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Christian Psychology alive
4. Once rapport was built, cognitive-beha- and prognosis in order for them to facilitate the
vioral techniques were used, along with process. Parents are then encouraged to explore
more directive techniques. The goal was to the following:
identify their feelings, and also to challen-
ge negative thinking and replace them with 1. The child’s feelings should be respected and
more positive thoughts. validated at all times.
5. Feeling-identification was done through 2. Missionaries tend to spend a large portion
images, as well as personal stories sharing of their time serving the church, which at
their feelings in order for the identification times leads to their children feeling neglec-
to be more experiential and personal. ted (Bikos, et al., 2009). It is therefore im-
6. This creates a platform for exploring situa- portant for quality family time to be put in
tions which cause anxiety, and the thoughts place. This should help the MK form strong
which follow. After which, CBT techniques interpersonal relationships.
can be used to challenge these thoughts and 3. Routine and structure should be exer-
create alternative ways of thinking. cised whenever possible. This may be diffi-
7. This worked well with the MKs, as their cri- cult outside of the home, and within large
tical thinking skills were in place and they groups. However, within the home, this can
were open to various interpretations, as well be implemented. This gives the MK a sense
as creating ideas on their own. These were of safety and predictability, as well as stabili-
practiced over several sessions in various ty. In large and rowdier groups, the MK can
ways, encouraging it to become habitual. be prepared for what to expect. They should
8. Spiritual concerns came up, and issues re- also be encouraged to take part, in spite of
garding control were explored. This was the lack of order.
mainly about surrendering and trusting 4. Playing games, such as the UNGAME is
that God is in control, and that even when useful not only for family time but also as a
the MK is unsure, God is sure and we can way of exploring feelings.
find comfort in that thought. 5. Playing with clay or kinetic sand is encou-
9. During termination, the therapist and the raged. This may help the child develop fle-
MK discussed the process and the changes xibility and let go of control in some ways.
which were made. Strengths and progress 6. Exploring different interpretations to si-
were amplified, as to encourage this way of tuations would help the MK continuously
thinking. Parents were then met with, in or- develop new ways of thinking which may
der to give feedback and recommendations reduce the feelings of anxiety. Brainstor-
going forward. ming together may give the child a sense of
10. It was evident that parents were in need of accomplishment and mastery.
support, so as to know how to promote po- 7. In moments of anxiety, ask the child what
sitive thinking and what to change in their is concerning them. This will give light into
lifestyle in order to lessen anxiety. some of the scary thoughts. Prayer can then
follow this, asking God to carry those con-
Working personally with the anxious MK cerns for the child.
There are several programs available in the 8. Practicing slow, deep breathing is also use-
United States of America, which aid reentry of ful in times of anxiety. This would help them
MK’s into American society (Adams, Shaver, focus on bodily sensations and how to con-
& White, 2003; Davis, et al., 2010; Davis, et al., trol that, while lessening the overwhelming
2013; Limberg & Lambie, 2011). These pro- feeling of anxiety.
grams consist of several weeks of psycho-social 9. Encouraging and praising bravery would be
support which aid the transition. As these MKs beneficial. Situations could even be inven-
are not yet at the point of reentry, some of these ted for this to occur, however small, for the
can be altered appropriately to aid them. Parents child to step out of their comfort zone and
should be made aware of their child’s diagnosis attempt bravery.
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