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.
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.
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.
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.
Dr. Arnold, a former member of the Ohio Board of Psychology, reviews Ohio's rules for psychologists, counselors, and social workers about multiple roles. The recent updates to the Ohio psychology rules are covered.
Ethics is More than a Code: Ethical Foundations, Positive Ethics, and Ethical Decision-Making
This was a day-long, 6 hour CE course.
Not for the faint of heart.
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.
Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision i...John Gavazzi
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.
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
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.
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.
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.
Moral injury has gained greater acceptance in the practice of psychotherapy. Moral injury involves a significant traumatic experience, creation of negative moral emotions, and disrupts the sense of the moral self.
Dr. Arnold, a former member of the Ohio Board of Psychology, reviews Ohio's rules for psychologists, counselors, and social workers about multiple roles. The recent updates to the Ohio psychology rules are covered.
Ethics is More than a Code: Ethical Foundations, Positive Ethics, and Ethical Decision-Making
This was a day-long, 6 hour CE course.
Not for the faint of heart.
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.
Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision i...John Gavazzi
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.
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
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.
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.
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.
Moral injury has gained greater acceptance in the practice of psychotherapy. Moral injury involves a significant traumatic experience, creation of negative moral emotions, and disrupts the sense of the moral self.
Chaplain Herman Keizer presented Moral Injury- A non-medical Model at the 2016 Hidden Wounds of War Conference.
Chaplain (Col.) Herman Keizer, Jr. (U.S. Army, ret.) Founding Co-Director (retired)The Soul Repair Center
Brite Divinity School www.brite.edu/soulrepair
Elements of Cultural EmotionsTheodoric Manley, Jr. PhDEvonCanales257
Elements of Cultural Emotions
Theodoric Manley, Jr. PhD
Explanations for Cultural Emotions
Constructionist
What people feel is conditioned by socialization
Emotions are constrained and channeled by sociocultural contexts
Biology
Emotions are the outcome of physiological changes in the body expressed through the sympathetic nervous system channeled by our brain
Hearing, seeing, touching, feeling, tasteing go through thalamus subcortical region of brian. AMYDGALA--CENTER OF FEAR RESPONSES IN THE SUBCORTEX
Cognition
Emotions are not formed until there is an appraisal of the objects or events in the situation. Once arousal has occurred perception and thought are implicated in the process
When biological cues are activated these biological can be subject to thought and reflection which alter the flow of emotional experience
Biological Emotion and Social Sentiments—Steven Gordon (1981)
Biological emotion (a physiological concept) is a configuration of bodily sensations and gestures in response to stimuli.
Social Sentiment involves “combinations of bodily sensations, gestures, and cultural meanings that we learn in enduring relationships (Gordon, 1981: p. 563).
Gordon argues that biological emotions such as anger and fear, become, shortly after childhood, transformed into cultural meanings that are organized around a relationship to a social object, often another person or group.
Theist's Elements of an Emotion: “Emotional Deviance: Research Agendas” (1990) by P. A. Thoits in Research Agenda’s in the Sociology of Emotions (pp. 180-203)
Interaction of Five Senses with Sixth Sense (Emotions)
Universal
Pain
Hate
Fear
Disgust
Shame
Love
Triggers
Class/Social
Status
Race/Ethnic
Gender
Sexuality
Social
Movements
Sociology of Cultural Emotions (Turner and Stets, 2005: p. 9)
Emotions involve certain elements.
The biological activation of key body systems;
Socially constructed cultural definitions and constraints on what emotions should be experienced and expressed in a situation;
The application of linguistic labels provided by culture to internal sensations;
The overt expression of emotions through facial, voice, and paralinguistic moves; and
Perceptions and appraisals of situational objects or events
Turner and Stets (2005)
Intensity of Primary Emotions
“On the Origins of Human Emotions” (p. 73), Primary Emotions--UniversalLow-IntensityModerate IntensityHigh IntensityHappiness— SatisfactionContent, sanguine, serenity, gratifiedCheerful, buoyant, friendly, amiable, enjoymentJoy, bliss, rapture, jubilant, gaiety, elation, delight, thrilled, exhilaratedFear—Aversion Concern, hesitant, reluctance, shynessMisgivings, trepidations, anxiety, scared, alarmed, unnerved, panicTerror, horror, high anxietyAnger—AssertionAnnoyed, agitated, irritated, vexed, perturbed, nettled, rankled, piquedDispleased, frustrated, belligerent, contentious, hostility, ire, animosity, offended, consternationDislike, loathing, disgus ...
Reply Reply to 2 other classmates by offering 1 new piece of info.docxsodhi3
Reply: Reply to 2 other classmates by offering 1 new piece of information to add to their discussion of family systems.
As you provide feedback to peers, you are not grading their assignment, but you are enlarging the conversation to prod a bit more on what could be added to clarify the paper substantively. Please be very specific and share what you would like to see added or what was not clear as you read the paper of your peers. Additionally, please note that I will be providing corrective information for each student to take the assignment to the "finish line". The feedback is not an act of judgment nor an indication of grade. It is simply feedback that each of you can use moving forward.
250 words or more for each feedback along with one reference
Discussion board feedback #1:
Trauma can affect individuals in many ways depending on the type that has occurred. The age of the person experiencing the trauma can determine lasting effects. Trauma can occur from anywhere utero to adulthood. It is important to know what trauma is and the lasting effects the come with this exposure. Treatment for the traumatized individual can be significantly enhanced depending on the person’s level of spirituality development.
Trauma can occur from any of the following events physical, sexual, or emotional abuse, natural disasters, wartimes and terrorist attacks (Song, Min, Huh, & Chae, 2016). Trauma can be any event that is extremely alarming or upsetting experience that causes physiological anxiety, and impacts the neurological and psychosocial development processes (Song, Min, Huh, & Chae, 2016). Trauma affects individuals differently. Cultural differences around the world may lead in some cases being more socially acceptable in one country and not in others.
One neurological disorder that can develop from trauma is Post Traumatic Stress Disorder or PTSD. “For a diagnosis of PTSD, a person must have experienced, witnessed, or been confronted with an event so traumatizing that its results in symptoms of re-experiencing, hyper-arousal, cognitive alterations and avoidance (Broderick & Blewitt, 2015 p.528).” Studies have shown that a person suffering from PTSD will have a decrease in volume of the hippocampus. The hippocampus is the part of the brain “plays a role in our emotions, ability to remember, and compare sensory information to expectations (Broderick & Blewitt, 2015p.59) There is an ongoing discussion amongst physicians as to whether PTSD being a curable or just a treatable one. With the reduction of volume in the hippocampus and the memory of the traumatic event that never goes away, most doctors are leaning toward the treatable instead of curable.
Treatment for PTSD and other neurological disorders can come in the form of medications or therapies. People can choose to do one or the other with the most recommended choice being a combination of both. A combination of cognitive behavioral therapy (CBT) and the use of an antidepressant, more specifi ...
Authors: Dr. Bob Chaudhuri (1), Gerry V Martin, Anishawbae(2), Mary Lou Kelley MSW (3)
Affiliations:
1.Northern Ontario School of Medicine
2.Thunder Bay, Traditional Teacher
3.Lakehead University
NAHO 2009 National Conference
Happiness Research,The Autonomous Nervous System, and Perpetrators of Interpe...Jane Gilgun
In this presentation, I show that when people commit acts of interpersonal violence, they think they are doing something good, at least for themselves and sometimes for others, too. As I show, there is nothing wrong with their goal. Who doesn’t want the consequences of their actions to result in something good? The problem with violence is that perpetrators’ idea of good has harmful consequences for others, and, in the long run, often for themselves. Policies, programs, and treatment approaches are likely to be more effective if they are premised on the idea that the purpose of violent acts is to being about something good. Programs, policies, and practices would affirm desires to bring about good for the self but would work on alternative ways of achieving the good. If perpetrators of interpersonal violence dig deep enough and feel safe and protected as they do, they will change strategies and let go of their beliefs that violence is a viable and even valid way to attain something good for themselves. This article concludes with recommendations for next steps in understanding perpetrators of interpersonal violence and for new approaches to interventions.
Similar to Introduction to Moral Injury, Theory & Practice (20)
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
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.
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.
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.
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.
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.
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
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Anti ulcer drugs and their Advance pharmacology ||
Anti-ulcer drugs are medications used to prevent and treat ulcers in the stomach and upper part of the small intestine (duodenal ulcers). These ulcers are often caused by an imbalance between stomach acid and the mucosal lining, which protects the stomach lining.
||Scope: Overview of various classes of anti-ulcer drugs, their mechanisms of action, indications, side effects, and clinical considerations.
Title: Sense of 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
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
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
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
- 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
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
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3. Course Objectives
At the end of the session, the participant will be able
to:
1. Describe the concept of moral injury;
2. Differentiate between moral injury and PTSD; and,
3. Explain how moral injury can be applied to
psychotherapy.
4. Outline
Biology & Morality
Morality and the Moral Self
Moral Injury: Defining Features
Moral Injury versus PTSD
Clinical Examples of Moral Injury
5. General Definition of Moral Injury
Moral Injury refers to longstanding emotional,
psychological, social, and spiritual suffering related
to an individual’s moral compass, conscience, or
spiritual beliefs.
Moral injury differs from Post-Traumatic Stress
Disorder (PTSD), but there are some overlaps.
6. General Definition of Moral Injury
Moral Injury begins to incorporate the concept of
the moral self within every human, which is not
typically the realm of psychology or mental health.
We all have moral aspects of our self. We all have
beliefs, morals, and value systems.
We need to delve into the concept of morality.
8. Moral Origins: Religion
King James Version - Genesis 2:17
Adam and Eve were not to eat from tree of
knowledge of good and evil, lest they die.
Eating the fruit would give Adam and Eve the
wisdom of God (right & wrong; good & bad).
Ate fruit, felt moral emotions of shame and
embarrassment
9. Moral Origins: Religions
Morality occurred very quickly
Moral knowledge considered god-like
First moral emotions were negative (shame, guilt)
God became angry (from the moral transgression)
Existential crisis: They would die (and know it)
10. Moral Origins: Evolution
From a purely evolutionary perspective, morality is
a pre-human concept
Two pillars of morality found in nature
Caring
Reciprocity
Franz DeWaal found these characteristics in elephants,
chimpanzees, and other mammals (non-linguistic)
11. Moral Origins: Evolution
Morality is derived from emotional (sometimes non
conscious) components:
These violent delights have violent ends
Friar Laurence in Romeo and Juliet
What does this mean and why is it important?
12. Moral Origins: Evolution
Emotions can create attachments.
Attachments form the basis of cooperation and
tribalism.
Tribalism creates in-groups and out-groups, which
form the basis of competition
In-group good; out-group bad
13. Moral Origins: Moral Brains
1. Reciprocity needs sufficient brain power to
determine if fair or not.
Many non-human primates and mammals can assess
fairness.
2. Humans are homo cooperatus, meaning that we
cooperate better than any other species on earth.
14. Moral Origins: Evolution
In the dynamics of group formation, morality helps
individuals bind to beliefs, values, and behaviors.
This occurs with any group: religions, teams,
fraternities, sororities, professional groups, sports,
politics, green eyes, social class, etc.
Groups are strong, non conscious processes that help
shape identity, meaning, thinking, and behaviors.
15. Moral Origins: Social Identity
Race Ethnicity
Gender Social Economic Status
Social Class Sexual Orientation
Religion Education
Occupation Intersectionality
16.
17.
18. Moral Origins: Moral Brains
Ventromedial Prefrontal Cortex (VMPC)
Moral judgment & mediating moral emotions
Social norms & social values
Orbital Frontal Cortex (OFC)
Reward & punishment processing
Anterior Cingulate Cortex (ACC)
Error detections and theory of mind (ToM)
19. Moral Origins: Moral Animals
Emotional Components of Morality
Cognitive Components of Morality
20. Moral Origins: Moral Emotions
Positive Negative
Love Disgust
Compassion Anger
Empathy Contempt
Sympathy Embarrassment
Gratitude Guilt
Elevation Shame
21. Moral Origins: Moral Brains
Our larger brains help us to determine non-zero sum
thinking.
Zero Sum Thinking: I win, you lose.
Exploitation, Dominance, Hierarchies
Non-zero Sum Thinking: I will acquiesce to this point
or give a little in order to receive what I actually need.
Mutual advantage, Cooperation, Collaborations
22. Large Brains: Better Cooperators
Language Skills Ability to Plan
Specialization Ability to Write
More sophisticated tools Larger Tribes
23. The Moral Self
The Self is essentially moral, as compared to
-Memories
-Personality (smart, ambitious, outgoing)
-Desires & Preferences (libido, hobbies)
-Perceptions (health, body)
Evolutionary Advantages to Moral Self
-Moral character promotes cooperation and trust
-Morality help groups bind together (moral units)
24.
25. Moral Origins: Biology/Evolution
Morality occurred very slowly
Moral knowledge are a function of our biology
Moral emotions are both negative and positive
Moral emotions bind groups together
Morality is the essential component to the self
26. Moral Dilemmas for Patients
Moral Conflicts
-Competing moral values
-Mild to moderate physical/emotional discomfort
-Moral distress
Moral Dilemmas
-Competing moral values
-Moderate to significant symptoms
-Higher risk scenario
27. Jackie is a patient who has been involved in psychotherapy for about six
months, predominantly working on issues related to depression and
relationships. During the course of psychotherapy, Jackie is working on
decreasing interpersonal conflicts, because she can create drama in
relationships.
Jackie’s close friend Beyoncé will be married in two months. Jackie
recently discovered ironclad, incontrovertible evidence that Beyoncé’s
fiancée has been cheating on her for at least several months of their
engagement. Jackie is consciously aware of her pattern of creating
conflicts in relationships; however, she does not want a close friend
married to a cheater.
Jackie is not sure how she can continue to be friends with Beyoncé and her
soon-to-be husband knowing this secret. However, Jackie is fearful she
will lose Beyoncé as her friend, in that Beyoncé may think Jackie is acting
erratically again, mainly for negative attention.
28. Moral Injury – Brief history
Moral distress, as applied to nursing (Jameton, 1984)
Moral injury applied to veterans (Shay & Monroe, 1999)
-Unit of moral cohesiveness (Honor, Duty, Country)
-Perception of betrayal from legitimate authority
-High stakes scenario
Moral injury as perpetrating, failing to prevent or
witnessing acts that transgress moral beliefs or
expectations (Litz et al, 2009)
29. Moral Injury
Moral injury violates the norms, expectations, and traditions
of the moral construct or unit (trauma-based)
Moral injury is the consequence of deep, foundational
betrayal that shatters the moral self (meaning)
Associated with religious, spiritual, cultural, or group-based
values (moral complexity)
Moral emotions of guilt, shame, and anger (emotional)
30.
31. Examples of Moral Injury in therapy
A police officer who caused harm or death of civilians
-Conflict between protecting and serving versus harm
CYS worker who witnesses parental abuse
-Conflict between high value of being a parent versus
witnessing such abuse
A nurse who follows directives based on low staffing
patterns and profit margins
-Conflict between professional values and org demands
32. Potential Interventions and Ethics
Values Clarification and Meaning Making
Working with moral emotions such as guilt, shame, and
disgust
Understanding and working through the betrayal
Forgiveness and Compassion: Self and Others
33. Potential Interventions and Ethics
Potential Goals
Reduce shame and guilt
Re-balance moral emotions & cognitions
Appreciate complexity of moral values
Reparation, apologies, & forgiveness
34. Potential Interventions and Ethics
Potential Goals
Clarifying moral authority & relativity
Developing support network, depending on issue
Develop plan for long-term
Spiritual/religious healing
35. Potential for Post-Traumatic Growth
Examples may include:
-Greater appreciation for life
-Reset priorities: work, spirituality, relationships
-Enhance meaningfulness
-Personal strength for building from trauma
36. Professional Examples of Moral Injury
Institutional Betrayal: Transgressions by institutions upon
individuals who are dependent on that organization
Moral Distress:
-Too many high needs patients
-Repetitively discussing patient or cultural traumas
-Vicarious trauma
Intrusive Advocacy: Psychologist places his or her moral
values over the patient’s (trampling patient autonomy)
38. Refences Slide
Graham, J., Haidt, J., Koleva, S., Motyl, M., Iyer, R., Wojcik, S., & Ditto, P. H. (2013). Moral foundations theory: The
pragmatic validity of moral pluralism. Advances in Experimental Social Psychology, 47, p. 55-130.
Jameton A. (1984). Nursing practice: the ethical issues. Englewood Cliffs, NJ: Prentice Hall.
Litz B. T., Stein N., Delaney E., Lebowitz L., Nash W. P., Silva C., & Maguen, S. (2009). Moral injury and moral repair in
war veterans: a preliminary model an intervention strategy. Clinical Psychology Review, 29, 695-706.
Shay, J., & Munroe, J. (1999). Group and milieu therapy for veterans with complex posttraumatic stress disorder. In P. A.
Saigh & J. D. Bremner (Eds.), Posttraumatic stress disorder: A comprehensive text (p. 391–413). Allyn & Bacon.
Schwartz, S. H. (1996). Value priorities and behavior: Applying a theory of integrated value systems. In C. Seligman, J. M.
Olson, & M. P. Zanna (Eds.), The psychology of values: The Ontario Symposium (Vol. 8, pp. 1-24). Hillsdale, NJ: Erlbaum.
Smith, C.P. & Freyd, J.J. (2014). Institutional betrayal. American Psychologist, 69, 575-587.
Strohminger, N. and Nichols, S. (2014). The Essential Moral Self. Cognition, 131, 159-171.