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Narrative therapy is resistant to mental health "labels," and that really spoke to me. Every now and then, I'll catch myself sorting through labels in my head—"I'm lazy," "I'm not disciplined," or "I'm too sensitive." And where did the labels originate? Who had proclaimed them to be right?

It made me remember something I had heard as a child: "Don't cry so easily, it makes you weak." It became part of my inner story. But I now understand that sensitivity is not weakness. It means I am deeply caring. That's what I'm beginning to recognize as a strength.

Narrative therapy has shown me I have the right to reclaim how I narrate my life about myself. I am not "too sensitive"–I am sensitive. I am not "lazy"–I need to rest sometimes. I'm getting better at re-storying my life with more kindness and honesty.

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In class, we talked about problem-saturated stories—the ones we repeat to ourselves so frequently that they become like our whole identity. That really hit home with me. I knew that I often get so caught up in my insecurities—like not being "good enough" or "smart enough"—that I forget all the other things about myself.

In my group, I quickly described a time when I had helped a friend in a tough situation last semester. She afterward told me that it made her feel heard and understood. That is not part of my usual inner dialogue, but it ought to be.

Narrative therapy helped me recognize that there are other stories that exist in my life, stories of strength, compassion, and growth. I just need to notice them more. It encouraged me to start gathering those moments—not the moments when I flailed, but the moments when I showed up with care and with bravery.

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One of the most powerful things I learned this week was the following statement: "The problem is the problem, the person is not the problem" (White & Epston). It made me think about how I have been labeling myself in the past, especially when I've been feeling anxious. I'd say, "I'm anxious" as though that defined me.

But narrative therapy made me pause and think: What if anxiety is something I feel—not something I am?

I used to think this way about myself during high school, when I was prepping for tests. I'd say to myself that I wasn't strong enough to cope under pressure. That was my story. But if I really reflect on it, I've actually coped under pressure many times—sometimes very well, sometimes not so well. Narrative therapy is teaching me that I can reframe that story. I can say to myself: "I'm someone who has struggled with anxiety and still shows up." That feels more empowering and real.

Reference

White, M., & Epston, D. (1990). Narrative means to therapeutic ends. Norton & Company.

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In our DBT class, what struck me most was the goal of controlling emotions so they don't control us. In my group, we exchanged moments when we were emotionally exhausted—like drowning with inexplicable feelings. I revealed that sometimes even minor things set me off when I'm already stressed, and I end up doing things I'm not proud of later on.

It was comforting to hear others tell me they've had that happen too. The idea of learning distress tolerance—and accepting that distress will happen without needing to "fix" it right away—felt empowering. I wrote down the class quote: "You can feel the wave without being pulled under."

I've started to be more mindful, even if only by breathing slowly a few times when I'm feeling overwhelmed. I'm learning that I don't necessarily need to respond in the moment. Sometimes it's okay to just label the emotion and let it continue on its own.

DBT is teaching me that building a life worth living takes both living through the quiet moments and living through the storm—and both are being human.

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We were taught this week about Dialectical Behaviour Therapy (DBT) and the fact that two opposites could be true at the same time. That brought me a huge sense of calm. In group time, I described how I catch myself torn between needing independence and still requiring emotional support from others—most especially being so far away from home. I always used to think that made me confused or weak, but DBT showed me differently. Both those things are actually true.

The word "dialectical" used to feel gigantic at first, but now it actually makes sense. You can love a person and get hurt by them. You can desire something else, but also be afraid of it too. That one hit close to home.

My group also spoke about how this kind of thinking reduces shame. I discovered that I'd been hard on myself for feeling mixed-up feelings, especially when I get mad. DBT has shown me that feelings aren't bad—just are. That adjustment makes it easier for me to welcome myself more kindly.

Reference

Linehan, M. M. (1993). Cognitive-behavioral treatment of borderline personality disorder. Guilford Press.

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One of the ACT principles that struck a chord with me most this week was the focus on values—knowing what truly matters to us. We talked about committed action, which is making choices that align with those values even when it's hard or scary.

I spent a quiet minute in class writing down my values, and I was astonished to discover that "authenticity," "connection," and "growth" were all things that kept repeating themselves. I've been second-guessing myself a lot lately-more so when new situations or presenting myself as a creative potential. But after I thought about basing my action on my values and not my fears, I felt more solid.

Last weekend, I put something up on my YouTube channel about myself that I had been reluctant to put up for weeks. My fear of what people would think told me in my ear, "What if people judge you?" But my sense of value on authenticity told me that being genuine is more essential than being perfect. That choice made me feel strong.

ACT is enabling me to build a life of what is most significant—not what my head cautions me to fear.

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We studied ACT (Acceptance and Commitment Therapy) this week and that pain is unavoidable, but suffering is not needed to engulf our lives. That struck a chord with me. I've always believed I must "get rid of" or "cure" painful feelings and thoughts. But ACT helped me realize that acceptance is having those feelings exist without letting them control me (Harris, 2019).

I remembered once when I was in a state of overwhelm with school, family drama, and homesickness. My tendency is to shut down or distract myself. But having learned about defusion—the principle of observing thoughts without becoming entangled with them—I did something other than that. I just sat with the feelings for 10 minutes, no music, no phone. I just breathed and allowed the thoughts to arise and pass. It felt clumsy but strangely freeing.

ACT reminded me that what I'm thinking isn't a fact—only thoughts. And I don't have to do everything one of them says. That little bit of adjustment had a big impact.

Reference

Harris, R. (2019). The happiness trap: How to stop struggling and start living. Trumpeter.

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Learning Exposure Therapy this week actually made me reflect on my own anxieties. I've never been formally diagnosed with an anxiety disorder, but I do experience some social anxiety—especially when I have to present in front of others or large groups. I always picture everyone judging me or noticing how anxious I am. That's paradigmatic mind reading and catastrophizing, which we've also covered in CBT.

What really hit me was that exposure therapy is not about challenging yourself to "get over it." It's about working your way up to confronting what you're scared of, in safe spaces, so your brain can learn it's not as bad as it thinks (Zalta & Foa, 2012). That made me remember a time that I had spoken in class even though I was scared, and nothing bad happened. In fact, someone complimented me on it afterward.

I've started testing out "mini-exposures" in my life—like speaking up more loudly in class discussions or challenging things at school. I still shake, but each time I make it through, I'm a little more resilient. That emotional processing over avoidance is what I'm working to move further towards now.

Reference

Zalta, A. K., & Foa, E. B. (2012). Exposure therapy for anxiety disorders: A practical guide to the treatment of PTSD, OCD, and other anxiety-related conditions. Guilford Press.

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Rediscovering Joy Through Behavioural Activation

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Rediscovering Joy Through Behavioural Activation

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Last week's session on Behavioural Activation (BA) was very raw for me. There have been times—particularly in winter—when I did not do things that made me happy because I was low. I would sleep more, not pick up the phone, and justify that I was "just tired." Now I know that these behaviors might actually have been sustaining the sadness, not ending it (Rankin, 2025).

The idea that small, positive things can enhance mood brought to mind a day when I forced myself to go for a walk and ended up sitting to see the sunset. That tiny choice made a gigantic difference. It gave me back a feeling of control. I realized that positive reinforcement does not have to be something huge—it can be as simple as listening to music that I like or calling a friend.

We also discussed finding goals and values. That resonated with me. I've started writing down small week-long goals that are about what I'm passionate about—like creative expression, connection, and learning. Even when I don't hit all of them, it gets me more here and in touch with who I'd like to be.

Reference

Rankin, T. (2025). Behavioral Activation and Mood Enhancement. [Lecture Notes, Tami Rankin Curriculum].

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This week, what struck me in class was the concept of core beliefs—those deep, unstated thoughts that shape how we see ourselves and the world. I've started to notice that one of my own unstated core beliefs might be, "I'm not enough unless I succeed at everything."

I hadn't even noticed how often that thought comes up until we finished the CBT worksheet on automatic thoughts. When I make a mistake, I immediately go into "I should have known better" or "People will judge me as not being able to do it." These "should" statements and perfectionism thoughts have been driving my stress, and I never quite connected all the dots before (Rankin, 2025).

What was most beneficial was the body scan meditation that we did in class. It was such a valuable moment where I was relaxed and equanimous—where I wasn't criticizing myself for anything. That's when I realized how judgmental my self-talk is normally. I'm working on replacing some of those default judgments with more compassionate ones such as, "It's okay to learn as I go" or "I can do well without being perfect."

This whole process is helping me step by step to redefine the way I respond to setbacks—not as failures, but as growth. And to be honest, that adjustment feels very freeing.

Reference

Rankin, T. (2025). Core Beliefs and Cognitive Restructuring. [Lecture Notes, Tami Rankin Curriculum].

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During this week's body scan and meditation exercise, I did get a moment of real clarity. At first, I was agitated and kept thinking, "This is not working." But after I focused on my breath and body sensations, I was calm in a way I hadn't been all week. It was like my mind finally let me have space to watch without responding.

When we started talking about cognitive restructuring, all made sense. I could visualize how much my mind catastrophizes, especially when I am stressed. I will have one bad experience, and then I believe the whole day is lost or that everybody is upset with me. That's emotional reasoning, and I did not even know I was doing it (Rankin, 2025).

I've started jotting down those thoughts and politely disputing them. Even writing out, "Maybe I'm just tired, not a failure," was enough to shift my mood. I noticed that CBT isn't about altering thoughts as much as noticing them with kindness and interest. That's something I'd like to take more mindfully into everyday life.

Reference

Rankin, T. (2025). Cognitive restructuring and emotional regulation. [Lecture notes, Tami Rankin Curriculum].

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This week's CBT lecture really made me realize how many automatic thoughts I experience every single day without even questioning them. As we reviewed cognitive distortions, I could identify with so many of them—especially "all-or-nothing thinking" and "discounting the positive" (Beck, as cited in Rankin, 2025).

After our body scan meditation in class, I felt more grounded in myself. It was incredible how still everything was for a moment. In the silence, I noticed how quickly my thoughts rush to conclusions like "I always mess up" or "If it's not perfect, it's a failure." I did not realize how much these thoughts shape my feelings and behaviors until I slowed down enough to listen clearly to them.

Now I'm trying to catch myself when I'm having those thoughts and say, "Is this really true?" It doesn't come easily, but to catch one distortion and restructure it is a small triumph. I'm learning that what I think is what makes me feel the way I do, and I have more power to change it than I was aware.

Reference

Beck, A. T. (as cited in Rankin, T., 2025). Cognitive therapy and emotional disorders. [Book citation or source].

Rankin, T. (2025). Cognitive Behavioural Therapy. [Lecture notes].

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Discovering Mindfulness in the Smallest Moments

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Discovering Mindfulness in the Smallest Moments

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As we were talking about self-regulation and mindfulness, I had a tiny lightbulb moment. I used to think that mindfulness has to be very formal, like cross-legged sitting and meditating. But when we were talking about informal mindfulness, it hit me that I already do it unconsciously.

To me, watching the trees sway or sipping hot tea slowly after a long day is like therapy. I had no idea those quiet little moments counted. I've started doing them more mindfully now. When I'm nervous, I bring my mind back to my breath or what I can hear, smell, or see around me. It centers me.

The mindfulness article on burnout and emotional intelligence struck a chord too. I've been working really hard these past few weeks, and this class reminded me that self-care is not selfish, it's required. I even created a mini self-care plan, which is short walks, journaling with music on, and saying no when I'm tired.

Mindfulness, to me, means to be gentle and slow down even when life is messy. That's something I would love to carry forward, not just in my life, but also while assisting others in the future.

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The homework this week that focused on learning emotion regulation and labeling emotions hit me right where I lived. When I was asked, "How are you feeling now?", I found myself defaulting with a quick response of "fine" or being "just tired." But then, when I actually tried labeling what I actually were feeling, I found it connected me more realistically to my interior world.

I have certainly used secondary emotions like irritation to cover up primary ones like fearfulness or sadness. It's easier to say "I'm irritated" than to say "I'm insecure." That hit me very hard. I think part of me is really afraid of being misunderstood if I do open up the deeper things. But I learned also that validation only succeeds after the actual emotion is identified. That reminded me to be more mindful when I listen to others, too—really hearing them and not just reacting.

I'm working on using a broader emotional vocabulary in my life. It feels awkward at times, but it's helping me feel more like I'm in charge of my thinking and actions, especially when I feel out of control. Baby steps, but important.

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As we were discussing self-regulation through art therapy in class, I became aware of how I have been unconsciously employing art to get by. When I am stressed during exam periods, I tend to tidy up my room and pretty it up—small things like drawing mandalas or hanging up inspirational quotes. It makes me feel in control and at peace.

The lecture explained that emotional resilience is somehow related to self-regulation, and that's something I've been attempting to develop. I've noticed that when I give myself space to create, even if it's just painting my nails or journaling with stickers, I am more grounded and less reactive (Rankin, 2025; Guzman, 2020).

I used to think I was wasting my time making these "creative detours," but now see they're part of my own self-care toolkit. I'll never be an artist, but I'm learning that art doesn't have to be perfect to be powerful.

Reference

Rankin, T. (2025). What is Art Therapy? Cognitive and Behavioural Approaches. [Document].

Guzman, L. (2020). Essential art therapy exercises: Effective techniques to manage anxiety, depression, and PTSD. Rockridge Press.

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MI is an interesting idea for me: it's a kind of friendly talk with a person to help them discover their own motivation and commitment to change. What I found most important in Miller and Rollnick's (2012) definition is that this approach does not pressure people; rather, it helps them find their inner drive. This really connects with how I understand motivation in my own life.

In class, my group discussed how we feel more motivated if we do things that we really like. I relate to this idea a lot. I came to know that when I like something, I don't need much outside motivation to keep going—I just feel naturally pushed to do it. For example, I remember how easy it was to stay up late working on a project I loved compared to tasks I didn't like.

One perspective from my group that I will share with the class is that motivation can be brought about by making good connections with our activities. If we can find even one small thing to enjoy about a task, it can greatly change how motivated we feel. This idea feels useful and supportive because it makes motivation seem possible, even for tasks that seem difficult at first.

This journaling process has been helpful. Thinking about MI has made me think about how important it is to look at change with curiosity and openness, both in myself and when helping others. I’m learning that motivation isn’t about pushing or persuading—it’s about discovering and growing from within.

Reference:

Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change (3rd ed.). Guilford Press.

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This week's focus on Art Therapy was especially significant for me. I love to draw, especially when I am upset. I never knew it was therapy, but to discover that it helps with self-awareness and control of emotions made perfect sense (Guzman, 2020).

One evening in a rough week last semester, I sketched for hours without thinking at all. Upon looking at it afterwards, I could see that it depicted precisely how I'd been feeling—turbulent, trapped, but still striving for something greater. It was as if I could see my emotions on paper.

Art Therapy's goal of becoming a "reflecting surface" for feelings truly spoke to that moment with me (Rankin, 2025). I wasn't just speaking—I was merely learning to listen. It was a reminder that healing isn't always in words. Sometimes colors and shapes do it better.

Reference

Rankin, T. (2025). What is Art Therapy? Cognitive and Behavioural Approaches. [Document].

Guzman, L. (2020). Essential art therapy exercises: Effective techniques to manage anxiety, depression, and PTSD. Rockridge Press.

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We worked on creating our self-care plans in class this week, and it made me think. I realize that sometimes I am more compassionate with others than I am with myself. That was when it hit me—MI's value of empathy and collaboration is not only for the clients, but for me as well (Corey & Corey, 2016).

I’ve been learning to sit with my own struggles instead of rushing to fix them. Like in MI, I’m trying to be curious, not judgmental. My self-care plan included more journaling, better sleep, and music breaks—because those small things help me feel grounded and connected to myself.

I now recognize that using MI means building on people's self-efficacy, but also mine. Change starts from that place of self-awareness and supportive guidance.

Reference

Corey, M. S., & Corey, G. (2016). Becoming a helper (7th ed.). Cengage Learning.

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This week in class, MI had a life-changing impact on me in the way I go about assisting others. I had previously believed that assisting was all about giving advice. But the premise that the client is the expert of their own life (Miller & Rollnick, 2012) opened my eyes to how at times listening could be more helpful than speaking.

I remember a high school experience when I was scared to act on stage. A teacher did not push or try to fix me. She merely said, "I can see this is important to you." That small moment reminded me of MI's use of affirmations—reflecting inner strength in a warm, supportive way (Egan & Schroeder, 2009).

MI also helped me understand that evoking motivation is about believing in someone even before they believe in themselves. That's powerful. I'd like to bring more of that kind of support into my relationships—not leading from the front, but walking alongside.

References

Egan, G., & Schroeder, W. (2009). The skilled helper: A problem-management and opportunity-development approach to helping (9th ed.). Brooks/Cole.

Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change (3rd ed.). Guilford Press.

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This week, I’ve been thinking a lot about Motivational Interviewing (MI) and how it’s not about fixing someone—it’s about walking beside them. The idea that the client is the expert in their own life really changed how I see support (Miller & Rollnick, 2012). I used to think helping meant giving advice, but now I see it’s more about listening deeply and trusting the person’s process.

📚 A memory came up from high school when I wanted to quit a school performance. My teacher didn’t push me—she just said, “You’ve got something powerful inside you.” That gentle affirmation helped me believe in myself. It reminded me of MI’s focus on evoking inner motivation, not forcing it (Corey & Corey, 2016).

💬 When I feel truly heard, I feel more confident to move forward. That safe space builds self-efficacy, and I think that’s what MI is all about (Egan & Schroeder, 2009).

🕯️ Motivation feels like a tiny candle in a dark room. You don’t need to fix the dark—just protect the flame.

🌱 Lesson I’m taking with me: You don’t need all the answers to help someone. Just being there with empathy can mean everything.

References

Corey, M. S., & Corey, G. (2016). Becoming a helper (7th ed.). Cengage Learning.

Egan, G., & Schroeder, W. (2009). The skilled helper: A problem-management and opportunity-development approach to helping (9th ed.). Brooks/Cole.

Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change (3rd ed.). Guilford Press.