This is the second in a 3-part series to help psychologists obtain requisite continuing education to function as a post-doctoral supervisor in Pennsylvania
As of December 15, 2015, psychologists acting as post-doctoral supervisors must complete either doctoral-level university coursework on supervision or 3 hours of continuing education on supervision.
This program may be helpful for post-doctoral supervisees to understand the supervision process.
Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision i...John Gavazzi
This is the first in a 3-part series to help psychologists obtain requisite continuing education to function as a post-doctoral supervisor in Pennsylvania
As of December 15, 2015, psychologists acting as post-doctoral supervisors must complete either doctoral-level university coursework on supervision or 3 hours of continuing education on supervision.
This program may be helpful for post-doctoral supervisees to understand the supervision process.
Managing anxiety By Ms. Jai Bapat.
Sheetal participates in school Debate competition. She prepares her speech thoroughly. On the day of debate she can’t recollect anything about her speech. She gets scared when she has to go on stage.
Reema is studying very hard for her annual exams. She prepares everything and on the day of exam when she sees her question paper she can’t recollect what she has studied in the past week and is not able to write anything in her exam.
Soham a college going teenager likes a girl in his college. But whenever he meets her he is unable to express his feelings to her. Thinking the fact that what will be her reply. He is anxious and never expresses his feelings to her.
What is common in above all the three situations? That they are scared and not able to finish their task. We can label this feeling as Anxiety
So what is Anxiety?
Anxiety is often described as a feeling of worry, fear. It’s much more than just a feeling. It encompasses feelings or emotions, thoughts and bodily sensations.
So the talk will be about How Anxiety can hamper our daily activities. Also how anxiety develops, Cognitive Behavior Therapy can help you deal with anxiety and techniques to deal with it.
For info log on to www.healthlibrary.com
Learn how to differentiate
between anxiety, panic attacks, and panic
disorder, understand the cycle of panic and
how to interrupt it, and learn the fundamentals
of panic disorder treatment.
"one rotten apple spoils a bunch". Learn how a positive attitude can transform your organization and give you more opportunities for success.
Bipolar disorder often produces many symptoms and consequences, and so often needs many types of treatment, both medication and psychotherapy. The major forms of psychotherapy studied in bipolar disorder are Psychoeducation (teaching key illness management techniques), Cognitive-Behavioural Therapy (CBT), Interpersonal and Social Rhythm Therapy, and Family-Focussed Therapy.
Each of these approaches has some value, but:
How do they differ?
How does a person choose a therapy?
What is the role of more general psychotherapy?
During this presentation, Dr. Sagar Parikh provides a clear summary about each of the major psychotherapy treatments, how they compare in terms of research studies, and how they compare in terms of style and practicality. Some tips on how to choose a therapist are also highlighted.
Professional Risk Assessment: Risk of Harm to OthersDr Gemma Russell
Presentation delivered to Lifeworks Australia as part of their professional development in 2013.
Specifically discusses how to conduct a comprehensive risk assessment, regarding individual's risk of harm to others. Seminar includes ethical and legal obligations of the practitioner as well as implications for different types/levels of risk.
Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision i...John Gavazzi
This is the first in a 3-part series to help psychologists obtain requisite continuing education to function as a post-doctoral supervisor in Pennsylvania
As of December 15, 2015, psychologists acting as post-doctoral supervisors must complete either doctoral-level university coursework on supervision or 3 hours of continuing education on supervision.
This program may be helpful for post-doctoral supervisees to understand the supervision process.
Managing anxiety By Ms. Jai Bapat.
Sheetal participates in school Debate competition. She prepares her speech thoroughly. On the day of debate she can’t recollect anything about her speech. She gets scared when she has to go on stage.
Reema is studying very hard for her annual exams. She prepares everything and on the day of exam when she sees her question paper she can’t recollect what she has studied in the past week and is not able to write anything in her exam.
Soham a college going teenager likes a girl in his college. But whenever he meets her he is unable to express his feelings to her. Thinking the fact that what will be her reply. He is anxious and never expresses his feelings to her.
What is common in above all the three situations? That they are scared and not able to finish their task. We can label this feeling as Anxiety
So what is Anxiety?
Anxiety is often described as a feeling of worry, fear. It’s much more than just a feeling. It encompasses feelings or emotions, thoughts and bodily sensations.
So the talk will be about How Anxiety can hamper our daily activities. Also how anxiety develops, Cognitive Behavior Therapy can help you deal with anxiety and techniques to deal with it.
For info log on to www.healthlibrary.com
Learn how to differentiate
between anxiety, panic attacks, and panic
disorder, understand the cycle of panic and
how to interrupt it, and learn the fundamentals
of panic disorder treatment.
"one rotten apple spoils a bunch". Learn how a positive attitude can transform your organization and give you more opportunities for success.
Bipolar disorder often produces many symptoms and consequences, and so often needs many types of treatment, both medication and psychotherapy. The major forms of psychotherapy studied in bipolar disorder are Psychoeducation (teaching key illness management techniques), Cognitive-Behavioural Therapy (CBT), Interpersonal and Social Rhythm Therapy, and Family-Focussed Therapy.
Each of these approaches has some value, but:
How do they differ?
How does a person choose a therapy?
What is the role of more general psychotherapy?
During this presentation, Dr. Sagar Parikh provides a clear summary about each of the major psychotherapy treatments, how they compare in terms of research studies, and how they compare in terms of style and practicality. Some tips on how to choose a therapist are also highlighted.
Professional Risk Assessment: Risk of Harm to OthersDr Gemma Russell
Presentation delivered to Lifeworks Australia as part of their professional development in 2013.
Specifically discusses how to conduct a comprehensive risk assessment, regarding individual's risk of harm to others. Seminar includes ethical and legal obligations of the practitioner as well as implications for different types/levels of risk.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Unlimited Counseling CEUs for $59 https://www.allceus.com/
Specialty Certificate tracks starting at $89 https://www.allceus.com/certificate-tracks/
Live Webinars $5/hour https://www.allceus.com/live-interactive-webinars/
Instagram: AllCEUs
Pinterest: drsnipes
Learn about co-dependency and interventions to help the person with co-dependency issues.
Anxiety Disorders based on the DSM 4 and 5SMR Grey
So this is actually my report in one of my class(abnormal psychology) I wanted to upload it here so it wont go to waste. all of these photos here is not mine, i got it from pinterest :)
our thought shapes our reality, our loves.
"The closer you come to knowing that you alone create the world of your experience, the more vital it becomes for you to discover just who is doing the creating.”
― Eric Micha'el Leventhal
This presentation deal with ethics, advocacy and leadership for a non-profit, state psychological association. The presentation is for volunteer psychologists who take leadership roles and want to advocate on behalf of the citizens of Pennsylvania for access to high quality psychological services.
The darker side of ethics and morality in psychotherapy.pptxJohn Gavazzi
The presentation highlights those areas in psychotherapy and ethics that we cannot see. These phenomena include emotions, decision-making skills, biases, personal values, and other non-conscious processes in the therapeutic dynamic.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Unlimited Counseling CEUs for $59 https://www.allceus.com/
Specialty Certificate tracks starting at $89 https://www.allceus.com/certificate-tracks/
Live Webinars $5/hour https://www.allceus.com/live-interactive-webinars/
Instagram: AllCEUs
Pinterest: drsnipes
Learn about co-dependency and interventions to help the person with co-dependency issues.
Anxiety Disorders based on the DSM 4 and 5SMR Grey
So this is actually my report in one of my class(abnormal psychology) I wanted to upload it here so it wont go to waste. all of these photos here is not mine, i got it from pinterest :)
our thought shapes our reality, our loves.
"The closer you come to knowing that you alone create the world of your experience, the more vital it becomes for you to discover just who is doing the creating.”
― Eric Micha'el Leventhal
This presentation deal with ethics, advocacy and leadership for a non-profit, state psychological association. The presentation is for volunteer psychologists who take leadership roles and want to advocate on behalf of the citizens of Pennsylvania for access to high quality psychological services.
The darker side of ethics and morality in psychotherapy.pptxJohn Gavazzi
The presentation highlights those areas in psychotherapy and ethics that we cannot see. These phenomena include emotions, decision-making skills, biases, personal values, and other non-conscious processes in the therapeutic dynamic.
The Assessment, Management, and Treatment of Suicidal PatientsJohn Gavazzi
This PowerPoint is a companion to The Ethics and Psychology Podcast #25: The Assessment, Management, and Treatment of Suicidal Patients. Dr. John Gavazzi speaks with Dr. Sam Knapp about assessing, managing and treating the suicidal patient. Please read the disclaimer and the note on competence in dealing with suicidal patients. The podcast or video meets the requirements for Pennsylvania Act 74 requirements for all mental health professionals in Pennsylvania.
Unlearning Ethics: Ethical Memes and Moral DevelopmentJohn Gavazzi
Recent presentation on moral development, moral reflection, acculturation to the community of psychology, principle-based ethics of psychology, and false ethical memes for psychologists
Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision i...John Gavazzi
This is the third in a 3-part series to help psychologists obtain requisite continuing education to function as a post-doctoral supervisor in Pennsylvania
As of December 15, 2015, psychologists acting as post-doctoral supervisors must complete either doctoral-level university coursework on supervision or 3 hours of continuing education on supervision.
This program may be helpful for post-doctoral supervisees to understand the supervision process.
Sometimes, psychologist feel like they are in Ethics Hell. In this presentation, we focus on ethical decision-making, clinical skills, and emotional reactions to patients. The idea is to see how we create our own hell, and some suggestions to avoid it, or how to ascend from it.
Social Media, Ethics and Professional EducationJohn Gavazzi
This is my portion of a presentation at the American Psychological Association's convention in Toronto in 2015. In it, I review: the importance of social media for your professional mission, learn how to enhance online education, and creating professional versus personal boundaries on the internet. The talk focuses on the use of Twitter, podcasting, YouTube, and Blogger/WordPress.
Supervision training for volunteers and novis supervisorsImke WoodT&C
Mostly visual backdrop to define best practise Clinical Supervision for novises in the filed, peer supervision, new supervisees, rethinking best practise in clinical supervision. This applied tyraining in a youth charity.
In Episode 5, John continues to outline relevant factors related to ethical decision-making. The psychologist's fiduciary responsibility is emphasized. Additionally, John outlines one ethical decision-making model as well as cognitive biases and emotional factors involved with ethical decision-making. John will make suggestions on how to improve ethical decision-making.
This is a companion Powerpoint to Ethics & Psychology Podcast on ethical decision-making.
The importance of this podcast and Episode 5 is to set up vignette analysis in future podcasts. Everyone needs to be on the same page in order to apply ethical decision-making in instructional or real life situations.
LPC Models and Techniques in Clinical SupervisionGlenn Duncan
This is part 3 of 5 in a 30 hour lecture series on Clinical Supervision for Mental Health Professionals. This was made for the Approved Clinical Supervisor Certificate through the NBCC. This 6 hour course on Models and Techniques of Clinical Supervision uses a didactic lecture format followed up with experiential learning exercises, that cover many different models of conducting clinical supervision and different techniques utilized in clinical supervision. Areas covered include a working definition of clinical supervision, breaking down this definition into the components that make up clinical supervision. The Integrated Developmental Approach to supervision (Stoltenberg & Delworth) is discussed in detail, covering descriptions of level 1, 2 and 3 counselors and supervisors. Next other models of supervision are also covered, including the Discrimination Model of supervision (Bernard), the systems model of supervision (Holloway), and the Blended Model of supervision (a model crafted specifically for working with drug/alcohol counselors by Powell). Next discussed are supervision interventions and techniques (including case conferencing, utilizing self reports, process notes, audio taping, video taping and utilizing live supervision). Teaching methods include lecture, interactive exercises and group participation/discussion.
ReadySetPresent (Challenging Employees PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Every workplace can be filled with “different and unique” personalities. Knowing how to react and handle these sometimes challenging employees is a critical ability to develop. Challenging Employees PowerPoint Presentation Content slides include topics such as: 20 slides on the 5 different personalities: the bull – the fox – the time bomb - the whiner – and the wall, with their qualities and specific strategies for each, 20 slides with tips for dealing with difficult people, 6 Q&A slides on dealing with different situations, 25 slides on giving and receiving feedback, 9 points on controlling anger, and 9 techniques on increasing employee enthusiasm and more!
LPC Core Issues in Effective Clinical SupervisionGlenn Duncan
This is part 2 of 5 in a 30 hour lecture series on Clinical Supervision for Mental Health Professionals. This was made for the Approved Clinical Supervisor Certificate through the NBCC. ThiThis interactive workshop focuses on the major elements of being an effective Clinical Supervisor. In this workshop, participants will learn about the different aspects of being an effective Clinical Supervisor. Participants will learn the difference between effectiveness versus ineffective supervision, and will discuss factors involved in high quality supervision. Program Development and Quality Assurance will be covered in great detail, going over key aspects of program development methods such as long range planning, service delivery issues and a comprehensive look at quality assurance methods and issues. Finally issues of burnout prevention and supervisor developmental issues will be discussed. Teaching methods include lecture, interactive exercises and group participation/discussion.
Basics fundamentals and assumptions of CBT. Based on the assumption that thoughts, emotions and behaviour are inter related and affect each other.
Sources: Cognitive Therapy: Basics and Beyond
Book by Judith S. Beck
Cognitive Behaviour Therapy: 100 Key Points and Techniques by Michael Neenan & Windy Dryden
Give a brief summary of the components of the mental status exam. MatthewTennant613
Give a brief summary of the components of the mental status exam. Why is this critical to the care of the mental health patient?
Rubric
NU671 Unit 3 Assignment - Clinical Preparation Journal Rubric
NU671 Unit 3 Assignment - Clinical Preparation Journal Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeThe psychiatric/mental health area investigated is identifiable in the submission.
5 pts
Proficient
The submission is clear on the psychiatric/mental health area investigated.
3 pts
Approaching Proficiency
The submission is unclear on the psychiatric/mental health area investigated.
0 pts
Not Proficient
The submission does not contain an identified psychiatric/mental health area investigated.
5 pts
This criterion is linked to a Learning OutcomeThe reflection submitted is focused on the identified psychiatric/mental health area investigated.
10 pts
Proficient
An exemplary discussion of the identified psychiatric/mental health area is noted in the submission.
7 pts
Approaching Proficiency
A satisfactory discussion of the identified psychiatric/mental health area is noted in the submission.
3 pts
Not Proficient
The discussion of the identified psychiatric/mental health area is limited in detail.
10 pts
This criterion is linked to a Learning OutcomeThe reflective discussion is supported by scholarly resources.
10 pts
Proficient
The reflective discussion is supported well by scholarly psychiatric/mental health literature.
5 pts
Approaching Proficiency
The reflective discussion is supported by basic resources in the psychiatric/mental health literature.
2 pts
Not Proficient
The reflective discussion is not supported by psychiatric/mental health resources.
10 pts
This criterion is linked to a Learning OutcomeThe submission demonstrates the appropriate application of APA 7th edition guidelines for the construction of in-text and reference citations.
5 pts
Proficient
The submission is free from citation construction errors.
3 pts
Approaching Proficiency
The submission contains 1-3 citation construction errors.
1 pts
Not Proficient
The submission contains greater than 3 citation construction errors.
5 pts
Total Points: 30
1
Mental Status Exam
Heidi Combs, MD
What it is it?
• The Mental Status Exam (MSE)
is the psychological equivalent
of a physical exam that
describes the mental state and
behaviors of the person being
seen. It includes both objective
observations of the clinician
and subjective descriptions
given by the patient.
Why do we do them?
• The MSE provides information for
diagnosis and assessment of
disorder and response to treatment.
• A Mental Status Exam provides a
snap shot at a point in time
• If another provider sees your patient
it allows them to determine if the
patients status has changed without
previously seeing the patient
• To properly assess the MSE
information about the patients
history is needed including
education, cultural and social
factors
• It is important to as ...
What are the advantages and disadvantages of various models of training for clinical psychologists? Why is a firm grounding in psychological science important for future clinical psychologists?
2. What obstacles face clinical psychologists who specialize in private practice?
3. How will managed care affect the practice of clinical psychology? What advantages might clinical psychologists have in a managed care environment?
4. What are the advantages and disadvantages of obtaining prescription privileges? How might this pursuit affect graduate training?
5. What technological innovations are likely to influence the practice of clinical psychology?
6. What important diversity and ethical issues guide the practice of clinical psychology?
Becoming a critic of your thinkingNames Lulu Al-Nassar20110.docxAASTHA76
Becoming a critic of your thinking
Names: Lulu Al-Nassar
201101480
Faten Al-Nassar
201302248
Date Due: 27 - February - 2017
Introduction
Thinking cannot be avoided as it is the human nature.
Thinking tries to gather information that act as the basis of our decision making and making choices
Thinking affects our life significantly whether good or bad
How would you define your thinking?
Definition
Critical thinking is the aspect that ensures quality thinking and judgment under any circumstance
poor thinking is the kind of thinking results in inevitable problems through poor decision making
Critical thinking is demonstrated through analysis, integration and evaluation of information gathered by an individual. Critical thinking is characterized by sound reasoning, reflection and practice.
2
How to maximize one’s thinking
Criticizing our thinking effectively
Studying and assessing our thinking keenly
Practicing analogous thinking
Bad habits of thinking
Stereotypic thinking
Generalized thinking
Narrowed thinking from one point of view
Mythical and illusion thinking
Steps in becoming a skilled thinker
There are three steps in becoming a critical thinker that requires dedication and motivation
Self discipline of the critical thinking principles
Constantly practicing the principles
Internal motivation and constant reminder of the principles
Developing as a thinker
Taking our thinking as invisible concepts
The ability to identify both weaknesses and strengths in ones thinking
Viewing one’s thinking
Becoming a critic of your thinking
Criticizing our thinking aims at improving our thinking through discovery of our thinking
Making changes through commitment and constant practice
Become knowledgeable of the bad habits as well as the good habits that could improve our thinking
Levels of thinking
Lower order thinking is characterized by unreflective thinking based of self deception
Higher order thinking also known as level 2 is majorly characterized by skills that are inconsistently fair and partial reflective
Highest order thinking is explicitly reflective dominated by high level of skills. For us to achieve this level of thinking, both intellectual traits and skills
Advantages of critical thinking
Formulating questions clearly to probe the possible solutions
Collects information, probes and effectively interprets it to achieve better results
Provides solutions to difficult problems
Assist in sound decisions based on well reasoned solutions
Conclusion
Thinking is part of everyone's life whether a child or an adult.
Critical thinking is crucial in many aspects of life such as relationships, work, solving complex situations as well as emotional dealings
Critical thinking is achieved through constant practice of the thinking tools and principles.
Critical thinking is achieved through consistency in learning and probing one’s thinking
Questions
Which ...
Introduction to Moral Injury, Theory & PracticeJohn Gavazzi
This presentation outlines how humans beings are moral animals. Our morality is a function of biological, psychological, and evolutionary processes. Moral Injury refers to longstanding emotional, psychological, social, and spiritual suffering related to an individual’s moral compass, conscience, or spiritual beliefs.
We review examples of moral injury and ways to work with moral injury in context of psychotherapy.
Ethical reasoning: decision science, biases, and errorsJohn Gavazzi
The workshop explores ways to teach ethical reasoning using decision science, cognitive errors, and biases as part of being human. Categories include: the need to act fast, too much information, insufficient evidence, faulty memory processes, and tribal knowledge.
Learning Telehealth in the Midst of a PandemicJohn Gavazzi
This presentation outlines the basics of beginning to work with patients via telehealth. The workshop offers both pragmatic and technical assistance to start working with patients at a distance or online
Child Abuse Reporting Guidelines: Ethical and Legal IssuesJohn Gavazzi
In 2013 and 2014 Pennsylvania enacted numerous changes to the Child Protective Services Law. This training is designed to review legal, ethical, risk management, and clinical decisions related to the changes in the law. The training will review the signs leading to the recognition of child abuse and also the reporting requirements for suspected child abuse in Pennsylvania. The topics to be covered include a description of child welfare services in Pennsylvania, important definitions related to the child abuse reporting law, responsibilities of mandated reporters, ways to recognize child abuse and other topics. We will review clinical scenarios that challenge ethical issues, legal requirements, risk management concerns, and clinical choices.
Act 31 Training for Licensed Professionals in PennsylvaniaJohn Gavazzi
Recognition of the Signs of Child Abuse and Reporting Requirements for Suspected Child Abuse in Pennsylvania
by Sam Knapp and John Gavazzi
These slides are a companion to Episodes 19 and 20 of the Ethics and Psychology podcast.
Closing a Professional Practice: Clinical, Ethical and Practical Consideratio...John Gavazzi
Catherine Spayd and Mary O'Leary Wiley present on ethical, clinical, and practical consideration in closing a practice. The presentation offers valuable information about creating a professional will, in case of untimely death or incapacitation. Presented in August 2014.
Legal, Clinical, Risk Management and Ethical Issues in Mental HealthJohn Gavazzi
The program outlines the fundamental differences between clinical issues, legal questions, risk management strategies, and ethical issues. While overlap exists, ethical questions arise when there are two competing ethical principles at odds. The course will reference both the ACA and the NBCC Code of Ethics. Clinical issues deal with treatment-oriented concerns. Legal issues concern state, federal, and case law, as well as statutes and regulations. Risk management typically focuses on reducing liability. Several case examples will be given to demonstrate how these issues overlap and are important to high quality of care.
Dark side of ethics podcast: False Risk management strategiesJohn Gavazzi
In this episode, John talks with Dr. Sam Knapp, Psychologist and Ethics Educator, about false risk management strategies. Using the acculturation model as a guide, Sam and John discuss how some psychologists have learned false risk management strategies. They discuss the possible erroneous rationale for these strategies. John and Sam provide good clinical and ethical reasons as how these strategies can actually hinder high quality of services. They also discuss ethics education in general and why learning about ethics codes do not necessarily enhance ethical practice and two other counterintuitive facts.
Antibiotic Stewardship by Anushri Srivastava.pptxAnushriSrivastav
Stewardship is the act of taking good care of something.
Antimicrobial stewardship is a coordinated program that promotes the appropriate use of antimicrobials (including antibiotics), improves patient outcomes, reduces microbial resistance, and decreases the spread of infections caused by multidrug-resistant organisms.
WHO launched the Global Antimicrobial Resistance and Use Surveillance System (GLASS) in 2015 to fill knowledge gaps and inform strategies at all levels.
ACCORDING TO apic.org,
Antimicrobial stewardship is a coordinated program that promotes the appropriate use of antimicrobials (including antibiotics), improves patient outcomes, reduces microbial resistance, and decreases the spread of infections caused by multidrug-resistant organisms.
ACCORDING TO pewtrusts.org,
Antibiotic stewardship refers to efforts in doctors’ offices, hospitals, long term care facilities, and other health care settings to ensure that antibiotics are used only when necessary and appropriate
According to WHO,
Antimicrobial stewardship is a systematic approach to educate and support health care professionals to follow evidence-based guidelines for prescribing and administering antimicrobials
In 1996, John McGowan and Dale Gerding first applied the term antimicrobial stewardship, where they suggested a causal association between antimicrobial agent use and resistance. They also focused on the urgency of large-scale controlled trials of antimicrobial-use regulation employing sophisticated epidemiologic methods, molecular typing, and precise resistance mechanism analysis.
Antimicrobial Stewardship(AMS) refers to the optimal selection, dosing, and duration of antimicrobial treatment resulting in the best clinical outcome with minimal side effects to the patients and minimal impact on subsequent resistance.
According to the 2019 report, in the US, more than 2.8 million antibiotic-resistant infections occur each year, and more than 35000 people die. In addition to this, it also mentioned that 223,900 cases of Clostridoides difficile occurred in 2017, of which 12800 people died. The report did not include viruses or parasites
VISION
Being proactive
Supporting optimal animal and human health
Exploring ways to reduce overall use of antimicrobials
Using the drugs that prevent and treat disease by killing microscopic organisms in a responsible way
GOAL
to prevent the generation and spread of antimicrobial resistance (AMR). Doing so will preserve the effectiveness of these drugs in animals and humans for years to come.
being to preserve human and animal health and the effectiveness of antimicrobial medications.
to implement a multidisciplinary approach in assembling a stewardship team to include an infectious disease physician, a clinical pharmacist with infectious diseases training, infection preventionist, and a close collaboration with the staff in the clinical microbiology laboratory
to prevent antimicrobial overuse, misuse and abuse.
to minimize the developme
CHAPTER 1 SEMESTER V - ROLE OF PEADIATRIC NURSE.pdfSachin Sharma
Pediatric nurses play a vital role in the health and well-being of children. Their responsibilities are wide-ranging, and their objectives can be categorized into several key areas:
1. Direct Patient Care:
Objective: Provide comprehensive and compassionate care to infants, children, and adolescents in various healthcare settings (hospitals, clinics, etc.).
This includes tasks like:
Monitoring vital signs and physical condition.
Administering medications and treatments.
Performing procedures as directed by doctors.
Assisting with daily living activities (bathing, feeding).
Providing emotional support and pain management.
2. Health Promotion and Education:
Objective: Promote healthy behaviors and educate children, families, and communities about preventive healthcare.
This includes tasks like:
Administering vaccinations.
Providing education on nutrition, hygiene, and development.
Offering breastfeeding and childbirth support.
Counseling families on safety and injury prevention.
3. Collaboration and Advocacy:
Objective: Collaborate effectively with doctors, social workers, therapists, and other healthcare professionals to ensure coordinated care for children.
Objective: Advocate for the rights and best interests of their patients, especially when children cannot speak for themselves.
This includes tasks like:
Communicating effectively with healthcare teams.
Identifying and addressing potential risks to child welfare.
Educating families about their child's condition and treatment options.
4. Professional Development and Research:
Objective: Stay up-to-date on the latest advancements in pediatric healthcare through continuing education and research.
Objective: Contribute to improving the quality of care for children by participating in research initiatives.
This includes tasks like:
Attending workshops and conferences on pediatric nursing.
Participating in clinical trials related to child health.
Implementing evidence-based practices into their daily routines.
By fulfilling these objectives, pediatric nurses play a crucial role in ensuring the optimal health and well-being of children throughout all stages of their development.
Defecation
Normal defecation begins with movement in the left colon, moving stool toward the anus. When stool reaches the rectum, the distention causes relaxation of the internal sphincter and an awareness of the need to defecate. At the time of defecation, the external sphincter relaxes, and abdominal muscles contract, increasing intrarectal pressure and forcing the stool out
The Valsalva maneuver exerts pressure to expel faeces through a voluntary contraction of the abdominal muscles while maintaining forced expiration against a closed airway. Patients with cardiovascular disease, glaucoma, increased intracranial pressure, or a new surgical wound are at greater risk for cardiac dysrhythmias and elevated blood pressure with the Valsalva maneuver and need to avoid straining to pass the stool.
Normal defecation is painless, resulting in passage of soft, formed stool
CONSTIPATION
Constipation is a symptom, not a disease. Improper diet, reduced fluid intake, lack of exercise, and certain medications can cause constipation. For example, patients receiving opiates for pain after surgery often require a stool softener or laxative to prevent constipation. The signs of constipation include infrequent bowel movements (less than every 3 days), difficulty passing stools, excessive straining, inability to defecate at will, and hard feaces
IMPACTION
Fecal impaction results from unrelieved constipation. It is a collection of hardened feces wedged in the rectum that a person cannot expel. In cases of severe impaction the mass extends up into the sigmoid colon.
DIARRHEA
Diarrhea is an increase in the number of stools and the passage of liquid, unformed feces. It is associated with disorders affecting digestion, absorption, and secretion in the GI tract. Intestinal contents pass through the small and large intestine too quickly to allow for the usual absorption of fluid and nutrients. Irritation within the colon results in increased mucus secretion. As a result, feces become watery, and the patient is unable to control the urge to defecate. Normally an anal bag is safe and effective in long-term treatment of patients with fecal incontinence at home, in hospice, or in the hospital. Fecal incontinence is expensive and a potentially dangerous condition in terms of contamination and risk of skin ulceration
HEMORRHOIDS
Hemorrhoids are dilated, engorged veins in the lining of the rectum. They are either external or internal.
FLATULENCE
As gas accumulates in the lumen of the intestines, the bowel wall stretches and distends (flatulence). It is a common cause of abdominal fullness, pain, and cramping. Normally intestinal gas escapes through the mouth (belching) or the anus (passing of flatus)
FECAL INCONTINENCE
Fecal incontinence is the inability to control passage of feces and gas from the anus. Incontinence harms a patient’s body image
PREPARATION AND GIVING OF LAXATIVESACCORDING TO POTTER AND PERRY,
An enema is the instillation of a solution into the rectum and sig
CHAPTER 1 SEMESTER V PREVENTIVE-PEDIATRICS.pdfSachin Sharma
This content provides an overview of preventive pediatrics. It defines preventive pediatrics as preventing disease and promoting children's physical, mental, and social well-being to achieve positive health. It discusses antenatal, postnatal, and social preventive pediatrics. It also covers various child health programs like immunization, breastfeeding, ICDS, and the roles of organizations like WHO, UNICEF, and nurses in preventive pediatrics.
Navigating Challenges: Mental Health, Legislation, and the Prison System in B...Guillermo Rivera
This conference will delve into the intricate intersections between mental health, legal frameworks, and the prison system in Bolivia. It aims to provide a comprehensive overview of the current challenges faced by mental health professionals working within the legislative and correctional landscapes. Topics of discussion will include the prevalence and impact of mental health issues among the incarcerated population, the effectiveness of existing mental health policies and legislation, and potential reforms to enhance the mental health support system within prisons.
Empowering ACOs: Leveraging Quality Management Tools for MIPS and BeyondHealth Catalyst
Join us as we delve into the crucial realm of quality reporting for MSSP (Medicare Shared Savings Program) Accountable Care Organizations (ACOs).
In this session, we will explore how a robust quality management solution can empower your organization to meet regulatory requirements and improve processes for MIPS reporting and internal quality programs. Learn how our MeasureAble application enables compliance and fosters continuous improvement.
Leading the Way in Nephrology: Dr. David Greene's Work with Stem Cells for Ki...Dr. David Greene Arizona
As we watch Dr. Greene's continued efforts and research in Arizona, it's clear that stem cell therapy holds a promising key to unlocking new doors in the treatment of kidney disease. With each study and trial, we step closer to a world where kidney disease is no longer a life sentence but a treatable condition, thanks to pioneers like Dr. David Greene.
ICH Guidelines for Pharmacovigilance.pdfNEHA GUPTA
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Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision in Pennsylvania Part 2
1. Ethics and Skills for
Psychologist as Supervisor:
Post-Doctoral Supervision in
Pennsylvania
Part 2
Podcast Episode 22
John D. Gavazzi, PsyD ABPP
Samuel Knapp, Ed.D, ABPP
John A. Mills, Ph.D., ABPP
2. This episode is not a stand
alone continuing education
course
For CE credit, you will need to listen to all three presentations,
then take the course. There is not a separate CE for each
one-hour presentation.
3. Overview
• The Acculturation Model
• More definitions from the State Board of Psychology
• Supervisee expectations of supervision
• What supervisees don’t tell supervisors
• Understanding supervisor limitations and enhancing
supervisor skills
4. Learning Objectives
At the end of the podcasts/presentations, the participant will be
able to:
1. Describe essential factors involved in ethically sound and
effective supervision; and,
2. List or identify the State Board of Psychology requirements for
post doctoral supervision.
3. Explain ways to improve supervisees level of competence,
self-reflection, and professionalism; and,
4. Identify strategies to comply with the Pennsylvania State
Board of Psychology regulations on supervision of post-
doctoral trainees.
5. Acculturation Model*
One way to understand how post-doctoral
supervises are developing into licensed
psychologists
Developmental approach
*Adapted from :
Handelsman, M. M., Gottlieb, M. C., & Knapp, S.
(2005). Training ethical psychologists: An
acculturation model. Professional Psychology:
Research and Practice, 36, 59-65.
6. Acculturation
A process to change the cultural behavior of an
individual through contact with another culture.
The post-doctoral supervisor plays a key role in this
process
The process of acculturation occurs when there is an
adaptation into an organization or society.
7. Acculturation as a Process
• Can be a complex process
• Some parts of a supervisee’s beliefs and lifestyle
may be easily acculturated into the profession of
psychology while others aspects may not
• The supervisee is already in the process and will
likely continue professional development
throughout his or her career as a psychologist
9. Acculturation Model of
Professional Development
Integration Separation
Assimilation Marginalization
Higher on
Professional
Higher on Personal
Values and Skills
Lower on Personal
Values and Skills
Lower on Professional
Development
10. Marginalized
Matrix: Lower on professional development
Lower on personal values and skills
Risks: *Greatest risk of harm
*Lack appreciation for ethics
*Motivated by self-interest
*Less concern for patients
11. Assimilation
Matrix: Higher on professional development
Lower on personal values and skills
Risks: Developing an overly legalistic or
formalized stance on issues and
interventions as part of duties
Rigidly conforming to certain rules
while missing broader issues
12. Separation
Matrix: Lower on professional development
Higher on personal values and skills
Risks: Compassion overrides good
professional judgment
Fails to recognize the unique role of
a professional psychologist
13. Integrated
Matrix: Higher on professional development
Higher on personal values and skills
Reward: Implement values in context
of professional role
Actively acculturating into the
profession of psychology
14. More definitions from the
Pennsylvania State Board of
Psychology
Specifically for post-doctoral supervision
15. Definitions
Primary supervisor: “A currently licensed psychologist having
primary responsibility for directing and supervising the
psychology resident”
Psychology intern: “A student participant in an internship as part
of a doctoral degree program in psychology or a field related
to psychology”
Psychology Resident: “An individual who has obtained a
doctoral degree and is fulfilling the supervised experience
requirement for license, or an applicant for licensure who is
continuing training under §41.31 (4) (relating to educational
qualifications)”
16. Definitions
Psychology Trainee: “A psychology intern or psychology resident” 49
PA Code 41.1
Secondary (or delegated) Supervisor: The regulations of the State
Board of Psychology have inconsistent definitions of the term
secondary supervisor. One section states that the secondary or
delegated supervisor has to be licensed. However, the regulations
also state that the delegated supervisor must “hold a current license,
certificate or registration from a health related board within the
Bureau of Professional or Occupational Affairs or a person who is
exempt from licensure under section 3 (4) – (8) of the act.” This
could include unlicensed counselors, social workers, drug and
alcohol counselors, pastoral counselors and others.
18. Hours and Time
• At least 12 months and 1,750 hours.
• No more than 45 hours of work per week, but no less
than 15 hours of work per week, for a minimum of 6
consecutive months.
• If there are two or more work settings (not the same
agency), then the supervisee needs to get a
minimum of 15 hours at each location and a
minimum of two hours of supervision a week at
each location.
19. Content
• 50% in diagnosis, assessment, therapy, other
interventions, supervision or consultation and
receiving supervision or consultation.
• The remaining required hours may be obtained by
teaching with an organized psychology program
preparing practicing psychologists.
20. Time Limits
• All experience within 10 calendar year period from
getting the degree.
• Waivers made on a case by case basis, including
reasons of health
21. What Does not Qualify
• The experience obtained must be consistent with
the psychology resident’s education and training.
• No experience may be obtained where the
psychology resident acts independently (for
example, as a qualified member of another
recognized profession under section 3(3) of the act
(63 P. S. § 1203(3)).
22. Supervisee Expectations
There is abundant reason to believe that optimism – big, little, and in
between – is useful to a person because positive expectations can be
self-fulfilling.
Christopher Peterson, Psychologist
23. Supervisee
Expectations
• Is competent in areas of
practice
• Is available to supervisee
• Directs supervisee learning
• Has realistic expectations
of supervisee skill level
• Acts ethically and
professionally
Supervisee has
expectations
about the work,
the responsibilities,
and the supervisor.
24. Supervisee Non-disclosure
in Supervision
Ladany, N., Friedlander, M. L., & Nelson, M. L. (2005). Critical events in psychotherapy supervision: An
interpersonal approach. Washington, DC: American Psychological Association.
Hess, S.A., and others, Predoctoral Interns' Nondisclosure in Supervision. Psychotherapy Research, Vol.
18, No. 4 ( July 2008): 400-411.
Ladany, N., Hill, C. E., Corbett, M. M., & Nutt, E. A. (1996). Nature, extent, and importance of what
psychotherapy trainees do not disclose to their supervisors. Journal of Counseling Psychology,
43, 10-23.
25. Negative Reactions to the Supervisor
• Unpleasant, disapproving, or critical thoughts and
feelings relating to the supervisor
• Examples:
• He is very narrow and rigid in theory and practice
• She is disorganized
• He is obnoxious
• Reasons
• Deference to supervisor
• Impression management
• Political suicide
26. Personal Issues
• Problematic or negative thoughts about self, history,
health, or lifestyle that may or may not be known in
public such as supervision
• Examples
• What would people think about my kink lifestyle?
• Family of origin issues that make working with patient populations
difficult – working with alcoholics or sexual abusers
• What would happen if I disclosed my HIV status, pregnancy or other
health condition?
• Reason
• Personal issues don’t belong in supervision
27. Clinical Mistakes & Emotional Reactions
• Thoughts related to perceived errors, actual errors,
shame as a psychologist, or feelings of being a
fraud.
• Examples
• I made a mistake and I will try to correct it before the next supervision
session.
• I may have engaged in too much self-disclosure, but I don’t want to
be called out on a boundary violation.
• Reason:
• Impression management: I am competent.
• I want to move to the next level of training or earn my license
28. Evaluation Concerns
• Uncertainty and uneasiness about the supervisor’s
assessment(s) of the supervisee
• Examples
• I am uncertain how my supervisor sees me: positively or negatively?
• Am I doing well enough to meet supervisor expectations?
• Am I good enough to be licensed as a psychologist?
• Reasons
• Impression management: I am competent.
• Desire to complete training experience successfully
29. Negative Reactions to Patients
• Negative, distorted, or disapproving thoughts and
feelings toward patients being treated
• Examples
• I hate my weekly narcissistic patient.
• I am currently tolerating my patient’s frequently expressed racist
remarks.
• I am angry that two patients either show up late or push me to go
longer than the session.
• Reason
• Impression Management: Wants to be seen as kind, caring and
compassionate.
30. Sexual Attraction to Patient(s)
• Sexual or romantic feelings that the supervisee has
toward a patient or the parent of a minor patient
• Examples
• I am attracted to my patient because s/he reminds me of a former
lover.
• This child’s mother is extremely attractive and I fantasize about what it
would be like to date her.
• One of my patient’s perfume/cologne is a sexual turn on for me.
• Reason
• Impression Management: Wants to be seen as skilled and professional
and not sexually preoccupied.
31. Supervisor-Supervisee Attraction
• Sexual or romantic feelings emanating from the
supervisee to the supervisor
• Examples
• At some point, I became sexually attracted to my supervisor
• My supervisor is brilliant, which turns me on.
• My supervisor has all the characteristics that I find appealing in a
sexual partner
• Reasons
• Does not want to upset the supervisory relationships
• Does not want to be seen as sexually preoccupied
• Does not want to seen as unprofessional or provocative
32. Why Conflicts Occur in
Supervision
Gray, L.A., Ladany, N., Walker, J.A. & Ancic, J.R. (2001).
Psychotherapy trainees’ experience of counterproductive
events in supervision. Journal of Counseling Psychology, 48,
371-383.
Nelson, M.L. , & Friedlander, M.L. (2001). A close look at
conflictual supervisory relationships: The trainee’s
perspective. Journal of Counseling Psychology, 48, 384-395
33. Principles of poor supervisor
behaviors
• Imbalance in addressing all aspects of supervision
• Developmentally inappropriate tasks for supervisee
• Intolerance of differences from the supervisee
• Poor model of personal-professional attributes
• Supervisor untrained in managing boundaries and
difficult situations
• Professionally apathetic supervisor
34. Recommendations to Prevent
Conflict and Enhance
Supervision Experience
Veech, P. M. (2001). Conflict and counterproductivity in
supervision – When relationships are less than ideal:
Comments on Nelson and Friedlander (2001) and Gray et
al. (2001). Journal of Counseling Psychology, 48, 396-400.
35. Recommendations
• Supervisors should receive more intensive training
before providing supervision
• Peer group supervision for supervisors… particularly
for dealing with transference/ countertransference
in the supervision. May help avoid intentional
abuse in supervision
• Written informed consent for supervision
36. Recommendations
• Training of supervisees on how to make use of
supervision
• Since part of supervision is evaluation, have multiple
people involved in the evaluation.
• Training supervisors and supervisees in conflict
resolution
• Avoid supervisors who are professionally apathetic
37. Wrap up on second hour
Remember to go to Podcasts 3 to finish out course