CBT 3 Cognitive behavioral therapy is generally psychotherapy and behavioral therapy combined. Psychotherapy expresses the importance of personal meaning and our thinking patterns which begin in the stage of childhood. Cognitive behavioral therapy also known as CBT is a short term psychotherapy treatment that uses a concrete approach to problem solving. Its goal is the change the process of thinking for people with difficulties and in bad situation and their behavior with is associated with distress. CBT is
Time of day b. Interviewer bias c. Structured interviews d. Self-monitoring 7. A potential limitation of an initial assessment is that a. the patient’s goal for treatment is identified b. the intake reveals a family history of mental illness c. sometimes the presenting problem or symptom is not the real problem d.
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Principles of safeguarding and protection in health and social care HSC 024 2 3 26 A/601/8574 Unit purpose and aim This unit is aimed at those working in a wide range of settings. This unit introduces the important area of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or alleged. Learning Outcomes The learner will: 1 Know how to recognise signs of abuse Assessment Criteria The learner can: 1.1 Define the following types of abuse: Physical abuse Sexual abuse Emotional/psychological abuse Financial abuse Institutional abuse Self neglect Neglect by others 1.1 Identify the signs and/or symptoms associated with each type of abuse 1.2 Describe factors that may contribute to an individual being more vulnerable to abuse Exemplification An individual will usually mean the person supported by the learner but may include those for whom there is no formal duty of care Factors may include: a setting or situation the individual © OCR 2010 1 Learning Outcomes The learner will: 2 Know how to respond to suspected or alleged abuse Assessment Criteria The learner can: 2.1 Explain the actions to take if there are suspicions that an individual is being abused 2.2 Explain the actions to take if an individual alleges that they are being abused 2.3 Identify ways to ensure that evidence of abuse is preserved Exemplification The actions to take constitute the learner’s responsibilities in responding to allegations or suspicions of abuse.
1.2 Identify problems that individuals with an autistic spectrum condition may havein social interaction and relantionships Communication difficulties may contribute to autistic people becoming socially anxious or depressed or prone to self-injurious behaviours. Significant percentage of people with autism are being diagnosed with co-morbid mood, anxiety and compulsive disorders which may also contribute to behavioural and functioning challenges. 1.3 Outline the problems of inflexibility and restrictveness in activitie and interests and how these may affect individuals on the autistic spectrum Individuals with autism like routine, don't like change, find it difficult to interact with others, are very focused on what interests them (sometimes to the point of obsession) they can easily become anxious and distressed. This makes them inflexible (won't let you change anything, repeat the same actions
Letting them make their own choices but as safely as possible. 2.3 Explain why it is important not to assume that an individual with dementia cannot make their own decisions Can a person with dementia still make their own choices? Why is it important to encourage them to make their own
Understand Mental Well-Being and Mental Health Promotion (Progress 0% - Unit rules satisfied) 1.1 Evaluate two different views on the nature of mental well-being and mental health 1.2a Explain the range of factors that may influence mental well-being and mental health problems across the life span, including: • biological factors 1.2b • social factors 1.3a Explain how the following types of risk factors and protective factors influence levels of resilience in individuals and groups in relation to mental well-being and mental health • risk factors including inequalities, poor quality social relationships 1.3b • protective factors including socially valued roles, social support and contact mental health with individuals and groups 2.1 Explain the steps that an individual may take to promote their mental wellbeing and mental health 2.2 Explain how to support an individual in promoting their mental well-being and mental health 2.3 Evaluate a strategy for supporting an individual in promoting their mental well-being and mental health 2.4 Describe key aspects of a local, national or international strategy to promote mental well-being and mental health within a group or community 2.5 Evaluate a local, national or international strategy to promote mental well-being and mental health within a group or community 1.1 Describe the main types of mental ill health according to the psychiatric (DSM/ICD) classification system: mood disorders, personality disorders, anxiety disorders, psychotic disorders, substance-related disorders, eating disorders, cognitive disorders 1.2 Explain the key strengths and limitations of the psychiatric classification system 1.3 Explain two alternative frameworks for understanding mental distress 1.4 Explain how mental ill health may be indicated through an individual’s emotions, thinking and behaviour 2.1 Explain
SW205: Introduction to Social Work Exam Study Guide Review and be familiar with the concepts listed below. When asked to provide examples to illustrate your understanding of each concept (for example: 6 Core Values, 7 Core Functions, 5 tenets, etc. ), this means, in addition to listing/naming them, that you also provide examples of each item listed. This application demonstrates understanding and attainment of the concept, knowledge learned. If the concept is not identified on the study guide it will NOT be on the exam.
A vulnerable adult is a person defined as aged 18 or over, who either had a dependency on others or a requirement for assistance in the performance of basis function, a severe impairment in the ability to communicate with others, or has the reduced ability to protect themselves from assault or abuse or neglect. This can be result of a learning or physical disability, mental illness (including addiction to drugs or alcohol), or reduction in mental or physical capacity. In March 2000 the ‘no secrets’ department of health guidance was issued under section 7 of the local authority social services act 1970. It places a responsibility on social services to play a co-ordinating role in developing local procedures and policies for the protection of vulnerable adults from abuse. In addition, it states that other statutory agencies should work together in partnership to ensure that appropriate policies are in place and implemented.
Another thing that is similar to the ADOS is the Gilliam Autism Rating Scale. It helps teachers, parents and therapists in finding out whether or not the child has autism or
Explain why carers may experience guilt and stress at the end of life of an individual with dementia 3.2. Describe ways of supporting carers to understand how the end of life process may differ for individuals with dementia 3.3. Describe how others caring for individuals with dementia may experience loss and grief 3.4. Describe ways of supporting carers when difficult decisions need to be made for individuals with dementia at end of life 3.5. Give examples of how to support carers and others to support an individual with dementia in the final stages of their life Unit 656 Understand the impact of the ageing process on older people.