Instructions

Complete all activities and readings in the module. Submit a 2-page reflection paper in APA. Reflections should focus on the application of module content rather than a summary of content.

How do you imagine using the concepts/ideas/models presented in practice?

Incorporate and cite at least three concepts/materials from the module.

For written submissions, include a title and reference page in APA 7th edition student format. Be sure to view all websites/ Youtube videos provided below, and also look at all attached files (worksheets)

Module 3 Learning Objectives

1. Explain the purpose and role of brief interventions within IBH settings.

2. Identify common evidence-based brief interventions used in IBH settings.

3. Select and apply brief interventions based on screening and assessment findings, client goals, and clinical context.

4. Deliver psychoeducation that normalizes distress, reduces stigma, and supports client self-efficacy.

5. Describe the core principles of trauma-informed care and their relevance to integrated behavioral health practice.

Week 4: Brief Interventions

Common Brief Interventions in IBH Settings

Brief interventions are evidence-based and can increase access to care in busy IBH settings. They are all designed to be used in one-time interactions or over a few weeks, rather than months or years. Motivational Interviewing is a general approach to working with people rather than a set of skills to be taught. The rest are skills that can be taught in 10-30 minute sessions.

Motivational Interviewing

Next, view the following videos.

Introduction to Motivational Interviewing Video: https://youtu.be/s3MCJZ7OGRk

This is a free motivational interviewing training hosted on the Healtheknowledge platform. The link will prompt you to sign in or create an account to register for the training. It is titled “Tour of Motivational Interviewing”.

Problem-Solving Treatment

Problem-Solving Therapy (PST) is a brief form of evidence-based treatment that teaches and empowers patients to solve the here-and-now problems contributing to depression, anxiety, suicidal ideation, self-directed violence and hopelessness. It has been shown to help increase self-efficacy and reduce risk of self-harm and suicide.

(https://www.veterantraining.va.gov/movingforward/index.asp)

Here is an additional resources:

Problem-Solving Therapy (PST) Seven Steps

PST is a brief, skills-focused intervention that teaches clients how to approach everyday difficulties in a structured, systematic way. It rests on two big ideas: helping clients see problems as solvable challenges rather than insurmountable threats and guiding them through a repeatable sequence of steps that can be applied to any setback.

Below are the classic seven steps often used with

, real-life homework, and in-session role-play.

Step1. Positive Problem Orientation Psycho-education about PSTs rationale.

Reframing problems as normal life events.

Building confidence (I can figure this out).

2. Problem Definition & Clarification Pinpoint one specific, current problem.

Describe the who/what/when/where in concrete, behaviorally specific terms.

Set a clear, realistic goal (I need to arrive at work on time 4/5 days).

3. Generation of Alternatives List every possible solution, no matter how imperfect.

Quantity over quality at this stage; defer judgment.

4. Decision-making Rate each option on expected effectiveness, feasibility, time, cost, and acceptability.

Use simple scoring or a decisional-balance worksheet.

5. Solution Selection & Plan Development Choose the most practical/high-scoring option (or combination).

Translate it into a detailed action plan: specific steps, timeline, needed resources, barriers, and supports.

6. Implementation Client practices the plan between sessions.

Therapist helps troubleshoot obstacles, rehearse skills, or arrange supports (e.g., reminder texts, buddy system).

7. Verification & Evaluation Review what happened: Did the plan work? What metrics show progress?

If successful, reinforce and generalize the skill to new problems.

If not, analyze why, revise the plan, or cycle back to Step 3.

Dialectical Behavioral Therapy (DBT)

“Dialectical Behavior Therapy (DBT) is a structured therapy that focuses on teaching four core skills (mindfulness, acceptance & distress tolerance, emotional regulation, and interpersonal effectiveness) to help you create a good life for yourself. You work on those skills through a series of lessons and then start applying them to your life” (

The vision of the DBT-RU channel is to bring the skills used in Dialectical Behavior Therapy (DBT) to as many people as possible. Here, you can access important tools like mindfulness, emotion regulation, interpersonal effectiveness, and distress tolerance, directly from DBT experts. Dialectical Behavior Therapy Clinic at Rutgers University (DBT-RU) is a research and training clinic.

Behavioral Activation

Behavioral activation is a cognitivebehavioral intervention that helps people break cycles of depression or anxiety by increasing engagement in meaningful, rewarding activities so that positive experiences and mood improvement reinforce one another and counteract withdrawal and low motivation. Think of spiraling upward!

View the tools and video linked below.

CBT Technique: Behavioral Activation: https://youtu.be/HBVACtJCN3M

Week 5: Providing Health Education and Psychoeducation

What is Psychoeducation?

Psychoeducation is a structured, therapeutic process that blends elements of counseling, skills training, and straightforward teaching to give clients a clear, accurate, and usable understanding of a behavioralhealth condition and its treatment options. Its modern use emerged in the 1980s with family work in schizophrenia and has since been proven helpful across diagnoses. The essential aim is to transform passive recipients of care into informed partners who can recognize symptoms, follow treatment plans, and use coping skills effectively (

).

Foundations of Psychoeducation

1. Content must reflect current evidence and address the clients actual questions and daily challenges.
2. The client (and family) are invited to share existing beliefs and experiences so myths can be gently contrasted with science.
3. Information is paired with concrete strategies knowledge translates into action.
4. Materials use everyday language, culturally familiar examples, and, when needed, interpreters or translated handouts.
5. Key points are repeated, summarized in takehome materials, and revisited in later sessions or follow-up contacts.

Performing Psychoeducation

Ask what the client already knows, believes, or fears about the diagnosis. Identify literacy level, preferred learning style, and family or peer supports.

Set collaborative goals. Agree on what mastery would look like (understand early warning signs or be able to explain why medication helps).

Design a brief curriculum to help understand the illness.

• Treatment options (medications, psychotherapy, lifestyle)
• Selfmonitoring & earlywarning signs
• Coping and skills practice (stress management, problemsolving)
• Relapseprevention and crisis planning

Deliver each session in four predictable phases:

1. Review homework, invite questions.

2. Present one key theme using plain language, visuals, or brief handouts.

3. Roleplays, demonstrations, or problemsolving scenarios to apply the information.

4. Recap main points, link to next session, assign a small practice task.

Provide brief printed summaries, reputable websites, and crisis contacts. Encourage the client to teach back key points to confirm understanding.

Evaluate and adjust. Use quick quizzes, teachback, or validated scales to gauge comprehension and impact.

Considerations for Specific Concerns:

Major depression: Emphasize the moodthoughtbehavior cycle, challenge cognitive distortions, schedule pleasant activities, and outline how antidepressants work and why they take weeks to show benefit.

Anxiety disorders: Explain the fightorflight system, the role of avoidance in maintaining anxiety, and how graded exposure or relaxation techniques break the cycle.

Bipolar disorder: Teach mood charting, sleep hygiene, medication adherence, and trigger avoidance (substance use, circadian disruption).

Schizophrenia or psychosis: Discuss the stressvulnerability model, importance of antipsychotics, coping with residual symptoms, and earlywarning signs of relapse.

Substanceuse disorders: Cover brainbased craving mechanisms, stages of change, highrisk situations, and family roles in supporting abstin.

Week 5 Cont: Voice and Choice – Trauma-Informed Care Principles in Healthcare

Trauma-Informed Care (TIC) is a strengths-based, systems-oriented approach that recognizes the widespread impact of trauma and integrates this understanding into all aspects of care. It aims to avoid re-traumatization, promote healing, and support patient empowerment.

The Substance Abuse and Mental Health Services Administration (SAMHSA) outlines the 4 Rs and 6 core principles of TIC:

1. Realize the widespread impact of trauma and understand potential paths for recovery.
2. Recognize the signs and symptoms of trauma in clients, families, staff, and others.
3. Respond by fully integrating knowledge about trauma into policies, procedures, and practices.
4. Resist Re-traumatization by avoiding practices that may trigger or worsen a persons trauma response.

Key Applications in Healthcare Settings:

• Use warm, non-judgmental tone and body language
• Offer choices in treatment whenever possible
• Minimize invasive or abrupt procedures when unnecessary
• Prepare patients for each step of care to reduce surprise or confusion
• Include patient voice in care planning
• Support staff with training and reflective supervision

Recommended Resources:

Trauma-Informed Care Implementation Resource Center (from the Center for Health Care Strategies)

The National Child Traumatic Stress Network (NCTSN) TIC in Health Care Settings

CDC: Essentials of Trauma-Informed Care

HealthCare Toolbox: Trauma-Informed Medical Care

Reflection Questions:

Think about a healthcare setting youve experienced personally or professionally. How could the environment or communication style have been more trauma-informed?

How can you apply the principles of empowerment and collaboration when working with patients who may not feel in control of their car