Monday, August 29, 2011

Beatitudes for the Friends of the Aged


BEATITUDES
FOR THE
FRIENDS
OF THE
AGED

·        Blessed are they who understand
                     my faltering step and palsied hand.

·        Blessed are they who know that my ears today
                     must strain to catch the things they say.

·        Blessed are they who seem to know that my
                      eyes are dim and my wits are slow.

·        Blessed are they who looked away when
                       coffee spilled at table today.

·        Blessed are they with cheery smile
                       who stop to chat for a little while.

·        Blessed are they who never say,
                       “You’ve told that story twice today.”

·        Blessed are they who know the ways to
                        bring back memories of yesterdays.

·        Blessed are they who make it known
                       that I’m lived, respected and not alone.

·        Blessed are they who know I’m at a loss
                        to find the strength to carry the cross.

·        Blessed are they who ease the days on
                          my journey home in loving ways.

By Esther Mary Walker

Sunday, August 28, 2011

EXPANDED PROGRAM ON IMMUNIZATION

Expanded Program on Immunization

                By the virtue of P.D. 996 compulsory basic immunization for children 8 years and below started in July, 1976 in the Philippines.
                This was referred to as the Expanded Program on Immunization or EPI.
                At the start of the program, immunizations against these childhood diseases were given BCG or tuberculosis and DPT for diphtheria, pertusis and tetanus.  Later on, on immunization against poliomyelitis was included in EPI using oral polio vaccine. Tetanus toxoid immunization for pregnant women continued to be given but instead of being given only after the 5th month of pregnancy, a department of Circular was issued to the effect that can be given anytime during pregnancy, the last antigen to be included in the EPI was measles vaccine to be given at the nine months of age.
                The EPI was further strengthened by Proclamation No. 6 signed by President Corazon C. Aquino in April 1986 mandating compulsory immunization for children. It committed the Philippines to the goal of universal child immunization by 1990.
                In 1993, Pres. Ramos signed Proclamation No. 46, reaffirming the commitment to universal child and mother immunization goal by launching the Polio Eradication project.
                Proclamation No. 147 declared April 21 and May 19, 1993 and every Wednesday of January and February thereafter, for two years as National Immunization Days (NIDS)

Principles
     
        1.       The program is based on epidemiological situation; schedules are drawn on the basis of occurrence and characteristics epidemiological features of the disease.
        2.       The whole community rather than just the individual is to be protected, thus, mass, approach is utilized.
        3.       Immunization is a basic health service and as such it is integrated into the health services being provided for by the Rural Health Unit.
  
Objectives

        A.      General
To reduce the morbidity and mortality among infants and children caused by the seven childhood immunizable disease and eventually eradicate poliomyelitis, eliminate neonatal tetanus and control measles.

        B.      Program Objectives
The EPI 5 years directional plan has been revised to meet the challenges with phases or acceleration and sustainability. Its primary health status objective is to decrease the maternal and child mortality and morbidity from the Seven EPI target diseases through increased immunization coverage.

Eleven Core Competencies in Nursing: ENABLING COMPETENCIES



IV. ENABLING COMPETENCIES


10. Quality Improvement


Core Competency 1: Gathers data for quality improvement
Identifies appropriate quality improvement methodologies for the clinical problems
Detects variation in specific parameters i.e vital signs of the client from day to day
Reports significant changes in clients’ condition/environment to improve stay in the hospital
Solicits feedback from client and significant others regarding care rendered


Core Competency 2: Participates in nursing audits and rounds
Shares with the team relevant information regarding clients’ condition and significant changes in clients’ environment
Encourages the client to verbalize relevant changes in his/her condition
Performs daily check of clients’ records / condition
Documents and records all nursing care and actions implemented


Core Competency 3: Identifies and reports variances
Reports to appropriate person/s significant variances/changes/occurrences immediately
Documents and reports observed variances regarding client care


Core Competency 4: Recommends solutions to identified problems
Gives an objective and accurate report on what was observed rather than an interpretation of the event
Provides appropriate suggestions on corrective and preventive measures
Communicates solutions with appropriate groups


11. Research


Core Competency 1: Gather data using different methodologies
Specifies researchable problems regarding client care and community health
Identifies appropriate methods of research for a particular client /community problem
Combines quantitative and qualitative nursing design through simple explanation on the phenomena observed


Core Competency 2: Analyzes and interprets data gathered
Analyzes data gathered using appropriate statistical tool
Interprets data gathered based on significant findings


Core Competency 3: Recommends actions for implementation
Recommends practical solutions appropriate to the problem based on the interpretation of significant findings


Core Competency 4: Disseminates results of research findings
Shares/presents results of findings to colleagues / clients/ family and to others
Endeavors to publish research
Submits research findings to own agencies and others as appropriate


Core Competency 5: Applies research findings in nursing practice
Utilizes findings in research in the provision of nursing care to individuals groups / communities
Makes use of evidence-based nursing to enhance nursing practice

Eleven Core Competencies in Nursing: ENHANCING COMPETENCIES



III. ENHANCING COMPETENCIES


8. Records Management


Core Competency 1: Maintains accurate and updated documentation of client care
Completes updated documentation of client care
Applies principles of record management
Monitors and improves accuracy, completeness and reliability of relevant data
Makes record readily accessible to facilitate client care


Core Competency 2: Records outcome of client care
Utilizes a records system ex. Kardex or Hospital Information System (HIS)
Uses data in their decision and policy making activities


Core Competency 3: Observes legal imperatives in record keeping
Maintains integrity, safety, access and security of records
Documents/monitors proper record storage, retention and disposal
Observes confidentially and privacy of the clients’ records
Maintains an organized system of filing and keeping clients’ records in a designated area
Follows protocol in releasing records and other information


9. Management of Resources and Environment


Core Competency 1: Organizes work load to facilitate client care
Identifies tasks or activities that need to be accomplished
Plans the performance of tasks or activities based on priorities
Verifies the competency of the staff prior to delegating tasks
Determines tasks and procedures that can be safely assigned to other members of the team
Finishes work assignment on time


Core Competency 2: Utilizes financial resources to support client care
Identifies the cost-effectiveness in the utilization of resources
Develops budget considering existing resources for nursing care


Core Competency 3: Establishes mechanism to ensure proper functioning of equipment
Plans for preventive maintenance program
Checks proper functioning of equipment considering the:
intended use - safety
cost benefits - waste creation and disposal storage
infection control
Refers malfunctioning equipment to appropriate unit


Core Competency 4: Maintains a safe environment
Complies with standards and safety codes prescribed by laws
Adheres to policies, procedures and protocols on prevention and control of infection
Observes protocols on pollution-control (water, air and noise)
Observes proper disposal of wastes
Defines steps to follow in case of fire, earthquake and other emergency situations.



Eleven Core Competencies in Nursing: EMPOWERING COMPETENCIES


II. EMPOWERING COMPETENCIES


5. LEGAL RESPONSIBILITY


Core Competency 1: Adheres to practices in accordance with the nursing law and other relevant legislation including contracts, informed consent.
Fulfills legal requirements in nursing practice
Holds current professional license
Acts in accordance with the terms of contract of employment and other rules and regulations
Complies with required continuing professional education
Confirms information given by the doctor for informed consent
Secures waiver of responsibility for refusal to undergo treatment or procedure
Checks the completeness of informed consent and other legal forms


Core Competency 2: Adheres to organizational policies and procedures, local and national
Articulates the vision, mission of the institution where one belongs
Acts in accordance with the established norms of conduct of the institution/ organization/legal and regulatory requirements


Core Competency 3: Documents care rendered to clients
Utilizes appropriate client care records and reports.
Accomplishes accurate documentation in all matters concerning client care in accordance to the standards of nursing practice.




6. Ethico-moral Responsibility


Core Competency 1: Respects the rights of individual / groups
Renders nursing care consistent with the client’s bill of rights: (i.e.confidentiality of information, privacy, etc.)


Core Competency 2: Accepts responsibility and accountability for own decision and actions
Meets nursing accountability requirements as embodied in the jobdescription
Justifies basis for nursing actions and judgment
Projects a positive image of the profession


Core Competency 3: Adheres to the national and international code of ethics for nurses
Adheres to the Code of Ethics for Nurses and abides by its provision
Reports unethical and immoral incidents to proper authorities


7. Personal and Professional Development


Core Competency 1: Identifies own learning needs
Identifies one’s strengths, weaknesses/ limitations
Determines personal and professional goals and aspirations


Core Competency 2: Pursues continuing education
Participates in formal and non-formal education
Applies learned information for the improvement of care


Core Competency 3: Gets involved in professional organizations and civic activities
Participates actively in professional, social, civic, and religious activities
Maintains membership to professional organizations
Support activities related to nursing and health issues


Core Competency 4: Projects a professional image of the nurse
Demonstrates good manners and right conduct at all times
Dresses appropriately
Demonstrates congruence of words and action
Behaves appropriately at all times


Core Competency 5: Possesses positive attitude towards change and criticism
Listens to suggestions and recommendations
Tries new strategies or approaches
Adapts to changes willingly


Core Competency 6: Performs function according to professional standards
Assesses own performance against standards of practice
Sets attainable objectives to enhance nursing knowledge and skills
Explains current nursing practices, when situations call for it

Eleven Core Competencies in Nursing: PATIENT CARE COMPETENCIES



I. PATIENT CARE COMPETENCIES


1. Safe and Quality Nursing Care


Core Competency 1: Demonstrates knowledge base on the health /illness status of individual / groups
Identifies the health needs of the clients (individuals, families, population groups and/or communities)
Explains the health status of the clients/ groups


Core Competency 2: Provides sound decision making in the care of individuals / families/groups considering their beliefs and values
Identifies clients’ wellness potential and/or health problem
Gathers data related to the health condition
Analyzes the data gathered
Selects appropriate action to support/ enhance wellness response; manage the health problem
Monitors the progress of the action taken


Core Competency 3: Promotes safety and comfort and privacy of clients
Performs age-specific safety measures in all aspects of client care
Performs age-specific comfort measures in all aspects of client care
Performs age-specific measures to ensure privacy in all aspects of client care


Core Competency 4: Sets priorities in nursing care based on clients’ needs
Identifies the priority needs of clients
Analyzes the needs of clients
Determines appropriate nursing care to address priority needs/problems


Core Competency 5: Ensures continuity of care
Refers identified problem to appropriate individuals / agencies
Establishes means of providing continuous client care


Core Competency 6: Administers medications and other health therapeutics
Conforms to the 10 golden rules in medication administration and health therapeutics


Core Competency 7: Utilizes the nursing process as framework for nursing
7.1 Performs comprehensive and systematic nursing assessment
Obtains informed consent
Completes appropriate assessment forms
Performs appropriate assessment techniques
Obtains comprehensive client information
Maintains privacy and confidentiality
Identifies health needs




7.2 Formulates a plan of care in collaboration with clients and other members of the health team
Includes client and his family in care planning
Collaborates with other members of the health team
States expected outcomes of nursing intervention maximizing clients’ competence
Develops comprehensive client care plan maximizing opportunities for prevention of problems and/or enhancing wellness response
Accomplishes client-centered discharge plan
Implements planned nursing care to achieve identified outcomes
Explains interventions to clients and family before carrying them out to achieve identified outcomes
Implements nursing intervention that is safe and comfortable
Acts to improve clients’ health condition or human response
Performs nursing activities effectively and in a timely manner
Uses the participatory approach to enhance client-partners empowering potential for healthy life style/wellness


7.3 Evaluates progress toward expected outcomes
Monitors effectiveness of nursing interventions
Revises care plan based on expected outcomes


2. Communication
Core Competency 1: Establishes rapport with client, significant others and members of the health team
Creates trust and confidence
Spends time with the client/significant others and members of the health team to facilitate interaction
Listens actively to client’s concerns/significant others and members of the health team




Core Competency 2: Identifies verbal and non-verbal cues
Interprets and validates client’s body language and facial expressions


Core Competency 3: Utilizes formal and informal channels
Makes use of available visual aids
Utilizes effective channels of communication relevant to client care management


Core Competency 4: Responds to needs of individuals, family, group and community
Provides reassurance through therapeutic touch, warmth and comforting words of encouragement
Provides therapeutic bio-behavioral interventions to meet the needs of clients


Core Competency 5: Uses appropriate information technology to facilitate communication
Utilizes telephone, mobile phone, electronic media
Utilizes informatics to support the delivery of healthcare


3. Collaboration and Teamwork


Core Competency 1: Establishes collaborative relationship with colleagues and other members of the health team
Contributes to decision making regarding clients’ needs and concerns
Participates actively in client care management including audit
Recommends appropriate intervention to improve client care
Respect the role of other members of the health team
Maintains good interpersonal relationship with clients , colleagues and other members of the health team


Core Competency 2: Collaborates plan of care with other members of the health Team
Refers clients to allied health team partners
Acts as liaison / advocate of the client
Prepares accurate documentation for efficient communication of services


4. Health Education


Core Competency 1: Assesses the learning needs of the client-partner/s
Obtains learning information through interview, observation and validation
Analyzes relevant information
Completes assessment records appropriately
Identifies priority needs


Core Competency 2: Develops health education plan based on assessed and anticipated needs
Considers nature of learner in relation to: social, cultural, political, economic, educational and religious factors.
Involves the client, family, significant others and other resources in identifying learning needs on behavior change for wellness, healthy lifestyle or management of health problems
Formulates a comprehensive health education plan with the following components: objectives, content, time allotment, teaching-learning resources and evaluation parameters
Provides for feedback to finalize the plan


Core Competency 3: Develops learning materials for health education
Develops information education materials appropriate to the level of the client
Applies health education principles in the development of information education materials


Core Competency 4: Implements the health education plan
Provides for a conducive learning situation in terms of time and place
Considers client and family’s preparedness
Utilizes appropriate strategies that maximize opportunities for behavior change for wellness/healthy life style
Provides reassuring presence through active listening, touch, facial expression and gestures
Monitors client and family’s responses to health education


Core Competency 5: Evaluates the outcome of health education
Utilizes evaluation parameters
Documents outcome of care
Revises health education plan based on client response/outcome/s



ELEVEN CORE COMPETENCIES IN NURSING

11 CORE COMPETENCIES IN NURSING




Responsibility for which a nurse should demonstrate competence in:







1. Safe and quality nursing care


2.  Communication


3. Collaboration and teamwork


4. Health education







5. Legal responsibility


6. Ethico-moral responsibility


7. Personal and professional development







8. Record Management


9. Management of resources and environment







10. Quality improvement


11. Research



Wednesday, August 3, 2011

Psychology Concept: ANXIETY

ANXIETY
Anxiety  – feeling, mood, emotional response, syndrome, symptom, or an illness
                – diffuse apprehension – vague nature
                – assoc with feelings of uncertainty, hopelessness, uneasiness – anticipation of danger   
                  from unknown source (Fear – has known source)
                – ubiquitous, common to everyone
                – of intra-psychic origin; can become psych emergency
Low levels – adaptive, provide motivation for survival
Anxiety – Problematic – unable to prevent anxiety from escalating to a level that interferes with ability to meet basic needs

4 Levels of Anxiety (Peplau):
1. Mild – seldom a problem
            – tension of everyday living
            –   prepares people for action; sharpens senses
            –   inc motivation for productivity; inc perceptual ability and awareness of env’t
            –   learning enhanced
            –   function @ optimal level
2. Moderate – extent of perceptual field diminishes
                       – less alert, attention span and ability to concentrate dec
                       – assistance with prob solving needed
                       – inc muscular tension and restlessness
3. Severe – greatly diminished perceptual field
                – focus on 1 particular detail or on many extraneous details
                – attention span extremely limited
                – much difficulty completing simplest task
                – physical & emotional Sx
4. Panic – most intense; unable to focus even on 1 detail
               – misperceptions – hallucinations/delusions
               – loss of contact with reality
               – wild & desperate actions / extreme withdrawal
               – feelings of terror; fear of going crazy, losing control or emotionally weak
              – prolonged-emotional exhaustion, life-threatening

Behavioral Adaptation Responses: (Menninger 1963)
Mild – sleeping, eating, phys exercise, smoking, crying, yawning, drinking, daydreaming, laughing, cursing, pacing, foot swinging, fidgeting, nail biting, finger tapping, talking to someone.

Moderate – use of ego defense mech
                    – maladaptive use-interference w/ ability to deal with: Reality, Interpersonal Relations, Occupational Performance
                  Compensation                  ​        Intellectualization           ​             Restitution      
                  Conversion                    ​            Introjection                  ​              Splitting
                  Denial                               ​        Projection                    ​             Sublimation
                  Displacement                  ​           Rationalization               ​            Substitution
                  Dissociation                  ​             Reaction-formation            ​        Suppression
                  Fixation                      ​                Regression                    ​             Symbolization
                  Identification                ​             Repression                    ​              Undoing

Moderate to Severe – anxiety levels that remain unresolved contribute to physio disorders
            (DSM IV-TR) – presence of 1/more specific psycho or behavioral factors that adversely
                                       affect general condition
                                    – psycho factors may exacerbate sx of delay recovery from or interfere
                                       with tx of med condition
                                    – condition may be initiated by envtl situation perceived as stressful

Severe – extended periods can result to psychoneurotic patterns of behaving
                   Neuroses – excessive anxiety expressed directly or altered thru defense mechanism
                                  – appear as Sx: obsession-compulsion, phobia, sexual dysfunction
                  Characs of people with Neuroses:
                     -     Aware they are experiencing distress
-          Aware that their behavior is maladaptive
-          Unaware of any possible psychological cause of distress
-          Feel helpless to change their situation
-          Experience no loss of contact with reality  

Panic – extreme level of anxiety; not capable of processing what is happening in env’t
           – lose contact w/ reality
              Psychoses – loss of ego boundaries / gross impairment of reality testing
                                – delusions, hallucinations, impairment of interpersonal functions
              Characs of people with Psychoses:
Exhibit minimal distress Unaware that their behavior is maladaptive Unaware of any psychological problem Exhibit flight from reality into a less stressful world  

Types of Anxiety:
*Normal – normal response to observable threat/fear
*Pathologic – response to internal/external threat, real/imagined, during w/c person experiences
                        a “felt” unpleasant emotional state
Other terms:
>Signal Anxiety – response to anticipated event
>Anxiety Trait – component of personality that has been present over a long period
                          – measurable by observing person’s physio, emo & cognitive behavior
>Anxiety State – result of stressful situation in w/c person loses control of his emotions
>Free-floating Anxiety – always present; accompanied by feeling of dread

Coping mech – MILD
Ego defense mech – MODERATE
Psycho-physiological response - MODERATE TO SEVERE
Psychoneurotic – SEVERE
Psychotic response – PANIC


PD – MILD->MODERATE
Mood disorders – MOD->SEVERE
Thought disorders – SEVERE->PANIC

Anxiety Disorders
*Phobia – most common mental health d/o in US
*Women – more often dx w/ AD
*OCD – equal in both sexes

Etiology:
 1. Genetics
 2. Neuroanatomical – brain pathology (limbic system-control mood, behavior; emotional)
                                    – cerebral ventricles, defects in R temporal lobe; asymmetrical R & L
                                       hemispheres; abnormality in frontal lobe & basal ganglia
3. Neurotransmitter Hypothesis – malfunctioning of noradrenergic system
                              ​                         – dysregulation in NE, Serotonin, GABA
4. Possible Endocrine Correlation – inc levels of TSH, Prolactin, Cortisol

5. Medical Conditions – Abnormality in HPA (hypothalamus[ANS], pituitary [master gland,
                                          hormones], adrenal) & HPT (thyroid) axes
                                      – Acute MI
                                      – Pheochromocytomas – tumor of adrenal gland
                                      – Substance Intoxication & withdrawal
                                      – Hypoglycemia
                                      – Caffeine Intoxication
                                      – Mitral Valve Prolapse
                                      – Complex partial seizures

6. Psychodynamic Theory – inability of ego to intervene w/ conflict bet. id & superego-anxiety
                                           – response of ego to unconscious, unacceptable thoughts & impulses
                                              that threaten to emerge into consciousness
                              ​              – delayed ego dev’t (unsatisfactory relationship)

7. Behavioral Theories – all behavior is learned
                                    – conditioned response to perceived threat/stimuli in env’t
8. Cognitive Theory – faulty, distorted or counterproductive thinking accompany or precede   
                                       maladaptive behavior & emotional disorders (irrational)

9. Others:
*Temperament – more than 50% of children experience normal fears & anxieties before 18y.o.
                              (innate fears)
                           – innate fears don’t reach phobic intensity but may have capacity for dev’t if
                              reinforced by events in later life

*Life Experiences – Early – symbolic of repressed original anxiety-provoking object/situation

GENERAL ANXIETY DISORDER
W – worries excessively
 O – out of control, out of proportion worry
 R – restlessness
 R – rigidity / inflexibility
  I – irritability
 E – easy fatigability
 R – r/o substance abuse or other med condition as cause
 S – sleep disturbances
PANIC DISORDER
-> discrete period of intense fear/discomfort in absence of real danger
-> develops abruptly – peak w/in 10 minutes
-> Autonomic Hyperactivity (Sympathetic NS)
-> 4/more of the ff:
                  A – abdominal distress, accelerated HR
                  B – breathlessness (smothering)
                  C – choking feeling, chills, chest pain
                  D – dizziness, derealization, depersonalization
                  F – fear of losing control, dying; flushes (hot)
                  S – shaking, sweating
                  T – tingling sensation (paresthesia)
 OCD 
Obsessions: I – intrinsic to person rather than effect of insertion
                    I – inappropriate & irrational
                    I – ignoring attempts to obliterate thoughts but failing to dismiss them completely
                    I - intrusive

Compulsion: R – repetitive or routinely done
                      R – reduction of obsession is the goal
                      R – ritualistic performance

POST TRAUMATIC STRESS DISORDER
 T – tragic exposure
 R – re-experiencing the episode
A – avoidance of recall
U – unable to function or the Sx interfere with daily functioning
M – month long duration of Sx
A – arousal experiences
 S – sleep pattern disturbance

SOCIAL PHOBIA
F – fear (marked/persistent) of 1/more social/performance situations; not due to physiological effects of substance, GMC, mental d/o
E – exposure to unfamiliar people/posible scrutiny – anxiety Sx that are humiliating; situationally-bound/predispose​d panic attack
A – avoidance of feared situations
R – recognized excessive & unreasonable fear & marked distress about having phobia
S – significant interference with normal routine, occupational or academic func, social activity

SPECIFIC PHOBIA
F – fear (marked/persistent) & cued by presence/anticipation of specific object/situation
E – exposure to phobic stimulus
A – avoidance of feared situations
R – recognize fear as excessive & unreasonable
S – significant interference with normal routine & functioning
*Animal Type, Natural Env’t, Blood Injection, Situational Type, Others
                                                                     PHOBIAS 
Acrophobia
Agoraphobia
Algophobia
Androphobia
Astrophobia
Autophobia
Aviophobia
Claustrophobia
Entomophobia
Hematophobia
Hydrophobia
Heights
Open places
Pain
Men
Storms,lightng,thunder
Being alone
Flying
Enclosed places
Insects
Blood
Water
Iarrophobia
Necrophobia
Nyctophobia
Ochlophobia
Ophidiophobia
Pathophobia
Pyrophobia
Sitophobia
Thanatophobia
Topophobia
Zoophobia
Doctors
Dead bodies
Night
Crowds
Snakes
Disease
Fire
Flood
Death
Particular space
Animals

Nsg Dx:
>Mod to Severe Anxiety                       ​     >Ineffective Individual Coping
>Fear                         ​                              ​      >Impaired Adjustment
>Powerlessness                ​                            >Social Isolation
>Acute Confusion                     ​                 >Risk for self-directed violence
>Alt Thought Process                       ​          >Self-esteem disturbances
>Alt Role Performance                   ​           >Alt Health Maintenance
>Alt Family Processes                     ​            >Impaired Verbal Communication

Interdisciplinary Plan:
*Assess anxiety thru physio, emotional & behavioral cues.
*Encourage verbally to recognize & verbalize feeling.
*Explore thoughts & circumstances.
*Help cope with what is now an identified specific threat.
*Maintain calm, non-stimulating env’t.
              -> Stay w/ person; establish & maintain eye contact; speak clearly, slowly & briefly.
*Use touch if appropriate & helpful.
*Orient.
*If hyperventilating: Instruct to change breathing patterns. Stand close, breathe w/ him.
*If patient shows by behavior but denies verbally: Give feedback.

Individual Psychotherapy – insight-oriented to help pt understand unconscious meaning of anxiety, symbolism of avoided situation, need to repress impulses & 2o gain from Sx.
Cognitive Therapy
– reduce anxiety by altering cognitive d/o
                                ​ – brief; time-limited; structured & orderly; focus - solving current probs
Behavior Therapy
      *Systematic Desensitization – relaxation tech; progressive exposure to hierarchy of fear stimuli when in relaxed state
      *Implosion Therapy (Flooding) – client must imagine extremely frightening situations for prolonged time; best w/ specific phobias
Group/Family Therapy – for clients w/ PTSD; emphasis on shared experiences; may be informal or led by experienced group therapists
 
Counseling Intervention
PHOBIA – In vivo desensitization; Cognitive reframing; Social skills training
OCD – Exposure & response prevention; Role model appropriate behavior; Thought stopping

ANXIOLYTICS
              Benzodiazepines – as needed basis; brief use (physical dependence, tolerance)
                            *Buspirone (Buspar) -> 10-14 day delay in alleviating Sx
Caution not to: Handle mech equipment; Drink alcohol/caffeinated beverages; Get pregnant; Breastfeed; Drink on empty stomach or with antacids
ANTIDEPRESSANTS
              *Tricyclics – Clomipramine, Imipramine
              *SSRIs – Paroxetine, Sertraline
ANTIHYPERTENSIVES
              *Ameliorate Anxiety Sx
              *Propanolol – potent effects on somatic Sx
              *Clonidine – block acute anxiety effects

PANIC – TCA, MAOI, SSRI, Benzodiazepines, Beta-blockers
 OCD – TCA, SSRI
Social Phobia – MAOI, Benzodiazepine
GAD – Benzodiazepine, Azapirone

>Milieu (Envt) Therapy – emotionally safe & supportive envt
                                       - goal- oriented contarcting
                                        – structured activities (wake to sleep)
                                        - daily log of anxiety triggers & rxns
                                        – reinforcement of learnings from individual/group therapies
                                          (for improvement)
>Self-Care Activities
- nurse assists the client with self care needs
– OCD -> help decrease lengthy handwashing
              ADLs:  D - dressing
                          E - eating
                         A - ambulating
                          T - toileting
                         H - hygiene
Health Education – Focus: Individual’s strengths & coping skills
Families: Do not tell person to be calm, relax or that she is being ridiculous.
                With OCD – don’t stop their behavior, it will increase anxiety.

 ANXIETY-RLTD D/O:
Psychophysiological Responses – those in w/c it has been determined that psycho factors contribute to initiation or exacerbation of phys condition
PF: mental d/o; psycho sx; personality traits/coping style; maladaptive health behavior; stress-related physio responses

Psychosomatic D/O – physical condition caused by mental illness
              Etiology: Selye’s GAS – fight-flight rxn; 3 stages: alarm, resistance, exhaustion
                               Emotional Specificity Theory
                              ​            *Shapiro & Crider – effects of emotions to physiologic func
                              ​            *Friedman & Rosenman – health risks due to personality types
Charac. of stress-prone personalities:
1.      Always focusing on personal problems
2.      Often feeling trapped
3.      Feeling of inadequacy
4.      Spreading oneself “too thin”
5.      Overly competitive
6.      Overly critical of self and others

7.      Always trying to better oneself
8.      Being impatient & easily frustrated
9.      Multi tasking @ onetime
10.  Constantly watching time
11.  Talking quickly during conversation
12.  Taking multiple jobs
13.  Constantly dealing with deadlines

                              ​  Organ Specificity Theory
                              ​     *Lacey, Bateman, Van Lehn – stress response-organ specific-susceptibility to disease
                              ​  Familial Theory
                              ​      *Salvador Minuchin – family dynamics influence dev’t of medical d/o
                                                  ​                 – psychosomatogenic family
                              ​  Learning Theory
                              ​            Physiologic response learned – reward, attention, reinforcement

Asthma – excessive dependency needs
Cancer – (Hafen, et.al) Type C personality; “nice guy’s disease”
              – repression of negative emotions; passivity, apologetic, overly cooperative
              – calm, placid exterior
              – unrealistic standards; inflexible; resent others for perceived wrongs
CAD – Type A
           – excessive competitive drive; very aggressive, ambitious
            – easily roused hostility
            – no time for hobbies
            – seldom feel satisfied w/ accomplishments
            – measure achievements in numbers produced
            – appear extroverted, outgoing, often concealing deep-seated insecurity
Peptic Ulcer – hostility, resentment, guilt, frustration -> inc gastric secretion & motility
                        – unhealthy attachment to others; excessive worriers, pessimists
Essential HPN – appear congenial, compliant, compulsive
                           – anger not openly expressed, rage handled poorly
Migraine HA – perfectionist, overly conscientious, inflexible; intelligent
                         – delegation of responsibility -> difficult
Rheumatoid Arthritis – self-sacrificing, masochistic, conforming, self-conscious, inhibited,   
                                          perfectionist
Ulcerative Colitis – predominance of OC traits
                              – neat, orderly, punctual, difficulty expressing anger