Professional Documents
Culture Documents
This workshop is provided through the Mental Health Education Resource Centre and supported by the Canterbury District Health Board. It is one of a series of workshops designed to help practitioners and services improve their capability to work with people experiencing complicated and complex mental heath problems. The material presented in this workshop is drawn from Te Ariari o te Oranga (Todd 2010), though is updated here in several areas. Copyright is asserted by Fraser Todd over the content. It may be freely used with permission. The name Te Ariari o te Oranga means the dynamics of well -being. The name was coined by that staff ad students of Te Ngaru Learning Systems, was given to a series of bicultural training events on co-exiting and mental health and substance use problems (CEP) over the past decade, and given to the document Te Ariari o te Oranga: The Assessment and Management of Co-existing Mental Health and Substance Use Problems (Todd 2010) by Paraire Huata. As a term, it captures the practice and teaching of CEP in New Zealand where bicultural approaches are honoured.
Workshop Overview
Management Part One Phases/stages of treatment and stage of change for problems Structured and comprehensive management plan from formulation Address Trans-diagnostic/common factors Structure of sessions
Management Part Two Use of generic and specific strategies Clinical case management Combining evidence-based practices for different diagnosis and problem Withdrawal management
Learning Intentions
Participants will be provided with the opportunity to: Gain a broader knowledge of management planning for tangata whaiora presenting with CEP Be able to implement combining evidence-based practices for working with different presentations Be able to plan and implement structured sessions for working with people with CEP Have a broad understanding of withdrawal management in working with people with CEP
In addition, we will aim to cover some of the management components of the CEP Skills Framework Te Whare o Tiki. Te Whare O Tiki has been produced by Matua Raki to provide guidance and direction for learning and practice development in CEP.
Management is the fifth domain of the skills set and includes the following skills at three levels of competence, foundation, capable and enhanced: 6.1 Integrated treatment approach for CEP 6.2 Relapse prevention Strategies (RP) 6.3 Harm reduction and self-harm reduction strategies 6.4 Mental health or CEP crisis 6.5 Assessment and management of intoxicated states
6.6 Management of acute and protracted withdrawal states 6.7 Pharmacological treatments for mental health and substance use disorders 6.8 Psychological treatments including talking therapies such as Motivational Interviewing, Cognitive Behavioural Therapy, Dialectical Behavioural Therapy, group, systemic and family therapy. 6.9 Physical treatments e.g. ECT, Transcutaneous Magnetic Stimulation 6.10 Self-help approaches 6.11 Pregnancy 6.12 Mental health, substance use and gambling disorders across the lifespan 6.13 Co-existing physical health conditions 6.15 Nicotine dependence 6.16 Legislative Requirements
Background Reading
Reading and knowledge to support this workshop can be found in the relevant chapters of Te Ariari o te Oranga. This workbook will include further information where there are updates to the content of Te Ariari.
Workshop Outline
Mihi and Introductions Housekeeping Workshop overview Review of last workshops action planning exercise Introductory Mindfulness Exercise From Formulation to Treatment Planning Working with Families Action Planning
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Major Depressive Disorder Post-traumatic stress disorder Alcohol dependence with physiological dependence Cannabis dependence with physiological dependence Nicotine dependence with physiological dependence
Get into small groups Appoint a scribe and a person to feedback Each group will be assigned one paragraph of the formulation statement to work on
Develop a formulation statement for Rachel, using the factors identified in the 4x4 grid. This is what you will actually feedback to Rachel for negotiation. 1. Pattern over time 1. Vulnerability (Predisposing) &Triggers (Precipitating) 3. Maintaining (Perpetuating) 4. Strengths (Protecting)
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Below is the 4x4 grid for the aetiological formulation for Rachel we developed during the previous workshop. Vulnerability (Predisposing) Triggers (Precipitating)
Genetic predisposition (SUDS, social anxiety) Intoxication Hyper-arousal Depressogenic effects of alcohol Anxiolytic effects of alcohol Sleep Executive functioning Craving Avoidant coping style Rumination Intrusive memories Shame Automatic thoughts self-worth, control Flashbacks Dependent traits (re relationships Social withdrawal Limited social support networks Arguments with partner Choice of relationships Lack of love from family/partner/friends Lack of belonging (interpersonal niche Social niche?
Maintaining (Perpetuating)
Strengths (Protecting)
Alcohol (PTSD symptoms, anxiety) Physical health Past abstinence
Biological
Psychological
Attentional control Impulsivity negative urgency Hyper-vigilance Low self-efficacy Some dependent traits? Inability to accept love?
Daughters age triggering memories of abuse Rape Intrusive memories trigger mood & substance use Lowered mood Withdrawal?
Social
Spiritual
Family values Hope actively future- orientated Has some meaning and purpose in life around social connection Identity mother, nurture Developing spirituality (love identity, niche, role, connection)
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Make the goals specific, measurable, able to be achievement, realistic and timely (SMART)
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and where there are acute needs beyond engagement. Thus Engagement begins in the early phase of treatment (and continues throughout), while enhancing motivation (persuasion) may begin in the early phase and continue into the middle phase, or begin in the middle phase depending on the acute needs of the tangata whaiora and the duration of the early phase. It is still important to address key addiction and mental health problems in a stage wise manner (following the Engagement Persuasion Model discussed in the next section) within the phases below.
Prioritising Goals
Give preference to: Urgent goals (involving safety, stabilisation) Serious problems Pivotal problems and trans-diagnostic factors from the formulation Easily Achieved Goals
Also consider: Favouring goals that are more internally motivated Goal conflict; - treatment v life goals - tangata whaiora v clinician goals Approach rather than avoidant goals Short term v distant goals - distant goals important for shaping treatment but short term more motivating
Most easily achieved goals for those with severe impairment: reduction in panic attacks other fears and anxieties increased assertiveness self-confidence
Least easily achieved goals for those with severe impairment: sleep problems pain reflecting on self and the future depressive symptoms
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Using the table outlining the key goals by the phases of treatment, identify the key goals for Rachel for each phase of treatment. Enter these in the empty table on the preceding page.
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Early involve key supports e.g. whnau/family if appropriate assess and manage safety issues comprehensive and integrated assessment and management plan including integrated formulation to integrate care appoint case manager stabilise acute crises, substance use, physical, social problems detox if appropriate culturally appropriate engagement processes and assessment address spiritual needs link with and involve other services as indicated engage whanau support enhance engagement & motivation initiate or adjust medication initial coping strategies to help manage crises
Middle monitoring and adjustment of medication active treatment of mental health and substance use problems including specific psychotherapies and social interventions specific whnau/family interventions maintain engagement and motivation increasing focus on steps to enhance well-being peer support groups continue to manage linkages with others involved relapse prevention re-culturation and increased ability to access cultural resources
Late
Autonomous Wellbeing Ensure community supports in place Clarify future access to services Fully transfer responsibility to tangata whaiora and family/whanau Transtiionto primary care
ongoing monitoring of treatment adherence ongoing work on relapse prevention further enance well-bieng & recovery enhancement of occupational and social skills increasing self-management of mental health and substance use problems strategies to enhance well-being Fully engage community supports
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Early
Middle
Late
Autonomous Wellbeing
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The format of psychological interventions can be: Individual Group Self-directed (e.g. online treatment resources, books) The template below can be useful for organizing psychological interventions
Individual
Group
Self-directed
Psycho-education
Motivation
Whnau/family and social interventions Spiritual Interventions Education of tangata whaiora and whanau Social Needs Education/work/occupation Accommodation Finance 10. Self-help groups. 6. 7. 8. 9. On the next page is a template for helping organise interventions by phase of treatment
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Early
Middle
Late
Autonomous Well-being
1. Setting
2. Further information
4. Psychopharmacology
5. Psychological
6. Family/whanau
9. Social Needs
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10. Self-help
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Develop a treatment plan for Rachel for the early and middle phases of treatment.
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motivation to change substance use, to set goals for substance use reduction and to start acting towards these goals. Session Process Brief sessions with break Weekly No more than 10-12 participants and 2-4 is sufficient. Use motivational interviewing techniques Try to evoke information from the group rather than provide it. NB reasons to reduce substance use are much more legitimate when coming from participants Tolerate participants turning up intoxicated as long as they are not disruptive. Address the disruptive behaviour rather than the intoxication. Provide brief psycho-education around a specific topic Use role play, diagrams, mnemonics to aid understanding and recall Structure of Sessions First Session Reasons for group Introductions Guidelines and rules for group Wrap-up Subsequent Sessions Check in (10-15 minutes) Brief discussion a pre-selected topic initiated by facilitator or a participant (30-45 minutes) o Basic psycho-education about the effects of drugs, diagnoses, medication and side effects, interaction of drugs and mental heath o Values and well-being o Decisional balance o Consider a guest speaker e.g. peer support o Medication and adherence o Dealing with stress o Problem solving o Social problem solving o Pleasurable activities and behavioural activation NB the key is to build engagement, to go with the participants discussion and use opportunities to enhance motivation as they arise. Closing (5-10 minutes) o State that the session is about to close o Discuss topic for next session o Check if any participants are experiencing high levels of stress or increased symptoms, risk etc
Key Specific Topics Psycho-education Decisional balance Problem solving Social problem solving
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For tangata whaiora in the active treatment phases. Session Process Up to 90 minutes Facilitator is less motivational given that participants are already in the active treatment stages Can be slightly more confrontational (from other participants) as long as respect is maintained Structure of the Sessions Similar to persuasion groups though longer Specific Topics Further psycho-education Assertiveness Managing cravings Relaxation and mindfulness skills Drink/drug refusal skills Managing thoughts about substances Medication adherence Managing mental health symptoms Communication skills Social skills Social problem solving Coping with unpleasant feelings Pleasurable activities and behavioural activation Relapse prevention Further Readings: TIP 42 Mueser et al 2003 (above)
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As with group treatments, family interventions can occur at a number of levels of complexity. At the more basic level, family work can and should be carried out by practitioners without extensive family therapy experience. More sophisticated work requires specific skills sets and training. Also like group treatments, family interventions should be a routine part of CEP practice given their effectiveness. NB For women (men not studied), couple therapy for addiction is more effective than individual therapy, but most women prefer the latter.
Social Problem Solving Apply the problem solving strategy above to difficult social interactions. 1. 2. 3. 4. 5. Identify and define a problem Reframe as a positive goal Seek everyones opinion of the problem Think of/brain-storm possible solutions Evaluate each solution
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6. 7. 8. 9.
Select the best solution Try out the solution Evaluate Decide what to do next time
Further Reading Kina Trust Family Inclusive Practice in the Addiction Field http://www.kinatrust.org.nz/myfiles/FIP.pdf Mueser et al 2003 (above) Copello, A., Templeton, A. Orford, J. Velleman, R. The 5-Step Method: Principles and Practice. Drugs: education, preventions and policy (2010) 17(S1):86-99 Copello, A. Orford, J. Velleman, R. Templeton, L. Krishnan, M. Methods for reducing alcohol and drug related family harm in non-specialist settings. Journal of Mental Health (2000); 9(3):329-343.
Action Plan
1. Before the next workshop, review the formulation you did on one of your clients after the assessment workshop, and review the treatment plan using the steps of goal setting, planning and treatment planning covered today.
Appendices
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1. Rachel Scenario 2. Common trans-diagnostic factors to consider 3. Menu of some factors for the 4x4 grid
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She has used cannabis on a daily basis since her mid teens and experiences craving, irritability and significant generalised anxiety when she goes without it for more than a few days, but find it helps her mood. Other than during her pregnancy, she has not had any significant periods of abstinence from cannabis. She has not used any other substances apart from tobacco, which she started smoking at 14. She currently smokes 50gms of tobacco a week and would like to stop, as it is very expensive. Other Relevant History Family History: Youngest of three siblings with an older sister and the eldest a brother. Her father died in a motor vehicle accident when Rachel was 22 years old. Father alcohol dependence. Paternal Grandfather alcohol dependence Brother convictions for assault and possession of cannabis, heavy cannabis user Mother social phobia, less problematic the last few years
Medical History: Nil of note No current medications Personal History: Rachel had a normal pregnancy, birth and early developmental milestones. She was an outgoing and happy toddler, over adventurous and exploratory. She attended six different primary schools due to her fathers frequent change in employment. At primary school she struggled academically with mathematics and reading but was otherwise intelligent, but frequently got into trouble for disobedience and being easily distracted. She was noted to have a short temper and be intolerant of discipline, talking back to teachers. She was sexually abused between on one occasion at the age of 5 by a friend of her fathers, and though she did not tell anyone, her older sister told their other she disliked him and their mother made sure he did not have access to the children. She was frequently truant from secondary school and noted to be irritable and argumentative when she did attend. Upon leaving school she worked in a range of waitressing, bar and sales jobs until becoming pregnant. Over the past two years she has taken several tertiary papers in social work and hopes to get a job in the future in community support. Her current relationship tends to involve frequent arguments though not violence. She has one or two friends whom she has know for ten years, but few other contacts she would consider more than acquaintances. Over the past 5 years she has had increasing contact with her mother, revolving around her daughter. Her siblings have lived in the United Kingdom for the last 7 or 8 years; she talks to her sister on skype once every few weeks, but has limited contact with her brother.
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Some Trans-diagnostic Factors: Genes Attention control Impulsivity Negative urgency Negative emotionality Cog/Attention bias Emotion regulation Rumination Perfectionism Coping (approach/avoid) Sleep Social context
Biological Factors
Genes In Utero effects alcohol and drug exposure, infection, trauma Birth hypoxia and trauma Infection Temperament novelty seeking, harm avoidance, Predisposition to psychiatric and medical illnesses Appearance Head Injury Stress, HPA axis, cortisol Substance use IQ Motor activation hyper-arousal, agitation and activation Pain
Sleep issues Effortful control v Impulsivity - Impulsivity 1. response initiation 2. response inhibition 3. consequence insensitivity - Negative urgency also appears to be one way of conceptualizing one of the dimensions of impulsivity
Psychological Factors
Temperament and personality Temperament and Character (novelty seeking, reward dependence, harm avoidance, persistence, self-directedness, cooperativeness, self-transcendence Neuroticism Extraversion High Anxiety Emotion dysregulation Negative emotionality Situational stressors Impulsivity response initiation, response inhibition, consequence insensitivity Negative urgency Effortful control Rumination Overgeneralised autobiographical memory Loss and bereavement Unresolved grief Positive and negative reinforcement Motivation Cognitive maps and schema Core beliefs - underlying assumptions automatic thoughts Thinking errors Over generalisations Personalization All or nothing thinking Emotional reasoning Mind reading Perfectionism Overgeneralised autobiographical memory the tendency to remember general rather than specific historical events (avoidance), associated with abuse in childhood and appears to be a vulnerability factor for depression and a maintaining factor for PTSD Coping Resources (optimism, self-efficacy, self mastery, social skills) Processes approach or avoidance Specific strategies Skills Deficits Coping skills Problems solving skills Social skills Assertiveness Emotion regulation Anger management Parenting skills Dysfunctional self-talk
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Immature sense of self Unconscious dynamics Positive psychology Positive experiences engaging (flow) and meaningful experiences Positive thinking and optimism Character strengths and values Interests, abilities and accomplishments Positive relationships Enabling institutions
Social Factors
Marital relationship Family Parents Control and limit setting Under or overprotection Abuse; emotional, physical, sexual Intergenerational transmission; rules, customs, rituals, beliefs Dysfunctional communication Family roles Hierarchies Boundaries Individuation Enmeshment Emotional reactivity Disengagement Triangulation and scape-goating Social role Social networks Community Support Violence Poverty Stigma Work environment Environment Basic needs e.g. housing, clothing, food, transport, living spaces Relevant income levels and discrepancies
Spiritual Factors
Spiritual crisis, guilt, intolerance of others Self-transcendence Ecological worldview Search for meaning, purpose and fulfillment Acceptance of suffering Hope Altruism Connection with the sacred Experiences inner peace, wholeness, creativity and flow, mystical experiences, boundaries of the self Beliefs connectedness, meaning, calling, life after death, divine purpose, Activities prayer, meditation, communing with nature, nourishing the soul, creative spiritual expression (art, reading, writing etc)
Cultural Considerations
Identity Acculturation Values Transgressions of sacred rules and spaces (Tapu) Curses and makutu
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