BRIEF BEHAVIORAL INTERVENTIONS FOR THE PRIM ARY CARE PROVIDER - - PowerPoint PPT Presentation

BRIEF BEHAVIORAL INTERVENTIONS FOR THE PRIM ARY CARE PROVIDER

JANUARY 25, 2019 ALEXANDRA HAYLEY QUINN, PSYD SWEDISH M EDIAL GROUP SEATTLE, WA

A NEW PERSPECTIVE

M AKING THE CASE FOR BH INTERVENTIONS DELIVERED IN PRIM ARY CARE

THE CHALLENGE

• 75% of children with a mental

health disorder were seen by a pediatrician within the last year1

• Identification of mental health

problems in children by primary care pediatricians continues to rise2

• 50% of U.S. adults with a mental

health disorder had symptoms by the age of 14 years3

1Tyler, Hulkower, & Kiminski, 2017 2Horwitz et al., 2015 3Kessler et al., 2005

BARRIERS TO CARE AND TREATM ENT

• Only 15%-25% of children with psychiatric disorders receive specialty care4
• No follow through with referrals
• Issues navigating the system
• Lack of options
• M ost individuals only attend

1-2 SM H visits5.

• Limited collaboration and

coordination of care between providers

• “ Subthreshold syndromes” 6, 7

4Bitsko et al., 2016 5University of Washington AIM S Center, 2019 6Robinson & Reiter, 2016 7Briggs-Gowan et al., 2000

THE CURRENT STATE

• AAP advocates for the development of

behavioral health competencies in primary care pediatricians8

• But…
• 2/ 3 of pediatricians report lack of training

in treatment of children’s behavioral health needs2

• There is limited time and resources within

the typical PCP office visit

• The body of research advocates for “ task

shifting” 9

8AAP

, 2009

9Wissow et al., 2016

THE PCP AS A BEHAVIORAL HEALTH CARE PROVIDER

• Ongoing relationship with the child and family
• Established trust and rapport
• Expert knowledge in the relationship between the patient’s development,

health history, and social history

• Patient is likely to return to care regularly
• Problems can be addressed before they become clinical
• M ental Wellness versus M ental Illness9
• Key component of population-based health

EVIDENCE FOR BRIEF INTERVENTIONS

• Limited research on brief BH interventions conducted by the primary care

provider – most studies in the adult population

• M odest improvements in rates of identification of new mental disorders,

increased treatments, and some improvements in symptoms10

• Interventions delivered by PCP may:
• Enhance readiness to explore specialty M H options
• M ore likely to follow through with referrals and stay engaged in care
• Improve comfort with discussing M H topics, reduce stigma ,and normalize
• Expand emotional vocabulary and awareness of the problem
• Build confidence and self-efficacy in management of BH problems

10Kelleher & Stevens, 2009

“COM M ON FACTORS” IN CARE DELIVERY

• Robust “ Common factors” literature
• Provider-patient interaction predicts outcomes across

conditions and treatments11

• Studies of “single session” therapy demonstrate effectiveness
• problem-rather than diagnostic-targeted treatment in brief pulses across

extended periods, similar to patterns of medical care12

• “ Stepped care” models suggest that generalists can provide first-contact

mental health treatment based on brief, problem-oriented assessments13

11Karver et al., 2005 12Perkins & Scarlett, 2008 13Katon et al., 2010

“COM M ON ELEM ENTS” INTERVENTIONS

HAWAII EVIDENCE-BASED SERVICES COM M ITTEE, 2004

Presenting Problem Common Elements of EBPs Anxiety Graded Exposure, modeling ADHD/ Behavior Problems Tangible rewards, labeled praise, help with monitoring, time out, effective commands and limit setting, response cost Low M ood Cognitive/coping methods, problem- solving strategies, activity scheduling, behavioral rehearsal, social skill building

OVERVIEW OF BH CARE DELIVERY

FEATURES OF EFFECTIVE BRIEF INTERVENTIONS

• Problem/ Solution focused
• Clearly defined goals related to specific

behavior change

• Incorporate patient values and beliefs
• M easurable outcomes
• Enhance self-efficacy
• Active and empathic therapeutic style
• Responsibility for change on the patient

Adapted from Khatri & Hays, 2011

KEY COM PONENTS OF BRIEF INTERVENTIONS

• Individualized assessment
• Collaborative goal-setting
• Skills enhancement
• Follow-up & support
• Promotion of self-efficacy
• Access to resources
• Continuity of coordinated quality clinical

care as applicable

Adapted from Khatri & Hays, 2011

BASIC KNOWLEDGE AND SKILLS

• Overall attitude of understanding and acceptance
• Active listening skills
• Focus on immediate goals
• Working knowledge of motivational interviewing and stages of change
• Working knowledge of cognitive behavioral and solution-oriented approaches

Adapted from Khatri & Hays, 2011

FRAM EWORK FOR BRIEF INTERVENTIONS IN PRIM ARY CARE

Relationship Assessment

• f the

problem Structured advice Brief Counseling Brief episodes

• f care
• ver time

Emphasis on self- management

USE THE 5A’S

• 1. Assess: Beliefs, Behavior & Knowledge
• 2. Advise: Information about health risks and

benefits of change

• 3. Agree: Collaboratively set goals
• 4. Assist: Provide information, teach skills,

problem solve barriers to reach goals

• 5. Arrange: Specify plan for follow-up

Whitlock et al., 2002

Arrange

Specify plans for follow-up (visits, phone calls, mail reminders)

Assist

Provide information, teach skills, problem solve barriers to reach goals

Advise

Specific, personalized,

• ptions for tx, how sx

can be decreased, functioning, quality of life/health improved

Agree

Collaboratively select goals based on patient interest and motivation to change

Assess

Risk Factors, Behaviors, Symptoms, Attitudes, Preferences

Personal Action Plan

Glasgow & Nutting, 2004

USING THE 5A’S TO GUIDE Y OUR VISIT: DEPRESSION & ANXIETY

Assess • Use 50-75% of the time you have to gather information, including safety issues Advise • Brief psychoeducation, motivate change, instill hope Agree

• Quick overview of the initial treatment plan

Assist

• Delivery of a brief intervention

Arrange • M ake a follow-up plan, including possible referral to specialty care

FOUNDATIONAL SKILLS

BEHAVIORAL ACTIVATION RELAXATION STRATEGIES DISTRESS TOLERANCE SKILLS PROBLEM SOL VING THERAPY

BEHAVIORAL ACTIVATION

• Rationale for patient behavior change
• Shift from inside
• ut behavior to outside

in behavior

• Select activities that increase pleasure and sense of accomplishment
• Reinforce positive behavior change
• Review progress on goals
• Reset goals as needed goals as needed

Feel bad Do less

BASIC COPING SKILLS

• Create a list of relaxing and pleasurable activities
• Use ideas based on your knowledge of the patient’s interests
• Y
• ung children can create a “coping box” with

parent help

• Help guide the patient and parent with

identifying things that are realistic; and vary with time commitment, location, and available resources

• Instruct the patient to write down the coping skills

DIAPHRAGM ATIC BREATHING

• “ Smell the Flowers, Blow out the Candles”
• Bubble blowing
• Practice in the visit! Demo and try it together
• Just like building endurance in sports, breathing

must be practiced

• It is not effective to wait until

anxiety/ distress/ upset arises

• Plan a specific time each day (bedtime is

great)

• Set a brief time period (1-3 minutes)
• Include visual imagery if patient is

unsuccessful initially, or if desired

• Encourage caregiver to practice with the

child (if younger)

• Older kids/ teens may enjoy apps
• M ake a reward plan

PROGRESSIVE M USCLE RELAXATION

• People with anxiety difficulties are often

chronically tensing muscles

• PM R helps people learn to distinguish

between the feelings of a tensed muscle and a completely relaxed muscle

• Teaches the child to “cue” this relaxed

state at the first sign of the muscle tension that accompanies anxiety

• Helps build awareness about anxiety

triggers through physical sensations

• Teaches an association between relaxed

muscles and a relaxed mental state

• “ Robot & Ragdoll” exercise is one easy way

illustrate

GROUNDING TECHNIQUES

• Useful for affect regulation, stress reduction, illustrating present moment

focus, and helping kids learn to connect their thoughts to physical sensations

• Useful activities:
• 5 senses
• Alphabet Game and variations
• Read a story (young children)
• Sing a song together (young children)

DISTRESS TOLERANCE: TIPP SKILLS

T – T emperature Hold an ice cube, splash cold water on face, use an ice pack, blow AC I – Intense Exercise Jumping jacks/ rope, run around the block, Y

• uTube aerobics videos

P – Paced Breathing (Diaphragmatic Breathing) P – Paired muscle relaxation (PM R)

A CALM M IND ACCEPTS

A group of skills to help tolerate a negative emotions until patient is able to address and eventually resolve the situation.

A – Activities C – Contributing C – Comparisons E – Emotions P – Push Away T – Thoughts S - Sensation

IM PROVE THE M OM ENT

Whether the circumstance is small or big there will be many times that an individual doesn’t have control over an unpleasant

• event. Intense emotions don't last forever, we teach patients to

tolerate emotions until the intensity subsides.

I – Imagery M – M eaning P – Prayer R – Relaxation O – One thing in the moment V – Vacation E - Encouragement

PROBLEM SOLVING THERAPY

7 steps: 1. Define a problem 2. Select achievable goal 3. Generate multiple solutions 4. Pros and cons of each solution 5. Select a feasible solution 6. Implement solution 7. Evaluate the outcome

VIGNETTE 1: ELIZA

• At her 6 year WCC, parents mention that Eliza has been complaining of stomachaches, worry,

and nervousness in different day-to-day situations.

• She is shying away from activities that she used to enjoy, such as birthday parties and dance

lessons.

• She and her parents deny concerns about low mood, academic problems, social changes, or

any big changes at home.

• She is sleeping and eating normally.

VIGNETTE 1: ELIZA

• Assess: M ild functional impairment at this time with no clear anxiety trigger; symptoms fairly

generalized.

• Advise: Psychoeducation to Eliza and her parents about anxiety; connection between

stomach pain and anxiety.

• Agree: Discuss use of parent-guided self-help resources and coping skills.
• Assist: T

each diaphragmatic breathing; give HW for parents to help Eliza make a coping plan.

• Arrange: Plan for 1-month follow-up with possible referral to SM H at that time (or sooner if

parents desire).

VIGNETTE 2: ALEXANDER

• 14 yo Alexander presents for a visit regarding new onset of depression symptoms. PHQ9 = 13
• Parents complain that Alex is missing many days of school, grades are slipping, naps

frequently, and has not seen his friends in weeks.

• Alex adds that he plans to quit his soccer team because it feels like “ too much” right now and

is no longer enjoyable.

• Parents wonder if spending a lot of time gaming is contributing to the problem.
• In the confidential portion of the visit, Alex denies any recent trauma or substance use. He

has thoughts about “ not being in the world” a few times/ week with no intent or plan ever.

VIGNETTE 2: ALEXANDER

• Assess: M eets criteria for depression based off PHQ9 + brief interview
• Advise: Psychoeducation for low mood and how it connects specifically to Alexander’s

current behavior.

• Agree: Discuss confidentiality with Alex and determine level of parental involvement. Referral

to SM H/ Discuss preference for continued care plan.

• Assist: Brief behavioral activation -> hold off on quitting soccer and planned HW time w

support from school; allowances for structured gaming time as a compromise to the plan

• Arrange: Plan for 2-week follow-up to check on progress and build on interventions.

VIGNETTE 3: ANGELICA

• 16 yo Angelica is in for an ED follow up after an episode of shortness of breath, racing heart,

and dizziness, which was thought to be anxiety related.

• Angelica states adamantly that she does not have anxiety.
• Angelica reviews that she is stressed out by various demands including all AP classes and

several extracurricular activities. Angelica acknowledges that she is barely sleeping and often doesn’t have time to eat healthfully.

• Angelica and her parents are not interested in decreasing her commitments or academic

expectations at this time.

VIGNETTE 3: ANGELICA

• Assess: anxiety, stress, and new onset of panic attacks. Possible mild depression
• Advise: discuss mind-body connection
• Agree: Follow up in PC for now (given ambivalence about tx) with school counseling

component

• Assist: PST to set goal of 15 minutes of daily self-care, introduction of TIPP skills with handout

provided

• Arrange: Plan for 2-week follow-up to check on progress and build on interventions

VIGNETTE 4: AARON

• Aaron is a 9yo coming in for ”anxiety” and “sleep problems.” SCARED (Child) = 30
• Aaron cannot fall asleep at night due to worry thoughts. After a brief discussion, you find out

that Aaron is feeling dread about school.

• Aaron has good friends, but does have some mild social anxiety.
• Aaron doesn’t like being called on by the teacher, and worries about giving the wrong answer,

disappointing his teacher/ parents; general poor performance

• Denies low mood, but appears to have low self-esteem and is “ hard on himself” per his
• parents. No recent stressors/ changes at home
• Aaron is not involved in any activities at this time

VIGNETTE 4: AARON

• Assess: M oderate functional impairment; performance/ social anxiety + concerns for low self-

esteem.

• Advise: Psychoeducation to Aaron and his parents about anxiety and how it comes in

different forms. Briefly touch on cycle of anxiety and sleep disturbance.

• Agree: Discuss dual approach of anxiety management and sleep hygiene. Referral to SM H.
• Assist: T

each the 5 senses exercise with lollipop (practice nightly plus use at school for calming); Provide list of self-help books; Give sleep hygiene handout and highlight key takeaways.

• Arrange: Plan for 3-week follow-up to discuss increasing self-esteem (activities).

REFERENCES

Bisko, R.H., Holbrook, J.R., Robinson, L.R., Kaminiski, J.W., Ghandour, R., Smith, C., & Peacock, G. (2016). Health care, family, and community factors associated with mental, behavioral, and developmental disorders in early childhood: United States, 2011–

• 2012. Centers for Disease Control and Prevention: M orbidity and M ortality Weekly Report, 65(9), 221-226.

Briggs-Gowan, M .J., Horwitz, S.M ., Schwab-Stone, M .E., Leventhal, J.M ., Leaf, P .J. (2000). M ental health in pediatric settings: Distribution of disorders and factors related to service use. Journal of the American Academy of Child and Adolescent Psychiatry, 39(7), 841-849. Committee on Psychosocial Aspects of Child and Family Health and Task Force on M ental Health (2009). The future of pediatrics: M ental health competencies for pediatric primary care. Pediatrics, 124(1), 410-421.

Glasgow, R. E & Nutting, P. A. (2004). Diabetes. In Handbook of Primary Care Psychology. Ed., Hass, L. J. 299-311.

Karver, M .S., Handelsman, J.B., Fields, S., & Bickman, L. (2005). A theoretical model of common process factors in youth and family therapy. M ental Health Services Research, 7(1). 35-51. Katon, W., Unutzer, J,, Wells, K., & Jones, L. (2010). Collaborative depression care: history, evolution and ways to enhance dissemination and sustainability. General Hospital Psychiatry 32(5). Kelleher, K.J. & Stevens, J. (2009). Evolution of child mental health services in primary care. Academic Pediatrics, 9(1), 7-14. Kessler, R.C., Berglund, P ., Demler, O., Jin, R., M erikangasm, K.R., & Walters, E.E. (2005). Lifetime prevalence and age-of-onset distributions of DSM -IV disorders in the National Comorbidity Survey Replication. Archives of General Psychiatry, 62(6), 593-602. Khatri, P . & M ays, K. (2011). Brief Interventions in Primary Care. Presentation on behalf of SAM HSA-HRSA Center for Integrated Health Services, Washington D.C.

REFERENCES CONT .

Horwitz, S.M ., Storfer-Isser, A., Kerker, B.D., Szilagyi, M ., Garner, A., O’Connor, K.G., Hoagwood, K.E., & Stein, R.E. (2015). Barriers to the identification and management of psychosocial problems: Changes from 2004 to 2013. Academic Pediatrics, 15(6), 613- 620. M cGarry, J., M cNicholas, F ., Buckley, H,, Kelly, B.D., Atkin, L., & Ross, N. (2008). The clinical effectiveness of a brief consultation and advisory approach compared to treatment as usual in child and adolescent mental health services. Clinical Child Psychology and Psychiatry, 13(3), 356-376. Perkins, R. & Scarlett, G. (2008). The effectiveness of single session therapy in child and adolescent mental health, part 2: An 18- month follow-up study. Psychology and Psychotherapy: Theory, Research, and Practice, 81(2), 143-156. Robinson, P .J. & Reiter, J.T . (2016). Behavioral consultation and primary care: A guide to integrating services. New Y

• rk, NY

: Springer. Tyler, E.T ., Hulkower, R.L., & Kaminiski, J.W. (2017). Behavioral health integration in pediatric primary care: Considerations and

• pportunities of policymakers, planners, and providers. M ilbank M emorial Fund Report. Retrieved from:

https:/ / www.milbank.org/ wp-content/ uploads/ 2017/ 03/ M M F_BHI_REPORT_FINAL.pdf University of Washington, Psychiatry and Behavioral Sciences Division of Population Health (2019). Evidence-based behavioral interventions in primary care. AIM S Center: Advancing Integrating M ental Health Solutions. Wissow, L.S., van Ginneken, N., Chandna, J., & Rahman, A. (2016). Integrating children’s mental health into primary care. Pediatric Clinics of North America, 63(1), 97-113. Whitlock, E.P ., Orleans, C.T ., Pender, N., & Allan, J. (2002). Evaluating primary care behavioral counseling interventions: An evidence-based approach. American Journal of Preventative M edicine, 22(4), 267-284.