managing common mental health problems in pediatric primary care jane foy, md, and larry wissow, md
TRANSCRIPT
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Managing common mental health problems in pediatric primary
careJane Foy, MD, and Larry Wissow,
MD
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Goals
• Use interactive skills in the course of routine visits to improve clinical outcomes for children with emotional and behavioral problems
• Develop a personalized tool-kit of evidence based interventions for first-line responses to common emotional and behavioral problems
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Disclosure
• No conflicts to report
• Grateful to funders and collaborators– Duke Endowment– National Institute of Mental Health– North Carolina chapter of the AAP
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Outline of workshop
• Lunch– Getting acquainted– Self-assessment
• About 2 hours to go over video clips of interactive skills
• About 1 hour to talk about a toolbox of broad-based treatment elements
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Background/philosophy
• Pediatric practices see same range of severity as child psychiatrists– But distribution varies
• Many different ways to cope– Good triage– Develop your own skills– Co-locate with mental health
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Core needs
• Efficiently rule out emergencies
• Provide immediate relief and advice
• Develop a mutually agreeable plan for next steps
• Stay in control of the visit and balance the needs of this patient with the needs of others
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To meet core needs
• Core capability for any solution might be called “alliance” with family– Partnership, engagement…
• Data from adult primary care studies of depression treatment– Relationship with provider predicted
engagement and outcome
Van Os TW. J Affect Disord 2005;84:43-51. Frémongt P. Encephale 2008;34:205-10.
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Why start with a focus on alliance?
• Advice alone isn’t enough– < 50% of psychosocial concerns disclosed– < 50% of mental health referrals kept– < 50% of children who start mental health
treatment finish
• Evidence from psychotherapy– Predicts outcome over and above any
specific treatment (including medications)
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Elements of alliance in psychotherapy
• Agreement on nature of problem
• Agreement on what to do (and when to do it)
• “Affective bond” with provider– Trust– Optimism– Relief
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The feeling
• How many feel they can tell when the relationship is working (or will work)?
• How do you know?
• How often are you right?
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Why alliance especially with mental health issues?
• Particularly stigmatizing
• Doubt and equivocation part of the “illness”
• Not sure that you’re the one to tell
• Afraid to hear the answer
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What builds alliance?
• Evidence that process starts with initial interaction with office– Image of relationship built from staff as a whole, not
just those with most contact– Patients value flexible, open staff who can
• pinch hit for each other• help trouble shoot problems• speed things up when needed• realize when the patient’s context has changed
Ware NC. Psychiatr Serv. 1999;50:395-400. Pulido R. Arch Psych Nursing 2008;22:277-87.
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Patient trust and practice climate
• Adult primary care patients’ trust in provider related to:– Physicians and staff reporting better collaboration
with each other, more autonomy, ability to delegate to each other
• Trust then relates to:– Attribution of influence over healthy behaviors to
provider recommendations
Becker ER, Medical Care 2008;46:795-805
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Alliance building 1:1
1. Feeling heard and understood (the bond)
2. Seeking agreement on a working formulation of the problem
3. Seeking permission to offer advice
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1. Feeling heard and understood
• Heard: active listening– Creating the illusion of taking time– Verbal and non-verbal indicators of paying
attention– Interventions that “co-construct” the story
• Understood: agreement on the nature of the concerns and the highest priorities
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2. Seeking agreement on a working formulation of the problem
• Asking for permission to gather more information– Opportunity to open up more sensitive areas,
rule outs, emergencies
• Asking for permission to offer a preliminary idea of the problem– Asking if you’ve got it– Cycling back to more questions
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3. Seeking permission to offer advice
• Ready to act?– If not, what would it take?
• What can we do now?
• What might we need to do next?
• Responding to “no”
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1. Feeling heard and understood
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Shaping concerns and managing time
• Open-ended questions
• Anything else
• Breaking into the long story
• Managing break-ins and rambling
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Skills for rambling (co-construction)
1. “I want to make sure we don’t run out of time…”
2. Summarize your understanding and ask for additional concerns
3. Specifically ask for focus • “Which one of those is hardest?”• “Pick one of those to start with.”• Ask for a specific example
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“Pick one”
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0021/Example7
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Two in the visit: skills when turn-taking interrupted
• Possible tactics• Shift in body language• Acknowledge and re-direct• Reminder of “rules”
• Considerations• Timing• Status of person interrupting or interrupted
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“Enforcing” taking turns - child
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Skills when participants are angry at each other
• Rationale– Want to manage negative affect in the visit (and help
people move on to problem solving)– Want to demonstrate that dialog is possible
• Several “flavors” of extreme statements– “Black or white” statements leave no room for
discussion– Critical comments about family members– Set-ups involving vague, value-laden goals
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Responding to “black or white”
• Characterized by “always,” “never,” or similar words
• Point out and ask for restatement– Be prepared if you choose to challenge the
generalization– Alternative: ask for “something easier to hear”
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Responding to “black or white” with “say something easier”
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Common issues in agenda setting
• Parent and child/youth have different priorities
• Family priorities not same as yours’• Opportunities for additional visits are
limited• You really do want to accomplish more than
you have time for!
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Skills for agenda setting
• Making sure this process is clear to patient/parent
• Playing back the list of concerns• Asking for priorities• Getting agreement from all parties• Openly and collaboratively problem solve
about limitations on follow-up visits
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2. Getting to agreement on a working formulation
• Why ask for permission to get more information?
• What is it that you want to know?– Sensitive but important details– Data related to possibly urgent treatment
needs (including overall level of function)– What they think might be the underlying
cause
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Small group task
• “Tables” for issues that sound like they fall into broad categories of ADHD, depression, opposition, anxiety, substance use
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Small group task
• Brainstorm most efficient ways to ask about:– Overall function and possible indicators of
need for urgent care– Sensitive but possibly important information
related to the child or family– Somatic causes– What child/family has already thought about
as cause/underlying issue
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Reports from groups
• Focus on the first 2-3 minutes worth of questions that will help you decide where you are going with this problem
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Hint about severity/function
• Questions from “SDQ”– Do the difficulties you mentioned distress you
(teen) or your child (younger child)?• How much?
– How much do they interfere with life?• At home• With friends• In school• In other activities
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3. Asking for permission to offer advice
• Summing up your thinking and checking for agreement– May need to cycle back to get more
information
• Do they still agree that this is something they want to do something about?– If no, what should be monitored, what would it
take?
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Giving advice
• Rationale– Being directive can fail even when people want help
• Anxiety, ambivalence, shame, loss of control
– Medical provider is usually not the first person in the chain of consultation
• People come with prior ideas and opinions (about cause, condition, treatment) that need to be incorporated
– People will accept advice they can’t follow• Need to actively identify barriers
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Asking about readiness to act
• People may be aware of a problem but not yet ready to act on it– The kind of advice needed depends on this
“stage of change”– Mis-matched advice likely to be rejected
• If ready: get permission to give advice
• If not ready: what would motivate action?
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What would be grounds to act?
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Gloss2/whatwouldittake2
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When you get to give advice
• Ask for permission– Helps patients maintain sense of control
• Ask for their ideas• Offer advice as set of choices
– Preferably include their ideas among choices
• Frame as short and long term plans– What might help now– What diagnostic steps to take
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Asking about barriers
• Easy to skip this step in a quick visit
• Evidence suggests even motivated patients appreciate help with logistics
• Asking allows people to think through and get more committed to plan
• Opportunity to build alliance and anticipate “resistance”
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Responding to “resistance”
• Overall, emphasize choice and time to discuss
• Apologize for getting ahead
• Agreeing with a twist
• What would it take?
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Getting information: apologize for “getting ahead”
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Getting information: what would be grounds to act?
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Agree “with a twist” and inform
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First-pass evidence-based intervention:
“practice elements”
•Four clusters account for much of what is seen in primary
care
– Low mood, anxiety, conduct, attention
•There are many “evidence-based” treatments for child mental health problems
– Though they vary in content and intensity, treatments for any one or related condition have many features in common
– Candidates for initial treatment
(hawaii.gov/health/mental-health/camhd/library/pdf/ebs/ebs011.pdf)
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Practice elements for treating childhood anxiety
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Menu of “common elements”
Anxiety
Graded exposure, modeling
ADHD and oppositional problems
Tangible rewards, praise for child and parent, help with monitoring, time out, effective commands and limit setting, parent psychoeducation, response cost
Low mood
Child psychoeducation, cognitive/coping methods, problem-solving strategies, activity scheduling, behavioral rehearsal, social skills building
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A personalized, evidence-based, broadly applicable toolkit
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When would you use these?
• Function good, watchful waiting, mild symptoms
• Holding pattern: delay till mental health appointment
• Adjunct to medication–only treatment
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Common elements for depression
• Psychoeducation– Tactful and perhaps private exploration of family
history (reduce stigma, increase empathy)
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Common elements for low mood
• Environment– Reduce stresses and increase supports.
• Think about short term changes in demands and responsibilities for teen AND other family members
– Removing weapons, toxins, and alcohol regardless of concern for suicidality
– Talk about high prevalence and lack of relationship to character, strength, etc.
– Emphasize effectiveness (though slow pace) of treatment
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Common elements for depression
• Cognitive and coping skills (your favorites)– Normalize common life setbacks and suggest
mantras or self-talk– Prescribe self-care (rest, good diet, exercise)
as evidence-based approaches – Prescribe relaxation and visualization (but may
need someone else in the office to take the time to give instruction)
– Encourage a focus on strengths – prescribe more activities that involve these things
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Problem-solving skills
• What small, achievable act would indicate progress?
• List difficulties/tasks– Prioritize– Give permission to concentrate first on one
issue at a time
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Behavioral rehearsal and social skills
• Identify problem interactions that trigger low mood or conflict– Can they be avoided?– Are alternative responses possible?– Mentally anticipate and practice responses.
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Medication for depression
• FDA labeled* or good evidence for teens– Fluoxetine* (MDD)
• The “black box” warnings– Increased thoughts not acts– Paroxetine worst for agitation – Benefit seems to outweigh risk
* For children 8 and older
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Medication effectiveness
• Number needed to treat about 10
• Response is slow; need 12 weeks of increased doses at 4-week intervals to give a fair trial is see partial response
• For any treatment (med or not) continue 6-12 months following recovery
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Common elements for anxiety
• Environment– What real anxiety-provoking issues are
present?• Consider asking parent privately about undisclosed
illnesses, losses, stresses.• Are there catastrophic consequences for “failure”?
– Does the parent have an anxiety problem also?
• Help parents minimize their own displays of fear or worry.
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Graded exposure
• Ultimately goal is mastery rather than avoidance
• Underlying principle is de-sensitization
• Plan for gradually increasing exposure in supportive way– Over time exposures get longer, more direct,
less supported
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Graded exposure
• Imagining or talking about the feared object/situation
• Tolerating short exposures or looking at pictures with lots of support
• Tolerating progressively longer exposure in group or with coach
• Tolerating alone but with ability to get help
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Modeling
• Trusted adults engage in feared behavior or analogue
• Vocalize feelings, openly reveal their own anxieties and coping strategies – Normalizing caution– Model coping and safety strategies
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Medication for anxiety
• As with depression, modestly effective
• FDA approved* and good evidence– fluvoxamine* (anxiety) – fluoxetine* (OCD)
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Summing up
• About organizational and educational needs?
• About building alliance?
• About core treatment elements?