Adolescents

Dialectical Behavior Therapy/Self-Harm Program – Adolescent Girls Unit

The specialized Dialectical Behavior Therapy/Self-Harm Program within our Adolescent Girls Unit is for 12-17 year old females who exhibit self-destructive behaviors and are in need of stabilization due to chronic internalizing and externalizing behaviors. Females who will benefit from this program have had previous treatment failures, including outpatient and/or psychiatric hospitalizations. All diagnoses are accepted within this program including adolescents with developmental delays. Each adolescent will be evaluated on a case by case basis to determine if the program can reasonably expect to be effective in providing both stabilization and treatment.
The primary clinical approach to treatment utilized in this program is Dialectical Behavior Therapy (DBT). DBT principals, as designed by Marsha Linehan, Ph.D, combine elements of cognitive-behavioral techniques, relaxation, self-soothing, and enhancement of self-awareness skills. This approach emphasizes personal and situational acceptance while providing encouragement and core skill development towards a more HOPEFUL and positive life. Implementing evidence-based treatment interventions, such as DBT, along with the incorporation of the latest innovative models for difficult populations enables this program to be the best choice for those adolescents whose mental health issues put them at risk for harm to themselves. A successful patient learns to modulate emotions in turn allowing her to make healthy choices and utilize appropriate coping skills within her home and community.

Collaborative Problem Solving Model – Adolescent Boys Unit

The Collaborative Problem Solving model within our Adolescent Boys Unit follows the principals outlined by Ross Greene, Ph. D in the book, “The Explosive Child.” Through the use of empathy we work with patients to identify specific skills that are considered “lagging” and teach the patient how to overcome these skill deficits. We have identified the following ten primary skill deficits that typically precipitate admission to our facility:

  • Expressing Self
  • Planning and Preparation
  • Focus
  • Empathy
  • Problem Solving
  • Transitions
  • Timing
  • Managing Emotions
  • Rigid Thinking
  • Social Skills

Lacking in these skills can lead to anger, frustration, sadness, and anxiety as the adolescent struggles to express and interact appropriately. These increasingly intense emotions can then manifest into increased aggression towards oneself and others. Within the CPS model, patients explore a different skill daily through therapeutic groups and role play. These skills are reviewed throughout treatment and then transitioned following discharge into the home environment through instruction and implementation plans provided to the parents or other caregivers by the patient’s case manager.

For further information on Collaborative Problem Solving http://www.cpsconnection.com/