A technique should serve an agreed care goal. Before introducing an activity, be able to explain what it is intended to help, why it fits this person, and what alternatives exist. A familiar worksheet or appealing method is not sufficient evidence of fit.
How to use this page
Use one deidentified example. Review the proposed activity before offering it; seek consultation when evidence, scope, or suitability is uncertain.
State the intended change
Name a specific goal in the person's own terms. Describe how the technique might contribute and what relevant evidence supports that choice. Distinguish established findings from your clinical hypothesis.
Plan consent and feedback
Explain the activity, its demands, relevant limits, and the option to decline. Agree on what useful change would look like and when to review it. Adapt or stop when feedback indicates that the activity is not helping.
Reflection prompts
Use these questions in conversation, on paper, or in the downloaded PDF. You may adapt or skip a prompt.
What shared goal is this technique intended to address?
What evidence, competence, and contextual information support its use here?
What choices, access needs, or concerns will I discuss before starting?
What feedback or observation will guide continuing, adapting, stopping, or seeking consultation?
Facilitator notes and adaptation
Use interventions within competence and an appropriate care plan. Consider contraindications, relevant evidence, culture, developmental needs, and current safety. Do not substitute worksheet completion for clinical outcome or informed participation. Specialized methods require their own training, assessment, and procedures.
Sources behind the concepts
These sources inform the concepts in this original resource. They do not validate or endorse this specific page.
Professional ethics resources for consent, confidentiality, collaboration, documentation, supervision, and consultation. Check the current applicable code, licensing board rules, law, and organizational requirements.