IADLs (Independent living skills)
Once clients are able to manage their symptoms and interact effectively with other people, they’re ready to learn or re-learn the day-to-day skills they need to function independently and make a full recovery. Examples of IADLs in this section include skills such as paying bills, signing lease agreements, using public transportation, doing laundry, transitioning from a R&B to a private apartment, shopping for food, preparing meals, etc.
Reducing dependence on case manager
Explained to Dawnice that the goal of the program is to help her develop skills and access resources so she can live the kind of life she wants to without having to rely on the system. I reminded her how stressful it is for her to have to rely on others to get by from month to month, never knowing for sure whether they will come through for her. I explained that my role as her case manager is to help her make positive changes in her life so that she no longer has to depend on others to get her needs met, and that if I allowed myself to function as a her personal attendant and driver I would be making her more dependent on the system rather than less dependent on it, which is not in her best interest and not supportive of her recovery. I informed Dawnice that there were many alternatives she could utilize to get around on her own, such as public transportation, ACCESS, Uber, and Lyft, and that I would be happy to help her learn to access these resources. I explained that these services would be available to her any time she needed to use them, and that by becoming proficient with them she could reduce or eliminate much of the stress she currently experiences over issues involving transportation. Also, accomplishing tasks on her own will provide her with a string of small successes that could increase her self-confidence and motivation to take on larger tasks.
Calling PCP and scheduling an appointment
Brenda needed to make an appointment with her PCP so I used the call as an example. Explained to Brenda that before she picks up the phone, she should prepare by deciding who she needs to call and being sure she has the right number. Next she should think about any cards or IDs she might need and have them out in front of her. I suggested she remind herself of what she wants and rehearse asking for it, being as concise as possible. I modeled this for her, showing her how to greet the person on the other end, identify herself, and explain what she wanted. Modeled how to briefly summarize her needs without going into a long, drawn-out story with unnecessary details. Explained that before making the call, she should consider appointment times that would work for her, factoring in bus schedules, availability of transportation, her morning routine, etc. Suggested she have a pen and paper handy to jot down notes before, during, and after the call. I modeled writing an appointment time down, reading it back to the person on the other end to confirm I had the right information, and double-checking to be sure I had the correct address for the provider. I then made the actual call to Brenda's PCP and again modeled the skills we had just covered.