The document discusses curative factors in psychoeducational groups. It outlines 11 curative factors identified by Irving Yalom and rates their applicability to psychoeducational groups as primary, secondary or tertiary. The primary factors for psychoeducational groups are imparting information, universality, imitative behavior, instillation of hope and development of socializing techniques. Secondary factors include interpersonal learning, existential factors and guidance. Tertiary factors include cohesiveness, catharsis and corrective recapitulation of the primary family experience.
it is a presentation on the crisis intervention model proposed by Lydia Rapoport. the slides contains information on crisis and the model of intervention proposed by Rapoport
Autism Spectrum Disorder (ASD) is a developmental disorder that involves impairments in social interaction and communication, challenges with sensory processing, and repetitive behaviors.
it is a presentation on the crisis intervention model proposed by Lydia Rapoport. the slides contains information on crisis and the model of intervention proposed by Rapoport
Autism Spectrum Disorder (ASD) is a developmental disorder that involves impairments in social interaction and communication, challenges with sensory processing, and repetitive behaviors.
Spine care program at Wockhardt Hospitals makes it a centre for excellence in neurology care with highly skilled clinical expertise
Our Hospitals provide cutting-edge diagnostic and operating facilities such as computerized navigation, imaging and treatment in orthopedics.
The PowerPoint Presentation entitled 'Critical History and Future of Psychotherapy' provides viewers with a brief outline of the history and possible futures of this interesting area of inquiry and practice. Owing to the fact that psychotherapy has become in the last decades a vast area with hundreds of often competing approaches and ways of thinking about mental health issues, the presentation does not pretend that it can do the diversity of the field and its ways of thinking and inherent problems justice. Other presentations focusing on particular key aspects will follow. Please share your feedback with the author at slse@bigpond.net.au.
This ppt will help students who are want to have a detailed idea about marriage counselling or couple counselling. This ppt is developed for the purpose of achieving curriculum objectives for post graduate students.
Spine care program at Wockhardt Hospitals makes it a centre for excellence in neurology care with highly skilled clinical expertise
Our Hospitals provide cutting-edge diagnostic and operating facilities such as computerized navigation, imaging and treatment in orthopedics.
The PowerPoint Presentation entitled 'Critical History and Future of Psychotherapy' provides viewers with a brief outline of the history and possible futures of this interesting area of inquiry and practice. Owing to the fact that psychotherapy has become in the last decades a vast area with hundreds of often competing approaches and ways of thinking about mental health issues, the presentation does not pretend that it can do the diversity of the field and its ways of thinking and inherent problems justice. Other presentations focusing on particular key aspects will follow. Please share your feedback with the author at slse@bigpond.net.au.
This ppt will help students who are want to have a detailed idea about marriage counselling or couple counselling. This ppt is developed for the purpose of achieving curriculum objectives for post graduate students.
We've all heard about dysfunctional families but it is hard to recognise one from the inside. This presentation looks at ten patterns you often see in a dysfuctional family. We look at some of the reasons families can become dysfunctional and some of the ways that kids learn to cope.
If you grew up in a dysfuctional family it doesn't mean that you have to repeat the same behaviours as you endured. It might take a bit of work but you can learn to be empathetic, supportive and loving towards your family members.
Transtheoretical Model (Stages of Change Model)Rozanne Clarke
The Transtheoretical Model (TTM) speaks on suggested strategies for public health interventions to address people at various stages of the decision-making process. Acknowledgements of this and other behavioural change models will resulting in social marketing campaigns being implemented as they're tailored to suit the target audience.
Based upon the 2008 book by Conyne, Crowell & Newmeyer, called Group Techniques: How to Use Them More Purposefully, the presentation introduces the PGTM model (Purposeful Group Techniques Model) for selecting group interventions. Group leaders are challenged to know just how to deal with each situation until they gain experience and a lot of practice! This model helps group leaders to decide what to do, and the book includes a large number of actual techniques collected in the appendix for ease of use.
11Introduction and Overview1. Understand the author’s.docxaulasnilda
1
1Introduction and Overview
1. Understand the author’s
philosophical stance.
2. Identify suggested ways to use this
book.
3. Differentiate between each
contemporary counseling model
discussed in this book.
4. Identify key issues within the case
of Stan.
5. Identify key issues within the case
of Gwen.
L e a r n i n g O b j e c t i v e s
63727_ch01_rev03.indd 1 18/09/15 9:39 AM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
2 CHAPTER ONE
Introduction
Counseling students can begin to acquire a counseling style tailored to their own
personality by familiarizing themselves with the major approaches to therapeu-
tic practice. This book surveys 11 approaches to counseling and psychotherapy,
presenting the key concepts of each approach and discussing features such as the
therapeutic process (including goals), the client–therapist relationship, and spe-
cific procedures used in the practice of counseling. This information will help you
develop a balanced view of the major ideas of each of the theories and acquaint
you with the practical techniques commonly employed by counselors who adhere
to each approach. I encourage you to keep an open mind and to seriously consider
both the unique contributions and the particular limitations of each therapeutic
system presented in Part 2.
You cannot gain the knowledge and experience you need to synthesize various
approaches by merely completing an introductory course in counseling theory. This
process will take many years of study, training, and practical counseling experience.
Nevertheless, I recommend a personal integration as a framework for the profes-
sional education of counselors. When students are presented with a single model
and are expected to subscribe to it alone, their effectiveness will be limited when
working with a diverse range of future clients.
An undisciplined mixture of approaches, however, can be an excuse for failing
to develop a sound rationale for systematically adhering to certain concepts and to
the techniques that are extensions of them. It is easy to pick and choose fragments
from the various therapies because they support our biases and preconceptions. By
studying the models presented in this book, you will have a better sense of how to
integrate concepts and techniques from different approaches when defining your
own personal synthesis and framework for counseling.
Each therapeutic approach has useful dimensions. It is not a matter of a theory
being “right” or “wrong,” as every theory offers a unique contribution to understan ...
These lecture slides, by Dr Sidra Arshad, offer a quick overview of 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 leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
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. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Title: Sense of Taste
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 structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
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.
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
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.
- 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
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
263778731218 Abortion Clinic /Pills In Harare ,sisternakatoto
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Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
3. Curative factors in groups is a concept developed by Irving Yalom and discussed in his books Group Psychotherapy: Theory and Practice. In different editions Yalom has made some modifications to the original factors. This presentation outlines the factors most applicable to psychoeducational groups.
4. Not all the curative factors apply equally to psychoeducational groups . The importance of the factors may change over time in a group or have greater importance in some groups than others. In this presentation the factors are rated as primary, secondary and tertiary in terms of their applicability to psychoeducational groups. This rating system is not part of Yalom’s discussion and review of the curative factors.
5. Imparting Information The “Imparting of Information” occurs when group members get useful in formation from either other group members or the facilitator. The imparting of information is not a factor Yalom identified as a psychotherapeutic process. However he stated group members felt it was very helpful to learn factual information from other group members. Primary Factor
6. Imparting Information in Psychoeducational Groups This is the primary factor and purpose for psychoeducational groups. Each group focuses on specific learner outcomes that are either new information or new skills. Primary Factor
7. Universality Most group practitioners and members state the sharing of common experiences and feelings among group members helps remove a group members’ sense of isolation, validate their experiences. Primary Factor
8. Universality in Psychoeducational Groups Having members recognize common problems and experiences is one of the building blocks of psychoeducational groups. This acceptance of a common problem helps members feel not alone in their experience and helps provide a common bond for the members. Most psychoeducational groups have a common theme centered on a universal problem confronting all the group members. Primary Factor
9. Imitative behavior Yalom and other group practitioners believe that group members can develop social skills by observing and imitating the therapist and other group members. In traditional group therapies members can observe how others managed conflict, supported one another or shared feelings. The group members then often model those same behaviors latter in or outside the group. Primary Factor
10. Imitative Behavior in Psychoeducational Groups Having group members practice and demonstrate new skills is one of the primary techniques used in psychoeducational groups. Imitative behavior is often the core of teaching any new skill. One model for psychoeducational groups, “Skill Development”, has the facilitator first demonstrating the skill, then members practicing the skill and finally selected members modeling the skill for the rest of the group. Primary Factor
11. Instillation of Hope The “Instillation of Hope” happens when group members at various stages of recovery are inspired and encouraged by other members who have overcome their problems and are more successfully managing their lives. Primary Factor
12. Instillation of Hope in Psychoeducational Groups Psychoeducational groups focus on hope and reinforce the concept that group members can successfully manage their lives. Some psychoeducational group programs have ex-group members as co-facilitators. All psychoeducational groups focus on providing new information or skills that will help the members. Primary Factor
13. Development of Socializing Techniques Traditional group psychotherapy is often viewed as a learning lab where participants have opportunities to learn and improve their social skills. The safe and supportive group environment allows members to take interpersonal risks and try new behaviors. Secondary Factor
14. Many psychoeducational groups focus on developing social skills. When that is the specific topic of a group course then the developing socializing techniques is a primary factor. For many psychoeducational groups focusing on a variety of topics such as “Getting Back into the Workforce” there is a secondary gain of developing new social skills during the group course. Secondary Factor Development of Socializing Techniques in Psychoeducational Groups
15. Secondary Factor Curative Factor: Interpersonal learning In traditional group psychotherapy there is a great emphasis on members learning more about themselves and their style of interacting with others. Much group activity is spent on members exploring their feelings and receiving feedback from others.
16. Interpersonal Learning in Psychoeducational Groups Similar to developing social skills many psychoeducational groups focus on increasing interpersonal learning. When that is the specific topic of a group course then interpersonal learning. And, similar to developing new social skills, psychoeducational groups focusing on a variety of other topics such as “Budgeting Your Money” there can be a secondary gain of interpersonal learning during the group course. Secondary Factor
17. Secondary Factor Curative Factor: Existential Factors In traditional group psychotherapy there is an emphasis on individuals taking responsibility for their behaviors and the consequences of their actions. In many instances individuals come to therapy wanting to learn how to change the world, where in reality the focus of the therapy is how to change themselves and their reactions to the word.
18. Existential Factors in Psychoeducational Groups Part of the underlying message of psychoeducational groups is that individuals are responsible for trying to manage their lives. There may be factors out of the direct control of individuals but the person is ultimately responsible for learning how to best to cope and manage their life. This does not discount the role of therapy, behavioral health professionals and even chemotherapy. But it highlights the primary role of the individual in managing their treatment and their life. Secondary Factor
19. Secondary Factor Curative Factor: Guidance Guidance is a factor that was identified in earlier research on curative factors but was later discontinued. Yalom and other practitioners argued that the facilitator often needed to be directive i n the group psychotherapy sessions. They believed it was sometimes necessary to identify members’ behaviors that w e re self-defeating and discuss options for group members.
20. Guidance in Psychoeducational Groups In psychoeducational groups the facilitator is also part instructor and teacher. In that role of teacher the facilitator gives clear feedback to members on their behaviors. The facilitator often models behaviors and certainly gives corrective feedback to members on their performance. Secondary Factor
21. Tertiary Factor Curative Factor: Cohesiveness Cohesiveness is defined as a phase of group development when members feel trust, acceptance and belonging within he group. For Yalom and other group psychotherapists cohesiveness is the primary therapeutic factor that is the base for all the other factors. In order for the group process to work and personal development to occur the individual needs to be in a cohesive group.
22. Cohesiveness in Psychoeducational Groups Cohesiveness is an important factor in psychoeducational groups because it provides a psychologically safe environment where members are willing to take risks and try new behaviors. However attaining cohesiveness is not a goal or focus of psychoeducational groups. Members can learn new information and skills in the absence of cohesiveness. If the outcome of the psychoeducational group course has an interpersonal focus then cohesiveness becomes a primary factor. Tertiary Factor
23. Tertiary Factor Catharsis Catharsis is often described as an intense expression of emotion leading to a sense of relief. In group psychotherapy catharsis occurs when a member is able to express their feelings or “tell their story” to the rest of the group and feels a sense of support and acceptance.
24. Catharsis in Psychoeducational Groups Catharsis is not often identified as a component of psychoeducational groups. Inevitably, there are time when members will feel overwhelmed and need to experience this “catharsis”. When a member does have a cathartic moment the facilitator needs to assist the member, mobilize group support and process the event. Tertiary Factor
25. Corrective recapitulation of the primary family experience In traditional group therapy members often relate to the therapists and other members as parents and siblings. This transference of emotions is often used by the therapists to help members understand how the member’s relations with family members impact on the member’s current relationships. The group therapist’s discussion of those themes can help group members learn to avoid unconsciously repeating unhelpful past interactive patterns in present-day relationships Tertiary Factor
26. The corrective recapitulation of the primary family group is rarely a topic or issue for psychoeducational groups. There may be times when members express forms of transference to the therapists or other group members. If the transference interferes with the learning then the behavior needs to be addressed. The interpretation of the behavior and direct discussion of the transference is an issue for therapy more than psychoeducational groups. Corrective Recapitulation of the Primary Family Experience in Psychoeducational Groups
27. The curative factors discussed in this presentation can be very useful to psychoeducational group facilitators. These curative factors should be consciously integrated into the design of psychoeducational group courses. During the ongoing delivery of the psychoeducational group sessions there will also be opportunities for the facilitator to capitalize on the various factors such as universality, instillation of hope or other factors.
28. He always wants all the attention from the facilitator and does not want to share. Maybe I am not as alone in my problems as I think. That seems to be an interesting way to handle that situation maybe it will work for me. Look at how well George has done, I can do that next time someone pressures me . O.K. These are the four things to remember when I go for my interview. Maybe the facilitator is right and counting to five will help cool things. Universality Catharsis Interpersonal Learning Cohesion Family Hope Modeling Guidance Imparting Information Imitative Behavior Socializing Techniques Match Member Statement to Factor Curative Factor
29. I guess I needed to say that to everyone and feel better now. Maybe I do come across a little too hard on others. This might be a chance to try something different.. Universality Catharsis Interpersonal Learning Cohesion Family Hope Modeling Guidance Imparting Information Imitative Behavior Socializing Techniques Match Member Statement to Factor Curative Factor It feels good coming someplace where I feel people accept me for who I am. This not interrupting others when they talk is tougher than it sounds. Some of these other people have had it worse than me and they are getting better.
30. He always wants all the attention from the facilitator and does not want to share. Maybe I am not as alone in my problems as I think. That seems to be an interesting way to handle that situation maybe it will work for me. Look at how well George has done, I can do that next time someone pressures me . O.K. These are the four things to remember when I go for my interview. Maybe the facilitator is right and counting to five will help cool things. Universality Family Modeling Guidance Imparting Information Imitative Behavior Match Member Statement to Factor Curative Factor
31. I guess I needed to say that to everyone and feel better now. Maybe I do come across a little too hard on others. This might be a chance to try something different.. Catharsis Interpersonal Learning Cohesion Hope Socializing Techniques Match Member Statement to Factor Curative Factor It feels good coming someplace where I feel people accept me for who I am. This not interrupting others when they talk is tougher than it sounds. Some of these other people have had it worse than me and they are getting better.
32. The curative factors discussed in this presentation can provide a positive psychological environment for helping members learn how to successfully manage their lives. Psychoeducational group facilitators will greatly enhance their skills by a thorough reading of Irving Yalom’s book Group Psychotherapy: Theory and Practice .