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Counselor Toolbox Podcast

Author: Dr. Dawn-Elise Snipes

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Counselors, coaches and sober companions help hundreds of thousands of people affected by Addictions and Mental Health issues each year. Learn about the current research and practical counseling tools to improve your skills and provide the best possible services. Counselor Toolbox targets counselors, coaches and companions, but can also provide useful counseling self-help tools for persons struggling with these issues and their loved ones. AllCEUs is an approved counseling continuing education provider for addiction and mental health counselors in most states. Counseling CEUs are available for each episode.
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NCMHCE Exam ReviewDangerousness and AbuseDr. Dawn-Elise Snipes PhD, LPC-MHSPExecutive Director, AllCEUs Counseling EducationHost: Counselor Toolbox PodcastObjectives– Identify the characteristics of a dangerousness assessment– Identify factors associated with a high risk for violence– Identify steps in preventing danger to others– Review special cases– Domestic violence– Child Abuse– Elder Abuse– Substance Abuse– Eating Disorders– Emergency calls from nonclientsDangerousness Assessment– Identify the cause of the crisis– Determine the probability the client will hurt someone– Gather information using a mental status exam– Ask the client about a history of violence and current plans– Asses the client’s support systemFactors Associated with a High Risk– Male– Alcohol use– History of violence or threats of violence– Antisocial behavior– History of child abuse– Recent provocation– Diagnoses: Substance use disorder, delirium, schizophrenia, mania, personality disorders, intermittent explosive disorder– Agitation– Loud or abusive speech– Poor impulse control– Emotional lability Duty to Warn– Must involve a reasonably identifiable victim and a credible threat of imminent danger– Contact law enforcement and the intended victim– Divulge only information necessary: You name, the client’s name and the threat (Diagnosis and other information is not necessary and still protected)– Inform the client ahead of time if appropriateImmediate Intervention– Provide a calm, controlled environment– Allow the client to vent feelings– Build self-esteem– Explore options for addressing the issue– Mobilize support– Help client understand the cause of the crisis*– Make a no violence contract– Ensure the client is calm prior to leaving– If client is unable to regain composure, encourage voluntary commitment– Use involuntary commitment as a last resortDomestic Violence– Indicators– Injuries at various stages of healing– Depression, anxiety, insomnia, nightmares, ASD– Vague somatic complaints– Complaints of relationship issues– Over-dependence on partner– History of substance abuse– Behavioral problems in children– If kids in the house, assess for child abuseDV Intervention– Use open ended questions– “How did you get that bruise” instead of “Did your spouse do this to you-”– If the perpetrator is present, assess for substance abuse– For victim– Get medical treatment as needed– Help victim protect herself—referral, escape plan– Challenge victim’s denial and self blame– Help client understand the situation (cycle of violence) and their options– Support group referralDV Intervention– For Perpetrator– Break through denial– Get commitment to a no-violence contract– Teach anger management skills– Support group referralChild Abuse Indicators– In Children– Sudden change in behavior– Excessive clinginess– Regression– Suicidal behavior– Antisocial behavior– Fear of adults– Overly sexualized behavior– Sleep disturbances– Childhood pregnancy o
Enhancing Healthy Adolescent DevelopmentDr. Dawn-Elise Snipes PhD, LPC-MHSP, LMHCExecutive Director: AllCEUs Counselor EducationHost: Counselor Toolbox Podcast, Case Management Toolbox PodcastObjectives– Identify the developmental tasks of adolescents and what can be done to facilitate those– Review unique points to remember when dealing with adolescents– Identify protective factors– Identify antecedents to high risk behaviors– Brainstorm ways to address antecedents with the individual, in school, in communities and in familiesDevelopmental Tasks of AdolescencePoints to Remember– Adolescents are competent individuals with strengths and potential– Adolescents are diverse in their developmental stages and their abilities to comprehend and respond to specific tasks and expectations.– Adolescent behavior is meaningful to the adolescent.– Adolescents desire a sense of belonging, wish to participate in decisions, and have a voice about issues that affect their lives.– The context of an adolescent’s environment (i.e. family, school, peers, culture/ethnic group, neighborhood and community) should always be considered.Points to Remember– Build on adolescent’s strengths– Much of the morbidity and mortality during adolescence is related to unhealthy or risky behaviors (e.g. smoking, drinking anddriving, unprotected sex, drug use, violence)– Adolescents who engage in one risky behavior are more likely to engage in others– Focus on the antecedents of high-risk behavior instead of the behavior itselfAntecedents to High Risk Behaviors– Adverse Childhood Experiences– Abuse, neglect or victimization—Experienced or witnessed IPV– Divorce and separation– Mental health or substance abuse issues in the household– Undiagnosed learning disabilities– School failure– Academic failure was a greater risk factor for later adolescent drinking than adolescent drinking was for later academic failuresAddressing AntecedentsAdolescent Brain Development– The brain matures from “back” to “front. ” Adolescent decision-making behaviors are more influenced by the amygdala than the prefrontal cortex:– Decision-making is influenced by emotional/gut responses vs. higher order cognitions– The pre-frontal cortex is responsible for planning, strategizing, judgment, impulse control and regulation of emotions– Initial “growth spurt” at 11-12 years and continues through 25 years– From 12-12 there is a pruning process of unused neuronal connections– The temporal gap between the development of the socio-emotional and cognitive control systems of the brain underlies some aspects of adolescent reckless behavior and risk-takingComprehensive Health– Healthy young people learn better and achieve more.– Schools can directly influence students’ health and behaviors.– Schools and communities can encourage healthy lifestyle choices, and promotes adolescent health and well-being.– Health literacy can be incorporated into all aspects of school as well as recreation– Schools, families and communities need to collaborate with youth to develop workable strategiesStrategies– Enhance cognitive “wise mind” processing during adolescence to retain those synapses– Actively engage youth by providing opportunities for meaningful participation and sustained involvement in protective activities– Develop resiliency skills– Enhance protective factorsProtective Factors– Family support– Positive family communicati
Ethics Self-Care And Burnout

Ethics Self-Care And Burnout

2019-07-1201:35:481

408 -Ethics, Burnout & Self Care in Human Service ProfessionsDr. Dawn-Elise Snipes, PhD, LPC-MHSPCounselor Toolbox PodcastObjectives– Identify signs and causes of burnout– Explore techniques for burnout preventionIs Self Care an Ethical Issue– Burnout is associated with suboptimal care and reduced patient safety. 1, 3, 4– High demands are associated with greater risk of burnout, regardless of level of other work supports. 2– Suboptimal care can negatively impact the public’s view of the profession and deter people from seeking treatment– 26% of MAT counselors in one study reported burnout– Depersonalization is characterized by loss of empathy andYour Brain on Stress– Even mild acute uncontrollable stress can cause a rapid and dramatic loss of prefrontal cognitive abilities.– Prolonged stress exposure –> Anatomical changes in prefrontal nerve cells and amygdala enlargement– Focus, Attention– Self Control of Behavior and Speech– Plan and Organize– Perspective Taking– Cognitive Flexibility– Medical and other Decision Making– Ability to Defer Gratification– Estimating Time– Working MemoryEthics– In 1996, the National Association of Social Workers updated the NASW Code of Ethics to cover issues of professional impairment (section 4.05).– Social workers should not allow personal problems, psychosocial distress, or mental health difficulties to interfere with their professional judgment, performance, or responsibilities to clients– Social workers who experience these problems should “immediately seek consultation and take appropriate remedial action” by seeking professional help, making adjustments in workload, terminating practice, or taking any other steps necessary to protect clients and others”– Social workers with direct knowledge of another social worker’s impairment should, when feasible, consult with and assist the social worker in taking remedial actionSigns of Burnout– Physical and emotional exhaustion– Insomnia– Impaired concentration or memory– Physical symptoms (heart palpitations, HBP)– Appetite changes– Increased illness– Increases in depression and/or anxiety– Absence of positive emotions– Cynicism and disillusionment– Lack of patience– Lack of resilience (everything is a crisis)– Relationship deterioration– Substance abuse– Forgoing important personal activitiesMalasch Burnout Inventory– The Maslach Burnout Inventory (MBI) is the most commonly used self assessment tool for burnout– The MBI explores three components: Exhaustion, depersonalization and personal achievement.– MBI pdf C. Maslach, S.E. Jackson, M.P. Leiter (Eds.), Maslach Burnout Inventory manual (3rd ed.), Consulting Psychologists Press (1996)– Abbreviated MBI from SAMHSACauses of Burnout– Excessive workload– Emotionally draining work– Lack of support– Lack of resources– Lack of rewards– Lack of a sense of control/say– Unclear or everchanging requirements– Severe consequences of mistakes– Work/life imbalance– Perfectionistic tendencies; nothing is ever good enough– Pessimistic view of yourself and the world– The need to be in control; reluctance to delegate to others– High-achieving, Type A personality– Poor work/person fit– Value conflicts– Lack of debriefing (
407 -Understanding the Autism SpectrumSponsored by TherapyNotes.comManage your practice securely and efficiently. Two free weeks of TherapyNotes with coupon code “CEU”CEUs available at:https://www.allceus.com/member/cart/index/product/id/1079/c/Dr. Dawn-Elise Snipes PhD, LPC-MHSP, LPCExecutive Director, AllCEUsHost: Counselor Toolbox PodcastObjectives– It is called a “spectrum” disorder because people with ASD can have a range of symptomsSymptoms– Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history– Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.– Direct communication– Honesty– Nonjudgmental listening– Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.– They often think in pictures or videoSymptoms– Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history– Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in  sharing imaginative play or in making friends; to absence of interest in peers.– Less concern for what others may think of them can make them more independent thinkers– Difficulty recognizing and processing the feelings of others, “mind-blindness” which may result in the inability to identify if another person’s behaviors are intentional or unintentional which can cause others to believe that the individual with autism does not have empathy or understand them. OR– A fantastic ability to “read” people (Fiona and Sherlock “Elementary”)Symptoms– Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive; see text):– Stereotyped or repetitive motor movements, use of objects, or speech (hand-flapping, rocking, jumping and twirling, arranging and rearranging objects and repeating sounds, words or phrases. Sometimes the repetitive behavior is self-stimulating, such as wiggling fingers in front of the eyes)– Insistence on sameness, inflexible adherence to routines, or ritualized patterns or verbal nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat food every day).– Some individuals pay attention to minor details, but fail to see how these details fit into a bigger picture.– Others have difficulty with complex thinking that requires holding more than one train of thought simultaneously– Others have difficulty maintaining their attention or organizing their thoughts and actions.Symptoms– Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive; see text):– Highly restricted, fixated interests that are abnormal in intensity or focus (e.g, strong attachment to or preoccupation with unusual objects, ex
Increasing Case Management EffectivenessDr. Dawn-Elise Snipes PhD, LPC-MHSPExecutive Director, AllCEUs Counseling Continuing EducationHost: Counselor Toolbox and Case Management Toolbox PodcastsObjectives– Identify the benefits of case management– Explore the impact of ineffective “standard” treatment– Identify goals of the case manager– Review the research identifying the most helpful factors in case management– Review assessment areas– Explore common needs of CM clients– Describe characteristics of effective care plansIntro– CM can be defined as a “coordinated integrated approach to service delivery, ongoing supportive care and help to access resources for living and functioning in the community”Why Case Management– Frequent users of healthcare services are a small group of patients with multiple chronic conditions and psychosocial and mental health comorbidities accounting for a high number of healthcare visits– Frequent use of services is often considered a symptom of gaps in accessibility and coordination of care.– These patients are more at risk for incapacity, poorer quality of life and mortality.– Case management (CM) is the most frequently implemented intervention to improve care for frequent users of healthcare services and to reduce healthcare usage and cost– CM interventions resulted in decreases in ED use and cost, a better use of appropriate existing resources, and a reduction in social problems such as homelessness and drug and alcohol abuseImpact of Ineffective Treatment– Treatment dropout– Continued illness– Work impairment– Financial problems– Relationship impairment– Impaired parenting– Stress related health problems– Development of (additional) mood issuesCase Example– John has a substance use disorder, major depressive disorder and hepatitis C. He doesn’t know how to afford his medication for hepatitis or his depression, has a history of suicidal ideation and has a history of relapse. Currently he is living in a local motel. He recently lost his job and got a DUI.– Counselors review your provider administration manual. Most insurers offer care/case management programs.– http://www.aetna.com/healthcare-professionals/documents-forms/bh-provider-manual.pdfGoals– Increase/maintain client engagement/motivation by:– Improving health literacy– Identifying and addressing obstacles (payors, transportation, language/literacy, childcare)– Identifying and enhancing strengths– Serving as a healthcare guide– Providing support and encouragement– Reducing symptoms– Reducing the burden on caregivers thereby improving the psychosocial environment (emotional support, social support, domestic help, insurance, transitional services)– Increasing confidence in caregivers and clients for self-managementHelpful Factors in Case Management– Helpful Factors– Access to medical, social and community resources– Calm and trusted case manager– Case manager with strong relationships to referral sources– Effective communication between CM and treating clinician(s) via a unified treatment strategy– Multidisciplinary care plan– Life skills coaching– Frequent contacts with care provider– Regular review of the care plan with the client– Assistance with healthcare navigation– Patient education/Health literacy enhancement– Coordination and prioritization of careAssessment Areas: Client an
406 -Biopsychosocial Impact of Addiction and Mental Disorders on the IndividualInstructor: Dr. Dawn-Elise Snipes PhD, LPC-MHSP, LMHCExecutive Director: AllCEUs Counseling EducationPodcast Host: Counselor ToolboxObjectives– Examine the biological (physical) impact of addiction and mental health issues on the individual– Examine the psychological impact of addiction and mental health issues on the individual– Examine the social impact of addiction and mental health issues on the individual– Identify interventions in each area.Biological Impact of Mood Disorders– Caused by an imbalance of:– Serotonin (Calming/balancing)– GABA (Calming)– Glutamate (Excitatory)– Norepinepherine (Excitatory)– Dopamine (Pleasure)Biological Impact of Mood Disorders– Effects– Disrupted sleep– Fatigue– Irritability– Nutritional changes– Increased muscle tension– Reduced pain tolerance– Gastrointestinal disturbancesBiological Impact of Addictions– Direct (neurotransmitter imbalances)– Tolerance– WithdrawalNeurotransmitters, Addiction & Black Friday– Normal day– Normal store capacity is 750 people.– The store needs a constant 500 to stay open– The store has 8 doors to allows for people to easily enter and exit without getting “bunched”– Black Friday– 1500 people push through the door as soon as it opens– Store is destroyed– Staff is exhausted– Takes time to restock and refresh staff– Management closes all but two doors and adds security guards to manage flowBiological Impact of Addictions– Indirect– Reduced Immunity– More rapid aging– Sleep difficulties– Nutritional deficits– Reduced pain tolerance & Increased pain– Disease (Hepatitis, HIV, TB, MRSA)The Brain Under StressBiological Impact of Alcohol– Alcohol– Heart damage– High blood pressure– Fatty liver– Hepatitis– Cirrhosis– Pancreatitis– Cancers of the mouth, throat, liver and breast– Reduced immunity– Brittle bonesBiological Impact– Alcohol– Brain damage through:– The toxic effects of alcohol on brain cells– The biological stress of repeated intoxication and withdrawal– Alcohol-related cerebrovascular disease– Head injuries from falls sustained when inebriated.– Alcohol related birth defects (FASD)Biological Impact– Alcohol– Nutrient deficiencies:– Vitamins: A, E, D, K,B12, folic acid, thiamine– Thiamine deficiencies, which cause severe neurological problems such as impaired movement and memory loss seen in Wernicke/Korsakoff syndrome (memory disorder often seen in Alzheimers)– Calcium– Iron (intestinal bleeding)– DehydrationBiological Impact of Caffeine– Negative– Stimulant/jitters– Increased blood pressure– Heart palpitations– Heartburn/Diarrhea– Disrupted sleep– Dehydration– Miscarriage– Osteoporosis– Positive (with moderate intake)– Lower risk of Alzheimer's and dementia– Decreased suicide risk– Increased endurance– Decreased risk of oral cancerBiological Impact of Nicotine– Nicotine (includi
004 -Health Coaching in Case ManagementHealth CoachingCase Management Toolbox PodcastDr. Dawn-Elise Snipes PhD, LPC-MHSP, LMHCExecutive Director: AllCEUs Continuing EducationHost: Case Management Toolbox Podcast & Counselor Toolbox PodcastCEUs can be earned for this podcast here: https://www.allceus.com/member/cart/index/product/id/1125/c/Objectives– Explain what health coaching is– Differentiate it from counseling or medical practice– Describe different skills a health coach needs– Discuss how to develop an individualized service planGive a man a fish, he eats for a day.Teach a man to fish, he eats for a lifetime.Overview of Health Coaching– Health coaches:– Providing self-management support– Educate clients– Bridge the gap between clinician and patient– Help patients navigate the health care system– Offering support and encouragementHealth Coaching Research– Significant improvements in one or more of the following– Nutrition– Physical activity– Weight management– Exercise frequency– Perceived social support– Patient engagement and “activation”– Medication adherence– Common features of effective programs are goal setting, motivational interviewing, and collaboration with health care providers– The Care Transitions Intervention is a widely-used coaching method that imparts skills, tools and confidence to patients and family caregivers as they move from hospital to home.13 It is focused on “four pillars”:– Having an effective, understandable management strategy– Overcoming barriers to follow-up appointments,– Knowing how to recognize and respond to worsening signs and symptoms– Using a personal health record to identify and record 30-day goals, health information and key questions to be shared with the physician at upcoming health care encounters.Goal Attainment ScalingEducate Clients– Help clients learn where to find reliable, valid information about their concerns or conditions– Help clients learn how to evaluate that information– Educate clients about the impact of nutrition, sleep, exercise, sunlight, relaxation, thoughts and mood on their condition and their goals– Teach clients about SMART Goals– Teach clients about motivational enhancementPatient Centered Care: Engagement & Rapport– Employ a person centered model– Respect for client as an individual (UPR)– Respect for client’s preferences for goals and interventions– Collaborative approach providing choice and self-determination– Coordination and integration of care– Validation, support, encouragement, empathy– Involvement of social supportsEnhancing Motivation– Emotional (How will this help client be happier-)– Mental (How does this make sense to the client-)– Physical (How can this improve the client’s health and energy-)– Social (How will it enhance important relationships- Who is supportive of this change-)– Environmental (What things can be placed in the environment to enhance motivation)– Spiritual (In what ways does this change help the client live more in harmony with personal values and feel a greater sense of connection-)Motivational Techniques (ROADS)– Reflective Listening– Open Questions– Affirmations of Self-efficacy and Optimism– Develop Discrepancy– Summarizing
405 -Social Work Considerations for Addressing Chronic ConditionsDr. Dawn-Elise SnipesCounselor Toolbox PodcastCEUs can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/1078/c/~ Chronic conditions such as diabetes, arthritis, chron's disease, and depressionIntroduction~ 60% of people in the US have a chronic illness~ Many serious illnesses have a much longer course with episodes of exacerbations and remissions~ Chronic Illness can be highly stressful for patients and families~ Care for people with chronic illnesses is increasingly done by family in the home.~ Untreated mood disorders in individuals with co-morbid chronic health conditions increases morbidity and mortality rates and reduces the capacity for self-managementBiopsychosocial Impact of Chronic Conditions~ Sleep~ Pain~ Medication side effects~ Fatigue~ Circadian rhythm disruption~ Physical changes (weight changes, ports, pumps, hair loss)~ Loss of mobility~ Depression~ Anxiety~ Anger~ Grief/Adjustment~ Jealousy or resentment~ Irritability~ Withdrawal~ Self Esteem changes~ Loss of social support~ Smothering social support~ Inability to engage in prior important activities~ Loss of independence~ Vocational problems~ Financial hardships (Medical expenses, job loss, environmental modifications)~ Access to nutritious food~ Physical, sexual and emotional relationship problemsGoals of Chronic Care Models~ Shift from acute, episodic treatment to one of ongoing proactive care~ Emphasizes~ Prevention (getting worse, developing other conditions)~ Patient’s role in managing health with mutual goal setting and action planning (self-management)~ The goal of self-management interventions are to:~ Improve knowledge about the condition and intervention options~ Increase confidence in the ability to change~ Leverage what he or she can do to promote personal health (prevention)Goals of Chronic Care Models~ The goal of self-management interventions are to~ Improve motivation and problem solving rather than simple compliance with a caregiver’s advice~ Help the participants’ master six fundamental self-management tasks:~ Solving problems~ Making decisions~ Using resources~ Forming a patient -provider partnership~ Making action plans for health behavior change~ Self-tailoringCategories of Interventions (FRAMES)~ Self Management Support~ Feedback~ Develop collaborative relationships~ Use an ask-tell-ask framework with clients and caregivers~ Responsibility~ Ability and motivation for self-management fluctuates. Tailor interventions appropriately (symptom exacerbations, med changes, life changes…)~ Advice~ Use education and scaffolding to empower clients to adjust their behaviors and take control of health self-management~ Menu of Options depends on individual circumstances, and resource availability~ Empathy and Encouragement~ Self-Efficacy“5 A’s” of Behavioral Change~ Assess~ Advise/engage~ Agree/collaborate~ Assist/identify obstacles and interventions (treatment)~ Arrange for follow up (evaluate/review)Categories of Interventions~ Assess~ Regular assessment and enhancement of motivation and readiness for self-management~ Ongoing Biopsychosocial Assessment (including quality of life and a Health Risk Appraisal (HRA)~ An HRA is a systematic approach to~ Collecting information about risk factors~ Providing individualized feedback
NCMHCE Exam ReviewCrisis AssessmentDr. Dawn-Elise Snipes PhD, LPC-MHSP, LMHCExecutive Director AllCEUsHost: Counselor Toolbox Podcast and NCMHCE Exam Review PodcastCEUs are available for this presentation at https://www.allceus.com/CE/course/view.php?id=1414Objectives~ Review crisis theory and the varying types of crises~ Describe the stages of crisis~ Identify the features of a general crisis assessment~ Differentiate between a crisis and suicide assessment~ Identify factors associated with a high risk of suicide~ Review legal and ethical responsibilities (Tarasoff and Bellah vs. Greenson~ Explore prevention and intervention strategiesCrisis Definition~ Crisis involves~ A pivotal moment in which a decision must be made which involves facing both peril and promise (Echterling, 2005)~ “People are in a state of crisis when they face an obstacle to important life goals—and obstacle that is, for a time, insurmountable by the use of customary methods of problem-solving.” (Caplan, 1961)~ Symptoms of crisis:~ Emotional distress~ Physical distress/stress response~ Cognitive disruption (concentration, problem solving, memory)~ Behavioral changesBasic Human Needs (CHARGES)~ When a basic human need has been impacted, it may prompt a crisis~ Maslow:~ Air, water, food, sleep, shelter, medical care, safety, love and belonging~ Elliot (CHARGES)~ Connection to something bigger than one’s self or a system of meaning to help us understand the world~ Health and biological needs~ Acceptance (love and belonging)~ Relationships (intimate)~ Goals and Purpose (Identity)~ Efficacy/Control~ SafetyTypes of Crisis~ Situational crises are not anticipated and usually outside a person’s control~ Physical (accident, illness, prematurity, birth defects)~ Interpersonal (death of a person or pet, abuse, divorce)~ Financial/Environmental/Material (Job loss, Foreclosure, House fire, hurricane, burglary, stock market crash, not getting accepted to …)Types of Crises~ Cultural/Societal~ Individuals have less control over these due to the fact that they are perpetuated by the action or inaction of others~ Political unrest, discrimination and stigma related to gender, race, sexual orientation, violenceTypes of Crisis~ Maturational~ Normal developmental changes produce developmental crises (see Erikson), however, when these crises overwhelm a person’s ability to cope, they may prompt a mental health crisis.~ To successfully resolve developmental crises, people need support, energy and safety.~ Examples: Child to adult, empty nest, retirement, child birth, marriage…Types of Crisis~ Normal developmental reaction or mental health issue?~ *Determine which symptoms are expected reactions to a normal developmental transition vs. a sign of an emotional or mental health issue~ Adjustment disorder with depressed mood, anxiety, both or behavior disturbances is conditional upon a particular situation, a life change or a stressor of some sort that precipitates the event~ Carefully differentially diagnose between adjustment disorder, anxiety, depression, PTSD and personality disorders.~ Normalize expected reactions to developmental transitionsTypes of Crisis~ Normal developmental reaction or mental health issue?~ The symptoms of adjustment disorder with disturbance of conduct can include:~ Behaviors that are outside the norms of society~ Actions that violate the rights of others~ Outbursts of anger~ Attempts at revenge~ Substance use or abuse
Teaching Psychological FlexibilityDr. Dawn-Elise SnipesExecutive Director, AllCEUs Counselor EducationHost: Counselor Toolbox PodcastCEUs are available at allceus.com and Australia.allceus.comObjectives– Define psychological flexibility– Explore how to apply psychological flexibility– Identify the shortcut questionWhat is Psychological Flexibility– The willingness to:– accept things as they are in the moment– make a conscious choice to act– purposefully choose behaviors, thoughts and feelings that move them toward a rich and meaningful life—as they define it.Step 1– Define what a rich and meaningful life looks likeDescribe Destination HappinessValues & Goals– Clarifying (collage)– Relationships: Who is most important to you-– Which people-– What do you want those relationships to be like-– Under the picture of the person, on a post-it note identify 5-10 ways to realistically create that relationship.– Beneath that, on another post-it note, identify anything about that person or relationship that causes you distress or unnecessarily drains your energy (criticism, lack of responsiveness) and what you can do about it.Describe Destination HappinessValues & Goals– Clarifying (collage)– What events, things, experiences are meaningful to you-– Work, Health, & Personal Growth– Under the pictures identify what aspects of Work, Health, & Personal Growth are important (accomplishment, money, camaraderie, helping others, mental stimulation/creativity…) and what you can do to ensure that work is using your energy for happiness– Under that identify aspects of Work, Health, & Personal Growth that cause you distress or unnecessarily drain your energy and how you can better use your energy to address it (let it go, accept it, have compassion, check your interpretation (CDs), address the issue, transfer…) (cranky co-worker; helicopter/critical boss)Describe Destination Happiness– Clarifying Values– What values do I want to embody (Choose 4 and write them on the top, bottom and sides of your collage)-Step 2: Visualize options– Like a cell phone battery, you only have so much energy… you have to decide how you are going to use it to achieve your goals for the day.– Mindfulness: At 4am I have 100% charge.– Goal: My battery needs to last from 4am until 6pm and allow me to monitor my heart rate at the gym, listen to music at the gym, make calls if needed, get directions if needed, receive text messages from my kids– Brightness– Music (screen on or off)– Videos– Apps (Garmin, Polar, chat apps, email*, research* etc.)Psych. Flex.to Reach Destination HappinessPsych. Flex.to Reach Destination HappinessAWAY Thoughts and Feelings– All feelings are normal. It is what you do with those feelings that can be harmful.– Think of an emotion like the smell of dog poop.– When you smell it, you get up to check if the dog crapped in the house. If not, you chalk it up to gas and go about your day. If you find dog poop, you don’t just get angry and leave it there. You do something about it or it will make the whole house stink.– Negative emotions are like the dog poop of the soul. If you don’t address them, they will permeate your whole being and repel others.AWAY Thoughts & Feelings Questions– What thoughts do you regularly have that keep you from being happy- (make a list/keep a journal, so you can start addressing them. Include your inner critic’s commentary)– When you get angry, what thoughts do you have th
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Comments (9)

Jason Rohman

Thank you for the many relapse prevention tools I can share with my clients! How do I access the charts used for group and individual sessions mentioned in the podcast?

Jun 28th
Reply

Alyssa Guardiana

new to this... :) lets try

May 1st
Reply

Mail U

Simple, yet thought-provoking...

Apr 4th
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Joe Sznicer

Very good podcast

Mar 11th
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Cassie Marie Jones

Your podcast is very helpful, both professionally and personally. Thank you so much for your continued efforts. You are awesome.

Dec 9th
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Ian Robertson

This episode is so spot on. Thank you so much for providing such valuable insights.

Nov 22nd
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Greg Lewis

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Oct 8th
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Jacob Bacinski

great information. concise presentation. SO good.

Aug 30th
Reply

Kristine Hughes

As a Recreation Therapist, I could not love the content of this podcast more than I do.

Jul 25th
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