Clinical curriculum for treatment of compulsive/addictive disorders based on a freedom to change approach

• US 20050137466A1
• Filed: 12/03/2004
• Published: 06/23/2005
• Est. Priority Date: 12/05/2003
• Status: Abandoned Application

• Current Assignee: Andrew P. Yake
• Original Assignee: Andrew P. Yake
• Inventors: Somova, Marla J., Somov, Pavel G.
• Application Number:
  US11/003,213
• Publication Number:
  US 20050137466A1
• Time in Patent Office: Days
• US Class Current: 600/300
• CPC Class Codes: G09B 23/28 for medicine

Abstract

A method for treating compulsive/addictive disorders and particularly drug and alcohol abuse comprises a reason to change, a method to change, and a freedom to change component. The method particularly teaches the client that he or she is free to change by addressing belief structures that may restrict a belief in an ability to change, by training the client that many types of behavior are unthinking and automatic, and by training the client to reinforce the belief that they are free to change through a daily freedom to change routine.

Claims

1. A method for the psychological treatment of a compulsive/addictive psychological problem, comprising the following steps:

providing choice awareness training to develop awareness of the freedom to change;

providing motivational training to develop a reason to change; and

providing use prevention training to develop a method to change;

wherein choice awareness training is provided to develop a belief in an ability to initiate and maintain choice awareness prior to the motivational training.

2. The method of claim 1, wherein choice awareness training includes the steps of developing a strategic awareness of freedom to change, developing a tactical awareness of freedom to change, and developing a daily choice awareness plan.

3. The method of claim 2, wherein the step of developing a strategic awareness of freedom to change comprises the step of training the patient to question their belief structure and to analyze how their belief structure affects their freedom to change.

4. The method of claim 2, wherein the step of developing a tactical awareness of freedom to change comprises the steps of:

a) training the patient to be aware of unconscious conditioned responses;

b) teaching the patient to view their perceived lack of control as an unconscious conditioned response; and

c) training the patient to develop a moment-by-moment awareness of a freedom to change.

5. The method of claim 2, wherein the step of developing a daily choice awareness practice further comprises the step of providing at least one of an “

I”

Statement Exercise, an Uncomfortable Chair Exercise, a Choice Step-by-Step Exercise, a Crossing Arms Exercise, a Pointing out Automaticity of Gestures Exercise, a Drawing Choices Exercise, a Signature Exercise, a Choice to Let Go Exercise, a Choice Eye Exercise, a Different Way to Get 4 Exercise, an Arbitrary Choice Exercise, a Who'"'"'s Doing It Exercise, and an Arbitrary Abstinence Exercise to teach the client of the need to develop an increased baseline of choices.

6. The method of claim 2, wherein the step of teaching the patient to develop the daily choice awareness practice using the following steps:

discussing conditioning the daily choice awareness practice upon existing conditioned routines and behaviors;

examining daily routines including at least one of a daily hygiene, a meal consumption, a mobility, a posture change, and a spiritual/religious practice to convert an existing behavior into a choice awareness ritual likely to occur on any given day; and

selecting a behavior for the daily choice awareness routine and de-constructing any cognitive-behavioral-affective schemas imbedded in these behaviors to appreciate the opportunities for choice awareness.

7. The method as recited in claim 1, wherein the step of providing Motivational Training to develop a reason to change comprises the steps of providing Motivational Priming, Motivational Enhancement, and Motivational Inoculation.

8. The method as recited in claim 7, wherein the step of providing Motivational Priming comprises providing at least one of a Search-for-Why Self-Help and a Meaning of Life groups.

9. The method as recited in claim 7, wherein the step of providing Motivational Enhancement comprises the step of providing Epiphany-Type Motivational Enhancement training, and wherein the Epiphany-Type Motivational Enhancement training comprises the following steps:

a) developing the understanding of the person'"'"'s core values to find the dissonance potential by understanding the client'"'"'s Ideal Self;

b) facilitating the patient'"'"'s awareness of the dissonance between the ideal and the real self; and

c) deepening the dissonance between the Ideal and the Real Self through at least one of a clinical, experiential, or educational training.

10. The method as recited in claim 7, wherein the step of providing Motivational Inoculation comprises a Motivation Check Group providing a feedback-based motivational defense group psychotherapy that allows for consolidation of motivation as well as for inoculation against potential motivation-undermining interpersonal encounters.

11. The method as recited in claim 1, wherein the step of providing a method to change comprises the step of providing use prevention training, the use prevention training comprising at least one of a Slip Prevention, a Lapse Prevention, a Relapse Prevention and a Relapse Termination Training.

12. The method as recited in claim 11, wherein a slip is defined as having a craving or a desire to engage in a desire to use a substance in question, lapse is defined as acting upon a desire to engage in a target behavior which results in one substance-using episode without a return to the pre-morbid level of substance use, relapse is defined as a repeated episode of using the substance in question following the initial lapse and a return to pre-morbid or nearly pre-morbid level of substance use.

13. The method as recited in claim 11, wherein Slip Prevention comprises the following steps:

discussing the concept of Slip and Slip Prevention with the patient;

identifying internal and external triggers of cravings and desires in the patient; and

discussing how to avoid the triggers with the patient.

14. The method as defined in claim 11, wherein Lapse Prevention training comprises the steps of:

training the patient to recognize a craving;

training the patient to diffuse the craving;

training the patient to leave the scene of the craving; and

training the patient to contact a support person to analyze the slip.

15. The method as defined in claim 12, wherein Relapse Prevention training comprises the following steps:

training the patient to make himself physically comfortable and/or to diffuse a craving;

training the patient to recognize the lapse and to restate the patient'"'"'s recovery goals;

training the patient to decatastrophize the lapse;

training the patient to perform at least one of discarding the paraphernalia and leaving the scene of the lapse; and

training the patient to contact the support person to analyze the lapse.

16. The method as defined in claim 11, wherein Relapse Termination training comprises the steps of:

training the client to recognize and amplify the desire to terminate a relapse by at least one of restating his recovery goals and decatastrophizing the consequences of the relapse; and

training the client to accept the need for external help and the need to rely on external structure; and

new line training the client to access professional help.

17. The method of claim 1, wherein the Method to Change treatment modalities comprise at least one of a Relaxation Training Group, Relaxation Practice Group, Craving Control Training Group, Craving Control Practice Group, Introduction to Use Prevention Group, Lapse/Relapse Prevention Practice Group, Natural Highs Group, Crime &

Recovery Group, Emotional Self-Regulation Group, Interpersonal Process Group, Skill-Power Check Group, Slip-Prevention Self-Help Group, Recovery Autopilot Self-Help Group.

18. The method of claim 17, wherein the Emotional Self-Regulation Training consists of both traditional Emotional Self-Regulation and Duality-Based Meta-Cognitive Emotional Self-Regulation training as expressed in the following equation:

Self-Regulation=(1) (Subject Distance+Object Nonchalance)+(2) (Object Modification or Object Negation),

wherein the first component refers to Duality-Based (Meta-Cognitive) Emotional Self-Regulation training to teach the client to access a state of mind in which the client feels separated from his/her internal objects and appreciates their relative or absolute meaninglessness and the second component consists of traditional Emotional Self-Regulation training in which the object is implemented when either novel or recurrent and minor in its emotional intensity, in which case, the person is taught to perform at least one of modifying the object or negating the object by changing the client'"'"'s thought content through behavioral activation or cognitive distraction.

19. The method as recited in claim 18, further comprising the step of teaching a client to separate the client'"'"'s self from the client'"'"'s experience through at least one of meditative steps, theoretical discussions, metaphors, meditations, and experiences designed to produce a state of meta-cognition.

20. The method as recited in claim 18, further comprising the step of teaching the client that all experience and all objects are arbitrary and meaningless to teach the client to be less reactive and less attached to objects through at least one of a discussion of the distinction between the objective and the subjective, and a philosophical nonchalance exercise.

21. The method as recited in claim 18, further comprising the step of training clients to identify a reasonable emotional baseline and to condition a meta-cognitive self-regulation to any significant ego-dystonic deviation from the baseline.

22. The method as recited in claim 21, further comprising the step of teaching the client to acquire, practice, and apply traditional non-meta-cognitive modification of thoughts to change the client'"'"'s feelings and/or behavioral activation.

23. A method for training a patient to understand that the patient is free to change, the method comprising the following steps:

training the patient to develop a strategic awareness of freedom to change;

training the patient to develop a tactical awareness of freedom to change; and

training the patient to develop a daily choice awareness plan.

24. The method as recited in claim 23, wherein the step of training the patient to develop a strategic awareness of freedom to change comprises the step of training the patient to question their belief structure and to analyze how their belief structure affects their freedom to change.

25. The method as recited in claim 23, wherein the step of training the patient to develop a tactical awareness of freedom to change comprises the steps of

a) training the patient to be aware of unconscious conditioned responses;

and

b) teaching the patient to view their perceived lack of control as an unconscious conditioned response; and

c) training the patient to develop a moment-by-moment awareness of freedom to change.

26. The method as recited in claim 23, wherein the step of developing a daily choice awareness plan comprises training the client to reinforce choice awareness by consistently making changes in a daily routine.

27. The method as recited in claim 23, wherein the step of developing a daily choice awareness plan comprises training the client to condition choice awareness on a high frequency routine.

28. A method for training a patient to understand that the patient is free to change, the method comprising the following steps:

a) training the patient to question their believe structure and to analyze how their belief structure affects their freedom to change;

b) training the patient to develop a moment-by-moment awareness of a freedom to change; and

c) training the patient to develop a choice awareness plan;

wherein the choice awareness plan is based on a high frequency activity which the patient consistently changes to reinforce a belief in the freedom to change.

29. The method as recited in claim 28, wherein high frequency activity comprises at least one of a daily hygiene routine, a meal consumption routine, a spiritual routine, a mobility routine, or a posture change routine.

30. The method as recited in claim 28, wherein the step of training the patient to develop a moment-by-moment awareness of a freedom to change comprises the step of prompting the patient to perform at least one experiential choice awareness exercise.

31. The method as recited in claim 28, wherein the step of training the patient to develop a moment-by-moment awareness of a freedom to change comprises training the patient to be aware of the human tendency toward an automatic conditioned response.