528 - Evidence Based Practice, Case Concept, Tx Planning Flashcards

1
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ADDRESSING model

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WHAT: Helps to fully understand a client. Helpful to see in what way the client may be in a marginalized group.
A- age
D- disability at birth
D- disability acquired
R- religion
E- ethnicity
S- sexual orientation
S- socioeconomic status
I- indigenous heritage
N- nation of origin
G- gender

WHY: This model allows for the therapist to consider a range of culture factors that influence a client’s identity and their experiences. It aids in creating relevant and effective treatment goals.

EXAMPLE: Dahlia is an 18 year old with no disabilities, she is Buddhist, Indian, a lesbian, upper class, no indigenous heritage, was born in the USA, and is a CIS gendered girl. The therapist will gather information about how aspects of her identity may be influencing her presenting problems.

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2
Q

adjunct treatment

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Who: Counselors consider adjunct treatments based on individual needs, therapeutic goals, and evidence supporting the efficacy of the treatment for the client’s specific challenges. They also work collaboratively with other providers when necessary (e.g., psychiatrists for medication management or physical trainers for exercise programs) to ensure a cohesive treatment plan that aligns with the client’s goals.

What: Refers to an additional or supportive therapy that complements the primary therapeutic approach. Adjunct treatments are used alongside the main counseling or psychotherapy method to enhance the overall effectiveness of treatment and address various aspects of a client’s mental health or well-being. They are not meant to replace the primary treatment but rather to support it by providing complementary benefits or addressing other symptoms or challenges that the main therapy might not fully cover.

Why: Adjunct treatments are important because they enhance the main therapeutic approaches by addressing additional needs that may limit the effectiveness of therapy. They are also apart of a holistic approach that help enhance symptom management for the client.

Example: Sarah, is attending counseling for generalized anxiety disorder. Her primary treatment is cognitive-behavioral therapy, where she works with her therapist on identifying and challenging anxious thoughts and developing healthier coping mechanisms. However, Sarah often feels overwhelmed by her anxiety between sessions, struggling to regulate her emotions in the moment. To help her manage this, her therapist recommends mindfulness-based stress reduction as an adjunct treatment.

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3
Q

case conceptualization/formulation

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Who: Used by the counselor in order to fully understand the context and mechanisms behind a patients presenting symptoms.

What: Process of gathering, organizing, and synthesizing information about a client to understand their concerns, underlying issues, and the factors that contribute to their current mental health state.

Why: Case conceptualization is important because it serves as a framework for making sense of a client’s problems, identifying patterns, and developing an effective treatment plan tailored to their needs. This process helps counselors move beyond simply addressing symptoms by offering a deeper understanding of the client’s experiences, strengths, and challenges.

Example: Julie comes to therapy presenting symptoms of depression. Her therapist uses a case conceptualization to fully understand the context, precipitating events, and mechanisms that persists Julies depression.

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4
Q

client factors

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Who: Understanding these factors allows therapists to tailor their approach to better align with the client’s unique strengths, needs, and circumstances.

What: The characteristics, circumstances, and personal qualities that clients bring into the therapeutic process, which can significantly influence the effectiveness and outcomes of therapy. Research shows that client factors often play a larger role in therapeutic success than specific therapeutic techniques.

Why: Client factors are important because they encompass the personal qualities, beliefs, strengths, and life circumstances clients bring to therapy, shaping the therapeutic relationship and influencing outcomes. By recognizing and working with these factors, therapists can create a more client-centered approach, increasing the likelihood of meaningful and lasting change

Example: A patient comes into therapy for suicidal thoughts and tendencies. They are honest and open with the therapist and shows an effort to receive help. These are client factors that work as assets in completing therapy.

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5
Q

common factors

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Who: Understanding and emphasizing these factors can enhance therapeutic outcomes and foster a supportive therapeutic relationship between the patient and the clinician.

What: Refers to the essential elements shared across different therapeutic approaches that contribute to positive treatment outcomes, regardless of the specific techniques or theoretical orientation. Research in psychotherapy has consistently shown that these common factors play a significant role in the effectiveness of therapy.

Why: Common factors in therapy are important because they universally apply to many people, enhance client outcomes, help build resilience, and promote flexibility.

Example: Consider a client, Maria, who seeks therapy for anxiety. Maria is initially hesitant but finds comfort in her therapist’s warm, empathic approach. Over time, they establish a strong alliance, and Maria feels safe exploring her fears. The therapist collaborates with her to set realistic goals, which Maria finds motivating. As they work through her anxiety, Maria gains insights into her thought patterns and starts to feel hopeful about her ability to manage her anxiety.

In this example, common factors like empathy, the therapeutic alliance, hope, and collaboration are integral to Maria’s progress, regardless of the specific techniques the therapist uses.

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6
Q

efficacy vs effectiveness research

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Who: Used by researchers and clinicians to evaluate treatments based on the setting and their clinical implications.

What: Efficacy research examines whether a treatment works under ideal, controlled conditions. It seeks to determine if a therapy or intervention has a positive effect in a highly controlled, often experimental setting.
Effectiveness research assesses whether a treatment works in real-world conditions, where variables are less controlled. It looks at the impact of a treatment when applied in routine clinical settings.

Why: Both types of research are necessary in evidence-based practice: efficacy research demonstrates the fundamental value of a treatment, while effectiveness research helps bridge the gap between research and real-world application.

Example: In an efficacy study, researchers might investigate the effects of CBT on depression in a highly controlled, ideal setting. For instance, they could recruit a group of adults diagnosed solely with major depressive disorder, excluding those with other mental health conditions to isolate the impact of CBT on depression.
An effectiveness study would then explore how well CBT for depression works in a real-world counseling context. Researchers could conduct the study in various community mental health clinics with clients who represent the diversity of the population seeking mental health services.

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7
Q

empirically supported treatments

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Who: Typically used by the therapist to treat mental illness due to their high efficacy found through research.

What: Therapies and interventions that have been scientifically tested and proven effective through rigorous research. These treatments have demonstrated success in reducing symptoms or improving functioning in individuals with specific mental health conditions, typically through randomized controlled trials (RCTs), longitudinal studies, or meta-analyses. ESTs are designed to provide mental health practitioners with evidence-based approaches that increase the likelihood of positive outcomes for clients.

Why: ESTs guide therapists to use evidence-based approaches while remaining flexible and adapting techniques to fit the client’s unique context. They help provide a reliable foundation for mental health treatment, allowing therapists to deliver scientifically validated care while considering each client’s unique circumstances and cultural background.

Example: A patient comes to therapy to receive treatment for her borderline personality disorder. The therapist decides to use DBT as a form of treatment due to it being empirically studied as an efficacious treatment for BPD.

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8
Q

evidence based practice

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Who: EBP allows the counselor to deliver treatment that is research-backed, responsive to the client’s needs, and aligned with professional best practices.

What: Evidence-Based Practice (EBP) in counseling is a decision-making approach that integrates three essential components to ensure effective, ethical, and personalized treatment which include: best available research evidence, clinical expertise, and client characteristics, values, and preferences.

Why: Evidence-based practice is important in counseling because it fosters ethical, effective, and accountable care while improving client outcomes. It also strengthens the counseling profession by demonstrating a commitment to scientifically informed, client-centered approaches, ultimately enhancing both the effectiveness and credibility of counseling services.

Example: A patient comes to therapy because they are struggling with their generalized anxiety disorder. The therapist chooses to use CBT as a treatment due to its empirically supported nature in treating GAD and other anxiety disorders. This is using EBP because the therapist is utilizing scientifically backed interventions to help benefit the patient.

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9
Q

failure to respond

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Who: This typically happens on the clients end when therapy does not seem to be benefiting them.

What: Refers to a situation where a client does not show meaningful improvement or progress despite consistent engagement in therapy. This can occur for various reasons and might reflect a mismatch between the treatment approach and the client’s needs, barriers in the client’s personal or environmental context, or other complex factors affecting the counseling process.

Why: Recognizing when a client is not responding to treatment is important as it allows counselors to make informed adjustments, ensuring that the therapy process remains flexible, client-centered, and ultimately more effective in supporting the client’s mental health journey.

Example: A patient with BPD is currently undergoing DBT. The therapist notices that the client is not improving and still has suicidal thoughts while undergoing therapy. The client is failing to respond to treatment and this may be due to another factor such as biology and a lack of neurotransmitters.

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10
Q

informed consent for treatment

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Who: Counselors should revisit consent as treatment progresses, particularly if new treatment methods are introduced or if the client’s circumstances change. This ensures that clients remain informed and engaged throughout their therapeutic journey.

What: A fundamental ethical and legal process that ensures clients are fully aware of and agree to the terms, risks, and benefits of the therapeutic services being offered. It empowers clients by providing them with essential information, allowing them to make knowledgeable decisions regarding their mental health treatment.

Why: Informed consent is a crucial aspect of ethical counseling practice that enhances client engagement, fosters a positive therapeutic relationship, and protects both the client and counselor. By ensuring clients understand their treatment options and the implications of those options, counselors can support informed decision-making and facilitate a more effective therapeutic process.

Example: A counselor starts seeing a new patient for depression. Before the therapy begins the counselor sends the patient an informed consent document and goes over what will be entailed in therapy. The therapist does this to protect the client and their own rights as well.

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11
Q

practice guidelines

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Who: Guidelines serve as an educational resource for counselors, providing information on current best practices and encouraging ongoing professional development. They help practitioners stay updated with advancements in the field.

What: Systematically developed recommendations that provide guidance to mental health professionals on how to deliver effective therapeutic interventions. These guidelines are based on a synthesis of current research, clinical expertise, and practitioner consensus, and they aim to improve the quality of care for clients while enhancing the effectiveness of therapeutic practices.

Why: Practice guidelines in counseling are essential tools that help ensure the delivery of effective, evidence-based, and client-centered care. By promoting standardization, improving treatment outcomes, and supporting professional accountability, these guidelines play a crucial role in enhancing the quality of mental health services provided to clients.

Example: A new therapist is anxious about conducting therapy on their own. In order to get a better understanding of the clinical framework, the therapist reads the APA Practice Guidelines for the Treatment of Depression to get some clarity.

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12
Q

precipitants of the problem

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Who: These events typically affect the client in a negative way and is a main factor as to what brought them to therapy.

What: Refer to specific events, situations, or stressors that trigger or exacerbate a client’s mental health issues or problematic behaviors. These precipitants are often immediate factors that can lead to a crisis or intensify existing difficulties, prompting the client to seek counseling

Why: Precipitants of the problem are crucial to understanding the dynamics of a client’s mental health issues. By identifying these triggers, counselors can provide more targeted interventions and support, ultimately enhancing the effectiveness of the therapeutic process.

Example: A patient comes to therapy for depression. Upon the intake evaluation the therapist discovers that the patient has lost their job, dealt with a death in the family, and recently went through a breakup. These negative events have enhanced their depression symptoms making them precipitants of the problem.

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13
Q

problem list

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Who: This is used by the counselor to organize and conceptualize what problems have brought the patient to therapy.

What: A problem list is a foundational part of case conceptualization. It’s essentially a structured list that outlines the client’s primary concerns, symptoms, or challenges that need to be addressed in therapy. The purpose is to clearly identify and prioritize these issues so that both the therapist and client can have a clear focus for treatment.

Why: Problem lists are crucial in case conceptualization because they provide a structured foundation for understanding the client’s difficulties, guiding the treatment process, and measuring progress. It aligns the therapeutic efforts with the client’s unique needs, fostering a personalized and organized path to improvement.

Example: A patient comes to therapy for the treatment of their depression. During the case conceptualization stage the therapist asks the patient many questions about what brought them in and what they are struggling with. The therapist will then create a problem list based off what the patient has said to better understand what brought them to treatment and how to tailor treatment to the patient.

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14
Q

mechanisms of action

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Who: Mechanisms of action help therapists go beyond surface-level symptoms to address the underlying processes that sustain a client’s problems, enabling more meaningful and lasting therapeutic change.

What: Mechanisms of action refer to the underlying processes or factors that drive the client’s problems and maintain their symptoms. They are the “how” and “why” behind the client’s difficulties and inform how change will happen in therapy.

Why: Understanding these mechanisms is important because it allows the therapist to develop interventions that target the root causes of problems, rather than just addressing symptoms.

Example: A patient comes to therapy due to GAD. The therapist looks at what mechanisms of action are persisting the patients anxiety. After a discussion the therapist notices that the client is continually negatively reinforced by avoiding social stressors. This gives the therapist an idea of the root issue that keeps the patient anxious.

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15
Q

nonadherence

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Who: Nonadherence is a common and complex issue in counseling, and it can significantly impact the effectiveness of treatment for the patient.

What: Nonadherence (or noncompliance) refers to a client’s lack of follow-through with aspects of the treatment plan. This can mean not attending sessions consistently, not engaging in agreed-upon therapeutic exercises, or not implementing coping strategies or lifestyle changes discussed in therapy.

Why: Addressing nonadherence is essential in therapy, as it not only supports treatment progress but also builds the client’s confidence and sense of agency in managing their mental health.

Example: Sarah has been forced to attend therapy after a recent court order from a judge. She feels as though she doesn’t need therapy. She attends the sessions but doesn’t complete any homework, refuses to take her medication, and doesn’t open up much during her sessions. She is showing nonadherence to therapy because she is being forced to go.

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16
Q

outcome measures

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Who: By incorporating outcome measures into counseling, therapists can create a feedback loop that keeps the treatment process dynamic and responsive.

What: Outcome measures in counseling refer to the tools and methods used to assess a client’s progress and the effectiveness of treatment over time. These measures provide objective or subjective data to evaluate whether the counseling goals, defined during case conceptualization, are being met.

Why: Outcome measures are important because they can capture changes in symptoms, behaviors, functioning, or quality of life and are essential for monitoring progress, guiding treatment adjustments, and determining when therapy goals have been achieved.

Example: A therapist wants to assess the effectiveness of their current treatment plan with their client who is experiencing social anxiety. The therapist uses outcome measures like a self-report scale to help measure social engagement and to track changes in the clients social activity.

17
Q

origins of mechanisms

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Who: By integrating insights from various psychological theories, therapeutic approaches, and contextual factors, therapists can develop a comprehensive understanding of the processes that lead to meaningful change in clients’ lives.

What: Origins of mechanisms in case conceptualization refer to the foundational theories and principles that inform how therapeutic interventions bring about change in clients.

Why: Understanding the origins of mechanisms in case conceptualization is crucial for therapists as it provides a framework for selecting effective interventions tailored to the unique needs of each client.

Example: A patient comes into therapy for depression. During the case conceptualization and intake process the therapist discovers the patient experienced childhood abuse. This abuse could have been an origin of the mechanisms of escape/avoidance, in order to protect themselves. This learned behavior now persists their depression symptoms.

18
Q

spheres of influence

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Who: By considering these various contexts, therapists can develop a comprehensive case conceptualization, tailor their interventions, and promote holistic healing for their clients.

What: Spheres of influence refer to the various contexts, systems, and relationships that impact an individual’s mental health, behavior, and overall well-being.

Why: Understanding these spheres is essential for developing a comprehensive case conceptualization, as they help therapists identify the factors contributing to a client’s presenting problems and determine the most effective interventions. This approach recognizes that mental health is not solely an individual issue but is deeply intertwined with relational, community, societal, and organizational factors.

Example: A patient comes to therapy for depression. They state that they have withdrawn from their friends, don’t leave the house, and stays away from family. The therapist looks at the clients spheres of influence to analyze how these spheres interact and contribute to the clients problems.

19
Q

therapy interfering behavior

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Who: By identifying and addressing these behaviors, therapists can facilitate a more productive therapeutic experience, helping clients engage more fully in the process and work towards their goals.

What: Therapy interfering behavior (TIB) refers to actions, attitudes, or patterns exhibited by clients during therapy that hinder or obstruct the therapeutic process. These behaviors can disrupt the client’s progress, affect the therapeutic relationship, and limit the effectiveness of the interventions being employed.

Why: Recognizing and addressing therapy interfering behaviors is crucial for therapists to maintain a productive and effective therapeutic environment. Through open communication, self-awareness, and collaborative problem-solving, both therapists and clients can navigate these challenges and foster a more effective therapeutic alliance.

Example: A patient comes to therapy but has a hard time opening up due to stigma around therapy being for weak people. This is a therapy interfering behavior and the therapist uses WEG skills and psychoeducation to gently lead the client away from this thinking.

20
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treatment goals

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Who: These goals help the therapist select relevant interventions and measure progress over time.

What: Treatment goals are broad, overarching aims that define what the client and therapist hope to accomplish during therapy.

Why: They are central to both treatment planning and case conceptualization because they provide a sense of purpose and direction for the therapeutic process. Treatment goals are typically based on the client’s presenting problems and needs, which are identified during the case conceptualization process.

Example: A patient comes into therapy struggling with her BPD. She states that she keeps having turbulent and unstable relationships and it causes her a lot of distress. A treatment goal she set with her therapist is to improve her interpersonal skills and relationships.

21
Q

treatment monitoring

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Who: Through treatment monitoring, counselors can track improvements, setbacks, or changes in the client’s symptoms, engagement, and overall well-being, allowing for timely adjustments to the treatment approach when necessary.

What: Treatment monitoring in counseling refers to the ongoing process of assessing a client’s progress toward the goals and objectives outlined in the treatment plan.

Why: It’s a key component of case conceptualization, as it ensures that the interventions are effective and aligned with the client’s needs. It allows therapists and clients to stay on track, make informed adjustments, and celebrate milestones along the way.

Example: A therapist is treating a patient for BPD using DBT. In order to track the patients progress the therapist does weekly check-ins, reviews any skills training homework, and helps guide the patient through any progress or struggles they are facing as a form of treatment monitoring.

22
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treatment plan

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Who: A treatment plan helps the therapist guide the therapeutic process, ensuring that sessions are purposeful, focused, and measurable.

What: A treatment plan is a structured, individualized document that outlines the therapeutic goals, interventions, and strategies that will be used to address a client’s specific needs. It’s an essential part of case conceptualization, connecting the identified problems and underlying mechanisms of action to targeted steps for change.

Why: A well-developed treatment plan is important because it makes therapy more focused and effective by establishing a roadmap that addresses the client’s issues, empowers the client, and allows for consistent monitoring and adaptation as progress is made.

Example: A client comes to therapy struggling with depression and low self esteem. Based on the clients symptoms the therapist creates an organized treatment plan in which they make clear goals and objectives. Goal 1 would be to reduce depression symptoms, goal 2 would be to improve self esteem/self compassion, and foster positive social connections.