Intensive Outpatient Programming (IOP)

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Intensive Outpatient Programming
(IOP) through University Counseling
Centers
Presentation by: Julie Osofsky LPC at Seton Mind
Institute Behavioral Health Services
Agenda
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Discussion about the origin of Epoch
Discussion about who would benefit from this group
Explanation of the referral and assessment process
Overview of the structure of group
Experiential portion
Discussion about who would benefit from the group
Discussion about collaboration between university counseling
centers and community providers
• Round table discussion about intensive programming at your
university
• Time for questions, answers, and feedback from audience members
Role and Benefits of an IOP on University
Campuses
• History
• Many Intensive Outpatient Groups were offered but there
was a gap in practice as there was not a group for the
developmental age of 18-24 years of age
• Reports from previous clients indicated that this age range
had difficulty connecting with those 25-55 years old
• Due to this, many clients did not complete treatment
• In addition, university students had a low success rate in
groups offered off campus due to lack of accessibility
Referrals and Assessments
• What do UT clinicians do if they think one of
their clients will need IOP?
• How do I determine if the student is a good fit
for group?
The Process Portion…
• Each student engages in a daily check in
• Check in on severity of symptoms and any unhealthy
behaviors for the day
• Discussion of issues or concerns
• Feedback from other group members
• Insertion of coping skills throughout the check in
portion
The Didactic Portion…
• The idea upon completion of group is to provide the
students with a “tool belt” of skills that they can use
depending on what situations they encounter
• Examples of didactics: Cognitive Behavioral Therapy,
Assertive Communication, Boundary setting, Selfcompassion education, healthy versus unhealthy
perfectionism, distress tolerance skills, mindfulness
skills, music as a coping skill, illness recognition and
relapse prevention, goal setting, and self-esteem
activities
Let’s Try it Out
Now we will review one of the skills taught in
group and the way that it is presented to the
students.
Distress Tolerance
• We will learn how to “IMPROVE” the moment
• Imagery
•I
• Meaning
•I
•M
• Prayer
•I
•M
•P
• Relaxation
•I
•M
•P
•R
• Observe
•I
•M
•P
•R
•O
• Vacation
•I
•M
•P
•R
•O
•V
• Encouragement
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•
•
•
•
•
•
Imagery
Meaning
Prayer
Relaxation
Observe
Vacation
Encouragement
Improve the Moment!
Who will benefit?
• Students who fit well into the group
• Students with financial barriers to
participating in group
• Have we been successful?
Benefits of Collaboration
• Collaboration between University of Texas at Austin
and Seton Mind Institute Behavioral Health Services
• Collaboration between the leader of the group with
counseling center clinicians – continuity of care,
treatment team approach
Small Group Discussion
• Is there a benefit to exploring a group of this
nature at your university?
• Is it possible to provide a group like this at
your university?
• What are the pros and cons of an Intensive
Outpatient Group at your university?
Finishing Up…
• Question and answer
• Thoughts, suggestions, feedback?
Summary
•
•
•
•
•
•
Discussed the origin of Epoch
Discussed the referral and assessment process
Reviewed the structure of group
Participated in the experiential portion
Discussed which students would benefit from this group
Discussed the collaboration between university
counseling centers and community providers
• Round table discussion about this type of treatment at
your university
• Questions, answers, and feedback from audience
members
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