Andrew Bordt

Relapse prevention is a CBT approach designed to help patients cope with high-risk situations that may trigger the urge to use. It is a skills-based approach that involves objectively reconceptualizing situations so patients can respond with positive thought patterns and actions rather than addictive or maladaptive tendencies. Relapse prevention is designed to target both internal […]

As a clinician, have you ever stopped to consider how much of your group therapy session you spend talking?As a clinical director, have you ever inquired how much time each patient gets to talk as you observe clinicians running groups?As an owner, advocate, payer, or patient, what are the implications talk time has on patient

Playing it through, sometimes referred to as playing the tape through, is a recovery capital skill aimed at helping patients respond to cravings by visualizing the long-term consequences of use. This relapse prevention technique interrupts the trigger and directs thought away from current thoughts and emotions toward conscientious consideration. Playing it through allows patients to

The old adage, “practice makes perfect,” may be better received today as an idiomatic expression given the general understanding that perfection is subjective. That being said, it is difficult to argue that practice does not make “better.” Practice certainly does make one better. Whether it be shot after shot from the free-throw line or repeated cramming

This lesson is a continuation of Setting Boundaries        This lesson is designed to maximize patient engagement and talk time. The focus tasks, small-group sizes, collaborative objectives, and individual work assignments are included strategically to meet this purpose. The timing, number of sessions, and room makeup may be adjusted according to need.  Assertive communication is

The science of learning is complex and multi-faceted, with most learning strategy researchers in agreement that cognitive, metacognitive, and social/affective processes directly contribute to learning and retention. We know from decades of educational research (Bransford et al., 2000; Astin, 1999; Hattie, 2009, 2012; Oxford, 1990) that there is a positive correlation between engagement, active listening,