Mindfulness-Based Interventions (MBI) can be used to help clients who are struggling with a range of mental health conditions, including depression, anxiety, substance use disorders, psychosis, and high levels of stress. These practices can be incorporated into a range of settings, highlighting their versatility. This includes healthcare settings, academic settings, and the workplace. Keep reading to learn how to create a mindfulness-based treatment plan, with an example.
Mindfulness-based treatment plans can help clients increase awareness of their experiences while remaining curious, non-judgmental, and compassionate regarding their experiences. Mindfulness practices can increase awareness of feelings, surroundings, thoughts, and sensations in the body at the moment. These practices can be formal interventions or informal ways of being aware of your everyday life.
Two examples of mindfulness-based programs include Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy. Both of these programs are structured interventions that include weekly mindfulness-based therapy sessions for eight weeks. Comparison studies have found that research into mindfulness-based treatments surpassed research into Cognitive Behavioral Therapy (CBT) between 2018 and 2020. Research is currently evaluating the benefits of mindfulness-based interventions with clients who are struggling with eating disorders, Post Traumatic Stress Disorder (PTSD), Attention Deficit Hyperactivity Disorder (ADHD), and autism spectrum disorder.
Mindfulness-based interventions can be incorporated into self-help educational sessions and group sessions, both of which can be more affordable than individual therapy. Many find that mindfulness-based skills are easier to utilize and implement compared to CBT and other approaches, which can help clients experience the benefits of MBI sooner and over a longer period. Additionally, mindfulness-based interventions are relatively safe interventions to incorporate into sessions. Fewer than one in five trials have reported or indicated adverse effects of mindfulness-based treatments.
Setting Goals and Objectives With Clients in Your Mindfulness-Based Treatment Plan
Before you can begin developing a Mindfulness-based treatment plan, we encourage you to spend time reading over the information you have already received about your client. Depending on your clinical setting, this can include treatment referrals, prior mental health treatment records, diagnostic assessments, or a biopsychosocial assessment. This can help you prepare for your first session, better understand your client’s current symptoms and challenges.
If you regularly incorporate mindfulness-based interventions into your therapy sessions, you likely have go-to skills that you incorporate into sessions. We encourage you to consider the Mindfulness-Based Worksheets available with TherapyByPro. Utilizing worksheets in session allows you to review something physical with your client, which they can then use at a later time when practicing skills in their everyday life. Examples of popular mindfulness-based worksheets with TherapyByPro include:
What to Include in a Mindfulness-Based Treatment Plan + Sample
We will be using the Treatment Plan Template available with TherapyByPro as we develop our mindfulness treatment plan. When creating any treatment plan, it is important to be aware of your client’s current psychological wellness, their capabilities, and available supports. We want to ensure that treatment plan goals and objectives are realistic and appropriate for their current needs. Continue reading to learn about our client, John.
John’s story:
John is a 13-year-old male whose parents reached out to you, his school counselor. John’s mother shared concern about her son’s participation in school, noting that his teacher has reached out about his class participation. John’s mom shared that he says he likes school, but he is uncomfortable when teachers call on him to participate. You decide to meet with John yourself to learn more about his experiences.
Upon meeting with John individually, he shared that he likes learning, but he is uncomfortable when he is called on in class. He explained that typically he feels himself getting warm, gets sweaty hands, and is unable to communicate his thoughts effectively. John denied having these symptoms in other settings and noted that he is worried about giving the wrong answer and embarrassing himself. He noted that he started feeling this way when the school year started about two months ago. John denied experiencing anxiety in social settings and reported having a large network of friends in school. He is currently on the school’s soccer team and enjoys playing with his teammates. John denied having a history of other mental health concerns, trauma, and abuse. He denied experiencing depressive symptoms and the use of tobacco, alcohol, and drugs.
After meeting with John, you speak with his teacher, who explained that his grades are above average and that he appears to have close friends in his class. She noted that she has seen him struggle to participate in classroom discussions and explained that she is confident that he knows the material. His teacher noted that she was aware of the mindfulness group sessions available for students experiencing a range of mild symptoms, including anxiety, and was wondering if he would be a suitable candidate.
Agencies Involved and Plans for Care Coordination
This section of your treatment plan would be where you would coordinate care. At this time, it does not appear relevant to this case; however, if his symptoms intensify or you suspect other mental health concerns, you may offer a referral to a psychologist for diagnostic services. Another option you may consider is to consult his Pediatrician.
Example for John:
Care Coordination: None at this time
Clinical Diagnoses
While John does show signs of anxiety, he does not meet clinical criteria for a diagnosis. For a diagnosis of Generalized Anxiety in Children, John would need to have his symptoms present more days than not for six months. Additionally, anxiety symptoms are usually tied to several events or situations, whereas this appears to be isolated to participating in class. While his symptoms do impair his class participation, he still has grades that are higher than average. Should his symptoms intensify and continue for longer than six months, you can use diagnostic assessments to see if he meets the diagnostic criteria.
Example for John:
Clinical Diagnosis: None at this time
Current Medications and Responses
Based on the information gathered, John is not currently taking medications for medical or mental health concerns. Should this change, you can make the necessary adjustments at a later date.
Example for John:
Current Medications: None at this time
Presenting Problem and Related Symptoms
For the presenting problem section of your treatment plan, you can provide a case conceptualization for your client. The information you make note of should support the diagnosis included in their treatment plan, as well as the goals and objectives that will follow. You may find that reviewing this section before sessions reminds you of your current symptoms and challenges.
Example for John:
John is a 13-year-old male referred by his parents to the school counselor due to concerns regarding limited classroom participation. His mother noted that while John states he enjoys school, he experiences discomfort when called on by teachers. A teacher also reported concerns about his participation in class discussions, despite John’s consistent academic performance.
During an individual session, John expressed that he enjoys learning but feels anxious when unexpectedly called on in class. He described experiencing physiological symptoms, including warmth, sweaty hands, and difficulty verbalizing responses in those moments. John attributed these symptoms to fear of embarrassment or giving an incorrect answer. He reported the onset of these experiences at the start of the current school year, approximately two months ago. He denied similar symptoms in other settings, including social interactions, and noted that he has many friends, is socially active, and participates in team sports. John denied a history of trauma, other mental health conditions, substance use, and depressive symptoms. His teacher confirmed that he performs above average academically and appears socially engaged. Though he likely knows the classroom material, he struggles to contribute verbally. She suggested he may benefit from the school’s mindfulness group for students with mild anxiety symptoms, which he and his parents agreed to.
Goals and Objectives
Your goals and objectives will guide your clinical work. In this case, John is participating in a weekly support group for students who experience mild anxiety in school settings. The purpose of this group is to create a sense of community, experience validation from peers, and learn various mindfulness skills that can improve group members’ ability to manage their anxiety symptoms when they arise.
Goal 1: Increase Awareness of Changes that Occur When Anxiety is Present
Objective 1: John will identify 2 physical and 2 psychological changes that occur when he is called on to speak and class and explore in session.
Objective 2: John will engage in a body scan meditation to bring awareness to tension or stress within his body, observed patterns should be reviewed in session.
Objective 3: John will keep a journal of his anxiety in school, social, and other settings. His log should make note of how long these symptoms lasted.
Goal 2: Improve Ability to Manage Physical Anxiety Symptoms in the Classroom
Objective 1: John will learn two mindfulness breathing strategies that can be used in the classroom discreetly.
Objective 2: Choose a specific breathing strategy that can be used in situations that are known to provoke anxiety.
Objective 3: John will review the effects of these breathing strategies in a group, including the benefits and challenges he has observed.
Goal 3: Increase Awareness of Thoughts and Emotions Related to Classroom Participation
Objective 1: John will track his thoughts and emotions in a daily journal to bring awareness to themes and patterns that he experiences.
Objective 2: John will identify two to three beliefs or repeated thoughts about classroom participation that contribute to his anxiety symptoms.
Objective 3: John will begin using a “pause and notice” mindfulness practice before responding when he is called on in class. The use of these practices will be monitored in group sessions.
Specific Interventions to Be Used
This section of your treatment plan is used to highlight the specific interventions or mindfulness-based interventions that will be used to support your goals and interventions. Over time, you may choose to update this section once he has been able to successfully practice and implement the strategies you originally listed.
Example for John:
Intervention 1: Practice and implement body scans
Responsible Person: John and Counselor A
Intervention 2: Track anxiety symptoms with a log that will be reviewed in sessions
Responsible Person: John
Intervention 3: Learn and implement box breathing
Responsible Person: John and Counselor A
Intervention 4: Daily journal of thoughts and emotions
Responsible Person: John
Intervention 5: Practice and implement brief mindfulness check-ins
Responsible Person: John and Counselor A
Family Involvement
Because of his age, it would be appropriate to be in communication with his parents regarding his progress in group therapy and in classroom participation. This can be brief conversations that are used to check in on changes that are observed at home as well.
Example for John:
Family Involvement: Regular communication with his parents regarding progress in symptoms and classroom participation.
Additional Services and Interventions
At this time, it does not appear necessary to add additional services. At this time, his treatment schedule will include weekly group sessions focused on learning and implementing mindfulness practices to cope with anxiety in classroom settings. Should his symptoms worsen or persist for longer than six months, it may be worth considering individual therapy sessions or a diagnostic assessment.
Example for John:
Additional Services: None at this time.
Estimation for Completion
The estimated time for completion for John can be modified as needed. One of the functions of a support group with his peers is to validate his thoughts, emotions, and feelings. He may experience symptom reduction after 12 weeks of group sessions; however, if more time is required, you can extend his treatment duration to fit his needs.
Example for John:
Estimated Time of Completion: 12 weeks of group sessions focused on mindfulness skill development
Aftercare Plans
Aftercare plans should be written as if John were to stop attending sessions today. Early termination can occur for several reasons. For example, he may find after attending a few group sessions that he is uncomfortable in this setting, in which case it may be beneficial to try individual sessions.
Example for John:
Aftercare Plans: Consult parents about alternative mental health resources and supports in the community.
Final Thoughts On Creating a Mindfulness-Based Treatment Plan
Thank you for reading through this guide on creating a mindfulness-based treatment plan. Mindfulness-based interventions are valuable tools that can be incorporated into various treatment and alternative settings. Mindfulness practices can help individuals who are experiencing mental health disorders, as well as those just find themselves struggling to be in the present moment. With regular use of mindfulness practices, clients can gain a more profound understanding of themselves and experience a decrease in anxiety, worry, tension, and other psychological symptoms.
If you would like to learn more about impactful mindfulness-based interventions for the population that you work with, we encourage you to explore available continuing education and other training opportunities. You may even find that incorporating mindfulness practices into your routine improves your emotional well-being.
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Resources:
- Zhang D, Lee EKP, Mak ECW, Ho CY, Wong SYS. Mindfulness-based interventions: an overall review. Br Med Bull. 2021 Jun 10;138(1):41-57. doi: 10.1093/bmb/ldab005. PMID: 33884400; PMCID: PMC8083197.
