The Couples Psychotherapy Progress Notes Planner E-Book

Arthur E. Jongsma

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Serie: Practice Planners
• Sprache: Englisch
• Veröffentlichungsjahr: 2011

Seitenzahl: 659

Beschreibung

The Couples Psychotherapy Progress Notes Planner, Second Edition contains complete prewritten session and patient presentation descriptions for each behavioral problem in The Couples Psychotherapy Treatment Planner, Second Edition. The prewritten progress notes can be easily and quickly adapted to fit a particular client need or treatment situation. * Saves you hours of time-consuming paperwork, yet offers the freedom to develop customized progress notes * Organized around 35 behaviorally based presenting problems, including loss of love and affection, depression due to relationship problems, jealousy, job stress, financial conflict, sexual dysfunction, blame, and intimate partner violence * Features over 1,000 prewritten progress notes (summarizing patient presentation, themes of session, and treatment delivered) * Provides an array of treatment approaches that correspond with the behavioral problems and DSM-IV-TR(TM) diagnostic categories in The Couples Psychotherapy Treatment Planner, Second Edition * Offers sample progress notes that conform to the requirements of most third-party payors and accrediting agencies, including CARF, The Joint Commission (TJC), COA, and the NCQA * Presents new and updated information on the role of evidence-based practice in progress notes writing and the special status of progress notes under HIPAA

Leseprobe

Table of Contents

PracticePlanners® Series

Title Page

Copyright

Dedications

PracticePlanners® Series Preface

Acknowledgments

Introduction

About PracticePlanners® Progress Notes

How to Use This Progress Notes Planner

A Final Note About Progress Notes and HIPAA

Alcohol Abuse

Client Presentation

Interventions Implemented

Anger

Client Presentation

Interventions Implemented

Anxiety

Client Presentation

Interventions Implemented

Blame

Client Presentation

Interventions Implemented

Blended-Family Problems

Client Presentation

Interventions Implemented

Communication

Client Presentation

Interventions Implemented

Dependency

Client Presentation

Interventions Implemented

Depression due to Relationship Problems

Client Presentation

Interventions Implemented

Depression Independent of Relationship Problems

Client Presentation

Interventions Implemented

Disillusionment with Relationship

Client Presentation

Interventions Implemented

Eating Disorders

Client Presentation

Interventions Implemented

Financial Conflict

Client Presentation

Interventions Implemented

Infidelity

Client Presentation

Interventions Implemented

Internet Sexual Use

Client Presentation

Interventions Implemented

Intimate Partner Violence (IPV)—Intimate Terrorism

Client Presentation

Interventions Implemented

Intimate Partner Violence-Situational (Bi-Directional) Couple Violence

Client Presentation

Interventions Implemented

Intolerance

Client Presentation

Interventions Implemented

Jealousy

Client Presentation

Interventions Implemented

Job Stress

Client Presentation

Interventions Implemented

Life-Changing Events

Client Presentation

Interventions Implemented

Loss of Love/Affection

Client Presentation

Interventions Implemented

Midlife Transition Problems

Client Presentation

Interventions Implemented

Only One Partner Willing to Attend Therapy

Client Presentation

Interventions Implemented

Parenting Conflicts—Adolescents

Client Presentation

Interventions Implemented

Parenting Conflicts—Children

Client Presentation

Interventions Implemented

Personality Differences

Client Presentation

Interventions Implemented

Psychological Abuse

Client Presentation

Interventions Implemented

Recreational Activities Dispute

Client Presentation

Interventions Implemented

Religious/Spirituality Differences

Client Presentation

Interventions Implemented

Retirement

Client Presentation

Interventions Implemented

Separation and Divorce

Client Presentation

Interventions Implemented

Sexual Abuse

Client Presentation

Interventions Implemented

Sexual Dysfunction

Client Presentation

Interventions Implemented

Transition to Parenthood Strains

Client Presentation

Interventions Implemented

Work/Home Role Strain

Client Presentation

Interventions Implemented

This book is printed on acid-free paper.

Copyright © 2011 by David J. Berghuis and Arthur E. Jongsma, Jr. All rights reserved.

Published by John Wiley & Sons, Inc., Hoboken, New Jersey.

Published simultaneously in Canada.

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, [phone], fax [phone], or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, [phone], fax [phone].

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Library of Congress Cataloging-in-Publication Data:

Berghuis, David J., author.

The couples psychotherapy progress notes planner / by David J. Berghuis and Arthur E. Jongsma Jr.—Second Edition.

p. ; cm. — (PracticePlanners series)

ISBN 978-0-470-93691-7 (paper : alk. paper)—ISBN 978-1-118-03735-5 (eMobi)—ISBN 978-1-118-03736-2 (ePub)—ISBN 978-1-118-03734-8 (ePDF)

1. Couples therapy—Planning—Handbooks, manuals, etc. I. Jongsma, Arthur E., Jr., 1943- author. II. O'Leary, K. Daniel, 1940- Couples psychotherapy treatment planner. Correlates with (work): III. Title. IV. Series: PracticePlanners series.

[DNLM: 1. Couples Therapy—methods. 2. Marital Therapy—methods. 3. Patient Care Planning. WM 430.5.M3]

RC488.5.O395 2011

616.89'1562-dc22

2010053545

To my brothers, Timothy L. Berghuis and Michael S. Berghuis, with love and respect

–D.J.B.

To the memory of my friend and colleague, Dr. Darrell Elders

–A.E.J.

PracticePlanners® Series Preface

Accountability is an important dimension of the practice of psychotherapy. Treatment programs, public agencies, clinics, and practitioners must justify and document their treatment plans to outside review entities in order to be reimbursed for services. The books and software in the PracticePlanners® series are designed to help practitioners fulfill these documentation requirements efficiently and professionally.

The PracticePlanners® series includes a wide array of treatment planning books including not only the original Complete Adult Psychotherapy Treatment Planner, Child Psychotherapy Treatment Planner, and Adolescent Psychotherapy Treatment Planner, all now in their fourth editions, but also Treatment Planners targeted to specialty areas of practice, including:

AddictionsBehavioral medicineCo-occurring disordersCollege studentsCouples therapyCrisis counselingEarly childhood educationEmployee assistanceFamily therapyGays and lesbiansGroup therapyJuvenile justice and residential careMental retardation and developmental disabilityNeuropsychologyOlder adultsParenting skillsPastoral counselingPersonality disordersProbation and parolePsychopharmacologyRehabilitation psychologySchool counselingSevere and persistent mental illnessSexual abuse victims and offendersSocial work and human servicesSpecial educationSpeech-language pathologySuicide and homicide risk assessmentVeterans and active military dutyWomen's issues

In addition, there are three branches of companion books which can be used in conjunction with the Treatment Planners, or on their own:

Progress Notes Planners provide a menu of progress statements that elaborate on the client's symptom presentation and the provider's therapeutic intervention. Each Progress Notes Planner statement is directly integrated with the behavioral definitions and therapeutic interventions from its companion Treatment Planner.Homework Planners include homework assignments designed around each presenting problem (such as anxiety, depression, chemical dependence, anger management, eating disorders, or panic disorder) that is the focus of a chapter in its corresponding Treatment Planner.Client Education Handout Planners provide brochures and handouts to help educate and inform clients on presenting problems and mental health issues, as well as life-skills techniques. The handouts are included on CD-ROMs for easy printing from your computer and are ideal for use in waiting rooms, at presentations, as newsletters, or as information for clients struggling with mental illness issues. The topics covered by these handouts correspond to the presenting problems in the Treatment Planners.

The series also includes:

TheraScribe®, the #1 selling treatment planning and clinical record-keeping software system for mental health professionals. TheraScribe® allows the user to import the data from any of the Treatment Planner, Progress Notes Planner, or Homework Planner books into the software's expandable database to simply point and click to create a detailed, organized, individualized, and customized treatment plan along with optional integrated progress notes and homework assignments.

Adjunctive books, such as The Psychotherapy Documentation Primer and The Clinical Documentation Sourcebook, contain forms and resources to aid the clinician in mental health practice management.

The goal of our series is to provide practitioners with the resources they need in order to provide high quality care in the era of accountability. To put it simply: We seek to help you spend more time on patients, and less time on paperwork.

ARTHUR E. JONGSMA, JR.

Grand Rapids, Michigan

Acknowledgments

This book builds on the revised work done on the second edition of the Couples Psychotherapy Treatment Planner (2011) by K. Daniel O'Leary, Richard Heyman, and Arthur Jongsma. They highlighted evidence-based interventions that already existed in the previous edition and added new research-supported content where needed. We thank those authors of the Treatment Planner for their work on the new edition.

We also thank the production staff at Wiley for their work and help in revising this new edition of the Couples Psychotherapy Progress Notes Planner. Digging out old files and integrating new material can be a challenge in manuscript management.

Finally we thank the editorial staff at Wiley for their ongoing support for this PracticePlanner project. Special thanks to Marquita Flemming, Tisha Rossi, Judi Knott, and Margaret Alexander who have guided us for many years.

ARTHUR E JONGSMA, JR.

DAVID J BERGHUIS

Introduction

About PracticePlanners® Progress Notes

Progress notes are not only the primary source for documenting the therapeutic process but also one of the main factors in determining the client's eligibility for reimbursable treatment. The purpose of the Progress Notes Planner series is to assist the practitioner in easily and quickly constructing progress notes that are thoroughly unified with the client's treatment plan.

EachProgress Notes Planner:

Saves you hours of time-consuming paperwork.Offers the freedom to develop customized progress notes.Features over 1,000 prewritten progress notes summarizing patient presentation and treatment delivered.Provides an array of treatment approaches that correspond with the behavioral problems and DSM-IV diagnostic categories in the corresponding companion Treatment Planner.Offers sample progress notes that conform to the requirements of most third-party payors and accrediting agencies, including The Joint Commission, COA, CARF, and NCQA.

How to Use This Progress Notes Planner

This Progress Notes Planner provides a menu of sentences that can be selected for constructing progress notes based on the behavioral definitions (or client's symptom presentation) and therapeutic interventions from its companion Treatment Planner. All progress notes must be tied to the patient's treatment plan-session notes should elaborate on the problems, symptoms, and interventions contained in the plan.

Each chapter title is a reflection of the client's potential presenting problem. The first section of the chapter, “Client Presentation,” provides a detailed menu of statements that may describe how that presenting problem manifested itself in behavioral signs and symptoms. The numbers in parentheses within the Client Presentation section correspond to the numbers of the Behavioral Definitions from the Treatment Planner.

The second section of each chapter, “Interventions Implemented,” provides a menu of statements related to the action that was taken within the session to assist the client in making progress. The numbering of the items in the Interventions Implemented section follows exactly the numbering of Therapeutic Intervention items in the corresponding Treatment Planner.

All item lists begin with a few keywords. These words are meant to convey the theme or content of the sentences that are contained in that listing. The clinician may peruse the list of keywords to find content which matches the client's presentation and the clinician's intervention.

It is expected that the clinician may modify the prewritten statements contained in this book to fit the exact circumstances of the client's presentation and treatment. To maintain complete client records, in addition to progress note statements that may be selected and individualized from this book, the date, time, and length of a session; those present within the session; the provider; provider's credentials' and a signature must be entered in the client's record.

A Final Note About Progress Notes and HIPAA

Federal regulations under the Health Insurance Portability and Accountability Act (HIPAA) govern the privacy of a client's psychotherapy notes, as well as other protected health information (PHI). PHI and psychotherapy notes must be kept secure and the client must sign a specific authorization to release this confidential information to anyone beyond the client's therapist or treatment team. Further, psychotherapy notes receive other special treatment under HIPAA; for example, they may not be altered after they are initially drafted. Instead, the clinician must create and file formal amendments to the notes if he or she wishes to expand, delete, or otherwise change them. Our TheraScribeTM software provides functionality to help clinicians maintain the proper rules concerning handling PHI, by giving the ability to lock progress notes once they are created, to acknowledge patient consent for the release of PHI, and to track amendments to psychotherapy notes over time.

Does the information contained in this book, when entered into a client's record as a progress note, qualify as a “psychotherapy note” and therefore merit confidential protection under HIPAA regulations? If the progress note that is created by selecting sentences from the database contained in this book is kept in a location separate from the client's PHI data, then the note could qualify as psychotherapy note data that is more protected than general PHI. However, because the sentences contained in this book convey generic information regarding the client's progress, the clinician may decide to keep the notes mixed in with the client's PHI and not consider it psychotherapy note data. In short, how you treat the information (separated from or integrated with PHI) can determine if this progress note planner data is psychotherapy note information. If you modify or edit these generic sentences to reflect more personal information about the client or you add sentences that contain confidential information, the argument for keeping these notes separate from PHI and treating them as psychotherapy notes becomes stronger. For some therapists, our sentences alone reflect enough personal information to qualify as psychotherapy notes and they will keep these notes separate from the client's PHI and require specific authorization from the client to share them with a clearly identified recipient for a clearly identified purpose.

Alcohol Abuse

Client Presentation

1.Frequent Use of Alcohol (1)*

A. The client frequently abuses alcohol.

B. The client's partner frequently abuses alcohol.

C. The client's use of alcohol has been so severe as to meet a diagnosis of alcohol abuse or alcohol dependence (e.g., interference in major role obligations; recurrent use in spite of danger to self; health, legal, vocational, and/or social problems).

D. The client's partner's use of alcohol has been so severe as to meet a diagnosis of alcohol abuse or alcohol dependence (e.g., interference in major role obligations; recurrent use in spite of danger to self; health, legal, vocational, and/or social problems).

E. The audit revealed problematic alcohol use.

F. As treatment has progressed, the partner's alcohol use has decreased or been eliminated.

2.Arguments about Drinking (2)

A. The partners report persistent arguments over the issue of the alcohol abuser's pattern of drinking.

B. The partners have frequently been at odds with each other over issues related to drinking.

C. As the alcohol abuser's pattern of drinking has been eliminated and he/she has gained sobriety, the arguments between partners have decreased.

3.Broken Promises (3)

A. The partner with alcohol abuse problems has consistently failed to keep his/her promises to quit or significantly reduce the frequency and quantity of drinking.

B. The alcohol abusing partner's failure to keep his/her promises about his/her drinking has led to friction within the relationship.

C. As the alcohol-abusing partner has developed his/her sobriety, the couple reports less friction within the relationship and an increase in trust.

4.Threats/Violence (4)

A. The client described periodic episodes of violence or threats of physical harm, especially when his/her partner has been intoxicated.

B. The client's partner described periodic episodes of violence or threats of physical harm, especially when the client has been intoxicated.

C. The abused partner has taken steps to leave the abusive relationship.

D. The physical violence and threats of physical harm have been terminated.

5.Relationship Deterioration (5)

A. The couple described a previous pattern of relationship deterioration, including little or no communication, shared recreation, mutually satisfying sexual intercourse, or attempts to meet each other's emotional needs.

B. The client and his/her partner continue a pattern of emotional distance characterized by poor communication, arguing, and infrequent sexual enjoyment.

C. The client and his/her partner have taken steps to spend quality time together to increase the degree of intimacy between them.

D. The couple reported that their relationship has been significantly reestablished, with better communication, shared recreation, mutually satisfying sexual intercourse, and attempts to meet each other's emotional needs.

6.Enabling (6)

A. The partner without alcohol abuse problems consistently enables the partner with alcohol abuse problems by making excuses for the other's drinking, doing anything to please the drinking partner, and denying the seriousness of the problem.

B. The enabling partner has been disparaged or abused repeatedly without offering assertive, constructive resistance.

C. The partner without alcohol abuse problems has acknowledged being an enabler and is beginning to take steps to change this pattern.

D. As the partner without alcohol abuse problems has terminated the pattern of enabling, the dynamics within the relationship have changed.

7.Financial Pressures (7)

A. The couple described severe indebtedness and overdue bills that exceed their ability to meet the monthly payments due to the pattern of alcohol abuse, squandering money, loss of jobs, and/or low wage employment.

B. The couple has developed a plan to reduce financial pressures through increasing income and making systematic payment, as well as the discontinuation of substance abuse.

C. The partners have begun to reduce the pressure of indebtedness and financial pressures and are making systematic payments.

D. The couple has significantly reduced their financial pressures.

8.Social Isolation (8)

A. The partner with alcohol abuse problems is away drinking too frequently and/or spending time with fellow alcohol abusers.

B. The partner with the alcohol abuse problems has been emotionally unavailable to the sober partner.

C. The nondrinking partner has become passively withdrawn.

D. As treatment has progressed, the partner with alcohol abuse problems has decreased relationships with fellow alcohol users, and increased contact with the sober partner.

E. The partner with alcohol abuse problems continues to spend time only with alcohol abusers, but the other partner has become more socially involved with others.

Interventions Implemented

1.Hold Individual Session to Describe Negative Effects of Alcohol Abuse (1)

A. An individual session was held with each partner prior to any conjoint session to explore the negative effects of alcohol abuse on the relationship and the family.

B. “Substance Abuse Negative Impact versus Sobriety's Positive Impact” from the Adult Psychotherapy Homework Planner, 2nd ed. (Jongsma), was reviewed within the session.

C. The effects of intimidation and mutually supported denial were decreased by exploring the negative effects of alcohol abuse on the relationship and the family.

D. Each partner was provided with feedback about the description of the negative effects of alcohol abuse on the relationship and the family.

E. The client tended to minimize the effects of alcohol abuse on the relationship and the family and was urged to focus on this in a more realistic manner.

F. The client's partner tended to minimize the effects of alcohol abuse on the relationship and the family and was urged to focus on this in a more realistic manner.

G. Both partners were realistic about the effects of alcohol abuse on the relationship and the family and were supported for their honesty.

2.Controlled-Drinking Contract (2)

A. The partner with alcohol abuse problems was directed to sign a controlled-drinking contract that stipulates the frequency of drinking allowed per week (e.g., twice) and the maximum number of drinks per instance (e.g., three in two or more hours).

B. Positive feedback was provided to the partner with alcohol abuse problems for signing the controlled-drinking contract.

C. The partner with alcohol abuse problems has followed the controlled-drinking contract, and the positive effects of this pattern were reviewed with both partners.

D. The client with alcohol abuse problems has broken the controlled-drinking contract and was directed to sign a nondrinking contract.

E. The partner with alcohol abuse problems has signed the nondrinking contract, and the implications of this were processed.

3.Assign Controlled-Drinking Information (3)

A. The partner with alcohol abuse problems was assigned to read information on controlled drinking.

B. The partner with alcohol abuse problems was assigned to read NIAAA pamphlets How to Cut Down on Your Drinking and/or How to Control Your Drinking (Miller and Munoz).

C. The partner with alcohol abuse problems has read the information on controlled drinking, and key points were processed.

D. The partner with alcohol abuse problems has not read the information on controlled drinking, and was redirected to do so.

4.Require Alcohol-Free Sessions (4)

A. Both partners were informed that they must attend the sessions alcohol-free.

B. Both partners have agreed not to consume alcohol before a counseling session.

C. When it became apparent that alcohol had been recently consumed by one of the partners, the alcohol-free session rule was enforced firmly and consistently and the session was terminated.

5.Use Nonviolence Contract (5)

A. Both partners were directed to sign a nonviolence contract that prohibits the use of physically assaultive contact, weapons, or threats of violence.

B. It was emphasized to the couple that a couples approach leads to better aggression reduction then individual approaches.

C. The partners were provided with positive feedback as they signed a nonviolence contract.

6.Develop Safety Plan While Treating Anger (6)

A. The alcohol abusing partner was provided with individual treatment for anger issues prior to conjoint treatment.

B. Supportive counseling was provided to the sober partner to address anxiety and self-blame related to the violence.

C. A safety plan was developed to provide a means of escape from the partner's violence.

7.Discuss Couple versus Individual Treatment (7)

A. The appropriateness of providing individual treatment or couple's treatment was discussed.

B. Because the level of violence is severe and has caused injury and/or significant fear, individual treatment was recommended.

C. Because severe violence and fear were not occurring, couple's treatment was recommended.

8.Probe Benefits Sought through Alcohol Abuse (8)

A. The partner with alcohol abuse problems was probed regarding the benefits being sought in becoming intoxicated (e.g., reduced social anxiety, altered mood, lessened family demands).

B. The benefits that the partner with alcohol abuse problems is seeking in becoming intoxicated were identified and reviewed.

C. The partner with alcohol abuse problems was assisted in identifying healthier ways to get satisfaction of needs.

D. The partner with alcohol abuse problems failed to identify the reasons for abusing substances, has not been able to replace the substance abuse with healthier alternatives, and was provided with tentative interpretations in this area.

9.Emphasize Constructive Alternatives (9)

A. The partner with substance abuse problems was taught about how to produce the results sought in becoming intoxicated without using mood-altering substances.

B. The partner with substance abuse problems verbalized increased understanding of how to get good things out of life without using mood-altering substances.

C. The partner with the substance abuse problems rejected the concept of using constructive behavioral alternatives to produce the results sought in becoming intoxicated and was redirected in this area.

D. Examples of constructive behavioral alternatives were provided, including medication, sleep induction techniques, exercise, relaxation procedures, or talking with friends.

10.Teach Anxiety and Stress Reduction Techniques (10)

A. The partner with alcohol abuse problems was taught the use of stress-reduction techniques (e.g., deep muscle relaxation, aerobic exercise, verbalization of concerns, positive guided imagery, recreational diversions, hot baths).

B. The partner with alcohol abuse problems was assigned to relax twice a day for 10 to 20 minutes.

C. The partner with alcohol abuse problems reported regular use of relaxation techniques, which has led to decreased anxiety and decreased urges to abuse substances.

D. The alcohol abusing partner has not implemented relaxation techniques and continues to feel quite stressed in anxiety-producing situations.

11.Teach Anger-Management Techniques (11)

A. The partner with alcohol abuse problems was taught anger-management techniques (e.g. time-out, thought stopping, positive thought substitution, counting down serial sevens from 100).

B. “Alternatives to Destructive Anger” from the Adult Psychotherapy Homework Planner, 2nd ed. (Jongsma) was assigned.

C. The homework assignment has been completed, and key concepts were reviewed.

D. The uncompleted homework assignment was reassigned, and the reasons for noncompletion were reviewed and problem-solved.

E. The alcohol abusing partner reported regular use of anger-management techniques, which has led to decreased anger and decreased urges to abuse substances.

F. The partner with alcohol abuse problems has not implemented the anger management techniques, continues to feel quite stressed in anxiety-producing situations, and was redirected to use these techniques.

12.Teach Assertiveness (12)

A. The partners were referred to an assertiveness training group that will educate and facilitate assertiveness skills.

B. Role-playing, modeling, and behavioral rehearsal were used to train the partners in assertiveness skills.

C. The couple was reinforced for demonstrating a clearer understanding of the difference between assertiveness, passivity, and aggression.

D. The partners were referred to appropriate reading material (e.g., Your Perfect Right [Alberti and Emmons]) to learn about assertiveness.

13.Educate about Alcoholism Contributors (13)

A. The partners were educated regarding the social and biological factors that contribute to alcoholism.

B. The partners were assigned reading material on the subject of alcoholism, including Alcoholism: Getting the Facts (NIAAA).

C. Positive feedback was provided when the partners displayed increased understanding of the social and biological factors that contribute to alcoholism.

D. Additional information was provided when the partners failed to gain a clear understanding of the social and biological factors that contribute to alcoholism.

14.Require Nondrinking Contract (14)

A. The partner with alcohol abuse problems was asked to sign a nondrinking contract that stipulates complete abstinence, cooperation with counseling, and attendance at AA meetings at least twice per week.

B. The partner with alcohol abuse problems was supported for signing a nondrinking contract that stipulates complete abstinence, cooperation with counseling, and attendance at AA meetings at least twice per week.

C. The partner with alcohol abuse problems declined to sign the nondrinking contract, and was strongly urged to reconsider this.

D. Because the partner with alcohol abuse problems declined to sign a nondrinking contract, conjoint counseling was terminated.

15.Respond to Contract Violation (15)

A. The partner with alcohol abuse problems was reminded that violating the nondrinking contract would cause conjoint treatment to be suspended.

B. The partner with alcohol abuse problems has violated the nondrinking contract, and conjoint treatment has been suspended.

C. Conjoint treatment has been reinitiated as the partner with alcohol abuse problems has identified explicit steps that will be taken in the next week to reestablish abstinence (e.g., daily AA meetings, detoxification treatment, inpatient or intensive outpatient treatment).

16.Refer for Antabuse or More Intense Alcoholism Treatment (16)

A. Because drinking has continued despite psychological interventions, the partner with alcohol abuse problems was referred to a physician for Antabuse treatment.

B. The partner with alcohol abuse problems was referred for more intense alcoholism treatment (e.g., residential, inpatient, or intensive outpatient treatment).

C. The partner with alcohol abuse problems has followed up on referrals for additional treatment, and the benefits of this treatment were reviewed.

D. The partner with alcohol abuse problems has not followed up on additional treatment and was redirected to do so.

17.Assign Favors (17)

A. Each partner was assigned to do small favors that would be appreciated by the other partner (e.g., help with or do a chore, run an errand, purchase a small present).

B. “How Can We Meet Each Other's Needs” from the Adult Psychotherapy Homework Planner, 2nd ed. (Jongsma) was assigned.

C. The homework assignment has been completed, and key concepts were reviewed.

D. The uncompleted homework assignment was reassigned, and the reasons for noncompletion were reviewed and problem-solved.

E. The client has completed small favors for his/her partner, and the benefits of this were reviewed.

F. The client's partner has completed small favors for the client, and the benefits of this were reviewed.

G. Reasons for the partners not completing small favors for each other were identified and problem-solved.

18.Encourage Shared Recreational Activity (18)

A. The partners were encouraged to engage in shared recreational activities (e.g., a family outing, visiting friends together).

B. The partners were asked to stipulate who is responsible for what steps in implementing the activity.

C. The couple has increased their involvement in shared recreational activities, and the benefits of this were reviewed within the session.

D. The partners have not increased involvement in shared recreational activities and were redirected to do so.

19.Identify Communication-Interfering Behavior (19)

A. The partners were asked to describe the ways that each interferes with the communication process in the relationship (e.g., raises voice, walks away, refuses to respond, changes subject, calls partner names, uses profanity, becomes threatening).

B. The client was encouraged to describe the ways that he/she interferes with the communication process in the relationship.

C. The client's partner's interference in the relationship communication process was focused on, identified, and reviewed.

D. The partners were provided with positive feedback for their insight into the ways that each interferes with the communication process in the relationship.

E. The partners tended to minimize the ways in which each interferes with the communication process and were provided with feedback about this defensive reaction.

20.Explore Etiology of Communication Styles (20)

A. The partners were assisted in self-exploration about their own communication style and discussed how they have learned such styles from their family-of-origin experiences.

B. The partners were provided with positive feedback as they displayed insight into how they may have learned their communication styles from their family-of-origin experiences.

C. The partners displayed a poor understanding of how they may have learned their communication styles from their family-of-origin and were provided with additional feedback.

21.Review Conflict Discussion (21)

A. The partners were asked to choose a relationship conflict topic and discuss it in the session.

B. The couple was provided with feedback about their listening and communication styles to improve healthy, accurate, and effective communication.

C. The partners were given positive feedback as they displayed a healthy pattern of conflict discussion.

D. A variety of communication suggestions were made to help the couple discuss conflict topics.

22.Reinforce Positive Communication (22)

A. Positive communication experiences between the partners that occurred since the last session were reviewed.

B. Positive feedback was provided for healthy communication experiences between the partners that occurred since the last session.

C. The partners were unable to identify positive communication experiences, and additional effective communication skills were reviewed.

23.Encourage Healthy Problem Description (23)

A. The partners were encouraged to describe a problem between them in a nonblaming, nonhostile manner.

B. Modeling and role-playing were used to provide problem-description guidance to the partners.

C. The partners received primarily positive feedback regarding their ability to describe a problem in a nonblaming, nonhostile manner.

D. The partners were provided with significant feedback and guidance on how to describe a problem in a nonblaming, nonhostile manner.

24.Teach Problem Solving (24)

A. Problem-solving techniques were taught, including using the following steps: (a) define the problem; (b) generate many solutions, encouraging creativity; (c) evaluate the proposed solutions; (d) implement the solutions; and (e) evaluate the outcome and adjust action if necessary.

B. “Applying Problem-Solving to Interpersonal Conflict” from the Adult Psychotherapy Homework Planner, 2nd ed. (Jongsma) was assigned.

C. The homework assignment has been completed, and key concepts were reviewed.

D. The uncompleted homework assignment was reassigned, and the reasons for noncompletion were reviewed and problem-solved.

E. Modeling and role-playing were used to help the couple practice problem-solving techniques.

F. Feedback was provided about the partners' use of the problem-solving techniques.

25.Review Problem-Solving Techniques (25)

A. The partners were asked to use the problem-solving techniques in real-life situations between the sessions.

B. A review and critique was provided regarding the partners' reported instances of implementing problem-solving techniques at home since the last session.

C. Positive feedback was provided for the effective use of problem-solving techniques at home.

D. The partners have failed to consistently use the problem-solving techniques and were redirected to do so.

26.Encourage Making Amends (26)

A. The partner with alcohol abuse problems was encouraged to make amends by apologizing to each family member for specific behaviors that have caused distress.

B. The partner with alcohol abuse problems has made amends and this was processed with that partner.

C. The partner without the alcohol abuse problems was asked to provide feedback about the manner in which the alcohol abusing partner has made amends.

D. The partner with alcohol abuse problems has not yet made amends to family members and was redirected to do so.

27.Identify Relapse Triggers (27)

A. The partners were assisted in identifying situations that trigger relapses of drinking episodes.

B. The couple identified a variety of triggers for drinking relapses, and these were processed.

C. The partners failed to identify many situations that trigger relapses of drinking episodes and were provided with tentative examples in this area.

28.Develop Alternatives to Triggers (28)

A. The partner with alcohol abuse problems was assisted in developing positive alternative coping behaviors as reactions to trigger situations.

B. “Relapse Triggers” from the Adult Psychotherapy Homework Planner, 2nd ed. (Jongsma) was assigned.

C. The homework assignment has been completed, and key concepts were reviewed.

D. The uncompleted homework assignment was reassigned, and the reasons for noncompletion were reviewed and problem-solved.

E. The partner with alcohol abuse problems was reinforced in identifying specific alternative coping behaviors (e.g., calling a sponsor, attending an AA meeting, practicing stress reduction skills, turning problems over to a higher power).

F. The partner with alcohol abuse problems was provided with feedback about the use of alternative coping behaviors.

G. The partner with alcohol abuse problems has not regularly used alternative coping behaviors for trigger situations and was redirected to do so.

29.Confront Enabling (29)

A. The partner without alcohol abuse problems was confronted regarding behaviors that support the continuation of abusive drinking by the other partner (e.g., wanting to cover up for the drinker's irresponsibility; minimizing the seriousness of the drinking problem; taking on most of the family responsibilities; or tolerating the verbal, emotional, and/or physical abuse).

B. The partner without alcohol abuse problems was provided with positive feedback regarding identifying the pattern of enabling.

C. The partner without alcohol abuse problems failed to identify the pattern of enabling and was provided with additional feedback in this area.

30.Practice Refusing to Enable (30)

A. Modeling and role-playing were used to help the couple practice examples of how the partner without alcohol abuse problems can refuse to accept responsibility for the behavior and/or feelings of the other.

B. Encouragement was provided as the partner without alcohol abuse problems displayed an understanding of how to refuse to accept responsibility for the behavior and/or feelings of the other partner.

C. The partner without alcohol abuse problems was reinforced for regularly refusing to accept responsibility for the behavior and/or feelings of the other partner within the home setting.

D. The partner without alcohol abuse problems has continued to enable the other partner and was provided with redirection in this area.

31.Encourage Confrontation of Disrespect or Abuse (31)

A. The partner without alcohol abuse problems was encouraged to confront the partner with alcohol abuse for disrespect or blatant abuse.

B. The partner without alcohol abuse problems was reinforced for confronting the partner with alcohol abuse for disrespect or blatant abuse.

C. The partner without alcohol abuse problems has failed to confront the partner with alcohol abuse for disrespect or blatant abuse and was provided with additional support and redirection.

32.Assign Budget Discussion (32)

A. The couple was assigned to discuss finances and prepare a mutually agreed on budget that begins to deal with the financial stress caused by the drinking problem.

B. The partners were supported for developing a mutually agreed on budget to deal with the financial stress caused by the drinking problem.

C. The partners gave positive feedback for their ability to develop solutions to financial stress problems.

D. The partners have not developed a mutually agreed upon budget to deal with the financial stress caused by the drinking problem and were redirected to do so.

33.Encourage Nonalcohol Social Activity (33)

A. The partners were encouraged to plan social activities with other couples in which alcohol will not be consumed.

B. Church, hobby, recreational groups, or work associates were identified as possible opportunities for social outreach.

C. The partners were provided with positive feedback for participating in social activities where alcohol was not consumed.

D. The partners have not developed social contacts where alcohol is not consumed and were redirected to do so.

* The numbers in parentheses on Client Presentation pages correlate to the number of the Behavioral Definition statement in the companion chapter with the same title in The Couples Psychotherapy Treatment Planner, 2nd Edition (O'Leary, Heyman, and Jongsma) by John Wiley & Sons, 2011. The numbers in parentheses on the Interventions Implemented page correspond to the number of the Therapeutic Intervention statement in the companion chapter in the same book.

Anger

Client Presentation

1.Uncontrolled Anger (1)*

A. The client described a history of loss of temper that is perceived by the other partner as hurtful or threatening.

B. The client's partner has displayed a history of loss of temper that the client has perceived as hurtful or threatening.

C. The client and his/her partner have reported increased control over temper outbursts and a significant reduction in the incidence of poor anger management.

D. The client and his/her partner have reported no recent incidents of explosive outbursts that have resulted in the destruction of any property or intimidating verbal assaults.

2.Harsh Judgment Statements (2)

A. One partner has exhibited frequent incidents of being harshly critical of the other partner.

B. One partner reported that the other partner reacts very quickly with angry, critical, and demeaning language toward him/her.

C. The partner with anger control struggles reported that he/she has been more successful at controlling critical and intimidating statements made to or about others.

D. The partner with anger control struggles reported that there have been no recent incidents of harsh, critical, and intimidating statements made to or about others.

3.Passive-Aggressive Behavior (3)

A. Partners have described a history of passive-aggressive behavior in which one would not assist with household tasks, refuses to communicate, and would not meet expected behavioral norms.

B. One partner has confirmed a pattern of the other partner's passive-aggressive behavior in which he/she would make promises of doing something but not follow through.

C. The passive-aggressive partner acknowledged that he/she tends to express anger indirectly through social withdrawal or uncooperative behavior, rather than using assertiveness to express feelings directly.

D. The partners report an increase in assertively expressing thoughts and feelings and terminating passive-aggressive behavior patterns.

4.Continued Threat (4)

A. The client continues to feel threatened even when his/her partner believes that expressions of anger have modulated.

B. The client's partner continues to feel threatened even when the client believes that expressions of anger have modulated.

C. The partners have begun to have a more realistic understanding of the level of threat imposed by expressions of anger.

D. As expressions of anger have become more normalized, the perceived threat has been decreased as well.

5.Coercion (5)

A. The client described that his/her partner often attempts to coerce him/her in order to enforce that partner's wishes.

B. The client's partner described that the client often uses coercive means to enforce his/her wishes.

C. The partners have become alienated from each other because of the dominating and controlling manner of coercion.

D. The partner's pattern of coercion has mellowed into consideration of the other's opinions and feeling.

E. The client's coercion has mellowed into consideration of the other's opinions and feelings.

F. The partners described that they are able to yield control to each other, which has decreased the need to maintain power and control.

6.Yelling/Cursing (6)

A. The client has engaged in verbal threats of aggression toward others, name calling, and other verbally abusive speech.

B. The client's partner has engaged in verbal threats of aggression toward others, name calling, and other verbally abusive speech.

C. The partner without alcohol abuse problems was reinforced for confronting the partner with alcohol abuse for disrespect or blatant abuse.

D. The partner without alcohol abuse problems has failed to confront the partner with alcohol abuse for disrespect or blatant abuse and was provided with additional support and redirection.

E. Little or no remorse has been observed regarding the intimidation of others.

F. The blame for verbal outbursts tends to be projected from the intimidator onto others.

G. The client has shown progress in controlling his/her verbally aggressive patterns and seems to be trying to interact with more assertiveness than aggression.

H. The client's partner has shown progress in controlling verbally aggressive patterns and seems to be trying to interact with more assertiveness than aggression.

7.Throwing/Breaking Objects (6)

A. The client described several incidents of suppressing angry feelings, then exploding in a violent rage.

B. The client's partner described several incidents of suppressing angry feelings, then exploding in a violent rage.

C. The partner with anger control problems reported gaining greater control over aggressive impulses.

D. The partner with anger control problems reports successful control over aggressive impulses, with no recent incidents noted.

E. The partner with anger control problems identified situations in which assertively expressing feelings has helped him/her to gain successful control over aggressive impulses.

Interventions Implemented

1.Teach Anger as a Natural Signal (1)

A. The partners were educated that the purpose of anger control is not to eliminate anger, because anger is an important and natural signal that something important is at stake.

B. Examples were provided to help the partners to understand the use of anger as a natural signal.

C. The partners were reinforced for displaying an increased understanding of the appropriate place for anger.

D. Additional information was provided as the partners failed to grasp the appropriate place for anger as a natural signal.

2.Teach about Anger as a Motivator (2)

A. The partners were taught about the concept that anger motivates the body's general response to fight a perceived threat.

B. The partners were taught about how the angry response to the perceived threat can either help or hurt one's self and the relationship.

C. The partners were reinforced as they displayed a clear understanding of how anger motivates the body's general response to fight a perceived threat, and how the response can either help or hurt the relationship.

D. Additional feedback was provided as the partners failed to grasp the motivating aspects of anger.

3.Educate about Goals of Anger Control (3)

A. The partners were educated about the importance of recognizing a provocative situation.

B. The partners were educated about the use of anger control to manage provocative situations in ways that strengthen rather than weaken the relationship.

C. The partners were provided with positive feedback as they displayed a clear understanding of the use of anger control to identify and manage provocative situations.

D. Remedial information was provided to the partners to assist in developing a greater understanding of how anger control can help to strengthen rather than weaken the relationship.

4.List Short-Term Anger Impact (4)

A. Each partner was asked to describe the ways in which anger has been destructive to self or to the relationship in the short term, as well as describing what has been gained from anger expression.

B. The partners identified many immediate consequences that have resulted from poor anger management.

C. The couple's denial about the negative impact of anger has decreased, and each partner has verbalized an increased awareness of the negative impact of angry behavior.

D. Additional feedback was provided as the client failed to identify ways in which anger is destructive to himself/herself or to the relationship in the short term.

E. Additional information was provided as the client's partner failed to describe ways in which anger is destructive to self or the relationship in the short term.

5.List Long-Term Anger Impact (5)

A. Each partner was asked to describe the ways in which anger has been destructive to self or to the relationship in the short term, as well as describing what has been gained from anger expression.

B. The partners identified many long-term consequences that have resulted from poor anger management.

C. The couple's denial about the negative impact of anger has decreased, and the partners have verbalized an increased awareness of the negative impact of angry behavior.

D. Additional feedback was provided as the client failed to identify ways in which his/her anger is destructive to himself/herself or to the relationship in the long term.

E. Additional information was provided as the client's partner failed to describe ways in which anger is destructive to self or the relationship in the long term.

6.Review Anger Management Success (6)

A. Each partner was asked about ways in which anger has been managed or de-escalated appropriately in the past.

B. The client was encouraged to implement the technique of managing or de-escalating his/her anger in the past.

C. The client's partner was encouraged to implement the previously successful techniques of managing or de-escalating his/her anger.

7.Review Counterproductive Anger Experiences (7)

A. Each partner was asked about counterproductive ways in which anger has been managed in the past.

B. The client described his/her negative experiences regarding managing his/her anger in the past, and these were processed.

C. The client's partner identified past counterproductive attempts to manage or de-escalate anger, and these were processed.

8.Identify Different Perceptions Regarding Anger Control (8)

A. The partners were helped to identify ways in which one partner's deescalating strategies have been perceived as a provocation to the other partner (e.g., partner's withdrawal is perceived as a provocative rejection by the partner).

B. The partners were provided with positive feedback as they identified how one partner's deescalation strategies were perceived as a provocation to the other partner.

C. Additional examples have been provided as the partners failed to identify how deescalation strategies have been perceived as a provocation by the other partner.

9.Teach About Self-Change Plan (9)

A. The partners were taught about the five components of a self-change plan: (1) describe the behaviors that would be changed; (2) examine the pros and cons of the current behaviors; (3) set a goal, describing as precisely as possible what is to happen; (4) create an action plan, pinpoint a specific plan for enacting the goal; and (5) evaluate enactment of the plan.

B. The partners were asked to practice the use of the self-change plan in-session.

C. Positive feedback was provided as the partners displayed a mastery of the self-change plan technique.

10.Contract Regarding Anger Responsibility (10)

A. Both partners were focused on the need to accept responsibility for managing one's own anger, instead of managing the partner's anger.

B. Both partners were asked to verbally contract to accept responsibility for managing their own anger instead of managing the other's anger.

C. A written contract was used to focus the partners on taking responsibility for their own anger rather than the partner's anger.

D. Positive feedback was provided as both partners accepted the responsibility for managing their own anger rather than the partner's anger.

11.Evaluate Implementation of Action Plan (11)

A. The partners were asked to make a global evaluation of how they did on implementing the action plan before the next session.

B. The partners were asked to jot down short answers to questions such as: “What did we actually do?”, “What positives resulted?”, “What negatives resulted?”, and “What do we need to do from here?”

C. The partners have completed the assignment of evaluating the action plan, and the results were reviewed and processed.

D. The partners have not evaluated their use of the action plan and were redirected to do so.

E. The partners were confronted as they tended to focus on managing the other partner's behavior rather than their own anger.

12.Contract Regarding Therapy Sessions (12)

A. Both partners were focused on the need to use therapy sessions for constructive purposes.

B. Both partners were asked to verbally contract to focus on constructive areas during the therapy session and to abide by the therapist's directions if the process becomes destructive.

C. A written contract was used to focus the partners on the constructive use of therapy sessions.

D. Positive feedback was provided as both partners accepted the responsibility for managing their own anger during the sessions and using the sessions for constructive problem solving.

E. The partners were confronted as they became verbally destructive with their anger during the sessions and ignored the therapist's directions.

13.Teach “Measured Truthfulness” (13)

A. The partners were taught the speaker skill of “measured truthfulness” (i.e., the speaker balances the need to comment about the other against a concern for the other's feelings).

B. The partners practiced the skill of “measured truthfulness” within the session, regarding areas of conflict.

C. Positive feedback was provided regarding the couple's use of “measured truthfulness.”

D. The partners were provided with more specific feedback regarding situations in which they can use “measured truthfulness.”

14.Identify Anger Cues (14)

A. The partners were assisted in identifying the behavioral, cognitive, and affective cues of being at low levels of anger (0–30 on a 0–100 scale).

B. The partners were assisted in identifying the behavioral, cognitive, and affective cues of being at moderate levels of anger (31–50 on a 0–100 scale).

C. The partners were assisted in identifying the behavioral, cognitive, and affective cues of being at the danger zone of anger (51–70 on a 0–100 scale).

D. The partners were assisted in identifying the behavioral, cognitive, and affective cues of being at the extreme zone of anger (71–100 on a 0–100 scale).

E. The client was assisted in identifying the behavioral, cognitive, and affective cues that indicate the different zones of anger.

F. The partners were provided with positive feedback as they identified a variety of behavioral, cognitive, and affective cues in different zones of anger.

G. The partners were provided with additional feedback regarding the common behavioral, cognitive, and affective cues of being at the different zones of anger.

15.Inquire about Constructive and Destructive Anger Levels (15)

A. The partners were asked about what levels of anger have been constructive in the past.

B. The partners were asked about what levels of anger have been destructive in the past.

C. Positive feedback was provided as the partners displayed significant insight regarding the constructive and destructive levels of anger in the past.

D. The partners failed to identify the constructive and destructive levels of anger in their past experiences and were provided with additional feedback in this area.

16.Inquire about Erosion of Anger Control (16)

A. The partners were asked about the level of anger at which effective control over behavior has begun to erode.

B. Positive feedback was provided as the partners displayed significant insight regarding the pattern of anger control eroding.

C. The partners failed to identify the level at which effective anger control breaks down and were provided with additional feedback in this area.

17.Inquire about When to Use Anger Management Skills (17)

A. The partners were asked about what level of anger necessitates the use of anger management skills.

B. The partners were asked about when they have needed to use anger management skills in the past.

C. Positive feedback was provided as the partners displayed significant insight regarding the level of anger at which management skills must be implemented.

D. The partners failed to identify when anger management skills must be introduced and were provided with additional feedback in this area.

18.Teach the “Pause, Calm, and Think” Technique (18)

A. The partners were taught the “Pause, Calm, and Think” technique.

B. Partners were taught how to pause the conversation, letting the other partner know that you want to pause the discussion.

C. Partners were taught the calm-down technique, focusing on diaphragmatic breathing, counting to ten, etc.

D. The partners were taught the think phase, taking responsibility for ways in which one is making the conflict worse and planning on how to respond in a mindful, nonescalating manner.

E. The partners were encouraged to examine thinking by asking about how true their thinking is, about how situational their thinking is and about whether this will get them what they want.

F. The partners were reinforced for their understanding of the “Pause, Calm, and Think” technique.

G. The partners have struggled with the use of the “Pause, Calm, and Think” technique and were provided with remedial instruction in this area.

19.Practice “Pause, Calm, and Think” Technique (19)

A. Partners were asked to practice the “Pause, Calm, and Think” technique within the session.

B. The partners utilized real-life experiences to role play the “Pause, Calm, andThink” technique within the session.

C. The partners were assigned to implement the “Pause, Calm, and Think” technique at home.

D. The partners' use of the “Pause, Calm, and Think” technique in situations at home was reviewed.

20.Teach Reasons for Anger (20)

A. The partners were taught about the three main reasons for anger: (1) to get something, (2) to assert independence, and (3) to protect self.

B. The partners were provided with examples of the three main reasons for anger.

21.Identify Anger to Get Something (21)

A. The partners were asked to identify episodes in which their anger was used to get something (i.e., anger that results in getting one's way or anger that results from frustration over not getting one's way).

B. Feedback was provided as the partners identified episodes in which their anger was used to get something.

C. The partners were provided with additional examples of the use of anger to get something.

D. The partners were assisted in discussing their use of anger to get something.

22.Identify Anger to Assert Independence (22)

A. The partners were asked to identify episodes in which their anger was used to assert independence (i.e., anger that results from perceptions that the partner is trying to exert control over one's life or actions).

B. Feedback was provided as the partners identified episodes in which their anger was used to assert independence.

C. The partners were provided with additional examples of the use of anger to assert independence.

D. The partners were assisted in discussing their use of anger to assert independence.

23.Identify Anger to Protect (23)

A. The partners were asked to identify episodes in which their anger was used for self-protection (i.e., anger that results from the perception that one has been hurt or is vulnerable).

B. Feedback was provided as the partners identified episodes in which their anger was used for protection.

C. The partners were provided with additional examples of the use of anger for protection.

D. The partners were assisted in discussing their use of anger for protection.

24.Assign Anger-Tracking Homework (24)

A. The partners were assigned to track anger experiences, listing the situations that trigger anger, which of the three goals of anger apply, and to recount the thoughts and behaviors that occur during such anger-eliciting situations.

B. “Anger Journal” from the Adult Psychotherapy Homework Planner, 2nd ed. (Jongsma) was assigned.

C. The homework assignment has been completed, and key concepts were reviewed.

D. The uncompleted homework assignment was reassigned, and the reasons for noncompletion were reviewed and problem-solved.

E. The partners have completed the anger-tracking homework and were provided with feedback.

F. The partners have not completed the anger-tracking homework and were redirected to do so.

25.Review Anger-Tracking Homework (25)

A. The partners were asked to review their anger-tracking homework and to identify situations where they were trying to get something.

B. The partners were asked to review their anger-tracking homework and to identify situations where they were asserting independence.

C. The partners were asked to review their anger-tracking homework and to identify situations where they felt the need to protect themselves.

D. The partners were provided with feedback as they identified the different uses of their anger.

E. The partners have failed to identify the uses of their anger and were provided with additional information and feedback in this area.

26.Analyze Anger Situations (26)

A. The partners were shown how to organize a situational analysis.

B. “Anger Journal” from the Adult Psychotherapy Homework Planner, 2nd ed. (Jongsma) was assigned.

C. The homework assignment has been completed, and key concepts were reviewed.

D. The uncompleted homework assignment was reassigned, and the reasons for noncompletion were reviewed and problem-solved.

E. From the homework assignments, each partner chose specific anger-eliciting situations and told the interpretations/cognitions, behavior, and the actual outcomes; feedback was provided about this analysis.

F. An individual session was used to have the client identify anger-eliciting situations, his/her interpretations/cognitions, behavior, and actual outcomes of the situation.

G. An individual session was used to have the client's partner identify anger-eliciting situations, interpretations/cognitions, behavior, and actual outcomes of the situation.

27.Identify Desired Outcomes (27)

A. The partners were asked to describe a desired outcome from a specific anger situation.

B. In an individual session, the client was asked to describe what his/her desired outcome was for a specified situation.

C. The client's partner was asked to identify the desired outcome for a specific situation.

28.Review Verbalized Thought (28)

A. The partner was assisted in determining whether identified thoughts about the situation were helpful in getting the desired outcome.

B. The partner was assisted in determining whether identified thoughts about the situation were anchored to the specific situation described (i.e., situationally specific instead of global).

C. The partner was assisted in determining whether each thought was accurate (i.e., overt evidence could be marshaled to support it).

D. The partner was reinforced for accurate and insightful views regarding cognitions in angry situations.

E. Additional feedback was provided to the partner regarding interpretive thoughts about anger situations.

29.Direct Rewording of Inaccurate Thoughts (29)

A. A portion of the partner's interpretive statements were identified as unproductive, not anchored in reality and/or not accurate.

B. The partner was assisted in rewording the thoughts so that they meet criteria (e.g., “She's always on my back about spending time with the kids” can become “She's exhausted and is looking for a break”).

C. The partner was provided with positive feedback as interpretive thoughts were modified.

D. The partner was provided with specific examples of how to reword interpretive thoughts.

30.Develop Achievable Outcome (30)

A. The partner was assisted in determining whether the desired outcome was achievable (i.e., under personal control).

B. The partner was encouraged to reword unachievable outcomes in a manner so that the outcome becomes achievable (e.g., “I want him to listen to me when I'm upset” can become “I want to ask him to schedule a time for us to talk about problems that we're having”).

C. The partner was provided with positive feedback as changed unachievable outcomes were changed into achievable outcomes.

D. The partner did not appear to understand the concept of achievable versus unachievable outcomes and was provided with remedial information about this concept.

31.Summarize Situational Analysis (31)

A. The partner was asked to summarize the lessons that have been learned from the situational analysis.

B. The partner was provided with positive feedback about the summarization of the situational analysis.

C. Additional feedback was provided to the partner to help summarize the situational analysis.

32.Distinguish Unassertive, Assertive, and Aggressive Patterns (32)