scholarly journals Becoming Known: A Relational Model Utilizing Gestalt and Ego State-Assisted EMDR in Treating Eating Disorders

2018 ◽  
Vol 12 (2) ◽  
pp. 71-85
Author(s):  
Andrew Seubert
Keyword(s):  
Eating Disorders ◽  
Goal Setting ◽  
Multidisciplinary Approach ◽  
Case Reports ◽  
Relational Model ◽  
Universal Principles ◽  
Ego States ◽  
Trauma Informed ◽  
Empty Chair ◽  
Adaptive Information Processing

Eating disorders (EDs) require a multidisciplinary approach, rather than a hammer-and-nail perspective. Based upon recent research and more than a decade of clinical experience, this article highlights the need to include a trauma-informed and dissociation-sensitive treatment of EDs. The emphasis is on EDs as a dissociative coping strategy, created in many cases to tolerate the intolerable. Ego state therapy, Gestalt principles, and empty chair technique support the adaptive information processing (AIP) of eye movement desensitization and reprocessing (EMDR) in both metabolizing painful experiences that give rise to EDs and in loosening the stranglehold of anxiety and shame. The acronym RUG-C introduces four universal principles in working with ego states: recognition, understanding, gratitude and goal setting, and collaboration. Relational ruptures between ego states/parts of the client (intrapsychic) and between the client and the world (interpersonal) are created in the client’s efforts to deal with painful experiences both large and small. They are repaired in the therapeutic relationship, in the processing of past trauma, and in the rescue of body image from the power of shame. Three case reports, with transcripts, are provided to illustrate conceptualization and its application.

Sertraline in underweight binge eating/purging-type eating disorders: Five case reports

2001 ◽  
Vol 29 (4) ◽  
pp. 495-498 ◽  
Author(s):  
Guido K. Frank ◽  
Walter H. Kaye ◽  
Marsha D. Marcus
Keyword(s):  
Eating Disorders ◽  
Binge Eating ◽  
Case Reports

Multidisciplinary Management of a ‘Double Tooth’

Dental Update ◽  
2021 ◽  
Vol 48 (4) ◽  
pp. 266-270
Author(s):  
Niraj Halai ◽  
Shash Bhakta
Keyword(s):  
Clinical Diagnosis ◽  
Clinical Relevance ◽  
Multidisciplinary Approach ◽  
Case Reports ◽  
Multidisciplinary Management ◽  
Neutral Term

The term double tooth has often replaced the clinical diagnosis of gemination or fusion. If teeth have been extracted or exfoliated, the use of the neutral term ‘double tooth’ avoids the need to arbitrarily decide if it was gemination or fusion in origin. This case reports on a 16-year-old male who presented with an UL2 ‘double tooth’ and his combined restorative, surgical and orthodontic intervention to achieve his ideal result. CPD/Clinical Relevance: A multidisciplinary approach should be adopted when treating patients with a double tooth and an appropriate protocol as cited can be used.

scholarly journals Review of literature of attention-deficit/hyperactivity disorder with comorbid eating disorders

2008 ◽  
Vol 30 (4) ◽  
pp. 384-389 ◽  
Author(s):  
Bruno Palazzo Nazar ◽  
Camilla Moreira de Sousa Pinna ◽  
Gabriel Coutinho ◽  
Daniel Segenreich ◽  
Monica Duchesne ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Eating Disorders ◽  
Bulimia Nervosa ◽  
Attention Deficit ◽  
Case Reports ◽  
Small Sample ◽  
Adult Women ◽  
Case Control Studies ◽  
Prevalence Studies ◽  
Hyperactivity Disorder

OBJECTIVE: According to studies of prevalence, up to 70% of adults with attention deficit/hyperactivity disorder have at least one psychiatric comorbidity, which leads to diagnostic and therapeutic difficulties as well as more severe functional impairment. There is a paucity of data on the comorbidity of attention deficit/hyperactivity disorder and eating disorders. The objective of this study was to review the literature regarding the attention deficit/hyperactivity disorder/eating disorders comorbidity, performing a critical analysis of relevant data. METHOD: Articles in Medline, Lilacs, SciELO, ISI and PsycINFO databases from 1980 up to 2008, were searched. The references from the articles were used as additional sources of data. RESULTS: Fourteen articles were found: five prevalence studies, four case reports, three case-control studies, one symptom-assessment study of attention deficit/hyperactivity disorder and eating disorders, and one article regarding possible causes of the association between attention deficit/hyperactivity disorder and eating disorders. These articles suggested that adult women with attention deficit/hyperactivity disorder are at higher risk of developing eating disorders, especially bulimia nervosa. Bulimia Nervosa rates found in attention deficit/hyperactivity disorder groups ranged from 1% to 12%, versus 0% to 2% in control groups. CONCLUSIONS: Although there seems to be a relationship between attention deficit/hyperactivity disorder and eating disorders, the reduced number of studies available, with various methodologies, and small sample sizes limit the generalization of the findings.

Overview of Integrative Family and Systems Treatment (I-FAST)

2020 ◽  
pp. 49-70
Author(s):  
David R. Grove ◽  
Gilbert J. Greene ◽  
Mo Yee Lee
Keyword(s):  
Goal Setting ◽  
Trauma Treatment ◽  
Evidence Based ◽  
Family Assessment ◽  
Culturally Competent ◽  
Detailed Case ◽  
Trauma Informed Care ◽  
Trauma Informed

This chapter outlines integrative family and systems treatment (I-FAST). Theoretical and philosophical perspectives in which I-FAST is organized around are described. Treatment steps are outlined. Family assessment and goal setting procedures are described. How these procedures are used for in-session and between-session tasks, framing and reframing, and the use of questions as intervention procedures within I-FAST are described. The chapter also discusses how to integrate intervention procedures from any evidence-based trauma treatment into I-FAST and how I-FAST is culturally competent and consistent with trauma-informed care is discussed. Finally, a detailed case example showing the application of I-FAST is offered.

Dysfunctional Postures of the Hand as Part of a Conversion Reaction

1996 ◽  
Vol 21 (2) ◽  
pp. 271-275 ◽  
Author(s):  
M. L. H. HONING ◽  
M. KON
Keyword(s):  
Multidisciplinary Approach ◽  
Case Reports ◽  
Conversion Reaction ◽  
Intrapsychic Conflict ◽  
Physical Dysfunction

A dysfunctional posture of the hand could be due to an anatomical disorder or a conversion reaction. A conversion reaction implies that an unconscious intrapsychic conflict is expressed in a physical dysfunction. Treatment of dysfunctional postures due to conversion reactions is often difficult, and case reports are used to outline management. The need for a multidisciplinary approach is stressed.

scholarly journals Massive Secondary Cutaneous Meningioma with Extension to the Face

2020 ◽  
Vol 11 ◽  
pp. 209
Author(s):  
Turki Elarjani ◽  
Meshari Alhuthayl ◽  
Maher Hassounah
Keyword(s):  
Multidisciplinary Approach ◽  
Case Reports ◽  
World Health ◽  
Intracranial Meningioma ◽  
Bone Invasion ◽  
Code Status ◽  
Level Of Consciousness ◽  
The Face ◽  
Grade 3 ◽  
Health Organization

Background: Cutaneous meningioma is a very uncommon pathologic entity that can be divided into primary and secondary types. Secondary cutaneous meningioma arises from an intracranial meningioma through metastasis, seeding during surgery, or direct bone invasion. There are limited published case reports correlating the development of cutaneous meningioma to high-grade convexity meningioma. Case Description: A 63-year-old man underwent total resection of a right frontal convexity meningioma, World Health Organization Grade I in 2001. He presented in 2016 with a small frontal cutaneous mass over the craniotomy site. Computed tomography showed extracranial and intracranial components of the meningioma. The patient declined surgical intervention and lost to follow. One and half years later, he underwent resection of the growing ulcerating cutaneous component in an outside hospital. The pathological diagnosis was Grade 3 meningioma. Six months later, he presented to us with a massive cutaneous meningioma and large intracranial component. Surgical resection and multidisciplinary management were planned. The patient was very hesitant to have surgery but settled for receiving radiation. Seven months after radiation, he presented with a decreased level of consciousness and skin necrosis with maggot infestation. His code status was changed to “do not attempt resuscitation,” and he died 3 days later in December 2019. Conclusion: Large intracranial meningiomas with massive transosseous extension to the scalp pose a significant challenge to the treating team. Proper planning and a multidisciplinary approach are essential. However, prognosis remains generally poor.

A Framework for Mediating Medical and Social Models of Disability in Instrumental Teaching for Children with Down Syndrome

2019 ◽  
pp. 1321103X1985541
Author(s):  
Beth Pickard
Keyword(s):  
Down Syndrome ◽  
Music Education ◽  
Universal Design For Learning ◽  
Case Reports ◽  
Learning Experience ◽  
Medical Model ◽  
Relational Model ◽  
Evidence Based ◽  
Social Models ◽  
Children With Down Syndrome

This article reflects upon the potential mediation of medical and social interpretations of disability through informing instrumental tuition with the strengths recognised in the learning profile of children with Down Syndrome. The learning profile is explored and critically discussed, and its reductionist, deficit-based potential identified; before considering the potential value of applying the evidence-based phenotype to musical provision. While a medical model of disability may interpret this learning profile as a list of deficiencies, this paper proposes that an informed, strength-based approach to teaching could empower students and challenge barriers to participation through suitably tailored provision, providing a relevant and constructive learning experience. This framework therefore aligns more closely with a Nordic relational model of disability that mediates the medical and social models, recognising disability as an interaction between impairment and the environment. Three case reports are presented to demonstrate and emphasise the range of personalities and individual differences between musicians with Down Syndrome, but also how this evidence-based approach can be applicable to many students, potentially contextualised within a “Universal Design for Learning” framework. A summary considers how raising awareness of constructive strategies for informed provision could develop confidence amongst practitioners, and thus in turn increase provision of relevant musical opportunities to students with additional learning needs, including Down Syndrome. In a critical conclusion, the notion of “differentiation” as perpetuating a dominant ableist discourse is considered and recommendations made with regard to furthering connections between critical social practices associated with Critical Disability Studies and music education.

Sign in / Sign up

Export Citation Format

Share Document