The Addiction Treatment Planner. Группа авторов

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Write a specific plan to follow when anxious and subsequently craving substance use. (45, 46, 47) Assist the client in developing a list of 10 positive statements to read to oneself several times per day, particularly when feeling anxious (or supplement with “Positive Self-Talk” in the Adult Psychotherapy Homework Planner by Jongsma & Bruce). Using a 12-step program's Step 3 exercise, show the client how to turn over problems, worries, and anxieties to a higher power and to trust that the higher power is going to help him/her/them resolve the situation. Help the client develop an alternative constructive plan of action (e.g. relaxation exercises, physical exercise, calling a sponsor, going to a meeting, calling the counselor, talking to someone) when feeling anxious and craving substance use (or supplement with “Coping with Stress” in the Addiction Treatment Homework Planner by Lenz, Finley, & Jongsma). Write an autobiography, detailing those behaviors in the past that are related to current anxiety or guilt, and the subsequent abuse of substances as a means of escape. (48, 49) Probe the client's family-of-origin experiences for fear-producing situations; help him/her/them relate these past events to current anxious thoughts, feelings, and behaviors, and discuss alternative approaches to relating to them. Using a 12-step program's Step 4 exercise, have the client write an autobiography detailing the exact nature of his/her/their mistakes; teach the client how to begin to forgive himself/herself and others (or assign the client to complete the Step 4 exercise from The Alcoholism and Drug Abuse Client Workbook by Perkinson). Develop a program of recovery that includes regularly helping others at recovery group meetings. (50) Help the client develop a structured program of recovery that includes regularly helping others at 12-step program recovery groups (or supplement with “Aftercare Plan Components” in the Adult Psychotherapy Homework Planner by Jongsma & Bruce). Family members verbalize an understanding of anxiety and addiction and discuss the ways they and the client can facilitate the recovery process. (51, 52) Provide the family members with information about anxiety and addiction and the tools that are used to assist the client in recovery. Assist each family member in developing a list of three things that he/she/they can do to assist the client in recovery; hold a family session to facilitate communication of the actions on the list. Complete a survey to assess the degree of satisfaction with treatment. (53) Administer a survey to assess the client's degree of satisfaction with treatment.

DIAGNOSTIC SUGGESTIONS

ICD-10-CM	DSM-5 Disorder, Condition, or Problem
F41.9	Unspecified anxiety disorder
F41.1	Generalized anxiety disorder
F41.8	Other specified anxiety disorder
F93.0	Separation anxiety disorder
F43.22	Adjustment disorder, With anxiety
F60.4	Histrionic personality disorder
F60.6	Avoidant personality disorder
F60.7	Dependent personality disorder

Note

      1 

Indicates that the Objective/Intervention is consistent with those found in evidence-based treatments.

ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD) – ADOLESCENT

      BEHAVIORAL DEFINITIONS

      1 Often fails to give close attention to detail or makes mistakes

      2 Often fidgets with or taps hands and feet, or squirms in seat

      3 Often has difficulty sustaining attention in tasks or activities

      4 Often does not seem to listen when spoken to directly

      5 Often feels restless

      6 Often does not follow through on instructions and fails to finish duties

      7 Often unable to engage in leisure activities quietly

      8 Often has difficulty organizing tasks and activities

      9 Is often “on the go,” acting as if “driven by a motor”

      10 Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort

      11 Often talks excessively

      12 Often loses things necessary for tasks or activities

      13 Often interrupts, doesn't wait for his/her/their turn, or blurts out answers before a question has been completed

      14 Is easily distracted by extraneous stimuli

      15 Is often forgetful in daily activities

      16 Hyperactivity as evidenced by a high energy level, restlessness, difficulty sitting still, or loud or excessive talking.

      17 Attention-Deficit/Hyperactivity Disorder (ADHD) increases vulnerability to addictive behaviors.

       

       

       

       

       

       

LONG-TERM GOALS

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