Addiction Counselor Exam Review

By Dr. Dawn-Elise Snipes

Podcast review for persons preparing for the Addiction Counselor Certification Exam. To include: IC&RC, NCAC, MCAP, LADC, LADAC, CADC, LAC, CADAC exam reviews, exam preparation, addiction counselo... more

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The podcast currently has 200 episodes available.

Addiction Counselor Exam Review episodes:

February 21, 2018 231 -Prevention of Mental Illness
Strategies for the Prevention of Mental Illness
Instructor: Dr. Dawn-Elise Snipes, PhD, LPC-MHSP
Podcast Host: Counselor Toolbox and Happiness Isn’t Brain Surgery
Objectives
~ Identify strategies for the prevention of mental illness including
~ Community education
~ Early intervention services
~ Community resource development
~ Improving accessibility
~ Improving cultural sensitivity
~ Enhancing protective factors in the environment
~ Drug and domestic violence courts to break the cycle
What “causes” mental illness
~ Stress
~ Poor nutrition
~ Poor health
~ Medication side effects
~ Low self-esteem
~ A lack of personal control
~ Isolation and a lack of supportive relationships
~ What else?
What is Needed to Be Happy
Community Education
~ Educate all individuals in the community about the effectiveness and social and economic benefits of prevention
~ Reduced health care costs
~ Disease
~ Weight
~ Smoking
~ Alcohol
~ Chronic pain
~ Reduced absenteeism
~ Improved productivity
~ Improved energy and mood
~ Improved relationships
Principles of Child Education
~ Children are curious and eager to learn. They have an inherent desire to make sense of themselves, the world and others.
~ Children are active participants in their environment and learn through with all of their senses.
~ Children learn and express themselves through play, which is central to their well-being and development.
~ Each child has an individual pattern and timing of growth and development as well as individual styles of learning.
~ Children need to experience challenge, success, positive direction and positive redirection more than failure or criticism to form a positive self-concept.
~ Children learn best when active and interested. When they engage in a meaningful and relevant way, they can experience the joy of learning and feelings of success.
Principles of Child Education
~ Children learn best when they experience warm and stable personal relationships with their caregivers.
~ Children develop holistically and benefit from integrated experiences and education.
~ The brain learns best when having fun.
~ When learning happens in a positive emotion environment, it is stored in the hippocampus. This is later transferred to the brain cortex, where long term memory happens- thus affecting our ability to remember.
~ Unpleasant events and fast learning, on the other hand are stored in the amygdala, the part of the brain that stores “what not to do”.
~ Children emulate positive models
Principles of Adult Education
~ Adults are autonomous and self-directed
~ Adults are goal and relevancy oriented
~ How does this help me meet my goals and objectives
~ Adults already have a wealth of knowledge
~ How does prior learning impact current learning
~ How does current learning enhance/build off of prior learning
~ Adults are motivated to learn by:
~ Social relationships
~ External expectations
~ Social welfare
~ Personal advancement
~ Escape/stimulation
~ Cognitive interest
Principles of Adult Education
~ Barriers to Adult Learning
~ Responsibilities
~ Lack of time
~ Lack of money
~ Lack of confidence or interest
~ Lack of information about opportunities
~ Scheduling problems
~ Problems with childcare or transportation
Community Resource Development
~ Case Management
~ Volunteers based at the health department, library, doctors offices or churches
~ State Economic/Workforce Development Boards
~ Jobs
~ Transportation
~ Career One-Stop
~ Job placement
~ Job coaches
~ Bonding
~ Unive
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1h 3min
February 18, 2018 230 -Trauma Informed Care Clinical Issues | SAMHSA TIP 57
Trauma Informed Care Clinical Issues
Instructor: Dr. Dawn-Elise Snipes PhD, LPC-MHSP, LMHC
Podcast Host: Counselor Toolbox & Happiness Isn’t Brain Surgery
Objectives
~ Define Trauma Informed Prevention and Treatment Objectives
~ Highlight Treatment Issues
~ Understand When and How to Make Referrals to Trauma Specific Services
~ Explore Trauma Specific Treatment Models, Integrated Models for Trauma, and Emerging Interventions
Prevention and Treatment Objectives
~ Trauma-informed care (TIC) places considerable effort in creating an environment that helps clients recognize the impact of trauma and determine the next course of action in a safe place.
~ TIC also focuses on prevention strategies to avoid retraumatization in treatment, to promote resilience, and to prevent the development of trauma-related disorders
Establish Safety
~ Types of Safety
~ Personal Safety
~ Safety from trauma symptoms
~ Strategies
~ Help the client label and gain more control over trauma symptoms when they arise and use grounding techniques when flooded with feelings/memories.
~ Establish some specific routines in individual, group, or family therapy (e.g., have an opening ritual or routine when starting and ending a group session). A structured setting can provide a sense of safety and familiarity. ***Use carefully
~ Facilitate a discussion on safe and unsafe behaviors. Have clients identify, on paper, behaviors that promote safety and behaviors that feel unsafe for them today.
~ Refer to Seeking Safety: A Treatment Manual for PTSD and Substance Abuse (Najavits, 2002a). This menu-based manual covers an array of treatment topics.
~ Encourage the development of a safety plan.
Establish Safety
~ Creating Safety
~ Help client feel in control and prepared for the unexpected.
~ Encourage thinking about how supports will respond and connect in the event of another crisis.
~ Encourage thinking about future steps that could help make the client safer/prevent a recurrence.
~ People with histories of trauma and substance abuse are more likely to engage in high-risk behaviors
~ Early treatment should focus on helping clients stop using unsafe coping mechanisms, such as substance abuse, self-harm, and replace them with healthy coping strategies
~ Balance preparation and the realization that one cannot prepare for all possible traumatic events.
Establish Safety
~ Scenarios
~ Date rape
~ Home invasion
~ Natural disaster (Fires)
~ House fire
~ Child neglect
~ Car accident
Prevent Retraumitization
~ Examples of unintentional trauma
~ Compassionate inquiry into a client’s history can seem similar to the interest shown by a perpetrator many years before.
~ Direct confrontation about behaviors can be seen by someone who has been abused as a sign of impending assault
~ Strategies
~ Be sensitive to the needs of clients who have experienced trauma
~ Do not ignore clients’ symptoms and demands when clients with trauma are triggered and act out; doing so may replicate the original trauma.
~ Walking out of a tense group
~ Avoiding particular clients or topics
~ Be mindful that efforts to control and contain a client’s behaviors remind them of being trapped as part of the trauma.
~ Listen for specific triggers driving the client’s reaction and help the client identify these cues and thereby understand their reactions and behaviors.
Provide Psychoeducation
~ Education can play a pivotal role in enhancing motivation, in normalizing experiences, and in creating a sense of safety.
~ Understand the client’s expectations and reasons for seeking help
~ Educate the client and other family members about the program
~ After obtaining acknowledgment of a trauma history, gi
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1h 3min
February 17, 2018 229 -Trauma Informed Care: The Impact of Trauma | SAMHSA TIP 57
Trauma-Informed Care
Impact of Trauma
Instructor: Dr. Dawn-Elise Snipes, PhD, LPC-MHSP
Podcast Host: Counselor Toolbox and Happiness Isn’t Brain Surgery
Objectives
~ Learn About The Sequence of Trauma Reactions
~ Explore Common Immediate and Delayed Experiences and Responses to Trauma (Emotional, Physical, Cognitive, Behavioral and Existential)
~ Identify Specific impacts of Trauma
~ Explore the Impact of Trauma on the Family
Delayed Traumatic Response
~ There can be a delay of months or even years before symptoms appear
~ Trauma symptoms can appear suddenly, even without conscious memory of the original trauma or without any overt provocation
~ Clients who are experiencing a delayed trauma response can benefit if you help them to:
~ Create an environment that allows acknowledgment of the trauma.
~ Discuss their initial recall or first suspicion that they were having a traumatic response.
~ Draw a connection between the trauma and presenting trauma-related symptoms.
~ Explore their support systems and fortify them as needed.
~ Identify their triggers.
~ Develop strategies to navigate and manage symptoms and triggers.
Biology of Trauma
~ Changes in limbic system functioning.
~ Hypothalamic–pituitary–adrenal axis activity changes with variable cortisol levels.
~ Neurotransmitter-related dysregulation of arousal and endogenous opioid systems.
Emotional Reactions to Trauma
~ Immediate
~ Numbness and detachment
~ Anxiety/fear/ helplessness
~ Guilt (including survivor guilt)
~ Exhilaration as a result of surviving
~ Anger
~ Sadness
~ Feeling unreal; depersonalization
~ Disorientation
~ Feeling out of control
~ Denial
~ Constriction of feelings
~ Feeling overwhelmed
Cognitive Reactions to Trauma
~ Immediate
~ Difficulty concentrating
~ Rumination or racing thoughts
~ Distortion of time and space
~ Memory problems
~ Strong identification with victims
Behavioral Reactions to Trauma
~ Immediate
~ Startled reaction
~ Restlessness
~ Sleep and appetite disturbances
~ Difficulty expressing oneself
~ Argumentative behavior
~ Increased use of alcohol, drugs, and tobacco
~ Withdrawal and apathy
~ Avoidant behaviors
Specific Impacts of Trauma
~ Attachment and Relationships
~ Trauma can impacts people’s ability to develop a strong healthy attachment to caregivers.
~ People who do not have healthy attachments and relationships have been shown to
~ be more vulnerable to stress
~ have trouble controlling and expressing emotions
~ may react violently or inappropriately to situations.
Specific Impacts of Trauma
~ Physical Health: Body and Brain
~ When a child grows up afraid or under constant or extreme stress, the immune system and body’s stress response systems may not develop normally. Later on, when the child or adult is exposed to even ordinary levels of stress, these systems may automatically respond as if the individual is under extreme stress.
~ Stress in an environment can impair the development of the brain and nervous system.
~ An absence of mental stimulation in neglectful environments may limit the brain from developing to its full potential.
Specific Impacts of Trauma
~ Physical Health: Body and Brain
~ People with trauma histories may develop chronic or recurrent physical complaints, such as headaches or stomachaches.
~ Trauma survivors may suffer from body dysregulation, meaning they over-respond or underrespond to sensory stimuli. For example, they may be hypersensitive to sounds, smells, touch or light, or they may suffer from anesthesia and analgesia. As a result they may injure themselves without feeling pain, or, ma
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1h 3min
February 16, 2018 Special Episode: Etherapy Treatment Modalities
Etherapy Clinical Principles & Treatment Modalities Instructor: Dr. Dawn-Elise Snipes Podcast Host: Counselor Toolbox and Happiness Isn’t Brain Surgery Objectives ~ Review the different modalities and most common usages in counseling ~ Identify potential clinical and ethical issues ~ Learn about at least 3 unique ideas for doing online counseling ~ Define Treatment Structure Text Reading ~ Review Online Counseling: A Handbook for Mental Health Professionals

Learn more about your ad choices. Visit megaphone.fm/adchoices
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56min
February 14, 2018 228 -Trauma Informed Care: Trauma Awareness | SAMHSA TIP 57
Trauma-Informed Care
Trauma Awareness
Instructor: Dr. Dawn-Elise Snipes, PhD, LPC-MHSP
Podcast Host: Counselor Toolbox and Happiness Isn’t Brain Surgery
Objectives
~ Define and differentiate between the different types of trauma (individual, group, mass, natural or human caused)
~ Explore how trauma effects communities and cultures
~ Identify staff and agency issues that could cause retraumatization
~ Explore the objective and subjective characteristics of trauma and their biopsychosocial impact.
~ Identify characteristics that nurture resilience among individuals from diverse groups.
Types of Trauma
~ Individual
~ An individual trauma occurs to one person.
~ It can be a single event or multiple or prolonged events (e.g., a life-threatening illness, multiple sexual assaults, first responders, war).
~ Although the trauma directly affects just one individual, others who know the person and/or are aware of the trauma will likely experience emotional repercussions
~ Survivors of individual trauma may not receive the environmental support and concern that members of collectively traumatized groups and communities receive.
~ They are less likely to reveal their traumas or to receive validation of their experiences.
~ Shame distorts their perception of responsibility for the trauma.
~ They struggle with issues of causation
~ They feel isolated by the trauma
Types of Trauma
~ In working with clients who have histories of individual trauma, counselors should consider that:
~ Empathy, or putting oneself in the shoes of another, is more potent than sympathy (expressing a feeling of sorrow for another person).
~ Some clients need to briefly describe the trauma(s) they have experienced, particularly in the early stages of recovery.
~ Intensive exploration should wait until the client is more prepared
~ Understanding the trauma should begin with educating the client about and normalizing trauma-related symptoms, creating a sense of safety within the treatment environment, and addressing how trauma symptoms may interfere with the client’s life in the present.
~ It is helpful to examine how the trauma affects opportunities to recover(e.g., by limiting one’s willingness to share in in group).
~ Identifying and exploring strengths in the client’s history can help the client apply those strengths to his or her ability to function in the present.
Types of Trauma
~ Group
~ “Group trauma” refers to traumatic experiences that affect a particular group of people
~ Groups often share a common identity and history, as well as similar activities and concerns. (vocational groups who specialize in managing traumas or who routinely place themselves in harm’s way)
~ examples of group trauma include crews and their families who lose members from a commercial fishing accident, a gang whose members experience multiple deaths and injuries, teams of firefighters who lose members in a roof collapse, responders who attempt to save flood victims, and military service members in a specific theater of operation.
~ Group members who have had traumatic experiences in the past may not actively support traumatized colleagues for fear that acknowledging the trauma will increase the risk of repressed trauma-related emotions surfacing.
Types of Trauma
~ Group
~ Survivors of group trauma can have different experiences and responses than survivors of individual or mass traumas.
~ Likely to experience repeated trauma.
~ Tend to keep the trauma experiences within the group, feeling that others outside the group will not understand
~ Members may encourage others in the group to shut down emotionally and repress their traumatic
~ Group members may not want to seek help and may discourage others from doing so out of fear that it may shame t
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1h
February 11, 2018 227 – Trauma Informed Care: A Sociocultural Perspective
Trauma-Informed Care
A Sociocultural Perspective
Instructor: Dr. Dawn-Elise Snipes, PhD, LPC-MHSP
Podcast Host: Counselor Toolbox and Happiness Isn’t Brain Surgery
Objectives
~ Define “What is Trauma”
~ Explore why trauma informed care is important
~ Learn the 3 key elements to a trauma informed approach: Realizing, recognizing and responding
~ Identify trauma informed intervention and treatment principles
~ Learn how to anticipate the interplay between treatment elements and clients' trauma histories
~ Identify the cross-cutting factors of culture
What is Trauma
~ Traumatic events are those which the person experiences a threat of death, serious injury to self or self concept or threat to the physical integrity to self or another.
~ Events may be:
~ Human-made, such as a mechanical error that causes a disaster, war, terrorism, violence or neglect
~ “Traumatization can also occur from neglectwhich is the absence of essential physical or emotional care, soothing and restorative experiences from significant others,particularly in children.” (International Society for the Study of Trauma and Dissociation, 2009)
~ Products of nature (e.g., flooding, hurricanes, tornadoes).
What is Trauma
~ Trauma can occur at any age or developmental stage, and often, events that occur outside expected life stages are perceived as traumatic (e.g., a child dying before a parent, cancer as a teen, personal illness, job loss before retirement).
~ Individuals may experience the traumatic event directly, witness an event, feel threatened, or hear about an event that affects someone they know.
~ It is not just the event itself that determines whether something is traumatic, but also the individual’s experience of the event.
What is Trauma
~ Just because something does not DSM V criteria for ASD/PTSD does not mean it wasn’t traumatic
~ Trauma is something that:
~ Overwhelms our coping capacity
~ Affects the whole self
~ Physical
~ Emotional
~ Intellectual/Cognitive
~ Spiritual
~ Interpersonal
Why Is Trauma Informed Care Important
~ National Comorbidity Study 61 percent of men and 51 percent of women reported experiencing at least one trauma in their lifetime
~ National Epidemiologic Survey on Alcohol and Related Conditions, 71.6 percent of the sample reported experiencing trauma
~ In a survey at the Alachua County Jail, 99% of female inmates reported having experienced trauma
Why Is Trauma Informed Care Important
Why Is Trauma Informed Care Important
~ Improve screening, assessment, treatment planning,
~ Decrease the risk for retraumatization.
~ Enhance communication between the client and treatment provider, thus decreasing risks associated with misunderstanding the client’s reactions and presenting problems or underestimating the need for appropriate referrals
~ Improved cost effectiveness because services are more appropriately matched to clients from the outset.
~ Ensures the implementation of decisions that will optimize therapeutic outcomes and minimize adverse effects on the client and, ultimately, the organization.
~ Clients and staff are more apt to be empowered, invested, and satisfied if they are involved in the ongoing development and delivery of services.
Why Is Trauma Informed Care Important
~ To increase clinician self-awareness of trauma triggers
~ To increase clinician awareness of the variety of emotional, behavioral, interpersonal and physical symptoms of trauma
~ To provide appropriate responses to trauma related reactions or symptoms
~ To prevent the clinician from delving too deeply too quickly and unwittingly harming the client
~ To aid the client in developing a safety net to prevent further trauma
~ To provide clinicians w
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1h 5min
February 10, 2018 226 -10 Issues Unique to Treating Adolescents
TIPs 31 and 32
Screening, Assessment and Treatment of Adolescents
Dr. Dawn-Elise Snipes, PhD, LMHC
Objectives
~ Identify 10 Unique Issues to the Assessment and Treatment of Adolescents
Not Little Adults
~ Adolescent treatment requires an awareness of:
~ Developmental stages
~ Adolescent culture
Adolescent Development
~ Cognitive
~ Early Adolescence
~ Emphasizes immediate reactions to behavior
~ May not be fully aware of later consequences
~ Impulse control areas of brain are not fully developed
~ Late Adolescence
~ Greater use of inductive/deductive reasoning
~ More introspective and more sensitive to later consequences
Developmental Tasks
~ Family Independence
~ Beginning rejection of parental guidelines
~ Ambivalence about wishes
~ Insistence on independence, privacy
~ May have overt rebellion, limit testing, withdrawal
~ Peers
~ Early: Most often “best” friend is same sex
~ Late: Dating, risk taking, need to please peers
Developmental Tasks cont…
~ School and Vocation
~ Beginning to identify skills, interests
~ Starting part-time job
~ Self Identity and Esteem
~ Am I normal?
~ Conformity–behavior that meets peer group values
~ Some continue to pursue group/peer acceptance
~ Some are able to reject group pressure if not in self-interest
Professional Approach
~ Early Adolescents
~ Provide firm, direct support
~ Convey limits–simple concrete choices
~ Do not align with parents, be an objective caring adult
~ Help the client explore dialectics
~ Sexual decisions–directly encourage to wait
~ Encourage parental presence in clinic, but interview teen alone
Professional Approach cont…
~ Late Adolescence
~ Be an objective sounding board (but let adolescents solve own problems)
~ Negotiate choices
~ Be role model
~ Don't get too much history (“grandiose stories”)
~ Confront gently–about consequences, responsibilities
~ Consider “What gives them status in the eyes of peers?”
~ Use peer group sessions
~ Adapt systems to crises, walk-ins, impulsiveness, testing
~ Ensure confidentiality
~ Allow teens to seek care independently
Screening and Assessment
Screening and Assessment
~ Selection of instruments is guided by:
~ Reliability and validity of the tool
~ Its appropriateness to an adolescent population
~ Type of settings in which the instrument was developed
~ Intended purpose of the instrument
Features of Instruments
~ Short in duration
~ High test-retest reliability
~ Evidence of convergent validity (i.e., the instrument is strongly correlated with other instruments that purport to measure similar constructs)
~ Predictive validity (i.e. school performance, relapse)
~ Normed on adolescents
~ Ability to measure meaningful behavioral and attitude changes over time
~ Sample Screening Forms
~ Depression Screening Tools
~ Drug & Alcohol Use Screening Tools
~ Bipolar Disorder Screening Tools
~ Suicide Risk Screening Tools
~ Anxiety Disorders Screening Tools
~ Trauma Screening Tools
Family Assessment
~ Adolescents may define family in nontraditional ways.
~ The law and society may define family in ways that differ from the actual experiences of youth.
~ Cultural and ethnic differences in family structures should be respected.
~ The core problem may reside outside the adolescent and the substance use is a symptom.
Screening Indicators
~ Problems during childhood or early adolescence
~ School issues
~ Peer involvement in delinquent behaviors
~ Daily use of one or mo
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1h 2min
February 07, 2018 225 -Bipolar and Depression: Assessment and Addressing 10 Side Effects of Medications
Bipolar and Depression
Dr. Dawn-Elise Snipes PhD, LMHC
Executive Director, AllCEUs.com
Objectives
~ Differentially Diagnose Bipolar Disorder and Depression
~ Recognize general medical conditions and drugs that may mimic depression or mania
~ Understand the goals of psychiatric management of bipolar disorder and depression
~ Identify bipolar patients at increased risk of suicide
~ Understand the link between bipolar disorder and substance abuse
~ Identify key areas of consideration when making a treatment placement decision
~ Learn about the areas which patients with bipolar disorder and their families may need education
~ Familiarize with the most common psychopharmacological interventions for bipolar disorder
Bipolar I and II
~ Bipolar I disorder: at least one episode can be characterized as mania
~ Episodic, lifelong illness with a variable course
~ The first episode may be manic, hypomanic, mixed, or depressive
~ Patients may experience several episodes of depression before a manic episode
Differential Diagnosis
~ Ask about a history of depression accompanied or followed by manic or hypomanic symptoms
~ Assess for substance use disorder, other general medical conditions or medications
~ Medical conditions associated with manic-like symptoms include:
~ Multiple sclerosis
~ Lesions closely linked to the limbic system
~ Hyper or hypothyroid
~ Head injuries
~ Encephalitis
Medications Associated with Manic-like Symptoms
~ L-Dopa
~ Corticosteroids
~ High-dose decongestants
~ Stimulants (weight loss, ADHD)
~ Antidepressants may trigger a manic episode
Substance Use
~ May cause manic-like episodes
~ May help patient self-medicate
~ Stimulants (manic like symptoms)
~ Cocaine
~ Methamphetamines/Amphetamines
~ Ephedrine
~ Ecstasy/MDMA
~ Caffeine
Patients with Bipolar
~ Seek treatment during depressive episodes
~ Rarely volunteer information about manic or hypomanic symptoms
~ Do not see the symptoms of hypomania to be distressing
Suicide
~ Completed suicide rates 10% to 15%
~ Suicide attempts associated with depressive episodes or depressive features of mixed episodes
~ Ask every patient about suicidal ideation
Increased Risk Factors
~ Factors associated with increased risk:
~ Means
~ Lethality
~ Family history of suicide
~ Pervasive insomnia
~ Impulsiveness
~ Psychiatric comorbidity
~ Psychosis
~ Personality disorder
~ Lack of social support
Hospitalization
~ Patients who:
~ Pose a serious threat of harm to themselves
~ Are severely ill
~ Lack adequate social support
~ Demonstrate significantly impaired judgment
~ Have complicating psychiatric or general medical conditions
~ Have not responded adequately to outpatient treatment.
~ Re-evaluate treatment setting regularly
Education
~ Should introduce facts about the illness and its treatment
~ Use printed, verbal and videotaped material
~ Present in an ongoing gradual and consistent process
~ Use psychoeducational groups
Stressors
~ Commonly precede episodes
~ Disrupted sleep-wake cycles may specifically trigger manic episodes
~ Physical illnesses that cause changes in eating and/or dehydration
~ Alter blood plasma levels
~ May require dose adjustment
~ Regular patterns should be promoted
Counselor Activities
~ Preplanning
~ Plan for impairments in functioning
~ Assisting patient in scheduling absences from work
~ Avoid major life changes
~ Plan for the needs of their children while the patient is in an acute state
~ Assist the patient who is able to work in contacting
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1h
February 04, 2018 224 -Overview of Brief Interventions
10 Useful Brief Interventions and Brief Therapies
Instructor: Dr. Dawn-Elise Snipes, PhD, LPC-MHSP, LMHC
Objectives
~ We will review:
~ Stages-of-Change Model
~ Goals of Brief Intervention
~ Components of Brief Interventions and Effective Brief Therapy
~ Essential Knowledge and Skills for Brief Interventions
~ When To Use Brief Therapy
~ Approaches to Brief Therapy
~ Components of Effective Brief Therapy
~ Cognitive Behavioral (CBT)
~ Cognitive Processing
~ Trauma Focused CBT
~ Brief Strategic/Interactional
~ Brief Humanistic/Existential
~ Brief Psychodynamic
~ Brief Family therapy
~ Time Limited Group Therapy
Who Can Use Brief Interventions
~ Primary care physicians
~ Substance abuse treatment providers
~ Emergency department staff members
~ Nurses
~ Social workers
~ Health educators
~ Lawyers
~ Mental health workers
~ Teachers
~ EAP counselors
~ Crisis hotline workers, student counselors
~ Clergy
Benefits
~ Reduce no-show
~ Increase treatment engagement
~ Increase compliance
~ Increase self-efficacy
~ Reduce aggression and isolation
~ Provide an interim for clients on waiting lists
Goals of Brief Interventions
~ Making a measurable change in specific target behaviors
~ Helping the client demonstrate a new understanding and knowledge of problems and issues
~ Improving the client's personal relationships
~ Resolving other identified problems
Characteristics of Brief Interventions
~ They are either problem focused or solution focused; they target the symptom and not what is behind it.
~ They use interventions appropriate to the stages of change model
~ They clearly define goals related to a specific change or behavior.
~ They should be understandable to both client and clinician.
~ They should produce immediate results.
~ The therapeutic style is highly active, empathic, and sometimes directive.
~ Responsibility for change is placed clearly on the client.
~ Early in the process, the focus is to help the client have experiences that enhance self-efficacy and confidence that change is possible.
~ Termination is discussed from the beginning.
~ Outcomes are measurable.
Objectives for Brief Interventions
~ It is important to extract at least one measurable change in the client's behavior
~ Time management
~ Expanding a support system
~ Improving social skills
~ Changing unhelpful thoughts
~ Improving health behaviors
~ Vulnerability awareness and prevention
~ Vocational issues
~ Support group attendance
~ Forgiveness and acceptance
~ Staying in the “here and now”
~ Identifying triggers for the mood or behavior
~ Coping with high risk or triggering situations
Goals Setting Within Brief Interventions
~ Goals should be…
~ Specific
~ Measurable
~ Achievable in 8-10 weeks
~ Realistic
~ Time Limited
~ Purpose: Reduce the likelihood of damage/additional problems from the current issue. (i.e. family, work, health, self-esteem, guilt, anger)
Components of Brief Interventions
~ FRAMES
~ Feedback
~ Responsibility
~ Identification of future goals for health, activities, hobbies, relationships
~ Identification of the pros and cons of current behavior in terms of self or family/community
~ Consequences of staying the same
~ Reasons to change
~ Sensible strategies for change
~ Advice
~ Menu
~ Empathy
~ Self-Efficacy
Stages of Change
~ Precontemplation: “I’m okay”
~ Provide
~ Information linking problems with current behaviors (thoughts, reactions) or issues (health, environment, soci
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1h 2min
February 03, 2018 223 -Trauma Informed Care Assessment
16 Principles for Trauma Informed Assessment and Treatment
~ Promote Trauma awareness and understanding
~ Recognize That Trauma-Related Symptoms and Behaviors Originate From Adapting to Traumatic Experiences
~ View Trauma in the Context of Individuals’ Environments
~ Minimize the Risk of Retraumatization or Replicating Prior Trauma Dynamics
~ Create a Safe Environment
~ Identify Recovery From Trauma as a Primary Goal
~ Support Control, Choice, and Autonomy
~ Create Collaborative Relationships and Participation Opportunities
~ Familiarize the Client With Trauma-Informed Services
~ Incorporate Universal Routine Screenings for Trauma
~ View Trauma Through a Sociocultural Lens
~ Use a Strengths-Focused Perspective: Promote Resilience
~ Foster Trauma-Resistant Skills
~ Demonstrate Organizational and Administrative Commitment to TIC
~ Develop Strategies To Address Secondary Trauma and Promote Self-Care
~ Provide Hope—Recovery Is Possible
Screening
~ The most important domains to screen among individuals with trauma histories include:
~ Trauma-related symptoms.
~ Depressive or dissociative or intrusive symptoms, sleep disturbances
~ Past and present mental disorders
~ Severity or characteristics of a specific trauma type (e.g., forms of interpersonal violence, adverse childhood events, combat experiences).
~ Substance abuse.
~ Social support and coping styles.
~ Availability of resources.
~ Risks for self-harm, suicide, and violence.
~ Health screenings.
Advice About Screening
Discussing the occurrence or consequences of traumatic events can feel as unsafe and dangerous to the client as if the event were reoccurring. Don’t encourage avoidance of the topic or reinforce the belief that discussing trauma-related material is dangerous. Initial questions about trauma should be general and gradual. Ask all clients about any history of trauma; use a checklist to increase proper identification of such a history. By going over the answers with the client, you can gain a deep understanding of your client. Do not require clients to describe emotionally overwhelming traumatic events in detail. Focus assessment on how trauma symptoms affect clients’ current functioning. Talk about how you will use the findings to plan the client’s treatment, and discuss any immediate action necessary, such as arranging for interpersonal support, referrals to community agencies, or moving directly into the active phase of treatment. It is helpful to explore the strategies clients have used in the past that have worked to relieve strong emotions. Finally, make sure the client is grounded and safe before leaving. Readiness to leave can be assessed by checking on the degree to which the client is conscious of the current environment, what the client’s plan is for maintaining personal safety, and what the client’s plans are for the rest of the day.
~ Elicit only the information necessary for determining a history of trauma and the possible existence and extent of traumatic stress symptoms and related disorders.
~ Even if a client wants to tell his or her trauma story, it’s your job to serve as “gatekeeper” and preserve the client’s safety.
~ Your tone of voice when suggesting postponement of a discussion of trauma is very important. Avoid conveying the message, “I really don’t want to hear about it.”
Grounding Techniques
~ Ask the client to state what he or she observes.
~ Guide the client through this exercise by using statements like, “You seem to feel very scared/angry right now. You’re probably feeling things related to what happened in the past. Now, you’re in a safe situation. Let’s try to stay in the present. Take a slow deep breath, relax your shoulders, put your feet on the floor; let’s talk about what day and time it is, notice what’s on the wa
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57min

FAQs about Addiction Counselor Exam Review:

How many episodes does Addiction Counselor Exam Review have?

The podcast currently has 200 episodes available.

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Addiction Counselor Exam Review

FAQs about Addiction Counselor Exam Review:

How many episodes does Addiction Counselor Exam Review have?

Addiction Counselor Exam Review episodes:

FAQs about Addiction Counselor Exam Review:

How many episodes does Addiction Counselor Exam Review have?

More shows like Addiction Counselor Exam Review

My Favorite Murder with Karen Kilgariff and Georgia Hardstark

Maintenance Phase