This allows the medical staff to use the knowledge they obtained in school in order to help the patients in improving their life. This helps in advancing their lifestyle and promotes good health. There are various types of assessment tools that may be used, all depending on the patient’s current situation. One tool that is currently being used is the Perceived Stress Scale (PSS). It is a measure of the degree to which situation’s in one’s life are appraised as stressful (Cohen, 1988).
(Szpiro 2008) The review utilized Bloom’s Taxonomy of Learning Domains as a framework. Outcome measures included those from cognitive, affective and psychomotor learning domains. The objective of the study was to review the current methods of teaching in the emergency room and the deterrents to education such as patient anxiety, pain and limited time, along with the outcomes and the effectiveness of teaching interventions utilized. Educational methods included discussion, written materials, videos, and at times cartoons (for illiterate or non-English speaking patients) related to the patient’s individual health concerns. In some cases multiple teaching methods was required.
Treatment planning includes a balance of both trauma and behavioral focal point, working on ongoing behavioral problems and behavioral crises, modify distorted thinking so that families could have the knowledge to transfer, and children can learn how to talk through their experiences. Results: Cognitive therapy also incorporated with behavioral therapy practice to manage the behavioral regulation problems that commonly happens in traumatized children. Conclusions: Treating trauma related behavioral problems is a crucial part of trauma-focused treatment and is achievable if practice is done accordingly. This practice is important due to the common nature of behavioral dilemma in traumatized children (Cohen, 2007). CBT 3 Cognitive behavioral therapy is generally psychotherapy and behavioral therapy combined.
Unit 26: Unit code: QCF Level 3: Credit value: Caring for Individuals with Additional Needs M/600/8981 BTEC Nationals 5 Guided learning hours: 30 Aim and purpose This unit aims to enable learners to challenge their attitudes towards individuals with additional needs by introducing models of disability and exploring barriers. Learners will be able to examine the role of health and social care services in providing care and support. Unit introduction Individuals with additional needs have a right to receive the best quality care and support. This unit explores the additional needs experienced by individuals and how these may impact on their health, wellbeing and life opportunities. Individuals with additional needs may need provision from a number of services, requiring organisations to work in partnership to assess needs and provide support.
Anger allows the person to focus or provide a structure to hold on to, pulling them away of the feeling of helplessness or nothingness. A beneficial service a healthcare professional can provide to the patient, friends and family is supportive resources to help deal with the anger. Education on
However, this source examines the role of CF as it relates to school personnel who are dealing with the emotional concerns of students. An effective aspect of this article is the reasoned discussion of primary and secondary stress reactions. The authors explain that secondary traumatization can occur in school personnel who may experience restimulation when exposed to the
Developmental theories that influenced modern psychotherapy and supervision It is accepted that relation between therapist and client, and supervisor and supervisee are analog and similar to the parent – child relation (Hans Strupp) in the way that these relations are reparative and that they can often heal in the present deficits of the past experience between child and caretakers. It's through relationships with caregivers and other people that children learn how to apply and use their emotions, expressions, and emotional understanding that influence their being in later periods of their lives. In connection with this, for gestalt therapists is very important, considering theory of gestalt therapy, to be aware that there are other important and contributing factors except infant experiences, that also strongly influences our life and that we can not put exclusive emphasize on the early experiences. We believe that life is much more than past and that it is shaping in every moment of our life with present experiences, context and supposed future. Also, in gestalt therapy we believe that contact (relation) is in the hart of healing processes.
The Health Belief Model (HBM) is a psychological model that is use in nursing to explain and predict health behaviors of patients diagnosed with chronic disease like MI. In educating the patient using this model, the nurse will focus on the attitudes and beliefs of the patient. The nurse will encourage the patient by educating to recognize and promptly response to signs and symptoms of any complication from the MI. In-depth education opportunities will be planned and evaluated. The overall goal is for the client to return to pre-hospital living condition in an improved state of wellness.
The use of the pain assessment tool will assist in developing the plan of care for the patients. It will also assist nurses in the management strategies to treat and alleviate pain. A CINAHL search yielded two articles that were both peer reviewed and published by the Nursing Standard. One article in the Nursing Standard discussed how pain assessment tools are developed and implemented for use in patients with limited verbal communication abilities in acute care settings. These limited verbal communication abilities includes learning disabilities and language impairment.
Another alternative psychological treatment is the use of cognitive behavioural therapy. This involves educating the client about the illness and the process of the treatment. The therapist and client must establish a therapeutic relationship so that the bond of trust is developed. In some clients, rapport is developed by the therapist being genuine, respectful and empathic. During the therapy, the client must do homework and actively confront their own problems.