scholarly journals A 8 fold Indigenous Approach for Improving Psycho-immunity: With Special reference to COVID19 pandemic

2020 ◽  
Vol 16 ◽  
pp. 16-21
Author(s):  
Piyush Trivedi

Enhancement of the Psycho-immunity is important aspect for enhancing the total immunity to prevent from stress, anxiety and infection in the time of COVID19 pandemic. In most developing countries of the world, the traditional medical systems can provide solutions and support to cope with the current situation. Present study aimed to find out some of the evidence based practices related to Ayurveda, Yoga and other Indigenous studies, which are helpful in current situation. The eight basic practices, tools or factors to enhance the level of psychological immunity were described in this study and most of them were tested previously through randomized control trials. These eight tools include – ‘Brain Tonics, Code of Conducts, Golden Rules of Happiness, Yoga, Satvik Karma, Somato-psychic-factors, Adverse effects of biological and psychological pollution, Three Pillars (vat-pitta-kapha) and Three Sub-pillars (aahar-nidra-brahmacharya) of health’ and thus the study presented the holistic mental health care module helpful in COVID19 pandemic.

2020 ◽  
Vol 1 ◽  
pp. 263348952094320
Author(s):  
Kelly A Aschbrenner ◽  
Gary R Bond ◽  
Sarah I Pratt ◽  
Kenneth Jue ◽  
Gail Williams ◽  
...  

Background: Limited empirical evidence exists on the impact of adaptations that occur in implementing evidence-based practices (EBPs) in real-world practice settings. The purpose of this study was to measure and evaluate adaptations to an EBP (InSHAPE) for obesity in persons with serious mental illness in a national implementation in mental health care settings. Methods: We conducted telephone interviews with InSHAPE provider teams at 37 (95%) of 39 study sites during 24-month follow-up of a cluster randomized trial of implementation strategies for InSHAPE at behavioral health organizations. Our team rated adaptations as fidelity-consistent or fidelity-inconsistent. Multilevel regression models were used to estimate the relationship between adaptations and implementation and participant outcomes. Results: Of 37 sites interviewed, 28 sites (76%) made adaptations to InSHAPE ( M = 2.1, SD = 1.3). Sixteen sites (43%) made fidelity-consistent adaptations, while 22 (60%) made fidelity-inconsistent adaptations. The number of fidelity-inconsistent adaptations was negatively associated with InSHAPE fidelity scores (β = −4.29; p < .05). A greater number of adaptations were associated with significantly higher odds of participant-level cardiovascular risk reduction (odds ratio [ OR] = 1.40; confidence interval [CI] = [1.08, 1.80]; p < .05). With respect to the type of adaptation, we found a significant positive association between the number of fidelity-inconsistent adaptations and cardiovascular risk reduction ( OR = 1.59; CI = [1.01, 2.51]; p < .05). This was largely explained by the fidelity-inconsistent adaptation of holding exercise sessions at the mental health agency versus a fitness facility in the community (a core form of InSHAPE) ( OR = 2.52; 95% CI = [1.11, 5.70]; p < .05). Conclusions: This research suggests that adaptations to an evidence-based lifestyle program were common during implementation in real-world mental health practice settings even when fidelity was monitored and reinforced through implementation interventions. Results suggest that adaptations, including those that are fidelity-inconsistent, can be positively associated with improved participant outcomes when they provide a potential practical advantage while maintaining the core function of the intervention. Plain language abstract: Treatments that have been proven to work in research studies are not always one-size-fits-all. In real-world clinical settings where people receive mental health care, sometimes there are good reasons to change certain things about a treatment. For example, a particular treatment might not fit well in a specific clinic or cultural context, or it might not meet the needs of specific patient groups. We studied adaptations to an evidence-based practice (InSHAPE) targeting obesity in persons with serious mental illness made by teams implementing the program in routine mental health care settings. We learned that adaptations to InSHAPE were common, and that an adaptation that model experts initially viewed as inconsistent with fidelity to the model turned out to have a positive impact on participant health outcomes. The results of this study may encourage researchers and model experts to work collaboratively with mental health agencies and clinicians implementing evidence-based practices to consider allowing for and guiding adaptations that provide a potential practical advantage while maintaining the core purpose of the intervention.


2013 ◽  
Vol 41 (3) ◽  
pp. 337-346 ◽  
Author(s):  
Alison E. Peterson ◽  
Gary R. Bond ◽  
Robert E. Drake ◽  
Gregory J. McHugo ◽  
Amanda M. Jones ◽  
...  

2003 ◽  
Vol 26 (4) ◽  
pp. 971-990 ◽  
Author(s):  
Stephen J Bartels ◽  
Aricca R Dums ◽  
Thomas E Oxman ◽  
Lon S Schneider ◽  
Patricia A Areán ◽  
...  

Author(s):  
Christopher Boyle ◽  
George Koutsouris ◽  
Anna Salla Mateu ◽  
Joanna Anderson

Understanding how best to support all learners to achieve their goals is a key aspect of education. Ensuring that educators are able to be provided with the best programs and knowledge to do this is perfectly respectable. But what is “evidence” in education, and at what point is it useful and informative in inclusive education? The need exists for a better understanding of what should constitute evidence-based inclusive education. Research with a focus on evidence-based practices in special and inclusive education has been increasing in recent years. Education intervention, by its very definition, should be tailored to suit individuals or groups of learners. However, immediately this is at odds with the gold standard of research intervention, that of randomized control trials; however, there are many advocates for evidence-based practice confirming to the highest form of research methodology. This seems laudable, and who could argue with wanting the best approaches to inform programs and teaching in all facets of education? Nevertheless, the requirements for research rigor mean that it is not practically possible to measure interventions in inclusive education so that they are generalizable across the many students who need support, because the interventions must be specific to individual need and therefore are not generalizable, nor are they intended to be. A narrow approach to what is evidence-based practice in education is unhelpful and does not take into consideration the nuances of inclusive education. Evidence of appropriate practice in inclusive education entails much more than robust scientific methodologies can measure, and this should be remembered. “Good” education is inclusive education that may or may not be recognized as evidence-based practice.


2002 ◽  
Vol 53 (11) ◽  
pp. 1419-1431 ◽  
Author(s):  
Stephen J. Bartels ◽  
Aricca R. Dums ◽  
Thomas E. Oxman ◽  
Lon S. Schneider ◽  
Patricia A. Areán ◽  
...  

2004 ◽  
Vol 2 (2) ◽  
pp. 268-281 ◽  
Author(s):  
Stephen J. Bartels ◽  
Aricca R. Dums ◽  
Thomas E. Oxman ◽  
Lon S. Schneider ◽  
Patricia A. Areán ◽  
...  

Author(s):  
James Phillips ◽  
John Z. Sadler

This chapter considers the role of knowledge and evidence in comparing and contrasting the ethics of non-clinical counseling (NCC) and mainstream mental health care as practiced by psychiatry, clinical psychology, and social work. As helping traditions which mostly eschew diagnostic categorization and approach mental distress from different values, practices, and metaphysical standpoints, the three NCC traditions considered here are found to be prone to errors of omission, e.g., not knowing what one does not know. While mainstream mental health is also subject to these errors, the mainstream’s allegiance to evidence-based practices leaves it prone to neglecting the crucial role of the clinician in dialogue with the patient. The authors conclude by arguing for wider appreciation of the contributions of clinical interpretation from the philosophy of psychiatry.


2011 ◽  
Vol 219 (3) ◽  
pp. 133-142 ◽  
Author(s):  
Lilla Hárdi ◽  
Adrienn Kroó

The aim of torture is to cause severe pain and suffering in order to destroy the structure of the personality and the identity of the victim. Torture is applied in over a 100 countries worldwide, and its consequences affect millions of survivors. The rehabilitation of those who have experienced torture is a lengthy and complex process; treatment centers all over the world are constantly developing their methods to assist the mental and physical healing of torture survivors. The present article offers insights into the nature of torture, applied torture techniques, the psychological sequelae of torture, and diagnostic developments. Furthermore, current issues of rehabilitation and reparation are discussed, including the debate on evidence-based practice in treatment. The aim of the authors is to offer a brief but comprehensive review on torture and rehabilitation for professionals of mental health care and other relevant fields.


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