Download
1 / 60
610 likes | 748 Views
Behavioral Health Rehabilitation. Access to Counseling Services. 1.
E N D
Behavioral Health Rehabilitation • Access to Counseling Services 1
The following information is not sanctioned by any state or federal agency, you as a licensed or certified and credentialed clinician are ethically and legally responsible for following state/federal regulations in the services you provide. • Disclaimer
Notable Definitions "BH" means behavioral health, which relates to mental, substance abuse, addictions, gambling, and other diagnosis and treatment."BHRS" means Behavioral Health Rehabilitation Specialist."CM" means case management."LBHP" means a Licensed Behavioral Health Professional."Objectives" means a specific statement of planned accomplishments or results that are specific, measurable, attainable, realistic, and time-limited."Trauma informed" means the recognition and responsiveness to the presence of the effects of past and current traumatic experiences in the lives of members.
Behavioral Health Rehabilitation Specialist • BA or MA degree from an accredited college/univ; AND* • Completion of the ODMHSAS BHRS training; OR • Cert. Psychiatric Rehab Practitioner credential; OR • Certification as an Alcohol and Drug Counselor; OR • Licensed as a RN withDMHSASBHRS credential; OR • BHRS prior to 7/1/10 withDMHSAScredential on file.
Behavioral Health Rehabilitation Specialist-cont’d. • A BHRS, CADC, or LBHP may perform BHR, following a treatment curriculum approved by a LBHP. • Staff must be appropriately trained in a recognized behavioral/management intervention program such as MANDT, MAB, CAPE or Trauma-Informed Method. • Other requirements are based upon the agency’s accrediting body.
Treatment Team Levels • Agency Clinical Director - determines the scope of practice/directions for treatment on cases • Licensed Behavioral Health Professionals - assessment, treatment plan oversight, psychotherapeutic treatment services, oversight of Rehab and Case Managers • BHRSs - focused on skills development following curriculum & treatment plan approved by the LBHP • Case Managers - focused on finding and linking the individual/family with needed resources, and advocating for them (overseen by the LBHP)
Psycho-Social Rehab Services - (PSR) • PSR is the process of restoring community functioning and well-being of an individual who has a psychiatric and/or substance abuse disorder. Rehabilitation work seeks to effect changes in a person’s environment and in a person’s ability to deal with his/her environment, so as to facilitate improvement in symptoms or personal distress. • FOCUS: develop an individuals skills in areas of living life in a healthy and functional level that increases one’s satisfaction with life!
The Role of the Rehab Worker • Teach skills that complement ideas and concepts processed in therapy. • Provide input goals and objectives for the Treatment Plan. • Help Treatment Team document progress toward identified goals and objectives. • Communicate client needs to treatment team leader. • Promote reward programs that have been set-up with treatment team.
PSR - 8 main Areas • Psychiatric • Social • Vocational/Educational • Daily Living Skills • Financial • Community/Legal • Health/Medical • Housing
Medicaid Policy - OAC 317:30-5-240 - 249 Outpatient BH Services: are covered when provided under a full BioPsychoSocial Assessment and Individualized Treatment Plan conducted by a LBHP. TheTreatment Plan is developed to treat the identified mental health and/or substance abuse disorder(s), with the goal of improvement of functioning, independence, and well-being of the member. The member must be able to actively participate, have sufficient cognitive abilities, communication skills, and short term memory to benefit from treatment.
IndividualRehab • Performed face to face with only the client and the BHRS. • Sessions may include a client’s family/support system in order to focus on the individuals goals/objectives. • Ages 6 and up
Group Rehab • Performed face to face with only the BHRS and a group of clients. Staffing Ratios: • 1 BHRS to 14 adults (18-up) • 1 BHRS to 8 children (6-17)
PSR Policy • Community or Office Based • Travel time to and from PSR is NOT reimbursable. • No-show or cancelled appointments cannot be billed. If a person uses SoonerRide(SR): • Individual PSR, SR is covered • Group PSR, SR is NOT-covered, unless the client has special transportation needs for wheelchair, etc.
PSR Policy • Breaks, meals and times when the client is unable/unwilling to participate are NOT compensable, & must be deducted from billed time. • CMS federal 8-min rule: when you do 8 minutes minimum, then you round up to a 15 min unit. • If you do less than 8 min, then you do not bill that unit. • The BHRS must be present interacting, teaching, and/or supporting the learning objectives of the member for the entire claimed time.
Daily Limits Individual PSR • 6 units/1.5 hours per day maximum allowed • Clinical standard is 1 hour • Time must be age/developmentally appropriate Group PSR • 24 units/6 hrs adults, 16 units/4 hrs children • Group clinical standard is 1 - 1.5 hrs per subject/topic
PSR Rate Schedule Individual PSR $11.79 per 15 min Group PSR Adult (18 and over)—$2.72 per 15 min Children (0-17))—$3.89 per 15 min
Areas of Lawsuit Risk • Being assigned alone to a case without the oversight of a LBHP • Allowing a client to think that you are their therapist. • Attending to crisis situations that are non-medical emergencies. • Having contact with clients outside of sessions. • Crossing the boundary between Rehab and Therapy, or Case Management. • Not carrying professional liability insurance • Being assigned to the same caseload as a family member or friend
Areas of Lawsuit Risk • Rendering services to children at inappropriate times of the day. • Transporting clients without proper insurance coverage and permission signatures. • Billing for individual services when group services were rendered. • Not accurately documenting the time-frame within which services were rendered. • Assuming responsibility for the client. • Failing to report abuse and fraud. • Outings which have little to do with teaching skills. • Promising gifts/rewards in exchange for attendance in sessions.
BHRS Safety Rules • Take your safety and your clients’ safety very seriously. Follow all state laws and rules. • Do not ever feel that you have to enter or stay in a situation that you do not feel safe, leave immediately, contact your employer and reschedule your appointment at a safe location. • Familiarize yourself with our safety manual.
Trauma-Informed Care Trauma-informed care is both a philosophy and a way of providing services based on compelling research over the past 20 years. The research indicates the exposure to trauma is not only dramatically more prevalent than previously known, but also closely linked to many detrimental medical, psychological and social outcomes throughout an individual's lifespan.Exposure to adverse experiences is especially harmful during childhood when the brain is in a rapid stage of development. Immediate behavioral health interventions offer real hope for minimizing negative consequences, but even in situations where the traumatic experiences occurred long ago, new and evidence-based practices can be helpful.
What does it mean to be a Trauma-Informed Care Agency? In addition to evidence-based practices, a trauma-informed agency examines every aspect of their management and service delivery systems to ensure they support healing. This includes having an appreciation for the high prevalence of traumatic experiences for all people in our society and particularly in persons who seek and/or receive behavioral health treatment.
What Does It Mean to Create a Culture of Trauma-Informed Care? • Developing a culture of physical and emotional safety for everyone; clients, their families and staff alike. • Having the belief and understanding that everyone is born with the capacity for progressive development, but that this capacity can be derailed by overwhelming life stressors and traumatic experiences. As a result of these events, individuals and systems may develop maladaptive coping skills that make sense in the context of the history. This is true for clients, their family members, as well as staff members at all levels of an agency. • Surfacing and resolving conflicts • Promoting and valuing honest communication. • Respecting everyone's feelings and perspectives, even when they differ
What Does It Mean to Create a Culture of Trauma-Informed Care?- cont’d. • Maintaining and supporting emotional regulation for self and others. • Extending kindness and compassion while maintaining healthy boundaries. • Working from a strength-based approach that honors the belief that everyone is doing the best he or she knows how. • Having and cultivating a fun attitude with one another about whatever has to be done, as well as doing whatever has to be done with a sense of joy! • Using group process, group problem solving, and creative problem-solving, whenever feasible, for resolution of shared problems.
What is Client-Centered Care? Client-centered care is an innovative approach to the planning, delivery, and evaluation of care that is grounded in mutually beneficial partnerships among clients, families, and providers. Client-centered care applies to people of all ages, and it may be practiced in any setting.
The Core Concepts of Client-Centered Care • Dignity and Respect— Practitioners listen to and honor client and family perspectives and choices. Client and family knowledge, values, beliefs and cultural backgrounds are incorporated into the planning and delivery of care. • Information Sharing— Practitioners communicate and share complete and unbiased information with clients and families in ways that are affirming and useful. Clients and families receive timely, complete, and accurate information in order to effectively participate in care and decision-making. • Participation— Clients and families are encouraged and supported in participating in care and decision-making at the level they choose. • Collaboration— Clients and families are also included on an agency-wide basis. Leaders collaborate with clients and families in policy and program development, implementation, and evaluation; in facility design; and in professional education, as well as in the delivery of care.
Do you exhibit these competencies? • Listens to all symptoms/problems before making moving toward goals and solutions. • Is knowledgeable about the person's condition; past and current status. • Is very knowledgeable about curricula, procedural changes from their agencies, and/or licensing bodies. • Encourages clients and family members to ask questions and participate in the care experience. • Gives options for solving problems and suggests ways in which client and family member can participate in care.
Do you exhibit these competencies?- cont’d. • Collaborates with client and family member in seeking additional solutions. • Volunteers information about agencies that provide additional services and knows how to access those services. • Uses familiar terminology or carefully defines new terms; checks that client and family member understand. • Takes time and does not seem rushed. • Follows through on care and outcomes.
Documenting Progress • Through your work as a BHRS, you will are required to thoroughly document each visit with each client. • Keep in mind that this document is a part of the ongoing assessment and re-assessment of the client’s strengths, needs, abilities, preferences, and liabilities. • It is very important that your progress notes thoroughly document what took place during the session and is directly related to the goals and objectives that are stated in the treatment plan. • You must state clearly in your note which treatment plan goal(s) and objective(s) were addressed during your session with them.
The Context of Rehab Work • In order to keep the lines between rehabilitation, case management and therapy separate, it is easiest to think of a rehabilitation worker as a teacher. • Using this context, a teacher would not seek out resources for their student, most likely they would refer them to the school counselor or local case manager. • Using this context, a teacher would not talk to a student about their feelings about a particular event, instead they would send the student to see the school counselor.
The Role of Active Learning • Active Learning- a concept in which people participate in their own learning process by involving them in some type of activity where they physically become part of the lesson, i.e. learning by doing. • Methods of active learning- role-playing, simulations, debates, demonstrations, problem solving initiatives, skits, discussions, games, etc. • Based on process rather than outcome • Uses both left and right brain. –Adapted from Activities That Teach by Tom Jackson
The Process of Active Learning • General Concept presented to individual/group • Specific information about topic given to individual/group • Activity performed • Discussion about actions/consequences during activity • General principals of topic/activity discussed • Specific skills/techniques are discussed along with application to real world situations • Both left and right brain record event for future use
The Process of Active Learning • Recap learned skills and techniques and have client write their own note, or journal things to share with therapist • Client uses skills/techniques in future events to create change • Client process the use of skills/techniques and the event with therapist -Adapted from Activities That Teach by Tom Jackson
The Learning Environment Create a physically and emotionally safe environment. Confidentiality should be of utmost importance in community settings. Group sessions should be governed by rules that they group creates. • Establish a “freeze” command. • Remove/time out participants who refuse to cooperate, report this to their therapist. • Keep directions short and to the point. • If possible, demonstrate what you want done. • Prepare for imperfect experiences.
Managing Communication • Focus on only the task at hand and the skills/techniques being learned. • Avoid questions such as, “What feelings do you have about…” • Use questions such as, “Can you give an example of…,” “What part of the activity made you think of…,” “What else can you add…,” “How could we change…,” “Who has a different viewpoint,” etc.
Managing Communication- cont’d. • Redirect participants that feel the need to process their feelings by using the following: • “That’s very important information that needs to be shared with..(Therapist/Case Manger).” • Refocus back to the task at hand by asking if there is a skill that can be used to prevent X occurring next time. • Clients who frequently want to process during rehab may need to keep a journal and be allowed to record feelings to discuss with their therapist at a later time.
Qualities of a Great Behavioral Health Rehabilitation Specialist Passion to Teach You need passion to teach others in order to be a good BHRS. Know your subject and show the clients that you are passionate about that subject and they will be willing to learn even more. Patience Patience is necessary for a BHRS. You are dealing with people for extended periods of time, so you will have to be quiet and calm with the clients. Good Communication You want to be both a good listener and speaker. Getting people to answer questions will involve getting their attention and making them comfortable enough to speak up. You will lose their attention by being dull and speaking in a monotone voice.
Qualities of a Great Behavioral Health Rehabilitation Specialist- cont’d. Problem Solver Unique problems arise in the field. You will need to be a problem solver and able to think on your feet when surprises occur in your sessions. You need to know when to step back and staff a situation. Supportive Your clients need to know that you are there for them if they need help. Let them know they can come to you for help while, at the same time, practice healthy boundaries. Able to Interact With all Ages If you are assigned to work with families, you need to interact with not only the children, but their parents and other clinicians. Make sure you are comfortable with all age groups. Leadership You are in a leadership role, and your clients see how you behave. Always be aware of what you say or do (model desired behaviors) because clients are watching and learning from you.
Psychiatric Teaching Symptom Management • Depression • Anxiety & panic attacks • ADHD • Anger • Trauma
Vocational/Educational • NOT-Tutoring • Coping Skills • Job Application/Résumé Development • Interviewing Skills • Motivation • Customer Service
Social • Relationships • Family • Boundaries • Communications • Community Integration
Daily Living Skills • Hygiene Skills • Food Planning/Preparation • Cleaning/Housekeeping Skills • Safety Knowledge • Scheduling/Time Management
Community/Legal • Accessing Resources (not to be confused with Case Management) • Being an Active Part of one’s community • Presentation skills • Setting up Supports • Taking Charge of Records
Financial • Budgeting • Bill Paying/Utilities • Setting up a Bank Account • Tax Preparation • Saving
Health/Medical • Nutrition • Exercise • Meditation/Relaxation • Medical/Psych Appointment Management • Symptom Management • Learning how to keep Schedules/Logs
Housing - acquiring & maintaining • Housing • Furniture • Safety • Appliances • Maintenance
Case Management • Do Case Management to assist a client in accessing needed resources in their community to live independently. • Don’t perform CM and bill it as PSR! • Go get your CM certification so you can bill for this!!
Progress Notes(PNs) • Focus—What objective(s) were worked on in session? What skills were taught/learned/practiced? • Intervention—What specific techniques/behaviors/suggestions did you use to promote change? • Response—What did the client report? How did the client respond to the intervention(s)? What did they practice? • Plan—What is the client going to work on between now and next session?
