The Addiction Treatment Planner. Группа авторов

Скачать книгу

effective problem-solving techniques in his/her/their daily life; work with the parents and assign exercises that facilitate the client's use of problem solving in various everyday situations. Cite which constructive coping strategies were implemented when the negative emotions associated with failure were a potential trigger for addiction. (47, 48) Review specific instances of failure to learn and the negative emotions associated with the experience; focus on how addictive behavior was used to escape from negative emotions. Role-play and model constructive alternative coping behaviors to use in failure-to-learn situations (e.g. cognitive focusing, deep breathing, make lists, reduce distractions, shorten learning sessions, repeat instructions verbally). Report instances when relaxation techniques reduced tension and frustration while increasing focus in a learning situation. (49, 50) Using techniques like progressive relaxation, guided imagery, or biofeedback, teach the client how to relax completely; assign him/her/them to relax twice per day for 10 to 20 min per session. Encourage the client to incorporate relaxation skills as a coping and focusing mechanism when feeling tense and frustrated by a learning situation or urge to use substances; review implementation; reinforce success and problem-solve obstacles. Develop and implement an exercise program that includes exercising at a training heart rate for at least 20 min at least three times per week. (51) Help the client develop an exercise program; increase the exercise by 10% each week until the client is exercising at a training heart rate for at least 20 min, at least three times a week. Develop an aftercare program that includes regular attendance at recovery group meetings, getting a sponsor, and continuing the therapy necessary to bring ADHD and addiction under control. (52) Help the client to develop an aftercare program that includes regular attendance at recovery group meetings, getting a sponsor, and continuing the therapy necessary to bring ADHD and addictive behavior under control (or supplement with “Aftercare Plan Components” in the Adult Psychotherapy Homework Planner by Jongsma & Bruce). 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
F90.2	Attention-deficit/hyperactivity disorder, combined presentation
F90.0	Attention-deficit/hyperactivity disorder, predominately inattentive presentation
F90.1	Attention-deficit/hyperactivity disorder, predominately hyperactive/impulsive presentation
F90.9	Unspecified attention-deficit/hyperactivity disorder
F90.8	Other specified attention-deficit/hyperactivity disorder
F91.1	Conduct disorder, childhood-onset type
F91.2	Conduct disorder, adolescent-onset type
F91.3	Oppositional defiant disorder
F91.9	Unspecified disruptive, impulse control, and conduct disorder
F91.8	Other specified disruptive, impulse control, and conduct disorder
F31.xx	Bipolar I disorder

Note

      1 

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

ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD) – ADULT

      BEHAVIORAL DEFINITIONS

      1 Childhood history of Attention Deficit/Hyperactivity Disorder (ADHD) – primarily inattentive, primarily hyperactive/combined that was diagnosed during childhood or based on a history of symptoms meeting criteria.

      2 Often fails to give close attention to detail or makes mistakes.

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

      4 Often has difficulty sustaining attention in tasks or activities.

      5 Often does not seem to listen when spoken to directly.

      6 Often feels restless.

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

      8 Often unable to engage in leisure activities quietly.

      9 Often has difficulty organizing tasks and activities.

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

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

      12 Often talks excessively.

      13 Often loses things necessary for tasks or activities.

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

      15 Is easily distracted by extraneous stimuli.

      16 Is often forgetful in daily activities.

      17 ADHD increases vulnerability to addiction.

       

       

       

       

       

Скачать книгу