He will also be asked to assume the leadership frole for the entire series after the currently planned revised editions of several books are completed within the next two to three years. Even if there are few associated dual problems, the severity of the addiction itself ranges widely among the general population.
Because of addiction's complexity and pervasive consequences, addiction treatment programs must take an Integrated Intervention approach.
This coordinated effort provides for a comprehensive range of integrated services including counseling, case management, medications, housing, vocational rehabilitation, social skills training, as well as, family interventions that are modified to include both diagnosis.
It is, therefore, the intent of the Intervention Planner to assist the clinical professional in writing inventive, individually tailored intervention treatment plans. Through the use of the Intervention Planner you will enhance the clarity, precision, and vividness of your reports. A critical tool for mental health professionals treating patients coping simultaneously with mental illness and serious substance abuse Saves you hours of time-consuming paperwork, yet offers the freedom to develop customized treatment plans Organized around 25 main presenting problems with a focus on treating adults and adolescents with alcohol, drug, or nicotine addictions, and co-occurring disorders including depression, PTSD, eating disorders, and ADHD Over 1, well-crafted, clear statements describe the behavioral manifestations of each relational problem, long-term goals, short-term objectives, and clinically tested treatment options Easy-to-use reference format helps locate treatment plan components by behavioral problem or DSM-IV-TR diagnosis Includes a sample treatment plan that conforms to the requirements of most third-party payors and accrediting agencies including HCFA, JCAHO, and NCQA.
Score: 5. Includes over 1, clear statements describing the behavioral manifestations of each relational problem, and includes long-term goals, short-term objectives, and clinically tested treatment options.
The problem list of chapter titles reflects those addictive behaviors and the emotional, behavioral, interpersonal, social, personality, legal, medical, and vocational issues associated with those addictions. The original problem chapters have been altered slightly from the first edition to be more generic in their language so as to include these other addictions. The Conduct Disorder chapter is relevant to late childhood and adolescent clients showing problem behaviors consistent with this diagnosis such as aggression, lying, and impulsivity.
The Adult ADHD chapter has been added to capture this increasingly frequent presenting problem, and includes short-term objectives and treatment intervention options consistent with the cognitive behavior treatment approach that has received empirical support e.
The checklist provides material for efficient evaluation of the client on each of the six dimensions. Perkinson is the Clinical Director. It is not copyrighted and may be used or adopted for use by our readers. Interventions can be found in each chapter that reflect a step recovery program approach, but you will also find interventions based on a broader psychological and pharmacological model.
Beyond references to the empirical studies supporting these interventions, we have provided references to therapist- and client-oriented books and treatment manuals that describe the use of identified EBPs or treatments consistent with their objectives and interventions. Of course, recognizing that there are STOs and TIs that practicing clinicians have found useful but that have not yet received empirical scrutiny, we have included those that reflect common best practice among experienced clinicians.
The goal is to provide a range of treatment plan options, some studied empirically, others reflecting common clinical practice, so the user can construct what they believe to be the best plan for a particular client. In chapters containing EBP material, the material, in most cases, has been placed after STOs and TIs addressing the substance-related or other addictive problems that may be present. The current emphasis on co-occurring disorders encourages clinicians to treat substance use disorders and mental illness problems simultaneously.
An exception to this sequencing is when therapeutic issues related to establishing the safety of the client or others take precedence. Others reflect adjuncts to treatment that may or may not be used all the time e. Most of the STOs and TIs associated with the EBPs are described at a level of detail that permits flexibility and adaptability in their specific application.
For example, some have been well established as efficacious for the problems that they target e. Others have less support, but nonetheless have demonstrated efficacy. At minimum, efficacy needed to be demonstrated through a clinical trial or large clinical replication series with features reflecting good experimental design e.
Well established EBPs typically have more than one of these types of studies demonstrating their efficacy, as well as other desirable features such as demonstration of efficacy by independent research groups and specification of client characteristics for which the treatment was effective.
Efficacy has been demonstrated by independent research groups. Client characteristics for which the treatment was effective were specified. A clear description of the treatment was available. Problem Selection. Although the client may discuss a variety of issues during the assessment, the clinician must determine the most significant problems on which to focus the treatment process.
Usually a primary problem will surface, and secondary problems may also be evident. Some other problems may have to be set aside as not urgent enough to require treatment at this time. An effective treatment plan can only deal with a few selected problems or treatment will lose its direction. Problem Definition. Each client presents with unique nuances as to how a problem behaviorally reveals itself in his or her life.
Therefore, each problem 6 3. This Planner offers such behaviorally specific definition statements to choose from or to serve as a model for your own personally crafted statements. Goal Development. The next step in developing your treatment plan is to set broad goals for the resolution of the target problem.
These statements need not be crafted in measurable terms but can be global, long-term goals that indicate a desired positive outcome to the treatment procedures.
This Planner provides several possible goal statements for each problem, but one statement is all that is required in a treatment plan. Objective Construction. In contrast to long-term goals, objectives must be stated in behaviorally measurable language so that it is clear to review agencies, health maintenance organizations, and managed care organizations when the client has achieved the established objectives.
The objectives presented in this Planner are designed to meet this demand for accountability. Numerous alternatives are presented to allow construction of a variety of treatment plan possibilities for the same presenting problem.
Intervention Creation. Interventions are the actions of the clinician designed to help the client complete the objectives. There should be at least one intervention for every objective. If the client does not accomplish the objective after the initial intervention, new interventions should be added to the plan.
This Planner contains interventions from a broad range of therapeutic approaches, and we encourage the provider to write other interventions reflecting his or her own training and experience. Some suggested interventions listed in the Planner refer to specific books that can be assigned to the client for adjunctive bibliotherapy.
Appendix A contains a full bibliographic reference list of these materials. Many references to homework interventions are found in each chapter; The sources for these assignments can be found in the books listed in the General References at the beginning of Appendix A.
Diagnosis Determination. The clinician must compare the behavioral, cognitive, emotional, and interpersonal symptoms that the client presents with the criteria for diagnosis of a mental illness condition as described in DSM-IV-TR.
Hopefully, we have also provided a stimulus for you to create new objectives and interventions from your own clinical experience that have proven to be helpful to addictive clients.
Indeed, identified empirically supported treatments e. In this fourth edition of The Addiction Treatment Planner, we have made an effort to empirically inform some chapters by highlighting Short-term Objectives STOs and Therapeutic Interventions TIs that are consistent with psychological treatments or therapeutic programs that have demonstrated some level of efficacy through empirical study.
References to the empirical work supporting these interventions have been included in the reference section as Appendix B. In this Planner, we have included STOs and TIs consistent with identified EBPs for substance-related and mental disorders commonly seen by practitioners in substance use disorder treatment centers.
It is important to note that the empirical support for the EBP material found in each chapter has not necessarily been established for clients with co-occurring substance and mental disorders, but rather is particular to the problem identified in the chapter title. After completing these six steps, you should have a comprehensive and individualized treatment plan ready for immediate implementation and presentation to the client. A sample treatment plan for substance abuse-dependence is provided at the end of this introduction.
Treatment plans should not be mass-produced, even if clients have similar problems. Drawing upon our own years of clinical experience, we have put together a variety of treatment choices. These choices can be combined in thousands of permutations to develop detailed treatment plans. Relying on their own good judgment, clinicians can easily select the statements that are appropriate for the individuals whom they are treating. In addition, we encourage readers to add their own definitions, goals, objectives, and interventions to the existing samples.
As with all of the books in the Treatment Planners series, it is our hope that this book will help promote effective, creative treatment planning — a process that will ultimately benefit the client, clinicians, and mental health community. Evidence-based practice in psychology.
American Psychologist, 61, — Bruce, T. Evidence-based psychosocial practices: Past, present, and future. Stout and R. Hayes Eds. Castonguay, L. Principles of therapeutic change that work. New York: Oxford University Press. Chambless, D. Update on empirically validated therapies: II. The Clinical Psychologist, 51 1 , 3— Empirically supported psychological interventions: Controversies and evidence. Annual Review of Psychology, 52, — An update on empirically validated therapies.
The Clinical Psychologist, 49 2 , 5— Drake, R. Evidence-based practices in mental health care. Washington, D. Evidence-based mental health practice: A textbook. New York: W. Hofmann, S. Treating chronic and severe mental disorders: A handbook of empirically supported interventions.
New York: Guilford Press. Nathan, P. A guide to treatments that work Vol. Safren, S. Cognitive-behavioral therapy for ADHD in medication-treated adults with continued symptoms. Behaviour Research and Therapy, 43 7 , — Stout, C. The handbook of evidence-based practice in behavioral healthcare: Applications and new directions.
Fails to stop or cut down use of mood-altering drug once started, despite the verbalized desire to do so and the negative consequences continued use brings. Denies that chemical dependence is a problem despite feedback from significant others that the use of the substance is negatively affecting them and others.
Experiences frequent blackouts when using. Reports suspension of important social, recreational, or occupational activities because they interfere with using. Accept the powerlessness and unmanageability over mood altering substances, and participate in a recovery based program.
Establish and maintain total abstinence, while increasing knowledge of the disease and the process of recovery. Cooperate with medical assessment and an evaluation of the necessity for pharmacological intervention. Take prescribed medications as directed by the physician. Physician will monitor the effectiveness and side effects of medication, titrating as necessary.
Staff will administer prescribed medications and monitor for effectiveness and side effects. Provide honest and complete information for a chemical dependence biopsychosocial history. Complete a thorough family and personal biopsychosocial history that has a focus on addiction e. Attend didactic sessions and read assigned material in order to increase knowledge of addiction and the process of recovery.
Assign the client to read a workbook describing evidencebased treatment approaches to addiction recovery e. Assign the client to read material on addiction e. List and discuss negative consequences resulting from or exacerbated by substance dependence. List and discuss reasons to work on a plan for recovery from addiction. Learn and implement personal coping strategies to manage urges to lapse back into chemical use. Teach the client tailored coping strategies involving calming strategies e.
Identify, challenge, and replace destructive self-talk with positive, strength building self-talk. Participate in gradual repeated exposure to triggers of urges to lapse back into chemical substance use within individual or group therapy sessions and between them; review with group members and therapist.
Select initial in vivo or role-played cue exposures that have a high likelihood of being a successful experience for the client; facilitate coping and cognitive restructuring within and after the exposure, use behavioral strategies e. Implement relapse prevention strategies for managing possible future situations with high risk for relapse. Discuss with the client the distinction between a lapse and relapse, associating a lapse with an initial, temporary, and reversible use of a substance and relapse with the decision to return to a repeated pattern of abuse.
Identify and rehearse with the client the management of future situations or circumstances in which lapses could occur.
Has a history of being raised in an alcoholic home, which resulted in having experienced emotional abandonment, role confusion, abuse, and a chaotic, unpredictable environment. Reports an inability to trust others, share feelings, or talk openly about self.
Demonstrates an over-concern with the welfare of other people. Passively submits to the wishes, wants, and needs of others; is too eager to please others. Verbalizes chronic fear of interpersonal abandonment and desperately clings to relationships that can be destructive. Tells other people what they think the other persons want to hear, rather than telling the truth.
Verbalizes persistent feelings of worthlessness and a belief that being treated with disrespect and shame is normal and to be expected. Reports strong feelings of panic and helplessness when faced with being alone. Tries to fix other people before concentrating on his or her own needs. Takes on the parental role in a relationship. Reports feeling less worthy than those who have a more normal life.
Implement a plan for recovery from addiction that reduces the impact of adult-child-of-an-alcoholic traits on sobriety. Reduce the frequency of behaviors that are exclusively designed to please others. Choose partners and friends who are responsible, respectful, and reliable. Overcome fears of abandonment, loss, and neglect. Understand the feelings that resulted in being raised in an ACOA environment and reduce feelings of alienation by learning similarity to others who were raised in a normal home.
Acknowledge the feelings of powerlessness that result from ACOA traits and addiction. Verbalize the relationship between being raised in an addictive family and how this behavior is repeated in addiction. Complete psychological testing or objective questionnaires for assessing traits associated with being an adult child of an alcoholic.
Administer to the client psychological instruments designed to objectively assess the strength of traits associated with being an adult child of an alcoholic e. Explore how the dysfunctional family rules led to uncomfortable feelings and an escape into addiction.
Verbalize an understanding of how ACOA traits contributed to addiction. Identify the causes of the fear of abandonment that were experienced in the alcoholic home. Explore specific situations when the client experienced fear of abandonment or feelings of rejection during childhood. Identify how the tendency to take care of others in interpersonal relationships is related to maintaining a feeling of security and control. Share the feeling of worthlessness that was learned in the alcoholic home, and directly relate this feeling to abuse of substances as a coping mechanism.
List ten reasons for increased feelings of self-worth. Teach the client how low selfesteem results from being raised in an alcoholic home, due to experiencing emotional rejection, broken promises, abuse, neglect, poverty, and lost social status. Identify the pattern in the alcoholic family of being ignored or punished when honest feelings were shared. List five qualities and behaviors that should be evident in others before interpersonal trust can be built.
Assist the client in developing a set of character traits to be sought in others e. Increase the frequency of telling the truth rather than saying only what the client thinks the other person wants to hear. Teach the client that the behavior of telling other people what we think they want to hear rather than speaking the truth is based on fear of rejection, which was learned in the alcoholic home; use modeling, role-playing, and behavior rehearsal to teach the client more honest communication skills.
List the steps to effectively and independently solving problems. Teach the client problem-solving skills e. Acknowledge the resistance to sharing personal problems; share at least one problem in each therapy session. Verbalize an understanding of how ACOA traits contribute to choosing partners and friends that have problems and need help.
Initiate the encouragement of others in recovery, to help reestablish a feeling of self-worth. List reasons why regular attendance at recovery group meetings is necessary to arrest ACOA traits and addiction. Assist the client in listing reasons why step recovery group attendance is helpful to overcome ACOA traits.
Discuss fears that are related to attending recovery group meetings, and develop specific written plans to deal with each fear.
Probe the relationship between ACOA traits and the fear of attending recovery group meetings; assist the client in developing coping strategies to cope with the fear e. Verbalize how a recovery group can become the healthy family that one never had. List five ways in which belief in, and interaction with, a higher power can reduce fear and aid in recovery.
Assign the client to read the Alcoholics Anonymous Big Book on the topic of spirituality and the role of a higher power; process the material in an individual or group therapy session. Verbalize the feeling of serenity that results from turning out-ofcontrol problems over to a higher power. Practice assertiveness skills and share how these skills were used in interpersonal conflict. Share the personal experiences of each day with one person that day.
Teach the client the share check method of building trust, in which the degree of shared information is related to a proven level of trustworthiness; use behavior rehearsal of several situations in which the client shares feelings.
Review and reinforce instances when the client has shared honestly and openly with a trustworthy person. Refer the client to a physician to evaluate whether psychopharmacological interventions are warranted.
Take medications as prescribed, and report on their effectiveness and side effects. Medical staff administers medications to the client as prescribed. Complete a re-administration of objective tests of traits associated with being an adult child of an alcoholic as a means of assessing treatment outcome. Assess the outcome of treatment by re-administering to the client objective tests of ACOA traits; evaluate the results and provide feedback to the client. Complete a survey to assess the degree of satisfaction with treatment.
Has a history of explosive, aggressive outbursts, particularly when intoxicated, which led to assaultive acts or destruction of property.
Abuses substances to cope with angry feelings and to relinquish responsibility for aggression. Passively withholds feelings then explodes in a violent rage. Angry overreaction to perceived disapproval, rejection, or criticism. Demonstrates a tendency to blame others rather than accept responsibility for own problems. Persistent pattern of challenging or disrespecting authority figures. Body language of tense muscles e. Views aggression as a means of achieving needed power and control. Uses verbally abusive language.
Maintain a program of recovery that is free of addiction and violent behavior. Decrease the frequency of occurrence of angry thoughts, feelings, and behaviors.
Implement cognitive behavioral skills necessary to solve problems in a less aggressive and more constructive manner. Stop blaming others for problems, and accept responsibility for own feelings, thoughts, and behaviors. Learn and implement anger management skills to reduce the level of stress and the irritability that accompanies it. Learn the assertive skills that are necessary to reduce angry feelings, and solve problems in a less aggressive and more constructive manner.
Thoroughly assess the various stimuli e. Complete psychological testing or objective questionnaires for assessing anger expression. Administer to the client psychological instruments designed to objectively assess anger expression e.
Verbalize an understanding of how angry thoughts and feelings can lead to increased risk of addiction. Refer the client to a physician for an evaluation as to whether psychopharmacological interventions are warranted.
Take medications as prescribed, and report as to the effectiveness as well as side effects. Keep a daily journal of persons, situations, and other triggers of anger; record thoughts, feelings, and actions taken. Verbalize increased awareness of anger expression patterns, their causes, and their consequences. Assist the client in reconceptualizing anger as involving different components cognitive, physiological, affective, and behavioral that go through predictable phases e.
Assist the client in generating a list of anger triggers; process the list toward helping the client understand how cognitive, physiological, and affective factors interplay to produce anger. Agree to learn new alternative ways to recognize and manage anger. Ask the client to agree to learn new ways to recognize and manage anger.
Learn calming strategies as part of managing reactions to frustration. Teach the client calming techniques e. Identify, challenge, and replace anger inducing self-talk with selftalk that facilitates a less angry reaction. Learn and implement thought stopping to manage intrusive unwanted thoughts. Learn to verbalize feelings of anger in a controlled, assertive way. Teach the client conflict resolution skills e.
Combine learned anger management skills into a new approach to handling frustration. Practice using new anger management skills in session with the therapist and during homework exercises. Decrease the number, intensity, and duration of angry outbursts, while increasing the use of new skills for managing anger. Identify social supports that will help facilitate the implementation of anger management skills. Learn and implement relapse prevention strategies.
Discuss with the client the distinction between a lapse and relapse, associating a lapse with an initial and reversible angry outburst and relapse with the choice to return routinely to their old pattern of anger.
Identify and rehearse with the client the management of future situations or circumstances in which lapses back into inappropriate anger could occur. Instruct the client to routinely use new anger management strategies learned in therapy e. Read self-help material to increase understanding of the therapy and implementation of its practice. Assign the client to read material consistent with therapeutic goals; integrate points from the material at relevant points throughout therapy e.
Verbalize an understanding of the relationship between the feelings of worthlessness and hurtfulness that were experienced in the family of origin and the current feelings of anger. Assist the client in identifying ways that key life figures e. Verbalize an understanding of how anger has been reinforced as a coping mechanism for stress. Teach the client how anger blocks the awareness of pain, discharges uncomfortable feelings, erases guilt, and places the blame for problems on others.
Verbalize regret and remorse for the harmful consequences of anger. Verbalize an understanding of the need for and process of forgiving others so as to reduce anger. Verbalize an understanding of the concept of a higher power and the benefits of acceptance of such a concept.
Implement regular physical exercise to reduce tension. Teach the client the benefits of regular physical exercise; assign a program of implementation.
Attend step recovery group meetings regularly, and share feelings with others there. Complete a re-administration of objective tests of anger expression as a means of assessing treatment outcome. Assess the outcome of treatment by re-administering to the client objective tests of anger expression e. Exhibits a pervasive pattern of disregard for and violation of the rights of others. Uses aggressive behavior to manipulate, intimidate, or control others.
Demonstrates a chronic pattern of dishonesty. Lives a hedonistic, self-centered lifestyle, with little regard for the needs and welfare of others. Verbalizes a lack of empathy for the feelings of others, even if they are friends or family.
Engages in dangerous, thrill-seeking behavior, without regard for the safety of self or others. Makes decisions impulsively, without giving thought to the consequences for others. Develop a program of recovery that is free from addiction and the negative influences of antisocial behavior. Learn the importance of helping others in recovery. Learn how antisocial behavior and addiction is self-defeating. Understand criminal thinking and develop self-talk that respects the welfare and rights of others.
Understand the importance of a program of recovery that demands rigorous honesty. Verbalize an acceptance of powerlessness and unmanageability over antisocial behavior and addiction.
Help the client to see the relationship between antisocial behavior and addiction. Complete psychological testing or objective questionnaires for assessing antisocial behavior. Consistently follow all rules. Assign appropriate consequences when the client fails to follow rules or expectations. Teach the client that many negative consequences are preceded by decisions that are based on criminal thinking; ask the client to list five times when antisocial behavior led to negative consequences and list the many decisions that were made along the way.
List the ways dishonesty is selfdefeating. Assist the client in understanding why dishonesty results in more lies, loss of trust from others, and, ultimately, rejection. List the reasons why criminal activity leads to a negative selfimage. Help the client understand why criminal activity leads to feelings of low self-esteem e.
Verbalize how criminal thinking is used to avoid responsibility and to blame others. Teach the client how criminal thinking e. Develop a list of prosocial behaviors and practice one of these behaviors each day. Write a list of typical criminal thoughts; then replace each thought with one that is respectful of self and others.
Develop a written plan to address all pending legal problems in a constructive manner. Encourage at least one person in recovery each day. Teach the client why it is essential to attend recovery groups and to learn how to help others.
Articulate the antisocial and addiction behaviors that have resulted in pain and disappointment to others and, therefore, a loss of their trust.
Assist the client in developing a list of reasons why the trust of others is important as a basis for any relationship. Verbalize a desire to keep commitments to others, and list ways to prove oneself to be responsible, reliable, loyal, and faithful.
Write an aftercare plan that includes a sponsor, AA meetings, and counseling. Family members develop an aftercare plan that focuses on what they are expected to do to help the client recover.
Use behavior rehearsal, modeling, and role-playing to teach the family members conflict resolution skills. Assist each family member in identifying and listing how to encourage the client to recover from antisocial behavior and addiction.
Complete a re-administration of objective tests of antisocial behavior, impulsivity, and aggression as a means of assessing treatment outcome. Assess the outcome of treatment by re-administering to the client objective tests of antisocial behavior, impulsivity, and aggression e.
Demonstrates excessive fear and worry regarding several life circumstances, which has no factual or logical basis. Has a tendency to blame self for the slightest imperfection or mistake. Expresses a fear of saying or doing something foolish in a social situation due to a lack of confidence in social skills.
Reports symptoms of autonomic hyperactivity e. Demonstrates symptoms of motor tension e. Abuses substances in an attempt to control anxiety symptoms.
Reports symptoms of hypervigilance e. Maintain a program of recovery, free from addiction and excessive anxiety. End addiction as a means of escaping anxiety and practice constructive coping behaviors. Learn to relax and think accurately and logically about events. Stabilize anxiety level while increasing ability to function on a daily basis.
Learn coping techniques to decrease the effects of anxiety. Reduce overall stress levels, reducing excessive worry and muscle tension.
Describe the history of anxiety symptoms. Acknowledge the powerlessness and unmanageability caused by excessive anxiety and addiction. Teach the client about the relationship between anxiety and addiction e. Administer an objective anxiety assessment instrument to the client e. Cooperate with a medication evaluation. Refer the client to a physician for an evaluation as to the need for psychotropic medications.
Report a decrease in anxiety symptoms through regular use of psychotropic medications. Educate the client about the use and expected benefits of the medication. Report the side effects and effectiveness of the medications to the appropriate professional. Review the effects of the medications with the client and the medical staff to identify possible side effects or confounding influence of polypharmacy. Verbalize an understanding of the cognitive, physiological, and behavioral components of anxiety and its treatment.
Discuss how treatment targets worry, anxiety symptoms, and avoidance to help the client manage worry effectively, reduce overarousal, and eliminate unnecessary avoidance. Assign the client to read psychoeducational sections of books or treatment manuals on worry and generalized anxiety e. Learn and implement calming skills to reduce overall anxiety and manage anxiety symptoms. Teach the client relaxation skills e. Assign the client to read about progressive muscle relaxation and other calming strategies in relevant books or treatment manuals e.
Identify, challenge, and replace biased, fearful self-talk with positive, realistic, and empowering self-talk. Assign the client to read about cognitive restructuring of worry in relevant books or treatment manuals e.
Undergo gradual repeated imaginal exposure to the feared negative consequences predicted by irrational worries and develop reality-based predictions. Direct and assist the client in constructing a hierarchy of two to three spheres of worry for use in exposure e. Select initial exposures that have a high likelihood of being a success experience for the client; develop a plan for managing the negative affect engendered by exposure; mentally rehearse the procedure.
Ask the client to vividly imagine worst-case consequences of worries, holding them in mind until anxiety associated with them weakens up to 30 minutes ; generate reality-based alternatives to that worst case and process them see Mastery of Your Anxiety and Panic—Therapist Guide, 4th ed.
Learn and implement problemsolving strategies for realistically addressing worries. Teach problem-solving strategies involving specifically defining a problem, generating options for addressing it, evaluating options, ANXIETY 45 implementing a plan, and reevaluating and refining the plan.
Learn and implement relapse prevention strategies for managing possible future anxiety symptoms. Discuss with the client the distinction between a lapse and relapse, associating a lapse with an initial and reversible return of worry, anxiety symptoms, or urges to avoid and relapse with the decision to continue the fearful and avoidant patterns.
Identify the fears that were learned in the family of origin, and relate these fears to current anxiety levels. Assign the client to read books on resolving painful early family experiences e.
Write a specific plan to follow when anxious and subsequently craving substance use. Help the client develop an alternative constructive plan of action e.
Help the client develop a plan of engaging in pleasurable leisure activities e. Write an autobiography, detailing those behaviors in the past that are related to current anxiety or guilt, and the subsequent abuse of substances as a means of escape. Develop a program of recovery that includes regularly helping others at recovery group meetings. Help the client develop a structured program of recovery that includes regularly helping others at step program recovery groups.
Family members verbalize an understanding of anxiety and addiction, and discuss the ways they and the client can facilitate the recovery process. Assist each family member in developing a list of three things that he or she can do to assist the client in recovery; hold a family session to facilitate communication of the actions on the list.
Provide the family members with information about anxiety disorders and the tools that are used to assist the client in recovery. Discuss with the family the connection between anxiety and addiction. Complete a re-administration of objective tests of anxiety as a means of assessing treatment outcomes. Assess the outcome of treatment by re-administering to the client objective tests of anxiety; evaluate the results and provide feedback to the client.
Demonstrates a pattern of restlessness and hyperactivity leading to attention deficits or learning disability.
Is unable to focus attention long enough to learn appropriately. Often fidgets with hands or squirms in seat. Often leaves seat in situations where sitting is required. Moves about excessively in situations in which it is inappropriate. Demonstrates inability to exclude extraneous stimulation. Blurts out answers before questions have been completed. Often intrudes or talks excessively. Acts too quickly on feelings without thought or deliberation.
ADHD traits increase vulnerability to addictive behaviors. The Addiction Treatment Planner, Third Edition provides all the elements necessary to quickly and easily develop formal treatment plans that satisfy the demands of HMOs, managed care companies, third-party payors, and state and federal review agencies. Help clients suffering from chemical and nonchemical addictions develop the skills they need to work through problems. The Addiction Treatment Homework Planner, Fifth Edition provides you with an array of ready-to-use, between-session assignments designed to fit virtually every therapeutic mode.
This easy-to-use sourcebook features: ready-to-copy exercises covering the most common issues encountered by clients suffering from chemical and nonchemical addictions, such as anxiety, impulsivity, childhood trauma, dependent traits, and occupational problems A quick-reference format—the interactive assignments are grouped by behavioral problems including alcoholism, nicotine dependence, and sleep disturbance as well as those problems that do not involve psychoactive substances, such as problem gambling, eating disorders, and sexual addictions Expert guidance on how and when to make the most efficient use of the exercises Assignments that are cross-referenced toThe Addiction Treatment Planner, Fifth Edition so you can quickly identify the right exercise for a given situation or problem All exercises are available online for you to download and customize to suit you and your clients' unique styles and needs.
Save hours of time-consuming paperwork The Addiction Progress Notes Planner, Fifth Editionprovides prewritten session and patient presentation descriptionsfor each behavioral problem in the Addiction Treatment Planner,Fifth Edition.
The prewritten progress notes can be easily andquickly adapted to fit a particular client need or treatmentsituation. This Series helps clarify, simplify and accelerate the treatment planning process so clinicians can spen less time on paperwork and more time with clients.
New to this Edition: - Updated with new and revised evidence based objectives and interventions. Tim Bruce will be taking a greater role in this edition as co-author. He will also be asked to assume the leadership frole for the entire series after the currently planned revised editions of several books are completed within the next two to three years. The Addiction Progress Notes Planner contains completeprewritten session and patient presentation descriptions for eachbehavioral problem in The Addiction Treatment Planner, ThirdEdition.
Help clients suffering from chemical and nonchemical addictions develop the skills they need to work through problems The Addiction Treatment Homework Planner, Second Edition arms you with an array of ready-to-use, between-session assignments designed to fit virtually every therapeutic mode.
The Bestselling treatment planning system for mental health professionals The Co-Occurring Disorders Treatment Planner provides all the elements necessary to quickly and easily develop formal treatment plans that satisfy the demands of HMOs, managed care companies, third-party payors, and state and federal review agencies.
A critical tool for mental health professionals treating patients coping simultaneously with mental illness and serious substance abuse Saves you hours of time-consuming paperwork, yet offers the freedom to develop customized treatment plans Organized around 25 main presenting problems with a focus on treating adults and adolescents with alcohol, drug, or nicotine addictions, and co-occurring disorders including depression, PTSD, eating disorders, and ADHD Over 1, well-crafted, clear statements describe the behavioral manifestations of each relational problem, long-term goals, short-term objectives, and clinically tested treatment options Easy-to-use reference format helps locate treatment plan components by behavioral problem or DSM-IV-TR diagnosis Includes a sample treatment plan that conforms to the requirements of most third-party payors and accrediting agencies including HCFA, JCAHO, and NCQA.
The Integrated Intervention Planner Drug abuse and addiction are very complex disorders requiring multimodal treatment alternatives. Even if there are few associated dual problems, the severity of the addiction itself ranges widely among the general population.
0コメント