CPP and SPP
An individual program plan should consist of a comprehensive program plan (CPP) and a structured program plan (SPP). In this initiative, I was part of a CPP team responsible for developing a technique as a stand-alone treatment for substance abuse by engaging its participants in expressive and creative activities. In addition, the SPP that I developed was a music therapy program for children and adolescents with substance abuse to offer a therapeutic and conducive environment.
General Information and Client History
K. D. is a 16-year-old female referred to the music therapy program by her therapist due to substance abuse issues. She has a history of trauma related to childhood abuse and neglect, which has led to a range of mental health issues, including depression and anxiety. K.’s substance abuse began when she was 14 years old to cope with the emotional pain caused by her trauma.
She has struggled to quit using substances despite multiple attempts at rehab and therapy. Based on this, the referral to the music therapy program was made to provide her with a new outlet for emotional expression and coping mechanisms. The intervention is to assist K. in developing a healthy relationship with music and using it to manage her emotions and cravings.
Client Assessment
The Addiction Severity Index (ASI) is the most appropriate assessment tool for evaluating substance use severity and consequences in individuals. It was developed in the 1980s and has undergone several revisions to enhance its reliability and validity (Ljungvall et al., 2020). The ASI evaluates seven domains: substance use, medical status, employment and support, drug and alcohol use, legal status, family and social relationships, and psychiatric status.
In addition, ASI has demonstrated good reliability and validity in diverse populations and settings, including adolescents and young adults (Ljungvall et al., 2020). A trained clinician administers it in a semi-structured interview format, taking approximately one hour to complete. Therefore, ASI is an appropriate assessment tool for adolescents since it allows for targeted and individualized treatment planning.
Assessment Summary
Physical
The patient’s strengths include the ability to move and express herself and the capacity to learn. This can be used to engage in walking, jogging, dancing, and other activities (Moss, 2019). In addition, the ability to learn can help her learn new skills, develop new perspectives, and gain knowledge about her condition. However, the patient looks weak and malnourished due to the effects of substance abuse. Based on this, the patient needs support in improving her diet, exercise habits, and getting enough rest.
Social
The patient has several social strengths, including the ability to seek help from a therapist and the willingness to try rehabilitation and therapy to stop substance abuse. However, she has many needs, such as dealing with the emotional and mental health problems caused by her trauma, managing her depression and anxiety, and having a healthy relationship with music as a coping mechanism. Other needs include building healthy relationships with others and addressing feelings of isolation or loneliness.
Cognitive
The patient has a range of cognitive strengths, including problem-solving abilities and creative thinking skills. Unfortunately, she has struggled with mental health issues due to childhood trauma, including depression and anxiety. K. needs to develop healthy cognitive skills to manage her trauma and substance abuse better. She needs to learn to identify and express her emotions constructively and develop healthy coping skills to manage cravings and reduce the urge to use substances.
Emotional
The patient’s emotional strengths include her desire to find a way to cope with her trauma and manage her emotions and cravings. Despite her trauma, she has demonstrated tremendous courage in addressing her mental health issues and substance abuse. Her needs include developing a healthy relationship with music, learning new coping mechanisms, and finding an effective way to manage her emotions. She needs a safe and nurturing environment to help her process her trauma and learn how to manage her cravings and triggers.
Activity-based
The patient has strengths in her willingness to seek help and the ability to express her emotions. However, she needs stability, healthy coping mechanisms, and emotional regulation. She needs interventions to help her manage her emotions and cravings, develop more beneficial coping mechanisms, and build a more positive relationship with music. Additionally, she needs support to help her process her trauma and build resilience.
Treatment plan
- Emotional functioning:
- Goal: To enhance expression and emotional regulation.
- Objective 1: The patient should determine and label their emotions accurately.
- Objective 2: The patient should develop and apply healthy coping mechanisms (Stumbo & Peterson, 2009).
- Social functioning:
- Goal: To promote social skills and interpersonal relationships
- Objective 1: The patient should show an improvement in communication skills.
- Objective 2: The patient should display positive relationships with peers and adults.
- Psychological functioning:
- Goal: To have a positive self-concept, self-confidence, and sense of identity
- Objective 1: The patient should engage in activities to increase their self-awareness.
- Objective 2: The patient needs to show positive self-talk and self-esteem (Stumbo & Peterson, 2009).
Action Plan for Client Involvement
For the patient to meet the goals, she will participate in different therapy sessions. She will participate in music therapy sessions tailored to her specific needs. During these sessions, she will learn to use music to express her emotions and cope with her cravings. The music therapist will guide the patient through various techniques, such as music improvisation, songwriting, and lyric analysis, to help her explore her feelings and develop new coping strategies. In addition to individual sessions through music, the patient will participate in group therapy sessions. These sessions will allow her to connect with other individuals struggling with substance use issues and develop supportive relationships with them.
Frequency and Duration of Participation
The program consists of nine sessions, each focusing on emotional awareness, coping mechanisms, communication skills, and self-expression. The frequency and duration of participation in each session vary based on planned goals and activities. The first two sessions require 90 minutes each, while the next two involve creating music lists, which can be completed within 50-60 minutes.
In addition, the following three sessions are dedicated to improving communication skills, empathy, and positive peer relationships, focusing on improvisation, group discussion, and lyric analysis. The final sessions aim to enhance self-awareness, self-expression, and identity understanding through songwriting and individual debate. Follow-up encouragement is recommended to help participants recognize their emotions effectively.
The Rationale of Recommended RT Interventions
In recent years, the RT interventions, such as music and cognitive therapy, have gained popularity. Music therapy utilizes the therapeutic properties of music to improve physical, emotional, cognitive, and social functioning. Rogers et al. (2021) show that music therapy can effectively intervene for children and adolescents struggling with substance abuse. It can increase motivation for treatment, reduce the craving for drugs, and enhance mood and self-esteem.
Cognitive therapy is an intervention that helps individuals manage stress, anxiety, and depression while promoting positive behaviors such as self-expression, communication, and social interaction (Rogers et al., 2021). Therefore, music therapy and other RT interventions provide a unique and effective approach to treating substance abuse among children and adolescents.
Staff and Client Responsibilities
In music therapy, staff and clients have important responsibilities. The staff must be highly trained and experienced in music therapy and substance abuse treatment to provide adequate care (Rogers et al., 2021). They must create a safe and supportive environment for clients to express themselves through music and openly discuss their addiction.
Staff must assess each client’s needs and create tailored treatment plans incorporating music and group therapy. However, clients must take responsibility for their treatment by actively participating in sessions and being honest about their struggles with substance abuse (Rogers et al., 2021). They should be open to the healing power of music and be willing to explore their emotions and thoughts through songwriting, improvisation, and other music-based activities.
Discharge Summary Plan
The patient has been participating in a music therapy intervention to address substance abuse. After the intervention, the patient will be discharged with a summary plan to continue the progress. This plan includes regular attendance at substance meetings, ongoing participation in music therapy, and weekly check-ins with a therapist to discuss progress and any difficulties.
In addition, the patient will be encouraged to contact family and friends for support when necessary. The patient will be given a list of resources to assist with future progress. The patient will be reminded to avoid situations that could lead to substance abuse. With a combination of these strategies in the plan, the patient can overcome the problem.
References
Ljungvall, H., Persson, A., Åsenlöf, P., Heilig, M., & Ekselius, L. (2020). Reliability of the Addiction Severity Index self-report form (ASI-SR): A self-administered questionnaire based on the Addiction Severity Index composite score domains. Nordic Journal of Psychiatry, 74(1), 9-15. Web.
Moss, H. (2019). Music therapy, spirituality, and transcendence. Nordic Journal of Music Therapy, 28(3), 212-223. Web.
Rogers, L., Phillips, K., & Cooper, N. (2021). Energy healing therapies: A systematic review and critical appraisal. Health Psychology Review, 2(3), 162-170.
Stumbo, N. J., & Peterson, C. A. (2009). Therapeutic recreation program design: Principles and procedures (5th ed.). San Francisco: Pearson/Benjamin-Cummings.