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使临床技能适应远程医疗:肯定性认知行为疗法在 LGBTQ+ 青年群体中的应用

Adapting Clinical Skills to Telehealth: Applications of Affirmative Cognitive-Behavioral Therapy with LGBTQ+ Youth.

作者信息

Craig Shelley L, Iacono Gio, Pascoe Rachael, Austin Ashley

机构信息

Factor-Inwentash Faculty of Social Work, University of Toronto, 246 Bloor Street West, Toronto, ON M5S 1V4 Canada.

School of Social Work, University of Connecticut, 38 Prospect Street, Hartford, CT 06103-2814 USA.

出版信息

Clin Soc Work J. 2021;49(4):471-483. doi: 10.1007/s10615-021-00796-x. Epub 2021 Mar 2.

Abstract

Online social work services (e.g., telemental health; telebehavioral health; virtual care; telehealth) present significant opportunities for clinical social workers to provide effective care to marginalized populations, such as LGBTQ+ youth. The COVID-19 pandemic has led to an increased focus on telehealth, and while there are excellent resources to guide ethics, standards, and legal decisions (NASW, n.d.), there is less guidance in the literature to specifically inform the adaptation of offline clinical skills to telehealth, particularly for LGBTQ+ youth. To address this gap, we present examples from our experience offering AFFIRM, an affirmative cognitive behavioral therapy (CBT) group intervention now being delivered through telehealth. Specifically, this paper will: (a) describe the key considerations for the delivery of CBT via telehealth to youth; (b) detail specific clinical skills and strategies to enable successful online implementation; (c) describe the adaptation approach through a case study of cognitive restructuring with a transgender youth; (d) and offer specific guidance to support clinicians to adapt their clinical skills to the virtual environment.

摘要

在线社会工作服务(例如,远程心理健康;远程行为健康;虚拟护理;远程医疗)为临床社会工作者向边缘化人群(如 LGBTQ+ 青年)提供有效护理提供了重大机遇。COVID-19 大流行导致人们对远程医疗的关注度增加,虽然有出色的资源可指导伦理、标准和法律决策(美国社会工作者协会,无日期),但文献中较少有专门指导将线下临床技能应用于远程医疗的内容,尤其是针对 LGBTQ+ 青年。为填补这一空白,我们介绍了我们提供 AFFIRM 的经验示例,AFFIRM 是一种现在通过远程医疗提供的肯定性认知行为疗法(CBT)团体干预。具体而言,本文将:(a)描述通过远程医疗向青少年提供 CBT 的关键考虑因素;(b)详细说明实现成功在线实施的具体临床技能和策略;(c)通过对一名跨性别青少年进行认知重构的案例研究描述适应方法;(d)并提供具体指导,以支持临床医生将其临床技能应用于虚拟环境。

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