Unit CMH 302 Understand mental health problems Unit aim This unit aims to provide the learner with knowledge of the main forms of mental health problems according to the psychiatric classification system. Learners also consider the strengths and limitations of this model and look at alternative frameworks for understanding mental distress. The focus of the unit is on understanding the different ways in which mental health problems impact on the individual and others in their social network. It also considers the benefits of early intervention in promoting mental health and well-being. Learning outcomes There are two learning outcomes to this unit.
Associate Level Material Appendix C Psychotherapy Matrix Directions: Review Module 36 of Psychology and Your Life. Select three approaches to summarize. Include examples of the types of psychological disorders appropriate for each therapy. |Psychodynamic Approach |Behavioral Approach |Cognitive Approach | |Summary of |This form of therapy tries to bring unresolved past |This approach assumes that both normal and abnormal |This approach tries to teach people to think in more | |Approach |conflicts from the unconscious to the conscious, where the|behaviors are learned. This form of therapy builds on a |adaptive ways by changing their dysfunctional cognitions | | |patient can deal with the problems.
Word Count 2465 Module 1 Essay ‘ Evaluate the claim that Person- Centred Therapy offers the therapist all that he/she will need to treat clients’. I will start by discussing a brief history of person centred therapy and of ‘Carl Rogers’ theory of actualization and how it differs from other therapies theories and how by combining different theories gives the therapist more tools to treat clients. I shall continue with how he believed by providing three core conditions which he believed to be needed to be present to bring about change and how creating this environment/ situation can be difficult. Then I will discuss in more detail his theory of the personality and terminology used by Rogers and how this view point held is different to other therapeutic models. I will conclude with additional pluses and minuses of the client centred method of treatment & whether it provides all that a therapist needs to treat clients.
i.e. The forces that drive it and make us act the way we do. This method has made important contributions to counseling as a whole as a lot of therapists and counsellors, even if they follow different psychological theories, have been influenced by it. This approach has emerged from psychoanalysis whose founder is Sigmund Freud (1856-1939). Freud assumed that our behavior is caused by unconscious thoughts, our desires and impulses which is also how human behaviour is explained in the psychodynamic approach.
This essay will discuss and debate a reflection of practical experience and how I accomplished the level of practise in my first nursing practise. Reflection requires self-awareness and analysis (Schutz et al, 2004) which will also relate critical thoughts in theory to practice. The clinical skill I have chosen to reflect on within the essay is the recording of the vital signs. According to Kiesel and Perkins (2006),‘Measuring and recording a patient’s vital signs accurately important aspect of nursing which provides essential physiological data about the patients condition as static , deteriorating or indeed improving’ (2006). Nursing is a practise-based profession, so it is vital that the clinical skills, that are the tools of the grade(Maggie 1999).According to White(2000),‘To enable students to develop their proficiency in clinical skills nurse educators use innovative methods of supplementing the practice placement experience by turning to simulated practice to achieve this’ (2000).
The author will examine the limitations and restrictions of CBT in the wider principles of mental healthcare provision and consider how the application of CBT within the practice of Mental Health Nursing can influence the possible future development and advancement, of new nursing models/concepts of nursing practice, in particular the author will examine the impact of CBT with the recovery process. Cognitive Behaviour Therapy was founded by Aaron Beck in the late 1960’s and is based on the concept of irrational cognitive processes which have been learned and maintained through enforcement. Beck describes cognitive therapy as ‘…. An active, directive, time-limited, structured approach used to treat a variety of psychiatric disorders (for example, depression, anxiety, phobias, pain problems (Beck et al 1976). The cognitive model assumes that clients have a negative view of themselves, their environment and the future.
unit 4223-315 Understand mental health problems (CMH 302) Level: 3 Credit value: 3 UAN: J/602/0103 Unit aim This unit aims to provide the learner with knowledge of the main forms of mental health problems according to the psychiatric classification system. Learners also consider the strengths and limitations of this model and look at alternative frameworks for understanding mental distress. The focus of the unit is on understanding the different ways in which mental health problems impact on the individual and others in their social network. It also considers the benefits of early intervention in promoting mental health and well-being. Learning outcomes There are two learning outcomes to this unit.
Bloom’s Taxonomy and the Nursing Process Michelle Robinson NUR/427 October 21, 2013 Myra Ball Bloom’s Taxonomy and the Nursing Process A patient’s participation in care and supervision of a chronic disease can promote better outcomes and a healthier life. Health care professionals are taught and encouraged to involve patients with their treatment decisions and plan of care. Clark (2013) stated, “Bloom’s Taxonomy was created in 1956 under the leadership of educational psychologist Dr. Benjamin Bloom in order to promote higher forms of thinking in education” (1). The taxonomy includes cognitive, affective, and psychomotor domains that can be incorporated with the assessment and development of teaching material specific to a patient’s needs. Patient education should be personalized and suitable to the educational level of the patient, treatment, and management requirements of the diagnosed disease to promote active involvement from the patient in their plan of care.
Bloom’s Taxonomy of Education and its use in Nursing Education Bloom’s Taxonomy of Education research was conducted to allow staff members to more clearly understand the patient’s situation and think more critically in preventing patient complications. Using Bloom’s framework and guiding staff members to review current documentation with data in small segments would allow staff members to focus on the important clues and draw accurate conclusions (Larkin & Burton, 2008). This framework allows the instructor to measure the outcomes of the educational activity while moving the learners from basic to higher levels of cognitive function (Larkin & Burton, 2008). Bloom’s Taxonomy’s in Nursing Education allows nurses to broaden the use of their critical thinking skills by researching the patients care. Through progress notes, labs work results, physicians orders, operative reports, and data collection worksheets allows a nurse to assemble a plan for the patient during his or her hospital
Bloom’s Taxonomy outlines these areas as cognitive, affective, and psychomotor. Nurses have used it to make learning tools and to test patients learning (Blooms, 1956). In the cognitive stage of managing a chronic disease, is where learning how to manage/treat the condition takes place. This is when the nurse educates the patient on the disease and the treatment. Bloom’s taxonomy states that the steps in this stage are remembrance, understanding, applying, analyzing, evaluating, and creating (Bloom, 1956).