Adult Educaiton is designed to assist counselors working with persons with Addictions, Mental Health and Co-Occurring Disorders will help counselors, social workers, marriage and family therapists, alcohol and drug counselors and addictions professionals get continuing education and certification training to aid them in providing services guided by best practices. AllCEUs is approved by the california Association of Alcohol and Drug Abuse Counselors (CAADAC), NAADAC, the Association for Addictions Professionals, the Alcohol and Drug Abuse Counseling Board of Georgia (ADACB-GA), the National Board for Certified Counselors (NBCC) and most states.
1) The document discusses treatment planning, including identifying problems, establishing goals, deciding on treatment methods, and evaluating progress.
2) It covers assessing a client's learning style and tailoring interventions accordingly, with a focus on cognitive, conceptual, and affective learning processes.
3) Developing an individualized treatment plan involves prioritizing problems, setting measurable goals and objectives, and choosing evidence-based interventions.
This document discusses learning disabilities and the assessment process. It notes that a licensed psychologist can diagnose a learning disability based on criteria including average or above average intelligence and achievement below expectations. The assessment is a comprehensive process involving history, testing, scoring, and recommendations. It can identify specific processing difficulties and provide diagnosis, understanding, and intervention strategies to help foster academic success. While some worry about labeling, proper diagnosis ensures a child receives needed supports.
Description
This session will build especially on the Self-Leadership Pillar and how health and wellness can be expanded beyond low-risks and unhealthy behaviors. The overall objective of the session is to meld the information from session one into a fully functional organization, taking advantage of Shared Values Shared Results.
Learning Objectives:
1. The participants will see how current metrics of outliers today can be developed into the norm of tomorrow.
2. The participants will see how the concepts around Positive Health have developed and continue to develop
3. The participant will be able to list an advanced set of outcomes focus on measuring what matters.
The matrix is a tool to help you identify what your overall, long term goals are. In addiction recovery, we call this Good Orderly Direction. The matrix helps you evaluate your options when faced with a problem so you can choose the response that most effectively uses your energy to help you keep moving toward your goals and being the type of person you want to be.
Engaging Clients from a Strength-Based, Solution-Focused PerspectiveDarrin Marion
This document outlines an agenda for a workshop on engaging child welfare clients from a strength-based, solution-focused perspective. The workshop will cover establishing effective engagement, introducing the solution-focused approach and key strategies, demonstrating solution-focused skills and questions, and evaluating learning. It defines concepts like protective authority, strengths, and contrasts problem-focused and solution-focused models. It also outlines seven key solution-focused strategies and different types of useful questions used in this approach.
5 Things HR Leaders Could do to Support Employee Resiliency During COVID-19Rick Stomphorst
We live in uncertain times. This uncertainty is impacting your employees, increasing their stress levels and thereby impacting your business. Staff need to be able to see the light at the end of the tunnel.
As an HR Leader you can help your staff to cope with the uncertainty and build their resilience to get through these unprecedented times.
You will also learn:
- How to build resiliency in your staff and thereby your organization
- How to help your staff cope
- How to cheer up the virtual workplace
- How to reduce stress and limit mental illness caused by stress
- Learn what strategies your peers are using
April 7, 2020 ONLINE Seminar.
Presenter: Julie Holden, Principal – Holden & Associates Consulting Inc.
https://siliconhalton.com/event/5-things-hr-leaders-could-do-to-support-employee-resiliency-during-covid-19/
Intro to appreciative inquiry for health_Szecesy_4.30.12CORE Group
This document provides an introduction and agenda for a workshop on Appreciative Inquiry for health. The workshop is designed to teach participants the fundamentals of Appreciative Inquiry as a framework and practice for supporting positive change in international health. The agenda covers introducing AI concepts and processes, conducting discovery interviews, envisioning future possibilities through dreaming, and designing strategies to achieve preferred futures. Participants work in groups and share stories of health successes. Through an appreciative lens, they identify core strengths, envision preferred futures, and begin designing plans of action. The goal is for participants to learn how an appreciative, strength-based approach can contribute to health success.
1) The document discusses treatment planning, including identifying problems, establishing goals, deciding on treatment methods, and evaluating progress.
2) It covers assessing a client's learning style and tailoring interventions accordingly, with a focus on cognitive, conceptual, and affective learning processes.
3) Developing an individualized treatment plan involves prioritizing problems, setting measurable goals and objectives, and choosing evidence-based interventions.
This document discusses learning disabilities and the assessment process. It notes that a licensed psychologist can diagnose a learning disability based on criteria including average or above average intelligence and achievement below expectations. The assessment is a comprehensive process involving history, testing, scoring, and recommendations. It can identify specific processing difficulties and provide diagnosis, understanding, and intervention strategies to help foster academic success. While some worry about labeling, proper diagnosis ensures a child receives needed supports.
Description
This session will build especially on the Self-Leadership Pillar and how health and wellness can be expanded beyond low-risks and unhealthy behaviors. The overall objective of the session is to meld the information from session one into a fully functional organization, taking advantage of Shared Values Shared Results.
Learning Objectives:
1. The participants will see how current metrics of outliers today can be developed into the norm of tomorrow.
2. The participants will see how the concepts around Positive Health have developed and continue to develop
3. The participant will be able to list an advanced set of outcomes focus on measuring what matters.
The matrix is a tool to help you identify what your overall, long term goals are. In addiction recovery, we call this Good Orderly Direction. The matrix helps you evaluate your options when faced with a problem so you can choose the response that most effectively uses your energy to help you keep moving toward your goals and being the type of person you want to be.
Engaging Clients from a Strength-Based, Solution-Focused PerspectiveDarrin Marion
This document outlines an agenda for a workshop on engaging child welfare clients from a strength-based, solution-focused perspective. The workshop will cover establishing effective engagement, introducing the solution-focused approach and key strategies, demonstrating solution-focused skills and questions, and evaluating learning. It defines concepts like protective authority, strengths, and contrasts problem-focused and solution-focused models. It also outlines seven key solution-focused strategies and different types of useful questions used in this approach.
5 Things HR Leaders Could do to Support Employee Resiliency During COVID-19Rick Stomphorst
We live in uncertain times. This uncertainty is impacting your employees, increasing their stress levels and thereby impacting your business. Staff need to be able to see the light at the end of the tunnel.
As an HR Leader you can help your staff to cope with the uncertainty and build their resilience to get through these unprecedented times.
You will also learn:
- How to build resiliency in your staff and thereby your organization
- How to help your staff cope
- How to cheer up the virtual workplace
- How to reduce stress and limit mental illness caused by stress
- Learn what strategies your peers are using
April 7, 2020 ONLINE Seminar.
Presenter: Julie Holden, Principal – Holden & Associates Consulting Inc.
https://siliconhalton.com/event/5-things-hr-leaders-could-do-to-support-employee-resiliency-during-covid-19/
Intro to appreciative inquiry for health_Szecesy_4.30.12CORE Group
This document provides an introduction and agenda for a workshop on Appreciative Inquiry for health. The workshop is designed to teach participants the fundamentals of Appreciative Inquiry as a framework and practice for supporting positive change in international health. The agenda covers introducing AI concepts and processes, conducting discovery interviews, envisioning future possibilities through dreaming, and designing strategies to achieve preferred futures. Participants work in groups and share stories of health successes. Through an appreciative lens, they identify core strengths, envision preferred futures, and begin designing plans of action. The goal is for participants to learn how an appreciative, strength-based approach can contribute to health success.
Anna Denton Jones HR Insights September 2017Laura Steggles
This document discusses mental health in the workplace. It notes that while 78% of employers think employees are comfortable discussing mental health at work, only 4-5% of those with depression or anxiety feel able to do so. It emphasizes the role workplaces can play in supporting mental health through challenging work, support during difficulties, and involvement in decision-making. The document provides guidance for employers on discussing mental health issues with employees, making reasonable adjustments, and signposting support resources.
Strategies to Improve Mental Health in the Workplace Optimity
This document summarizes a webinar about improving mental health in the workplace. The webinar covered top trends in mental health, the impact of mental health on businesses, and strategies for implementing mental health programs digitally. Speakers from TranQool and Optimity discussed using technology like Optimity's wellness platform to run customized, engaging programs and initiatives. They provided tips for high participation, like decentralizing efforts while centralizing coordination. Case studies showed programs achieving outcomes like reduced absenteeism and claims costs. The webinar emphasized applying best practices and holistic, scalable solutions to strategically improve mental health and generate an ROI.
Lend Me Your Brain: Supporting TBI Survivors around Executive FunctioningDavid Nowell
Parents, counselors, case managers, and physicians are frequently called upon to support TBI survivors as they navigate decision-making, planning, and self-regulation. These key features of executive functioning are often areas of weakness for brain injury survivors, because of frontal lobe involvement. This workshop provides professionals and non-professionals alike with a model for thinking about executive functioning and strategies for providing the best supports – at the right points – for their clients and loved ones who have survived a brain injury.
View the video at https://youtube.com/allceuseducation
A direct link to the counseling CEU course is https://www.allceus.com/member/cart/index/product/id/46/c/
This document provides training materials for community support staff on understanding and assisting those with stress. It defines stress, explains how it affects the body's fight or flight response, and its health impacts like sleep problems and changes in eating habits. The OneHealth program is described as utilizing peer support, clinical tools, and educational content to help those with stress build self-management skills, understand their triggers, use coping techniques like meditation, and establish healthy lifestyle habits and balance to improve their quality of life. Role playing exercises are included to practice responding to stress-related issues members may present.
The document provides strategies for educators working with students who have autism, ADHD, and other neurodevelopmental disorders. It emphasizes developing trusting relationships, supporting student independence, understanding individual needs, and creating a cooperative relationship between educators and families. The strategies described aim to prepare students for transitions, maintain routines, manage sensory stimuli, and address other common challenges through visual schedules, timers, advance warnings, and modifying the classroom environment.
When faced with a problem you can stay miserable, tolerate the distress, change how you think and feel about the problem or change the situation. Distress Tolerance Skills help you tolerate unpleasant feelings until you can think clearly and make the best choice to keep you moving toward your goals.
HR Insights - Mental Health Awareness in the WorkplaceLaura Steggles
Muslimah Miah covered how to identify when staff may be struggling with their mental health, the consequences of ignoring mental health in the workplace and how companies can promote wellness amongst their staff.
The self you take into medical dental school 2011Andrew Clarke
This document contains the text from a presentation given to medical and dental students about recognizing their personal strengths and vulnerabilities. It includes the results of a survey conducted with clickers that asked students questions about themselves, their colleagues, and what patients value. The presentation observes that students' strengths could become vulnerabilities in their future professional culture and discusses how a lack of experience with failure could also be a vulnerability. It ends with a director of a dental advisory program sharing a personal story of strength and vulnerability and emphasizing the importance of self-awareness and support systems for students.
Examine ways to use problem solving skills to reduce distress. Identify the 4 problem solving options and techniques to implement them. Explore ways to teach theses skills in group settings to clients with mental health and addiction issues.
Frustration arises from perceived resistance to fulfilling one's will and goals. Sources of frustration include environmental factors, limited personal abilities, conflicts with others, and unmet motivational needs. Common reactions to frustration are withdrawal, fixation on blaming others, aggression, regression to immature behaviors, and physical or mental health issues. Stress can be acute, episodic, or chronic, with acute stress arising from daily pressures and chronic stress resulting from long-term exposure to stressful situations that can negatively impact physical and mental health.
Stress and conflict can arise from various sources including extra-organizational factors, the organization itself, groups within the organization, and individual characteristics. While some stress is normal and can be positive, too much stress over time can lead to burnout. Conflict in organizations is also inevitable and can be functional or dysfunctional. The document outlines various coping strategies for stress and conflict at both the individual and organizational level, as well as describing different views and forms of conflict and its typical processes.
1) Conflict arises due to incompatible goals between interdependent parties and scarce resources. It can be constructive or destructive depending on how it is managed.
2) Traditional views saw conflict as avoidable and a disturbance, but current views recognize conflict as inevitable and that optimal performance requires managing conflict levels.
3) Constructive conflict produces productive outcomes through flexible goals and mutually agreeable solutions, while destructive conflict damages relationships and does not solve underlying issues.
This document discusses continuing nursing education. It begins by defining continuing nursing education as experiences that help healthcare workers maintain and improve existing competencies or acquire new ones relevant to their responsibilities. These experiences should reflect community health needs and improve community health.
The document then outlines several principles of continuing nursing education. Planning is essential to meet nursing needs using available resources without duplication of efforts. Advisory committees that include various stakeholders can provide input into programming. Continuing education can be decentralized within departments or centralized in separate divisions. Careful planning is needed to establish goals and determine learning needs and priorities. Programs should be evaluated at intervals to assess effectiveness.
In closing, the document emphasizes that a successful continuing nursing education program results from careful,
Adjustment is a continual process by which a person varies their behavior to maintain a harmonious relationship between themselves and their environment. It allows individuals to balance their needs with what their environment can provide and helps them change in response to situational demands. Well-adjusted people are physically and psychologically healthy, socially accepted, self-aware, and have balanced aspirations. Maladjustment occurs when there is disharmony between a person and their environment due to conflicts between their abilities and what their environment can offer. People use defense mechanisms and processes like rationalization, projection, and sublimation to cope with frustration and reduce anxiety.
The document discusses communication skills that are important for teachers. It begins by defining communication and emphasizing its importance for teachers. Effective communication skills involve positive motivation of students, using body language, humor, understanding students, team building, and utilizing technology. The document also discusses different learning styles including auditory, visual and kinesthetic learners. It provides examples of how teachers can identify these different learning styles. Finally, the document proposes a group activity where teachers can discuss communication problems they face and how they overcome them.
Stress is defined as the body's response to external demands or pressures that results in physical, psychological, or behavioral symptoms and can be caused by numerous environmental and organizational factors. While some stress is inevitable and can be beneficial in moderation, too much stress that is not properly managed can become distress and negatively impact health, relationships, and job performance if not addressed through effective stress management techniques. The document discusses various causes and types of stress as well as strategies for minimizing or coping with stress through time management, relaxation, exercise, conflict resolution skills, and making adjustments to work demands and responsibilities.
The document discusses communication skills and effective communication. It defines communication as the exchange of information through various senses and channels. It emphasizes that communication skills are important for careers and personal relationships. Effective communication involves sending clear, concise messages and properly understanding messages received through various verbal, nonverbal, and paraverbal means. Barriers to communication like organizational issues or personal attitudes can interfere with the exchange of information.
The document appears to be a presentation on effective communication given by a group of students. It includes sections on the introduction to communication, what is effective communication, the 7 C's of communication, barriers to effective communication, listening, and techniques for effective listening. The presentation provides definitions and explanations of key concepts related to effective communication and emphasizes the importance of listening, clarity, and overcoming barriers.
Anna Denton Jones HR Insights September 2017Laura Steggles
This document discusses mental health in the workplace. It notes that while 78% of employers think employees are comfortable discussing mental health at work, only 4-5% of those with depression or anxiety feel able to do so. It emphasizes the role workplaces can play in supporting mental health through challenging work, support during difficulties, and involvement in decision-making. The document provides guidance for employers on discussing mental health issues with employees, making reasonable adjustments, and signposting support resources.
Strategies to Improve Mental Health in the Workplace Optimity
This document summarizes a webinar about improving mental health in the workplace. The webinar covered top trends in mental health, the impact of mental health on businesses, and strategies for implementing mental health programs digitally. Speakers from TranQool and Optimity discussed using technology like Optimity's wellness platform to run customized, engaging programs and initiatives. They provided tips for high participation, like decentralizing efforts while centralizing coordination. Case studies showed programs achieving outcomes like reduced absenteeism and claims costs. The webinar emphasized applying best practices and holistic, scalable solutions to strategically improve mental health and generate an ROI.
Lend Me Your Brain: Supporting TBI Survivors around Executive FunctioningDavid Nowell
Parents, counselors, case managers, and physicians are frequently called upon to support TBI survivors as they navigate decision-making, planning, and self-regulation. These key features of executive functioning are often areas of weakness for brain injury survivors, because of frontal lobe involvement. This workshop provides professionals and non-professionals alike with a model for thinking about executive functioning and strategies for providing the best supports – at the right points – for their clients and loved ones who have survived a brain injury.
View the video at https://youtube.com/allceuseducation
A direct link to the counseling CEU course is https://www.allceus.com/member/cart/index/product/id/46/c/
This document provides training materials for community support staff on understanding and assisting those with stress. It defines stress, explains how it affects the body's fight or flight response, and its health impacts like sleep problems and changes in eating habits. The OneHealth program is described as utilizing peer support, clinical tools, and educational content to help those with stress build self-management skills, understand their triggers, use coping techniques like meditation, and establish healthy lifestyle habits and balance to improve their quality of life. Role playing exercises are included to practice responding to stress-related issues members may present.
The document provides strategies for educators working with students who have autism, ADHD, and other neurodevelopmental disorders. It emphasizes developing trusting relationships, supporting student independence, understanding individual needs, and creating a cooperative relationship between educators and families. The strategies described aim to prepare students for transitions, maintain routines, manage sensory stimuli, and address other common challenges through visual schedules, timers, advance warnings, and modifying the classroom environment.
When faced with a problem you can stay miserable, tolerate the distress, change how you think and feel about the problem or change the situation. Distress Tolerance Skills help you tolerate unpleasant feelings until you can think clearly and make the best choice to keep you moving toward your goals.
HR Insights - Mental Health Awareness in the WorkplaceLaura Steggles
Muslimah Miah covered how to identify when staff may be struggling with their mental health, the consequences of ignoring mental health in the workplace and how companies can promote wellness amongst their staff.
The self you take into medical dental school 2011Andrew Clarke
This document contains the text from a presentation given to medical and dental students about recognizing their personal strengths and vulnerabilities. It includes the results of a survey conducted with clickers that asked students questions about themselves, their colleagues, and what patients value. The presentation observes that students' strengths could become vulnerabilities in their future professional culture and discusses how a lack of experience with failure could also be a vulnerability. It ends with a director of a dental advisory program sharing a personal story of strength and vulnerability and emphasizing the importance of self-awareness and support systems for students.
Examine ways to use problem solving skills to reduce distress. Identify the 4 problem solving options and techniques to implement them. Explore ways to teach theses skills in group settings to clients with mental health and addiction issues.
Frustration arises from perceived resistance to fulfilling one's will and goals. Sources of frustration include environmental factors, limited personal abilities, conflicts with others, and unmet motivational needs. Common reactions to frustration are withdrawal, fixation on blaming others, aggression, regression to immature behaviors, and physical or mental health issues. Stress can be acute, episodic, or chronic, with acute stress arising from daily pressures and chronic stress resulting from long-term exposure to stressful situations that can negatively impact physical and mental health.
Stress and conflict can arise from various sources including extra-organizational factors, the organization itself, groups within the organization, and individual characteristics. While some stress is normal and can be positive, too much stress over time can lead to burnout. Conflict in organizations is also inevitable and can be functional or dysfunctional. The document outlines various coping strategies for stress and conflict at both the individual and organizational level, as well as describing different views and forms of conflict and its typical processes.
1) Conflict arises due to incompatible goals between interdependent parties and scarce resources. It can be constructive or destructive depending on how it is managed.
2) Traditional views saw conflict as avoidable and a disturbance, but current views recognize conflict as inevitable and that optimal performance requires managing conflict levels.
3) Constructive conflict produces productive outcomes through flexible goals and mutually agreeable solutions, while destructive conflict damages relationships and does not solve underlying issues.
This document discusses continuing nursing education. It begins by defining continuing nursing education as experiences that help healthcare workers maintain and improve existing competencies or acquire new ones relevant to their responsibilities. These experiences should reflect community health needs and improve community health.
The document then outlines several principles of continuing nursing education. Planning is essential to meet nursing needs using available resources without duplication of efforts. Advisory committees that include various stakeholders can provide input into programming. Continuing education can be decentralized within departments or centralized in separate divisions. Careful planning is needed to establish goals and determine learning needs and priorities. Programs should be evaluated at intervals to assess effectiveness.
In closing, the document emphasizes that a successful continuing nursing education program results from careful,
Adjustment is a continual process by which a person varies their behavior to maintain a harmonious relationship between themselves and their environment. It allows individuals to balance their needs with what their environment can provide and helps them change in response to situational demands. Well-adjusted people are physically and psychologically healthy, socially accepted, self-aware, and have balanced aspirations. Maladjustment occurs when there is disharmony between a person and their environment due to conflicts between their abilities and what their environment can offer. People use defense mechanisms and processes like rationalization, projection, and sublimation to cope with frustration and reduce anxiety.
The document discusses communication skills that are important for teachers. It begins by defining communication and emphasizing its importance for teachers. Effective communication skills involve positive motivation of students, using body language, humor, understanding students, team building, and utilizing technology. The document also discusses different learning styles including auditory, visual and kinesthetic learners. It provides examples of how teachers can identify these different learning styles. Finally, the document proposes a group activity where teachers can discuss communication problems they face and how they overcome them.
Stress is defined as the body's response to external demands or pressures that results in physical, psychological, or behavioral symptoms and can be caused by numerous environmental and organizational factors. While some stress is inevitable and can be beneficial in moderation, too much stress that is not properly managed can become distress and negatively impact health, relationships, and job performance if not addressed through effective stress management techniques. The document discusses various causes and types of stress as well as strategies for minimizing or coping with stress through time management, relaxation, exercise, conflict resolution skills, and making adjustments to work demands and responsibilities.
The document discusses communication skills and effective communication. It defines communication as the exchange of information through various senses and channels. It emphasizes that communication skills are important for careers and personal relationships. Effective communication involves sending clear, concise messages and properly understanding messages received through various verbal, nonverbal, and paraverbal means. Barriers to communication like organizational issues or personal attitudes can interfere with the exchange of information.
The document appears to be a presentation on effective communication given by a group of students. It includes sections on the introduction to communication, what is effective communication, the 7 C's of communication, barriers to effective communication, listening, and techniques for effective listening. The presentation provides definitions and explanations of key concepts related to effective communication and emphasizes the importance of listening, clarity, and overcoming barriers.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
CEs can be earned for this presentation at: https://www.allceus.com/member/cart/index/product/id/359/c/
Unlimited Counseling CEUs for $59 https://www.allceus.com/
Specialty Certificate tracks starting at $89 https://www.allceus.com/certificate-tracks/
Live Webinars $5/hour https://www.allceus.com/live-interactive-webinars/
AllCEUs provides counseling education and CEs for LPCs, LMHCs, LMFTs and LCSWs as well as addiction counselor precertification training and continuing education.
Live, Interactive Webinars ($5): https://www.allceus.com/live-interactive-webinars/
Unlimited Counseling CEs for $59 https://www.allceus.com/
Specialty Certificate tracks starting at $89 https://www.allceus.com/certificate-tracks/
Live Webinars $5/hour https://www.allceus.com/live-interactive-webinars/
Pinterest: drsnipes
Counselor Toolbox Podcast: Https://allceus.com/counselortoolbox
Youtube: https://www.youtube.com/user/allceuseducation
Nurses, addiction and mental health counselors, social workers and marriage and family therapists can earn continuing education credits (CEs) for this and other course at:
View the New Harbinger Catalog and get your 25% discount on their products by entering coupon code: 1168SNIPES at check out
AllCEUs has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6261. Programs that do not qualify for NBCC Credit are clearly identified. AllCEUs is solely responsible for all aspects of the programs.
AllCEUs is also approved as an education provider for NAADAC, the States of Florida and Texas Boards of Social Work and Mental Health/Professional Counseling, the California Consortium for Addiction Professionals and Professions. Our courses are accepted in most states through those approvals.
This document discusses improving learning effectiveness by understanding different learning styles. It identifies three components of learning: cognition, how people acquire and process knowledge; conceptualization, how people understand information; and affective, how motivation and emotions influence learning. The document provides tips for meeting different learning needs, such as presenting information visually, verbally, and through activities. It emphasizes starting with an overview, linking new ideas to prior knowledge, and explaining the relevance of material to motivate learning.
The document discusses concepts and techniques for helping clients achieve goals through behavior modification, including:
- Converting broad goals into measurable objectives
- Using reinforcement, punishment, and successive approximations to shape behaviors
- Identifying barriers to change and using contingencies to maintain motivation
- Accommodating different learning styles and addressing questions from clients
Helping Young Children Learn Self-regulation: Doing More with LessBrad Chapin
This presentation includes the Self-regulation skill-training framework and specific interventions for teaching children how to Self-regulate. The strategies are from the book "Helping Young People Learn Self-regulation" and were designed by Brad Chapin, creator of the Challenge Software program for children. Improving Self-regulation has a positive impact on academic performance, behavior issues, social skills, emotional problems like anxiety and depression, and school safety.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Goal setting is integral to treatment planning and helping clients learn how to make changes in their lives. This presentation walks you through some basics of goal setting and motivational enhancement suitable for licensed mental health and addictions professionals and coaches.
★★You can sign up to earn CE credits for the on-demand replay at: https://www.allceus.com/member/cart/index/product/id/521/c/ ★★
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Unlimited Counseling CEUs for $59 https://www.allceus.com/
Specialty Certificate tracks starting at $89 https://www.allceus.com/certificate-tracks/
Live Webinars $5/hour https://www.allceus.com/live-interactive-webinars/
Patreon: https://www.patreon.com/CounselorToolbox Help us keep the videos free for everyone to learn by becoming a patron.
Pinterest: drsnipes
https://www.youtube.com/user/allceuseducation
Nurses, addiction and mental health counselors, social workers and marriage and family therapists can earn continuing education credits (CEs) for this and other course at:
View the New Harbinger Catalog and get your 25% discount on their products by entering coupon code: 1168SNIPES at check out
AllCEUs has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6261. Programs that do not qualify for NBCC Credit are clearly identified. AllCEUs is solely responsible for all aspects of the programs.
AllCEUs is also approved as an education provider for NAADAC, the States of Florida and Texas Boards of Social Work and Mental Health/Professional Counseling, the California Consortium for Addiction Professionals and Professions. Our courses are accepted in most states through those approvals.
Part of a 12 part series of courses at AllCEUs.com resulting in the receipt of a certificate in eating disorders counseling. Addresses bulimia, binge eating, anorexia, obesity. Uses The Body Betrayed by Zerbe and Brief Therapy with Eating Disorders by McDonald in addition to Dr. Snipes clinical experiences.
The document discusses Appreciative Inquiry (AI), an approach that focuses on what works well within organizations rather than focusing on problems. It sees organizations as systems that evolve towards positive images and outcomes when using positive language and questioning. Key aspects of AI include discovering an organization's strengths, envisioning positive potential, and inspiring change by focusing on life-giving forces. Research shows organizations using AI exhibit higher ratios of positive to negative dialogue and learning-focused questions, leading to greater employee engagement, performance, and organizational success.
NBCC, NAADAC, CAADAC, and California Board of Behavioral Sciences approved Mental Health continuing education and addictions counselor training series. Narrated versions and CEUs available at http://www.allceus.com
Part of a 12 part series of courses resulting in the receipt of a certificate in eating disorders counseling. Addresses bulimia, binge eating, anorexia, obesity. Uses The Body Betrayed by Zerbe and Brief Therapy with Eating Disorders byMcDonald
Integrating a Wellness Model in Addictions Counseling, CORE 2017 ConferenceDevona Stalnaker-Shofner
Presentation for the 5th Annual Clinical Overview of the Recovery Experience (CORE) Conference, Amelia Island, FL July 17, 2017
Wellness is an integral part of the counseling profession. As such, the incorporation of client wellness into a recovery plan is vital. This education session focuses on how to integrate wellness as a part of a recovery plan and overall treatment utilizing Myers and Sweeney's (2005) Indivisible Self Wellness (IS-Wel) Model. In doing so, this offers a more holistic approach to addictions treatment and extends the recovery model beyond a mere focus on abstinence and change to include key lifestyle and personal factors that can be essential elements to sustaining recovery.
This document discusses strengths-based case management. It begins by providing background on the history and models of case management. It then defines the key components of case management and describes the strengths perspective approach. The document outlines the principles and practices of strengths-based case management, including focusing on client strengths, establishing a primary relationship, and using both formal and informal resources creatively. It compares the strengths perspective to the traditional medical model and discusses implementation considerations like conducting strengths assessments and developing client-driven care plans.
This course provides training and CEUs for addicitons counselors and LPCs working in Addictions, Mental Health and Co-Occurring Disorders will help counselors, social workers, marriage and family therapists, alcohol and drug counselors and addictions professionals get continuing education and certification training to aid them in providing services guided by best practices. AllCEUs is approved by the california Association of Alcohol and Drug Abuse Counselors (CAADAC), NAADAC, the Association for Addictions Professionals, the Alcohol and Drug Abuse Counseling Board of Georgia (ADACB-GA), the National Board for Certified Counselors (NBCC) and most states.
Crisis causes disruption and loss of control for individuals. A crisis state is characterized by high anxiety, lack of options, and potential for violence. It is important to assess the client's situation, support them, and help re-establish equilibrium by exploring alternatives, coping mechanisms, and developing a safety plan. Proper verbal de-escalation and ensuring a safe environment are crucial to positive crisis intervention.
The document provides 10 tips for starting a workplace wellness program to promote heart health. It recommends establishing leadership support, assessing employee health risks, and planning educational programming and incentives to encourage healthy behaviors. Evaluation of outcomes is important to measure the program's impact on health, productivity and costs. Regular assessment allows for continuous improvement of the wellness program over time.
Unique Issues...
Differing stages of cognitive development
Hormone fluctuations
Underdeveloped impulse control
Prefrontal cortex not fully developed until age 25 (https://www.urmc.rochester.edu/)
Often cannot change their recovery environment
Resepond differently and/or cannot be prescribed many psychotropics
Going through individualtion and identity development
Often unmotivated for change
Many prefer virtual interaction
24 Hour Bullying
Confidentiality and need for parental consent
Listen to this presentation on Counselor Toolbox Podcast, available on any podcast app. Earn CEUs for this at https://www.allceus.com/member/cart/index/product/id/617/c/
Making a Heart to Heart Connection with Your Kid Session 5 Coaching for SuccessLisa Dolese McClanahan
Helping our kids become independent and wise-decision makers is possible using coaching skills. Learning to listen, ask questions, act and support are the keys to growing our kids into tomorrows leaders!
This document discusses self-determination theory (SDT) and regulatory focus theory (RFT) as they relate to coaching. It summarizes key concepts from each theory, including:
- SDT posits three innate psychological needs (autonomy, competence, relatedness) and that autonomy supportive contexts nurture intrinsic motivation versus controlling contexts undermining it.
- RFT distinguishes between promotion and prevention focus, where individuals are motivated to achieve goals (promotion) or avoid failures (prevention) and matching feedback to one's focus increases motivation.
The document then describes studies on:
- Autonomy supportive coaching increasing needs satisfaction and motivation more than controlling coaching.
- Framing feedback to match one
Collaborative framework self-regulation for slideshareBrad Chapin
Collaborative Framework for Self-regulation to help Educational and Mental Health Professionals work together to teach self-regulation skills. Self-regulation is highly correlated with Academic performance, social success, personal well-being and many other issues including school safety. Also consistent with the principles of Positive Behavior Supports and MTSS.
This document discusses dementia case management. It begins by outlining the objectives of reviewing dementia symptoms, differentiating dementia from normal aging, examining types of dementia, identifying causes and preventative factors, and exploring needs of people with dementia and their caregivers. It then provides extensive details on dementia symptoms, types, causes, progression, prevention strategies, and the roles of a multidisciplinary care team.
This document discusses different types of anger such as irritation, resentment, envy, and guilt. It explores the function of anger as a response to threats and identifies common threat themes. Different activities are provided to help identify triggers of anger and the threats underlying resentment, envy, guilt, and regret in order to address them in a way that promotes well-being. Forgiveness is presented as a means of letting go of anger and reclaiming one's power.
This document discusses anxiety, its causes, symptoms, and interventions. It begins by reviewing the objectives of exploring anxiety symptoms, impacts, and prevention/intervention strategies. It then discusses how anxiety can be debilitating and a trigger for addiction relapse, depression, and other issues. The document outlines biological, psychological, and social factors that can contribute to anxiety. It provides details on symptoms of generalized anxiety in adults and children. Finally, it discusses various biological, psychological, and social intervention strategies to reduce anxiety, including improving sleep, nutrition, cognitive restructuring, relaxation techniques, and developing supportive relationships.
Counselor Toolbox Podcast with Dr. Dawn-Elise Snipes produces 2 episodes each week in the form of live webinars (https://allceus.com/webinar ) and offers CEUs based on the podcast at AllCEUs.com/counselortoolbox
Counselor Toolbox Podcast with Dr. Dawn-Elise Snipes produces 2 episodes each week in the form of live webinars (https://allceus.com/webinar ) and offers CEUs based on the podcast at AllCEUs.com/counselortoolbox
This document provides an overview of kink and discusses topics relevant for therapists working with clients involved in kink. It defines kink, explores various kink activities and dynamics, discusses prevalence and models of treatment. The PLISSIT model and Johari window are presented as frameworks for therapists. Guidelines are provided for assessing clients in a kink-aware and non-judgmental manner. Countertransference, disclosure processes, and community resources are also reviewed.
Counselor Toolbox Podcast with Dr. Dawn-Elise Snipes produces 2 episodes each week in the form of live webinars (https://allceus.com/webinar ) and offers CEUs based on the podcast at AllCEUs.com/counselortoolbox
Counselor Toolbox Podcast with Dr. Dawn-Elise Snipes produces 2 episodes each week in the form of live webinars (https://allceus.com/webinar ) and offers CEUs based on the podcast at AllCEUs.com/counselortoolbox
This document discusses 20 ways to nurture children's mental health. It covers physical, environmental, interpersonal, emotional, and cognitive strategies. Specifically, it recommends ensuring children get enough sleep, exercise, nutrition, and relaxation. It also stresses the importance of structure, safety, communication skills, problem solving, and identifying cognitive distortions. The overall goal is to help children feel safe, competent, and confident.
This document outlines 13 brief interventions that can be used in counseling sessions to help clients. It begins by discussing the benefits of brief interventions such as reducing no-shows, increasing treatment engagement and compliance. It then describes goals and target symptoms for brief interventions before detailing each of the 13 interventions. The interventions include techniques like backward chaining, cognitive restructuring, mindfulness, guided imagery and distress tolerance. In under 3 sentences, the document provides an overview of research-based brief therapy techniques counselors can use to efficiently help clients meet treatment goals.
This document discusses elements of motivational interventions and principles of motivational interviewing. It defines motivation as a dynamic state influenced by emotional, cognitive, social and environmental factors. The document outlines six characteristics of motivation and identifies the three critical elements of motivation as willingness, ability and readiness. It reviews five principles of motivational interviewing and five elements of motivational approaches, including the FRAMES model. Various activities and techniques for enhancing client motivation are provided, such as decisional balance exercises, developing discrepancies between goals and behavior, and maintaining personal contact.
The document examines the biopsychosocial impact of addiction and mental health disorders. It discusses how these issues affect individuals biologically through imbalances in neurotransmitters leading to issues like disrupted sleep and fatigue, psychologically through feelings of hopelessness and guilt, and socially through isolation and loss of relationships. A holistic approach is needed to address the biological, psychological, and social aspects, as it is difficult to address one area when others are impacted.
Counselor Toolbox Podcast with Dr. Dawn-Elise Snipes produces 2 episodes each week and offers CEUs based on the podcast at AllCEUs.com/counselortoolbox
Counselor Toolbox Podcast with Dr. Dawn-Elise Snipes produces 2 episodes each week and offers CEUs based on the podcast at AllCEUs.com/counselortoolbox
Counselor Toolbox Podcast with Dr. Dawn-Elise Snipes produces 2 episodes each week and offers CEUs based on the podcast at AllCEUs.com/counselortoolbox
Sally, a 49-year-old woman, has experienced increasing anxiety, sleep difficulties, and panic attacks over the past 6 months. She was prescribed Xanax by her doctor but stopped taking it due to rebound anxiety. Her sleep, nutrition, pain levels, libido, and cognitive patterns were assessed using the PACER method. She reports stress, worry, and difficulty concentrating associated with family, health, and financial concerns. Recommendations included improving sleep hygiene, managing stress and anxiety, and following up with her primary care doctor.
Counselor Toolbox Podcast with Dr. Dawn-Elise Snipes produces 2 episodes each week and offers CEUs based on the podcast at AllCEUs.com/counselortoolbox
Counselor Toolbox Podcast with Dr. Dawn-Elise Snipes produces 2 episodes each week and offers CEUs based on the podcast at AllCEUs.com/counselortoolbox
Infographic is based on Counselor Toolbox Podcast which can be subscribed to on any podcast player like Apple Podcasts, Castbox or Google Play. Counseling and Social Work CEUs are available on this topic at AllCEUs.com
Infographic is based on Counselor Toolbox Podcast which can be subscribed to on any podcast player like Apple Podcasts, Castbox or Google Play. Counseling and Social Work CEUs are available on this topic at AllCEUs.com
More from Dr. DawnElise Snipes ★AllCEUs★ Unlimited Counselor Training (20)
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DECLARATION OF HELSINKI - History and principlesanaghabharat01
This SlideShare presentation provides a comprehensive overview of the Declaration of Helsinki, a foundational document outlining ethical guidelines for conducting medical research involving human subjects.
Travel Clinic Cardiff: Health Advice for International TravelersNX Healthcare
Travel Clinic Cardiff offers comprehensive travel health services, including vaccinations, travel advice, and preventive care for international travelers. Our expert team ensures you are well-prepared and protected for your journey, providing personalized consultations tailored to your destination. Conveniently located in Cardiff, we help you travel with confidence and peace of mind. Visit us: www.nxhealthcare.co.uk
These lecture slides, by Dr Sidra Arshad, offer a simplified look into the mechanisms involved in the regulation of respiration:
Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
Study Resources:
1. Chapter 42, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
- Video recording of this lecture in English language: https://youtu.be/Pt1nA32sdHQ
- Video recording of this lecture in Arabic language: https://youtu.be/uFdc9F0rlP0
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Adhd Medication Shortage Uk - trinexpharmacy.comreignlana06
The UK is currently facing a Adhd Medication Shortage Uk, which has left many patients and their families grappling with uncertainty and frustration. ADHD, or Attention Deficit Hyperactivity Disorder, is a chronic condition that requires consistent medication to manage effectively. This shortage has highlighted the critical role these medications play in the daily lives of those affected by ADHD. Contact : +1 (747) 209 – 3649 E-mail : sales@trinexpharmacy.com
share - Lions, tigers, AI and health misinformation, oh my!.pptxTina Purnat
• Pitfalls and pivots needed to use AI effectively in public health
• Evidence-based strategies to address health misinformation effectively
• Building trust with communities online and offline
• Equipping health professionals to address questions, concerns and health misinformation
• Assessing risk and mitigating harm from adverse health narratives in communities, health workforce and health system
2. What are treatment plans? Opportunities for teaching clients Problem solving skills Identifying and using personal strengths Dynamic documents Address client’s current functioning and needs Evaluate client’s progress toward specified goals and objectives Guide treatment for identified problems or issues Enhance multidisciplinary team communication Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year
3. Process in which counselor and client: Identify and rank problems needing resolution Establish agreed upon immediate and long-term goals Decide on treatment methods Identify necessary resources Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year What is treatment planning?
4. Biopsychosocial assessment Current stressors Coping skills Self-esteem Mental health Substance abuse Social network Physical health Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Treatment Plan Foundation
5. Individualized treatment plan Structured Goal-oriented Schedule of services Developed jointly with client Written document Treatment-related goals Measurable objectives Interventions grounded in client’s learning style Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Treatment Plan Development
6. 3 parts to the learning process: Cognition How people acquire knowledge seeing, hearing or doing Conceptualization How people process information abstract, specific, memory pathways Affective People’s motivation, decision-making styles, values and emotional preferences how much does this information matter Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Learning
7. Active/Reflective Processing information Auditory/hearing, visual/seeing, or kinesthetic/doing Receiving information Attitudinal or Emotional Conceptualizing information Sensing vs. Intuitive What people give attention to Global vs. Specific Parts to whole or vice versa Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Understanding Learning Styles
8. Reflective learners Think it through first Prefer working alone Active learners Difficulty sitting quietly through lectures Like group work Need discussion or problem-solving activities Action without reflection Trouble Reflection without action Inaction Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Active/Reflective Learner Tips
9. Kinesthetic learners Mentally or physically work with material Auditory learners Need to hear the material Visual learners Need to see the material To meet different learning needs, present material: Visually (notes, graphs) Verbally (talk about it) Manipulatively (questions, group activities) Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Auditory, Visual, Kinesthetic
10. Thinkers vs. Feelers Present compelling information Appeals to people’s emotions Ex: Statistics on child abuse with pictures of kids Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Attitudinal/Emotional
11. Big picture vs. details Find a balance Present big picture and basics then let participants ask questions Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Sensing vs. Intuitive
12. Bottom Up or Top Down Think puzzles: Box or no box? Think DVDs: Read the back or no? Present a general overview Provide an outline/agenda for direction Answer the question--- “Why do I care?” Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Global vs. Sequential
13. Emotionally and objectively meaningful and positive goal (Emotional, Attitudinal, Global) Create steps to that goal (Sequential) Write sub-goals in a positive KSA format For each sub-goal, provide written information, discuss it, apply it Regularly address how each goal builds on the last Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Learning Style Summary
14. What we know Who they are Their issues Their learning style What we still need to know What they are motivated to change Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Where to now?
15. Step One: Problem Selection See the FARS Step Two: Goal Development Step Three: Problem Definition Step Four: Objectives Step Five: Interventions Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Steps of Treatment Plan Development
16. Changeable Variable Components Emotional Cognitive Social Physical Situational Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Problem Selection: Motivation
17. Reward must be worth the effort Create mutually beneficial goals if needed Help client identify motivations and corresponding goals Use the miracle question Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Problem Selection: Meaningful
34. Individualized Use positive language Address the reasons for not changing Goals are: Meaningful to the patient Observable Measurable Incremental Realistic Supported by sub-goals Use the KSA progression Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Writing the Plan
35. What is the broad goal for resolution of the problem? What is the absence of the problem? Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Goal Development
36. How is the problem evidenced in the client? How is the problem affecting the client’s overall functioning? What is the client’s perception of the problem? What are the client’s strengths? Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Problem Definition
37. Steps toward the goal S.M.A.R.T Specific Rome was not built in a day Frequent reinforcement Logical sub-goals KSAs Measurable (duration, frequency, intensity) Attainable Realistic Time-limited Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Objectives
38. Failing to consider why currently do (or do not) engage in certain behaviors Setting goals that are too big Setting goals that are too hard Setting too many goals Setting goals without sufficient rewards Setting goals that are too specific Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Pitfalls
40. General Medical Thyroid problems Hormone imbalance Medication (Methadone, decongestants, etc.) Diabetes Substance intoxication or withdrawal Other Domestic violence Low self-esteem/external validation Diet—caffeine, low blood sugar Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Anxiety: Differential Diagnosis
41. Statement “Sally will be calmer resulting in improved concentration/focus, increased energy, improved sleep and reduced headaches.” Identify sub-goals (SMART) “What would it be like if you were not anxious anymore?” Knowledge/Skills Educate her about anxiety causes, short/long term effects What skills does Sally have? What skills does sally need to learn? Teach, discuss, role play, practice, report Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Anxiety
42. General Medical Thyroid problems Hormone imbalance Medication (Opiates, antipsychotics etc.) Diabetes Substance intoxication or withdrawal Other Domestic violence Low self-esteem/external validation Diet—insufficient carbohydrates Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Depression
43. Statement “Sally will be happier resulting in improved concentration/focus, increased energy, improved sleep and increased enjoyment of daily activities.” Identify sub-goals “What would it be like if you were not depressed anymore?” Knowledge/Skills Educate her about depression causes, short/long term effects What skills does Sally have? What skills does sally need to learn? Teach, discuss, role play, practice, report Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Depression cont…
44. Statement “Sally will stay clean resulting in improved relationships, energy, health and happiness.” Identify sub-goals “What would it be like if you did not feel the need to use anymore?” Knowledge/Skills Educate her about addiction causes, short/long term effects What skills does Sally have? What skills does sally need to learn? Teach, discuss, role play, practice, report Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Substance Use
45. Statement “Sally will _________ resulting in _________.” Identify sub-goals What would it be like if you (had this need met)? Knowledge/Skills Educate Sally about the need and available resources What skills/resources does Sally have? What skills/resources does sally need? Teach, discuss, role play, practice, report Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Psychosocial Issues
46. Client has low self-esteem. Client is in denial. Client is alcohol dependent. Client is promiscuous. Client is resistant to treatment. Client is on probation because he is a bad alcoholic. Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Changing Language: ProblemStatements
47.
48. Think about how the language for 2 of the preceding problem statements can be changed.
49. Rewrite those statements using non-judgmental and jargon-free language.Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year *Application*
50. Client has low self-esteem. Client averages 10 negative self-statements daily. Client is in denial. Client reports two DWIs in past year but states that alcohol use is not a problem. Client is alcohol dependent. Client experiences tolerance, withdrawal, loss of control and negative life consequences due to alcohol use. Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Changing Language - Examples
51. Client is promiscuous. Client participates in unprotected sex four times a week. Client is resistant to treatment. In past 12 months, client has dropped out of 3 treatment programs prior to completion. Client is on probation because he is a bad alcoholic. Client has legal consequences because of alcohol-related behavior. Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Changing Language - Examples
52. By working with your clients to develop goals, they will determine: How they learn the best How to identify appropriate sub-goals How to create an effective change plan Copyright CDS Ventures, LLC 2011 Unlimited CEUs $99/year Summary
Editor's Notes
Opportunities for us to teach clients Problem solving skillsHow to identify and use personal strengthsDynamic documents thatAddress a client’s current functioning and needs.Evaluate the client’s progress in meeting specified goals and objectivesGuide the course of treatment for identified problems or issuesEnhance multidisciplinary team communication
The process in which the counselor and client: Identify and rank problems needing resolutionEstablish agreed upon immediate and long-term goalsDecide on the treatment methods Identify necessary resources
Biopsychosocial assessment Current stressorsCoping skillsSelf-esteemMental healthSubstance abuseSocial networkPhysical health
The individualized treatment plan is: StructuredGoal-oriented A schedule of services Developed jointly with the clientA written document with treatment-related goals and measurable objectivesInterventions are grounded in the client’s learning style
3 parts to the learning process:CognitionHow people acquire knowledgeseeing, hearing or doingConceptualizationHow people process informationabstract, specific, memory pathwaysAffectivePeople’s motivation, decision-making styles, values and emotional preferenceshow much does this information matter
Active/Reflective When you process informationAuditory/hearing, visual/seeing, or kinesthetic/doingMethods for receiving informationAttitudinal or EmotionalHow you conceptualize informationSensing vs. Intuitive What you pay attention toGlobal vs. Specific Parts to whole or vice versaThe first step in developing a realistic wellness and treatment plan is for people to know their personal tendencies. What works for them? What adds extra dis-stress? What is the most efficient way to approach things based upon how they learn and their personality. A learning style is a name for relatively consistent pattern of behavior showing how people learn or adapt to their environment. People are often a combination of more than one learning style, but one style usually predominates. Learning style is the way people prefer to learn. It does not have anything to do with how intelligent they are or what skills they have. There is no such thing as a “good” learning style or a “bad” learning style per se, and it is important for people to be aware of how their brain learns best in order to optimize their learning experiences. Some environments cater more to one learning style than another. When this happens, people must know how to modify the situation to work best for them. Consider the last time you tried to learn a new computer program. Which method(s) work best for you: A) Reading the manual. B) Using the tutorial or just getting in and playing with it. C) Having someone tell you how to do it. Another common example is getting directions. Do you find your way easiest by: A) Reading a map or written directions. B) You have to drive it to know how to get there or C) Having someone give you directions verbally (such as at a gas station). People who select “A” or “C” usually have a pretty good ability to visualize things in their head once they get the information. Their primary difference is the way the information is input--through their eyes or ears. People who select “B” are strong kinesthetic learners and benefit from actually doing things. There are three parts to the learning process: 1) cognition: how people acquire knowledge (seeing, hearing or doing), 2) conceptualization: how people process information (abstract, specific, memory pathways), and 3) affective: people’s motivation, decision-making styles, values and emotional preferences (how much does this information matter). Learning styles can be conceptualized as auditory/hearing, visual/seeing, or kinesthetic/doing. . Circle the number of the statements you agree with: 1. I prefer to hear a book on tape read it myselfView the highlights in bulleted form When I put something together, Have someone read the directions to me as I do itI always read the directions firstLook at the pieces and put it together (directions are a backup) I prefer Hearing a lectureReadingReading a little bit and then applying it then reading some more Which do you like morePlaying strategy games like chessPlaying word games with a lot of reading like crossword puzzlesPlaying word games with a lot of talking like Outburst or Password I love to write letters or in a journalcall friends and talk about stuffgo out and do things…life is too short to talk about what has already happened When I talk, I like to say things like, I hear ya, that sounds good or that rings a bell."“I see what you mean” “I get the picture”“I understand.” “I can do that.” “That is possible.” I love Singing, actingWritingWorking with my hands and building or making things. 9. When I am trying to remember things I remember bestWhat someone has saidWhat I have highlighted in a book or readWhat I have heard or read about and actually done or applied myself. 10. When doing a group project I like toDo the final oral presentationDo the research and writingBrainstorm and put all of the pieces together 11. I am better atHearing voices or songs and identifying whether they are the sameLooking at objects on paper, and telling whether they are the same no matter which way they are turned. Taking solutions to problems or processes and figuring out whether they will produce the same end-result. 12. When I recall an experienceI mostly hear the sounds and talk to myself about it. I mostly see a picture of it in my mind. I mostly remember how I felt about it. 13. When learning how to run a new machine (VCR, Camera, car) I preferTo read the manualHave the sales person tell me how to do it, I’ll rememberHave someone show me 14. Do you prefer instruction and retain more information when the activities involve Auditory activities (listening to tapes, lectures, music)Visual materials (viewing pictures, maps or reading), , Tactual and kinesthetic activities such as note taking, and/or working on projects that involve making things (i.e., science projects, storybooks, diaries, model building, etc.) Review the 14 questions If you marked mostly As you are an auditory learner. If you marked mostly Bs you are a visual learner. If you marked mostly Cs you are a Kinesthetic learner. Most people are a combination of learning styles. If you marked two categories about evenly that is fine too. Although this is important for school-age people, learning is a life-long process and making it easier on yourself will reduce stress. It is also important to know how the significant others in your life learn, because when trying to communicate or make them understand something, you need to work within their preferred learning style. For example, my husbands is a visual reflective learner. I am an active kinesthetic/auditory learner. When I am trying to explain something or communicate my point of view, it is often helpful for him if I write it down so he can read it, reflect on it and then we can talk about it. Yet another application for this is helping your children learn. Successful, happy children that know how to study do not fuss as much about doing their homework or going to school and have increased self-esteem because they are “getting it.” Tips for active and Reflective learnersReflective learners prefer to think about it quietly first"Let's think it through first" Reflective learners, prefer working alone. Sitting through lectures without getting to do anything physical but take notes is hard for both learning types, but particularly hard for active learners. Active learners tend to like group work If you are an active learner in a class that allows little or no class time for discussion or problem-solving activities, study in a group in which the members take turns explaining different topics to each other. If you always act before reflecting you can jump into things prematurely and get into trouble, while if you spend too much time reflecting you may never get anything done. Tips for kinesthetic learnersActive kinesthetic learners tend to retain and understand information best by doing something active with it--discussing or applying it or explaining it to others. "Let's try it out and see how it works"Work with others to guess what you will be asked on the next test and figure out how you will answer. You will always retain information better if you find ways to do something with it. If you are a reflective learner in a class that allows little or no class time for thinking about new information, when you study don't simply read or memorize the material; stop periodically to review what you have read and to think of possible questions or applications. • Paraphrase and write-down important point as you read/talk/listen. (This is especially important if someone is trying to communicate something complicated)• Manipulate the material through teaching or doing it whenever possible• Use skits or acronyms to remember important ideas• Volunteer to make posters or overheads for group presentations (or a training manual if you are learning a job)• Manipulate the information by making multiple choice tests or applying it in different situations• Try to relate it to something you already know how to do Tips for auditory learners• Read your material out loud whenever possible• Tape record your notes and listen to them while you drive, work Out etc.• Try to partner with a visual learner if you need to borrow notes• Listen attentively to lectures• Try to block out extra auditory (verbal) interruptions.• If possible, tape record the class so you do not have to worry about taking notes• Discuss any material you are learning with a friendWorking in groups can be particularly effective: you gain understanding of material by hearing classmates' explanations and you learn even more when you do the explaining. Tips for visual learners:• When you read material, visualize it in your mind. Then, try to recite it from memory.• You may find you “hear” better if people write you letters or memos• Rewrite your notes in a format which is easy to visualize and learn such as: outlining, color coding, underlining...• Take mental “pictures” of things that must be rememberedUse flash cards to learn and test yourselfUse visual memory tricks where possible: acronyms, “a friend is a friend to the end” is a way to remember how to spell the word friendVisual learners remember best what they see--pictures, diagrams, flow charts, time lines, films, and demonstrations. Ask your instructor, consult reference books, and see if any videotapes or CD-ROM displays of the course material are available. Prepare a concept map by listing key points, enclosing them in boxes or circles, and drawing lines with arrows between concepts to show connections. Color-code your notes with a highlighter so that everything relating to one topic is the same color. Aside from the way you prefer to receive information, there are many other things that affect your learning. Think about the last time you had a training and the room was uncomfortable, or the class was at a bad time for you. Do you prefer silence, or background noise (television, others chatting), vocal music or instrumental music while concentrating or studying? Do you prefer soft, dim or bright light while concentrating. What level of temperature do you prefer while involved in studying and/or other learning activities? Do you like to have a fan on and a breeze? Do you prefer to study sitting at a traditional desk and chair, or do you like a more informal arrangement with different types of furniture, such as a couch, a recliner, or pillows and carpet on the floor? For any topic, you have to decide the extent to which you are interested in learning. Are you self-motivated (intrinsic) by a desire to learn constantly or externally motivated through interest in a topic or positive feedback and reinforcement from peers and/or superiors? Persistence relates to your attention span and ability to stay on task. Do you have a preference for working on one task until it is finished or do you prefer to work on a variety of tasks simultaneously? Can you get lost for hours in a task if it something you are interested in? Do you prefer to work independently without with little supervision, guidance or feedback, or do you prefer to have frequent feedback and guidance? Do you prefer being told exactly what the learning task is, how you should proceed, and what is expected of you, or do you prefer to be given an objective and then be left alone to decide which procedures or options you use to reach the objective? When working on an assignment, do you prefer to work alone or in a group? If you prefer working in a group, do you like large groups or pairs or does it matter? When working in a group do you prefer to be the group leader or just a member? Do you like to work together with a supervisor or subject expert or do you react negatively to having authoritative guidance? Do you like routines or patterns or do you prefer to work on what ever strikes your fancy at a given moment? Do you prefer to chew, eat, or drink something while studying, such as a soft drink or coffee? People’s energy levels vary at different times during the day. Do you prefer to work on a task that needs concentration in the early morning, late morning, early afternoon, late afternoon, or evening? Can you sit still for a long period of time as long as you are interested in what you are doing, or do you prefer to move constantly -- standing, walking, shaking your foot, tapping your pencil, changing body positions? People who have a preference for global learning are concerned with the whole meaning and the end results. They need to start with an overview of the big picture before they deal with details and facts. People who prefer an analytic style of learning prefer to learn one detail at a time in a meaningful sequence. Once they know all the parts, they put them together and comprehend the big picture. Which do you prefer?Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it." Sequential learners tend to follow logical stepwise paths in finding solutions; global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it. Many people who read this description may conclude incorrectly that they are global, since everyone has experienced bewilderment followed by a sudden flash of understanding. What makes you global or not is what happens before the light bulb goes on. Sequential learners may not fully understand the material but they can nevertheless do something with it (like solve the homework problems or pass the test) since the pieces they have absorbed are logically connected. Strongly global learners who lack good sequential thinking abilities, on the other hand, may have serious difficulties until they have the big picture. Even after they have it, they may be fuzzy about the details of the subject, while sequential learners may know a lot about specific aspects of a subject but may have trouble relating them to different aspects of the same subject or to different subjects. If you are a sequential learner and you have an instructor who jumps around from topic to topic or skips steps, you may have difficulty following and remembering. Ask the instructor to fill in the skipped steps, provide an outline of topics to be covered at the beginning of class or fill them in yourself by consulting references. When you are studying, take the time to outline the lecture material for yourself in logical order. In the long run doing so will save you time. You might also try to strengthen your global thinking skills by relating each new topic you study to things you already know. The more you can do so, the deeper your understanding of the topic is likely to be. If you are a global learner, just recognizing that you aren't slow or stupid but simply function differently from most of your classmates can help a great deal.4 However, there are some steps you can take that may help you get the big picture more quickly. Before you begin to study the first section of a chapter in a text, skim through the entire chapter to get an overview. Doing so may be time-consuming initially but it may save you from going over and over individual parts later. Instead of spending a short time on every subject every night, you might find it more productive to immerse yourself in individual subjects for large blocks. Try to relate the subject to things you already know, either by asking the instructor to help you see connections or by consulting references. Above all, don't lose faith in yourself; you will eventually understand the new material, and once you do your understanding of how it connects to other topics and disciplines may enable you to apply it in ways that most sequential thinkers would never dream of. Do you draw conclusions and make decisions quickly or are you methodical and think about the various alternatives and evaluate each before making a decision? Sensing learners tend to like learning facts, intuitive learners often prefer discovering possibilities and relationships. Which do you prefer? Sensors often like solving problems by well-established methods and dislike complications and surprises; intuitors like innovation and dislike repetition. Which is more like you? Sensors are more likely to resent being tested on material that has not been explicitly covered in class. Does this sound like you? Sensors tend to be patient with details and good at memorizing facts and doing hands-on (laboratory) work; intuitors may be better at grasping new concepts and are often more comfortable than sensors with abstractions and mathematical formulations. Which is more like you? Sensors don't like courses that have no apparent connection to the real world; intuitors don't like "plug-and-chug" courses that involve a lot of memorization and routine calculations. Which best describes you? Everybody is sensing sometimes and intuitive sometimes. Your preference for one or the other may be strong, moderate, or mild. If you are strong on intuition, you may miss important details or make careless mistakes in calculations or hands-on work; if you overemphasize sensing, you may rely too much on memorization and familiar methods and not concentrate enough on understanding and innovative thinking. Sensors remember and understand information best if they can see how it connects to the real world. If you are in a class where most of the material is abstract and theoretical, you may have difficulty. Ask your instructor for specific examples of concepts and procedures, and find out how the concepts apply in practice. If the teacher does not provide enough specifics, try to find some in your course text or other references or by brainstorming with friends or classmates. If you are an intuitor and you happen to be in a class that deals primarily with memorization and rote substitution in formulas, you may have trouble with boredom. Ask your instructor for interpretations or theories that link the facts, or try to find the connections yourself. You may also be prone to careless mistakes on test because you are impatient with details and don't like repetition (as in checking your completed solutions). Take time to read the entire question before you start answering and be sure to check your results
Reflective learners think it through first prefer working alone Active learners have difficulty sitting quietly through lectureslike group work need discussion or problem-solving activitiesAction without reflection can get you into trouble, while if you spend too much time reflecting you may never get anything done.
Kinesthetic learnersMentally or physically work with materialAuditory learnersNeed to hear the materialVisual learnersNeed to see the materialIn order to meet different learning needs, present material: Visually (notes, graphs)Verbally (talk about it)Manipulatively (questions, group activities)
Thinkers vs. FeelersPresent compelling information in a way that appeals to people’s emotionsEx: Statistics on child abuse with pictures of kids
Big picture vs. detailsFind a balancePresent the big picture and the basics then let participants ask questions
Bottom Up or Top DownThink puzzles: Box or no box?Think DVDs: Read the back or no?Present a general overviewProvide an outline/agenda for directionAnswer the question---“Why do I care?”
Create an emotionally and objectively meaningful and positive goal (Emotional, Attitudinal, Global)Create steps to that goal (Sequential)Write the sub-goals in a positive KSA formatFor each sub-goal, provide written information, discuss it then apply itRegularly address how each goal builds on the last
What we knowWho they areTheir issuesTheir learning styleWhat we still need to knowWhat they are motivated to change
Step One: Problem SelectionStep Two: Goal DevelopmentStep Three: Problem DefinitionStep Four: ObjectivesStep Five: Interventions
The reward must be worth the effortCreate mutually beneficial goals if neededHelp the client identify motivations and corresponding goalsUse the miracle question
Physical NeedsSubstance UsePhysical Health ManagementMedication Adherence IssuesBiological/Physiological
Safety & SecurityMental health managementFunctional impairmentsLegal issuesSafety & Security
Love & Belonging NeedsSocial & interpersonal skillsNeed for affiliationFamily relationshipsLove & Belonging
Self-EsteemAchievement and mastery Independence/statusPrestigeSelf-Esteem
Self-ActualizationSeeking personal potentialSelf-fulfillmentPersonal growthSelf-Actualization
Writing the PlanIndividualizedUse positive languageAddress the reasons for not changingGoals are:Meaningful to the patientObservableMeasurableIncrementalRealisticSupported by sub-goalsUse the KSA progression
Goal DevelopmentWhat is the broad goal for resolution of the problem?What is the absence of the problem?
How is the problem evidenced in the client?How is the problem affecting the client’s overall functioning?What is the client’s perception of the problem?What are the client’s strengths?
Objectives are steps toward the goalS.M.A.R.TSpecificRome was not built in a dayFrequent reinforcementLogical sub-goalsKSAsMeasurable (duration, frequency, intensity)AttainableRealisticTime-limited
Failing to consider why you currently do (or do not) engage in certain behaviors Setting goals that are too big Setting goals that are too hard Setting too many goals Setting goals without sufficient rewards Setting goals that are too specific
General MedicalThyroid problemsHormone imbalanceMedication (Methadone, decongestants, etc.)DiabetesSubstance intoxication or withdrawalOtherDomestic violenceLow self-esteem/external validationDiet—caffeine, low blood sugar
Statement“Sally will be calmer resulting in improved concentration/focus, increased energy, improved sleep and reduced headaches.”Identify sub-goals (SMART)“What would it be like if you were not anxious anymore?”Knowledge/SkillsEducate Sally about anxiety causes, short and long term effectsWhat skills does Sally have?What skills does sally need to learn?Teach, discuss, role play, practice, report
General MedicalThyroid problemsHormone imbalanceMedication (Opiates, antipsychotics etc.)DiabetesSubstance intoxication or withdrawalOtherDomestic violenceLow self-esteem/external validationDiet—insufficient carbohydrates
Statement“Sally will be happier resulting in improved concentration/focus, increased energy, improved sleep and increased enjoyment of daily activities.”Identify sub-goals“What would it be like if you were not depressed anymore?”Knowledge/SkillsEducate Sally about depression causes; short and long term effectsWhat skills does Sally have?What skills does sally need to learn?Teach, discuss, role play, practice, report
Statement“Sally will stay clean resulting in improved relationships, energy, health and happiness.”Identify sub-goals“What would it be like if you did not feel the need to use anymore?”Knowledge/SkillsEducate Sally about addiction causes, short and long term effectsWhat skills does Sally have?What skills does sally need to learn?Teach, discuss, role play, practice, report
Statement“Sally will _________ resulting in _________.”Identify sub-goalsWhat would it be like if you (had this need met)?Knowledge/SkillsEducate Sally about the need and available resourcesWhat skills/resources does Sally have?What skills/resources does sally need?Teach, discuss, role play, practice, report
Client has low self-esteem.Client is in denial.Client is alcohol dependent.Client is promiscuous.Client is resistant to treatment.Client is on probation because he is a bad alcoholic.
Think about how you might change the language for 2 of the preceding problem statements. Rewrite those statements using non-judgmental and jargon-free language.
Client has low self-esteem.Client averages 10 negative self-statements daily.Client is in denial.Client reports two DWIs in past year but states that alcohol use is not a problem.Client is alcohol dependent.Client experiences tolerance, withdrawal, loss of control and negative life consequences due to alcohol use.
Client is promiscuous.Client participates in unprotected sex four times a week.Client is resistant to treatment.In past 12 months, client has dropped out of 3 treatment programs prior to completion.Client is on probation because he is a bad alcoholic.Client has legal consequences because of alcohol-related behavior.
By working with your clients to develop goals, they will determine:How they learn the bestHow to identify appropriate sub-goalsHow to create an effective change plan