Overview of using the Partners for Change Outcome Management System (PCOMS) with mandated substance users in Recovery Action and Progress (RAP) Groups.
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
This study explored community site administrators' perspectives on pediatric resident training at their centers. Administrators from 16 community sites responded to a survey. They consistently indicated that resident rotations increased awareness of the services their sites provide. Administrators and families also benefited from the exchange of medical knowledge with residents. However, complex scheduling presented organizational challenges. Improving communication of schedules and establishing clear resident tasks at each site helped address these issues. The findings demonstrate that community sites value involvement of pediatric residents, while also identifying opportunities to enhance the experience for all parties.
This document discusses strategies for meaningful consumer engagement in health care. It describes approaches used by three organizations - Community Catalyst, the National Partnership for Women & Families, and PICO - to increase consumer involvement. Tactics implemented include educating and engaging policymakers, actively involving consumers in decision-making, and engaging other stakeholders. Lessons learned include the importance of flexibility, relationships, and opportunities for collective learning. Future work includes developing metrics to measure the impact of consumer engagement and identifying sustainable models.
Better to Best Patient Centered Medical HomePaul Grundy
Better to best -- consensus meeting between large employers, HHS, CMS, DOD OPM, hospitals, Primary care association, AMA, healthcare plans around the elements that add value in the Patient Centered medical home. coordination of care, access to care Health information technology and payment reform.
The article discusses a proposal for developing a national leadership training program and certification process for peer support specialists, recovery coaches, and community health workers. It aims to better integrate these roles and create career advancement opportunities. Key points include establishing a collaborative partnership between universities and organizations, analyzing current certification programs, and developing uniform standards for knowledge, licensing, and accreditation. This would help establish these peer provider roles within the healthcare system and workforce. The proposal outlines initial action steps and the potential benefits of integrating the strengths of each peer provider role to improve health outcomes.
UVI Crime Prev. and Delin. Control Spring 2012 Professor Whitaker Group 1: Op...KrysMLug1
This document describes The Chance Program, a model juvenile delinquency prevention program. The program aims to confront and offer positive alternatives to behaviors like substance abuse, teenage pregnancy, aggression, and illiteracy. It uses a therapeutic community model with three treatment phases. The program strives to provide juveniles with tools to maintain healthy lifestyles and the willingness to use these tools through treatment, support, and securing individual recovery. Applicable federal laws regarding youth rehabilitation are also discussed.
AcademyHealth Engagement, Empowerment, Enhancement: The Role of Consumers in ...Whitney Bowman-Zatzkin
2:45pm-4:15pm
Engagement, Empowerment, Enhancement: The Role of Consumers in Health Care and Advocacy
Moderator: Whitney Bowman-Zatzkin, Flip the Clinic
Strategies and Tactics for Achieving Meaningful Consumer Engagement
Claire Brindis, Director, Institute for Health Policy Studies
Speakers:
Tom Workman, American Institutes for Research (AIR)
Amanda Otero, Health Care Organizer, TakeAction Minnesota
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
This study explored community site administrators' perspectives on pediatric resident training at their centers. Administrators from 16 community sites responded to a survey. They consistently indicated that resident rotations increased awareness of the services their sites provide. Administrators and families also benefited from the exchange of medical knowledge with residents. However, complex scheduling presented organizational challenges. Improving communication of schedules and establishing clear resident tasks at each site helped address these issues. The findings demonstrate that community sites value involvement of pediatric residents, while also identifying opportunities to enhance the experience for all parties.
This document discusses strategies for meaningful consumer engagement in health care. It describes approaches used by three organizations - Community Catalyst, the National Partnership for Women & Families, and PICO - to increase consumer involvement. Tactics implemented include educating and engaging policymakers, actively involving consumers in decision-making, and engaging other stakeholders. Lessons learned include the importance of flexibility, relationships, and opportunities for collective learning. Future work includes developing metrics to measure the impact of consumer engagement and identifying sustainable models.
Better to Best Patient Centered Medical HomePaul Grundy
Better to best -- consensus meeting between large employers, HHS, CMS, DOD OPM, hospitals, Primary care association, AMA, healthcare plans around the elements that add value in the Patient Centered medical home. coordination of care, access to care Health information technology and payment reform.
The article discusses a proposal for developing a national leadership training program and certification process for peer support specialists, recovery coaches, and community health workers. It aims to better integrate these roles and create career advancement opportunities. Key points include establishing a collaborative partnership between universities and organizations, analyzing current certification programs, and developing uniform standards for knowledge, licensing, and accreditation. This would help establish these peer provider roles within the healthcare system and workforce. The proposal outlines initial action steps and the potential benefits of integrating the strengths of each peer provider role to improve health outcomes.
UVI Crime Prev. and Delin. Control Spring 2012 Professor Whitaker Group 1: Op...KrysMLug1
This document describes The Chance Program, a model juvenile delinquency prevention program. The program aims to confront and offer positive alternatives to behaviors like substance abuse, teenage pregnancy, aggression, and illiteracy. It uses a therapeutic community model with three treatment phases. The program strives to provide juveniles with tools to maintain healthy lifestyles and the willingness to use these tools through treatment, support, and securing individual recovery. Applicable federal laws regarding youth rehabilitation are also discussed.
AcademyHealth Engagement, Empowerment, Enhancement: The Role of Consumers in ...Whitney Bowman-Zatzkin
2:45pm-4:15pm
Engagement, Empowerment, Enhancement: The Role of Consumers in Health Care and Advocacy
Moderator: Whitney Bowman-Zatzkin, Flip the Clinic
Strategies and Tactics for Achieving Meaningful Consumer Engagement
Claire Brindis, Director, Institute for Health Policy Studies
Speakers:
Tom Workman, American Institutes for Research (AIR)
Amanda Otero, Health Care Organizer, TakeAction Minnesota
Team-Based Care 101 for Health Professions Students CHC Connecticut
This webinar provided an overview of team-based care for health professions students. Speakers from Community Health Center, Inc. and the National Nurse-Led Care Consortium discussed key components of effective teams, including clear roles and communication. Specific tools for communication, such as SBAR and huddles, were reviewed. The webinar aimed to describe high-performing teams, effective communication strategies, and how to optimize team roles.
The document outlines the topics and assessments for a course on case management and mental health. It discusses the history and definition of case management. The key stages of case management are intake, assessment, planning, implementation, monitoring, review and exit. Family involvement is an important part of a client's recovery plan. Assessment tasks for the course include an essay on topics related to mental health in older adults and a group presentation on the impact of mental illness on different types of family members and caregivers.
Community Health AssessmentToggle DrawerOverviewWrite a 2 .docxdonnajames55
Community Health Assessment
Toggle Drawer
Overview
Write a 2 page report on the concepts, processes, and tools needed to conduct a community health assessment, how to find the data, and how to validate the data. Explain the factors that can affect the health of a community, along with how to obtain that information.
Understanding community and state health care issues and concerns, the local resources available, and accessibility of those resources can inform health care practices and improve quality patient outcomes.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 2: Describe the concepts, processes, and tools required to conduct comprehensive health assessments for individuals, families, communities, and populations.
. Describe the data necessary to make an informed community health assessment.
. Explain a strategy for obtaining data and how data helps determine the health needs of a community.
. Explain how to establish the validity and reliability of data used in a community health assessment.
· Competency 3: Explain the internal and external factors that can affect the health of individuals, families, communities, and populations.
. Explain how to obtain information on and what the factors are that affect the health and wellness of a community.
· Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations of a nursing professional.
. Write content clearly and logically with correct use of grammar, punctuation, APA formatting, and mechanics.
· Toggle Drawer
· Context
· Social and lifestyle behaviors can affect health. In fact, some would argue that many, if not most, health risks can be mitigated through lifestyle and behavioral changes. With this in mind, the health care provider must be aware of the socioeconomic factors and the lifestyle factors present in a population.
· SHOW LESS
· Both social and cultural factors influence many lifestyle factors. Living environment, housing conditions, employment factors, diet, and cultural beliefs all play a role in a person's levels of risk and resulting health. The nursing assessment must include these social influences as part of the domain necessary for evaluation and inclusion in the assessment approach, and integrate a framework for analysis, which includes all the social milieus associated with each dimension.
· Evidence-based health assessments are done using health data from private and public organizations. There are many opportunities for gathering health data in a community, through public health systems and through private records, where approval has been obtained from participants.
· Collecting primary data must involve informed consent. Secondary sources can also be used by obtaining aggregate data from health plans and health care providers that do not include personalized demographic data. Each of these data sources .
Running Head BEHAVIORAL HEALTH SERVICES1BEHAVIORAL HEALTH .docxsusanschei
The Louisiana Medicaid program provides various behavioral health services. These include addiction services, crisis intervention, group psychotherapy, and psychosocial rehabilitation. The program also coordinates care between providers and conducts surveys to assess provider satisfaction and improve services. Sentinel events are rare medical errors that are investigated. Overall, the program aims to improve access and expand services to meet growing demand, while ensuring care is accessible to all.
HCS 545 Influence of Individual Ethics on Decision MakingJulie Bentley
The document discusses how individual ethics can influence decision making for healthcare executives. It examines how completing an ethics self-assessment from the American College of Healthcare Executives (ACHE) helped the author recognize strengths and areas of improvement in their own ethical decision making. The ACHE's ethical standards help provide guidance on issues related to responsibility to patients, employees, and other stakeholders. The author explains how their personal ethics, which emphasize patient autonomy, nonmaleficence, and beneficence, align with ACHE's principles. Strategies are presented for continuously improving ethical decision making, such as maintaining an ethics department, addressing conflicts of interest, and participating in educational programs.
1INTERPERSONAL RELATIONS2 1 Aggression and Violence.docxfelicidaddinwoodie
1
INTERPERSONAL RELATIONS
2
1: Aggression and Violence
Aggression is, “an act or behavior that intentionally hurts another person, either physically or psychologically” (Matsumoto & Juang, 2008, p. 389). While some expressions of aggression are universal, cross-cultural differences exist in the type and level of aggression that are considered to be legally or socially sanctioned. There have been multiple reasons proposed by theorists to explain these cultural differences in the type (verbal, physical, etc.) and level of aggression expressed across cultures.
For this Discussion,review this week’s Learning Resources. Select a culture and consider how this culture expresses aggression.
With these thoughts in mind:
a brief description of the culture you selected. Provide an example of a behavior that may be perceived as aggressive by culture you selected and explain why. Then, provide an example of a behavior that may be perceived as aggressive across most cultures and explain why. Finally explain how socially sanctioned violence is acceptable within certain cultures. Support your responses using the Learning Resources and the current literature.
.
Reference:
Matsumoto, D., & Juang, L. (2008). Culture and psychology (4th ed.). Belmont, CA: Thomson Wadsworth.
2: Attribution
“Not only do people bolster beliefs in their ability to control in response to successful control of an event but also they hold an unwarranted belief that they can control chance events,” states Yamaguchi (Matsumoto (Ed.), 2001, pp. 226–227) in the course text. While members of all cultures have the goal of protecting self-image following failures, differences exist among cultures in terms of the attributions made for the failure and success of a task. Thus, while the self-serving bias is universally applied, the specific attributions made differ cross-culturally. In some cultures, it is assumed that failure is attributable to situational factors while others assume dispositional factors.
Differences also exist in how the failure or success of another individual is attributed. Consider the relevance of attributions for success and failure for the scholar-practitioner working in a multicultural environment or in a global company. How would knowledge of how individuals’ attribute their own or others failure impact a team, classroom, or organization?
For this Discussion, imagine that a group of business people from two different cultures (one from a collectivistic culture and another from an individualistic culture) work together on a business project, and at the end, the project fails. Consider how people from individualistic and collectivistic cultures respond to failure and the factors to which they would most likely attribute their failures.
With these thoughts in mind:
a brief comparison of the similarities and differences of attribution styles in individualistic and collectivistic cultures. Then provide an example of a group situation in which a proj ...
SOCW 6520 WK 5 responses Respond to the blog post of three.docxrronald3
SOCW 6520 WK 5 responses
Respond
to the blog post of three colleagues Has to be responded to separately and different responses in one or more of the following ways:
Name first and references after every person
Respond
to the blog post of three colleagues in one or more of the following ways:
Make a suggestion to your colleague’s post.
Expand on your colleague’s posting.
Peer 1:
Sasha Ritchie -
Infinity Hospice follows the National Hospice and Palliative Care Organization (NHPCO). The NHPCO offers professionals in hospice care a ‘Guide to Organizational Ethics in Hospice Care as a resource to hospice programs and professionals” (NHPCO, 2016). The organization’s core policies are driven by their values and mission statement. Infinity Hospice priority is to enhance their patient’s quality of life and help them live in dignity and comfort. They offer ‘dependability’ to the patient and to their loved one during their time of need for 24/7 care. Infinity Hospice Care’s mission is to bring comfort and value to our community. Our core values guide our team in providing the best family hospice and palliative care possible. If you and your family find balance with our mission and core values, we encourage you to speak to us.
The organizations second core policy is having a trusting team of experts. They have an interdisciplinary team of physicians, nurses, counselors, and volunteers who work together to support each patient and their family. To accomplish this, Infinity Hospice provides the following hospice home services:
Medical care
Pain management needs
Spiritual counseling
Bereavement and grief counseling
Medical supplies and durable equipment
Every two weeks, all professionals from each discipline meet to discuss cases to find solutions for the challenges to the patients care. The third policy is ‘a strong desire to make a difference in the lives of others.’ This organization understands that at times caring for an individual and providing a supportive system to their family will mean going above and beyond care standards to deliver excellence. Infinity Hospice policy is committed to making the patient’s life better through the following actions:
Assess each patient’s pain and comfort during each in house hospice visit
Attentively listen and take action on family needs
Continually search for creative ways to enhance your loved one’s quality of life
Nurture the desire to make a difference in our team’s lives by supporting a healthy work/life balance
Unavoidably in healthcare there are policy implication and barriers that arise in care. Infinity is driven to enrich the lives of those who are at the end-of-life. However, barriers to Medicaid, Medicare and in the state of Nevada, Culinary Health insurance all have their own policies in which patient eligibility often factors into their quality of life. Social workers could greatly improve the effectiveness of policy and service efforts designed.
The document discusses several recommendations from a working group across multiple areas:
1) Housing - Develop training for clubs to help consumers obtain housing and integrate peers into housing programs.
2) Youth - Create parent partner programs between youth organizations and create a central repository of life skills resources.
3) Employment - Increase benefits planning, expand peer support programs, and create funding mechanisms for long-term employment assistance.
4) Integration - Identify best practices for engaging people in primary care, create reports on service utilization, and convene a summit to share integration strategies.
CODE OF PROFESSIONAL ETHICS FOR REHABILITATION COUNWilheminaRossi174
CODE OF
PROFESSIONAL ETHICS
FOR
REHABILITATION COUNSELORS
Adopted in September 2016 by the
Commission on Rehabilitation Counselor Certification
for its Certified Rehabilitation Counselors.
This Code is effective as of January 1, 2017.
Developed and Administered by the
Commission on Rehabilitation Counselor Certification
(CRCC®)
1699 East Woodfield Road, Suite 300
Schaumburg, Illinois 60173
(847) 944-1325
www.crccertification.com
TABLE OF CONTENTS
PREAMBLE 1
ENFORCEABLE STANDARDS OF ETHICAL PRACTICE 4
Section A: The Counseling Relationship 4
Introduction 4
A.1. Welfare of Those Served 4
A.2. Respecting Diversity 4
A.3. Client Rights 5
A.4. Avoiding Value Imposition 6
A.5. Roles and Relationships with Clients 6
A.6. Multiple Clients 7
A.7. Group Work 7
A.8. Termination and Referral 7
A.9. End-of-Life Care for Terminally Ill Clients 8
Section B: Confidentiality, Privileged Communication, and Privacy 8
Introduction 8
B.1. Respecting Client Rights 9
B.2. Exceptions 9
B.3. Information Shared with Others 10
B.4. Groups and Families 10
B.5. Responsibility to Clients Lacking Capacity to Consent 10
B.6. Records and Documentation 11
B.7. Case Consultation 12
Section C: Advocacy and Accessibility 12
Introduction 12
C.1. Advocacy 12
C.2. Accessibility 13
Section D: Professional Responsibility 13
Introduction 13
D.1. Professional Competence 13
D.2. Cultural Competence/Diversity 14
D.3. Functional Competence 14
D.4. Professional Credentials 14
D.5. Responsibility to the Public and Other Professionals 15
D.6. Scientific Bases for Interventions 15
Section E: Relationships with Other Professionals and Employers 16
Introduction 16
E.1. Relationships with Colleagues, Employers, and Employees 16
E.2. Organization and Team Relationships 17
E.3. Provision of Consultation Services 17
Section F: Forensic Services 18
Introduction 18
F.1. Evaluee Rights 18
F.2. Forensic Competency and Conduct 18
F.3. Forensic Practices 19
F.4. Forensic Business Practices 19
Section G: Assessment and Evaluation 20
Introduction 20
G.1. Informed Consent 20
G.2. Release of Assessment or Evaluation Information 20
G.3. Proper Diagnosis of Mental Disorders 20
G.4. Competence to Use and Interpret Tests/Instruments 21
G.5. Test/Instrument Selection 21
G.6. Test/Instrument Administration Conditions 21
G.7. Test/Instrument Scoring and Interpretation 22
G.8. Test/Instrument Security 22
G.9. Obsolete Tests/Instruments and Outdated Results 22
G.10. Test/Instrument Construction 22
Section H: Supervision, Training, and Teaching 22
Introduction ...
The document summarizes the structure and purpose of the Canadian Cochrane Network & Centre which is part of the global Cochrane Collaboration. It outlines the workshop plan and provides an overview of systematic reviews and the Cochrane review process. Key parts of the Cochrane Collaboration include Cochrane Centres, Review Groups, Methods Groups, and The Cochrane Library database.
The document provides information about a webinar on the 2014 Core Competencies for Public Health Professionals presented by Kathleen Amos and Janelle Nichols. It outlines phone and webinar etiquette, presenter disclosures, requirements for continuing education credit, and learning objectives. The presentation provides an overview of the Core Competencies, how they have changed, and tools and resources available to support their use.
The document discusses the development of a Recovery Oriented System of Care (ROSC) in Argyll and Bute, Scotland. It defines a ROSC as a system that supports people through all stages of recovery from substance use issues. The document outlines ROSC principles like being person-centered, trauma-informed, and providing comprehensive, evidence-based services. It also discusses workforce development needs, quality frameworks, and the phases of recovery that a ROSC should support.
Process Evaluation of the Saskatoon Mental Health StrategyCraig Moore
This document provides background information on the development of mental health courts in North America and specifically in Canada. It discusses how deinstitutionalization led to increased involvement of people with mental illness in the criminal justice system. Mental health courts were developed as problem-solving courts using therapeutic jurisprudence to address the legal and mental health needs of offenders. The document then provides an overview of the Saskatoon Mental Health Strategy (MHS) court and how it aims to divert mentally ill offenders from the regular criminal justice process to better meet their needs through assessments, counseling, and stabilization support.
Realising the Value Stakeholder Event -Workshop: How does the system support Nesta
Workshop D - How does the system support communities/individuals and how could it do it better?
The levers and drivers that national bodies put in place and how these are used locally have a significant impact on working in partnership with communities and patients. These levers and drivers include regulation, targets, outcomes measures, financial flows, annual contracting cycles, clinical standards, workforce training and revalidation etc.
This workshop will draw upon your experience and evidence to address two questions:
How these levers and drivers get in the way of working in partnership with patients and communities?
What is the best blend of approaches to support commissioners and providers locally to harness the energy of patients and communities
The Colorado Beacon Consortium made significant progress in 2011 toward creating a high-performing, equitable healthcare system. They expanded their practice transformation initiative to include 50 primary care practices serving over 155,000 patients. Practices implemented quality improvement processes focused on measures like depression screening and achieved milestones such as completing curriculum requirements. Physicians reported positive impacts like identifying an undiagnosed depressed patient and empowering a patient who lost weight. The Consortium also focused on developing a new healthcare workforce, training quality advisors through on-the-job learning rather than formal clinical education.
This document provides guidance for residency program directors and faculty on best practices for conducting residency interviews. It discusses structuring interviews, using behavioral and situational questions, evaluating job-related content, and assessing interview responses. The document aims to help programs make more informed selection decisions and increase the likelihood of success and compatibility for applicants and programs.
This document provides information and resources to support self-management of long-term conditions in Scotland. It discusses 10 approaches to improving self-management, including empowering people to have more control over their care, promoting better mental health and wellbeing, enabling better access to information and support, developing care plans, supporting medication management, using telehealth, supporting carers, commissioning self-management resources, using patient records, and training staff. For each approach, examples of relevant projects and contacts for additional information are provided. The overall aim is to enhance patient outcomes and experiences by promoting self-management.
This particular slides consist of- what is Pneumothorax,what are it's causes and it's effect on body, risk factors, symptoms,complications, diagnosis and role of physiotherapy in it.
This slide is very helpful for physiotherapy students and also for other medical and healthcare students.
Here is a summary of Pneumothorax:
Pneumothorax, also known as a collapsed lung, is a condition that occurs when air leaks into the space between the lung and chest wall. This air buildup puts pressure on the lung, preventing it from expanding fully when you breathe. A pneumothorax can cause a complete or partial collapse of the lung.
Team-Based Care 101 for Health Professions Students CHC Connecticut
This webinar provided an overview of team-based care for health professions students. Speakers from Community Health Center, Inc. and the National Nurse-Led Care Consortium discussed key components of effective teams, including clear roles and communication. Specific tools for communication, such as SBAR and huddles, were reviewed. The webinar aimed to describe high-performing teams, effective communication strategies, and how to optimize team roles.
The document outlines the topics and assessments for a course on case management and mental health. It discusses the history and definition of case management. The key stages of case management are intake, assessment, planning, implementation, monitoring, review and exit. Family involvement is an important part of a client's recovery plan. Assessment tasks for the course include an essay on topics related to mental health in older adults and a group presentation on the impact of mental illness on different types of family members and caregivers.
Community Health AssessmentToggle DrawerOverviewWrite a 2 .docxdonnajames55
Community Health Assessment
Toggle Drawer
Overview
Write a 2 page report on the concepts, processes, and tools needed to conduct a community health assessment, how to find the data, and how to validate the data. Explain the factors that can affect the health of a community, along with how to obtain that information.
Understanding community and state health care issues and concerns, the local resources available, and accessibility of those resources can inform health care practices and improve quality patient outcomes.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 2: Describe the concepts, processes, and tools required to conduct comprehensive health assessments for individuals, families, communities, and populations.
. Describe the data necessary to make an informed community health assessment.
. Explain a strategy for obtaining data and how data helps determine the health needs of a community.
. Explain how to establish the validity and reliability of data used in a community health assessment.
· Competency 3: Explain the internal and external factors that can affect the health of individuals, families, communities, and populations.
. Explain how to obtain information on and what the factors are that affect the health and wellness of a community.
· Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations of a nursing professional.
. Write content clearly and logically with correct use of grammar, punctuation, APA formatting, and mechanics.
· Toggle Drawer
· Context
· Social and lifestyle behaviors can affect health. In fact, some would argue that many, if not most, health risks can be mitigated through lifestyle and behavioral changes. With this in mind, the health care provider must be aware of the socioeconomic factors and the lifestyle factors present in a population.
· SHOW LESS
· Both social and cultural factors influence many lifestyle factors. Living environment, housing conditions, employment factors, diet, and cultural beliefs all play a role in a person's levels of risk and resulting health. The nursing assessment must include these social influences as part of the domain necessary for evaluation and inclusion in the assessment approach, and integrate a framework for analysis, which includes all the social milieus associated with each dimension.
· Evidence-based health assessments are done using health data from private and public organizations. There are many opportunities for gathering health data in a community, through public health systems and through private records, where approval has been obtained from participants.
· Collecting primary data must involve informed consent. Secondary sources can also be used by obtaining aggregate data from health plans and health care providers that do not include personalized demographic data. Each of these data sources .
Running Head BEHAVIORAL HEALTH SERVICES1BEHAVIORAL HEALTH .docxsusanschei
The Louisiana Medicaid program provides various behavioral health services. These include addiction services, crisis intervention, group psychotherapy, and psychosocial rehabilitation. The program also coordinates care between providers and conducts surveys to assess provider satisfaction and improve services. Sentinel events are rare medical errors that are investigated. Overall, the program aims to improve access and expand services to meet growing demand, while ensuring care is accessible to all.
HCS 545 Influence of Individual Ethics on Decision MakingJulie Bentley
The document discusses how individual ethics can influence decision making for healthcare executives. It examines how completing an ethics self-assessment from the American College of Healthcare Executives (ACHE) helped the author recognize strengths and areas of improvement in their own ethical decision making. The ACHE's ethical standards help provide guidance on issues related to responsibility to patients, employees, and other stakeholders. The author explains how their personal ethics, which emphasize patient autonomy, nonmaleficence, and beneficence, align with ACHE's principles. Strategies are presented for continuously improving ethical decision making, such as maintaining an ethics department, addressing conflicts of interest, and participating in educational programs.
1INTERPERSONAL RELATIONS2 1 Aggression and Violence.docxfelicidaddinwoodie
1
INTERPERSONAL RELATIONS
2
1: Aggression and Violence
Aggression is, “an act or behavior that intentionally hurts another person, either physically or psychologically” (Matsumoto & Juang, 2008, p. 389). While some expressions of aggression are universal, cross-cultural differences exist in the type and level of aggression that are considered to be legally or socially sanctioned. There have been multiple reasons proposed by theorists to explain these cultural differences in the type (verbal, physical, etc.) and level of aggression expressed across cultures.
For this Discussion,review this week’s Learning Resources. Select a culture and consider how this culture expresses aggression.
With these thoughts in mind:
a brief description of the culture you selected. Provide an example of a behavior that may be perceived as aggressive by culture you selected and explain why. Then, provide an example of a behavior that may be perceived as aggressive across most cultures and explain why. Finally explain how socially sanctioned violence is acceptable within certain cultures. Support your responses using the Learning Resources and the current literature.
.
Reference:
Matsumoto, D., & Juang, L. (2008). Culture and psychology (4th ed.). Belmont, CA: Thomson Wadsworth.
2: Attribution
“Not only do people bolster beliefs in their ability to control in response to successful control of an event but also they hold an unwarranted belief that they can control chance events,” states Yamaguchi (Matsumoto (Ed.), 2001, pp. 226–227) in the course text. While members of all cultures have the goal of protecting self-image following failures, differences exist among cultures in terms of the attributions made for the failure and success of a task. Thus, while the self-serving bias is universally applied, the specific attributions made differ cross-culturally. In some cultures, it is assumed that failure is attributable to situational factors while others assume dispositional factors.
Differences also exist in how the failure or success of another individual is attributed. Consider the relevance of attributions for success and failure for the scholar-practitioner working in a multicultural environment or in a global company. How would knowledge of how individuals’ attribute their own or others failure impact a team, classroom, or organization?
For this Discussion, imagine that a group of business people from two different cultures (one from a collectivistic culture and another from an individualistic culture) work together on a business project, and at the end, the project fails. Consider how people from individualistic and collectivistic cultures respond to failure and the factors to which they would most likely attribute their failures.
With these thoughts in mind:
a brief comparison of the similarities and differences of attribution styles in individualistic and collectivistic cultures. Then provide an example of a group situation in which a proj ...
SOCW 6520 WK 5 responses Respond to the blog post of three.docxrronald3
SOCW 6520 WK 5 responses
Respond
to the blog post of three colleagues Has to be responded to separately and different responses in one or more of the following ways:
Name first and references after every person
Respond
to the blog post of three colleagues in one or more of the following ways:
Make a suggestion to your colleague’s post.
Expand on your colleague’s posting.
Peer 1:
Sasha Ritchie -
Infinity Hospice follows the National Hospice and Palliative Care Organization (NHPCO). The NHPCO offers professionals in hospice care a ‘Guide to Organizational Ethics in Hospice Care as a resource to hospice programs and professionals” (NHPCO, 2016). The organization’s core policies are driven by their values and mission statement. Infinity Hospice priority is to enhance their patient’s quality of life and help them live in dignity and comfort. They offer ‘dependability’ to the patient and to their loved one during their time of need for 24/7 care. Infinity Hospice Care’s mission is to bring comfort and value to our community. Our core values guide our team in providing the best family hospice and palliative care possible. If you and your family find balance with our mission and core values, we encourage you to speak to us.
The organizations second core policy is having a trusting team of experts. They have an interdisciplinary team of physicians, nurses, counselors, and volunteers who work together to support each patient and their family. To accomplish this, Infinity Hospice provides the following hospice home services:
Medical care
Pain management needs
Spiritual counseling
Bereavement and grief counseling
Medical supplies and durable equipment
Every two weeks, all professionals from each discipline meet to discuss cases to find solutions for the challenges to the patients care. The third policy is ‘a strong desire to make a difference in the lives of others.’ This organization understands that at times caring for an individual and providing a supportive system to their family will mean going above and beyond care standards to deliver excellence. Infinity Hospice policy is committed to making the patient’s life better through the following actions:
Assess each patient’s pain and comfort during each in house hospice visit
Attentively listen and take action on family needs
Continually search for creative ways to enhance your loved one’s quality of life
Nurture the desire to make a difference in our team’s lives by supporting a healthy work/life balance
Unavoidably in healthcare there are policy implication and barriers that arise in care. Infinity is driven to enrich the lives of those who are at the end-of-life. However, barriers to Medicaid, Medicare and in the state of Nevada, Culinary Health insurance all have their own policies in which patient eligibility often factors into their quality of life. Social workers could greatly improve the effectiveness of policy and service efforts designed.
The document discusses several recommendations from a working group across multiple areas:
1) Housing - Develop training for clubs to help consumers obtain housing and integrate peers into housing programs.
2) Youth - Create parent partner programs between youth organizations and create a central repository of life skills resources.
3) Employment - Increase benefits planning, expand peer support programs, and create funding mechanisms for long-term employment assistance.
4) Integration - Identify best practices for engaging people in primary care, create reports on service utilization, and convene a summit to share integration strategies.
CODE OF PROFESSIONAL ETHICS FOR REHABILITATION COUNWilheminaRossi174
CODE OF
PROFESSIONAL ETHICS
FOR
REHABILITATION COUNSELORS
Adopted in September 2016 by the
Commission on Rehabilitation Counselor Certification
for its Certified Rehabilitation Counselors.
This Code is effective as of January 1, 2017.
Developed and Administered by the
Commission on Rehabilitation Counselor Certification
(CRCC®)
1699 East Woodfield Road, Suite 300
Schaumburg, Illinois 60173
(847) 944-1325
www.crccertification.com
TABLE OF CONTENTS
PREAMBLE 1
ENFORCEABLE STANDARDS OF ETHICAL PRACTICE 4
Section A: The Counseling Relationship 4
Introduction 4
A.1. Welfare of Those Served 4
A.2. Respecting Diversity 4
A.3. Client Rights 5
A.4. Avoiding Value Imposition 6
A.5. Roles and Relationships with Clients 6
A.6. Multiple Clients 7
A.7. Group Work 7
A.8. Termination and Referral 7
A.9. End-of-Life Care for Terminally Ill Clients 8
Section B: Confidentiality, Privileged Communication, and Privacy 8
Introduction 8
B.1. Respecting Client Rights 9
B.2. Exceptions 9
B.3. Information Shared with Others 10
B.4. Groups and Families 10
B.5. Responsibility to Clients Lacking Capacity to Consent 10
B.6. Records and Documentation 11
B.7. Case Consultation 12
Section C: Advocacy and Accessibility 12
Introduction 12
C.1. Advocacy 12
C.2. Accessibility 13
Section D: Professional Responsibility 13
Introduction 13
D.1. Professional Competence 13
D.2. Cultural Competence/Diversity 14
D.3. Functional Competence 14
D.4. Professional Credentials 14
D.5. Responsibility to the Public and Other Professionals 15
D.6. Scientific Bases for Interventions 15
Section E: Relationships with Other Professionals and Employers 16
Introduction 16
E.1. Relationships with Colleagues, Employers, and Employees 16
E.2. Organization and Team Relationships 17
E.3. Provision of Consultation Services 17
Section F: Forensic Services 18
Introduction 18
F.1. Evaluee Rights 18
F.2. Forensic Competency and Conduct 18
F.3. Forensic Practices 19
F.4. Forensic Business Practices 19
Section G: Assessment and Evaluation 20
Introduction 20
G.1. Informed Consent 20
G.2. Release of Assessment or Evaluation Information 20
G.3. Proper Diagnosis of Mental Disorders 20
G.4. Competence to Use and Interpret Tests/Instruments 21
G.5. Test/Instrument Selection 21
G.6. Test/Instrument Administration Conditions 21
G.7. Test/Instrument Scoring and Interpretation 22
G.8. Test/Instrument Security 22
G.9. Obsolete Tests/Instruments and Outdated Results 22
G.10. Test/Instrument Construction 22
Section H: Supervision, Training, and Teaching 22
Introduction ...
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Process Evaluation of the Saskatoon Mental Health StrategyCraig Moore
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Using PCOMS with substance use: Mandated clients and group work challenges handout 140509b
1. Brauchtworks Consulting
www.brauchtworks.com Applying Science to Practice
2014 International Heart and Soul of Change Conference
June 5 & 6 at the Sheraton Cavalier in Saskatoon, Saskatchewan
Using the Partners for Change Management System
(PCOMS) with Substance Abuse:
Mandated Clients and Group Work Challenges
with
George S. Braucht, LPC
Brauchtworks Consulting &
The Georgia State Board of Pardons and Paroles
Email: george@brauchtworks.com
*Certified Trainer in Partners for Change Outcome Management System (PCOMS)
services with the Heart and Soul of Change Project: www.heartandsoulofchange.org
*Co-Founder of the Certified Addiction Recovery Empowerment Specialist
(CARES) Academy: www.gasubstanceabuse.org
The Endless Vine: An ancient symbol
of life, infinity or the interweaving wisdom of the
flow of time and movement on the path with That Which Is Eternal
2. Using the Partners for Change Management System (PCOMS) with
Substance Abuse: Mandated Clients and Group Work Challenges
with
George S. Braucht, LPC
Brauchtworks Consulting & The Georgia State Board of Pardons and Paroles
Table of Contents
Page
Session Description ......................................................................................................................... 3
Learning Objectives ........................................................................................................................ 3
Recovery-Oriented Systems of Care Principles and Practices ....................................................... 4
Faces and Voices of Recovery Bill of Rights ................................................................................. 6
Three Skills of PCOMS-Informed Services ................................................................................... 7
Top 10 Practical Considerations for Conducting PCOMS-Informed Recovery Groups ............... 8
Materials Needed for PCOMS-Informed Recovery Action and Progress Groups ......................... 9
Recovery Action and Progress Group Handout ............................................................................ 10
Self-Completed Overview of Recovery Experience Board (SCORE Board) ............................... 11
Downloading Instructions for PCOMS and Brauchtworks Consulting Materials ......................... 12
References and Resources ............................................................................................................. 13
Using PCOMS with Substance Abuse www.brauchtworks.com Page 2 of 13
3. Using the Partners for Change Management System (PCOMS) with
Substance Abuse: Mandated Clients and Group Work Challenges
with
George S. Braucht, LPC
Brauchtworks Consulting & The Georgia State Board of Pardons and Paroles
Session Description
This 3-hour session covers the fundamentals of using the Partners for Change Outcome
Management System’s (PCOMS) tools with groups of clients who have substance use recovery
issues, many who are on criminal justice supervision. Following an overview of research-based
recovery-oriented, client-directed and outcome-informed principles, participants will experience
using the PCOMS tools during a Recovery Action and Progress Group.
Learning Objectives. Upon completion of this session participants will be able to:
1. Summarize eight recovery-oriented systems of care principles.
2. Identify three skills for facilitating PCOMS-informed services.
3. Administer and interpret the Outcome Rating Scale (ORS), the Group Session Rating
Scale (GSRS) and the Self-Completed Overview of Recovery Experience Board (SCORE
Board).
4. List the five steps in a Recovery Action and Progress Group session.
Notes, Doodles and My Top Three Takeaways:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Using PCOMS with Substance Abuse www.brauchtworks.com Page 3 of 13
4. Recovery-Oriented Systems of Care Principles and Practices
1. Empower people to pursue multiple pathways to recovery: plan, design, deliver, and evaluate
services while advocating for pro-recovery policies and programs in the wider
community that target five zones of personal experience: 1) physical, 2) psychological, 3)
relational, 4) lifestyle, and 5) spiritual.
2. Conduct strength-based assessments: identify and build on the strengths – called recovery
capital - of individuals, families and communities while emphasizing the first-person
voices of persons seeking or in recovery and their family members. Ask, “What’s right
with you?”
3. Develop culturally-congruent recovery resources: guide individuals and family members into
relationships with indigenous recovery communities; create physical, psychological and
social space within the community in which recovery can occur; link personal,
professional and community resources into recovery management teams.
4. Deliver recovery education and training: enhance the recovery-based knowledge and skills of
individuals, family members, allies, service providers, and the larger community with
The Science of Addiction & Recovery, Recovery Messaging, and other
trainings/presentations
5. Monitor and support interaction continuity: sustain contact and support across three recovery
phases: a) engagement and recovery priming (pre-recovery/treatment or no treatment), b)
recovery initiation and stabilization (recovery activities and treatment), and c) recovery
maintenance (post or no-treatment). Conduct Recovery Check-Ins.
6. Collect practice-based evidence of service effectiveness: while implementing evidence-based
practices, eliminating barriers to recovery and delivering community in-reach services.
7. Advocate for recovery: promote institutional and social policies that counter stigma and
replace discrimination with resources for building recovery capital and strengthening the
individual person in recovery’s voice.
8. Model hope: display the research-grounded hope for recovery based on millions of people
who have achieved full and partial recoveries from severe behavioral health problems.
Using PCOMS with Substance Abuse www.brauchtworks.com Page 4 of 13
5. Recovery-Oriented Systems of Care Principles and Practices (cont.)
Adapted by George S. Braucht, LPC from:
1) Sheedy, C. K., & Whitter, M. (2009). Guiding principles and elements of recovery-oriented
systems of care: What do we know from the research? HHS Publication No. (SMA) 09-
4439. Rockville, MD: Center for Substance Abuse Treatment, Substance Abuse and Mental
Health Services Administration. Available at
http://partnersforrecovery.samhsa.gov/docs/guiding_principles_Whitepaper.pdf.
2) Stengel, K., Schwartz, E. & Mathai, C. (2012). Operationalizing recovery-oriented systems:
Expert panel meeting report. SAMHSA. Available at
http://www.samhsa.gov/recovery/docs/Expert-Panel-05222012.pdf.
3) White, W. L., Boyle, M. G., Loveland, D. L. & Corrigan, P. W. (2008). What is behavioral
health recovery management? A primer. Available online at
www.williamwhitepapers.com.
Using PCOMS with Substance Abuse www.brauchtworks.com Page 5 of 13
6. We will improve the lives of millions of Americans, their families and communities if we treat addiction to alcohol and other drugs as a public
health crisis. To overcome this crisis, we must accord dignity to people with addiction and recognize that there is no one path to recovery.
Individuals who are striving to be responsible citizens can recover on their own or with the help of others. Effective aid can be rendered by mutual support groups or health care
professionals. Recovery can begin in a doctor’s office, treatment center, church, prison, peer support meeting or in one’s own home. The journey can be guided by religious faith, spiritual
experience or secular teachings. Recovery happens every day across our country and there are effective solutions for people still struggling. Whatever the pathway, the journey will be
far easier to travel if people seeking recovery are afforded respect for their basic rights:
1. We have the right to be viewed as capable of
changing, growing and becoming positively connected to
our community, no matter what we did in the past because of
our addiction.
2. We have the right—as do our families and friends
—to know about the many pathways to recovery,
the nature of addiction and the barriers to long-term
recovery, all conveyed in ways that we can understand.
3. We have the right, whether seeking recovery in
the community, a physician’s office, treatment
center or while incarcerated, to set our own
recovery goals, working with a personalized recovery plan
that we have designed based on accurate and understandable
information about our health status, including a comprehensive,
holistic assessment.
4. We have the right to select services that build on
our strengths, armed with full information about the
experience, and credentials of the people providing services
and the effectiveness of the services and programs from which
we are seeking help.
5. We have the right to be served by organizations
or health care and social service providers that
view recovery positively, meet the highest public health
and safety standards, provide rapid access to services, treat us
respectfully, understand that our motivation is related to
successfully accessing our strengths and will work with us and
our families to find a pathway to recovery.
6. We have the right to be considered as more than
a statistic, stereotype, risk score, diagnosis, label or
pathology unit—free from the social stigma that characterizes us
as weak or morally flawed. If we relapse and begin treatment
again, we should be treated with dignity and respect that
welcomes our continued efforts to achieve long-term recovery.
7. We have the right to a health care and social
services system that recognizes the strengths and
needs of people with addiction and coordinates its
efforts to provide recovery-based care that honors and respects
our cultural beliefs. This support may include introduction to
religious, spiritual and secular communities of recovery, and the
involvement of our families, kinship networks and indigenous
healers as part of our treatment experience.
8. We have the right to be represented by informed
policymakers who remove barriers to educational, housing
and employment opportunities once we are no longer misusing
alcohol or other drugs and are on the road to recovery.
9. We have the right to respectful, nondiscriminatory
care from doctors and other health care providers and to
receive services on the same basis as people do for any other
chronic illness, with the same provisions, copayments, lifetime
benefits and catastrophic coverage in insurance, self-funded/
self-insured health plans, Medicare and HMO plans.
The criteria of “proper” care should be exclusively between our
health care providers and ourselves; it should reflect the severity,
complexity and duration of our illness and provide a reasonable
opportunity for recovery maintenance.
10. We have the right to treatment and recovery
support in the criminal justice system and to regain our
place and rights in society once we have served our sentences.
11. We have the right to speak out publicly about our
recovery to let others know that long-term recovery from
addiction is a reality.
Funding provided through an unrestricted educational grant from
Reckitt Benckiser Pharmaceuticals Inc.
www.facesandvoicesofrecovery.org
info@facesandvoicesofrecovery.org
ENDORSED BY: American Association for the Treatment of Opioid Dependence, Inc.
• American Society of Addiction Medicine • Community Anti-Drug Coalitions of America
• Ensuring Solutions to Alcohol Problems • Entertainment Industries Council • Johnson Institute
• Join Together • Legal Action Center • NAADAC, the Association for Addiction Professionals
• National African American Drug Policy Coalition • National Alliance of Advocates for
Buprenorphine Treatment • National Alliance of Methadone Advocates • National Association
on Alcohol, Drugs and Disability • National Association of Drug Court Professionals • National
Association for Children of Alcoholics • National Association of Addiction Treatment Providers
• National Council on Alcoholism and Drug Dependence • National Council for Community
Behavioral Healthcare • Rebecca Project for Human Rights • State Association of Addiction
Services • TASC, Inc. • Therapeutic Communities of America • White Bison
7. Three Skills of PCOMS-Informed Services
1. Introducing the scales and the client’s voice in all services and all decisions
Two key points to emphasize: 1) collaboratively monitor outcomes and do something
different if this is not work and 2) the client’s voice and perspective is what is needed to
direct what we do
Put into your own words:
a. I may do things a little differently than you have experienced before because your
ideas, goals and resources are most important for your long-term recovery.
b. I am committed to advocating for your self-directed care and the services that I
provide focus on getting what you need for recovery.
c. To do that, it would be helpful to find out how you are doing and how well I am
providing what you need.
d. Many others I have worked with have found the two scales that I use to be very
helpful in tracking how thing are going for you and whether we are on track.
e. It will really help me learn about you and it takes only a few minutes.
f. Are you willing to do that now?
2. Integrating client feedback into practice
Provide feedback about the client’s ORS score in reference to the clinical cutoff then
allow the client to make sense of it.
Connect the client’s described experience with her/his marks on the ORS subscales –
allow revisions
Relate the client’s reasons for seeking services to marks on the ORS and SRS
At the end of the interaction, review the SRS scores and solicit feedback on how the next
interaction could be better or more useful to her/him.
3. Informing and tailoring services based on client feedback
Compare the current and last ORS score and look at the change over time.
When positive change occurs on the ORS, listen for and empower the client’s self-efficacy.
If no change or lowered ORS, discuss what needs to happen next. If persists over two
sessions, check SRS scores and discuss alliance issues then engage in an urgent
discussion to brainstorm options and entertain the possibility of a referral or transfer to
another helper.
If ORS change still does not occur, even if the SRS score(s) is high, fail successfully via
a warm handoff to another service provider or program.
Duncan, B. (2014, 2nd Ed.). On becoming a better therapist: Evidence based practice one client
at a time. Washington, DC: American Psychological Association.
Using PCOMS with Substance Abuse www.brauchtworks.com Page 7 of 13
8. Top 10 Practical Considerations for
Conducting PCOMS-Informed Recovery Groups
1. The PCOMS group facilitator’s job is to model relationship enhancement skills and evoke
participant goals, tasks and plans.
2. Prepare participants for group by teaching the use of the Outcome Rating Scale (ORS),
Session Rating Scale (SRS) and Self-Completed Overview of Recovery Experience
Board (SCORE Board) during an individual session or an orientation group (Motivation,
Assessment and Planning [MAP] Group).
3. Limit group size to 10 for a 1-hour group. Subdivide and separate larger groups within the
group room when you have more than 10 and float between the groups.
4. Name tags or tents help everyone learn each other’s names. Also provides a place for
displaying individual contingency management rewards.
5. Making the ORS/Group Session Rating Scale (GSRS) available before group encourages
participants to complete the scale before the group starts. If these materials are available,
don’t be late for group because it will likely start without you!
6. Bring each individual’s file containing completed ORSs, S/GSRSs and SCORE Boards to
each group.
7. A series of 40s or consistently high scores on the ORS does not necessarily mean that you are
doing something wrong, especially during the first sessions. Assist each participant with
connecting the ORS score with her/his lived experience regarding the issue for which
s/he is seeking services. Encourage ORS sub-scale score revisions when disconnects are
realized between described lived experience and scores.
8. Many clients like jotting down keywords from the past week around the sub-scale areas of
the ORS – provides a written record of events when they look back at their ORSs.
9. Always process GSRS scores and thank participants for their feedback. Ask, “what would
make the next group session better?”
10. If meeting with clients once a week, consider administering the ORS and GSRS at the
beginning of alternate weeks’ sessions: ORS in weeks 1 & 3, GSRS in weeks 2 & 4.
Using PCOMS with Substance Abuse www.brauchtworks.com Page 8 of 13
9. Materials Needed for
PCOMS-Informed Recovery Action and Progress Groups
1. Outcome Rating Scale*
2. Group Session Rating Scale*
3. Self-Completed Overview of Recovery Experience Board (SCORE Board)**
4. Recovery Action and Progress Group handout**
5. Ruler: centimeter side!
6. Optional: Recovery Capital Scale and Plan (WHAM)**
7. Optional: File folder for each participant
8. Optional: Name tags/tents
* = PCOMS scales available at www.heartandsoulofchange.com
** = available at www.brauchtworks.com
Using PCOMS with Substance Abuse www.brauchtworks.com Page 9 of 13
10. Recovery Action and Progress Group
Authorized for Brauchtworks training only. See www.brauchtworks.com for reusable document.
Instructions: Begin group with everyone completing a (1) Outcome Rating Scale and 2)
updating her or his SCORE Board. 3) Review the Group Guidelines. 4) One participant
does a Recovery Check-In with another participant using the Relationship Enhancement
OARS until everyone has checked in. 5) End group by completing then discussing today’s
Group Session Rating Scale scores. Be sure to add the GSRS score to your SCORE Board.
A. Group Guidelines
1. Turn off cell phones, pagers, etc., and notify someone before leaving the room.
2. Vegas Rules: Say “Vegas Rules” before you say something that you do not want repeated
outside of this group.
3. No fixing! Instead, share what recovery activities have worked for you by using “I…”
statements.
4. What other guidelines will help make this a safe and respectful place?
B. Recovery Check-In. Use the Relationship Enhancement OARS (below) to ask…
1. What’s right with you today?
2. Describe your ORS score. What progress did you make since your last group on your
recovery goals? May show your Self-Completed Overview of Recovery Experience
Board (SCORE Board).
3. From 0-10, what is your highest craving level since the last group, with 0 = Never thought
of using alcohol or other drugs; 10 = Used
4. Do you have a safe and sober place to stay?
5. Would you like more group time today?
Relationship Enhancement OARS
Open-Ended Questions: Express concern, interest, puzzlement, etc.; Who, What, How
Affirmation/Validation: Affirm appreciation for the other person and identify his or her
strengths; “You stayed sober last weekend!” instead of, “How did you manage to
avoid drinking?” “You are concerned about…”
Begin with “You…” not “I” Describe behaviors
Attend to solutions instead of problems Attribute interesting qualities to the person
Focus on a strength or attribute, not the lack of something or what was not done
Reflective Listening: Make statements about what you heard the other person say instead of
asking questions
Begin with: “You think (feel)…,” “You’re wondering if…,” “So you feel (think)…,”
Summaries: Short, clear statements that organize what’s been said; Use “and” instead of “but”
Using PCOMS with Substance Abuse www.brauchtworks.com Page 10 of 13
11. Self‐Completed Overview of Recovery Experience Board (SCORE Board) of Name:
Session 1 2 3 4 5 6 7 8 9 10 11 12 13 WHAM #1 Goal:
Date
Risk Score
Outcome Rating
Scale (ORS) Score
Tasks = What:
Craving Rating
(0‐10)
.
How Much:
Group/Session/Relationship
Rating Scale Score
How Often:
When:
Write an “O” in the column below to show your ORS Score.
Adult SRS/GSRS
Clinical Cutoff = 36
WHAM #2 Goal:
Tasks = What:
How Much:
#1 Goal Task # How Often:
#1 Goal Task # When:
#2 Goal Task #
# 2 Goal Task #
Briefly describe your needs/goals and task(s) in the column on the right. Above, enter task # as they are completed and when goal is accomplished.
Using PCOMS with Substance Abuse www.brauchtworks.com Page 11 of 13
40
35
30
25
20
15
10
5
0
Authorized for Brauchtworks training only. See
www.brauchtworks.com/change_agent_toolkit for reusable document.
Adult ORS
Clinical Cutoff = 25
12. Downloading Instructions for PCOMS
and Brauchtworks Consulting Materials
George S, Braucht, LPC; Email: george@brauchtworks.com; Phone: 404-310-3941
The Partners for Change Outcome Management System (PCOMS) forms are FREE for individual users
and an inexpensive group license must be purchased for agency or organization use. The forms are
copyrighted and require completing a simple licensing agreement before downloading the scales. Access
the SAMHSA’s National Registry of Evidence-based Programs and Practices’ PCOMS summary at:
http://www.nrepp.samhsa.gov/ViewIntervention.aspx?id=250.
Professional versions: Outcome Rating Scale (ORS)
Session Rating Scale (SRS)
Group Session Rating Scale (GSRS)
Peer versions: Outcome Rating Scale (ORS)
Relationship Rating Scale (RRS, the SRS adapted for peers)
Group Session Rating Scale (GSRS)
Child, adolescent and telephone versions of the ORS and SRS/RRS are also available
1. Go to www.heartandsoulofchange.com
2. At the top of the page click on “Measures”
3. Review the licensing agreement
4. Click on “click here” to register your email address
5. Notice the different links for peer and professional versions of the forms and a separate link for the
Group Session Rating Scale
Additional forms for professionals and peers are available at
www.brauchtworks.com/helper_toolkit:
A Comparison of Acute Care Treatment and Recovery-Oriented Systems of Care
Addiction Treatment and Recovery Services Practices Overview
Individual Assessment of this Recovery Environment (ICARE): Outpatient and Residential
Knowing a Recovery Culture When You See One
Monthly Recovery Report: Outpatient and Residential versions completed by the client
Recovery Action and Progress Groups Handout
Recovery Capital Scale and Plan
Recovery Check-Ins Overview
Recovery Check-Ins Telephone Practice Guides: Initial and Ongoing
Recovery Coach Monthly Report Sample
Recovery Coach Supervisor Monthly Report Sample
Relationship Enhancement Skills Overview (OARS)
Self-Completed Overview of Recovery Experience Board (SCOREboard)
Using PCOMS with Substance Abuse www.brauchtworks.com Page 12 of 13
13. Using the Partners for Change Management System (PCOMS) with
Substance Abuse: Mandated Clients and Group Work Challenges
with
George S. Braucht, LPC
Brauchtworks Consulting & The Georgia State Board of Pardons and Paroles
References and Resources
1. Brauchtworks Consulting: www.brauchtworks.com
2. Duncan, B. (2014, 2nd Ed.). On becoming a better therapist: Evidence based practice one
client at a time. Washington, DC: American Psychological Association.
3. Duncan, B. L. (2005). What’s right with you: Debunking dysfunction and changing your life.
Deerfield Beach, FL: Health Communications.
4. Duncan, B. L. Miller, S. & Sparks, J. (2004). The heroic client: A revolutionary way to
improve effectiveness through client-directed, outcome-informed therapy. San Francisco:
Jossey-Bass.
5. Faces and Voices of Recovery: www.facesandvoicesofrecovery.org
6. Heart and Soul of Change Project: www.heartandsoulofchange.com
7. Kelly, J. & White, W. (Eds., 2011). Addiction recovery management: Theory, research and
practice. New York: Springer Science.
8. Sheedy, C. K., & Whitter, M. (2009). Guiding principles and elements of recovery-oriented
systems of care: What do we know from the research? HHS Publication No. (SMA) 09-
4439. Rockville, MD: Center for Substance Abuse Treatment, Substance Abuse and
Mental Health Services Administration. Available at
http://partnersforrecovery.samhsa.gov/docs/guiding_principles_Whitepaper.pdf.
9. Stengel, K., Schwartz, E. & Mathai, C. (2012). Operationalizing recovery-oriented systems:
Expert panel meeting report. SAMHSA. Available at
http://www.samhsa.gov/recovery/docs/Expert-Panel-05222012.pdf.
Using PCOMS with Substance Abuse www.brauchtworks.com Page 13 of 13