Translating the Overcoming Barriers Approach to Outpatient Settings

2016 ◽  
pp. 243-276
Author(s):  
Barbara J. Fidler ◽  
Peggie Ward ◽  
Robin M. Deutsch
Keyword(s):  
Treatment Plan ◽  
Contact Problems ◽  
Legal Intervention ◽  
Case Examples ◽  
Intensive Intervention ◽  
Family Approach ◽  
Key Points ◽  
Essential Components ◽  
Family Case ◽  
Outpatient Settings

This chapter discusses ways the essential components of the Overcoming Barriers approach (including the whole-family approach, experiential and recreational activities, and coordinated case management) can be translated to outpatient work with families experiencing parent–child contact problems. The nature and severity of the parent–contact problem inform the differentiated clinical and legal intervention response. Mild and moderate cases of affinity, alignment, alienation, or realistic estrangement and mixed or hybrid cases may be suitable for a whole-family, systems-based psychoeducational intervention. These interventions may begin in outpatient settings or start with a multiday family intensive intervention, with outpatient multifaceted family therapy as aftercare. Protocols for preliminary screening, clinical intake, contracting (including legal structural components), and treatment goals and planning are summarized. An overview is provided of tools and resources to assist the clinician in implementing a treatment plan tailored to meet the needs of a particular family. Case examples illustrate key points.

When Worlds Collide

2020 ◽  
pp. 211-229
Author(s):  
C. Peeper McDonald
Keyword(s):  
Identity Development ◽  
Culturally Responsive ◽  
Relevant Literature ◽  
Call To Action ◽  
Case Examples ◽  
Development Models ◽  
Culturally Responsive Practices ◽  
Key Points ◽  
Agents Of Change

This chapter will equip any person with culturally responsive practices to engage with a multiracial student or family. Relevant literature and research on the multiracial population will be provided, including multiracial identity development models and common microaggressions that often occur within this population. Using fictitious case examples, common culturally insensitive mistakes will be reviewed. Through these case examples and follow-up questions to support critical thinking, the reader will clearly see the culturally insensitive practices that often occur with the multiracial population and ways to change language, interactions, and even documentation to support cultural responsiveness and interventions. The conclusion of the chapter summarizes key points and reminders when working with the multiracial population and serves as a “call to action” for readers to act as agents of change in educational settings by supporting and advocating for inclusivity and research-based, culturally responsive practices.

Integration of Common Factors and Specific Ingredients

2019 ◽  
pp. 69-87
Author(s):  
Bruce E. Wampold ◽  
Pål G. Ulvenes
Keyword(s):  
Research Evidence ◽  
Treatment Plan ◽  
Deliberate Practice ◽  
Common Factors ◽  
Theoretical Framework ◽  
Real Relationship ◽  
Future Directions ◽  
Contextual Model ◽  
Case Examples ◽  
Relationship Expectations

This chapter presents the theoretical framework and research evidence of the contextual model, which integrates common factors and specific ingredients in psychotherapy. In working with clients, the specific ingredients and common factors of various therapy approaches are not mutually exclusive but work together to make psychotherapy effective. The benefits of psychotherapy accrue through three pathways: the real relationship, expectations created through explanation for distress and a cogent treatment plan, and the specific actions enacted in treatment. It is suggested that the outcome of psychotherapy can be improved by the deliberate practice of particular skills that characterize effective therapists. The chapter concludes with case examples, diversity considerations, and future directions.

The Complex Relationship Between Eating Disorders and Substance Use Disorders

2017 ◽  
pp. 60-78
Author(s):  
Amy Baker Dennis ◽  
Tamara Pryor
Keyword(s):  
Eating Disorders ◽  
Substance Use ◽  
Substance Use Disorders ◽  
Treatment Plan ◽  
Integrated Treatment ◽  
Evidence Based ◽  
Complex Relationship ◽  
Adaptive Function ◽  
Case Examples ◽  
Evidence Based Treatments

Eating disorders (ED) and substance use disorders (SUD) frequently co-occur but are rarely treated in a comprehensive integrated manner. This chapter elucidates the complex relationship between ED and SUD to help the treating professional create an integrated treatment plan that addresses both disorders and any other co-occurring conditions. Evidence-based treatments for each disorder are discussed, and recommendations on how to take “best practices” from both fields to formulate a treatment plan that addresses the specific needs of the patient are presented. The chapter includes case examples that demonstrate the importance of understanding the adaptive function of both disorders when developing an effective intervention.

Treatment Planning

2017 ◽  
pp. 91-110
Author(s):  
Alice Medalia ◽  
Tiffany Herlands ◽  
Alice Saperstein ◽  
Nadine Revheim
Keyword(s):  
Treatment Planning ◽  
Learning Style ◽  
Treatment Plan ◽  
Cognitive Remediation ◽  
Educational Approach ◽  
Frustration Tolerance ◽  
Case Examples ◽  
Time Treatment ◽  
Treatment Plans ◽  
Over Time

Chapter 6 describes how to use treatment plans to guide cognitive remediation sessions. Personalized treatment planning takes into account the multiple factors unique to each client that impact how they use cognition in everyday life. Neuropsychological Educational Approach to Remediation (NEAR) treatment plans address current cognitive deficits, the client’s need for structure, motivation and goals, learning style and barriers, endurance, frustration tolerance, approach to tasks, and task repertoire. The treatment plan should be updated periodically because each of these factors may change over time. Treatment plan components are reviewed, and case examples are provided.

The Unified Protocol for Eating Disorders

2017 ◽  
pp. 150-163
Author(s):  
Christina L. Boisseau ◽  
James F. Boswell
Keyword(s):  
Eating Disorders ◽  
Anorexia Nervosa ◽  
Eating Disorder ◽  
Bulimia Nervosa ◽  
Emotional Disorders ◽  
Clinical Case ◽  
Case Examples ◽  
Transdiagnostic Treatment ◽  
Unified Protocol ◽  
Outpatient Settings

This chapter describes the application of the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders (UP) to eating disorders, including anorexia nervosa (AN), bulimia nervosa (BN), binge eating disorder, and other specified feeding or eating disorders. We focus on the five core treatment modules, highlighting aspects of each one that are particularly relevant to eating disorders and discuss the evidence supporting their use. Next, using clinical case examples from both residential and outpatient settings, we illustrate how each of these core modules can be applied to the treatment of eating disorders. Finally, we provide recommendations for future applications of the UP in this population.

Conclusion

2016 ◽  
pp. 307-324
Author(s):  
Janet R. Johnston
Keyword(s):  
Clinical Practice ◽  
Historical Context ◽  
Contact Problems ◽  
Professional Writing ◽  
Policy And Practice ◽  
Essential Components ◽  
Family Based ◽  
Conceptual Formulation ◽  
Family Based Interventions ◽  
Parent Child

This chapter provides a brief historical context about how political controversies have limited professional writing about parent–child contact problems and describes the ways in which this volume provides a more nuanced and nonpartisan perspective on family-based interventions for these complex problems. The chapter first highlights the conceptual formulation of parent–child contact problems that underlies the treatment approach described throughout the book. It next suggests essential components of the Overcoming Barriers intervention model. This discussion is followed by comments on limitations of the empirical evidence available to inform policy and practice. Conundrums in clinical practice that involve risks of harming rather than helping families are then considered. Finally, the chapter explores how to practice ethically while awaiting more definitive direction from accumulated research on these matters.

Teaching Evidence-Based Practice Using Cases in Social Work Education

2018 ◽  
Vol 99 (3) ◽  
pp. 269-282 ◽  
Author(s):  
James Drisko ◽  
Melissa D. Grady
Keyword(s):  
Social Work ◽  
Clinical Case ◽  
Evidence Based Practice ◽  
Treatment Plan ◽  
Evidence Based ◽  
Field Instructors ◽  
Research Results ◽  
Case Examples ◽  
Challenges And Opportunities ◽  
Work Education

This article details an approach to teaching the evidence-based practice (EBP) process using clinical case examples. This approach can also be used by classrooms educators, field instructors, supervisors in agencies, and agency leaders to enhance use of the EBP process in practice. We present an overview of EBP and the two main approaches to teaching it in social work. Next, we share a clinical case and classroom-based examples to teach the steps of doing EBP in practice. Feedback from students regarding their experiences of learning EBP is also detailed. In addition, we discuss challenges and opportunities this process offers students and instructors, supervisors, and administrators. The use of cases reveals the complexity of client needs, the merits and limitations of available research results, the complexity of evaluating research results, and the challenges of collaboratively developing a treatment plan.

When Worlds Collide

2021 ◽  
pp. 16-34
Author(s):  
C. Peeper McDonald
Keyword(s):  
Identity Development ◽  
Culturally Responsive ◽  
Relevant Literature ◽  
Call To Action ◽  
Case Examples ◽  
Development Models ◽  
Culturally Responsive Practices ◽  
Key Points ◽  
Agents Of Change

This chapter will equip any person with culturally responsive practices to engage with a multiracial student or family. Relevant literature and research on the multiracial population will be provided, including multiracial identity development models and common microaggressions that often occur within this population. Using fictitious case examples, common culturally insensitive mistakes will be reviewed. Through these case examples and follow-up questions to support critical thinking, the reader will clearly see the culturally insensitive practices that often occur with the multiracial population and ways to change language, interactions, and even documentation to support cultural responsiveness and interventions. The conclusion of the chapter summarizes key points and reminders when working with the multiracial population and serves as a “call to action” for readers to act as agents of change in educational settings by supporting and advocating for inclusivity and research-based, culturally responsive practices.

Trauma and Children

2020 ◽  
pp. 168-187
Author(s):  
David R. Grove ◽  
Gilbert J. Greene ◽  
Mo Yee Lee
Keyword(s):  
At Risk ◽  
Foster Care ◽  
Child Welfare ◽  
Child Welfare System ◽  
Welfare System ◽  
Trauma Survivors ◽  
Duration Of Stay ◽  
Case Examples ◽  
Family Approach ◽  
Biological Family

Trauma and children placed in foster care is examined. Statistics related to foster care placement, duration of stay, and number of disrupted placements are offered. How these factors exacerbate the problems of trauma survivors in the child welfare system is explored. A family to family approach is described. Several case examples are offered covering numerous treatment issues including how to stabilize at-risk foster placements, how to recruit and include biological family of children placed in foster care, and how to enlist therapeutic help from biological family members when their child is placed in foster care.

Working with Suicidal Clients Using the Collaborative Assessment and Management of Suicidality (CAMS)

2007 ◽  
Vol 29 (4) ◽  
pp. 283-300 ◽  
Author(s):  
David Jobes ◽  
Melinda Moore ◽  
Stephen O'Connor
Keyword(s):  
Functional Role ◽  
Treatment Plan ◽  
Mental Health Counselors ◽  
Clinical Approach ◽  
Theoretical Orientations ◽  
Collaborative Assessment ◽  
Working Together ◽  
Outpatient Settings ◽  
Suicidal Thoughts And Behaviors

The Collaborative Assessment and Management of Suicidality (CAMS) was developed to modify clinician behaviors in how they initially identify, engage, assess, conceptualize, treatment plan, and manage suicidal outpatients. This approach integrates a range of theoretical orientations into a structured clinical format emphasizing the importance of the counselor and client working together to elucidate and understand the "functional" role of suicidal thoughts and behaviors from the client's perspective. Based on clinical research in various outpatient settings, CAMS provides mental health counselors with a novel clinical approach that is tailored to a suicidal client's idiosyncratic needs thereby insuring the effective clinical assessment, treatment, and tracking of high risk suicidal clients.

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