Transcript Georgia Department of Corrections Youth Facility Program

A CBT/DBT/MI, stage-based curriculum designed
for the seriously mentally ill population
C. A. P. S.
A CBT/DBT/MI, stage-based curriculum designed for this
specific population
Individual lessons, workbooks, MI tools, and other
resources for group work and 1-on-1 work
Built on proven-effective Cognitive Behavioral Therapy,
Dialectical Behavioral Therapy, and Motivational
Interviewing
Organized around the Prochaska/DiClemente Stages Of
Change model
Goals of the Program
 Measurable decrease in acting out, violence and self-harm
 Reduction in frequency, intensity, and duration of specific
problem symptoms
 Increase in therapy and med compliance, including the
establishment of trust between the client and the treatment
provider
 Documentation of movement along the Stages of Change
and achievement of clinical objectives
Features Of The Curriculum
Two different tracks– one for Psychotic Spectrum and
one for Mood Disorders– feature unique symptomspecific material for each.
Each track includes one-hour lessons for a 50-hour
group experience, as well as an array of one-on-one
tools and supplementary workbooks.
Materials are grouped into three phases roughly
corresponding to Pre-Contemplation, Contemplation, and
Preparation/Determination stages of change
Features Of The Curriculum
The Psychotic Spectrum track takes into account a lower level of cognitive
functioning relative to the Mood Disorder track.
Specific Psychotic Spectrum
symptoms are addressed,
including:
Auditory hallucinations
Visual hallucinations
Delusions
Depression
Anxiety
Disorganization
Features Of The Curriculum
The Mood Disorder track takes into account a higher level of cognitive
functioning relative to the Psychotic Spectrum track.
Specific Mood Disorder
symptoms are addressed,
including:
Self-harm
Mania
Anger and agitation
Depression
Anxiety
Features Of The Curriculum
 A Checkpoint appears every 5 lessons to assess
progress through the curriculum. Assessment tools are
provided.
 Each Phase ends with a GO/NO GO decision point.
Each participant must have moved sufficiently through
the specific stage of change, and have demonstrated
appropriate competency and clinical progress before
being allowed to move to the next phase.
 Checkpoints and GO/NO GO decision points allow you
to support the process through clinical supervision and
documentation.
ELEMENTS OF THE CURRICULUM
Lessons
Individual lessons run 4 to 6 pages and are meant to be done in a
single session in group.
Lessons
Lessons include:
Self-soothing, distraction, and other key coping/
distress tolerance skills
Interpersonal effectiveness and anti-violence skills
Multiple affect regulation skills for increased selfmanagement
Increased self-efficacy against the highest and most
common risk factors and triggers to symptoms and
acting out.
Writing Assignments
This element can be done in class or as homework, and can then be
processed in group. Alternatively, the group leader can read the question
and elicit answers.
Skills Cards
Skills cards help remind participants of the skill they have learned.
The group leader can encourage them to cut out the card and keep
it with them.
Scenarios
Scenarios are written in the third person, and ask participants to give
advice to the person in the scenario.
Likert Scales
Likert scales help you probe the thinking of each participant and track
their progress through the curriculum.
Checklists
Completed checklists may be retained by participants to remind them
of the various things they are learning about themselves.
FOOD FOR THOUGHT
These short activities attack pre-contemplation and address faulty
thinking. They get participants thinking about a variety of key
issues and faulty thinking. Typically, these are several pages long
and pose questions for participants to respond to.
WHAT DO YOU THINK?
These one-page activities, similar to FOOD FOR THOUGHT, focus on a
single scenario or story that attacks pre-contemplation and addresses
faulty thinking. They are presented in the third person so participants
can give advice to the characters in the scenario rather than talking
about themselves– a very useful technique for participants in precontemplation!
CHOICES & CHANGES
These small workbooks are intended for a one hour session. They include
writing opportunities, checklists, and action plans– all focused on one
key area, Introduction to Treatment for example.
Supplemental Material
The model includes overlays of supplementary material you
can select for special or intensive needs. They include:
Managing Aggression and Violence, a 50 lesson, scripted
interpersonal effectiveness curriculum that teaches antiviolence, communication, and social skills. Lessons include
key communication and assertion skills, conflict resolution,
coping with peer pressure, and avoiding violence.
Sleep Disturbances, a DSM-IV compatible resource that
addresses causes, sleep hygiene, and coping skills.
Supplemental Material
Self-Injury, a workbook-based resource that addresses
common issues in self-injury and impulse control, including
costs and consequences, handling difficult feelings, and rituals
for self-injury.
Extensive symptoms awareness, assessment, and
management tools to reduce frequency, intensity, and
duration of symptoms.
Tools to assess and assist movement along the Stages of
Change, including a Change Talk Tool, MI-Toolkits, and
Importance and Confidence scales.
Staff Support Resources
A major strength of this model is the inclusion of a wide range
of staff support resources.
The program is supported by:
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Counselor’s Manual
Program Leader’s Guide
Staff Development Manual
Motivational Interviewing Manual
Motivational Interviewing toolkit
About Phoenix/New Freedom Programs
Improve the quality of your treatment and gain peace of
mind that effective, readily documentable treatment will be
taking place!
Phoenix/New Freedom Programs offers a force-multiplier for
providers of behavioral health services. From workbooks to
individual one-hour lessons, we can provide a full range of
programming to fit your specific needs and dosage.
About Phoenix/New Freedom Programs
 More than 2400 programs in 49 states
 Multiple substance abuse, mental health, and dual
diagnosis units at Riker’s Island (NYC jails)
 Adult Community Corrections/Probation/Parole nationwide
 more than 3 dozen state maximum and supermax facilities
 more than 100 in-cell study programs nationwide
Riker’s Island uses our materials facility-wide: A Road Not Taken
(substance abuse), Beyond The Bridge (mental health), and CAPS
(severe and persistent mentally ill).
In October of 2012, research data from A Road Not Taken was selected to
be presented at the American Public Health Association 140th Annual
Meeting and Expo in San Francisco. Among the findings:
 41.67% reduction in multiple re-arrests
 23% reduction - to 32% - of recidivism for those experiencing a longer
length of stay (more than 41 days) in the program.
Beyond the Bridge and its evaluation process was also selected for
presentation at the American Public Health Association 140th
Annual Meeting and Expo in San Francisco. In the first year of
use:
 Violent incidents across the facility went down 15%, but violent
incidents among the population receiving our curriculum went
down 31%.
 In an experimental cell unit violence was down 46% while in a
mirror cell unit not using the materials violence was up by
almost 500%.
Contact Us!
If you’d like to know more or see some samples of the
program materials, please call us at 646-370-1353 or email us
at: [email protected].