Dr. Victor Carrión

Yes. So we have to be careful with structured interventions because sometimes structured interventions can break a little bit the fluidity of the relationship that a therapist and a child may have or have. a therapist and a patient. So it's better to be semi-structure and to really be attentive to the temperament that the kid brings into that relationship or into that session.

And certainly with the toolbox, as you mentioned, we see an example of that. We also add that in cue center therapy by dissecting and examining a response. So, for example, a child that breaks windows or a child that screams or a child that leaves the classroom running, we try to understand what's happening at that moment. And the way that we do that is by looking at a square.

And certainly with the toolbox, as you mentioned, we see an example of that. We also add that in cue center therapy by dissecting and examining a response. So, for example, a child that breaks windows or a child that screams or a child that leaves the classroom running, we try to understand what's happening at that moment. And the way that we do that is by looking at a square.

And certainly with the toolbox, as you mentioned, we see an example of that. We also add that in cue center therapy by dissecting and examining a response. So, for example, a child that breaks windows or a child that screams or a child that leaves the classroom running, we try to understand what's happening at that moment. And the way that we do that is by looking at a square.

And a square is composed of four corners, and the four corners are what you're thinking, so it's a cognitive side to it, what you're feeling emotionally, what you're feeling physically, and what you are actually doing, what the action is. And this is your classical triangle of cognitive behavioral therapy in terms of what you're thinking, what you're doing, and how you're feeling.

And a square is composed of four corners, and the four corners are what you're thinking, so it's a cognitive side to it, what you're feeling emotionally, what you're feeling physically, and what you are actually doing, what the action is. And this is your classical triangle of cognitive behavioral therapy in terms of what you're thinking, what you're doing, and how you're feeling.

And a square is composed of four corners, and the four corners are what you're thinking, so it's a cognitive side to it, what you're feeling emotionally, what you're feeling physically, and what you are actually doing, what the action is. And this is your classical triangle of cognitive behavioral therapy in terms of what you're thinking, what you're doing, and how you're feeling.

But we felt it was important to add that somatic physiological component, because for many children, they don't have the vocabulary to talk about all of this. They just tell you, I have a headache, or I have a stomachache, and there's no other medical reason that explains it, right? So, depending on the kid that comes, you're going to start examining their response through one of those corners.

But we felt it was important to add that somatic physiological component, because for many children, they don't have the vocabulary to talk about all of this. They just tell you, I have a headache, or I have a stomachache, and there's no other medical reason that explains it, right? So, depending on the kid that comes, you're going to start examining their response through one of those corners.

But we felt it was important to add that somatic physiological component, because for many children, they don't have the vocabulary to talk about all of this. They just tell you, I have a headache, or I have a stomachache, and there's no other medical reason that explains it, right? So, depending on the kid that comes, you're going to start examining their response through one of those corners.

So, if the kid is really brainy and likes to think about the things they think or don't think, you start in the cognitive corner. You know, other kids are very attentive to their body and they say, I feel my heart racing when thinking. I engage in this behavior or in this response. And you start with that corner.

So, if the kid is really brainy and likes to think about the things they think or don't think, you start in the cognitive corner. You know, other kids are very attentive to their body and they say, I feel my heart racing when thinking. I engage in this behavior or in this response. And you start with that corner.

So, if the kid is really brainy and likes to think about the things they think or don't think, you start in the cognitive corner. You know, other kids are very attentive to their body and they say, I feel my heart racing when thinking. I engage in this behavior or in this response. And you start with that corner.

The beauty of this is that most of the time, you don't have to work in all of the corners. By just working in one corner, all the other corners change and a new response develops. OK, so if I'm thinking that I'm not in danger, maybe I don't need to leave running. Maybe I can just tell the teacher I'm distressed by the amount of noise. All of a sudden the kid has created a new square.

The beauty of this is that most of the time, you don't have to work in all of the corners. By just working in one corner, all the other corners change and a new response develops. OK, so if I'm thinking that I'm not in danger, maybe I don't need to leave running. Maybe I can just tell the teacher I'm distressed by the amount of noise. All of a sudden the kid has created a new square.

The beauty of this is that most of the time, you don't have to work in all of the corners. By just working in one corner, all the other corners change and a new response develops. OK, so if I'm thinking that I'm not in danger, maybe I don't need to leave running. Maybe I can just tell the teacher I'm distressed by the amount of noise. All of a sudden the kid has created a new square.

That's another square. So hopefully we take that one response as a square and build a cube, right, of many potential responses. so that when the cue happens, now there's an armamentarium of responses, and if I'm too distressed to think what response to do, I can bring myself there by using my toolbox. So it all kinds of starts tying together.

That's another square. So hopefully we take that one response as a square and build a cube, right, of many potential responses. so that when the cue happens, now there's an armamentarium of responses, and if I'm too distressed to think what response to do, I can bring myself there by using my toolbox. So it all kinds of starts tying together.

That's another square. So hopefully we take that one response as a square and build a cube, right, of many potential responses. so that when the cue happens, now there's an armamentarium of responses, and if I'm too distressed to think what response to do, I can bring myself there by using my toolbox. So it all kinds of starts tying together.

And then as I have more responses, as I understand cues, I can begin talking about this narrative that I have where I will fix some cognitive distortions, hopefully, like it was my fault I made it happen to things like No, it wasn't my fault. Somebody else was responsible and I'm just a survivor, right? I'm not a victim, I'm a survivor. That's another cognitive distortion that can't be fixed.