This document discusses a book written by Dr. Susan Stuntzner to provide resources for individuals with disabilities and professionals on developing resilience. The book covers domains like locus of control, regulating thoughts and emotions, coping strategies, social support, purpose in life, outlook, functioning, spirituality, personal growth, and family connections. It was written because few such resources exist. The information is presented in an applied way so readers can learn lessons and skills to cope with disability.
Supporting Wellness for Adults with Intellectual and Developmental DisabilitiesHouse of New Hope
This document discusses supporting wellness for adults with intellectual and developmental disabilities. It presents wellness as touching on physical, social, vocational, spiritual, emotional and psychological areas of life. The document offers ways that disability service providers, health professionals, community programs, employers, advocates and families can help ensure opportunities for wellness activities are available to those with disabilities. It shares examples of programs and individuals leading the way in supporting attention to areas essential for well-being, such as healthy activity, social connections, pleasure, meaningful relationships and healthcare participation.
The document discusses the principles of person-centered care and treatment planning. It emphasizes that person-centered care (1) promotes recovery over illness minimization, (2) is based on the individual's own goals and choices, and (3) involves collaborative decision-making between the individual and their supports. In contrast, traditional treatment focuses on compliance, deficits, and clinical stability rather than self-determination and quality of life. The most common mistake made is assuming the provider knows best rather than including the individual. Person-centered practice speaks in strengths-based terms, addresses barriers rather than pathologies, and views the individual-provider relationship as a partnership.
Counseling Individuals with Didsabilities A New FormulaJenna Gee
This document discusses counseling individuals with disabilities. It proposes a new formula to help disabled individuals find their voice. It discusses counseling dynamics when working with disabled clients, effective counseling methods, and how a client's beliefs and values affect the session. The document interviews a friend with cerebral palsy to learn about resources, support systems, struggles, and what they look for in counseling. The interview informed the direction of the project, which will focus on increasing public and professional awareness to improve services for the physically disabled population.
Compassion Fatigue: Looking Out for Yourself and Each Othercedwvugraphics
The document discusses compassion fatigue experienced by caregivers. It defines compassion fatigue as the emotional strain of helping those suffering from traumatic events. Caregivers are at risk if they empathize too strongly with clients and lack self-care. Symptoms include exhaustion, isolation, poor self-care, and problems at work. The document provides self-assessments to evaluate risk and recommends practicing self-care through social support, hobbies, exercise and gratitude. Managing stress can help prevent or reduce compassion fatigue.
This document discusses several challenges faced by Filipino middle and late adolescents. It addresses developing self-esteem while accepting one's strengths and weaknesses. It also discusses academic concerns, attitudes towards sexuality, group belongingness, health and nutrition, balancing various roles, impacts of material poverty and parents working abroad, career choice, and relationship challenges. Maintaining relationships requires maturity, and friendships may be easier than family relationships during this phase.
The document outlines a two-year Life Skills course that covers personal development, social skills, health, safety, family, and economic topics. Over the two years, students will learn skills like self-awareness, decision-making, communication, relationships, stress management, nutrition, and budgeting. The course is divided into units and topics that are covered over 18 weeks in each semester. Students will develop confidence and learn how to take responsibility for themselves and others through this comprehensive Life Skills program.
This document outlines a community counseling program for HIV patients run by Revathi Mohan. The objectives of the program are to provide psycho-social support, prevent HIV transmission, and improve quality of life. Community counseling works by providing a safe space for people of different backgrounds to discuss issues related to HIV/AIDS collectively and support each other. It allows patients to identify themselves as a community and process their experiences together.
Supporting Wellness for Adults with Intellectual and Developmental DisabilitiesHouse of New Hope
This document discusses supporting wellness for adults with intellectual and developmental disabilities. It presents wellness as touching on physical, social, vocational, spiritual, emotional and psychological areas of life. The document offers ways that disability service providers, health professionals, community programs, employers, advocates and families can help ensure opportunities for wellness activities are available to those with disabilities. It shares examples of programs and individuals leading the way in supporting attention to areas essential for well-being, such as healthy activity, social connections, pleasure, meaningful relationships and healthcare participation.
The document discusses the principles of person-centered care and treatment planning. It emphasizes that person-centered care (1) promotes recovery over illness minimization, (2) is based on the individual's own goals and choices, and (3) involves collaborative decision-making between the individual and their supports. In contrast, traditional treatment focuses on compliance, deficits, and clinical stability rather than self-determination and quality of life. The most common mistake made is assuming the provider knows best rather than including the individual. Person-centered practice speaks in strengths-based terms, addresses barriers rather than pathologies, and views the individual-provider relationship as a partnership.
Counseling Individuals with Didsabilities A New FormulaJenna Gee
This document discusses counseling individuals with disabilities. It proposes a new formula to help disabled individuals find their voice. It discusses counseling dynamics when working with disabled clients, effective counseling methods, and how a client's beliefs and values affect the session. The document interviews a friend with cerebral palsy to learn about resources, support systems, struggles, and what they look for in counseling. The interview informed the direction of the project, which will focus on increasing public and professional awareness to improve services for the physically disabled population.
Compassion Fatigue: Looking Out for Yourself and Each Othercedwvugraphics
The document discusses compassion fatigue experienced by caregivers. It defines compassion fatigue as the emotional strain of helping those suffering from traumatic events. Caregivers are at risk if they empathize too strongly with clients and lack self-care. Symptoms include exhaustion, isolation, poor self-care, and problems at work. The document provides self-assessments to evaluate risk and recommends practicing self-care through social support, hobbies, exercise and gratitude. Managing stress can help prevent or reduce compassion fatigue.
This document discusses several challenges faced by Filipino middle and late adolescents. It addresses developing self-esteem while accepting one's strengths and weaknesses. It also discusses academic concerns, attitudes towards sexuality, group belongingness, health and nutrition, balancing various roles, impacts of material poverty and parents working abroad, career choice, and relationship challenges. Maintaining relationships requires maturity, and friendships may be easier than family relationships during this phase.
The document outlines a two-year Life Skills course that covers personal development, social skills, health, safety, family, and economic topics. Over the two years, students will learn skills like self-awareness, decision-making, communication, relationships, stress management, nutrition, and budgeting. The course is divided into units and topics that are covered over 18 weeks in each semester. Students will develop confidence and learn how to take responsibility for themselves and others through this comprehensive Life Skills program.
This document outlines a community counseling program for HIV patients run by Revathi Mohan. The objectives of the program are to provide psycho-social support, prevent HIV transmission, and improve quality of life. Community counseling works by providing a safe space for people of different backgrounds to discuss issues related to HIV/AIDS collectively and support each other. It allows patients to identify themselves as a community and process their experiences together.
This document provides information on counseling older adults. It discusses trends in the aging US and Wisconsin populations. Issues addressed include ageism, elder abuse/neglect, vocational transitions, mental deterioration, sexuality, substance abuse, depression, and resources. Statistics and research are presented on each topic. Implications for counseling are discussed, such as being aware of physical and cognitive limitations, addressing stereotypes, and recognizing depression is not a normal part of aging. The document aims to educate counselors working with older adult clients.
A Session from the Program “Youth Ambassador for Change” Organized by:
Rajiv Gandhi National Institute of Youth Development, Chandigarh, in collaboration with Directorate of Student Welfare, Gauhati University, Guwahati, Assam
The document discusses the multidisciplinary treatment and lifelong care required for people with mental retardation, including early detection and assessment, education and training programs, medical and therapeutic support, and guidance for families on caring for their children at different stages of development. Proper care involves a team approach between physicians, therapists, educators, nurses, and parents to address both physical and mental needs through individualized treatment plans.
This document outlines standards for effective communication in care work. It discusses the importance of communication for developing understanding of individuals' needs. Effective communication helps ensure all views are valued and considered. The document describes different types of communication including verbal, non-verbal, gestures, sign language and braille. It explains how good communication builds trust and relationships while poor communication can lead to misunderstanding. Barriers to communication and the importance of checking understanding are also covered. The document provides guidance on maintaining confidentiality and using different communication methods according to an individual's needs.
This document summarizes key aspects of growth and development from early adulthood through older adulthood. It discusses physical, cognitive, social, and emotional development in each stage. For early adulthood (ages 20-40), it describes maintaining physical health and strength, developing relationships and careers, and establishing independence. Middle adulthood (ages 40-65) involves parenting, career progression, and meeting goals while physical decline begins. Older adulthood entails adjusting to declining health and abilities, as well as socioemotional challenges like loss of friends and defining new roles after retirement.
Trauma can interfere with the development of healthy coping skills. This can prevent children from interacting in an appropriate way with peers, teachers, and family. Those that have been bullied can also become bullies because of the same principal.
Psychosocial development looks at how psychological and social factors influence individuals' well-being and ability to function. Erik Erikson's model outlines 8 stages of psychosocial development from infancy to old age. Well-being encompasses physical, economic, social, emotional, and psychological satisfaction. Children with disabilities face issues like discrimination, lack of resources, and negative attitudes that can impact their psychosocial development. Supporting children's cognitive, emotional, social, and life skills in an inclusive environment promotes healthy psychosocial development.
This document appears to be part of a health education program for 8th grade students. It provides an agenda and goals for 8 lessons on topics like relationships, decision making, abstinence and contraception, STIs, empathy, and refusal skills. It introduces the program directors and health educators leading the lessons. It also includes activities, discussions, role plays, and factual information to educate students on these health topics in an age-appropriate manner.
The document introduces life skills education, which aims to help individuals deal effectively with everyday life demands through developing abilities like problem-solving, critical thinking, decision making, stress management, communication, and interpersonal skills. It discusses definitions of life skills from WHO and UNICEF, why life skills are important for development, education, and fighting poverty/vulnerability. Key life skills are outlined, along with how they relate to the four pillars of learning: learning to know, be, live together, and do. The significance and teaching of various life skills like decision making, empathy, and refusal skills are then described.
This document discusses psychological well-being in elderly people. It defines subjective well-being as having three aspects: life satisfaction, positive and negative affect, and a sense of purpose. Subjective well-being is determined by both internal psychological factors like cognitive function and external factors like income, environment, and health. Cross-cultural studies show that life satisfaction decreases with age in some regions but follows a U-shape pattern in others. Maintaining psychological well-being is important for health in older adults.
Types and areas of counseling multicultural counselingDr. Satish Kumar
Group counseling provides a unique social setting for individuals to make changes by interacting with peers facing similar issues. Through group interactions and sharing experiences, members can learn to modify behaviors and seek new, appropriate behaviors. Group counseling attempts to counteract feelings of isolation by assembling people with similar issues so individuals realize their problems are not unique. Family therapy views individuals' problems in the context of the larger family unit and understands how family dynamics influence the development and perpetuation of issues. Parental and adolescent counseling aim to provide guidance, skills, and support to address issues commonly faced at different life stages.
The document discusses ways to reduce moral distress experienced by various stakeholders in healthcare, particularly nurses. It identifies stakeholders like patients, families, physicians, nurses and social workers who may experience moral distress. It then describes the unique burdens each stakeholder bears and how moral distress negatively impacts nurses, patients, and hospitals. Finally, it outlines several strategies healthcare organizations can implement based on Magnet Forces principles to lessen moral distress, including empowering nurses, improving organizational structure, promoting patient-centered care, and increasing ethics resources.
1. Trauma can arise from powerful shocks like divorce, death of a parent, abuse, disasters or war. These experiences can have long-lasting effects on children.
2. Trauma is defined as an emotional response to a terrible event that overwhelms a person's ability to regulate their emotions. Common causes of childhood trauma include sexual, physical, or emotional abuse, neglect, accidents, violence, or loss of a parent.
3. Children who experience trauma may exhibit symptoms like struggling with emotions, frightening memories, sleep problems, feelings of danger, and relationship or behavioral issues. Trauma can also impact brain development and have long-term effects on learning, behavior, and health. Support from caring adults
Psychosocial theory and cognitive theory pedo seminarNamya Singhal
This document provides an overview of child psychology theories including Erik Erikson's psychosocial development theory and Jean Piaget's cognitive development theory. It summarizes Erikson's 8 stages of psychosocial development and the key crises and outcomes at each stage. It also outlines Piaget's 4 stages of cognitive development from infancy to formal operations, describing characteristics and dental applications at each stage. The document is presented by a dental student and provides references for further reading.
Concept 'adulthood' (three phases: early, middle and late adulthood); Developmental aspects of early adulthood, cognitive development during early adulthood, personality and social development during early adulthood, Personality development, cognitive development (memory and intelligence); Social and Emotional development.
The document discusses the key responsibilities and standards required for workers in health and social care roles. It covers understanding one's own role and how it fits within the broader care team. Workers must understand and follow regulations, codes of conduct, and standards of practice. The document also outlines rights and responsibilities towards both employers and those receiving care, including maintaining confidentiality, respecting others, and ensuring safety, dignity and rights. Partnership working with others involved in an individual's care is also an important part of providing effective support.
This document provides an overview of the core competency training for Turning Point Services (TPS) employees. It outlines key concepts that TPS employees must understand, including knowledge of services, person-centered planning, communication skills, disabilities, behavioral support techniques, service plans, rights, confidentiality, abuse/neglect, and incident reporting. Employees will complete online training modules and assessments to demonstrate competency in these areas. The training also covers client rights such as privacy, decision making, guardianship, and informed consent. It defines abuse, neglect, and exploitation and mandates reporting any suspected instances.
Family Counseling Psychology
Family therapy is a type of psychological counseling (psychotherapy) that can help family members improve communication and resolve conflicts. Family therapy is usually provided by a psychologist, clinical social worker or licensed therapist
Presentation for Living with a Disability BookSusan Stuntzner
This document outlines the contents and purpose of a book written to educate individuals living with disabilities and professionals working with them. The book is divided into 10 chapters that address topics like accepting disability, coping with societal attitudes, self-advocacy, and strategies for professionals. The author hopes the book will help "break the silence" by sharing experiences and showing that disability is a varied experience with hope. Readers are encouraged to choose applicable information and contact the author or publisher for more details.
Presentation for living with a disability bookSusan Stuntzner
Living with a Disability: Finding Peace Amidst the Storm is the first of three books. Attached is a presentation that will be posted on u-tube in the coming weeks. The slides introduce the book and gives a brief overview of it....
This document provides information on counseling older adults. It discusses trends in the aging US and Wisconsin populations. Issues addressed include ageism, elder abuse/neglect, vocational transitions, mental deterioration, sexuality, substance abuse, depression, and resources. Statistics and research are presented on each topic. Implications for counseling are discussed, such as being aware of physical and cognitive limitations, addressing stereotypes, and recognizing depression is not a normal part of aging. The document aims to educate counselors working with older adult clients.
A Session from the Program “Youth Ambassador for Change” Organized by:
Rajiv Gandhi National Institute of Youth Development, Chandigarh, in collaboration with Directorate of Student Welfare, Gauhati University, Guwahati, Assam
The document discusses the multidisciplinary treatment and lifelong care required for people with mental retardation, including early detection and assessment, education and training programs, medical and therapeutic support, and guidance for families on caring for their children at different stages of development. Proper care involves a team approach between physicians, therapists, educators, nurses, and parents to address both physical and mental needs through individualized treatment plans.
This document outlines standards for effective communication in care work. It discusses the importance of communication for developing understanding of individuals' needs. Effective communication helps ensure all views are valued and considered. The document describes different types of communication including verbal, non-verbal, gestures, sign language and braille. It explains how good communication builds trust and relationships while poor communication can lead to misunderstanding. Barriers to communication and the importance of checking understanding are also covered. The document provides guidance on maintaining confidentiality and using different communication methods according to an individual's needs.
This document summarizes key aspects of growth and development from early adulthood through older adulthood. It discusses physical, cognitive, social, and emotional development in each stage. For early adulthood (ages 20-40), it describes maintaining physical health and strength, developing relationships and careers, and establishing independence. Middle adulthood (ages 40-65) involves parenting, career progression, and meeting goals while physical decline begins. Older adulthood entails adjusting to declining health and abilities, as well as socioemotional challenges like loss of friends and defining new roles after retirement.
Trauma can interfere with the development of healthy coping skills. This can prevent children from interacting in an appropriate way with peers, teachers, and family. Those that have been bullied can also become bullies because of the same principal.
Psychosocial development looks at how psychological and social factors influence individuals' well-being and ability to function. Erik Erikson's model outlines 8 stages of psychosocial development from infancy to old age. Well-being encompasses physical, economic, social, emotional, and psychological satisfaction. Children with disabilities face issues like discrimination, lack of resources, and negative attitudes that can impact their psychosocial development. Supporting children's cognitive, emotional, social, and life skills in an inclusive environment promotes healthy psychosocial development.
This document appears to be part of a health education program for 8th grade students. It provides an agenda and goals for 8 lessons on topics like relationships, decision making, abstinence and contraception, STIs, empathy, and refusal skills. It introduces the program directors and health educators leading the lessons. It also includes activities, discussions, role plays, and factual information to educate students on these health topics in an age-appropriate manner.
The document introduces life skills education, which aims to help individuals deal effectively with everyday life demands through developing abilities like problem-solving, critical thinking, decision making, stress management, communication, and interpersonal skills. It discusses definitions of life skills from WHO and UNICEF, why life skills are important for development, education, and fighting poverty/vulnerability. Key life skills are outlined, along with how they relate to the four pillars of learning: learning to know, be, live together, and do. The significance and teaching of various life skills like decision making, empathy, and refusal skills are then described.
This document discusses psychological well-being in elderly people. It defines subjective well-being as having three aspects: life satisfaction, positive and negative affect, and a sense of purpose. Subjective well-being is determined by both internal psychological factors like cognitive function and external factors like income, environment, and health. Cross-cultural studies show that life satisfaction decreases with age in some regions but follows a U-shape pattern in others. Maintaining psychological well-being is important for health in older adults.
Types and areas of counseling multicultural counselingDr. Satish Kumar
Group counseling provides a unique social setting for individuals to make changes by interacting with peers facing similar issues. Through group interactions and sharing experiences, members can learn to modify behaviors and seek new, appropriate behaviors. Group counseling attempts to counteract feelings of isolation by assembling people with similar issues so individuals realize their problems are not unique. Family therapy views individuals' problems in the context of the larger family unit and understands how family dynamics influence the development and perpetuation of issues. Parental and adolescent counseling aim to provide guidance, skills, and support to address issues commonly faced at different life stages.
The document discusses ways to reduce moral distress experienced by various stakeholders in healthcare, particularly nurses. It identifies stakeholders like patients, families, physicians, nurses and social workers who may experience moral distress. It then describes the unique burdens each stakeholder bears and how moral distress negatively impacts nurses, patients, and hospitals. Finally, it outlines several strategies healthcare organizations can implement based on Magnet Forces principles to lessen moral distress, including empowering nurses, improving organizational structure, promoting patient-centered care, and increasing ethics resources.
1. Trauma can arise from powerful shocks like divorce, death of a parent, abuse, disasters or war. These experiences can have long-lasting effects on children.
2. Trauma is defined as an emotional response to a terrible event that overwhelms a person's ability to regulate their emotions. Common causes of childhood trauma include sexual, physical, or emotional abuse, neglect, accidents, violence, or loss of a parent.
3. Children who experience trauma may exhibit symptoms like struggling with emotions, frightening memories, sleep problems, feelings of danger, and relationship or behavioral issues. Trauma can also impact brain development and have long-term effects on learning, behavior, and health. Support from caring adults
Psychosocial theory and cognitive theory pedo seminarNamya Singhal
This document provides an overview of child psychology theories including Erik Erikson's psychosocial development theory and Jean Piaget's cognitive development theory. It summarizes Erikson's 8 stages of psychosocial development and the key crises and outcomes at each stage. It also outlines Piaget's 4 stages of cognitive development from infancy to formal operations, describing characteristics and dental applications at each stage. The document is presented by a dental student and provides references for further reading.
Concept 'adulthood' (three phases: early, middle and late adulthood); Developmental aspects of early adulthood, cognitive development during early adulthood, personality and social development during early adulthood, Personality development, cognitive development (memory and intelligence); Social and Emotional development.
The document discusses the key responsibilities and standards required for workers in health and social care roles. It covers understanding one's own role and how it fits within the broader care team. Workers must understand and follow regulations, codes of conduct, and standards of practice. The document also outlines rights and responsibilities towards both employers and those receiving care, including maintaining confidentiality, respecting others, and ensuring safety, dignity and rights. Partnership working with others involved in an individual's care is also an important part of providing effective support.
This document provides an overview of the core competency training for Turning Point Services (TPS) employees. It outlines key concepts that TPS employees must understand, including knowledge of services, person-centered planning, communication skills, disabilities, behavioral support techniques, service plans, rights, confidentiality, abuse/neglect, and incident reporting. Employees will complete online training modules and assessments to demonstrate competency in these areas. The training also covers client rights such as privacy, decision making, guardianship, and informed consent. It defines abuse, neglect, and exploitation and mandates reporting any suspected instances.
Family Counseling Psychology
Family therapy is a type of psychological counseling (psychotherapy) that can help family members improve communication and resolve conflicts. Family therapy is usually provided by a psychologist, clinical social worker or licensed therapist
Presentation for Living with a Disability BookSusan Stuntzner
This document outlines the contents and purpose of a book written to educate individuals living with disabilities and professionals working with them. The book is divided into 10 chapters that address topics like accepting disability, coping with societal attitudes, self-advocacy, and strategies for professionals. The author hopes the book will help "break the silence" by sharing experiences and showing that disability is a varied experience with hope. Readers are encouraged to choose applicable information and contact the author or publisher for more details.
Presentation for living with a disability bookSusan Stuntzner
Living with a Disability: Finding Peace Amidst the Storm is the first of three books. Attached is a presentation that will be posted on u-tube in the coming weeks. The slides introduce the book and gives a brief overview of it....
Mental Health and Well-Being in Middle and Late AdolescenceJannah Salazar
The document discusses several topics related to adolescent mental health and well-being, including self-esteem, body image, mental illness, and protective/risk factors that shape mental health. It defines mental health as a state of well-being involving one's ability to cope with stress and function productively. Good mental health relies on a healthy self-concept as well as a balanced approach across various life domains like relationships, work, spirituality and self-care. Common mental health challenges faced by adolescents are also outlined.
Mental health and well being in middle and late adolesceneajgazzingan1
The document discusses several topics related to adolescent mental health and well-being, including self-esteem, body image, mental illness, and developing resilience. It defines mental health as a state of well-being involving one's ability to cope with stress and function productively. Good mental health depends on factors like supportive relationships, self-worth, and physical health. Common challenges to adolescent mental health are depression, anxiety, eating disorders, and substance abuse. Developing a positive self-concept and adaptability are important for building mental resilience.
The document discusses several topics related to adolescent mental health and well-being, including self-esteem, body image, resilience, and common mental health issues. It defines mental health as a state of well-being involving one's abilities, stress coping skills, and community contributions. Good mental health relies on a healthy self-concept as well as a balanced lifestyle incorporating nutrition, sleep, relationships and stress management. Common challenges to adolescent mental health are depression, anxiety, eating disorders, and substance abuse, which can interfere with normal development and functioning if not properly addressed.
The document discusses impairment, disability, and handicap. It defines impairment as any loss or abnormality of body structure or function, disability as a restriction in performing activities considered normal, and handicap as limitations preventing fulfillment of roles regarded as normal based on social and cultural factors. It also discusses attitudes toward disability, differences in how disabled people perceive their situation, mechanisms for coping with handicaps such as shock, denial, anger, depression, and guilt, and the roles of social factors and staff attitudes.
Lesson 7 Mental Health and Well Being in Middle and Late Adolescence.pptHannahGarcia40
This document discusses the importance of mental health and well-being for adolescents. It defines mental health as how one's thoughts, feelings and behaviors affect their life. Good mental health leads to positive self-image and relationships, and helps one cope with stress. Protective factors like family support and strong friendships promote mental health, while risk factors like illness or poverty can harm it. Maintaining good physical health, resilience, and adaptability also supports mental health and well-being. Developing a healthy self-concept is key to achieving overall wellness during adolescence.
The document provides information about Positive Behavior Support (PBS), which is a person-centered approach that addresses challenging behaviors by changing a person's environment and support system while teaching new skills. PBS focuses on preventing problem behaviors and improving quality of life rather than eliminating behaviors. It relies on respectful, evidence-based strategies and looks at all factors supporting a person, including opportunities for meaningful activities, to minimize behaviors arising from boredom or unhappiness. As a direct support professional, key roles in supporting PBS include being a good observer, documenting behaviors, following behavior support plans, communicating respectfully, and providing unconditional attention and acceptance.
Guidance is a process of dynamic and interpersonal relationship designed to influences the attitudes and subsequent behavior of a person.
Counseling is the helping relationship, that include: some one seeking help, someone wiling to give help who is capable or trained to help, in a setting that permits help to given and received.
The document discusses challenging behavior in individuals with learning disabilities. It explains that challenging behavior often stems from an inability to communicate wants and needs effectively. It may serve as a way for those with learning disabilities to exert control over their environment. While there is no single cure, medical causes should be ruled out and functional assessments conducted to understand the reasons for behavior. Caregivers should develop communication skills, provide choice, and get support from professionals to help reduce challenging incidents. Proper support involves meeting individual needs through flexible, personalized services and developing genuine partnerships between those receiving support and caregivers.
The document provides definitions and guidance for various special groups. It defines persons with disabilities as those with 40% or more impairment as certified by a medical authority. Impairment refers to any psychological, physiological or anatomical abnormality, disability is any restriction of normal activity, and handicap is the inability to fulfill normal roles due to impairment. It then provides details on orthopedic, visual, deaf/mute disabilities and their definitions. It discusses socio-emotional problems commonly faced and the role of counselors in providing guidance, understanding the individual, and cooperating with parents. Juvenile delinquents are defined as those under 18 who commit crimes, and guidance aims to help them with issues leading to problems and set them on a
It helps the students in the field of teacher education, to know the basic concepts regarding guidance, types and principles of guidance etc.
Snd it explains about counselling, types, steps or procedures of counselling etc.
It helps the students in the field of teacher education, to know the basic concepts regarding guidance, types and principles of guidance etc.
Snd it explains about counselling, types, steps or procedures of counselling etc.
This document discusses eliciting individual behavior change. It outlines the stages of change model and strategies for each stage. The five stages are pre-contemplation, contemplation, preparation, action, and maintenance. Motivational interviewing aims to determine readiness for change. Strategies depend on the individual's stage and can include increasing motivation, setting goals, addressing barriers, and providing support and positive reinforcement. Desirability, likelihood of outcomes, and counterarguments must be addressed to influence attitudes. Social norms and perceived abilities also impact behavior and can be addressed through modeling, rehearsal, and removing obstacles.
Supporting people with intellectual and developmental disabilitiesCoreHealthproject
This document discusses the values that support life in the community for people with developmental disabilities. It emphasizes person-centered practices that respect individual choices and involvement in the community. The five principles of person-centered practices are listening to choices, supporting community relationships, self-direction, using talents and gifts, and shared responsibility. Providing support requires considering the individual's wants, talents, input from those who know them, and facilitating self-expression, decision making, flexibility, respect and responsiveness. Person-centered thinking and planning are also discussed as skills to get to know the individual and support them in pursuing their dreams and community connections. Risk and community involvement are valued as part of living a normal life.
This document outlines 9 essential needs for emotional well-being: 1) Give and receive attention, 2) Mind body connection through nutrition, sleep, and exercise, 3) Purpose, goals, and meaning through problem solving and achieving goals, 4) A sense of belonging through community, religion, or contributions, 5) Challenges and creativity through learning and skills, 6) Attention, love, and intimacy through close relationships, 7) Sense of control through variety of interests, 8) Sense of importance through recognition, and 9) Sense of safety and security through predictability and meeting basic needs. It notes that meeting these needs through a variety of activities is healthier than relying on just one area of life. The document then provides suggestions
This document outlines 9 essential needs for emotional well-being: 1) Give and receive attention, 2) Mind body connection through nutrition, sleep, and exercise, 3) Purpose, goals, and meaning through problem solving and achieving goals, 4) A sense of belonging through community, religion, or contributions, 5) Challenges and creativity through learning and skills, 6) Attention, love, and intimacy through close relationships, 7) Sense of control through variety and not relying on one aspect of life, 8) Sense of importance through recognized roles, and 9) Sense of safety and security through predictable environments and meeting basic needs. The document suggests promoting emotional well-being at work through good management practices like clear roles, feedback,
Self-empowerment involves gaining control over one's life and facing challenges in a positive way. It is built through self-awareness, understanding strengths and weaknesses, setting goals, and developing confidence. Empowerment allows people to participate in decision making and take action. For women's empowerment specifically, equal opportunities and eliminating discrimination are important. The nurse can empower others by acting as a facilitator, counselor, and healthcare provider who respects individuals and involves them in decisions.
FINAL PRINTED MH IN SCHOOLS BOOKLET K.SLATERKatrina Slater
This document discusses the roles and responsibilities of schools in supporting children's mental health. It begins by introducing the author and their background and motivation for writing the booklet. The main aims are to offer suggestions on how best to support children vulnerable to developing mental health issues and stimulate discussion among school professionals. It discusses what mental health is, signs of poor mental health in children, and the importance of early identification. It also covers diagnosing mental health problems in children, the impact on educational attainment, and how to take a whole-school approach to mental health support through openness, policies, and building teacher-student relationships.
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Presentation for reflections from the past book
1. Dr. Susan Stuntzner PhD, LPC, LMHP, FAPA, CRC, NCC, DCC
University of Idaho – Coeur d’Alene
Counseling Association of India
2. *As an educator, counseling professional, and a person with a
visible condition, it is apparent that such a resource was
necessary.
*A well-known experience by many are the extraordinary or out-of-
the box situations that occur in the lives of persons with
disabilities. Many of these are disempowering, degrading,
hurtful, and bias or stigma promoting.
*It appears that society expects persons with disabilities to
“man up” and figure out how to move past their disability in
positive way. Compounding this reality is the fact that few
resources exist pertaining to successful coping and resilience in
relation to disability.
*A book pertaining to resilience-based strategies and disability
was developed because of this need and the fact that few
resources exist.
3. *This book written to provide individuals with disabilities and professionals
working with them an introduction to life lessons and coping skills that may
affect a person’s coping with disability process and sense of resilience.
*Content is delivered according to an overview or introduction of skills
reported by others striving to be resilient. Each domain is then delivered
according to specific skills I have used and found helpful in being more
resilient following disability.
*The domains covered include:
*Locus of Control
*Regulating Your Thoughts and Emotions
*Life Coping Strategies
*Social Support
*Purpose in Life
*Outlook and Satisfaction with Life
*Functioning and Independence
*Spirituality
*Personal Growth
*Family Connections and Value
4. *Locus of Control (LOC) refers to a person’s belief system and
whether or not they think the choices made and the actions
taken will effect change in their life.
*LOC has been well-studied and determined to influence how
well people adjust to disability and are resilient following
difficult situations.
*Internal LOC is when people think or have confidence their
actions will result in a positive outcome or in progress
toward the goals they seek.
*External LOC is when people think and feel they are victims
of circumstance and nothing they do will effect change. This
may result in people giving up or not even trying.
*Counselors working with persons with disabilities can help
them become more resilient by building a stronger internal
LOC. Eight skills or strategies are discussed in this section.
5. *Regulating your thoughts and emotions pertains to a person’s
ability to monitor, manage, and influence that which they
think and feel, particularly when they experience negative
ones.
*Persons with disabilities can benefit from this skill because
they are exposed to many negative personal and societal
messages and experiences. Such situations are often “out-of-the-
ordinary” and may affect how people see themselves,
others, and the world around them.
*Counselors working with persons with disabilities can help
them become more resilient by learning to regulate their
thoughts and feelings, particularly as they relate to disability.
Twelve skills or strategies are discussed in this section.
6. *Coping strategies to deal with life and unexpected events
are essential for living a better life. The more ways people
have to cope with challenging life events the better their
chances of successful coping.
* Sometimes life and events do not turn out as intended.
With that comes the fact that the coping skills we were born
with or taught do not suffice. As a result, people may find
themselves needing to learn from “life”.
*Counselors working with persons with disabilities can help
them become more resilient by learning to develop or
enhance their life coping strategies. Thirteen skills or
strategies are discussed in this section.
7. *Social support is an essential need of all people. However, it is
a part of life that often changes for people living with a
disability. Friends stop coming around. Relationships and
marriages sometimes end. The changes are often very drastic
and sudden.
*Developing and maintaining social support is essential for
positive coping and resilience following disability. For this
reason, the stronger a person’s support system, including the
relationship held with oneself, is essential.
*Counselors working with persons with disabilities can help them
become more resilient by identifying who is supportive and
encouraging versus who is not. Having a strong social support is
essential for persons with disability in becoming resilient. Eight
skills are discussed in this section.
8. *Purpose in life is a value or way of life important to many
people. Related to this is the reality that some have a need or
desire to find meaning and value in challenging or unforeseen
life events, such as disability.
*The journey of finding meaning and purpose is not always
easy nor it is encouraged as a part of Westernized society.
However, it is a component to life that once found can
enhance it and improve coping following situations such as
disability.
*Counselors working with persons with disabilities can help
them become more resilient by finding their purpose in life or
if desired, determining meaning in the disability. Eight skills
which may be used are discussed in this section.
9. *Outlook on life affects peoples’ attitude, perception, and
sense of satisfaction. It resembles that part of ourselves
which determines how people view their situation and set
of circumstances, including living with a disability.
*People who view their life in a negative way may feel
disempowered or discouraged. While life and its
surrounding events may not always go the way people hope,
it is our outlook and perspective that influences how people
look at and respond to their life and set of circumstances.
*Counselors working with persons with disabilities can help
them become more resilient by having a better outlook on
life. For some, this may not be an easy process but it is a
journey that can help them with happiness and a sense of
contentedness. Ten skills are discussed in this section.
10. *Functioning and independence are important aspects of life to
consider when exploring resiliency. The advent of disability often
affects a person’s functioning and independence but that does not
mean someone could not become independent or improve his or
overall emotional, mental, or behavioral functioning.
*An under-recognized component of living with a disability is that it
can be a catalyst or gateway for learning new skills or refining the
ones we have. It is through the disability and its associated
experiences (i.e., desired or not) that people learn skills and
abilities that can greatly impact their life. A part of this may be
learning to maximize one’s strengths.
*Counselors working with persons with disabilities can help them
better understand their functioning and abilities following disability
and strive toward maximizing their independence. Seven skills
which may be used are discussed in this section.
11. *Spirituality is something that means different things to people. It is a
factor related to positive coping and adaptation and to resiliency.
Persons with disabilities striving to cope well often report spirituality
as a part of themselves that is of great value.
*Despite its value, spirituality and personal beliefs in a Higher Being is
a challenge for some helping professionals to embrace. As a result, it
is important that counselors examine their own comfort level and
willingness to embrace the exploration and promotion of spirituality
within the therapeutic relationship.
*Counselors working with persons with disabilities can help them
become more resilient by identifying and enhancing their spirituality
particularly given the fact that it is an important part of life and
successful coping for many individuals. Thirteen skills are discussed
in this section.
12. *Personal growth is something often reported as a “by-product” of
people who experience difficult and life changing events such as
disability. While it does not occur automatically, personal growth,
insight, and spiritual maturity are things that happen when persons
with disabilities work through the emotions, thoughts, and concerns
that hold them back.
*Personal growth and enlightenment are not easy because they are
decisions and actions that require effort and change. Yet, the
interesting part of growth and change is that people tend to be
motivated and prompted to do something different through the
experience of life challenges and when that which they are doing
ceases to work.
*Counselors working with persons with disabilities can help them
become more resilient by discovering the positive growth associated
with disability that may occur. Nine skills or strategies are discussed
in this section.
13. *Family support and relationships are very powerful and have the
ability to influence persons with disabilities in a positive or negative
manner. For many, families are a means through which we learn
about ourselves, others, and the world around us. They often shape
for better or worse, “our values, perceptions, expectations, societal
rules, behavior, and morals.”
*Family connections and values is about more than one’s family. It is
also about the lessons and values we learned from family. In many
instances, these may be a mixture of both positive and negative. A
part of being resilient involves learning how to “sift” through both
and determine which ones we will keep and those we want to
change.
*Counselors working with persons with disabilities can help them
become more resilient by enhancing their familial relationships and
support systems. Five skills which may be used are discussed in this
section.
14. 1. This book was written for individuals living with a
disability and professionals working with them. Since few
resources exist pertaining to resiliency and strategies to
help people cope better following disability, it was felt
that such a resource was necessary.
2. Information covered in this resource is laid out in an
applied fashion so that persons with disabilities and
professionals can review the life lessons/skills
encapsulated within domains related to resilience and use
them as is relevant.
15. 3. Following this resource was the development of a
resilience-based intervention designed to expose and
teach individuals with disabilities resiliency skills (i.e.,
Stuntzner & Hartley’s Life Enhancement Intervention:
Developing Resiliency Skills Following Disability).
However, it is also acknowledged that people may need
various ways to access information they can use. This book
is one way to help people do that and to remain cost
effective.
4. Those interested in knowing more can purchase the book
online at Amazon.com or they can contact the publisher
directly: Counseling Association of India -
caindia@gmail.com. People who have questions may also
contact me directly.
16. Susan Stuntzner PhD, LPC, LMHP, CRC, NCC, DCC
Assistant Professor
Rehabilitation Counseling and Human Services Program
University of Idaho – Coeur d’Alene
1031 N. Academic Way
Coeur d’Alene, ID 83814
Email: stuntzner@uidaho.edu
Phone: (208) 292-1409
Website Information: www.therapeutic-healing-disability.
com
Counseling Association of India: caindia@gmail.com
Editor's Notes
Share story about research interests: forgiveness, self-compassion, and resilience. The very beginning occurred when I was in graduate school and looking for a way to provide people with resources and information to help them with coping. Although I always felt there was a need for this, my graduate research work on forgiveness among persons with spinal cord injury solidified this. It became apparent that more needs to be done to provide people with the means and resources to help themselves.
As I learned more about other areas that might be tied to forgiveness, I began to explore ways to connect forgiveness to resilience. As I ventured down this path, it became apparent that there weren’t any interventions or strategies to help persons with disabilities become more resilient. As I worked with this topic, I then started with the creation of this book. My aim was to use the education combined with my personal experience to develop a resource that would be accessible and affordable to persons with disabilities and professionals working with them should they so choose. This book provided me with a practical foundation of the many, multiple skills that are needed to move through life when living with a disability or when life goes in a different direction than anticipated. It was a journey that also brought to the forefront of my consciousness the importance of having being able to use a number of skills, especially when the ones normally used stop or aren’t working.
Each of these domains are discussed throughout the literature on resilience and many are also key, well-known factors that impact positive coping following a disability. Specific life lessons are described in an applied fashion where the aim is to have one page per skill that covers the specific skill, its potential application to persons with disabilities, and a thought for reflection to guide the reader’s focus.
This book was also written as a pre-cursor to the development of a resilience-based intervention for persons with disabilities. Such interventions don’t exist for mainstream population let alone persons with disabilities. Due to the plethora of out-of-the-ordinary experiences often cast upon persons with disabilities such a book that is affordable and practical is needed in addition to the reality that many individuals may not have the finances or luxury of accessing counseling for extended periods of time.
It is my hope that this resource can provide insight into coping and resilience-based skills that people and professionals may consider and utilize as they relate to disability.
Learning to deal with difficult and challenging thoughts and emotions is not easy but it can improve with practice. It is important that people do not internalize negative societal messages and take them on as their own. Such experiences if internalized can negatively influence a person’s ability to regulate their self-perception, thoughts, and emotions.
To give them an idea of what this section means, briefly talk about these.
Examples include:
Learn to Deal with Ambiguity
Focus on the Positive Rather than the Negative
Practicing Gratitude
Sometimes the skills we have just stop working for whatever reason or during a specific period of time. It is during times such as these that persons with disabilities may find it is time to ask themselves “Are there skills and abilities I have learned since living with a disability or from life that I can further develop and utilize?”
The “life” skills chosen for one person may vary from another and what is most important is for people to discover what works for them. The skills shared in this section are those used and discovered in relation to my own life. Examples include:
Give yourself time – Know you may not know everything and change takes time. A slogan I learned to live by is, “To thyself be true….”
Become a sleuth – Is about being willing to learn about information and to ask questions. If I don’t do this for myself then who will?
Acquire Clarity & Vision – Doing what you can to develop a vision of what you want your life to be like. People tend to have hard time with this part of life and it may feel awkward or hazy but with continued work it can become clearer. Such a practice also helps a person find her voice, something often lacking in the lives of persons with disabilities.
A part of developing a strong social support is assessing how well the current one is or is not working, identifying changes that have occurred because of disability, and becoming clearer in how you want to be treated by others.
PWDs sometimes report negative social or interaction relationships and situations. While some of these situations may happen, it does not mean people must just put up with it. Rather, it means people must actively decide what they want and to make steps toward developing it or maintaining it.
A key skill tied to this I refer to in my book is “seeking out like minded people.” The world is filled in unbelieving and negative people but it does not mean persons with disabilities must settle for that in their own lives. The better we can decide what and who we want in our life and who is supportive the more true we are to our “inner self” and need. Related to this are the lessons:
Surrounds Yourself with Winners
Reject the Nay Sayers
For some, finding purpose may be trying to answer the questions “Why did this happen?” Or, “What am I to do now?” Too often, these questions have been viewed in a negative life or as resemblance of someone not coping well. However, such beliefs are based in the notion that people should “just buck up” without ever taking the time to explore a deeper meaning or purpose in the events that happen. Additionally, Western society does not welcome or encourage people to ask such questions.
The unspoken part of this journey is that the desire to seek meaning and purpose in the advent of disability can help a person learn more about oneself and discover the positive side of disability. Examples include “Finding a Higher Purpose” in one’s disability and situation and the ways it can help others or improve society as a whole. Additionally, it can help people find their own on path and voice and this may not have been so clear were it not for the experiences one has endured.
Dealing with a disability is not an easy task. It is an event that involves many changes, some of which not be desired or welcome. However, as with any situation, people have two choices: (1) To rise above and move on or (2) To let it define who they are.
Having a positive outlook and sense of satisfaction is always easier when life goes the way we want it to. It is much more challenging when events do not turn out as planned. The advent of disability is a life-changing experience that forever changes peoples’ life and that of those around them. Yet, enough is known today about peoples’ coping abilities and resiliency to understand that “happiness” and “positive coping” is not necessarily tied to “what” or “how much” people have. Afterall, most of us see this in the lives of very wealthy individuals, many of whom are not happy or experience personal inadequacies and difficulties just like others with fewer resources and income.
PWDs who may be challenged in their ability to have a better outlook on life may benefit from work in this area. Changing one’s outlook is not always easy but it is possible and it is a skill that becomes more fluid and natural with practice. Sometimes people need help seeing the possibilities. Examples of specific skills I have found useful include:
Desiring Better for Myself – Talk about what this means….
Visualizing the Possibilities
Separate Needs from Wants – What is this and what does this look like?
Spirituality is a skill and approach to life that can be developed and refined. Where a person is today does not have to dictate what is to be… Where a person is now is not necessarily where he or she will be in 5 or 10 years.
Spirituality is a strong component and factor associated with positive coping and disability. For example, some people may report they have become a “better person” (i.e., more compassionate, less worried about trivial stuff, focus on what is truly important). Others feel that “God had a reason and is seen as a source of unending support and unconditional love.”
Also of value is the recognition that some PWDs may have been sent overt or covert messages about the meaning of disability and God. More specifically, this means that the message may have been promoted that “they have a disability, have done something wrong, and are therefore sinful.” Such beliefs and internalized messages are of concern because they can inhibit positive coping and development of resiliency. For this reason, a part of spirituality may be the uncovering and recognizing of ‘negative’ messages and beliefs so that people can focus on healing and on the development of better ones (i.e., a stronger relationship with a Higher Power).
Spirituality is also about the daily practices one uses: forgiveness, acceptance of what is, kindness toward self and other, viewing difficult events as the potential for becoming a “life lesson.”
Personal growth is not always desired but it is a process that makes us better individuals when we allo w it to. Part of this is because the pain we feel stretches our comfort level, prompts us into making changes, and shows us parts of ourselves that may not have been in our field of awareness.
We all have the ability to change and grow but the question becomes whether or not we will open ourselves to it willingly or not. Some people become willing when that which they do no longer is effective.
The positives that may be obtained from living a disability are many. Some of these include: empathy, compassion, wisdom, self-confidence/assuredness, patient, meaning in life etc.
A key component in personal growth is developing the skill(s) to look at difficult/challenging situations as opportunities for growth. A part of that may be asking yourself, “What can I learn from this?” “How can this experience change me in positive ways should I allow it to?”
Personal growth may start with acknowledging that “Life is Not Fair” nor does it always go the way we want it too. But the decision remains, “What will you do with that which is in front of you?” Sometimes it is through our own challenges that we learn of the ability we have to help others in positive ways.
While it may be ideal, if persons with disabilities come from supportive and resilient families, sometimes this is not case. Sometimes it is after a while that people begin to recognize the value, positively or negatively their family had on them, their situation, and the way they view life.
As much as people would sometimes like, they cannot change their family or specific family members, but they can decide for themselves what learned that was positive and constructive and would like to carry forward with them in life versus not. Related to this, people may decide if they want to embrace their family or specific family members or not. In some situations when there is no constructive family support from biological family members, people may be faced with the decision of whether or not they will “find others” within their life to provide support and encouragement.