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.
This document discusses how children conceptualize death at different developmental stages from infancy through adolescence. It explains that a young infant has no understanding of death, while a toddler may see it as temporary or reversible. Between ages 6-9, children start to grasp the finality and universality of death. By ages 9-12, their concept is similar to adults, though they still see it as something that happens to others. Adolescents view death abstractly but think of themselves as immortal. The document provides guidance for discussing death with children in an age-appropriate way to help them cope.
JDR, a 22-year-old male college student, was referred for psychological evaluation due to obsessive behaviors around cleanliness and orderliness. Testing confirmed he has above average intelligence and obsessive compulsive disorder. Specifically, he experiences severe distress when things are not clean, organized or properly aligned. His rituals interfere with daily activities and social relationships. It is believed his OCD developed from trauma experienced from his strict father. Treatment involving exposure response prevention therapy is recommended to help reduce his compulsions and anxiety.
This document discusses how people with dementia and their families cope with bereavement and loss. It notes that grief can be a disenfranchised or ambiguous experience for those with dementia as they may forget losses or confuse past and present. Expressions of grief in dementia can include agitation, distress, or confusion about a missing person. It emphasizes the importance of person-centered care, reminiscence work, honesty and consistency when supporting those grieving with dementia.
Dr. Felicia Chang shares her experience caring for dying children as a palliative care doctor. She describes her emotional response to her first patient death, a 5-year old girl named Ling Ling. Though devastated by Ling Ling's death, Dr. Chang chooses to continue caring for dying children, finding strength and calling in her faith in God despite the emotional toll. She learns important lessons about compassion from caring for Ling Ling that help her better serve her young patients.
How Elders should Take Care of their Emotions Sailesh Mishra
This document provides guidance on how elderly people can take care of their emotions. It discusses 10 topics: 1) Knowing your emotions, 2) Emotions and yourself, 3) Emotions in the family, 4) Emotions with friends, 5) Emotions with relatives, 6) Emotions and recreational activities, 7) Emotions and lifestyle, 8) Emotions and physical health, 9) Emotions and life partner, and 10) Emotions and physical difficulties. The document emphasizes focusing on positive emotions, engaging in activities, maintaining relationships, and accepting limitations to promote well-being for the elderly.
1. The document discusses mental illness such as depression, how it feels, and how to identify depressive symptoms. It notes that depression involves changes in emotions, thinking, or behavior and is associated with distress and problems functioning.
2. It describes how depression manifests as making everything less enjoyable and draining one's energy, motivation, and ability to experience pleasure. It provides a list of depressive symptoms one must experience for at least two weeks to be identified as depressed.
3. The document provides advice on how to talk to and support someone with depression, such as asking direct questions, offering company, and encouraging them to seek professional help. It notes what not to say and warns of
Psychiatric case presentation a case of asperger -feb. 2015Mohamed Sedky
Mr. TA, a 28-year-old Saudi man, was brought for psychiatric assessment upon a court's request. He has a history of behavioral issues since childhood, including below average intelligence, antisocial traits, and problematic behavior in school. He was previously assessed as not having a psychotic, neurocognitive, or personality disorder, but was recommended for cognitive behavioral therapy. His mother reported he is involved in a court case regarding an attempted sexual inducement by a Pakistani worker.
College of marin m4 mh online - 10.20.20 - presentation w-responsesKalynSaylor
This document provides information about a virtual mental health workshop hosted by Beth Killian. The workshop includes short films about mental health, discussions about the films and mental health topics, and a panel discussion with mental health professionals. Participants are encouraged to engage through the chat, polls, and sharing how the activities and discussions are affecting them physically and emotionally. The goal is to help destigmatize mental health issues and provide resources and strategies for supporting wellness.
This document discusses how children conceptualize death at different developmental stages from infancy through adolescence. It explains that a young infant has no understanding of death, while a toddler may see it as temporary or reversible. Between ages 6-9, children start to grasp the finality and universality of death. By ages 9-12, their concept is similar to adults, though they still see it as something that happens to others. Adolescents view death abstractly but think of themselves as immortal. The document provides guidance for discussing death with children in an age-appropriate way to help them cope.
JDR, a 22-year-old male college student, was referred for psychological evaluation due to obsessive behaviors around cleanliness and orderliness. Testing confirmed he has above average intelligence and obsessive compulsive disorder. Specifically, he experiences severe distress when things are not clean, organized or properly aligned. His rituals interfere with daily activities and social relationships. It is believed his OCD developed from trauma experienced from his strict father. Treatment involving exposure response prevention therapy is recommended to help reduce his compulsions and anxiety.
This document discusses how people with dementia and their families cope with bereavement and loss. It notes that grief can be a disenfranchised or ambiguous experience for those with dementia as they may forget losses or confuse past and present. Expressions of grief in dementia can include agitation, distress, or confusion about a missing person. It emphasizes the importance of person-centered care, reminiscence work, honesty and consistency when supporting those grieving with dementia.
Dr. Felicia Chang shares her experience caring for dying children as a palliative care doctor. She describes her emotional response to her first patient death, a 5-year old girl named Ling Ling. Though devastated by Ling Ling's death, Dr. Chang chooses to continue caring for dying children, finding strength and calling in her faith in God despite the emotional toll. She learns important lessons about compassion from caring for Ling Ling that help her better serve her young patients.
How Elders should Take Care of their Emotions Sailesh Mishra
This document provides guidance on how elderly people can take care of their emotions. It discusses 10 topics: 1) Knowing your emotions, 2) Emotions and yourself, 3) Emotions in the family, 4) Emotions with friends, 5) Emotions with relatives, 6) Emotions and recreational activities, 7) Emotions and lifestyle, 8) Emotions and physical health, 9) Emotions and life partner, and 10) Emotions and physical difficulties. The document emphasizes focusing on positive emotions, engaging in activities, maintaining relationships, and accepting limitations to promote well-being for the elderly.
1. The document discusses mental illness such as depression, how it feels, and how to identify depressive symptoms. It notes that depression involves changes in emotions, thinking, or behavior and is associated with distress and problems functioning.
2. It describes how depression manifests as making everything less enjoyable and draining one's energy, motivation, and ability to experience pleasure. It provides a list of depressive symptoms one must experience for at least two weeks to be identified as depressed.
3. The document provides advice on how to talk to and support someone with depression, such as asking direct questions, offering company, and encouraging them to seek professional help. It notes what not to say and warns of
Psychiatric case presentation a case of asperger -feb. 2015Mohamed Sedky
Mr. TA, a 28-year-old Saudi man, was brought for psychiatric assessment upon a court's request. He has a history of behavioral issues since childhood, including below average intelligence, antisocial traits, and problematic behavior in school. He was previously assessed as not having a psychotic, neurocognitive, or personality disorder, but was recommended for cognitive behavioral therapy. His mother reported he is involved in a court case regarding an attempted sexual inducement by a Pakistani worker.
College of marin m4 mh online - 10.20.20 - presentation w-responsesKalynSaylor
This document provides information about a virtual mental health workshop hosted by Beth Killian. The workshop includes short films about mental health, discussions about the films and mental health topics, and a panel discussion with mental health professionals. Participants are encouraged to engage through the chat, polls, and sharing how the activities and discussions are affecting them physically and emotionally. The goal is to help destigmatize mental health issues and provide resources and strategies for supporting wellness.
Vidya, a 40-year-old housewife, presents with symptoms of depression including low mood, lack of motivation, poor sleep, and excessive worrying. She has a long history of low self-esteem and feels unsupported by her husband. While previous antidepressant treatment provided some relief, her negative thoughts persisted. During her CBT assessment, a case formulation is developed to understand the links between Vidya's thoughts, emotions, and behaviors. Treatment will focus on challenging her maladaptive thoughts using cognitive techniques like thought records and Socratic questioning to develop more balanced perspectives.
Jen is an 18-year-old German male who has stopped attending high school due to obsessive-compulsive disorder. He experiences obsessions of contamination along with compulsions of excessive washing. His symptoms have worsened over time, interfering with activities and isolating him. While aware his thoughts are unreasonable, he feels unable to resist them. His symptoms meet criteria for OCD but no other disorders are present. Treatment options will be discussed.
The document discusses symptoms and self-help strategies for depression. It describes common symptoms such as sleep disorders, negative thoughts, eating problems, withdrawing from others, and suicidal thoughts. It then provides tips for depression self-help, including cultivating supportive relationships, challenging negative thinking, taking care of yourself through healthy habits, getting regular exercise, eating a mood-boosting diet, and seeking professional help if symptoms worsen or don't improve.
ACEs, capacity and mentalisation in practiceCELCIS
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 document discusses the difference between feeling down or sad and clinical depression. It notes that while everyone feels sad sometimes, depression is characterized by feelings of sadness, hopelessness, and worthlessness that persist for weeks and interfere with daily life. The document provides a checklist of symptoms of depression, including changes in sleep, appetite, concentration, and thoughts of death. It encourages anyone experiencing several depressive symptoms for more than two weeks to seek help from a doctor or counseling services.
The letter writer is seeking advice on when to disclose needing flexible working hours to potential employers. They were recently made redundant from their position as a senior lecturer which allowed flexibility. They are now struggling to find work in education or social care due to limited childcare availability. The advice given is to be upfront about flexible hours needs on all job applications. Waiting until an interview risks wasting the employer's time and missing out on opportunities if flexibility cannot be accommodated. Including flexibility details in references from previous roles is also recommended.
This document provides a comprehensive psychosocial assessment of a 26-year-old unmarried male patient named Mr. P. The assessment includes information on his family history, personal history, education, occupation, relationships, and mental health. Testing revealed moderate to severe impairments in social and cognitive functioning, and high expressed emotions from his parents. The psychosocial diagnosis is problems related to upbringing from parental overprotection and social environment issues. The management plan focuses on building rapport, psychoeducation, developing insight, and reducing high expressed emotions from family members.
A caregiver was interviewed about their experience caring for their father-in-law with Alzheimer's disease and now caring for their husband with the disease. Some of the challenges included teaching their children about the changes in their grandfather and maintaining his dignity. It is important to separate the person from the behaviors caused by the disease. The caregiver advocates practicing patience and seeing the person beyond the disease. Their advice is to rely on faith, take it one day at a time, and focus on the positives while making sure to take time for yourself as a caregiver.
Thriving in the face of adversity – responding to a bereaved childSACAP
The document discusses how to help children cope with loss through death or other traumatic events. It emphasizes the importance of strengthening the caregiver-child relationship, providing stability through routines, and allowing children to communicate about their feelings. Specific techniques mentioned for facilitating communication include memory boxes, life story activities, feeling wheels, drawings, and storybooks about death. The document stresses that even very young children can be affected by trauma and loss, so caregivers should normalize feelings, address fears, and involve children in rituals to recognize the loss.
This presentation provides information about the various kinds of dementia and attempts to give practical and pastoral advice for the unique challenges that face caregivers of those with this condition.
While applicable for everyone, this like all of our presentations is specifically designed for caregivers in a long-term care environment.
The document provides information about caring for loved ones with Alzheimer's disease, including overview of the disease, treatment options, communication strategies, managing behaviors, adjusting to a new home, and caring for caregivers. It emphasizes living in the reality of the person with dementia by providing reassuring responses when they ask questions about their past. The goal is to avoid upsetting them by acknowledging their memories from long ago.
This document discusses the negative impacts of multiple foster care placements and transitions on youth, including feelings of grief and loss. It emphasizes the importance of including family in therapy. Key points include that youth may experience grief around holidays, birthdays or anniversaries spent with family in the past. Grief is a personal process that varies between individuals. While difficult, it is important to allow youth to work through grief over time rather than ignoring or suppressing their feelings. The document provides tips for supporting youth experiencing grief, such as listening, expressing empathy, maintaining structure, and avoiding negative comments about family.
Role of Family in Mental Health welbeing.pptxrajalakshmi5921
1) Mental illness can have a significant impact on families by causing stress, uncertainty, and changes to daily life. It often affects family members' mental health and ability to cope.
2) Families are often the primary support for those with mental illness but may take on caregiving duties with little training or support. This can lead to feelings of exhaustion, frustration, and burnout among family members.
3) Educating oneself about the illness, seeking support, setting limits, and taking care of one's own needs can help families better cope with the challenges of having a family member with mental illness.
This is a project for a high school AP Psychology course. This is a fictionalized account of having a psychological ailment. For questions about this blog project or its content please email the teacher, Laura Astorian: laura.astorian@cobbk12.org
This document provides tips for staying young at heart as one ages. It recommends being active, smiling and laughing often, finding passions, enjoying nature, traveling, treating yourself, spending time with children, being spontaneous, and forgetting others' opinions. The overall message is that one can feel young regardless of age by living life to the fullest and maintaining an upbeat attitude.
Here are 3 ways to break the monotony of life and feel alive according to the article:
1. Share formative life experiences with others or listen to others share their experiences, as narrating or hearing inspiring stories can stimulate your mind.
2. Spend time in nature, such as walking through a beautiful garden while talking to yourself, which can help you feel lost in your own thoughts and refreshed.
3. Engage in activities like dancing that are fun and exercise the body and mind, helping to relieve stress and feelings of boredom.
How to Care for Someone with Alzheimer'sCareFamily
In this slideshow, Tom Knox, founder of CareFamily.com, talks about how to care for someone with Alzheimer's.
In the presentation, which was originally used for a webinar registration, there is a lot of information on this subject from personal stories and experience. A lot of the same kind of problems often appear with Alzheimer's patients, so it's vital that you are ready for these problems when they arise.
Whether you are caring for your senior loved one or you are a caregiver caring for a senior, this guide will help give you a general overview for this kind of care. To get more in depth training, go to some of the resources we list at the end of the presentation.
We hope this helps equip you in your journey of caring for someone with Alzheimer's.
1) The document discusses the difficulties a student may face when returning to school after experiencing the loss of a loved one through death. It describes the various emotions one may feel during grief like sadness, anger, numbness, fatigue, etc.
2) It provides advice for navigating social interactions and academic responsibilities at school during this difficult time. Suggestions include being open with teachers about struggles, taking it one day at a time, and finding support from friends or a counselor.
3) The document emphasizes that grief takes time and is non-linear, and encourages coping strategies like writing, exercise, talking about memories, and asking for help when needed rather than trying to rush through or ignore the grieving
The document discusses the difference between normal sadness and depression in teenagers. It notes that feelings of sadness are common during adolescence but can become problematic if they interfere with daily life and persist over an extended period of time. The document provides a checklist of common symptoms of depression and advises seeking help from a medical professional if several symptoms are experienced nearly every day for at least two weeks. It also offers self-help strategies teenagers can use to help manage feelings of sadness, such as exercising, spending time with friends, getting sufficient sleep, and adopting a more positive outlook.
1) Living abroad can cause profound personal growth but also culture shock, including when returning home (reverse culture shock).
2) Symptoms of reverse culture shock include restlessness, boredom, irritability with one's home culture, and longing for the host country.
3) It is important to anticipate reverse culture shock by considering one's changed values and adjusting expectations about home, and to maintain connections to the host culture through language, media, and involvement with international communities.
Joanna Simone gave a presentation on mental illness. She discussed what mental illness is, common types like depression and anxiety, and shared her personal experience living with dysthymia, anxiety, OCD, and an eating disorder. She described a typical day struggling with mental illness. Joanna emphasized dos and don'ts for supporting someone with a mental illness, such as listening without judgment. She provided campus and local resources for mental health support.
How to Deal with Dementia and Responsive BehaviorsRosanne Burke
This document discusses responsive behaviors in dementia and strategies for dealing with them. It begins by defining key terms like responsive behaviors and outlines common challenges people with dementia face. It explains that behaviors are often due to biological brain changes limiting abilities like impulse control. The document advises understanding behaviors from the person's perspective rather than trying to stop them. Effective strategies include meeting needs, maintaining routines, addressing boredom or discomfort, and using communication skills. The overall message is that with education, care partners can better support those with dementia.
Vidya, a 40-year-old housewife, presents with symptoms of depression including low mood, lack of motivation, poor sleep, and excessive worrying. She has a long history of low self-esteem and feels unsupported by her husband. While previous antidepressant treatment provided some relief, her negative thoughts persisted. During her CBT assessment, a case formulation is developed to understand the links between Vidya's thoughts, emotions, and behaviors. Treatment will focus on challenging her maladaptive thoughts using cognitive techniques like thought records and Socratic questioning to develop more balanced perspectives.
Jen is an 18-year-old German male who has stopped attending high school due to obsessive-compulsive disorder. He experiences obsessions of contamination along with compulsions of excessive washing. His symptoms have worsened over time, interfering with activities and isolating him. While aware his thoughts are unreasonable, he feels unable to resist them. His symptoms meet criteria for OCD but no other disorders are present. Treatment options will be discussed.
The document discusses symptoms and self-help strategies for depression. It describes common symptoms such as sleep disorders, negative thoughts, eating problems, withdrawing from others, and suicidal thoughts. It then provides tips for depression self-help, including cultivating supportive relationships, challenging negative thinking, taking care of yourself through healthy habits, getting regular exercise, eating a mood-boosting diet, and seeking professional help if symptoms worsen or don't improve.
ACEs, capacity and mentalisation in practiceCELCIS
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 document discusses the difference between feeling down or sad and clinical depression. It notes that while everyone feels sad sometimes, depression is characterized by feelings of sadness, hopelessness, and worthlessness that persist for weeks and interfere with daily life. The document provides a checklist of symptoms of depression, including changes in sleep, appetite, concentration, and thoughts of death. It encourages anyone experiencing several depressive symptoms for more than two weeks to seek help from a doctor or counseling services.
The letter writer is seeking advice on when to disclose needing flexible working hours to potential employers. They were recently made redundant from their position as a senior lecturer which allowed flexibility. They are now struggling to find work in education or social care due to limited childcare availability. The advice given is to be upfront about flexible hours needs on all job applications. Waiting until an interview risks wasting the employer's time and missing out on opportunities if flexibility cannot be accommodated. Including flexibility details in references from previous roles is also recommended.
This document provides a comprehensive psychosocial assessment of a 26-year-old unmarried male patient named Mr. P. The assessment includes information on his family history, personal history, education, occupation, relationships, and mental health. Testing revealed moderate to severe impairments in social and cognitive functioning, and high expressed emotions from his parents. The psychosocial diagnosis is problems related to upbringing from parental overprotection and social environment issues. The management plan focuses on building rapport, psychoeducation, developing insight, and reducing high expressed emotions from family members.
A caregiver was interviewed about their experience caring for their father-in-law with Alzheimer's disease and now caring for their husband with the disease. Some of the challenges included teaching their children about the changes in their grandfather and maintaining his dignity. It is important to separate the person from the behaviors caused by the disease. The caregiver advocates practicing patience and seeing the person beyond the disease. Their advice is to rely on faith, take it one day at a time, and focus on the positives while making sure to take time for yourself as a caregiver.
Thriving in the face of adversity – responding to a bereaved childSACAP
The document discusses how to help children cope with loss through death or other traumatic events. It emphasizes the importance of strengthening the caregiver-child relationship, providing stability through routines, and allowing children to communicate about their feelings. Specific techniques mentioned for facilitating communication include memory boxes, life story activities, feeling wheels, drawings, and storybooks about death. The document stresses that even very young children can be affected by trauma and loss, so caregivers should normalize feelings, address fears, and involve children in rituals to recognize the loss.
This presentation provides information about the various kinds of dementia and attempts to give practical and pastoral advice for the unique challenges that face caregivers of those with this condition.
While applicable for everyone, this like all of our presentations is specifically designed for caregivers in a long-term care environment.
The document provides information about caring for loved ones with Alzheimer's disease, including overview of the disease, treatment options, communication strategies, managing behaviors, adjusting to a new home, and caring for caregivers. It emphasizes living in the reality of the person with dementia by providing reassuring responses when they ask questions about their past. The goal is to avoid upsetting them by acknowledging their memories from long ago.
This document discusses the negative impacts of multiple foster care placements and transitions on youth, including feelings of grief and loss. It emphasizes the importance of including family in therapy. Key points include that youth may experience grief around holidays, birthdays or anniversaries spent with family in the past. Grief is a personal process that varies between individuals. While difficult, it is important to allow youth to work through grief over time rather than ignoring or suppressing their feelings. The document provides tips for supporting youth experiencing grief, such as listening, expressing empathy, maintaining structure, and avoiding negative comments about family.
Role of Family in Mental Health welbeing.pptxrajalakshmi5921
1) Mental illness can have a significant impact on families by causing stress, uncertainty, and changes to daily life. It often affects family members' mental health and ability to cope.
2) Families are often the primary support for those with mental illness but may take on caregiving duties with little training or support. This can lead to feelings of exhaustion, frustration, and burnout among family members.
3) Educating oneself about the illness, seeking support, setting limits, and taking care of one's own needs can help families better cope with the challenges of having a family member with mental illness.
This is a project for a high school AP Psychology course. This is a fictionalized account of having a psychological ailment. For questions about this blog project or its content please email the teacher, Laura Astorian: laura.astorian@cobbk12.org
This document provides tips for staying young at heart as one ages. It recommends being active, smiling and laughing often, finding passions, enjoying nature, traveling, treating yourself, spending time with children, being spontaneous, and forgetting others' opinions. The overall message is that one can feel young regardless of age by living life to the fullest and maintaining an upbeat attitude.
Here are 3 ways to break the monotony of life and feel alive according to the article:
1. Share formative life experiences with others or listen to others share their experiences, as narrating or hearing inspiring stories can stimulate your mind.
2. Spend time in nature, such as walking through a beautiful garden while talking to yourself, which can help you feel lost in your own thoughts and refreshed.
3. Engage in activities like dancing that are fun and exercise the body and mind, helping to relieve stress and feelings of boredom.
How to Care for Someone with Alzheimer'sCareFamily
In this slideshow, Tom Knox, founder of CareFamily.com, talks about how to care for someone with Alzheimer's.
In the presentation, which was originally used for a webinar registration, there is a lot of information on this subject from personal stories and experience. A lot of the same kind of problems often appear with Alzheimer's patients, so it's vital that you are ready for these problems when they arise.
Whether you are caring for your senior loved one or you are a caregiver caring for a senior, this guide will help give you a general overview for this kind of care. To get more in depth training, go to some of the resources we list at the end of the presentation.
We hope this helps equip you in your journey of caring for someone with Alzheimer's.
1) The document discusses the difficulties a student may face when returning to school after experiencing the loss of a loved one through death. It describes the various emotions one may feel during grief like sadness, anger, numbness, fatigue, etc.
2) It provides advice for navigating social interactions and academic responsibilities at school during this difficult time. Suggestions include being open with teachers about struggles, taking it one day at a time, and finding support from friends or a counselor.
3) The document emphasizes that grief takes time and is non-linear, and encourages coping strategies like writing, exercise, talking about memories, and asking for help when needed rather than trying to rush through or ignore the grieving
The document discusses the difference between normal sadness and depression in teenagers. It notes that feelings of sadness are common during adolescence but can become problematic if they interfere with daily life and persist over an extended period of time. The document provides a checklist of common symptoms of depression and advises seeking help from a medical professional if several symptoms are experienced nearly every day for at least two weeks. It also offers self-help strategies teenagers can use to help manage feelings of sadness, such as exercising, spending time with friends, getting sufficient sleep, and adopting a more positive outlook.
1) Living abroad can cause profound personal growth but also culture shock, including when returning home (reverse culture shock).
2) Symptoms of reverse culture shock include restlessness, boredom, irritability with one's home culture, and longing for the host country.
3) It is important to anticipate reverse culture shock by considering one's changed values and adjusting expectations about home, and to maintain connections to the host culture through language, media, and involvement with international communities.
Joanna Simone gave a presentation on mental illness. She discussed what mental illness is, common types like depression and anxiety, and shared her personal experience living with dysthymia, anxiety, OCD, and an eating disorder. She described a typical day struggling with mental illness. Joanna emphasized dos and don'ts for supporting someone with a mental illness, such as listening without judgment. She provided campus and local resources for mental health support.
How to Deal with Dementia and Responsive BehaviorsRosanne Burke
This document discusses responsive behaviors in dementia and strategies for dealing with them. It begins by defining key terms like responsive behaviors and outlines common challenges people with dementia face. It explains that behaviors are often due to biological brain changes limiting abilities like impulse control. The document advises understanding behaviors from the person's perspective rather than trying to stop them. Effective strategies include meeting needs, maintaining routines, addressing boredom or discomfort, and using communication skills. The overall message is that with education, care partners can better support those with dementia.
Jenny Henderson - How can we help people with dementia and their families whe...fiopmha
This document discusses how people with dementia and their families cope with bereavement and loss. It notes that grief can be a disenfranchised or ambiguous experience for those with dementia as they may forget losses or confuse past and present. Expressions of grief in dementia can include agitation, distress, or confusion about a missing person. It emphasizes the importance of person-centered care, reminiscence work, honesty and consistency when supporting those grieving with dementia.
Newly Diagnosed Dementia Family Support Seminar Amanda Kanners
The document provides information to help families cope with a loved one's diagnosis of Alzheimer's or another form of dementia. It discusses the types and stages of dementia, including Alzheimer's disease, vascular dementia, mixed dementia, dementia with Lewy bodies, and frontotemporal dementia. It offers tips for having difficult conversations about the diagnosis, dealing with behaviors like saying "no", managing delusions and wandering, and providing support in the later stages of dementia. The goal is to help caregivers understand dementia and provide the best possible care.
So, Do You Think You Have Asperger's SyndromeNathan Young
I have Asperger's Syndrome, and many other people have Asperger's or Autism. This presentation talks about the characteristics of Asperger's Syndrome. And what types of jobs are best for people with Autism.
This document discusses the stages of grief as proposed by Elisabeth Kubler-Ross. It outlines the 8 stages as denial, anger, bargaining, depression, guilt, acceptance, hope. It provides descriptions of each stage and examples of how they may present. The stages are presented as natural and normal responses to loss, though people may not experience them in order or go through all of them. Coping with grief involves dealing with difficult changes and moving through the stages over time.
Mental health refers to psychological well-being and the ability to think, feel, and act in a positive manner. A healthy mind is capable of experiencing a full range of emotions, deals with reality as it is, accepts oneself and others, and is open to new ideas. Mental illness or disorders affect how a person thinks, feels, and behaves and can be caused by biological, psychological, social and environmental factors. Common signs of mental illness include changes in self-care, mood, sleep, and social interactions. Examples of mental disorders discussed include depression, bipolar disorder, schizophrenia, obsessive-compulsive disorder, and obsessive-compulsive personality disorder.
07 Suicide Protocol presentation and slidesRhuPastrana
This document provides guidance on how to talk to someone who may be suicidal and ensure their safety. It discusses starting the conversation, listening empathetically, what not to say, how to pass time during crisis, creating a safety plan, protective factors, and postvention. It also outlines responsible reporting of suicide by the media, including providing resources, educating without myths, applying caution to celebrity coverage, and not sensationalizing stories. The overall message is that suicide is preventable through kindness, empathy, and ensuring access to help.
Cell Therapy Expansion and Challenges in Autoimmune DiseaseHealth Advances
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
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Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by...Donc Test
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These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
1. Care for the Caregiver
What You Should Know when Your
Loved One has Alzheimer’s
2.
3.
4. Overview of Dementia
• Alzheimer’s Disease is a brain
disorder named for German
physician Alois Alzheimer, who
first described it in 1906.
• He presented the case of
“Auguste”, a 51 year old woman.
7. Overview of Dementia
• a broad term for any
brain disorder that
causes
confusion, memory
loss, personality
changes, and mental
decline
8. Overview of Dementia
• Is a progressive and
fatal brain disease
• Causes plaques and
tangles in the brain
that destroys brain
cells
• Is the most common
form of dementia
• Has no cure
9. Test Your Alzheimer’s IQ
1. Dementia is another name for early stage Alzheimer’s. T/F
2. If you suspect you have dementia, there is no point in going
to a doctor to get diagnosed because there is no treatment.
T/F
3. Alzheimer’s disease is a psychiatric disorder. T/F
4. Alzheimer’s disease is fatal. T/F
5. Alzheimer’s disease is more common in older adults (over
age 65) than in other age groups. T/F
6. Alzheimer’s disease is the most common of the irreversible
dementias. T/F
11. Treatment
• Current medications slow disease progression, but
are not a cure.
• Medications include Aricept, Exelon, Reminyl, and
Namenda.
• Psychotropic medications are used to treat
challenging behaviors and moods.
• “Hugs instead of Drugs”
12. Communication
• Approach the person from the front.
• Always get the person’s attention before speaking.
• Avoid startling the person by moving slowly and
gently.
• Establish and maintain eye contact at face-to-face
level.
• Identify yourself by name.
• Smile.
13. Communication
• Speak in a gentle, soft voice.
• Give brief, one-step directions.
• Praise successes and emphasize the positive.
• Use as few words as possible and be direct.
• Be patient and reassuring.
• Allow plenty of time for response.
• Use non-verbal nods, smiles, pats, and gestures.
• Use familiar words and cues.
14. Communication
• Minimize noise and distractions.
• Remain calm and reassuring if the person becomes
agitated.
• Maintain a comfortable distance.
• Be repetitive and consistent.
• Validate the person’s feelings and respond to them.
• Talk to the person as an adult, not a child.
• Keep your own stress to a minimum.
16. Behaviors
Have you ever been lost? Late for
an appointment? Made the wrong
turn?
Scared ANXIOUS Nervous
Unsure FrUsTrAtEd
Uptight ANGRY Impatient MAD
17. Behaviors
• Look for triggers: Time – Pain – Bathroom – Tired –
Environment.
• Remain calm.
• Go for a walk.
• Do not argue.
• Allow the person to feel that
he/she is in control.
• Sing a song together.
• Use their life story.
19. Since the person with Alzheimer’s has lost the last 20 to 60 years, they are
living at a younger age in their minds. No matter how hard we try, we cannot
bring back their short term memory. This means we should not bring them to
our reality, but that we need to live their reality. When they are looking for
their mom, we need to tell them their mom is getting groceries. By giving
answers that make sense to them, they are able to relax and not worry about
where their mom is. We don’t like doing this because we feel like we are lying
to them. I reassure you it is not lying, but it is “living their truth”. Maybe it
will help if you visualize yourself in their position. Let’s say you have
Alzheimer’s but do not remember that you do. You are actually 85 but you
think you are 24. You wake up in a strange place and remember that you
have children but you cannot find them. So you ask a stranger for help and
they tell you that your kids are grown and you live here now and everything is
fine. Your reaction might be, “Everything is not fine. I need to go home and
find my kids!” Does this vision help you understand? More importantly I hope
it takes away some of the guilt you might have about “lying”. There is no
reasoning with someone with Alzheimer’s and you will not be able to make
them live your reality. So instead, live their reality, and find treasures on your
journey in their reality.
20. “I want to go home.”
• Families feel guilt when they hear “I want to go
home”.
• Families might stop visiting because it’s too
uncomfortable.
• Understand that the home they are often looking for
no longer exists because it’s a home from long ago.
21. “I want to go home.”
• Responses:
• Distraction – Tell me about your home.
• Support – Your son will pick you up _____.
• Magic words – I know things seem confusing
right now, but I am here for you and I care
about you.
• The doctor wants to make sure you are feeling
100% better so he thought you should stay
one more day.
22. “Where are my children?”
• Response: Your kids are still in school.
• Your daughter is working today.
• Your kids are safe. Your sister is keeping them at her
house today.
• Poor Response: Your kids are grown up now and they
don’t live around here.
• Don’t you even know that I am your son? How could
you forget me?
23. “I have to go to work.”
• Response: It’s a holiday.
• It’s Saturday. It’s Sunday. It’s the weekend.
• We are supposed to get bad weather today so your
boss has instructed us to take the day off.
• Poor Response: You are retired and you don’t work
anymore.
24. “Where is my husband?”
• Another very difficult situation is when the person asks where
their spouse is and their spouse has already passed away.
Again, we need to live their reality. This person wouldn’t be
asking where their spouse is, if he/she didn’t think their
spouse was alive, right? Imagine if someone told you today
that your spouse was dead. What grief and pain you would go
through. Now imagine that you asked that question every
day, and every day you had to relive the news of the death of
your spouse. I cannot stress enough that you should not tell
the person that their spouse passed away. Instead think of
what their spouse might be doing if they were alive. “Jo is at
work.” “Alice is getting groceries.”
26. Expectations
The course of dementia can take many
alternate routes and can affect individuals
in very different ways, so expect the
unexpected!
27. Expectations
Wandering and not recognizing familiar items
are common symptoms of dementia.
Label your loved one’s clothes,
glasses, and other belongings with permanent
marking.
28. Expectations
• Misplacing objects is another very common symptom
of dementia.
• Please remove valuables such as expensive or
sentimental jewelry from our home. Try replacing
valuable jewelry with costume jewelry.
29. Expectations
• We want to make sure your loved one is safe.
• Please notify your loved one’s caregivers when you
are leaving with your loved one. Sign out in the book
at the front lobby. When keying in the alarm code,
be sure a resident does not follow you out.
30. Expectations
• There is no such thing as a magic wand.
• Your loved one may not want
to take a shower here any more
than they did at home, but with
the right approach, we hope to
partner with you and your loved
one in providing them with the
best care.
31. Expectations
• Remember in activities and socialization, quantity is
not always quality.
• It is our goal to enjoy life-enriching
activities with each and every one of
our residents every day. A simple hug,
hand massage, or hearing a memorable
story from your loved one can often
times be more meaningful than a large group activity
such as a movie or bingo.
32. Adjusting to a New Home
• Expect agitation for at least 2 -3 weeks.
• Expect the person to be
angry but do not beat
yourself up about it.
• Know that you did the
right thing and that your
loved one just needs to
grieve.
33. Adjusting to a New Home
• Plan a BRIEF visit, 10 – 15 minutes.
• A 3-hour visit is going to cause agitation.
• If a loved one demands to go home, do not try to
explain.
• A person with dementia will often start talking about
going home when they start to get tired, usually after
about 30 minutes into the visit. Take it as an
indication that it is time to go.
• Don’t focus on goodbye.
34. Adjusting to a New Home
• Take something to do.
• Once you are done, it is time to go.
• Have the staff divert your loved one to an activity
such as a meal.
35. Adjusting to a New Home
• Call before you come so you know what kind of day
your loved one is having...
37. Care for the Caregiver
• Who are today’s caregivers?
• Spouses
• Daughters
• Daughters-in-law
• Sons
• Siblings
• Grandchildren
• Friends
38. Care for the Caregiver
“Caregivers are at
increased risk for
depression and
illness, especially
if they do not receive
adequate support
from family, friends, and the community.”
~ National Institute on Aging
39. Care for the Caregiver
Pace yourself…It’s not a sprint, it’s a marathon.
40. Care for the Caregiver
Put on your own oxygen mask first.
41. Care for the Caregiver
What can you do?
• Accept Help.
• Let it go. “You cannot control the wind, but you can
learn to adjust the sails.”
• Don’t give in to guilt.
• Educate yourself.
• Maintain a sense of humor.
42. Care for the Caregiver
• Be your own best
friend.
• Take time to relax.
• Join a group.
• Find support.
• See your doctor.