are discussed with the
group using Handout 1.1 as we prepare for the Commitment Contract
(see 2.3 below). We have found that the following are important points
to emphasise about this programme and work within and outside of
the group:
The role of reflection: thinking about what we do in RecoverMe
outside of the group.
Written work and homework
Practicing the new techniques: Although participants will learn a lot
while in the group, this course is most powerful when it is
integrated into our daily lives, therefore, it is important to highlight
the importance of home practice.
Other relevant points:

Good attendance is encouraged with the goal of attending every class

promoted. To support this, as has already happened, there will be a sign-in
sheet at the beginning of every class.
If your agency is in a position to provide catch-up sessions for participants
who could not attend a class, then this should be explained.
All participants who complete the course will receive a Certificate of
Completion.
It is also important to note for the group, that although they may want to take
notes in group, our experience has shown us that this can also delay the
group momentum, plus there will be ample handouts and worksheets for each
session.

2.2 Reflection on Overview of Course and the Commitment Contract

It is important to discuss at the beginning of the programme the basic structure of
the course such as: days and times of group, number of sessions, breaks and
that the group is a closed group.
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It is helpful to let participants know that throughout the programme there will be a
number of exercises and that everybody will have ample time to give feedback.
At this stage it is important to give out Handout 1.1, Overview of RecoverMe and
the Commitment Contract (Handout 1.2).
Once the group has read and discussed the hand-out, ask each participant to
sign the contract. A copy will kept by the facilitator and a copy will be given back
to each participant at the beginning of the next session.
2.3 Establish Group Rules
Explain that all groups establish a set of ground rules. These are an agreed way
of working together and they will be displayed at all times during the course. We
have included below sample ground rules from previous courses, to help initiate
the discussion if needed.
Record the group rules on a flipchart and display these at all times. We have also
found it useful to type them up separately and give a copy to each participant for
their folder at the beginning of the next module.
Some sample ground rules:

Respect: treat other group members respectfully, for example let people
talk without interrupting.

Mobile phones: should be switched off and no one should take or make
calls during this time. If someone has to take an important call they can
inform the facilitator who can inform the group.

Confidentiality: of the group should be kept, while this is something that

all groups tend to aim for, no facilitator can absolutely guarantee
confidentiality as they do not control the individuals behaviours. Therefore
it is important to remind people of their personal safety and security when
making disclosures.

Good time keeping: the group should agree the time of their breaks and
should discuss why time keeping is important to the group as a whole. If
you are more than 10 minutes late without prior contact, you will not be
admitted into the group.

Attendance: the suggested maximum number of modules that can be

missed is two; if a participant misses two modules they will be asked to
step back from the programme and re-engage at a later date if they wish.

Review of Emotions Diaries, Drug/Alcohol Diaries and Homework

As this is the first session, group members will not have homework to present,
may or may not have maintained drug/alcohol diaries and have not yet been
introduced to emotions diaries. This Module will introduce and/or re-introduce all
of these recovery tools.
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3.1 Introducing the Emotions Diary

Distribute copies of the emotions diary to each participant (Appendix 27). The
group will need enough copies to do them for a week or until the next planned
session.
Between now and the next session participants are asked, as with the
drug/alcohol diaries, to complete the emotions diary. By filling out this diary
sheet, participants will begin to see patterns in how their feelings/emotions
connect with their recovery and any thoughts about substance use, as well as
discover triggers to such events.
It also reminds us how we coped, what we did, what we felt after our actions (e.g.
when we make good decisions that we dont always feel good afterwards). This
is important because, as we have so many such events, we may not remember
them and can lose the insight these events have for us.
The information gathered in the emotional diaries will help build self-awareness
and prompt us in taking control of our actions.
Explain the sheet to the group:
The diary is broken up into different sections to help participants breakdown the
cycle that may lead into addictive/unhelpful behaviour.
Emotions do not happen in isolation; there different factors at play at any one
time, including body, sensations and feelings, thoughts and urges.
Emotions are actually bundles of thoughts, raw feelings, bodily sensations
and impulses (such as the desire to scream or storm out of the room)theyre
like a background colour thats created when your mind fuses together all of
your thoughts, feelings, impulses and bodily sensations to conjure up an
overall guiding theme or state of mind (Williams, D et al, (2011), page 19)

This can feel like and often is an automatic process. We do not have control over
the initial responses (thoughts, emotions and body sensations) but we can learn
new ways to deal with them.
When we feel an emotion it will register somewhere in our body. Learning to tune
into the body is a great guide to discovering how we are doing emotionally; the
body will let you know what is happening. If I feel stressed, the body may feel
tense (shoulders tense, chest tense, heart beating); if I feel happy, the body feels
lighter (smile on my face, chest feels lighter, stomach feels full).
We often spend most of our day in thoughts and not fully connected to the full
range of experiences that accompany emotions. The emotions diary will help us
to become aware of what emotions we are experiencing; immediate thoughts
after triggers; body sensations, our behaviours, emotions following our
behaviours and a reflection in the consequences of our behaviours. Bringing this
awareness to our moment by moment experience can offer us a range of
7

Copies of the Drug and Alcohol diaries can also be distributed for those participants who want to
keep this habit from Reduce the Use 2 going (Appendix 3)

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responses that may help us to be less reactive and more thoughtful and in
control of our responses to triggers.
Emotions Diary:
Day/Date: Record the day and time it helps when searching for patterns
to our behaviours.
Trigger: what was the event/situation that sparked things off?
Immediate Thoughts: What where the first thoughts that came to mind?
Emotion: What emotion was I feeling? Can I put a name on the emotion?
Note: As we learn more about emotions during RecoverMe this column
will become easier to fill in.
Body sensation: Where in the body did I feel the emotion and how did the
body respond?
Behaviour: How did I behave? Did I respond positively or did I react
negatively?
Emotion: What emotion was I feeling afterward my behaviour? Was I
feeling the same or had something changed?
Consequences: What was the outcome to my behaviour? It is important to
record both good and bad consequences.
A completed Emotions Diary (Handout 1.3)
Facilitate a short discussion about the handout and encourage each participant
to name one emotion from the page that they are feeling at the moment. Also
this handout is a very useful reference point for them during the week.
All about the Emotions Diary (Handout 1.4)
When discussing this handout, the following points may be helpful:
Highlight that this piece is not about right or wrong, it is about trying to
identify emotions during the day.
By recording emotions that come before/during triggers, we begin to
become more aware of emotional states that we may have difficulty
dealing with.
We also become aware of emotional states we are ok with.
Often times in the recovery process, emotions can seem overwhelming
and feel that the emotion will not change. By keeping a record, we can
begin to notice that these emotions actually do pass.
Being able to identify emotions helps build confidence and self-esteem. It
is very empowering to be able to describe your emotional state to
ourselves and others.
It helps us to identify skills already being utilised but we may be unaware
of.
Suggestions of a choosing a safe place, a good time, being comfortable
when completing the sheet etc. For those who lack these opportunities,
explore creative ways around the problem. For example, completing
diaries with key-workers; seeing if agencies can give you a space to do
the work, etc.

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Some of the group may find this piece difficult, it is important to facilitate this in a
light, conversational way to help relieve any fears.

3.2 Emotions Board

Distribute a copy of the Handout 1.5, Basic emotions to each participant and
have copied these words onto a flip-chart sheet or a strong piece of cardboard
similar to diagram below:

This is to be displayed at all times in the group so that, when new emotions
emerge the facilitator or a group member can add the new emotion to the board.
This will be a reference point for all future exercises and will assist participants in
finding names for the emotions they want to discuss. Busy or larger groups may
require more than one board.
When the handout has been distributed, it is important to go through each of the
words to:

Ensure that everybody understands them.

Affirm people in being aware of more emotions than they thought they
knew.

3.3 Current Drug/Alcohol Use Sheet: Starting Point 1 (Worksheet 1.1)

Ask the group members to fill in their current drug use on this sheet.
information can be kept confidentially and held by the facilitator.

This

Once these sheets are completed the facilitator should collect them and keep
them safely in a folder for the next module.
A key point is to fill in the column recent changes made. This will help
participants identify any significant changes made in recent times or if they have
slipped back into old ways of behaving. No judgement should be passed by the
facilitator either way; eliciting comment from the participant is much more
important.
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You may ask participants to share if they are willing to share, especially any
recent changes that have been made. This can be a good starting point in
relation to what they are doing, where they are at and what the implications are
on their recovery plans.

3.2 Other New Activities: Starting Point 2 (Worksheet 1.2)

Often recovery can be blocked by the introduction of new harmful activities like
drinking alcohol, taking extra medication, buying tablets, spending too long on the
internet, gambling, over-eating etc.
It is important that you ask participants to explore their relationships with these
issues, especially if they are new behaviours to the individual.
Recalling the Wheel of Change may be important here. Some of the activities
(particularly by people who have left addictive behaviours behind) may be
harmful to the individual because of the way they are doing them but the
individual may not be aware of that harm at this point. This is pre-contemplation
and the skills used in this stage should be used here. For example, someone
who has given up substance use may be spending too long on the internet;
gentle, kind nudging is all that should be attempted if this is the case.
Awareness of the harm the activity is causing will emerge if the person continues
with the programme.

4. Making the link between Thoughts, Emotions and Behaviour.

This discussion is to be accompanied with Handouts 1.6, 1.7 and 1.8. These
handouts are designed to give participants a visual aid into how our thoughts/beliefs
and emotions can influence our behaviours.
4.1 Group discussion on The Job Interview
The first example, The Job Interview, should be drawn out on the board in the
same format as the accompanying handouts (1.6, 1.7 and 1.8).
Handouts are then used to point out that although the event stays the same,
when we can change or challenge our thinking, we can change the outcome.
It is important at this stage to explain to the group, that throughout the
programme we will be exploring this in greater detail and there will be ample time
for explaining their many unanswered questions.
Cognitive Behavioural Therapy (CBT) tells us that there is a direct link between
thoughts, feelings and actions. Part of the recovery process asks individuals to
identify these links and look at the impact they are having on them and on their
journey of recovery from addiction. As we go through life we develop certain
attitudes, thought patterns and beliefs.
Some of these can be helpful and others unhelpful. When trying to achieve
recovery from addiction, it is helpful to explore different parts of ourselves and
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challenge some of our thinking styles in order to better understand whether or not
they are helping or hindering our recovery.
These thoughts are made up of personal beliefs, automatic thoughts and
addiction-related beliefs; and they influence a persons interpretation of events
(events are also commonly known as Triggers). There are a lot of them! The
average human has 70,000 thoughts a day and this continues while you sleep,
this equates to a different thought every 1.2 seconds or 2 thoughts every
heartbeat (Johnston, 2012).
Our thoughts have a major effect on our emotions. By learning how to think in
certain situations, we can help to improve our emotional condition.
Some key points:
4.1.1 Our emotions are automatic; they are often influenced by our
thoughts and beliefs about situations that arise during the day.
When something happens to us we can often respond it made me feel like that
or that made me feel this way

I feel happy because I got a raise

I feel angry because you made me
The kids made me upset
I feel anxious because my boss has not talked to me all day

When actually I am choosing my response because I am interpreting a

meaning from the event. The following is an example of interpretations impacting
on behaviour arising from A Job Interview. Appy and Baddy react differently
to this external event; different thoughts, emotions and behaviours arise for each
of the two people
Appy says, The job interview is going to be tough and I will probably be
nervous. Job interviews are difficult but I have put in a lot of work to get here and
they must be interested as they called me in.
How do you think they will feel? Possibly a bit calmer; they are unlikely to be
worrying as much as they could.
Baddy says, If I dont get this job I will fail. It will be like all the times before. I
never get it right. These people will see straight through me.
How do you think they feel about the situation? Anxious, scared, worried and
they may possibly pull out of the interview if their thoughts continue like this?
The above examples show that it is not the interview that made the first person
calmer and the second person anxious; rather, it is what they were thinking
about the situation. They put their own, unique interpretation onto the interview
and turned it into something particular to themselves.
4.1.2 As people in recovery we have developed patterns of thinking,
these thoughts are automatic responses to situations and result
from repetitive learned behaviour:
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People who have engaged in addiction, whether substance use or behavioural,

will have become conditioned to reacting to situations and developing addictive
related beliefs. These beliefs and reactive behaviours are a result of learned
experiences and arise out of repetitive behaviours. This is also known as
Operant Conditioning.
Substance misuse and behavioural addictions offer positive and negative
reinforcement; remember that negative reinforcement is not punishment. It is the
removal of something that might cause behavioural change. For example, in
addiction, part of the reason that people take substances is because they
remove the pain that they are feeling be that physical or mental and so you
take the substance again and again so that they can remove the pain.
The more someone engages in the activity that offers rewards or a way of
avoidance, the more they will return to it, each time reinforcing the behaviour.
This is very much like a person is walking through a grass field and their feet
creating a path. Each time the person walks along the path, it gets deeper and
becomes more visible, making easier to follow. With this new worn pathway, it
becomes harder to make a new pathway. The reward system in our brains
behaves similar to our feet, creating a pathway. Each time we engage in a
particular behaviour, we reinforcing the positive reward and deepen the (often
unhelpful) reward pathway in our brain.
Even when the substance use or behaviours have stopped, this thought process
is still in place. For example, when I am under pressure at home, I may find
myself thinking, If I take a tablet, it will relieve the pressure (Negative
reinforcement by substance use); or These are all doing my head in. If I have a
drink, I will feel better (Positive reinforcement from substance use).
These thought processes are common in early recovery and are disconcerting
and upsetting for the individual. Although they are common, if left un-checked
they often lead to individuals lapsing into addiction or engaging in other addictive
behaviours.
4.1.3 We can change these thoughts and/or learn to tolerate them. If we
can begin to slow down the process, we can give ourselves time
to respond instead of reacting, giving us more options to deal with
life situations:
Triggers can arise from external circumstances, physical states and also
emotional states. When a trigger arises, the person is not always aware of the
thought process that accompanies the trigger. If we begin to bring these
automatic thoughts, beliefs and interpretations to the fore, we can look at the
impact they are having on our recovery.
Between stimulus and response there is a space. In that space
is our power to choose our response. In our response lies our
growth and our freedom. Viktor E. Frankl
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When we can begin to look at alternative interpretations, we can view the same
event in many different ways; we can begin to recognise the connection between
thoughts, emotions and actions. However, when addiction is present there can
be a tendency:

To want to fix/remove the emotional state (the belief that there is

something wrong with themselves or their situation).
To avoid the emotional state (not wanting to feel a certain way as they
may believe that they cannot cope with the feeling).
To grasp the emotion (wanting to hold onto the emotional state as it feels
good and if it stays like this life will be good).

Over the coming Modules we will be looking more closely at the connection
between the different thought processes and their impact on emotion and
behaviour. This will allow participants an opportunity to slow the process down
and improve the skills required to maintain recovery. We will also pay more
attention to the present moment, learning how awareness can make connecting
with our thought processes easier.

4.2 Walking Down the Street Exercise

We are constantly interpreting, perceiving and judging our experiences.
Interpretations and judgements we make can often start small but without
awareness can multiply leading to more thoughts and emotional states; and when
interpretations are negative it can lead to the urge to react. We can find ourselves
in emotional states or engaging in behaviour and not fully sure how we got
there.
The following exercise is a simple example that will help illustrate this and help
the group identify this process. It facilitates participants in observing their initial
response to an ambiguous situation and then to identify the cascade of thoughts,
emotions, and urges that follow. The scene is purposely simple and intended to
be delivered briefly. It is important that as a facilitator, as you read this short
story, your tone is kept neutral (particularly at the main event) in order that the
listener is allowed to project their own interpretation onto the situation.
As Segal reminds us, our emotions are a consequence of a situation plus
interpretation (Segal et al, 2002 p 143 cited in Crane, 2012). That is what this
exercise, will hopefully, demonstrate.
It also allows participants to witness the varying interpretations one can make of
the same event and to begin to see these interpretations as stories rather than
facts. Group discussion on this story is very important and as facilitator, try to
evoke as many interpretations as you can.
When the group is ready, the facilitator will read aloud the following:

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Walking Down the Street Script for Facilitator

Find yourself a comfortable position in your chair,
close your eyes, if that feels comfortable for you,
if not softly gaze a few feet in front of you towards the floor.
As best you can, notice what thoughts and emotions are present with you.
I am going to ask you to imagine that you are walking down a street that is
familiar to you.
Now imagine the setting, what you can see,
what can you hear, maybe the noise of cars,
birds singing and people talking
or maybe it is really quiet.
Now imagine you see someone you know,
let this be someone you are happy to see
maybe a co-worker, a friend,
anyone you are happy to say hello to.
Picture the person walking in the opposite direction,
and as you see this person walk towards you, notice what thoughts are present
in your mind
and any emotions that are present as you see them.
You smile at the person and wave to them.
The person does not wave back.
What thoughts are now going through your mind?
Notice what emotions are present,
have they have changed?
Notice if you have an urge to act in a particular way.
When you are ready,
allow the scenario to fade into the background,
gently bring your awareness back into the room
and when you are ready open your eyes.
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During the discussion on this exercise, mark up on a whiteboard or flipchart the

groups responses. We find that the layout of the table below is useful for this
feedback, as it assists the group in filling out its first Emotions Diary:

Thought/Personal
Belief

Emotion

Why didnt
he/she say
hello, did I do
something
wrong?

Anger
Anxiety
Sadness

Body Sensation
Clinched fist
Heart beating
faster
Tightness
-Shoulders
-stomach

Urge
Reactive
behaviour:

Wanted to go
after them and
argue with
them

A range of different responses may arise from the group; there is no right or
wrong answer and it is important to encourage all feedback.
Ask participants:

What did they notice in the exercise?

Thoughts they noticed in the exercise? Did they change?
What emotions they noticed? Did they change?
Body Sensations, where in the body did they notice the emotion and how
did the body respond?
Was there any urge to react?

Ask the group what they have learned; mostly, feedback centres on recognition,
that interpretation of an event affects thoughts and emotion.
They may also begin to realise how their interpretation may not reflect the truth,
may cause them (and others) undue distress or lead to reactive behaviour.
Note also that mood can play a big part in how we interpret situations; if
someone was in a positive mood, was their interpretation different?
4.3 The Link with Recovery
Explore the key question: how does this affect recovery?
If our perceptions of events in our life go unchecked then we can end up in a
cycle that will keep us where we are; for people in addiction, that can lead to
relapse or unhappiness and this can last for lengthy periods of time.
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When sufficient discussion has taken place, distribute Handout 1.9 to the group.
Let them know that this is just one possible pathway to a consequence based on
one interpretation of why a friend didnt say, hello. Invite each group member to
offer a word or sentence to describe the handout.

5. Review of the session and preparation for the next session

Invite the group to settle back after all the learning from todays group. People
may want to gather their papers together and fix their folders, so give the group a
chance to move from active learning to a reflective space.
It is important that you invite all members of the group to speak during this
exercise. We find the following questions helpful:

How are you as we come to the end of todays session?

What is staying with you that is important to you?
Is there anything that you didnt like? Are there any questions that you
didnt get to ask?

When the group have finished, it is important to remind them about their
homework for the week. In Module 1, this involves only the completion of the
emotions diary (and drug/alcohol diaries where appropriate).
As this is the first time they are being asked to complete an emotions diary you
should expect that some discomfort will be expressed by the group. Invite
expression of concerns, reminding them of supports that are in place and the fact
that, much like the drug/alcohol diaries, there are no right answers for such
diaries and that they will discover how they like to fill them out through practice.
Where possible, invite participants to share their first diaries with key workers or
group facilitators so that they do not feel that they are getting it wrong for a
week.

6. Grounding Exercise II
This exercise is designed to help signal to the group that the session is ending
and assists them in making the transition back into their everyday life. It also:

Helps to connects them with the here and now before leaving
Gives space for them to reflect on their safety plan for the time until the
next session and
Offers people the chance to affirm themselves for the work that theyve
done during this session

Examples of grounding exercises with full instructions can be found in Appendix

4. Recordings of grounding exercises are available from the SAOL website
should you prefer to play the exercise rather than lead it yourself.

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7. Safe Plan
Explain to group members that each module will end with the participants taking
a few moments to reflect on how they will commit to keeping themselves safe
until we next meet. This may focus on maintaining recovery for some groups or
have a more general focus on ways to live happier lives that help cope with the
challenges of recovery a little better.
Therefore, safety plans could range from harm reduction techniques and drug
avoidance techniques to managing leisure time and avoiding boredom.
Each person will have different aims. Give everyone a copy of the Safe Plan
(Appendix 5) and ask them to write at least one way in which they will work at
staying safe until the next RecoverMe session.
A brief sharing of their commitment is useful at this point, as it can help other
group members to come up with ideas for themselves. Note that it is not always
necessary to go around the whole group.

8. Feedback Sheet
Each participant is asked to complete a Feedback Sheet, an evaluation of the
session, before leaving the group (See Appendix 6). It will take no more than 2
minutes.
They do not have to sign this sheet.
It can be helpful to explain to the group that this sheet is useful for you as the
facilitator in getting a sense of things that worked and didnt work during todays
session; and to invite them to be as honest as they can.

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Hand-out 1.1
Overview of sessions
Module 1: Introduction to the programme
Setting up structure and group rules; what is expected of you as a group
member; go over the modules and brief introduction into the basic ideas of
RecoverMe.
Module 2: The Role of Automatic Thoughts
The aim of module 2 is to identify automatic thoughts that are common in
recovery. The exercises will explore the effect that thoughts have on
addiction/recovery and look at ways to challenge them.
Module 3: As Simple as ABC
The aim of module 3, is help participants identify, how personal beliefs about
events in life can influence our emotions and behaviours. The exercises will
give participants awareness of the links between Thoughts, Emotions and
Behaviours
Module 4: I disagree
The aim of module 4 is to build on the learning from Module 3. The exercises
will help participants to understand how they can respond differently to their
immediate beliefs; and even if they do respond negatively to their beliefs
(resulting in negative behaviour), how such behaviour can be stopped and
more helpful behaviour can be initiated.

Module 5: Being more than Fine

Building on Module 4, where we identified the link between thoughts and
emotions, the aim of module 5 is to help increase participants awareness
about emotions. This module also helps to identify false beliefs people may
have about emotions, times when people feel certain emotions. It also looks at
how we know when we feel certain emotions.
Module 6: More than words
The aim of module 6 is to build on the work from module 5. The exercises
help participants increase their emotional vocabulary; understand how
different emotions have different levels of intensity and to become aware of
the process of emotion that may lead to a trigger situation.
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Module 7: Keeping the Wheels in Motion

The aim of module 7 is to help participants to look at emotional stuck points
and how they may possibly change their current state or learn new techniques
to cope differently. The exercises help participants create plans that they can
use when they notice emotions that may cause them difficulties.
Module 8: Embracing Success
The aim of Module 8 is to build awareness around success in recovery and
how it can sometimes be difficult to deal with. The exercises help to identify
successs already achieved in life and in recovery, while also acknowledging
the role of fear.
Module 9: Facing FEAR
The aim of module 9 is to put a new action plan in place regarding recovery.
Building on the work of session 8, the exercises help participants to set shortterm, medium-term and long-term goals. They also help participants to
develop a vision of what the next year may look like, acknowledging the
success and also being aware of the problems that they may face.
Module 10: Becoming my own Lighthouse
The aim to module 10 is to help participants identify skills already learnt in
RecoverMe, that may help them deal with lapses and relapses. The exercises
help to identify high risk situations and looks at where does relapse really
begin.
Module 11: The Middle Way
The aim of module 11 is to bring awareness to the need for flexibility in
recovery. A word often used in recovery is Balance, finding a balance; in
recovery, emotions, thoughts, behaviours, expectations and family. The
exercises help to identify areas of life that can have some wiggle room. It
also understands there are areas in the individuals recovery where being
flexible is not an option or they may have or feel restriction in certain areas.

Module 12: Course reflection and Certs

Course ends with a reflection of what was learnt over the course plus an
evaluation of the programme and a graduation ceremony.

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Handout 1.2

Commitment Contract
I agree to attend this course and to complete work assigned to me.

I agree to inform all of the people from other agencies that I am currently working
with (especially my Case Manager) that I am doing this course, so that they can
support me, if such support is necessary.

I agree that if I do not want to complete the course I will let the Facilitator know and I
will be welcome to re-engage in any future course assessments.

Signed: _______________________ Participant

Signed: _______________________ Course Facilitator

Date:

_______________________

A copy should be kept by the participant and facilitator

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Handout 1.3:
Emotional Diary Example
Day and
Time

Tue
04/04/20**

Trigger
Was there an
event/situation or
thought that made
me want to drink/use/
or behave
negatively?

Car tried to cut me off

on the road.

10am
Wed
05/04/20**

Friend told stories

about me put me
down

5pm

Thurs
06/04/20**
7.30pm

Sitting at home
doing nothing
Bored

Immediate
Thought
What where the first
thoughts that
accompanied the
trigger?

Emotion
What was
the emotion
I felt?

Body
Sensation
Where do I feel
the emotion in
the body?

Behaviour

Emotion

What did I do? Did

I respond
positively or react
negatively to the
trigger or thought?

What emotion
was I feeling
afterwards?

Consequences
What were the
consequences of your
actions both good and
bad?

How dare they cut me

off? Who do they
think they are?

Angry

Stomach tight,
chest heavy,
heart beating
faster

Slowed down, let it

go as best I could

Irritated,
annoyed

Was not thinking about

it was able to sleep

Shes a Bitch, I told her

in confidence, thought
she was my friend,
everyone will be
talking about me, I
will get her back

Hurt

Knot in my
stomach,
wanted to cry

Went for a drink

Felt calmer at
first then got
angry

Drank all evening, have

not spoken to my friend
since or anyone about it,
still feel angry

Could do with getting

something to fill the
time

Restless like
anxiety

Butterflies in
stomach, joints
felt tense

Went for a walk

rang a friend and
had a chat

Tired and
happier in
myself

Filled in the evening

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Handout 1.4
All about the Emotions Diary

There is no right or wrong; the emotions diary is about trying to identify

emotions felt during the day. These are your experiences.
See how possible it is to be aware of your emotions and to record them as
best you can.
You will find you will get better at this with practice.

Let go of the ideas of success, failure and doing it really well.

This is not a competition. We are not trying to identify everything and we
do not need to be able to put a name on every emotion we feel.

Sometimes during recovery, emotions can seem to be overwhelming. It

can even feel that the emotion will never change. By keeping a record of
our feelings, we will begin to see that emotions do pass. We might even
begin to see patterns in our emotions so that we are better placed to help
them to move on!

By recording emotions that come before/during and after triggers, we

begin to become more aware of the emotions that we may have difficulty
dealing with.

We will also become aware of emotions we are ok with.

Being able to identify emotions helps build confidence and self-esteem. It

is very empowering to be able to describe your emotional state, both to
ourselves and to others.

Keeping an emotions diary helps us to identify skills that we already have

and use; sometimes we werent aware we had them.

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Handout 1.5: Basic Emotions

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Hand-out 1.6

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Handout 1.7

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Handout 1.8

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Handout 1.9
One Interpretation of Walking down the Street

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Worksheet 1.1: Current Drug/Alcohol Use Sheet

Initials:
Write down your current drug or alcohol use as honestly as you can remember. If a particular
drug does not apply to you just leave the boxes blank. The first two lines are examples to get
you started. Also fill in changes in the recent past

Example
TYPE OF DRUG
Alcohol

Tablets Sleepers

HOW OFTEN?

2 times a week
(Friday &
Saturday
Night)
Every day

HOW MANY/MUCH?

About 5 cans a day

COST PER
WEEK

20

4 a day

How many/much

Cocaine
Alcohol
Methadone
Prescribed:
Un-prescribed:
Heroin
Tablets
Type:
Type:
Type:
Crack Cocaine
Hash
Head shop drugs
Other

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Reduced from
drinking
everyday
Reduced down
to 4 a day
from 10

Type of Drug
How Often?

RECENT
CHANGES

Cost per week

Recent
Changes

Worksheet 1.2: Other New Activities

Initials:
Recovery can often be blocked by the introduction of new, harmful activities. Often people who are
trying to achieve recovery cross over from one addiction to another, engaging in an activity that may
seem less harmful. Write down as honestly as you can any new activities that are relevant to you. If a
particular behaviour does not apply leave it blank.
ACTIVITY
Internet usage:
Type: Facebook

How often?

COST

Impact on self

7 hours per-day

Topping up by
10 every
second day

Not attending support groups

No communication with
friends/partner

ACTIVITY
Internet Usage:

How often?

COST

Impact on self

Social media sites

Type:
Type:
Type:

On-line Gambling
Pornographic sites
Food
Increase in food:
Decrease in food:
Shopping
Sexual Activity

Gambling
Type:
Type:
Type:
Increased Alcohol
consumption
Substance misuse
Other

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Notes:

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Module 2
The Role of Automatic Thoughts

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Module 2: The Role of Automatic Thoughts

AIM

Automatic thoughts are concerned current with situations, and are usually
short-term fleeting thoughts or images. The aim of this module is to identify
such thoughts, and explore the impact of that thinking on addiction/recovery
and to challenge them.
The aim is not to teach people to think as society would like them to, but for
people to identify patterns of automatic thoughts and to look at alternative
options to help them make decisions that they want.

MATERIALS NEEDED
Flip chart paper & marker
Participants folders and pens
Sufficient copies of Handouts 2.1 & 2.2
Ample copies of the emotions diary for participants (Appendix 2)
Sufficient copies of Worksheets 2.1 & 2.2
Sign in sheet (Appendix 1)
Copies of the Feedback sheet (Appendix 6)
Module 2: The Role of Automatic Thoughts
1. Grounding Exercise I
1.3 Guided grounding exercise
1.4 Sign-in sheet
2. Check-in
2.1 Introduction to todays session
2.2 Check-in Exercise (including review of last sessions safe plan)
2.3 Group Rules typed versions given back to group and reviewed
2.4 Commitment contract given back to each participant
3. Review of Emotions Diary (and drug/alcohol diaries)
3.1 Review Emotions Diary (and drug/alcohol diaries)
3.2 Any other homework
3.3 Emotions Board
4. Making the Link between Thoughts, Feelings and Actions
4.1 Opposite Emotions
4.2 Automatic Thoughts
4.3 Challenging Automatic Thoughts and Automatic Negative Thoughts
5. Review and preparation for next Session
5.1 Planning Homework: Emotions Diary
6. Grounding Exercise II
7. Safe Plan
8. Feedback Form
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1. Grounding Exercise I and Sign-in sheet:

1.1 Grounding Exercise
Grounding and meditation exercises can be found in Appendix 4. It is
important that if you are going to lead a meditation to read over them first, so
you will feel more comfortable. The purpose of meditation is to bring peoples
focus into the room and to let go (as best they can) of what is going on
outside of the group.
These exercises are by no means exclusive to the programme; if you have
other ones that you prefer to use, feel free to use them. The purpose is that
the group members are given time and space to ground themselves.
1.2 Sign-in sheet
Send around the sign-in sheet (See Appendix 1).

2. Check-in
2.1 Introduction to todays session
Give a brief overview of what the focus of todays session will be about
2.2 Check-in Exercise and review of Safe Plan
It is important to get everybody to say something at the beginning of the
group, so that individuals are not sitting through the entire session without
having spoken. Therefore a simple question that is asked to each group
member will work best at this time. Specific feedback should be asked for in
relation to the safe plan that was written at the end of the last session. Some
people will choose not to answer questions but as long as they are asked and
verbalise their desire not to answer, the purpose of the exercise has been
achieved. It also alerts facilitators to the mood of the group and individual
members.
For example:

Can you tell us one positive thing that has happened for you this week?
How did your safe plan turn out? Tell us one thing that worked well in
keeping you safe.
Was there one thing that you planned on doing since we last met and
succeeded in completing?

2.2 Group Rules

Distribute the typed versions of group rules to the group; a flip-chart version is
also helpful and can be displayed during all sessions.
A brief discussion on the group rules helps to confirm a commitment to them.
2.3 Commitment contract
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Distribute the originals of the commitment contract back to the appropriate

participant, having first photocopied them and stored them in the proper files.
This is a contractual confirmation of each persons commitment to the group
and should be respectfully treated as such by the facilitator.

3. Review of Emotions Diaries (and drug/alcohol diaries), any other

Homework and Emotions Board
3.1 Review of Emotions Diary
Ask participants to reflect on their emotions diaries. We have found that the
following guiding questions are useful to prompt discussion.

Have they noticed any pattern to their emotions?

Which emotion was most prominent throughout the week?
Which emotion surprised you this week?

If any group member is comfortable enough to share their insight, this should
be encouraged by the facilitator as it may help others who are having difficulty
identifying emotions. Working even briefly with those who have completed the
work can reinforce their efforts and also reduce some of the blocks others
may be experiencing; it will also increase peoples motivation to complete the
work. Encourage each member to continue with their emotions diary
throughout the duration of the programme.
You should expect that people will have difficulty in completing emotions
diaries for the first few sessions. This will ease as participants begin to
understand and recognise emotions better as RecoverMe unfolds.
It is important to mention that while participants are encouraged to share
insights, such sharing must be fitting to the group. Therefore, facilitators are
encouraged to ensure that participants share appropriately and that if they
need to explore insights more deeply that they do so with the facilitator or their
key worker/counsellor in another space.
We have found that if group members are frightened by in-depth sharing too
early in the process, they are more likely to be anxious about the work. Good
pacing when unearthing emotions is essential.
3.2 Any Other Homework
There is no other homework to review from Module 1
3.3 Emotions Board
Ask the group members if there are new words they would like to put up onto
the emotions board. As any new emotions emerge within the group, they
should be added to the board.

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4. Making the Link between Thoughts, Feelings and Actions

4.1 Opposite Emotions: Worksheet 2.1
A goal that runs through the RecoverMe programme is to help participants to
increase their emotional vocabulary and their understanding of what such
emotions are/mean. It is therefore important to set the tone very early in the
group to help participants to feel as comfortable as possible when discussing
emotions.
As this is the first week that the group will have come back with their emotions
diaries, a lot of questions may come up. Participants may be both unsure of
what is expected and uncertain as to what words were suitable for the
different situations. Some may have filled in the diary, several may not.
The following exercise is designed as a brief introduction to help participants
become aware of how to use emotional vocabulary in everyday settings and
help relieve fears that may arise with this work. This exercise will help
participants to notice that emotions are a part of everyday life and do not
always have to be associated with difficulty.
Give each participant a copy of Worksheet 2.1. Choose an example from the
worksheet and write it on the board/flipchart.
Ask people if they agree with what is written on the board and from their Basic
Emotions Handout 1.5 and the Group Emotions Board what other words
may be used to describe the sentence. Write up on the board all words that
the group generate.
It is important to highlight that the same event can have different meanings for
different people and that there are many different ways to explain the same
event.
Ask the group to complete each statement. Please note that there are no
right or wrong answers in this exercise but where participants write down
unusual pairings (e.g. happy and sleepy) you will need to explore the
meanings of the words or the specific setting the participant has in mind. This
will help you to clarify the emotion being named and explore other names for
that emotion.
When they have them filled in, ask the group to read out two of their
completed sentences. Highlight any differences in how the event can be
described by different participants. This is important as not everyone feels the
same about events. Affirm variants in interpretations; it is important that we
dont accidentally communicate that events have a correct way to be
understood.
Therefore, if everyones answer is the same then you may need to offer a
different response. This will highlight that not all people describe everything in
the same way.
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Affirm everyone for their effort and ask for feedback on what they have
learned from the exercise: Relieve fears or doubts!
4.2. Automatic Thoughts:
Distribute handout 2.1 to the group; the handout contains Automatic Negative
Thoughts and thoughts associated with addiction. You will need to explain
the following:
Automatic thoughts are brief thoughts or images that come to mind suddenly;
they are the first step to processing and understanding an event. Although
they are brief, they can have major influence on an individuals emotions and
behaviours.
They may be related to positive rewards (immediate results) in engaging in
addictive behaviour and ignore or discount potential negative consequences.
This belief has been reinforced through repeated addictive behaviours.
They often arise when a person comes across a high risk situation. The
persons automatic thought is that their addiction will help them cope better or
avoid what they perceive to be difficult emotional states or conflict.
They are a learnt belief, which in turn means they can be unlearnt.

Automatic thoughts also take the form of Automatic Negative Thoughts

(ANTS). These can be negative thoughts aimed towards a particular event
and/or people in your life and/or at yourself.

They can be associated with the inner critic we all have in our minds. ANTS
multiply and get louder and if we let them. They can become a huge block to
confidence and recovery. If you can imagine having a picnic and one ant runs
across the table, that probably would not bother you too much; but if you have
forty ants running across your picnic then it is a major problem.

ANTS have the same impact on our minds and can have a huge impact on
our thinking. If left unchallenged they can become your reality and influence
your emotional development. They serve as a negative messenger, if I keep
telling myself I am worthless I will feel worthless

They normally come into the mind as a statement of fact and occur in the
here and now. They can happen so quickly we are not even aware of them.

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Distribute Handout 2.2

This handout is a Decision Making Diagram and is taken from the Reduce the
Use 2 programme. Here we are focusing on the Automatic Thoughts
segment and how these influence behaviour.
Draw out the diagram on your whiteboard/flipchart:
On the handout, the situation described is that the individual meets a drug
using friend. Using handout 2.1 as reference:

Ask the group to identify some more thoughts (from the handout) they
could associate with this situation which could lead to substance use or
unhelpful behaviour.

Ask them if they can identify any other thoughts (not on the sheet) that
could lead to difficulty. If any new thoughts emerge, ask the group to
record them on the sheet, as they can be used in the next exercise.

The facilitator might now suggest other situations where these thoughts
could also occur:
o Sitting at home alone
o A difficult day in work and/or recovery group
o Being late for an appointment
o An argument
o Things going well in Recovery

It is always helpful to apply learning to the groups current lived experiences.

4.3 Challenging Automatic Thoughts and ANTS Exercise :

Distribute Worksheet 2.2. Ask them to read through the list of automatic
thoughts and to identify with any of the thoughts on the list. Explain and
discuss that these thoughts are normal and with a bit of work and awareness
they can be changed.
Then ask each individual to scale each statement from 0 to 10 where 0 =
completely untrue 10 = completely true for them.
After completing the sheet, ask participants to choose one of the statements
that they feel they might be able to let go of. We have found in our
experience that if you pick a statement in the middle, meaning marked 4-6, it
is easier for participants to do the exercise.
Participants may not believe that some of these statements can be
challenged. They may have believed them for a very long time. As a facilitator
it is important to support the individual and ask them to choose a statement
they are willing to challenge which is not too difficult for them.
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When they have chosen one statement, ask them to transfer it to Worksheet
2.3. You are now inviting them to explore the evidence for and evidence
against this statement.
Useful Prompt Questions:

Whats the evidence for and against my thought?

Am I focusing on the negatives and ignoring other information?
Am I jumping to conclusions without looking at all the facts?
Is this thought helpful?
Am I being realistic?
Is this an example of one of the common Automatic Thoughts?
If the individual is having trouble finding evidence on the against side,
invite them to look for exceptions: has there ever been a time when this
thought could not be 100% true?

When they have completed the worksheet, ask them to firstly read out the
initial statement and then the new statement.
Reflection on the exercise:
Ask the group how they felt after challenging the thought.
Is the new statement believable?
Do they feel like they could challenge another one of their thoughts?
Could this be applied to other areas of their life?
Thoughts are not facts: Handout 2.3
It is amazing to observe how much power we give unknowingly to uninvited
thoughts: Do this, say that, remember, plan, obsess, judge. They have the
potential to drive us quite crazy and they often do! Joseph Goldstein
The purpose of this handout is to help participants gain more insight into
thoughts and how they can have a major influence on our behaviour. We
often give too much attention to our thoughts; they often block or undermine
the efforts we are putting in.The problem with them is that we do not have that
much control over when they pop up in our minds. If we practice awareness,
we will learn that all thoughts are mental events of the mind, and we can
choose what we want to do with them. (Segal et al 2013)
This handout is to be read aloud with group

5. Review and preparation for next Session

5.1 Review of Session
Invite the group to settle back after all the learning from todays group.
It is important that you invite all members of the group to speak during this
exercise.
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Guide Questions:
How are you as we come to the end of todays session?
What is staying with you that is important to you?
Is there anything that you didnt like? Are there any questions that you
didnt get to ask?
When the group have finished, it is important to remind them about their
homework for the week. In Module 2, this involves only the completion of the
emotions diary (and drug/alcohol diaries where appropriate).
Invite participants to use their supports in completing their diaries: key
workers, family members and friends or whomever else they may have
identified.
6. Grounding Exercise II
This exercise is designed to help signal to the group that the session is ending and
assists them in making the transition back into their everyday life. It also:

Helps to connects them with the here and now before leaving
Gives space for them to reflect on their safety plan for the time until the next
session
Offers people the chance to affirm themselves for the work that theyve done
during this session

Examples of grounding exercises with full instructions can be found in Appendix 4.

Recordings of grounding exercises are available from the SAOL website should you
prefer to play the exercise rather than lead it yourself.
7. Safe Plan
Explain to group members that each module will end with the participants taking a
few moments to reflect on how they will commit to keeping themselves safe until we
next meet. This may focus on maintaining recovery for some groups or have a more
general focus on ways to live happier lives that help cope with the challenges of
recovery a little better. Therefore, safety plans could range from harm reduction
techniques and drug avoidance techniques to managing leisure time and avoiding
boredom.
Each person will have different aims. Give everyone a copy of the Safe Plan
(Appendix 5) and ask them to write at least one way in which they will work at
staying safe until the next session. A brief sharing of their commitment is useful at
this point, as it can help other group members to come up with ideas for themselves.
Note that it is not always necessary to go around the whole group.
8.
Feedback Form
Each participant is asked to complete a Feedback Sheet, an evaluation of the
session, before leaving the group (See Appendix 6). It will take no more than 2
minutes. They do not have to sign this sheet.

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Handout 2.1

Automatic Thoughts and Automatic negative thoughts

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Handout 2.2 Decision Making Diagram RTU2

Trigger Situation

Automatic Thought
Using is fun, not using is boring.

Meeting drug using friends..

Learned response, positive reward

Craving to Use
Drug

Consequences
End up using for the day and
getting back into old behaviour.
Fail to give clean urine which in
turn leads to trouble with the
courts and probation services.

Permissive Beliefs giving

yourself permission to use

Drug Use

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I have been bored out of my mind

for weeks; Im going to have one
smoke, it will cheer me up

Handout 2.3

Thoughts Are Not Facts

It is amazing to observe how much power we give unknowingly to uninvited
thoughts: Do this, say that, remember, plan, obsess, judge. They have the
potential to drive us quite crazy, and they often do!
Joseph Goldstein

Automatic Negative Thoughts and Addictive Related Thoughts can have a very
powerful effect on how we feel and what we do.

It is important to be aware of our thoughts such as negative and addiction

related, so that we dont give up on our efforts to change.

We cannot control what thoughts come into our mind, but we do have control
over whether we believe them.

We can begin to bring awareness to our thoughts, we can begin to challenge

those thoughts that cause us most difficulty and learn to tolerate other ones.

We can begin to see thoughts as mental events not always based on facts
(EVEN THE ONE THAT IS NOW TELLING YOU THAT THIS IS NOT TRUE)

Nothing is 100% true and nothing is 100% false

When we become more aware of our habitual, automatic, unhelpful thinking

patterns, we can begin to change our relationship with them and lessen the
effects they have on us.

Thoughts are normal but we can tend to pay too much attention and give them
too much power.

Thoughts are often associated to events that are outside of us and that we have
no control over.

Adapted from:
Mindfulness Based Cognitive Therapy for Depression by Segal et al (2013)
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Worksheet 2.1: Opposite Emotions

Name____________________
Example: I feel safe when I am around positive people, and not frightened.
1. I feel ____________ when I am alone, and not ______________.

2. In the morning time when I leave my house I feel ____________ and not
_____________.

3. When I visit my friends during the day I feel _____________ and not
_______________.
4. When its night time I feel ____________ and not ____________________.

5. When I get stressed I feel __________ and not _____________ about my

recovery.

6. I feel _________ about planning my recovery and not __________.

7. When

talking

about

my addiction

feel

_____________

and

not

_______________.

8. I feel _________ and not ____________ in my relationship with my partner.

9. Talking to doctors about making the right decision about my recovery I feel
_________ and not ___________.

10. At night, when I am going to sleep I feel _________ and not ___________.

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Automatic Thought

Everything has to change.

I feel so helpless.
Im so weak

I fit in better when I am using.

I don't deserve recovery.

I feel like everyone and everything is against me

I need something to help me relax.

Its just not worth it.

I get things done when I am using and have more ideas

There must be something wrong with me
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10

Automatic Thought

Using is fun, not using is boring

My addiction is in control and is stronger than I am

I cant do this
My lifes not going the way I want it to

My addiction is my fault

My addiction is not a problem

My addiction is the only way I can cope with my painful

emotions.
I have no future

Nothing feels good anymore

Other:
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10

Worksheet 2.3
The following exercise is designed to get you challenging your Automatic Thoughts rather than just letting it dictate how you feel
about yourself and/or your current situation. Start by writing down the automatic Thought you telling yourself:

Consider the evidence to support this message

What supports this statement?
What truths are in this statement?

Consider any evidence that goes against this message

Are there any other ways I could view this statement?
What do I know can go against this statement?

Finally consider whether or not the original message needs to change

Taking into account both the for and against, write down a more balanced message

Automatic Negative Thought or

Evidence for this statement

Evidence against this statement

Alternative message

Addictive Thinking

_________________________ _________________________ _________________________ ______________________________

_________________________ _________________________ _________________________ ______________________________
_________________________ _________________________ _________________________ ______________________________
_________________________ _________________________ _________________________ ______________________________

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Module 3
As Simple as ABC

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Module 3: As Simple as ABC

Aims:
The aim of module 3 is to help participants identify, how personal beliefs about
events in life can influence our emotions and behaviours. The exercises will give
participants awareness of the links between Thoughts, Emotions and Behaviours
Materials Needed
Flip chart paper & marker
Participants folders and pens
Sufficient copies of Handouts 3.1
Ample copies of the emotions diary for participants (Appendix 2)
Sufficient copies of Worksheets 3.1 & 3.2
Sign in sheet (Appendix 1)
Copies of the Feedback sheet (Appendix 6)
1.

Grounding Exercise I
1.5 Grounding exercise
1.6 Sign-in sheet
2. Check-in
2.1 Introduction to todays session
2.2 Check-in and review of Safe Plan
3. Review of Emotions Diary (and drug/alcohol diaries), any other homework
and emotions board
3.1 Ask participants to share emotions diaries
3.2 Any other homework
3.3 Emotions Board
3.4 Other New activities
4. As Simple as ABC
4.1 Understanding the influence of a Personal Belief
4.2 The ABC of Thinking
4.3 Applying Daves story to our own lives
5. Review and preparation for next Session
5.2 Planning Homework: Emotions Diary
6. Grounding Exercise II
7. Safety Plan
8. Feedback Form

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Note to Facilitator:
The work in this module is based on the ABC model (Beck, A, 1979) which helps
identify our limited thinking patterns; and takes its lead from Reduce the Use 2,
Module 3 The Role of Thoughts and Beliefs.
Unhelpful thinking is thought patterns that have the potential to cause negative
emotions and behaviours. They are learned, habitual styles of thinking that often
arise when faced with difficult/stressful situations.
The ABC Model:
Activating event: what is the activating event? What happened? What did I do? What
did others do?
Beliefs: what do I believe about the Activating event? What thoughts do I have about
the event?
(N.B. Personal beliefs are expressed through ANTS (the work explored in Session 2)
so it is helpful to explain to the group that changes to personal beliefs lead to
changes in ANTS)
Consequences: What emotions am I feeling? How did I behave as a result of A & B?
The ABC model also introduces two new ideas that will be introduced in Module 4

Disputing the belief: Identifying the Unhelpful Thinking style being used by the
individual and involves two deeper ideas:
1. Naming the thinking style: black & White Thinking, Minimising,
Catastrophizing (the distorted thinking associated with the response)
2. Rational Response (using everyday logic, what might a different response to
the activating event?)

Effect: which is a positive message or commitment that I can make to myself after
having been through the above process; it is also one which I am able to create a
different perspective on the original event.

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1. Grounding Exercise 1 and sign-in sheet:

1.1 Grounding exercise
Grounding and meditation exercises can be found in Appendix 4. It is
important that if you are going to lead a meditation to read over them first and
feel comfortable leading meditations. The purpose of meditation is to bring
peoples focus into the room and to let go (as best they can) of what is going
on outside of the group.
These exercises are by no means exclusive to the programme; if you have
other ones that you prefer to use, feel free to use them. The purpose is that
the group members are given time and space to ground themselves.
1.2 Sign-in sheet
Send around the sign-in sheet (See Appendix 1).

2. Check-in
2.1 Introduction to todays session
Give a brief overview of what the focus of todays session will be about
2.2 Check-in Exercise and review of Safe Plan
It is important to get everybody to say something at the beginning of the group
so that individuals are not sitting through the session without having spoken.
Key questions that you may find useful are:
For example:

Can you tell us one positive thing that has happened for you this week?
How did your safe plan turn out? Tell us one thing that worked well in
keeping you safe.
Was there one thing that you planned on doing since we last met and
succeeded in completing?

3. Review of Emotions Diary (and drug/alcohol diaries), any other homework

and emotions board
3.1 Review of Emotions Diary (and drug/alcohol diaries)
Ask participants to reflect on their emotional diaries. We have found that the
following guiding questions are useful to prompt discussion.

Have they noticed any pattern to their emotions?

Which emotion was most prominent throughout the week?
Which emotion surprised you this week?

If any group member is comfortable enough to share their insight, this should
be encouraged by the facilitator.
You should expect that people will still have difficulty in completing emotions
diaries but that this is beginning to ease for some.
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3.2 Any other Homework

Module 2 did not have any other home work
3.3 Emotions Board
Ask group members are there any other words that they would like to put up
onto the emotions board. As new emotions emerge during the session they
are to be recorded on the board.
4. As Simple as ABC
4.1 Understanding the influence of a Personal Belief
To be discussed with the group and laid out on the
Whiteboard/Flipchart

The above example shows two different ways of viewing the same event.
Emotions and behaviours do not happen in isolation; both have other
influences. It is often the case that an outside event/trigger seems to cause
the emotion and resulting behaviour. This is not so.
It is the personal belief, arising from the event that will determine what the
subsequent behaviour or outcome:
EVENT + PERSONAL BELIEF = CONSEQUENCE
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Sometimes we can change the trigger and it is a good idea to do so (Reduce

the Use 2, Recognise, Avoid and Cope) but it is not always possible to do so.
For example, I cant change the weather. It is, always possible to look at my
beliefs and examine the possibility of changing them.
As a facilitator it is important throughout this module to help participants
become aware of their beliefs and then to encourage them to look at the
possibility of changing them.
One important element is to explore how helpful these beliefs are when trying
to achieve recovery. Changing beliefs is not easy and as the facilitator you
can help people by highlighting the difference between becoming aware of
my beliefs and changing them.
It is helpful to help participants understand that these beliefs have been
around for a long time; some are conditioned beliefs relating to addiction (e.g.
I cant take this anymore; I need to engage in addictive behaviour or
anticipating positive outcomes from addictive behaviour) and some are core
beliefs (I am not important; I am easily forgotten; Im not worth it).
4.2 The ABC of Thinking
A= Activating Event
The event that seemed to set off the mood I find myself in now
B= Personal Beliefs
My beliefs about A
C= Outcome
What emotions and behaviours occurred as a result of B?
Distribute Handout 3.1 and get the group to read over it, and then have it
read out to the group.
Ask the group if Daves story is realistic:
Can they identify any thoughts that he might be having?
Can they identify any emotions that might be present?
Record information on the Whiteboard/Flipchart
Distribute Worksheet 3.1
Ask the group to read through the three possible personal beliefs and ask
are they realistic.
Then ask to identify the different emotions attached to each belief (or the
different emotions attached to each personal belief they impose on the story).
If they do identify any other emotions ask them to right them on their sheet.
Ask the group to scale the intensity of the emotion 0-10 (0 would not feel that
emotion to 10 the intensity of emotion is very strong).

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Ask the group to identify any behaviour that Dave may end up engaging as
result of these thoughts and emotions.
Take two of the interpretations gained from examining Daves story, and
break them down into the component parts as shown in the table below: One
where his interpretation might lead to drug use and the last one where he is
confident of himself.
Work your way through the interpretation with the group, naming the event,
belief and consequences.
This should help to highlight that the interpretation of an events can lead to
many different (often negative) results and if left unchecked can lead to a
downward spiral.
The above exercise is important to help participants identify the power
thinking can have in their own lives and recovery.

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Table: Facilitators guide: this is to be laid out on the whiteboard/flipchart to help the group.

A
Activating
EVENT
Briefly describe the
event leading to the
unpleasant emotions

Friend using at a
party

Friend using at a
party

BELIEF

CONSEQUENCES
Emotional response

Write the automatic thoughts

and belief about the
situation

I cant believe this, I

told her to support me,
she set me up, she
does not care and I
should have known that
I do not have a chance
of staying clean

I cant believe this, but I

can handle it. I have
done Reduce the Use
and remember the
steps. I need to ring
someone to get me out
of this. I will speak to
her tomorrow

Specify and rate the emotion

Anger-10
Fear-7

C
Consequences
Behaviours

Dave believes his initial thoughts and feels

overwhelmed by the emotions that have
come up for him.
He ends up taking drugs that night

Disappointment-8
Loneliness-7

Anger-6
Fear-4

Dave rings a another friend, who advices

him to leave, to ring him again when he
gets in and then again in the morning, he
heads home that evening

Disappointment-8
Loneliness-3
Trust-6

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The following morning he still feels angry

about the situation, he makes the follow up
call and they meet up for coffee

4.3 Applying Daves story to our own lives

Worksheet 3.2 has a number of different Activating events. The worksheet is
laid out the same as the last exercise, but this time we are asking individuals
from personal experience to identify Unhelpful Thoughts and beliefs that may
have arisen about each event, that in turn lead to difficult emotions and
unhelpful behaviour.
Exercise
Ask the group to recall from previous experiences, how their own belief about
an event may have led into difficulty or if they have not had a previous
experience can they identify thoughts that may lead to difficulty.

Ask each participant to identify what thoughts had about the activating
event.
These can include ANTs and addiction related beliefs that have been
identified in Module 2 and are similar style to the thoughts that caused
Dave difficulty.
In the event of someone in the group not identifying with one or more of
the events ask them, if they could think of any thoughts about the event
that could lead to difficulty.
The group are then asked to identify the different emotions attached to
their belief about the event, they can also put down other emotions that
they feel would describe how they felt more clearly.
Ask the group to scale the intensity of the emotion 0-10
(0= would not feel that emotion, 10= the intensity of emotion is very
strong).

Ask the group to identify any behaviour they may have engaged in as a result
of the thoughts and emotions.
Ask two or three group members to feedback to the group. One situation that
they feel comfortable talking about and outline the following.
o The activating event
o The thoughts/belief
o The consequences emotional/behavioural.
Discussion:
Can they see how these beliefs/interpretations can influence not only their
emotions but also their behaviour?
Acknowledge and affirm everyone for doing this piece of work and explain that
in session 4 we will be looking at exercise that will help to develop skills to
work with these beliefs when they arise.
It is very important that Worksheet 3.2 is kept for the next module; the
facilitator may collect and keep them for safety.
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5. Review and preparation for next session:

Each participant to be given ample copies of Appendix 2 for the week.
Encourage them to continue with the emotions diaries and remind them to use
Handout 1.5 as a point of reference.

6.Grounding exercise
This exercise is designed to help signal to the group that the session is ending
and assists them in making the transition back into their everyday life. It also:

Helps to connects them with the here and now before leaving
Gives space for them to reflect on their safety plan for the time until the
next session and
Offers people the chance to affirm themselves for the work that theyve
done during this session

Examples of grounding exercises with full instructions can be found in

Appendix 4, recordings of grounding exercises are available from the SAOL
website should you prefer to play the exercise rather than lead it yourself.

7. Safety Plan
Explain to group members that each module will end with the participants taking
a few moments to reflect on how they will commit to keeping themselves safe
until we next meet. This may focus on maintaining recovery for some groups or
have a more general focus on ways to live happier lives that help cope with the
challenges of recovery a little better.
Therefore, safety plans could range from harm reduction techniques and drug
avoidance techniques to managing leisure time and avoiding boredom.
Each person will have different aims. Give everyone a copy of the Safe Plan
(Appendix 5) and ask them to write at least one way in which they will work at
staying safe until the next RecoverMe session.
A brief sharing of their commitment is useful at this point, as it can help other
group members to come up with ideas for themselves. Note that it is not always
necessary to go around the whole group.
8.

Feedback Form

Each participant is asked to complete a Feedback Sheet, an evaluation of the

session, before leaving the group (See Appendix 6). It will take no more than 2
minutes. They do not have to sign this sheet.

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Worksheet 3.1
The following table has three possible personal beliefs and you can guide the group
in identifying the emotions that might be associated with them. There should be lots
of answers (and all are correct) and positive associated feelings to negative
interpretations regularly occur:

Examples of Interpretations

1. I cant believe this, I told

her to support me, she set
me up, she does not care
and I should have known
that I do not have a chance
staying clean

2. Once an addict always

an addict, dont think I will
get through this night
without something

3. I cant believe this, but I

can handle it. I have done
Reduce the Use and
remember the steps. I need
to ring someone to get me
out of this. I will speak to
her tomorrow

Some Associated emotions

(The group will name more)

Angry

Scared

Sad

Disappointed

Anxious

Trust

Optimistic

Bitter

Angry

Scared

Sad

Disappointed

Anxious

Trust

Optimistic

Bitter

Angry

Scared

Sad

Disappointed

Anxious

Trust

Optimistic

Bitter

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Behaviour

Worksheet 3.2
A

Activating EVENT
Joined a recovery
group and was
welcomed openly

BELIEF

CONSEQUENCES
Emotional response
Angry
Composed
Sad
Disappointed
Anxious
Optimistic
Trust
Bitter

Job Interview
a) Getting the
Job

Angry
Sad
Anxious
Trust

Composed
Disappointed
Optimistic
Bitter

b) Not Getting
the job

Angry
Sad
Anxious
Trust

Composed
Disappointed
Optimistic
Bitter

Row with a family

Member

Angry
Sad
Anxious
Trust

Composed
Disappointed
Optimistic
Bitter

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Consequences
Behaviours

Activating EVENT

BELIEF

Friend not saying

Hello

Bad marks in an
exam/test/essay

Bad nights sleep

CONSEQUENCES
Emotional response

Consequences
Behaviours

Angry

Composed

Sad

Disappointed

Anxious

Optimistic

Trust

Bitter

Angry

Composed

Sad

Disappointed

Anxious

Optimistic

Trust

Bitter

Angry

Composed

Sad

Disappointed

Anxious

Optimistic

Trust

Bitter

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Handout 3.1 Daves Story

Dave has wanted to give up mixing coke and alcohol for a while and has
been trying to stop, on and off it for a few months now.
He had also started to take some sleeping tablets that a friend had
introduced him to because he hadnt been sleeping well.
However, its now been a week since he last used coke or tablets and he
is feeling really good about himself; he is even beginning to make some
plans for the future.
He hasnt had a drink in the past week either and if you ask him, he will
say there is no way he wants to go back using coke and alcohol together
again and that he feels proud of himself.
He even feels he has been sleeping a bit better these past few days.
Dave decides to go down to his local pub where there is a party on for a
friend of his. Dave is aware that there will be drink and drugs in the pub,
but has asked a friend to support him.
Dave has a few drinks and he starts to feel a bit tired. He then notices
that the friend he had asked to support him is taking coke.

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Module 4
I Disagree

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Module 4: I disagree
AIM
The aim of module 4 is to build on the learning from Module 3. The exercises will
help participants to understand how they can respond differently to their immediate
beliefs; and even if they do respond negatively to their beliefs (resulting in negative
behaviour), how such behaviour can be stopped and more helpful behaviour can be
initiated.
Materials Needed
Flip chart paper & marker
Participants folders and pens
Sufficient copies of Handouts 4.1 & 4.2
Ample copies of the emotions diary for participants (Appendix 2)
Sufficient copies of Worksheets 4.1 & 4.2
Sign in sheet (Appendix 1)
Copies of the Feedback sheet (Appendix 6)
1. Grounding Exercise I
1.1Grounding exercise
1.2 Sign-in sheet
2. Check-in
2.1 Introduction to todays session
2.2 Check-in and review of Safe Plan
3. Review of Emotions Diary (and drug/alcohol diaries), any other homework and
emotions board
3.1 Ask participants to share emotions diaries
3.2 Any other homework
3.3 Emotions Board
4. I disagree
4.1 Daves story Continued
4.2 Unhelpful Thinking patterns
4.3 Applying Unhelpful Thinking Patterns to the ABCDE Diagram
4.4 Applying Daves story to our own lives
5. Review and preparation for next Session
5.1Planning Homework: Emotions Diary
6. Grounding Exercise II
7. Safety Plan
8. Feedback Form

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Note to facilitator:
This exercise introduces the next two parts of the ABC model D and E (see
Worksheet 4.2)
The A = Activating event or trigger leads to B = Beliefs which in turn results in C =
Consequences (which in recovery can be a slip or relapse). We now want to
introduce 2 new parts of the model, D and E:
D= Disputing. This is the point where we begin to question or dispute the thought
process that arose at B. The reaction to the trigger (A) resulted in a set of beliefs (B)
and we now want to dispute those beliefs. The intention is to either stop the beliefs
moving on to (C) or to move the person out of (C) quicker than would normally
happen.
(D) Is the point at which we ask, Is you thinking a little limited there? Are your
interpretations and/or beliefs a tad restricted? Are you missing some information or
are you reading the situation in a limited way, a way that is restricting you and
leading you to unhelpful behaviours?

Unhelpful Thinking: when our interpretations and beliefs about events

becomes so narrow as to lead to unhelpful behaviour

By exploring our beliefs, we can uncover the limits to our thinking and see how these
restricted thoughts are unhelpful to us. The process of doing this and taking back
control of the activating event (A) will lead to E= Effect.

(E) Is the effect of bringing awareness to our thoughts and the resulting feelings.
Disputing our beliefs and uncovering new ways of interpreting events can lead to a
positive response; suddenly, we are not trapped in one way of thinking about an
event and new ways ahead become visible; self-efficacy can rise and new
possibilities give energy and hope.
In Session 3, Daves interpretations of events led to three different outcomes. In this
Session, we are going to look at Daves story again but this time examining his
Unhelpful thinking patterns and the possibilities (and positives) of new
interpretations.

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1. Grounding Exercise 1 and sign-in sheet:

1.1 Grounding exercise
Grounding and meditation exercises can be found in Appendix 4. It is important
that if you are going to lead a meditation to read over them first and feel
comfortable leading meditations. The purpose of meditation is to bring peoples
focus into the room and to let go (as best they can) of what is going on outside of
the group.
These exercises are by no means exclusive to the programme; if you have other
ones that you prefer to use, feel free to use them. The purpose is that the group
members are given time and space to ground themselves.
1.2 Sign-in sheet
Send around the sign-in sheet (See Appendix 1).
2. Check-in
2.1 Introduction to todays session
Give a brief overview of what the focus of todays session will be about
2.2 Check-in Exercise and review of Safe Plan
It is important to get everybody to say something at the beginning of the group so
that individuals are not sitting through the session without having spoken. Key
questions that you may find useful are:

Can you tell us one positive thing that has happened for you this week?
How did your safe plan turn out? Tell us one thing that worked well in
keeping you safe.
Was there one thing that you planned on doing since we last met and
succeeded in completing?

3. Review of Emotions Diary (and drug/alcohol diaries), any other homework

and emotions board
3.1 Review of Emotions Diary (and drug/alcohol diaries)
Ask participants to reflect on their emotional diaries. We have found that the
following guiding questions are useful to prompt discussion.
o Have they noticed any pattern to their emotions?
o Which emotion was most prominent throughout the week?
o Which emotion surprised you this week?
If any group member is comfortable enough to share their insight, this should
be encouraged by the facilitator.

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You should expect that people will still have difficulty in completing emotions
diaries but that this is beginning to ease for some.
3.1 Any other Homework
Module 3 did not have any other home work
3.2 Emotions Board
Ask group members are there any other words that they would like to put up
onto the emotions board. As new emotions emerge during the session they
are to be recorded on the board.
4. I disagree
4.1 Daves Story Continued:
Distribute Worksheet 4.1
This worksheet has an outline of one interpretation that Dave had about his
situation. In the light of this interpretation, invite the group to help Dave in
identifying patterns of thought that led to his unhelpful behaviour.
On the worksheet you will notice two broken arrows. The first arrow connects
(B) to (D). It is asking Dave to notice his immediate thoughts arising from the
activating event (A), but instead of going straight to (C) and resultant unhelpful
behaviour, to dispute these immediate thoughts (D) instead. At (D), Dave is
asked to consider other interpretations of what has happened and, hopefully,
identify a different interpretation than first emerged, and thereby, behave
differently and gain different consequences.
The second broken arrow goes from (C) to (D). This is to acknowledge that
even if someone responds negatively, they can still re-interpret their beliefs
(B) by moving to (D) which will hopefully lead to new, more positive behaviour
(E).
It is worth exploring with the group the consequences (C) on Dave of his
unhelpful behaviour. Referred to by Marlatt et al as Abstinence violation
effect, this is the disappointment you feel when you fail to stick with a plan
you had set in place for yourself.
Such an effect causes a lot negative beliefs and these can lead to further
unhelpful behaviours and, indeed, full blown relapse. Hence, it is important for
the group to recognise how serious such thinking can be to your recovery, but
also the power in learning skills related to broadening your interpretations.

4.2 Unhelpful Thinking Patterns:

Distribute Handout 4.1 and participants to read through them. Then ask for
volunteers from the group to read each one out loud.
It is important to read and then explain each one to the group. Then ask the
group to apply these unhelpful thinking patterns to Daves story. For example,
is Dave guilty of too much black and white thinking? Is he catastrophising or
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even fortune-telling? Help the group to work out their interpretations. There
is no right answer here as all new interpretations will have value.
Record all feedback on Whiteboard/flipchart and keep displayed along with
feedback from the next exercise (Section 4.3)
While the group are exploring Daves story it is very important to highlight that
(B) may happen without Daves permission; that is, he does not have full
control of such immediate beliefs. But if he can begin to identify what thoughts
are arising and redirects his beliefs (B) to dispute and debate (D), he will
have more control over (C) and the ultimate outcome.

4.3 Applying Unhelpful Thinking Patterns to the ABCDE Diagram:

Distribute Handout 4.2
When the group have identified which pattern they think best describes
Daves unhelpful thinking, we will turn our attention to helping Dave to
dispute such thoughts.
Ask the group to approach Handout 4.2 and to examine the initial responses
and then create a new response for Dave that may help him deal with this
situation a little more clearly. It is useful to emphasise being kind when
assessing Daves initial responses. Participants can be very harsh critics
when assessing their own behaviours; by offering kindness and
compassionate responses to Dave, we can model more helpful responses to
ourselves when we slip in our thinking.
Ask the group to offer more thought-through responses that might be helpful
to Dave.
Record all feedback on whiteboard/flipchart
Following this, ask the group to complete Worksheet 4.1
Dispute Daves unhelpful thinking (D) by

Naming the unhelpful thinking style he is using

Offering a new interpretation without dismissing Daves original thought.
Original thoughts hold great information even if ultimately they are
unhelpful);
Explore how he may feel and behave after identifying his unhelpful
thinking patterns (E).

It is important that you help the group to acknowledge any negative feelings or
thoughts that Dave may have but also that you emphasise the relief and
energy gained as he takes back control from the original trigger.
4.4 Applying Daves story to our own lives:
Worksheet 3.2 (from Module 3) will help the group to apply this process to
their own lives.
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Distribute to each participant their completed copy of Worksheet 3.2 and a

copy of Worksheet 4.2
Returning to the Worksheet 3.2, the group are reminded about
interpretations/beliefs regarding situations in their own life that they have
identified as leading them to experiencing difficulties.
Now they are asked, individually, to apply (D) and (E) to these experiences by
completing Worksheet 4.2. Ask them to choose one of the scenarios from
their sheet, copying across the (A), (B) and (C) boxes from Worksheet 3.2.
Then ask them can they identify which unhelpful thinking pattern they may
have been using when faced with that situation (see Hand-out 4.2 for help);
and to then identify a more thought-through response to this situation.
Again, encourage kindness as this is not an exercise in self-judgement.
Remind the group that (B) is a strong response because it usually has had a
long time to develop and introducing (D) can feel like folding your arms the
other way around very awkward!
Remind them also that it can be very empowering to realise that these beliefs
are belonging to unhelpful thinking (often emphasised during my addiction)
and are not actually based on truth or fact.
Finally for this exercise, ask participants to consider how they would feel and
behave after identifying their thought pattern (E); you might need to help them
to name both the awkward and the beneficial feelings that will come from such
discovery. It will possibly also be helpful to ask them which thinking they
would prefer.
Group Discussion:
After participants have completed their own piece of work, bring them back
together. You may like to use some of the following questions as you get a
group discussion underway:

How may this be helpful to recovery?

When faced with difficult situations, does your thought process
sometimes become unhelpful?
Can you see the direct links between your thoughts, emotions and
behaviours?
Can you see that we cannot control the initial thought process but we
can begin to identify them and choose a different response to them?
Do you agree that these thoughts and beliefs may have been around
for a long time and it may take some time for them to change?
Even if in (C) we behave in a way that is unhelpful, do you now think
that if we can identify thoughts and behaviours, dispute them and then
we then respond differently, that the outcome does not have to be the
same as it always seems to be?
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If you cant change everything that happens to you in life, is it possible

that can you change how you experience events?
With practice can we become aware of our thinking and our thinking
patterns that lead us into difficulty?

As a summary sheet to this session, Handout 4.3, Breaking the Chain of

Unhelpful Thoughts is a helpful way to close this discussion. It summarises
that the movement from (A)-(B)-(C)-(D)-(E), highlighting the positive role of
awareness building, acknowledging that although this is something that takes
time to learn; as an affirmation, you can underline that change will not be as
long as you think.

5. Review and preparation for next Session

5.1 Review of Session
Invite the group to settle back after all the learning from todays group.
It is important that you invite all members of the group to speak during this
exercise.
Guide Questions:
How are you as we come to the end of todays session?
What is staying with you as important to you?
Is there anything that you didnt like? Are there any questions that you
didnt get to ask?
When the group have finished, it is important to remind them about their
homework for the week. In Module 4, this involves only the completion of the
emotions diary (and drug/alcohol diaries where appropriate).
Remind participants that they can use their supports in completing their
diaries: key-workers, family members and friends or whomever else they may
have identified.

6. Grounding Exercise II
This exercise is designed to help signal to the group that the session is ending and
assists them in making the transition back into their everyday life. It also:

Helps to connects them with the here and now before leaving
Gives space for them to reflect on their safety plan for the time until the
next session and
Offers people the chance to affirm themselves for the work that theyve
done during this session

Examples of grounding exercises with full instructions can be found in Appendix 4.

Recordings of grounding exercises are available from the SAOL website should you
prefer to play the exercise rather than lead it yourself.

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7. Safe Plan
Each person will have different aims for their safe plan. Nonetheless, do not be
reticent about checking for relapse prevention ideas form the group.
Give everyone a copy of the Safe Plan (Appendix 5) and ask them to write at least
one way in which they will work at staying safe until the next session. A brief sharing
of their commitment is useful at this point, as it can help other group members to
come up with ideas for themselves. Note that it is not always necessary to go
around the whole group.

8. Feedback Form
Each participant is asked to complete a Feedback Sheet, an evaluation of the
session, before leaving the group (See Appendix 6). It will take no more than 2
minutes.
They do not have to sign this sheet.

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Worksheet 4.1

A: Activating Event

B: Belief

People, places, things

What thoughts/beliefs
first came to mind?

Friend using Coke

at a party

I cant believe this, I told her to

support me, she set me up, and
does not care and I should
have known; theres not a
chance of me staying clean
now

E: Effect

C: Consequences
Emotional/Behavioural
What emotions did I notice, how did
I behave? Did I react?

Anger-8, Fear -7
Disappointment-6, Isolation-6
Dave believes his initial thoughts and ends up taking drugs
that night

D: Disputing and identifying the

Personal Belief

Unhelpful thinking pattern

and rational thinking

Positive impact of making a

different decision

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Worksheet 4.2

C: Consequences
Emotional/Behavioural

A: Activating Event

B: Belief
What thoughts/beliefs
first came to mind?

People, places, things

What emotions did I notice, how did

I behave? Did I react?

D: Disputing and identifying the

Personal Belief

E: Effect

Unhelpful thinking pattern and rational thinking

Positive impact of making a different decision

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Handout 4.1: Unhelpful Thinking Styles

Black and
White Thinking

"I have to do things perfectly, because anything less than

perfect is a failure."
Known as the Granddaddy of all distortions.
Things are black and white, good or bad.
You have to be perfect or a failure.
There is no middle ground and no room for mistakes.
If it does not turn out the way I expected then I am a failure.
I am either good or bad - no in-between and no room for
negotiation.
Also known as All-or-Nothing Thinking

Disqualifying
the Positives/
Filtering

"Life feels like one disappointment after another."

Negative SelfLabelling

"I feel like a failure. I'm flawed. If people knew the real me,
they wouldn't like me."

You focus only on the negative details, ignoring all the positive aspects
of a situation.
Focus only on what is wrong and disqualifying our legitimate
achievements and good qualities.

You assume that everything people say or do is some kind of a

reaction to you. You compare yourself to others, trying to find out
who is better in every aspect of life.
Catastrophising If something is going to happen, it'll probably be the worst case
scenario."
This is where we consider absolutely the worst outcome imaginable
and become convinced of not only the possibility but the probability of it
happening.

Fortune telling

Mind Reading

Most of us find it hard to say what will happen tomorrow, let alone the
rest of our lives. Yet we have a great ability to predict the future in
negative terms and believe we know the outcome of everything that
happens in our own future.

"I can tell people don't like me because of the way they
behave."
Without their saying so, you know what people are feeling and
why they act the way they do. You believe you know how people
think and feel about you.
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People should be fair. If I'm nice to them, they should be nice

back."
You have a list of iron-clad rules about how you or other people should
act. When people break the rules this angers you; and you feel guilty
when you break the rules.

Should
Statements

Excessive Need "I can only be happy if people like me. If someone is upset, it's
probably my fault."
for Approval

Disqualifying
the Present

"I'll relax later. But first I have to rush to finish this."

Low frustration
tolerance

This is often missed. It is the thought and belief that I cant stand it;
I shouldnt feel this way, when in fact that, although it is unpleasant,
we are quite able to stand it.

Pessimism

Life is a struggle. I dont think we are meant to be happy. I dont

trust people who are happy. If something good happens in my life,
I usually have to pay for it with something bad.

Black and white thinking is the most common type of negative thinking,
and is the main cause of many problems including anxiety, depression,
and addiction.
Black and white thinking leads to anxiety because you think that any
mistake is a failure which may expose you to criticism or judgment.
Therefore you dont give yourself permission to relax and let your guard
down.
Black and white thinking can lead to depression because when you
think you have to be perfect; you feel trapped by your own unrealistic
standards.
Feeling trapped is one of the known causes of depression.
Black and white thinking can lead to addiction because anxiety or
depression

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Handout 4.2: When You Become Aware of Negative

Thoughts or Unhelpful Thinking Styles
(Adapted in part from Depression by Melanie Fennell, 1989)

When you become aware of negative thoughts and images in your mind, hold them
in awareness, with an attitude of gentleness and curiosity, perhaps expanding
awareness to include one or more of the following possibilities:
Perhaps this is confusing a thought with a fact?
Perhaps this is jumping to conclusion?
Perhaps this is black-and-white thinking?
Perhaps this is negative self-labelling and I am condemning myself over one
thing?
Perhaps this is concentrating on my weaknesses and forgetting my strengths,
filtering?
Perhaps this is self-blame, for something that isnt my fault?
Perhaps this is self-judgement?
Perhaps these are unrealistically high standards?
Perhaps this is mind-reading or fortune telling?
Perhaps this is expecting perfection?
Perhaps this is overestimating disaster?

The guidance for this section is to approach your thoughts with an attitude of gentle
interest and curiosity

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Handout 4.3: Breaking the Chain of Unhelpful

Thoughts
Automatic Negative Thoughts and personal beliefs which repeat and repeat often
drive negative emotional states that can threaten our recovery.

(A) : Something happens that triggers thoughts and memories

(B): Unhelpful thinking, ANTs and personal beliefs
(C): You become hijacked by this flare up, instead of having an open focus your
thought process narrows, you are no longer focusing on your recovery and are
lost in this thought/emotional state. This is now influencing you negatively and is
impacting on your behaviour.
(D) By becoming aware of the thoughts and the flare-up in the second link (B), we
realise that we have choices. We can begin to identify the thoughts that occur
and begin to challenge them or just let them go.
(E) You notice it happening and you can begin to step out of the story that is
being created. In doing this, you are breaking the chain of reactivity to thoughts

Will this take long to learn?

Yes, but not as long as we think!
Whenever the flare up comes back accompanied by the thoughts and it probably will,
many times at first- we can keep bring awareness to the thought process, allowing
us to step back and make good choices.
The next time you find the flare up happening in (B), you can remind yourself of
automatic thoughts and personal beliefs.
With practice we can bring kindness to (B) and also if we end up in a difficult (C), this
in turn will change the outcome.

From thoughts come actions. From actions come all sorts of consequences. In
which thoughts will we invest? Our great task is to see them clearly, so that we can
choose which ones to act on and which simply to let be. Joseph Goldstein

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Notes:

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Module 5
Being More Than Fine

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Module 5: Being more than FINE

AIM
Building on Module 4, where we identified the link between thoughts and emotions,
the aim of this module is to help increase participants awareness about emotions.
This module also helps to identify false beliefs people may have about emotions. It
also looks at how we know when we feel certain emotions.

MATERIALS NEEDED
Flip chart paper & marker
Participants folders and pens
Copies of Handout 5.1 & 4.2 for each participant
Ample copies of the emotions diary (Appendix 2)
Copies of Worksheets 5.1, 5.2, 5.3 & 1.4
Sign- in Sheet (Appendix 1)
Copies of the Feedback sheet (Appendix 6)
Module 5: Being more than fine
1. Grounding Exercise I
2.1 Guided grounding exercise
2.2 Sign-in sheet
2. Check-in
2.1 Introduction to todays session
2.2 Check-in Exercise (including review of last sessions safe plan)
2.3 Confidentiality
3. Review of Emotions Diary (and drug/alcohol diaries)
3.1 Review Emotions Diary (and drug/alcohol diaries)
3.2 Any other homework
3.3 Emotions Board
4. Being More than fine
4.1 Emotions Questionnaire
4.2 Defining Emotions
4.3 Connecting Emotions with everyday life
4.4 How do you know when youre..?
5. Review and preparation for next Session
5.1 Planning Homework: Emotions Diary
6. Grounding Exercise II
7. Safe Plan
8. Feedback Form
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Note to Facilitator:
Module 5 introduces a lot of material on emotions and may take some time to work
through. The quality of delivery is as important as the content within the module. It is
important to move at the pace of the group, if you sense that this may take longer,
this module can be delivered over 2 Sessions.

1. Grounding Exercise I and Sign-in sheet:

1.1 Grounding Exercise
Grounding and meditation exercises can be found in Appendix 4.
The purpose of meditation is to bring peoples focus into the room and to let
go (as best they can) of what is going on outside of the group.
These exercises are by no means exclusive to the programme; if you have
other ones that you prefer to use, feel free to use them. The purpose is that
the group members are given time and space to ground themselves.
1.2 Sign-in sheet
Send around the sign-in sheet (See Appendix 1).
2. Check-in
2.1 Introduction to todays session
Give a brief overview of what the focus of todays session will be about
2.2 Check-in Exercise and review of Safe Plan
It is important to get everybody to say something at the beginning of the group
so that individuals are not sitting through the session without having spoken.
Key questions that you may find useful are:
For example:

Can you tell us one positive thing that has happened for you this week?
How did your safe plan turn out? Tell us one thing that worked well in
keeping you safe.
Was there one thing that you planned on doing since we last met and
succeeded in completing?

2.3 Confidentiality
It is timely to re-check that the group is clear about the limits of confidentiality
within this group. Give space to this discussion and note that conversation
about other rules may also arise.

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3. Review of Emotions Diaries (and drug/alcohol diaries), any other

Homework and Emotions Board
3.1 Review of Emotions Diary
Ask participants to reflect on their emotions diaries. The following guiding
questions can be useful:

Have they noticed any pattern to their emotions?

Which emotion was most prominent throughout the week?
Which emotion surprised you this week?

It is useful to link any feedback to the exercises completed thus far; and to
affirm examples where new thinking ins emerging.
3.2 Any Other Homework
There is no other homework to review from Module 4
3.3 Emotions Board
Ask the group members if there are new words they would like to put up onto
the emotions board. As any new emotions emerge within the group, they
should be added to the board.
4. More than Fine
Recovery from active addiction involves a number of different elements, such as
change in lifestyle, change in friendships, change in routine, change in thinking
and changing the relationship developed with emotions.
People moving from active addiction towards recovery will develop different
ways of dealing with emotions, some helpful and others not so helpful: selfmedicating, pushing emotions down or looking for escape to help avoid or fix
their current emotional state. Some of the ways participants will have learnt to
deal with emotions will have come through primary social settings i.e. family,
school, peer groups. Over the course of their life and their addiction they may
have developed some false beliefs about emotions.

4.1 Emotions Questionnaire Worksheet 5.1 and Hand-out 5.1

Before we get into discussing emotions and their impact on people, we are
going to look at what beliefs participants have about emotions and maybe
help them to change their thinking about what affect emotion has on them.
Many will have learnt through primary social settings i.e. family, school, peer
groups and over the course of their life and their addiction, they may have
developed some beliefs about emotions that may not be true.
Distribute Worksheet 5.1 and ask each group member to scale each
statement: 0 being untrue to 10 being true
When they have finished, distribute Handout 5.1 and ask the participants to
read and mark which statements are relevant to them and then read the
truth.
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Some of these beliefs have been around for a long time and they may not be
ready to explore or change immediately. Safety can be found in picking a
statement in the middle (meaning those marked 4-6). It can then be easier for
participants to do the exercise.
Allow for a group discussion by asking each group member to choose one of
the statements and share with the group how this may be helpful. Allow for
feedback.
We are not looking to blame or find the source of these statements, but to find
more about how they may use this learning moving forward.

4.2 Defining emotions

Group exercise:
We are going to ask the group to put their own definition on the main
emotions that we feel. The group are to come up with their own definition of
what the different words mean to them. Work from the sense that there is no
right or wrong answer and assist the group in finding their meaning for
emotions.
Have the group to define Scared, Sad, Happy, Loved, Angry and Excited. The
purpose of this exercise is not to find a dictionary definition but to allow the
group to take ownership of each emotion. Using their own words will allow
them to take ownership of the words, personally relate to the word and fully
understand its meaning.
The definition should include Body sensations (Where do I feel it in the body?
How does the body respond?) and focus of attention (Does attention have a
narrow focus or open focus; does this emotion close me down or open me
up?)
As the facilitator you should write up all suggestions for each word and then
with the group, break it down to a smaller more usable definition.
This will be recorded, typed up and given back to each group member. They
can use it as a point of reference for future work.

4.3 Connecting Emotions with everyday life: Worksheet 5.2

The purpose of this exercise is to help connect emotions with everyday life
situations. We have already done a similar exercise in Session 2 opposite
emotions.
We are asking them to choose examples of times when they felt angry, sad,
happy, scared, excited and loved.
Participants do not need to choose examples when their emotions were
intense. For now, keep it simple. For example, they may have felt angry when
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they were in a very slow queue or they may have felt sad when they watched
a movie. They do not need to go into any great detail about the event, just a
general description of what brought on the emotion.
When each participant has filled each one, bring the group back together and
ask for feedback, again being supportive and keeping feedback brief. You
may ask them to choose one and explain it to the group. Participants may
want to share the same one, ask them to choose a different one as this helps
the group to acknowledge that everyone will have felt these at some stage.
4.4 How do you know when youre..?
This exercise is designed to help participants to develop their lexicon of
emotions.
Participants are asked to complete Worksheet 5.3 and we suggest that you
ask members to fill out one sheet for the six emotion: happy, sad, angry,
excited, scared and love. You will need at least 6 copies of this worksheet for
each participant.
Each feeling is to be accompanied by 2 physical, 2 behavioural and 2 external
reactions as proofs that you are feeling that emotion. This will assist the
participant to reflect on what happens when they are feeling a particular
emotion.
We are also asking the group to reflect on when they feel certain emotions,
and if their thought focus begins to narrow e.g. ANTs, addictive related
beliefs, Unhelpful thinking styles, fix or avoid, reactive thoughts or does their
focus stay opened e.g. acknowledging the emotion, not to wanting to fix or
avoid, not reactive, thinking of goals.
Again we are not looking for blame here or self-criticism, if it does arise it is
important to facilitate, that as we have learnt in the last 3 modules, these
thoughts are learnt responses to the emotion.
You should not be limited to these particular emotions if a participant has a
recurring/important emotion, then that can be included in the exercise.
An example of a completed worksheet is presented in Hand-out 5.2. this
is a good place to start before participants begin completing the sheets.
Discussion and Homework:
Leave space for the group to talk about what they wrote down in filling out
these sheets. It is unlikely that participants will complete all sheets. Invite
them to complete the worksheets as homework; even those who complete all
six worksheets can be invited to see if their initial answers remain the same
as they think about this between sessions.

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5. Review and preparation for next Session

5.1 Review of Session
Invite the group to settle back after all the learning from todays group.
It is important that you invite all members of the group to speak during this
exercise.
Guide Questions:
How are you as we come to the end of todays session?
What is staying with you as important to you?
Is there anything that you didnt like? Are there any questions that you
didnt get to ask?
When the group have finished, it is important to remind them about their homework
for the week. In Module 5, this involves only the completion of the emotions diary
(and drug/alcohol diaries where appropriate) and completion of Worksheets 5.3
Invite participants to use their supports in completing their diaries: key-workers,
family members and friends or whomever else they may have identified.

6. Grounding Exercise II
This exercise is designed to help signal to the group that the session is ending and
assists them in making the transition back into their everyday life. It also:

Helps to connects them with the here and now before leaving
Gives space for them to reflect on their safety plan for the time until the next
session and
Offers people the chance to affirm themselves for the work that theyve done
during this session

Examples of grounding exercises with full instructions can be found in Appendix 4.

Recordings of grounding exercises are available from the SAOL website should you
prefer to play the exercise rather than lead it yourself.

7.
Safe Plan
Give everyone a copy of the Safe Plan (Appendix 5) and ask them to write at least
one way in which they will work at staying safe until the next session.
A brief sharing of their commitment is useful at this point, as it can help other group
members to come up with ideas for themselves. Note that it is not always necessary
to go around the whole group.

8.
Feedback Form
Each participant is asked to complete a Feedback Sheet, an evaluation of the
session, before leaving the group (See Appendix 6). It will take no more than 2
minutes. They do not have to sign this sheet.
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Worksheet 5.1: Emotions Questionnaire

An important part of the work is to look firstly at how you relate to emotions, uncover
any false beliefs and then look towards change. Here are some false beliefs you
may have about emotions that may be relevant to you. Take a look at the list and
see if any of these may have influenced you. As before, scale each statement:
0 being untrue to 10 being true and put the number beside each statement.
I wont let myself be sad, as I will become depressed
If I tell others how I feel, they wont like me.
Other people will think I am weak if I let them know how I feel.
In order to feel this emotion, I will have to put my life on hold.
I am the only one who feels like this; there must be something wrong with me.
Getting angry means I am not a good person.
If I were strong and healthy I would not feel this way.
Feeling anxious is not a natural response; I must get rid of it.
A strong healthy person would not feel this way.
My emotions are wrong, other people do not feel the same as I do about certain
situations
I cannot tolerate pain, it will kill me.
Letting myself feel bad would mean falling to pieces
Children get carried away with emotions; I should be in control and know how to
express each one of them, at all times.
I should not feel nervous, this is a sign that I have low self-esteem
People will think I only focus on drama if I express or talk about my emotions.
If I feel these emotions, I will lose all self-control.
I should not express emotions like hurt, fear and anger, if I do they will only cause
more harm.
I am stupid for feeling this way. There must be something wrong with me.
Other____________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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Handout 5.1 A Different View

Handout (to be read in group)
1. Belief Statement: I wont let myself be sad, I will become depressed.
Truth: Feeling sad does not lead straight to depression. Depression is a severe
and prolonged state of mind in which normal sadness grows into a state of
hopelessness, listlessness, lack of motivation and fatigue.
2. Belief Statement: If I tell others how I feel, they wont like me. Other people
will think I am weak if I let them know how I feel.
Truth: Nothing is 100% true, although there may be slight truths in the above.
Depending on the person you are talking to; people will like you more if you tell
them how you feel, will view your willingness to say how you feel, as strength
and offer you support.
3. Belief Statement: In order to feel this emotion, I will have to put my life on
hold
Truth: You may have to put some time aside to help you process emotions, but
you do not have to put your life on hold. You actually prolong the emotion by not
letting yourself feel it; difficulties arise as the emotion leaks out.
4. Belief Statement: I am the only one who feels like this; there must be
something wrong with me. Getting angry means I am not a good person.
Truth: Emotions are healthy and natural. It is our attempt to stop feeling that is
unnatural and leads us to unhealthy and addictive behaviours.
5. Belief Statement: Feeling anxious is not a natural response; I must get rid
of it.
Truth: Your response is your response, getting rid of it will only heighten the
anxiety when you face the situation again.
6. Belief Statement: A good strong healthy person would not feel this way.
Truth: Every human being will experience the full range of emotions at some
time in their life. Dont compare, no one knows what is going on for someone
else.
7. Belief Statement: My emotions are wrong, other people do not feel the
same as I do about certain situations
Truth: Everybody reacts differently to situations, just because your emotional
reaction is different, does not make someone elses right and yours is wrong.
8. Belief Statement: I cannot tolerate feeling pain, it will kill me.
Truth: Feeling pain can be difficult and most people naturally pain, but
experience will have shown you that you wont die from emotions. Allowing
yourself to connect with the pain and express it, will help it pass.
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9. Belief Statement: Letting myself feel bad would mean falling to pieces.
Truth: Being human, means there may be times that you feel down; it does not
mean that your life will fall apart, or that you are wallowing in it.

10. Belief Statement: Children get carried away with emotions; I should be in
control and know how to express each one of them, at all times.
Truth: Emotions come and go; it is a very high expectation to put on yourself to
believe that you can be in control of every situation and emotion. Trying to
control your emotions can lead to unhealthy or addictive behaviours.
11. Belief Statement: I should not feel nervous, this is a sign that I have low
self-esteem
Truth: Having good self-esteem does not remove feeling nervous, it may help
you manage the nerves slightly better, but nerves are a natural and normal part
of being human.
12. Belief Statement: People will think I only focus on drama if I express or
talk about my emotions.
Truth: Having emotions and expressing emotions in a healthy way means you
are human.
13. Belief Statement: If I feel these emotions, I will lose all self-control.
Truth: Self-control is important but we cannot be in control of everything. Trying
to control your emotions can lead to unhealthy or addictive behaviours. This type
of thinking can lead to more difficulty.
14. Belief Statement: I should not express emotions like hurt, fear and anger, if
I do they will only cause more harm.
Truth: Anger, hurt and fear are normal human emotions. No one is immune from
them, and it is important that when they are expressed appropriately they are
neither destructive nor dangerous.
15. Belief Statement: I am stupid for feeling this way. There must be something
wrong with me.
Truth: How you feel is how you feel, you do not need to criticise yourself for
feeling a certain way.

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Worksheet 5.2: Connecting Emotions with life

situations:
Using this worksheet, identify times in your past when you felt each of these
emotions. Doing this will help you connect emotions with real life situations. You do
not need to choose examples when your emotions where intense. For now, keep it
simple, for example you may have felt angry when you were in a very slow queue or
you may have felt sad when you watched a movie.
A time I felt angry was:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
A time I felt sad was:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
A time I felt happy was:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
A time I felt scared was:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
A time I felt excited was:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
A time I felt loved was:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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Handout 5.2: How do I know when Im feeling ..?

Physical

Emotional

Social
Responses

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Worksheet 5.3: How do I know when Im feeling..?

Thoughts: open focus
or narrow focus

Name six pieces of

evidence that will
confirm that you are
feeling this emotion:
2 x physical
signs
2 x mood
signs
2 x reaction of
others signs

___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________
___________________
___________________
___________________
_

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Notes:

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Module 6
More Than Words

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Module 6: More than Words

The aim of module 6 is to build on the work from module 5. The exercises help
participants increase their emotional vocabulary; understand how different emotions
have different levels of intensity and to become aware of the process of emotion that
may lead to a trigger situation.
Materials Needed
Flip chart paper & marker
Participants folders and pens
Sufficient copies of Handout 6.1
Ample copies of the emotions diary for participants (Appendix 2)
Sufficient copies of Worksheets 6.1 & 6.2
Sign in sheet (Appendix 1)
Copies of the Feedback sheet (Appendix 6)
1. Grounding Exercise I
4.1 Grounding exercise
4.2 Sign-in sheet
2. Check-in
2.1 Introduction to todays session
8.2 Check-in and review of Safe Plan
3. Review of Emotions Diary (and drug/alcohol diaries), any other homework and
emotions board
3.1 Ask participants to share emotions diaries
3.2 Any other homework
3.3 Emotions Board
4. More than words
4.1 Reflection on Module 5
4.2 Describing the same event differently
4.2.1 Exercise 1: Intensity of Emotions
4.2.2 Exercise 2: Rating Intensity
4.2.3 Exercise 3: Performing Emotions for the Group
4.2.4 Exercise 4: Rating the Emotions
4.3 What emotions are triggers?
4.3.1 Exercise 1: What are Trigger Emotions?
4.3.2 Exercise 2: Levels of Intensity
4.3.3 Exercise 3: Getting to Know a Trigger emotion
5. Review and preparation for next Session
5.1 Planning Homework: Emotions Diary
6. Grounding Exercise II
7. Safety Plan
8. Feedback Form

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Module 6 introduces a lot of material around emotion and may take some time
to work through. The quality of delivery is as important as the content within
the module. It is important to move at the pace of the group, if you sense that
this may take longer, this module can be delivered over 2 sessions.

1. Grounding Exercise 1 and sign-in sheet:

1.1 Grounding exercise
Grounding and meditation exercises can be found in Appendix 4. It is
important that if you are going to lead a meditation to read over them first and
to help you feel more comfortable the leading exercise. The purpose of
meditation is to bring peoples focus into the room and to let go (as best they
can) of what is going on outside of the group.
These exercises are by no means exclusive to the programme; if you have
other ones that you prefer to use, feel free to use them. The purpose is that
the group members are given time and space to ground themselves.
1.2 Sign-in sheet
Send around the sign-in sheet (See Appendix 1).
2. Check-in
2.1 Introduction to todays session
Give a brief overview of what the focus of todays session will be about
2.2 Check-in Exercise and review of Safe Plan
It is important to get everybody to say something at the beginning of the group
so that individuals are not sitting through the session without having spoken.
Key questions that you may find useful are:
For example:

Can you tell us one positive thing that has happened for you this week?
How did your safe plan turn out? Tell us one thing that worked well in
keeping you safe.
Was there one thing that you planned on doing since we last met and
succeeded in completing?

3. Review of Emotions Diary (and drug/alcohol diaries), any other homework and
emotions board
3.1 Review of Emotions Diary (and drug/alcohol diaries)
Ask participants to reflect on their emotional diaries. We have found that the
following guiding questions are useful to prompt discussion.

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Have they noticed any pattern to their emotions?

Which emotion was most prominent throughout the week?
Which emotion surprised you this week?

If any group member is comfortable enough to share their insight, this should
be encouraged by the facilitator.
You should expect that people will still have difficulty in completing emotions
diaries but that this is beginning to ease for some.
3.1 Any other Homework
Last week the group where asked to fill in Worksheet 5.3, ask the group if
they have completed them as these are important for this module.
If some people do not have it completed, for whatever reason, allow time for
them to fill it in.

3.2 Emotions Board

Ask group members are there any other words that they would like to put up
onto the emotions board. As new emotions emerge during the session they
are to be recorded on the board.

4. More Than Words

4.1 Reflection on Module 5
As module 5 had a lot of information in it, participants may have been left with
questions about the work and how these topics are relevant to their recovery.
This exercise is going to give an opportunity for the group to discuss last
weeks module and give feedback on what they have learned.
Ask the groups to break up into pairs and spend 5 minutes discussing the
topics from Module 5:

False beliefs about emotions.

Defining emotions.
A time when you felt
How do I know when I feel..?

Ask each pairing for feedback on the topics and put comments on a flip
chart/whiteboard. Look for any themes in the feedback and give time for a
group discussion to let participants process the information.
It can be helpful to ask the group if they recognised any elements of the
learning during the week in their everyday life. Specifically, ask if they
recognise any emotions they were feeling during the week? How did they
know they were there? And how did they manage them?

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If they did not recognise any emotions or learning or if they ignored them, did
they notice any behaviours they engaged during the week that helped them to
do this avoiding or fixing whatever was going on for them? Noticing our not
engaging is awareness that they may have never had before.

4.2 Describing the Same Event Differently

Last week we asked the group to define:

Scared
Sad
Happy
Loved
Angry
Excited

Each participant is to be given a copy of these definitions, as this week we are

going to use them to help identify emotions that can act as triggers to
substance use or other unhelpful behaviours.
We will also use the group emotions board and Worksheet 6.1 to create lists
of words that describe emotions similar to the six named above. The emotions
board should list a range of words that can be used to deepen the description
of an emotion - or can be used to describe an event differently.
For example: If I describe my emotional reaction as angry every time
something happens to me and anger is a trigger for unhelpful behaviours,
then anger is a problematic emotion in my recovery.
However, if I discover that there are a range of words that describe being
angry and they are not all of the same intensity (and dont have the same
meaning as anger for me) then such feelings can be managed better. If the
only tool I have in my toolbox is a hammer, I will end up smashing everything.
Indeed, angry is often a process, where I feel lots of emotions before I get to
angry; but I may not have the words or awareness to describe that
development. Until today that is!
Maybe the next time I get angry, I might notice that I was annoyed or bored or
irritated before I got angry and if I can deal with those emotions, I might not
have to get angry as often (and therefore not put my recovery at immediate
risk). If I am not angry as often, I have reduced the number of trigger
situations caused by that emotion.
It is important to note that anger is an appropriate reaction is certain
situations and it is not the purpose of this exercise to be suggesting that anger
should be avoided. There are healthy times to be angry; this exercise is
noting the times when the anger is unhealthy for the individual and it is for
these moments that we are encouraging change.

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4.2.1 Exercise 1: Intensity of Emotions:

We have included a facilitators handout, Intensity of Emotion. This list
contains 125 different emotions, broken into 6 different sections developing
from the 6 emotions above. Each of these 6 key emotions has a variety of
words that can be used to describe that emotion; and these have been further
broken into categories with the aim of describing different levels of intensity.
For example, if I describe myself as being irritated, the intensity of the emotion
is not as strong as describing myself as furious.
We offer this list as a guide for facilitators, to support you in your work with the
group. We hope that the emotions board will lead to similar lists being created
and it is a much more powerful learning for groups to create their own list than
to be handed one.
Give each participant a copy of Worksheet 6.1. The group is now tasked with
coming up with as many other emotions that might appear in the section
related to one of the 6 key emotions.
To help get you started, the worksheet has one word as an example for each
section. The group might use the working definitions developed during
Module 5 to help guide them through this process.
Record the lists on your whiteboard/flipchart as the words emerge.
The groups Emotions Board can also act as a resource for this exercise.
Invite the group to go through the words on the board and decide under which
section on Worksheet 6.1 they should be placed. Remember, emotions can
be placed under more than one section, e.g. valued may be connected with
Happy, Excited and Loved. Fearful may be connected to Angry and Scared.

If there is doubt about the meaning of any of the words, ask the group to refer
back to the definitions they made in last weeks session. While these
definitions only describe the main 6, they will act as a sounding board for
working out the type of emotion that is being decided upon.
As you are putting each word on the whiteboard/flipchart, ask the group to put
the word in the appropriate column on the worksheet. The facilitators guide
sheet can be useful if one of the columns needs more words. It can also help
you to recall words that may be important for the group to consider but they
havent named it as yet.

4.2.2 Exercise 2: Rating Intensity

When the group has completed their list, ask them to rate each emotion in
terms of its intensity. Each emotion on the list will carry different levels of
strength.

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As facilitator you might give some examples to help with the discussion,
showing the difference in expressing the emotions at different intensities. It is
also worth noting that some people will already have these words in their
lexicon but may not be feeling their differences. Some will both know and feel
their differences, so as facilitator, it is helpful to present this exercise as
something that is being explored rather than new material being presented.

4.2.3 Exercise 3: Performing Emotions for the Group:

When giving examples to the group it is important to not only say the word but
to also use voice tone and body language.
Examples:
I am ANGRY because you are late- body tense, shoulders back, voice
louder
I am annoyed because you are late- body less tense, shoulders
relaxed, voice same level
I am scared about the news- Body tense and/or shaking, voice lowers
I am nervous about the news- Body less tense, butterflies in stomach,
voice same level
These are only examples and you will know the emotions that are more
important for your group. It is important participants understand that each will
experience emotions differently. So to one person Upset might feel very
strong but to another it may not.
Acting out the emotions can be done in a light-hearted way; the group can
guess what emotion you are trying to perform. When the group is relaxed
with the exercise, invite group members to perform some emotions. As
people express emotions differently, every performance can be explored as a
new learning, highlighting for the group the need to absorb the range of
expressions that people use to express the same emotion.

4.2.4 Exercise 4: Rating the Emotions

From the lists on Worksheet 6.1 we are now asking group participants to rate
each emotion in terms of intensity:
Beside each word they are to put:
o H
o M
o L

High Intensity
Medium Intensity
Low Intensity

This exercise is very personal and although there maybe similarities, each
person will have different experiences; this is not a competition and no one
can tell another person what way to feel. There are not right answers here;
there are just right answers for each individual.

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When they have completed this piece of work, generate a discussion around
the lists.
Guide questions include:
Were they aware that each emotion has so many different linked
emotions?
Is it challenging/ confusing to look at this list?
Do they recognise the different emotions in themselves?
Do they recognise the different levels of intensity of emotions? Are
these levels easier to see with different emotions?
4.2.5 Exercise 5: Changing Last Weeks Descriptions of
the Same Event
Then using the example from Module 5 (Connecting
emotions with life situations), ask the group members to
choose one word from each intensity box to re-describe
that same event.

Does the event sound any different using these

different words?
Does the level of intensity of the feeling increase or decrease
when using these different words?
Do these different words add or subtract from the truth of the
description of the event?
Do you use these words anyway? Had you ever noticed their
differences?

4.3 What Emotions are Triggers?

This section will also require the work completed
in Worksheet 5.3 (How do I know what I am
feeling?)
4.3.1Exercise: What emotions are triggers?
Ask the group to pick from the list the emotions
in
Worksheet 6.1 that they feel are triggers for
them - the emotions
diaries can be a resource in doing this and write them down on a page.
It is important to highlight that positive emotions can also be triggers - people
have been known to use or engage in unhealthy behaviours when feeling
good. In last weeks session participants should have filled in Worksheet 5.3.
(How do I know what I am feeling?) for six emotions. Ask the group if one of
the emotions from last weeks exercise is on their trigger list? In the event
that it is not, you will need to give space in the group so they can fill in
Worksheet 5.3 for the emotion.

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Before moving on to the next exercise, leave room for a brief discussion on
any insights gained during this piece for work. Note that a more detailed
discussion will follow the completion of the next exercise.
4.3.2 Exercise: Levels of Intensity
Give each participant a copy of Handout 6.2
Example:
Sad
High
Medium
Low

Miserable, Heart-broken
Alone, Let down
Moody, Disappointed

The above example takes the words that describe SAD but would be
considered to have different levels of intensity; some people may not agree
with this and this is ok. Remember that each individual will feel each emotion
differently and there is no right or wrong emotional intensity level.
Discuss the handout with the group:
Note that:

Each emotion on the sheet is a build-up to the trigger emotion.

Each emotion will have a different level of intensity.
Early warning signs are important as what may start off as
disappointment over a situation, may build up to a strong feeling of
sadness.

The example used shows all words connected to sad. Emotions do not
always have this straight path; sometimes what starts off as disappointment
may end up as anger. Indeed, what starts off as content may end up as angry
or sad if I am uncomfortable with being ok. While acknowledging that
emotions are neither right nor wrong, indicate that some emotions might act
as early warning signs for triggers.
4.3.3 Exercise: Getting to know a Trigger Emotion
We are now going to create a level of intensity for the trigger emotion. Give
each participant a copy of Worksheet 6.1
Ask each individual to create their own high, medium and low intensity chart
for the emotion that they have chosen as a trigger for them. Put the trigger
emotion at the top of the worksheet, and then start with emotions they
experience as having low levels of intensity and working up to their trigger
emotion.
They can pick emotions from the different lists created during the session; the
starting emotions do not have to be obviously related to the trigger emotion
e.g. if anger is a trigger, the first sign may be nervousness or if sad is a
trigger, the first sign may be insecure.

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Guide questions to help with this exercise:

o What emotion comes first?
o What is the build up?
It may be helpful to ask them about situations where this emotion has come
up for them; remember, this does not need to be the most difficult emotion in
their life and therefore the situations where the emotion emerges does not
have to be linked to trauma/past difficulties.
o How do I know I am feeling this emotion?
o What are the signs that tell me, I experiencing my trigger
emotion?
This exercise will help participants to recognise their own early warning
signals; the more they become aware of the early signals, the better
equipped they will be to intervene. The aim is help participants become aware
of the process involved in reaching a trigger situation.
When participants have completed this exercise, you should facilitate getting
feedback from everyone as to what they have learned about themselves and
specific trigger emotions.
Be aware that some participants may say that they go to the trigger emotion
straight away and there are no indicators along the way. This is an important
point and will need a facilitated discussion. People will at times be in
situations when they are right at the point where they feel the intensity of
strong emotions. We are not trying to avoid these emotions, as being human
means we will feel the full spectrum of emotions. However, this may not be
the situation all the time and there might be indicators that could signal to
them that they need to do something about their current situation.
Make sure to involve everyone. Be conscious that some people will want
some settling time before they are ready to discuss what they have learned
and so once they have indicated that they are sufficiently good enough,
move on to the next person.

5. Review and preparation for next Session

5.1 Review of Session
Invite the group to settle back after all the learning from todays group.
It is important that you invite all members of the group to speak during this
exercise.
Guide Questions:
o How are you as we come to the end of todays session?
o What is staying with you as important to you?
o Is there anything that you didnt like? Are there any questions that you
didnt get to ask?

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When the group have finished, it is important to remind them about their
homework for the week. In Module 6, this involves only the completion of the
emotions diary (and drug/alcohol diaries where appropriate).
Invite participants to use their supports in completing their diaries: key-workers,
family members and friends or whomever else they may have identified.

6. Grounding Exercise II
This exercise is designed to help signal to the group that the session is ending and
assists them in making the transition back into their everyday life. It also:

Helps to connects them with the here and now before leaving
Gives space for them to reflect on their safety plan for the time until the next
session and
Offers people the chance to affirm themselves for the work that theyve done
during this session

Examples of grounding exercises with full instructions can be found in Appendix 4.

Recordings of grounding exercises are available from the SAOL website should you
prefer to play the exercise rather than lead it yourself.

7. Safe Plan
Give everyone a copy of the Safe Plan (Appendix 5) and ask them to write at least
one way in which they will work at staying safe until the next session.
A brief sharing of their commitment is useful at this point, as it can help other group
members to come up with ideas for themselves. Note that it is not always necessary
to go around the whole group.

8. Feedback Form
Each participant is asked to complete a Feedback Sheet, an evaluation of the
session, before leaving the group (See Appendix 6). It will take no more than 2
minutes. They do not have to sign this sheet.

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Handout 6.1 Levels of intensity

Emotional trigger:
SAD

Emotion High intensity:

Miserable (H)

Heart-Broken (H)

Emotion medium intensity:

Alone (M)
Let Down (M)

Emotion low intensity:

Moody (L)
Disappointed (L)

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Worksheet 6.1 Intensity of Emotion

Scared

Angry

Sad

Happy

Excited

Loved

Nervous

Annoyed

Upset

Mellow

Over Joyed

Needed

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Worksheet 6.2 Levels of intensity

Emotional trigger:

_______________________________

Emotion high intensity:

_______________________________
_______________________________

Emotion medium intensity:

_______________________________
_______________________________

Emotion low intensity:

_______________________________
_______________________________

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Facilitators Guide: for guidance purposes only

Intensity of
emotion

High

Scared

Angry

Sad

Happy

Excited

Loved

Afraid

lonely

Furious

Depressed

Elated

Valued

Elated

Connected

Terrified

Guilty

Enraged

Agonised

Over joyed

Glad

Over joyed

Wanted

Horrified

Anxious

Outraged

Alone

Thrilled

Hopeful

Thrilled

Valued

Petrified

Boiling

Hurt

Ecstatic

Fired up

Ecstatic

Appreciated

Fearful

Irate

Dejected

Passionate

Fired up

Cherished

Panic

Seething

Hopeless

Passionate

Confident

Shocked

Betrayed

Miserable

Hopeful

Understood

Pissed off

Anxious

Glad
Valued

Medium

Apprehensive

Upset

Heart-Broken

Cheerful

Cheerful

Beloved

Frightened

Mad

Sombre

Gratified

Gratified

Valuable

Threatened

Defended

Lost

Good

Good

Acknowledged

Insecure

Frustrated

Distressed

Relieved

Relieved

Grateful

Uneasy

Agitated

Let down

Satisfied

Satisfied

Respected

Intimidated

Disgusted

Melancholy

Glowing

Glowing

Confused

Resentful

Helpless

Cautious

Worried

Annoyed

Unhappy

Glad

Glad

Regarded

Nervous

Timid

Uptight

Moody

Contented

Contented

Needed

Resistant

Blue

Pleasant

Pleasant

Admired

Irritated

Upset

Tender

Tender

Touchy

Disappointed

Pleased

Pleased

Mellow

Mellow

Unsure

Low

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Notes:

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Module 7
Keeping the Wheels in Motion

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Module 7: Keeping the Wheels in Motion

AIM
The aim of module 7 is to help participants to look at emotional stuck points and
how they may possibly change their current state or learn new techniques to cope
differently. The exercises help participants create plans that they can use when they
notice emotions that may cause them difficulties.
Materials Needed
Flip chart paper & marker
Participants folders and pens
Sufficient copies of Handouts 5.2, 7.1 & 7.2
Ample copies of the emotions diary for participants (Appendix 2)
Sufficient copies of Worksheet 7.1
Sign in sheet (Appendix 1)
Copies of the Feedback sheet (Appendix 6)

1. Grounding Exercise I
1.1 Grounding exercise
1.2 Sign-in sheet
2. Check-in
2.1 Introduction to todays session
2.2 Check-in and review of Safe Plan
3. Review of Emotions Diary (and drug/alcohol diaries), any other homework and
emotions board
3.1 Ask participants to share emotions diaries
3.2 Any other homework
3.3 Emotions Board
4. Keeping the Wheels in Motion
4.1Programme review
4.1.1Continue discussion
4.2 Creating a plan
4.2.1Group Exercise: Creating a plan
4.2.2 Individual Exercise: Creating a plan
4.3 How can I incorporate this plan into everyday living?
4.3.1 Group Feedback
4.3.2 Role Play
5 Review and preparation for next Session
5.1 Planning Homework: Emotions Diary
6 Grounding Exercise II
7 Safety Plan
8 Feedback Form

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Note to Facilitator:
During this module we will be making plans. This is a doing module, that invites
participants to create plans around their emotions.
It is likely to be strange for them to be thinking about making plans for coping with
trigger emotions; therefore, you can expect that there will be ambivalence and
sustain talk throughout the module.
It is therefore useful to be mindful of motivational interviewing techniques and the
wheel of change during this and Modules 8 and 9. For your assistance, we include
our version of the wheel of change (adapted from Prochaska and diClemente, 1984)
which might prove useful when you are drawing attention to such ambivalence and
sustain talk with your group:

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1. Grounding Exercise 1
1.1 Grounding exercise
Grounding and meditation exercises can be found in Appendix 4. It is
important that if you are going to lead a meditation to read over them first and
feel comfortable leading meditations. The purpose of meditation is to bring
peoples focus into the room and to let go (as best they can) of what is going
on outside of the group.
These exercises are by no means exclusive to the programme; if you have
other ones that you prefer to use, feel free to use them. The purpose is that
the group members are given time and space to ground themselves.
1.2 Sign-in sheet
Send around the sign-in sheet (See Appendix 1).
2. Check-in
2.1 Introduction to todays session
Give a brief overview of what the focus of todays session will be about
2.2 Check-in Exercise and review of Safe Plan
It is important to get everybody to say something at the beginning of the group
so that individuals are not sitting through the session without having spoken.
Key questions that you may find useful are:

Can you tell us one positive thing that has happened for you this week?
How did your safe plan turn out? Tell us one thing that worked well in
keeping you safe.
Was there one thing that you planned on doing since we last met and
succeeded in completing?

3. Review of Emotions Diary (and drug/alcohol diaries), any other homework

and emotions board
3.1 Review of Emotions Diary (and drug/alcohol diaries)
Ask participants to reflect on their emotional diaries. We have found that the
following guiding questions are useful to prompt discussion.

Have they noticed any pattern to their emotions?

Which emotion was most prominent throughout the week?
Which emotion surprised you this week?

If any group member is comfortable enough to share their insight, this should
be encouraged by the facilitator.
You should expect that people will be more comfortable with completing
emotions diaries but some may still be finding it hard. They may require some
extra support.
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3.1 Any other Homework

There was no specific homework from Module 6 but some people may have
continued working on some of the exercises from last week (e.g. getting to
know a trigger emotions and levels of intensity exercises) .
3.2 Emotions Board
Ask group members are there any other words that they would like to put up
onto the emotions board. As new emotions emerge during the session they
are to be recorded on the board.

4. Keeping the wheels in Motion

4.1 How is it going?
Over the last six modules, group members have been engaging in a number
of exercises. Each module has introduced new themes:

Automatic thoughts
Unhelpful Thinking Patterns
Beliefs about emotions
How do I know what I am feeling?
Trigger emotions

This is an opportunity to discuss with the group the work they have been
engaging with over the last number of weeks. It is important to highlight that
this is not a test but a conversation to help each other to understand some of
the themes a little more or fix any misunderstandings.
Allow time for this discussion. Some guide questions:
As individuals and as a group, what has been like to engage in this
work?
What are we learning through this process?
Do the exercises reflect everyday life? Where are we seeing the
signs? What if anything has changed? How do we know if things
have changed?
Is there anything that you feel could be explained a little more?
What does any of the group need that would help them engage a
little more in the process?
4.1.1 Continue discussion
Having awareness is very important but it is not always enough. Having a
plan in place will help each participant to be aware of early warning signs. It
will also give them options that will help them respond to each emotion as it
comes up.
The group have had a week to allow this work to settle and become
somewhat familiar to them. We are now going to open up a discussion on the
learning:
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What were your key thoughts over the week?

Did you notice, at any stage, the different levels of intensity for any of
the emotions?
Once awareness was there, how did you manage the emotion or
situation differently?
Is there anything they can do when they notice the early warning
signs?

Record all feedback on the flipchart/whiteboard and keep for later in the
session.
4.2 Creating a plan
Create a plan to help you cope when trigger
emotions arise.
Give each participant a copy of Handouts 5.2
and 7.1. The purpose of these handouts is to
help participants think about doing something
differently when they begin to notice certain
emotions; this something might be this pre-prepared plan.
Maintaining old behaviours is not necessary and even when the feel
overwhelmed, they have options.
4.2.1 Group Exercise: Creating a Plan
Before asking individuals to try this exercise, work through an example with
the whole group. Ask the group for one common emotion that they would all
like to work on.
On the flipchart/whiteboard lay out the same design as
Worksheet 7.1
The bottom part, Intensity of Emotion and ability to
cope should be filled in first.

Intensity of emotion: How strong, in my body, do I feel this

emotion?
Ability to cope: How confident am I in my ability to cope with
this emotion?
Ask the group to come up with coping strategies they can identify for the
emotion.
We are trying to generate:
Two physical responses
Two behavioural responses
Two social responses

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Thoughts that might be helpful

Handout 7.2: Coping strategy prompts. This sheet has a number of
suggestions that will help with this exercise and assists in encouraging the
group to identify helpful responses.
Allow for discussion in the group. Remember we are looking for two ideas but
write up all the coping responses that are generated from the group. As
facilitator you will need to classify them into the different categories (there
may be some cross-over).
Once the group have created a plan and are happy with it:
Go back to the Intensity of Emotion and Ability to Cope at the end of the
worksheet and ask the group if these figures have now changed. If they have,
what has shifted and what has helped to shift up or down either scale? Allow
time for the group to discuss the exercise.

4.2.2 Individual Exercise: Creating a Plan

The group have already completed a number of
worksheets on emotional triggers, particularly 5.3.
(which explored how we know when we are feeling
particular emotions) We are now going to ask the
group to create plans for two of their trigger emotions: one
in the class and one for homework.
Using Worksheet 7.1 ask the group to choose what emotions they would like
to work on. Ask them to follow the steps already outlined in the group
exercise. It is important to facilitate any questions at this point.
Important Note for Facilitator
Make sure that plans are realistic and achievable for the individual.
When making plans, individual safety is of prime importance.
Some of the coping strategies may be repeated throughout.
However, by asking them if they can come up with other coping
strategies, you can assist them to find newer ideas for coping.
When they are stuck and can only name the same coping strategy,
invite them to ground themselves for a moment and then to see if the
same strategy can be used every time. They may not, at this time, be
able to come up with a new coping strategy but naming the weakness
of having only one strategy in place may create enough dissonance for
a new strategy to emerge later.
Example:

Someone may put in remove myself from the situation but it may not be
appropriate to their living circumstances. If that is the case, what other coping
strategies can they use?
Once they have completed a full plan, ask them to come back together and
discuss their work. Invite the group to generate ideas for strategies for
anyone who couldnt come up with ideas for new coping strategies.
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Following the discussion, ask participants to revisit the level of intensity and
ability to cope for a second time. Now that the plan is in place:
Has either number shifted up or down the scale?
If it did what has changed, what has been helpful?

Some people may feel that nothing has changed. When this arises, explore
some of the following points/questions with the group:

What parts of the plan may change that could help you to move up half
a point or one point on the ability to cope scale?
Acknowledging the difficulty of completing this work, could some of the
wording change in the plan to make the plan more achievable?
The intensity of emotion may stay the same, does this mean ability to
cope stays the same? Remember, we are not trying to remove the
emotion but make plans that will help us to deal with it.
Reminding individuals that we do not always have control over the
initial reaction and thoughts (as these are often learnt responses), we
can however change the next piece and in doing so it gives us more
choices.
Ask if is ok for the group to give some feedback to help with the plan?
If an individual feels that they cannot put a plan in place that would
increase their ability to cope with a certain emotion, would they be
willing to work on a different emotion?

4.3 How can I incorporate this plan into everyday living?

As individuals and as a group they have just engaged in a lot of work, which needs
to be acknowledged and affirmed.
4.3.1 Group feedback
On the flipchart/whiteboard write up separate headings for:
Emotion

Helpful
Thoughts

Physical

Behavioural

Social Coping
Strategies

Ask group members if they are willing to share their plan? If they do, record
each emotion, coping strategy and helpful thoughts, and place it into its
appropriate category. Display all feedback and retain for later.
Try to generate as many coping strategies as possible from the group.
Type these up later as they are to be used as a handout for the next module.
4.3.2 Role Play
Ask if anybody in the group is willing to do a role play for the emotion they
have created a plan for?

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If no one volunteers to do one of their own, you will have to take the lead and
start the exercise, using the example from Handout 5.2. Create a scenario
where this emotion may emerge and ask two members of the group to
volunteer to help you with this.
There will be some planning in the beginning but each role play should take
no longer than two or three minutes, so that, depending on the willingness of
the group, it is possible to do quite a few role plays.
The role play is to include three people; the person who has volunteered
should be the director and will watch their plan being played out by two other
people. This should only occur if they feel comfortable; at any point, anyone
involved in the role play can call a halt and, as facilitator, you lead the group
on to the next role play or to the review of the session.
Those not playing characters will act as observers and give feedback.
Steps are as follows:
1. The director decides the emotion; they choose the scenario where this
emotion may emerge and who would be there and what might be said.
2. One person is playing the part of the person who wrote the plan and is
trying to implement it.
3. The other person plays the part of someone who would be there when
this emotion emerges e.g. partner, friend, dealer, police, doctor, boss
or parent.
4. The director directs the characters by telling them what to do and say.
(The Facilitator should prompt the director by asking questions such as
is this how the character sounds and acts? The more realistic it is, the
more they will learn from the experience).
5. The role play begins once the director is happy with how the characters
are playing the roles.
6. The role play should play out as naturally as possible with the safety
plan being implemented as realistically as they can.
When finished, the facilitator asks the actors to come out of character and
back into the room. The actors are given an opportunity to give feedback on
how the role play was for them. Then the director is asked about how it was to
observe their own plan being played out.

Was it real enough for them?

What positives do they take from watching the role play?
Was there anything they would change?

Then if the director is comfortable, would they now re-play the scene but this
time, the director plays their own role? If they would like to do the exercise
themselves, allow a minute to run through it.

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5. Review and preparation for next Session

5.1 Review of Session
Invite the group to settle back after all the learning from todays group.
It is important that you invite all members of the group to speak during this
exercise.
Guide Questions:
How are you as we come to the end of todays session?
What is staying with you as important to you?
Is there anything that you didnt like? Are there any questions that you
didnt get to ask?
When the group have finished, it is important to remind them about their
homework for the week. In Module 7, this involves the completion of the
emotions diary (and drug/alcohol diaries where appropriate) and completion
of Worksheet 7.1 as well as any other worksheets that they didnt complete to
their satisfaction from todays session.
Invite participants to use their supports in completing their diaries: key
workers, family members and friends or whomever else they may have
identified.
6. Grounding Exercise II
This exercise is designed to help signal to the group that the session is ending and
assists them in making the transition back into their everyday life. It also:
Helps to connects them with the here and now before leaving
Gives space for them to reflect on their safety plan for the time until the next session
and
Offers people the chance to affirm themselves and acknowledge the work that they
have done during this session
Examples of grounding exercises with full instructions can be found in Appendix 4.
Recordings of grounding exercises are available from the SAOL website should you
prefer to play the exercise rather than lead it yourself.

7. Safe Plan
Give everyone a copy of the Safe Plan (Appendix 5) and ask them to write at least
one way in which they will work at staying safe until the next session.
A brief sharing of their commitment is useful at this point, as it can help other group
members to come up with ideas for themselves. Note that it is not always necessary
to go around the whole group.

8. Feedback Form
Each participant is asked to complete a Feedback Sheet, an evaluation of the
session, before leaving the group (See Appendix 6). It will take no more than 2
minutes. They do not have to sign this sheet.
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Helpful Thoughts:

Handout 7.1: Creating a plan

I feel really angry

about this but I

Physical

dont know how

helpful it would be
to react.
I need to step
away, I dont have
to turn up for every
argument.
It is ok to be angry
it will pass.

Social

Behavioural

Personal Intensity of emotion

No Feeling
Ability to Cope
No coping skills

Right now I feel at a............

2

10

Very Intense

Right Now I am at a......................

0

5
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10

Able to cope

Worksheet 7.1: Creating a plan

Helpful Thoughts
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________

Personal Intensity of emotion

No Feeling
Ability to Cope
No coping skills

Right now I feel at a............

2

10

Very Intense

Right Now I am at a......................

0

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10

Able to cope

Handout 7.2: Coping strategies

PHYSICAL
BEHAVIOURAL
Go for a walk.
Respond instead of reacting.
Stretch.
Try to look at it from the other
persons point of view.
Go to gym.
Dont judge the emotion.
Engage in exercise.
How much of the emotion do I
Massage.
need to express now?
Deep breaths.
Do some writing.
Remove yourself from the
Do something you enjoy doing.
situation, if you can.
Acknowledge the emotion;
Be aware of the emotion in
where
it
is
on
the
your body.
thermometer?
Dance.
Pull back from people who are
not healthy for you right now.
Sing.
Play, have fun.

SOCIAL
THOUGHTS
Phone a safe friend.
Positive self-talk.
Meet a safe friend.
Do you need to sort this
situation out right now?
Speak to a friend.
Can I come back to it?
Attend a support group.
I can deal with this?
No matter what is going on,
attend your support services.
I have a plan in place, I know
what to do.
Be around people that are
healthy for you.
I have the ability to cope.
Do something positive for
As difficult as this feels, it will
someone else.
pass.
If possible remove yourself
from the situation.
Engage in a positive activity.

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Notes:

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Module 8
Embracing Success

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Module 8: Embracing Success

Aim:
The aim of Module 8 is to build awareness around success in recovery and how that
can sometimes be difficult to deal with. The exercises help to identify successes
already achieved in life and in recovery, while also acknowledging the role of fear.
Materials Needed
Flip chart paper & marker
Participants folders and pens
Sufficient copies of Handouts 8.1 & 8.2
Ample copies of the emotions diary for participants (Appendix 2)
Sufficient copies of Worksheets 8.1, 8.2 & 8.3
Sign in sheet (Appendix 1)
Copies of the Feedback sheet (Appendix 6)
1. Grounding Exercise I
1.1 Grounding exercise
1.2 Sign-in sheet
2. Check-in
2.1 Introduction to todays session
2.2 Check-in and review of Safe Plan
3. Review of Emotions Diary (and drug/alcohol diaries), any other homework and
emotions board
3.1 Ask participants to share emotions diaries
3.2 Any other homework
3.3 Emotions Board
4. Embracing Success
4.1 Creating a plan (homework)
4.2 Daves story continued
4.2.1 Exploring Daves Story
4.3 Moving towards success
4.4 What happens when I have success?
4.4.1 What does success look like?
4.5 This is my life
4.6 Home work
5. Review and preparation for next Session
5.1 Planning Homework: Emotions Diary
6. Grounding Exercise II
7. Safety Plan
8. Feedback Form

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1. Grounding Exercise I
1.1 Grounding exercise
Grounding and meditation exercises can be found in Appendix 4. It is
important that if you are going to lead a meditation to read over these first and
ensure you feel comfortable leading meditations. The purpose of meditation is
to bring peoples focus into the room and to let go (as best they can) of what
is going on outside of the group.
These exercises are by no means exclusive to the programme; if you have
other ones that you prefer to use, feel free to use them. The purpose is that
the group members are given time and space to ground themselves.
1.2 Sign-in sheet
Send around the sign-in sheet (See Appendix 1).
2. Check-in
2.1 Introduction to todays session
Give a brief overview of what the focus of todays session will be about
2.2 Check-in Exercise and Review of Safe Plan
It is important to get everybody to say something at the beginning of the group
so that individuals are not sitting through the session without having spoken.
Key questions that you may find useful are:
For example:
Can you tell us one positive thing that has happened for you this week?
How did your safe plan turn out? Tell us one thing that worked well in
keeping you safe.
Was there one thing that you planned on doing since we last met and
succeeded in completing?

3. Review of Emotions Diary (and drug/alcohol diaries), any other homework and
emotions board
3.1 Review of Emotions Diary (and drug/alcohol diaries)
Ask participants to reflect on their emotional diaries. We have found that the
following guiding questions are useful to prompt discussion.

Have they noticed any pattern to their emotions?

Which emotion was most prominent throughout the week?
Which emotion surprised you this week?

If any group member is comfortable enough to share their insight, this should
be encouraged by the facilitator.
You should expect that people will still have difficulty in completing emotions
diaries but that this is beginning to ease for some.
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3.1 Any other Homework

Last week the group were asked to fill in Worksheet 7.1 Creating a plan. If
some people do not have it completed, for whatever reason, allow time for
them to fill it in.

3.2 Emotions Board

Ask group members are there any other words that they would like to put up
onto the emotions board.

4. Embracing Success
4.1 Creating a Plan (Homework piece):
At the end of last weeks session, participants were asked to create a plan for
one of their emotional triggers. This is an opportunity to open up discussion
about the work and explore what it is like to approach this work at home.
This can be opened up to the group with two questions, remembering that this
is exploration.
What went well?
What was it like to engage in the work?
This is a real opportunity to explore how participants are feeling about
engaging in the work. During the last number of sessions we have been
creating lists and plans; now we are asking them to discuss what goes on in
their own lives. We are trying to elicit themes from the group here. As they are
talking, notice if any of the following themes arise:

It does not always feel right when we do the right thing.

Some people are unwilling to engage in the process, for their own
reasons.
A sense of people wanting to leave well enough alone, its grand no
need to start creating something when things are going well enough.
What are the emotions that arise when we talk about things going well?

Ask the participants if it is ok to stop for a moment and record the themes in
the group. Ask if it is ok to enquire of the group if anybody identifies with what
is being written on the board. If the group do not identify the themes, it is
important for the facilitator to explain what they have written on the board in
more detail. Then re-ask the group if they identify with the themes and
discuss why it is that we might be finding it difficult to embrace change.
This discussion will help with the rest of the session on embracing success.
4.2 Daves story continued:
Distribute a copy of Handout 8.1 to each participant. Ask the group to take a
couple of minutes to read over it and then ask someone to read the story

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aloud (or indeed ask several people to read a paragraph each).

important that each individual gets a sense of the story.

It is

Daves story is not untypical of how someone in recovery can be doing really
well in many areas of their life, setting goals, achieving positive outcomes and
then, seemingly out of the blue, they seem to self-sabotage and return to old
behaviours.
4.2.1 Exploring Daves Story
The facilitator re-reads Daves story out loud. As they do this, the group
highlight as many of the following as they can identify:

Automatic Negative Thoughts (ANTS)

Limited Thinking Patterns
Different Emotions
Emotional Intensity Levels
Emotional Triggers

All of the above are to be discussed with the group but it is more effective to
allow the group to find these issues within the story rather than the facilitator
identifying them.
Questions that will help create this exploration:
What happened for Dave?
When did things begin to change for Dave in relation to the visit?
How was Dave handling success?
Is Daves story realistic? If so, why?
Had Dave set a goal that was unachievable?
Could it be that Dave really didnt want the responsibility of his
child?
Can anybody identify with Dave?
What changes could Dave have made?
What can we learn from Dave?
What happened on that night?
As a way of completing this discussion, allow the group to create an ending
for Daves story. It is important to nudge them towards creating a positive
ending, one wherein Dave does not have a drink. This is important as it gives
a sense of hope, that even at the point of a slip, we still have options and
things can go well.
4.3 Moving Towards Success
Our deepest fear is not that we are inadequate. Our deepest fear is

that we are powerful beyond measure. It is our light, not our

darkness that most frightens us. We ask ourselves, who am I to be
brilliant, gorgeous, talented, fabulous? Actually, who are you not to
be?
Marianne Williamson (1992).

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As stimulus for a group discussion, write the above quote on the board
or you can print off a copy for each participant. Ask the group if they
identify with the quote. It is important to ask the group what it means
to them.

What is the quote saying to us?

How powerful are you?
What is power?
What stops me noticing my power?

To follow on from this discussion:

Display the following on the whiteboard/flipchart
If we visualise recovery as a train journey with a number of different
stations along the track, could each station be a marker of recovery?
Station
Engaging Station:
Ready to Change Station:
Dealing with Struggles Station:
Stabilising 2 Station:
Slip Station:
Stabilising 3 Station:
Making a Mistake Station:
Personal Development Station:
Slip Station:
Education Station:
Thinking I was fixed Station:

Action
Engaging with a service
Stable on prescribed medications
Did you get off the train? NO
Getting takeaways from the clinic.
Did you get off the train? YES
Get back on track; engage with support.
Did you get off the train? NO
Work on building relationships
Did you get off the train? NO
Receiving awards for courses completed
Did you get off the train? NO

These stations continue along the journey from active addiction into recovery.
Ask the group:
What has been your experience at each station on the journey?
Do you ever notice the successful stations?
If we sit back and reflect, what is the next station you are aiming for?
What will the station look like? Who will be there?
Does anything hold you back from achieving your dreams?
Are you ever afraid?
At the end of this reflection, return to Williamsons quote and ask the group:

At which stations can we find Marianne Williamsons quote?

Encourage the group to find it at every station.

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4.4 What happens when I have success?

As we have already noted, there is more to an emotion than the feeling in our
body. There are also behavioural signs, physical signs and other peoples
reactions that accompany the emotion.
The same can be said for success. When we do well in recovery, it involves
more than just the success itself; there are also physical, emotional and
behavioural responses accompanying it.

A Question for group: What is success in recovery?

Record the answers on the whiteboard/flipchart. This is an important piece of
the exercise, people may see the only success as being drug free, but if we
view the only success in recovery as being drug free, we miss the important
success stations along the recovery train journey.
Helping the group to clarify the successes along the journey is very helpful,
particularly as it affirms the work that they have done so far. As the discussion
progresses ask the group questions, such as:
Do we minimise our success? If so, why?
What is it like here and now to discuss success?
Do we shy away from it?
Do we believe that we do not really deserve success?

4.4.1 What does success look like?

Distribute Handout 8.1. This handout is to be discussed with the group.
Draw this diagram out on the whiteboard/flipchart as a visual aid for the group.
Record any key points made as this will be helpful for the next part of
exercise:

Is this what success can feel like?

Do people identify with success in this way?
Are these responses normal?
Do we notice the conflicting pieces that are going on? Happy and shy
emotions; some people patting me on the back while others are
jealous; holding my head up high while my face is going red.
Do we notice the conflicting thoughts that can accompany success? I
did really well there and I am very proud to I dont deserve this,
somebody will find me out.

Now distribute Worksheet 8.1. Ask each participant to reflect on a time when
they achieved success during their journey of recovery.

What was it like?

What else was going on while you were being successful?
What does success look like to you?
What thoughts accompany success for you?
Do you tend to have a narrow focus or an open focus with success?
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When they have filled in their individual sheets, ask the group if there is any
part of success that may be a trigger for them and if they need to put a plan in
place around that trigger? This may seem like a strange question for some
participants, so be prepared to discuss how success is a trigger and what a
plan for coping with success will look like.

4.5 This is my Life

We are now going to ask participants to write themselves a letter: see
Worksheet 8.2. Instruct the group that this letter will be a thank you letter
from the future you to the current you. They are being asked to imagine
themselves in 12 months time and to include in the letter:

Thanks to the current you for starting out on this journey

Thanks for achieving your goals
Thanks for all the hard work that they have put in throughout the year.
A statement of what has been achieved.
And acknowledgement of any difficulties faced bravely along the way.

Once everybody has completed their letter, we are going to ask each
participant to read it out to the group if they feel comfortable doing so.
At the end affirm each participant for their effort.
4.6 Home Work
Distribute Worksheet 8.3
As part of their work at home, ask each participant to think about and write
down goals they would like to achieve within the next year. This is to include

short-term goals (3 months),

medium-term goals (6 months) and
longer-term goals (12 months)

These can be in relation to anything but are often linked to: health, education,
social life, children, addiction, legal issues, relationships and their emotional
life.

5. Review and preparation for next Session

5.1 Review of Session
Invite the group to settle back after all the learning from todays group. It is
important that you invite all members of the group to speak during this
exercise.
Guide Questions:
How are you as we come to the end of todays session?
What is staying with you as important to you?
Is there anything that you didnt like? Are there any questions that you
didnt get to ask?
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When the group have finished, it is important to remind them about their
homework for the week. In Module 8, this involves the completion of the
emotions diary (and drug/alcohol diaries where appropriate) and completion
of worksheet 8.3
Invite participants to use their supports in completing their diaries: keyworkers, family members and friends or whomever else they may have
identified.

6. Grounding Exercise II
This exercise is designed to help signal to the group that the session is ending and
assists them in making the transition back into their everyday life. It also:

Helps to connects them with the here and now before leaving
Gives space for them to reflect on their safety plan for the time until the next
session and
Offers people the chance to affirm themselves for the work that theyve done
during this session

Examples of grounding exercises with full instructions can be found in Appendix 4.

Recordings of grounding exercises are available from the SAOL website should you
prefer to play the exercise rather than lead it yourself.

7. Safe Plan
Give everyone a copy of the Safe Plan (Appendix 5) and ask them to write at least
one way in which they will work at staying safe until the next session.
A brief sharing of their commitment is useful at this point, as it can help other group
members to come up with ideas for themselves. Note that it is not always necessary
to go around the whole group.

8. Feedback Form
Each participant is asked to complete a Feedback Sheet, an evaluation of the
session, before leaving the group (See Appendix 6). It will take no more than 2
minutes. They do not have to sign this sheet.

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Open Focus

Handout 8.1 Dealing with Success

Awareness of what
is happening both
positive and
negative
Belief in your ability

Physical

Emotional
Narrow Focus
Thinking only
about the
negative aspects
Focusing on what
is wrong e.g.
other peoples
opinions

Social
Responses

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Worksheet 8.1 Dealing with Success

Thoughts: open focus or
narrow focus
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________

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Worksheet 8.2: This is my life

____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
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Worksheet 8.3: What do I want to change? Short-term (3 months), mediumterm (6 months) and long-term (12 months)
Write down goals that you would like to achieve over the next year, in the following
areas:
HEALTH:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
EDUCATION:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
SOCIAL LIFE:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
ADDICTION/RECOVERY:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
LEGAL ISSUES:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
CHILDREN/RELATIONSHIPS:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
EMOTIONAL LIFE:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Handout 8.2: Daves Story

Since we last met Dave in Session 3 a lot has changed in both his life and recovery. He
engaged with a local community drugs team and has been with them for 9 months. Dave has
not gone near cocaine in 6 months, has not drank alcohol in 4 months. He is now on 55mls
of methadone and is on twice weekly takeaways. He is now prescribed a sleeping tablet.
After the last relapse, Daves girlfriend broke up with him. Dave had to move out and was
not allowed to see his son (7). When Daves girlfriend said that she could no longer put up
with his behaviour, he slipped further but he quickly made the decision to engage with
services. This decision was based on a number of factors but one of the main ones was he
wanted to see his son.
Dave met with his ex-girlfriend and told her he was now engaging with services. She told him
that in order to see his son again he needed to make changes and over the last couple of
months Dave has been working hard on making the changes she had asked for.
On Monday last, Dave received a phone call from his ex, asking him if he would take his son
out for a few hours over the weekend - but warned him not to let her down! Dave said yes
straight away and was really delighted to be asked. After the call, he sat back in his chair
and reflected, realising that all the recent hard work he had put in was now paying off. He
felt like a success. He was feeling good and confident all through the week. But as Saturday
was getting closer, he began to feel a bit nervous.
On Friday evening Dave received a phone call from his partner, just making sure he was still
available to look after their son. He also spoke to his son the first proper chat in nearly 9
months. As Dave was talking, he felt really happy and proud of his son but a bit guilty that
he hadnt been around or available to his little boy for so long. He finished the phone call and
went upstairs. His thoughts stayed with his son and he wondered what his son would look
like tomorrow? How would he react to him? And how reliable Dave would be for him?
The words of his ex-partner do not let me down became even louder and he began to
wonder if he was setting his son up for another big let-down because he wasnt sure if he
could be trusted not to let him down. Dave was unsure what he felt, but the feeling of
happiness had definitely been replaced. He began to wonder was this a goal too far? and
am I moving too fast?
Dave started having thoughts I cant do this; what if something goes wrong?; I have
messed up my exs and my sons lives and he began listing all the proof of what a bad
father he was. It was as if the last 9 months of hard work were of no importance; he had
been selfish and ignored his son, the one who needed him most. By now Dave was feeling
irritable; all his thinking was directed towards himself and everything he had done wrong.
Dave was trying to stop the thoughts but each time he did, another one came. Dave was
now feeling angry with himself; he could not sit easy; his heart was pumping and his flatmate
had gone into his own bedroom.
Dave had now begun to think of drinking alcohol a pint now, would make me feel better.

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Module 9
Facing Fear

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Module 9: Facing FEAR

Aim
The aim of module 9 is to put a new action plan in place regarding recovery. Building
on the work of session 8, the exercises help participants to set short-term, mediumterm and long-term goals. They also help participants to develop a vision of what the
next year may look like, acknowledging the success and also being aware of the
problems that they may face.
Materials Needed
Flip chart paper & marker
Participants folders and pens
Sufficient copies of Handout 9.1 & 9.3
Ample copies of the emotions diary for participants (Appendix 2)
Sufficient copies of Worksheets 9.1, 9.2 & 9.3
Sign in sheet (Appendix 1)
Copies of the Feedback sheet (Appendix 6)
Sufficient amount of A3 sheets and colouring pencils
1. Grounding Exercise I
1.1 Grounding exercise
1.2 Sign-in sheet
2. Check-in
2.1 Introduction to todays session
2.2 Check-in and review of Safe Plan
3. Review of Emotions Diary (and drug/alcohol diaries), any other homework and
emotions board
3.1 Ask participants to share emotions diaries
3.2 Any other homework
3.3 Emotions Board
4. Facing Fear
4.1 What do I want to change? Short-term, medium-term and long-term
4.2 Current Lifestyle Balance
4.3 Setting Realistic Goals
4.4 NCT Nifty Care Tactics for action plan
5. Review and preparation for next Session
5.1 Planning Homework: Emotions Diary
6. Grounding Exercise II
7. Safety Plan
8. Feedback Form

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1. Grounding Exercise I
1.1 Grounding exercise
Grounding and meditation exercises can be found in Appendix 4. It is
important that if you are going to lead a meditation to read over them first and
feel comfortable leading meditations. The purpose of meditation is to bring
peoples focus into the room and to let go (as best they can) of what is going
on outside of the group.
These exercises are by no means exclusive to the programme; if you have
other ones that you prefer to use, feel free to use them. The purpose is that
the group members are given time and space to ground themselves.
1.2 Sign-in sheet
Send around the sign-in sheet (See Appendix 1).
2. Check-in
2.1 Introduction to todays session
Give a brief overview of what the focus of todays session will be about
2.2 Check-in Exercise and review of Safe Plan
It is important to get everybody to say something at the beginning of the group
so that individuals are not sitting through the session without having spoken.
Key questions that you may find useful are:
For example:

Can you tell us one positive thing that has happened for you this week?
How did your safe plan turn out? Tell us one thing that worked well in
keeping you safe.
Was there one thing that you planned on doing since we last met and
succeeded in completing?

3. Review of Emotions Diary (and drug/alcohol diaries), any other homework and
emotions board
3.1 Review of Emotions Diary (and drug/alcohol diaries)
Ask participants to reflect on their emotional diaries. We have found that the
following guiding questions are useful to prompt discussion.

Have they noticed any pattern to their emotions?

Which emotion was most prominent throughout the week?
Which emotion surprised you this week?

If any group member is comfortable enough to share their insight, this should
be encouraged by the facilitator. You should expect that people will still have
difficulty in completing emotions diaries but that this is beginning to ease for
some.
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3.1 Any other Homework

Participants were asked to complete Worksheet 8.3 for
homework and sufficient time should be given to reviewing this
work. If anyone has not completed this homework, time now or
before the group started could be made available. It is
important not to leave anyone out of the process, particularly
as this work is need later.
3.2 Emotions Board
Ask group members are there any other words that they would like to put up
onto the emotions board. As new emotions emerge during the session they
are to be recorded on the board.

4. Facing Fear
4.1 What do I want to change? Short-term, medium-term and long-term
goals
Distribute Handout 9.1: The handout shows how each area of our lives is
intertwined and suggests that how we behave in one area of our lives can
have a direct impact on other areas of our lives.
Ask the group to choose three areas of their lives, from Handout 9.1, that they
want to make changes in. It can be useful here to ask participants why they
have chosen these as more important than the other areas. This is not to
question the decisions or to criticize; it is to draw out from the participants
statement of values important to them.
Then distribute 3 copies of Worksheet 9.1 and a copy of Handout 9.2 to
each participant.
Ask participants to fill in Worksheet 9.1 for each of the three areas that have
been chosen. Hand-out 9.2 offers an example of what a completed sheet
might look like.
This exercise asks participants to name the changes they are going to make.
Some things they are going to name are already being enacted so they are
asked to name what else they are changing with regard to these actions.
Recognitions concerning the speed of change need to be explored and what
can realistically be expected to happen in a given time frame.
In Discussion:
After participants have completed the worksheets, the facilitator should ask
each participant to outline what they have decided to do. They should be
encouraged by the group in undertaking these important endeavours.
The facilitator might ask:
Why did you choose those specific areas of life to work on and how are
they inter-linked?
What does each action mean to the participant? Specifically, actions will
have an impact on the persons life how life-changing is this choice?
Why is it important? Who else will notice the change?
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 What will you look like when the change is achieved?

If it emerges during the discussion that a participant has created unrealistic
goals and actions, the facilitator should encourage the creation of a more
realistic objectives and action plan. This should be done with an emphasis
that everybody in the group will be adjusting something in their plans.
4.2 Pie Chart: Current lifestyle balance
If I do make these changes, what parts of my current lifestyle will have to
change in order to achieve my goals? Hand out Worksheet 9.2: it contains a
blank pie chart.
Participants are asked to divide up their current lifestyle in terms of length of
time spent on each activity or area of responsibility in their life. For example,
family may take up a significant portion of the chart and everything else is
squeezed into the remaining time.
Discussion:
If this is my current division of my time, how will I be able to make room
for all my plans for change? What will have to give way? How do I feel
about this?
As these questions are being asked, how am I feeling and what is
happening to my motivation?
Does it feel like change is so awkward, to be more trouble than it is
worth? Or do I feel that I have areas in my life that I could spend
differently? Maybe I just hadnt considered that it was something that I
could adjust (example, watching television or time asleep)?
Does any of this change the plans outlined in the previous exercise?
What is it like to look at my life in this way?
And as I make changes:

What would I like my chart to look like in 3 months, 6 months and 12

months?
Will the plans I have outlined earlier allow this to happen? (If not, is
there need for adjustment to the plan or adjustment to the time-frame
before you achieve your goal?)
What are the pros and cons of setting these goals? In what other areas
of my life do I need to make sacrifices, in order to achieve these goals?

As facilitator, manage these discussions carefully and read the comfort of the
group carefully throughout.
When discussions regarding change are
happening, even among very motivated groups, sustain talk is likely to
emerge.
4.3 Setting realistic Goals
When you are in addiction recovery, you make goals all the time. But they are
not always carefully thought through. They dont always take into account the
number of things that you will have to adjust to make way for change.

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Taking one of the action plans briefly outlined in Worksheet 9.1, ask each
participant to create a MAPP (My Action Plan Predictions) outlining all of the
points along the journey in relation to achieving that goal.
Facilitators handout shows a very simplified way of laying out a MAPP. It is
an example of what someones goal plan may look like in terms of recovery. It
is important to note that it is very rarely a straight process; there are many
different turns, bumps with some straight sections along the journey. As
facilitator it is helpful to draw this up on the board, along with the different
stations, asking the group the following:

What emotions are present at the different stations?

What might change biologically, psychologically, emotionally and
socially at each station?
What supports will be there along the way?
At Stabilisation Station 2 put in a slip and ask what might have
happened at Station 2 (Here you are looking for answers relating to
thoughts, emotions and social influences). At the slip station, how
might the person have got back on track?
What difficulties do you think they have faced in the past? And what
supports can be put in place this time?
How would you know you have reached your goal?

On their MAPP, participants should be asked to include any differences in

themselves (biologically and psychologically/ emotionally) and in others
around them (social changes) as a result of their change. It can also include
important values for them that are influencing their decisions for change (e.g.
being more present with family; wanting to be in recovery; getting a job or new
course).
Changes should be both positive and negative and they should indicate all of
the trigger moments they predict.
How this MAPP looks depends on the individual and their comfort with
drawing and visual presentations. To help, facilitators should have some:

Coloured pencils/pens/markers
A3 sheets for those who want to create a larger image.

Rivers, roads and train tracks are useful pathways for participants to explore
for their presentations. But any pathway/journey will do.
Facilitators should encourage participants to be as detailed as possible when
drawing their MAPP; and their work in the group may require further reflection
and work at home.
Attention should be paid to what the person has experienced before, when
attempting similar changes and building these experiences into their MAPP.
Emotions and feeling should also be included. What changes will happen to
each participant as they journey through this change? Will their confidence
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increase? Will they become shy and reserved because of changes to drug
use? Will family and friends be supportive or annoyed by their changes?
When will this happen and what will be their impact? When slips and lapses
are likely and how are they to be handled when they arise?
Each participant will be asked to show their MAPP to the group and they
should be asked to talk about:

Points where their goals are being achieved.

Points where slips, lapses, triggers and potential disasters exist and
what they have in place for these times.
Any emotions they noticed while drawing their MAPP.
How they predict they will be different after this plan has been
achieved?

4.4 NCT Nifty Care Tactics for my action plan

Group discussion:
This has been a busy session. Some work will need to be completed at home
and participants should be encouraged to think about their plans and how
they can become stronger and even more effective for their goals.
To help with this, the group should be asked to come up with a list of Nifty
Care Tactics for making a plan for change stronger, more flexible and
ultimately more effective.
In effect, can we create a list of tactics that will give everyones plan for
change its own NCT?
Explain to the group what is meant by NCT and answer any questions that
may arise. Each NCT should include Fun, Support, Power (selfdetermination and self-autonomy) and Awareness.
Examples that might begin the list include:

Having a list of supports that are up to date and useful.

Eating regularly.
Taking exercise.
Having fun by
Avoiding old using buddies.
Monitoring my stress levels.
Keeping busy and having a regular timetable.
Paying attention to my emotions.
Responding to loneliness by making contact with people.
Keeping to and reviewing my plan and making changes to it when
necessary.
Admitting my limitations and embracing my strengths.

Distribute Worksheet 9.3 and ask the group to complete this work at home.

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5. Review and preparation for next Session

5.1 Review of Session
Invite the group to settle back after all the learning from todays group.
It is important that you invite all members of the group to speak during this
exercise.
When the group have finished, it is important to remind them about their
homework for the week. In Module 9, this involves the completion of the
emotions diary (and drug/alcohol diaries where appropriate) and completion
of Worksheet 9.3. Some people may also want to complete their MAPP at
home.

6. Grounding Exercise II
This exercise is designed to help signal to the group that the session is ending and
assists them in making the transition back into their everyday life. It also:
Helps to connects them with the here and now before leaving
Gives space for them to reflect on their safety plan for the time until the next session
and
Offers people the chance to affirm themselves for the work that theyve done during
this session
Examples of grounding exercises with full instructions can be found in Appendix 4.
Recordings of grounding exercises are available from the SAOL website should you
prefer to play the exercise rather than lead it yourself.

7. Safe Plan
Give everyone a copy of the Safe Plan (Appendix 5) and ask them to write at least
one way in which they will work at staying safe until the next session.
A brief sharing of their commitment is useful at this point, as it can help other group
members to come up with ideas for themselves. Note that it is not always necessary
to go around the whole group.

8. Feedback Form
Each participant is asked to complete a Feedback Sheet, an evaluation of the
session, before leaving the group (See Appendix 6). It will take no more than 2
minutes. They do not have to sign this sheet.

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Handout 9.1:
Every part of our lives is intertwined but which parts are you going to commit to
doing something about. Choose three areas of your life for which you will make new
changes (three of the following or any area you wish to name for yourself):
After deciding, move your attention to Worksheet 9.1

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Handout 9.2

Goal: To stop smoking

cigarettes
Action: To stop smoking
after 9pm
Date for Review:
xx/xx/20xx (3 weeks
time)

Goal: To stop smoking

Goal: To stop smoking

cigarettes

cigarettes

Action: To swap over to

Action: To detox completely

roll-your-own

off them one roll-up less

Date for Review:

xx/xx/20xx (about 2

every two days

Date for Review: xx/xx/20xx

months)
Note: you choose your own time frame so short term might be a week or a
month or 2 months; medium term might be 6 months; long term might be 1
year to 18 months.
But if you find yourself pushing the date as far away as possible, then that
might be telling you that the goal/action you are choosing is a bit too difficult
for you at this time.

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Worksheet 9.1
Fill out one of these for each of the areas you are committing to work on.
Handout 9.2 gives an example of one that is filled out.

Goal:
________________________
Action:
________________________
Date for Review:
_______________

Goal:
________________________

Goal:
________________________

Action:
_______________________

Action:
_______________________

Date for Review:

_______________

Date for Review:

_______________

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Worksheet 9.2:
This is your Pie Chart (or your 24 Hour Clock)
How do you fill it in? How many hours do you spend on the following?
Family:
Work:
Exercise:
Watching Television:
On the computer:
Playing/Having fun:
Hobbies:
Reading:
Addiction related activity (Good or bad!):
Prayer/Religious activities:
Other:
Other:
Other:
Sleeping:

________
________
________
________
________
________
________
________
________
________
________
________
________
________

Now fill in your 24 hour clock each division line represents one hour. You might
wish to use different colours/patterns to represent each area listed above.

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Worksheet 9.3: NCT: Nifty Care Tactics

Over the next week, write down some ideas that will help your goal plan become
more concrete. By having a list of Nifty Care Tactics, you will make your plan for
change stronger, more flexible and ultimately more effective.
This could include some, if not all, of the following:

Having a list of supports that are up to date and useful.

Eating regularly.
Taking regular exercise.
Having fun by
Avoiding old using buddies by...
Monitoring my stress levels by...
Keeping busy and having a regular timetable.
Paying attention to my emotions by...
Responding to loneliness by making contact with people.
Keeping to and reviewing my plan and making changes to it when necessary.
Admitting my limitations and embracing my strengths.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Facilitator Handout: An Example of a MAPP

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Module 10
Becoming my own Lighthouse

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Module 10: Becoming my own Lighthouse

Aim
The aim to module 10 is to help participants identify skills already learnt in
RecoverMe, that may help them deal with lapses and relapses. The exercises help
to identify high risk situations and looks at where does relapse really begin.
Materials Needed
Flip chart paper & marker
Participants folders and pens
Sufficient copies of Handouts 10.1, 10.2, 10.3, 10.4 &10.5
Ample copies of the emotions diary for participants (Appendix 2)
Sufficient copies of Worksheets 10.1, 10.2 & 10.3
Sign in sheet (Appendix 1)
Copies of the Feedback sheet (Appendix 6)
1. Grounding Exercise I
1.1 Grounding exercise
1.2 Sign-in sheet
2. Check-in
2.1 Introduction to todays session
2.2 Check-in and review of Safe Plan
3. Review of Emotions Diary (and drug/alcohol diaries), any other homework and
emotions board
3.1 Ask participants to share emotions diaries
3.2 Any other homework
3.3 Emotions Board
4. Becoming my own Lighthouse
4.1 NCT Nifty Care Tactics for action plan
4.2 Individual and common relapse risks
4.3 Where does relapsing really begin?
4.4 Getting stuck in recovery
4.5 Emotional, Cognitive & Behavioural warning signs

5. Review and preparation for next Session

5.1 Planning Homework: Emotions Diary
6. Grounding Exercise II
7. Safety Plan
8. Feedback Form

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1. Grounding Exercise 1 and sign-in sheet:

1.1 Grounding exercise
Grounding and meditation exercises can be found in Appendix 4. It is
important that if you are going to lead a meditation to read over them first and
feel comfortable leading meditations. The purpose of meditation is to bring
peoples focus into the room and to let go (as best they can) of what is going
on outside of the group.
These exercises are by no means exclusive to the programme; if you have
other ones that you prefer to use, feel free to use them. The purpose is that
the group members are given time and space to ground themselves.
1.2 Sign-in sheet
Send around the sign-in sheet (See Appendix 1).
2. Check-in
2.1 Introduction to todays session
Give a brief overview of what the focus of todays session will be about
2.2 Check-in Exercise and review of Safe Plan
It is important to get everybody to say something at the beginning of the group
so that individuals are not sitting through without having spoken.

3. Review of Emotions Diary (and drug/alcohol diaries), any other homework and
emotions board
3.1 Review of Emotions Diary (and drug/alcohol diaries)
Ask participants to reflect on their emotional diaries.
3.2 Any other Homework
Last week the group where asked to fill in worksheet 9.3, NCT Nifty Care
Tactics for action plan and some will complete their MAPP
3.2 Emotions Board
Ask group members are there any other words that they would like to put up
onto the emotions board.

4. Becoming My Own Lighthouse

4.1 NCT Nifty Care Tactics for action plan
At the end of the last module the group where asked to work on their NCT for
their own action plan.
This is an opportunity for participants to name what tactics they are going to
utilise as they head towards setting goals for themselves in their recovery.
Below is the list of what they may incorporate into their plan to help them as
they move towards their goals.
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Examples that might begin the list include:

Having a list of supports that are up to date and useful

Eating regularly
Taking exercise
Having fun by
Avoiding old using buddies
Monitoring my stress levels
Keeping busy and having a regular timetable
Paying attention to my emotions
Responding to loneliness by making contact with people
Keeping to and reviewing my plan and making changes to it when
necessary.
Admitting my limitations and embracing my strengths

Each participant can read out their own NCT to the group if they feel
comfortable. As a facilitator it is important to encourage and support every
effort that is being made along with making sure that it is realistic. Also
making sure that the NCT should include Fun, Support, Power (Selfdetermination and self-autonomy) and Awareness. It is very unlikely that no
one will read out their work, if they do as facilitator you can lead an example
on the board highlighting Fun, Support, Power and Awareness.
It is also important to highlight that this NCT can be brought by participants to
their sessions with case managers and key-workers. This can be added to
care plans and these sources of support can be brought fully on board with
goals being targeted.

4.2 Individual and common relapse risks

One of the primary goals of this session is to encourage awareness around
relapse situations.
Each one of us of us has situations where we react in ways that are unhelpful:
whether it is reaching for a substance, lashing out at someone or
withdrawing/isolating. This exercise highlights areas that are risky for the
individual while also highlighting reactive behaviours common to all of us.
Ask the group to identify and share some recent or typical relapse risks. They
can use their emotional diaries as a point of reference to help (which might
also identify commonalities in their triggers) or they can reflect on past lapses
or regular difficult situations.
We are asking the group for general experiences rather than story telling (i.e.
conflict within relationships, situations or settings where substances may be
used or difficult emotions)
Write all responses on the whiteboard/flipchart; as the group generates
examples common risky situations often emerge. It can be useful at this stage
to highlight the shared experiences within the group.
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It is also important to highlight the top three risky situations; research

indicates that when groups are asked about common risky situations three
situations reliably emerge: (see Bowen et al (2011)):
1. Difficult/challenging emotional states
2. Social pressure (including social situations associated to substance
misuse that does not involve direct peer pressure e.g. Daves first
story)
3. Interpersonal conflict (often arising in family or partner relationships).
Highlighting these can help bring awareness to both individual risk patterns
and to common risk patterns among us all.
Distribute Handout 10.1 and Worksheet 10.1
Discuss Handout 10.1 with the group, asking them do they identify with the
information on the hand-out?
Then, using Worksheet 10.1, ask the group to choose a trigger/risky situation
from the previous exercise:

Ask them to identify the belief associated with the trigger event
To begin, invite the group to start at the bottom part of the worksheet at
the trigger that could lead towards a reacting/lapse
Generate group discussion about the process, especially directing the
discussion towards the decisions being made along this relapse cycle.
Notice any believing of the thoughts
Ask about where focus narrows towards addiction (as the only way of
dealing with the trigger)
Highlight any negative behaviour changes
How they may intervene at different stages?
Discuss what they do and do not have control over?

Also, that after a lapse or relapse remind the group that we still have a
decision to make. As Handout 10.1 shows, we dont have to stay in the cycle
of lapse/relapse. We can dispute what is happening and make a decision to
stay with these behaviours or look for alternatives.
Ask the group then to fill in the top part of the worksheet, identify skills already
learned from previous experience and from the learning on this programme,
which may help them respond differently to the situation.

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4.3 Where does relapsing really begin?

RELAPSING IS A PROCESS NOT AN EVENT

Here we are being asked when relapsing/lapsing actually begins. What gives
power to the trigger that we have identified in the previous exercise as a risky
situation? A lot of relapse prevention can centre on risky situations that can
lead to relapse. This is important but it is also important to admit that
relapsing begins before the risky situation occurs. Relapsing can starts days,
weeks or months before the event of engaging in the behaviour and taking the
substances.
For example, a person has an argument with their partner Handout 10.1. On
a particular day, although challenging, they may be able to handle this
situation. It still that triggers emotions and thoughts associated with addictive
behaviours but they are able to step back, be aware of what is going on and
use their recourses to help them through the situation.
On another day they may encounter the same trigger situation, get caught up
in the emotion and thoughts, and use it as a reason to engage in addiction.
Group Discussion:
Why, given the same trigger event, can an individual end up either dealing
with the situation as best they can without lapsing/relapsing or end up
using or engaging in unhelpful behaviours?
What is it that increases our vulnerability to trigger/risky situations?
Are their personal warning signs that they can be aware of on the way that
indicate the beginning of relapsing?
Relapse prevention considers the risky situation as the immediate relapse
trigger; it is actually the persons response to the situation that determines
whether he or she will experience a lapse (i.e. engage in addictive behaviour).
A persons ability to cope in a risky situation is particularly important as to the
likely outcome.
A person who can engage in effective coping strategies (e.g., a behavioural
strategy, such as leaving the situation, or a cognitive strategy, such as
positive self-talk) is less likely to lapse/relapse compared with a person
lacking those skills or a person who has over a period of time begun
disengaging with their recovery, (Marlatt, 2011)
Building awareness from previous lapse/relapse experiences can enable the
individual to gain more insight as to what their own warning signs are.

4.4 Getting Stuck In Recovery

Many people decide that addiction whether substance misuse or behavioural
is a problem and put together some kind of a recovery plan to help
themselves achieve their recovery goals. Initially we do fine. At some point,
however, we hit a problem that we are unwilling or unable to deal with. We
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stop in our tracks. We are stuck in recovery and dont know what to do.
Distribute Handout 10.2 and ask the group if they identify potential sticking
points in recovery?
Some pointers for facilitators:

Feeling like recovery is pointless

No direction in recovery
Feeling overwhelmed in recovery
Things not happening as fast as they would like them to happen
Loss of options
Family and/or Relationship difficulties
Record all feedback on whiteboard/flipchart; also ask the group to
record them on the sheet. This is really important information as it can
help participants to identify potential sticking points in the future.

4.5 Emotional, Cognitive & Behavioural relapsing warning signs:

When identifying our warning signs, (that may indicate a lapse/relapse) it is
helpful to break them into 3 different categories:
Emotional relapsing warning signs
Cognitive/Mental relapsing warning signs
Behavioural relapsing warning signs warning signs
Distribute Handout 10.3 and invite the group to identify, from the 3 different
sections, warning signs that are relevant to them from the past, in the here
and now and likely for moving forward. Are there any others that they would
add to the list?
Distribute Handout 10.4 and Worksheet 10.2. Using Worksheet 10.2 ask the
group to identify potential sticking points in recovery (these will have already
been recorded in a previous exercise). Then ask participants to choose one
potential sticking point and place it in the centre of the diagram (similar to
Handout 10.4). Participants are challenged to identify 2 emotional, 2
behavioural and 2 cognitive signs that are associated with the sticking point.
When they have filled in their worksheet, ask them to come back together and
discuss the exercise.
Distribute Worksheet 10.3 and Handout 10.5.
Begin by examining Handout 10.5 with the group exploring the strategies
they would use when applying it to the information they recorded on
Worksheet 10.2? What strategies they will use in the future when dealing with
(similar) sticking points?
Are there any strategies they would add? Record any additional strategies on
whiteboard/flipchart
Finally, invite the group to fill in the coping strategies that they have identified
for themselves on Worksheet 10.3.
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5. Review and Preparation for Next Session

5.1 Review of Session
Invite the group to settle back after all the learning from todays group.
It is important that you invite all members of the group to speak during this
exercise.
Guide Questions:
How are you as we come to the end of todays session?
What is staying with you as important to you?
Is there anything that you didnt like? Are there any questions that you
didnt get to ask?
When the group have finished, it is important to remind them about their
homework for the week. In Module 10, this involves the completion of the
emotions diary (and drug/alcohol diaries where appropriate). You can invite
the group to re-read all of the handouts and worksheets from this Module to
help embed the learning.
Invite participants to discuss their work during this session with their supports:
key-workers, family members and friends or whomever else they may have
identified.

6. Grounding Exercise II
This exercise is designed to help signal to the group that the session is ending and
assists them in making the transition back into their everyday life. It also:

Helps to connects them with the here and now before leaving
Gives space for them to reflect on their safety plan for the time until
the next session and
Offers people the chance to affirm themselves for the work that theyve
done during this session

Examples of grounding exercises with full instructions can be found in Appendix 4.

Recordings of grounding exercises are available from the SAOL website should you
prefer to play the exercise rather than lead it yourself.

7. Safe Plan
Give everyone a copy of the Safe Plan (Appendix 5) and ask them to write at least
one way in which they will work at staying safe until the next session.

8. Feedback Form
Each participant is asked to complete a Feedback Sheet, an evaluation of the
session, before leaving the group (See Appendix 6). It will take no more than 2
minutes. They do not have to sign this sheet.

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Handout 10.1

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Handout 10.2
My own potential sticking points
in Recovery:
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________

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Handout 10.3 Relapsing/Lapsing warning signs

EMOTIONAL relapsing warning
signs:

COGNITIVE/MENTAL relapsing
warning signs:

Anxiety
Intolerance
Anger

Frustration (Blocked Goal activity)

Mood swings
Stress of not using
Stress of life
Grieving the loss of addiction and
the parts of life lost through
addiction
Boredom
Loneliness
Positive emotional states

Overly thinking about

people/places/things
Not being honest with yourself and
others
Fantasizing about using
Forgetting about the negative
aspects of addiction
Forgetting about the plans that
have been put in place
Planning using around other
peoples schedules
Other people make me feel this
way
Demanding statements must and
Should
Limited thinking and Automatic
Negative Thoughts

BEHVIOURAL relapsing warning

signs

Any Other signs you would add:

___________________________
Not asking for help
___________________________
Reacting to situations (Overly
___________________________
sensitive
___________________________
Consistent over reacting to
___________________________
difficulties
___________________________
Poor eating habits
___________________________
Poor sleep patterns
Testing yourself-being around the ___________________________
places where it is likely that you
___________________________
may engage in addictive
___________________________
behaviours (using your will power)
___________________________
Isolating
___________________________
No longer engaging in positive
___________________________
activities
Letting your routine go
___________________________
No longer engaging in personal
___________________________
care
___________________________
Using other substances that may
___________________________
lead to lapsing back into their
___________________________
primary addiction
___________________________
Defensiveness

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Handout 10.4 Lapsing/Relapsing warning signs

Emotional

Cognitive/Mental
Behavioural

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Handout 10.5 Coping strategies

EMOTIONAL RELAPSING WARNING SIGNS
With emotional relapsing warning signs, the thoughts of using are not necessarily
present. It is not necessarily the emotion itself that causes the problem, but the
sense of not being able to cope or unwillingness to deal with the emotion that can
cause the problems
What to do when dealing with emotional warning signs;

First is to identify that you are in emotional difficulty and identify the emotion
Use your Creating a Plan for the emotion
Remember that you can ask for help and that isolating is not helping.
Practice relaxation
Recognize that your behaviour may be changing
Practice self-care

COGNITIVE/MENTAL RELAPSING WARNING SIGNS

Cognitive/mental relapsing warning signs we may start to think about ways of dealing
with the emotional difficulty, thoughts may become very negative or a lot of addictive
thinking. It can start off as an isolated thought but if left unchecked it will fester and
grow.
ALSO REMEMBER THAT THOUGHTS ARE NOT FACTS

Identify your Automatic negative thoughts

Challenge the thought if you need to (Evidence for/evidence against)
Limited thinking patterns
Talk to someone you trust about the way you are thinking
Does it fit with the situation?
Just watch them come and go without feeling like you must follow them.

BEHAVIOURAL WARNING SIGNS

There can also be behavioural warning. A person may start to behave in a way that
is no longer helpful and may indicate to them that they are setting themselves up for
a lapse/relapse.
What to do if you notice behaviours:

First is to acknowledge the behaviour

Get to your support meeting/group
Be honest about the behaviour
Do the opposite (if youre not eating, eat small amounts more often)
Do something that will help you not to focus on the difficulty
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Worksheet 10.1

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Worksheet 10.2

Lapsing/Relapsing warning signs

Emotional

Cognitive/Mental
Behavioural

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Worksheet 10.3 Coping Strategies

Emotional Coping Strategies
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________

Cognitive/mental Coping Strategies

___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________

Behavioural Coping Strategies

Any other coping Strategies you

would add:
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________

_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________

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Module 11
The Middle way

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Module 11: The Middle Way

AIM:
The middle way acknowledges the need for flexibility in recovery. A word often used
in recovery is Balance, finding a balance; in recovery, emotions, thoughts,
behaviours, supports, social activities and family. It also understands there are
areas in the individuals recovery where being flexible is not an option or they may
have or feel restriction in certain areas.

Materials Needed
Flip chart paper & marker
Participants folders and pens
Sufficient copies of Handouts 11.1 & 11.2
Ample copies of the emotions diary for participants (Appendix 2)
Sufficient copies of Worksheets 11.1 & 11.2
Sign in sheet (Appendix 1)
Copies of the Feedback sheet (Appendix 6)
1. Grounding Exercise I
Grounding exercise
Sign-in sheet
2. Check-in
2.1 Introduction to todays session
2.2 Check-in and review of Safe Plan
3. Review of Emotions Diary (and drug/alcohol diaries), any other homework
and emotions board
3.1 Ask participants to share emotions diaries
3.2 Any other homework
3.3 Emotions Board
4. The Middle Way
4.1 Finding my Middle Way
4.2 Acceptance
5. Review and preparation for next Session
5.1 Planning Homework: Emotions Diary
6. Grounding Exercise II
7. Safety Plan
8. Feedback Form

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1. Grounding Exercise I
1.1 Grounding exercise
Grounding and meditation exercises can be found in Appendix 4. It is
important that if you are going to lead a meditation to read over these first and
ensure that you feel comfortable leading meditations. The purpose of
meditation is to bring peoples focus into the room and to let go (as best they
can) of what is going on outside of the group.
These exercises are by no means exclusive to the programme; if you have
other ones that you prefer to use, feel free to use them. The purpose is that
the group members are given time and space to ground themselves.
1.2 Sign-in sheet
Send around the sign-in sheet (See Appendix 1).
2. Check-in
2.1 Introduction to todays session
Give a brief overview of what the focus of todays session will be about
2.2 Check-in Exercise and review of Safe Plan
It is important to get everybody to say something at the beginning of the group
so that individuals are not sitting through the session without having spoken.

3. Review of Emotions Diary (and drug/alcohol diaries), any other homework and
emotions board
3.1 Review of Emotions Diary (and drug/alcohol diaries)
Ask participants to reflect on their emotional diaries. We have found that the
following guiding questions are useful to prompt discussion.

Have they noticed any pattern to their emotions?

Which emotion was most prominent throughout the week?
Which emotion surprised you this week?

3.1 Any other Homework

There was no specific homework at the end of the last module. However, the
group was invited to re-read the work they completed during Module 10 and
so room should be given for anyone to discuss such reflection.
3.2 Emotions Board
Ask group members are there any other words that they would like to put up
onto the emotions board. As new emotions emerge during the session they
are to be recorded on the board.

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4. The Middle Way

A word often used in recovery is Balance. The challenge is to find a balance in
recovery, emotions, thoughts, behaviours, supports, social activities and with family.
Finding a sense of balance is important; recovery can often lead to a very thin line
which the person must walk. The achievement of recovery can end up leading to
the creation of a very rigid plan in which there is little (or no) room for manoeuvring.
RECOVERY
This exercise will try to help group members to identify areas of their recovery where
they can find a middle way; to discover an approach in their own recovery journey
that will not demand that everything must be done perfectly.
Emotion, thoughts, behaviours, life in general does not tend to flow in a straight line.
We will meet many different challenges, both helpful and unhelpful, on our journey.
Recovery needs a flexibility that will allow for the movement of living.
Certainly, there are parts of our recovery that does not have much flexibility. This
may be because of personal beliefs and motives and/or due to outside influences.
Some of our decisions have to be strict. For example, if we are stopping substance
use, we might have to impose strict rules on not taking that substance. If courts
demand attendance at a programme, then maybe there is no flexibility there either.
But maybe, in other parts of our recovery, we can introduce flexibility. Being flexible
may present us with an opportunity to remove any unhelpful/unnecessary demands
we place on ourselves. If I have to be good all of the time, I might become a very
inflexible person.
Being human does not equate to being perfect. Neither does being in recovery!
If we can allow room for lifes ups and downs we may discover a new path for
recovery. If I dont have to do recovery perfectly every day, maybe I will find that
recovery has a middle way, a flexible space where I can be safe but have room for
manoeuvring and adapting to the changes everyday life brings.
For example, I might like to attend a lunch time meeting every day but today my
friends are having lunch together. Do I have enough flexibility in my recovery plan to
permit me to go to lunch with my friends?
As you introduce this idea to the group it is helpful to draw an illustration. Begin with
a straight line; then, show the movement and flexibility of a recovery plan by drawing
a wavy line; one with differing heights and depths as in the diagram below:

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Where the wavy line moves furthest away from the straight centre line, indicates the
points where there is most flexibility within a recovery plan. Where the wavy line is
closest to the straight centre line indicates the points where there is little flexibility
within the plan.
The middle way acknowledges the need for flexibility in recovery. It also
understands there are areas in an individuals recovery where being flexible is not an
option.
This idea invites group members to examine a middle way for their recovery; to see
if there is wiggle room that can be built into their plans particularly in the areas of
emotions, thoughts, behaviours, family and expectations.
The middle way is different for everyone. Some people will be able to give
themselves a lot of leeway; others will have to keep things tighter. But the purpose
of this exercise is to open members minds to the fact that a plan without any middle
way is more likely to fail. We all need room to manoeuvre from time to time.
Group members need to be encouraged to be honest; but group members also need
to be encouraged and be open to the fact that what is right for them may not be right
for the person sitting beside them and vice versa. For example, one person may be
able to miss some Fellowship meetings whereas another may not; one person may
be able to accept their angry feelings whereas another may find such feelings to be
too much of a trigger for them at this point.
However, it is important that the facilitator emphasises that while we are encouraging
finding the flexibility within all plans, it is important that the group understand that we
are not encouraging reckless behaviour!

4.1 Exercise: Finding my Middle Way

We are asking the group to look at areas of life/recovery where there is room
for manoeuvring (as opposed to having only strict rules for recovery). We are
going to examine the following areas in detail: emotional, cognition,
behavioural, family and expectations.
Give Handout 11.1 to group members. This handout includes examples of
what a middle way might sound like in terms of emotions, cognitive and
behaviour. The hand-out might alert the group member to areas where wiggle
room exists for them.

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Ask group members to read through each sheet and mark which examples
are relevant to their recovery and life. The example given may prove to be
exactly what they need and in such cases they can simply use this for their
list.
Distribute Worksheet 11.1 and Handout 11.2
Each person is asked to create a list of middle ways for each of the five
areas listed and they are asked to find three middle ways under each
heading. To assist in this, they can use Handout 11.2 as a reference as to
what their middle way might look like. You might like to read through this
handout with the group, discussing it with the group before participants try to
fill out Worksheet 11.1
When filling in Worksheet 11.1 the following questions need to be highlighted
with the group; it may be helpful to write these up on the whiteboard/flipchart:

Emotional: Can I allow some flexibility in my emotions?

Thinking: Can I allow some flexibility in my thoughts?
Behaviours: Can I allow some flexibility in my behaviours?
Family: Can I make room around my current family circumstances
Expectations: Am I putting pressure on myself to achieve goals
within very strict time frames?

Is there room for the possibility that my goals may not always turn out the way
I want them to? Do I have enough flexibility in my plan that, if my goals dont
always turn out the way I want them to this does not result in me giving up?
The goal never needs to change but maybe the plan needs to be altered a
little.

4.2 Acceptance
God grant me the serenity to accept the things I cannot change;
The courage to change the things I can
And the wisdom to know the difference
[Above is the Serenity Prayer that is well known in the fellowships. You can
choose whether or not to put in God at the beginning, as you will know your
group best].
Write the Serenity prayer on the whiteboard/flipchart and also on the board
draw a circle and a star similar to Worksheet 11.2.

Firstly put up The things I can change inside the Star

Secondly put The things I cannot change outside the star

In a general free-association discussion with the group, name some of the

things that can be changed and some of the things that cannot.
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Group discussion:
The discussion of acceptance in relation to change is extremely important;
facilitators are encouraged to elicit themes from the group rather than
teaching a concept.
For many, acceptance can feel like a passive stance; that if I accept things,
then I am doing nothing. This stance ignores the wisdom that the prayer
requests. There is a difference between what I must accept and what can be
changed; and therein lies the energy and excitement of personally driven
change. The intention of this exercise is to help participants recognise what
they cannot change but also to embrace what can be changed; and to
challenge them to know the difference so that they do not waste lots of energy
chasing after the wrong changes.
Distribute Worksheet 11.2
Ask the group to fill in the things they can change and then the things they
cannot change. It is useful to ask the group if there anything they would or
could move from outside star to inside and vice-versa.
When this work is done, invite further discussion on this matter.
A lot of what goes on in a persons life and on the journey of recovery is
outside of the individuals control. Over the last 10 sessions we have been
working on changing the parts of us that we do have control over.
As part of the journey of recovery it is important to acknowledge that there
are things that go on in our life that we have no control over. When we see
things really as they are, we give ourselves a genuine choice as to how we
respond. We do not sit back and permit the world to go by, or allow people or
circumstances to walk over us. We are actually learning to respond, to know
our world and to be at peace with our own limitations.
By gaining acceptance we are actually gaining back our power.

5. Review and Preparation for Next Session

5.1 Review of Session
Invite the group to settle back after all the learning from todays group.
It is important that you invite all members of the group to speak during this
exercise.
Guide Questions:
How are you as we come to the end of todays session?
What is staying with you as important to you?
Is there anything that you didnt like? Are there any questions that you
didnt get to ask?

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When the group have finished, it is important to remind them about their
homework for the week. In Module 1, this involves the completion of the
emotions diary (and drug/alcohol diaries where appropriate)only.

6. Grounding Exercise II
This exercise is designed to help signal to the group that the session is ending and
assists them in making the transition back into their everyday life. It also:

Helps to connect them with the here and now before leaving
Gives space for them to reflect on their safety plan for the time until the
next session and
Offers people the chance to affirm themselves for the work that theyve
done during this session

Examples of grounding exercises with full instructions can be found in Appendix 4.

Recordings of grounding exercises are available from the SAOL website should you
prefer to play the exercise rather than lead it yourself.

7. Safe Plan
Give everyone a copy of the Safe Plan (Appendix 5) and ask them to write at least
one way in which they will work at staying safe until the next session.

8. Feedback Form
Each participant is asked to complete a Feedback Sheet, an evaluation of the
session, before leaving the group (See Appendix 6). It will take no more than 2
minutes. They do not have to sign this sheet.

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Hand-out 11.1
Emotional: can I allow myself to feel the good emotions in recovery, while
understanding that I will also feel difficult emotions?
Feeling angry on occasions is not the I feel lonely some of the time and I have
end of the world and I have plans to plans to make sure that such feelings
make sure that such feelings dont take dont take over.
over.
Feeling anxious is sometimes good and I I often feel like a failure and so when I
have plans to make sure that such feel this, it is not the end of the world
feelings dont take over.
but it is also not fact!
I dont have to feel happy all of the time

It is ok to come back to this feeling later

I dont have to feel my current feeling for
the rest of the day

My current good emotions will change, Being sad is ok some of the time and I
but I invite them to come back
have plans to make sure that such
feelings dont take over.
My current difficult emotions will change Feeling awkward is usual for someone in
and I will cope when they come back
recovery; I know I will not feel awkward
all of the time.
It is ok to express my negativity every so I am ok with being bored some of the
often
time.
It is ok to not like my current feeling but Feeling nervous at times is natural and
its also good to stay with it.
important and although I might prefer to
not have to feel it, Im ok with being
nervous some of the time.
I can remind myself that emotions are not Being furious or full of rage or pissed off
facts.
or highly stressed is ok, some of the time
and I have plans to make sure that such
feelings dont take over.

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Hand-out 11.1 continued

Thinking: Allowing room for ANTS and other thinking styles that can happen
exploring the analytic/academic thoughts that plague recovery. Can I be flexible with
certain thoughts?

I must do

I should not

I have to

If I dontthen

I must not think about drugs

I cant go there

I must not have an argument

I should not be too happy

I should not be thinking negatively

I cant talk to that person

If I dont attend all of my meeting, then I I have to do everything perfectly

will fail
If I dont do everything that is in my plan I must achieve my goals or everything is
then I will fail
gone
I must do everything in my power to I must listen to everybody else because
make sure everybody likes me
they know better than me
I should exercise every day or else I will I have to do better all the time.
not be putting enough effort into my
recovery
I have not make mistakes

I should not be eating this

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Hand-out 11.1 continued

Can I allow flexibility within my behaviour? There can be group pressure to
answer a certain way for some of these so each individual has to be given
the space to explore their own answers:

Do I have to be completely drug free?

Do I have to be completely alcohol free?

Relationship: Can I allow room for Treatment plan:

mistakes in my relationship?
appointments?
Social activities: Can I go out safely?

Can I miss any

Exercise: Do I have to work-out every

second day?

Responsibilities: Do I have to get it right Health: Do I have to eat healthily all of

on every occasion?
the time?
Daily routine: Do I have to get up at the Legal: Can I afford to pick up any (more)
same time every day?
charges?
Places: Can I stay living in my area? Places: Can I avoid certain places?
(Many people have to stay living in the
same area that was once central to their
addiction, so how will I manage this if I
chose to or have to stay?)
People: Do I have to stay in contact with Family: (see below for more) Do I have
everyone?
to be available to my family all of the
time?
Things: Are there things that I like that I Annoying people: Do I have to react all
need to cut back on but dont need to of the time?
stop completely? (e.g. TV, internet use,
gambling)

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Handout 11.2: The Middle way

Emotions

Family

I can sometimes feel anxious

Sometimes I will not be a great

without getting too worried

parent. I am doing my best

about it.

and keeping an eye on my

responsibilities.

I can feel a failure sometimes

about twice a week is ok!

Sometimes I will visit my

extended family and

I will not let my negative

sometimes I will not. I can put

emotions destroy my day

myself first when needs be.

they are ok but they are not

taking over.

Having fun is as important as

recovery meetings and
treatment exercises. Fun with
kids, with partners (or new
people) is allowed.

Cognitive

Expectation

I might find myself thinking

Perfection suits nobody and it

about drugs and if I do, I will

isnt possible anyway! When I

become aware of it and move

find myself expecting perfection

on without worrying too

much

that

such

I will take a step back while

natural

not being too self-critical

thoughts come to my mind.

If things dont go to plan, thats

Behavioural
If I have an argument, I will
try

to

keep

my

head

but

accept that arguments happen

in daily life.

I know that I struggle with

success and that I will start
worrying about failing. When
this happens I will try to talk
it over but not to give myself
a hard time about it.

ok I can adjust.

Sometimes my relationship will

be good; sometimes not so good.
Im ok with this as this is normal
in relationships

recovery but avoiding everybody

is unhelpful. I can be alone some
of my week but if I have nothing
for

more

my recovery and not from

where I want to be. If I do this,
they will soon be the same thing.

Avoiding people is necessary in

planned

I will live from where I am at in

than

three

nights of the week; I will do

something about this.

Reacting to things all the time is

not good; not reacting to things

215good either! I
all the time is not
will trySAOL
to find aProject
middle Ltd.
way.

Worksheet 11.1: The Middle way

Emotions
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________

Family
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________

______________________
______________________
______________________
______________________
______________________
______________________
______________________
Cognitive

______________________
______________________
______________________
______________________
______________________
______________________
______________________
Expectation

______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________

_______________________
_____________________
______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________

______________________
______________________
______________________
______________________
______________________
______________________
______________________

Behavioural
________________________
________________________
________________________
________________________
________________________
________________________
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Worksheet 11.2: The courage to

change

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Module 12
Im On My Way

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Module 12: Im on my Way

AIM:
As the RecoverME programme comes to a close, this is an opportunity to
acknowledge the courage of each participant engaging in the programme. The
programme ends with a reflection of the work and awarding of certificates for each
participant.
Materials Needed
Flip chart paper & marker
Participants folders and pens
Sufficient copies of Handouts
Ample copies of the emotions diary for participants (Appendix 2)
Sufficient copies of Worksheets
Sign in sheet (Appendix 1)
Copy of Snakes and Ladders board and cards and dice
Copies of the Feedback sheet (Appendix 6)
Certificates for each participant (Appendix 7)
1 Grounding Exercise I
1.1 Grounding exercise
1.2 Sign-in sheet
2 Check-in
2.1 Introduction to todays session
2.2 Check-in and review of Safe Plan
3 Review of Emotions Diary (and drug/alcohol diaries), any other homework
and emotions board
3.1 Ask participants to share emotions diaries
3.2 Any other homework
3.3 Emotions Board
4 Im on my Way
4.1 Courage Statement
4.2 RecoverMe Snakes and Ladders
4.3 Review and Evaluation of Programme
5 Grounding Exercise II
6 Final check-out & Course Certificates
7 Safety Plan
8 Feedback Form

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1. Grounding Exercise I
1.1 Grounding exercise
Grounding and meditation exercises can be found in Appendix 4.
These exercises are by no means exclusive to the programme; if you have
other ones that you prefer to use, feel free to use them. The purpose is that
the group members are given time and space to ground themselves.
1.2 Sign-in sheet
Send around the sign-in sheet (See Appendix 1).
2. Check-in
2.1 Introduction to todays session
Give a brief overview of what the focus of todays session will be about
2.2 Check-in Exercise and review of Safe Plan
It is important to get everybody to say something at the beginning of the group
so that individuals are not sitting through without having spoken.

3. Review of Emotions Diary (and drug/alcohol diaries), any other homework and
emotions board
3.1 Review of Emotions Diary (and drug/alcohol diaries)
Ask participants to reflect on their emotional diaries. We have found that the
following guiding questions are useful to prompt discussion.

Have they noticed any pattern to their emotions?

Which emotion was most prominent throughout the week?
Which emotion surprised you this week?

3.1 Any other Homework

There was no specific homework at the end of the last module.

3.2 Emotions Board

Ask group members are there any other words that they would like to put up
onto the emotions board. As new emotions emerge during the session they
are to be recorded on the board.
4. Im on my Way
4.1 Courage Statement
The last module finished with the courage to change exercise. Over the last
11 modules of RecoverMe, the group members have been working hard on
making changes in their recovery.
They have agreed to put together a plan and built it on:
Embracing their emotions, doubts, and successes
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While acknowledging their middle way.

This is brave stuff. Therefore, it is helpful to name this by proudly announcing

our individual courage.
I am courageous because
Group members are invited to write a courage statement. They might include
parts of their plan, naming the things that they are brave enough to change
and the things that they know they cant change but are willing to accept.
A courage statement might sound like

I am courageous because I have tried before but I am willing to try

again. I am courageous because I want to be drug free and am willing
to take a risk to achieve this. I am courageous because I know this
will take time probably over a year.

I am courageous because I

know I cant change my past or the things I have done but I want to
change to make my future better.

I am courageous because I am

willing to change my favourite behaviours because they are no longer

doing me any good. I am courageous because I am willing to ask for
help.

The facilitator may have to help individuals as self-esteem issues may

emerge, making it difficult to speak positively about themselves, particularly
so publicly. If this is a big block for some people, do not ask the group to read
their statement out aloud but save it for their own folder.
If there are no such issues within the group, invite the group members to read
their courage statement out loud. Invite each person to stand proudly and to
announce their courage statement with a smile on their face and in their voice.
This will help to enhance the ownership of their statement.

4.2 RecoverMe Snakes and Ladders

As a summary game, of all of the learning the group has experienced during the last
11 modules, invite the group to play RecoverMe Snakes and Ladders.
We have included a copy of a snakes and ladders board at the back of the module. If
you are going to use this we would recommend that you photocopy it onto an A3 size
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sheet. Better still is to create your own boars on a big sheet of card. Depending on
the size of your group, you may need more than one board.
The only changes to the rules of a usual game of snakes and ladders are:
-

Do not go up a ladder without first taking a ladder card. If the card permits you
to go up the ladder, go up. If not, stay where you are or do as the card
instructs.
Do not go down a snake without first taking a snake card. If the card permits
you to go down the snake, go down. If not, stay where you are or do as the
card instructs.
Players can use a skills card whenever they want. Players are given 4 skills
cards at the beginning of the game. These cards counteract the instruction given
on the ladder or snake card so you can use the card to avoid going down a
snake or use another card that permits you to go up the ladder.
[The skills cards are so called as a way of highlighting that each individual can
have their own personal skills that push past a current difficulty and makes
recovery more possible].

We have found it more useful to play this game by dividing the group into two teams;
however, if there is a large group, it might be useful to have two games going at
once.
All the hand-outs are attached.
4.3 Review and Evaluation of Programme
Facilitator asks each group member to gather their folders together for a reflection on
the programme.
Using Worksheet 10.3 Review and Evaluation, ask each participant to complete
the worksheet. When all have finished, ask them to come back together and
encourage them to share their findings with the rest of the group, e.g. what part of
the course they found least beneficial, what part they found most beneficial etc.
Write the key points up on the whiteboard/flipchart for evaluation purposes.
Reinforce the learning by encouraging group discussion.
If there are any participants who feel they would benefit from another opportunity to
re-do the course, take their details and arrange a follow up appointment with them.
Retain the worksheets for your own review and evaluations.

5. Grounding Exercise II
Just before the final checkout it is helpful to get everybody to ground themselves, so
that they can have a few moments to reflect on the programme.
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The second grounding exercise in Appendix 4 encourages participants to reflect on

their safety plan.
For this exercise you can change the end instruction to what did I find most useful
about the programme, how has it helped me?

6. Final Check-out and course certificates

Ask each person to name one thing from the course or that happened during the
course that stands out for them. It could be a new insight or learning; perhaps a new
support that they have identified; or a new strength they have found. Give sufficient
time to each person and affirm all comments.
Each Participant is given a certificate of completion.
If you choose to you may also make a certificate of attendance for individuals who
did not complete RecoverMe, but attended part of the programme. The certificate of
attendance is given to acknowledge the work the participant achieved and may
encourage them to engage with programme in the future.
The Facilitator should finish the session by affirming everyone for their participation
and, once again, reminding them of the supports available to them from the project
or agency.
We also find Im on my way by the Proclaimers makes great theme music during
this event.
7. Safe Plan
As this is the end of the programme we are not asking participants to fill in a Safe
plan within the group but it is useful to ask the group to think about continuing the
practice of making a safe plan for their coming week in their own recovery work.

8. Feedback Form
Each participant is asked to complete a Feedback Sheet, an evaluation of the
session, before leaving the group (See Appendix 6). It will take no more than 2
minutes. They do not have to sign this sheet.

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Worksheet 10.3: Review and Evaluation

You have now completed the RecoverMe course and we would like you to take a few
moments to reflect on the learning and to give us some feedback.
Please circle the statement that suits best.
I am more aware of the link between thoughts, emotions
and behaviours

True

False

Neither true
nor false

I am more aware of ANTs and addiction related beliefs and

how they can lead to addictive behaviour

True

False

Neither true
nor false

I am more aware of limited thinking patterns and how my

interpretation can lead to emotional difficulties.

True

False

Neither true
nor false

I have gained new skill and strategies to help me deal with

my thinking

True

False

Neither true
nor false

I am more aware of false beliefs I may hold about emotions

True

False

Neither true
nor false

I have increased my emotional vocabulary

True

False

Neither true
nor false

I am more aware of my emotional triggers

True

False

Neither true
nor false

I understand that I can put in a plan to help me with difficult

emotions and emotional triggers

True

False

Neither true
nor false

I have learnt to recognise the different levels of intensity

that are associated to emotions

True

False

Neither true
nor false

I feel more comfortable about discussing my emotions

True

False

Neither true
nor false

I have created a realistic plan for my future that

incorporates challenges that I have identified

True

False

Neither true
nor false

I am more aware of the process of lapse/relapse

True

False

Neither true
nor false

I understand the need for flexibility the middle way in my

recovery

True

False

Neither true
nor false

I am more aware of the things that I can change

True

False

Neither true
nor false

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RecoverMe Snakes and Ladders

(These will need to be photocopied and cut up individually)
Ladders:
Dont Go Up

Go Up
You call on the support of a friend
climb the ladder

You keep stopping to say hello to a

person you used to hang around with
who is still active in a addiction dont go
up this ladder

You are facing a difficult decision and

you have made a plan to help work out
what to do climb the ladder
Today is a good day and you noticed!
Climb the ladder

You are worried about a family party that

is coming up and you dont know what to
do. You just feel terrible dont go up
this ladder
Today is a good day but you didnt notice
dont go up this ladder

You have been invited to a party with

family there will be drink so you have
declined the invite, without causing an
argument. Climb the ladder

You didnt go to your class today, you felt

too tired and didnt want to face people
so you stayed in bed dont go up this
ladder

Youre not sure how youre feeling so

you take a break from what you are
doing to work out whats going on for
you. Climb the ladder

You are all mixed up in your feelings. So

you make a sandwich and watch TV to
try and block it all out dont go up this
ladder

A friend notices youre a little down and

you let them help. Climb the ladder

A friend asks if you are ok you pretend

that everything is grand and walk away
dont go up this ladder

You keep an appointment climb a

ladder

You miss another appointment dont go

up this ladder

You have a bad attack of cravings but

you remind yourself that they will pass
and you put one of your support plans
into action

You have a bad attack of cravings. You

grab your money and call a taxi dont
go up this ladder

Someone passes you a compliment; you Someone passes you a compliment.

are embarrassed but you thank them and You wonder what theyre after and get
you let the embarrassment pass and
annoyed dont go up this ladder
enjoy the happy feeling the good words
give. Climb the ladder
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A neighbour does not answer your hello

when you see them in town. Although
you are annoyed at the start, you decide
to let it pass. Climb the ladder.
An official behind a desk refuses to help
you. You decide to talk it over with
someone else and try a new approach
for what you need. Climb the ladder.
Things are going really well for you; so
you stop to check that you are coping
well with success and update your goals
and plan. Climb the ladder
You are not well coughing and
sneezing and running a temperature.
You ring someone for help and get extra
sleep. Climb the ladder

A neighbour doesnt answer when you

say hello. You shout after them that
they are ****ing ignorant. You cant get
them out of your head for the rest of the
day dont go up this ladder
An official behind a desk refuses to help
you. You curse them from a height and
get asked to leave the building dont go
up this ladder
Things are going really well for you but
you start to worry that a problem is
probably only around the corner. You
cannot stop worrying about what it might
be dont go up this ladder
You are not well coughing and
sneezing and running a temperature.
You start believing that the whole world
is against you dont go up this ladder

You are eating a good, balanced diet and You have started missing breakfast and
you are eating at regular times. Climb
eating a lot of fast food in the evening
the ladder.
dont go up this ladder

You spent the evening laughing with

friends. Climb the ladder

You went out for a walk to clear your

head. Climb the ladder.

Snakes
Go down

You spent the evening reading all the

negative comments you could find about
people on Facebook dont go up this
ladder
You didnt speak to anyone all day
dont go up this ladder

Dont go down

You spend the night partying and doing

all the things you used to do. Go down
the snake.

You go out partying but realise half way

through that you need to go home. Dont
go down the snake.

You start a row with someone close.

You start a row with someone close.
There was no obvious reason for the
Even though you feel you are right, you
argument you just wanted to shout. Go apologise for arguing and go for a walk.
down the snake.
Dont go down the snake.

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You keep going home past your dealers

place. You could go another way but you
want to test yourself. Go down the
snake.

You keep going home past your dealers

place. You could go another way but you
want to test yourself. You ask yourself
why you are doing this and find a new
way home. Dont go down the snake.

You cant seem to pass the slot

machines without trying them out.
Go down the snake.

You cant seem to pass the slot

machines without trying them out. You
ask the arcade to ban you from coming in
which they do. Move two squares
forward.

Your counsellor/key worker is driving you

mad youve decided youre not going to
work with them anymore. Go down the
snake.

Your counsellor/key worker is driving you

mad youve decided to tell them how
youre feeling before deciding what to do.
Move two squares forward.

You cant stop wondering if the people

You wish you could still party but you
you used to party with are having a better know the time for change is now. You
time than you. Go down the snake
plan to do something nice so that
recovery isnt just hard work. Move
forward two more squares
You believe that you have done too
many things that hurt too many people
and that you can never make that right.
Go down the snake.

You believe that you have done too

many things that hurt too many people
and that you can never make that right.
But you are willing to try. Do not go
down the snake.

You have stopped looking at yourself in

the mirror. Go down the snake.

You have stopped looking at yourself in

the mirror. You decide to work out why.
Move three squares further.

You havent paid your rent for the last

two weeks and you have to avoid the
landlord.
Go down the snake.

You havent paid your rent for the last

two weeks and have been avoiding the
landlord. You talk your situation through
with your key-worker to come up with a
plan. Go back one square.

You get into a physical fight and need to

go to hospital to check out an injury to
your head. You refuse to go. Go down
the snake.

You get into a physical fight and need to

go to hospital to check out an injury to
your head. You go. Dont go down the
snake but move two squares back.

You are not sleeping very well but you

are not resting during the day either.
You have stopped doing relaxation
exercises or going for holistic treatments.
Go down the snake

You are not sleeping well. You plan for

what you will do if you wake up and cant
go back to sleep. Move another square
forward.

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A friend was telling you about what

someone else said that their sister was
saying about you. You are furious even
though you are not sure who they are
talking about. Go down the snake.

A friend was telling you about what

someone else said that their sister was
saying about you. You laugh it off and
tell them youre not interested in silly talk.
Dont go down the snake.

You miss the mad old days and tell

yourself that one more time wont do any
harm.
Go down the snake

You miss the mad old days and tell

yourself that one more time wont do any
harm. Then you remember some of the
real mad old days and are happy that
you lived to tell the tale.
Dont go down the snake

You remember that your aunty said that

youd never get a days peace after all
youd put the family through. You think
she was right. Go down the snake.

You remember that your aunty said that

youd never get a days peace after all
youd put the family through. You decide
to do the exercise where you write her a
letter and then burn it. Dont go down the
snake.

You go back to the pub where you used

to go just to meet the old crowd and
have a coffee. Go down the snake.

You go back to the pub where you used

to go just to meet the old crowd and
have a coffee. As soon as you walk in,
you walk out again and go home. Dont
go down the snake.

You miss an important appointment

about one of your main goals. Go down
the snake.

You miss an appointment about one of

your main goals so you phone
immediately to make an new
appointment. Go back one square.

Antidote for snake bite card

Ladder holder card

(Allows holder to avoid going down one

snake that you have been told you must
go down)

(Allows holder to go up one ladder that

you have been told you cannot go up)

Snake basket card

Shoe glue card

(Allows holder to avoid going down one

snake that you have been told you must
go down)

(Allows holder to go up one ladder that

you have been told you cannot go up)

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Antidote for snake bite card

Ladder holder card

(Allows holder to avoid going down one

snake that you have been told you must
go down)

(Allows holder to go up one ladder that

you have been told you cannot go up)

Snake basket card

Shoe glue card

(Allows holder to avoid going down one

snake that you have been told you must
go down)

(Allows holder to go up one ladder that

you have been told you cannot go up)

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Whitaker, D.S. (2001) Using Groups to Help People, Second Edition. Hove:
Routledge.
Witiewitz, K., & Marlatt, G. A. (2004). Relapse prevention for alcohol and drug
problems: that was Zen, this is Tao. American Psychological Association, 59, No.4,
224-225.
Womens Health Council (2005). Women and mental health; Promoting a gendered
approach to policy and service provision. Dublin: The Womens Health Council
World Health Organisation, (2003) Social Detriments of Health the Solid Facts,
second edition
National Advisory Committee on Drugs (NACD) (2007) An Overview of Cocaine Use
in Ireland: II. A Joint Report from the National Advisory Committee on Drugs
(NACD) and the National Drugs Strategy Team (NDST)
Yalom, I.D. (2013) The Gift of Therapy, An open letter to a new generation of
therapists and their patients. London: Piatkus
Yalom, I.D & Leszcz M. (2005) The Theory and Practice of Group Psychotherapy.
New York: Basic Books

On-line supports
CBT
http://www.youtube.com/watch?v=IbQkUJaE4d0
http://www.youtube.com/watch?v=Rpvgy-lS_zM (Beck, model, cue exposure and response
inhibition)
http://www.youtube.com/watch?v=LaiwKasS8bI (Beck, multiple problems related to case
conceptualizations)
http://www.youtube.com/watch?v=aWyg_bhSxOc (Beck, negative core beliefs)
http://www.youtube.com/watch?v=Nk59lutY_E4 (Beck, case formulation, belief/ behaviour/
focus)
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http://www.youtube.com/watch?v=WXxxcElL7Cs (The science of relapse: Behavioural

treatments with Baclofen)
MI
http://motivationalinterview.org/

http://motivationalinterview.net/
Some MI Videos
http://vimeo.com/20901845 (Prof William Miller, +/- 8 minute overview)

OR
http://motivationalinterview.org/quick_links/about_mi.html (Prof William Miller, +/8 minute overview)
http://vimeo.com/56949751 (A short overview by a number of experts)

http://vimeo.com/84162625 (MI: STD)

http://vimeo.com/57164576 (MI and Psychiatry +/- 9 minutes)

http://vimeo.com/12523252 (What makes it MI- Miller and Rollnick, 26 minutes)

http://vimeo.com/61673511 (Webinar +/- 50 minutes)

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Appendices

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Appendix 1

MODULE SIGNING IN ATTENDANCE SHEET

Date:

_______

Facilitator(s) ________________

Name

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Emotions Diary-By filling out this diary sheet you will begin to see patterns in how your feelings/emotions connect with your drug
use and what triggered them. It also reminds us how we coped, what we did, what we felt after our actions (e.g. when we make
good decisions we dont always feel good afterwards). This information will help in your self-awareness and prompts us in taking
control of our actions

Appendix 3: Drug and Alcohol Diary.

By filling out this diary sheet you will begin to see patterns to your drug or alcohol use, what triggered it, the
feelings associated with those triggers, the actions you took and the consequences of those actions. You should record every trigger regardless of whether
you ended up using drugs or not. This information will help you to become more self- aware around your drug or alcohol use. Record as many situations as
possible in between each module of the course and bring your Journal with you to each module.
Day & Time

Trigger

Thoughts & Feelings

Behaviour

What made me want to use?

What was I thinking? What was I

feeling?

Did I use? If so, what did I take?

If I didnt use what did I do
instead?

Good Consequences
Did anything good
happen?

Bad Consequences
Did anything bad happen?

Here are some risky situations. Mark them from 1 to 3 as you see fit (1 = no temptation to use; 2 = slight temptation to use; 3 = strong temptation to use):

Risky situation
When I am angry
When I feel sad
When Im around others who
are using
When I have money worries

Risky situation

Risky situation

When I feel bored

When I feel lonely
When I feel guilty

When I feel happy

When I do feel good about myself
When I am offered other drugs

When I dont feel good

about myself

When I have money to spend

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Appendix 4
Start of session
Grounding Meditation: 10 mindful breaths
If there is a table in the room ask the group to move their chairs back a little
1. Coming now to sit, feet flat on the floor; back is straight but not stiff, head and
neck balanced on the shoulders. Allowing the shoulders to relax a little,
resting your hands comfortably on your lap. Closing your eyes if that feels
comfortable, if not allowing a soft gaze onto the ground a few feet in front of
you, as best you can allowing the mind to settle
(Allow 3 in and out breaths, before next instruction)
2. Become aware of physical sensations throughout body, especially sensations
of touch: Feet on the floor, body making contact with the chair. Allowing the
body to become comfortable on the chair, finding your own balance.
(Allow 3 in and out breaths, before next instruction)
3. Letting the sensations of touch fade into the background of awareness and
bring your attention to the breath, breathing in-breathing out, bringing
awareness to wherever you notice the breath most, this maybe at the tip of
the nose, or the rise and fall of the stomach. Nowhere to go, nothing to do
(Allow 3 in and out breaths, before next instruction)
4. Following the full cycle of each in breath and each out breath, nowhere to go
nothing to do
(Allow 2 in and out breaths, before next instruction)
5. Now bringing your awareness to the breath right down in the abdomen,
stomach area. It may be helpful to put your hand on your stomach to help
notice the rise and fall with each in breath and each out breath.
6. Now staying with the full cycle of each in breath and each out breath, counting
10 in breaths and 10 out breaths.
After 5 breaths give following instruction
(If you notice your mind wandering off into thoughts, acknowledging where the
mind has gone and gently bringing yourself back to the next in-breath or next
out-breath)
Continue to 10 breaths
7. Now expanding your awareness around the breath to the whole body sitting
here, becoming aware of the feet on the floor, the chair supporting you
(Allow 3 in and out breaths)
8. And now opening your eyes whenever you are ready and as you begin to
open your eyes, becoming aware of your space in the room and the other
people in the room.

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End of session Grounding Exercise: the Body Scan-5 minutes

If there is a table in the room ask the group to move their chairs back a little
1. Coming now to sit, feet flat on the floor; back is straight but not stiff, head and
neck balanced on the shoulders. Allowing the shoulders to relax a little,
resting your hands comfortably on your lap. Closing your eyes if that feels
comfortable, if not allowing a soft gaze onto the ground a few feet in front
(Allow 3 in and out breaths, before next instruction)
2. Become aware of physical sensations throughout body, especially sensations
of touch: Feet on the floor, body making contact with the chair. Allowing the
body to become comfortable on the chair, finding your own balance.
(Allow 3 in and out breaths, before next instruction)
3. Letting the sensations of touch fade into the background of awareness and
bring your attention to the breath, breathing in-breathing out, bringing
awareness to wherever you notice the breath most, this maybe at the tip of
the nose, or the rise and fall of the stomach. Nowhere to go, nothing to do
(Allow 3 in and out breaths, before next instruction)
4. Now letting the breath fade into the background of awareness and bringing
the focus of your attention to your feet, Becoming aware of the feet making
contact with the floor. (Allow 2 in and out breaths between each instruction)
o Letting go of the feet and moving your awareness up to the lower legs
o Letting go of the lower legs and moving your awareness up to the
Knees, the upper legs and hip area
o Letting go of this region and moving your awareness up to the lower
back and around to the stomach
o Letting go of this region and moving your awareness up to the upper
back and chest area
o Letting go of this region and moving your awareness to both hands,
moving up the to the wrists, lower arms, elbows, upper arms, up to the
shoulders
o Letting go of this region and moving your awareness up to the neck,
head and face
o Letting go of this region and bring your awareness to the body sitting
here as a whole, feet on the ground, body making contact with the
chair.
5. Now bringing your awareness back to your breath-breathing in breathing out
(4 in and out breaths)
6. As this grounding exercise comes to an end congratulating yourself for the
work you have put into today in group.
And asking yourself how will I keep myself safe this week? (Repeat question)
Allowing an answer to form in the mind
7. Allow 3 or 4 in and out breaths and ask the group to gently open their eyes
and come back into the room.
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Appendix 5

My Safe Plan
Between now and the next session of RecoverMe, I will keep
myself safe from harm by:
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

Name at least one way in which you will reduce the harm to
yourself from drug/alcohol use or avoid high risk
situations. You dont have to stick with one you can
name as many as you want.

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Appendix 6: Group Topic Evaluation Scale

This survey is for programme evaluation purposes only. Your answers are confidential and anonymous.
Todays topic was:________________________

Session Number: _____

Date: ________

Please respond to the following questions in a thoughtful manner.

Strongly Disagree Neither

Disagree
Agree
or
Disagree

Todays group topic

Agree Strongly
Agree

1. Was relevant to my life

2. Increased my confidence to utilize positive skills
3. Will help improve my relationships
4. Has Given me a sense of optimism or wellbeing
5. Will influence how I communicate and interact with others
6. Helped me identify areas I want to change in my life

Total:

Higher scores denote higher relevance or meaningfulness of the group topic.

DiStefano, G., Hohman, M., & Barker, M. (2013). The Group Topic Evaluation Scale: Preliminary validity, reliability, and use in
psychoeducational groups. Journal of Social Work with Groups,36, 292-303.
For a copy: Melinda Hohman, [email protected]
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Appendix 7

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