[PDF DOWNLOAD] Addiction Treatment Homework Planner Free Epub,Book Preview
05/01/ · Step-By Step To Download this book: Click The Button "DOWNLOAD". Sign UP registration to access The Addiction Treatment Planner: Includes DSM-5 Updates &. 07/03/ · Download Or Read PDF Addiction Treatment Homework Planner Free Full Pages Online With Audiobook. The Addiction Treatment Homework Planner provides an The Addiction Treatment Planner, Fifth Edition provides all the elements necessary to quickly and easily develop formal treatment plans that satisfy the demands of HMOs, managed care Download Addiction Treatment Homework Planner Pdf September 22, Addiction Treatment Homework Planner true By:James R. Finley,Brenda S. Lenz Published on The Addiction Progress Notes Planner, Fifth Edition provides prewritten session and patient presentation descriptions for each behavioral problem in the Addiction Treatment Planner, ... read more
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. by Jongsma ; review implementation; reinforce success, providing corrective feedback toward improvement. 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. by Jongsma ; review data; reinforce success; provide corrective feedback toward improvement. 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. xx 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. by Jongsma and see Mastery of Your Anxiety and Panic—Therapist Guide, 4th ed.
by Craske and Barlow. 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. by Barlow, and Craske. 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. by Barlow and Craske. ANXIETY 43 Identify, challenge, and replace biased, fearful self-talk with positive, realistic, and empowering self-talk. by Jongsma ; review and reinforce success, providing corrective feedback toward improvement. 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. Decrease impulsivity by learning how to stop, think, and plan before acting. Complete psychological testing or objective questionnaires for assessing ADHD and substance abuse.
Administer to the client psychological instruments designed to objectively assess ADHD e. Complete psychological testing to rule out emotional factors or learning disabilities as the basis for maladaptive behavior. Identify the symptoms of ADHD and their impact on daily living. Teach the client how to monitor ADHD symptoms and rate the severity of symptoms on a scale of 1 to each day. Verbalize the powerlessness and unmanageability that resulted from treating ADHD symptoms with addiction. Verbalize the relationship between ADHD and addiction. Using a biopsychosocial approach, teach the client about the relationship between ADHD symptoms and the use of substances to control symptoms. Implement a program of recovery structured so as to bring ADHD and addiction under control. Help the client to develop a program of recovery that includes the elements necessary to bring ADHD and addiction under control e.
List five ways a higher power can be used to assist in recovery from ADHD and addiction. Refer the client to an educational specialist to design remedial procedures for any learning disabilities that may be present in addition to ADHD. Take prescribed medication as directed by the physician. Arrange for a medication evaluation for the client. Monitor the client for psychotropic medication prescription compliance, side effects, and effectiveness; consult with the prescribing physician at regular intervals. Parents and the client increase knowledge about ADHD symptoms. Assign the parents readings to increase their knowledge about symptoms of ADHD e. Utilize effective study skills on a regular basis to improve academic performance. Teach the client more effective study skills e. Assign the client to read 13 Steps to Better Grades by Silverman to improve organizational and study skills.
Increase frequency of completion of school assignments, chores, and household responsibilities. by Jongsma, Peterson, and McInnis. Implement effective test-taking strategies on a consistent basis to improve academic performance. Teach the client more effective test-taking strategies e. Delay instant gratification in favor of achieving meaningful long-term goals. Teach the client mediational and self-control strategies e. Assist the parents in increasing structure to help the client learn to 54 THE ADDICTION TREATMENT PLANNER delay gratification for longer-term goals e. Use a Parent Management Training approach beginning with teaching the parents how parent and child behavioral interactions can encourage or discourage positive or negative behavior and that changing key elements of those interactions e. Teach the parents how to specifically define and identify problem behaviors, identify their reactions to the behavior, determine whether the reaction encourages or discourages the behavior, and generate alternatives to the problem behavior.
Teach the parents how to implement key parenting practices consistently, including establishing realistic age-appropriate rules for acceptable and unacceptable behavior, prompting of positive behavior in the environment, use of positive reinforcement to encourage behavior e. by Jongsma, Peterson, and McInnis ; review in session, providing corrective feedback toward improved, appropriate, and consistent use of skills. Ask the parents to read parent training manuals e. Learn and implement social skills to reduce anxiety and build confidence in social interactions. Identify and implement effective problem-solving strategies. Teach the client effective problemsolving skills e. Learn and implement constructive coping strategies to use when the negative emotions associated with failure are a trigger for addiction. Review specific instances of failure to learn and the negative emotions associated with the experience; focus on how addictive behavior was used to escape from negative emotions.
Role-play and model constructive alternative coping behaviors to use in failure-to-learn situations e. Report instances when relaxation techniques reduced tension and frustration while increasing focus in a learning situation. Encourage the client to implement relaxation skills as a coping and focusing mechanism when feeling tense and frustrated by a learning situation. Develop and implement an exercise program that includes exercising at a training heart rate for at least 20 minutes at least three times per week. Help the client develop an exercise program; increase the exercise by 10 percent each week until the client is exercising at a training heart rate for at least 20 minutes, at least three times a week.
Develop an aftercare program that includes regular attendance at recovery group meetings, getting a sponsor, and continuing the therapy necessary to bring ADHD and addiction under control. Help the client to develop an aftercare program that includes regular attendance at recovery group meetings, getting a sponsor, and continuing the therapy necessary to bring ADHD and addictive behavior under control. Complete a re-administration of objective tests of ADHD and addiction as a means of assessing treatment outcome. Assess the outcome of treatment by re-administering to the client objective tests of ADHD; evaluate the results and provide feedback to the client.
Does not complete tasks or takes a longer than necessary amount of time to complete tasks. Shows poor time-management skills. Is easily overwhelmed with tasks that require attention to many details. Shows poor planning and organizational skills. Often loses or misplaces items. Intrudes on conversations or talks excessively. Teach the client how to monitor ADHD symptoms and assign monitoring tasks selectively for use in therapy. Increase knowledge about ADHD symptoms and their treatment. Discuss a rationale for treatment that accordingly targets improvement in organizational and planning skills, management of distractibility, cognitive restructuring, and overcoming procrastination see Mastery of Your Adult ADHD-Therapist Manual by Safren et al.
Assign the client readings to increase their knowledge of ADHD and its treatment e. Learn and implement organization and time management skills. Teach the client organization and planning skills including the routine use of a calendar, and daily task list. Develop with the client a procedure for classifying and managing mail and other papers as well as scheduled appointments. Assign homework asking the client to apply problem-solving skills to an everyday problem; review and provide corrective feedback toward improving the skill. Learn and implement skills to reduce the disruptive influence of distractibility. Teach the client to break down tasks into meaningful units based on their demonstrated attention span.
Teach the client to use timers or other cues to remind them to stop task units, in an effort to reduce the time they may be distracted and off-task see Mastery of Your Adult ADHD-Therapist Guide by Safren et al. Identify, challenge, and change self-talk that contributes to maladaptive feelings and actions 23, 24 Use cognitive therapy techniques to help the client identify maladaptive self-talk e. Assign homework asking the client to implement cognitive restructuring skills in relevant tasks; review and provide corrective feedback toward improving the skills. Acknowledge procrastination and the need to reduce it. Learn and implement skills to reduce procrastination. Teach the client to apply problemsolving skills to planning as a first step in overcoming procrastination; for each plan, break it down into manageable time-limited steps to reduce the influence of distractibility. Teach the client to apply cognitive restructuring skills to challenge thoughts encouraging the use of procrastination and embrace thoughts encouraging action.
Assign homework asking the client to accomplish identified tasks without procrastination using the techniques learned in therapy; review and provide corrective feedback toward improving the skill and decreasing procrastination. Combine skills learned in therapy into a new daily approach to managing ADHD. Implement less impulsive social skills to minimize intrusions and offending others. Review social situations in which the client was intrusive or talked excessively without thoughtfulness; redirect for more social success using modeling, roleplaying, and instruction. Demonstrates inability to sustain attention long enough to learn normally at work or school. Fails to give sufficient attention to detail and tends to make careless mistakes.
Has difficulty sustaining attention at work, school, or play. ADD symptoms and the frustration associated with them increase vulnerability to addictive behavior. Often does not seem to listen when spoken to directly. Often does not follow through on instructions and fails to finish tasks. Reports difficulty organizing events, material, or time. Avoids tasks and activities that require concentration. Becomes too easily distracted by extraneous stimulation. Often forgets daily obligations. Maintain a program of recovery, free from addiction and the negative effects of Attention-Deficit Disorder. Demonstrate sustained attention and concentration for consistently longer periods of time. Understand the negative influence of Attention-Deficit Disorder on substance use. Structure a recovery program sufficient to maintain abstinence and reduce the negative effects of Attention-Deficit Disorder on learning and selfesteem.
Develop positive self-talk when faced with problems caused by AttentionDeficit Disorder or addiction. Complete psychological testing or objective questionnaires for assessing ADD. Administer to the client psychological instruments designed to objectively assess ADD and substance abuse e. Verbalize several reasons why attention deficit symptoms lead to addiction. Probe the feelings the client had when trying to deal with the failure to learn due to symptoms of ADD, and discuss how chemical abuse was used to avoid uncomfortable feelings. List the ways that using addiction to cope with symptoms of ADD and the feelings that result from it leads to powerlessness and unmanageability.
Help the client to correlate ADD and addiction with powerlessness and unmanageability or assign the client to complete a Step One exercise, such as in The Alcoholism and Drug Abuse Patient Workbook by Perkinson. Verbalize the interpersonal difficulties caused or exacerbated by symptoms of ADD and substance abuse. List the negative messages given to oneself in a learning situation and replace each with an encouraging, affirming message. Assist the client in identifying distorted, negative self-talk with positive self-talk in a learning situation. Identify specific instances when the negative emotions associated with failure to learn were a trigger for addiction, and verbalize constructive coping mechanisms to use in future learning situations.
Train the client to replace negative expectations and disparaging selftalk with positive self-talk in a learning situation. Role-play and model constructive alternative coping behaviors e. by Finley and Lentz. List how working a program of recovery can assist in eliminating the negative effects of ADD and addiction. Help the client to see how working a program of recovery can aid in reducing the negative influences of ADD and addiction e. Refer the client to a physician to determine if psychopharmacological intervention is warranted, and to order medications as indicated, titrate medications, and observe for side effects. Direct the staff to administer medications as ordered by the physician and to monitor for side effects and effectiveness. Implement remedial procedures for learning disabilities that add to frustration. Refer the client to a special educator who will design remedial procedures for any learning disabilities that may be present in addition to ADD.
Keep lists of all scheduled activities and obligations and mark off each item as it is completed. Assist the client in developing calendars and lists to carry that detail activities and obligations. List techniques that can be used to reduce the negative effects of ADD. Create and utilize a learning environment that is free enough of extraneous stimulation that productive learning can take place. Implement coping skills when experiencing ADD symptoms or craving for addiction. Using relaxation techniques e. Encourage the client to implement relaxation skills twice a day as a coping and focusing mechanism when feeling tense and frustrated by a learning situation or when tempted to relapse into addictive behavior.
Family members verbalize what each person can do to assist the client in recovery. In a family session, teach the family members the connection between ADD and addiction, going over what each family member can do to assist the client in recovery e. Provide the family members with information about ADHD e. by Kelly and Ramundo. Complete a re-administration of objective tests of ADD as a means of assessing treatment outcome. Assess the outcome of treatment by re-administering to the client objective tests of ADD; evaluate the results and provide feedback to the client. Demonstrates extreme emotional reactivity e. Exhibits a pattern of intense, chaotic interpersonal relationships. Presents with marked identity disturbance. Experiences impulsive behaviors that are potentially self-damaging. Reports recurrent suicidal gestures, threats, or self-mutilating behavior.
Verbalizes chronic feelings of emptiness or boredom. Demonstrates frequent eruptions of intense, inappropriate anger. Becomes very anxious with any hint of perceived abandonment in a relationship. Develop a program of recovery from addiction that reduces the impact of borderline traits on abstinence. Develop and demonstrate coping skills to reduce mood swings and control impulses. Understand how borderline traits can foster a pattern of continued addictive behavior. Reduce the frequency of self-damaging behaviors e.
Discuss openly the history of difficulties that have led to treatment seeking. Complete psychological testing or objective questionnaires for assessing symptoms associated with borderline personality. Keep a daily record of negative emotions, thoughts, and behaviors. Verbalize reasons why borderline traits make recovery from addictive behavior more difficult. Assist the client in identifying borderline traits in their experience and how they have made recovery from addictive behavior more difficult. Verbalize an accurate and reasonable understanding of the process of therapy and what the therapeutic goals are. Orient the client to dialectical behavior therapy DBT , highlighting its multiple facets e. Throughout therapy, ask the client to read selected sections of books or manuals that reinforce therapeutic interventions e.
Verbalize a decision to work collaboratively with the therapist toward the therapeutic goals. Verbalize any history of selfmutilative and suicidal urges and behavior. Arrange for hospitalization, as necessary, when the client is judged to be harmful to self. Provide the client with an emergency help line telephone number that is available 24 hours a day. Promise to contact the therapist or help line if experiencing a strong urge to engage in self-harm behavior. Reduce actions that interfere with participating in therapy. Cooperate with an evaluation by a physician for psychotropic medication. Reduce the frequency of maladaptive behaviors, thoughts, and feelings that interfere with attaining a reasonable quality of life.
Use validation, dialectical strategies e. by Jongsma to help the client manage, reduce, or stabilize maladaptive behaviors e. Participate in a group preferably or individual personal skills development course. Conduct group or individual skills training tailored to the clients identified problem behavioral patterns e. Use behavioral strategies e. Verbalize a decreased emotional response to previous or current posttraumatic stress. Identify challenge, and replace biased, fearful self-talk with reality-based, positive self-talk. Direct and assist the client in constructing a hierarchy of feared and avoided trauma-related stimuli. by Jongsma; Posttraumatic Stress Disorder by Resick and Calhoun ; review and reinforce progress, problem-solve obstacles. Engage in practices that help enhance a sustained sense of joy. Verbalize an understanding of how dichotomous thinking leads to interpersonal difficulties. Teach the client how dichotomous thinking leads to feelings of interpersonal distrust.
Verbalize feelings of selfacceptance and self-confidence. Verbalize ways in which a higher power can assist in resolving dependency needs. Exercise at least three times per week for at least 20 minutes. Write an aftercare program that lists resources that will be used when feeling angry, anxious, abandoned, or depressed, rather than reverting to addictive behavior. Jongsma, Jr. More documents Similar magazines Info. Read with Our Free App Audiobook Free with your Audible trial,Read book FormatPDF EBook,Ebooks Download PDF KINDLE, Download [PDF] and Readonline,Read book Format PDF EBook, Download [PDF] and Read Online Page 2: Step-By Step To Download this book: Page 5: treatment plan options Easy-to-use. Share from cover. Share from page:. Copy DOWNLOAD FREE The Addiction Treatment Planner Includes DSM-5 Updates in format E-PUB Extended embed settings. Flag as Inappropriate Cancel. Delete template? Are you sure you want to delete your template?
Cancel Delete. no error. Cancel Overwrite Save. products FREE adFREE WEBKiosk APPKiosk PROKiosk. com ooomacros. org nubuntu. Company Contact us Careers Terms of service Privacy policy Cookie policy Imprint. Terms of service. Privacy policy. Finley,Brenda S. 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.
Book ID of Addiction Treatment Homework Planner's Books is DRHbDgAAQBAJ, Book which was written byJames R. Lenzhave ETAG "kffwNBMJYzo". Addiction Treatment Homework Planner byJames R. Lenz- Full Text Free Book - Full Text Archive. Lenz- Full Text Free Book. Copyright © Kenneth S Russell. Download Addiction Treatment Homework Planner Pdf. September 22, 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 This Book was ranked at 14 by Google Books for keyword Addiction.
Lenz- Google Books Addiction Treatment Homework Planner byJames R. Lenz- Goodreads Addiction Treatment Homework Planner byJames R.
Pages Page size x DOWNLOAD FILE. A COMMU N IT Y REIN F ORCEME N T APPROAC H TO ADD I CT ION TRE ATME N T The community reinforcement approach CRA to tr. Emerging economies. Environmental impacts. These are just. cls T1: O. Linear Algebra This page intentionally left blank Fourth Edition Stephen H. Friedberg Arnold J. Insel Lawrence E. Graduate Texts in Mathematics Linear Algebra Volume 23 Springer Graduate Texts in Mathematics 23 Editorial Bo. Game Addiction This page intentionally left blank Game Addiction The Experience and the Effects NEILS CLARK and P. PROJECT Management Fourth Edition Project Management is a fast-moving and increasingly widespread discipline with recor. Exploring Economics R OBERT L. S EXTON Pepperdine University 4th Edition Exploring Economics, Fourth Edition Robert. The Addiction Treatment Planner PracticePlanners® The Addiction Treatment Planner, Fourth Edition Robert R.
Perkinson Arthur E. Jongsma, Jr. Timothy J. This book is printed on acid-free paper. Copyright © by Robert R. Perkinson and Arthur E. All rights reserved. Published simultaneously in Canada. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section or of the United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate.
Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold with the understanding that the publisher is not engaged in rendering professional services. If legal, accounting, medical, psychological or any other expert assistance is required, the services of a competent professional person should be sought. Designations used by companies to distinguish their products are often claimed as trademarks. is aware of a claim, the product names appear in initial capital or all capital letters. Readers, however, should contact the appropriate companies for more complete information regarding trademarks and registration. For general information on our other products and services please contact our Customer Care Department within the U.
at , outside the United States at or fax Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. For more information about Wiley products, visit our website at www. Library of Congress Cataloging-in-Publication Data: Perkinson, Robert R. Perkinson, Arthur E. Bruce, contributing editor. Includes bibliographical references and index. ISBN pbk. Substance abuse—Treatment-—Handbooks, manuals, etc. Substance abuse—Treatment—Planning— Handbooks, manuals, etc. Jongsma, Arthur E. P47 To Shane, Nyshie, and Robert, three of the world-changing best. To all of those who struggle with addiction, and those who dedicate their lives in service to them. Treatment programs, public agencies, clinics, and practitioners must justify and document their treatment plans to outside review entities in order to be reimbursed for services.
The books and software in the PracticePlanners® series are designed to help practitioners fulfill these documentation requirements efficiently and professionally. Each Progress Notes Planner statement is directly integrated with the behavioral definitions and therapeutic interventions from its companion Treatment Planner. The handouts are included on CDROMs for easy printing from your computer and are ideal for use in waiting rooms, at presentations, as newsletters, or as information for clients struggling with mental illness issues. The topics covered by these handouts correspond to the presenting problems in the Treatment Planners. Adjunctive books, such as The Psychotherapy Documentation Primer and The Clinical Documentation Sourcebook, contain forms and resources to aid the clinician in mental health practice management.
To put it simply: We seek to help you spend more time on patients, and less time on paperwork. ARTHUR E. JONGSMA, JR. Treatment Planners provide all the elements necessary to quickly and easily develop formal treatment plans that satisfy the needs of most third-party payors and state and federal review agencies. Offers the freedom to develop customized treatment plans. 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. Has an easy-to-use reference format that helps locate treatment plan components by behavioral problem or DSM-IV-TR diagnosis. As with the rest of the books in the PracticePlanners® series, our aim is to clarify, simplify, and accelerate the treatment planning process, so you spend less time on paperwork, and more time with your clients.
ABOUT THE ADDICTION TREATMENT PLANNER The Addiction Treatment Planner has been written for individual, group, and family counselors and psychotherapists who are working with adults who are struggling with addictions to mood-altering chemicals, gambling, abusive eating, nicotine, or sexual promiscuity. 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. Whereas the focus of the original Chemical Dependence Treatment Planner was limited exclusively to substance abuse and its associated problems, 1 2 THE ADDICTION TREATMENT PLANNER the focus of later editions has been expanded to include other common addictive behaviors. 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. This edition of the Addiction Treatment Planner continues to give special attention to the Patient Placement Criteria PPC developed by the American Society of Addiction Medicine ASAM. Also included Appendix E is a form that can be used to assess the client under the six ASAM dimensions. The checklist provides material for efficient evaluation of the client on each of the six dimensions. This form has been developed and is utilized by the staff at Keystone Treatment Center, Canton, South Dakota, where Dr.
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. Because addiction treatment is often done in a residential setting through a team approach, interventions have been created that can be assigned to staff members of various disciplines and modalities: nursing, medical, group counseling, family therapy, or individual 4 THE ADDICTION TREATMENT PLANNER which has been well established as an empirically supported treatment for depression.
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. In addition, some EBP-related STOs and TIs reflect core components of the EBP approach that are always delivered e. Others reflect adjuncts to treatment that may or may not be used all the time e. For the EBPs that are more programmatic in nature, such as supported employment, STOs and TIs typically refer the client to these programs. 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. Criteria for Inclusion of Evidence-Based Therapies The EBPs from which STOs and TIs were taken have different levels of empirical evidence supporting them.
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.
The STOs and TIs included in this Planner are written in a manner to suggest and allow this adaptability. 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. HOW TO USE THIS TREATMENT PLANNER Use this Treatment Planner to write treatment plans according to the following progression of six steps: 1.
DOWNLOAD FREE The Addiction Treatment Planner Includes DSM-5 Updates in format E-PUB,Item Preview
26/05/ · Click on the following download link and save the treatment plan template in your computer. It will give you a good start to make a personalized treatment plan. Once a serious The Addiction Progress Notes Planner, Fifth Edition provides prewritten session and patient presentation descriptions for each behavioral problem in the Addiction Treatment Planner, The Addiction Progress Notes Planner Download The Addiction Progress Notes Planner PDF/ePub or read online books in Mobi eBooks. Click Download or Read Online button to get treatment plans to outside review entities in order to be reimbursed for services. The books and software in the PracticePlanners® series are designed to help practitioners fulfill these 05/01/ · Step-By Step To Download this book: Click The Button "DOWNLOAD". Sign UP registration to access The Addiction Treatment Planner: Includes DSM-5 Updates &. The Addiction Treatment Planner, Fifth Edition provides all the elements necessary to quickly and easily develop formal treatment plans that satisfy the demands of HMOs, managed care ... read more
Drake, R. Each client presents with unique nuances as to how a problem behaviorally reveals itself in his or her life. List five ways dangerous and lethal behaviors contribute to substance abuse and vice versa. 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. 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.
Danger of violence escalates under the influence of mood-altering substances. Has a history of being anxious about making decisions without an excessive amount of advice and support from others. Write a plan and express hope for the future. Establish rapport with the client toward building a therapeutic alliance. Use a Parent Management Training approach, beginning with teaching the parents how parent addiction treatment planner free download child behavioral interactions can encourage or discourage positive or negative behavior and that changing key elements of those interactions e.
No comments:
Post a Comment