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Stepped Care 2.0 © Tips (Open for public editing) by Mind Map: Stepped Care 2.0 © Tips (Open for public editing)
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Stepped Care 2.0 © Tips (Open for public editing)

Involve students in the design of a "made at [your university] model"

Monthly consultation with student stakeholders

Invite clients to help with model design adjustments

Ask stakeholders if peer mentors, puppies and /or study spaces in the waiting area are good ideas

Use primary care approach at initial consultation (STEP 1)

Just as a family physician is the case manager for all patients seen, intake consultant is the go-to person for any problems with support/treatment plan

Identify one key goal and co-prescribe a plan

Use solution-focused / single session language and philosophy

Be transparent about the model, the empowerment, trial and error philosophy and develop a tentative support/treatment plan immediately

Distinguish between distressed students and students in crisis. Refer students in distress to peer helpers or mentors on standby (Step 4) and those in crisis to case management or community crisis services (Mobile Crisis, Hospital, 911) - STEP 9.

Obtain buy-in for feedback-informed-treatment/programming by integrating a balance of strengths and deficits outcome monitoring into every therapeutic encounter

Provide support, training and incentives to staff and stakeholders fostering innovation, curiosity and experimentation especially pertaining to STEPS 1-5

Reward effectiveness and efficiency not number of clinical hours worked

Automate outcome monitoring and provide training in feedback-informed treatment"

Integrate SC programming with healthy campus work

Reduce administrative load including unnecessary documentation

Provide opportunities for staff, students and other stakeholders to contribute to ongoing evolution of the innovation

Train peer helpers and support staff to assist with wellness programming referrals, as well as supportive listening in quiet room for students in distress

Ensure that any training reinforces the SC model and/or includes SC related content

Rule out lower steps as "best options" before considering STEPS 6 or 7

Develop low-intensity resource bank to assist counsellors in managing caseload and students not ready for intensive therapy

For students who are not ready for change or who are not actively seeking intensive therapy, provide low-intensity programming as means for developing mental health literacy and "dipping their toes" into the change process

If it appears that a) the student is not ready for therapy or b) the prospect of a good therapist-student match is uncertain: be transparent about testing the waters using a brief single-session check-in follow-up which can be renewed if uncertainty persists

For students who may be ready to work, but have never had therapy before or had traditional therapy that was not successful, share results of therapist-assisted online research and recommend this as best-practice first-line approach

Provide traditional intensive STEP-6 or 7 therapy only for those who are ready to be challenged by experienced therapists with powerful therapeutic skills

Specialist care (STEP-8) and involvement of stakeholders with influence (STEP-9) are valuable dimensions of care: Use these sparingly and thoughtfully within the context of healthy cities/campus population health theory

Ensure that your healthy campus strategy is integrated into the core academic mission and all university policies

Offer psychiatric consultation-only as the default level of care at Step 8. Consider referral to case management (Step 9) if either acute or long-term-oupatient community-based psychiatric care is required

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© Peter Cornish (2017)