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SESSION PLAN 11
Module 2
Sub module 4.3:
Session objectives
1 hour 30 minutes PowerPoint presentation (PPT10) Activity sheets (case studies) (AS12) Handout (HO9) Question box Evaluation form collection box
Content
Contextual setting of risk behaviour Applied problem solving for behaviour change
Session instructions
1. Introduce the notion that clients may need assistance in resolving the problems they face in trying to practise safer sex or safer injecting. Whilst many clients are aware of what they need to do to protect themselves, they may not have the skills or be able to overcome the problems they face in implementing changes. Also note that in moderate to late stage HIV illness, the executive functioning of the brain can be altered, causing problems with organisation, planning and critical thinking. This in turn can make it difficult for individuals to resolve practical problems. 2. Lecture with PowerPoint presentation (PPT10). 3. Discuss the steps in collaborative problem solving. Use a practical example and involve the class in a group brainstorming of options Involve the class in critically evaluating the options and similarly involve them in developing an action plan Keep the activity short as it is just provided to demonstrate each step of problem solving 4. Emphasise that clients learn skills in one context (e.g. safer sex) and can apply these to other situations (e.g. relationship problems). 5. Activity: Case studies (AS12).
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SESSION PLAN 11
Divide the trainees into two groups and give them the cases to discuss for 20 minutes Ask trainees to consider each case using the Steps in problem solving Describe the problems identified Brainstorm on options available for the client Critically evaluate the different options (anticipating the logical or expected consequences of following the different options) Ask client to select one option Develop a plan of action Facilitate development of skills and strategies with the client 6. Ask for feedback from the group about the problem-solving activity. Look at the options that were raised and the strategies to be employed by the counsellor to assist the client. 7. Ask the group if they have any questions and remind them about the question box. 8. Ask trainees to complete an evaluation form and place it in the evaluation form collection box.
Case study 1
The client is a thirty two-year-old heterosexual technical officer working for a company. He has been working away from his home. He frequently travels for work. His wife has not seen him for two months as she has stayed home with her eighteen month-old son. She is two months pregnant. He recently attended a clinic as he had a discharge from his penis and is diagnosed with an STI. He confesses that he has been visiting bar girls occasionally at music bars. The doctor provides him with medication for his STI. He tells you that he is worried about returning home. He doesnt know what to do about his wife. He asks you whether taking medication will make his symptoms disappear. He is hoping he can avoid telling his wife. He also wants to know what he is to do if the infection persists. The counsellor raises the possibility of HIV infection. The client had not even thought of any HIV risk.
Case study 2
The client is a 23-year-old woman who is a part-time shop assistant. She lives in student a accommodation. She also works at a bar as a sex worker. She is worried about her current STI, though it has been successfully treated, as she usually does not practice safe sex. She doesnt want to spend money on condoms as her clients do not like her to use them. She is ashamed to talk about her work and her infection. She is using some of her earnings to help support her family who live in a village and has a child as well to support. The family would disapprove of her work if they knew. But they are happy that she can support herself. She has little opportunity to engage in other work; especially work that pays enough to support her family. She gets paid more if she doesnt use condoms. She is often a little intoxicated with alcohol when she engages in sex work. She discloses that sometimes clients can get a little aggressive and rough. She has recently met a man. He does not know about her sex work. They do not use condoms during sex. He is a respected member of the community, so she does not use condoms.
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HANDOUT 9
Module 2
Sub module 4.3:
Session objectives At the end of the training session, trainees will be able to: Illustrate the importance of considering the context in which risk behaviour occurs Apply problem-solving skills to client risk situations
Problem solving can be easily learned and applied to a wide range of situations commonly encountered in VCT services. It can be used to assist clients resolve difficulties they encounter in reducing the risk of contracting or transmitting HIV, planning HIV status disclosure to partners, managing family or relationship issues, and resolving issues related to accessing care and treatment. Problem solving has been successfully used in counselling for threatened loss (e.g. important relationship, job loss), actual loss, conflicts in which a person is faced with a major choice (e.g. whether or not to leave a situation or take on a new role), family and relationship conflicts, suicide attempts1.
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Counsellor challenge Counsellor asks, Have you ever experienced your partner being abusive before? What do you believe contributes to your partner responding this way? Counsellor asks the client, Has your partner ever indicated to you that he/she feels uncomfortable talking about personal problems in front of others? How does your partner feel about nurses and doctors?
Offers some protection for the client Counsellor could answer questions the partner raises
Client fears the partner may be angry as the discussion did not occur privately
5. Develop a plan of action: A detailed plan of action will increase the likelihood of the problem being solved. Even if the agreed solution is excellent, the solution will not be of any use if it is not put into practice. The most common reason for failure is a lack of planning. The counsellor should ensure that the client is assisted in developing an action plan that is feasible. 6. Facilitate the development of skills and strategies: The counsellor should ensure the client has the necessary skills, e.g. communication skills. The counsellor may use skills rehearsal to improve the clients confidence in taking the necessary steps to achieve their goal. For example, the counsellor may engage the client in role-playing the disclosure and anticipate the partner responses and the clients subsequent response.
Be realistic!
Even good plans fail because of: Psychological/behavioural responses of others Circumstances that couldnt have been predicted You are more likely to succeed if you have a plan. If things do not work out, they generate more options and an opportunity to analyse why the original plan didnt work.
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References
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Hawton, K and Kirk, J. in Cognitive behaviour therapy for psychiatric problems: A practical guide, edited by Keith Hawton, Paul Slkovskis, Joan Kirk and David Clark (2000). Oxford Press. United Kingdom. Kalichman, S. (1995) Understanding AIDS: A guide for mental health. Professional American Psychological Association Washington USA Hawton, K and Kirk, J. in Cognitive behaviour therapy for psychiatric problems: A practical guide, edited by Keith Hawton, Paul Slkovskis, Joan Kirk and David Clark (2000). Oxford Press. United Kingdom. Nelson-Jones, R. (1990). Thinking skills: Managing and preventing personal problems. Royal Melbourne Institute of Technology. Melbourne. World Health Organization Collaborating Centre for Mental Health and Substance Use (1997) Management of Mental Disorders. Sydney Australia.
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