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43 Cards in this Set
- Front
- Back
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Psychoeducational groups:
groups set up to do what? what does it allow members to do? |
-increase knowledge or skills about specific somatic or psychological subject
to communicate concerns |
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Psychoeducational groups:
what are used to focus on specific teaching points? |
-hand outs or audiovisuals are used
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Medication Education
-how does this relate to the nures? -what are they designed for? -what does it facilitate? |
-group that the nurse commonly assumes responsibility for
-designed to teach pts about their medications, answer their ?s, and prepare them for self management -facilitates discussion |
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Medication Education
-theoretical justification: |
even people who think they are adherent only take 80% of doses. counseling and therapy are always adjuncts to drug therapy
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Medication Education
description of group: -prepares pts for what? |
a group for all pts regardless of their level of concetration
prepares pts for self management of medication on discharged |
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Medication Education
criteria for patient selection -open to who? |
open to all patients except those who are displaying suicidal or homicidal behaviors or the potential for assault
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Medication Education
purpose: (4) |
1. education on function of meds
2. provide info on SE (benefits can outweigh risks) 3. describe mechanism to negotiate relationships with HCPs 4. enhancea sense of control over treatment |
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Dual Diagnosis:
-designed to: |
-designed to incorporate learning about co-existing mental illnesses and substance abuse
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Dual Diagnosis:
goal? |
-goal: engage pts in treatment and decrease their use of substances in a step by step program
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Health education
-nurses lead health education groups (sex education) -patients who have used poor judgement in sexual behavior because of MI are at high risk for what? |
HIV and AIDS
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Symptom Management
-what kind of pts is this for |
-for pts with a common symptom resulting from a disorder such as anger or anxiety
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Symptom Management
focus is on -what do we try to increase? -what do we try to prevent? -how? |
sharing positive and negative experiences so that members learn coping skills from each other
-increase self control -prevent relapse -develop a plan for action at the first appearance of symptoms |
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Stress management
-teach members about mindfulness groups focus on |
various relaxation techniques (deep breathing, exercise, music, spirituality)
-mindfulness groups focus on developing awareness of the present moments with the intent to induce relaxation and promote insight into thoughts emotions and physical responses |
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Support and self help groups
structured for the purpose of providing pts with?? |
-the opportunity to maintain or enhance personal and social functioning through cooperation and shared understandings of life’s challenges
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Support and self help groups
-evidence that __________therapy is beneficial for pts with a mental illness Research stated that adding ______________ enhanced the overall improvement |
-evidence that support group therapy is beneficial for pts with a mental illness
-research also stated that adding structured cognitive exercises enhanced the overall improvement in this population over supportive group therapy alone |
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Support and self help groups
-important role for the nurse in self help groups is to: |
demonstrate to the individual that they are not alone in having a particular problem
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Dealing with challenging member behavior
-help pt do what? |
-help pt disclose own feelings and responses.
HOW DO YOU DO THAT??? the leader encourages the use of statements such as “when you speak this way, I feel…” the leader helps note that feelings are not right or wrong but simply exist -people are less defensive when “I feel” statements rather than “you are” statements are used |
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Monopolizing member
-compulsive speech person who monopolizes the group may be an attempt to deal with _______ |
anxiety
-the pts level of anxiety rises and the pts tendency to speak increases even time -no one else gets a chance to be heard and other group members eventually lose interest and begin to withdraw |
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interventions for dealing with an overly talkative group member
what would the nurse do first?? |
-address the entire group with a reminder that in group work everyone should have an equal chance to contribute and that members should consider whether or not they are dominating the groups time
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interventions for dealing with an overly talkative group member
-request a response from who? |
group members who have not had a chance to talk about the days topic
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interventions for dealing with an overly talkative group member
-if the nurse address the entire group with a reminder that in group work everyone should have an equal chance to contribute BUT the behavior continues, it may necessary to: |
speak directly to the talkative group member
-in private: share your observations and suggest that perhaps NERVOUSNESS may be a factor -asking for clarification of your observations may lead you to a greater understanding of what the group member is experiencing -ask them to limit his or her contributions to a specific number of times (2-3) |
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interventions for dealing with a pt who complains and rejects help
-the person usually has |
high conflicting feelings about his or her own dependency
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interventions for dealing with a pt who complains and rejects help
the patient continually brings what to the group? how do they often describe the enviornmental or somatic problems? -how do they come across to others? |
envt or somatic problems
in a manner that makes them seem incapable to overcome and takes pride in their problems - come across self centered |
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interventions for dealing with a pt who complains and rejects help
-any notice from the leader can help: |
increase self esteem
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interventions for dealing with a pt who complains and rejects help
leader should acknowledge what? |
-the pts pessimism but maintain a neutral affect
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demoralizing member
-what is their behavior like? |
self centered, angry, depressed, may lack empathy or concern for other members and may refuse to take personal responsibility and challenge the group leader
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demoralizing member
-interventions for the nurse/group leader to do with the patient alone? |
listen to the comments objectively
-the leader may choose to speak to the group member in private and ask what's causing the anger |
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demoralizing member
-interventions for the nurse/group leader to do with the group? |
focus on positive group members whose comments may reduce the hostility of the negative group member
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Silent member
-what will they do |
observe intently until they decide that the group is safe of them or they may feel like they are not as competent as the other group members
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Silent member
-silence doesn't mean that the person is not engaged or involved but it should be addressed for several reasons. -the person who does not speak cannot....... |
benefit from others feedback
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Silent member
-other group members are deprived of the silent members _____ |
insight
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Silent member
-interventions the group leader or nurse can do -allow: |
allow extra time to formulate his thoughts before responding "i'll give you a moment to think about that" and coming back later is helpful
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Silent member
-interventions the group leader or nurse can do -make: |
an assignment that every person in the group respond to a question "lets all think of a positive and assertive response to something that you feel helpless about. i'll give you a minute to tihnk it over and then ill ask you each to share"
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Silent member
-interventions the group leader or nurse can do within the group |
partnering with another group member (can give courage) and then each report back to the group what they heard the other one say
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P has been a member of the therapy group for 4 weeks and has said nothing during the sessions. A strategy the leader may use to encourage him to speak during a session is
A) "P, you are letting the group down when you fail to contribute." B) "P, what do you have to say about what just happened?" C) "By now, P, you must be feeling safe enough to enter the discussion." D) "What are you thinking, P?" |
4
Options 1, 2, and 3 place the client on the defensive and encourage further withdrawal. Option 4 is less threatening. The leader needs to be patient and, in a nonthreatening manner, encourage members to make contributions |
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-support groups: most important function is to demonstrate to individuals that
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they are not alone in
having a particular problem |
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Self-help and support groups do not exist to address minor problems. Problems successfully treated by self-help and support groups include
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addictions, eating disorders, and adjustment to life changes caused by major illnesses.
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____________ are composed of members who have had or are currently sharing similar experiences, such as a bereavement group or a group of women with breast cancer.
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Support groups
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The key quality indicator that relates to successful outcomes in a medication education group is the client's
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recognition of the need to discuss medication changes with his or her physician rather than adjusting the dose or stopping the medication without consultation.
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Silent Member:
-may be silent until they decide: -may believe they are not as: -it doesnt mean that they are not ___ or ________ -what is the negative thing about this? |
-may be silent because they are observing intently until they decide if the group is safe
-may believe they are not as competent as other members -silence doesn’t mean that the member is not engaged or involved -the person who does not speak cannot benefit from others feedback |
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Silent Member:
interventions: |
-allow the person to have extra time to formulate his or her thoughts before responding
-“I’ll give you a moment to think about that and waiting or coming back to the group member later” -make an assignment that every person in the group responds to a certain topic or question -“lets all think of a positive and assertive response to something you feel helpless about. I’ll give you a minute to think it over and then I’ll ask each of you to share” -partnering with another group member will give the silent member the courage they need to participate -ask to discuss certain topics and then each report back to the group what they heard the other one say |
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Demoralizing member:
-behavior is: -refuse to do what? -challenge who? |
-behavior is self-centered, angry, depressed, may lack empathy or concern for other members of the group
-refuse to take personal responsibility -can challenge the group leader and negatively affect the group progress |
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Demoralizing member:
-interventions for leader: |
-group leader can listen to comments objectively
-may choose to speak to the group member in private and ask what is causing the anger -in the group, the leader can focus on positive group members whose comments may reduce the hostility of the negative group member |
