Intervention And Choice Of Therapy Case Study

intervention and choice of therapy. Therefore, careful effort is required in ensuring that engaging with adolescence at this stage focus on rapport and trust building before treatment commences. At this stage the therapy ask questions to determine what they understand about the illness. The therapist listens to the client respectfully as they talk during the assessment without challenging what is being said or endorsing it. The therapy shows empathy, warmth, sensitivity, working within their belief by showing no signs of disbelief, affirming what is said and refraining from pointing out their inconsistencies. The therapy asks the client questions to determine if he understand what the assessment process is about, their expectation of the therapeutic
Information about psychosis is presented to them based on their level of understanding about the illness and their attitude. This is done in other to increase their understanding of the symptoms exhibited and the situation when this symptom occurs. Questions are asked to illicit responses about illness and the symptoms. This is done in a collaborative manner in other to have shared understanding of the adolescence difficulty. Normalisation is achieved by comparing their thoughts, feelings and behaviour to those people who don’t have mental illness or other people with psychosis. This is done to show them the similarities and differences that exhibit between them and
A- activating event, B- believe about the event and C- consequences –feelings and behaviour. The CBT focuses on helping the adolescence to reassess the delusional belief that are causing the distress and then helping to replace this belief with an alternate balanced one. These strongly held beliefs are elicitated by using peripheral questioning in other to allow them to draw conclusion themselves about the inconsistencies that is guarding their delusion. The aim of this questioning technique is to foster engagement. Once these beliefs have being elicitated a hierarchy is created based on their level of conviction about these beliefs. The weakest belief is discussed first listing the supportive facts and observation for that belief. The therapist then invites the adolescence to dispute these delusional beliefs. The aim is to reduce the distress that is produced by this belief. The tactics used for engaging here is to work with the adolescence in a non challenging and incremental manner helping them to work from the minor delusions to the major