Adult education 6 hours

1.Adult Education & Teaching Skills (6 Hours)
Dr. Dawn-Elise Snipes, PhD, LMHC, CRC, NCC
Copyright 2008-2012 AllCEUs.com, a subsidiary of CDS Ventures, LLC

2. What are treatment plans?
Opportunities for teaching clients
Problem solving skills
Identifying and using personal strengths
Dynamic documents
Address clients current functioning and needs
Evaluate clients progress toward specified goals and objectives
Guide treatment for identified problems or issues
Enhance multidisciplinary team communication
Copyright 2008-2012 AllCEUs.com, a subsidiary of CDS Ventures, LLC
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 2008-2012 AllCEUs, a subsidiary of CDS Ventures, LLC
What is treatment planning?
4. Biopsychosocial assessment
Current stressors
Coping skills
Self-esteem
Mental health
Substance abuse
Social network
Physical health
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 clients learning style
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
Peoples motivation, decision-making styles, values and emotional preferences
how much does this information matter
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
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
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)
Auditory, Visual, Kinesthetic
10. Thinkers vs. Feelers
Present compelling information
Appeals to peoples emotions
Ex: Statistics on child abuse with pictures of kids
Attitudinal/Emotional
11. Big picture vs. details
Find a balance
Present big picture and basics then let participants ask questions
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?
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
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
Where to now?
15. Step One: Problem Selection
Step Two: Goal Development
Step Three: Problem Definition
Step Four: Objectives
Step Five: Interventions
Steps of Treatment Plan Development
16. Changeable
Variable
Components
Emotional
Cognitive
Social
Physical
Situational
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
Problem Selection: Meaningful
18. Prioritizing Goals
Self-actualization
5
4
Self-esteem
3
Love & Belonging
2
Safety & Security
1
Biological/Physiological
19. Physical Needs

Substance Use

20. Physical Health Management 21. Medication Adherence IssuesPHYSIOLOGICAL
Biological/Physiological
22. Safety & Security

Mental health management

23. Functional impairments 24. Legal issuesSafety & Security
25. Love & Belonging
Love & Belonging Needs

Social & interpersonal skills

26. Need for affiliation 27. Family relationshipsCopyright 2008-2012 AllCEUs, a subsidiary of CDS Ventures, LLC
28. Self-Esteem
Self-Esteem

Achievement and mastery

29. Independence/status 30. PrestigeCopyright 2008-2012 AllCEUs, a subsidiary of CDS Ventures, LLC
31. Self-Actualization
Self-Actualization

Seeking personal potential

32. Self-fulfillment 33. Personal growthCopyright 2008-2012 AllCEUs, a subsidiary of CDS Ventures, LLC
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
Writing the Plan
35. What is the broad goal for resolution of the problem?
What is the absence of the problem?
Goal Development
36. How is the problem evidenced in the client?
How is the problem affecting the clients overall functioning?
What is the clients perception of the problem?
What are the clients strengths?
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
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
Pitfalls
39. Copyright 2008-2012 AllCEUs, a subsidiary of CDS Ventures, LLC
Common Issues
40. General Medical
Thyroid problems
Hormone imbalance
Medication (Methadone, decongestants, etc.)
Diabetes
Substance intoxication or withdrawal
Other
Domestic violence
Low self-esteem/external validation
Dietcaffeine, low blood sugar
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
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
Dietinsufficient carbohydrates
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
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
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?
Psychosocial Issues
46. Case A :Jan
27 year old, single Caucasian female
3 children under age 7
No childcare readily available
Social companions using drugs/alcohol
Unemployed
No high school/GED
2 arrests for possession of meth & cannabis + 1 probation violation
47. Case B:Dan
36 year old, married African-American male
2 children
2 arrests and 1 conviction for DUI
Arrest BAC .25
Employed
Rates high severity - family problems
48. Alcohol Dependence
Not individualized
Not a complete sentence
Doesnt provide enough information
A diagnosis is not a complete problem statement
Is a negative statement
Problem Statement
49. Will refrain from all substance use now and in the future
Not specific for Jan or Dan
Not helpful for treatment planning
Cannot be accomplished by program discharge
Still negative
Goal Statement
50. Will participate in outpatient program
Again, not specific for Jan or Dan
A level of care is not an objective
Objective Statement
51. 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.
Changing Language: Problem Statements
52.

Changing Language

53. Think about how the language for 2 of the preceding problem statements can be changed. 54. Rewrite those statements using non-judgmental and jargon-free language.Please take a moment to share your responses in the discussion forum.Thank you.
*Application*
55. 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.
Changing Language - Examples
56. 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.
Changing Language - Examples
57. 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
Summary

Documents

Adult education 6 hours