Neurobiologcal Model of Non lucid dreaming

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Michael Changaris

Model of non-lucid dreaming.

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This class explores how to build motivational interviewing into case formulation, using stages of change, adapting for the impact of cultural factors on sessions, and building person-centered culturally responsive interventions. The class explores a model for integrated treatment plan development that uses three core factors: a) Culturally Grounded Understanding of Individual, b) Theory Based Grounded Understanding of the Problem a person faces, and c) Motivation Grounded Empowerment for patient-centered care. The presentation explores a five factor model for adapting interventions to the impact of culture on clinical work. Cultural factors affect: 1) Clinical symptoms and diagnosis, 2) Experiences of self, 3) Biological Impacts (Stress and Health), 4) Relationships, and 5) Access to Cultural Support Structures. This lecture explores stages of change, the core hallmark of each stage of change, and how to adapt clinical interventions for those stages.

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•TEAM BASED CARE: Team-based care incorporates a multidisciplinary team, centered on the patient, to optimize the quality of hypertension care. •TEAM PLAYERS: Team-based care includes the patient, the primary care clinician, and other professionals such as nurses, pharmacists, physician assistants, dieticians, social workers, and community health workers, each with pre-defined responsibilities in care. •OUTCOMES: Review and Meta-analysis of 100 randomized trials determined that team-based care is highly effective compared with other strategies for BP control.

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This model explores how to develop a treatment plan based on ACEs screeners for primary care clinicians and behavioral health practitioners. It offers four factors for assessment and intervention planning that are supporting three main targets of clinical change. stress and resiliency, health behaviors/treatment engagement and treating specific ACEs and their health sequela. This model offers workflow outline for primary care clinics, outline for ACEs focused primary care visit, ACEs focused Behavioral visit and a menu of ACEs services that support modifiable factors in a primary care setting that are know to improve health and reduce the impact of ACEs.

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According to NIH data, Chronic Pain Clinic affects more than 24 million Americans. Pain is often untreated in mental health settings due to a lack of clinical skills. The combination of opiate use disorder and chronic pain have reduced the life expectancy nationwide. The 2016 national pain strategy has indicated that integrated behavioral psychology into pain management is a central goal, but current plans have shown no changes in access. Developing chronic pain and opiate risk clinical rotation provides ways to reduce the training to treatment pipeline issues. Pain management is needed both in health and mental health settings. Leaders with pain psychology skills can provide a high level of care and address public health needs. Most psychologists are trained in a single professional siloed context. This training rotation is a collaborative care approach to treatment that supports work with medical professionals at a high level of embedded clinical skills growing interprofessional skills in internship year that can be foundational in the development of clinical professionals. This training rotation was established to develop skills in assessment, treatment, and interdisciplinary treatment of chronic pain. Interns in this rotation will be assigned to a weekly chronic pain clinic paired with a medical provider who is a specialist in chronic pain management and develop integrated treatment plans to address patient care needs. There are four components to the training rotation in chronic pain; these are a. precepted clinic rotation with monthly or more direct supervision of clinical consultation and intervention in a high-risk pain management clinic, b. Weekly group supervision and didactic training, c. Supervised individual pain treatment post-mid-year, d. Orientation training on the clinic and chronic pain.

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Supervision is a vital skill for psychologists and particularly health psychologists. To this end, IHPTP offers a supervision training track to ensure that graduates of the program can make powerful and lasting contributions to the field of psychology as a whole and health psychology. Training in methods of supervision is sequential, cumulative, and graded in complexity. In the month-long orientation, interns are provided an introduction to the program's provision of supervision. This training includes expectations, roles, supervisor availability, types of supervision (in vivo, individual, group), the structure of supervision, how to use supervision effectively, and ethical and legal responsibilities. Interns will develop skills in how to fill out and use the required California Board of Psychology forms. Interns will attend three yearly seminars that cover key domains of supervision, including legal and ethics overview, key supervision competencies, guidelines, relationships, professionalism, diversity, evaluation and feedback, and management of supervisees who do not meet performance competency standards. The seminars allow for discussion of previous supervision experiences and self-assessment about areas of needed development and supervision in the integrated health setting.

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