PCBH Intervention Quick Guide

This list includes a variety of evidence-based interventions for common psychological problems. It is intended to give PCBs ideas for intervening with problems on the Referral Checklist, but not to include all possible interventions.

Referral Problem / Possible Interventions
  1. Attn-Focus-Hyper
/ With PCP, assess using Vanderbilt system
Address social skill deficits
Address parenting issues
Homework plan
Address related behavioral problems
Teach focusing skills
  1. Adherence
Handout: Using Medications Successfully / Functional Analysis (Three T’s)
Explore beliefs, world view regarding treatment plan
Address barriers
Build in social support, if possible
  1. Alcohol / Drug
/ Motivational interviewing
Harm reduction strategies
Mindfulness and value-based behavior change planning
  1. Anger
/ Functional Analysis (Three T’s)
Teach present moment skills
Explore triggers and address
Teach strategies for low cost / no cost expression of anger
Explore possible deficits in assertion skills and address
Explore cost / benefits of angry expressions
Explore values as they relate to others impacted by angry behavior
  1. Anxiety
/ Functional Analysis (Three T’s)
Teach present moment skills
Teach relaxation skills
Develop exposure plan based on pursuit of valued actions
Explore cognitions (catastrophizing)
  1. Behavior Problem
/ Behavior Modification
  1. Chronic Pain
/ Shift focus from pain avoidance to pain acceptance
Shift focus from pain elimination to pursuit of a higher quality of life
Values Clarification
Skills for pain management (for example, pacing)
On-going support of behavior change directed by patient’s values
  1. Cognitive Impairment
/ Assessment
Safety and social support planning
Health care access and support plan
Support and planning with caregiver(s)
  1. Depression Symptoms
/ Behavior Activation Plan
Social Plan
Exercise Plan
Active (vs. avoidant) problem solving
  1. Develop. Disability
/ Planning consistent with outcome tool results (Duke or PSC)
Coordination with resources (schools, voc training, case managers, etc.)
Health care access and support plan
Support and planning with caregivers
  1. Diabetes
/ Assess strengths and weaknesses in regards to self-management
Target area where patient has greater level of readiness for change
Address psychosocial stressors
Address barriers to adherence to treatment
  1. Eating
/ Functional Analysis (Three T’s)
Behavior Modification
Healthy Lifestyle Coaching
  1. Exercise
/ Functional Analysis (Three T’s)
Behavior Modification
  1. Family Health
/ Relationship strengthening plan (for example, play time, Caring Days, parent skill training)
Behavior Modification (Star Chart)
Listening skills
Mindfulness skills
  1. Fatigue
/ Functional Analysis (Three Ts)
Behavioral Modification
Assess sleep, relaxation skills
  1. Gambling
/ Values Clarification
Behavior Modification
Harm Reduction
  1. Gender Identity
/ Functional analysis (Three Ts)
Values clarification
Problem solving
Lifestyle planning
Social skill training / social support planning
  1. Grief
/ Listening and support
Information
Encouragement of active experience of grief
Connection with others (for example, grief group or friends and family members)
  1. Headaches
/ Functional Analysis (Three T’s)
Address contributing factors (for example, hydration, high stress, poor sleep, inadequate relaxation skills)
  1. High Risk Behaviors
/ Follow protocols of Your Clinic
  1. Hypertension
/ Teach relaxation skills (particularly progressive muscle relaxation)
Encourage increase in playful and restorative activities
Problem solve barriers to improved diet
Support gradual support of an exercise program, as approved by PCP
Explore barriers to medication adherence
  1. Occupational
/ Functional Analysis (Three T’s)
Problem solving
Skill training as indicated
  1. Parenting
/ Functional Analysis (Three T’s)
Teach relationship building skills
Teach stress reduction activities
Assist with creation of daily schedules
Teach behavior modification skills
Teach mindfulness skills
Teach communication skills
  1. Relationship
/ Functional Analysis (Three T’s)
(see Parenting Stress)
Caring Days Plan
Train on steps of effective problem solving
  1. Safety
/ Follow protocols of Your Clinic
  1. School
/ Functional Analysis (Three T’s)
Coordination with teacher (special programs)
Explore homework, tutoring, social concerns
Enhance motivation (e.g., career direction, tour of clinic)
  1. Sleep Problem
/ Functional Analysis (Three T’s)
Address identified sleep hygiene problems
Stimulus control
Relaxation training
  1. Social Problem
/ Functional Analysis (Three T’s)
Address social skill deficits (for example, effective assertion, playful interactions, guides for productive disagreements, optimal rate of engagement in social activities)
  1. Stress-related Illness
/ Functional Analysis (Three T’s)
Stress reduction training
Relaxation training
Active approach to solving life problems
  1. Tobacco Cessation
/ Functional Analysis (Three T’s)
Motivational Interviewing
Cognitive behavioral interventions one-to-one or in groups
Quit Line
  1. Substance Misuse
/ Functional Analysis (Three T’s)
Motivational Interviewing
Harm reduction
Cognitive behavioral interventions
Values clarification
  1. Weight Management
/ Functional Analysis (Three T’s)
Address identified unhealthy lifestyle habits (including diet, exercise, and restful/restorative activities)
Cognitive behavioral interventions one-to-one or in groups

Appendix F5-Page 1