STEP

3
A. Client, client system or program identifying data:
a. Program Evaluation
i. Describe who the program targets and why
1. Adolescents, high school, ages 14 and above
2. Varied diagnoses, depression, anxiety, and adjustment are
primary concerns
ii. How clients are referred to the program
1. PCPs refer to psychologists for eval, psychologists decide if
theyre appropriate based on above criteria and logistics
(willing and can attend) decide if they would clinically benefit,
exclude people who high risk (suicidal)
iii. How other systems affect the program
1. School activities, work schedules, transportation issues,
Geisingers scheduling department not always great
B. Engagement:
a. Program evaluation How are all of these aspects of engagement addressed
in the program?
i. Engagement process used to provide services to client system
1. Warm handoffs from PCPs, psychological evaluation with
family, discuss goals and motivation for treatment, treatment
induction (explain whats involved and if theyre interested)
ii. How are issues of cultural diversity addressed regarding engagement
1. Not very well, everyone is not very culturally diverse and its
not exactly a priority of treatment
iii. Does EBP guide engagement process or do you communicate with
them based on practice wisdom
1. Talk with them about it being EBP, how they work on things in
between sessions, motivational interviewing. And practice
wisdom from experience tell the kids the common reactions
the psychologists get when referring to group, common
comments participants have
iv. Is the client receptive to you or resistant why?
1. Wouldnt put a kid in group if they werent on board with it, its
not worth them filling up a spot that someone who actually
wants to be there would use
2. If theyre somewhat resistant but not totally against it,
encourage them to come to the first group and decide from
there if its something they want to continue
C. Assessment:
a. Report how the program is designed to assess clients/client systems
i. How the program works to identify strengths and resources of clients

1. Values discussion in ACT group (ACT is very values-oriented

and goal-focused), also assess specific strengths in the intake
with individual before group begins
ii. Is the program culturally sensitive?
1. Individualized to the kid and their values (for example: religion
is a value, but they dont have to talk about it if its not
important to them)
iii. Does it help clients overcome social and economic injustices?
1. ACT group doesnt specifically target this unfortunately
D. Implementation:
a. Report plan
i. Intervention efforts
1. Key components of ACT
ii. Termination
1. Fade out frequency of sessions (weekly for 7, 2 meetings 2
weeks apart) Graduation session, keep them going on
assignments
iii. Follow up
1. Encouraged to go out and use skills, but they can come back for
individual follow up if they want
iv. Evaluation
1. What Im doing the pilot study
b. Now that assessment is complete, plan regarding intervention, time line,
review of outcomes, and closing the case
c. Consider the following:
i. What theory/approach selected
1. ACT
ii. How is the plan developed (collaboratively with client/client system)
1. Set curriculum of ACT skills, tailored to individual values and
goals
iii. Does the intervention follow a standard agency guideline?
1. Follows a manual not Geisinger specific
iv. What worked and what didnt work with the intervention chosen and
why? Were goals accomplished? Why or why not?
1. Limitations
a. Time was a HUGE limitation
b. Scheduling issues the second week, only 4 people
showed up
2. Goals
a. Not sure of that yet, will have a better understanding
towards the end of group

v. How and why was the case closed? How was termination/closure
approached with client/client system
1. Termination isnt sudden, group sessions gradually fade out
and they know its coming to an end. They are informed that
they can always come back for follow up help if they need it
vi. How was the outcome of work with client/client system evaluated?
1. Baseline measures in comparisons to final administered
measures
vii. What would you do differently?
1. Theres nothing I could personally do differently. Time was a
huge constraint. I wish I had a longer time to complete this
pilot.
viii. If program eval chosen, report what interventions are used for the
program, how the program addressed termination, follow up, and
evaluation
1. Talk about continuing setting goals and follow up