scholarly journals Treating Caregiver Grief With Narrative Therapy

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 1059-1060
Author(s):  
Tara Matta
Keyword(s):  
Mental Health Professionals ◽  
Narrative Therapy ◽  
Psychological Intervention ◽  
Behavioral Therapy ◽  
Memory Loss ◽  
Anticipatory Grief ◽  
Daily Lives ◽  
Cognitive Framework ◽  
Current Psychological ◽  
Caregiver Grief

Abstract Dementia, a devastating neurodegenerative disease with over 10 million new diagnoses each year, is characterized by many symptoms including memory loss .Individuals with memory less experience changes in mood, personality, behavior, cognition and activities of daily living which affect their daily lives. These monumental life shifts often occur rapidly, leaving caregivers unprepared to deal with the changes. Caregivers face a unique situations navigating anticipatory grief and changes in their relationships with their loved ones. Current psychological intervention for caregivers includes utilization of cognitive-behavioral therapy and psychoeducation. More recently, intriguing research has emerged regarding the efficacy of narrative therapy for couples where one partner experiences memory loss. However, treating the anticipatory grief component specifically for caregivers has been largely overlooked in these studies. Narrative therapy revolves around identifying the current story that caregivers utilize as their cognitive framework, helping to find alternative plotlines and to process their newly-built cognitive framework. It involves externalizing the problem (in this case, dementia) and locating strengths that the caregiver and their care receiver share to “fight” the problem. Insights from both the current literature and the field have demonstrated a promising outlook on the use of narrative therapy. Such insights imply a need for more research regarding this modality specifically for caregivers, as its core ideas can be easily disseminated to gerontologists, mental health professionals and caregivers.

scholarly journals Variations in Circadian Rhythmicity and Students’ Gender-Related Psychological Conditions during the COVID-19 Lockdown

2021 ◽  
Vol 11 (7) ◽  
pp. 355
Author(s):  
Ikram Sabaoui ◽  
Said Lotfi ◽  
Mohammed Talbi
Keyword(s):  
Circadian Rhythm ◽  
High School Students ◽  
Traumatic Stress ◽  
Post Traumatic Stress ◽  
School Students ◽  
Daily Lives ◽  
Psychological Conditions ◽  
Post Traumatic ◽  
And Gender ◽  
Current Psychological

In the face of the COVID-19 pandemic experienced around the world, new student lifestyles have had an impact on their daily behavior. The purpose of this study was to examine post-traumatic stress associated with the initial COVID-19 crisis in students (N = 280) with a mean age of 13 ± 1.70 and to determine the relationship between their reported daily behaviors in terms of their gender. The study was conducted primarily in Casablanca and Marrakech, the two cities most affected by the pandemic at the time of the study in Morocco in May 2020. Our sample consists of 133 high school students and 147 middle school students, 83.6% of whom are females. Students were asked to answer questions based on an Activity Biorhythm Questionnaire, the Post-Traumatic Stress Scale (Weathers et al., 1993), the Hamilton Scale (Hamilton, 1960), the Worry Domains Questionnaire (Tallis, Eyzenck, Mathews, 1992), and the Visual Analog Scale of Moods (VASM) (Stern et al., 1997). The results obtained confirm that there is a significant relationship between the circadian rhythm of some variables and gender in some activities such as academic study (p < 0.05) and TV and Internet use (p < 0.05) and was highly significant for physical activity (p = 0.001), while others are not significant in relation to other schedules of the same variables or in relation to others. Likewise, for the psychological conditions, significant relationships with mood states and depressive tendencies were confirmed. In lockdown, the students’ daily lives underwent changes in circadian rhythm and lifestyle. Therefore, it is necessary to treat their current psychological problems and avoid future complications.

scholarly journals A Cognitive Behavioral Therapy-Informed Self-Management Program for Acute Respiratory Failure Survivors: A Feasibility Study

2021 ◽  
Vol 10 (4) ◽  
pp. 872
Author(s):  
Megan M. Hosey ◽  
Stephen T. Wegener ◽  
Caroline Hinkle ◽  
Dale M. Needham
Keyword(s):  
Respiratory Failure ◽  
Acute Respiratory Failure ◽  
Feasibility Study ◽  
Psychological Intervention ◽  
Behavioral Therapy ◽  
Management Program ◽  
Self Management ◽  
Management Intervention ◽  
Clinically Significant ◽  
Score Range

Background: The number of people surviving critical illness is rising rapidly around the globe. Survivorship comes at a cost, with approximately half of patients with acute respiratory failure (ARF) experiencing clinically significant symptoms of anxiety, and 32–40% of survivors having substantial anxiety symptoms in the months or years after hospitalization. Methods: This feasibility study reports on 11 consecutive ARF patients receiving up to six sessions of a psychological intervention for self-management of anxiety. Results: All 11 patients accepted and received the psychological intervention. Four patients did not fully complete all 6 sessions due to death (n = 1, 2 sessions completed), and early hospital discharge (n = 3, patients completed 2, 3 and 5 sessions). The median (IQR) score (range: 0–100; minimal clinically important difference: 13) for the Visual Analog Scale-Anxiety (VAS-A) pre-intervention was 70 (57, 75) points. During the intervention, all 11 patients had a decrease in VAS-A, with a median (IQR) decrease of 44 (19, 48) points. Conclusions: This self-management intervention appears acceptable and feasible to implement among ARF patients during and after an ICU stay.

scholarly journals Help-seeking Following Termination of Pregnancy after Diagnosis of Fetal Anomaly: Womenʼs Intentions and Experiences 1 to 7 Years after the Event

2018 ◽  
Vol 78 (02) ◽  
pp. 160-166 ◽  
Author(s):  
Franz Hanschmidt ◽  
Rahel Hoffmann ◽  
Johanna Klingner ◽  
Anette Kersting ◽  
Holger Stepan
Keyword(s):  
Psychological Distress ◽  
Support Groups ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Help Seeking ◽  
Emotional Problems ◽  
Self Report ◽  
University Hospital ◽  
Fetal Anomaly ◽  
Current Psychological

Abstract Introduction Diagnosis of fetal anomaly and the difficult circumstances involved in the decision to terminate an affected pregnancy can go along with severe psychological distress. However, little is known about womenʼs help-seeking for emotional problems following an abortion after diagnosis of fetal anomaly. Methods 148 women who had been treated for abortion after diagnosis of fetal anomaly at the University Hospital Leipzig responded to self-report questionnaires 1 to 7 years after the event. Main outcomes were help-seeking intentions and actual help-seeking behavior. Logistic regression was used to explore the associations between participantsʼ sociodemographic characteristics and help-seeking intentions. Results Most women reported that they would seek help from their partner (91.7%), friends/family (82.8%) or the internet (62.2%). With regard to health services, 50.0% of women would seek help from gynecologists and between 43.8 and 47.9% from counseling services and mental health professionals. Intentions to seek help from support groups were lowest (21.7%). Age, income, region, and religion were associated with help-seeking intentions. Among participants with elevated levels of current psychological distress, 23.8% indicated that they had not discussed their emotional problems with a health service ever. Conclusion Gynecologists are among the most preferred health professionals for women to discuss psychological problems in the aftermath of an abortion after diagnosis of fetal anomaly. They should be actively involved in screening, diagnostic assessment, and referral of affected women.

scholarly journals Considering Mindfulness Techniques in School-based Anti-bullying Programmes

2018 ◽  
Vol 7 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Mairead Foody ◽  
Muthanna Samara
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Perspective Taking ◽  
School Bullying ◽  
Duty Of Care ◽  
Whole School ◽  
School Based ◽  
Current Psychological ◽  
The Impact

Schools have a duty of care to all students and to directly prevent and intervene with bullying amongst children and adolescents. The emergence of cyberbullying escalates this responsibility as the strategies that have become appropriate at national levels for bullying do not always parallel over to online environments. The impact on mental health is the most obvious concern for those responsible for reducing bullying, however, input from psychologists and mental health professionals is scant and often limited on this topic. This paper outlines what bullying is and the devastating impact it can have on the mental health of those involved. It will outline the most common anti-bullying initiatives as well as the current psychological and educational techniques, which could also be used to alleviate distress associated with bullying involvement. We will focus specifically on the role of mindfulness techniques and argue for more of such exercises to be included in whole-school bullying programmes. We conclude by arguing the need to investigate components relevant to both mindfulness and anti-bullying programmes (e.g., empathy, perspective-taking) as active ingredients for reducing the impact of bullying on mental health.

Assessing the Development of Competence During Postgraduate Cognitive-Behavioral Therapy Training

2007 ◽  
Vol 21 (2) ◽  
pp. 140-147 ◽  
Author(s):  
Tracey V. Barnfield ◽  
Fiona M. Mathieson ◽  
Graeme R. Beaumont
Keyword(s):  
Cognitive Behavioral Therapy ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Postgraduate Training ◽  
Behavioral Therapy ◽  
The Other ◽  
Cognitive Behavioral ◽  
Behaviour Therapy ◽  
Therapy Training ◽  
Long Course

This article investigates the development of competency in cognitive-behavioral therapy (CBT) as a result of a postgraduate training course in CBT in Wellington, New Zealand. Thirteen experienced mental health professionals attended the half-time 30-week-long course. Preliminary data are presented on the development of knowledge as assessed at the beginning and end of the course by a modified version of the Behaviour Therapy Scale (Freiheit & Overholser, 1997), other-rated competence as measured by the Cognitive Therapy Scale—Revised (Blackburn, Milne, & James, 1997), and supervisor and student evaluations of competence in particular skill areas. All students improved in specific CBT skills as a result of training. The extent that students improved and variations around the other outcome measures, together with the limitations of this pilot study and suggestions for improvements for future investigations, are discussed.

Supervising Child Psychiatry Fellows in Cognitive Behavioral Therapy: Crucibles and Choices

2013 ◽  
Vol 27 (1) ◽  
pp. 61-70 ◽  
Author(s):  
Amanda M. Pearl ◽  
Fauzia Mahr ◽  
Robert D. Friedberg
Keyword(s):  
Cognitive Behavioral Therapy ◽  
Mental Health Professionals ◽  
Clinical Skills ◽  
Behavioral Therapy ◽  
Early Career ◽  
Behavioral Theory ◽  
Cognitive Behavioral ◽  
Affective Arousal ◽  
Child Psychiatric ◽  
Cognitive Behavioral Theory

Child psychiatric fellows enter cognitive behavioral therapy (CBT) training experiences with a wide variety of backgrounds and experiences in this area of treatment. Although some child fellows have fundamental knowledge of cognitive-behavioral theory, most struggle with the CBT model and even more so, subsequently using this model to guide treatment. Unlike supervising early career mental health professionals, child residents often possess a skill set apt for CBT including using a problem-oriented focus, a tendency to use structured methods in treatment, the use of psychoeducation, and basic clinical skills including genuineness, understanding, and empathy. On the other hand, child psychiatric fellows find several areas of CBT challenging because it is often vastly different from previous experience, including more frequent and longer sessions, the use of collaborative empiricism, developing case conceptualizations, and tolerating negative affective arousal. Moreover, training climates in psychiatry departments may shape the supervision experiences. Various specific recommendations are offered to manage these crucibles. Overall, although there are significant challenges when supervising child residents in CBT rotations, having knowledge of these crucibles and access to choices for addressing these supervisory tests enhances both supervisor and supervisee competence.

Treating Late Life Depression

2017 ◽  
Author(s):  
Dolores Gallagher-Thompson ◽  
Larry W. Thompson
Keyword(s):  
Mental Health Professionals ◽  
Health Professionals ◽  
Behavioral Therapy ◽  
The Elderly ◽  
Phase Iii ◽  
Late Life Depression ◽  
Behavioral Skills ◽  
Therapy Goals ◽  
Three Phase ◽  
User Friendly

This therapist guide is designed to give mental health professionals the necessary tools to assess and treat depression, with or without accompanying anxiety, in the elderly. Designed specifically for use with older adults, the three-phase cognitive—behavioral therapy (CBT) treatment described generally is delivered over the course of 16–20 sessions. Phase I provides an introduction to therapy, Phase II helps the client acquire the cognitive and behavioral skills needed to meet the therapy goals, and Phase III deals with termination and how to maintain the gains obtained in therapy. Step-by-step instructions for administering therapy are provided in a user-friendly format, along with information on screening and assessment. Complete with sample dialogues, at-home assignments, and lists of materials needed, this comprehensive guide includes all the tools necessary for facilitating effective treatment.

RAINBOW

2017 ◽  
Author(s):  
Amy E. West ◽  
Sally M. Weinstein ◽  
Mani N. Pavuluri
Keyword(s):  
Bipolar Disorder ◽  
Mental Health Professionals ◽  
Behavioral Treatment ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Treatment Manual ◽  
Good Friend ◽  
Pediatric Bipolar Disorder ◽  
Cognitive Behavioral Treatment ◽  
Behavioral Strategies

RAINBOW: A Child- and Family-Focused Cognitive-Behavioral Treatment for Pediatric Bipolar Disorder is a comprehensive, evidence-based treatment manual designed specifically for children ages 7–13 with bipolar spectrum disorders and their families. Developed by experts in pediatric mood disorders and tested in a randomized clinical trial (RCT), RAINBOW integrates psychoeducation and cognitive-behavioral therapy (CBT) with complementary techniques from mindfulness-based intervention, positive psychology, and interpersonal therapy to address the range of therapeutic needs of families affected by this disorder. Guided by the evidence on the neurobiological and psychosocial difficulties accompanying pediatric bipolar disorder, this treatment targets the child and family across seven core components: Routine, Affect Regulation, I Can Do It, No Negative Thoughts and Live in the Now, Be a Good Friend/Balanced Lifestyle for Parents, Oh How Do We Solve This Problem, and Ways to Get Support. Throughout the treatment, the child and family will learn how to identify mood states and triggers of mood dysregulation, and develop cognitive and behavioral strategies for improving mood stability. Children will build social skills, and caregivers will develop greater balance and self-care in their own lives. The family will learn ways to use routines, problem-solving, and social support to improve overall family functioning. Intended for qualified child-focused mental health professionals, this manual includes the conceptual background of the treatment and user-friendly step-by-step instruction in delivering RAINBOW with families, including handy session outlines and engaging worksheets for the child and caregiver(s).

scholarly journals Botulinum Toxin A: A Novel Adjunct Treatment for Debilitating Habit Cough in Children

2007 ◽  
Vol 86 (9) ◽  
pp. 570-572 ◽  
Author(s):  
J. Andrew Sipp ◽  
Kennan E. Haver ◽  
Bruce J. Masek ◽  
Christopher J. Hartnick
Keyword(s):  
Botulinum Toxin ◽  
Mental Health Professionals ◽  
Vocal Fold ◽  
Behavioral Therapy ◽  
Botulinum Toxin A ◽  
Botulinum Toxin Type A ◽  
Botulinum Toxin Type ◽  
Adjunct Treatment ◽  
Vocal Fold Injection ◽  
Habit Cough

Vocal fold injection with botulinum toxin type A (BTX-A) may be used as an adjunct treatment for habit cough in children. We conducted a retrospective review of 3 cases involving children aged 11 to 13 years with habit cough treated with vocal fold injection of BTX-A. Injections of BTX-A to the thyroarytenoid muscles were effective in breaking the cough cycle in all 3 children. Their coughs recurred but were controlled with 4 to 8 sessions of behavioral therapy. Behavioral therapy remains the first-line treatment, but BTX-A may be a useful complement to behavioral therapy in patients who fail standard treatments or in those with severe cough who have limited or delayed access to mental health professionals. This is the first report, to our knowledge, on the use of BTX-A in the treatment of a habit cough.

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