12. Coping with illness and disability Flashcards

You may prefer our related Brainscape-certified flashcards:
1
Q

what is the transactional definition of stress?

A

stress is a condition that results when the person/environment transactions lead the individual to perceive a discrepancy between the demands of the situation and the coping resources available

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

what is the transactional application of stress?

A

can be applied to hospitalisation for medical/surgical procedures

there are mental demands of the threat to wellbeing from hospitalisation (including the severity, pain etc) and there may be limited coping resources as there is little the patient can do

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

what is procedural information?

A

information about the procedures to be undertaken

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

what is sensory information?

A

information about the sensations that may be experienced

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

what is the dual process hypothesis?

A

proposes that procedural and sensory information work in different ways

procedural information allows patients to match ongoing events with expectations in a non-emotional manner

sensory information works by mapping a non-threatening interpretation onto these expectations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

define problem focussed coping

A

efforts directed at changing the environment in some way or changing one’s own actions/attitudes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

give examples of problem focussed coping

A

seeking health information, learning procedures, pacing activity, changing behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

define emotion focussed coping

A

efforts designed to manage the stress-related emotional responses in order to maintain one’s own morale and allow one to function

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

give examples of emotion focussed coping

A

meditation, relaxation techniques, deep-breathing, distraction, praying

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

what are the 5 illness representations proposed by Leventhal?

A
  1. identity
  2. cause
  3. consequences
  4. timeline
  5. curability/controllability
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

how does identity represent illness and how would you find it out?

A

the label of the illness and symptoms

“what symptoms do you have?”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

how does cause represent illness and how would you find it out?

A

what may have caused the problem - genetics, circumstances, trauma

“stress was a major factor for my illness”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

how do consequences represent illness and how would you find it out?

A

expected effects from the illness and views about the outcome

“my illness is a serious condition”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

how does timeline represent illness and how would you find it out?

A

how long the problem will last and whether it is seen as acute, chronic or episodic

“my illness will last a long time”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

how does cure-control represent illness and how would you find it out?

A

expectations about recovery or control of the illness

“there is little that can be done to improve my illness”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

what strategies are there to help children cope with treatment?

A
  • distraction: most effective for younger children
  • modelling intervention such as showing a film of a child having an operation to reduce anxiety of the unknown
  • preparatory information that is specific and includes both procedural and sensory information
17
Q

what is the combined approach for helping children cope with treatment?

A

TELL: use simple language and a matter-of-fact style to tell the child what is going to happen before each procedure

SHOW: demonstrate the procedure using an inanimate object, member of staff or clinician

DO: the procedure does not begin until the child understands what will be done

18
Q

outline Auerbach’s study on the amount of information and distress (1983)

A
  • study on the effect of information given vs individual desire for information
  • patients undergoing a dental extraction are either given general information or specific information regarding the procedure
  • patients with a high desire for information experienced less distress when given specific information
  • patients with a low desire for information experienced less distress when given general information