working with adolescents professor graham martin
TRANSCRIPT
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Working with Adolescents
Professor Graham Martin
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Working with Adolescents (3)
• Therapeutic Alliance
• On doing therapy
• On prescribing
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A South Australian Study of Depressed Adolescents:
Therapy
There was no difference between those who had Cognitive Behavioural Therapy compared with those who did not
There was no difference between those who had Cognitive Behavioural Therapy compared with those who did not
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TherapyTherapy
• No apparent or statistical difference between the psychotherapy subgroup compared with the psychotherapy + medication subgroup
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Prefrontal Cortex
• Attention span• Perseverance• Judgment• Impulse Control• Organisation• Problem Solving• Emotions• Empathy• Compassion
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Family Therapy Alliance
“that aspect of the relationship between the therapist system and the patient system that pertains to their capacity to mutually invest in, and collaborate on, the therapy”
Pinsof and Catherall, 1986
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Therapeutic Alliance
“Building the Therapeutic Alliance is a creative process, a central issue for all age groups, since in its absence, there can be no therapy”.
Dorothy M Marcus, 1998
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Therapeutic Alliance
• Set of Tasks
• Relationship Bond
• Toward a defined Goal
Bordin 1979
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Joining as an Issue
If you don’t join with all members of the system early then therapy is doomed. The relationship between therapist and family can become so tenuous that early termination results.
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Level of Alliance
• Level at the start of therapy predicts Outcome
Ryan and Cichetti, 1985
• Positive patient statements correlate with rated benefits
Luborsky et al, 1983
• Therapist’s personal qualities correlate highly with Outcome
Luborsky et al, 1985
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In a Nutshell
You have to like them!
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Therapist Qualities
Better Outcomes from– Engagement– High Credibility– Warm, empathic approach– Accepting stance– Liking the patient or family
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Ps
• Predisposing Factors
• Precipitating Events
• Perpetuating Features
• Prognostic Indicators
• Preventive Opportunities
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‘Socratic’ Questioning(Journalism)
• Who?
• What?
• Where?
• When?
• How?
• How much?
• Why?
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Why?
• Why this young person?
• From this context?
• With these features?
• At this time?
• And, where do we start?
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Is it the Young Person’s problem?
• Is the young person causing the problem for the parents, or in the family?
• Is the young person ‘the symptom of the family’?
• Is the young person accepting another’s projection?– (cf Munchausen by Proxy)
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The Family Context
Sig. other
Father
Mother
Self Sibling
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PARAMETERS OF FAMILY FUNCTIONING
after Epstein & Bishop (MCMASTER)
• Roles
• Problem Solving
• Communication
• Affective Involvement
• Affective Responsiveness
• Behaviour Control
• General Functioning
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Cognitive Behavioural Therapy (CBT)
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Psychoeducation
from RCT, educational materials play a significant role in improvement in depression
Robinson, Katon, Von Korff et al., 1997
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Cognitive Behaviour Therapy
Dispute about unique effectMurphy, Carney et al., 1995
May reduce relapseFava, Grandi, Zielezny et al., 1996
Therapist competency is vitalScott, Tacchi, Jones & Scott, 1997
Meta-analysis suggests effect size post-treatmentReinecke, Ryan & DuBois, 1998
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CBT Assumptions
Cognitive activity affects behaviour
Cognitive contents & processes can be monitored
& changed
Behavioural (& emotional) change may be
affected through cognitive change
Dobson and Dozois, 2001
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Other assumptions
Processing of information is active & adaptive
Individuals derive meaning from their experiences
using information processing
Belief systems are idiosyncratic
New information is assimilated into existing belief
systems
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Automatic Thoughts Specific, discrete essential words
Shorthand distilled format
Not a result of deliberation, reasoning, or reflection - “Just
happen”
Not sequential as in goal directed thinking or problem solving
Autonomous – patient does not need to make any effort to
generate & can have difficulty “switching off”
Beck
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Core Beliefs
Learned through childhood experiences
2 broad categories – helplessness and ‘unlovability’
Core dysfunctional beliefs latent during low stress periods
Reactivated by negative experiences that resemble
conditions under which original beliefs were formed
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Cognitive Distortions
Overgeneralisation
Dichotomous thinking
Magnification
Personalisation
Disqualifying positives
Jumping to conclusions
Catastrophising
Emotional Reasoning
Shoulds & Oughts
Labels
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Cognitive Triad
• Negative view of self, the world, and the future central to
maintenance of depression
• Beck (1983)subsequently proposed that individuals were
particularly likely to experience depression if there is a
congruence between negative life events & depresso-genic
schemata
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Research
Presence of high levels of depressive symptomatology in children with negativistic attributional styles and presence of internal, stable, global negative style:
increases risks of further depression in adolescence
suggests causal role of attributional style in development
of depression
pessimistic attribution style predicts future increases in
depressive symptoms among adolescents irrespective of
negative life events
Spence et al., 2002
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Research
40% of adolescents who responded to CBT relapsed within 6 months
Significant number of adolescents discontinue treatment prematurely, do not comply or remain depressed at end of intervention (approx 33%)
Younger children seem to better Need to investigate involvement of family
Spence & Reinecke, 2004
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Major CBT strategies
• Behavioural activation:• Getting the person to do something
– Monitoring activities, pleasure, mastery
– Scheduling activities
– Graded task assignment
• Cognitive activities– Distraction techniques
– Time set aside for thinking
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Major CBT strategies
• C-B strategies– Identifying negative thoughts
– Questioning negative thoughts
– Behavioural experiments
• Preventative strategies– Identifying assumptions
– Challenging assumptions
– Use of set-backs
– Preparing for future
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Initial Interview
• Assessment of current difficulties
• Symptoms
• Life problems, e.g., interpersonal, medical, practical
• Associated negative thoughts
• Onset/development/context of depression
• Hopelessness/suicidal thoughts/lack of energy
• Agreed problem list
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Initial Interview
• Goal definition – may change later but helps correct unrealistic expectations, provides a standard against which to monitor progress, focuses attention on the future.
• Presentation/acceptance of treatment rationale
• Practical details – what is involved e.g., homework, between session tasks, frequency
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Initial Interview
• Introduction to basic relationship between negative thoughts & depression
• Possibility of change• Beginning intervention• Specific:
» Select first target» Agree appropriate homework, monitoring/reading
• General:» Give Client experience of CBT style (focus on specific issues, active
collaboration, homework)
• Overall aims:» Establish rapport» Elicit hope» Give pt preliminary understanding of model» Get working agreement to test it in practice
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Subsequent sessions
• Set agenda• Weekly items
– Review events from last session– Feedback from client on last session– Homework review (emphasises self-help, independent
functioning)– Outcome?– Difficulties?– What has been learned?
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Subsequent sessions
• Major topic for session
• Specific strategies (e.g., relaxation, learning evaluate automatic thoughts
• Specific problems (e.g., difficulties that have arisen during week)
• Long term problems
• List in order of priority
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Subsequent sessions
• Homework assignments• Task
– Should follow logically from session content– Needs to be clearly defined
• Rationale– explicit e.g., to test the idea that I can’t do anything, a no lose
situation will learn something regardless– Predicted difficulties
• Feedback from client– Understanding ( summarise main points– Reactions to session
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On Prescribing
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When to prescribe?
• When a rapid response is needed
• When danger may be an issue
• With an older rather than a younger child
• Where the diagnosis is more clear
• Where it is clearly the child’s problem
• When you don’t have the therapy skills
• Alongside therapy
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The Synapse
Drugs such as SSRIs () block the return of serotonin () to its release site. More of the neurotransmitter reaches the target nerve cell, enhancing synaptic transmission
Electrical Electrical pulsepulse
Target Target nerve nerve cellcell
Neurotransmitter Neurotransmitter receptorreceptor
ElectricaElectrical pulsel pulse
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Selective Serotonin Reuptake Inhibitors (SSRIs)
1996 review found 3 double blind, placebo controlled trials (65), 16 open label trials (322) and 23 case reports (41).
DeVane & Sallee
1997 (10yr) revue of metabolism noted paucity of pharmacokinetic data on young people
Leonard, March, Rickler & Allen
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SSRIs - complications
Meta-analysis on 62 RCTs - 10% lower discontinuation rate than TCAs;
Fabre, Abuzzahab, Amin, Cleghorn et al., 1995
Extrapyramidal ReactionsArya, Mckenzie & Worrall, 1995
Sexual DysfunctionMontejo-Gonzalez, Llorca, Izquiero, Ledesma et al., 1997
No cardiac conduction abnormalitiesFeighner, 1995
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SSRIs - complications (contd.)
Manic switchingJain, Birmaher, Garcia, Al-Shabbout et al., 1992
Behavioural activationGuile, 1996
Aggression not confirmedConstantino, Liberman & Kincaid, 1997
? Exacerbation of tics in Tourette’s Syndrome
Hauser & Zesiewicz, 1995
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SSRIs - Toxicity
34 of 52 cases experienced no symptoms from up to 1400mgms
all but 3 of 38 adolescents/adults treated in hospital; 10 of 14 children treated at home;
lavage in 37, no other therapy; mild CNS, CVS, GI symptoms only
Klein-Schwartz & Anderson, 1996
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SSRIs - Concurrent Use
SSRIs may substantially increase TCA plasma levels, leading to adverse effects.
Scant literature to support concurrent use.
Taylor, 1995
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The Current Debate
• There have been deaths, but causality is hard to prove
• The recommended drug (Fluoxetine) was said to cause deaths 10 years go
• Probably a media beat-up
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Social Skills Training
Structured Learning Therapy reliable; better in males
Reed, 1994
Problem Solving Treatment effective for major depression
Mynors-Wallis, 1996
Interpersonal Therapy recovery maintained to 1 year
Mufson & Fairbanks, 1996
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Family Therapy
Differences between families of depressed/non-depressed.
Cumsville & Epstein, 1994
Nilzon & Palmerus, 1997
CBT better in controlled studyBrent, Holder, Kolko, Birmaher et al., 1997
Home based family therapy betterHarrington, Kerfoot, Dyer et al., 1998
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De Shazer
• Solution focused
• Very task focused
• Demands ‘Customer’ Status over ‘Visitor’ or ‘Complainant’
• Seeks ‘Exceptions’
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Group Therapies
Review notes that treatments lack specificity and focus on narrow range of deficits
Beeferman & Orvaschel, 1994
Dropouts participate lessOei & Kazmierczak, 1997
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The Spectrum of Prevention
SelectiveSelective
IndicatedIndicated
Case identificationCase identificationStandard treatmentStandard treatment
RehabilitationRehabilitationMaintenanceMaintenance
UniversalUniversalafter Patricia Mrazek and Robert Haggerty, 1994after Patricia Mrazek and Robert Haggerty, 1994
Mental Health PromotionMental Health Promotion
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Prevention of Depression
Protective Factors & Resilience
Temperament building
Resilience building in school
Learned Optimism programs
Options and Choices; personal judgment
Developing sense of self through sport, games, drama
Developing supportive relationships at peer level
and with adults
Stress inoculation
Developing national pride
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Auseinet.com
Commonwealth documents
Research reports
Online Journal - AeJAMH