Archive for November, 2008

TSF ASSESSMENT

The assessment session in TSF runs 1-1/2 hours. The goals are to:

  • Establish client-facilitator rapport.
  • Conduct a collaborative assessment of alcohol and other drug abuse(history).
  • Discuss the client’s prior efforts to stop or control use.
  • Discuss negative consequences associated with use.
  • Share a diagnosis with the client and attempt to have it be a collaborative decision.
  • Outline the TSF program.
  • Attempt to get a commitment from the client to give TSF and AA/NA and try and to keep an open mind.

Assessment within the TSF model has both an informational and a motivational goal.

It is recommended that periodic alcohol tests be done either randomly or when the facilitator suspects that the client may have been drinking or using.

Consistent with 12-step philosophy, no client is excluded from treatment as a consequence of drinking or using, although with some clients it may become appropriate to discuss inpatient treatment. Sessions with clients who are found to be (or who admit to being) drunk or high are terminated, and arrangements are made to get the client home safely.

Related Reading:

Changing for Good: The Revolutionary Program That Explains the Six Stages of Change and Teaches You How to Free Yourself from Bad Habits
Student Laboratory Manual for Physical Examination & Health Assessment
Orthopedic Physical Assessment (Orthopedic Physical Assessment (Magee))

TSF CLIENT-COUNSELOR RELATIONSHIP

What Is the Counselor’s Role?

The facilitator’s role in TSF is broadly defined as including education and advocacy, guidance and advice, and empathy and motivation. Each of these broad goals is broken down further into a series of specific guidelines or objectives. For example, guidance and support include monitoring client involvement in AA/NA, encouraging clients to volunteer for basic service work, identifying appropriate social events the client might participate in, locating appropriate meetings, and clarifying the role of a sponsor.

Who Talks More?

Clients and facilitators talk about equally in effective TSF sessions. Since TSF is an active intervention, facilitators who are passive may not succeed in maintaining focus or accomplishing basic goals. At the same time, success in TSF is dependent on monitoring client activity and reactions, which requires soliciting active client involvement in sessions.

How Directive Is the Counselor?

TSF is similar to many cognitive-behavioral therapies in that it is focused and requires the facilitator to be fairly directive while still maintaining good rapport. The TSF facilitator is directive in the following ways:

  • The focus of therapy is on early recovery. The facilitator does not allow the focus to drift onto other issues (e.g., relationship or work problems) even if these are significant. The facilitator validates other concerns and helps the client develop an overall treatment plan to deal with them but maintains the focus of TSF.
  • The client’s reactions to assignments and meetings are considered very important. In TSF the facilitator needs to solicit specific feedback from the client.
  • Each TSF session has a specific topic (core, elective, or conjoint) that includes a specific agenda to be covered. Although a given topic may require more than one session to cover, and while the facilitator needs to be somewhat flexible in his or her agenda, the facilitator must also take responsibility for controlling the content and flow of sessions.
  • Each TSF session follows a set format that the facilitator is responsible for following. Again, there is some flexibility, but the facilitator does not simply follow the client’s agenda.
  • Every TSF session ends with the facilitator making specific suggestions to the client (recovery tasks). In addition, the facilitator is expected to make specific suggestions (e.g., which meetings to attend, how to ask for a sponsor) throughout treatment.

Therapeutic Alliance

In TSF, the facilitator is seen as an expert in interpersonal counseling techniques and as knowledgeable in the principles and practicalities of 12-step fellowships.

However, in TSF the facilitator is not regarded as the primary agent of change; rather, it is the 12-step fellowship (AA or NA) that is seen as the agent of change.

Accordingly, the TSF facilitator needs to conceptualize treatment as the product of a collaborative relationship and should assume responsibility for doing the best he or she can to establish that collaborative relationship.

However, it is not the facilitator’s goal to breakdown the client’s denial, to provide all support needed to stay sober, to take the client to meetings, and so forth. Even in emergencies, the facilitator’s role and responsibilities are limited in the TSF model. For this reason the word "facilitator" was chosen rather than therapist or counselor, as it seems to describe the role better than those labels.

Related Reading:

Adjunctive Therapy for Decompression Illness
Thrombolysis and Adjunctive Therapy for Acute Myocardial Infarction (Fundamental and Clinical Cardiology)
Leadership: Theory and Practice
Theories of Development: Concepts and Applications (6th Edition)

A recent study reports that teen binge drinkers are more likely to use drugs, to become alcoholics and to be convicted of a criminal offense.

The Institute of Child Health released a study of 11,000 children who were born in 1970 and monitored at the age of 16 and 30. At the age of 30, participants were asked to describe their levels of heavy drinking based specific criteria:

  • Weekly consumption
  • Illicit drug use
  • Mental health problems
  • Educational achievement and employment
  • Personal history

Binge drinking was defined as two or more episodes in which four or more drinks were consumed in a row. One in four of the 16 year old were habitual drinkers, drinking more than two to three times a week.

Experts called the findings of this study, which was published in the Journal of Epidemiology and Community Health, worrying.

Binge drinkers were;

  • more likely to be alcoholics and
  • have criminal records,
  • were 40% more likely to use illegal drugs,
  • 40% more likely to suffer from mental health problems and
  • 60% more like to be homeless.

Social Exclusion

Binge drinkers were found to be

  • 40% more likely to be involved in accidents and
  • almost four times as likely to be excluded at school.

Dr. Russell Viner, lead researcher, said, “Adolescent binge-drinking is a risk behaviour associated with significant later adversity and social exclusion.” The authors of the study conclude, “Binge-drinking may contribute to the development of health and social inequalities during the transition from adolescence to adulthood.”

Researchers suggest that efforts to decrease the rate of binge drinking be set within the wider context of adolescent risk behaviour rather than concentrating specifically on alcohol use, access and availability.

 

From Binge to Blackout: A Mother and Son Struggle with Teen Drinking
by Chris Volkmann, Toren Volkmann

Read more about this title…

Related Reading:

Student Laboratory Manual for Physical Examination & Health Assessment
Handbook of Psychological Assessment
The Catholic Youth Bible, Third Edition: New American Bible Translation
Alcohol, Other Drugs, and Behavior: Psychological Research Perspectives
The Family Crucible: The Intense Experience of Family Therapy

After just 4 months of operation my blogs have hit the 20,000 visitor mark. To me this is astounding. Thank you.

The statistics for September are;

Visitors – 20,002

Pages viewed – 49,968

Posts – 95

Comments – 90. Well, we can push this up next month.

Blogging For Dummies (For Dummies (Computer/Tech))
by Brad Hill

Read more about this title…

Related Reading:

Blogging Heroes: Interviews with 30 of the World's Top Bloggers

Cognitive Concepts of Craving

By Stephen T. Tiffany, Ph.D.

Traditional models of craving have been based primarily on the concept of classical conditioning.

In recent years, however, researchers increasingly have introduced cognitive concepts, such as memory, expectancies, interpretation, and automatic behavior, into their conceptualizations of craving.

These efforts have culminated in the development of four cognitive models of craving:

  • cognitive labeling,
  • outcome expectancy,
  • dual-affect, and
  • cognitive processing.

The cognitive processing model posits that although many alcohol use behaviors have become automatized processes in the course of an alcoholic’s drinking career, craving is a non-automatic process that requires mental effort and is limited by a person’s cognitive capacity. This model also implies that alcohol use and alcohol-seeking behavior can occur in the absence of craving.

In addition to introducing various new concepts and models into craving research, the cognitive sciences also offer well established methodologies for testing these models and analyzing craving processes.

Alcohol Research & Health Vol. 23, No. 3, 1999

Related Reading:

Changing Directions Without Losing Your Way: Managing the Six Stages of Change at Work and in Life
Thrombolysis and Adjunctive Therapy for Acute Myocardial Infarction (Fundamental and Clinical Cardiology)
Cognitive-Behavioral Therapy and Relapse Prevention for Depression and Anxiety
I Am Your Disease: The Many Faces of Addiction
Intensive Outpatient Treatment for the Addictions (Journal of Addictive Diseases Series)