Chapter 12, 13, 14, and 17 Flashcards
The concepts used in leading groups
Sessions begin and end on time
All views are heard and respected; cell phones are silenced; no side conversations
Only one speaks at a time, with no interruptions
Emotion is acceptable; aggression is not
Disagreement is expressed calmly and objectively
All stay for the entire meeting
Who we are and what is said – stays here
Compare the roles that a group member can assume
An important aspect of leading a group
member selection- does the purpose of the group match the needs of the potential members, do the members have social skills to help them function properly in a group, will the other group members accept the new members, can the potential member make a commitment to attend group meetings
leadership skills- being direct or indirect
seating arrangments-
ways to deal with challenging behaviors- Key nursing strategy in mental health promotion and recovery, enhance self-understanding, Conquer unwanted thoughts and feelings, Learn new behaviors, Learn from others, and Vary in purpose
Identify the types of groups
psychoeducation- teach self-protection skills, healthy relationship skills, and healthy sexuality, and information about resources such as shelter, legal services, etc, and use caution when giving individuals written material
support-
psychotherapy-
self-help-
Nursing intervention groups
Psychosocial Nursing Interventions
Problem-solving
Family interventions
Evaluation and Treatment Outcomes
The initial plan of care guides the evaluation
Individual, family, and network outcomes
Concept of stress
a natural part of life can have negative (can result in negative and mental/physical health issues) and positive (help develop coping skills) experiences, associated with the development or exacerbation of symptoms of mental illness
Acute stress
intense biopsychosocial reaction to threatening events, can lead to psychological overload, fight or flight response
Chronic stress
oncoming psychological events resulting in wear and tear on the body negatively impacts health, are maladaptive when prolonged, contribute to risk for illness, general adaptation syndrome
Factors that lead to allostatic load
consequences of wear and tear on the brain—> ill health
Psychosocial factors that influence the experience of stress
Stress is an interactive process between real or perceived internal or external environmental demands
Variety of stress responses experienced by individuals
Roles of coping and adaptation in maintaining and promoting mental health
a deliberate, planned, psychological effort to manage stressful demands.
two types: problem-focused and emotion-focused
reappraisal provides feedback on strategies
Critical thinking skills in the nursing process for a person experiencing stress
Types of violence and abuse
intimate partner violence slides 83-85
stalking- repeated unwanted contact, attention, and harassment
rape and sexual assault- SA is any form of nonconsenting sexual activity, and rape is the most severe form of sexual assault
child abuse and neglect- acts of commission of intentional and harmful behaviors, acts of omission considered child neglect, not meeting physical/emotional or educational needs
elder abuse- abuse or neglect over the age of 60
Selected theories of violence
slide 95
Reasons people become abusive and why people stay in relationships that are violent
tension builds, the incident happens, then reconciliation, and lastly calming
Formation of therapeutic relationships with a victim of violence
caring for the patient, providing therapeutic communication such as Establishing rapport
Start with the least sensitive topics work toward the most sensitive topics, and Ensure confidentiality
The supportive, empathetic approach is most effective, Must make clear responsibility for mandatory reporting
Nursing care plans for survivors of violence and abuse
Treatment for perpetrators of abuse
Required to remain sober, Random drug testing, May require abusers to undergo substance abuse treatment concurrently, and Must be culturally sensitive, States vary on requiring programs, Court mandated, often outpatient groups
Healthy and maladaptive styles of anger
Healthy- beneficial effects on blood pressure, better general health, less depression
Maladaptive- Excessive outwardly directed anger or suppressed anger
Psychoeducational intervention to promote wellness
Effectively modulate the physiologic arousal of anger, Alter any irrational thoughts fueling the anger, Modify maladaptive anger behaviors prevent problem-solving
Factors influencing aggressive and violent behaviors
Experienced childhood abandonment, physical brutality, sexual abuse
Behavior does not occur in a vacuum; one must consider both patient and context
theories behind aggression, violence, and anger
aggression- Overt behavior intended to hurt, belittle, take revenge or achieve domination and control
Violence- extreme aggression, use of a strong weapon to inflict bodily harm possibly kill, greater intensity and destruction than aggression
anger-“A strong, uncomfortable emotional response to a provocation that is unwanted and incongruent with one’s values, beliefs, or rights”
Internal affective state that may or may not is expressed in overt behavior , If expressed, can be constructive or destructive
Signal that something is wrong, Meaning of the episode depends on the relational context
escalate and deescalate violent behaviors
Neurocognitive impairment and social history of abuse or family violence
Increases risk for violent behavior (boys)
Risks for physical/verbal attacks on nurses
Ways to respond to the expression of anger. aggression, and violent behaviors
