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VOLUME 4: OBJECTIVES
A set of Objectives (Chapter) is provided for each of 41 psychosocial issues commonly encountered by behavioral health care consumers/clients. Note that each set of Objectives includes four types of achievements that consumers/clients usually need to accomplish in a developmental sequence as follows…
- Defining the Obstacle
- Identifying Strengths, Resources and Methods
- Acting on Strengths, Resources and Methods
- Achieving Ultimate Outcomes
Treatment Plans should list Objectives along this developmental sequence which are realistically achievable by a particular consumer/client within a time frame that the client can relate to in a meaningful way. Then, when that is achieved, replace the Objective with something that is next along the developmental sequence.
Here are two full Chapters, presented as examples. Chapter 15, Education Related Personal Skills, deals with an important area of life functioning that is often impaired as a result of the symptoms of mental disorder. Chapter 30, Relapse Prevention, deals with preventing deterioration in important areas of life functioning. Both of these, as well as all 41 Chapters, deal with the kinds of achievements that contribute to consumers/clients achievement of personal Goals.
CHAPTER 15: EDUCATION RELATED PERSONAL SKILLS
Defining the Obstacle
- I will _______ (specify), as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) specific ways in which better personal skills can help improve my ability to succeed with my education, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) things that interfere with my efforts to improve my education, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) examples of education related personal skills I would like to change or improve, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) ways in which my existing level of education related personal skills affects my life, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) ways in which my current level of education related personal skills affects my ability to achieve _______ (specify your goal), as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) positive things that can happen for myself and others once I develop better education related personal skills, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) things that have kept me from improving my education related personal skills, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) benefits of improving _______ (specify an education related personal skill), as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) people who don't understand me well enough to teach me, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) purposes of _______ (specify an education related personal skill) that are personally meaningful to me, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) ways in which my _______ (specify a problem resulting from your current level of education related personal skills, for example multiple conflicts with teachers, conflicts with fellow students, or repeated expulsions) affects my life, as evidenced by _______ (specify).
- I will define _______ (specify an education related personal skill) and give at least _______ (how many?) personal examples, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) ways in which my _______ (specify a problem with education related personal skills) interferes with achieving my educational goals, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) ways in which I would like to use education related personal skills differently, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) ways my / my family's immigration status affects my education related personal skills, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) ways my education related personal skills affects my / my family's immigration status, as evidenced by _______ (specify).
Identifying Relevant Strengths, Resources, and Methods
- I will _______ (specify), as evidenced by _______ (specify).
- I will describe the purpose and procedures of the educational program I am considering, as evidenced by _______ (specify).
- I will develop a specific plan for regularly attending an educational program, as evidenced by _______ (specify).
- I will develop a specific plan for eventually returning to regular attendance at an educational program, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) skills and personal qualities I have that can help me with my education, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) courses of study suitable to my interests, abilities and skills, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) personal strengths for improving my education related personal skills, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) personal strengths for improving _______ (specify a particular education related personal skill; See Appendix: Skill Lists).
- I will rate my relative comfort in using each identified personal strength for improving my education related personal skills, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) coping techniques previously used to develop _______ (specify an education related personal skill; See Appendix: Skill Lists), as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) coping techniques previously used to become more competent in using _______ (specify an education related personal skill; See Appendix: Skill Lists), as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) coping techniques previously used to improve _______ (specify an education related personal skill; See Appendix: Skill Lists), as evidenced by _______ (specify).
- I will rate my relative comfort in using each identified coping technique for improving my education related personal skills, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) different methods for improving my education related personal skills, as evidenced by _______ (specify).
- I will rate my relative comfort in using each identified method for improving education related personal skills, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) benefits of having competent education related personal skills, as evidenced by _______ (specify).
- I will identify/describe a _______ (how many?) step procedure for _______ (specify an education related personal skill; See Appendix: Skill Lists), as evidenced by _______ (specify).
- I will make a list and cut out at least _______ (how many?) statements or photos from magazine articles that illustrate good education related personal skills, as evidenced by _______ (specify).
- I will identify/describe personal qualities and abilities relevant to finding an educational/training program, getting into a program, and/or staying in school, as evidenced by _______ (specify).
- I will name at least _______ (how many?) education related personal skills, as evidenced by _______ (specify).
- I will make a list of at least _______ (how many?) education related personal skills that I would like to improve, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) things that are necessary to find, get into, and/or complete an educational/training program, as evidenced by _______ (specify).
- I will identify _____ (how many?) people I can talk to about my interest in going to school, as evidenced by _______ (specify).
- I will identify_______ (how many?) people I can talk to about my efforts in getting into or completing school, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) people who understand me well enough to teach me, as evidenced by _______ (specify).
Acting on Strengths, Resources, and Methods
- I will _______ (specify), as evidenced by _______ (specify).
- I will focus on my strengths and abilities each day I go to school, as evidenced by _______ (specify).
- I will talk with providers, peers, and family about my interest in going to school ______ (specify how often, for example, daily, weekly), as evidenced by _______ (specify).
- I will talk with providers, peers, and family about my efforts to stay in school _______ (specify how often, for example, daily, weekly), as evidenced by _______ (specify).
- I will accurately repeat my instructor's instructions in each of _______ (how many?) education/training related role plays or practice sessions, as evidenced by _______ (specify).
- I will evaluate the quality of my school work using a set of standards at least _______ (how many?) times daily/weekly for _______ (how many?) full days/weeks/months, as evidenced by _______ (specify).
- I will evaluate the quality of something I produce for school, using a set of standards at least _______ (how many?) times daily/weekly for _______ (how many?) full days/weeks/months, as evidenced by _______ (specify).
- I will assertively (non-aggressively) inform my instructor of the need for changes in the school/training environment if I think there is a need for change, as evidenced by _______ (specify).
- I will consistently use appropriate language in education related role plays or practice sessions for _______ (how many?) consecutive sessions, as evidenced by _______ (specify).
- I will consistently make requests of fellow students and/or instructors that are specific (not general) and clear (not confusing) for _______ (how many?) full days/weeks/months, as evidenced by _______ (specify).
- I will consistently show initiative about completing school assignments without waiting for someone to tell me what to do for _______ (how many?) full days/weeks/months, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) aspects of appropriate clothing for the kind of school I'm attending, and I will dress that way _______ (how often? in what situations?), as evidenced by _______ (specify).
- I will use _______ (specify an education related personal skill) _______ (how many?) times daily/weekly/monthly for _______ (how many?) days/weeks/months, as evidenced by _______ (specify).
- I will identify/describe a specific educational/training goal that I feel committed to, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) reasons why instructors must sometimes criticize students, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) things to do when my instructor presents criticism, as evidenced by _______ (specify).
- I will list at least _______ (how many?) things I can do to build relationships _______ (specify where, for example, at home/work/school), as evidenced by _______ (specify).
- I will regularly attend my school/training program for at least _______ (how many?) days/weeks/months, as evidenced by _______ (specify).
- I will redo assignments whenever requested by my instructor for _______ (how many?) full days/weeks/months, as evidenced by _______ (specify).
- I will request feedback about my performance from my instructor(s) at least _______ (how many?) times daily/weekly/monthly for _______ (how many?) days/weeks/months, as evidenced by _______ (specify).
- I will use _______ (specify an identified education related personal skill; See Appendix: Skill Lists) at least _______ (how often?) daily/weekly/monthly until I'm satisfied with my skill performance, as evidenced by _______ (specify).
- I will use _______ (specify an education related personal skill; See Appendix: Skill Lists) whenever needed for _______ (how many?) consecutive days/weeks/months, as evidenced by _______ (specify).
- During role plays or practice sessions I will consistently use effective ways of dealing with distractions from fellow students (like disagreements, teasing, making requests, refusing requests) for _______ (how many?) full days/weeks/months, as evidenced by _______ (specify).
- I will work with my teachers or school staff weekly to achieve my educational goal, as evidenced by _______ (specify).
- I will meet with my school counselor each time my situation changes so I can continue to attend school, as evidenced by _______ (specify).
- I will ask _______ (whom) for help _______ (how often?) to stay focused on succeeding in school, as evidenced by _______ (specify).
- I will consistently show up at my class(es) with no more than _______ (how many?) absence(s) per week/month for _______ (how many?) weeks/months, as evidenced by _______ (specify).
- I will consistently refrain from ______ (specify a behavior that you've tried to avoid which interferes with an education related personal skill) for _______ (how many?) days/weeks/months, as evidenced by _______ (specify).
- I will identify/describe _______ (how many?) differences between my role and those of others in my_______ (specify a group calling for team effort) at each group gathering for _______ (how many?) consecutive days/weeks/months, as evidenced by _______ (specify).
- I will follow a _______ (how many?) step organizing procedure for _______ (how many?) days/weeks/months, as evidenced by _______ (specify).
- I will follow my teacher's directions daily for _______ (how many?) consecutive days/weeks/months, as evidenced by _______ (specify).
- I will prepare a prioritized "To Do List" of important, regular daily/weekly educational activities, as evidenced by _______ (specify).
- I will set aside a regularly scheduled time to begin studying daily for at least _______ (how many?) consecutive days/weeks/months, as evidenced by _______ (specify).
- Within 15 minutes prior to my scheduled time for studying I will not start any task that's likely to take longer than 15 minutes to complete, and I will do this for at least _______ (how many?) days/weeks/months, as evidenced by _______ (specify).
Achieving Desired Outcome
- I will _______ (specify), as evidenced by _______ (specify).
- I will use _______ (specify desired education related personal skill; See Appendix: Skill Lists) according to my own agreed upon standards for _______ (how many?) consecutive days/weeks/months, as evidenced by _______ (specify).
- I will use _______ (specify an education related personal skill; See Appendix: Skill Lists) for at least _______ (how many?) consecutive days/weeks/months in a way that I'm satisfied with, as evidenced by _______ (specify).
- I will use at least ______ (how many?) previously effective coping techniques to improve concentration when studying and note their effects for _______ (how many?) days/weeks/months, as evidenced by _______ (specify).
- I will achieve a satisfactory evaluation of my school performance (such as a report card), as evidenced by _____ (specify).
- I will complete school tasks as assigned _______% (what percent?) of the time over a period of at least _______ (how many?) month(s), as evidenced by _____ (specify).
- I will get a certificate in _______ (specify), as evidenced by _______ (specify).
- I will get a degree in _______ (specify), as evidenced by _______ (specify).
- I will get a Graduation Equivalency Degree (GED) certificate, as evidenced by _______ (specify).
- I will _______ (specify something you will be able to do when you've achieved better education related personal skills, like get good grades, complete homework assignments) for _______ (how many?) consecutive days/weeks/months, as evidenced by _______ (specify).
CHAPTER 30: RELAPSE PREVENTION
Defining the Obstacle
- I will _______ (specify), as evidenced by _______ (specify).
- I will describe my pattern of at least _______ (how many?) ways that I avoid help when I really need help, as evidenced by _______ (specify).
- I will identify, describe and distinguish "early warning signs," signs that "things are breaking down," and signs of "crisis" in relation to symptom flare ups (also known as "relapses"), as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) ways in which my symptoms of _______ interfere with attaining my personal goals, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) ways in which I would like to stabilize my community living by avoiding symptom flare ups (also known as "relapses"), as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) recurring relapse triggers, that is, things that cause my _______ (specify symptoms such as hallucinations, depression, etc.) to come back or get worse, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) ways my race/ethnicity is related to what becomes triggers, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) ways my sexual orientation is related to what becomes triggers, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) recurring relapse triggers, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) things that interfere with my efforts to be more stable in the community and avoid hospitalization/evictions, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) benefits of achieving more stable living in the community, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) ways my / my family's immigration status affects how I seek help when I need help, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) ways my / my family's immigration status is affected by how I seek help when I need help, as evidenced by _______ (specify).
Identifying Relevant Strengths, Resources, and Methods
- I will _______ (specify), as evidenced by _______ (specify).
- I will identify/describe a _______ (how many?) step process for help seeking when experiencing "early warning signs," "signs that things are breaking down," or "signs of crisis", as evidenced by _______ (specify).
- I will identify/describe a _______ (how many?) step process for seeking help when I come across relapse triggers, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) coping techniques for getting help at times of relapse in the past, as evidenced by _______ (specify).
- I will rate my relative comfort in using each identified coping technique for dealing with relapse triggers, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) people to contact for support to prevent my symptoms from coming back or getting worse, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) people or agencies to contact for mental health services to prevent my symptoms from coming back or getting worse, as evidenced by _______ (specify).
- I will rate my relative comfort in contacting each identified supportive resource for keeping symptoms from getting worse, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) personal strengths relevant to preventing symptoms from coming back or getting worse, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) personal strengths relevant to avoiding need for hospitalizations or evictions, as evidenced by _______ (specify).
- I will rate my relative comfort in using each identified personal strength for avoiding the need for hospitalizations or evictions, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) methods generally used to prevent my symptoms from coming back or getting worse, as evidenced by _______ (specify).
- I will rate my relative comfort in using each identified method for preventing my symptoms from coming back or getting worse, as evidenced by _______ (specify).
- I will identify/describe a _______ (how many?) step procedure for preventing symptoms from coming back or getting worse, as evidenced by _______ (specify).
Acting on Strengths, Resources, and Methods
- I will _______ (specify), as evidenced by _______ (specify).
- I will consistently contact my case manager and reveal things that get in the way of my using community services that I need to prevent relapses as these problems arise over a period of _______ (how many?) weeks/months, as evidenced by _______ (specify).
- I will consistently contact _______ (specify a supportive resource) when I come across _______ (specify a relapse trigger or sign that symptoms are returning) for _______ (how many?) weeks/months, as evidenced by _______ (specify).
- I will use _______ (specify an identified strength, resource or method) for preventing relapse whenever_______ (specify a relapse trigger) for _______ (how many?) weeks/months, as evidenced by _______ (specify).
- I will use _______ (specify an identified strength, resource or method) for improving my stability in the community whenever _______ (specify a relapse trigger or sign that symptoms are returning) for _______ (how many?) weeks/months, as evidenced by _______ (specify).
Achieving Desired Outcome
- I will _______ (specify), as evidenced by _______ (specify).
- My annual number of evictions/moves will remain _______% (what percent?) less than prior to starting this plan; that is no more than _______ (how many?) times each year, as evidenced by _______ (specify).
- I will remain in selected housing for _______ (how many?) days/weeks/months, as evidenced by _______ (specify).
- Duration of my annual hospital admissions will remain _______% (what percent?) less than prior to starting this plan; that is no more than _______ (how many?) times each year, as evidenced by _______ (specify).
- The number of my annual hospital admissions will remain _______% (what percent?) less than prior to starting this plan; that is no more than _______ (how many?) times each year, as evidenced by _______ (specify).
- The number of my annual Psychiatric Emergency admissions will remain _______% (what percent?) less than prior to starting this plan; that is no more than _______ (how many?) times each year, as evidenced by _______ (specify).
- I will have no more than _______ (how many?) instances of _______ (specify a problem in life functioning that has been caused by symptoms) for _______ (how many?) consecutive weeks/months, as evidenced by _______ (specify).
THE FOLLOWING IS A LISTING OF THE OTHER CHAPTERS
OF THE BERKELEY TRAINING ASSOCIATES TREATMENT PLAN LIBRARY.
CHAPTER 1: GENERAL OBJECTIVES
65 ITEMS, for example…
Defining the Obstacle
- I will identify/describe _______ (how many?) ways in which _______ (specify problem) affects my ability to achieve _______(specify your goal), as evidenced by _______.
- I will identify/describe at least _____ (how many?) specific ways in which my life is affected by my problem with _______ (specify), as evidenced by _______ (specify).
Identifying Relevant Strengths, Resources, and Methods
- I will describe at least _______ (how many?) personal strengths relevant to resolving my problem with _______ (specify), as evidenced by _______ (specify).
- I will describe at least _______ (how many?) available resources which are relevant to resolving my problem with _______ (specify), as evidenced by _______ (specify).
- I will describe at least ______ (how many?) available skills which are relevant to resolving my problem with _______ (specify), as evidenced by _______ (specify).
Acting on Strengths, Resources, and Methods
- I will carry out _______ (specify your accepted critical treatment recommendation) at least _______ (how many?) times daily/weekly/monthly for _______ (how many?) consecutive days/weeks/months, as evidenced by _______ (specify).
- I will identify/describe _______ (how many?) major life problems and use my _______ (how many?) point problem solving process to address one of them, as evidenced by _______ (specify).
- I will use _______ (specify a personal strength relevant to resolving a problem) daily/weekly/monthly for _______ (how many?) consecutive days/weeks/months as evidenced by ______ (specify).
Achieving Desired Outcome
- I will _______ (specify), as evidenced by _______ (specify).
- I will carry out _______ (specify agreed upon task) at least _______ (how many?) times daily/weekly/monthly for _______ (how many?) consecutive days/weeks/months, as evidenced by ______ (specify).
CHAPTER 2: ACCESS TO/INVOLVEMENT WITH RESOURCES
60 ITEMS, for example…
Defining the Obstacle
- I will describe at least _______ (how many?) things that interfere with my full use of needed resources, as evidenced by _______ (specify).
- I will decide whether to work with, or receive services from, _______ (specify agency/program) within _______ (how many?) months, as evidenced by ______ (specify).
- I will identify/describe at least _______ (how many?) examples of how I respond to access barriers at needed community resources, as evidenced by _______ (specify).
Identifying Relevant Strengths, Resources, and Methods
- I will identify/describe _______ (how many?) things that effective consumers/clients and case managers expect of each other, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) coping techniques previously used to become more fully involved in needed community resources, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) coping techniques previously used to improving access to ____ (specify a particular community resource that you need), as evidenced by _______ (specify).
Acting on Strengths, Resources, and Methods
- I will regularly inform my case manager of access barriers whenever encountered at community resources for _______ (how many?) days/weeks/months, as evidenced by _______ (specify).
- I will regularly inform staff of medication side effects, or their absence, without being reminded to do so, for _______ (how many?) days/weeks/months, as evidenced by _______ (specify).
- I will take the medications I've chosen to take, and I will take them in the manner I've planned to take them daily for _______ (how many?) weeks/months; this means that I will take my medications as follows _______ (specify), as evidenced by _______ (specify).
- I will use _______ (specify an agency or community service which is relevant to resolving a problem) daily/weekly/monthly for _______ (how many?) consecutive days/weeks/months, as evidenced by _______ (specify).
- I will use at least _____ identified available resources which are relevant to resolving my problem with _______ (specify) daily/weekly/monthly) for _______ (how many?) consecutive days/weeks/months, as evidenced by _______ (specify).
Achieving Desired Outcome
- I will participate in scheduled services at _______ (specify a service agency or program) at least _______ (how many?) times weekly/monthly for _______ (how many?) consecutive weeks/months, as evidenced by _______ (specify).
- I will meet _______ (how many?) times over the next _______ (week? month? year?) with staff from _______ (specify agency/program) to explore if it can be of help to you, as evidenced by ______ (specify).
- I will meet _______ (how many?) times over the next _______ (how many?) weeks/months/ year with staff from _______ (specify agency/program) to get to know them better/build a relationship with them, as evidenced by ______ (specify).
- I will meet _______ (number of times over specified time period) with staff from _______ (specific agency/program) to tell them about myself and my goals, in order to
see if we can work together productively, as evidenced by ______ (specify).
CHAPTER 3: ACTIVITIES OF DAILY LIVING
Over 100 specific Objectives are listed, in developmental sequence, related to the activities of daily living issues of…
- Dress
- Food Preparation
- Grooming / Hygiene
- Housekeeping
- Money Management
- Shopping
- Use of Transportation
- Other
Dress, for example…
- I will dress in appropriate clothing for each of _______ (how many?) different social/occupational situations, including traditional cultural/family events, as evidenced by _______ (specify).
- I will keep my clothing that needs to be washed or cleaned separate from my other clothing every day for _______ (specify) days/weeks/months, as evidenced by _______ (specify).
Food preparation, for example…
- I will use _______ (specify food preparation skill) at least ______ (how many?) times per day/week/month for ______ (how many?) consecutive days/weeks/months, as evidenced by _______ (specify).
- I will prepare at least _______ (how many?) different meal items each week for _______ (how many?) weeks, as evidenced by _______ (specify).
- I will use the following rules for good food preparation daily for _______ (how many?) days/weeks/months: _______ (specify). This will be evidenced by _______ (specify).
Grooming / Hygiene, for example…
- I will use _____ (specify a hygiene/grooming skill) at least _______ (how many?) per day/week/month for ___ (how many?) consecutive days/weeks/months, as evidenced by _______ (specify).
- I will carry tissues and discard them as soon as possible after using them daily for _______ (how many?) days/weeks/months, as evidenced by _______ (specify).
Housekeeping, for example…
- I will implement a prioritized "To Do List" of important, regular daily/weekly activities on a daily/weekly basis for _______ (how many?) consecutive days/weeks, as evidenced by _______ (specify).
- I will wash dishes in soap and clean water before using them for a second meal for ______ (how many?) days/weeks/months, as evidenced by _______ (specify).
Money management, for example…
- I will participate in a purchasing co-op arrangement with at least _______ (how many?) others, in order to buy in bulk, as evidenced by _______ (specify).
- I will properly use money or other resources that should be used for supporting my family, as evidenced by _______ (specify).
Shopping
- I will resist buying any "impulse items" at the store unless they were on a shopping list that I prepared before going to the store for at least _______ (how many?) days/weeks/months, as evidenced by _______ (specify).
- I will not purchase any item that costs more than _______ (specify) unless it is on a shopping list that I prepared before going to the store, and I will do this for at least _______ (how many?) days/weeks/months, as evidenced by _______ (specify).
- I will buy _______ (how many?) items that cost more than _______ (how much money?) from the lowest price store after comparing prices from at least _______ (how many?) stores, as evidenced by _______ (specify).
Use of transportation
- I will use _______ (specify transportation related skill) at least _______ (how many?) times per day/week/month for _______ (how many?) consecutive days/weeks/months, as evidenced by _______ (specify).
Other
- I will _____ (specify desired Activities of Daily Living skill or practice) according to my own agreed upon standards for _______ (how many?) consecutive days/weeks/months, as evidenced by _______ (specify).
CHAPTER 4: ADDICTIONS
71 ITEMS, for example…
Defining the Obstacle
- I will identify/describe at least _______ (how many?) differences between problematic addictive behavior and other kinds of repeated, pleasurable behaviors that are safe and desirable, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) specific thoughts that I have immediately preceding addictive behavior, as evidenced by _______ (specify).
Identifying Relevant Strengths, Resources, and Methods
- I will identify/describe at least _______ (how many?) techniques for resisting temptations to addictive behavior, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) personal strengths relevant to reducing addictive thoughts or behavior, as evidenced by _______ (specify).
Acting on Strengths, Resources, and Methods
- I will spend at least _______ (how many?) hours per week with people who don't use, and no more than _______ (how many?) hours per week with people who use, as evidenced by _______ (specify).
Achieving Desired Outcome
- I will not engage in any unwanted addictive behaviors at school/at work/at home for at least _______ (how many?) consecutive weeks/months, as evidenced by _______ (specify).
- I will engage in no acts of unwanted addictive behavior for a period of _______ (how many?) days/weeks/months, as evidenced by _______ (specify).
CHAPTER 5: AGGRESSIVE BEHAVIOR
64 ITEMS
CHAPTER 6: ANGER MANAGEMENT
30 ITEMS
CHAPTER 7: BEING INVOLVED WITH OTHER PEOPLE (SOCIAL PARTICIPATION)
48 ITEMS
CHAPTER 8: COMMUNICATION SKILLS
50 ITEMS
CHAPTER 9: CONCENTRATION
52 ITEMS
CHAPTER 10: CULTURAL IDENTITY
64 ITEMS
CHAPTER 11: DEATH AND DYING
64 ITEMS
CHAPTER 12: DELUSIONS, HALLUCINATIONS AND RELATED PROBLEMS (PSYCHOSIS)
44 ITEMS
CHAPTER 13: DEPRESSION
47 ITEMS
CHAPTER 14: EATING (Binging, Purging, Restricted Food Intake, Overeating)
55 ITEMS
CHAPTER 15: EDUCATION RELATED PERSONAL SKILLS
83 ITEMS: See above for full example
CHAPTER 16: FAMILY RELATED OBJECTIVES
51 ITEMS
CHAPTER 17: FAMILY/CAREGIVER INVOLVEMENT WITH CARE
23 ITEMS
CHAPTER 18: FEELING AFRAID OF SOMETHING (CUED ANXIETY)
33 ITEMS
CHAPTER 19: FEELING VERY "SPEEDED UP" (MANIA)
41 ITEMS
CHAPTER 20: FEELING TROUBLED DUE TO A VERY PAINFUL EVENT (POSTTRAUMATIC STRESS)
54 ITEMS
CHAPTER 21: GENERAL SYMPTOM MANAGEMENT
51 ITEMS
CHAPTER 22: HARM TO OTHERS, VERBAL AND/OR PHYSICAL
62 ITEMS
CHAPTER 23: HEALTH
49 ITEMS
CHAPTER 24: HOUSING
44 ITEMS
CHAPTER 25: JOB RELATED PERSONAL SKILLS
93 ITEMS
CHAPTER 26: LEGAL
75 ITEMS
CHAPTER 27: PANIC ATTACKS
38 ITEMS
CHAPTER 28: PARENTING/CAREGIVING SKILLS
45 ITEMS
CHAPTER 29: PROBLEMS/CHALLENGES GETTING ALONG WITH PEOPLE IN AUTHORITY (OPPOSITIONAL BEHAVIOR)
37 ITEMS
CHAPTER 30: RELAPSE PREVENTION
39 ITEMS: See above for full example.
CHAPTER 31: SELF-CONTROL (IMPULSE CONTROL)
52 ITEMS
CHAPTER 32: SELF-ESTEEM
57 ITEMS
CHAPTER 33: SELF-HARM RISK
45 ITEMS
CHAPTER 34: SLEEP
61 ITEMS
CHAPTER 35: SPIRITUALITY
40 ITEMS
CHAPTER 36: SUBSTANCE USE
51 ITEMS, for example…
Defining the Obstacle
Contemplation and Planning
- I will identify/describe at least _______ (how many?) ways in which my substance use affects my life and the lives of others, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) things I will miss the most if I stop using substances, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) things I like about using substances, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) ways in which my substance use negatively affects my life and the lives of others, as evidenced by _______ (specify).
- I will identify/describe at least _______ (how many?) ways in which my substance use affects my ability to achieve _______ (specify your goal), as evidenced by _______ (specify).
Planning and Action
- I will identify/describe at least _______ (how many?) "clean and sober" friends who are supportive of my abstinence goal, as evidenced by _______; "clean and sober" means _______ (specify).
- I will stop seeing friends who use or discuss use around me, and I will delete their contact information, as evidenced by _______ (specify).
- I will exchange phone numbers/contact information at 12 step meetings or other self-help groups with _______ (how many?) new people weekly/monthly, as evidenced by _______ (specify).
Acting on Strengths, Resources, and Methods
- I will stop having contact with all of my "using buddies" for at least _______ (how many?) months, as evidenced by _______ (specify).
- I will identify/describe and introduce myself to a 12 step sponsor, as evidenced by _______ (specify).
Achieving Desired Outcome
- I will not use any drug or alcohol, except for prescribed medications, for _______ (how many?) days/weeks/months, as evidenced by _______ (specify); "prescribed medications" means _______ (specify).
- I will not use _______ (specify a substance) during _______ (specify a time frame, for example weekdays, before 5 pm, weekends) for _______ (how many?) days/weeks/months, as evidenced by _______ (specify).
- I will not use substances when _____ (specify situation such as driving, at parties, at work or school) for _______ (how many?) weeks/months) as evidenced by _______ (specify).
CHAPTER 37: SUICIDE
45 ITEMS
CHAPTER 38: WELLNESS RECOVERY ACTION PLANNING
44 ITEMS
CHAPTER 39: WHAT CHILDREN ACCOMPLISH AS THEY GROW DEVELOPMENTAL PROGRESS)
80 ITEMS, for example…
Defining the Obstacle
- Caregiver/Client will identify/describe at least _______ (how many?) differences between child's/youth's present developmental status and individually appropriate developmental milestones, as evidenced by _______ (specify).
- Caregiver/Client will identify/describe at least _______ (how many?) triggers repeatedly preceding _______ (specify a behavior related to the developmental issue), as evidenced by _______ (specify).
- Caregiver/Client will describe at least _______ (how many?) things going on in the situation for each undesirable behavior and each desirable behavior, as evidenced by _______ (specify).
Identifying Relevant Strengths, Resources, and Methods
- Caregiver/Client will identify/describe _______ (how many?) principles for effective caregiving in situations where _______ (specify one or more challenging caregiving situations), as evidenced by _______ (specify).
- Caregiver/Client will identify/describe _______ (how many?) qualities of a nurturing home environment for helping the child/youth to develop _______ (specify something in particular you would like the child/youth to develop), as evidenced by _______ (specify).
- Caregiver/Client will describe a _______ (how many?) step process for _______ (specify a caregiving task relevant to child/youth development), as evidenced by _______ (specify).
Acting on Strengths, Resources, and Methods
- Caregiver/Client will implement _______ (how many?) principles for effective caregiving in situations where _______ (specify one or more challenging caregiving situations) consistently for _______ (how many?) consecutive days/weeks/months, as evidenced by _______ (specify).
- When expressing expectations and redirecting child's/youth's behavior, caregiver will physically get down to child's/youth's level, make eye contact, touch child/youth gently and tell him/her, in a simple, kind but firm phrase, what is expected at least _______ (how many?) times daily/weekly for _______ (how many?) days/weeks, as evidenced by _______ (specify).
Achieving Desired Outcome
Infancy
- Infant will show _______ (specify a particular behavior or ability that the infant should develop) for _______ (how many?) consecutive weeks/months, as evidenced by _______ (specify).
Toddlerhood
- Child will show that he/she feels attached ("secure attachment") to caregiver as indicated by _______ (specify) consistently for _______ (how many?) consecutive weeks/months, as evidenced by _______ (specify).
- Child will show a wide variety of emotions similar to most other children of the same age consistently for _______ (how many?) consecutive weeks/months, as evidenced by _______ (specify).
- Child will show effective ability to calm himself/herself, sleep and wake at regular times, and deal with toilet training ("self-regulation") consistently for _______ (how many?) consecutive weeks/months, as evidenced by _______ (specify).
Early Childhood
- Child will show considerate behaviors similar to most other children of his/her age, as indicated by _______ (specify), for _______ (how many?) consecutive weeks/months, as evidenced by _______ (specify).
- Child will show a healthy sense of trying to accomplish things ("initiative") and competition, as indicated by _______, (specify) consistently for _______ (how many?) consecutive weeks/months, as evidenced by _______ (specify).
- Child will consistently show increased ease with separation from caregiver for _____ (how many?) weeks/months, as evidenced by _______ (specify).
Middle Childhood
- Child will show the ability to see things from another person's perspective ("role taking ability" or "empathy") consistently for _______ (how many?) consecutive weeks/months, as evidenced by _______ (specify).
- Child will successfully get along with others in peer groups consistently for _______ (how many?) consecutive weeks/months, as evidenced by _______ (specify).
- Child will express an accurate understanding of how he/she gets along with other children ("self-evaluation in reference to peers") consistently for _______ (how many?) consecutive weeks/months, as evidenced by _______ (specify).
- Child will effectively resist hurting others in a way similar to most other children of the same age for _______ (how many?) consecutive weeks/months, as evidenced by _______ (specify).
- Child will effectively resist hurting others for _______ (how many?) consecutive weeks/months, as evidenced by _______ (specify).
- Child will show good attention and concentration similar to most other children of the same age, as evidenced by _______ (specify), consistently for _______ (how many?) consecutive weeks/months, as evidenced by _______ (specify).
Adolescence
- I will avoid delinquent behavior, such as _______ (specify), consistently for _______ (how many?) consecutive weeks/months, as evidenced by _______ (specify).
- I will resist substance use, abuse, and dependence consistently for _______ (how many?) consecutive weeks/months, as evidenced by _______ (specify).
- I will demonstrate my ability to take a healthy approach to sexual impulses and practices, as evidenced by _______ (specify), consistently for _______ (how many?) consecutive weeks/months, as evidenced by _______ (specify).
- I will _______ (specify), as evidenced by _______ (specify).
CHAPTER 40: WORKING ON MY OWN CHOSEN GOALS AND OBJECTIVES
(TREATMENT PLAN PARTICIPATION)
28 ITEMS
CHAPTER 41: WORRYING (GENERALIZED ANXIETY)
31 ITEMS
APPENDIX TO VOLUME 4
SKILL LISTS
These Skill Lists present a variety of skills commonly pursued in community behavioral health care services. Items from these lists can be used to fill in the blanks for any item in this Core Content Category that calls for specifying a skill.
ACTIVITIES OF DAILY LIVING SKILLS
Dress
- wearing clean clothing
- separating clean and dirty clothing
- clothing storage
- mending clothing
- ironing clothing
- shoe care
- sharing clothing with roommates
- dressing in appropriate clothing for different social/work/school situations
- dressing in appropriate clothing for the weather
Food preparation
- what to have on hand
- planning a meal
- washing utensils
- washing fruits and vegetables
- food storage
- storing raw foods properly
- refrigerating foods needing refrigeration
- washing hands before preparing a meal
- washing hands before eating
- using appropriate storage for food items
- preparing a variety of foods
- leftovers
Grooming / Hygiene
- what to have on hand
- storing sundries
- carrying and using tissues
- discarding tissues after use
- carrying and using hand sanitizer
- washing hands
- dental care
- using personal care items
- having a plan for healthy daily grooming
- bathing and showering
- shaving
- trimming and cutting hair
- nail care
- skin care (dry skin, sunburn, bug bites, etc.)
- use of cosmetics
- first aid
- toileting
Housekeeping
- using a "to do list"
- placing household items in a predesignated space
- sweeping or vacuuming floors
- washing dishes
- washing and cleaning clothing
- childproofing
- keeping a safe environment
- dealing with vermin
- fire safety
- storing and using household chemicals
- handling waste and recycling
Money management
- budgeting
- accounting for monthly expenses
- using an expense record
- participating in a purchasing co-op arrangement
- using a savings plan
- storing money safely
Shopping
- using a shopping list
- types of stores
- comparison shopping
- shopping cooperatives
- negotiating a price (bargaining)
- seasonal shopping
- finding discounts
- buying used items
- selling used items
- resisting "impulse items"
Use of transportation
- using public transportation
- using carpools
- using a bicycle
- planning a route
- other activities of daily living skills _______ (specify)
COMMUNICATION SKILLS
- acceptance, nonjudgmental acceptance of the other person
- acknowledging differences
- addressing people by their name
- addressing the listener's point of view
- accepting feedback
- anticipating listener confusion
- assertiveness
- assessing without being judgmental
- claiming ownership for one's messages
- clarification, elaborating with details
- clarification, giving examples
- clarification, requesting clarification
- "communication styles," distinguishing among "communication styles" to suit the situation
- conciseness, focusing on key issues
- conflict resolution skills
- description, objective description without evaluation
- empathic listening
- elaborating with details
- encouraging the speaker to speak more
- feelings: sharing feelings
- feelings: identifying speaker's feelings
- listening, preparing to listen
- listening: paraphrasing what speaker has said
- negotiation skills
- nonverbal communication, observing nonverbal communications
- open mindedness
- opinions, expressing opinions
- requests, making requests
- responsibility: taking responsibility for one's messages
- summarizing
- other communication skills _______ (specify)
EDUCATION RELATED PERSONAL SKILLS
- acting appropriately at school
- attitude at school
- feedback; accepting feedback from teachers/instructors
- following instructions from persons in authority
- multicultural sensitivity and awareness
- organizing a school related project
- organizing school related tasks
- planning school work
- preparation for starting a new school project or assignment
- problem solving
- productivity and quality of school work
- proper clothing at school
- sexual behavior at school
- social skills for the classroom
- teamwork at school
- time management
- other education related personal skills _______ (specify)
JOB RELATED PERSONAL SKILLS
- acting appropriately on the job
- attitude at work
- feedback; accepting feedback
- following chain of command
- job hunting skills
- job interviewing skills
- multicultural sensitivity and awareness
- organizing a project
- organizing tasks
- planning
- preparation for starting a new job
- problem solving
- productivity and quality on the job
- proper clothing
- safety on the job
- sexual behavior in the workplace
- social skills for the workplace
- teamwork
- time management
- other job related personal skills _______ (specify)
PARENTING/CAREGIVING SKILLS
- acceptance: nonjudgmental acceptance of the child as a person
- assertiveness
- authority; assuming non-authoritarian authority
- "communication styles"; distinguishing among "communication styles" to suit the situation
- consequences, defining and enforcing consequences
- consistency, as appropriate
- evaluating child's behavior without being judgmental of the child
- expectations; setting developmentally appropriate expectations
- expressing expectations; elaborating with details
- expressing expectations; giving examples
- expressing expectations; confirming child's/youth's understanding
- expressing love and affection
- description; objective description without judgment
- empathic listening
- feedback; giving feedback, positive and negative
- feelings; sharing feelings
- listening; paraphrasing what child has said
- listening; empathic listening
- modeling patience
- modeling good communication skills
- modeling _______ (specify a skill or behavior)
- negotiation skills (as developmentally appropriate)
- nonverbal communication; observing nonverbal communications
- parent-child conflict resolution skills
- requests; making requests
- responsibility; taking responsibility for one's messages
- rewarding desirable behavior
- other parenting/caregiving skills _______ (specify)
PROBLEM SOLVING SKILLS
- focusing on specific issues
- breaking down the problem into its parts
- prioritizing problem elements
- clarifying your experience of the problem
- examining recent causes and triggers
- examining alternative means of solution
- choosing a solution or course of action
- taking action and evaluating progress
- engaging social supports for problem solving
- modify problem solving approach as needed
SOCIAL SKILLS
- addressing people by their name
- approach skills: initiating conversation with unfamiliar others
- assertiveness
- "confident" body language: open, direct stance, without fidgeting
- conflict resolution skills
- courtesies: basic courtesies
- decision making: sharing decision making
- empathic listening
- eye contact
- feelings: sharing feelings
- feelings: identifying speaker's feelings
- following along: nodding and smiling to show that you are following along
- greetings: smiling when greeting people and talking
- humor: using humor
- listening: showing interest in what others have to say
- negotiation skills
- open mindedness
- opinions: expressing opinions
- personal information: disclosing and withholding personal information
- requests: making requests
- showing affection and appreciation appropriately
- showing support: being supportive and showing concern
- "small talk": chatting about unimportant things
- tactful communication of unpleasant information
- taking turns when talking
- thoughtfulness, anticipating what might please the other person
- varying distance and closeness
- other social skills _______ (specify)
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