Intensive Outpatient Programming (IOP) through University Counseling

Centers

Presentation by: Julie Osofsky LPC at Seton Mind Institute Behavioral Health Services

Agenda

• Discussion about the origin of Epoch• Discussion about who would benefit from this group• Explanation of the referral and assessment process• Overview of the structure of group• Experiential portion • Discussion about who would benefit from the group • Discussion about collaboration between university counseling

centers and community providers• Round table discussion about intensive programming at your

university• Time for questions, answers, and feedback from audience

members

Role and Benefits of an IOP on University Campuses

• History• Many Intensive Outpatient Groups were offered but there was

a gap in practice as there was not a group for the developmental age of 18-24 years of age

• Reports from previous clients indicated that this age range had difficulty connecting with those 25-55 years old

• Due to this, many clients did not complete treatment• In addition, university students had a low success rate in

groups offered off campus due to lack of accessibility

Referrals and Assessments

• What do UT clinicians do if they think one of their clients will need IOP?

• How do I determine if the student is a good fit for group?

The Process Portion…

• Each student engages in a daily check in• Check in on severity of symptoms and any unhealthy

behaviors for the day • Discussion of issues or concerns • Feedback from other group members• Insertion of coping skills throughout the check in

portion

The Didactic Portion…

• The idea upon completion of group is to provide the students with a “tool belt” of skills that they can use depending on what situations they encounter

• Examples of didactics: Cognitive Behavioral Therapy, Assertive Communication, Boundary setting, Self-compassion education, healthy versus unhealthy perfectionism, distress tolerance skills, mindfulness skills, music as a coping skill, illness recognition and relapse prevention, goal setting, and self-esteem activities

Let’s Try it Out

Now we will review one of the skills taught in group and the way that it is presented to the students.

Distress Tolerance

• We will learn how to “IMPROVE” the moment

• Imagery

• I•Meaning

• I•M• Prayer

• I•M• P• Relaxation

• I•M• P• R• Observe

• I•M• P• R• O• Vacation

• I•M• P• R• O• V• Encouragement

• Imagery• Meaning• Prayer • Relaxation• Observe• Vacation• Encouragement

Improve the Moment!

Who will benefit?

• Students who fit well into the group• Students with financial barriers to

participating in group• Have we been successful?

Benefits of Collaboration

• Collaboration between University of Texas at Austin and Seton Mind Institute Behavioral Health Services

• Collaboration between the leader of the group with counseling center clinicians – continuity of care, treatment team approach

Small Group Discussion

• Is there a benefit to exploring a group of this nature at your university?

• Is it possible to provide a group like this at your university?

• What are the pros and cons of an Intensive Outpatient Group at your university?

Finishing Up…

• Question and answer• Thoughts, suggestions, feedback?

Summary

• Discussed the origin of Epoch• Discussed the referral and assessment process• Reviewed the structure of group• Participated in the experiential portion • Discussed which students would benefit from this group• Discussed the collaboration between university counseling

centers and community providers• Round table discussion about this type of treatment at

your university• Questions, answers, and feedback from audience members