Symptoms or medication concerns
Tell the clinical team about worsening symptoms, possible withdrawal, medication effects, missed doses, or new physical concerns. These need an appropriate clinical response, not a lecture about motivation.
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If you want to leave treatment, name the concern, ask for a prompt clinical review, and discuss your options and continuing-care plan. Urgent health or safety needs come first.
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If you want to leave treatment, tell the clinical team what is driving the decision and ask for a prompt review of your concerns, health needs, options, and continuing care. If it is safe to pause for that conversation, use it to get clear information. Urgent medical needs or immediate danger require appropriate help first.
The goal is an informed care decision. It is not a promise to stay in a particular program regardless of your needs. A different service, a higher level of care, or a change in the plan may need to be considered by qualified professionals.
“I am done” may describe several different problems. Ask what needs attention now.
Tell the clinical team about worsening symptoms, possible withdrawal, medication effects, missed doses, or new physical concerns. These need an appropriate clinical response, not a lecture about motivation.
Describe the specific event or concern and ask whom you can speak with privately. Request the program’s patient-rights or complaint process when needed. Do not minimize an immediate threat.
Explain the practical problem and its timing. Ask what resources, care coordination, or verified information may help. Do not assume that a particular benefit, payment, job protection, or outside resource is guaranteed.
Say what changed and what you need explained. Ask about treatment goals, progress, the reason for the recommended care level, and other appropriate options.
“I want to leave because ___. I need to discuss ___ before deciding my next step.” Include time-sensitive needs and symptoms that require attention.
“Do these symptoms need medical evaluation? What are the risks of a gap in my current care? Is this service able to meet my needs?” Ask for an explanation in words you understand.
Discuss adjustments to the current plan, another provider, a different care level, or a coordinated transition when appropriate. Ask which options are available now and what still needs arranging.
Who will help, what will happen, and when? If a referral or appointment is not confirmed, label it as pending rather than treating it as completed.
If you feel unheard, ask to speak with the clinical lead or another appropriate professional. You can ask for your concerns and the options discussed to be documented.
Fictional example: Emery wants to leave after a worrying message about work. Emery is also sleeping poorly and has not explained that to the clinical team.
Emery says, “I am worried about my job and I have not been sleeping. I want to discuss both before deciding what happens next.” The team reviews the health concern and asks what work-related information or practical support may be useful. Any contact with an outside person is discussed with Emery first.
The lesson does not decide whether Emery must stay. It shows how a clinical review and a practical care discussion can replace a decision made without important information.
Should the sleep concern be dismissed as resistance? No. It needs appropriate assessment.
Is an unconfirmed referral the same as arranged continuing care? No. Confirm the provider, appointment, and contact route, or clearly identify what remains pending.
Whether you remain, transfer, or leave the current program, ask for a written plan you understand. Useful questions include:
Stopping benzodiazepines suddenly or reducing them too quickly can cause dangerous withdrawal, including seizures. Ask a qualified clinician about a safe plan. Do not use this lesson to manage alcohol withdrawal or change prescribed medication on your own.
After a period without opioids, tolerance can fall. Returning to a previous amount can cause an overdose. Ask a clinician about overdose prevention, naloxone, and appropriate treatment or referrals. A change in programs should not be treated as the end of care.
For suspected overdose, trouble breathing, seizures, severe confusion, or immediate danger, call 911. Do not delay emergency help in order to finish this worksheet or a routine discharge conversation.
This optional worksheet is unscored. Use brief notes without names or private details. It is not a message to the clinical team; speak with staff directly about urgent concerns. Entries may be lost when you leave or refresh. Protect any copy you print or save.
For family and support people: listen to the stated concern, ask what help is wanted, and encourage direct contact with the clinical team. Avoid threats, shame, or promises about a care option you have not verified. Participate in care coordination with the appropriate permission.
For facilitators: discuss Emery’s fictional example. Ask the group to identify a health concern, a practical concern, and a pending care task. Allow private work or a pass. Do not ask members to judge who “deserves” to leave or stay.
For non-emergency questions about Alpine’s programs or next contacts, contact admissions. Current clients should raise clinical concerns directly with their treatment team. Care recommendations require an appropriate assessment.
No. It identifies a concern that deserves attention. Explain the reason and ask for a review of your needs, options, and next care steps.
No. Report new or worsening symptoms, medication concerns, and possible withdrawal promptly. Immediate danger or serious symptoms require appropriate urgent or emergency care.
Ask for a qualified review of treatment fit and appropriate alternatives. A different provider or care level may need to be considered, with clear coordination and a plan for what happens next.
It should clarify the next provider and appointment, medication contacts, important health instructions, safe transport and destination, required permissions, and any arrangements that are still pending.
Ask whom you can speak with privately, such as the clinical lead or another appropriate professional. Request the program’s patient-rights or complaint process and describe the concern specifically.
An agreed support person can help you prepare questions and practical arrangements. Involvement and information sharing should follow the appropriate permissions and respect your role in the discussion.
The example and worksheet are original educational material. This page does not determine a discharge decision, legal status, or level of care.
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Explore skills for noticing feelings and choosing a helpful response.
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