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Brief Intervention Wks 1 to 3


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Brief Intervention Respond & Assess to
Suicide & Self harm Weeks 1 to 3

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Brief Intervention Wks 1 to 3

  1. 1. Brief Intervention Week 1: Roll Getting to know you Program and Assessment criteria
  2. 2. What is Brief Intervention? <ul><li>Is something a Mental Health worker does in their day to day work </li></ul><ul><li>Can last from 5 minutes to 2 hours </li></ul><ul><li>Is a 1:1 approach </li></ul><ul><li>Informal assessment/Information gathering </li></ul><ul><ul><li>Can be as simple as exchanging a phone number </li></ul></ul><ul><ul><li>Can be lengthy, a deep analysis of the clients situation, thoughts and a strategy for change </li></ul></ul><ul><ul><li>Involves workers being well resourced, having access to networks, agencies and information </li></ul></ul>
  3. 3. Is based on the principles of harm minimisation. <ul><li>Discussion on harm minimisation </li></ul><ul><li>Hand out </li></ul>
  4. 4. When to use brief Intervention <ul><li>To discuss/ assess </li></ul><ul><li>Personal health of consumer </li></ul><ul><li>Consumers use/abuse of medications </li></ul><ul><li>How mental health issues affect the family </li></ul><ul><li>Clients use of alcohol </li></ul><ul><li>Information about mental health conditions </li></ul>
  5. 5. THE MOST IMPORTANT FACTOR IS YOUR RELATIONSHIP WITH THE CONSUMER <ul><li>Questions for discussion: </li></ul><ul><li>How might your relationship impact on the Brief intervention process? </li></ul><ul><li>What qualities do you need as a worker? </li></ul>
  6. 6. WHEN WOULD YOU NOT USE BRIEF INTERVENTION? <ul><li>When the person is </li></ul><ul><li>Resistant, has no desire </li></ul><ul><li>Intoxicated </li></ul><ul><li>Is sick or injured </li></ul><ul><li>Lacking in energy </li></ul><ul><li>Has severe dependence </li></ul><ul><li>Highly emotional </li></ul><ul><li>Where there are highly complex or chronic psychological or psychiatric issues </li></ul>
  7. 7. <ul><li>Question : </li></ul><ul><li>What would you do in these situations? </li></ul>
  8. 8. <ul><li>You will need to refer on </li></ul><ul><li>Or </li></ul><ul><li>Leave it for another time </li></ul>
  9. 9. What are the effects of brief intervention <ul><li>Emerging sense of personal power (and hope) </li></ul><ul><li>Growing sense of identity and purpose in life </li></ul><ul><li>Acceptance of self </li></ul><ul><li>Acceptance of illness as separate from self </li></ul><ul><li>Management of social issues such as </li></ul><ul><ul><li>Money </li></ul></ul><ul><ul><li>Housing </li></ul></ul><ul><ul><li>Employment </li></ul></ul><ul><ul><li>Education </li></ul></ul><ul><li>Social networks </li></ul>
  10. 10. <ul><li>always recognise that </li></ul><ul><li>the decision to change, </li></ul><ul><li>or not to, </li></ul><ul><li>is the person’s choice. </li></ul>
  11. 11. Promoting brief intervention <ul><li>Use pictures or brochures to help explain effects of </li></ul><ul><li>Smoking: how they feel about how they find it affects their health and ways to quit </li></ul><ul><li>Drinking: at hazardous or harmful levels </li></ul><ul><li>Cannabis use: impacts on health </li></ul><ul><li>Diabetes: look at food patterns, nutritional advise </li></ul>
  12. 12. Week 2
  13. 13. Communication Strategies <ul><li>Effective Communication: What is it? </li></ul><ul><li>Active Listening Skills </li></ul><ul><li>Reflection </li></ul><ul><li>Feedback </li></ul><ul><li>Assessment of Stages of Change </li></ul><ul><li>The FLAGS Model will help you to utilise these skills. </li></ul>
  14. 14. FLAGS model <ul><li>F — Feedback the results of AUDIT and help client locate their drinking/smoking level. Do not be judgemental or threatening. </li></ul><ul><li>L — Listen to client’s concerns. They may need to ventilate their feelings and may respond defensively. </li></ul><ul><li>A — Advise client about consequences of continued alcohol/smoking use. </li></ul><ul><li>G — Goals of treatment should be defined. Set goals that both you and client agree are realistic and achievable. </li></ul><ul><li>S — Strategies for treatment should be discussed and implemented. Help client develop ways and means of keeping below the upper safe limits. </li></ul>
  15. 15. Areas of assessment <ul><li>Type of drug/issue </li></ul><ul><li>Route administration </li></ul><ul><li>Quantity </li></ul><ul><li>Frequency </li></ul><ul><li>Pattern </li></ul><ul><li>Duration </li></ul><ul><li>Withdrawal </li></ul><ul><li>history </li></ul>
  16. 16. Prochaska & DiClemente’s 6 Stages of change <ul><li>Pre-contemplation- Not considering change ’Ignorance is bliss’ </li></ul><ul><li>Contemplation- Ambivalent, not considering change in the next month ‘sitting on the fence’ </li></ul><ul><li>Preparation- Trying to change ‘ testing the waters’ </li></ul><ul><li>Action- Practicing new behaviour for 3-6 months </li></ul><ul><li>Maintenance- Commitment to sustaining new behaviour </li></ul><ul><li>Relapse- Resume new behaviours ‘fall from grace’ </li></ul>
  17. 17. Stages of change
  18. 18. 1. Pre-contemplative stage <ul><li>Validate lack of readiness </li></ul><ul><li>Clarify that the decision is theirs </li></ul><ul><li>Encourage revaluation of current behaviour </li></ul><ul><li>Encourage self exploration, not action </li></ul><ul><li>Explain and personalise the risk </li></ul>
  19. 19. 2. Contemplative stage <ul><li>Validate lack of readiness </li></ul><ul><li>Clarify the decision is theirs </li></ul><ul><li>Encourage evaluation of pros and cons of behaviour change </li></ul><ul><li>Identify and promote new , positive outcomes </li></ul>
  20. 20. 3. Preparation stage <ul><li>Identify and assist in problem solving re obstacles </li></ul><ul><li>Help person identify social support </li></ul><ul><li>Verify that they have the underlying skills for behaviour change </li></ul><ul><li>Encourage small steps. ‘baby steps’ </li></ul>
  21. 21. 4. Action Stage <ul><li>Focus on restructuring social supports </li></ul><ul><li>Bolster self-efficacy (self worth, effective skills) for dealing with obstacles </li></ul><ul><li>Support them on feelings of loss </li></ul><ul><li>reiterate long term benefits </li></ul>
  22. 22. 5. Maintenance stage <ul><li>Plan for follow up support </li></ul><ul><li>Reinforce internal rewards </li></ul><ul><li>Discuss coping with relapse </li></ul><ul><li>Many people will stay at this stage for the rest of their lives </li></ul><ul><li>However </li></ul>
  23. 23. 6. Relapse <ul><li>Evaluate triggers for relapse </li></ul><ul><li>Reassess motivation and barriers </li></ul><ul><li>Plan stronger coping strategies </li></ul>
  24. 24. Week 3 <ul><li>Motivational interviewing </li></ul><ul><li>Documentation & monitoring </li></ul><ul><li>Skills required for motivational interviewing </li></ul>
  25. 25. Video – <ul><li>Motivational interviewing </li></ul>
  26. 26. What is motivational interviewing <ul><li>‘ A counselling approach based on the principle that all human behaviour is motivated.’ </li></ul>
  27. 27. Motivational Interviewing <ul><li>Is a directive client centred approach for behavioural change </li></ul><ul><li>Helping clients to explore and resolve ambivalence (inner conflict) </li></ul><ul><li>Is focused and goal directed </li></ul><ul><li>Resolution of inner conflict is Motivational Interviewing’s central goal </li></ul>
  28. 28. Your role: Resolve his or her ambivalence… How? <ul><li>Keep judging the clients motivation </li></ul><ul><li>This is a partnership approach not a hierarchal approach </li></ul><ul><li>Express empathy </li></ul><ul><li>Be a friendly consultant </li></ul><ul><li>Roll with the resistance – explore client’s views on resistance </li></ul><ul><li>Explore all costs and benefits of that change – cost benefit analysis </li></ul>
  29. 29. Avoid <ul><li>A confrontation /persuasive approach </li></ul><ul><li>This will alienate the client </li></ul><ul><li>They may see it as argumentative </li></ul><ul><li>if you push the client </li></ul><ul><li>It will increase resistance </li></ul><ul><li>Will diminishes the probability of change </li></ul>
  30. 30. QUIZ –classroom based assessment <ul><li>What is brief Intervention </li></ul>
  31. 31. Brainstorm <ul><li>What skills/qualities do you need to provide brief intervention </li></ul>