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The Crisis Counseling and Traumatic Events Treatment Planner, with DSM-5 Updates, 2nd Edition / Edition 2

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Overview

The Crisis Counseling and Traumatic Events Treatment Planner, Second Edition provides all the elements necessary to quickly and easily develop formal treatment plans that satisfy the demands of HMOs, managed care companies, third-party payors, and state and federal agencies.

  • New edition features empirically supported, evidence-based treatment interventions
  • Organized around 27 behaviorally based presenting problems including child abuse and neglect, adult and child suicide, job loss, disaster, PTSD, sexual assault, school trauma including bullying, sudden and accidental death, and workplace violence
  • Over 1,000 prewritten treatment goals, objectives, and interventions—plus space to record your own treatment plan options
  • Easy-to-use reference format helps locate treatment plan components by behavioral problem
  • Includes a sample treatment plan that conforms to the requirements of most third-party payors and accrediting agencies including CARF, The Joint Commission (TJC), COA, and the NCQA
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Editorial Reviews

Booknews
Provides all the elements necessary to develop formal treatment plans that satisfy the demands of HMOs, managed care companies, third-party payers, and state and federal review agencies. Material is organized around 26 main presenting problems, from domestic violence to school trauma. Clear statements describe the behavioral manifestations of each problem, long-term goals, short-term objectives, and clinically tested treatment options, with room for flexibility in developing customized treatment plans. Information is formatted so that readers can locate treatment plan components by behavioral problem or DSM-IV diagnosis. Includes a sample treatment plan. Kolski manages an integrated behavioral health program. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9781118057018
  • Publisher: Wiley
  • Publication date: 8/28/2012
  • Series: PracticePlanners Series , #298
  • Edition number: 2
  • Pages: 304
  • Sales rank: 501,782
  • Product dimensions: 9.70 (w) x 6.90 (h) x 1.00 (d)

Meet the Author

ARTHUR E. JONGSMA, Jr., PhD, is the Series Editor for the bestselling Practice Planners®. Since 1971, he has provided professional mental health services to both inpatient and outpatient clients. He was the founder and director of Psychological Consultants, a group private practice in Grand Rapids, Michigan, for twenty-five years. He is the author or coauthor of over fifty books and conducts training workshops for mental health professionals around the world.

TAMMI D. KOLSKI, MS, is a limited licensed psychologist with over two decades of experience providing behavioral health counseling services in the West Michigan area. Both locally and nationally, she has offered crisis intervention services to thousands of people affected by traumatic events.

RICK A. MYER, PhD, is a professor and chair of the Department of Educational Psychology and Special Services at the University of Texas, El Paso. He is a licensed psychologist with over twenty-five years of experience in crisis intervention and management.

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Table of Contents

PracticePlanners® Series Preface xiii

Acknowledgments xvii

Introduction 1

Sample Treatment Plan 9

Acute Stress Disorder 13

Anxiety 21

Bullying Victim 30

Child Abuse/Neglect 39

Crime Victim Trauma 50

Critical Incidents With Emergency Service Providers (ESPs) 58

Depression 64

Disaster 72

Domestic Violence 81

Job Loss 91

Medically Caused Death (Adult) 99

Medically Caused Death (Child) 108

Miscarriage/Stillbirth/Abortion 118

Phobias 127

Posttraumatic Stress Disorder (PTSD) 135

School Trauma (College) 145

School Trauma (Elementary) 153

School Trauma (Pre-Elementary) 160

School Trauma (Secondary) 167

School Trauma (Staff) 176

Sexual Assault 185

Stalking Victim 194

Sudden/Accidental Death (Adult) 202

Sudden/Accidental Death (Child) 212

Suicide (Adult) 221

Suicide (Child) 229

Workplace Violence 238

Appendix A: Bibliotherapy Suggestions 246

Appendix B: Professional References for Evidence-Based Chapters 255

Appendix C: Objective Instruments 266

Appendix D: Index of DSM-IV-TR® Codes Associated With Presenting Problems 275

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First Chapter


ACUTE STRESS DISORDER


BEHAVIORAL DEFINITIONS

  1. Exposure to actual death of another or threatened death or serious injury to self or another, which resulted in an intense emotional response of fear, helplessness, or horror.
  2. Experiences dissociative symptoms of numbing, detachment, derealization, depersonalization, amnesia, or reduction of awareness to surroundings.
  3. Reexperience the event in thoughts, dreams, illusions, flashbacks, or recurrent images.
  4. Marked avoidance of stimuli that arouse recollections of the trauma—whether through thoughts, feelings, conversations, activities, places, or people.
  5. Symptoms of increased arousal such as difficulty sleeping, irritability, poor concentration, hypervigilance, exaggerated startle response, or motor restlessness.
  6. Physical symptoms of chest pain, chest pressure, sweats, shortness of breath, headaches, muscle tension, intestinal upset, heart palpitations, or dry mouth.

LONG-TERM GOALS

  1. Stabilize physical, cognitive, behavioral, and emotional reactions to the trauma while increasing the ability to function on a daily basis.
  2. Diminish intrusive images and the alteration in functioning or activity level that is due to stimuli associated with the trauma.
  3. Assimilate the traumatic event into life experience without ongoing distress.
  4. Confront, forgive, or accept the perpetrator of the traumatic event.
18. Prompt the client to describe the traumatic experience within the session noting whether he/she is overwhelmed with emotions; monitor for decrease in intensity and frequency of flashback experiences as therapy progresses from week to week.

DIAGNOSTIC SUGGESTIONS

CHILD ABUSE/NEGLECT

BEHAVIORAL DEFINITIONS

  1. Wounds and/or bruises in different stages of healing that provide evidence of ongoing physical abuse.
  2. Blood in underwear/genital region, sexually transmitted diseases, or tears in the vagina or anus that provide evidence of sexual abuse.
  3. Report by self, parents, law enforcement, medical professionals, educators, and/or child protective services of intentional harm or a threat of harm by someone acting in the role of caretaker.
  4. Caretaker fails to provide basic shelter, food, supervision, medical care, or support.
  5. Coercive, demeaning, or overly distant behavior by a parent or other caretaker that interferes with normal social or psychological development.
  6. Medical documentation of failure to thrive (weight below the 5th percentile for age) in infants or brain trauma secondary to violent shaking.
  7. Inappropriate exposure to sexual acts or material, age-inappropriate knowledge and/or interest in sexual behavior (e.g., reaching for other's genitalia, masturbation of peers, discussing sexual activities, use of sexually oriented language, etc.).
  8. Behaviors that are incongruent with chronological age such as thumb sucking, bed-wetting, clinging to the parent, and so on.
  9. Repetitive play that reenacts situations regarding the abuse.
  10. Nightmares, difficulty falling asleep.
  11. Recurrent and intrusive recollections of the abuse.
  12. Avoidance of situations related to the abuse, demonstrating fear when around the suspected abuser.
  13. Explosive reactions of rage, anger, and/or aggression when exposed to the abuser or situations that trigger memories of the abuse.
  14. Pronounced change in mood and affect such as depression, anxiety, and irritability.
  15. Withdrawal from activities with peers, family, and school that were previously a source of pleasure.

LONG-TERM GOALS

  1. Establish and maintain safety of the child.
  2. Eliminate all abuse.
  3. Develop appropriate boundaries within the family.
  4. Return to previous level of psychosocial functioning as evidenced by an elimination of mood disturbance, a return to previously enjoyed activities, and the ability to recall the abusive incident(s) without regression.
  5. Prevent the cycle of abuse from occurring with peers, spouses, the client's own children, and others.

DIAGNOSTIC SUGGESTIONS


CRIME VICTIM TRAUMA


BEHAVIORAL DEFINITIONS

  1. Exposure to a crime that involved death to someone else, actual or threatened death or serious injury to self (e. g., kidnapping, carjacking, home invasion/burglary, assault) or workplace crisis (robbery, hostage, bomb threat).
  2. Subjective experience of intense fear, helplessness, or horror.
  3. Recurrent, intrusive, traumatic memories, flashbacks, nightmares, and/or hallucinations related to crime.
  4. Intense psychological distress during exposure to events, places, or people that are reminders of the crime.
  5. Symptoms of increased arousal such as difficulty sleeping, irritability, poor concentration, hypervigilance, exaggerated startle response, motor restlessness, easily enraged, and/ or frequent outbursts of anger.
  6. Difficulty concentrating, anhedonia, and/or detachment or estrangement from others.
  7. Physical symptoms of chest pain, chest pressure, sweats, shortness of breath, headaches, muscle tension, intestinal upset, heart palpitations, or dry mouth.

LONG-TERM GOALS

  1. Elimination of intrusive memories, nightmares, flashbacks, and hallucinations.
  2. Assimilate the crime experience into life without ongoing distress.
  3. Return to the levels of occupational, psychological,and social functioning that were present before the crime took place.
  4. Feel empowered in daily functioning with a restored sense of dignity and an increased feeling of personal security.
  5. Confront, forgive, or accept the perpetrator of the crime.

DIAGNOSTIC SUGGESTIONS


CRITICAL INCIDENTS WITH EMERGENCY
SERVICE PROVIDERS (ESPs)


BEHAVIORAL DEFINITIONS

  1. Serious injury or death of a coworker in the line of duty.
  2. Suicide or unexpected death of a coworker.
  3. Serious injury or death of a civilian as a result of emergency service activity.
  4. Subjective experience of distress after providing emergency services to a relative, friend, or coworker.
  5. Serious injury, death, and/or violence to a child.
  6. Death of a patient following prolonged rescue attempts/heroic efforts.
  7. Rescue incident attracting unusually extensive media attention.
  8. Multiple fatalities or a mass-casualty incident.
  9. Shooting of a subject; suicide of a subject in custody (e. g., hanging in jail) or use of deadly force.
  10. Sense of helplessness, feeling out of control, emotional numbness, needing to avoid contact with others, loss of motivation, feelings of inadequacy and/or guilt.
  11. Headaches, nausea, shaking/tremors, fatigue, intestinal upset, diarrhea, increased blood pressure, change in appetite or exhaustion.
  12. Experiencing flashbacks, replaying the event over and over in the mind, sense of unreality or disbelief, impaired memory, short attention span, angry thoughts, and/or increased worry.
  13. Withdrawing from social, recreational, and/or occupational activities.
  14. Increased use of alcohol or drugs.
  15. Resistance to communication, or excessive use of "black" humor.

LONG-TERM GOALS

  1. Regain control of emotions and return to previous level of functioning.
  2. Gain an understanding of the critical incident and its impact upon cognitive, behavioral, physical, and emotional functioning.
  3. Reestablish a sense of equilibrium, trust, and hope.
  4. Diminish flashbacks, intrusive images, and distressing emotional reactions regarding the critical incident.
  5. Regain confidence in ability to perform job duties.

DIAGNOSTIC SUGGESTIONS

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Interviews & Essays

An Interview with Arthur E. Jongsma Jr.

Question: How did the original Adult Psychotherapy Treatment Planner come about?

Arthur E. Jongsma Jr.: In 1993, I consulted for the Salvation Army Turning Point chemical dependence treatment program. JCAHO reviewers had been critical of the treatment plan documents being produced. They flagged lack of uniform quality, deficits in problem definitions, low measurability of objectives, and ambiguous interventions as issues.

I worked with the clinical director of the program, Mark Peterson, MSW, to develop a menu of treatment plan components for common presenting problems in that client population. The clinical and quality assurance staff eagerly embraced this lexicon and organization, finding that it dramatically cut the time they had to invest groping for words, yet enabled them to create high-quality, customized treatment plans. This guidebook was expanded to include general mental health issues and was published as The Complete Psychotherapy Treatment Planner. Little did I know then that this single guidebook to help mental health professionals would turn into a series of over 45 books as well as software!

Q.: What have you enjoyed most about working on the PracticePlanners® series?

AEJ: It is satisfying to hear both graduate students and seasoned therapists praise the contribution these books have made to their training and practice. Also, as the series has evolved, I've had the honor of collaborating with very knowledgeable experts in specialized fields such as addictions, couples and family therapy, group therapy, and gerontology. Working with these specialists has helped me broaden my own clinical skills.

Q: The bestselling status of the series certainly points to it being an unusually useful tool for therapists. Why do you think that is?

AEJ: The breadth and depth of the Treatment Planners content is unparalleled in the professional marketplace. We have tapped the resources of experts with many different treatment populations and treatment approaches. And when Treatment Planners are integrated with Progress Notes Planners, Homework Planners, and Documentation Sourcebooks, it gives mental health professionals a complete package of timesaving tools for comprehensive treatment planning and clinical record management.

Q: What is ahead for you and the series?

AEJ: We recently launched a new line of books, Progress Notes Planners, that are a natural extension of the Treatment Planners: helping mental health professionals continue to save time while not compromising patient or client care.

When I'm not collaborating on the books, I'm continuing in my private practice, and putting together a wish list of new projects for the series! Which reminds me, the chance to exchange ideas with colleagues is another thing I've greatly enjoyed about working on the series. I'd love to get more feedback and suggestions from mental health professionals.

Dr. Arthur E. Jongsma Jr. heads an independent group practice in Grand Rapids, Michigan. He serves as coauthor of most of the books in the PracticePlanners® series.

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