6b - Coping with Illness and Disease (28.02.2020) Flashcards

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1
Q

WHO definition of health

A

“Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.”

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2
Q

WHO model

A

 Describes the consequences of disease & suggests causal links between them:

  • impairment refers to a problem with a structure or organ of the body
  • disability is a functional limitation with regard to a particular activity
  • handicap refers to a disadvantage in filling a role in life relative to a peer group, as a result of impairment and disability

Links:
 Disability strongly correlates with handicap.
 BUT research shows a very low correlation (r=0.19)
between impairment and disability in 763 CHD patients.
 Suggesting other factors in addition to impairment (structural problem), influencedisability (functional limitations)…
- individual differences as well as the social circumstances play a role.

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3
Q

Crisis Theory of Coping with Illness (Moos, 1977)

A

• Similar to homeostasis, we have a need for social and psychological
equilibrium.
• Serious illness presents ‘a crisis’ and our usual, habitual ways of coping are inadequate.
• A state of disorganisation, feelings of fear, guilt, sadness etc .
• A crisis by definition is self-limited because we cannot remain in an extreme
state of disequilibrium.

  • Adaptive responses personal growth and adjustment to the illness. (e.g. either appreciation of life)
  • Maladaptive responses poor adjustment (psychological problems, low functioning etc).
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4
Q

Crisis theory of coping with illness

Moos & Schaefer, 1984

A
  • the theory was developed into a more complex model

coping process consists of

coping process is influenced by:
??????/

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5
Q

Illness related factors

A
  • Unexpected
  • Cause & Outcome/Prognosis (e.g. self blame, guilt, depression)
  • Disability
  • Stigma (e.g. HIV or obesity)
  • Disfigurement
  • Prior experience (e.g. someone in the family suffered a disease)
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6
Q

Background/Personal Factors

A
  • Age of onset (e.g. teenagers find it more difficult to adjust to diabetes than e.g .younger children because there is more responsibility on the parents)
  • Gender (women are more likely to seek support)
  • SES & occupation
  • Pre-existing illness beliefs
  • Pre-existing personality
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7
Q

What are the big 5 personality traits

A
  • Openness – no clear link to health
  • Conscientiousness - +2 years life expectancy
  • Extraversion – lower rates of CHD, protective respiratory disease
  • Agreeableness – Hostility associated w/ CHD
  • Neuroticism – higher use of alcohol and smoking; higher symptom reporting
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8
Q

The Impact of Agreeableness

A

 Big Five Personality Traits: Different adaptation for high and low agreeableness
 ‘I see myself as someone who has a forgiving nature’
 May be explained by more agreeable individuals…
 Having more social support & better quality of friendships
 More likely to follow self-care instructions & have positive, active coping strategies

disagreeable: moderate decline in life satisfaction

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9
Q

Physical and Social Environment

A
  • Hospitalisation (incl. feeling institutionalised)
  • Accommodation and physical aids/adaptations
  • Societal attitudes
  • Social support & social role
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10
Q

The Social Network (Brummet et al, 2001)

A
  • worse social network higher risk of cardiac death

- sociaal isolation is a robust predictor of cardiac mortality.

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11
Q

Meta-analysis: Social Relationships and Mortality Risk (Holt-Lunstad et al, 2010)

A

• 148 studies with 308,849 participants.
• Findings indicated a 50% increased likelihood of survival for
participants with stronger social relationships.
• Consistent across age, sex, health status and follow up period.
• Conclusions: The influence of social relationships on risk for mortality is comparable with well-established risk factors for mortality.

-> This is also a very important factor, has a strong effect, smoking is also a RF but both are important

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12
Q

Illness representations

A
  • thoughts and beliefs about illness
  • (Leventhal et al. 1980)
  • Definition: “A patients own implicit, common sense beliefs about their illness”

1) Identity
2) Cause
3) Consequences
4) Time line
5) Curability/controllability

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13
Q

What are the specific components of illness representatuin

A

• Identity: the label of the illness and symptoms
• E.g. “I have a cold, with a sore throat and runny nose”
• Cause: what may have caused the problem, such as genetics, circumstances, trauma, etc.
• E.g. “My cold was caused by being stressed and run down”
• Consequences: expected effects from the illness and views about
the outcome
• E.g. “My cold will prevent me from going out tonight”
• Time-line: how long the problem will last and whether it is seen as
acute, chronic or episodic
• E.g. “My cold will be gone in a few days”
• Cure/control: expectations about recovery or control of the illness • E.g. “If I rest my cold will resolve quickly”

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14
Q

Illness Perceptions Questionnaire

A

-> useful clinical tool

  • Identity – What symptoms are e.g. pain, tiredness
  • Cause – “A germ or virus caused my illness” “Pollution of the environment caused my illness”; “Stress was a major factor in causing my illness”
  • Timeline - “My illness is likely to be permanent rather than temporary”
    “My illness will last for a long time”
  • Consequences - “My illness has major consequences on my life” “My illness is a serious condition”
  • Cure-Control - “There is little that can be done to improve my illness”
    “My treatment will be effective in curing my illness”
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15
Q

A Picture of Health: Conclusions

A

 Patients who drew damage to their heart perceived that their heart had recovered less at 3 months, that their heart condition would last longer and had lower perceived control over their heart condition
 Extent of damage drawn correlated to slower return to work
 Peak troponin-t not related to 3-month outcomes or return to work
“Drawings (and the associated illness beliefs) of damage predict recovery better than medical variables”

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16
Q

Adaptive tasks

A

1) Tasks related to illness or treatment
• Coping with symptoms or disability
• Adjusting to hospital environment/medical procedures
• Developing and maintaining good relationships with healthcare professionals

2) Tasks related to general psychosocial functioning
• Controlling negative feelings and retaining a positive outlook
• Maintaining a satisfactory self image and sense of competence
• Preserving good relationships with family and friends
• Preparing for an uncertain future (e.g. conversations about will and end-of-life-care)

17
Q

Coping Skills

A
  • Coping: ‘Cognitive and behavioural efforts to master, reduce or tolerate external and internal demands and conflicts’ (Strauss, 1988).
  • Problem Focussed coping: Efforts directed at changing the environment in some way or changing one’s own actions or attitudes.
  • Emotion focussed coping: Efforts designed to manage the stress-related emotional responses in order to maintain one’s own morale and allow one to function.
18
Q

2 types of coping with health problems

A

Problem-Focused
• Seeking relevant information about an illness
• Learning specific illness related procedures eg pacing
activities
• Changing behaviour eg diet

Emotion-focused
• Seeking reassurance and emotional support
• Learning relaxation strategies
• Meditation

  • Many studies have found that use of emotion focussed coping strategies associated with poorer adjustment and greater levels of depression.
  • However, circular reasoning (i.e. those who are more distressed may need to engage in more emotion- focussed coping).
  • Optimal coping depends on the individual and the situation- flexibility is the most beneficial.
19
Q

2 types of coping with health problems

A

Problem-Focused
• Seeking relevant information about an illness
• Learning specific illness related procedures eg pacing
activities
• Changing behaviour eg diet

Emotion-focused
• Seeking reassurance and emotional support
• Learning relaxation strategies
• Meditation

  • Many studies have found that use of emotion focussed coping strategies associated with poorer adjustment and greater levels of depression.
  • However, circular reasoning (i.e. those who are more distressed may need to engage in more emotion- focussed coping).
  • Optimal coping depends on the individual and the situation- flexibility is the most beneficial.
20
Q

What stress?

A
  • Transactional definition of stress:
  • 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.
21
Q

Why are medical situations stressful?

A

patients feel threat

  • will it hurt?
  • will I die?
22
Q

Why is patient distress a bad thing?

A
  1. Moral/ethical responsibility to minimize suffering if possible.
  2. Distress during treatment related to longer term psychological morbidity.
  3. Distress during treatment related to wide variety of treatment outcomes, eg, patients not complying.
23
Q

Is it helpful to prepare patients?

A
  • 97 patients undergoing abdominal surgery randomly allocated to receive:
  • ‘preparation’ – detailed info about location, severity and duration of pain • ‘normal care’ – not informed about post-operative pain

• Prepared group reported less pain, used less analgesic medication and their post-operative stay in hospital was an average of 2.7 days shorter.

24
Q

Procedural vs sensory information

A
  • Procedural information – Information about the procedures to be undertaken
  • Sensory information – Information about the sensations that may be experienced

participants given sensory information reported significantly less distress during the procedure.

25
Q

Dual process hypothesis

A
  • Proposes that procedural and sensory information are both helpful because they work in different ways.
  • Procedural information works by allowing patients to match ongoing events with their expectations in a non- emotional manner.
  • Sensory information works by “mapping” a non- threatening interpretation on to these expectations.
26
Q

How much information is enough?

A
  • depends on the patient’s preferances

- some people are more distressed with general info and others are distressed with specific info

27
Q

Communication in informing patients

A
  • Prepare patients with information – not all patients like/know to ask questions
  • Try to gage patient preference for level of information and involvement
  • Check patient’s understanding – anxiety can block information being heard.
  • Try to avoid medical jargon
  • Provide written information as an well as verbal
28
Q

Increasing control in medical situations

A

• A device for patient to signal their
pain/discomfort during dental treatment can
reduce distress
• Patient can squeeze a buzzer during an MRI to halt the procedure
• Control over treatment options for fertility procedures related to greater well-being

patients having more control, better health outcomes.

29
Q

Preparing children for treatment

A
  • Preparatory information should be specific and include procedural & sensory information.
  • Older children (> 7yrs) benefit most from information presented about a week before a procedure, younger children closer to the procedure.
  • Modelling and coping skills interventions can be helpful
  • eg. Film ‘Ethan has an operation’ depicting a child in hospital using positive coping strategies reduced anxiety in children undergoing operations (Melamed & Siegal, 1975)
30
Q

How do children cope?

A
  • Children use the same types of coping as adults, but preference for problem-solving increases with age, whilst avoidant coping declines.
  • Distraction is the most effective coping strategy for younger children.
  • For older children (>9yrs) matching coping strategy to child’s preferred coping strategy is more effective.

Match coping approach to the childs preferences.

31
Q

Combined Show –Tell – Do Approach

A

1) Tell: Using simple language and a matter-of-fact style, the child is told what is going to happen before each procedure (comparisons the child understands are used and negative, emotive words avoided).
2) Show: The procedure is demonstrated using an inanimate object (eg a doll), a member of staff or the clinician.
3) Do: The procedure does not begin until the child understands what will be done.

32
Q

The impact of parents’ behaviour

A

Children’s distress during a routine immunization was correlated with the amount of distress shown by parents but not to subjective anxiety (Frank et al, 1995)

33
Q

Maternal interaction study

A
  • different in boys and girls

• Mothers randomly allocated to training in one of three interaction styles:
• Pain promoting (reassurance & empathy etc) • Pain reducing (distraction, humour etc)
• No training
All children underwent a cold pressor task

Girls more sensitive to the mothers interaction styles
parents haave an impact on the children’s pain experience.

34
Q

Summary - take home messages

A

• The Crisis theory of coping with illness provides useful framework for understanding the factors which influence adjustment to illness.
• Illness Representations can shape patients’ coping responses and recovery – the IPQ is a useful clinical tool.
• Preparing patients for treatment can reduce distress.
• It’s important to gage patient preference for information and
their preferred coping style.
• Increasing perceptions of control during treatment can reduce
patient distress.
• Important to adapt preparation with children.