The PIT provides exploratory rationale to the patient. The therapist attempts to bestow a rationale for the patient, which affirms the significance of relating emotional or somatic symptoms to interpersonal conflicts or problems. By the end of initial sessions, the link between the interpersonal difficulties and emotional problems and distress should be constructed. To be able to do this is important because it is one of the principal points for patient to remain in therapy (Guthrie,
The student demonstrated their understanding of this in the psychoeducational and life-skills groups project, through integrating worksheets into sessions such as the artifact that examines the patients’ relationships to determine those that are problematic and unhealthy. This project contributed to the student’s learning experience because the student was challenged with overcoming their social anxiety. The student worked through the physical and mental challenges that arose from facilitating sessions, by adopting the skills they taught patients, which included techniques from cognitive-behavioral therapy. The student also processed their experience with the clinical staff. The primary sessions, individual therapy, and trauma group project contributed to the student’s learning experience because the student was challenged with familiarizing themself with the patients’ dual diagnosis and their medications, because it was important to be familiar with that information when selecting the most effective interventions.
Occupational Therapy Model / Frame of Reference (FOR) There are several frames of references that occupational therapy utilizes. The frame of reference (FOR) gives the therapist guidelines to follow as interventions are conducted. Choosing a proper FOR is key for the best treatment approach for each unique patient. One FOR that would be appropriate for Kara in this case study is Model of Human Occupation (MOHO). MOHO seeks to explain how occupation is interested, patterned, and performed.
There are four stages of behavioral consultation, which are problem identification, problem analysis, treatment implementation, and treatment evaluation. These stages help the consultation process move from the problem to the solution which makes a successful consultation. The BCM uses behavioral interviews and direct observations to help
Teaching clinical interviewing skills using role-playing: conveying empathy to performing a suicide assessment: A primer for individual role-playing and scripted group role-playing. (2015). Shea, S.C., Barney, C. Psychiatr Clin North Am. Summary: This article introduces role-playing in the individual and the group format using scripted group role-playing (SGRP). The goal of the article is to give guidance on how to effectively conduct a role play in order to create meaningful learning opportunities.
Then the students will move on forward in taking courses that will interest their area. For example, if you are wanting to specialize in an area of working with consumers that have either learning disability or autism. You will either take courses in those areas. Master’s degree programs teach students the theories, skills, and techniques to provide effective mental counseling. These programs also train evaluating clients’ needs formulating and implementing job placement strategies, and understanding the medical and psychological aspects of a disability.
Therapist model authentic behaviors themselves which encourages their clients to grow. Schneider mentions the importance that therapeutic presence when assisting clients to reconnect to their pain and make them aware of the opportunity to transform their pain. Existential therapy and PTSD should include 3
Expected Patient Outcome: The patient will verbalize 3 resources that can support with increasing knowledge of disease process by the end of teaching secession. Nursing Interventions: 1) Assess patients knowledge base of STI 2) Teach patient ways to prevent transmission of STI to others 3) Provide informational brochures or websites to obtain information such as CDC 4) Observe patients ability and readiness to learn 5) Establish an environment of mutual trust and respect to enhance learning 6) Provide sufficient time during teaching to allow the adolescent to ask questions. 6) Document teaching in patients medical record Scientific Rationales: 1) This provides an important starting point in education. 2) Sexual abstinence is indicated during the communicable phase of the disease. 3) Some may prefer written over visual materials, or they may prefer group versus individual instruction.
Another strategy a therapist can integrate along with MI when the client relapses the (RPM) “relapse prevention model" developed by Marlatt & Gorgon in (1995). It is based on a cognitive and behavioural framework and provides numerous strategies that helps the client cope with relapse indicators (Marlatt, G.A., & Donovan, D.M., 2005). In applying MI while working with the client who presents with substance misuse, the foremost principle is for a therapist to express empathy. “Empathy is to understand another’s frame of reference and the conviction that it is worthwhile to do so” (Rogers, 1965 as cited by Miller & Rollnick, 2013, p. 18). In addition to empathy the following core skills are also critical, reflective listening; open ended questions; affirming; summarising; developing discrepancy; exploring ambivalence; rolling with resistance; paraphrasing; and finally promoting
Asperger's syndrome is a developmental disorder characterized by serious difficulties in social interaction and stereotyped, repetitive repertoire of interests, activities and behavior. According to Johnny L. Matson, Noha F. Minshawi, there are the following features that define the Asperger's syndrome: “social deficits, insistence on sameness, nonverbal language deficits, stereotypies, and lack of humor”. (Matson J. L., Minshawi N. F., 2006, p.17). People with this syndrome do not understand the unwritten “social rules” that most of people accept without thinking. It differs from autism primarily by the fact that speech and cognitive abilities generally remain intact.
Correspondingly, child abuse provides community education programs regarding the recognition of abuse and neglect which introduces a helpful framework of conceptualizing the types of agencies who offer child abuse prevention and treatment mechanisms (Gladding & Newname, 2014, Pg. 374). Whereas, Gladding and Newsome (2014) mention that college mental health services provide support within their practices to address the issues which pertain to their mental health, relationships, and behaviors throughout their time on campus, notably stress, homesickness/adjustment, complex trauma or dating violence, and drug and alcohol abuse (Pg. 381-386). Although they aim to research the best practices to support their population, in contrast to having different populations.
Their expertise is the real beginning into overcoming this condition. There are also types of therapy an individual can work on to help understand and overcome the symptoms. One type is cognitive behavioral therapy (CBT), used to understand and identify the symptoms of the disorder. This mainly involves reading about the condition, keeping records between appointments, and complete certain assignment the doctor or psychologist hands out. There is also a more interactive form of CBT called exposure therapy.