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The document discusses the differences between narcissistic personality disorder and Asperger's syndrome, which are often misdiagnosed in high-functioning adult psychotherapy clients. While both conditions can present as arrogant and lacking empathy, their underlying causes differ. Narcissism stems from a need for admiration and lack of empathy, while Asperger's is a neurodevelopmental disorder causing social deficits. The therapeutic relationship can help differentiate the two by how clients react to intervention - those with narcissism feel entitled and react angrily to criticism, while those with Asperger's are more accepting of boundaries and structure.

Autism and Alexander Technique_AT Congress Presentation 2015

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This document provides an overview of a presentation about using the Alexander Technique to help people with Autism Spectrum Disorder (ASD). The presentation includes: an explanation of ASD; how to adapt the Alexander Technique for students with ASD by modifying the teaching studio, methods, and procedures; and demonstrations of modified Push Hands, Yo-Yo, and walking techniques. It will conclude with a question and answer session.

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This document provides an overview of obsessive-compulsive disorder (OCD) and its treatment using cognitive-behavioral therapy and brief strategic therapy. It begins with definitions of OCD according to the DSM-5 and ICD-10 diagnostic criteria, and then provides an operative diagnosis description of OCD according to brief strategic therapy. This involves how OCD forms as an overwhelming need to check reality through compulsive rituals and thoughts. The document goes on to describe the paradigms and treatment approaches of cognitive-behavioral therapy and brief strategic therapy for OCD. It concludes with case studies demonstrating brief strategic therapy treatment.

Anxiety disorders

University of Miami

Anxiety is a normal human emotion that exists on a continuum from mild to severe. It is characterized by expectations not being met and the automatic rationalization of behaviors. Symptoms of anxiety include emotional, cognitive, and physical manifestations. Anxiety disorders affect around 25% of the population and have various theories around their causes including genetic, biological, cognitive-behavioral, and psychosocial factors. Common anxiety disorders include generalized anxiety disorder, panic disorder, phobic disorders, obsessive-compulsive disorder, post-traumatic stress disorder, and dissociative disorders. Treatment involves multidisciplinary interventions such as cognitive-behavioral therapy, medications, and observing nonverbal behaviors and relief patterns.

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Since 1996, researchers of the Interapy research group of the University of Amsterdam have been examining the effects of online cognitive behavioral treatment (online CBT). Over the years, the group conducted nine controlled trials of online CBT of a variety of mental health disorders, among a total of 840 participants. These studies suggest that online CBT is a viable and effective alternative to face to face treatment. Treatment adherence was 82%, and reductions in psychopathology represented a large between-group effect size of SMD = 0.9 (95% CI: .7 to 1.1), which were maintained over long periods. The research culminated in the foundation of the Interapy clinic, which received Dutch health regulatory body approval in 2005. Since then, costs of online CBT are reimbursed through public health insurance. A large study of treatment outcome of 1500 patients of the Interapy clinic showed that effects in clinical practice are similar to those observed in the controlled trials, and comparable to selected benchmarks of naturalistic studies of face to face CBT. The accumulated evidence provides compelling support for the efficacy and effectiveness of online CBT.

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Psychoanalysis aims to provide insight into a person's problems through techniques like free association, dream analysis, and analysis of transference. Humanistic therapy focuses on a client's subjective experiences and emphasizes self-exploration and acceptance. The two main types are client-centered therapy and gestalt therapy. Behavior therapy uses principles of learning to promote behavioral changes through methods like conditioning and modeling. Cognitive therapy focuses on thoughts and aims to change dysfunctional beliefs and thinking patterns through techniques like systematic desensitization.

The use of psychosocial interventions

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1) The document discusses the use of psychosocial interventions (PSI) for patients with severe mental illness, including techniques from cognitive behavioral therapy. 2) It presents a case study of a patient named Andrea who was admitted to an acute psychiatric ward and describes how staff overcame obstacles to engage Andrea and her family using PSI approaches. 3) Key aspects of the PSI used included flexible time for the nurse to build rapport with Andrea, assessing her symptoms and medication side effects, involving her family by addressing needs and devising a crisis plan, and explaining the stress vulnerability model to provide support and communication.

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This document discusses several studies related to childhood mental health and schizophrenia. It describes a study by Dr. Kristin Laurens that found negative schemas in childhood are associated with psychotic-like experiences in children, and that changing these schemas through cognitive-behavioral interventions may have benefits. It also discusses how childhood trauma can interact with genes like FKBP5 to influence cognition in schizophrenia through stress response pathways. Finally, it summarizes an animal study that found teasaponin supplementation improved cognition in obese mice by enhancing leptin signaling in the brain.

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The document discusses obsessive-compulsive disorder (OCD) and the role of nurses. It defines OCD and its most common symptoms which involve obsessions and compulsions. Common obsessions include contamination, perfectionism, unwanted thoughts, harm, and religion. Compulsions include checking, cleaning, repeating behaviors, and reassurance seeking. The causes of OCD are largely unknown but involve biological and environmental factors. Prognosis varies but OCD often begins in childhood/adolescence and can be a chronic condition. Medications like antidepressants are used to treat OCD and nurses provide important interventions like advising on medications, creating a therapeutic environment, and offering emotional support.

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The document discusses recreational therapy. It defines recreational therapy as a form of activity therapy where individuals enjoy leisure time through recreating and renewing the body and mind. The goals of recreational therapy are to improve physical and mental health by relieving tensions. It lists several indications for recreational therapy including schizophrenia, anxiety, and depression. The types of recreational therapy discussed include indoor, outdoor, intellectual expression, and sensory activities. The role of nurses is to encourage participation, teach skills, supervise activities, and note behavioral changes.

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Ns1211 2009 Week 4 Part 8

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This document discusses different types of parenteral medication administration including injection and infusion methods. It defines parenteral administration as injection or infusion through a needle or catheter inserted into the body. It then describes various types of injections - intradermal, subcutaneous, intramuscular, intravenous - detailing the equipment, volumes, and procedures used for each. Sites for different injections are shown and the five rights of administration are provided. The document aims to inform nursing students about proper parenteral medication administration techniques and procedures.

Fundamental of Nursing 4. : Vital Signs

This document provides information on vital signs including temperature, pulse, respiration, and blood pressure. It discusses normal ranges for these signs and factors that can influence them. Specific methods for measuring each vital sign are described along with typical equipment. Temperature can be taken orally, axillary, rectally, or via tympanic membrane and normal range is 36.2-37.2C. Pulse is measured via palpation or auscultation of arteries and normal rate is 60-100 beats/min. The document is intended to educate nursing students on the fundamentals of assessing and recording vital signs.

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Pulse oximetry is a non-invasive method to monitor the oxygen saturation of a patient's blood using a pulse oximeter, which shines red and infrared light through the skin such as a finger to measure changes in light absorption. A pulse oximeter reading between 95-99% is considered normal for a healthy person, while lower readings may indicate issues like lung or circulatory diseases. Immediately after a cardiac arrest, the pulse oximeter will sound an alarm as the pulse is lost and the oxygen saturation decreases.

Pulseoximetry

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Pulse oximetry is a noninvasive method to estimate the arterial oxygen saturation (SaO2) using light absorption. It works by shining red and infrared light through a translucent body site like a finger and measuring how much light is absorbed. Oxyhemoglobin absorbs more infrared light and deoxyhemoglobin absorbs more red light. The oximeter detects the pulse and calculates the SaO2 percentage. A normal reading is above 95%; below 85% requires medical attention. Pulse oximetry is widely used in hospitals to monitor patients' oxygen levels.

Pulse Oximetry

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A pulse oximeter is a non-invasive device used to measure oxygen saturation and heart rate. It works by shining two wavelengths of light through tissues like a finger or earlobe to determine the ratio of oxygenated to deoxygenated hemoglobin in the blood. Normal oxygen saturation is between 95-99% but can be lower in conditions like COPD or circulatory issues. If saturation is low, actions like increasing oxygen delivery or checking ABCs (airway, breathing, circulation) may be needed. The device provides useful information but can be affected by factors like low blood flow, so clinical judgement is also important.

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For this Discussion, review the case Learning Resources and the case study excerpt presented. Reflect on the case study excerpt and consider the therapy approaches you might take to assess, diagnose, and treat the patient’s health needs. Case: An elderly widow who just lost her spouse. Subjective: A patient presents to your primary care office today with chief complaint of insomnia. Patient is 75 YO with PMH of DM, HTN, and MDD. Her husband of 41 years passed away 10 months ago. Since then, she states her depression has gotten worse as well as her sleep habits. The patient has no previous history of depression prior to her husband’s death. She is awake, alert, and oriented x3. Patient normally sees PCP once or twice a year. Patient denies any suicidal ideations. Patient arrived at the office today by private vehicle. Patient currently takes the following medications: • Metformin 500mg BID • Januvia 100mg daily • Losartan 100mg daily • HCTZ 25mg daily • Sertraline 100mg daily Current weight: 88 kg Current height: 64 inches Temp: 98.6 degrees F BP: 132/86 By Day 3 of Week 7 Post a response to each of the following: • List three questions you might ask the patient if she were in your office. Provide a rationale for why you might ask these questions. • Identify people in the patient’s life you would need to speak to or get feedback from to further assess the patient’s situation. Include specific questions you might ask these people and why. • Explain what, if any, physical exams, and diagnostic tests would be appropriate for the patient and how the results would be used. • List a differential diagnosis for the patient. Identify the one that you think is most likely and explain why. • List two pharmacologic agents and their dosing that would be appropriate for the patient’s antidepressant therapy based on pharmacokinetics and pharmacodynamics. From a mechanism of action perspective, provide a rationale for why you might choose one agent over the other. • For the drug therapy you select, identify any contraindications to use or alterations in dosing that may need to be considered based on the client’s ethnicity. Discuss why the contraindication/alteration you identify exists. That is, what would be problematic with the use of this drug in individuals of other ethnicities? • Include any “check points” (i.e., follow-up data at Week 4, 8, 12, etc.), and indicate any therapeutic changes that you might make based on possible outcomes that may happen given your treatment options chosen. Respond to the these discussions. All questions need to be addressed. Discussion 1 En Three questions to ask the patient and a rationale for asking these questions. How may I be of assistance today? This question creates a rapport between you and the patients, and it makes her know that the doctor is ready to listen and help her. What are you doing to cope with grief after losing your husband? This question will help the care ...

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Samanthah please Therapy for Pediatric Clients With Mood Disorders Mood disorders can impact every facet of a child’s life, making the most basic activities difficult for clients and their families. This was the case for 13-year-old Kara, who was struggling at home and at school. For more than 8 years, Kara suffered from temper tantrums, impulsiveness, inappropriate behavior, difficulty in judgment, and sleep issues. As a psychiatric mental health nurse practitioner working with pediatric clients, you must be able to assess whether these symptoms are caused by psychological, social, or underlying growth and development issues. You must then be able recommend appropriate therapies. This week, as you examine antidepressant therapies, you explore the assessment and treatment of pediatric clients with mood disorders. You also consider ethical and legal implications of these therapies. Photo Credit: GettyLicense_185239711.jpg Assignment: Assessing and Treating Pediatric Clients With Mood Disorders When pediatric clients present with mood disorders, the process of assessing, diagnosing, and treating them can be quite complex. Children not only present with different signs and symptoms than adult clients with the same disorders, but they also metabolize medications much differently. As a result, psychiatric mental health nurse practitioners must exercise caution when prescribing psychotropic medications to these clients. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting with mood disorders. Note: This Assignment is the first of 10 assignments that are based on interactive client case studies. For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients. Learning Objectives Students will: Assess client factors and history to develop personalized plans of antidepressant therapy for pediatric clients Analyze factors that influence pharmacokinetic and pharmacodynamic processes in pediatric clients requiring antidepressant therapy Evaluate efficacy of treatment plans Analyze ethical and legal implications related to prescribing antidepressant therapy to pediatric clients Learning Resources Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a lo ...

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This document provides information about antidepressant medication, including how they work, when they are used, potential side effects, and treatment duration. It explains that antidepressants are thought to work by increasing serotonin and norepinephrine in the brain, and are often prescribed alongside therapy for moderate to severe depression and anxiety. Common side effects include nausea, headaches, and sexual difficulties, though some are short-lived. People may need to take antidepressants for different lengths of time, from just 12 months to indefinitely, and stopping medication requires medical supervision.

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ACKNOWLEDGMENTS This publication contains information .docx

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ACKNOWLEDGMENTS This publication contains information on various drug abuse counseling approaches, written by representatives of many well-known treatment programs. Although the counseling approaches included are used in some of the best known and most respected treatment programs in this country, it has not been determined whether all of these counseling models are equally effective. These various approaches are presented in an identical outline form so that the reader can compare and contrast the many treatment models described and learn more about the roles of the counselor and subject in a particular model. COPYRIGHT STATUS All material in this volume is in the public domain and may be used or reproduced without permission from the National Institute on Drug Abuse (NIDA) or the authors. Citation of the source is appreciated. DISCLAIMER Opinions expressed in this volume are those of the authors and do not necessarily reflect the opinions or official policy of NIDA or any other part of the U.S. Department of Health and Human Services. The U.S. Government does not endorse or favor any specific commercial product or company. Trade, proprietary, or company names appearing in this publication are used only because they are considered essential in the context of the models reported herein. PUBLIC DOMAIN NOTICE All material appearing in this report is in the public domain and may be reproduced without permission from the National Institute on Drug Abuse or the authors. Citation of the source is appreciated. National Institute on Drug Abuse NIH Publication No. 00-4151 Printed July 2000 CONTENTS Introduction and Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 John J. Boren, Lisa Simon Onken, and Kathleen M. Carroll Dual Disorders Recovery Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Dennis C. Daley The CENAPS® Model of Relapse Prevention Therapy (CMRPT®) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Terence T. Gorski The Living In Balance Counseling Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Jeffrey A. Hoffman, Ben Jones, Barry D. Caudill, Dale W. Mayo, and Kathleen A. Mack Treatment of Dually Diagnosed Adolescents: The Individual Therapeutic Alliance Within a Day Treatment Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Elizabeth Driscoll Jorgensen and Richard Salwen Description of an Addiction Counseling Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Delinda Mercer Description of the Solution -Focused Brief Therapy Approach to Problem Drinking . . . . . . . . . . . . . . . . . 91 Scott D. Miller Motivational Enhancement Thera.

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