Relaxation Flashcards

1
Q

What Is Stress?

A

Stimulus-An outside force that puts demands on you.
Response-A physical response going on within you.
Transaction-An exchange between a stimulus, our perception of it, and the response it causes.
Holistic Phenomenon-Describes stress as part of a larger whole taking into account lifestyles and other circumstances.
Stressor- Stimuli which causes a stress response.
Stress Response- A set of physiological adaptations of the body to regain homeostasis in the face of threat, harm, or loss.

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2
Q

Homeostasis

A

Is a state of “normalcy or balance.”

BP, heart rate, hormone levels and other vital functions are maintained within a narrow range.

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3
Q

General Adaptation Syndrome

A

Alarm Phase- (Fight-or-Flight reaction) the body mobilizes energy to meet the demands of stressors.
Resistance Phase- The body attempts to maintain homeostasis.
Exhaustion Phase- A body part or system breaks down as a result of the energy demands of chronic stress.

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4
Q

Alarm Phase:Fight-or-Flight Response

A

Endocrine system releases hormones (cortisol, epinephrine, norepinephrine)
Hearing & vision becomes acute.
Heart rate accelerates to pump more oxygen.
Liver releases extra sugar to provide energy boost to muscles.
Perspiration increases to cool the skin.
Endorphins are released to relieve pain in case of injury.
Increased metabolic rate.
Decreased digestive activity.

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5
Q

Cortisol Response

A

Decreased immune function
changes in glucose metabolism
changes in neurochemistry
changes in cardiovascular status

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6
Q

Physical Therapist Role

A

Most common symptom: tension related pain
Disorders related to increase tension/stress:
Heart attacks
Cerebrovascular injuries
Chronic musculoskeletal problems
Peripheral and neurovascular syndromes

Recognize Signs of Tension
Within scope of practice, treat signs of tension
Relaxation is a key to reducing muscle tension, anxiety, nervousness and stress
Relaxation is not a Magic Button and does NOT cure joint dysfunction or other musculoskeletal trauma

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7
Q

Contributors to Increase Muscle Tension

A
Emotional tension
Physical trauma
Infection
Immobilization
Other stressors

Cycle of pain, muscle guarding,Retained metabolites, and restricted motion

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8
Q

Managing Stress

A
Social Support
Exercise
Proper Nutrition
Time Management
Cognitive Techniques
Clear Communication
Relaxation Techniques
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9
Q

Relaxation

A

Definition:
transitive verb
1: to make less tense or rigid : slacken
2: to make less severe or stringent : modify
3: to deprive of energy, zeal, or strength of purpose
4: to relieve from nervous tension

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10
Q

intransitive verb

A

1: to become lax, weak, or loose : rest
2: to become less intense or severe
3: of a muscle or muscle fiber : to become inactive and lengthen
4: to cast off social restraint, nervous tension, or anxiety
5: to seek rest or recreation
6: to relieve constipation
7: to attain equilibrium following the abrupt removal of some influence (as light, high temperature, or stress)

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11
Q

Physical Signs of Tension

A
HR
BP
Increased muscle tone
Altered breathing pattern
“agitated” or “fidgety”
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12
Q

Examination for Tension

A
PMH:
	Cardiovascular and respiratory symptoms
	Eye, ear, nose and throat symptoms,
	Headaches or head pain 
	TMJ dysfunctions
	Digestive disorders
	Endocrine imbalances
	Muscle tension pain

Symptoms patient may relate:
Increased eating, smoking, drinking
Difficulty falling asleep, waking up feeling exhausted, keyed up and jittery during the day

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13
Q

Observation: Signs of agitation, signs of anxiety or restlessness

A
Chewing of lips 
Grinding or clenching teeth
Biting fingernails
Pacing
Clenching, unclenching of hands
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14
Q

Assessment of Stress

A
One tool: symptoms of stress checklist
0-7 = low
8-14 = moderate
15-21 = high
22+ = very high
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15
Q

How do we treat tension?

A
Massage
Modalities:
	Moist Heat
	Ultrasound
	Electrical Stimulation
	TENS
Muscle Re-education
	Progressive Relaxation
	Biofeedback
	Autogenic training
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16
Q

Approaches to Treatment

A

Cognitive or mental

Somatic or physical

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17
Q

Cognitive or mental approach

A

Meditation
Sensory awareness techniques
Autogenic training

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18
Q

Somatic or physical approach

A
Passive distraction (Jacobson’s techniques)
Active or dynamic distraction (Feldenkreis Techniques, Tai chi)
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19
Q

Passive Relaxation Strategies

A

Deep Breathing
Meditation
Visual Imagery
Autogenic Training
Sit in the meditative posture and scan the body
“my right arm is heavy”
“my arms and legs are heavy and warm” (repeat 3 or more times)
“my heartbeat is calm and regular” (repeat 3 times)
“my solar plexus is warm” (repeat 3 times)
“my forehead is cool”
“my neck and shoulders are heavy” (repeat 3 times)
“I am at peace” (repeat 3 times)

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20
Q

Active Relaxation Strategies

A
Systematic Muscle Relaxation
Yoga
Static Stretching
T’ai Chi
Massage
Hobbies & recreational activities
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21
Q

Patient/Client-Related Instruction

A

Process of educating, informing, or training
Patients, clients, family members, significant others, or care givers
Promote and optimize physical therapy services

22
Q

Types of Instruction

A
Current condition
Enhancement of performance
Health wellness and fitness programs
Plan of care
Risk factors for pathology
Transitions across settings
Transitions to new roles
23
Q

Patient Learning

A

Cognitive: information and facts
Affective: attitude and motivation
Psychomotor: motor programs and exercise programs

24
Q

Perceptions

A

Physical Therapists believe they educate 80-100% of their patients in some manner
Most education is in one of the following:
Current condition
Diagnosis
Plan of care

25
Q

Less likely to educate on…

A

Relationships between symptoms and patients daily routines
Expected response to exercise
Stress management
Health and wellness

26
Q

Literature Results

A

Studies have shown that patients adherence to physical therapy exercise programs depends on the time spent educating the patient on prognosis and expectations from rehab.

With education, there can be as much as an 80% change in attitudes and behaviors

27
Q

Why there’s need for patient education

A

Patients are discharged quicker
Patients are sicker when discharged
Patients require more education for home than they use to.
Pro: limits the development of an external focus = patient dependence on the therapist for management of condition

28
Q

Skill Set for Effective Communication

A

Active listening skills
Reflection on patient replies
Providing appropriate feedback

29
Q

Active Listening

A

Close observation of words
Intonation
Body language
Eye contact with affirmation

30
Q

Reflection of Patient Report

A

Seeks to clarify what the PT heard
Allows patients to change or modify comments
Validates patient report – I heard what you are saying
Helps to build rapport with patient
Clarify how progress is defined (pain, time, movement)

31
Q

Providing appropriate feedback

A

Sluijs et al: lack of positive feedback is one of the primary factors related to adherence to a rehab exercise program
Need to learn how much feedback to give, when to give it and what type to give.
Response of patient: listen to it and adjust feedback accordingly

32
Q

Adherence and Motivation

A

Best designed program will do nothing for the patient if the patient isn’t compelled to participate
Sluijs et al:
% patients who fully comply: 37%
% patients who partially comply: 76%

33
Q

Lack of Compliance or Adherence

A
Affective Domain
	Barriers to Adherence
	Lack of positive feedback
	Feeling of helplessness
Less educated: more likely to have adherence to a program
No gender differences with compliance
34
Q

Theories on Patient Behavior

A

Health Belief: stresses elimination of behaviors
Health Locus of Control
Self Efficacy

35
Q
Trans theoretical: stages of change
	Pre-contemplation
	Contemplation
	Preparation
	Action
	Maintenance
A
Pre-contemplation
Contemplation
Preparation
Action
Maintenance
36
Q

Pre-Contemplation

A

No intention of changing

See no need for change

37
Q

Contemplation

A

Considering change, haven’t initiated it yet
Plan to make a change within 6 months
Patients are usually here

38
Q

Preparation

A

Planning to change within the month
No action yet
Patients are usually here

39
Q

Action

A

Have reached a certain criterion level which demands change for the individual
We want our patients here!

40
Q

Maintenance

A

Reached criterion level
Maintained at least months
Habit breaking

41
Q

Application to Patient Education

A

What stage is the patient in?
Listen for cues
Help patient identify barriers to participation
Input from the patient – what would it take to remove the barriers?
Pro’s of participation need to outweigh the cons of participation

42
Q

If pre-contemplation

A

Help patient identify goals that could be achieved

43
Q

If contemplation

A

Encouragement
Provide information
Help patient to perceive a relationship among an injury or pathology, exercise and expected outcome

44
Q

If Action

A

Engage in a plan of care
Identify barriers
Positive reinforcement

45
Q

Motivation is the Key

A

What motivates the patient?
Identify the motivators and tutor the program to the motivators
Non specific programs, not geared for a patient’s goal, will result in adherence issues for the patient.
Exercise program should reflect patient goals

46
Q

Developing a Home Program

A

Design a program that requires the fewest lifestyle changes – increases adherence
Choose exercises that can be incorporated into a patient’s daily activates when possible

47
Q

Sluijh identified three things that contribute to adherence/compliance

A

Self motivation
Scheduling concerns
Biggest concern
Pain tolerance

48
Q

HEP Issues

A
Type of learner: visual, auditory, kinesthetic
Cultural barriers: language, background
Clarity of instruction
Education around exercise program
Pictures or drawings, arrows
	“Canned” program vs Individualized
Communication: written and verbal
Organize, cluster exercises together to minimize position changes
49
Q

Psychomotor Learning Skill Phases

A

Cognitive Phase
Associative Phase
Autonomous Phase

50
Q

Cognitive Phase

A

attention to task is necessary
Gross motor skills are developed
Overcorrection
Exaggerated movements

51
Q

Associative Phase

A

Refinement of gross motor skills
Efficient
Less overcorrection
Less exaggeration

52
Q

Autonomous Phase

A

Motor program is activated

Little cognitive input is needed