Training manual for Clinical guidelines for withdrawal management and treatment of drug dependence in closed settings ii WHO Library Cataloguing in Publication Data Training manual for clinical guidelines for withdrawal management and treatment of drug dependence in closed settings. 1. Substance-related disorders – rehabilitation. 2. Opiod-related disorders – rehabilitation. 3. Alcoholism – rehabilitation. Marijuan abuse – rehabilitation. 5. Substance abuse treatment centers. 6. Prisons. 7. Work camps. 8. HIV infections – prevention and control. 9. HIV infections – transmission. 10. Practice guideline. I. World Health Organization. Regional Offi ce for the Western Pacifi c. ISBN 978 92 9061 431 9 (NLM Classifi cation:WM 270) © World Health Organization 2009 All rights reserved. The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. Dotted lines on maps represent approximate border lines for which there may not yet be full agreement. The mention of specifi c companies or of certain manufacturers’ products does not imply that they are endorsed or recommended by the World Health Organization in preference to others of a similar nature that are not mentioned. Errors and omissions excepted, the names of proprietary products are distinguished by initial capital letters. The World Health Organization does not warrant that the information contained in this publication is complete and correct and shall not be liable for any damages incurred as a result of its use. Publications of the World Health Organization can be obtained from WHO Press, World Health Organization, 20 Avenue Appia, 1211 Geneva 27, Switzerland (tel: +41 22 791 2476; fax: +41 22 791 4857; e-mail: bookorders@who. int). Requests for permission to reproduce WHO publications, in part or in whole, or to translate them – whether for sale or for noncommercial distribution – should be addressed to WHO Press, at the above address (fax: +41 22 791 4806; e-mail: permissions@who.int). For WHO Western Pacifi c Regional Publications, request for permission to reproduce should be addressed to Publications Offi ce, World Health Organization, Regional Offi ce for the Western Pacifi c, P.O. Box 2932, 1000, Manila, Philippines, fax: +632 521 1036, e-mail: publications@wpro.who.int Acknowledgements Many people have contributed to the development of this guidelines. The World Health Organization (WHO), Regional Offi ce for the Western Pacifi c, wishes to thank Ms Sarah Larney, Dr Bradley Mathers and Associate Professor Kate Dolan for drafting the clinical guidelines for withdrawal management and treatment of drug dependence in closed settings. Expert review of the draft was provided by Dr Alex Wodak and Dr Linda Gowing. Field-testing of the guidelines was conducted by Dr Deborah Zador and Ms Sarah Larney. The fi nal draft was prepared by Ms Sarah Larney. WHO would particularly like to acknowledge Dr Dominique Ricard and Mr Graham Shaw for their contribution in the fi eld-testing of the guidelines conducted in Cambodia and in the Lao People’s Democratic Republic. WHO also acknowledges Dr Fabio Mesquita, Mr Gray Sattler and Ms Manuela Moeller for their assistance in preparing the guidelines. iii iv Table of contents Introduction ........................................................................................................................ vii Module 1: Understanding drug dependence and HIV ......................................................... 1 Module 2: Professional and ethical practice in closed settings ........................................... 7 Module 3: Assessment and treatment planning .................................................................. 13 Sub-module 3.1: Patient assessment............................................................................. 14 Sub-module 3.2: Treatment planning using the stepped care approach......................... 17 Module 4: Withdrawal management .................................................................................... 21 Sub-module 4.1: Introduction to withdrawal management............................................. 22 Sub-module 4.2: Withdrawal management for opioid dependence............................... 23 Sub-module 4.3: Withdrawal management for benzodiazepine dependence ............... 25 Sub-module 4.4: Withdrawal management for stimulant dependence.......................... 27 Sub-module 4.5: Withdrawal management for alcohol dependence............................. 28 Sub-module 4.6: Withdrawal management for inhalant dependence........................... 30 Sub-module 4.7: Withdrawal management for cannabis dependence ......................... 31 Module 5: Psychosocial interventions............................................................................... 33 Sub-module 5.1: Introduction to psychosocial interventions......................................... 34 Sub-module 5.2: Brief psychosocial intervention.......................................................... 35 Sub-module 5.3: Extended psychosocial intervention.................................................. 39 Module 6: Methadone maintenance treatment ................................................................... 47 Sub-module 6.1: Introduction to methadone maintenance treatment............................. 48 Sub-module 6.2: Entering treatment.............................................................................. 51 Sub-module 6.3: Management of dosing....................................................................... 54 Sub-module 6.4: Monitoring MMT.................................................................................. 55 Sub-module 6.5: Ending treatment............................................................................... 57 Handouts ........................................................................................................................... 59 Patient case histories ......................................................................................................... 91 v vi Introduction This training manual has been written as a companion to the WHO Clinical Guidelines for Withdrawal Management and Treatment of Drug Dependence in Closed Settings. It contains comprehensive trainer’s notes and participant handouts. A PowerPoint slideshow is also provided as a teaching aid. The training described in this manual is suitable for all people who work in a health or welfare capacity in closed settings and whose work involves people who use drugs. Throughout the trainer’s notes are sections of boxed text containing references to participant handouts. Use these to ensure participants are looking at the correct handouts. Also in boxed text are suggested activities. The trainer may wish to use these, or to use other activities that they have found useful in training. vii viii Module 1: Understanding drug dependence and HIV 2 Training manual What are drugs? A drug is any substance (other than food) that, when consumed, causes changes in our mood or thinking processes. Suggested activity: Ask participants to name all the drugs they know of, including legal and illegal drugs. Some drugs are legal, while others are illegal. Many people use legal drugs such as alcohol, nicotine (found in cigarettes) and caffeine (found in coffee and tea). Only a small proportion of the population ever use illicit drugs such as heroin or methamphetamine. The legal status of a drug is unrelated to its effects or its dependence potential. People can become dependent on legal drugs just as they can on illegal drugs. Drugs can be categorised by the effects they have on the central nervous system (CNS). The CNS consists of the brain and the spinal cord, and it regulates basic bodily functions such as breathing, heart beat and blood fl ow. All drugs affect the CNS in some way. Stimulant drugs cause the CNS to increase activity; that is, they increase a person’s heart rate and breathing. Stimulant drugs include nicotine, caffeine, amphetamine and methamphetamine, 3,4-methylenedioxymethamphetamine (‘ecstasy’, which also has hallucinogenic effects) and cocaine. Depressant drugs have the opposite effect on the CNS; they decrease a person’s heart rate and breathing. Depressant drugs include alcohol, inhalants (e.g. glue, petrol, paint), benzodiazepines, heroin and other opioids such as opium and morphine. Cannabis is a depressant drug, but it also has hallucinogenic effects. Hallucinogenic drugs are those that alter a person’s perceptions. A person who has taken a hallucinogen may see or hear things that aren’t real. Hallucinogenic drugs include psilocybin (found in certain types of mushrooms) and lysergic acid diethylamide (known as LSD or acid). Cannabis and ecstasy also have hallucinogenic properties. Why do people use drugs? Many millions of people around the world use legal and illegal drugs. Using drugs does not make a person bad or immoral. Nor does it mean they are drug dependent. Different people have different reasons for using drugs. Some of the common reasons for using drugs include: • Curiosity • To “fi t in” with friends • Liking the way a drug makes you feel or behave • To have more energy to do your job or study • To block out negative feelings Training manual 3 Harmful drug use Most people who use drugs do so occasionally and experience few or no negative consequences of their drug use. However, some people do experience negative or harmful consequences as a result of their drug use. The level of harmful consequences that a person experiences as a result of their drug use varies according to the types of drugs they use, how much they use and how often they use them. Examples of harmful drug use: Excessive alcohol consumption. A person who drinks large amounts of alcohol may become aggressive or violent, suffer nausea and vomiting, and show poor judgement such that they do things they would not normally do. Excessive alcohol consumption is associated with a great deal of violence, including violence in the home against one’s spouse or children. Methamphetamine bingeing. A person takes a large amount of methamphetamine on weekends, and spends several days recovering from its effects. In both of these examples, the person uses large quantities of the drug and suffers negative consequences of drug use. However, this is not to say that these people are drug dependent. There are specifi c criteria for determining if a person is drug dependent. Drug dependence Drug dependence is a chronic medical condition characterised by the following symptoms: Tolerance: the need to consume increasing amounts of a drug to obtain the desired effect Withdrawal: physical and psychological symptoms that the person experiences when they reduce or stop using a drug. Withdrawal symptoms are relieved by resuming use of the drug. Lack of control: the person fi nds it extremely diffi cult to control their use of the drug. For example, they may use more of the drug than intended, or may use it over a longer period of time than intended. The person may want to stop or reduce their drug use, but is unsuccessful in attempts to do so. Narrowing of behaviour: the person’s life comes to revolve around drug seeking and drug use. Other activities, such as work, parenting or seeing friends, are not as important as obtaining and using drugs. Continued use despite problems: the person continues to use the drug, even though they know it is causing problems and that they may be punished for using drugs. A person needs to display all or most of these symptoms before he or she can be considered drug dependent. Drug dependence cannot be determined from the amount or frequency of drug use alone. You cannot become dependent on a drug after using it once. Drug dependence only develops 4 Training manual following daily, or almost daily, use of a drug over a period of weeks or months. People who are drug dependent are not bad or weak; they have a medical condition that requires ongoing treatment. Treating drug dependence Drug dependence is a chronic condition. There are no easy ‘cures’ for drug dependence. Rather, treatment is ongoing and relapse is common. It is helpful to think of drug dependence as similar to other chronic diseases, such as diabetes. A person with diabetes is not ‘cured’ by treatment; rather, their illness is managed by daily medication. Similarly, a person who is drug dependent is not cured by treatment. Drug dependence is managed through a combination of medical and psychosocial therapies over many months or even years. It is unrealistic to expect all drug dependent patients to stop using all drugs. Rather, understand that some patients will relapse to regular drug use, while others will be abstinent most of the time, but occasionally use drugs. Others will need to remain on substitution medications for many years. Drug use and HIV Human immunodefi ciency virus (HIV) is a virus that causes a person’s immune system to weaken. This makes it diffi cult for the body to recover from illness. Suggested activity: Ask participants to describe the ways that HIV is commonly transmitted and ways to prevent transmission. HIV is transmitted (passed from an infected person to a non-infected person) when the blood, semen or vaginal fl uid of an infected person enters the bloodstream of a non-infected person. HIV cannot be transmitted through casual contact, such as shaking hands with or sharing food with an infected person; sharing a toilet or shower with an infected person; mosquito bites; kissing; spitting; or sneezing and coughing. There are ways to prevent HIV transmission. For example: • Always using condoms during sex • Always using sterile needles and syringes for injections • HIV-infected women who become pregnant can take medication to reduce the risk of the virus being passed on to their children Injecting drug use is one of the key drivers of the HIV epidemic in many countries in the Asian region. The virus is transmitted when people who inject drugs (PWID) share needles and syringes that are contaminated with HIV-infected blood. It can then be passed on to other people through sex or drug injection. Hence, anyone can become infected with HIV. HIV in closed settings HIV prevalence in closed settings is higher than in the wider community, due in part to the Training manual 5 high level of injecting drug use among people detained in closed settings. HIV risk behaviours do not stop once a person enters a closed setting. Although activities like sex, drug use and tattooing are illegal in prisons, they still occur. When people inject drugs in closed setting, they usually share injecting equipment with many others, including people who may have HIV or other infectious diseases. The same applies to tattooing needles, which are usually used on many detainees. Sex in closed settings may be between detainees, including detainees of the same sex. It may also be between detainees and staff. Sex in closed settings may be consensual or coerced. Sex in closed settings is usually unprotected and carries the risk of HIV or other sexually transmitted infections. HIV does not stay inside the walls of the closed setting. When a detainee is released, he or she may unknowingly transmit HIV to their injecting or sexual partners in the community. Hence, HIV prevention in closed settings is necessary to protect the whole community.
Module 2: Professional and ethical practice in closed settings In this module, we will discuss some of the basic professional and ethical standards that should be adhered to in closed settings. 8 Training manual Respect for human rights The human rights standards that apply in closed settings have been clearly articulated in: • The Universal Declaration of Human Rights • The United Nations Standard Minimum Rules for the Treatment of Prisoners • The United Nations Basic Principles for the Protection of Prisoners and many other international legal agreements. Some of the most important human rights in closed settings are the right to essentials of life, the right to health, the right to freedom for cruelty and the right to confi dentiality. It is the responsibility of the closed setting to ensure that detainees are held in a manner that maintains their human rights. Right to essentials of life People who are detained in closed settings are entitled to receive the essentials of life. This includes: • Adequate, nutritious food • Clean water • Adequate shelter and fl oor space per person • Hygienic facilities for bathing and toileting Right to health All people, including those in closed settings, have a right to health. This means that people in closed settings should be able to access healthcare of the same standard as that available in the surrounding community. All closed settings should employ medically-trained personnel who are available to all detainees for medical treatment as necessary. The right to health includes the right to prevention of disease. This means that detainees in closed settings should have access to condoms and sterile needles and syringes to help prevent the spread of HIV, sexually transmitted infections and blood borne viral infections. Right to freedom from torture, cruelty, inhuman or degrading punishment Torture is the intentional infl icting of physical or mental pain on a person. Torture is unacceptable. Infl icting torture or cruelty on detainees can result in long-term physical and psychological illness. Restraints such as handcuffs or chains should only be used if they are necessary to prevent escape, or if the detainee is a danger to themselves or others. Restraints should never be used as punishment. Humiliation of detainees by staff should never be permitted. Examples of humiliation may include discussing a detainee’s drug use or other aspects of a detainee’s life in front of other detainees or denigrating a detainee on the basis of gender, race or religion. Training manual 9 Right to confi dentiality All people are entitled to have their health information kept confi dential. This includes people detained in closed settings. It is not necessary for security staff of closed settings to know the medical and psychological illnesses of a detainee. Evidence-based treatment Detainees are entitled to receive the best possible care in closed settings. Treatment should be based on scientifi c evidence. The treatment methods that we will discuss in this training are based on evidence. Although there are no easy cures for drug dependence, we know very well what does not work to treat drug dependence. There is no evidence that moral education, physical exercise or labour treats or assists in treating drug dependence. If a closed setting is using a treatment method for which there is no or little scientifi c evidence, but that it believes to be effective, they have a responsibility to conduct research on that treatment and to submit their research fi ndings to review by the scientifi c community. HIV in closed settings HIV testing Compulsory HIV testing was common in closed settings during the early stages of the HIV epidemic. However, most jurisdictions have now abandoned the practice, recognising it as a counter-productive and expensive exercise that contravenes detainees’ rights and produces little or no public health or security benefi t. HIV testing should be made available to detainees, but it must be voluntary and accompanied by pre-test and post-test counselling. Segregation There is no rational justifi cation for segregating HIV-positive detainees from other detainees in the closed setting. Even if all detainees are tested for HIV, it is not possible to identify all those who are HIV- positive. A HIV test looks for antibodies to the virus; it can take three months from infection for enough antibodies to be produced to be detected by the test. Hence, a person may be HIV-positive but return a negative test result. Therefore, segregating detainees by HIV status creates a false sense of security – people believe that they are in an ‘HIV-free’ environment, but this is not necessarily the case. Even if it were possible to correctly identify HIV-positive detainees every time, this is still no reason to segregate detainees. A more appropriate measure is known as ‘universal precautions’. This approach assumes that everyone – including healthcare workers and security guards – are potential carriers of HIV or other infections, and therefore you should avoid coming into contact with any person’s blood or other bodily fl uids. This is achieved by using gloves, surgical masks and other protective equipment whenever there is potential for contact with bodily fl uids. It is NOT necessary to use gloves or face masks when simply assessing or talking to a detainee. 10 Training manual The only time when it may be necessary to segregate a HIV-positive detainee is if the detainee is suffering a communicable disease such as infectious tuberculosis, or if the detainee is so immunosuppressed that his or her health would be at risk from exposure to the general prison population. Confi dentiality of HIV status There is no medical or security reason for a detainee’s HIV status to be widely known. Medical staff that are aware of a detainee’s HIV-positive status are required to treat this information as confi dential. Special populations in closed settings The majority of people detained in closed settings are men. However, there are women, juveniles and transgender1 people in closed settings. All of these groups are particularly vulnerable to sexual and physical abuse in closed settings and require special consideration. Women in closed settings Women in closed settings often have very poor health. HIV prevalence is often higher among women in closed settings than among men in closed settings. Furthermore, women in closed settings are vulnerable to sexual abuse by closed setting staff and male detainees. Women in closed settings should be housed separately from men and from juvenile prisoners; this may mean separate institutions for women, or a separate unit for women within a larger institution. Women in closed settings should be able to access healthcare that is appropriate to their needs, particularly in relation to reproductive and sexual health. This includes access to condoms, dental dams and lubricants. It may be illegal for staff and detainees to have sex, but it does happen and women must be able to access tools to prevent HIV and sexually transmitted infections. Women also require access to basic items for menstrual health (e.g. tampons or sanitary cloths). Transgender people in closed settings A transgender person is someone whose psychological gender is different to his or her biological sex. For example, a person who is biologically male may consider himself to be female, and so dress and behave in a female manner (or vice versa). Transgender people are vulnerable to physical and sexual abuse in closed settings. For safety reasons, both male-to-female transgender detainees and female-to-male transgender detainees should be housed with female detainees. Transgender detainees should be referred to using their preferred name and gender pronoun. For example, a 1 A transgender person is someone whose biological sex is different to their preferred gender identity. That is, a person may be biologically male, but prefer to dress and behave as a woman (and vice versa). Training manual 11 transgender person who is biologically male but female in appearance should be referred to as ‘she’ and using her female name. Transgender detainees are entitled to confi dentiality around their transgender status. They should not be required to disclose or discuss their transgender status with any staff or detainees. Juveniles in closed settings The defi nition of a juvenile varies between countries, but the term juvenile is usually used to refer to offenders under the age of 18 years. Juveniles in closed settings are vulnerable to sexual and physical abuse from older detainees and staff of the closed setting. Juveniles should not be housed in the same accommodation as adult male or female detainees. Male and female juveniles should be housed separately from each other. Before detaining a juvenile, consider whether detention is the best option; detention is highly stigmatising and may negatively affect the rest of the young person’s life. It is usually preferable that the juvenile be rehabilitated in a community setting. Children should not be detained in closed settings at all, but referred to more appropriate services, such as NGOs specialising in care and support of children.
Module 3: Assessment and treatment planning This module is divided into two sub-modules: • Patient assessment • Treatment planning using the stepped care approach 14 Training manual SUB-MODULE 3.1: PATIENT ASSESSMENT Assessment is the process of obtaining information about the patient’s drug use and how it is affecting his or her life. It is an essential part of treatment and care for people who use drugs. The person conducting the assessment should be a healthcare worker – a doctor, nurse, psychologist or other person with a health-related qualifi cation. It is important that the information obtained in the assessment is honest and accurate. But, talking about drug use can be diffi cult. Patients may be reluctant to talk about their drug use. They may be embarrassed, or they may fear punishment if they disclose drug use. The patient may be under the infl uence of drugs (intoxicated) on their admission to the closed setting, in which case they may not be able to answer the assessment questions accurately. Hence, before commencing the assessment, it is important to do three things: 1. Is the patient able to complete the assessment? If the patient is under the infl uence of drugs, including alcohol, it may be better to wait a few hours before assessing the patient. If the patient is in withdrawal and not able to answer questions, they should be provided with symptomatic treatment as required and allowed to stabilise before the assessment is completed. 2. Establish rapport with the patient. If you just start asking questions, the patient is unlikely to answer honestly. Instead, spend a few minutes on ‘small talk’. Introduce yourself, and ask the patient for his or her name. Ask an open-ended, non-threatening question, such as “How are you feeling today?”, and pay attention to the patient’s response. The aim is to show the patient that you are genuinely interested in, and have empathy for, his or her situation. 3. Explain the assessment process to the patient. During an assessment, the patient may be asked to reveal very personal and private information. It is important that you explain why you are asking these questions, and what you will do with the information that the patient gives you. For example, “I’m going to ask you some questions about your drug use. We need to know this information so that we know what withdrawal symptoms to prepare you for, and also so that we can plan your treatment”. Reassure the patient that the assessment is confi dential. Before you begin the assessment, ask the patient if he or she has any questions for you. Conducting the assessment Handout 1. Standardised assessment form Handout 1 (seven pages) is a standardised form for conducting assessments of people who use drugs. When conducting the assessment, fi rst use the drug use history form to fi nd out about all drugs the patients has used and how he or she has used them. This form lists different drug types and for each drug asks: • How old were you when you fi rst used this drug? Training manual 15 • How long have you used this drug regularly? • Frequency of use and amount used over the past 3 months • Last episode of drug use • Route of administration • Have you ever overdosed? • Have you ever experienced withdrawal symptoms in the past? Ask the patient these questions for each drug type listed. In addition, if the patient responds that they have injected a drug, ask about injecting behaviours: • Have you ever used a needle or syringe after some one else has used it? • Do you have any infections or sores around where you inject? • Have you been tested for HIV, hepatitis C or hepatitis B? Provide all patients who inject drugs with information about HIV transmission and prevention. If the patient indicates they have previously experienced withdrawal symptoms, ask: • What symptoms did you experience? • What did you do or what medications did you take to relieve these symptoms? • Did you experience any serious complications such as seizures or hallucinations? • Do you have any concerns about your withdrawal? • Do you feel that you are in withdrawal now? If the patient has concerns or is in withdrawal, do your best to alleviate this. Provide accurate information about what symptoms can be expected and how long they may last. If possible, provide medication to relieve symptoms. Ask the patient if he or she has previously undergone treatment for their drug use. Find out what sort of treatment, and whether they found it helpful. Assess whether the patient is drug dependent. This can be done using the Severity of Dependence Scale (SDS). Ask the patient the SDS questions for the main drug or drugs the patient uses. If the patient equals or exceeds the shown cut-off score for a particular drug, it is likely that they are dependent on that drug. Note that the SDS is not used to assess dependence on inhalants. There are no reliable instruments for assessing inhalant dependence; rely on patient reports of previous withdrawals to guide decision-making around inhalant dependence. It is also important to obtain an understanding of how the person’s drug use has affected their daily life. You might say to the patient “thank you for co-operating with the assessment so far. Now, I’d like to ask you a little bit about how drugs have affected your life. Can you tell me about your family?” Ask the patient to describe their: • Family situation – do family members know about your drug use? Are they willing to be a supportive infl uence? • Other close relationships – do you have a girlfriend or boyfriend (remember that some patients may have same-sex partners)? Are you married? Has drug use affected your relationship with this person? Does he/she use drugs? Do you have children? Who 16 Training manual is caring for your children? How many close friends do you have? Do many of your friends use drugs? Make sure the patient understands you don’t want the names of other people who use drugs – you just want to know how drug use has affected the patient’s life. • Employment situation – were you employed before you came to the closed setting? What sort of work have you done in the past? Do you want employment training to help you get a job after you leave the closed setting? A drug dependent patient’s withdrawal can be complicated by medical illnesses. However, the patient may not understand why you want to know about their medical history. Introduce the medical history questions with a phrase such as “now, I’d like to ask you about any medical problems you may have had in the past, or have now. This is very important, as it will help us if you suddenly get sick or if you need medication.” Ask the patient if they have any history of, or currently have: • Seizures or epilepsy • Diabetes • Heart disease • Liver disease • Viral hepatitis • Tuberculosis • Head injury • Physical or intellectual disability (note type of disability) • Allergies to any medications • Any prescribed or over-the-counter medications they are currently taking Female patients should be asked if they are pregnant and offered the opportunity to take a pregnancy test. Many people who use drugs have poor mental health. Ask the patient: • Have you ever been diagnosed with schizophrenia? • Have you ever been diagnosed with depression or bipolar disorder? • Have you ever been diagnosed with post-traumatic stress disorder? •Have you ever been diagnosed with any other mental health problem? • Have you ever deliberately hurt yourself or tried to kill yourself? Do you feel like you may try to hurt or kill yourself? Patients who disclose self-harming or suicidal intent should be referred to a psychiatrist or psychiatric nurse for further assessment and care. They may need to be taken from the closed setting and hospitalised. Administer the Kessler-10 Psychological Distress Scale (K10). This scale provides an indication of levels of psychological distress experienced by the patient. Patients who have been diagnosed with a mental illness, or who are experiencing moderate or severe psychological distress according to the K10, should be provided with specialised psychiatric or psychological care. Patients who have been taking medications for mental health problems should be permitted to continue these.2 2 An exception to this may be patients who began taking benzodiazepines for an anxiety disorder, but have developed dependence. It may be necessary to withdraw these patients from benzodiazepines. Training manual 17 SUB-MODULE 3.2: TREATMENT PLANNING USING THE STEPPED CARE APPROACH Different people have different withdrawal management and treatment needs. Each patient in a closed setting should have a treatment plan: a document that sets out what treatment he or she will be offered while in the closed setting. Developing a treatment plan involves reviewing the patient’s assessment and consulting with the patient as necessary. The patient has the right to be involved in making decisions about what treatment he or she receives, and involving the patient can help to improve patient co- operation with treatment. The treatment plan should be developed using the stepped care approach. Stepped care involves matching treatment to patients based on the least intensive intervention that is expected to be effective. Based on how the patient responds to the chosen intervention, the healthcare worker can ‘step up’ or ‘step down’ the intensity of treatment. This approach optimises the use of resources by reducing unnecessarily intensive treatment. Handout 2. Treatment plan template Handout 2 shows a template of what a treatment plan may look like. To develop a treatment plan, use the patient’s assessment to answer the following questions: Does the patient require withdrawal management? Patients will only need withdrawal management if they are dependent on a drug. To determine if this is the case, check whether the patient’s Severity of Dependence Scale score indicates dependence. Also check whether the patient reported previously or currently Suggested activity: Ask participants to form pairs. Give each participant one case history as provided on pages 93-96. Make sure each pair has two different case histories. Ask the participants to read through their case history, without discussing it with anyone else. Ask that one participant in each pair conduct an assessment of the other, using the standardised assessment form and case history. After 15 minutes, ask participants to swap roles so that each participant has a turn at conducting an assessment and being a patient. The trainer should move around the room observing the pairs and providing comments and assistance as required. After participants have completed their assessments, ask some discussion questions such as: 1. How did it feel to ask people about their drug use and health problems? 2. How does it feel to be asked about personal or embarrassing things by someone you don’t know very well? 18 Training manual experiencing withdrawal symptoms. These are all signs that a patient may require withdrawal management. If the patient is dependent on heroin or other opioids, discuss the option of methadone maintenance treatment (MMT) or other opioid substitution treatment (OST). Patients commencing MMT do not need to undergo withdrawal before starting treatment. Patients who are not dependent on any drug will not need withdrawal management and can commence other treatments immediately If withdrawal management is required, what drug/s is/are the patient withdrawing from? Select the appropriate withdrawal management protocol. If a patient is withdrawing from a drug not discussed in these guidelines, seek assistance from colleagues or access other resources to guide withdrawal management. What is the least intensive treatment that I expect to be effective for this patient? Handout 3. The stepped care approach to treatment planning Based on the patient’s reported drug use, determine the least intensive treatment that you consider will have an impact on the patient. The interventions that are discussed in these guidelines are ranked by their intensity in handout 3. Remember that not all people who use drugs need lengthy treatment; for some people, a brief education session may be all that is required. For others, a two-step treatment plan may be devised, with the patient completing withdrawal management and then stepping down in intensity to psychosocial interventions. See handout 3 for examples of appropriate treatment approaches for different patients. What other patient concerns need to be addressed? Patients may have other medical and psychological concerns that require attention, such as medication for other illnesses. Ensure that these needs are met. Inform the patient about other opportunities in the closed setting, such as vocational training or performance groups. These activities complement the treatments described in these guidelines. If the closed setting has the capacity to provide HIV tests, including pre- and post-test counselling, offer the patients the opportunity to take an HIV test. Testing should only be conducted voluntarily after informed consent has been obtained from the patient. Suggested activity: Select one case history from pages 93-96 and work through the treatment plan template with participants to develop a treatment plan for that case. Training manual 19 Treatment plan review: Stepping up or stepping down Once a treatment plan has been commenced, it is important to regularly evaluate the patient’s progress and determine if the interventions that were used have been useful to the patient. This provides a basis for either ‘stepping up’ - increasing the intensity of the intervention - or ‘stepping down’ - decreasing the intensity of the intervention. If the patient has progressed well in treatment, then the intensity of treatment is reduced. Methods for reducing the intensity of treatment may include: • Reducing the frequency of treatment sessions • Altering the way the session is delivered e.g. providing patients with self-help material instead of a face-to-face session • Ending treatment If the patient is not progressing in treatment, then the intensity of treatment may need to be increased. Methods for increasing the intensity of treatment may include: • Increasing the frequency of treatment sessions • Introducing new treatment sessions e.g. moving from the brief intervention to the extended intervention • Introducing new issues into treatment sessions e.g. discussing mental health as well as drug use It is important to note that if a person is being successfully treated with methadone maintenance treatment, they should remain on this treatment and be assisted to transfer to community- based methadone treatment when they leave the closed setting. They should not be stepped down to a less intensive treatment while still in the closed setting.
Module 4: Withdrawal management This module is divided into seven sub-modules: • Introduction to withdrawal management • Withdrawal management for opioid dependence • Withdrawal management for benzodiazepine dependence • Withdrawal management for stimulant dependence • Withdrawal management for alcohol dependence • Withdrawal management for inhalant dependence • Withdrawal management for cannabis dependence 22 Training manual SUB-MODULE 4.1: INTRODUCTION TO WITHDRAWAL MANAGEMENT Withdrawal management (WM) refers to the medical and psychological care of patients who are experiencing withdrawal symptoms as a result of ceasing or reducing use of their drug of dependence. Sometimes the term ‘detoxifi cation’ is used to describe withdrawal management. However, ‘detoxifi cation’ has different meanings for different people; the term ‘withdrawal management’ is much more easily understood. Some people in closed settings won’t need withdrawal management. People who are not dependent on drugs will not experience withdrawal and hence do not need WM. Patients who are opioid dependent and consent to commence methadone maintenance treatment do not require WM; they can be commenced on methadone immediately. It is very common for people who complete withdrawal management to relapse to drug use. It is unrealistic to think that withdrawal management will lead to sustained abstinence. Rather, withdrawal management is an important fi rst step before a patient commences psychosocial treatment. Providing withdrawal management in a way that reduces the discomfort of patients and shows empathy for patients can help to build trust between patients and treatment staff of closed settings. Standard care for withdrawal management Patients in withdrawal should be accommodated away from patients who have already completed withdrawal. Healthcare workers should be available 24 hours a day. Workers should include: • A doctor who sees patients on admission and is on call to attend to the patient in case of complications; • Nurses, who are responsible for monitoring patients in withdrawal, dispensing medications as directed by the doctor and providing the patient with information about withdrawal. The WM area should be quiet and calm. Patients should be allowed to sleep or rest in bed if they wish, or to do moderate activities such as walking. Offer patients opportunities to engage in meditation or other calming practices. Patients in withdrawal should not be forced to do physical exercise. There is no evidence that physical exercise is helpful for WM. Physical exercise may prolong withdrawal and make withdrawal symptoms worse. Patients in withdrawal may be feeling anxious or scared. Offer accurate, realistic information about drugs and withdrawal symptoms to help alleviate anxiety and fears. Do not try to engage the patient in counselling or other psychological therapy at this stage. A person in withdrawal may be vulnerable and confused; this is not an appropriate time to commence counselling. Handout 4. Behaviour management strategies Training manual 23 During withdrawal some patients may become disruptive and diffi cult to manage. There may be many reasons for this sort of behaviour. The patient may be scared of being in the closed setting, or may not understand why they are in the closed setting. The patient may be disoriented and confused about where they are. In the fi rst instance, use behaviour management strategies as described in Handout 4 to address diffi cult behaviour (the trainer may wish to read through this handout with participants). Handout 5. Symptomatic medications for withdrawal management Withdrawal symptoms vary according to the drug of dependence and severity of dependence, but often include nausea, vomiting, diarrhoea, anxiety and insomnia. Handout 5 provides guidance on medications for alleviating common withdrawal symptoms. SUB-MODULE 4.2: WITHDRAWAL MANAGEMENT FOR OPIOID DEPENDENCE Opioids are drugs such as heroin, opium, morphine, codeine and methadone. Opioid withdrawal can be very uncomfortable and diffi cult for the patient. It can feel like a very bad fl u. However, opioid withdrawal is not usually life-threatening. There are some patients who should NOT complete opioid withdrawal: • Pregnant women: It is recommended that pregnant women who are opioid dependent do not undergo opioid withdrawal as this can cause miscarriage or premature delivery. The recommended treatment approach for pregnant, opioid dependent women is methadone maintenance treatment. • Patients commencing methadone maintenance treatment do not need to undergo withdrawal before commencing treatment. Opioid withdrawal syndrome Short-acting opioids (e.g. heroin): Onset of opioid withdrawal symptoms 8-24 hours after last use; duration 4-10 days. Long-acting opioids (e.g. methadone): Onset of opioid withdrawal symptoms 12-48 hours after last use; duration 10-20 days. Symptoms include: • Nausea and vomiting • Anxiety • Insomnia • Hot and cold fl ushes • Perspiration • Muscle cramps • Watery discharge from eyes and nose • Diarrhoea Observation and monitoring Handout 6. Short Opioid Withdrawal Scale (SOWS) 24 Training manual Patients should be monitored regularly (3-4 times daily) for symptoms and complications. The Short Opioid Withdrawal Scale (SOWS), as shown in Handout 6, is a useful tool for monitoring withdrawal. It should be administered 1-2 times daily. To use the SOWS, simply ask the patient to rate each listed symptom on the scale of zero to three, where zero means the symptom is not present to three meaning the symptom is severe. A total score is calculated by adding each symptom score. This score is then used to guide withdrawal management, with scores of zero to ten suggesting the patient requires only symptomatic medication; ten- 20, that the patient requires symptomatic or opioid medication, and greater than 20, that the patient requires opioid medication. Management of mild opioid withdrawal Patients should drink at least 2-3 litres of water per day during withdrawal to replace fl uids lost through perspiration and diarrhoea. Also provide vitamin B and vitamin C supplements. Symptomatic treatment and supportive care are usually suffi cient for management of mild opioid withdrawal. Management of moderate to severe opioid withdrawal As for management of mild withdrawal, but with the addition of clonidine or opioid medications such as buprenorphine, methadone or codeine phosphate: Opioid withdrawal management using clonidine Handout 7. Clonidine for opioid withdrawal management Handout 7 describes the use of clonidine in opioid withdrawal management. Clonidine is an alpha-2 adrenergic agonist. It can provide relief to many of the physical symptoms of opioid withdrawal including sweating, diarrhoea, vomiting, abdominal cramps, chills, anxiety, insomnia, and tremor. It can also cause drowsiness, dizziness and low blood pressure. Clonidine should be used in conjunction with symptomatic treatment as required. It should not be given at the same time as opioid substitution. Measure the patient’s blood pressure and heart rate before administering clonidine. Continue to monitor blood pressure and cease clonidine if blood pressure drops below 90/50mmHg. Opioid withdrawal management using buprenorphine, methadone or codeine phosphate Handout 8. Buprenorphine, methadone and codeine phosphate for opioid withdrawal management Handout 8 describes the use of various opioid medications for opioid withdrawal management. Buprenorphine is the best opioid medication for management of moderate to severe opioid withdrawal due to its faster onset and superior symptom management, but methadone and codeine phosphate are also useful in the management of moderate to severe opioid Training manual 25 withdrawal. More detail on the use of each medication is provided in the guidelines, but there are some basic rules that apply to all three opioid medications: • The dose of the opioid medication should be reviewed on a daily basis and the dose adjusted based upon how well the symptoms are controlled and the presence of side effects. • The greater the amount of illicit opioids used by the patient, the larger the dose of opioid medication required to control symptoms • Symptoms that are not satisfactorily resolved using opioid medications can be managed using symptomatic treatment as required. Follow-up care Acute opioid withdrawal is followed by a protracted withdrawal phase that lasts for up to six months and is characterised by a general feeling of reduced well-being and strong cravings for opioids. This craving often leads to relapse to opioid use. To reduce the risk of relapse, patients should be engaged in psychosocial interventions such as described later in these guidelines. Patients who repeatedly relapse following withdrawal management are likely to benefi t from methadone maintenance treatment or other opioid substitution treatment. All opioid dependent patients who have withdrawn from opioids should be advised that they are at increased risk of overdose due to reduced opioid tolerance. Should they use opioids, they must use a smaller amount than usual to reduce the risk of overdose. SUB-MODULE 4.3: WITHDRAWAL MANAGEMENT FOR BENZODIAZEPINE DEPENDENCE Benzodiazepines are central nervous system depressants. They are used to treat anxiety and sleeping disorders. When used appropriately, they are very effective in treating these disorders. However, when used for an extended period of time (e.g. several weeks), dependence can develop. Benzodiazepine withdrawal syndrome Benzodiazepines can have short or long durations of action. This affects the onset and course of withdrawal. Short-acting benzodiazepines include oxazepam, alprazolam and temazepam. Withdrawal typically begins 1-2 days after the last dose, and continues for 2-4 weeks or longer. Long-acting benzodiazepines include diazepam and nitrazepam. Withdrawal typically begins 2-7 days after the last dose, and continues for 2-8 weeks or longer Symptoms include: • Anxiety • Insomnia • Restlessness • Agitation and irritability • Poor concentration and memory 26 Training manual • Muscle tension and aches These symptoms tend to be subjective, with few observable signs. In a minority of cases, seizures can occur. Slow reduction of benzodiazepine dose is required to reduce the risk of seizure. Observation and monitoring Patients in benzodiazepine withdrawal should be monitored regularly for symptoms and complications. The severity of benzodiazepine withdrawal symptoms can fl uctuate markedly and withdrawal scales are not recommended for monitoring withdrawal. Rather, the healthcare worker should regularly (every 3-4 hours) speak with the patient and ask about physical and psychological symptoms. Provide reassurance and explanation of symptoms as necessary. Management of benzodiazepine withdrawal The safest way to manage benzodiazepine withdrawal is to give benzodiazepines in gradually decreasing amounts. This helps to relieve benzodiazepine withdrawal symptoms and prevent the development of seizures. Handout 9. Benzodiazepine withdrawal management The fi rst step in benzodiazepine withdrawal management is to stabilise the patient on an appropriate dose of diazepam. Calculate how much diazepam is equivalent to the dose of benzodiazepine that the patient currently uses, to a maximum of 40mg of diazepam, as shown on Handout 9. This dose of diazepam is then given to the patient daily in three divided doses. Even if the patient’s equivalent diazepam dose exceeds 40mg, do not give greater than 40mg diazepam daily during this stabilisation phase. Allow the patient to stabilise on this dose of diazepam for 4-7 days. Then, for patients taking less than the equivalent of 40mg of diazepam, follow the low-dose benzodiazepine reducing schedule on Handout 9. For patients taking the equivalent of 40mg or more of diazepam, follow the high-dose benzodiazepine reducing schedule on Handout 9. The length of time between each dose reduction should be based on the presence and severity of withdrawal symptoms. The longer the interval between reductions, the more comfortable and safer the withdrawal. Generally, there should be at least one week between dose reductions. Generally, benzodiazepine withdrawal symptoms fl uctuate; the intensity of the symptoms does not decrease in a steady fashion as is the case with most other drug withdrawal syndromes. It is not recommended to increase the dose when symptoms worsen; instead, persist with the current dose until symptoms abate, then continue with the dose reduction schedule. Training manual 27 Symptomatic treatment can be used in cases where residual withdrawal symptoms persist. Follow-up care Withdrawal management alone is unlikely to lead to sustained abstinence from benzodiazepines. The patient should commence psychosocial treatment as described in these guidelines. Patients may have been taking benzodiazepines for an anxiety or other psychological disorder; following withdrawal from benzodiazepines, the patient is likely to experience a recurrence of these psychological symptoms. Patients should be offered psychological care to address these symptoms. SUB-MODULE 4.4: WITHDRAWAL MANAGEMENT FOR STIMULANT DEPENDENCE Stimulants are drugs such as methamphetamine, amphetamine and cocaine. Although these drugs vary in their effects, they have similar withdrawal syndromes. Stimulant withdrawal syndrome Symptoms begin within 24 hours of last use of stimulants and last for 3-5 days. Symptoms include: • Agitation and irritability • Depression • Increased sleeping and appetite • Muscle aches People who use large amounts of stimulants, particularly methamphetamine, can develop psychotic symptoms such as paranoia, disordered thoughts and hallucinations. The patient may be distressed and agitated. They may be a risk of harming themselves or others. These symptoms can be managed using anti-psychotic medications and will usually resolve within a week of ceasing stimulant use. Observation and monitoring Patients withdrawing from stimulants should be monitored regularly. Because the mainstay of treatment for stimulant withdrawal is symptomatic medication and supportive care, no withdrawal scale has been included. During withdrawal, the patient’s mental state should be monitored to detect complications such as psychosis, depression and anxiety. Patients who exhibit severe psychiatric symptoms should be referred to a hospital for appropriate assessment and treatment. Management of stimulant withdrawal Patients should drink at least 2-3 litres of water per day during stimulant withdrawal. Multivitamin supplements containing B group vitamins and vitamin C are recommended. Symptomatic medications should be offered as required for aches, anxiety and other symptoms. 28 Training manual Management of severe agitation A minority of patients withdrawing from stimulants may become signifi cantly distressed or agitated, presenting a danger to themselves or others. In the fi rst instance, attempt behaviour management strategies as discussed previously. If this does not adequately calm the patient, it may be necessary to sedate him or her using diazepam. Provide 10-20mg of diazepam every 30 minutes until the patient is adequately sedated. No more than 120mg of diazepam should be given in a 24-hour period. The patient should be observed during sedation and no more diazepam given if signs of respiratory depression are observed. If agitation persists and the patient cannot be adequately sedated with oral diazepam, transfer the patient to a hospital setting for psychiatric care. Follow-up care Acute stimulant withdrawal is followed by a protracted withdrawal phase of 1-2 months duration, characterised by lethargy, anxiety, unstable emotions, erratic sleep patterns and strong cravings for stimulant drugs. These symptoms may complicate the patient’s involvement in treatment and should be taken into account when planning treatment. The preferred treatment for stimulant dependence is psychological therapy that focuses on providing patients with skills to reduce the risk of relapse. SUB-MODULE 4.5: WITHDRAWAL MANAGEMENT FOR ALCOHOL DEPENDENCE Alcohol withdrawal can be very diffi cult for the patient. In rare cases, alcohol withdrawal can be life-threatening and require emergency medical intervention. Hence, it is extremely important to assess patients for alcohol dependence and monitor alcohol dependent patients carefully. Alcohol withdrawal syndrome Alcohol withdrawal symptoms appear within 6-24 hours after stopping alcohol, are most severe after 36 – 72 hours and last for 2 – 10 days. Symptoms include: • Anxiety • Excess perspiration • Tremors, particularly in hands • Dehydration • Increased heart rate and blood pressure • Insomnia • Nausea and vomiting • Diarrhoea 3 Known as Wernicke’s Encephalopathy. Training manual 29 Severe withdrawal may involve complications: • Seizures • Hallucinations • Delirium • Extreme fl uctuations in body temperature and blood pressure • Extreme agitation Observation and monitoring Handout 10. Alcohol Withdrawal Scale and diazepam for moderate/severe alcohol withdrawal Patients should be monitored 3-4 times daily for at least three days for symptoms and complications, using the Alcohol Withdrawal Scale as shown in Handout 10 (two pages). To use the AWS, rate the patient on each of the seven symptoms listed – perspiration, tremor, anxiety, agitation, temperature, hallucinations and orientation. Add up the scores for each symptom to obtain the total AWS score. Use this score to select an appropriate withdrawal management plan. Management of mild alcohol withdrawal (AWS score 1-4) Patients should drink 2-4 litres of water per day during withdrawal to replace fl uids lost through perspiration and diarrhoea. Multivitamin supplements and particularly vitamin B1 (thiamine) supplements (at least 100mg daily during withdrawal) should also be provided to help prevent cognitive impairments3 that can develop in alcohol dependent patients. Provide symptomatic treatment and supportive care as required. Management of moderate alcohol withdrawal (AWS score 5-14) As for management of mild alcohol withdrawal, with diazepam as in Handout 10. If this does not adequately control alcohol withdrawal symptoms, provide additional diazepam (up to 120mg in 24 hours). Monitor the patient carefully for excessive sedation. Once symptoms are controlled, follow the protocol as written. Management of severe alcohol withdrawal (AWS score 15+) As for management of mild alcohol withdrawal, but patients in severe alcohol withdrawal also require diazepam sedation. This may involve very large amounts of diazepam, many times greater than would be prescribed for patients in moderate alcohol withdrawal. Give 20mg diazepam by mouth every 1-2 hours until symptoms are controlled and AWS score is less than 5. Monitor the patient regularly during this time for excessive sedation. In rare cases, alcohol dependent patients may experience severe complications such as seizures, hallucinations, dangerous fl uctuations in body temperature and blood pressure, extreme agitation and extreme dehydration. These symptoms can be life-threatening. As 30 Training manual above, provide 20mg diazepam every 1-2 hours until symptoms are controlled. Be aware that very large doses of diazepam may be needed for this. In cases of severe dehydration, provide intravenous fl uids with potassium and magnesium salts. Follow-up care Withdrawal management rarely leads to sustained abstinence from alcohol. After withdrawal is completed, the patient should be engaged in psychosocial interventions. Patients with cognitive impairments as a result of alcohol dependence should be provided with ongoing vitamin B1 (thiamine) supplements. SUB-MODULE 4.6: WITHDRAWAL MANAGEMENT FOR INHALANT DEPENDENCE Inhalants are substances such as petrol, glue and paint. Inhalant dependence and withdrawal is poorly understood. Some people who use inhalants regularly develop dependence, while others do not. Among heavy users, only some will experience withdrawal symptoms. Inhalant withdrawal syndrome Inhalant withdrawal symptoms can begin anywhere between a few hours to a few days after ceasing inhalant use. Symptoms may last for only 2-3 days, or may last for up to two weeks. Symptoms include: • Headaches • Nausea • Tremors • Hallucinations • Insomnia • Lethargy • Anxiety and depressed mood • Irritability • Poor concentration Observation and monitoring Patients withdrawing from inhalants should be observed every three-four hours to assess for complications such as hallucinations, which may require medication. Management of inhalant withdrawal Patients should drink 2-3 litres of water per day while in withdrawal. Provide a calm, quiet environment for the patient. Offer symptomatic medication as required for symptoms such as headaches, nausea and anxiety. Training manual 31 Follow-up care For up to a month after ceasing inhalant use, the patient may experience confusion and have diffi culty concentrating. This should be taken into consideration in planning treatment involvement. SUB-MODULE 4.7: WITHDRAWAL MANAGEMENT FOR CANNABIS DEPENDENCE Cannabis withdrawal syndrome The cannabis withdrawal syndrome is typically mild, but can be diffi cult for the patient to cope with. Symptoms last between one and two weeks. Symptoms include: • Anxiety and a general feeling of fear and dissociation • Restlessness • Irritability • Poor appetite • Disturbed sleep, sometimes marked by vivid dreams • Gastrointestinal upsets • Night sweats • Tremor Observation and monitoring Patients should be observed every three to four hours to assess for complications such as worsening anxiety and dissociation, which may require medication. As cannabis withdrawal is usually mild, no withdrawal scales are required for its management. Management of cannabis withdrawal Cannabis withdrawal is managed by providing supportive care in a calm environment, and symptomatic medication as required. There is some evidence that lithium carbonate may be an effective medication for cannabis withdrawal management. However, until further research has established the effi cacy of the medication for this purpose, it is not recommended for use in closed settings. Follow-up care The preferred treatment for cannabis dependence is psycho-social care. Patients who have been using large amounts of cannabis may experience psychiatric disturbances such as psychosis; if necessary, refer patients for psychiatric care.
Module 5: Psychosocial interventions This module is divided into 3 sub-modules: • Essentials for conducting psychosocial interventions • Brief psychosocial intervention • Extended psychosocial intervention 34 Training manual SUB-MODULE 5.1: INTRODUCTION TO PSYCHOSOCIAL INTERVENTIONS In this module we will be talking about how you can help patients using psychosocial interventions. Two psychosocial interventions are included in the guidelines: a brief intervention, consisting of four sessions of skills training, and an extended intervention that builds on these sessions with a further four sessions. These interventions are designed to be used in one-on-one treatment sessions, but may be adapted for use with small groups of up to 12 patients. Some of the sessions require patients to read or write; healthcare workers may need to adapt these for patients who have poor literacy. There are a few points that need to be remembered before conducting the psychosocial interventions as described in the guidelines. Staff training The psychosocial interventions should be provided by staff with qualifi cations in psychology, social work or other healthcare disciplines. There should be a clear separation between these staff, and staff who are employed to provide security for the closed setting. Don’t tell the patient what to do It is not the purpose of psychosocial interventions to tell the patient what to do. Only the patient can decide what is best for him or her. Your role is to help the patient develop skills to think about and modify their behaviour. Often patients will ask a question such as “What would you do?” or “What do you think I should do?”. In instances such as these, gently redirect the conversation back to the patient by saying something like “It doesn’t matter what I would do, because I’m not you. Only you can determine what’s best for you”. Maintain a respectful, non-judgmental attitude Patients may have been involved in activities that you disapprove of, including crime, sex work and illegal drug use. It is essential to remember that it is the activity you disapprove of, not the patient. You should always demonstrate respect for the patient. Avoid using words that insult or label the patient, like ‘addict’, ‘criminal’ or ‘prostitute’. Shaming or upsetting a patient will not help them. Encourage the patient to talk Many of the treatment sessions in the psychosocial interventions involve the patient talking about their problems. Generally, you should talk less than the patient. Encourage the patient to talk by asking open-ended questions. These are questions that require more than a ‘yes’ or ‘no’ response. For example: • Can you tell me about yourself? • Can you tell me about your drug use? Training manual 35 Listen carefully to how the patient answers these questions and ask follow-up questions. Acknowledge and praise positive change Many drug dependent people feel unable to help themselves. An important part of drug treatment is giving the patient confi dence and skills to solve their problems• . You can do this by focusing on the patient’s abilities. Show that you believe they are capable of changing their drug use and encourage the patient to believe the same. Acknowledge positive changes in the patient by using praise and small rewards. Maintain confi dentiality As discussed previously, confi dentiality is essential to ethical and effective treatment. Although sometimes very diffi cult in closed settings, discussions between a patient and counsellor are private and must be kept confi dential. A person who has committed a crime or is dependent on drugs is still entitled to privacy and confi dentiality in their dealings with healthcare workers. Involving families in psychosocial interventions It can be helpful to involve the patient’s family in some treatment sessions, particularly drug education and release planning sessions. However, families should only be involved if the patient gives his or her permission. There are some important things to remember before involving a patient’s family in treatment. The patient has the right to determine who is involved in treatment. If the patient does not want a particular family member involved in treatment, they should not be permitted to attend treatment sessions. Some patients will come from families that are violent and abusive. Do not involve a family member who is abusive towards the patient. Don’t assume to know who the patient considers their family – you need to ask the patient who they consider to be their family. Different people have different ideas about what makes up a family. For some patients it will be parents and siblings; for others it might be grandparents; for others a group of friends may be more important than relatives. Some patients may have a spouse, boyfriend or girlfriend that they want to involve in treatment. Remember that some patients will have same-sex partners. Family members who attend treatment sessions should be told that they must not use the treatment session to express anger or hostility towards the patient, and that they must not criticise or humiliate the patient. It is the healthcare worker’s responsibility to make sure family members do not do these things. SUB-MODULE 5.2: BRIEF PSYCHOSOCIAL INTERVENTION The brief psychosocial intervention consists of four sessions: • Drug education • Drug refusal skills • Relaxation training • Release planning 36 Training manual It is designed for people who are experiencing low levels of drug-related harm. The fi rst session, on drug education, can be used on its own with people who use drugs but do not need ongoing intervention. Drug education By helping patients to understand about how drugs work, they can gain a better understanding of how to cope with cravings for drugs. Of course, this means that you need to have a good understanding of how drugs work in the brain and how drug dependence develops. Some of this information was discussed in Module 1, but you may like to do some other reading to learn more about this topic. When talking to the patient about drug dependence, keep the discussion factual. However, don’t just lecture them or tell them a list of facts. Instead, ask the patient what he or she thinks about what you are saying and how it relates to their own experiences. You should discuss the various drug types, both legal and illegal. Describe the way that different drugs affect the central nervous system, as discussed in Module 1. It is very important to make sure the patient understands that: • Many people use drugs and experience no problems • However, some people experience harm when they use drugs, and some people become dependent on drugs • Using drugs or being drug dependent does not mean the patient is a bad or weak person • If a person is drug dependent, they have a medical problem that needs specialised treatment. Discuss the signs of drug dependence, such as tolerance and withdrawal. Point out that if a person doesn’t experience these symptoms, they are probably not dependent on drugs. Explain that drugs cause temporary changes in the way a person’s brain works. For a drug dependent person, this means that he or she may experience cravings for drugs for weeks or even months after they have stopped using them. However, these cravings will get less frequent and less intense over time, and will eventually go away completely. Sometimes, cravings are very diffi cult to resist and the person may use drugs again – he or she may relapse. To avoid this, it is important to develop skills and strategies that the patient can use in their daily life. You will discuss some of these skills and strategies with the patient over the remaining sessions of this intervention. Drug refusal skills Almost all patients will fi nd themselves in a situation where they are offered drugs, even when they are in the closed setting. It can be hard to say no to these offers, so you will help the patient to develop confi dence in their ability to refuse offers of drugs. Saying “no” assertively isn’t just about the words you use – it’s also about body language and tone of voice. We communicate a lot through our body language – how we stand or sit, and whether we make eye contact. One of the most important things to remember when refusing Training manual 37 drugs is to look at the person directly when speaking so that they know you are serious about what you are saying. Similarly, you need to use a fi rm tone of voice that communicates you are serious. Once you have the right body language and tone of voice, there are some simple things that you can say to refuse drugs. Say no fi rst: A simple, “no thanks”, delivered in a fi rm tone of voice, is the best thing to say fi rst. Then, suggest an alternative activity. For example, going for a walk, or playing a game. If you are trying to avoid alcohol, suggest going to get a coffee instead of going to drink beer. Sometimes, people can be quite persistent in pushing you to take drugs. They might say something like “go on, just like we used to”. You need to be assertive and ask the person to stop encouraging you to use drugs. Say that you can only be friends with the person if they respect your choice not to use drugs. Changing the subject of conversation is important too. After saying no, ask the person how he/she has been lately, or how their family are. Finally, avoid excuses and vague answers. In some cultures, it is diffi cult to be assertive in communicating your needs, but you will probably run out of excuses eventually, and vague answers give people the opportunity to keep pushing you to use drugs. It’s better to be direct. Remember, you don’t have to make excuses for not using drugs – it’s your right to say no. Suggested activity: Ask participant to get into pairs and take turns at refusing the other person’s offer to use drugs. The participant offering the drugs should be persistent. Relaxation training Most people experience anxiety, stress or tension at some stage in their lives. Some people use drugs to cope with these negative feelings. Relaxation training is about teaching the patient how to recognise when they are tense, and how to reduce tension and maintain psychological well-being without using drugs. Ask the patient to identify situations or feelings that produce tension or anxiety for him or her. Examples might include relationship or family problems, money diffi culties, or negative feelings like boredom, sadness or anger. Explain to patients that it’s normal to feel tense or anxious occasionally, but sometimes people let their anxiety overwhelm them, and they may use drugs or alcohol to cope. A more productive way of coping is to practice relaxation. Ask the patient if he or she already uses any sort of meditation or other psychologically calming practices such as yoga or tai chi. If so, encourage the use of these practices in addition to the relaxation training you will provide. Also encourage the patient to practice relaxation regularly – at least once a day. This will mean fi nding a quiet place where the person can sit or lie down 38 Training manual comfortably, alone, and focus on relaxation. Handout 11. Progressive muscle relaxation The technique described in Handout 11 is called progressive muscle relaxation. It takes around 15-20 minutes. Use this script as a guide for what to say to the patient. Speak slower than you would in normal conversation and use a gentle, quiet, soothing voice. The * symbol throughout this script represents a pause; pause silently for approximately fi ve seconds per symbol. Pause for 15-20 seconds after each muscle group is relaxed, before moving onto the next muscle group. Once you have completed the session, encourage patients to practice progressive muscle relaxation, or other relaxation techniques, on their own. Suggested activity: Conduct a progressive muscle relaxation session with training participants. At the end, ask participants how they felt doing this task. Release planning Leaving a closed setting and returning home is a stressful time for most patients. It is common for people to begin using drugs again at this time. One way to avoid this is for patients to carefully plan exactly what they are going to do when they leave – where they will go, what they will do during the day and so on. To help patients most effectively, you need to have a good understanding of local organisations that can help drug users. It is important that you are very familiar with a range of local services: • Support groups • Peer-based organisations • Drop-in centres • Services for homeless people • Drug treatment providers, including methadone maintenance treatment providers • Free or low-cost medical clinics • Harm reduction services Suggested activity: Ask participants about some of the local services they can refer patients to. Ask the patient to consider the practical, everyday issues they will face when they leave the closed setting: • Where will you live? • Do other drug users live there? How will this affect you? • How will you earn money for essentials like food and clothing? Also encourage patients to think about how they will avoid illicit drug use: • Boredom is a big problem for many people trying to remain abstinent. What will you do to keep busy? • What will you do if you become stressed, anxious or angry? What strategies will you use to cope with negative feelings? Training manual 39 • It is important to be able to talk to people who support your abstinence, including other former drug users. Do you know and can you contact any former drug users who are now abstinent? Is there a local meeting of Narcotics Anonymous or other support group that you can attend? • What drug treatment options can you access once you return to the community? If you are currently on methadone maintenance treatment, have you discussed with your doctor if and how you can transfer to a community-based methadone program? When discussing these issues, emphasize that it is possible for patients to address these problems and avoid relapse. If you are negative or pessimistic, patients may believe they will be unable to cope with returning to the community. Assist the patient to write their own release plan. It should include: • How they will make sure that their essential needs – food, shelter, income – will be met. • Support services they can access. These may include support groups, peer organisations, methadone maintenance treatment services and other drug treatment services. Provide specifi c information such as names of doctors or counsellors and contact details such as telephone numbers or addresses. Also provide practical assistance, such as helping patients to contact services before they are released. For example, let patients use a telephone in the closed setting for contacting drug treatment services. If the patient is on methadone maintenance treatment, assist the patient to transfer to a community methadone clinic. This will require liaison between the doctor in the closed setting and a doctor in the community. • Harm reduction services they can access in case of one-off occasions of drug use or relapse to regular drug use, for example, outreach services and needle and syringe programs. Again, provide contact details. The patient might not think that they need this information, but it must be remembered that any patient may relapse. If they do, it is essential that they be able to access sterile needles and syringes. SUB-MODULE 5.3: EXTENDED PSYCHOSOCIAL INTERVENTION The extended psychosocial intervention consists of the four sessions contained in the brief psychosocial intervention, and an additional four sessions: • Exploring motivation to change drug using behaviours • Cognitive therapy • Problem solving skills • Craving management These four sessions are for patients who are experiencing greater levels of drug-related harm, including drug dependence. Complete the brief psychosocial intervention sessions before moving on to these sessions, although you may want to leave the release planning session from the brief intervention until the end of the extended intervention. Exploring motivation to change drug using behaviours It can be diffi cult to stop using drugs, especially if you still enjoy using drugs sometimes. In this session, you will guide the patient through a discussion of different aspects of drug use in an effort to make the patient more aware of how drug use affects them and the people around 40 Training manual them. Encourage the patient to talk freely but keep the discussion focused. Discussing these things can be quite diffi cult for some patients. Allow plenty of time for the discussion and don’t interrupt the patient because you want to move on to the next topic. Allow the conversation to move naturally from one topic to the next. First, discuss the positives and negatives about using drugs. For example you could ask the patient: • What are some of the things you enjoy about using drugs? • What are some of the things that you don’t enjoy about using drugs? • Do you think the good things about using drugs outweigh the things you don’t like about using drugs? The next area of discussion may be the health risks associated with drug use. For example: • Do you think that drug use has affected your health? In what way/s? • If the patient is an injecting drug user, discuss some of the risks associated with injecting. As well as HIV infection, this could include discussion of hepatitis C infection, collapsed veins, endocarditis (infection of heart valves) and abscesses. • Do you think that drug use has affected your mental health? In what way/s? • Are you concerned that drug use may affect your health in any other ways? The fi nancial costs of using drugs can be very high. • How much money do you spend on drugs? • Are there things that your money could be better spent on? An interesting technique is the ‘looking back/looking forward’ discussion. • Can you tell me a bit about what your life was like before you began using drugs? • How has your life changed since you started using drugs? • How have you changed since you started using drugs? The aim of this discussion is to encourage the patient to think about reasons for why they might want to change their drug use. The next step is to assist the patient to identify how they might go about changing their drug use. First, summarise what the patient has talked about during the above conversation, and then provide the patient with an opportunity to state the need for change. For example, • What do you think you could do about these things we have talked about? Often, the decision to change drug use can be diffi cult. The patient may be worried about losing friends, or diffi culties they will have to face when they stop using drugs. Explore these worries and provide reassurance. For example, • Is there anything that scares you or worries you about not using drugs? Finally for this session, assist the patient to set some goals for behaviour change. Remember, these have to be the patient’s goals, not yours. Some patients may wish to be abstinent from all drugs, while others may just want to reduce their drug use to a more manageable level. Either way, it is important that the goals the patient sets are realistic and obtainable. For example, • What is your overall goal in relation to your drug use? • Sometimes it helps to set smaller goals that are steps on the way to a bigger goal. Training manual 41 What are some of the smaller goals that you could set on the way to achieving your overall goal? Cognitive therapy Cognitive therapy involves teaching the patient to: • Identify negative or unrealistic thought patterns, and • Challenge these thoughts and replace them with more realistic thoughts Cognitive therapy can be very useful, but it uses concepts that can be diffi cult for some patients to grasp. Patients who are not used to “thinking about thinking” (i.e. analysing how they process thoughts and ideas) can fi nd cognitive therapy diffi cult to understand. It can take some time to get through all the material in this session, so allow extra time or an extra session to see the patient and work through this module. Explain to the patient that thinking infl uences the way we feel and behave. That is, the way we interpret a situation affects how our emotions and behaviour. As an example, imagine you have just knocked over a bucket of water. Some people would respond to this by thinking things like “I’m such an idiot” or “I’m totally useless”. This then leads to them feel that sad or angry. So, an event occurred, the person interpreted it and that made them feel upset. It is very important that the patient understands this concept before you move on the rest of the session. What we will now do is learn how to identify unhelpful thoughts or interpretations of events, and how to challenge and change those thoughts The fi rst step is help the patient identify when they are thinking in negative or unhelpful ways. Have the client identify a situation where they felt strong negative emotions. Break down the situation into the event, the thoughts the patient had about the event, and the feelings they experienced as a result of their thoughts. For example: Event Thoughts Feelings/behaviour e.g. Lost my keys “I’m an idiot” Angry with self, got angry at my children This process can take some time. The main goal at this stage is to get the patient to understand that their feelings are not caused by events; their feelings are caused by how they think about events. Handout 12. Thought monitoring sheet Once the patient understands the basic concept, introduce the idea of thought monitoring. This involves the patient keeping a written record of negative thoughts, and how they made him/her feel, using the Though Monitoring Sheet on Handout 12. Ask the patient to keep a record of negative thoughts for several days. Once the patient is able to identify negative thoughts, the next step is to challenge those thoughts and modify them to be more positive or realistic. 42 Training manual The patient may have noticed some patterns in the negative thoughts they have recorded. There are four main types of negative thoughts: • Rigid, all-or-nothing thinking. For example, a musician might make one mistake during a performance, but thinks to himself “I always make mistakes”. • Over-exaggerating the consequences of negative events. For example, after making a mistake the musician might think “That was a disaster, I’ll never be hired to play again”. • Low frustration threshold. This is an inability to deal appropriately with stress or diffi cult situations. For example, after making a mistake the musician might think “I can’t take this anymore, this is too diffi cult, I quit”. • Depreciation thoughts. These are thoughts that undervalue the self. For example, after making a mistake the musician might think “I am useless, the worst guitar player ever”. Ask the patient if he/she has noticed these negative thought patterns in their own thought monitoring. Discuss the patient’s thought monitoring sheet and the negative thoughts that have been recorded. Next, teach the client how to challenge negative thoughts. Handout 13. Common thinking errors Handout 14. Strategies for challenging negative thoughts Challenging negative thoughts is done by asking four questions about the thought: • What is the evidence for and against what I am thinking? That is, help the patient to understand that there may be a difference between real events and the way the patient is interpreting the events. For example, the musician who made one mistake and thought “I always make mistakes” could look at the rest of his performance and say “well, actually, I only made one mistake the whole time I was playing, so I don’t always make mistakes”. • What are the advantages or disadvantages of thinking this way? Some negative thoughts occur because they actually have advantages for us. For example, the musician might think “I will never be hired to play again”, because that way he can be excited when he is hired again. Help the patient to identify the reasons why they might be thinking the way they do. • Is there a thinking error? Give the patient a copy of handout 13, common thinking errors. Do the patient’s negative thoughts correspond to one of the thinking errors? • What are some alternative ways of thinking about the situation? Have the patient come up with some different thoughts about the event. It can be helpful to ask the patient what a friend might have thought in the same situation. Also give the patient a copy of handout 14, strategies for challenging negative thoughts. It’s important to emphasise to the patient that the object of cognitive therapy is not to make the person happy all the time. Sometimes, it is appropriate to feel upset or distressed. The aim of cognitive therapy is to identify situations where the patient’s response is overly negative, and modify that response to improve psychological well-being. Training manual 43 Problem solving skills Everyone faces problems in their daily life, such as diffi culties with family relationships or diffi culty earning enough money. Sometimes, people take drugs to forget about or avoid their problems. Teaching patients an effective way to solve problems is one way to help reduce the risk of relapse. Handout 15. Six steps of problem solving When working with patients on problem solving, provide a copy of Handout 15, Six steps of problem solving. You then work through these steps with the patient. It can help to use a made-up example, or ask the patient to nominate an example from his or her life. The fi rst step in problem solving is to defi ne the problem. It is easiest to defi ne the problem in terms of why the problem has occurred, or when the problem occurs. Have patients select a problem situation. It may be related to drug use, or it may be related to other diffi culties, such as employment, friends, family or fi nances. If the patient is having trouble identifying a problem, prompt him/her by asking about situations when they feel uncomfortable or negative – this is a good sign that there is a problem. Have patients defi ne their problem in the appropriate section of the handout. If the problem is large, break it down into smaller, more manageable problems and apply the problem solving technique to each. Defi ne exactly what the problem is. For example, a patient may nominate his or her drug use as a problem. This can be broken down into smaller problems, such as: I use drugs to cope with anxiety I am worried I won’t have any friends if I don’t use drugs Drug use is costing me a lot of money Once the patient has defi ned a problem, ask them to ‘brainstorm’ different solutions to the problem. At this stage, there is no criticism of the solutions and no solution is ruled out. Have the patient write down all the potential solutions in the appropriate section of the handout. If the patient is having trouble thinking of solutions, have them think about what they would recommend to a friend with the same problem. The next step is to choose the most appropriate solution. The patient has to choose the solution that is best for him or her. The patient might choose a different solution to what you would choose. You must let the patient choose the option that they believe is best for them. Once a solution has been chosen, it’s time to develop an action plan. This involves breaking down the solution into small steps. For example, if a patient has decided that “learn how to make traditional crafts” is the solution to their problem, the action plan may be: Ask my parents and parent’s friends if they know anyone who teaches traditional crafts Use the internet to fi nd a place that teaches traditional crafts Enrol in a class or ask someone to teach me Attend all my classes and practice at home 44 Training manual Get the patient to write their action plan in the appropriate section of the problem-solving handout. The next step is to undertake the action plan. This may not be practical in a closed setting, but at least the patient has prepared what they may be able to do after release. The fi nal step of problem solving is to evaluate the solution. Has the problem been resolved? It may be necessary to go through the problem solving steps again until an effective solution is reached. Suggested activity: Ask participants to work through the problem-solving handout using a problem from their own or a friend’s life. Allow ten-fi fteen minutes for this exercise. When completed, ask participants for feedback on the problem solving process Craving management It is normal for patients to experience a strong desire to use their drug of choice. This is called a craving. It is important that you take the time to help patients think about how they will manage these cravings to reduce the risk of relapse. There are three components to craving management – recognising, avoiding and coping. In the craving management session, you will go through each of these. This can be quite time- consuming, so you may need to set aside some extra time or an extra session to see the patient and complete this session. First, explain the nature of cravings to the patient. Cravings happen because of cues – situations or feelings that make you want to use drugs. However, if the patient is able to ignore the cravings, they will become weaker and less frequent over time. There are different types of cues that may trigger cravings. • External cues: these are locations (e.g. nightclubs), people (e.g. drug-using friends) or situations (e.g. having extra money) that are associated with using drugs. • Internal cues: these are thoughts or feelings that are associated with using drugs. For example, the person may associate looking forward to going out with using drugs. Ask the patient to identify their own craving cues. It is important that the patient identifi es their own cues, not just ones that you mention. If the patient is unable to identify any cues, ask questions such as: • What people were around the last time you wanted to use drugs? • Where were you the last time you wanted to use drugs? • How were you feeling the last time you wanted to use drugs? • Do you think these people/situations/feelings may be craving cues? The next step is to ask the patient to describe their own cravings. Ask about the following: • Physical symptoms during the craving • Thoughts during the craving • Intensity of the craving • Duration of the craving Training manual 45 • Level of discomfort experienced What does the patient currently do during cravings? Is he or she already using some coping strategies? If yes, provide positive reinforcement. After developing an understanding of the patient’s cravings and the external and internal cues that trigger this patient’s cravings, move onto cue avoidance. Learning to avoid cues is an important part of maintaining abstinence. Some avoidance strategies include: • Reducing contact with friends who use drugs • Avoiding places where drugs are readily available • Getting rid of any remaining drugs the patient has at home or hidden elsewhere • Staying away from places where the patient used drugs Although avoidance is a good start for managing cravings, it cannot be the only strategy the person uses. The patient needs to develop a range of other strategies that can be called on when a craving begins. Some commonly used coping strategies include: • Distraction: Discuss enjoyable activities that the patient can undertake to distract away from the craving to use drugs. Have the patient develop a list of activities that can be used to distract. Examples may include going for a walk or a bike ride, reading, or creative activities such as drawing or writing. • Sharing: Discussing the craving with a trustworthy person can be very useful – it allows the patient to talk about the craving without giving in to it. Help the patient to identify people who may be able to help in this regard. They may be close friends who don’t use drugs, family members, or other former drug users. • Positive self talk: Assist the patient to identify some short, positive messages that can be repeated when a craving occurs. For example, ‘I can cope with this’ or ‘this is temporary and I will get over this feeling soon’. • Think about consequences of drug use: When a person is craving drugs, it is very easy to minimise the negative consequences of drug use and think only about the positive things about using drugs. Explain to patients that during cravings, they should try to think rationally about drug use. That is, they should balance the positives – e.g. I will feel better – with the negatives e.g. I will spend all my money, I might be arrested. It can be helpful for the patient to write down some of their external and internal cues, and how they plan to cope with these. Encourage the patient to include their coping plans in their release plan and carry it around with them so that they can refer to it as needed.
Module 6: Methadone maintenance treatment This module is divided into fi ve sub-modules: • Introduction to methadone maintenance treatment • Entering treatment • Management of dosing • Monitoring methadone maintenance treatment • Ending methadone maintenance treatment 48 Training manual SUB-MODULE 6.1: INTRODUCTION TO METHADONE MAINTENANCE TREATMENT Methadone is an opioid, like heroin or opium. Methadone maintenance treatment has been used to treat opioid dependence since the 1950s. The opioid dependent patient takes a daily dose of methadone as a liquid or pill. This reduces their withdrawal symptoms and cravings for opioids. Methadone is addictive, like other opioids. However, being on methadone is not the same as being dependent on illegal opioids such as heroin: • It is safer for the patient to take methadone under medical supervision than it is to take heroin of unknown purity. • Methadone is taken orally. Heroin is often injected, which can lead to HIV transmission if needles and syringes are shared. • Heroin users often spend most of their time trying to obtain and use heroin. This can involve criminal activity such as stealing. Patients in methadone do not need to do this. Instead, they can undertake productive activities such as education, employment and parenting. Methadone has been included on the World Health Organization’s List of Essential Medicines. This highlights its importance as a treatment for heroin dependence. There has been a great deal of research on MMT. This research has found that • MMT signifi cantly reduces drug injecting; • because it reduces drug injecting, MMT reduces HIV transmission; • MMT signifi cantly reduces the death rate associated with opioid dependence; • MMT reduces criminal activity by opioid users; and • Methadone doses of greater than 60mg are most effective. Handout 16. Methadone maintenance treatment case studies: Hong Kong and Indonesia Suggested activity: Ask for a volunteer to read aloud the case study “The Hong Kong Methadone Maintenance Program from Handout 16. In closed settings, MMT should be available to patients who have been receiving MMT in the community and wish to continue this treatment in the closed setting. It should also be available to patients with a history of opioid dependence who wish to commence MMT. Patients should receive MMT for the entire duration of their detention in the closed setting. This ensures the maximum benefi ts of the treatment are obtained. Rationale for MMT in closed settings In countries where MMT is available in the community, it should also be available in prisons. This is in line with the public health approach to HIV prevention and the principle of equivalence of care. MMT is provided to inmates in prisons in at least thirty countries, including Australia, Canada, Indonesia, Iran, and Spain. There are several compelling reasons for providing MMT to opioid dependent patients in closed settings: Training manual 49 • Reducing risks associated with injecting drug use: MMT in closed settings reduces drug injecting by prisoners. In Australia, a trial of MMT in prison found that despite being in prison, over 80% of inmates starting methadone treatment had used heroin in the previous month; however, after four months of treatment, only 25% of prisoners were still using heroin. By reducing drug injecting, MMT reduces opportunities for HIV to be transmitted between prisoners. • Reducing risk of re-incarceration: Many drug users experience multiple episodes of detention in closed settings. However, patients who remain in MMT after leaving closed settings are less likely to return to closed settings than non-treated heroin users. • Reducing the risk of relapse following release: People who leave closed settings often relapse to regular drug use within a few days or weeks. Being in MMT in the closed setting and then continuing treatment in the community reduces the risk of relapse. Suggested activity: Ask for a volunteer to read aloud the case study “Methadone maintenance treatment in prison in Indonesia” from Handout 16. Required resources It is essential that a methadone maintenance treatment program employs at least one doctor who have been trained in prescribing methadone. Doctors determine the size of the patient’s methadone dose and prepare treatment plans and treatment reviews. Nurses are also required in a methadone maintenance treatment program. Nurses conduct methadone dispensing and supervision of its consumption. Other roles for nurses in methadone maintenance treatment include: • Taking part in treatment reviews and providing reports to clinic doctors • Providing vaccinations (e.g. hepatitis A and B) and referring patients for infectious disease testing (e.g. HIV, hepatitis, sexually transmitted infections, tuberculosis) • Attending to general health needs of patients, for example, dressing wounds and ulcers; assisting with general hygiene and infection control Counsellors are also valuable staff of methadone maintenance treatment programs. Counsellors support medical staff of the program by: • Providing general counselling on issues of concern to patients • Undertaking motivational interviewing with patients to increase motivation to reduce illicit drug use • Providing pre- and post-test counselling for patients seeking testing for HIV or other infectious diseases Methadone should be dispensed via a medical clinic within the closed setting. The clinic must be staffed and open to patients seven days per week. The clinic should maintain adequate supplies of basic fi rst aid and resuscitation equipment. Equipment to measure methadone doses, such as a dispensing pump or measuring cylinder, is required to ensure accurate dosing. Methadone itself must be stored in a secure area within the medical clinic, for example, locked in a room or safe. It should not be obvious to patients that this is where methadone is stored. 50 Training manual Following dosing, patients must move into a supervision room located next to or close to the medical clinic. This is to help prevent diversion of methadone to others. Patients in the supervision room must be monitored for around 15-20 minutes after dosing. Effects of methadone Methadone is a synthetic opioid agonist. This means it produces effects in the body in the same way as heroin, morphine and other opioids. It is taken orally as a tablet or syrup. When an opioid dependent person takes methadone, it relieves withdrawal symptoms and opioid cravings; at the appropriate maintenance dose, it does not induce euphoria. Side effects include: • Disturbed sleep • Nausea and vomiting • Constipation • Dry mouth • Increased perspiration • Sexual dysfunction • Menstrual irregularities in women • Weight gain Most people beginning MMT experience few side effects. Onset of effects occurs 30 minutes after swallowing and peak effects are felt approximately three hours after swallowing. At fi rst, the half-life (the length of time for which effects are felt) of methadone is approximately 15 hours; however, with repeated dosing, the half-life extends to approximately 24 hours. It can take between 3 and 10 days for the amount of methadone in the patient’s system to stabilise. Interactions between methadone and other medications Handout 17. Methadone-medication interactions Interactions between methadone and other drugs can lead to overdose or death. Drugs that depress the respiratory system (e.g. benzodiazepines) increase the effects of methadone. Drugs that affect metabolism can induce methadone withdrawal symptoms. Clinically important drug interactions are shown in this handout. In particular it is important to note interactions between methadone and medications used to treatment HIV and tuberculosis: • The HIV medications nevirapine and efavirenz increase metabolism of methadone, causing opioid withdrawal. Some protease inhibitors (PIs) may have the same effect, especially when associated to a small boosting dose of ritonavir. • The tuberculosis medication rifampicin increases metabolism of methadone and reduces the half-life of methadone. Patients in methadone maintenance treatment can become tolerant to the pain-relieving effects of opioids. In the event that an MMT patient requires pain relief, non-opioid analgesics such as paracetamol can be given. If methadone patients are provided with opioid analgesics, they may require higher than normal doses to experience pain relief. Training manual 51 SUB-MODULE 6.2: ENTERING TREATMENT Indications for methadone maintenance treatment Methadone maintenance treatment is indicated for patients who are dependent on opioids or have a history of opioid dependence. In closed settings, it is important to remember that patients not currently physically dependent on opioids can benefi t from the relapse prevention effects of methadone maintenance treatment. Patients must also be able to give informed consent for methadone maintenance treatment. Contraindications for methadone maintenance treatment Patients with severe liver disease should not be prescribed methadone maintenance treatment as methadone may precipitate hepatic encephalopathy. Patients who are intolerant of methadone or ingredients in methadone formulations should not be prescribed methadone. Priority patients There are some patients who should commence methadone maintenance treatment without delay: • HIV positive, opioid dependent patients should commence methadone maintenance treatment in order to reduce the risk of drug injection and further HIV transmission in the closed setting • Opioid dependent patients who are receiving treatment for HIV or hepatitis C should also commence treatment without delay • Patients with a history of opioid overdose in closed settings, or self-harming/suicidal behaviour in relation to opioid dependence should commence treatment so as to avoid potential deaths in the closed setting. • Pregnant, opioid dependent women should commence methadone maintenance treatment as soon as possible. Methadone is safe for both mother and child throughout pregnancy. Pregnant women should be assessed and dosed in the same manner as other patients. Should a patient fall pregnant while in MMT, she can be maintained on her usual daily dose. In the last trimester of pregnancy, it may be necessary to increase the daily dose in order to adequately control withdrawal symptoms. Babies born to mothers on methadone maintenance treatment may experience a withdrawal syndrome, which should be managed by a postnatal care specialist. • Patients who have been receiving methadone maintenance treatment in community settings should commence treatment at the same dose that they were receiving in the community. It is very important that the patient’s treatment is not interrupted unnecessarily; hence, the closed setting should have a procedure in place for people who are detained while on methadone. Risks and precautions There are few risks associated with the long-term use of methadone. Methadone does not damage any of the major organs or systems of the body. There are few side effects of 52 Training manual methadone and those that do occur are less harmful than the risks associated with illicit opioid use. The major risk associated with methadone is overdose. Overdose is a particular concern in the initial stages of MMT and when methadone is used in combination with other depressant drugs. Methadone overdose may not be obvious for three to four hours after ingestion. Patients should be closely monitored during the fi rst week of treatment for signs of overdose, including: • Pinpoint pupils • Nausea and vomiting • Dizziness • Excess sedation • Slurred speech • Snoring • Slow pulse and shallow breathing • Frothing at the mouth • Unconscious and unable to be roused Overdose is more likely to occur if the patient is using other drugs that depress the central nervous system e.g. alcohol, benzodiazepines or opioids. Patients should be informed of the risks of using these drugs in combination with methadone. In case of overdose, naloxone should be administered. This reverses the effects of methadone. Because methadone has a long half-life, a single dose of naloxone is usually insuffi cient to ensure patient safety. Provide a prolonged infusion or multiple doses of naloxone over several hours. Patients who have overdosed should be transferred to a hospital and monitored for at least four hours. Methadone should be prescribed with caution to patients who are using other drugs, particularly those that depress the central nervous system (e.g. alcohol, benzodiazepines). Patients should be advised of the increased risk of overdose associated with using methadone in combination with other drugs. Methadone should be prescribed with caution in patients with: • Asthma and other respiratory conditions • Hypothyroidism • Adrenocortical insuffi ciency • Hypopituitarism • Prostatic hypertrophy • Urethral stricture • Diabetes mellitus Informed consent and treatment planning Handout 18. Methadone maintenance treatment patient information sheet and consent form Training manual 53 Before beginning MMT, the patient must be given enough information for him or her to make an informed decision about commencing treatment. The patient should be told: • The rationale for methadone maintenance treatment • The reasons it has been recommended to treat their opioid dependence • Side effects and risks of treatment • Expected length of treatment • Other treatment options As part of informed consent, all tell the patient about the rules that must be followed to receive methadone treatment. For example: • Patients consume their complete dose in front of dosing staff and do not give or sell any part of their dose to others. • No violence or threats of violence against staff or other patients • The patient is to attend consultations with their doctor as required • Consequences for breaching these rules The patient should be given a patient information statement, similar to Handout 18 (two pages), containing all of the above information and asked to read it. If the patient cannot read, the patient information statement should be read aloud. If the patient is happy to begin treatment after this process, he or she should sign a consent form to this effect as sample consent form is also shown on Handout 18. After obtaining informed consent from the patient, develop a treatment plan that outlines the patient’s starting dose and the schedule by which doses will increase. Follow the treatment plan process as discussed in Module 3. The fi rst dose Handout 19. Methadone maintenance treatment dosing fl owchart The fi rst dose of methadone given to a patient is low. The size of the dose is gradually increased until the maintenance dose is reached. The maintenance dose is the amount of methadone the patient requires to prevent opioid withdrawal symptoms. The fi rst dose of methadone should be between 10-30mg. Patients who have recently used opioids can be given a fi rst dose at the higher end of this range. The fi rst dose given to a patient who has not recently used opioids should be no greater than 10-20mg. When determining the size of the fi rst dose, keep in mind that deaths from methadone overdose in the fi rst two weeks of treatment have occurred at doses as low as 40-60mg per day. Observe the patient 3-4 hours after the fi rst dose has been taken. If the patient is showing signs of overdose, continue to monitor the patient at fi fteen minute intervals. If the patient enters a coma, administer naloxone as a prolonged infusion. Provide the same dose daily for three days. The patient will experience increasing effects from the same dose over this time. After the fi rst three days, assess the patient’s withdrawal symptoms. If the patient is experiencing withdrawal, increase the dose by 5-10mg every three days. Dose increases should not be greater than 20mg per week. 54 Training manual Monitor the patient for signs of withdrawal and intoxication and adjust the methadone dose accordingly to fi nd the patient’s maintenance dose. This process may take several weeks. The maintenance dose will usually be between 60-120mg, but may be higher or lower, depending on the patient’s history of opioid use. SUB-MODULE 6.3: MANAGEMENT OF DOSING Patients in methadone maintenance treatment must be dosed once every day. Methadone dosing must be strictly managed in order to minimise diversion. Diversion refers to patients giving or selling their methadone to others for other’s use: • A patient may deliberately not swallow, or swallow and then vomit, their dose in order to sell it or give it to another resident • A patient may be forced by another resident to give their dose away A well-managed program will have minimal problems with diversion. The following guidelines for the management of dosing have been written so as to minimise the risk of diversion. Dosing procedure Dosing should be conducted by nurses or other health professionals under the supervision of nurses. 1. The patient (or a group of patients) is escorted to the medical clinic by a security offi cer. The security offi cer must ensure the patient: a. Has their sleeves rolled up b. Is not holding anything (other than an identifi cation card, if required) c. Does not have any containers hidden in their clothing d. Has no absorbent material such as a sponge in their mouth 2. The nurse or other staff member conducting dosing must identify the patient. This can be done using a photograph attached to the patient’s fi le, or an identifi cation card held by the patient. It is crucial that the patient is correctly identifi ed each time they are dosed 3. Assess the patient for signs of intoxication: a. Watch for unsteady gait (e.g. stumbling while walking) b. Engage the patient in conversation to assess coherence of speech c. Check for constricted pupils. d. If the patient is intoxicated, do not dose. Patients who present for dosing while intoxicated should be reviewed as soon as possible by the prescribing doctor and dosing nurses. Continued drug use despite being in treatment may be a sign that patient’s methadone dose is inadequate for controlling their withdrawal symptoms. Therefore, the dose may need to be increased. 4. Check the patient’s fi le for the size of their dose. Dispense the appropriate amount of methadone into a dosing cup. If desired, add water to the cup to dilute the methadone. Provide the cup to the patient and watch the patient consume the dose. 5. Ensure the patient places the dosing cup in a designated waste bin inside the clinic. Training manual 55 6. Ensure the patient has swallowed the dose. Ask the patient to drink a glass of water or speak. 7. Record the dose provided in the patient’s fi le 8. Isolate patients receiving methadone in a post-dosing supervision room for 15-20 minutes. While in this room, patients should be supervised by security or healthcare workers. Staff should observe patients carefully to minimise the possibility of diversion. Missed doses Handout 20. Methadone dosing for patients who have missed doses or vomited Patients are required to attend the clinic daily for dosing unless other special arrangements are made. However, patients may sometimes miss doses. They may choose not to attend for dosing, or may miss dosing through no fault of their own. A suggested schedule for dosing patients who have missed doses is shown in handout 20. In all cases, staff should consult with patient as to why they did not present for dosing, as you may be able to assist the patient in resolving problems that have prevented them from attending the clinic. Vomited doses Sometimes, patients may vomit their dose before it is absorbed into the body. Handout 20 provides advice on re-dosing patients who have vomited. In all cases, consult with the patient to determine if they have been harassed or forced to vomit their dose to give to someone else. Recording dispensed amounts Medical clinics dispensing methadone should maintain clear records of the amount of methadone dispensed each day, and the amount of methadone stored on the premises. Records should also be kept of accidental spillage of methadone. Discrepancies between the actual amount of methadone on the premises and the amount recorded as being on the premises should be investigated by an independent staff member. SUB-MODULE 6.4: MONITORING MMT Treatment reviews Because MMT is a long-term treatment, it is important to regularly monitor patient progress. At the commencement of MMT, treatment review should occur weekly. After two months in treatment, the frequency of treatment reviews can be reduced to once every four to six weeks. 56 Training manual Treatment reviews should be conducted by the doctor in consultation with the patient and dosing staff. The following should be discussed with the patient at a treatment review: • Suitability of the current methadone dose, withdrawal symptoms and side effects, requests for dose increases • Other medications the patient is taking • Physical and psychological health • Current drug use, including signs of injecting drug use • Review of treatment goals Patients who are using illicit drugs, are suspected of diverting their methadone dose, or have recently had their dose increased or decreased should attend treatment review meetings weekly. Urine drug screening Analysis of a patient’s urine for evidence of illicit drug use is expensive and will not stop patents from using other drugs. Furthermore, results can be unreliable. There is no evidence that punishing patients for returning positive urine samples results in decreased illicit drug use. Urine drug screening should only be used for therapeutic purposes, for example, when a patient is suspected of using drugs and confi rmation of this is required. This provides information that the doctor can use to identify if the patient’s treatment needs are being met. For example, if a patient’s urine sample shows continued heroin use despite being in MMT, it may be a sign that the patient needs a higher methadone dose. Treatment duration There is no set rule for how long someone should stay in methadone maintenance treatment. However, it is well known that the longer a patient remains in treatment, the better the outcome. Generally, patients should be encouraged to remain in methadone maintenance treatment for the length of their detention, and then provided with assistance to continue with treatment after release from detention. Release planning for methadone patients It is recommended that all patients receiving MMT in closed settings be assisted to transfer to a community-based MMT program to continue treatment. Remaining in MMT in the community will help the patient to avoid illicit drug use and HIV risk behaviours such as sharing syringes. It will also reduce the likelihood of drug overdose. Arrangements for transferring the patient’s prescription should be made by the prescribing doctor several weeks before the patient is due for release, in order to allow time for the transfer request to be processed. It can be useful to employ a community liaison offi cer who can assist in arranging transfers between the closed setting and doctors in the local community. Handout 21. Case study: Release planning for prisoners in MMT in Australia Suggested activity: Ask a volunteer to read the case study in Handout 21 aloud Factors to consider when planning a patient’s release include: • Will the patient be living in an area with easy access to a methadone clinic? Training manual 57 • Will the patient be able to afford methadone treatment? Are government-subsidised treatment places available (e.g. for patients living with HIV)? • What other support services can the patient access once released? Withdrawal from methadone prior to leaving the closed setting is not recommended. However, under some circumstances, it may be necessary. The patient may not be able to transfer to a community-based program, or the patients may request dose reductions with the aim of ceasing MMT before he or she is released. Patients should be advised that ceasing MMT prior to release might increase their risk of relapse and drug overdose. If a patient insists on ceasing MMT before release, follow the guidelines we will be discussing in the next sub- module. SUB-MODULE 6.5: ENDING TREATMENT Voluntary cessation of treatment Patients who wish to stop MMT should see their prescribing doctor to discuss their treatment options. The doctor should establish why the patient wants to stop MMT. Reasons for wanting to stop MMT may include: • Belief that methadone is not appropriate in their case • Belief that they no longer need treatment • To avoid problems associated with MMT e.g. side-effects, harassment from others to divert dose • To be “drug-free” prior to release from the closed setting. Each of these reasons is legitimate, but the doctor should ensure the patient is aware of the benefi ts of MMT and has made an informed decision to cease treatment. In particular, patients who wish to cease MMT just before release should be informed of the increased risk of relapse and drug overdose in the weeks following release from a closed setting. If a patient chooses to discontinue treatment, their treatment plan should be revised so that they will start receiving lower doses of methadone over a period of time. The patient should be told that this will happen. First, reduce the dose by 10mg per week until a dose of 40mg per day is reached. From then, reduce the dose by 5mg per week until a zero dose is reached. This schedule is a recommendation only. Rates of dose reduction should be discussed with the patient. If the patient is experiencing withdrawal symptoms, it may be appropriate to maintain the patient on a reduced dose for several weeks before recommencing the reduction schedule. Patients should be provided with additional psychosocial support during the dose reduction period. A patient may begin to reduce his or her dose and later decide that they would prefer to remain in MMT. There should be procedures in place for these patients, and recently discharged patients, to be re-admitted to MMT on request. Involuntary cessation of treatment In some situations, it may be necessary to discharge a patient from MMT for the safety of other patients and/or staff. This may be because of violence or verbal abuse towards other 58 Training manual patients or staff, or repeated incidents of methadone diversion. Before deciding to remove a patient from MMT, consider that the patient: • May become more diffi cult to manage if removed from the methadone program • May recommence or increase illicit drug use Patients who commit minor infractions, for example, illicit drug use or refusal to provide a urine sample, can be disciplined, but should not be made to stop MMT. Methadone doses should never be withheld as punishment to patients. Patients should only be involuntarily removed from the program if their behaviour threatens the health and safety of others. Patients who are made to cease MMT should be placed on the same dose reduction schedule as described for patients voluntarily ceasing treatment. If the patient is considered a serious risk to the safety of staff or other patients, they can be given this reducing schedule of doses in an area away from the clinic, such as their living quarters. Pregnant patients Cessation of methadone maintenance treatment during pregnancy is not recommended. Pregnant women should be provided with information about the benefi ts and risks of methadone during pregnancy. If a woman chooses to stop methadone treatment during pregnancy, it is recommended that dose reductions begin during the second trimester. Dose decreases should be 2.5 to 5mg per week, and the patient should be closely monitored for signs of withdrawal. Training manual 59 Handouts The following pages contain handouts for training participants. These are an essential part of the training process. Provide each participant with a copy of these handouts. List of handouts 1. Standardised assessment form .......................................................................59 2. Treatment plan template ..................................................................................66 3. The stepped care approach to treatment planning ..........................................68 4. Behaviour management strategies ..................................................................69 5. Symptomatic medications for withdrawal management ..................................70 6. Short Opioid Withdrawal Scale (SOWS) .........................................................72 7. Clonidine for opioid withdrawal management ..................................................73 8. Buprenorphine, methadone and codeine phosphate for opioid withdrawal management ..................................................................74 9. Benzodiazepine withdrawal management .......................................................75 10. Alcohol Withdrawal Scale and diazepam for moderate/severe alcohol withdrawal .........................................................................................76 11. Progressive muscle relaxation .......................................................................78 12. Thought monitoring sheet ..............................................................................80 13. Common thinking errors ................................................................................81 14. Strategies for challenging negative thoughts ................................................82 15. Six steps of problem-solving..........................................................................83 16. Methadone maintenance treatment case studies: Hong Kong and Indonesia .............................................................................84 17. Methadone-medication interactions...............................................................85 18. Methadone maintenance treatment patient information sheet and consent form ..................................................................................................86 19. Methadone maintenance treatment dosing fl owchart ....................................89 20. Methadone dosing for patients who have missed doses or vomited .............89 21. Case study: Release planning for prisoners in MMT in Australia ..................90 1. Standardised assessment form Patient name Date of birth Patient record number Date of admission Assessment conducted by Date of assessment 60 Training manual D ru g us e hi st or y D ru g: (F or e ac h ca te go ry lis t t he s pe ci fi c na m e or ty pe o f dr ug u se d) H ow ol d w er e yo u w h e n yo u fi r st us ed t hi s dr ug ? H ow lo ng ha ve y ou us ed th is d ru g re gu la rly ? D ru g us e in th e la st 3 m on th s: La st t im e dr ug w as us ed : R ou te o f a dm in is tra tio n H av e yo u ev er ov er do se d? H av e yo u e x p e ri e n c e d w it h d ra w a l sy m pt om s in th e pa st ? Fr eq ue nc y of u se A m o u n t us ed ea ch oc ca si on T im e s in c e l a s t us e A m o u n t la st us ed By mouth Smoked Injected Other A lc oh ol H er oi n O th er o pi oi ds B en zo di az ep in es M et ha m ph et am in e/ am ph et am in e C an na bi s E cs ta sy In ha la nt s O th er ↓ ↓ If Y E S a sk ris k be ha vi ou r qu es tio ns If Y E S a sk w ha t sy m pt om s? Training manual 61 Injecting behaviours Yes/no If yes, Do you have any sores or infections around your injecting sites? Arrange for medical examination and treatment Have you injected drugs using a needle that had already been used by someone else? Provide information about HIV transmission Have you ever been tested for HIV or hepatitis C? Can you tell me the results? 4 Record test results, if provided: Withdrawal symptoms and previous treatments What withdrawal symptoms did you experience? What did you do, or what medications did you take, to relieve these symptoms? Did they work? Did you experience any serious complications such as seizures or hallucinations? Do you have any concerns about your withdrawal? (If yes, provide information about withdrawal and how it will be managed) Do you feel you are in withdrawal now? (If yes, fi nd out what symptoms and offer symptomatic medication) What treatments for drug dependence have you previously undertaken? Were they helpful? Severity of Dependence Scale 4 Although you may ask patients if they have been tested for HIV, you cannot force them to tell you their test result; it is up to the patient to decide whether to reveal this information 62 Training manual The following questions are about your drug use before coming to this centre. In the last month, what was your primary drug, or the drug that you used the most often? (When reading out the text below, replace “drug” with the type of drug the patient has nominated as his or her primary drug) For each of the next fi ve questions, please indicate the most appropriate response as it applied to your use of “drug”. Never/almost never Sometimes Often Always/nearly always 1. Did you think your use of “drug” was out of control? 0 1 2 3 2. Did the prospect of not using “drug” make you anxious or worried? 0 1 2 3 3. Did you worry about your use of “drug”? 0 1 2 3 4. Did you wish you could stop using “drug”? 0 1 2 3 Not diffi cult Quite diffi cult Very diffi cult Impossible 5. How diffi cult did you fi nd it to stop or go without “drug”? 0 1 2 3 Add the scores for questions 1-5 to obtain the total SDS score for this drug: Compare the total SDS score to the table below to assess dependence on this drug. Drug SDS score indicating dependence Alcohol 3 or more Cannabis 7 or more Heroin, other opioids 5 or more Methamphetamine, amphetamine 4 or more Cocaine 3 or more Benzodiazepines 6 or more Training manual 63 Psychosocial history Can you tell me about your family? (Who are the members of your family? What is your relationship with them like? Does your family know about your drug use? Are they willing to support you after you are released?) Can you tell me about any other signifi cant relationships in your life?5 (Do you have a girlfriend/boyfriend/wife/husband? How has drug use affected your relationship? Does he/she use drugs? Do you have children? Who is caring for them? How many close friends do you have? Do they use drugs? How has drug use affected your relationships with your friends?) Can you tell me about what work or study you did before you came here? (Were you employed? What skills do you have? Do you want employment training to help you get a job after you are released?) 5 Emphasise to the patient that you are asking these questions to fi nd out about how drug use has affected his or her life and relation- ships – you are not asking the patient to give you names of other drug users. 64 Training manual Medical history Physical health Do you have any history of… Details Seizures or epilepsy? Diabetes? Heart disease? Liver disease? Viral hepatitis? Tuberculosis? Head injury? Physical or intellectual disability? Allergies to any medication? What medications are you currently taking? For female patients: Is there any possibility you may be pregnant? Training manual 65 Mental health Have you ever been diagnosed with… Details Schizophrenia? Depression or bipolar disorder? Post-traumatic stress disorder? Other mental health problems? Have you ever deliberately hurt yourself or tried to kill yourself? Do you feel like you may hurt yourself or want to kill yourself at the moment? Kessler-10 Psychological Distress Scale (K-10) These questions are about how you have been feeling in the past 4 weeks. Please listen to each question and tell me how much it has applied to you over the past 4 weeks – none of the time, a little of the time, some of the time, most of the time, or all of the time. (Read out response options after each question) In the past 4 weeks, None of the time A little of the time Some of the time Most of the time All of the time 1. How often did you feel worn out for no good reason? 1 2 3 4 5 2. How often did you feel nervous? 1 2 3 4 5 3. How often did you feel so nervous that nothing could calm you down? 1 2 3 4 5 4. How often did you feel hopeless? 1 2 3 4 5 5. How often did you feel restless or fi dgety? 1 2 3 4 5 6. How often did you feel so restless you could not sit still? 1 2 3 4 5 66 Training manual 7. How often did you feel depressed? 1 2 3 4 5 8. How often did you feel that everything was an effort? 1 2 3 4 5 9. How often did you feel so sad that nothing could cheer you up? 1 2 3 4 5 10. How often did you feel worthless? 1 2 3 4 5 Add the scores for questions 1-10 to obtain the total K10 score: Compare the total score to the table below to determine level of psychological distress: Score Interpretation 10-19 No/low psychological distress 20-24 Mild psychological distress 25-29 Moderate psychological distress 30-50 Severe psychological distress 2. Treatment plan template 1. Does the patient require withdrawal management? Yes No Justifi cation: Drug dependent Justifi cation: Not drug dependent Previous withdrawal symptoms Opioid dependent and commencing methadone maintenance treatment Current withdrawal symptoms Other: Other: 2. Withdrawal management plan selected: Opioid withdrawal management Benzodiazepine withdrawal management Stimulant withdrawal management Alcohol withdrawal management Training manual 67 Inhalant withdrawal management Cannabis withdrawal management Other: Not applicable; patient does not require withdrawal management 3. Treatment selected: Drug education and information Brief psychosocial intervention Extended psychosocial intervention Methadone maintenance treatment Other: 4. Other patient concerns and how they will be managed: 5. Date for treatment plan review: 68 Training manual 3. The stepped care approach to treatment planning Lowest intensity Highest intensity Drug education Brief psychosocial intervention Withdrawal management Methadone maintenance treatment (for treatment of opioid dependence only) Extended psychosocial intervention Intensity of interventions for stepped care treatment planning Examples of stepped care treatment approaches Presenting problem Appropriate treatment approach Patient uses methamphetamine occasionally, but is not experiencing any drug-related harm and is not dependent Drug education (from the brief psychosocial intervention) Patient is experiencing harms associated with methamphetamine use, but is not dependent Brief psychosocial intervention Patient is methamphetamine dependent Step 1: Stimulant withdrawal management Step 2: Extended psychosocial intervention Patient is heroin dependent Commence methadone maintenance treatment OR Step 1: Opioid withdrawal management Step 2: Extended psychosocial intervention This is by no means a complete list of the presenting problems that may be seen in a closed setting. However, it gives some examples of how to address common presenting problems. Training manual 69 4. Behaviour management strategies6 Behaviour Management strategy The patient is anxious, agitated or panicking Approach the patient in a calm and confi dent manner Reduce the number of people attending to the patient Carefully explain any interventions and what is going on Minimise the risk of self harm The patient is confused or disorientated Ensure the patient is frequently supervised Provide reality orientation – explain to the patient where they are and what is going on The patient is experiencing hallucinations Talk to the patient about what they are experiencing and explain what is and isn’t real Ensure the environment is simple, uncluttered and well lit Protect the patient from harming him or herself and others The patient is angry or aggressive Ensure that staff and other patients are protected and safe When interacting with the patient remain calm and reassuring Listen to the patient Use the patient’s name to personalise the interaction Use calm open ended questions Use a consistent and even tone of voice, even if the patient becomes hostile and is shouting Acknowledge the patient’s feelings Do not challenge the patient Remove source of anger if possible 6 Adapted from NSW Detoxifi cation Clinical Practice Guidelines, Sydney, NSW Department of Health, 1999. 70 Training manual 5. S ym pt om at ic m ed ic at io ns fo r w ith dr aw al m an ag em en t Sy m pt om M ed ic at io n D os e R ou te Fr eq ue nc y C on tra in di ca tio ns In so m ni a Te m az ep am 10 -3 0 m g B y m ou th A s r eq ui re d, b ef or e go in g to b ed B en zo di az ep in e w ith dr aw al Pr om et ha zi ne 25 -7 5 m g B y m ou th A s r eq ui re d, b ef or e go in g to b ed B en zo di az ep in e w ith dr aw al N au se a +/ -v om iti ng M et oc lo pr am id e 10 m g B y m ou th or In tr am us cu la r in je ct io n Ev er y 4- 6 ho ur s a s r eq ui re d up to 3 tim es p er d ay D ys to ni c re ac tio ns Pr oc hl or pe ra zi ne 5m g B y m ou th U p to 3 ti m es p er d ay a s r eq ui re d D ys to ni c re ac tio ns A bd om in al cr am ps Pr op an th el in e 15 m g B y m ou th U p to 3 ti m es p er d ay a s r eq ui re d H y o s c i n e B ut yl br om id e 20 m g B y m ou th U p to 3 -4 ti m es p er d ay a s r eq ui re d fo r u p to 2 -3 d ay s D ia rr ho ea ca us ed by ba ct er ia l in fe ct io n D ia rr ho ea K ao lin m ix tu re 15 -2 0 m l B y m ou th 4 tim es p er d ay a s r eq ui re d Lo pe ra m id e 4 m g in it ia ll y, th en 2 m g B y m ou th 4m g in iti al ly th en 2 m g af te r e ac h un fo rm ed st oo l up to a m ax im um o f 16 m g pe r d ay M u s c l e cr am ps Q ui ni ne su lp ha te 30 0m g B y m ou th 2 tim es p er d ay a s r eq ui re d A lle rg y to q ui ni ne Training manual 71 H ea da ch es an d ot he r pa in s Pa ra ce ta m ol / C o d e i n e ph os ph at e 10 00 m g/ 16 m g B y m ou th P ar ac et am o l/ O rh en ad rin e 90 0m g/ 35 m g B y m ou th 3 tim es p er d ay Pa ra ce ta m ol 10 00 m g B y m ou th 4- 6 ho ur ly a s re qu ire d up to 4 00 0m g pe r d ay Ib up ro fe n 40 0m g B y m ou th 3 tim es p er d ay a s r eq ui re d G as tri c ul ce r G as tri tis A st hm a C el ec ox ib B y m ou th A g it at io n , an xi et y an d re st le ss ne ss D ia ze pa m 5m g B y m ou th 2- 3 tim es p er d ay , r ed uc in g ov er 3 -5 da ys B en zo di az ep in e w ith dr aw al 72 Training manual 6. Short Opioid Withdrawal Scale (SOWS)7 Symptom Not present Mild Moderate Severe Feeling sick 0 1 2 3 Stomach cramps 0 1 2 3 Muscle spasms or twitching 0 1 2 3 Feeling cold 0 1 2 3 Heart pounding 0 1 2 3 Muscular tension 0 1 2 3 Aches and pains 0 1 2 3 Yawning 0 1 2 3 Runny/watery eyes 0 1 2 3 Diffi culty sleeping 0 1 2 3 Add scores for total score: Compare total score to table below to guide withdrawal management Score Suggested withdrawal management 0-10 Mild withdrawal; symptomatic medication only 10-20 Moderate withdrawal; symptomatic or opioid medication 20-30 Severe withdrawal; opioid medication 7 Gossop, M. (1990). The development of a short opiate withdrawal scale. Addictive Behaviors, 15, 487-490 Training manual 73 7. Clonidine for opioid withdrawal management Measure blood pressure and heart rateÎ Î Blood Pressure < 90/50mmHg Or Heart rate < 50 beats per minute Blood Pressure > 90/50mmHg Or Heart rate > 50 beats per minuteÎ Î DO NOT start clonidine treatment Give 75μg of clonidine. Measure blood pressure after 30 minutesÎ Î Blood pressure drops Blood pressure does not drop; Patient is not dizzyÎ Î DO NOT start clonidine treatment Start clonidine treatment Morning Early Afternoon Night Day 1 150 μg 150 μg 150 μg Day 2 150-300 μg 150-300 μg 150-300 μg Day 3 150-300 μg 150-300 μg 150-300 μg Day 4 75 μg 75 μg 75 μg Day 5 75 μg Nil 75 μg 74 Training manual 8. Buprenorphine, methadone and codeine phosphate for opioid withdrawal management Buprenorphine for opioid withdrawal management Recommended dose Day 1 6 mg Day 2 8 mg Day 3 10 mg Day 4 8 mg Day 5 4 mg Methadone for opioid withdrawal management Recommended dose Days 1-4 30 mg Days 5-8 35 mg Day 9 30 mg Day 10 25 mg Day 11 20 mg Day 12 15 mg Day 13 10 mg Day 14 5 mg Day 15 0 mg Codeine phosphate for opioid withdrawal management Recommended dose Days 1-3 240mg/day in 4 divided doses Day 4 210mg/day in 4 divided doses Day 5 180mg/day in 4 divided doses Day 6 150mg/day in 4 divided doses Day 7 120mg/day in 4 divided doses Day 8 90mg/day in 3 divided doses Day 9 60mg/day in 3 divided doses Day 10 30mg/day in 2 divided doses Training manual 75 9. Benzodiazepine withdrawal management Calculating diazepam equivalent doses 5 mg of diazepam is equivalent to: 0.5mg of alprazolam For example: If the patient is using 4 mg of lorazepam per day, this is equivalent to 40mg of diazepam per day. If the patient is using 60 mg of temazepam per day, this is equivalent to 30mg of diazepam per day 3mg of bromazepam 10mg of clobazam 1mg of fl unitrazepam 0.5mg of lorazepam 0.75mg of lormetazepam 5mg of nitrazepam 15mg of oxazepam 2.5mg of midazolam 10mg of temazepam 0.25mg of triazolam Low-dose benzodiazepine reducing schedule Patients using less than 40mg/day diazepam equivalent Time of dose Total daily dose08:00 12:00 20:00 Starting dose 5mg 5mg 5mg 15mg 1st reduction 5mg 2.5mg 5mg 12.5mg 2nd reduction 5mg - 5mg 10mg 3rd reduction 2.5mg - 5mg 7.5mg 4th reduction - - 5mg 5mg 5th reduction - - 2.5mg 2.5mg High-dose benzodiazepine reducing schedule Patients using more than 50mg/day diazepam equivalent Time of dose Total daily dose08:00 12:00 17:00 21:00 Starting dose 10mg 10mg 10mg 10mg 40mg 1st reduction 10mg 5 mg 5mg 10mg 30mg 2nd reduction 5mg - 5mg 10mg 20mg 3rd reduction - - - 10mg 10mg 4th reduction - - - 5mg 5mg Reduction intervals should be at least seven days. 76 Training manual 10. Alcohol Withdrawal Scale8 and diazepam for moderate/severe alcohol withdrawal Date Time Perspiration No abnormal sweating 0 Moist skin 1 Localised beads of sweat e.g. on face and chest 2 Whole body wet from sweat 3 Profuse maximum sweating – clothes, sheets are wet 4 Tremor No tremor 0 Slight tremor upper extremities 1 Constant light tremor upper extremities 2 Constant marked tremor upper extremities 3 Anxiety No apprehension or anxiety 0 Slight apprehension 1 Apprehension or understandable fear 2 Anxiety occasionally accentuated to state of panic 3 Constant panic-like anxiety 4 Agitation Rests normally no sign of agitation 0 Slight restlessness, cannot sit or lie still, awake when others sleep 1 Moves constantly, looks tense, wants to get out of bed but obeys requests to stay into bed 2 Constantly restless, gets out of bed for no obvious reason, returns to bed if taken 3 Maximally restless, aggressive, ignores requests to stay in bed 4 8 Nowak, H. (ed.) (1989). Nursing education and nursing management of alcohol and other drugs. Sydney: CEIDA. Training manual 77 Temperature 37.0°C or less 0 37.1 – 37.5°C 1 37.6 – 38.0°C 2 38.1 – 38.5°C 3 above 38.5°C 4 Hallucinations No evidence of hallucinations 0 Distortion of real objects, aware these are not real if this is pointed out 1 Appearance of totally new objects or perceptions, aware that these are not real if this is pointed out 2 Believes hallucinations are real but still orientated in place and person 3 Believes himself to be in a totally non-existent environment, preoccupied and cannot be diverted or reassured 4 Orientation Fully orientated in time place and person 0 Orientated in person but not sure where he is or what time it is 1 Orientated in person but not time and place 2 Doubtful personal orientation disoriented in time and place; there maybe short bursts of lucidity 3 Disoriented in time, place and person, no meaningful contact can be obtained 4 Total score AWS score Suggested withdrawal management 1-4 Mild withdrawal: Symptomatic medications 5-14 Moderate withdrawal: Follow ‘management of moderate alcohol withdrawal’ protocol 15+ Severe withdrawal: Follow ‘management of severe alcohol withdrawal’ protocol 78 Training manual Diazepam for management of moderate alcohol withdrawal Time of dose: 08:00 12:00 17:00 21:00 Days 1-2 10 mg 10 mg 10 mg 10 mg Day 3 10 mg 5 mg 5 mg 10 mg Day 4 5 mg - 5 mg 10 mg Day 5 - - - 10 mg Diazepam for management of severe alcohol withdrawal: Give 20mg diazepam by mouth every 1-2 hours until symptoms are controlled and AWS score is less than 5. 11. Progressive muscle relaxation Please take off your shoes and sit (or lie on your back) comfortably. Have your legs uncrossed and arms comfortably by your sides. Now, breathe slowly and deeply through your nose. I’m going to ask you to tighten particular muscles, then relax them. Tense the muscles for around fi ve seconds, the relax the muscles for about ten seconds. Start with your feet. Curl your toes downwards and tense your feet muscles for one, two, three, four, fi ve. Now, relax those muscles. Feel the tension slipping away and your breath getting slower. Focus on the sensation of your body relaxing *. Now tense your lower legs. Pull your toes towards you to stretch the calf muscles for one, two, three, four, fi ve. Now relax your lower legs, feel the tension release from your legs**. Tighten your thigh muscles *. Relax, focus on the pleasant feeling of relaxation and warmth in your body. ** Squeeze and tense your buttock muscles *. And now relax. Breathe slowly and deeply, feeling more and more relaxed*. Tense your stomach and chest muscles *. Relax, feeling all the tension drain away from your body **. Make a fi st with each hand and tense the muscles in your forearms *. And relax **. Tense the muscles in your upper arms. * And relax. ** Next, tense the muscles in your back. Push your shoulder blades together. * Now relax the muscles, feeling all the tension in your back loosen and leave your body **. Carefully tense your neck *. And relax **. Tense your jaw *. Now relax, as all the tension in your jaw and neck reduces **. Training manual 79 Squeeze your eyes shut and tense the muscles in your forehead *. Now relax your forehead and eyes **. Continue breathing slowly and deeply. Tense your whole body and hold for a few seconds. * And now relax your whole body. Lie quietly for a few moments, feeling how relaxed your body is.” Allow the patient lie quietly in this relaxed state for at least fi ve minutes, longer if possible. Then, “Now, slowly become aware of your surroundings. Gently move your fi ngers and toes, arms and legs. Slowly open your eyes and sit up. 80 Training manual 12 . T ho ug ht m on ito rin g sh ee t D es cr ib e th e si tu at io n W ha t w er e yo ur th ou gh ts ? H ow d id y ou r t ho ug ht s m ak e yo u fe el ? Training manual 81 13. Common thinking errors9 ‘All or nothing” thinking: Thinking that things are either great, or terrible. For example, If I don’t do well in this exam, I will be a failure at everything in life Overgeneralisation: Expecting that because something has gone wrong once, it will always be the case that everything goes wrong. For example, I relapsed last time I stopped using drugs, so I’ll probably always relapse Mental fi lter: Only seeing the negative things and focusing on them, so that it distorts how you see situations or people. For example, He let me down last time I needed him. He must not care about me at all Changing positives into negatives: Rejecting your positive achievements by making up excuses. For example, I didn’t relapse, but that was only because my father was around. Reaching negative conclusions: Drawing a negative conclusion when there is no evidence to support it. For example, I know they won’t want to talk to me, so why should I try to participate? Over-exaggerating negative consequences: Exaggerating the consequences of an event. For example, If I don’t get the highest test score in the class, everyone will laugh at me Mistaking feelings for facts: Confusing what you feel with the true situation. Just because you feel something, doesn’t mean it’s true! For example, I feel like an idiot does not mean you really are an idiot Personalising: Blaming yourself for anything that is unpleasant or goes wrong. For example, She looks angry – it must be something I have done. Putting yourself down: Undervaluing yourself as an extreme over-reaction to a situation. For example, Well, I don’t deserve any better for being so stupid 9 Jarvis, T., et al. (2005). Treatment approaches for alcohol and drug dependence (2nd edition). Sussex: Wiley & Sons. 82 Training manual 14. Strategies for challenging negative thoughts10 Ask yourself: “Am I over-reacting?”: Is the event or situation really as bad as you think? How likely is it that the worst will happen? How could you cope if the worst really did happen? Think hopefully: Be kind and encouraging to yourself. Say hopeful things to yourself like “Even though it’s diffi cult, I can do this”, or “things can change, it won’t always be like this” Blame the event, not yourself: Everyone makes mistakes. A mistake does not mean you are totally worthless or stupid. Focus on taking action: Focusing on your problems will only make you feel worse. Instead, focus on what you need to do to solve your problems. Be more reasonable in your expectations: Don’t expect yourself or other people to be perfect all the time. Understand that you might make mistakes, and that you can’t please everybody all the time. Focus on good things: What good things have happened recently? What do you like about yourself? What skills do you have that allow you to cope with diffi cult situations? 10Jarvis, T., et al. (2005). Treatment approaches for alcohol and drug dependence (2nd edition). Sussex: Wiley & Sons. Training manual 83 15. Six steps of problem solving Step 1. My problem is…. Step 2. Possible solutions are… Step 3 Positives and negatives of each solution Possible solution Positives Negatives The solution I choose is… Step 4. My action plan Step 5. Carry out my action plan Step 6. How well did my action plan work to solve the problem? 84 Training manual 16. Methadone maintenance treatment case studies: Hong Kong and Indonesia The Hong Kong Methadone Maintenance Program Hong Kong has had a methadone maintenance treatment program since 1972. The program was started in response to rising levels of drug use. More recently, the program has been crucial to controlling the HIV epidemic. Hong Kong methadone clinics have several important characteristics that make them easy for drug users to access: - Low cost of treatment – HK$1 (about 12 US cents) per clinic attendance - Open seven days per week and are open from early in the morning to late at night - Operate on a “low threshold” model – this means that there are few conditions that patients must meet to begin treatment - Non-judgemental approach that includes providing harm reduction information and condoms Research conducted with patients of the Hong Kong methadone program has shown that patients who attend the clinic regularly show reduced levels of drug injecting and HIV risk behaviours. It has also been shown that patients receiving methadone doses of greater than 60mg per day were less likely to use or inject drugs than patients receiving doses of less than 60mg per day. Methadone maintenance treatment in prison in Indonesia Indonesia established a pilot methadone maintenance program in prison in 2005. The program was started as part of Indonesia’s comprehensive HIV prevention strategy for prisons. Other components of the strategy include distributing condoms and bleach (for cleaning used needles and syringes) in prison and providing free antiretroviral treatment for HIV-positive prisoners. Some of the patients in the methadone program are continuing treatment begun in the community, while others have started methadone treatment in prison. Patients who are HIV- positive receive free antiretroviral treatment in addition to methadone. There are plans to expand the methadone maintenance program to other prisons in Indonesia. The success of this pilot program has demonstrated that it is feasible to introduce methadone maintenance treatment in resource-poor closed settings. Training manual 85 17. Methadone-medication interactions Drug Effect Alcohol Increased sedation and respiratory depression Barbiturates Reduce methadone levels, increased sedation and respiratory depression Benzodiazepines Increased sedation and respiratory depression Buprenorphine Increased sedation and respiratory depression OR antagonist effect Carbamazepine Reduced methadone levels Chloral hydrate Increased sedation and respiratory depression Chlormethiazole Increased sedation and respiratory depression Cyclazine & other sedating antihistamines May cause hallucinations Desipramine & other tricyclic antidepressants Increased desipramine levels Fluoxetine, Sertraline & other SSRIs Increased methadone levels Ketoconazole Increased methadone levels Meprobamate Increased sedation and respiratory depression Naltrexone Blocks effects of methadone (long acting) Naloxone Blocks effects of methadone (short acting) – may be required in case of opioid overdose Nevirapine & other non-nucleoside reverse transcriptase inhibitors Decreased methadone levels Phenytoin Decreased methadone levels Rifampicin Decreased methadone levels Rifabutin Decreased methadone levels Ritonavir and other protease inhibitors Decreased methadone levels 86 Training manual Thioridazine Increased sedation and respiratory depression Urine acidifi ers e.g. ascorbic acid Decreased methadone levels Urine alkilisers e.g. sodium bicarbonate Increased methadone levels Zidovudine Increased Zidovudine levels – risk of anaemia Zopiclone Increased sedation and respiratory depression Other opioid agonists Increased sedation and respiratory depression Other central nervous system depressants Increased sedation and respiratory depression See also AIDSinfo, http://www.hivatis.org/, for up-to-date listings of antiretroviral medications and interactions with other drugs. 18. Methadone maintenance treatment patient information sheet and consent form Methadone is a medicine used to treat heroin dependence. It is taken daily to relieve heroin withdrawal symptoms and reduce cravings for heroin. The aim of methadone maintenance treatment is to help you reduce your illicit drug use. Before you begin methadone maintenance treatment, you should be aware of the following: • Methadone is an opioid, like heroin. While in this treatment, you will still be dependent on opioids. But, taking methadone will be much safer than taking heroin. Taking methadone can give you a break from the drug-using lifestyle and give you a chance to work on any social, fi nancial or family problems you are having as a result of your drug use. • Methadone maintenance treatment is a long-term treatment. Some people receive methadone for many months or even years. While in methadone maintenance treatment, you will need to attend the clinic once a day to receive your dose of medicine. • Tell your doctor if you are taking any other medications or herbal remedies as these may interact with methadone, causing health problems. • Some people experience side effects from taking methadone. These include constipation, nausea, feeling tired, perspiring more than usual, a dry mouth and feeling dizzy. • If you begin methadone maintenance treatment, you must avoid taking other opioids such as heroin, codeine, morphine or opium. Taking these drugs in combination with methadone can lead to overdose, which can be fatal. If you drink alcohol, be sure to do so in moderation, as alcohol and methadone in combination can also lead to overdose. • There are other drug treatment options available besides methadone maintenance treatment. Ask your doctor if you would like to know about these. Training manual 87 Should you begin methadone maintenance treatment at this clinic, you will be required to follow these rules: • You must attend for dosing each day • You must attend treatment review sessions with your doctor regularly • You must not sell or give your methadone dose to anyone else. Your dose has been determined based on your level of opioid dependence. Other people may overdose if you sell or give them your dose. If you are being bullied or forced to give your dose to someone, tell a staff member of the clinic • You must not engage in any threatening or violent behaviour towards staff or other patients, or you will be removed from the treatment program 88 Training manual Patient consent form I, , have read (or have been read) the patient information sheet about methadone maintenance treatment. I have been offered the chance to ask questions about this treatment and am satisfi ed that I have the knowledge to make an informed decision about this treatment option. I have been informed of the rules I must follow to continue receiving this treatment, and am aware of the penalties for breaking those rules. I am aware that I can choose to cease this treatment at any time. Signed: Name: Date: Witness signature: Name: Date: Training manual 89 19. Methadone maintenance treatment dosing fl owchart INDUCTION PERIOD 20. Methadone dosing for patients who have missed doses or vomited Dosing for patients who have missed doses Consecutive missed doses Action 1-2 Dose as normal 3-5 Highest of: Half normal dose OR 20mg. Gradually increase dose to previous level 5+ Reassessed by doctor before dosing Dosing for patients who have vomited Vomited dose Action Within 20 minutes, not witnessed by a staff member Do not dose again Within 20 minutes, witnessed by a staff member Provide half normal dose if needed After 20 minutes No action necessary INDUCTION PERIOD 1st dose between 10-30mg No dose increase in first 3 days Increase by maximum of 20mg per week IS THE PATIENT… Craving or using heroin or other opioids? Experiencing side effects? Experiencing withdrawal symptoms? Showing signs of too high a dose? MAINTENANCE Daily dosing with maintenance dose Regular review Adjust dose until answer to all questions is NO All NO One or more YES 90 Training manual 21. Case study: Release planning for prisoners in MMT in Australia Prisoners in New South Wales, Australia, can access methadone and buprenorphine maintenance treatment. Continuity of maintenance treatment between prison and community settings is critical to reducing the risk of relapse to drug use and criminal re-offending. To help patients access community methadone maintenance programs after their release from prison, Justice Health (the organisation providing MMT in prisons) collaborated with community Area Health Services to implement an “in-reach project”. The in-reach project employs community health workers to visit prisoners receiving maintenance treatment who are soon to be released. The health worker assists the patient to arrange to continue methadone treatment in the community. The health worker also identifi es other needs of the prisoner, such as accommodation, education or health needs and refers the prisoner to appropriate services. The objectives of the in-reach project are to: - Minimise drug-related morbidity and mortality in released prisoners - Minimise the barriers to entering methadone or buprenorphine programs - Establish links between health agencies to ensure continuity of treatment between prison and the community - Link patients with other services required to address their individual needs An external evaluation of this project found that over 90% of patients referred to community- based treatment presented to the arranged clinic within 48 hours of release from prison. Training manual 91 Patient case histories The following pages contain patient case histories for use in activities in Module 3. Select the case histories that are most relevant to the participants. 92 Training manual Case history 1: Sumalee Sumalee is a 19 year old woman. She does not drink alcohol, but does use illicit drugs. She has been using methamphetamine for the past two years. Over the past few months, she has been using two or three methamphetamine pills on most days, and this amount is increasing. She also smokes cannabis once or twice a week. She has never tried to stop taking methamphetamine or cannabis before. She does not currently inject drugs, but about one year ago she injected heroin once. She used a sterile needle. She has never been tested for HIV. Sumalee’s parents made her leave home when they found out she was using methamphetamine. She does not see them at all. She has a boyfriend, who also uses methamphetamine. Most of her friends also use methamphetamine. Before she came to the closed setting, Sumalee was earning money as a sex worker. She does not want to keep being a sex worker. Instead, she would like to fi nish school and then train to be a nurse. Sumalee does not have any major physical health issues, but she does have a history of feeling very sad and depressed. She sometimes cuts her arms with a razor blade. She does this when she feels sad or anxious. Training manual 93 Case history 2: Paul Paul is a 17 year old boy. He has been living on the street since he was 12. He ran away from home because his father used to beat him badly. He does not want any contact with his parents now. Since he ran away from home, Paul has been sniffi ng glue. He sniffs glue as often as possible. He also smokes cigarettes sometimes. He doesn’t inject drugs because he doesn’t like needles. The other street children that Paul hangs around with are his only friends, and they all sniff glue too. Paul has never had a job and doesn’t know what kind of job he could do. In the assessment, Paul says he sometimes has seizures. When this happens, he falls over and sometimes hits his head very hard on the ground. He doesn’t have any other major health problems. 94 Training manual Case history 3: Sia Sia is a 22 year old woman. She has been injecting heroin since she was 16 years old. She currently injects heroin every day, usually with a needle that her boyfriend has already used. She will sometimes take benzodiazepines if she can’t get heroin. Sia once managed to stop using heroin for three weeks, but then relapsed. She has also been detained in a compulsory treatment centre once before. She completed withdrawal and spent six months in the treatment centre, but relapsed to heroin use a week after she left the centre. Sia has previously worked in her parent’s shop. Her parents won’t let her work there while she is using heroin, but they will let her work if she undertakes treatment. She doesn’t have any physical health problems that she knows of, but has not been tested for HIV or hepatitis C. Training manual 95 Case history 4: Seng Seng is a 20 year old man. He was bought to the closed setting after being found wandering the streets late at night. He was shouting, even though there was no-one else around. Seng does not know why he is in the closed setting. He does not drink alcohol and does not use illicit drugs. He has a history of being detained by the police, usually because he is being disruptive in public places. Seng’s family want him to live at home, but he is diffi cult to look after because of his erratic and odd behaviour. In the assessment, Seng says that he doesn’t know much about his health. He says that he has been told by a social worker that he might have schizophrenia. He doesn’t take any medication for this. According to the assessment, he has very high levels of psychological distress (as measured by the K10).