Addiction Treatment Homework Planner
Description
In the newly revised sixth edition of the Addiction Treatment Homework Planner, a team of distinguished clinicians delivers a practical and effective resource for clients who wish to keep their therapy and recovery efforts front-of-mind and incorporate them into their daily lives. The activities and homework contained within will assist clients--and the clinicians treating them--to collect real-time data, enabling practitioners to address relevant issues quickly and collaboratively.
This Homework Planner is designed as a companion manual to the sixth editions of the Addiction Treatment Planner and Addiction Progress Notes Planner. It focuses on client-centered, assessment-driven, evidence-based treatment in the field of substance use disorder psychotherapy. Each included exercise is designed to:
* Emphasize the importance of client motivation and increase the knowledge, awareness, and insight of people moving through the addiction recovery process
* Incorporate a skills component for further instruction in therapy or at home
* Be completed or processed within individual sessions or - where appropriate - within group therapy sessions and at various levels of care
An indispensable, hands-on resource for counselors, therapists, psychiatrists, psychologists, and other mental health professionals engaged in the treatment of patients with substance use disorders, the Addiction Treatment Homework Planner is a time-saving tool with the potential to improve patient outcomes and increase client engagement.
More details
Other editions
Additional editions
Previous edition
Persons
BRENDA S. LENZ, MS, is a licensed professional counselor and certified substance abuse counselor with extensive experience assessing and treating clients with co-occurring issues in a wide variety of settings. She specializes in prevention, assessment, early intervention, and the treatment of substance use disorders in college-aged clients.
ARTHUR E. JONGSMA, JR., PHD, is Series Editor of the bestselling PracticePlanners®. He has over five decades experience providing mental health services to inpatient and outpatient clients. He has authored or co-authored over fifty books.
JAMES R. FINLEY, MA, is a mental health and addictions therapist who has conducted individual, couples, family, and group therapy with adults, adolescents, and children in outpatient treatment, foster care, residential, and correctional settings. He is the author of Integrating the 12 Steps into Addiction Therapy and coauthor of The Addiction Counselor's Documentation Sourcebook, Second Edition, and the Veterans and Active Duty Military Psychotherapy Homework Planner.
Content
About the Downloadable Assignments xi
PracticePlanners® Series Preface xii
Preface xiv
About the Author xvi
Introduction 1
Section 1: Adult-Child-of-an-Alcoholic (ACA) Traits 4
Exercise 1.A Addressing ACA Traits in Recovery 5
Exercise 1.B Understanding Family History 9
Section 2: Anger 12
Exercise 2.A Is My Anger Due to Feeling Threatened? 13
Exercise 2.B Is My Anger Due to Unmet Expectations? 16
Section 3: Antisocial Behavior 18
Exercise 3.A Benefits of Helping Others 19
Exercise 3.B Taking Inventory of Destructive Behaviors 23
Section 4: Anxiety 25
Exercise 4.A Anxiety Triggers and Warning Signs 26
Exercise 4.B Coping with Stress 30
Section 5: Attention-Deficit/Hyperactivity Disorder (ADHD)-Adolescent 33
Exercise 5.A Developing a Recovery Program 34
Exercise 5.B Staying Attentive and Other Negotiating Skills 38
Section 6: Attention-Deficit/Hyperactivity Disorder (ADHD)-Adult 41
Exercise 6.A From Recklessness to Calculated Risks 42
Exercise 6.B Getting Organized 46
Exercise 6.C Self-Soothing: Calm Down, Slow Down 50
Section 7: Bipolar Disorder 53
Exercise 7.A Early Warning Signs of Mania/Hypomania 54
Exercise 7.B Mania, Addiction, and Recovery 57
Section 8: Borderline Traits 60
Exercise 8.A Forming Stable Relationships 61
Exercise 8.B Seeing That We're All Just Human 65
Section 9: Childhood Trauma 68
Exercise 9.A Corresponding with My Childhood Self 69
Exercise 9.B Setting and Maintaining Boundaries 73
Section 10: Chronic Pain 75
Exercise 10.A Coping with Addiction and Chronic Pain 76
Exercise 10.B Managing Pain Without Addictive Drugs 80
Section 11: Conduct Disorder/Delinquency 83
Exercise 11.A How Do You Do That? 84
Exercise 11.B Trading Places 87
Section 12: Dangerousness/Lethality 90
Exercise 12.A Anger as a Drug 91
Exercise 12.B Managing Risk 95
Section 13: Dependent Traits 98
Exercise 13.A Building My Support Network 99
Exercise 13.B How Interdependent Am I? 103
Section 14: Depression-Unipolar 106
Exercise 14.A Correcting Distorted Thinking 107
Exercise 14.B Gratitude 111
Section 15: Eating Disorders and Obesity 113
Exercise 15.A Creating a Preliminary Eating and Health Plan 114
Exercise 15.B Eating Patterns Self-Assessment 118
Section 16: Family Conflicts 121
Exercise 16.A Creating Positive Family Rituals 123
Exercise 16.B Identifying Conflict Themes 127
Section 17: Gambling 130
Exercise 17.A Consequences and Benefits 131
Exercise 17.B Understanding Nonchemical Addictions 135
Section 18: Grief/Loss Unresolved 138
Exercise 18.A Am I Having Difficulty Letting Go? 139
Exercise 18.B Moving on After Loss 143
Exercise 18.C What Would They Want for Me? 148
Section 19: Impulsivity 150
Exercise 19.A Handling Crisis Without Impulsivity 151
Exercise 19.B Learning to Think Things Through 155
Section 20: Legal Problems 157
Exercise 20.A Handling Tough Situations in a Healthy Way 158
Exercise 20.B What's Addiction Got to Do with My Problems? 162
Section 21: Living Environment Deficiency 165
Exercise 21.A Assessing My Environment 167
Exercise 21.B What Would My Ideal Life Look Like? 170
Section 22: Medical Issues 173
Exercise 22.A Coping with Addiction and Other Medical Problems 174
Exercise 22.B Physical and Emotional Self-Care 178
Section 23: Narcissistic Traits 181
Exercise 23.A Being Genuinely Altruistic 182
Exercise 23.B Getting Outside of Myself 185
Section 24: Nicotine Use/Dependence 187
Exercise 24.A Assessing Readiness and Preparing to Quit 188
Exercise 24.B Addressing Relapse Triggers 192
Exercise 24.C Use of Affirmations for Change 196
Section 25: Obsessive-Compulsive Disorder (OCD) 199
Exercise 25.A Interrupting Compulsive Thoughts and Urges 201
Exercise 25.B Reducing Compulsive Behaviors 206
Section 26: Occupational Problems 210
Exercise 26.A Interest and Skill Self-Assessment 211
Exercise 26.B Workplace Problems and Solutions 215
Section 27: Opioid Use Disorder 218
Exercise 27.A Values Clarification and Consistency Check 219
Exercise 27.B Starting Again, Not Over 223
Section 28: Oppositional Defiant Behavior 226
Exercise 28.A Analyzing Acting-Out Behavior 227
Exercise 28.B Learning to Ask Instead of Demand 230
Section 29: Panic Disorder 233
Exercise 29.A Persistence in Spite of Panic 234
Exercise 29.B Mastering Positive Feedback to Face Fears 239
Section 30: Parent-Child Relational Problem 242
Exercise 30.A Am I Teaching My Child Addictive Patterns? 243
Exercise 30.B What Do I Want for My Children? 247
Section 31: Partner Relational Conflicts 250
Exercise 31.A Communication Skills 251
Exercise 31.B Relationship Assessment 257
Section 32: Peer Group Negativity 260
Exercise 32.A Creating Recovery Peer Support 261
Exercise 32.B What Do I Need and How Do I Get It? 264
Section 33: Posttraumatic Stress Disorder (PTSD) 267
Exercise 33.A Coping with Addiction and PTSD 268
Exercise 33.B Safe and Peaceful Place Meditation 272
Section 34: Psychosis 275
Exercise 34.A Coping with Addiction and Schizophrenia Spectrum Disorders 276
Exercise 34.B Planning a Stable Life 280
Section 35: Readiness to Change 283
Exercise 35.A Addressing Readiness and Motivation 284
Exercise 35.B Problem Identification: Is It Addiction? 288
Section 36: Relapse Proneness 291
Exercise 36.A Early Warning Signs of Relapse 292
Exercise 36.B Identifying Relapse Triggers and Cues 296
Exercise 36.C Relapse Prevention Planning 302
Section 37: Self-Care Deficits-Primary 305
Exercise 37.A Assessing Self-Care Deficits 306
Exercise 37.B Relating Self-Care Deficits to My Addiction 310
Section 38: Self-Care Deficits-Secondary 312
Exercise 38.A Filling in Self-Care Gaps 313
Exercise 38.B Working Toward Interdependence 317
Section 39: Self-Harm 319
Exercise 39.A Understanding Self-Harm and Addiction 320
Exercise 39.B Self-Harm Risk Factors, Triggers, and Early Warning Signs 324
Section 40: Sexual Abuse 327
Exercise 40.A It Wasn't My Fault 329
Exercise 40.B Internal and External Resources for Safety 333
Section 41: Sexual Promiscuity 335
Exercise 41.A Is It Romance or Is It Fear? 336
Exercise 41.B Working Through Shame 340
Section 42: Sleep Disturbance 342
Exercise 42.A Assessing Sleep Problems 343
Exercise 42.B Improving Sleep Hygiene 347
Section 43: Social Anxiety 349
Exercise 43.A Understanding Thoughts, Worries, and Fears 351
Exercise 43.B Action Plan to Address Social Anxiety 356
Section 44: Spiritual Confusion 359
Exercise 44.A Understanding Spirituality 360
Exercise 44.B Finding a Higher Power That Makes Sense 364
Section 45: Substance-Induced Disorders 367
Exercise 45.A Using My Support Network 369
Exercise 45.B Exploring Treatment and Recovery Options 372
Section 46: Substance Intoxication/Withdrawal 375
Exercise 46.A Coping with Postacute Withdrawal (PAW) 376
Exercise 46.B Using Books and Other Media Resources 379
Section 47: Substance Use Disorders 381
Exercise 47.A Consequences of Continuing Addictive Lifestyles 382
Exercise 47.B Alternatives to Addictive Behavior 385
Exercise 47.C Personal Recovery Planning 388
Exercise 47.D Taking Daily Inventory 394
Exercise 47.E Making Change Happen 397
Exercise 47.F Balancing Recovery, Family, and Work 401
Section 48: Suicidal Ideation 404
Exercise 48.A Problem Solving and Safety Planning 405
Exercise 48.B Why Do I Matter and Who Cares? 409
Appendix A: Alternate Assignments for Presenting Problems 411
Appendix B: Suggested References by Select Chapters/Areas of Clinical Focus 436
Appendix C: Alphabetical Index of Exercises 446
SECTION 31: PARTNER RELATIONAL CONFLICTS
Therapist's Overview
COMMUNICATION SKILLS
GOALS OF THE EXERCISE
- Understand the relationship between addiction and partner relational conflicts.
- Develop and maintain effective communication and sexual intimacy with a partner.
- Identify ways the client succeeds and fails in communicating with important others.
- Identify better ways to communicate and learn to use those skills.
- Learn to teach and use effective communication strategies with others in the client's life.
ADDITIONAL PROBLEMS FOR WHICH THIS EXERCISE MAY BE USEFUL
- Adult-Child-of-an-Alcoholic (ACA) Traits
- Anger
- Borderline Traits
- Family Conflicts
- Narcissistic Traits
- Occupational Problems
- Oppositional Defiant Behavior
- Parent-Child Relational Problem
- Social Anxiety
SUGGESTIONS FOR PROCESSING THIS EXERCISE WITH THE CLIENT
The "Communication Skills" activity is intended for clients whose relationships are troubled due to poor communication skills, on the part of the clients themselves or others. This is critical to relapse prevention, as a common relapse trigger is relationship conflict, and the most common source of relationship problems is poor communication. Follow-up for this exercise could include guided practice in group, couples, or family therapy; keeping a journal about the outcomes of this assignment; and reporting back to the therapist and treatment group on outcomes.
EXERCISE 31.A
COMMUNICATION SKILLS
Saying what we mean clearly, in a way that is respectful to ourselves and others, is a learned skill. So is hearing what others are telling us. Communication takes two skills: expressing ourselves clearly and listening actively. This exercise will help you communicate more effectively.
- Please name the person with whom you have the most trouble communicating, and why you think this happens. Then do the same for the person with whom it's easiest for you to communicate. Person Why It's Challenging _________________________ _____________________________________________________ Person Why It's Easier _________________________ _____________________________________________________
- We all have communication styles we use most. The following are a number of styles. Circle those that you believe describe how you generally communicate:
- Aggressive. Expressing ourselves with little regard for others' rights, thoughts, or feelings. Aggressive communication can be abusive and judgmental. It may include name-calling, yelling, sarcasm, ridicule, and hostile body language.
- Passive-aggressive. Not expressing ourselves openly. Hinting; talking behind others' backs; sarcasm; constant complaining; expecting others to know what we think, feel, or want without telling them; refusing to talk even when others can see we're upset.
- Passive. Not expressing ourselves in ways we fear might upset others, or possibly any way at all. Giving short, uninformative answers; agreeing with whatever others say.
- Assertive. Expressing our thoughts, feelings, and wishes clearly without ignoring those of others; being able to say "no" in a way that respects both others and ourselves.
Which best describes your style? Please give an example of how you use this style in two of your closest relationships.
- Let's look at specific elements of communication and identify alternative actions that generally have better outcomes. As you read the following list, where do you see yourself?
- Mind-reading. We try to infer what someone else is thinking or feeling without asking for them to clarify or we assume that we know without asking. Most people resent it when others do this to them-it often triggers arguments. Think of a time someone put words in your mouth. Describe how you felt, the reaction you had, and whether it helped the communication:
If you find yourself mind reading with others, interrupt yourself, then ask the person you are talking to how they are feeling or what they are thinking. Note what happens here.
- Name-calling. We get upset with others because of their words and actions. Calling people names isn't referring to their actions, it's labeling who and what they are-things they can't change. It's hurtful. Name-calling is one of the surest ways to turn a conversation into an argument. Think of a time when someone called you names. Describe the situation, how you felt, the reaction you had, and the impact it had on communication:
If you find yourself name calling, stop immediately, apologize. Describe what you think happened.
- Interrupting or long speeches. These two go together. If we cut others off or finish their sentences for them, the message is, "What you have to say isn't important enough for any more of my time." Also, we're often wrong about what people were about to say when we finish their sentences. It works better to listen until they finish expressing their messages. Of course, for one person to let another talk uninterrupted, both must know they'll have a chance to speak too. Think of a time someone went on and on or kept interrupting you. Describe how you felt, the impact it had, on you, and whether it helped the communication:
If you find yourself interrupting, interjecting, or going on and on, catch yourself and stop talking. Ask them to continue what they were saying.
- Be specific. If we say, "You always ____" or "You never _____," we aren't describing a specific action; we're labeling that person. We're also mistaken. Even if they often or seldom do something, it's unlikely that they always or never do it. If we tell others they always or never do things, they'll immediately think of exceptions. They'll probably feel hurt that we don't recognize those exceptions. Think of a time someone did this to you. Describe how you felt, and whether it helped the communication:
If you find yourself engaging in you always/you never language, stop yourself and clarify what you heard them say.
- "Kitchen sinking." We may have many problems to work out with someone, but if we bring them all up at once, then they will feel overwhelmed. It's sometimes called "kitchen-sinking," because it feels to the other person that we're throwing everything at them including the kitchen sink. Think of a time someone "kitchen-sinked" you. Describe how you felt, and how it affected the communication:
If you tend to do this when communicating with others, slow down and consider one thing at a time.
- Blaming. A near-guaranteed way to pick a fight is to blame someone for your own feelings or actions by saying "You made me feel" or "You made me do _______." Other people can't make us do anything unless they use physical force. They can't make us feel or think a certain way. Do you want to be blamed for someone else's actions and feelings? To solve a problem instead of starting a fight, it works better to say, "When you did (action), (result) this happened, and I felt (emotion)." (See h.) Think of a time someone blamed you for their feelings or actions. Describe the situation, how you felt, and whether it helped the communication:
If you tend to blame others for how you feel or what you did, stop and consider how you can accept responsibility for your own behavior and feelings. How might this benefit you and the relationship?
- Respond to both the spoken and unspoken parts of the message. We need to listen to other people's words and respond to the emotions we sense in their facial expressions, body language, and tone after we check to be sure we understand them accurately. It helps when people see that we're paying attention and trying to understand them. Think of a time someone acknowledged your feelings as well as your words. How did they let you know? How did you feel about it?
- Use a structured communication method.
- Agree to talk about the issue at a specific time soon and at a place that is practical for both people and as free of distractions as possible.
- Agree on who will talk and who will listen first (you'll trade places often).
- The first person makes a short statement using the following format:
Event/Result/Emotion
"When (an event) happened/you did (action), it caused (result), and I felt (emotion(s))."
Think of a time you were upset with someone. How would you have expressed your viewpoint in this...
- Mind-reading. We try to infer what someone else is thinking or feeling without asking for them to clarify or we assume that we know without asking. Most people resent it when others do this to them-it often triggers arguments. Think of a time someone put words in your mouth. Describe how you felt, the reaction you had, and whether it helped the communication:
