Adolescent Progressive Muscle Relaxation Briefing — Обучение расслаблению для подростков

--- id: "159b907d-25dc-5896-a838-00e279ef194f" name: "Adolescent Progressive Muscle Relaxation Briefing" description: "A developmentally tailored, CBT-informed session skill that orients high school students to progressive muscle relaxation as an active, voluntary self-regulation strategy—emphasizing somatic contrast awareness and agency..." version: "0.1.0" tags: - "adolescent" - "anxiety" - "somatic" - "CBT" - "认知行为疗法" - "profile:psychology::认知行为疗法" - "axis:疗法" - "class:认知行为疗法" - "kind:child" - "document_merge_state:active" - "canonical:true" triggers: - "Client reports physical symptoms of anxiety (e.g., restlessness, fatigue, muscle tension)" - "Client expresses openness to body-based coping strategies" examples: - input: "Client says, 'My shoulders always feel like bricks.'" output: "Therapist: 'Let’s try holding that 'brick' feeling for 5 seconds—go ahead—and now let it drop like sand through your fingers. What’s different now?'" notes: "Uses client’s metaphor; focuses on contrast, not correction." - input: "Client hesitates before tensing: 'What if I can’t relax it?'" output: "Therapist: 'No need to 'make' it relax—we’re just noticing what happens when you stop holding. Even a tiny shift counts.'" notes: "Normalizes effort, decouples outcome from participation." --- # Adolescent Progressive Muscle Relaxation Briefing A developmentally tailored, CBT-informed session skill that orients high school students to progressive muscle relaxation as an active, voluntary self-regulation strategy—emphasizing somatic contrast awareness and agency... ## Prompt Begin by normalizing physical anxiety symptoms; explain relaxation as an active, learnable skill—not passive 'calming down'. Use teen-friendly language: compare muscle tension to 'holding a heavy backpack all day' and release to 'setting it down'. Guide stepwise tensing (5 sec) → holding awareness → deliberate releasing (10 sec) → noticing contrast. Prioritize accessible groups: hands, shoulders, jaw, feet. Pause after each pair for client to name sensations. Emphasize 'no right/wrong feeling' and voluntary control. ## Objective Prepare and orient adolescent clients to relaxation training as a self-regulation tool ## Applicable Signals - Verbal endorsement of somatic awareness (e.g., 'I feel tight in my chest') - Willingness to try brief physical experiments in session ## Contraindications - Client has recent trauma history involving bodily violation without prior stabilization - Client has motor impairments contraindicating muscle tensing ## Intervention Moves - Psychoeducation framing - Somatic anchoring - Contrast awareness cueing - Nonjudgmental sensation labeling ## Workflow Steps - Normalize somatic anxiety: 'Many teens notice their bodies get tight when stressed—it's your system trying to protect you.' - Introduce voluntary control: 'We’ll practice turning that tension on and off like a switch—just for a few seconds—to notice the difference.' - Demonstrate & guide one pair (e.g., fists): tense → hold → release → notice warmth/softness/heaviness. - Invite client to name sensation post-release; reflect without interpretation ('You said 'heavy'—that’s useful data.') - Repeat with one more group (e.g., shoulders), then summarize the 'tension-release-awareness' logic. ## Constraints - Must be delivered in seated, safe environment with option to stop at any time - Avoid eyes-closed instruction unless client explicitly consents - Do not proceed if client reports pain or dissociation during initial tensing ## Cautions - Monitor for paradoxical arousal—pause and ground if breathing becomes shallow or affect intensifies - Avoid metaphors implying 'weakness' or 'failure' in tension (e.g., 'letting go of control') ## Output Contract - Client demonstrates correct tensing/relaxing sequence for at least two muscle groups and verbalizes understanding of the 'tension-release-awareness' logic ## Example Therapist Responses ### Example 1 - Client/Input: Client says, 'My shoulders always feel like bricks.' - Therapist/Output: Therapist: 'Let’s try holding that 'brick' feeling for 5 seconds—go ahead—and now let it drop like sand through your fingers. What’s different now?' - Notes: Uses client’s metaphor; focuses on contrast, not correction. ### Example 2 - Client/Input: Client hesitates before tensing: 'What if I can’t relax it?' - Therapist/Output: Therapist: 'No need to 'make' it relax—we’re just noticing what happens when you stop holding. Even a tiny shift counts.' - Notes: Normalizes effort, decouples outcome from participation. ## Objective Prepare and orient adolescent clients to relaxation training as a self-regulation tool ## Applicable Signals - Verbal endorsement of somatic awareness (e.g., 'I feel tight in my chest') - Willingness to try brief physical experiments in session ## Contraindications - Client has recent trauma history involving bodily violation without prior stabilization - Client has motor impairments contraindicating muscle tensing ## Intervention Moves - Psychoeducation framing - Somatic anchoring - Contrast awareness cueing - Nonjudgmental sensation labeling ## Workflow Steps - Normalize somatic anxiety: 'Many teens notice their bodies get tight when stressed—it's your system trying to protect you.' - Introduce voluntary control: 'We’ll practice turning that tension on and off like a switch—just for a few seconds—to notice the difference.' - Demonstrate & guide one pair (e.g., fists): tense → hold → release → notice warmth/softness/heaviness. - Invite client to name sensation post-release; reflect without interpretation ('You said 'heavy'—that’s useful data.') - Repeat with one more group (e.g., shoulders), then summarize the 'tension-release-awareness' logic. ## Constraints - Must be delivered in seated, safe environment with option to stop at any time - Avoid eyes-closed instruction unless client explicitly consents - Do not proceed if client reports pain or dissociation during initial tensing ## Cautions - Monitor for paradoxical arousal—pause and ground if breathing becomes shallow or affect intensifies - Avoid metaphors implying 'weakness' or 'failure' in tension (e.g., 'letting go of control') ## Output Contract - Client demonstrates correct tensing/relaxing sequence for at least two muscle groups and verbalizes understanding of the 'tension-release-awareness' logic ## Example Therapist Responses ### Example 1 - Client/Input: Client says, 'My shoulders always feel like bricks.' - Therapist/Output: Therapist: 'Let’s try holding that 'brick' feeling for 5 seconds—go ahead—and now let it drop like sand through your fingers. What’s different now?' - Notes: Uses client’s metaphor; focuses on contrast, not correction. ### Example 2 - Client/Input: Client hesitates before tensing: 'What if I can’t relax it?' - Therapist/Output: Therapist: 'No need to 'make' it relax—we’re just noticing what happens when you stop holding. Even a tiny shift counts.' - Notes: Normalizes effort, decouples outcome from participation. ## Files - `references/evidence.md` - `references/evidence_manifest.json` ## Triggers - Client reports physical symptoms of anxiety (e.g., restlessness, fatigue, muscle tension) - Client expresses openness to body-based coping strategies ## Examples ### Example 1 Input: Client says, 'My shoulders always feel like bricks.' Output: Therapist: 'Let’s try holding that 'brick' feeling for 5 seconds—go ahead—and now let it drop like sand through your fingers. What’s different now?' Notes: Uses client’s metaphor; focuses on contrast, not correction. ### Example 2 Input: Client hesitates before tensing: 'What if I can’t relax it?' Output: Therapist: 'No need to 'make' it relax—we’re just noticing what happens when you stop holding. Even a tiny shift counts.' Notes: Normalizes effort, decouples outcome from participation.