The Veterans And Active Duty Military Psychotherapy Progress Notes Planner PDF 7rkbhrdb0fe0
Review Intrusive Excessive, Comments A. Social situations in which the veteran/service member was intrusive or talked excessively without thoughtfulness were reviewed. The veteran/service member was redirected for ways in which he/she could have more social success. Modeling, role-playing, and instruction were used to help the veteran/service member identify better techniques for managing social conversations.
Assess Suicide Potential A. The veteran/service member was directly assessed for any suicidal urges that have been experienced. The veteran/service member denied any suicidal urges; he/she was encouraged to make contact if these urges increase. Because the veteran/service member described serious suicidal urges, steps were taken to ensure his/her safety. Develop Spending Priorities A. The veteran/service member was asked to compare net income while deployed versus current net income. The veteran/service member was assigned the task of listing the priorities that he/she believes should give direction to how money is spent.
The service member was assessed for possible medication to assist in controlling his/her more significant mood, anxiety, and sleep disturbance systems, but no medication was prescribed. Monitor Effects of Medication A. The service member’s response to the medication was discussed in today’s therapy session. The service member was reinforced for consistently taking the medication as prescribed.
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Assign Thought-Stopping Technique A. The veteran/service member was directed to implement a thought-stopping technique on a daily basis between sessions. The veteran/service member was assigned the homework exercise “Making Use of the Thought-Stopping Technique” in the Adult Psychotherapy Homework Planner, 2nd ed. The veteran’s/service member’s use of the thought-stopping technique was reviewed. The veteran/service member was provided with positive feedback for his/her successful use of the thought-stopping technique. The veteran/service member was provided with corrective feedback to help improve his/her use of the thought-stopping technique.
The veteran/service member was encouraged to write a farewell letter or talk to a picture as a ritual for grieving the loss of his/her comrade. The veteran/service member was supported as he/she has taken specific steps to grieve the loss of his/her comrade. The veteran/service member has not taken specific steps to grieve the loss of his/her comrade and was redirected to do so. B. The veteran/service member reported a pattern of engaging in little or no constructive activity and often just sitting or lying around the house. The veteran/service member has begun to demonstrate increased energy and interest in activity.
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Conduct Motivational Interviewing A. Motivational interviewing techniques were used to help assess the veteran’s/service member’s preparation for change. The veteran/service member was assisted in identifying his/her stage of change regarding his/her substance abuse concerns. It was reflected to the veteran/service member that he/she is currently building motivation for change. The veteran/service member was assisted in strengthening his/her commitment to change. The veteran/service member was noted to be participating actively in treatment.
Blaming/Projecting A. The service member showed an attitude of blaming others for his/her problems. The service member refused to take responsibility for his/her own i loved this and decisions; instead, he/she pointed at the behavior of others as the cause for his/her decisions and actions. The service member blamed interpersonal conflicts on others without taking any responsibility for the problem. The service member is beginning to accept responsibility for his/her own behavior and to make fewer statements of projection of responsibility for his/her actions onto others. The service member is gradually accepting more responsibility for his/her behavior and increasing the frequency of such statements.
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The service member was supported as he/she acknowledged that others have been influential in teaching him/her destructive patterns of anger management. D. The veteran/service member was provided with corrective feedback for his/her failure to appropriately use daily applied tension skills. Identify Distorted Thoughts A. The veteran/service member was assisted in identifying the distorted schemas and related automatic thoughts that mediate anxiety responses. The veteran/service member was taught the role of distorted thinking in precipitating emotional responses. The veteran/service member was reinforced as he/she verbalized an understanding of the cognitive beliefs and messages that mediate his/her anxiety responses. The veteran/service member was assisted in replacing distorted messages with positive, realistic cognitions.
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As the veteran/service member has taken the medication prescribed by his/her physician, the effectiveness and side effects of the medication were monitored. The veteran/service member reported that the medication has been beneficial in reducing substance abuse/dependence symptoms, and this was relayed to the prescribing clinician. The veteran/service member reported that the medication has not been helpful, and this was relayed to the prescribing clinician.
Positive feedback was provided to the service member for his/her physical fitness gains. Teach Imagery Techniques A. The service member was taught imagery techniques that can improve his/her performance on the required physical fitness test. The service member was taught how to imagine success versus failure at fitness tasks.
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