COSIG CONFERENCE BROCHURE.pdf - Drexel University College ...

COSIG Co-Occurring Disorders Conference, Hershey PA, May 15-17, 2006
9. The Spirit of Motivational
Interviewing (Miller & Rollnick, 2002, p.35)
Fundamental approach of
motivational interviewing
Collaboration. Counseling involved a
partnership that honors the client’s
expertise and perspectives. The
counselor provides an atmosphere that
is conducive rather than coercive to
change.
Evocation. The resources and motivation
for change are presumed to reside
within the client. Intrinsic motivation
for change is enhanced by drawing on
the client’s own perceptions, goals,
and values.
Autonomy. The counselor affirms the
client’s right and capacity for selfdirection
and facilitates informed
choice.
Mirror- image opposite approach to
counseling
Confrontation. Counseling involves
overriding the client’s impaired
perspectives by imposing awareness
and acceptance of “reality” that the
client cannot see or will not admit.
Education. The client is presumed to lack
key knowledge, insight, and/or skills
that are necessary for change to occur.
The counselor seeks to address these
deficits by providing the requisite
enlightenment.
Authority. The counselor tells the client
what he or she must do
10. Contingency Management is being used…
‣when the program P&P/Operations
Manual documents the value and use of
Contingency Management principles;
‣when positive reinforcement strategies are
documented in individual treatment plans;
‣when people in the program can describe
the use of reinforcers in active groups.
10. Contingency Management
• Based in animal models of chemical use
demonstrating neurobiological and
environmental factors
• Based on operant conditioning principles
• Four essential principles (Higgins & Petry, 1999):
- regular testing to detect targeted use;
- tangible reinforcers provided for abstinence;
- incentives withheld when use is detected;
- person assisted to establish alternate, healthier
activities that become reinforcing themselves
E. Integrated Treatment Planning
1. The individual’s full participation in the
development of his/her integrated treatment
plan. (Documented by the program’s having a written
description of the manner in which the person is
involved throughout the process – not just by the
person’s signature on the plan - & by evidence of this
involvement in the plan itself.)
2. Input from the multidisciplinary treatment team,
collaborating agencies & practitioners and
family, if appropriate. (Documented by a written
description of how this process is to occur within the
program and evidence of this involvement in the plan
itself.)
Integrated Treatment Planning (continued)
3. Goals and measurable learning and skillbuilding
objectives that reflect the presence of
both disorders and how treatment interventions
may vary to meet the needs of the individual.
(Documented by a written description explaining the
process of goal selection, how the steps toward goal
achievement are to be written within a treatment plan
and evidence of steps toward achievement.)
4. Individualized goals that are stage-specific
based upon the assessment of co-occurring
needs. (Evidence of use of assessment of stage and
goals that are clearly THIS person’s – not a “cookie
cutter” plan)
Integrated Treatment Planning (continued)
5. Identification and incorporation of the
individual’s strengths and supports needed to
accomplish the identified goals. (Evidence of
use of strengths-based assessment data,
including supports needed, in formulating
steps for reaching the goal)
6. Reviews and revisions based upon additional
clinical information obtained through the
ongoing assessment and evaluation process.
(Evidence of additional assessment data
added to chart and additions to plan as shortterm
goals are accomplished)
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