JRA’s Integrated Treatment Model: Working with Complex...
Transcript of JRA’s Integrated Treatment Model: Working with Complex...
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Henry Schmidt III, Ph.D. Clinical Director
Cory Redman
Substance Abuse Program Administrator
Washington Juvenile Rehabilitation Administration Co-occurring Disorders Conference
Yakima, Washington October 2, 2007
JRA’s Integrated Treatment Model: Working with Complex Client
Populations
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Juvenile Rehabilitation Administration Youth Profile
3% of youth arrested in WA end up in JRA. Age range of incarcerated: 10-21 Male:Female 8:1 (2002)
Ethnic Breakdown: JRA State (0-17) White/Non-Hispanic: 59% 73% African American: 21% 6% Hispanic: 12% 12% Native American: 5% 2% Asian: 3% 7%
Sex Offenders: 21% Violent Offenders: 46%
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Residential Population Characteristics*
Mental Health: 62% Chemical Dependency: 66% Sex Offender: 21% Cognitive Impairment: 37%
Two Issues: 36% Tri-Issue: 19% Quad-Issue: 6%
*2006 Snapshot Data
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JRA Continuum of Care 850 Youth in Residential Care Length of Stay: Mode = 15-36 Weeks Average = 1 year
3 Max Security Institutions, 1 Med Security Institution, 1 Basic Training Camp
8 community facilities
750 Youth on Parole Minimum = 6 months Sex Offense = 24-36 months Youth with families, in foster care, or in group homes
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Resources to implement treatment Mental health professionals Institutions:
Psychology: 6 Master’s/Ph.D. clinicians Psychiatry: Part-time at 3 institutions, telemedicine @
medium security institution
Community Facilities: Contracted services Parole: Contracted services, FFT
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Treatment Programs Residential Mental Health Units
5 Residential Mental Health Units 1 Extended Care Mental Health Unit
6 Programs for Youths who Sexually Offend Chemical Dependency Programs
3 Intensive Inpatient Programs 1 Intensive Outpatient Program 1 Outpatient Program 1 Recovery House All staffed by Chemical Dependency Professionals
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ITM: Taking Advantage of Context Residential Setting Youth are separate from family
‘Wake-up call,’ motivate youth to change Intensive focus on youth skill development Reinforce success, increase hope
Families may gain ‘respite’, relief Often have been struggling with youth’s behavior in the
community Relief that youth is safe, receiving treatment Increase hope for future as youth behavior improves Collaborate with staff on youth effort toward goals (e.g.,
education, vocation, attitude) ‘Reframe’ youth behavior, reduce labeling and blame
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Taking Advantage of Context Community Setting
Youth and family Increase motivation of family to work with therapist,
services Reduce negativity, blaming in family Create a relational understanding of problems, solutions Increase positive interactions Work for “small, obtainable” change in family interactions Link to services in community Impact siblings of youthful offenders
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Typical Targets for Forensic Treatment
Recidivism Violent Felony Felony Other
Health and Safety in Residential Programs Self-injurious behavior Assault Escape Contraband
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Targeting – Balanced View
Reducing Dysfunctional Behavior Reducing Risk Factors for Dysfunctional
Behavior
Strengthening Pro-social Long-term Goals Increasing Skills, Protective Factors Improving family communication and
functioning Increasing Hope, Creating a Life worth Living
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Working with Complex Clients
Most clients have multiple targets All clients have multiple risk factors for each target Many clients have special treatment considerations
Across the Continuum of Care Maximum, medium security institutions, work camp, basic training camp Community facilities Parole, with family.
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Treatment Demands
Evidence-based For deep-end adolescent delinquent population Address multiple targets In different contexts and settings Culturally sensitive Strengths-based
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What works: High Risk Offenders? CBT-Social Learning Approaches
Modeling Reinforcement Graduated practice (“Shaping”) Role Play Extinction Concrete Verbal Suggestions (“coaching”)
Family-based community interventions.
National Institute of Corrections: CBT Strategies to Change Offender Behavior Conference, 1997
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JRA’s Integrated Treatment Model
Residential Program: DBT School, GED and Vocational programming Aggression Replacement Training Family Integrated Transitions
Community Program: FFPS Family Integrated Transitions Functional Family Therapy Drug and Alcohol treatment (outpatient) Youth with Sex Offenses treatment (outpatient)
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Why Choose CBT? The most empirically supported psychosocial treatment
approach Efficacious for symptoms of many Axis I, some Axis II
disorders Elements are able to be implemented by individuals
w/o advanced degrees Effective across levels of cognitive functioning Principles of learning fit well with behavioral
management programs
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Desired elements of CBT Program Excellent at engaging, retaining clients
(mandated population) Skills-based (strengths-based) Addresses multiple targets comfortably Modules for individual, group, family work Manualized Results generalize to community settings
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Which CBT Program? Risk factors for dysfunctional behavior across JRA youth: Poor problem-solving skills Poor emotion regulation Behaviorally dysregulated, low distress tolerance Poor interpersonal skills Fluid definition of self (adolescence) Fluid or oppositional values Over-interpretation of hostile intent in acts of others
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Dialectical Behavior Therapy Designed for difficult-to-treat, complex clients Highly effective at retaining clients Addresses multiple targets in hierarchical fashion Evidence for improvement of variety of specific
behaviors, symptoms Synthesizes practices from well-established cognitive-
behavioral interventions
Linehan, 1993
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DBT Adaptations Substance Abuse
Linehan et al. (1999)
Adolescents Outpatient, Rathus & Miller (2002) Inpatient, Katz et al. (2004)
Residential settings Inpatient psychiatric, Swenson et al. (2001) Forensic inpatient - McAnn, Ball, Ivanoff (2000) Washington State JRA – Trupin et al. (2002)
Other Disorders: Batterers, couples
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Why DBT and Substance Use Disorder (SUD)?
High co-occurrence of diagnoses BPD with Substance Use Disorder (39%-84%)
Controlling for SUD BPD criterion (57%; Dulit et al, 1990)
SUD with BPD (13% - 66%) Substance users with BPD are more disturbed
than those w/o a personality disorder Note: Linehan’s original studies eliminated subjects
meeting criteria for substance dependence
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Why DBT and Adolescent Substance Use?
Behavioral Dyscontrol Truancy, criminality, substance use, self-injury
Emotional Dyscontrol Low-skilled in identifying and regulating emotions
Cognitive Rigidity (developmental) b/w thinking, oppositional, rule-governed morals
Interpersonal Issues Socially isolated or shifting groups, deviant peers, etc.
Issues of Self (developmental) Unstable sense of self, low self-esteem
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Treatment Target Hierarchy Decreasing: 1. Suicidal, assaultive or AWOL behavior 2. Treatment-interfering or program-destructive
behavior 3. Quality-of-life-interfering behavior
Increasing: 1. Behavioral skill 2. Goal-directed behavior 3. Ability to structure own environment 4. Life worth living, Capacity for joy, connection
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Structured Skill Modules
Skill Set Observing
Interpersonal Effectiveness
Emotion Regulation Distress Tolerance Problem-solving
Symptom Cluster B/W thinking, Impulsivity,
Values, Misinterpretation Social isolation, Deviant Peers,
Hostility Emotional Dysregulation Behavioral Dysregulation,
Frustration/Boredom Short-term solutions.
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Basics of DBT
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JRA’s Inpatient DBT-SUD Model
Individual sessions with case manager Skill acquisition groups Skill generalization groups Milieu intervention Family skills groups Staff meetings Psychopharmacology (for mental health
symptoms)
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Functions of Comprehensive CBT
Enhance Client Motivation Acquire Skills Generalize Skills Structure Environment for Treatment Enhance Therapist Motivation and Skills
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Important Elements
DIALECTICS - Balance of Acceptance v. Change
BEHAVIORAL ASSUMPTIONS Clients are doing the best that they can Maladaptive behavior occurs because of:
Lack of skills to do otherwise History of it being reinforced Strong contextual risk factors
Thus, the behavior makes sense in context
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DBT Treatment Hierarchy DECREASE Suicidal, Self-Injurious Behavior Treatment-Interfering Behavior Quality-of-Life Interfering Behavior
Behaviors are targeted sequentially Only one or two targets at a time DBT-SUD Substance use is top quality-of-life interfering
target
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DBT Assessment and Treatment Planning
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Finding Treatment Priorities
Mental Health
Substance Abuse
Offense (Robbery)
Family Issues
T R E A T M E N T
H I E R A R C H Y
A. Recent (or Historic) Parasuicidal Ideation, Threats, or Behavior.
B. Recent (or Historic) Aggressive Ideation, Threats, or Behavior.
C. Recent (or Historic) Escape Ideation, Threats, or Behavior.
D. Recent or Current Treatment-Interfering Behaviors.
E. Significant Quality of Life issues.
F. Significant Treatment Considerations.
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INITIAL CUE
VULNERABILITIES TARGET
BEHAVIOR
CONSEQUENCES LINKS
Analyze the chain of events moment-to-moment over time.
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Function and Other Drivers
Understanding the Problem
B C A
Vulnerabilities
Cue
Links
Target Behavior
Outcomes
Substance Abuse
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Treatment Planning Summary
Mental Health
Substance Abuse
Family Issues
T R E A T M E N T
H I E R A R C H Y
Substance Abuse
State the Target Describe the Function Pick Skills with Similar
Function Identify Steps to Block
Outcomes Identify Steps to Increase
Skillful Behavior Identify Cue Management
Plan
ITP
B C A
Vulnerabilities
Cue
Links
Target Behavior
Outcomes
Function and Other Drivers
Robbery
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Linked Processes Client History Review & Behavior Chain Analysis
Flow should be visible
Our Daily Interactions with our Clients
Drives Content & Structure of
Integrated Treatment Plan
Determine Content for
Intervention Plan Skill Selection
Treatment Focus
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Adapted Behavior Paradigm Vulnerabilities
Bored Lonely Friends support the behavior Family members model behavior History of behavior being reinforced
Cue
Emotion Dysregulation Cognitive Distortion
Target Behavior Outcomes
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DBT Treatment Approach Vulnerabilities
Bored Lonely Friends support the behavior Family members model behavior History of behavior being reinforced
Cue
Emotion Dysregulation Cognitive Distortion
Target Behavior Outcomes
Problem-solve the Cue
Decrease Dysregulation
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Functional Family Parole Services
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Generalize Monitor & Support
PRERELEASE
PREP
POS.
TERMINATION
Engage & Motivate
Evidence-Based or other Change Program
Maintain Facility Treatment Plan
(no additional services)
Functional Family Parole Intervention Program
©FFTinc
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Engagement/Motivation Phase Goal 1: The Working Alliance
FFPS attempts to create a balanced alliance with each family member whereby they ….
•Trust you, and believe you have the expertise to help them •Believe you are working hard to understand their emotions, values •Experience that you are working hard to respect and value them, [despite their (often) awful behavior]
©FFTinc
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FFPS Engagement/Motivation: How Do We Move To A Positive Alliance?
- Reduce Blaming and Negativity / Hopelessness
Change….. -meaning through Reframing & Themes
-intent /purpose -meaning
Interrupt….
-negative interaction patterns -blaming
Attempt to…. -reduce blame and retain personal responsibility
-establish relational focus for the problem -open new possible solutions
In order to: Motivate to go to a resource
Hook up with resource/service
©FFTinc
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Engagement/Motivation Interventions… Reframing & Themes
…developing a relational thread
Presented Theme -causal attributions are individual/other -emotional valence is negative -blaming interactions
Organizing Theme/Frame -problems are family/relationally attributed -non-blaming interactions -emotional valence is positive, hopeful
Reframing
©FFTinc
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Relational “Functions” “Space between”people can best be explained by:
Goal..understand and use… Attempting to change these basic motivational
components of human behavior in just a few sessions is clinically impossible and ethically inappropriate
“When X relates to Y, the typical relational pattern (behavioral sequence within the relationship ) is characterized
by degrees of: Relatedness….contact vs. distance (psychological
intensity) Hierarchy….relational control/influence
©FFTinc
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Support/Monitor Change: Phase 2 goals & activities (if services)
Activities: •Refer to services •Monitor change •Structure supportive activities •Encourage and reinforce family members (and providers?) •Be an advocate for effective services and programs
Goals: •Move to less active role •Support family and change agent •Ensure program has effective
change process and element •Eliminate barriers
©FFTinc
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Select a change program that… can impact “core” needs enhances/capitalizes on skills learned in facility best matches to relational styles in family, is one at which they can be successful, that won’t overwhelm and is logistically possible. Don’t over-refer…
Know the community Have current list of providers/agencies Know the transportation system Know the school system/contacts
Use contacts and constantly develop new ones… have specific referral persons in agencies (schools, mental
health agencies, YMCA, boys/girls clubs)
LINKING…
©FFTinc
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Generalization Positive Termination Phase…
goals/activities/focus
Activities: •use the community •maintain/use community contacts •target generalization based on relational assessment
Focus: •relationships between the family and community
Goals: •Become active again •Reinforce positive change •Help generalize change
©FFTinc