1 Treatment Planning OFFICE OF BEHAVIORAL HEALTH WEBPLA December 2015
2 Disclaimer Information in this presentation should not be relied upon for the diagnosing and/or treating of a mental health condition. Resources referenced do not constitute an endorsement, nor are these resources exhaustive. Nothing is implied by inclusion or when a resource is not referenced. LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 2
3 Learning Objectives Steps involved in the process of developing effective, recovery focused service plans How to develop service plans for treatment to include the identification of global desired outcomes, services beyond the scope of treatment, medically necessary prioritized therapeutic needs, goals, objectives using the S-M-A-R-T acronym and treatment interventions Individualized crisis assessment/issues as a component of ongoing service planning Individualized discharge needs throughout service planning/ongoing treatment process LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS, OFFICE OF BEHAVIORAL HEALTH
4 Treatment Planning LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 4
5 Why Are Plans SO Important? They allow individuals & families to: express their long term goals identify the most important needs identify what should be accomplished by the end of the authorization period identify the steps to accomplish each goal identify the services to be utilized by service provider staff to help the individual accomplish each objective LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 5
6 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 6 Why Are Plans So Important? Interventions: What are the specific steps the service provider will use to assist individual meet their needs/goals? Objectives: What are the specific steps the individual will take as s/he works toward their goals? Goals: What will be addressed within an identified treatment period? Prioritized Needs: What are the needs/issues in order of importance to be addressed during the authorization period? Global Desired Outcome: What does the individual want the service provider to help her/him accomplish? (written in words the individual can understand)
7 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 7 Example: John Q. Public Objective: I will take my medicine 3 times each day to help me better control my behavior. Goal: John will take his medicine as prescribed. Priority: Medication Compliance Global Desired Outcome: I want to have my own apartment and not have to live with a relative.
8 Plans should be INDIVIDUALIZED and address the specific medically necessary needs of the individual for whom it is developed. The same, exact goals, objectives and interventions should not be used for more than one individual. LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 8
9 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 9 Services Beyond the Scope An individualized treatment plan should be developed to include all services needed by the individual, including services beyond the scope of mental health treatment to ensure that ALL service needs are addressed.
10 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 10 Service Beyond the Scope Services such as sexual abuse treatment, vocational rehab, financial assistance, substance abuse issues, educational problems, recreational activities, developmental disabilities, etc. The service provider is responsible for coordinating care with other agencies/service providers and should follow-up on the status of those referrals.
11 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 11 Goals define what the individual will do to address a priority need. By setting goals on a routine basis you help the individual decide what he/she wants to achieve and then move them step-by-step towards accomplishing their goals.
12 Goals vs. Objectives Goals are more general than objectives and should be targeted for completion by a specific date within a specified treatment period. Goals should be written in easy to understand language NK will take his medication as directed. NK will improve his behavior at school. NK will improve his hygiene skills. LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 12
13 Using the S-M-A-R-T criteria format LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 13
14 The S-M-A-R-T acronym S-M-A-R-T is a guide to developing effective goals and objectives S pecific M easurable A ction Oriented R ealistic (w/ Reward) T ime Limited LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 14
15 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 15 Objectives identify what the individual will do to improve his/her current situation. Objectives are the smaller steps needed to accomplish the goal. Objectives need to written in S-M-A-R-T format. the
16 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 16 Specific Objectives that are specific will allow everyone involved to determine if progress is being made and if services are effective.
17 Measurable Effective objectives are measurable so that individuals/natural supports and service providers are able to determine if they have been accomplished. Developing measurable objectives allows the treatment provider the opportunity to verify ongoing progress. LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 17
18 Measureable Please note: In order to make objectives measurable, it is vital that reliable, consistent information is gathered. Not Measurable: I will accept no from authority figures 70% of the time (Without the consistent measure from all authority figures in the child s life, percentage is impossible to measure.) LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 18
19 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 19 Measurable Some objectives should not be accomplished in smaller steps due to rules/regulation/safety. For example: I go to school 3 out of 5 days. I am aggressive 2 out of 7 days. Students SHOULD go to school every day and cannot be aggressive due to the risk of harming self or others. Instead: I go to school without complaining, 3 of 5 days a week, to improve attendance and pass to the next grade. When I get mad at school, I will take a time out to calm down before speaking so classmates will want to be my friend.
20 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 20 Measurable Also note, an example such as When Mother tells me to do something, I will do it right away 5 of 7 days so we will get along will only be realistic if there is a reliable way for someone to gather information to determine if the outcome has been met. Mom reporting I think he has gotten better is not a reliable measure. If mother keeps a calendar and puts a check on days that he follows directions and an X on days he does not follow directions, this would be considered a relatively reliable measure of progress.
21 Examples 1. I am in bed and quiet by 10:00 pm, 5 out of 7 nights so I can stay awake at my volunteer job. 2. I get a refill on my depression medication when I have 12 pills left so I have medication to take. 3. I increase my grade in math to a C so I can be in High School next year. 4. I finish one homework assignment before I take a break so I can get my homework done. LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 21
22 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 22 Action Oriented Action Oriented objectives make it clear to the individual/family/staff what the individual is expected to do, instead of what the individual is to stop doing or should think. Action Oriented objectives are positive in nature and give the individual a road map for dealing with problems or issues related to his/her mental illness.
23 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 23 Action Oriented Negative: I will stop talking in class. Not Action Oriented: I realize that compliance with classroom rules is imperative to my progress. Action Oriented: I will raise my hand in class and wait for the teacher to call upon me each time I have a question so my conduct grade improves.
24 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 24 Examples Not Action Oriented: I will avoid the use of illegal substances. Not Action Oriented: I will respect the illegal nature of substance use Action Oriented: When someone offers marijuana to me, I will leave that situation without taking it and go visit a friend or call my sponsor instead.
25 Realistic Objectives must be attainable and realistic, based on the needs and functional level of the individual. If a individual does not think he/she can accomplish the goal WHY TRY? To be realistic, goals/objectives may need to be broken down into very small parts. LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 25
26 Example Not Attainable/Realistic: I can name all of my medications and dosages, tell what each does to improve my functioning, and list all possible side effects of each medication (For all but our highest functioning individuals, this may not be attainable/realistic.) LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 26
27 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 27 Example Attainable/Realistic: I can fill my pill box correctly on my own and tell when I should take each pill Attainable/Realistic: I can tell which pills are for my nerves, which pills are for my pressure and which pills are for sleep Note how objective was written using words from the individual s vocabulary.
28 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 28 Reward/Benefits Effective objectives should include a reward for the individual. A reward identifies how a individual would benefit from accomplishing the objective.
29 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 29 Reward/Benefits This answers the individual s question, If I change my behavior, what s in it for me? Reward/benefits should always be meaningful and based on preferences.
30 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 30 Examples I will accept no daily without arguing with mom so I can show her that I am mature and responsible enough to get my driver s license. so she will lift my punishment for disrespect. I will follow rules at school so I can stay on the basketball team. so I get a C or better in conduct which will allow me to participate in field trip activities with my class.
31 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 31 Time-Limited The target dates need to vary based on individual needs/skills and should be specified for completion at various points within the service authorization period. Make sure the dates set are realistic for each individual.
32 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 32 Individual-Friendly Language Effective goal/objectives are written in language individuals/natural supports understand. Effective goals/objectives use words from the individual's vocabulary to promote ownership over the service plan. Engagement is more difficult if goals are too complicated. Complicated goals use words and phrases that are not easily understood by the individual.
33 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 33 Examples 1. When I wake up in the morning, I take my depression medicine so I don t feel sad. 2. When my mom tells me to do my homework, I will go to my room to start my work so I can get it all done. 3. When I get mad at Billy, I will tell him how I feel so we can get along better. 4. I am checking my sugar 3 times a day so it won t get too high.
34 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 34 Documenting progress Since the treatment plan specifies what services will be provided to help the individual address the goals and objectives identified, the treatment provider should continually document the individual s progress or lack of progress noting changes that will need to be made when required to submit an updated treatment plan.
35 Interventions What will the treatment provider do to help the individual achieve the objectives? Interventions which include teaching skills identify what training materials will be used. (Note: If you don t know what training materials you will use, you don t really have an intervention.) LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 35
36 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 36 Interventions need to be well defined for all team members and related to each goal/objective. LMHP staff is responsible for providing training and supervision to ensure that staff members are competent to provide the interventions.
37 Interventions should be Specific: Interventions which include teaching skills should be very specific, listing what book, what workbook and/or what activities will be used. Include the teaching methods (modeling, role play, etc.). LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 37
38 Interventions must be active in nature, and do not include watchful oversight. Everyone reading the treatment plan should be clear as to what will be done to address the Objective. LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 38
39 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 39 Therapeutic Interventions such as Cognitive-Behavioral Therapy (CBT) and behavior modification should be documented in the intervention.
40 Examples Paraprofessional staff will use role play activities from Practical Social Skills, Chapters 7,11 and 14 to teach appropriate boundaries. MHP staff will provide cognitive-behavioral counseling to address John s inappropriate acting out behavior. LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 40
41 Crisis Planning LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 41
42 Crisis Intervention Crisis intervention refers to the methods used to offer immediate, short-term help to individuals who experience an event that produces emotional, mental, physical and behavioral distress or problems. A crisis can refer to any situation in which the individual perceives a sudden loss of his/her ability to use effective problem-solving/coping skills. LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 42
43 Purpose of a Crisis Intervention Plan Reduces the intensity of an individual's emotional, mental, physical and behavioral reactions to a crisis and helps individual return to their prior level of functioning. Individual develops new coping skills and eliminates ineffective ways of coping, such as withdrawal, isolation and substance abuse. Individual becomes better equipped to cope with future difficulties. LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 43
44 Purpose of a Crisis Intervention Plan Assists the individual in recovering from the crisis and prevents serious long-term problems from developing by talking about what happened, the feelings about what happened and ways to cope and solve problems. Research documents positive outcomes for crisis intervention, such as decreased distress and improved problem solving. LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 44
45 Purpose of a Crisis Intervention Plan Individuals more open to receiving help during crises. (A person may have experienced the crisis within the last 24 hrs. or a few weeks before seeking help.) Crisis intervention is conducted in a supportive manner. The length of time for crisis intervention may range from one to multiple sessions over several weeks (average 4 wks) and session length may range from 20 min. to two/more hrs. LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 45
46 Purpose of a Crisis Intervention Plan Crisis intervention not sufficient for individuals with long-standing problems. Crisis intervention is appropriate for children, adolescents and younger and older adults It can take place in a range of settings, such as hospital emergency rooms, crisis centers, counseling centers, mental health clinics, schools, correctional facilities and other social service agencies. LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 46
47 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 47 Purpose of a Crisis Intervention Plan Local and national telephone hotlines are available to address crises related to suicide, domestic violence, sexual assault and other concerns. They are usually available 24 hours a day, seven days a week. Reference: Crisis intervention - children, functioning, therapy, adults, withdrawal, person, people, used Crisis-intervention.html#ixzz1YmotKgIx
48 Crisis Plan Development Must be done at the time of admission and updated as needed Include detailed information on how to involve and contact natural supports LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 48
49 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 49 Crisis Plan Development Focus on relying on natural supports as the first responder to intervene early to prevent the situation from escalating into a serious crisis. The service provider is responsible for educating the individual and Natural Supports about when to contact natural supports, when to call the service provider staff and when to call 911.
50 Service provider s response to crisis It is the responsibility of the supervisor to ensure that the staff responding to crisis is well-trained and competent to be the first service provider responder in a crisis situation. If the staff is not well-trained and known to be competent to respond to the crisis, then the supervisor should be the initial service provider responder. LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 50
51 Service provider s response to crisis All staff responding to a crisis should be well-trained and know: When/how to intervene When to call the supervisors for assistance When to dial 911 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 51
52 Crisis Plan Development - Overview 1. Describe what constitutes a crisis for the individual 2. Describe events/situations that may be precipitants to a crisis 3. Describe what action (s) can be taken by the individual and/or natural supports to address the crisis 4. Describe what assistance the individual would like and not like from supporters when at risk for or in crisis LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 52
53 Crisis Plan Development - Overview 5. Name, address, phone number of supporters when at risk of entering or in a crisis 6. Other instructions from individual 7. Name, title and contact information for the primary service provider contact and other service provider support staff including the supervisor and the psychiatric director LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 53
54 Crisis Plan Development - Step 1 1. Describe what constitutes a crisis for the individual: What has caused the need for hospitalization in the past? What has caused significant distress for this individual? What does this individual describe as a crisis? LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 54
55 Crisis Plan Development - Step 2 2. Describe events/situations that may be precipitants to a crisis: Describe behaviors/situations that have happened just before (triggered) a crisis in the past. List observable behaviors which, for this individual, mean that things have worsened and may be close to becoming a crisis (warning signs). LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 55
56 Crisis Plan Development - Step 3 3. Describe what action (s) can be taken by the individual and/or natural supports to address the crisis. What specific behavior strategies and environmental safeguards can the supporters (natural supports and service provider personnel) institute immediately? LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 56
57 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 57 For Step 3 to work service provider needs to assure that everyone is clearly capable of carrying out their assignment. service provider needs to assess if there is any specific training that supporters need? If so, how does the service provider plan to address this? It may be beneficial with significantly at risk individual to have a drill which supporters use to role play their part in addressing a potential crisis.
58 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 58 Also If there are currently no natural supports available, the service provider must help the individual develop natural supports and teach the individual how to access these natural supports.
59 Crisis Plan Development - Step 4 4. Describe what assistance the individual would like and not like from supporters when at risk for or in crisis: Who does the individual want to assist him/her in a time of crisis? Who is most capable of being the first responder? What would the individual like for each person to do? LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 59
60 Crisis Plan Development Step 5 5. Name, address, phone number of supporters when at risk of entering or in a crisis: It is important that the list of supporters is current with accurate information including name, contact number and the assigned task of each supporter. LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 60
61 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 61 Crisis Plan Development Step 6 6. Other instructions from individual: What other information would the individual like for others to know/follow in times of crisis? Include any pertinent Advance Directives. (In mental health treatment, this term refers to activities of daily living that must continue in the event in-patient or residential treatment becomes necessary; i.e. feeding pets, paying bills, etc.)
62 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 62 Crisis Plan Development Step 7 7. Name, title, and contact information for the primary service provider contact and other service provider support staff including the supervisor and the psychiatric director. Be sure that service provider contact information is clear, accurate, up to date and that the individual and supporters each have a copy of this information.
63 Crisis Plan Development Services for these individuals should include: comprehensive clinical services support services crisis stabilization prevention services and support and include continual monitoring of the care environment LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 63
64 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 64 Please Note Those service providers who do not have the time, expertise, or resources available to respond to crisis 24/7 should refer these individuals to more appropriate or intensive services.
65 Before developing the crisis plan it is important that the service provider team share information regarding this individual, possible precipitators to a crisis and interventions which have been successful in the past. Thorough Interviews, Observations & Record Reviews ARE Important! LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 65
66 Discharge Planning LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 66
67 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 67 Discharge Planning Definition: Discharge planning is the formal process that leads to the development of an ongoing individualized plan of care that meets the assessed needs of the individual upon discharge from service.
68 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 68 Discharge Planning Discharge planning typically begins at the at time of admission to any program, becoming more specific as time draws closer to the actual discharge date.
69 Discharge Planning Anticipated discharge plans or transition plans should include: Anticipated date of discharge or transition. Indicators of individual s readiness for discharge or transition to a lower intensity of service. Any specific individual circumstances (e.g., housing, job, school) that must be in place prior to discharge or transition. LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 69
70 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 70 Discharge Planning How will the individual and service provider know when services should be reduced? How will the individual and service provider know when services should be terminated? Discharge plans allow the individual and service provider to have a vision to work toward.
71 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 71 Discharge Planning Discharge planning should not be a rushed activity done 1-2 days prior to discharge. This would not permit adequate time to ensure individual/family involvement and referral/coordination of needed resources.
72 Discharge Assessment 1. Physical Health 2. Safety/Emergency 3. Use of medication 4. Home Management (cleaning, cooking, maintenance) 5. Budgeting 6. Transportation and travel 7. Recreation and Leisure 8. Social and personal skills LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 72
73 Discharge Planning A specific service provider (with knowledge of community resources) should be responsible for coordinating and implementing the discharge plan. The same service provider must ensure regular reviews of the plan to ensure there is continual improvement in its content and implementation. LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 73
74 LOUISIANA DEPARTMENT OF HEALTH AND HOSPITALS 74 Treatment Planning You have completed this OBH approved training. Please complete/submit the post-test to receive credit for your attendance. Thank you for your attention!
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Minnesota Co-occurring Mental Health & Substance Disorders Competencies: This document was developed by the Minnesota Department of Human Services over the course of a series of public input meetings held
Notice of Rulemaking Hearing Department of Mental Health and Developmental Disabilities Office of Licensure There will be a hearing before the Tennessee Department of Mental Health and Developmental Disabilities,
Service Coordination Core Training Module Component 1 It is important to remember that the purpose of this training program is to provide general information about case management services for eligible
106-15-Alcohol and Drug Youth Residential Services Fund/Agency: 106 Fairfax-Falls Church Community Services Board Personnel Services $2,121,873 Operating Expenses $675,691 Recovered Costs $0 Capital Equipment
GUIDELINES FOR THE IEP TEAM DATA COLLECTION & Progress Monitoring Decisions about the effectiveness of an intervention must be based on data, not guesswork. Frequent, repeated measures of progress toward
Assertive Community Treatment (ACT) Definition The Assertive Community Treatment (ACT) Team provides high intensity services, and is available to provide treatment, rehabilitation, and support activities
CSOC Service Guidelines Clinical Criteria INTENSIVE IN HOME SERVICES FOR THE INTELLECTUALLY AND/OR DEVELOPMENTALLY DISABLED (I/DD) YOUTH Definition Intensive In-Home Services means an array of rehabilitation
RESIDENTIAL TREATMENT PROGRAM REVIEW This past year has been one of considerable restructuring for the Residential Treatment Program. More resources have been directed towards supporting front line staff,
Student's Name: Student s Date of Birth: Student's Address: Student's Home Phone: Primary Medical Diagnosis: The Arbor School of Central Florida Medical/Emergency Information Please Print Mothers Name:
RULES OF DEPARTMENT OF MENTAL HEALTH AND DEVELOPMENTAL DISABILITIES OFFICE OF LICENSURE CHAPTER 0940-5-37 MENTAL HEALTH RESIDENTIAL TREATMENT FACILITY TABLE OF CONTENTS 0940-5-37-.01 Definition 0940-5-37-.08
Parent Questionnaire Child s Legal Name: Date of Birth: Age: First, Middle, and Last Name Nicknames: Social Security #: - - Current address: Apt #: City: State: Zip Code: Home Phone: Cell/Other #: Parent
Child Abuse and Neglect AAP Policy Recommendations When Inflicted Skin Injuries Constitute Child Abuse Committee on Child Abuse and Neglect PEDIATRICS Vol. 110 No. 3 September 2002, pp. 644-645 Recommendations
Session 2: Introduction to Drug Treatment Today s Topics Level of care determination How to know when treatment works What does treatment include Description of treatment modalities Naomi Weinstein, MPH
Mental Health and Addiction Services Overview CEAC 0216 January 2015 Mental Health and Addiction Services Management Team Executive Director (306) 766-7930 Manager, Rural Mental Health & Addictions (306)
RULES OF THE TENNESSEE DEPARTMENT OF MENTAL HEALTH AND DEVELOPMENTAL DISABILITIES CHAPTER 0940-5-41 MINIMUM PROGRAM REQUIREMENTS FOR ALCOHOL AND DRUG HALFWAY HOUSE TREATMENT FACILITIES TABLE OF CONTENTS
Instructions for Funding Authorization/Reauthorization Process Clinician Instructions: Residential Alcohol and Other Drug Treatment Programs For initial authorization or authorization of continued stay,
The following is a description of the levels of residential care available to the children of North Carolina. These services can be provided in a variety of locations from urban to rural, from facility
'Swampy Territory' The role of the palliative care social worker in safeguarding children of adults who are receiving specialist palliative care This qualitative study explores the role of the palliative
Mental Health and Substance Abuse Services in Medicaid and SCHIP in Florida As of July 2003 2,441,266 people were covered under Florida's Medicaid and SCHIP programs. There were 2,113,820 enrolled in the
Substance Abuse Treatment Services Struggling with drugs or alcohol? We can help. 303 730 8858 admhn.org Sarah s Story I was born into chaos, says Sarah a recovering addict. Raised by parents who abused
A M E R I C A N C A S E M A N A G E M E N T A S S O C I A T I O N Standards of Practice & Scope of Services for Health Care Delivery System Case Management and Transitions of Care (TOC) Professionals O