Psychosocial Rehabilitation (PSR)

PSR services are designed to promote independence and enhance age-appropriate functioning, aligned with an individual’s treatment plan. These services focus on areas such as social skills training, self-empowerment, stress management, anger management, medication management, and healthy living. PSR direct support specialists are trained to support developmental functioning and help your child build meaningful relationships, address functional, interpersonal, and behavioral challenges, and achieve greater independence.

• PSR services are designed to restore, rehabilitate, and support a child’s/youth’s developmentally appropriate functioning as necessary for the integration of the child/youth as an active and productive member of their family and community with the goal of achieving minimal ongoing professional intervention.
• Services assist with implementing interventions on a treatment plan to compensate for, or eliminate, functional deficits and interpersonal and/or behavioral health barriers associated with a child/youth’s behavioral health needs.
• Activities are “hands on” and task-oriented, intended to achieve the identified goals or objectives as set forth in the child/youth’s individualized treatment plan.
• Services must include assisting the child/youth to develop and apply skills in natural settings.
• PSR is intended to foster and promote the development of needed skills identified in assessment or through the ongoing treatment of a licensed practitioner.

Our psychosocial rehabilitation (PSR) services include but are not limited to:

• Support Developmental Functioning
• Build Meaningful Relationships
• Eliminate Functional, Interpersonal, and Behavioral Challenges
• Increase Independence

Personal and Community Competence

• Using rehabilitation interventions and individualized, collaborative, hands-on training to build developmentally appropriate skills. The intent is to promote personal independence, autonomy, and mutual supports by developing and strengthening the individual’s independent community living skills and supporting community integration in the domains of employment, housing, education, and personal and community life.

Social and Interpersonal Skills, With the goal to restore, rehabilitate, and support:

• Increasing community tenure and avoiding more restrictive treatment settings
• Building and enhancing personal relationships
• Establishing support networks
• Increasing community awareness
• Developing coping strategies and effective functioning in the individual’s social environment, including home, work, and school locations
• Learning to manage stress, unexpected daily events, and disruptions, behavioral health and physical health symptoms with confidence
• Support to establish and maintain friendship/supportive social networks, improve interpersonal skills such as social etiquette and anger management

Daily Living Skills, With the goal to restore, rehabilitate, and support the effect of the child’s diagnosis and reestablish daily functioning skills:

• Improving self-management of the negative effects of psychiatric, emotional, physical health, developmental, or substance use symptoms that interfere with a person’s daily living
• Supporting the individual with the development and implementation of daily routines necessary to remain in the home, school, work, and community
• Personal autonomy skills, such as:
  • Learning self-care
  • Developing and pursuing personal interests
  • Developing daily living skills specific to managing their own medications and treatment consistent with the directions of prescribers (e.g., setting an alarm to remind the child/youth when it is time to take a medication, developing reminders to take certain medications with food, writing reminders on a calendar when it is time to refill a medication)
  • Learning about community resources and how to use them
  • Learning constructive and comfortable interactions with health care professionals
  • Learning relapse prevention strategies
  • Re-establishing good health routines and practices

Community Integration – with the goal to restore, rehabilitate and support to reduce the effect of the child’s diagnosis:

• Reestablish social skills so that the person can remain in a natural community location and re-achieve developmentally appropriate functioning including using collaboration, partnerships, and mutual supports to strengthen the child’s community integration in areas of personal interests as well as other domains of community life including home, work, and school.
• Assisting the individual with generalizing coping strategies and social and interpersonal skills in community settings.
• Assisting the individual with effectively responding to or avoiding identified precursors or triggers that result in functional impairments.
• Implementing learned skills (that may have been developed through a licensed practitioner providing treatment services) in the following areas:
  • Social Skills, such as:
  • Developing interpersonal skills when interacting with peers, establishing and maintaining friendships/a supportive social network while engaged in the recovery plan, and developing conversation skills and a positive sense of self to result in more positive peer interactions.
  • Coaching on interpersonal skills and communication.
  • Training on social etiquette.
  • Developing self-regulation skills including anger management.
  • Health Skills, such as:
  • Developing constructive and comfortable interactions with health-care professionals.
  • Relapse prevention planning strategies.
  • Managing symptoms and medications.
  • Re-establishing good health routines and practices.
  • Assisting the individual with effectively responding to or avoiding identified precursors or triggers that result in functional impairments:
  • Supporting the identification and pursuit of personal interests.
  • Identifying resources where interests can be enhanced and shared with others in the community.
  • Identifying and connecting to natural supports and resources, including family, community networks, and faith-based communities.

PSR/CPST Modality and Settings

Modality

• Individual
• Family – with or without the child present, as long as the contact is in the treatment plan.
• Collateral – family and/or collateral contact with or without the child present.
• Group – may be delivered under Rehabilitative Supports and Rehabilitative Psychoeducation. Groups cannot exceed 8 participants.

Settings

• Site-based
• Home
• Other community-based settings where the child/youth lives, works, attends school, engages in services, and socializes.

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