PFA PRINCIPLES.pptx
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This document outlines the steps of Psychological First Aid and Psychological Debriefing. It describes the LOOK, LISTEN, LINK approach for Psychological First Aid, which involves observing the situation and people's reactions, listening actively without judgment, and helping address needs and connect to support. It then details the 5 steps of Psychological Debriefing: 1) Assess the critical incident, 2) Identify safety and security issues, 3) Allow venting of thoughts and feelings, 4) Share emotional reactions, and 5) Review symptoms and impact of the incident. The overall goal is to help people process and cope with distressing events in a safe, supportive environment.
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Substance abuse and mental health issues are addressed. Mental health is defined as a state of well-being allowing individuals to realize their potential and cope with stress, while working productively. Mental ill health refers to problems experienced during stressful times, like mood changes from work pressures, but are usually temporary. Addiction is defined as a chronic, relapsing brain disease characterized by compulsive substance use despite harm. It is a chronic condition managed long-term rather than cured. Physical dependency on drugs can develop tolerance and withdrawal symptoms. Psychoactive substances alter mood, thoughts, perceptions, and behavior by changing body biochemistry.
Mental heath and psychology.ppt
Consciousness is awareness of both external and internal stimuli and events. The document defines three levels of information processing: the conscious level where we are aware of our thoughts and sensations; the subconscious level where automatic processes occur; and the unconscious level where processes are happening outside of our awareness. With practice on a new skill, it shifts from the conscious to the subconscious level, allowing us to perform tasks automatically while focusing on other things.
TRAINING PROGRAM.pptx
The key considerations for developing an effective training program are needs assessment, learning objectives, delivery methods, content, and evaluation. A needs assessment should identify skills needed at the organizational, occupational, and individual level. Objectives and content are based on these needs. Delivery may include methods like online, coaching, and discussions. Evaluation ensures the training achieved its objectives and changed behaviors, as measured by Kirkpatrick's model of reaction, learning, behavior, and results.
Addiction and Mental health.pptx
Mental health is defined as a state of well-being that allows individuals to cope with stress and be productive. Mental ill health refers to problems like mood swings and sleep disturbances caused by stressful life circumstances. Addiction is a chronic, relapsing brain disease characterized by compulsive substance use despite harm. It is considered a chronic disease that cannot be cured but can be managed. Drug dependency involves physical and psychological needs for mood-altering substances and is associated with developing tolerance and withdrawal symptoms. Psychoactive substances alter mood, thoughts, perceptions, and behavior by changing biochemical processes in the body.
Overcoming trauma.pptx
Trauma is defined as a life-threatening event that causes intense fear, helplessness, or horror. Post-traumatic stress (PTS) involves memories and physical/emotional reactions to the traumatic event that do not disrupt overall functioning, while post-traumatic stress disorder (PTSD) features intrusive memories and flashbacks that interfere with thoughts and interactions. PTSD symptoms also include avoidance of trauma reminders, hyper-arousal, and commonly co-occurring depression. Depression following trauma involves lasting feelings of sadness and low mood that impact daily life and functioning.
Conscious competence.ppt
Conscious competence is a model that describes the stages of competency in learning a new skill. There are four levels: unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence. The conscious competence level involves being conscious of every step in a new procedure. With experience and practice, the skill becomes automatic and moves to the unconscious competence level, where a person can perform it without conscious effort, allowing focus on other tasks. Consciousness is awareness of both external and internal stimuli, and the mind can be described as a continuous stream of changing sensations, thoughts, images, and feelings that enter and exit the conscious level of awareness.
NURTURE YOUR NUTRITION.pptx
This document provides an overview of nutrition and health topics. It discusses the classification of foods, nutrients including proteins, fats, carbohydrates, vitamins, and minerals. It defines key terms like balanced diet and describes the functions and sources of major macronutrients and micronutrients. For each vitamin and mineral, it discusses their roles, deficiency symptoms, and food sources. The document serves as a comprehensive introduction to nutrition.
Levels of Information in psychology.ppt
Consciousness involves awareness of both external and internal stimuli. The mind can be described as a stream of consciousness, with a continuous flow of changing sensations, thoughts, images, and feelings moving rapidly in and out of awareness. When learning a new skill, we are consciously aware of each step, but with experience the skill becomes automatic and we can focus on other tasks while performing it.
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- 2. LOOK • (Pay attention to a situation) • Establish what has or is happening. • Establish who needs help and safety and security risks. • Identify physical injuries. • Identify immediate basic and practical needs. • Observe emotional reactions.
- 3. LISTEN • (Pay attention to the person) • Introduce yourself. • Pay attention and listen actively. • Accept others’ feelings. • Calm the students in distress. • Ask about needs and concerns. • Help the student(s) in distress to find solutions to their needs and problems.
- 4. LINK • (Take action to help) • Help the students address basic needs • Help them access services and • Psycho-educate them on how to cope with problems • Give information • Connect students with loved ones and social support
- 5. PSYCHOLOGICAL DEBRIEFING STEPS Step 1: Assess the Critical Incident • This is the initial stage of CISD • assess the specific situation and the people involved in order to tailor each step to meet the needs of all the girls. • Introduction and explaining of the process to the girls • set ground rules
- 6. Step 2: Identify Safety & Security Issues • voluntarily sharing and brief, factual account of the event from students own point of view. This is a safe discussion that does not dive into details or emotions. • Helps them feel safe, reduce anxiety, provide a sense of personal control, and encourage discussion.
- 7. Step 3: Allow Venting of Thoughts, Feelings, & Emotions • Each express thoughts and feelings about the critical incident. • Venting and validation occur so people can share their emotions in a safe, supportive environment
- 8. Step 4: Share Emotional Reactions • This phase is the heart of CISD and focuses on the event’s impact on the participants. • Participants not only process the event and begin to prepare and plan for the immediate and long-term future. • Helps reduce reaction formation and return a sense of control to the participants
- 9. Step 5: Review Symptoms & the Incident’s Impact • Exploration and expression of their symptoms and what effect the incident is having on them. • This stage helps spot potential problems with coping, and identify students who may need additional support.