This document discusses ACEs (adverse childhood experiences), their impact on health and capabilities, and the importance of mentalization in practice. It notes that ACEs are common, harmful, and impair capabilities like play, imagination and control over one's environment. It emphasizes that mentalizing means understanding oneself and others by reflecting on internal mental states, and discusses how this is difficult for services when responses often involve blaming rather than empathy. The key is starting with self-reflection to overcome a tendency to see problems as external rather than understand distressed behavior as communication.
This is a small non supported presentation I put together to help open the door on Mental Health issues with young people aimed at ages12-18. All information is taken from the NHS or other accredited sites. It is for awareness and not a medical tool, as I am no professional in this area. Any feed back is welcome and please bare in mind it is awareness based information only and I have kept it simple and straight forward for easy of those receiving the information. There is an additional handout with useful information and contact details
This is a small non supported presentation I put together to help open the door on Mental Health issues with young people aimed at ages12-18. All information is taken from the NHS or other accredited sites. It is for awareness and not a medical tool, as I am no professional in this area. Any feed back is welcome and please bare in mind it is awareness based information only and I have kept it simple and straight forward for easy of those receiving the information. There is an additional handout with useful information and contact details
Teen Depression: A Common, Treatable ConditionSummit Health
Statistics show 10 % to 15% of teen’s experience symptoms of depression, and an estimated 1 in 8 teens will be diagnosed with clinical depression. If you are a parent concerned about your teen’s psychological well-being, check out this presentation about risk factors for teen depression and how to recognize potential for self-harm. Treatment options such as cognitive behavioral therapy (CBT), and ways you can support treatment
to help your teen achieve her or his goals for a bright outlook
will be discussed.
Anxiety disorders, this includes in Abnormal psychology. This will enable you to get full understanding of the Disorder.
For assistance, please refer to the document:
https://drive.google.com/file/d/15aYZb34fHQJogacZ7WSg3KfucZFs7WvJ/view?usp=sharing
Learn about adolescent anxiety, including risks, warning signs, how anxiety can affect the body and well-being, and how cognitive behavioral therapy (CBT) can help your child better cope with life's stresses.
Learn about stress and its impact on health and how using strategies including cognitive restructuring, progressive muscle relaxation and mindfulness can help you more effectively manage daily stress and promote overall wellness.
Teen Depression: A Common, Treatable ConditionSummit Health
Statistics show 10 % to 15% of teen’s experience symptoms of depression, and an estimated 1 in 8 teens will be diagnosed with clinical depression. If you are a parent concerned about your teen’s psychological well-being, check out this presentation about risk factors for teen depression and how to recognize potential for self-harm. Treatment options such as cognitive behavioral therapy (CBT), and ways you can support treatment
to help your teen achieve her or his goals for a bright outlook
will be discussed.
Anxiety disorders, this includes in Abnormal psychology. This will enable you to get full understanding of the Disorder.
For assistance, please refer to the document:
https://drive.google.com/file/d/15aYZb34fHQJogacZ7WSg3KfucZFs7WvJ/view?usp=sharing
Learn about adolescent anxiety, including risks, warning signs, how anxiety can affect the body and well-being, and how cognitive behavioral therapy (CBT) can help your child better cope with life's stresses.
Learn about stress and its impact on health and how using strategies including cognitive restructuring, progressive muscle relaxation and mindfulness can help you more effectively manage daily stress and promote overall wellness.
The Science of Happiness and Link to Preventing DementiaDiana Gardner
Presentation for the Advance Club in Marion, Indiana introducing the Science of Happiness and activities that crossover into preventing dementia. Presented October 20, 2021 First 14 slides is the back story of how I became interested in this topic - notes start on slide 15.
The Care for the Caregiver presentation is an overview for caregivers helping loved ones with dementia and Alzheimer's. Speaker, Natalie McFarland is a Registered Nurse and leads a memory support program designed to enhance the lives of residents and promote brain health.
An overview of teen development and parenting today's adolescence. Brain and social development, as well as depression and general mental health issues.
Creativity counts in learning for care experienced young peopleCELCIS
CELCIS Education Conference: In a Scottish Government and ESF-funded initiative called Arts, Creativity and Employability (ACE), Abertay University joined forces with the Articulate Cultural Trust to carry out research.
Supporting post-school transitions through non-linear learning journeys to po...CELCIS
CELCIS Education Conference 2019: Glasgow Kelvin College shares its approach to supporting vulnerable and disadvantaged learners, with a focus on the Transitions to Learning and Work programme, which provides alternative pathways for young people who have been unable to sustain attendance at school.
Delivering on our Corporate Parenting duties through the establishment of a V...CELCIS
CELCIS Education Conference: outlining the journey taken by Aberdeen City Council in establishing a Virtual School to support improvement in attainment and achievement of all Looked after Children with a key focus on the use of data and partnership working.
Creating a mental health and wellbeing award: how to get it right for every c...CELCIS
CELCIS Education Conference: The Good Shepherd Centre, in conjunction with the SQA, have designed and launched a mental health qualification that aims to help young people and learners understand more about their own mental health and wellbeing.
Curiouser and curiouser: how educational providers can get to know their care...CELCIS
CELCIS Education Conference: The Hub for Success has been collecting feedback from its partners on how much they know about their care experienced student populations.
Robbie Gilligan is a Professor of Social Work and Social Policy at Trinity College Dublin. At the CELCIS Annual Lecture he discussed powering up the potential of care experienced young people: the role of education, work and adult expectations.
PACE Data Community Workshop. 23rd January 2019. Milestones, measures and aim...CELCIS
The PACE Community is engaged in driving forward improvement for looked after children, and recently hosted a PACE Data Community Event, Milestones, Measures & Aims. How to incorporate the Data 'ask' into the system which looked at how data can practically be captured and analysed to drive and evidence improvement in achievement of early permanence for our looked after infants, children, and young people.
The aim of the session was to look specifically at the key milestones on the journey to permanence and the data issues that these pose. We learned from examples of how local authority partnership areas have sought to address and overcome particular data issues, and shared general learning from CELCIS resulting from implementation of the PACE programme.
Practice Exchange Workshop: Pre-birth planning, Assessment and “Getting it ri...CELCIS
The PACE (Permanence and Care Excellence) team at CELCIS hosted a Practice Echange Workshop on 15 November 2018 in Glasgow, with almost 70 delegates attending from local authorities and organisations throughout Scotland. The workshop theme was “Pre-birth planning, Assessment and “Getting it right from the start”, and included a keynote presentation by Alan Sinclair, author of 'Right from the Start', as well as talks by Linda Davidson, examples from practice from Shona Irvine, Helen Runciman and Julia Donaldson and group discussion sessions.
The basis of this event was the Early Years Framework, which was published in 2008 as a ten year plan. Ten years on, we consider what the current landscape looks like in Scotland and reflect on the ambitions of the Early Years Framework, what has been achieved, what best practice might look like and how we can work towards this.
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Anti ulcer drugs and their Advance pharmacology ||
Anti-ulcer drugs are medications used to prevent and treat ulcers in the stomach and upper part of the small intestine (duodenal ulcers). These ulcers are often caused by an imbalance between stomach acid and the mucosal lining, which protects the stomach lining.
||Scope: Overview of various classes of anti-ulcer drugs, their mechanisms of action, indications, side effects, and clinical considerations.
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
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9. ACEs…
• are common
• are harmful
• Lifetime smoking reduces longevity by
10-12 years
• 6+ ACEs reduces longevity by 20 years
10. ACEs…
• are common
• are harmful
4xincreased risk of
Depression
with 4 or more ACEs
32xincreased risk of an
STI
with 4 or more ACEs
2.3xincreased risk of
unemployment
with 4 or more ACEs
5xincreased risk of
Mother <18y
with 4 or more ACEs
10xincreased risk of
hitting someone
in last month
with 4 or more ACEs
3xincreased risk of
attending A&E
in last year
with 4 or more ACEs
12xincreased risk of
suicide
with 4 or more ACEs
11. ACEs…
• are common
• are harmful
• are not the same as
poverty
Poverty &
inequality
ACEs
12. ACEs…
• are common
• are harmful
• are not the same as
poverty
• extend beyond the
household
• Bereavement
• Bullying
• Discrimination
• Witnessing violence
• Neighbourhood safety
• Frequent money problems
• Food insecurity
• Homelessness
• Prolonged parental absence
• Parents always arguing
• No good friends
13. ACEs…
• are common
• are harmful
• are not the same as
poverty
• extend beyond the
household
• can be overcome
14.
15. Beebe et al, Attachment & Human Development 2010 3-141
24. Nussbaum's central capabilities
• a theory of social justice, based
on ideas about human dignity
• "What are people actually able
to do and to be?“
• which genuine opportunities are
open to people?
25. 1. Life
2. Health
3. Bodily integrity
4. Senses, imagination and thought
5. Emotions
6. Practical reason
7. Affiliation
8. Other species
9. Play
10. Control over one’s environment
26. 1. Life
2. Health
3. Bodily integrity
4. Senses, imagination and thought
5. Emotions
6. Practical reason
7. Affiliation
8. Other species
9. Play
10. Control over one’s environment
“… to be secure against violent
assault, including sexual assault
and domestic violence”
27. 1. Life
2. Health
3. Bodily integrity
4. Senses, imagination and thought
5. Emotions
6. Practical reason
7. Affiliation
8. Other species
9. Play
10. Control over one’s environment
“To be able to love, to grieve, to
experience longing, gratitude,
and justified anger”
28. 1. Life
2. Health
3. Bodily integrity
4. Senses, imagination and thought
5. Emotions
6. Practical reason
7. Affiliation
8. Other species
9. Play
10. Control over one’s environment
“… to imagine, think, and
reason in a truly human way,
including literacy, numeracy,
science & creative arts”
29. 1. Life
2. Health
3. Bodily integrity
4. Senses, imagination and thought
5. Emotions
6. Practical reason
7. Affiliation
8. Other species
9. Play
10. Control over one’s environment
“The right to political
expression, participation and
choices”
30. 1. Life
2. Health
3. Bodily integrity
4. Senses, imagination and thought
5. Emotions
6. Practical reason
7. Affiliation
8. Other species
9. Play
10. Control over one’s environment
“… being able to live with and
toward others… to engage in
various forms of social
interaction; to be able to
imagine the situation of
another”
34. the premise...
• Internal states (emotions, thoughts etc) are opaque.
• We make inferences about them...
• but often get it wrong
35. a mentalizing failure
A mother was watching her 5-year old daughter play. The child
had taken a stethoscope out of her mother’s doctor bag and
was playing with it. As she put the stethoscope to her ears, her
mother thought proudly “she seems interested in medicine.
Maybe she will grow up and become a doctor like me”.
36. After a time, the little girl put the listening end of the
stethoscope up to her mouth and exclaimed “Welcome to
MacDonald’s. May I take your order?”
Kornfeld, The Wise Heart
37. interpretations
Secure attachment
“...this young fellow feels he needs a
hug before he goes to sleep – so she
slides up a little closer to him and gives
him a big hug – and ahh strokes his
head...
gets him ready for sleep and she kisses
him good-night – and leaves the
room.”
George & West, Attachment & Human Development 3, 1, 2001
38. Dismissing attachment
“The son is reaching for the mom and
the mom is not really reaching back for
some reason. And I’m not sure if it’s a
cultural or just if it’s personal but she’s
wearing slippers. I’m not a slipper
person but some people are.
Um, so maybe just the floor is cold”
39. Preoccupied attachment
You know like if I was to draw a picture
on her face you know I’d probably have
a smile on it but the child I think would
be – just the first reaction you know
the child’s upset for some reason –
sick. Also reminds me of when my
husband was sick too. Yeah. Um I’d
definitely see that this is being my
husband and you know this being me
because that was really frustrating
with him being unable to communicate
– I didn’t feel there was anything I
could do – I couldn’t understand what
he wanted, there was no way to find
out what he wanted.
40. mentalizing means…
• Holding mind in mind
• Attending to mental states in self and others
• Understanding misunderstandings
• Seeing yourself from the outside and others from the inside
Mentalizing in Clinical Practice
Allen, Fonagy, Bateman
41. • We are already mentalizing
• Mentalizing is highly interactive
• Mentalizing is not warmth & sympathy
• Mentalizing is hard work
42. aspects of mentalizing
• Contemplation, reflection
• Taking other perspectives
• Genuine interest
• Realistic scepticism
• Forgiveness
• Predictability
• Accepting things can be “opaque”
44. not mentalizing
• Excessive detail, excluding thoughts and feelings (fillers)
• Focus on external factors
• Focus on labels
• Focus on physical characteristics or stereotypes
• Preoccupation with rules, “shoulds” and “should nots”
• Denial of involvement in a problem
• Being certain about other peoples’ thoughts and feelings
45. temporary failures of mentalization
• “She does my head in. I can’t think once she starts on me.”
• “You hate me!”
• “Are you trying to drive me crazy?”
46. some techniques
• Not knowing
• Identify differences
• Accept different perspectives
• Active questioning
• Model honesty
• Stay alongside the patient
• Rewind
47. Summary: ACE memes
• Childhood experiences have lifelong effects
• Bodily changes are adaptation, not pathology
• Behaviour is communication
• Distress is contagious
• Services find attachment very difficult
– “Blame shame and punishment” is everywhere
• Secondary responses often worse than the primary causes
• This can be undone – but later is always harder
• We need to start with ourselves
Editor's Notes
Prevention in MH
Reciprocal social exchange
Attachment
Social cognition
Baby initiates responses
Shows a *loss of control* and not a loss of attachment
http://balanceedutainment.com/2012/04/24/play-and-the-toddlers-brain-on-television/
An extensive recent literature suggests that gene-environment interactions may be central to explaining human and animal development. For example, neuroscientist Avshalom Caspi and his colleagues have shown that the adverse impact of the absence of one gene—a particular variant of the Monoamine Oxidase-A gene, which has been associated with antisocial behavior and higher crime rates—is triggered by growing up in a harsh or abusive environment. Geneticist Mario Fraga and his colleagues have shown how life experience substantially differentiates the genetic expression of adult identical twins: their experience gets under their skin—and stays there. Related research shows that isolation affects the expression of genes that moderate adverse health outcomes, and that environment has a powerful role in determining heritability of IQ.