An Affinity Inc.

Company
Personal Development













Curriculum


Methodology


Goals


Interventions


Implementation


Groups

Discharge
Criteria

Exclusion
Criteria
Client Progress
Review


Adaptation
The Matrix Outpatient
setting treatment
program for
relapse
prevention
Provide
education and
relapse
prevention
skills
16 week
curriculum best
paired with
individual
counseling, social
support, and drug
testing
Utilized during
relapse
prevention
groups
Relapse
Prevention I
& II
Clients must
remain abstinent
for a minimum of
90 days and
demonstrate
ability to
implement
relapse
prevention skills
None Weekly staffing
meetings,
negative drug
tests, client
report
See Below
The Basics II Outpatient
setting treatment
program for dual
diagnosis and
relapse
prevention
Educate clients
on their dual
diagnoses,
provide coping
skills , and
educate on
relapse
prevention
techniques that
can be
implemented
Utilizes a
combination of
CBT, DBT,
psychoeducation,
and other clinical
skills to assist
clients in
understanding
their addiction and
mental health
disorders; broken
down into multiple
chapters and
subsections
Utilized during
relapse
prevention and
dual diagnosis
groups, each unit
being stand alone
allows for
adjustments in
the order of
presentation
Relapse
Prevention I
& II, Dual
Diagnosis
Clients must
remain abstinent
for a minimum of
90 days and
demonstrate the
ability to
implement
symptom mgmt,
coping and
relapse
prevention skills
None Weekly staffing
meetings,
negative drug
tests, client
report
See Below
Living in
Balance
Outpatient
setting treatment
program for
relapse
prevention
delivered
individually or in
group settings
Education and
relapse
prevention
skills
Psychoeducational
material and
relapse prevention
skills presented
through
discussions, role
playing, relaxation
and workbook
exercises
Utilized during
relapse
prevention
groups, designed
to be entered
anywhere in the
33 sessions,
allows for
adjustments in
the order of
presentation
Relapse
Prevention I
& II, Dual
Diagnosis
Clients must
remain abstinent
for a minimum of
90 days and
demonstrate the
ability to
implement new
coping and
relapse
prevention skills
None Weekly staffing
meetings,
negative drug
tests, client
report
See Below
MRT Outpatient
setting program
focused on a
specific set of
Address
personal beliefs
and reasoning
in an effort to
Systematic
implementation of
16 defined steps
geared towards 7
Conducted as a
specific group;
attendees agree
to complete this
MRT Client must
successfully
complete all
requirements of
Directed
towards
criminal
offenders
Weekly staffing
meetings,
negative drug
tests, client
No adaptations or changes made to
this curriculum.









An Affinity Inc. Company
Personal Development



steps and
systematic
strategy
alter how
clients make
judgments
specific treatment
issues
program
specifically in
addition to their
other treatment
goals
curriculum however
it works
in
multiple
treatment
settings
for men
and
women
report, and
adequate
completion of all
curriculum
requirements
Dual Diagnosis
Workbook
Outpatient
setting program
focused on dual
diagnoses in both
individual and
group settings
Address
problems
resulting from
both substance
use and mental
health disorders
and teaches
coping skills for
both
Self-assessment
processes assist in
guiding through
recovery of dual
diagnoses
Utilized in dual
diagnosis groups,
presented in a
manner to allow
clients to learn
how to self assess
and recognize the
need for coping
skills
Dual
Diagnosis
Client must
remain abstinent
for a minimum of
90 days and
demonstrate the
ability to
effectively
manage
symptoms of
diagnoses
None Weekly staffing
meetings,
negative drug
tests, client
report
See Below
Group
Treatment for
Substance
Abuse: The
Transtheoretical
Model
Based on the
transtheoretical
model of
behavior change,
implemented in
outpatient
treatment setting
and utilizes
motivational
interviewing as a
presentation
strategy
Assist clients in
cycling through
the accepted
stages of change
through skill
building and
intervention
education
29 sessions
created to assist
clients through the
stages effectively,
clients can join at
any point in the
curriculum though
it is recommended
to be present for
all sessions
Utilized primarily
in relapse
prevention
however it works
as a dual
diagnosis
curriculum as
well
Dual
Diagnosis,
Relapse
Prevention I
& II
Client must
remain abstinent
for a minimum of
90 days and
demonstrate
their progression
through the
stages of change
None Weekly staffing
meetings,
negative drug
tests, client
report
See Below
Anger
Management
SAMHSA
approved
curriculum for
Anger
Management
Assist clients in
understanding
the basis for
their anger and
how to control
or redirect it in
an assertive and
healthy manner
12 chapters taught
in consecutive
order.
Conducted as a
specific group
following the
curriculum
Anger
Management
Client must
complete all 12
chapters and be
able to
demonstrate
their ability to
implement new
skills
None Weekly staffing
meetings, client
report
This curriculum is not adapted.
Clinician may enhance the
curriculum with research based
information if clients are struggling
with a concept.










An Affinity Inc. Company
Personal Development

















Each of these curriculums has been chosen due to either their listing on NREPP and NCIC or their outstanding long term reputation for being an effective
program. At Personal Development we currently have 9 dual diagnosis groups, 11 relapse prevention groups, 2 anger management groups and one MRT group.
We currently have 6 different clinicians running the groups between the two facilities. Our model allows clients to choose the schedule they would like to attend
based on the hours they need to complete and the groups they are recommended to attend. Because we do not have assigned clients to a specific set of groups
we have found that using curriculum that does not have to build upon itself, such as Living in Balance and The Basics II, we are able to meet client needs and
provide the foundation needed for recovery. The clinicians use the curriculums available to them to meet the needs of the clients on a daily basis. Through
frequent interaction with the clients, and information provided during the check-ins throughout the week the clinician is able to adjust their lesson plan to what
is needed at that time. For example: if the clinician is following the Living in Balance chapters in order the next unit may be discussing sexual trauma, however if
the majority of clients are currently dealing with intense emotions, or stressors, this would not be the best chapter for them. By blending the curriculums the
clinician has access to more information and the freedom to do what is right for the group.